Proposed during SEAMEO Workshop 16-17 November 2015

Proposed during SEAMEO Workshop 16-17 November 2015, Jakarta, Indonesia

• SEAMEO Secretariat has conducted a study onthe foresight of education in Southeast Asiausing a futuristic methodology.

• The results of the study were summarised tokey messages and endorsed by the SEAMEOExecutive Committee on 28 August 2014.

• These key messages were presented as abackground document of the SEAMEO StrategicDialogue of Education Ministers (SDEM) held on13 September 2014 in Vientiane, Lao PDR.

• Participants of the meeting included SEAMEOMember Countries and observers from AsianDevelopment Bank (ADB), United NationsEducational, Scientific, and Cultural Organization(UNESCO), and the Association of SoutheastAsian Nations (ASEAN) Secretariat.

Introduction

1.Achieving universal early childhood care and education;

2.Addressing barriers to inclusion;3.Resiliency in the face of

emergencies;4.Promoting technical and

vocational education and training;5.Revitalising teacher education;6.Harmonising higher education and

research; and7.Adopting a 21st Century

curriculum.

The SEAMEO 7 Priority Areas

• The 7 Priority Areas were taken note at the 37th SEAMEOHigh Officials Meeting and presented to SEAMEO Council atthe 48th SEAMEO Council Conference.

• In Ministerial Round Table Meeting, SEAMEO Councilendorsed these 7 Priority Areas of SEAMEO and announcedfive recommendations for its implementation starting fromFiscal Year 2015/2016.

• The roadmap of this presentation is based on the proposalas an outcome of the SEAMEO Workshop, 16-17 November2015, in Jakarta, Indonesia. Since then, the Roadmap isunder constant updates. Information shown in thispresentation is the latest update as of April 2016.

Background

SEAMEO Education Agenda Roadmap

Utilisation of the 21 SEAMEO Centres as the mechanism to implement the seven Priority Areas at the national, regional level and beyond, and synergising with ASEAN.

Linking the seven Priority Areas with the curriculum and moving towards global citizenship.

Promoting teachers and school leaders’ competency standards in SEAMEO Member Countries.

Mobilising and sharing of knowledge, skills and best practices among SEAMEO Member Countries, namely in the areas of TVET, English proficiency skills, digital competencies, 21st

Century and employability skills.

Involvement of parents in the education system through the “partnering with parents” initiatives to foster common understanding on quality education to the parents in the education of their children.

Action Roadmap of the 7 Priority Agenda

Achieving universal pre-primary education by 2035,with particular target on thedisadvantaged such as poorchildren; rural communities;marginalised ethnic andlinguistic communities; andchildren with disabilitiesbenefiting the most.

Situation nowCountries Total Number of ECCD

Centres for 0-6 years old

Total Number of Enrol-ment in ECCD Centres

for 0-6 years old

Centre-to- Child Ratio

Brunei Darussalam 293 12870 1:44

Cambodia 2,348 234,455 1:100

Indonesia 140,348 9,419,849 1:67

Lao PDR 2,922 134,530 1:46

Malaysia 24,617 707,672 1:29

Myanmar 10,885 371,325 1:34

Philippines 66,605 2,632,964 1:40

Thailand 59,959 137,549 1:2

Timor Leste 180 10,605 1:59

Vietnam 12,908 3,599,663 1:279

RoadmapStrategic Approaches

Priority ActionsResponsible Units

2016-2020 2021-2025 2026-2030 2031-2035

1

Establishment of SEAMEO Regional Centre for Early Childhood Education and Parenting (SEAMEO CECEP) in Indonesia

Approval of SEAMEO CECEP by SEAMEO Council

Capacity building and research by SEAMEO CECEP

SEAMEO Secretariat with MOEC Indonesia and SEAMEO Centres

2

Developing Competency Standards for Early Childhood Care and Education (ECCE) Teachers in Southeast Asia

SEA ECCE Standards utilised

SEAMEO INNOTECH

3 Guidance for Pre-primary Teachers institutionalised

Approval and use of the ECCE Standards

SEAMEO Secretariat and SEAMEO CECEP (when approved)

4

An enhanced model of health and nutrition package of services in support of ECCE to include children with special needs

Model adopted and efforts continue to support marginalised children

SEAMEO RECFON and SEAMEO SEARCA

Addressing barriers toinclusion and access to basiclearning opportunities of alllearners through innovationsin education delivery andmanagement.

Situation nowThere are almost 58 million Out-of School Children (OOSC) of primary school age in the world in 2012, 7 million of whom are in East Asia and the Pacific (UIS 2014).

