Provision of Educational Services in Special Economic Zones in the Greater Mekong Subregion

Yesterday I attended the last day of the Newton Fund Researcher Links Workshop at the Asia Hotel in Bangkok organized by the British Council and hosted by Khon Kaen University. The purpose of the workshop is to help foster links between British and Thai academics, particularly early career Thai academics.

My presentation was on Provision of Educational Services in Special Economic Zones in the Greater Mekong Subregion

Abstract

Special economic zones (SEZs) are time and space-limited areas in which the regular laws of the land do not apply. Instead, various provisions are made to privilege capital above labour and, thereby, encourage domestic and especially international investment. States welcome this kind of investment because it provides direct employment and the prospect of technology transfer and industrial deepening. In the Greater Mekong Subregion (GMS) (i.e. Cambodia, Lao PDR, Myanmar, Thailand, Vietnam, Yunnan Province of China and Guangxi Zhuang Autonomous Zone) SEZs are being enthusiastically promoted because of the help it is hope they will provide states in passing through the Factory Asia Paradigm (FAP) – i.e. import substituting, export oriented, intensive manufacturing based on low labour cost competitiveness and a potential exit from it that would represent graduation from the Middle Income Trap. At various stages of the FAP, it is necessary to provide educational services to employees at different levels of seniority. This might include specific on-the-job training, vocational skills-based education or more advanced forms of learning to foster creativity and innovation. Within the GMS, educational provision has begun to be provided in some of the different types of SEZ that have been opened or which are still being built. More will be expected in the future as, for example, the Thai government has recently called for foreign universities to open facilities within its SEZs to try to meet state-level developmental goals. This paper investigates the current level of provision of such forms of education and compares it with what might be required, together with a brief consideration of how the gap might be bridged.

Keywords: education. Greater Mekong Subregion, special economic zones, vocational education

There is going to be book on the workshop’s themes in due course and I plan to submit a chapter to it.

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Special Economic Zones in CLMTV

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I spent two days last week at a workshop on special economic zones in Southeast Asia for the United Nations (UNCTAD), in conjunction with ASEAN and support from a number of other partners. I was invited to speak on the topic of Special Economic Zones (SEZs) in CLMTV (Cambodia, Lao PDR, Myanmar, Thailand and Vietnam): Significance, Impact and Linkages. The audience consisted of representatives of eight Southeast Asian nations, academics and private sector representatives and we met at the Amari Watergate Hotel here in sunny Bangkok.

The issues involved are complex and opinions diverse: in India, for example, SEZs are seen as a means of land-grabbing and reviled by most people while in China they are revered as part of the means of enabling hundreds of millions of people to lift themselves from poverty while retaining monolithic political control. Here in the Mekong region, they are part of the Factory Asia paradigm of import-substituting, export-oriented intensive manufacturing based (at least initially) on low labour cost competitiveness. One question is how to involve local companies and individuals as part of the global value chains being created by firms through forward and backward linkages. The provision of infrastructure and connectivity is necessary but not sufficient in achieving this.

Attending the workshop is part of my consultancy with the UN, which now requires me to complete various reports and I will be busy with that over the next couple of weeks.