AN INTERIM REPORT ON EXPLORING ALTERNATIVE CHANNELS OF MARKETING IN SOUTH EAST- ASIA FOR JURAN INSTITUTE

Submitted in partial fulfilment of the requirements For the award of POST GRADUATE DIPLOMA IN MANAGEMENT In INTERNATIONAL BUSINESS By HARSIMRANJIT SINGH (SRS2011PGDMIB2F013)

INSTITUTE FOR TECHNOLOGY & MANAGEMENT #11/D14, SIPCOT IT PARK, Old Mahabalipuram Road, Siruseri, Pudupakkam, Chennai- P.O. - 603103 February, 2013

ABSTRACT OF THE PROJECT:

JURAN Institute is looking for channel partner who can market and promote their Six Sigma Certification Courses in South East-Asia. The aim of my project is to explore the South East-Asian region so as to find feasible opportunity for the expansion of the operations of Juran institute and exploring the markets and finding out the dominating industires. The aim is also to analyse various institutions and the education system of Singapore and Malaysia. The focus is basically on Singapore and Malaysia so as to enable Juran institute to identify the situation of various industries and to analyse the relevant expansion strategies.

ABOUT JURAN INSTITUTE:

In 1979, Dr. Joseph M. Juran founded Juran Institute, Inc., an organization aimed at providing research and pragmatic solutions to enable organizations from any industry to learn the tools and techniques for managing quality and performance excellence. Building upon Dr.Jurans foundation, we now provide a number of services to help clients in all industries. We are known worldwide for research, consulting, and training that enables organizations to increase product and service quality, streamline business processes, reduce costs, and heighten their competitive edge. Visit our website: www.juran.com for more information.

JURAN INDIA:
Juran Academy Pvt Ltd was established in the year 2011 to bring the world-class training and consulting services of Juran to India. Juran Academy offers world-class certification programs to corporates and institutions in the field of quality Management including Six Sigma certification programs.

WHAT ARE THE TRAINING PROGRAMS/COURSES OFFERED BY JURAN?

S.NO

PROGRAM Certified Lean Six Sigma yellow Belt Program Certified Lean Six Sigma Green Belt Program

DURATION 2 Days- 16 hrs 5 Days- 40 hrs

1. 2.

3. 4. 5.

Certified Lean Six Sigma Black Belt Upgrade program Certified Lean Expert Program Certified lean Six Sigma Champions Program

7 Days- 56 hrs 5 Days- 40 hrs 5 days- 40 hrs

PROJECT WORK DONE:

The project work was started by giving a brief Introduction about the profiles of Indonesia and Thailand. After a brief Introduction of these countries, Information about their Education system where collected and scrutinised. A flow Chart of the education system has been provided for easy understanding of the education system of these countries.

INDONESIA PROFILE
Spread across a chain of thousands of islands between Asia and Australia, Indonesia has the world's largest Muslim population and Southeast Asia's biggest economy. Ethnically it is highly diverse, with more than 300 local languages. The people range from rural hunter-gatherers to a modern urban elite. Sophisticated kingdoms existed before the arrival of the Dutch, who consolidated their hold over two centuries, eventually uniting the archipelago in around 1900. After Japan's wartime occupation ended, independence was proclaimed in 1945 by Sukarno, the independence movement's leader. The Dutch transferred sovereignty in 1949 after an armed struggle. Long-term leader General Suharto came to power in the wake of an abortive coup in 1965. He imposed authoritarian rule while allowing technocrats to run the economy with considerable success. But his policy of allowing army involvement in all levels of government, down to village level, fostered corruption. His "transmigration" programmes - which moved large numbers of landless farmers from Java to other parts of the country - fanned ethnic conflict. Suharto fell from power after riots in 1998 and escaped efforts to bring him to justice for decades of dictatorship.Post-Suharto Indonesia has made the transition to democracy. Power has been devolved away from the central government and the first direct presidential elections were held in 2004. Indonesia has undergone a resurgence since the 1997 Asian financial crisis, becoming one of the world's major emerging economies. Investors are attracted by a large consumer base, rich natural resources and political stability. The country faces demands for independence in several provinces, where secessionists have been encouraged by East Timor's 1999 success in breaking away after a traumatic 25 years of occupation.

Militant Islamic groups have flexed their muscles over the past few years. Some have been accused of having links with al-Qaeda, including the group blamed for the 2002 Bali bombings, which killed 202 people. Lying near the intersection of shifting tectonic plates, Indonesia is prone to earthquakes and volcanic eruptions. A powerful undersea quake in late 2004 sent massive waves crashing into coastal areas of Sumatra, and into coastal communities across south and east Asia. The disaster left more than 220,000 Indonesians dead or missing.

