Beruflich Dokumente
Kultur Dokumente
Published in Thailand by
SEAMEO Regional Centre for Higher Education and Development
II
PREFACE
III
TABLE OF CONTENTS
Page
Preface III
Introduction 1
Welcoming Remarks 2
Opening Address 4
Proceedings of Seminar 7
University-Business Partnerships: 41
Human Resources for a Global Skills Market
By Mr. Andrew McBean
Synthesis/Summary 46
By Prof. Dr. Chira Hongladarom
IV
INTRODUCTION
As technology advances and globalisation accelerates the pace of change,
todays human resource managers must rethink their organisational roles. In order to stay
ahead of the global competition, it is important for us to learn the new imperatives for
strategic human resource leadership across cultural and national boundaries.
Global competition has forced executives to recognise that they must think
differently in order to succeed by developing an effective global human resource
management system. Todays competitive markets demand organisations with personnel
capable of designing and implementing global strategies to manage cultural diversity. The
human resource management function can help the organisation achieve its primary
strategic goals of reducing the costs of value creation and adding value by better serving
the needs of the stakeholders.
Objectives:
Real-world Benefits:
Beyond the high level academic discussions, participants in the seminar learned
how to implement human resource management strategies in order to compete in the
global arena. The participants had an opportunity to learn best practices, new strategies
with human resource solutions in a stimulating way by discussing current issues,
comparing alternative solutions in order to apply practical lessons to their own
organisations challenges.
Eminent Speakers and Presenters, led by Prof. Dr. Wardiman of the HABIBIE Centre,
Indonesia
Distinguished Participants,
Colleagues in Education,
Ladies and Gentlemen:
The Peoples of Southeast Asia desire to attain the benefits of peace, prosperity
and security through an enlightened citizenry.
These three lines summarise the importance placed by SEAMEO in a seminar like
this. In wishing to attain peace, prosperity and security, our organisations tirelessly work
within our fields of competence towards developing an enlightened citizenry, not only for
one country but for the Southeast Asian region as a whole.
2
Finally, not only do we take time to reflect on these concepts and trends, but we
bring together the various players in order to provide constructive direction to these
forces of change. In todays seminar, not only do we listen to the ideas and experiences
of experts, but from the ideas shared, we endeavour to leave you with a clear purpose
and direction for the succeeding steps to take in your organisations, agencies, business
firms and universities. This is not only a forum for discussion - we hope to catalyse action
and help influence directions of institutions and agencies.
We feel privileged to work side by side once again with the other organisers in
realising this one-day seminar and in making another contribution in human resource
development in Southeast Asia. On behalf of the organisers, we would like to reiterate
our utmost appreciation to our distinguished speakers and presenters who were able to
be here and share with us their experiences and to welcome you all to this one-day of
learning and sharing ideas on human resource development.
Thank you.
3
OPENING ADDRESS
The world is now truly the global village it was once envisaged to be. Countries
have become inter-connected and interdependent and this will continue in the future. At
this crossroad, we have been facing many challenges which have had impact on our lives
and societies. The first challenge is the impact of globalisation. The globalisation
process has brought with it numerous benefits, especially for those countries that have
been able to take advantage of the market liberalisation and technological breakthroughs.
For the less developed countries globalisation has been fraught with difficulties and
seemingly insurmountable challenges, marginalising those less prepared even further.
The third movement that I see as another big challenge is trade and investment
liberalisation and facilitation. An open and free trade environment will create
opportunities for increased international investment and trade. This will result in new
avenues and challenges for every kind of enterprise which will allow customers to enjoy
greater choices and better quality products. The targeted goals toward trade and
investment liberalisation and facilitation both in WTO and APEC frameworks, once
realised, will foster mobility of workforce within and across the region.
These challenges have made work more mobile, capable of being performed in
different parts of the world without the need to actually set up physical facilities in other
countries. They also generate the greater demand for human resource management in
order to flourish the countrys comparative advantage based on knowledge, innovation,
skill and productivity. Our new generation, therefore, needs to develop their full potentials
in order to stay competitive in the global market and be able to reap the benefits of
globalisation.
4
At regional level, efforts have been made to build the capacity of human resource
to enable them to better serve the new economy and the knowledge-based society. The
projects on APEC Engineer and APEC Architect have reflected the concerns of countries
in Asia and the Pacific for the need to prepare professionals to work productively in an
international environment. Registration of engineers and architects has been targeted
based on the qualifications framework agreed by the participating economies. By so
doing, mobility of engineers and architects across country and region would be facilitated.
The ASEAN University Network Southeast Asia Engineering Education Development
Network or AUN/SEED-Net in short is another example of the joint effort between ASEAN
and Japan to produce qualified engineers to serve ASEANs industry-driven societies.
Thailand has shared her concerns with the rest of the world on the necessity to
produce and develop human resources to well respond to the global challenges. A
number of initiatives have been under way to upgrade the capacity of our workforce.
Emphasis has been put on the production of graduates in sciences and technology and
the niche areas of the country namely Food, Automobiles, Software, Tourism, Fashion,
Graphic Design and Animation, and Furniture. The production of 700 medical science
graduates per year for the period of 10 years is also targeted to respond to the countrys
health care demand.
5
Distinguished participants, ladies and gentlemen, as the world is moving toward
the molecular economy, higher education institutions should play a role in helping identify
the challenges brought about by such movement and create the body of knowledge as
well as produce graduates to well respond to the worlds changing demand.
We are all well aware that quality human resource is the key to the countrys
growth and sustainable development. Our mission to produce graduates should therefore
correspond to the countrys development goals taking into account the national
shortcomings and global challenges.
To survive in the digital society, our new generations need to catch up with the
advancement of ICT and technologies and have an ability to master those skills. This is
another challenge for higher education institutions to address the issue and help bridge
the digital divide.
I have a high hope that this seminar will ignite some thoughts and stimulate new
ideas leading to the desirable ways to manage our human resources wisely and
productively.
On this note, I take great pleasure to declare open the Regional Seminar on
Human Resource Management for Global Competitiveness. I wish you all every success
in your deliberations.
Thank you.
6
PROCEEDINGS OF THE SEMINAR
I. Background
SEAMEO, through the SEAMEO Secretariat and the SEAMEO Regional Centre
for Higher Education and Development (SEAMEO RIHED) thus served as co-convenors
of the Seminar. The organisations share the concern to address an often articulated
need of Southeast Asian academics and industry leaders for information on current
trends in human resource management.
Global competition is one of the realities executives and enterprises in the region
must recognise. Thus the need for an effective human resource management system that
responds to the emerging globalised environment finds resonance not only among the
practitioners in the private sector but also those in the academe concerned with
professional preparation of future workers.
Thus, the one-day regional seminar was conceived to explore human resource
development issues in the context of global competitiveness with focus on the rapidly
changing Southeast Asian environment.
The one-day seminar, jointly organised with ASAIHL, the Commission on Higher
Education, Ministry of Education of Thailand, the Council of University Presidents of
Thailand and SEAMEO Regional Centre for Higher Education and Development
(SEAMEO RIHED), featured key presentations by eminent speakers from the region and
beyond representing leading organisations in education, international business, and
national policy.
7
The specific aims of the seminar were to:
The seminar featured four (4) key presentations by eminent speakers as well as
speeches by representatives of the organisers responsible for convening the seminar.
All sessions were held in plenary, with a single presentation followed by a brief
discussion among the participants. A synthesis of the core presentations was presented
at the end of the seminar.