0 200 400 600 800 1000 1200 1400 1600

Vietnam

Timor Leste

Thailand

Philippines

Lao PDR

Indonesia

Cambodia

Thousands of OOSC in 2012

Source:UIS Database (administrative data), accessed May 2015. Data are from 2009 for the Philippines and Thailand.

Total OOSC in a Subset of Southeast

Asian Countries



2016-2020 2021-2025 2026-2030 2031-2035

1Adopting 21st Century Curriculum through SEA-Digital Class

SEAMEO QIM, SEAMEO QIS, and SEAMEOSEAMOLEC

2

Framework for Quality and inclusive education developed for marginalised children of SEAMEO

SEAMEO Secretariat with SEAMEO Units

4

Establishment of SEAMEO Regional Centre for Community Education Development (SEAMEO CED) in Lao PDR

SEAMEO Secretariat with MOES Lao PDR

Preparing schools leaders,teachers, students, and localcommunities in managing andmaintaining the delivery ofeducation services duringemergencies such as conflicts,extreme weather, and naturaldisasters.

Situation now• More than 100 million children in

Southeast Asia affected by disasters annually.

• In Cambodia, flooding that rises up a meter renders schools inaccessible, causing school drop outs.

• In Lao PDR, students exposed to disasters like floods, landslides, cyclones, wildfire.

• Monsoon seasons in Malaysia damage buildings, furniture, materials and equipment, disrupting education programmes.

• In the Philippines, an increasing trend of cost of typhoons from 2011 to 2013 to the education sector has been noted.

• More than 70% of schools in Indonesia are prone to earthquakes. 222,821 schools were lightly damaged in 2012, and 344,548 were heavily damaged in 2013.

• In Myanmar, around 20,000 children were unable to go to school in the conflict areas causing them to lag behind in their lessons for at least a year.

Source: United Nations International Strategy for Disaster Reduction (UNISDR)

Strategic ApproachesPriority Actions

Responsible Units2016-2020 2021-2025 2026-2030 2031-2035

1Regional Training Programmes for School Heads on Community Disaster Risk Reduction (CDRR)

SEAMEO TROPMED

2

Institutionalise School Based Approach in Promoting Disaster Risk Mitigation for Cultural Heritage

SEAMEO CHAT and SEAMEO SPAFA

3 Developing Historical Records of Natural Disaster developed

SEAMEO CHAT, SEAMEO SEAMOLEC, and SEAMEO SPAFA

4Developing and implementingOER based CDRR modules for capacity building

SEAMEO Secretariat with partners

Roadmap

Promoting TVET among learners, teachersand parents with more visible investmentsand relevant curricula that focus oncreativity and innovation, with a clearpathway to lifelong learning, highereducation and regional labour, skill andlearners’ mobility.

• International Labour Organisation (ILO) report (2007):

Labour productivity, education and migration shapecompetitiveness, growth and development in Southeast Asia. Thestatistics also reveals interesting aspects of labour mobility. 13.5million migrants originate from ASEAN countries and this number isincreasing.

• TVET is the major producer of skilled workers that meet the requirements of qualification framework from Level 1 or 2 up to Level 5 or 6. A strong correlation between skills supply and demand can enhance economic growth (Ezzine, 2012) (Paryono, 2014)

Situation now



1Developed competency standards for agriculture and fishery for all levels

SEAMEO BIOTROP and SEAMEO SEARCA

2Vocational Training programmes offered to lifelong learners

SEAMEO CELLL, SEAMEO SEAMOLEC, SEAMEO SEARCA, and SEAMEO VOCTECH

3

Country Level TVET workshops organised for internationalisation and harmonisation

11 country level workshops completed

TVET and mobility enhanced

SEAMEO Secretariat with SEAMEO SEAMOLEC, SEAMEO SEN, and SEAMEO VOCTECH

4 TVET Skills Demand in Southeast Asia done Advocacy SEAMEO VOCTECH

5

Establishment of SEAMEO Regional Centre for Technopreneurship and Vocational Education (SEAMEO TVE) in Cambodia

Approval of SEAMEO TVE

SEAMEO Secretariat

Roadmap

Making teaching a first choiceprofession through comprehensive,strategic, and practice-based reformsof teacher management anddevelopment systems through moreprofessional preparation at pre-service and in-service processes,following an explicit and sharedteacher competency framework anda set of standards applicable acrossthe region.

Situation now

• Strong growth in student number in Southeast Asia due to booming population.• Increased competition for teaching resources, in early childhood sector, science,

mathematics, and languages.• Expected upsurge in age-related retirements, and the quality of applicants to

teacher education course is declining.• Universal Kindergarten law in some countries and focus on early childhood

teachers to meet increasing demand due to national reforms requiring more supply of teachers.

