SEAMAG

JULY 2019
ISSUE #7
SEAMEO EDUCATION AGENDA MAGAZINE

PROFILE NEWS SPOTLIGHT SEAMEO EDUCATION

H E DR MASZLEE MALIK MOA SIGNING FOR SEAMEO SEPS AGENDA
SEAMEO COUNCIL PRESIDENT, AND SEAMEO STEM-ED
2019–2021 A COLLECTION OF SEAMEO
EDUCATION AGENDA
IMPLEMENTATION BEST PRACTICES
IN SOUTHEAST ASIAN COUNTRIES
 SEAMEO
EDUCATION AGENDA

SEAMEO Education Agenda Magazine

Issue #7, July 2019
ISSN 1905-4289

Executive Editor
Dr Ethel Agnes Pascua-Valenzuela

Editorial Advisory Board

Mr Prasert Tepanart
Dr Wahyudi

Consulting Editor
Ms Bernadette Caraig

Layout and Design

Ms Anti Rismayanti
Dr Aye Chan Mon

Editorial and Business Correspondence

SEAMEO Secretariat
Mom Luang Pin Malakul Centenary Building
920 Sukhumvit Road
Bangkok 10110 Thailand
Phone: +66 (0) 2391 0144
Fax: +66 (0) 2381 2587
Email: [email protected]

The SEAMEO Education Agenda Magazine is a publication of the SEAMEO Secretariat. Any use of the contents of this publication
without the written permission of the publisher is strictly prohibited.

The magazine does not necessarily subscribe to the opinions expressed by its contributors. The presentation of facts concerning
the situations of countries and their governments does not imply the expression of any opinion on the part of the publisher.

Cover photo credit: jcomp @ freepik.com

 Contents

1 A Message from the SEAMEO Secretariat Director

2 About SEAMEO
3 About SEAMEO: The SEAMEO Secretariat
3 About SEAMEO: The SEAMEO Regional Centres
4 About SEAMEO: The SEAMEO Strategic Plan 2011–2020
5 About SEAMEO: SEAMEO’s Seven Priority Areas
6 About SEAMEO: The SEAMEO Council’s Recommendations on Frameworks for
Action towards Achieving SDG #4
7 News Spotlight: Turnover of the SEAMEO Secretariat Directorship
8 News Spotlight: MoA Signing for SEAMEO SEPS and SEAMEO STEM-ED
9 Profile: The SEAMEO Council President for 2019–2021
10 Profile: The SEAMEO Secretariat Director for 2019–2023
11 SEAMEO Education Agenda: Enhancing ECCE in Singapore
SEAMEO Education Agenda: Resilience in the Face of Emergencies: The Case
13 of the Sanamxay District in the Attapeu Province in Lao PDR
15 SEAMEO Education Agenda: Improving Students’ Attitude towards Science
through Stories and Simple Experiments
16 SEAMEO Education Agenda: Embracing Inclusive Education through ALIVE
18 SEAMEO Education Agenda: DepEd-BLR Spearheads Learning Resources
Development for Learners with Visual Disabilities
19 SEAMEO Education Agenda: A Brief Overview of TVET in Malaysia
21 SEAMEO Education Agenda: SEAMEO Member Countries Roll out SEA-PLM
2019 Main Survey
23 SEAMEO Education Agenda: The 8th SEAMEO-ASEAN Secretariats
Coordination Meeting
24 Programme Highlights: SEA Teacher 2019 Insights
Programme Highlights: SEAMEO Polytechnic Network Enables the
27
Mobility of 500 Southeast Asian TVET Students
28 Programme Highlights: SMARTS-BE Programme: SEAMEO BIOTROP’s Means
to Revitalise Vocational Education in Indonesia
30 Programme Highlights: SEAMEO CECCEP’s Journey from 2018 to 2019
32 Programme Highlights: Training Teachers to Integrate Gender Responsiveness
into STEM Education
34 Programme Highlights: SEAMEO RELC Projects from 2018 to 2019
Programme Highlights: SEAMEO SEAMOLEC and INDOPED Project:
35 Modernising Higher Education with Proven European Pedagogical Practices
Programme Highlights: 2030 Agenda: Becoming a More Concerned, Tolerant,
37
and Accepting Society in Support of the SDGs
39 Programme Highlights: SEAMEO SEAQIM’s Kampung STEM Joho Programme
Boosts Local Community Interest in STEM Education

SEAMAG
 Contents

40 Programme Highlights: SEAMEO SPAFA Develops a School-Based Approach to

Promote DRM for Cultural Heritage Preservation

42 Programme Highlights: The SEAMEO Secretariat and SEAMEO CED Commit to

Bring Hope to Border Schools
43 Programme Highlights: The Tha Song Yang Model: Promoting Wellness in School
and the Community
Programme Highlights: The ECCNE Programme Provides Options for Ensuring
44 the Optimal Growth and Development of Southeast Asian Children
46 Programme Highlights: The SEA-VET.net TVET Platform for Southeast Asia

47 Programme Highlights: SEAMEO TED’s Two-Year Journey Thus Far in Cambodia

Programme Highlights: Regional Workshop on the Southeast Asian Teachers’

49 Competency Framework to Enhance Satisfaction and Motivation
Programme Highlights: School and Home Gardens Can Help Make the SDGs a
50
Reality

52 SEAMEO Events: Upcoming Trainings, Seminars, Workshops, and Conferences

55 The SEAMEO Network: SEAMEO Regional Centres

SEAMAG
 A Message from the
SEAMEO Secretariat Director

Dear readers,

I am proud to present to you the seventh issue of the Southeast Asian Ministers
of Education Organization Magazine (SEAMAG) for July 2019, which was
passionately prepared and reviewed by our colleagues to best illustrate the
plethora of tasks that the Southeast Asian Ministers of Education Organization
(SEAMEO) has accomplished in 2018 and 2019.

This issue includes profiles of the Organization’s current leaders, particularly

the SEAMEO Council President, Dr Maszlee Malik. It also contains articles on
various SEAMEO Centre flagship activities and SEAMEO Education Agenda
implementation best practices shared by the SEAMEO Member Countries,
which exemplify the Organization’s endeavours ranging from policy advocacy
to promoting educational mobility physically and virtually and capacity building
and fora organisation.

In brief, SEAMEO was established to promote the development of education, science, and culture in Southeast Asia
and it has been striving to do so for more than 54 years now. We are intergovernmental by nature and are thus
privileged to follow the direction set by the eleven Southeast Asian countries’ Ministers of Education to support our
beneficiaries in achieving their national educational goals and the regional educational vision through bilateral and
multilateral programmes and activities within the region and beyond.

In addition, SEAMEO has 26 Regional Centres and one network spread across 10 Southeast Asian countries. These
units act as both think tanks and implementation arms of the Organization by supporting policy advocacy; providing
technical and consultancy services; and engaging in capacity-building programmes and activities, fora, research, and
other intellectual and practical platforms and networks. We believe in the power of collectivism yet cherish individualism.

This magazine is not only meant for the institutions that comprise the SEAMEO Network and the Organization’s
partners, but also for the public and civil societies who care about and would like to learn more on education and
human resource development in Southeast Asia. I, as the SEAMEO Secretariat Director, hope that it can inspire and
serves as a medium to bring anyone closer to SEAMEO in order to get to know and join us in our developmental
journey. Profound understanding and support from the public and civil societies will definitely encourage SEAMEO to
continue and further enhance our pursuit of the betterment of the people so that, in tandem, we can make a difference
in Southeast Asia.

Yours sincerely,

Dr Ethel Agnes Pascua-Valenzuela

Director
SEAMEO Secretariat

1 | SEAMAG
About SEAMEO

SEAMEO is an international and intergovernmental organisation established in 1965 to promote regional cooperation
in education, science, and culture. It has 11 Member Countries that include Brunei Darussalam, Cambodia, Indonesia,
Lao People’s Democratic Republic (PDR), Malaysia, Myanmar, the Philippines, Singapore, Thailand, Timor-Leste, and
Vietnam. It also has eight Associate Member Countries, namely, Australia, Canada, France, Germany, the Netherlands,
New Zealand, Spain, and the United Kingdom, and five Affiliate Members that include the International Council for
Open and Distance Education (ICDE), the University of Tsukuba, the British Council, the China Education Association
for International Exchange (CEAIE), and United Nations Educational, Scientific and Cultural Organization (UNESCO)
Asia-Pacific Centre of Education for International Understanding (APCEIU).