Mr. Abdul Wahid bin Sulaiman, Deputy Director of the SEAMEO Secretariat for
Programme and Marketing made the welcome remarks on behalf of Dr. Arief S Sadiman,
SEAMEO Secretariat Director. In welcoming the participants, recalled the purpose for the
establishment of SEAMEO, one of the seminar organisers, as a regional forum for
cooperation in the areas of education, science and culture. He underlined the key
phrases as enshrined in the Preamble of the SEAMEO Charter, wherein the countries of
Southeast Asia have pledged to work together by (1) recognising the forces and
challenges of change in todays world, (2) working as a forum to provide constructive
direction in the changes taking place, and thus (3) attain the benefits of peace, prosperity
and security through an enlightened citizenry.
Prof. Dr. Pavich reported that Thailand has to manage trends, such as
globalisation, trade liberalisation, the mobility of the workforce, the shifting nature of the
workplace and the locations of work enclaves, among others. As a consequence, the
country has to effectively manage the changing nature in the demands for services and
roles of higher education institutions. He cited the initiatives for managing the shifting
situation, such as the development of university-business incubators, community work to
provide hands-on experience for students, amongst other programmes that are being put
in place.
Expressing hopes for a fruitful exchange of ideas during the seminar, he officially
declared the seminar open.
8
IV. Paper Presentations and Synthesis
Prof. Dr. Djojonegoro outlined the global context of change as manifested in the
following phenomena noted in Indonesia: (1) changes in the demography and the
composition of the workforce, (2) changes in the work environment, (3) shifting trends in
technology, political environment, the economy, and (4) accelerated developments in
science and technology. Against this background, the presentation focused on
Indonesias initiatives for reform in response to the shifting demands of society and the
world of work. One of the key initiatives launched along these lines was the Match-Link
Programme which was featured as a core mechanism for aligning the services of
education institutions in Indonesia with the needs and concerns of the workplace.
Prof. Dr. Wichit covered Thailands education reforms by first summarising the
broad reform context taking shape in the country. Education was part of an over-all
environment of reform which had its roots in the national political and
bureaucratic/administrative changes adopted in the national development agenda.
The evolving knowledge-based economy and the realisation of current and future
competition faced by the country in key fields animated the reforms in education. Prof.
Dr. Wichit walked the participants through the relationship observed between the
components of the knowledge-based economy, competitiveness and national
development. Education reform was focused on the need to address the following
problems:
9
Dr. Krissanapong Kirtikara, President, King Mongkuts University of Technology in
Thonburi reviewed the transformation of education and manpower in the region over the
past two centuries. Her also presented an analysis of the drive towards modernisation
and industrialisation that countries have embarked upon over the past four decades,
underlining the impacts on human resources, the urban-rural divide, and implications of
certain policies relating to investment and industrialisation.
Dr. Krissanapongs analysis delved deeply with emering relations with China as a
major economic and political force in the region. He later expounded on current thinking
on education and learning as they impact on human resource development, drawing on
the Multiple Intelligences theories and recent advances on studies in brain-based learning
and how they influence human resource development trends.
Mr. Andrew McBean presented current trends opportunity areas for education
development through cooperation with the corporate sector. He cited, as an example, the
recent cooperation between Microsoft Corporation and UNESCO for application of ICT in
furthering Education For All. Mr. McBean presented the case of Microsoft global learning
initiatives such as the Microsoft Academic Alliance Programme as a mechanism for
cooperation to meet the expanding needs and demand for new and innovative education
services.
He recommended that beyond the one-day seminar, the results, ideas and action
points discussed should be disseminated to a broader audience to sensitise HRD
practitioners and educators as well as policy makers and opinion leaders to the nuances
of education and learning as a means for improving quality of human resources. It was
noted that the current seminar dealt mainly with the supply side, i.e., the education sector.
Human resource development for competitiveness calls for an understanding of the
demand side, and how development with a human face can be made operational.
Adding in his thoughts to those shared by the previous speakers, Prof. Dr. Chira
expounded on his four components of learning (learning methodology, learning
environment, learning opportunities and learning communities) and how they can be
brought together to achieve desired results in education. Building on human resources as
human capital in national development, he further expounded on five (5) further
dimensions of human capital development (innovation, creativity, cultural capital,
emotional capital, and knowledge).
Representing the agencies that collaborated to organise the seminar, Assoc. Prof.
Dr. Ninnat Olanvoravuth, Secretary General of the Association of Southeast Asian
Institutions of Higher Learning (ASAIHL) delivered his brief closing remarks. On behalf of
the organisers, he expressed his thanks and appreciation for the contributions of the
speakers who shared their ideas and thoughts on a very important topic. He cited, in
particular, Prof. Dr. Wardiman Djojonegoro who traveled to Bangkok for the seminar.
10
The organisers also thanked the participants, particularly those who came from
other countries as well as those who traveled from different provinces and cities in
Thailand. With hopes for a similar support and participation in future seminars and further
action on the action points identified, the ASAIHL Secretary General formally brought the
seminar to a close.
11
MEETING THE CHANGING DEMAND OF WORLD OF WORK:
CHALLENGES FOR HUMAN RESOURCE MANAGMENT
Prof. Dr.-Ing Wardiman Djojonegoro
ABSTRACT
The paper discusses the role of Higher Education (HE) in a developing country. First it mentioned the broad aims of
higher education in expanding and improving quality of HE in a country, as well as how to make higher education a
priority for the respective governments.
Introduction
It is sincerely hoped that this Seminar could be the starting point for higher
education reform, with details on how that reform should be carried out.
The first part review the general aims of higher education, followed by the
challenges to higher education in the era of globalisation.
12
General aims of higher education development
The broad aim for higher education development in developing countries is to:
Expand the quantity of higher education and access of population to higher
education,
Improve the quality of higher education,
Make this effort a top government development priority.
In fulfilling this higher education action, the points that should be considered are:
Global World
There is an inevitable trend in the world: it changes fast, and it becomes more
global. These trends are:
Demography and workforce: the existing workforce of today from 16-60 years
old, have had their training from experience and technology of 5 to 40 years ago. The fast
change of the economy necessitates a continuous adaptation of this workforce to cope
with technological and process changes. The problems encountered are:
13
Another evident tendency is the inevitable trend from manufacturing industries to
service industries. Countries with knowledge based human resources could adapt faster
to this new service industry process.
An outstanding change in the global era is the fact that economic and finance
become regionalised and internationalised. As a result economic and finance are
closely connected between countries, and from regional become international entities.
This will create a unique challenge to each country, as the rise and fall in economics will
be closely interlinked (as the monetary crisis in 1997 -1998 showed to us).
Science and Technology make great leaps. The last twenty years witnessed an
accelerated development of S&T more than the last 100 years. Countries who master
S&T are now at the vanguard of progress, while developing countries have to catch up
not to be left behind. Especially information technology and others like biotechnology
(gene technology) made great jumps forward.
All these changes took place in a very fast manner, and leading to extraordinary
transformation in the way we live and work. In the globalisation era knowledge becomes
an important factor in the economy, in the world of work and in our lives. Consequently
higher education becomes an important factor to realise this know ledge society,
because:
A higher standard (degree) is the basic qualification for many skilled (read:
knowledge based jobs).
National competitiveness is highly dependent on the outcome of higher
education.
Countries in this globalisation era not to be left behind and to catch up with the
world, then needs:
14
These factors contribute to the fact that the higher education in most developing
countries has great difficulties to develop in the right direction.
Higher education is not given the proper role in preparing the workforce in the
future knowledge era.
Although the number of students keep rising (50% of students live in
developing countries), and a higher quality is demanded, universities are still
under-funded.
Faculties are mostly under-qualified, poorly motivated, and poorly rewarded.
Laboratories are not equipped properly.
Students are badly taught and curricula under-developed.
Practical actions
Funding:
9 Through a variety of funding: from public, private sector, philanthropy,
and of course from the students.
9 The main aim is to
maximise the financial input of these sources.
to have a consistent and productive public funding.
Managing:
Assets:
9 consists of both physical and human capital,
9 adopt processes for the more effective use of physical and human
capital.