• In some countries in Southeast Asia, teaching still viewed as a highly desirable profession. A few countries showed a declining interest in recent years. Despite its nobility, teaching has oftentimes failed to attract the best students due to poor compensation, interest other professions, poor equipment and facilities, and limited career growth.(SEAMEO INNOTECH, 2010)



1

Southeast Asian Regional Standards for Science and Mathematics developed and adopted

Development of regional standards with experts

Adoption of standards

SEAMEO QIM and SEAMEO QIS with SEAMEO RECSAM and SEAMEO SEAMOLEC

2

SEAMEO Easy Teach Programme developed, enhanced and institutionalized

SEAMEO CELLL, SEAMEO CHAT, SEAMEO RETRAC, SEAMEO SEN and SEAMEO VOCTECH

3 SEA TeacherSEAMEO QIL, SEAMEO SEAMOLEC, SEAMEO Secretariat

4 Teacher 2035

SEAMEO QIL, SEAMEO, QIM, SEAMEO QIS, SEAMEO SEAMOLEC, SEAMEO Secretariat

Roadmap

Institutional-level harmonisationtaking place with Member Countriesinvesting in strengthening highereducation institutions with eachinstitutions determining their mostimportant needs, supported byresearch, in order to be able to co-ordinate and set quality standardswith other institutions.

Situation now

• Forecast: 2025, demand for international education will grow to 7.2 million students, from 1.2 million students in 2000.

• Number of new providers delivering programmes to students in their home countries are accelerating at an unprecedented rate.

• Academic programmes reach across borders and branch campuses established in developing and developed countries around the world.

• Intended to increase access and to attain foreign credentials and employment.

• There are serious issues related to the harmonisation of higher education, the integrity of the new types of providers, and the recognition of credentials. (Jane Knight, 2012)



1

SEAMEO ASEAN International Mobility for Students (AIMS) Programme enhanced and expanded

SEAMEO RIHED

2

Developed SEAMEO credit transfer scheme (CTS) for Greater Mekong Subregion (GMS)

Development of CTS for GMS SEAMEO RIHED

3

High Officials Case Studies on Academic mobility for health and medical profession finalised

Framework for CTS in medical and health fields utilised

SEAMEO TROPMED

4

SEAMEO Centres Policy Research Network (CPRN) developed and institutionalized

Regular CPRN forum organized to support MOEs

SEAMEO SEARCA

Roadmap

Pursuing a radical reform throughsystematic analysis of knowledge, skills,and values needed to effectivelyrespond to changing global contexts,particularly to the ever-increasingcomplexity of the Southeast Asianeconomic, socio-cultural, and politicalenvironment, developing teachersimbued with ASEAN ideals in buildingASEAN community.

Situation now• The new century has brought new ways of thinking

and practices in education, especially with easy access to technology. Education sector everywhere is rethinking the avenues to address this situation in nurturing future human resources

• The challenge is to revisit and redesign the curriculum. following the agreed “6Cs” in the 21st

Century educational curriculum for the future.

Situation now“6C”

Think Critically Problem Solving; High Order Thinking Skills;

Interdisciplinary Approach; Real World Problems, Project Based Learning

Communicate Clearly Effective Communication; Self and Peer Review; Information Fluency; Media Fluency; Digital Fluency

Work Collaboratively Team Building; Effective Communication; Self and

Peer Assessment; Collaborative Mediums; Suitable Technologies

Embrace Culture Context of Information; Exchange Respect; Collaboration; Build Community; Real World

Problems

Develop Creativity Imagine; Incorporate Design; Integrate Function; Interdisciplinary Approach

Utilise Connectivity Interdisciplinary Approach; Encourage

Collaboration, Enable Technology; Information Fluency; Encourage Re ection



2016-2020 2021-2025 2026-2030 2031-2035

1Adopted 21st Century curriculum through SEA Digital Class

SEAMEO QIL, SEAMEO QIM, SEAMEO QIS, and SEAMEO SEAMOLEC

2 Student Networking for Borderless Schools

Development of networking across SEA countries

SEAMEO RECSAM and SEAMEO SEAMOLEC

3

Southeast Asian Musical and Traditional Dance promoted and scaled up for ASEAN Integration

Promote and develop music and traditional dance among SEA countries

SEAMEO CHAT and SEAMEO SPAFA

4

Development of language teacher education in the SEAMEO region for ASEAN Integration

Prepare and upgrade English and other languages

SEAMEO QIL and SEAMEO RELC

5

Southeast Asia Primary Learning Metrics (SEA-PLM) implemented in all SEAMEO Member Countries

SEAMEO Secretariat with partners (UNICEF), SEAMEO QIL, SEAMEO QIM, and SEAMEO RECSAM

Thank you

Documents

Proposed during SEAMEO Workshop 16-17 November 2015