The SEAMEO Council, the Organization’s governing body, comprises the 11 Ministers of Education of the SEAMEO
Member Countries. It determines the general policies and strategic directions of the Organization. The SEAMEO
Secretariat, which is based in Bangkok, Thailand, meanwhile, serves as the Council’s headquarters and executive arm.

Over the past five decades, SEAMEO has established 26 specialist institutions spread across 10 of its 11 Member
Countries to provide regional leadership in human resource development and offer a diverse range of expertise in the
areas of learning, culture, health and environment, and agriculture and natural resources. These SEAMEO units are
closely linked with the educational environment that exists in the countries that host them. Each SEAMEO Regional
Centre has its own Governing Board with a representative from each Member Country that reviews its operations and
budget and sets its policies and programmes.

The Regional Centres maintain SEAMEO’s work and aspiration to nurture human capacities and explore the fullest
potential of the people in the region through quality and equity in the fields of education, preventive health, culture
and tradition, training, research, information and communication technology (ICT), language, poverty alleviation, and
agricultural natural resources.

Since its inception, SEAMEO has not only become the oldest chartered intergovernmental organisation serving the
Southeast Asia, but also the region’s largest, longest existing, and most dependable provider of well-equipped human
resources.

2 SEAMAG
About SEAMEO The SEAMEO Secretariat

The SEAMEO Secretariat serves as the executive arm of the SEAMEO Council and headquarters of the Organization.
Based in Bangkok, Thailand, it is headed by the Director who serves as the legal and administrative representative
of the Organization. The Director is supported by a team of professional staff recruited from Member Countries and
general staff from the host country.

About SEAMEO The SEAMEO Regional Centres

SEAMEO has 26 specialist institutions that undertake training and research programmes in various fields of education,
science, and culture. Each Regional Centre has a Governing Board comprising senior education officials from each
SEAMEO Member Country. The Governing Board reviews the Centres’ operations and budget and sets their policies
and programmes.

3 | SEAMAG
About SEAMEO The SEAMEO Strategic Plan 2011–2020

The SEAMEO Strategic Plan 2011–2020 puts forth SEAMEO’s overarching

aspiration—to enhance regional understanding, cooperation, and unity
among Member Countries to enhance the quality of life through establishing
networks and partnerships, organising fora among policymakers and experts,
and promoting sustainable human resource development. This goal reflects
both SEAMEO’s uniqueness in terms of the role it serves in the region and its
capacity to build on strategic collaborations to fully play out this role.

SEAMEO has thus set the vision a Golden SEAMEO by 2020. To pursue this
vision, the SEAMEO Strategic Plan 2011–2020 presents a series of objectives
(strategic goals) and actions (initiatives) to enhance the Organization’s
excellence in four thematic domains—regional leadership and international
visibility, programme excellence and dynamism, SEAMEO values and social
responsibility, and internal capacity building.

01 | Regional Leadership and International Visibility

By 2020, SEAMEO will be a dynamic international community with the most vibrant and attractive
learning communities in the world and serves as a gateway for cultivating learning and talents for the
region.

02 | Programme Excellence and Dynamism

By 2020, SEAMEO will be a vibrant educational community that develops and implements excellent,
innovative, and internationally renowned programmes and activities that meet the dynamic and ever-
changing needs of its stakeholders by combining the efforts of communities, leveraging partnerships
and alliances, and infusing entrepreneurial thinking and sustainability.

03 | SEAMEO Values and Social Responsibility

By 2020, SEAMEO will successfully fulfill its obligation to advance the society and set a desirable
example by cultivating and practicing values and maintaining standards in organisational performance
and conscience.

04 | Internal Capacity Building

By 2020, SEAMEO will be the leading organisation in the region that ensures the highest quality and
experience of its workforce, provides continuous staff learning and growth, uses the most up-to-date
and appropriate scientific and technological tools, realigns its structure with the changing global situation,
and operates with a sound financial standing.

4 | SEAMAG
About SEAMEO SEAMEO’s Seven Priority Areas

The SEAMEO Secretariat conducted a study to foresee the future of education in Southeast Asia using a so-called
“futuristic methodology.” The results of the study were summarised to form key messages that were then endorsed
by the SEAMEO Executive Committee on 28 August 2014. These key messages were presented as a background
document during the SEAMEO Strategic Dialogue of Education Ministers (SDEM) held on 13 September 2014 in
Vientiane, Lao PDR. The participants in the meeting included representatives from the SEAMEO Member Countries
and observers from the Asian Development Bank (ADB), UNESCO, and the Association of Southeast Asian Nations
(ASEAN).

The Seven Priority Areas were subsequently approved during the 37th SEAMEO High Officials Meeting and presented
to the SEAMEO Council during the 48th SEAMEO Council Conference. In a Ministerial Round Table Meeting, the
SEAMEO Council endorsed the Seven Priority Areas and announced five recommendations for its implementation
starting Fiscal Year 2015–2016.

5 | SEAMAG
 The SEAMEO Council’s Recommendations
About SEAMEO on Frameworks for Action towards
Achieving SDG #4

1 Promote collaboration as a key element of achieving the Seven Priority Areas by strengthening engagement
and mobilising key players in education to enhance regional cooperation.

Utilise technology to map and disseminate best practices, taking note of the language used to communicate
2 these.

Address challenging priority areas, namely, addressing barriers to inclusion and promoting resilience in the
3 face of emergencies by encouraging adequate financing from Member Countries.

4 Enhance the sharing of data and knowledge to achieve quality education in all levels.

Focus capacity-building efforts on high-impact but low-cost programmes, bearing in mind sustainability and
5 regional reach, such as teaching and learning projects that make use of digital classes, educational TV, and
open and distance learning.

6 Provide a platform for improving teacher quality.

7 Constantly assess the region’s technical and vocational education and training (TVET) requirements and skills
demand with regard to higher education, research, and innovation.

6 | SEAMAG
News Spotlight Turnover of the SEAMEO Secretariat Directorship

By: Ms Anti Rismayanti

SEAMEO Secretariat

The SEAMEO Secretariat, in an afternoon tea party held Dr Ethel Agnes Pascua-Valenzuela, Director Designate,
on 22 March 2019, expressed gratitude and appreciation presented a special message on behalf of the SEAMEO
for Dr Gatot Hari Priowirjanto whose four-year term as Secretariat to Dr Priowirjanto who will continue on as
Director would come to an end on 31 March of the same Coordinator for seven SEAMEO Centres under the
year. Ministry of Education and Culture of Indonesia.

Dr Priowirjanto took the occasion as an opportunity to The occasion was also marked by the handover of
thank the Ministry of Education of Thailand, the SEAMEO SEAMEO Secretariat responsibilities from Dr Priowirjanto
Member Countries, Associate Member Countries, Affiliate to Dr Valenzuela. The SEAMEO Secretariat welcomed
Members, Regional Centres, and partners for their the new SEAMEO Secretariat Director, Dr Valenzuela,
contributions towards making the Organization highly who ended her four-year term as Deputy Director for
successful in expanding the engagement of academic Programme and Development and commenced her four-
communities in Southeast Asia and beyond. year term as SEAMEO Secretariat Director.

7 | SEAMAG
 MoA Signing for SEAMEO SEPS
News Spotlight and SEAMEO STEM-ED

By: Ms Anti Rismayanti

SEAMEO Secretariat

The Minister of Education of Thailand signed the SEAMEO STEM-ED and SEAMEO SEPS will both be
Memorandum of Agreement (MoA) with SEAMEO to host located in Bangkok under the supervision of the Ministry of
the SEAMEO Regional Centre on Science, Technology, Education of Thailand. Their establishment was approved
Engineering and Mathematics Education (STEM-ED) and by the SEAMEO Council during the 49th SEAMEO Council
the SEAMEO Regional Centre for Sufficiency Economy Conference held in July 2017 in Jakarta, Indonesia.
Philosophy for Sustainability (SEAMEO SEPS) on 8 May
2019 in a ceremony held at the Ministry of Education
At present, SEAMEO has 25 Regional Centres and one
in Bangkok, Thailand. The MoA indicates that the
network that implement training and research programmes
Government of Thailand will provide for the operational
in various fields of education, science, and culture to
costs and develop the programmes of the Regional
benefit Southeast Asian countries. These units are hosted
Centres under the auspices of SEAMEO.
by the governments of the SEAMEO Member Countries
that host them.
The MOA was signed by H E Dr Teerakiat Jareonsettasin,
Minister of Education of Thailand and Dr Ethel Agnes
Pascua-Valenzuela, SEAMEO Secretariat Director. The
signing ceremony was witnessed by High Officials of the
Ministry of Education of Thailand and the Directors of
SEAMEO Regional Centres based in the country.