Curriculum:
9 development of curricula in science and technology, and general
education;
9 development of highly trained specialists and broadly educated
generalists in general economics;
9 flexible curriculum and education system, adapted to the needs of the
world of work (link and match).
15
Science and technology:
9 steps to new technologies to be taken, to connect developing countries
to the global intellectual mainstream.
9 adapt curriculum to the S&T world.
Problems in implementation
In the political field or level: many competing demands for public money.
In the ministerial level: the needed Action will need creativity and
persistence.
In the strategic planning: A visionary view of what higher education would
achievement or attain.
In the implementation inside higher education: combination of good better
planning and higher standards of management.
Networking with other stakeholders: Combining the stakeholders, public
and private and international higher education community in a coordinated
effort, for potential dominant position and leadership.
It is advised that
Every country should establish clear goals, to be presented to the policy
makers
9 first is to view the higher education system as a whole, determining
what each part can contribute to the public good.
The goals could be debated at the national level, focusing on
9 the expectations of higher education delivery to the respective country.
9 taking clear account of the challenges of implementing and the future.
The analysis of higher education systems offers the ability to balance strategic
direction with the diversity of higher education systems This diversification is
the result of:
9 to increased demand for higher education, this has brought new
players (especially from the private sector) into the system and
encouraged the appearance off new types of learning institutions,
9 who brought new ideas and motivations into the system,
9 induced alternative sources of funding,
9 make increased competition, and
9 improved quality possible.
Problems encountered
16
funding from public or private funds,
professional faculty staff,
assuring students cooperation,
human and physical capital with other economic activities, and
knowledge and ideas.
5. Promote increased openness,
Create, a learning center for all where facilities computers, libraries,
laboratories are open to any and all students;
Encourage higher education institutions to develop knowledge (and
revenue-) sharing links with business;
Higher education make a regular dialogue with society for a stronger
democracy and resiliency of the economy;
Encourage internationalisation.
6. The higher education market will not voluntarily conform to the system.
Markets are profit oriented and would not take the courses basic
sciences or the humanities, which are also essential for national
development.
These important faculties will be left, unless encouraged by leaders in
education or the government.
7. Governments should develop a new role as supervisors of higher
education. The government could establish the needed parameters, while
specific solutions could be left to the creativity of higher education
professionals.
In would be advisable, that the report could be aimed for wide distribution to the
countrys policy makers. It should raise the awareness, that
Higher education is essential for coping with the globalisation future, and
Higher education is important for the country and should be given priority.
With respect higher education there is dire need to focus on the question of:
How the graduates of universities MATCH the requirements that employers
have for such graduates.
Educators, who frequently themselves have very limited industrial experience,
need to rethink the basic specifications of the products they deliver.
Employers who are using these products need to be transparent on what
product specifications will best fit their own objectives in establishing their work
force.
17
The need to LINK with each other.
The type of courses, subjects and curricula that students are required to take.
The educators who should have the courage to change the substantive
content of that what is being taught.
The curricula of new generations are not necessarily taught in the same way
that the teachers were taught when they were students.
In short, this principle of LINK and MATCH represents a jolt to a world where
education can easily become a goal in and by itself, oriented towards obtaining
credentials but less focused on job requirements after graduation.
I am aware that I have covered today a great many issues related to the
challenges of higher education development in general, and higher education
management in particular. I hope however that I have also been able to convey to you the
overall picture of higher education in developing countries, and the need to work hard to
meet these challenges. Much remains to be done and to be catch up in the area of
higher education development in developing countries. We still need more of discussions
like this, not only with the stakeholders themselves, but with the policy makers, decision
makers at the Ministry, and with donors. At this point I am confident that we representing
the developing nations will be able to do so, not only through our own efforts but also
together through organisations like ASAIHL.
18
EDUCATION FOR GLOBAL COMPETITIVENESS
Distinguished Participants
Ladies and Gentlemen,
It is a great pleasure to share with you my thought on this topic Education for
Global Competitiveness. I will present the general framework first and then will focus
on strategies and guidelines of higher education reform in Thailand.
We are in the era of globalisation. Its process has and will continue to shape the
world. It has created new political, economic and social orders under these rapid
changes, countries and states have to seek both cooperation and competition.
Information and communication technology (ICT) becomes the very important tool
connecting people from different parts of the world. The exchange of date and
information is so rapid and convenient that we feel we live in the borderless world. The
world community is facing two challenges: one is the rapid changes and the other is
intense competition.
Countries around the world have to be prepared for these challenges. They have
to strengthen their abilities for self-reliance and competition. A drastic change in the
name of Reform becomes the urgent national agenda of many countres, including
Thailand. In the past 10 years, Thailand has carried out three major reforms: political,
educational, and bureaucratic.
This is the most important one because it is the foundation of the other two
reforms. On the 11th of October B.E. 2540 (1997), the Constitution of the Kingdom of
Thailand was enacted. This so called people-version Constitution opened up a new
chapter of history. The Constitutions was drafted by the Constitution Drafting Council
consisting of 99 members elected by the people. This people-elected body utterly
produced a new constitution that truly reflects popular wills on political stability,
democratic principle as well as good governance as new benchmarks for a better society
in which voices of all walks of life will be heard and effectively responded.
This is the result of the new Constitution. Section 81 stipulates the frameworks for
education reform as follows:
19
The Constitution called for law relating to national education. The National
Education Act B.E. 2542 (1999) was enacted and became effective on August 20, 1999.
This act sets the framework for education reform of all types at all levels and of the whole
system. As the result of this act, the Ministry of University Affairs and the National
Education Council have been consolidated to form the new Ministry of Education.
New ideas and approaches about management such as the concept of Chief
Executive Officer (C.E.O.) Administrative Integration and Result-Based Budgeting are
adopted to enhance efficiency and effectiveness of public administration.
These three major reforms were carried out almost at the same time by the Acts
of the Parliament. It was the joint responsibility of the legislative and administrative
authorities. It has been the national agenda in the last ten years. Therefore, the present
decade, it is the Decade of Reforms for Thailand.
20
Table: Hypothetical status of advanced countries and developing countries regarding the
level of development of knowledge-based economy and the level of
competitiveness
Human Resource
Development
Research and Development
Information Infrastructure
Science Technology,
Innovation
High
High
High
High
} Low
L
Low
Low
Low
Low
} Low
The driving force moving these four components is education. But only quality
education can be the driver. Therefore, we need education reform for the development of
knowledge-based society.
3.1 Problems
Since the past decade, Thailand has accumulated problems of education for
development that could be classified into four dimensions: quantitative, qualitative,
efficiency, and effectiveness.
On Quantitative
The problems of student number are due to the lack of educational opportunity.
The gap is between the rich and the poor, the advantaged and the disadvantaged, the
rural people and the city people. The direction for reform is to provide life-long education
for all.
On Qualitative
This is concerned with curriculum and instruction. Teaching and learning process
must be reformed. The curriculum must cover not only universal knowledge but also Thai
and local wisdom. Teaching must be student-centred. Rote learning must be replaced
by training in thinking process, analytical, and problem-solving skills. Quality assurance
system, both internal and external, must be implemented. Wherever the students are, in
remote areas or in urban communities, there must be an assurance of quality and
standards.
On Efficiency
21
On Effectiveness
The concern is with the cost-effectiveness and the quality of education. Budget
allocation has to be shifted from supply-side to demand-side in order to get higher returns
on investment in education. The most important aspect of effectiveness is the quality of
graduates. In the world of competition and globalisation, we need knowledge workers
and graduates who can function as global citizens. Education must aim at the
development of these desirable abilities.
3.2 Directions
22
(2) Higher Education as an Academic Pool.
Higher education institutions are to produce qualified graduated to meet the needs
and demands of the society, particularly in the fields of science and technology. In the
globalised era. They are also expected to produce graduates who can function as global
citizens.