FACTS

Full name: Republic of Indonesia Population: 242 million (UN, 2011) Capital: Jakarta Area: 1.9 million sq km (742,308 sq miles) Major languages: Indonesian, 300 regional languages Major religion: Islam Life expectancy: 68 years (men), 72 years (women) (UN) Monetary unit: 1 rupiah (Rp) Main exports: Oil and gas, plywood, textiles, rubber, palm oil GNI per capita: US $2,940 (World Bank, 2011) Literacy Rate: 92.81%

INDONESIA EDUCATION SYSTEM

The Indonesian constitution stipulates that 20% the state budget must be set aside for education. In theory at least, basic education is available for free during the nine years (from about the age of seven to fifteen) that Indonesian children are required to attend school. Families may choose to send their children to general schools or religious schools. There are public and private versions of both general and religious schools, but all are overseen by the Ministry of National Education and Ministry of Religious Affairs. The remote locations and low income of some families make religious schools the only option for some. Although public general schools dont charge tuition, they do generally charge fees for uniforms and other materials, and arent always accessible to children living in remote areas or those who lack funds for public transportation. The Indonesian governments commitment to providing free basic education has led to a 2005 policy, still in effect, that awards government grants to schools that voluntarily waive student tuition and fees. Students may begin at private or religious pre-primary schools, though preprimary education is not compulsory. Compulsory education begins with Sekolah Dasar, general primary schools, followed by Sekolah Menengah Pertama, lower secondary schools, or alternately Madrasah Ibtidaiyah, religious primary schools followed by Madrasah Tsanawiyah, religious lower secondary schools. According to the UNESCOs Secondary Education Regional Information Base: Country Profile Indonesia, in 2003 both public and private schools were unified under a national curriculum that includes: Pancasila (state ideology or principles of the states philosophy), local content, religion, civic education, Indonesian language, reading and writing, mathematics, introduction to science and technology, geography, national and general history, handicrafts and arts, sport and health education, drawing and the English language. Since 2005 teachers have been required to hold a four-year degree as a minimum requirement for teaching in lower or upper secondary schools. Teaching certificates, which doubles the base salaries of certified teachers, can be earned after successful completion of a one year program of training and practicum followed by an assessment of pedagogical, personal, and professional development.Even under the oversight of the Ministry of National Education and the Ministry of Religious Affairs the variation in class size, teacher qualifications, and ultimately education, varies greatly not only from region to region but also between schools. Secondary level teachers are hired, managed, and paid according to district standards, and regional variations on the nationally mandated curriculum can be dramatic. Higher Education Students who wish to continue their education beyond compulsory schooling might go on to Sekolah Menengah Atas, upper secondary schools; Madrasah Aliyah Kejuruan, technical and vocational schools within the Islamic school system; or Madrasah Aliyah, religious upper secondary schools. At the end of upper secondary education students can begin specializing in physical sciences, social

sciences, or language and literature. Students who complete any of those forms of upper secondary education may then enter universities and earn bachelors, masters, postgraduate, or even doctorate degrees. The Republic of Indonesia is one of the most populous countries in the world, after China, India, and the United States, but currently only 8,000 Indonesians have a doctoral degree. This has led to a dearth of qualified professors and a glut of private forprofit institutions that provide higher education of variable quality.In an article about Obamas efforts to rebuild academic ties to Indonesia, published in the Chronicle of Higher Education in 2010, Karen Fischer notes, No Indonesian university is included in the Shanghai Jiao Tong Universitys ranking of the top 500 research institutions. National Exams In addition to semester tests and annual tests that determine each students readiness to pass on to the next grade, students must pass national examinations before transitioning to general lower secondary school, upper secondary school, and higher education. Recently, the credibility and usefulness of these national exams has been called into question. Rumours of cheating remain widespread in spite of government measures taken to reduce systemic cheating. In the Jakarta Globe Michael Victor Sianipar notes that in 2009, the Supreme Court ruled that the government should improve teacher quality, educational infrastructure, and access to knowledge before conducting another nationwide exam.

FLOWCHART OF INDONESIAS EDUCATION SYSTEM

THAILAND PROFILE
A unified Thai kingdom was established in the mid-14th century. Known as Siam until 1939, Thailand is the only Southeast Asian country never to have been taken over by a European power. A bloodless revolution in 1932 led to a constitutional monarchy. In alliance with Japan during World War II, Thailand became a US treaty ally in 1954 after sending troops to Korea and later fighting alongside the United States in Vietnam. Thailand since 2005 has experienced several rounds of political turmoil including a military coup in 2006 that ousted then Prime Minister THAKSIN Chinnawat, followed by large-scale street protests by competing political factions in 2008, 2009, and 2010. Demonstrations in 2010 culminated with clashes between security forces and pro-THAKSIN protesters, elements of which were armed, and resulted in at least 92 deaths and an estimated $1.5 billion in arson-related property losses. THAKSIN's youngest sister, YINGLAK Chinnawat, in 2011 led the Puea Thai Party to an electoral win and assumed control of the government. YINGLAK's leadership was almost immediately challenged by historic flooding in late 2011 that had large swathes of the country underwater and threatened to inundate Bangkok itself. Throughout 2012 the Puea Thai-led government struggled with the opposition Democrat Party to fulfill some its main election promises, including constitutional reform and political reconciliation. Since January 2004, thousands have been killed and wounded in violence associated with the ethno-nationalist insurgency in Thailand's southern Malay-Muslim majority provinces. FACTS