8 | SEAMAG
Profile The SEAMEO Council President for 2019–2021

Born on 19 December 1974 in Johor, Malaysia, H E Dr Maszlee Malik is the

19th Minister of Education of Malaysia and Member of the Simpang Renggam
Parliament.

He has acquired a wide range of academic qualifications that include a

Doctorate in Philosophy in Good Governance from the School of Government
and International Affairs of the University of Durham in the United Kingdom, a
Master’s Degree from the University of Malaya, and a Bachelor’s Degree from
Al al-Bayt University in Jordan. Dr Malik also served as Associate Professor
at the International Islamic University of Malaysia for almost 10 years, proving
his commitment to empowering students in tertiary institutions with political
autonomy.

His time in academia did not encase him in the proverbial academic ivory
tower, however, as exemplified by his commitment to helping students become globally competitive amidst an era of
vast technological change and globalisation. Through the #STEM4ALL Campaign with Microsoft, Kidocode, Petrosains,
and several other private sector leaders and learning institutions, Dr Malik equipped students with the digital literacy
required to master the technology-driven future. Recognising that vocational education is essential in transforming
Malaysia from a nation of consumers to one of producers, he formed a national steering committee to expand TVET
collaborations with industry stakeholders while increasing access to polytechnics and community colleges.

While leaping courageously forward into the future, Dr Malik believes that no one should be left behind and that every
child deserves an equal opportunity in education. To that end, he pioneered efforts to improve educational access and
quality for marginalised and disadvantaged communities. He thus increased access for nearly 5,000 students from low-
income communities through full scholarships to state boarding schools and is working towards providing free meals
to disadvantaged students nationwide. He also introduced the Zero Reject Policy, which ensures that stateless children
have access to the national schooling system.

Nonetheless, equal opportunity does not mean everyone is the same. And with Dr Malik’s rare mixed heritage of Hakka
Chinese and Malay, appreciating diversity is second nature to him. His efforts to scale up cultural cohesion and unity
in education involve overseeing the review of the national curriculum to embed cross-cultural values such as love,
happiness, and mutual respect, which he believes are fundamental values of the diverse Malaysian community.

With every transformative change in education, Dr Malik has always been careful to empathise with affected stakeholders
on the ground. He firmly believes that true positive and sustained change in education requires the involvement of
students and teachers, which he exemplifies through visits to dilapidated schools and sustained engagement with
hundreds of teachers and students.

Carrying the future state of Malaysia’s education on his back can be overwhelming but beneath it all, Dr Malik is a loving
husband and father of four to Dr Hamidah Mat. He makes time for his passion for writing, having authored numerous
books and papers that have gained international acclaim. He is also an avid follower of the creative and performing arts
and hopes to integrate popular culture with pertinent educational values. With such a range of accomplishments and
interests, Dr Malik stands out as an example of what can be achieved with resilience, hard work, and limitless curiosity.

9 | SEAMAG
Profile The SEAMEO Secretariat Director for 2019–2023

Dr Ethel Agnes Pascua-Valenzuela took office on 1 April 2019 as the 18th

SEAMEO Secretariat Director, marking two firsts for the Organization. Apart
from being the first female SEAMEO Secretariat Director, she is also the first
Filipina to lead a regional organisation in education, culture, and science.

Dr Valenzuela first served the SEAMEO Secretariat from 1 July 2015 to 15

February 2019 as the first female Deputy Director for Programme and
Development. As such, she handled region-wide SEAMEO programmes in
partnership with renowned international organisations such as the ADB for
the SEAMEO College; United Nations International Children’s Fund (UNICEF)
East Asia and Pacific Regional Office (EAPRO) for the Southeast Asian Primary
Learning Metrics (SEA-PLM); and UNESCO for multigrade education, teacher
professional development, open educational resources (OER), massive open
and online courses (MOOCs), education for sustainable development (ESD),
and global citizenship projects.

Dr Valenzuela also served as Head and Senior Specialist at the Regional Centre for Educational Innovation and
Technology (SEAMEO INNOTECH) from 2006 to 2015, Education Commissioner for the UNESCO National Commission
(UNACOM) from 2004 to 2010, and concurrently served as Director IV at the Commission on Higher Education (CHED)
from 2000 to 2006, Chief Education Programme Specialist at CHED International Affairs Services from 1995 to 2000,
and Professorial Lecturer at the University of the Philippines (UP) College of Education Graduate School from 2006 to
2015.

Dr Valenzuela’s expertise lies in educational policy research in the areas of education internationalisation, transnational
and distance education, and teacher education. She has published international and local articles, journals, technical
reports, and guidelines for SEAMEO and other organisations such as UNESCO, UNICEF, CHED, and the Department
of Education (DepEd) of the Philippines. Among her many renowned work are “The K to 12 Regional Comparison
in Asia,” “The K to 12 Toolkit,” and “The Philippine Higher Education Guide” for CHED; “Quality Assurance and
Mutual Recognition in Higher Education” for UNESCO Paris; “The Toolkit for the Recognition of Higher Education
Qualifications” and “The Toolkit for National Information Centers” for UNESCO Bangkok; and “The ESD Toolkit” and
“The Internationalisation of Philippine Higher Education” for UNACOM. She is also a published author on Philippine
education for the International Encyclopedia of Education of Elsevier in London.

Dr Valenzuela holds a Doctor of Education Degree in Educational Management, a Masters of Arts Degree in Science
Education, and a Bachelor of Arts Degree in Secondary Education. She also holds a Career Executive Service Officer
IV (CESO IV) Rank in the Philippine Government and is a Doctor Fellow of the Royal Institution of Singapore and an
Eminent Alumni and 2013 Blue Ribbon Awardee of the Philippine Normal University (PNU).

10 | SEAMAG
SEAMEO Education
Enhancing ECCE in Singapore
Agenda
By: Ms Valerie Chua
Ministry of Education, Singapore

Kindergarten pupils engaging in outdoor learning

A child’s early years are of crucial importance to his or The government’s first priority has been to expand the
her development. Starting as early as birth, a child’s number of preschools. Since 2014, ECDA has enhanced
environment is pivotal to his or her growth. Children partnerships with Anchor Operator and Partner Operator
exposed to poor-quality environments are more likely to privately operated preschools to increase the number of
have unmet socio-emotional needs, poorer cognitive skills, quality and affordable preschools in the country. Anchor
and be less prepared for school. Hence, it is important Operators and Partner Operators must comply with fee
for governments to invest resources to give every child a and quality conditions in order to receive government
good start in life, as the rewards they will reap in the long funding. Since 2014, the Ministry of Education has been
term will be manifold. directly operating MoE kindergartens (MKs) to set the
standard for quality and affordable preschool education.
The Ministry operates 24 MKs today and will run around
SEAMEO recognises the importance of early childhood
50 by 2023. With these efforts, Singapore has expanded
care and education (ECCE). In fact, ECCE is one of the
the number of preschools by more than 80 percent from
SEAMEO Seven Priority Areas and so the Organization’s
2012, totaling 170,000 to date. By 2023, two out of three
members aim to achieve universal pre-primary education
children will have a place in an MK, Anchor Operator, or
throughout the region by 2035, especially for children
Partner Operator preschool.
from low-income families and rural, marginalised ethnic,
and linguistic communities and those with special needs.
In addition to ensuring accessibility, preschool fees
must be kept affordable despite providing high-quality
Singapore is working hard to transform the ECCE
education. The government provides a universal subsidy
landscape to provide a good start for every child. In 2013,
of at least S$150 per month to all families, with additional
the Early Childhood Development Agency (ECDA) was
means-tested subsidies for low-income families. Fees
set up under the Ministry of Education and the Ministry of
in MKs and Anchor Operator and Partner Operator
Social and Family Development to uplift the accessibility,
preschools are also capped.
affordability, and quality of ECCE. To ensure a good start
for every child, the annual government spending on the
ECCE sector has increased from S$360 million in 2012
to around S$1 billion in 2018. This will further increase to
S$1.7 billion by 2023.

11 | SEAMAG
SEAMEO Education
Enhancing ECCE in Singapore
Agenda

Beyond achieving the basic goals of quality, accessibility,

and affordability, Singapore also recognises the
importance of ECCE in improving social mobility. As
such, the government provides additional support for
children from disadvantaged or low-income families to
narrow the developmental gap between them and their
peers. Through the KidSTART pilot, professionals from
many disciplines and community organisations have
been working with disadvantaged families to support
their children, for example, by visiting families at home,
providing health screenings and educating parents on
nutrition, encouraging families to attend play groups for
parent-child bonding, and working with preschools to
encourage parents to enroll and keep their children in
school.