The aim is to support institutional autonomy and academic freedom of higher education institutions. University management
must be flexible efficient, effective, and transparent with accountability to and under the supervision of the governing body.
(2) State higher education institutions are urged to be autonomous. This is to ensure efficiency, effectiveness, and
flexibility. Specialised higher education institutions remain under the jurisdiction of government agencies
supervising them. The principle of institutional autonomy should be observed by these institutions.
(1) There should be an agency responsible for setting up the criteria and
recommend budget allocation for state higher education institutions. The
agency should be public autonomous organisation under the supervision
of a committee consisting of eminent persons.
(2) Shift financing of higher education from supply-side financing to demand-
side financing to demand-side financing.
23
(3) Cost-sharing by learners should be implemented with consideration of
appropriateness and justice. The present student loan scheme should be
improved for its efficiency. Income Contingent Loan (ICL) or other
measures for the disadvantaged and specially gifted students should be
considered.
(4) Budget allocation should be based on per head expenditure and distributed
as general subsidies to higher education institutions. Consideration should
be given to missions, productivity, and costs. Performance-Based
Budgeting (PBB) is to be adopted and agreements or contracts are to be
made with higher education institutions in order to receive the budget from
the state.
(2) Develop flexible and diversified programmes to meet the needs of various
groups of people. Encourage credit transfer among colleges and
universities.
(4) Use ICT to provide educational opportunities to the people at anytime and
anywhere. This could be done through distance and open education.
Multimedia and E-learning should be used.
(1) Allocate the budget for building the infrastructure necessary for teaching,
learning and research so that higher education institutions can perform
their functions efficiently and effectively.
24
the strength and potentiality. The research centre should be: (a) a place
where graduate students can benefit from its research programmes; (b)
linked with business and industry so that research findings can be
disseminated and used; and (c) be financed by partners.
(4) Reform the curriculum and instruction. The curricula should aim at the
development of analytical skill, problem-solving ability, creativity,
adaptability, self-reliance, entrepreneurial skill, leadership and social
responsibility. Students should have work-experiences in business and
industry. Students learn to be productive knowledge workers.
25
Let me now discuss on the impact of Thai Higher Education Reform.
As shown on Chart 1 and using the Thai experience as an example, one could
see the impact of Thai higher education reform on the knowledge-based economy or
society. Six strategies of reform are considered as inputs. This will result in quality
teaching, research, service and cultural promotion. The outputs of higher education are
qualified knowledge workers, global citizens, knowledge, technology, innovation and
skills. These become important inputs for the knowledge-based society.
High
Level of 26 B
Global A
Competitiveness
This is true when we look at the IMD data which show that education in Thailand
ranks 48th, technology infrastructure 45th, and science infrastructure 55th. These
indicators show the low level of knowledge-based society development. If we want higher
level of competitiveness (point B in the Chart), we have to put more efforts on the
development of knowledge-based economy.
I believe I have shown to you and shared with you how education is important to
global competitiveness. In the case of Thailand, I hope higher education reform will be
successful in moving the level of global competitiveness to the higher level in the near
future.
Thank you.
REFERENCES
1. Constitution of the Kingdom of Thailand, B.E. 2540 (1997).
27
3. Office of the Secretariat of the National Education Commission, Ministry of Education,
Thailand, The Proposed Strategies and Guidelines for Higher education Reform,
November 2003.
4. Knowledge for Development, Published for the World Bank, Oxford University Press,
1999.
5. The Brooker Group, Background Papers on Higher education, Prepared for the Asian
Development Bank, September 1999.
28
Invited paper presented at the Regional Seminar on Human Resources
Management for Global Competitiveness, Bangkok, 8 December 2004.
Summary
The author reviews the transformation of education and manpower of the region
after the European Colonisation period two centuries ago. This is followed by a brief
analysis on the four decades of modernisation and industrialisation covering its impacts
on human resources, the resulting mental and social exclusion of rural and urban people
due to explicit knowledge-oriented schools, and the under-performed vocational and
higher education institutes due to unfavorable policies on overseas investment and
industrialisation. The next part covers thinking on education in a society whereby
agrarian, manufacturing, services and knowledge economies concurrently co-exist.
Competition and cooperation with China, and her manpower are noted. The paper ends
with a call for total human resources development in line with the Theory of Multiple
Intelligence and the recent advances in brain studies.
All this would change in Europe with the Industrial Revolution. Similar changes
occurred in South East Asia with the coming of European colonialism two centuries ago.
With the Industrial Revolution, the expanding commerce and accompanying services, a
new type of knowledge - the explicit knowledge became predominant. In explicit
knowledge, everything is written down as words, equations and formulae. Knowledge
became increasingly notational. Literacy became mandatory. Schools became the new
temple of explicit knowledge, replacing families and communities where tacit knowledge
was imparted and practiced. Certain tacit knowledge became externalised and recorded
as explicit knowledge. Explicit knowledge triumphed over tacit knowledge. Literacy
becomes dominant over knowledge for survival. Education became subject-oriented. The
traditional grounds for training professionals from the medieval time, i.e. merchant guilds,
trades and apprentice schools for various arts and crafts, were transformed into colleges
and universities oriented towards science, engineering and commerce. The temples of
knowledge of the industrialisation era produced technical manpower, a co-requisite with
money, materials and market of any capitalist society.
29
With the coming of the Europeans to South East Asia in the 18th century, a new
form of bureaucratic management and technical manpower were required. They were to
construct and oversee operation of new physical infrastructures. The initial period in the
19th century prior to the First World War saw employment of European experts in fledging
bureaucracy and launching of construction and operation of domestic physical
infrastructures. This was followed by educating elitist few in European institutions of
higher learning. Between the two world wars, professional schools, technical colleges and
universities were rapidly set up in the region. Molding the regional manpower,
bureaucrats and technocrats, in the image of the Europeans was total and complete.
Concurrent with the building up of the bureaucracy and physical infrastruc tures,
broadening of manpower base took place. Compulsory education was introduced and
schools were opened throughout countries. Education was no longer restricted to boys.
Education was neither confined to the realm of religious temples, royalty and noblemen.
School curricular with explicit knowledge orientation along the European were adopted.
Pre-eminence of the US after the Second World War shifted the schools of thinking in
education of the region from Europe to that of US. Those countries in the region with
strong ties to the Union of Soviet Socialist Republic (USSR) and Eastern Europe would
similarly adopt the USSR and the Eastern European way of education.
Peace after the Second World War came with decolonisation in most of the
countries in the region. This occurred quickly within one decade after the war was over.
The process of modernising nations started with countries following market economy.
After European decolonisation some countries unfortunately had to further engage with
war for independence or internal struggle for nearly another two decades. They later
adopted centrally-planned economy for nearly three decades. The first group of nations
has been riding the market economy waves, with the ups of economic crests and the
downs of economic troughs, for four decades. The second group cautiously opened the
countries to the world market, about a decade ago.
With peace, improved public health and infrastructure came large population
growth. Government expenditures were mainly taken up by education and public health
spending. In most countries of the first group, education budget accounted for about 20%
of a government budget. Rapid expansion of schools took place, even in the remotest
areas. Even though radio broadcasting, and subsequently television, had become wide
spread after the War, radio and television had hardly been tapped for bringing school
programmes to rural children, unlike industrialised countries of vast expand. School
children in South East Asia were thus brought up unfamiliar with educational technology.
In Thailand, prior to the rapid school expansion after the Second World War,
compulsory education took place in schools normally co-located with or were close to
Buddhist temples. Buddhist monks played key role in cultivating moral values in school
children. With the physical separation of schools from temples after the War, monks
understandably played less active education roles. With less prominent role of religious
education and coupled with increasingly secular, explicit knowledge oriented schools,
30
Thai students from rural areas find that formal school education had alienated them from
their roots. What is taught at school is not relevant to rural vocation and for survival.
