The ASEAN Work Plan on Education 2016-2020 explicitly highlighted the programs and activities related to teacher mobility. Quality assurance mechanisms like the ASEAN Qualifications Reference Framework (AQRF), higher education student mobility and credit transfer, and cross-border education programs and partnerships are likewise envisioned to increase teacher mobility (ASEAN, 2016). It aims to facilitate the recognition of qualifications and validate learnings gained outside formal education; promote and encourage education and learner mobility and promote worker mobility.
In the study of Zgaga (2008) on the role of teacher education and European mobility, he emphasized the need to ‘tune’ educational structures and approaches to teaching and learning at teacher education institutions in order to facilitate and increase the European and broader international mobility of students; strengthen the European and broaden the international mobility of acting school teachers, and as an instrument of their continuing education and training; bolster interdisciplinary research at teacher education institutions which provide teacher education and training; enhance quality in the international context; and enhance the position of teacher education within higher education at large. Teachers who participated in student exchange programs are more equipped to teach students in the context of international cooperation and intercultural dialogue. Higher education student mobility and credit transfer, and cross-border education programs and partnerships are likewise envisioned to increase teacher mobility according to the ASEAN WPE 2016-2020.
As part of promoting multi-level exchanges and cooperation in the region during in-service training of teachers, this paper focuses on teacher mobility among ASEAN Member States. The programs and national plans relating to teacher exchanges are discussed and policy options to further strengthen teacher mobility in the region are presented.