While Singapore has made significant strides in ECCE,

it still has a long journey ahead, especially in catering to
the needs of children from disadvantaged families and
those with special needs. We look forward to sharing and
The curriculum framework for kindergarten
learning from our fellow SEAMEO Member Countries as
pupils in Singapore we embark on this effort together.

Finally, to ensure high quality across preschools, the

government has been focusing on building a strong
community of early childhood educators and providing
free curricular resources. The Ministry of Education has
also established the National Institute of Early Childhood
Development (NIEC) in January 2019 to provide quality
professional training for early childhood educators in
Singapore. In 2013, the Ministry also published the
Nurturing Early Learners (NEL) Curriculum Framework for
children aged four to six to guide preschool educators
in creating and delivering quality learning experiences
for young children. Detailed guides for educators to
implement the NEL Curriculum Framework are also
available for free online. These curricular resources aim
to guide preschools in equipping young children with a
strong foundation for lifelong learning by developing in

“
them a sense of curiosity about the world, confidence in
their ability to learn, socio-emotional skills to interact with
Source:https://www.ecda.gov.sg/
diverse peers, and foundational language and numeracy.

The goal of early childhood education should

be to activate the child’s own natural desire
to learn.”
—Maria Montessori

12 | SEAMAG
SEAMEO Education Resilience in the Face of Emergencies:
The Case of the Sanamxay District
Agenda in the Attapeu Province in Lao PDR

By: Ministry of Education and Sports,

Lao PDR

Pupils in a child-friendly space (photo credit: UNICEF) Lao children gone back to school

Lao PDR is a landlocked country that shares a border with The government established a response committee
Thailand, Vietnam, Cambodia, Myanmar, and the People’s led by the Deputy Prime Minister, which was mandated
Republic of China (PRC). Due to its tropical climate, it is to coordinate with various ministries; the international
exposed to several natural calamities including droughts, community; United Nations (UN) agencies including
floods, storms, epidemics, earthquakes, and unexploded UNICEF, UN Population Fund (UNFPA), and the World
ordinances (UXOs). Of these, storms and floods most Food Programme (WFP); international nongovernmental
frequently affect the country, especially during the organisations (NGOs) such as Save the Children,
monsoon season, which lasts from May to October. The Plan International, and Child Fund; and civil society
most notable disasters include Typhoon Ketsana in 2009, organisations to deliver healthcare, nutrition, water and
Typhoon Haima in 2011, and Typhoon Son-Tinh in 2018. sanitation, education, and child protection support to the
Rivers such as the Mekong significantly contribute to the afflicted. Awareness-raising campaigns and training were
flooding as a significant number of settlements are found also provided.
on flood plains.
The education sector also ensured that the children would
To tackle emerging threats, the government has be able to go back to school as soon as possible. As such,
incorporated disaster and climate risk management into child-friendly temporary learning spaces were created
policies and institutional and national development plans and operated by the local government in partnership
to enhance the resilience of various sectors including with the various international NGOs. At present, affected
education, agriculture and environment, housing, and communities still live in temporary shelters, waiting to
transportation. The government also strives to mainstream be moved to permanent resettlement areas. Temporary
elements of disaster risk reduction (DRR) and climate schools were equipped with basic teaching and learning
change adaptation activities across national environment materials and made ready for the upcoming school year
programmes. while new schools are constructed in the resettlement
area.
In one instance, a severe flooding in the Sanamxay District
of the Attapeu Province affected around 13,000 people.
Reports revealed damages to 24 public schools (seven of
which were rendered unusable) amounting to 7.2 billion
Lao Kip (around US$837,000).

13 | SEAMAG
SEAMEO Education Resilience in the Face of Emergencies:
The Case of the Sanamxay District
Agenda in the Attapeu Province in Lao PDR

A temporary school built in the district

This unfortunate occurrence highlighted that without the help of multilateral and international communities, particularly
those in Southeast Asia, we cannot immediately and effectively respond to emergencies and provide food, basic
commodities, technical equipment, and physical and psychological support to the afflicted.

Working with other ministries also required a legitimately recognised mechanism as well as procedures and regulations.
Schools must also be prepared to respond to calamities in the future. School principals and teachers need to develop
their own risk reduction and management plans and be trained in evacuating children to safe places. Finally, stockpiles
for the educational sector during emergencies should be created in partnership with SEAMEO Member Countries.

These realisations and lessons are thus pleas to seek the SEAMEO Secretariat’s support for the programmes and
projects of the Regional Centre for Community Education Development (SEAMEO CED) in Lao PDr The pilot project
will be an example for schools to follow in promoting safety when emergencies strike nationwide. Only by building the
capacity of DRR committees can effective programme implementation be achieved.

UPCOMING EVENT

14 | SEAMAG
SEAMEO Education Improving Students’ Attitude towards Science
Agenda through Stories and Simple Experiments

By: Dr Om Sethy and Dr Phann Sophea

Ministry of Education, Youth and Sports,
Cambodia

The SEAMEO CECCEP Stories and Science Experiments Training

Students’ attitudes towards science play a significant

role in education. Teachers need to help their students
improve the way they see science as early as possible. In
response to this call, the Ministry of Education, Youth and
Sport of the Kingdom of Cambodia in collaboration with
the Regional Centre for ECCE and Parenting (SEAMEO
CECCEP) organised the “Stories and Science Experiments
Training to Develop Children’s Scientific Attitudes” on 18–
22 June 2019 in Phnom Penh, Cambodia.

The opening ceremony was presided by H E Kim Sethany,

Secretary of State for the Ministry of Education, Youth
and Sport; Mr Prak Kosal, Director of the Early Childhood
Education Department of the Ministry; and High Officials Source : Licensor’s Author: Napatcha
of SEAMEO CECCEP. The training primarily aimed to www.Freepik.com
improve the competence of kindergarten teachers through
the sharing of best practices and knowledge exchange.
Through lectures and hands-on activities, the participants
in the three-day intensive course had the chance to

“
improve the means by which they deliver science lessons
through storytelling and experiments. The trainers hope
that the ECCE teachers obtained the foundation to help
their students develop a positive attitude towards science.
As they learned, discussed, and shared experiences, they
Children must be taught HOW TO THINK,
should be able to come up with better science learning not WHAT TO THINK.”
media, stories, and other materials to enhance attitude —Margaret Mead
development in the future. They also underwent peer
teaching practices, which should serve as a good platform
for improving their knowledge and skills to better teach
their own students.

15 | SEAMAG
SEAMEO Education Embracing Inclusive Education through ALIVE
Agenda
By: SCPD-BCD
DepEd, Philippines

PRIORITY #1: ADDRESSING BARRIERS TO INCLUSION

This can be done by providing access to basic learning opportunities to all through innovating
educational delivery and management to provide for previously inaccessible and vulnerable groups.

Inclusion is one of the core principles of the K to 12 Basic

IVE Component of the
Education Program as the DepEd mandated that it “... EsP Curriculum
shall protect and promote the rights of all citizens to quality ALIVE Curriculum
4 Ms
education in all levels and take appropriate steps to make 4 Hs
education accessible to all (Article 14, Section 1 of the
Maka-Diyos Hubbullah
Philippine Constitution).” Similarly, the DepEd responds
to the UN’s Sustainable Development Goal (SDG) 4 that Makatao Hubbul-Insaniyyah
aims to “ensure inclusive and equitable quality education Makabayan Hubbul-Watan
and promote lifelong learning opportunities for all.”
Makakalikasan Hubbul-Bi’ah
As such, the Bureau of Curriculum Development (BCD)
Special Curricular Programmes Division (SCPD) in In 2018, the ALIVE Curriculum Framework was revised to
cooperation with the Bureau of Learning Delivery (BLD) better align with sound teaching and learning principles
Student Inclusion Division (SID) work hand in hand to that respond to the needs of Muslim learners within the
implement the Madrasah Education Programme (MEP) context of the K to 12 Programme. The framework aimed
that advocates inclusion by promoting institutional to preserve Muslim identity, culture, and heritage; promote
sensitivity and responsiveness through understanding the national and global progress, unity, and peace; and
needs and nature of Muslim learners along with those of strengthen connections with other Muslims worldwide. In
the national and global communities. it, Filipino Muslim learners imbued with unique qualities
and needs would be provided with basic Madrasah
education through gradual knowledge acquisition and
To respond to this particular need, the Refined Elementary Islamic values development. It was prepared by the BCD
Madrasah Curriculum (REMC) for Public Schools, also in consultation with various stakeholders that include the
known as the “Arabic Language and Islamic Values National Commission on Muslim Filipinos (NCMF).
Education (ALIVE) Curriculum,” and the Refined Standard
Madrasah Curriculum (RSMC) for Private Madaris were
developed in 2004 and are continuously being enhanced DepEd-recognised private madrasah are mandated to
to provide Muslim Filipino learners with the appropriate implement the K to 12 minimum standards along with
and relevant educational opportunities within the context the RSMC, as stipulated in DepEd Order No. 40 Series
of their culture, customs, traditions, and interests. of 2011. Since these require government authorities
to operate, the DepEd will monitor them with regard to
proper curriculum implementation. This includes the use
The ALIVE Curiculum covers the framework and of the “core curriculum” with additional subjects through
philosophy of curricula that underscore three important the help of the Department’s regional and division offices.
things in the life of Muslim learners—ta’lim (knowledge All private schools, including madrasah that offer secular
acquisition), tarbiyah (skills training), and tadib (values subjects in the K to 12 Programme, that operate without
formation). The framework teaches universal values such government permits and recognition will be considered in
as spirituality, truthfulness, cleanliness, environmental violation of existing DepEd orders or regulations.
care and sanitation, love of country, peace, justice,
equality, respect, self-reliance, and productivity, which are
aligned with the DepEd’s four core values—maka-Diyos,
makatao, makabayan, and makakalikasan—which are
embedded in the key stage standards of the Edukasyon
sa Pagpapakatao (EsP) Curriculum. The Islamic Values
Education (IVE) component of the ALIVE Curriculum
provides a counterpart to the four core values identified
by the DepEd as shown in the following table.