Education only drives a wedge between themselves and their farming families and
communities.
After the War, the world became polarised. Some countries in the region were
supported, economic and military-wise, by the US and the Western world, some by
Communist states. Those with ties with the US had their economies becoming market-
driven and linking to world trade. Without technology, capital and market, their countries
were opened to overseas industrial investments in the 1960s, notably from Japan which
has been the economic power horse of the region. Overseas industrial investments
between the 1960s and 1980s were regarded in most countries as a vehicle for
employment of increasing workforce due to population growth after the War. Most of
manufactured goods produced during the following 2-3 decades were initially for import
substitution of domestic markets of the countries in the region that were heavily protected.
Later on, more original equipment manufacturing (OEM) products were exported. In both
circumstances, there was no incentive for overseas investors to undertake research and
technological development. Technologies were acquired in toto from mother companies
31
back home. Manpower was simply cheap labour. Human resources management within
the industrial sector was simply labour force management.
Within countries of the region during that period, there was little government
attempt or intervention, except in Singapore, to couple investment privileges with
strengthening technical education and technological development of the countries. With
Singaporean judicious decisions, investment privileges were contingent on strengthening
Singaporean technical institutions and establishment of specific and high-end
technological training centers with leading multinationals. In addition, upgrading of
technical skills were encouraged and was compulsory for firms with substantial
workforce. Expenses on professional development were tax-deductible. Prior to the
Singaporean undertakings, these similar human resource development and management
mechanisms were successfully employed in East Asia countries. Human resources
development were intertwined and in pace with economic and industrial development.
No overseas investors came to East Asia and Singapore for cheap labour, unlike their
coming to South East Asia. With such strong government intervention, by 1990s East
Asia countries and Singapore had graduated to an upper rung of industrial sophistication
and on to IT-driven services economy. Their universities had joined the world league. The
countries became newly industrialising economies with high caliber manpower, and
reflected in favorable industrial competitive indices. Their human resources were
completely transformed within 2-3 decades, or only one generation. Their industries were
churning out brand name consumer products, mostly electronics and motor- cars for the
South East Asia region and the rest of the world.
After 2-3 decades of industrialisation, countries in East Asia and South East Asia
ended up differently in terms of their competitiveness, including human resources. It is
the view of the author that this has resulted mainly from the policy and degree of
government intervention on industrialisation. For East Asia nations industrialisation was
utilised to strengthen technology capacity and catalyse human resources development.
In South Asia nations, industrialisation was simply tools for labour force employment.
Lessons learned could provide guidelines for countries in the region embarking on
industrialisation.
With weak coupling between industrial investment and privileges and human
resources development, industry and education institutes were separately developed.
32
Vocational education, mostly funded and managed by the public sector, could not keep
pace with emerging production technologies that had become more technology intensive.
Multinationals have their own programmes for pre-service and in-service trainings. They
have good career path for technical manpower and are able to recruit, retrain and retain
their manpower. This leaves most of firms fending for themselves. Job hopping is not
uncommon among employees of small firms.
During the last decade, rejuvenations of the university system come in various
guises. For example, incorporation or autonomisation of national or state universities has
been one obvious choice. It is done with the hope that with more autonomy potential of
educated academic staff in state universities will be liberated. Autonomous universities
should respond more quickly to the changing world and be more innovative. Malaysia has
33
incorporated all national universities few years ago. Thailand has its 3 new universities,
namely, Suranaree University of Technology, Walailak University and Mae Fah Luang
University, as autonomous universities from the beginning. Incorporation of existing Thai
universities proves a difficult one due to lack of continuous political and bureaucratic
supports. Only one university- King Mongkuts University of Technology Thonburi has
made a transition in 1998. Oppositions to autonomisation are still registered owing
mainly to ignorance. The first and foremost ignorance is the misunderstanding in the
concept of autonomisation and privatisation. It is perceived that state universities would
be privatised. The second difficulty lies in the change in status of university personnel
from life-long employment as civil servants to contracted university employees. Even with
short operating time, just over 10 years for Suranaree University of Technology and 6
years of autonomy transition for King Mongkuts University of Technology Thonburi,
experiences have shown that autonomy is a definitely positive factor. Comparing with
universities of similar nature, their graduates are well received by industries. The
universities have attracted more qualified faculty staff. Their academic outputs measured
in terms of publications and patents applications have increased substantially.
34
3. The Ever Present and Emerging Issues and Implications on Human Resources
Few years ago I gave a presentation on the nature of curriculum for the coming
millennium. I titled my presentation The Third Millennium - Nemesis of Curriculum ? . I
had then hinted at the nature of education and curriculum that I think as being more
relevant to future Thailand. Let me recapitulate what I had then in mind :
As the new millennium dawned, the new economy era or the knowledge based
era is born. The new era is characterised by integration of information and
communication technology (ICT) into production and services activities. The knowledge
we refer to is not knowledge per say, but rather is a potpourri of hardware (embedded
technology), software (knowledgeware), managementware and humanware.
For the case of Thailand, however, we were not opportune to the luxurious
transformation of these four eras in a well defined linear time line, as witnessed in the
western world. But rather, we have in our possession, the entire mixture of the hardware,
software, managementware, and humanware of the four economies, implying that the
four economies are concurrent in Thailand. Rural Thailand is essentially an agrarian
society, big cities are a mixture of industrial and service economies, while Bangkok is
heading towards the new economy on knowledge based society. With this in mind, we
now see that the current education system will encounter difficulties in preparing the
Thais to master the four concurrent world. The traditional curriculum ceases to suffice the
complex requirements, the dynamism and constraints placed upon Thailand.
In the quest to answer to the challenges of the four concurrent worlds, the Thai
solution on education, including curriculum, cannot be merely an adaptation of the
western model, as their transformation progressed linearly. For decades ago, when
Thailand started its modern development path, we adopted without adapting the western
model, devoid of its memory on an agrarian society, and emphasised mainly
industrialisation. Rural Thailand has witnessed the development of physical
infrastructures while its agricultural production capabilities remained weak. This resulted
from the bias in education mindset and its accompanying curriculum towards producing
manpower for industrial and services world, neglecting the manpower for the agrarian
sector. Rural Thailand became sources for cheap labour and natural resources. In our
search for the Thai solution of the new millennium, we must never repeat the same
mistake again.
35
To chart this unknown territory, a community may need a communal curriculum
and a communal roadmap that can be learned collectively. Learning at individual level of
the past millennium, based in schools, will continue in the future, but there needs to be
parallel learning at the community level. Under whose jurisdiction and responsibility will
this be handed to? Moreover, who will be the curriculum developers, the teachers and the
assessors? The new millennium requires progression as well as hierarchy of learning,
right from the individual to the communal and the societal levels.
It was then and is still my belief that to educate and manage future human
resources of a society that the 4 concurrent economies coexist, we need more than an
individualistic approach to learning or training. We have to add communal and societal
dimensions. In one way, the new knowledge will be more tacit in nature, context and
communal based, and tacit in management. For example, to manage or coordinate
people to solve environmental problems at village levels demands more than just explicit
knowledge and explicit management of environmental science and technology. Roles
and participation of individuals, families and communities must be delineated and
promoted. In a sense, a knowledge-based society is tacitly managed and synergistic, a
whole is bigger than a sum. The binding glue is tacit knowledge.
In recent time after the Second World War, South East Asia countries were to
balance between the Western capitalistic world and the Communists block. With the
demise of the USSR, the emergence of the U.S. as the sole superpower, and
globalisation, everything has changed. The meteoric rise of China has both pluses and
minuses to the region. On the plus of the economic side, China is a new growth engine
to the regional economy, in addition to Japan the traditional growth engine since 1960s
when the first wave of industrialisation took place. Moreover, China would be the anchor
of security, replacing the U.S. On the minus side, there is an apocalyptic vision of export
losses. China is backed by cheap and productive labour, a large stock of technical
manpower, huge and diversified industrial sectors, use of industrial policy and freer
access to the markets under the WTO. A similar rise of India is expected to follow in one
decade.
