Education

Education is Long Term Gold
Fundamental Asia Institute closely partnered with K-12 and higher education providers, private education providers, global investors, ministry of education, ministry of industry, and ministry of labor, as well as global entities (UNESCO, WHO, ADB, and ILO) to optimize the contextual learning progress and support better outcomes for students around the world.

Investment in education can lead to a skilled workforce, innovation, and growth, while neglecting education can result in a cycle of poverty, unemployment, and economic stagnation. This underscores the necessity of prioritizing education as a cornerstone of sustainable economic development.

The most distinctive feature about the Fundamental Asia’s Assisted Education System (AES) is the endogenizing of learning and trained process during formal and non-formal education into the business and industry market equilibrium. The nature of the AES model is dynamic system of analysis in general equilibrium across graduates or education outcome (level of skill, field and discipline), across industry (currently we have 175 sectors, ranging from agriculture to other service), and across regions.

Fundamental Asia Institute emphasize the long run effect of education. Here we present two extreme cases to demonstrate the profound impact education has on human live: South Korea’s success driven by education and Zimbabwe’s decline due to educational failures.

Extreme Case 1: South Korea

South Korea transformed from a war-torn country in the 1950s to one of the world’s leading economies, largely due to its investment in education. Post-Korean War, the government prioritized education as a means to rebuild the nation. Universal primary education was implemented, followed by secondary and higher education reforms. South Korea invested heavily in teacher training, curriculum development, and educational resources. This focus on human capital resulted in a highly skilled workforce. As education levels rose, so did productivity. South Korea experienced rapid industrialization, moving from agriculture to technology and manufacturing. By the 1990s, South Korea had one of the highest rates of college graduates in the world, contributing to a knowledge-based economy. The educated workforce attracted foreign investment and led to the growth of multinational companies, such as Samsung and LG, further boosting economic development. We can see how the South Korean students consistently perform well in international assessments like PISA, reflecting the strength of their education system and its contribution to economic success.

Extreme Case 2: Zimbabwe

Zimbabwe, once known for its strong education system in Africa, has seen a dramatic decline in its educational standards due to political and economic instability. In the late 1990s and early 2000s, political turmoil and economic mismanagement led to a decline in educational funding and resources. Schools suffered from shortages of teachers, materials, and infrastructure. As educational quality deteriorated, the workforce became less skilled. High levels of unemployment and underemployment followed, limiting economic opportunities. Zimbabwe’s GDP contracted significantly, and the country faced hyperinflation, leading to further economic decline. Without a skilled workforce, industries struggled to grow, and foreign investment dwindled. Many educated Zimbabweans emigrated in search of better opportunities, exacerbating the skills gap at home and hindering recovery efforts.

The Milestone

Research & Marketing Strategies

Optimal Technology Use

The integration of technology in primary education raises questions about its benefits and drawbacks. Proponents believe that technology enhances learning and prepares students for a digital world, while critics warn about over-reliance on screens and the potential negative impact on social skills and mental health.

Fundamental Asia Institute support the use of technology in education. In FA Assisted Education System (AES-FA), the use of technology is fully controlled and is integrated across school and home. AES-FA has a well designed task and program for students, with sufficient load to keep the student focusing on various positive and usefull activities.

On the issues of equity where students in lower-income families may lack the same resources, the financial support scheme and shared device initiatives should help. AES-FA designed the shared-device initiative not limited to individuals, but also across classes, and schools. While helping to solve the limited resource problem, AES-FA develop this program also to facilitate more projects.

Standardized Control and Evaluation

The use of standardized tests to measure student performance and school effectiveness is highly varied. Furthermore, these tests may provide objective data on educational outcomes, while maintaining wide curriculum, and promote diverse learning styles.
Usually, standardized testing lead to stress for both students and teachers and may disproportionately affect students from disadvantaged backgrounds; but not in AES-FA system.

The education experts and practitioners in Fundamental Asia Institute have developed an advanced distributed evaluation and control system to assess the progress of education performance. The evaluation system is seemless for the student and for the educators. 92 percent of the evaluation system is based on apps that is accessible by student, teacher, and the parents.

Teacher Training and Professional Development

Teacher preparation programs should adequately equip teachers with the skills needed to handle diverse classrooms and address varying student needs. Fundamental Asia Institute advocate for rigorous initial training and ongoing professional development. The program not only will help the teacher in school, but also will help them to be individual professional with a more contextual and firmed understanding about the real world. This will help them prepare their student, not by text book.

Curriculum Content and Inclusivity

There is ongoing discussion about what and when to include certain subject in primary education, secondary, or higher education curriculum. Issues arise around subjects such as sex education, cultural representation, and the inclusion of critical race theory. Advocates for inclusive curricula argue that it is essential for fostering understanding and respect among diverse student populations. Opponents may argue for traditional curricula, claiming that it better prepares students for standardized assessments.

FA Assisted Education System provided by Fundamental Asia Institute have a longer timeframe and a richer spectrum of subjects. The load, the intensity, and the timing to deliver the subject to the student has been optimized, subject to the pre determined outcome. The outcome itself is subject to improved, and the AES can accommodated well such changes.

Access and Equity

Disparities in access to quality primary education persist globally, raising questions about equity. Concerns often centers on how to ensure all children, regardless of socioeconomic status, have access to high-quality education and resources.

This is an empirical issues. The abundance of resource will vary across institution and economies. FA Assisted Education System (AES-FA) take this into account by relying on participatory, digital technology, and a well prepared education system instruments.

Industry Blueprint

Industry Regulation

The global transportation sector was valued at approximately $7.8 trillion in 2020 and is expected to grow, driven by increased demand for logistics, e-commerce, and sustainable transport solutions.

First, Investments in infrastructure, particularly in developing countries, are critical for enhancing connectivity and supporting economic growth. The source of the fund is mainly from the tax collected by the government.

The second source is Public-Private Partnerships (PPPs). This is a collaborations between government entities and private companies to finance, build, and operate infrastructure projects. This can leverage private investment while sharing risks and benefits.

Third source is bond, either municipal bonds or infrastructure bond. Local governments often issue bonds to raise funds for specific infrastructure projects, which are then repaid over time through taxes or revenues generated by the projects. On the other hand, the infrastructure bonds are specifically designed to fund large-scale infrastructure projects and can attract institutional investors.

Fourth, the international financial institutions can also provide loan, grants, or aid to develop transportation infrastructure. Organizations like the World Bank, International Monetary Fund (IMF), and regional development banks (e.g., Asian Development Bank) provide loans and grants for infrastructure development, particularly in developing countries. Philanthropic Contributions should be included in this category.

Fifth, revenues generated from tolls on highways, bridges, and tunnels, as well as fees for using public transportation systems, can help finance infrastructure maintenance and improvements.

Lastly, direct investments from private companies, especially in sectors like renewable energy, public transportation, and electric vehicle infrastructure, can support transformation efforts.