16 | SEAMAG
SEAMEO Education Embracing Inclusive Education through ALIVE
Agenda

Photo credit: Philippine News Agency (PNA)

Source: https://www.pna.gov.ph/

Level Class Size Time Allotment Medium of Instruction

Kindergarten 15–40 Arabic language: 3 times a Arabic
week for 40 minutes each

IVE: 2 times a week for 40 Filipino

minutes each
Grades 1–6 15–40 Arabic language: 3 times a Arabic
week for 40 minutes each

IVE: 2 times a week for 40 Filipino or English

minutes each

The ALIVE Curriculum hopes to reach the various Muslim The MEP acknowledges that educating Muslim learners
communities in the Philippines, including the following: is fundamental if the country wishes to address problems
and issues such as historical injustice, marginalisation,
terrorism and violent extremism, alienation, and poverty.
1. Core Moro areas: Bangsamoro Autonomous Region in
It also addresses the long history of dichotomy of
Muslim Mindanao (BARMM)
Muslim education to preserve their cultural heritage while
promoting a unified Filipino national identity.
2. Traditional Moro areas outside BARMM: Region 9
(Zamboanga Peninsula), Region 10 (Northern
Mindanao), Region 11 (Davao), Region 12 (Central In a PNA article published on 31 August 2018 entitled
Mindanao), and Region 4-B (MIMAROPA). “How ALIVE forges inclusive education in Zamboanga”
written by Rey Luis Banagudos, the ALIVE Curriculum
3. Migrant Moro communities in CARAGA, Luzon, and was sited as being implemented in 222 public schools,
Visayas 172 of which were elementary schools with more than
50,000 enrollees. Students were said to exhibit positive
4. Converts and/or Reverts or Balik-Islam learners behavioural changes after inculcating good values that
strengthened their spirituality, thus negating notions that
MEP teaches negative and extremist values.

17 | SEAMAG
SEAMEO Education Embracing Inclusive Education through ALIVE
Agenda

The ALIVE Curriculum is still undergoing revisions and enhancement to align with the K to 10 Curriculum. The DepEd
will continue to seek the help of members of the academe, Muslim communities, and other recognised institutions
and organisations to validate and ensure that the curriculum remains relevant, culture-sensitive, and responsive to the
needs of all Muslim learners. The Department is also open to inviting members of other Muslim sectors to contribute
to the ALIVE Curriculum that envisions Muslim learners who see themselves as Moro by culture, Muslim by faith, but
Filipino by citizenship.

SEAMEO Education DepEd-BLR Spearheads Learning

Resources Development for
Agenda Learners with Visual Disabilities
By: SCPD-BCD
DepEd, Philippines

The Bureau of Learning Resources (BLR) of the DepEd This project was supported by the Basic Education
in an effort to support inclusive education spearheaded Sector Transformation (BEST) through donations used to
the development of learning resources in more accessible purchase a braille embosser, 20 swell-form machines, and
formats for learners with visual disabilities. This required 20 DAISY readers and support capacity-building activities
converting printed materials into “talking books” that for BLR staff, SPED teachers, illustrators, and learning
used the Digital Accessible Information System (DAISY) resource supervisors.
programme, producing tactile images using CorelDRAW
and Microsoft Word, and transcribing existing resources
into braille.

Nineteen printed materials have been converted into

talking books intended for the use of blind learners
and those with poor vision and other visual disabilities.
Visually impaired learners will also benefit from 223
tactile graphics created for subjects that include araling
panlipunan, English, Filipino, MAPEH, math, reading
readiness, and science across grade levels. A total of 190
sets of learning resources have also been transcribed
into braille and delivered to 13 special education (SPED)
schools and centres throughout the country.
Non-sighted staff (right) of the Bureau of Learning
Resources (BLR) quality-check the outputs of participants
during the Training on the Use of CorelDraw and Microsoft
Word to Produce Tactile Images last 1-5 October 2018
Source: http://bestprogram.ph

18 | SEAMAG
SEAMEO Education A Brief Overview of TVET in Malaysia
Agenda
By: Ministry of Education, Malaysia

Educational opportunities in Malaysia have always been While the aforementioned statistics do not indicate
made available to all since the pre-independence era. an alarming state with regard to employability, youth
TVET has thus been available as early as the 1930s. One employment remains a concern to the government
of its earliest forms was offered through so-called “trades and the Ministry of Education. Although the country’s
schools,” which were established to provide the youth unemployment rate remained at 3.4 percent in April 2019
with trade education. and even dipped to a record low of 3.2 percent in January
2019, the youth unemployment rate was high compared
with those of other participants and is rising more than
Trades schools provided training for basic carpentry,
the rest.
machinery repairs, electrical wiring, and construction
building that lasted up to three years. Over the years,
vocational schools also made their mark by supplying the As such, the government has pledged to continue exerting
nation with skilled technicians, craftsmen, and artisans effort to ensure that its citizens obtain jobs or sources
that were required in the agricultural, industrial, and of income to sustain their lives and families. It has been
commercial sectors. Since then, numerous reforms and encouraging younger generations to pursue technical and
changes in the TVET system, including the restructuring vocational courses as skilled workers are currently in great
and upgrading of 69 secondary vocational schools into demand and expected to even increase in the future.
technical schools, were made. These were not restricted
to technical and vocational schools though, as a number of
Malaysia hopes that TVET will increase its skilled human
other institutions such as industrial training institutes (ITIs),
capital base. As such, it is encouraging TVET institutions
polytechnics, MARA vocational institutes, the National
to provide the masses with education and training that
Youth Development Corps (NYDC), and the Centre for
emphasises current industry requirements. The demand
Instructors and Advanced Skills Training (CIAST) have
to train workers to become immediately productive has
also been expanded or established to provide TVET. All of
never been more critical than in today’s continuously
these institutions aimed to help students secure jobs with
changing technology- and information-based economy.
the skills they acquired from their TVET.
TVET institutions realise that they will be valued and held
accountable for how well former students perform in the
To date, TVET has flourished to include more than a workplace. As such, most have taken proactive measures
thousand public and private specialist institutions in to provide compulsory elements and inputs in their training
Malaysia. You may be asking, “Why TVET? Why is TVET programmes and courses. These have been designed to
an important element in any country’s education system?” include job-specific skills training to give students added
The answer is simple. TVET, especially in developing and value as skilled workers in their chosen fields.
developed countries, plays a crucial role in sustainable
development, particularly in social, economic, and
TVET is an option worth noting even though it is often
environmental development. More often than not, it plays
perceived as inferior to other programmes of higher
a major role in providing training opportunities and career
learning. People are, however, starting to realise its
advancement avenues for the increasing number of out-
importance, as evidenced by the higher number of
of-school youth (OSY) and school leavers. TVET also
learners today. They now know that TVET endows them
provides skilled manpower to support a nation’s economy.
with specific skills for jobs, thus making them more
It provides countries with a rich pool of skilled labourers to
employable.
maintain economic development and growth.