36
Among ASEAN themselves, there has been talks at the Vientiane Summit in
November 2004 of bringing forward the ASEAN 2020 Vision by 5-10 years. The ASEAN
2020 Vision calls for, inter alias, ASEAN as a single market and complete mobility of
people. This being so, the pattern of human resource mobilisation will be radically
changed. It is too early to contemplate such scenario.
I was somewhat bemused when I wrote the article The Third Millennium -
Nemesis of Curriculum? on world famous and erudite people making predictions on the
future. I named one part in the article The New Brave New World. From the following
passages, one sees clearly limitation of predicting the immense human capacity,
ingenuity, their products of technologies and resulting outcomes due to interactions
between man and their outputs. Let me quote some passages from the article :
It is ironic that we the people of the last millennium, brought up with the last
century paradigm of learning and the last decade of technology will attempt to describe
and construct the world of the third millennium. Famous, intelligent and learned men in
the last century made predictions that were astronomically off reality. For example,
It will take 600 years to manipulate human reproduction and the body. Aldous
Huxley (circa 1932),
There is no likelihood man can ever tap the power of the atom. Obert Millikan,
Nobel Prize winner of Physics, 1923,
I think there is a world market for maybe five computers. Thomas Watson, 1943,
IBM Chairman,
There is no reason anyone would want a computer in their home. Ken Olson,
1977, DEC Chairman,
640 K ought to be enough for anyone. Bill Gate, President and CEO, Microsoft.
At the end of the last decade, it was recognised that with rapid technological
changes and unpredictable globalisation, the concept of technology manpower planning
with certainty would be less relevant. Moreover, human is regarded as the most
important assets or resources. Hence, there is a shift from the concept of manpower to
human resources, and human resources management. However, the notation of
management of human resources or human beings as resources does not go down well
with humanists and social scientists. It is argued that the whole notation would
downgrade human beings to just tools or resources for economic production. Human is
ultimate and an end in itself. Human is not a ways and means to something. Hence,
human resources management is not acceptable. From the 7th National Economic and
Social Development Plan of Thailand (1992-1996), even before the economic downturn in
1997, the center of all developments is human. But I am not going to argue whether such
term as human resources management is relevant or acceptable or not. What I am going
to argue for is the development or management of the total human capacity.
37
Until the last two decades of the last millennium, intelligence, and subsequent
human performance, was perceived mainly in the domain of psychology, something that
could be inferred from observables and measured through I.Q. testing. Therefore, it is our
proclivity to categorise, or to put in simple boxes, develop, promote and manage people
according to the results of I.Q. test results. This is true at education level, and, to a
certain extent, at employment level. People are expected to perform, and therefore, be
promoted according to their I.Q. All theses are now changing with the advancement of
neuroscience and understanding of intelligence. These have been brought about by a
myriad of factors, namely, improved understanding of neurotransmitters chemicals
secreted and transmitted in brain functions, sophisticated brain probing instrument,
neurosurgery, drugs that operate on specific targets in brains, studies on idiot savants
and geniuses, and biological and genetic foundations of intelligence and emotions.
The Theory of Multiple Intelligences (MI- Theory) put forward by Howard Gardner
twenty years ago has been accepted, not without challenges in some quarters, as best
describing innate human intelligence on biological foundations. MI Theory provides
groundwork in the development of human capability. It is the view of the author that one
has to recognise the underlying and multiple faceted human intelligences before one can
develop and manage human. Or put it the other way, a human being has to recognise his
own multiple intelligences before he could meaningfully develop and manage himself, as
well as realising his full potential.
The MI Theory has so far been employed mostly in the education world, with
limited attempts made in the human resources management circles.
38
Howard Gardner thinks of intelligences as raw, biological potentials, which can be
seen in pure form only individuals who are freaks. In almost all people, the intelligences
work together to solve problems, to yield various kind of cultural endstates - vocations
and avocations alike, in his words. It is his view that the purpose of schools should be to
develop intelligences and to help people reach vocational and avocational goals that are
appropriate to their particular spectrum of intelligences. It is his belief that people who
are help to do so feel more engaged and competent, and therefore more inclined to serve
the society in a more constructive way. Howard Gardners view has immense
implications on how children should be schooled and educated, how school systems
should be reformed, and most importantly how teachers should be trained. It is the basis
of the so-called child-centered learning. However, his Multiple Intelligences theory when
put into practice for the working population will radically turn how we develop and manage
our human resources.
Modern studies on brains indicate that even though everyone possess these
multiple intelligences, but there are windows of opportunity in life that particular
intelligences can be best developed. Most of the windows of opportunity are opened
early in life. This is determined by the fact that each intelligence is associated with
various parts of the brain that are developed at different times and with different brain
stimuli. Brain is made by nature to be used. It is the question of use it or lose it. This
has to do with formation of neural networks and synapses between neurons. Thus, a
new field of brain-based learning is born. Teaching and learning of the future would be
done based on evidences on how the brain operates.
Acknowledgements
39
REFERENCES
1. H. Gardner, Frames of Mind : The Theory of Multiple Intelligences, Basic Books, New
York (1983).
2. H. Gardner, Multiple Intelligences : The Theory in Practice, Basic Books, New York
(1983).
40
UNIVERSITY-BUSINESS PARTNERSHIPS:
HUMAN RESOURCES FOR A GLOBAL SKILLS MARKET
Mr. Andrew McBean
Yahoo! News
News Results
News Stories Pasties 1-20 of about 212 for Human Resources for Global
Skills
Sort Results by: Relevance 1 Gate
41
Paradigm Shift: Change is happening
Commercial
Customers
Software
Industry
Education Governments
Long-Term Commitment
42
43
Common University Needs
Microsoft Research
Founded in 1991
Staff of 700 in over 55 areas
Internationally recognised research teams
Worldwide Research locations:
- Redmond, Washington,
- San Francisco, California
- Cambridge, United Kingdom
- Beijing, Peoples Republic of China
- Mountain View, California
44
45
SYNTHESIS/SUMMARY
Prof. Dr. Chira Hongladaran
QUOTATIONS
Change is fast and unpredictable
We should not respond to change but anticipate
change
Michael Hammer
Bill Clinton
Former President of USA
46
Human resources are the wealth
creation of the present and future.
Lester Thorow
Michael Porter
HR Architecture
Population
Education
Health
Labor force Nutrition
Family
Agriculture,
Industry,
Service, PRODUCTIVE SECTORS
Government Competencies ,
Demand side Supply side
Competitiveness,
COMPETITIVENESS & SUSTAINABILITLY Occupation,
Wage ,
Industrial relation
LIFE AFTER RETIREMENT
47
Human Resources Development Working Group
( HRDWG )
The theory of 4 L
- Learning Methodology
- Learning Environment
- Learning Opportunities
- Learning Communities
48
The theory of new 5 Ks.
