The 38th ASEAN Economic Ministers (AEM) meeting in 2006 produced the 2015 MEA Blueprint. There are four pillars of the ASEAN Economic Community (AEC) consisting of 1) Markets and a single production base; 2) Highly competitive economic zones; 3) Regions with equitable economic development; and 4) Regions that are integrated with the global economy. The pillars were then refined in 2015 through Blueprint 2025 which includes 1) A fully integrated economy; 2) ASEAN which is competitive, innovative and dynamic; 3) Increased connectivity and sectoral cooperation; 4) ASEAN is strong, inclusive, and oriented towards and centred on the community; and additionally, 5) a global ASEAN.1
Being a single market region in Southeast Asia, the MEA opens the opportunity for every ASEAN community to engage in regional trade markets.2 Through cooperation between industries and other countries, the economic status of the Southeast Asian region is expected to be lifted. Of course, this phenomenon clearly brings many positive opportunities.
Nevertheless, there are still risks that should be anticipated. The opening of the Southeast Asian market requires each regional community to be ready to compete. At present, ASEAN human resources need competence to be able to survive and compete healthily.
In response to this climate, Indonesia has prepared several strategic steps to be able to adapt to the AEC climate. In Presidential Instruction (Inpres) No. 6 of 2014 concerning Improvement of National Competitiveness, there are fourteen development strategies that also cover the improvement of workforce competence.3
Many competencies are needed as a provision for competition in the MEA era. Beyond a strong work ethic and skills in every field, mastering English as the most popular lingua franca can be strong capital. In addition to having communicative benefits in the scope of the AEC, mastery of English can also be an added value and improve one’s quality in competitions of competency.4
In terms of increasing English competence, education plays a central role.5 Mapping curriculum, teacher capacity, and student enthusiasm for learning are important factors for producing competent Indonesian workers who speak English. It is undeniable that a number of training and certifications are needed for the standardisation of English in Indonesian society.
Starting from this urgency, Mentari Group provides English language examination services for students, teachers and professionals through its service unit, Mentari Assessment. Mentari Assessment is an official centre of Cambridge Assessment English. This service aims to improve the competence of reading, writing, listening, and speaking for students, teachers, and professionals through holding exams. With reference to the Common European Framework of Reference (CEFR), Cambridge Assessment English maps a person’s English ability into six levels, from the A1 level for beginners to C2 for advanced levels.
More than 5 million people in 140 countries have taken the Cambridge Assessment English. In fact, 20,000 universities, companies, governments and other organisations use the Cambridge English certificate as proof of their competence in English. This service can open opportunities for students to learn English with international standards. Cambridge English also provides learning material that can support the teaching process for teachers, while for professionals, this service can improve English language skills in accordance with their respective fields.
Entering the fifth year of the establishment of the MEA, Mentari Group believes that the ability to speak English is one of the important competencies to master. Through Mentari Assessment, the English proficiency of Indonesian students, teachers and professionals can continue to be honed according to internationally recognised standards. Thus, Indonesian human resources are not only superior in terms of quantity, but also quality.
References:
1 Kemenlu, “Masyarakat Ekonomi ASEAN (MEA)”
2 Tirto, “MEA: Sebesar Apa Modal Bahasa Kita?”
3 Kontan, “Tameng & Peluru Hadapi MEA”
4 Tempo, “Hadapi MEA, Bahasa Inggris Jadi Kelemahan Pekerja Indonesia”
5 Kompas, “Guru Indonesia Harus Tingkatkan Kualitas Hadapi MEA”