Although various efforts have been exerted by the

Most countries worldwide are currently facing a youth
government to develop TVET in order to close the skills
employment crisis. Despite sizable gains in educational
gap and reduce unemployment, issues and challenges
access and attainment in the past decade, young people
still abound. These include mismatches between the
aged 15–24, are now three times more likely than adults
demand and the supply, still relatively low wages offered
to remain unemployed (International Labour Organization
to TVET graduates, and lack of industry experience among
[ILO], 2012). The Department of Statistics of Malaysia also
TVET instructors. It has, in fact, been reported that many
reported that the latest participation rate of the labour
TVET instructors had less than three months of industry
force market increased by 2 percent to account for nearly
attachment or experience prior to teaching.
15.3 million people in 2018 compared to 15 million in 2017
(Labour Force Report Survey Malaysia, 2018).

19 | SEAMAG
SEAMEO Education A Brief Overview of TVET in Malaysia
Agenda

As such, the government believes that co-ownership with Without a doubt, TVET will play a fundamental role in
various industries is the way forward. It has thus established providing Malaysia with a skilled workforce for achieving
the TVET Empowerment Cabinet Committee to look economic development and growth in the 21st century.
at ways to improve TVET graduates’ marketability and TVET can close skills gaps and is vital if we want to meet
reduce mismatches between the demand and the supply. the demands of Industry 4.0. The right pool of highly
The Committee has had several engagements throughout trained TVET graduates will attract investments, drive

“
2018 and 2019 that allowed it to collect as many inputs as productivity, and enhance innovation in any nation.
possible. These were then discussed and deliberated via
workshops held throughout the country, which resulted in
some notable recommendations to address some of the The real problem is not whether
TVET challenges. One such recommendation is to ease machines think but whether men do.”
the dependence on foreign workers while increasing job
opportunities for locals. Another is to review rules and —B.F. Skinner
guidelines with regard to wages to cover aspects such as
locality and skill level. Issues related to TVET instructors’
lack of industry experience, meanwhile, can be addressed
through industry involvement and expertise sharing. To
encourage industry participation, attractive tax reductions
and special incentives from the government were also
recommended. Industry involvement in apprenticeship
and internship programmes and work-based learning
(WBL) modes of learning were also seen as ways forward
for graduate employment.

The automotive industry is one of the sectors with openings for

TVET graduates.
Picture by Owee Ah Chun
Source: https://www.nst.com.my/education/2018/11/433155/boost-tvet

20 | SEAMAG
SEAMEO Education SEAMEO Member Countries Roll out
Agenda SEA-PLM 2019 Main Survey

By: Ms Freiya Dixon

SEA-PLM Coordinator

Six countries participated in the first assessment of SEA-

PLM. These include Myanmar, the Philippines, Lao PDR,
Vietnam, Cambodia, and Malaysia. Five out of these
six countries have now completed data collection from
schools. As such, the governing body of SEA-PLM is
looking forward to 2020 to analyse the data, complete
and disseminate the report, and use the survey results
and findings.

To strategically and collaboratively plan for this next

phase, Ministry of Education officials from across
Southeast Asia came together on 8–10 July 2019 for the
10th Regional Steering Committee Meeting in Bangkok to
build a regional consensus and shared vision.

“
Photo credit: UNICEF Lao PDR, 2019, Labrador

Learning means knowledge, and getting

a job,” said 10-year-old Phoudthalith
while sitting under the shade of a
tree outside her small classroom in
Vientiane.

For Phoudthalith, and many of her friends, the priority is

getting good grades in Lao language and mathematics
through learning by rote from the blackboard. When asked
what the most fun part of learning is, Phoudthalith looks
uncertain on how to answer.

Across Southeast Asia, teachers, schools, and Participants of the 2019 SEA-PLM Main Survey Workshop
governments are trying to move from a knowledge-based
curriculum to one based on competency that focuses
on critical thinking and developing skills that can be WHAT MAKES SEA-PLM UNIQUE?
transferred outside the classroom. Countries are working
hard to transform primary school curricula, improving
teacher training, and placing resources where they can Just as a microscope is adjusted to use the correct lens
best help improve student learning outcomes. To do this in order to see specific cells, so does SEA-PLM provide
though, governments need to know where they are and tools and criteria to create a more dynamic approach to
how to develop strategies in order to improve. learning. SEA-PLM assesses grade 5 students in the areas
of reading, writing, mathematics, and global citizenship.
Approximately 30,000 students and more than 1,000
One of the key tools for this is the Southeast Asian Primary schools in the region participated in the 2019 survey.
Learning Metrics (SEA-PLM) created by UNICEF and
SEAMEO in cooperation with the Ministries of Education
in the region. Put plainly, SEA-PLM is a regional learning The test administrators also included parents, teachers,
assessment tool. Based on a huge collection of data on and principals who completed questionnaires to gain
student learning outcomes obtained from schools across an understanding of the context in which children learn.
Southeast Asia, the tool aims to improve curriculum Questions such as “What was the level of pre-reading
development, teacher training, and education policies. before entering school?”; “Is gender an issue?”; and “Are
students being supported to do their homework and do
they have access to learning materials at home?” were
asked to give SEA-PLM a deeper level of analysis to
determine why students are or are not learning well.

21 | SEAMAG
SEAMEO Education SEAMEO Member Countries Roll out
Agenda SEA-PLM 2019 Main Survey

The 2019 SEA-PLM Main Survey Workshop

As the data collection has been completed except in The learning assessment will give an empirical snapshot of
Malaysia, national technical teams have begun the process how countries, schools, and students are faring in specific
of marking and coding written answers for cleanup and areas according to their environment. This will provide
analyses using a central scale. To support this process, insights on difficulties in terms of reading comprehension
the members of the five national technical teams joined across various socioeconomic backgrounds or how girls
a Regional Coder Workshop held last June to ensure that and boys differ in terms of learning.
each country will use the same coding practices to ensure
standardised data.
The data will provide each country with opportunities to
make informed decisions on shaping policies and where
The workshop was hosted by the SEA-PLM Secretariat to place resources. The people involved in data collection
comprising the SEAMEO Secretariat and UNICEF and and analysis, meanwhile, will learn specific skills that
was delivered by the Australian Council for Educational can translate to other areas of research and hopefully
Research (ACER), which has been contracted as the broaden their understanding of what education could and
technical arm for designing, implementing, and supporting should look like in cities and villages across each country.
the participating countries. Finally, children like Phoudthalith and perhaps even her
future children will know that learning has less to do with
remembering what is written on the blackboard, but how
The results from all six Southeast Asian nations will be
to learn and where that might take them.
compiled in a unique and complex regional database to
allow a reliable analysis on the level of student outcomes
and equity at the regional, national, and subnational levels.

“
Educating the mind without educating
the heart is no education at all.”
—Aristotle

22 | SEAMAG
Programme The 8th SEAMEO-ASEAN Secretariats
Highlights Coordination Meeting

By: Ms Anti Rismayanti

SEAMEO Secretariat

8th SEAMEO-ASEAN Secretariat representatives

The 8th SEAMEO-ASEAN Secretariats Coordination The participants included key officials and officers of the
Meeting was held on 12 May 2019 at the Shangri-La Hotel SEAMEO and ASEAN Secretariats. The ASEAN Secretariat
in Chiang-Mai, Thailand. The annual meeting is one of the team was led by H E Mr Kung Phoak, Deputy Secretary-
SEAMEO and ASEAN mechanisms to coordinate and General of the ASEAN Sociocultural Community, while the
synergise efforts to address and pursue shared regional SEAMEO Secretariat team was headed by and Dr Ethel
goals and priorities on education. Agnes Pascua-Valenzuela, Director. Representatives from
SEAMEO RIHED and SEAMEO INNOTECH also attended
the meeting.
Among other things, the Secretariats provided updates on
their respective priorities and activities and discussed ways
to support SEAMEO-ASEAN joint initiatives. The current The annual SEAMEO and ASEAN Secretariats coordination
programmes and activities were presented. Proposals meeting began in 2011 as a means to foster collaboration
and initiatives from the SEAMEO Secretariat and Regional on activities related to education, science, and culture in
Centres, specifically SEAMEO INNOTECH, the Regional the Southeast Asian region.
Centre for Higher Education (SEAMEO RIHED) and the
Regional Centre for TVET (SEAMEO VOCTECH), were
also presented to identify possible funding mechanisms
and potential dialogue partners.