- Innovation Capital
- Creativity Capital
- Cultural Capital
- Emotional Capital
- Knowledge Capital
Vision
Mission
Strategy 1
Strategy 2
Strategy 3
Concept of 3 circles
1. Context
2. Competencies
3. Motivation
49
Competencies
Functional Competency
Organisational Competency
Leadership Competency
Entrepreneurial Competency
Global Competency
50
Appendix I:
Seminar Programme
51
PROGRAMME
0800 - 0900 hrs Registration
Welcoming Remarks by
Mr. Abdul Wahid bin Sulaiman,
Deputy Director of SEAMEO Secretariat
Opening Remarks by
Assoc. Prof. Dr. Pavich Tongroach,
Secretary-General, Commission on Higher Education,
Thailand
52
Appendix II:
List of Speakers
53
LIST OF SPEAKERS
54
Appendix III:
List of Participants
and Seminar Organisers
55
LIST OF PARTICIPANTS
INDONESIA
1. Prof. Dr. Putrawan I Made
Director
Graduate School of Education State University of Jakarta
Komp. UNJ (PPS), Rawanangun
Jakarta 13220, Indonesia
Tel: (62 21) 489 7047
Fax: (62 21) 489 7047
Email: putrawan@centrin.net.id
THAILAND
Public Universities and Institutions
Burapha University
56
6. Mrs. Hathaikorn Pan-Ngum
Doctoral Student, Faculty of Education
Burapha University
Instructor 2 Level 7
63/149 Moo 10, Theparuk Road
Muang District, Samutprakarn 10270
Thailand
Tel: (66 23) 841 638
Fax: (66 2) 286 8962
Email: Hataikorn_p@yahoo.com
57
11. Mr. Sermkool Arckarapuneyathorn
Doctoral Student, Faculty of Education
Burapha University
Obstetrician
157/76-77 Banpaew-Prapathon Road,
Thanonkhard Sub-District, Muang District
Nakhonpathom 73000, Thailand
Tel: (66 34) 306 288-9
Email: sermkoola@yahoo.com
58
17. Dr. Suriyan Nontasak
Deputy Director
International Graduate Studies Program
Burapha University
169 Sansuk, Chonburi 20131
Thailand
Tel: (66 38) 383 252
Fax: (66 38) 834 498
Email: suriyan@buu.ac.th
Chulalongkorn University
21. Mrs. Srisa-Ang Wongthongdee
Lecturer
Public Administration Department
Faculty of Political Science
Chulalongkorn University
Phaya Thai Road, Bangkok 10330
Thailand
Tel : (66 2) 218 7218
Fax : (66 2) 255 2154
Email : wsrisaan@chula.ac.th
59
22. Mr. Tanate Chitsuthipakorn
Doctoral Student
Faculty of Education
Chulalongkorn University
Phaya Thai Road, Bangkok 10330
Thailand
Tel: (66 1) 680 1814
Email: tanate@loxinfo.co.th
Kasetsart University
23. Ms. Siriluk Prasunpangsri
Assistant Dean
Kasetsart University
Chalermpharkiat Sakon Nakhon Province Campus
59 Moo 1, Sakon Nakhon 47000
Thailand
Tel: (66 6) 714 4629
Email: S_pra@hotmail.com
60
28. Assoc. Prof. Bowornsilp Chowchuen
Director
Performance Management and Quality Assurance Office
3rd Floor, Academic Center Building
Khon Kaen University
Mittraphab Road, Muang District
Khon Kaen 40002, Thailand
Tel : (66 43) 362 103
Fax : (66 43) 362 103
E-mail : bowcho@kku.ac.th
61
Mae Fah Luang University
34. Dr. George A. Hickman
Director
International Affairs and Advisor to the President on HRD
Office of the President
Mae Fah Luang University
333 Moo 1, Tasud, Muang District
Chiang Rai 57100, Thailand
Tel: (66 53) 916 026
Fax: (66 53 916 023
Email: ghickman@mfu.ac.th
Mahasarakham University
35. Dr. Wantana Sinsiri
Vice-President for Staff Development
Mahasarakham University
Khamriang Sub-District, Kantarawichai District
Mahasasrakham 44150, Thailand
Tel: (66 43) 754 225
Fax: (66 43) 754 255
Email: wanatan.s@msu.ac.th
Mahidol University
38. Assoc. Prof. Anongporn Sirikulsathean
Associate Dean for Educational Affairs
Faculty of Dentistry
Mahidol University
6 Yothin Street, Rajthevee District
Bangkok 10400, Thailand
Tel: (66 1) 850 9207
Fax: (66 2) 354 8510
Email: dtasr@mahidol.ac.th
62
39. Dr. Chatchai Kunavisakut
Assistant Dean for International Relations
Faculty of Dentistry
Mahidol University
6 Yothin Street, Rajthevee District
Bangkok 10400 Thailand
Tel: (66 2) 644 8644
Fax: (66 2) 644 8656
Email: dtchn@mahidol.ac.th
63
45. Assoc. Prof. Siriruk Nakornchai
Department of Pediatric Dentistry
Faculty of Dentistry
Mahidol University
6 Yothin Street, Rajthevee District
Bangkok 10400, Thailand
Tel: (66 2) 644 6594 ext. 121
Fax: (66 2) 354 8520
Email: dtsnk@mahidol.ac.th
64
51. Dr. Suwan Choonharuangdej
Assistant Dean for International Relations
Faculty of Dentistry
Mahidol University
6 Yothin Street, Rajthevee District
Bangkok 10400, Thailand
Tel: (66 2) 644 8644-6 ext. 4811-12
Fax: (66 2) 644 8634
Email: suwanchoon@hotmail.com
65
Naresuan University
57. Dr. Samran Tongpaeng
Vice-President for Planning and Development
Office of the President
Naresuan University
Muang, Phitsanulok 65000, Thailand
Tel: (66 55) 261 085, 01 972 6514
Fax: (66 55) 261 084
Email: samrant@nu.ac.th
66
63. Mr. Jimrern Jittung
Doctoral Student
Prince of Songkla University, Pattani Campus
Rusamilae Sub-District, Muang District
Pattani 94000, Thailand
Tel : (66 9) 760 028
Fax : (66 73)
Silpakorn Univeristy
68. Dr. Burin T. Sriwong
Assistant Dean of Business Affairs
Faculty of Pharmacy
Silpakorn University
Nakorn Pathom 73000, Thailand
Tel: (66 1) 981 3909
Fax: (66 34) 255 801
Email: Burin@email.pharm.su.ac.th
Srinakarinwirot University
69. Assoc. Prof. Dr. Sirima Pinyoanuntapong
Faculty of Education
Srinakarinwirot University
114 Sukumvit, Wattana
Bangkok 10110, Thailand
Tel: (66 2) 664 1000 ext. 5562
67
70. Dr. Suchinda Kajonrungsilp
Lecturer
Faculty of Education
Srinakarinwirot University
114 Sukumvit, Wattana
Bangkok 10110, Thailand
Tel: (66 2) 664 1000 ext. 5562
Thaksin University
74. Mr. Aksornprasert Settaprasert
Executive Dean
Faculty of Humanities and Social Sciences
Thaksin University
Muang District, Songkhla 90000
Thailand
Tel: (66 74) 311 885 ext. 1002, 1416
Fax: (66 74) 443 972
Email: aksorn50@hotmail.com
68
Thammasat University
76. Mr. Kittipoom Wisessak
Researcher
Human Resources Institute
Thammasat University
2 Prachan Road, Pranakorn District
Bangkok 10200, Thailand
Tel: (66 2) 613 3305
Fax: (66 2) 613 3306
Email: ktphri@yahoo.com
Rajabhat Universities
69
Rajabhat Maha Sarakham University
82. Dr. Nitaya Klangchanee
Vice-President for International Relations
Rajabhat Maha Sarakham University
80 Nakornsawan Road, Tambol Talad
Muang District, Mahasarakham 44000
Thailand
