Page 50 - EU_ASEN Relations: Perspectives From Malaysia

2020), under the ASCC 2025, contains key elements such as higher education

quality assurance, university-industry and global partnership, capacity
building for educators, education for sustainable development and so on, in

order to fulfil the vision of a dynamic ASEAN higher education area as
envisioned in the Blueprint.

Over the course of higher education developments in ASEAN, both SOM-ED
and ASED which are formed within the ASEAN Secretariat of the Education,

Youth and Sports Division, conducted a series of programmes to promote

ASEAN cooperation in higher education according to blueprints and work-
plans described earlier. Working closely with these mechanisms, other key

players involved include:

 the ASEAN University Network (AUN);

 the ASEAN Quality Assurance Network (AQAN);
 the South East Asia Ministers of Education Organisation (SEAMEO) and

SEAMEO-RIHED (Regional Centre for Higher Education and Development);
 individual ASEAN member states (education ministries, institutions and

bodies);

 various Dialogue Partners of ASEAN+3 (Japan, China and Korea), East-Asia
Summit nations, the EU, the US, etc.;

 global institutions such as UNESCO and UNICEF; and

 other stakeholders, industry players as well as the civil society.

Similar to European initiatives and strategies undertaken to modernise higher
education, these ASEAN key players have also innovated various mechanisms

for:

 international mobility (notably the AIMS programme, ASEAN-China and

ASEAN-ROK academic exchange programmes, AUN/SEED-NET education
network with the Japanese government, etc.);

44