23 | SEAMAG
Programme SEA Teacher 2019 Insights
Highlights
By: Ms Pitchayawadi Arreenich and
Ms Anti Rismayanti
SEAMEO Secretariat
With the aim to revitalise teacher education in Southeast
Asia, the Pre-Service Student Teacher Exchange in
Southeast Asia (SEA Teacher Project) was established
in 2016 by the SEAMEO Secretariat. This exchange
programme was entitled qualified 3rd and 4th year pre-
service student teachers in Southeast Asia to a one-
month-long practicum in a school in a participating
country. Held twice a year typically in January and July, its
participants include Indonesia, Malaysia, the Philippines,
Thailand, and Vietnam.

During the internship, the student teachers are oriented

by their receiving universities and then engaged in
class observations for a week. They were then given
in-depth information on the schools’ facilities, prepared
for practice teaching, wrote lesson plans, learned about
various teaching methods, and prepared their own
learning materials and evaluation tools. The classroom

“
observations were not limited to the subjects they taught. The SEA Teacher journey so far
They were allowed to observe other classes as long as
these proved useful for their assisted and independent
teaching demonstrations in the second and third weeks. In A good teacher is like a candle that
the last week, they are assessed and given time to finalise consumes itself to light the way for
their reports under the supervision of mentors provided by others.”
their receiving universities. Weekends are reserved should
they wish to explore tourist spots with peers they met in —Mustafa Kemal Ataturk
the programme.
To date, not only has the number of participating students
and universities increased, the fields of study also grew
in volume. At the start, the fields of study only included
mathematics, science, English, and preschool. A year
later, four fields—economics, primary/elementary, social
science, and physical education (PE)—were added to
the list. By the 7th batch, a total of 521 students and 84
universities participated in the programme, proving its
continuous success.

The SEAMEO Secretariat works as a coordinating body

The SEA Teacher Programme’s structure that links the universities together and finds them the
most appropriate partners based on the student teachers’
It has been three years since the project’s launch and application forms. Additional inputs are also obtained from
it has to date had more than 2,000 pre-service student private conversations where questions such as “What are
teacher participants as shown in the following figure. your real needs?”; “What are your limitations?”; and the
like are asked.
On 9 October 2015, 11 universities from Indonesia,
Thailand, and Vietnam met and signed an agreement to
facilitate the exchange of pre-service student teachers
beginning January 2016.

24 | SEAMAG
Programme SEA Teacher 2019 Insights
Highlights

Each batch of student teachers starts after an evaluation

meeting where the universities from the previous and
incoming batches are invited. Lessons learned are shared
followed by the signing of a multilateral letter of agreement
(LoA) that eventually serves as the next batch’s bible.

Apart from matching candidates with receiving

universities, the SEAMEO Secretariat also facilitates
administrative document preparations, monitors progress
through LINE, and provides an online orientation for
both the coordinators and students about the project’s
implementation. The receiving universities, meanwhile,
are responsible for selecting the qualified students,
Online orientation for student teachers
determining their practicum schools, and ensuring the
successful implementation of the 30-day internship. This
conducted by the SEAMEO Secretariat
process takes 2–3 months before the actual exchange
kick-off. We have seen several success stories on student blogs—
one of the assignments that all must accomplish to receive
their e-certificate from the SEAMEO Secretariat. Through
Although the programme has a predetermined and blogging, the students improved their English writing,
already-working structure, some challenges remain. The critical thinking, and technological skills. Every story we
first of which has to do with the demand and supply. There read is heartwarming. Their dreams and the valuable and
are usually a larger number of Indonesian applicants than meaningful experiences they share inspire us to work
from other countries so some cannot be mapped with a harder to continue the programme. Below is just one of

“
partner. We resolve situations like this by matching the the many stories we have seen from student blogs.
number of students a country sends with that of students
they can receive. Sending students without accepting any
is not allowed. SEA Teacher enabled me to experience
what it is like to live and learn in
We also experienced communication problems. There another country, which for many is
were times when we could not contact the coordinators an eye-opening, once-in-a-lifetime
even if we try every given channel on their application
forms. In such cases, we have no other recourse but to experience. It provided me with an
reject applications. If a university skips a batch, they are opportunity to immerse myself in
punished, as we need to find replacements for them. another language and develop my skills
in a foreign study environment. This
Another issues has to do with punctuality with regard to programme made me realise that I was
document submission. The more submission is delayed,
the less time we have to analyse candidates and prepare born to express, not to impress. I just
for the incoming batch of students. To address this, we have to express what my heart’s desire
have been forced to refuse the provision of certificates is and that is to inspire children, the
of completion to those who submitted their requirements
past the deadline.
youth, and all people. SEA Teacher is
truly life-changing.”
Despite these challenges, we continue to successfully —Rogie Udaundo Balino
continue the programme. In fact, each batch has been
improving in terms of quantity and quality as time passes.
The quote above came from Mr. Balino’s blog (https://
As such, we hope to express our heartfelt and warmest
rohjthepanda.wordpress.com). He is an English major
gratitude to the participating universities for their unfailing
from the Mariano Marcos State University (MMSU) in the
support for the past three years. We have become more
Philippines and was deployed to the SMP Lab Undiksha
than partners; we are now a family.
Singaraja in Indonesia as a member of the 7th batch of
SEA Teacher.

25 | SEAMAG
Programme SEA Teacher 2019 Insights
Highlights

The following photos, meanwhile, came from the blog of a student from St. Paul University in Surigao, Philippines who
was deployed to SD Al-Azhar 32 in Padang, Indonesia.

Experiences gained from SEA Teacher

These and other stories prove that SEA Teacher is not just about the programme
that we created, it is about our commitment to human development.

“
It is the supreme art of the teacher to
awaken joy in creativity expression and
knowledge”
—Albert Einstein

26 | SEAMAG
Programme SEAMEO Polytechnic Network Enables the
Highlights Mobility of 500 Southeast Asian TVET Students

By: Ms Piyapa Su-uangavatin

SEAMEO Secretariat

Participants of the 5th SEAMEO

Polytechnic Network Meeting

The 5th SEAMEO Polytechnic Network Meeting focusing At the end of the meeting, 126 TVET institutions (55 from
on the theme, “Agreement for the 4th Batch of the SEA Indonesia, 34 from Malaysia, 15 from Thailand, 20 from
TVET Student Exchange Programme,” was hosted by the Philippines, and 2 from Vietnam) signed the LoA
the Department of Polytechnic and Community College for participating in the 4th SEA TVET Student Exchange
Education of the Ministry of Education of Malaysia and Programme.
co-organised by the SEAMEO Secretariat on 26–27 March
2019 at the Excelsior Hotel in Ipoh, Malaysia.
In preparation for the 4th batch of TVET exchange students,
92 participating institutions expressed their commitment
With the successful implementation of the 3rd SEA TVET to support 500 bachelor’s degree, diploma, and higher
Student Exchange Programme where 330 students from diploma students in the fields of engineering, business,
50 institutions in Indonesia, the Philippines, Malaysia, hospitality, agriculture, and health science for a span of
Thailand, and Vietnam from January to April 2019, the 5th 30 days in July 2019.
SEAMEO Polytechnic Network Meeting aimed to share
best practices gleaned from the previous implementation
The 6th SEAMEO Polytechnic Network Meeting will be
to improve the process for the 4th batch, which is set to
hosted by the Duy Tan University in Danang, Vietnam
commence from August to October 2019 and seek the
on 6–19 October. Preparations for the 5th batch of TVET
commitment of participating institutions.
exchange students will be discussed during that meeting.

A total of 213 participants from various TVET institutions,

For more information on the 5th SEAMEO Polytechnic
polytechnics, and universities in five countries including
Network Meeting, please visit http://seatvet.seameo.
Indonesia (46 institutions), Malaysia (57 institutions), the
org/news/27. Meeting documents may be accessed at
Philippines (22 institutions), Thailand (17 institutions),
http://link.seameo.org/5th-SEA-Polytechnic while photos
and Vietnam (2 institutions) attended the meeting.
may be downloaded from http://link.seameo.org/photos-
Representatives from various industries and SEAMEO
5thpolymeeting.
units including the Regional Centre for Graduate Study
and Research in Agriculture (SEAMEO SEARCA) in the
Philippines, the Regional Centre for Special Education
(SEAMEO SEN) in Malaysia, and the Regional Centre
for Technical Education Development (SEAMEO TED) in
Cambodia were also present.

27 | SEAMAG
Programme SMARTS-BE Programme:
SEAMEO BIOTROP’s Means to Revitalise
Highlights Vocational Education in Indonesia
By: Dr Irdika Mansyur,
Dr Aslan, Dr Supriyanto, and
Ms Zanne Sandriati Putri
SEAMEO BIOTROP

Also, according to statistics for 2017–2018, only 4.16

percent of the total number of vocational students across
all fields enrolled in agro-technology and agribusiness
courses even if agriculture was one of the sectors in
most need of labourers (Supriyanto, 2018). The interest
in agriculture has significantly decreased over time even
though Indonesia remains an agricultural economy. And
this may cause an increase in dependence on imported
food as the population continues to grow. It will also
negatively affect the government’s efforts towards
achieving food sovereignty and security.