Tel: (66 43) 742 624
Fax: (66 43) 722 117
Email: nitaya@rmu.ac.th
70
Nakornsawan Rajabhat University
89. Assoc. Prof. Dr. Panomporn Puacharearn
Lecturer
Nakornsawan Rajabhat University
Muang District, Nakornsawan 60000
Thailand
Tel: (66 56) 222 341 ext. 2102
Fax: (66 56) 221 554
Email: p_panomporn@hotmail.com
71
Roiet Rajabhat University
95. Asst. Prof. Pramote Benchakarn
Adviser to the President
Roiet Rajabhat University
113 Moo 12, Kohkes, Selapum District
Roiet 45120, Thailand
Tel: (66 43) 544 738-9
Fax: (66 43) 544 744
Email: promoteb@yahoo.com
72
100. Assoc. Prof. Dr. Issaree Hunsacharoonroj
Director
Institute of Research and Development
Rajamangala Institute of Technology
Klong 6, Thanyaburi
Pathumthani 12110, Thailand
Tel: (66 2) 549 4681-4
Fax: (66 2) 549 4680
Email: issaree@rit.ac.th
Private Universities
Assumption University
103. Dr. Absorn Meesing
Lecturer
Assumption University
Ramkhamheang 24, Huamak
Bangkapi, Bangkok 10240
Thailand
Tel: (66 2) 300 4543-62 ext. 1104
73
106. Ms. Jhuriza Victores
Student
Assumption University
682 Ramkhamhaeng Road, Soi 24
Bangkapi, Huamark
Bangkok 10240, Thailand
Tel: (66 9) 482 0851
Email: jhuriza@yahoo.com
74
112. Assoc. Prof. Prasarn Malakul
Vice-President for Academic Affairs
Kasem Bundit University
1761 Patanakarn Road, Suan Luang
Bangkok 10250, Thailand
Tel: (66 2) 320 2777 ext. 1430
Fax: (66 2) 720 4677
Mission College
114. Asst. Prof. Gail Valentino
Human Resource Director
Mission College
195 Moo 3, Muak Lek
Saraburi 18180, Thailand
Tel: (66 36) 344 777
Fax: (66 36) 344 864
Email: hrdir@missioncollege.edu
Payap University
116. Ms. Sompit Thongpan
Senior Lecturer
Payap University
Muang District, Chiang Mai 50000
Thailand
Tel: (66 53) 241 255, 01 485 7968
Fax: (66 53) 241 983
Email: thongpan@yahoo.com
75
Shinawatra University
118. Ms. Sunee Chinchuntra
Vice-President of Administration
Shinawatra University
99 Moo 10, Bangtoey, Samkok District
Pathumthani 12160, Thailand
Tel: (66 2) 599 0000 ext. 1165
Fax: (66 2) 599 3350
Email: sunee@shinawatra.ac.th
Siam University
119. Dr. Usanee Charoenpipatpol
Director, Office of International Relations
Siam University
235 Petchkasem Road, Phasicharoen
Bangkok 10160, Thailand
Tel: (66 2) 457 0068 ext. 340
Fax: (66 2) 868 6848
Email: usanee@siam.edu
Sripatum University
120. Assoc. Prof. Chari Manisri
Vice-President for Academic and Student Affairs
Sripatum University, Chonburi Campus
Chonburi District, Chonburi 20000
Thailand
Tel: (66 38) 384 374-5
Fax: (66 38) 276 590
Email: chari@east.spu.ac.th
Vongchavalitkul University
122. Ms. Jeerapan Kajornjitjarat
Vongchavalitkul University
Mittraprap-Nongkhai Road, Muang District
Nakhonratchasima 30000, Thailand
Tel: (66 1) 790 4810
Email: jojoba111 2004@yahoo.com
76
Commission on Higher Education
123. Ms. Chadarat Singhadechakul
International Cooperation Officer
Bureau of International Cooperation Strategy
Commission on Higher Education
Ministry of Education
328 Si Ayuttahya Road, Ratchathewi
Bangkok 10400, Thailand
Tel: (66 2) 664 5913
Fax: (66 2) 354 5570
Email: chada@mua.go.th
77
128. Mr. Pichate Urairong
Bureau of Policy and Planning
Commission on Higher Education
Ministry of Education
328 Si Ayuttahya Road, Ratchathewi
Bangkok 10400, Thailand
Tel: (66 2) 354 5500
Fax: (66 2) 354 5600
78
134. Ms. Tehpee Manowong
Director of Business Faculty
Lampang College of Commerce and Technology
173 Phaholyothin Road, Muang District
Lampang 52100, Thailand
Tel: (66 54) 352 400 ext. 139, 01 425 1208
Fax: (66 54) 251 209
Email: Tehpee@lcct.ac.th
Phyathai School
138. Ms. Oraporn Yamsopa
Head of Academic Section
Phyathai School
306 Sri Ayuthaya Road, Rajathewee
Bangkok 10400, Thailand
Tel: (66 7) 098 4609, (66 2) 354 5280
Fax: (66 2) 354 5251
Email: oraporny@hotmail.com
79
Companies and Others
140. Asst. Prof. Anucha Chintakanand
Adviser, Senate Standing Committee on Public Participation
Chairman
KTIBJ Leasing Co. Ltd.
Tel: (66 1) 808 5114,
KTIBJ Tel: (66 2) 651 8120, 252 9620
Fax: (66 2) 254 6118
Email: ofr@panrcgroup.com
80
145. Mrs. Phandhida Sucharittanonta
Personnel Manager
Grand Hyatt Erawan Bangkok
494 Ploenchit Road, Lumpini
Pathumwan, Bangkok 10330, Thailand
Tel: (66 2) 254 1234 ext. 3009
Fax: (66 2) 254 6307
Email: phandhida.sucharittanonta@hyattintl.com
International Organisations
81
UNESCO Bangkok
152. Prof. Dr. Molly N. N. Lee
Programme Specialist in Higher and
Distance Education
UNESCO Bangkok Asia-Pacific Regional
Bureau for Education
Mom Luang Pin Malakul Centenary Building
920 Sukhumvit Road
Bangkok 10110, Thailand
Tel: (66 2) 391 0577
Fax: (66 2) 391 0866
Email: m.lee@unescobkk.org
Seminar Organisers
ASAIHL
153. Assoc. Prof. Dr. Ninnat Olanvoravuth
Secretary General
Association of Southeast Asian Institutions
of Higher Learning
Office of ASAIHL, Jamjuree 1 Building
Chulalongkorn University
Bangkok 10330 Thailand
Tel: (66 2) 251 6966
Fax: (66 2) 253 7909
Email: ninnat99@hotmail.com
82
157. Assoc. Prof. Dr. Channarong Pornrungroj
Secretary-General
Office of Secretariat
Council of University President of Thailand
Jamjulee 1 Building, Chulalongkorn University
Bangkok 10330, Thailand
Tel: (66 2) 218 3202, 02 218 3206
Fax: (66 2) 216 1259
SEAMEO RIHED
161. Dr. Padoongchart Suwanawongse
Director
SEAMEO RIHED
c/o Commission on Higher Education Building
5th Floor, 328 Si Ayutthaya Road
Rajathvee, Bangkok 10400, Thailand
Tel: (66 2) 644 9856-63 ext. 108
Fax: (66 2) 644 5421
Email: padoong@uni.net.th
83
163. Dr. Praphon Jearakul
Consultant
SEAMEO RIHED
c/o Commission on Higher Education Building
5th Floor, 328 Si Ayutthaya Road
Rajathvee, Bangkok 10400, Thailand
Tel: (66 2) 644 9856-63 ext. 103
Fax: (66 2) 644 5421
Email: rihed@seamor.org
SEAMEO Secretariat
164. Dr. Arief S. Sadiman
Director
SEAMEO Secretariat
4th Floor, Mom Luang Pin Malakul Centenary Building
920 Sukhumvit Road
Bangkok 10110, Thailand
Tel: (66 2) 391 0144
Fax: (66 2) 381 2587
84
169. Ms. Piyapa Su-angavatin
SEAMEO Secretariat
4th Floor, Mom Luang Pin Malakul Centenary Building
920 Sukhumvit Road
Bangkok 10110, Thailand
Tel: (66 2) 391 0144 ext. 106
Fax: (66 2) 381 2587
85