Page 78 - AEI Insights Vol. 7 2021

AEI Insights, Vol 7, Issue 1, 2021

much to accomplish in higher education. This struggle is further accelerated by the realization
of the AEC and the Initiative of the ASEAN Integration (IAI) Strategic Framework through
IAI Workplan Phase II (2009-2015, 2016-2020) that aim to address the development divide
and integration of the CLMV countries (namely Cambodia, Laos, Myanmar and Vietnam).

The project aimed to explore the issues and challenges that the Lao academics faced and how
both parties collaborated to try to overcome them. The focus of the training was on English
academic writing and research methodology concerning English language education. This is
seen to be important given the regional efforts in harmonising higher education and the role
that English has. In ASEAN countries, “English is being introduced as a compulsory subject
into the primary curriculum in all the 10 countries with the exception of Indonesia”
(Kirkpatrick, 2010). In many CLMV countries (Cambodia, Laos, Myanmar and Vietnam), the
number of schools that use English as medium of instruction is fast growing and might well
lead to a situation where the function of English in the curriculum is no longer that of a foreign
language, but of a “near universal basic skill” (Graddol, 1997).

The project involved capacity building activities, knowledge transfer and skills development
training, as well as a Training of Trainers (ToT) programme to foster a sustainable pool of
highly educated and trained academic leaders who will contribute to socio-economic
competitiveness for the benefit of their nation. This project also forged strong intercultural ties
between Malaysia and Lao PDR, thus further strengthening the network and regional
cooperation and integration objectives of the AEC and contributes towards narrowing the
development gap between other ASEAN countries in line with the Initiative for ASEAN
Integration (IAI).

Figure 1: Framework for UM-NUOL ToT Research Programme
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