Citizenship Education in the ASEAN Community

Preface
Contents
Part I The ASEAN Community and Citizenship Education
1 The ASEAN Community and the Study on Citizenship Education
1.1 The ASEAN Community
1.2 The Study on Citizenship Education
1.2.1 Study Background and History
1.2.2 Contribution of Previous Studies and Regional Studies
1.2.3 Purpose of This Book
1.2.4 Structure of the Book
1.2.5 Research Methods
1.2.6 Characteristics, Significance, and Importance of This Study
1.2.7 Target Audience for This Book
1.2.8 Chapter Summaries
1.2.9 Study Limitations
References
2 The Conceptual Framework of Citizenship Education in the ASEAN Community
2.1 Basic Concepts of Citizenship Education
2.1.1 Meanings of Citizen and Citizenship
2.1.2 Civic, National, and Citizenship Education
2.1.3 The Necessity of Citizenship Education
2.1.4 Global Citizenship
2.2 Key Concepts of Citizenship Education in the ASEAN Community: ASEAN Identity and ASEANness Education
2.2.1 ASEAN Identity
2.2.2 ASEANness Education
2.3 ASEANness Education Curriculum
2.3.1 ASEAN Studies
2.3.2 The ASEAN Curriculum Sourcebook
2.4 Surviving the 21st Century: An Educational Framework for Citizenship Education
2.5 Citizenship Characteristics Required in the 21st Century
2.5.1 Framework of Citizenship Characteristics: “Knowledge and Understanding,” “Skills and Abilities,” and “Values and Attitudes”
