The ASEM Education Process is organized at two levels: the political level includes ministerial commitment with representation at ministerial meetings. At the stakeholders’ level, dialogue continues with policy makers and experts within different cooperation platforms and events.
The initiatives that are taken and activities organized under de stakeholder level, can be classified under 2 pillars: the dialogue-oriented pillar and the result-oriented pillar. The first pillar represents the dialogue-oriented cooperation, providing a platform for mutual learning and exchange of experiences strengthening mutual understanding and providing incentives for education policy and strategy developments at institutional, national and regional level. The second pillar represents the result-oriented cooperation composed of tangible activities and measures. Furthermore, the initiatives are categorized under 4 different priority themes.
At political level:
A conference of ministers responsible for education is held every second year. Its main role is to facilitate political commitment, set the policy agenda and steer the activities of this dialogue process. Each Ministerial Conference is prepared during two Senior Officials’ Meetings, which are chaired by the host country of the respective Ministerial Conference and supported by the ASEM Education Secretariat (AES). In the Ministerial Conferences, only the Heads of Delegation have the right to speak. Observers (e.g. international organisations) may attend the meetings on invitation of the host country. Get an overview of past Asia-Europe Meetings of Ministers for Education (ASEMMEs).
At stakeholder level:
A continuous dialogue takes place with policymakers, thematic experts and other stakeholders discussing education topics. Asia-Europe Foundation (ASEF), the ASEM Lifelong Learning Hub (ASEM LLL Hub), ASEAN University Network (AUN), the European Network for Quality Assurance in Higher Education (ENQA), the European Student Union (ESU), the European University Association (EUA), the European Association of Institutions in Higher Education (EURASHE), the Organisation for Economic Co-operation and Development (OECD), the United Nations Educational, Scientific and Cultural Organization (UNESCO), UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training, the Southeast Asian Ministers of Education Organization’s (SEAMEO) Regional Centre for Vocational & Technical Education & Training (VOCTECH). Experts meet regularly to share experiences, present examples of good practice, and contribute to policy discussions and the implementation of reform measures. Most initiatives for bringing these experts together are taken by different ASEM member states with the support of the AES. Valuable input is also given by ASEF’s ASEM Education Hub (AEH) through the ASEM Rectors’ Conference (ARC), Asia-Europe Education Workshops, and the ASEM Education and Research Hub for Lifelong Learning (ASEM LLL Hub). More information on the activities and events can be found here.
ASEM Education Ministerial Meetings (ASEMME)
Since its inception in 1996, the Asia-Europe Meeting (ASEM) has continuously adjusted itself to ensure relevance and growth of the partnership between the partners amidst the global and regional changes. ASEM collaboration have been guided by 3 areas of common interest: political, economic, and socio-cultural and educational dimensions, referred to as the ASEM Three Pillars. Within the third pillar, Education Ministers from the ASEM member countries meet regularly to advance transregional educational collaboration (ASEM Education Ministers’ Meeting or ASEMME). The ASEM Education Ministers’ Meeting (ASEMME) is a platform for informal dialogue and collaboration among the ASEM members at highest political level. ASEMME convenes every other year, with the initial meeting held in Berlin on 5-6 May 2008.
The Ministers mandated the Senior Officials to meet annually to discuss issues of common interest, to review the results of the implemented ASEM education activities and agree on priority areas and joint activities for the next two years. Since ASEMME4, an Intermediate Senior Officials’ Meeting (ISOM) has been organised to encourage collaboration among the ASEM members and stakeholder organisations, to oversee the implementation of the ASEM activities and to elaborate proposals for further development of the ASEM Education Process.
Summary of Key Results and Objectives of each ASEMME
|Meeting||Theme||Results and/or objectives|
5-6 May 2008 Berlin, Germany
|Education and training for tomorrow: Common perspectives in Asia and Europe||
14-15 May 2009 Hanoi, Viet Nam
|Sharing experience and best practices on higher education||
9-10 May 2011 Copenhagen, Denmark
|Shaping an ASEM Education Area||
13-14 May 2013 Kuala Lumpur, Malaysia
|Strategizing ASEM Education Collaboration||
27-28 April 2015 Riga, Latvia
|ASEM Education Collaboration for Results||
21-22 November 2017, Seoul, Republic of Korea
|Collaboration for the Next Decade: From Common Perspectives to Effective Fulfillment|
Progress of ASEM Education Initiatives 2015-2017
The Conclusions drawn by the Chair of ASEMM5 in Riga, Latvia (27-28 April 2015), highlights the strategic role of education and the importance of keeping the ASEM Education Process as multifaceted and multipurpose process. Furthermore, 27 actionable initiatives were defined within the four priority areas of ASEM Education Process (9 initiatives under pillar 1 ‘dialogue-oriented activities’ and 18 initiatives under pillar 2 ‘result-oriented cooperation). Each of the ASEM members and stakeholders are invited to launch new initiatives and/or volunteer to coordinate the endorsed initiatives. Some ASEM-affiliated organisations, such as Asia-Europe Foundation (ASEF), the ASEM Education and Research Hub for Lifelong Learning (ASEM LLL Hub) or the ASEM Duo Fellowship Programme run projects throughout the year that provide an essential contribution to the four priorities.
An overview of all initiatives as well the progress of these initiatives can be found in the stocktaking report.