Full name: Kingdom of Thailand Population: 69.5 million (UN, 2011) Capital: Bangkok Area: 513,115 sq km (198,115 sq miles) Major language: Thai Major religion: Buddhism Life expectancy: 71 years (men), 78 years (women) (UN) Monetary unit: 1 baht = 100 satangs Main exports: Food including rice, seafood and live animals, office equipment, textiles and clothing, rubber

GNI per capita: US $4,420 (World Bank, 2011) Literacy Rate: 92.60%

THAILAND EDUCATION SYSTEM

Education in Thailand began in 13th century, when Ramkamhaeng the Great created Thai alphabet. In the early period of Thai education, members of the royal family and nobilities received education from Royal Institution of Instruction (Rajabundit), while commoners received education from Buddhist monks in the temples. In Thais traditional education system, village temples were places where most young boys received basic education. Such village temples received boys from the age of eight to serve in the temple as dek wat(which means the children of temple). The dek wat helped to do some housekeeping works in exchange for instructions in reading and writing. Scriptural texts were used as textbooks for educating commoners in traditional Thai education system. The traditional education system prevailed until the 18th century (Ministry of Education [MOE], 1998). Thailand has been through a long journey to try to improve its education system. The first Thai language textbook, Chindamani, was published during the reign of King Narai the Great (1656 1688). As the printing press entered Thailand in the mid 1800s, printed books were available in Thai language. Girls in Thailand were not admitted into the educational system until the end of 19th century. The first government school for girls was set up in 1901, and the first teacher training school for women was set up in 1913. The first university in Thailand, Chulalongkorn University, was established in 1917. Chulalongkorn University is named after King Chulalongkorn (Rama V, 1868 1910) and it is regarded as one of the best universities in East Asia (MOE, 1998). Education is divided into four levels in Thailand. Pre-school education is for kids under age 6. Primary education starts when the kids are 6. Primary education is called Prathom in Thai, and it usually lasts for six years. After Prathom 6, the students will receive Secondary Education. Secondary Education is called Matthayom in Thai, and it is divided into two parts: lower secondary education, and upper secondary education. Matthayom 1 3 is considered to be lower secondary education. After Matthayon 3, students take a national entrance exam for upper secondary school and choose academic or vocational stream for their upper secondary education. Academic schools prepare students for college education, while vocational schools prepare students for employment. Thai government provides 12-year free basic education, which includes 6 years of Prathom, and 6 years ofMatthayom. The 6 years of Prathom and the first 3 years of Matthayom are compulsory education guaranteed by the Constitution. The admission of higher education sector after Matthayom is largely based on the High School Entrance Exam taken at the end of Matthayom 6. Universities and colleges are the main institutions that provide higher education in Thailand. According to the Ministry of Education in Thailand, there are over 2.2 million students currently enroll in the higher education sector, and the participation rate of university age students has significantly increased in the past few years. There are a total of 780 public and private higher education institutions in Thailand. Thai universities and colleges offer

excellent programs in studies of art, medicine, humanities, and information technology. However, many young Thai citizens still prefer studying subjects such as law and business abroad. The increasing amount of trades and interactions with foreign countries urges people in Thailand to learn English. As the founder of the first modern school in Thailand, King Rama V (1868 1910) realized the importance of English, and he set up an English School in Palace to prepare princes and court children to study abroad. There are around 27% of Thai populations are English speakers. In large cities such as Bangkok and Chiang Mai, most schools include English as part of their curriculum. However, in most of the rural areas, English is hardly found in schools. Hotel stuff in Thailand might speak passable basic English, while street vendors and shop keepers might only be able to show the prices on a calculator without speaking a word in English. The Thai government sees the demand of English in business, and the government is working on English programs in order to improve the overall English skills of Thai. The English education in Thailand needs improvement; at the same time, the standard tests are in the process of reform in Thailand. Thai students are required to pass the O-NET (Ordinary National Educational Test) for the completion of each levels education. O-NET consists 8 subjects, which are Thai language, social science, English, Mathematics, science, health and physical education, arts, and vocational education and technology. The most recent version of Higher Education School Entrance Exam comprises the compulsory General Aptitude Test, which covers reading, writing, analytical thinking, problem solving, and English Communication. O-NET has suffered from criticizes since it came out. Students extremely low scores in O-NET make the credibility of the test doubtful. Education reform is a hot topic in Thailand these few years.

FLOWCHART OF THAILANDS EDUCATION SYSTEM

CONCLUSION
This was just a brief about the profile and education systems in both the countries. In my further report, I will be discussing about the industrial analysis and rankings of the major universities in Indonesia and Thailand.