2.5.2 Civic Characteristics
2.6 Student Survey and Delphi Survey (Tables 2.2 and 2.3)
2.6.1 Student Survey (Table 2.2)
2.6.2 Delphi Survey (Table 2.3) and Results
References
Part II Citizenship Education in the ASEAN Countries
3 Citizenship Education in Brunei: Raising Awareness of ASEANness
3.1 Introduction
3.2 New Trend of Citizenship Education: Policy, Curriculum Focusing on MIB
3.2.1 Melayu Islam Beraja (“Malay Islamic Monarchy”: MIB)
3.2.2 Citizenship Qualities in the MIB Curriculum, Basic Competencies, and Textbooks
3.2.3 The Curriculum Content of MIB
3.3 Analysis of Citizenship Education Survey to School Children
3.3.1 Methods
3.3.2 Results: Responses from Brunei Students
3.3.3 Conclusion
3.4 Analysis of Delphi Survey: Citizenship Education of Ten Years Later
3.4.1 Methods
3.4.2 Results and Discussions on Delphi Survey of Education Expert
3.4.3 Statistical Analyses
3.4.4 Gap Analysis for Top Priority of Educational Agenda for Citizenship Education in Brunei
3.5 Comparative Analysis of Delphi Survey and Citizenship Education Survey Administered School Children
3.6 Summary and Recommendation: Towards a Model of Citizenship Education Promoting Awareness of ASEANness
3.6.1 Summary
3.6.2 Reccomendation
References
4 Citizenship Education in Cambodia: National and Regional ASEAN Citizenship Education in Post-Conflict Contexts
4.1 Introduction
4.2 Citizenship Education Discourses in Cambodia
4.2.1 Historical Background and Genesis of Citizenship Education
4.2.2 Citizenship Education Discourses in Educational Policies
4.2.3 Negotiating State-Society Relations
4.2.4 ASEAN Citizenship Education and ASEANness
4.3 Data Collection Methodology
4.4 Young Generation: Low Awareness yet Favorable Attitudes Toward ASEAN
4.5 Senior Generation: Passing on the Torch of Regional Integration
4.6 Discussion
4.6.1 Findings from SQ and DS
4.6.2 Future Prospects—How Will ASEAN Integration Impact on Cambodian Youth?
4.7 Conclusion
References
5 Citizenship Education in Indonesia: Aiming to Be a Member of the ASEAN Community
5.1 Introduction
5.2 New Trend of Citizenship Education: Curriculum After Socio-political Reforms
5.2.1 Citizenship Education in the Curriculum 2006 and 2013
5.2.2 Contents of the Standard Competency of Citizenship Education in the Curriculum 2006
5.3 Analysis of the Results of Questionnaire Survey to Students
5.3.1 Students in Indonesia See or Hear Much More the Words “Social Justice/Fairness,” “Human Rights,” and “Democracy” Than “International Society”
5.3.2 Most of the Students Considered that Their English Proficiency is Low, Even Though They Know English is Important for Their Lives
5.3.3 Students Consider Peace Among ASEAN Countries to Be Important
5.3.4 Indonesian Students Are not yet Interested in Other ASEAN Countries
5.3.5 Major Impacts of Media (Internet, TV, and Books) and School on Students’ Understanding of ASEAN Countries
5.4 Analysis of the Results of Delphi Survey
5.4.1 Findings from Questions in Part 1
5.4.2 Findings from Questions in Part 2–1 (Questions on Knowledge and Understanding)
5.4.3 Findings of the Questions in Part 2–2 (Questions on Skills and Abilities)
5.4.4 Findings from the Questions in Part 2–3 (Questions on Values and Attitudes)
5.4.5 Topics that Are Considered not Sufficiently Covered at Present
5.5 Comparative Analysis of Two Surveys
5.6 Conclusion
References
6 Citizenship Education in Lao PDR: Developing Increased Awareness for ASEAN Toward Globalization
6.1 Introduction
6.2 New Trends of Citizenship Education After the Establishment of AEC
6.3 Characteristics of Citizenship in the Questionnaire for Young Students
6.3.1 Questions on Citizenship (Part 1)
6.3.2 Questions on ASEAN Countries (Part 2)
6.4 Analysis of the Delphi Survey
6.4.1 Method
6.4.2 Backgrounds of the Respondents
6.4.3 Results: Part 1
6.4.4 Results: Part 2
6.4.5 Summary of the Delphi Survey
6.5 A Comparison of the Student Questionnaire and the Delphi Survey
6.6 Conclusion: The Future Challenges for Citizenship Education
References
7 Citizenship Education in Malaysia: Through Surveys on the Development of Students’ Citizenship Abilities and ASEAN Awareness
7.1 Introduction
7.2 New Trend of Citizenship Education: Overview and New Trend
7.2.1 Concept of Citizen and Citizenship in Malaysia
7.2.2 History of Citizenship Education
7.2.3 Overview of the Civics and Citizenship Education
7.3 Analysis of the Results of Questionnaire Survey to Students
7.4 Analysis of the Results of Delphi Survey: Citizenship Education of 10 Years Later
7.5 Comparative Analysis of Two Surveys
7.6 Conclusion: Recommendation of Model of Citizenship Education and Achieve the Citizenship that Go Beyond “National”
Appendix
References
8 Citizenship Education in Myanmar: Developing Global Citizens
8.1 Introduction: The Present System of Citizenship Education
8.1.1 Historical Changes in Myanmar’s Education
8.1.2 School System Structure
8.1.3 Curriculum Structure and Social Studies Curriculum
8.1.4 Citizenship Education: Developing Citizens
8.2 New Trends in Educational Reform and Citizenship Education
8.3 Survey of Student Attitudes Toward Citizenship
8.3.1 Respondents’ Attributes
8.3.2 Citizenship from the Perspective of “Knowledge and Understanding”
8.3.3 Citizenship from the Perspective of “Skills and Abilities”
8.3.4 Citizenship in Terms of “Values and Attitudes”
8.3.5 “Knowledge and Understanding” of the ASEAN
8.3.6 Consciousness About ASEAN
8.4 Conclusion
8.4.1 Summary
8.4.2 Recommendations
References
9 Citizenship Education in the Philippines: Education for ASEANness
9.1 Introduction
9.2 Citizenship Education and Educational Reform in the Philippines
9.2.1 The Process and Significance of the Introduction of the K to 12 Education System
9.2.2 The Influence of the AEC on Creating Citizenship in the Philippines
9.2.3 The K to 12 Program and Citizenship Education
9.3 The Citizenship Education Survey in the Philippines
9.3.1 Analysis of the Student Opinion Survey
9.3.2 Filipino Students’ Understanding of ASEAN and Challenges
9.4 Delphi Survey to the Educational Experts
9.4.1 Method
9.4.2 Findings
9.4.3 Part I: Characteristics Currently Achieved and Those Expected to Be Achieved in 10 Years
9.4.4 Part II–1: Questions on Knowledge and Understanding
9.4.5 Part II–2: Questions on Skills and Abilities
9.4.6 Part II–3: Questions on Values and Attitudes
9.4.7 Analysis of the Delphi Survey: Citizenship Education Now and 10 Years Later
9.5 Comparison of the Students’ Citizenship Survey and the Delphi Survey
9.6 Conclusion
References
10 Citizenship Education in Singapore: Implementation of Character and Citizenship Education and Revised National Education
10.1 Introduction: Overview of Educational System, Curriculum, and so on or Background of Citizenship Education
10.1.1 Historical and Social Background of Moral Education
10.1.2 Two Ministry Reports in 1979 and the Beginning of Religious Education in 1984
10.1.3 Discussion of “National Ideology” and the “Shared Values” Project
10.1.4 Introduction of “National Education” and the “Desired Outcomes of Education”
10.2 New Trend of Citizenship Education: Implementation of “Character and Citizenship Education” and Revived NE
10.3 Conclusion
10.3.1 Summary
10.3.2 Future Outlook
References
11 Citizenship Education in Thailand: From the Persistence of Traditional Citizenship to the Next Step
11.1 Introduction
11.2 New Trend of Citizenship Education: Policies and Curriculum
11.3 Background of Surveys on Citizenship Education in Two Phases
11.4 Analysis of Survey on Citizenship Education to School Children
11.4.1 Citizenship from the Viewpoint of “Knowledge and Understanding”
11.4.2 Citizenship from the Viewpoint of “Skills and Abilities”
11.4.3 Citizenship from the Viewpoint of “Values and Attitudes”
11.4.4 “Knowledge and Understanding” of ASEAN
11.4.5 Awareness of ASEAN
11.5 Analysis of Delphi Survey: Current State of Citizenship Education and That of Ten Years Later
11.5.1 Basic Data
11.5.2 Part 1: Characteristics Achieved at Present and Expected to Be Achieved Ten Years Later
11.5.3 Part 2-1: Characteristics of “Knowledge and Understanding” Achieved at Present and Expected to Be Achieved Ten Years Later
11.5.4 Part 2-2: Characteristics “Skills and Abilities” Achieved at Present and Expected to Be Achieved Ten Years Later
11.5.5 Part 2-3: Characteristics of “Values and Attitudes” Achieved at Present and Expected to Be Achieved Ten Years Later
11.5.6 Part 3: Questions on ASEAN Literacy Achieved at Present and Expected to Be Achieved Ten Years Later
11.6 Comparative Analysis of the Two Surveys
11.7 Summary and Recommendations: Model of Citizenship Education
11.7.1 Summary
11.7.2 Recommendations
References
12 Citizenship Education in Vietnam: Cultivation of ASEANness
12.1 Introduction
12.2 New Trends in Citizenship Education: Policy, Curriculum, and so on
12.3 Analysis of Survey on Citizenship Education to School Children
12.3.1 Overview of Student Surveys
12.3.2 Findings on Citizenship
12.3.3 Questions About Knowledge of ASEAN
12.4 Analysis of Delphi Survey: Citizenship Education of 10 Years Later
12.4.1 Overview of the Surveys
12.4.2 Findings of Citizenship
12.4.3 Discussion of the Survey Results
12.5 Comparative Consideration of the Analysis Results of the Student Survey and the Delphi Survey
12.6 Summary and Recommendation: Model of Citizenship Education
References
Part III Citizenship Education Paradigm for Surviving the 21st Century in the ASEAN Community
13 Comparative Analysis of Citizenship Education in the ASEAN Community
13.1 Comparative Analysis of the Results of Questionnaire Surveys for Students
13.1.1 Outline of the Survey
13.1.2 Structure of the Questionnaire Survey
13.1.3 Survey Results
13.2 Comparative Analysis of the Delphi Survey Results
13.2.1 Outline of the Delphi Study
13.2.2 Composition of the Delphi Questionnaire
13.2.3 Survey Results
13.3 Conclusion: Summary and Recommendations
References
14 Citizenship Education in the ASEAN Community: Summary and Recommendations
14.1 The ASEAN Community: Social Conditions in Individual Countries
14.1.1 Brunei
14.1.2 Indonesia
14.1.3 Laos
14.1.4 Malaysia
14.1.5 Thailand
14.1.6 Vietnam
14.2 Laws, Regulations, Policies, Curricula, and Textbooks
14.3 The ASEAN Countries’ Key Concepts in Citizenship Education
14.3.1 Perspective (1): The ASEAN Community
14.3.2 Perspective (2): ASEANness Education
14.3.3 Perspective (3): ASEAN Studies
14.3.4 Perspective (4): ASEAN Curriculum Sourcebook
14.4 Recommendations for Citizenship Over the Next Ten Years: Results of the Delphi Survey
14.5 Conclusions: Citizenship Education Paradigm for Surviving the 21st Century
14.5.1 Summary
14.5.2 Recommendations
14.6 The Study’s Challenges and Issues
References