The SMARTS-BE Programme was devised to improve

secondary vocational school curricula in order to enhance
the competence of teachers, education staff, and students
in the agricultural field. Its activities include developing
learning materials on germplasm conservation and
A SMARTS-BE garden launching training courses for the intensive development
of fruit orchards to support factories, on the fruit-based
The Regional Centre for Tropical Biology (SEAMEO industry and online marketing, and on producing fruit-
BIOTROP) was tasked to implement the Sekolah Mandiri based products. Dr Supriyanto, SEAMEO BIOTROP
Produksi Tanaman Sayuran dan Buah Edukasi (SMARTS- Affiliate Scientist, hopes that it contributes to the improved
BE) Programme (in English, the Agriculture Vocational quality of secondary vocational school graduates in the
School for Vegetable and Fruit Tree Orchard Programme) future, especially when it comes to employability.
by the Ministry of Education and Culture of the Republic
of Indonesia in 2018. The programme was launched
during the golden anniversary celebration of the Centre in In its first year of implementation, SMARTS-BE fostered
February 2018. It aims to revitalise secondary vocational 30 vocational school partners spread across 17 provinces
education by developing students’ entrepreneurship skills including Aceh, Riau, Bangka Belitung, South Sumatra,
in order to reduce the country’s unemployment rate. It Lampung, Banten, West Java, DKI Jakarta, Central Java,
is also aligned with Presidential Instruction No. 9 series East Java, Bali, West Nusa Tenggara, East Nusa Tenggara,
of 2016 that aimed to revitalise secondary vocational South Kalimantan, Southeast Sulawesi, West Papua, and
education by improving the quality and competitiveness Papua. SEAMEO BIOTROP helped them build their own
of Indonesian human resources. vegetable and fruit gardens and cultivate particular plant
species that bear fruits throughout the year. The plants
were chosen based on their adaptability to the schools’
According to a 2017 ASEAN statistical leaflet, Indonesia location, their market value, and how easy they were to
(5.6 percent) came second to Brunei Darussalam (6.9 sell and produce. As such, the participating schools may
percent) in terms of having the highest unemployment cultivate different plants.
rate in Southeast Asia. It was followed by the Philippines
(5.5 percent), Myanmar (4 percent), Lao PDR (3.6 percent),
Malaysia (3.4 percent), Singapore (3 percent), Vietnam (2.1 Pontianak Siam oranges and Cavendish bananas were,
percent), Cambodia (1 percent), and Thailand (1 percent). for instance, planted in SMKN 1 Gondang while dekopon
Data from the Indonesian Central Bureau of Statistics in oranges were cultivated in SMKN 1 Kalibagor. SEAMEO
2017 also showed that citizens aged 15–19 contributed BIOTROP also collected seedlings from 15 fruit species
most to the unemployment rate. Only 11.4 percent (12.59 from Bogor, Purworejo, Yogyakarta, Sukabumi, and Batu
million) high school graduates were employed while as genetic sources for chokun oranges, jumbo lemons,
around the same rate was unemployed (12.6 million). The dekopon oranges, lemons, California lemons, honey
2018 data did not improve. Siamese oranges, baby oranges, grapes, chestnuts,
green Fijian longans, red Fijian longans, bilimbis, crystal
guavas, irwin mangoes, and Javanis citrus fruits.

28 | SEAMAG
Programme SMARTS-BE Programme:
SEAMEO BIOTROP’s Means to Revitalise
Highlights Vocational Education in Indonesia

Reaping the benefits of SMARTS-BE

In collaboration with the Research Centre for Citrus and SMARTS-BE has also been expanded to cater to
Subtropical Fruits, SEAMEO BIOTROP also trained 74 vocational schools that are prone to natural disasters.
teachers and technicians on intensive fruit cultivation It engaged its first 30 school beneficiaries to foster
techniques in Batu, East Java on 31 July–3 August others. This year, it hopes to focus on optimising fruit
2018. It also worked with the Tropical Horticulture Study tree production depending on genetic and environmental
Centre (PKHT) of the IPB University and the Regional inputs, along with pest management.
Open Learning Centre (SEAMEO SEAMOLEC) to train
63 participants on fruit-based industry development and
Due to the programme’s success, SEAMEO BIOTROP was
online marketing on 3–6 December 2018.
invited by the Food and Agriculture Organization (FAO)
to participate in the Global Launch of the UN Decade of
SEAMEO BIOTROP not only wants to share basic Family Farming 2019–2028 held at the FAO headquarters
intensive cultivation knowledge with schools, but also in Rome, Italy on 27–29 May 2019. Dr Aslan, the Centre’s
build an entrepreneurial atmosphere within them. As such, Acting Deputy Director for Programmes, participated in
we process some of the fruits they harvest into derivative the event and was quoted as saying that literacy and
products such as fruit juices, soft candies, flour, biscuits, nutrition are not the only attributes that graduates should
cakes, chips, jams, jellies, and dodol, which are not only develop; they should also be encouraged to become
marketable, but also nutritious. entrepreneurial through programmes such as SMARTS-
BE.
The Regional Centre also came up with two guidebooks—
one for constructing intensive fruit gardens and another
for developing fruit derivative products. These can be
added to existing curricula or shared via lectures and
other means.

29 | SEAMAG
Programme SEAMEO CECCEP’s Journey from 2018 to 2019
Highlights
By: SEAMEO CECCEP

SEAMEO CECCEP is proud to present its journey “The Regional Documentation on Innovative Financing
towards serving the region through its various activities Mechanisms and Partnerships for ECCE,” meanwhile,
in the field of ECCE and parenting. It adopted the theme, was completed with the help of UNESCO Bangkok.
“Maintaining Children’s Well-Being and Encouraging SEAMEO CECCEP documented various best practices
Them to Participate in Parenting,” last year to deliver on from Asia-Pacific countries. The findings revealed that
its main thrusts—research and training. allocating a national budget for ECCE is the best way for
a country to develop good human capital. Unfortunately,
most countries worldwide continue to underfund ECCE
The Centre successfully completed four researches
programmes. Three major challenges related to this were
including “The Survey of Teachers in Pre-Primary
identified including insufficient government expenditure
Education (STEPP),” “The Regional Documentation on
on pre-primary education, lack of sustainable ECCE
Innovative Financing Mechanisms and Partnerships
financing, and the absence of enabling governance
for ECCE,” “Evaluating the Effectiveness of Parenting
models and lack of coordination. SEAMEO CECCEP thus
Programmes to Support Children’s School Readiness,”
recommended that ECCE providers be sustainably and
and “Models and Best Practices on ECCE and Parenting.”
adequately financed by governments.

For “Evaluating the Effectiveness of Parenting

Programmes to Support Children’s School Readiness,”
SEAMEO CECCEP worked with the Bogor Institute of
Agriculture (IPB). It aimed to evaluate the effectiveness of
parenting programmes in making children school-ready.
It focused on existing programmes on nutrition such
as posyandu, kelas ibu (mothers’ classes), kelas balita
(toddlers’ classes), parents’ meetings in ECCE centres,
BKB groups, and parenting classes.

SEAMEO CECCEP also successfully pulled together

dozens of parenting education models, best practices,
journals, and training materials from Ministry of Education
centres, universities, and partner organisations for its fourth
research project. In the workshop on ECCE and parenting
STEPP beneficiaries
model selection and learning materials development, it
selected a numbers of models, best practices, journals,
Through STEPP, SEAMEO CECCEP managed to profile and training materials that it will adapt to enhance the
and document the background of ECCE teachers competencies of ECCE and parenting education teachers
including their satisfaction with their working environment in the region.
and in-service training. STEPP was completed with the
help of the UNESCO Headquarters in Paris and the
Australian Council for Educational Research. SEAMEO In terms of training, SEAMEO CECCEP conducted three
CECCEP utilised a validated instrument that resulted from courses including the In-Service Training for Teachers
its research in a nationwide survey. The data gathered has and Parents of Autistic Children in November 2018,
been analysed and processed and the results are now the National Teachers Training on Quality Learning
ready for publication. Environments in April 2019, and the Stories and Science
Experiments Training to Develop Scientific Attitudes in
Children in June 2019.

30 | SEAMAG
Programme SEAMEO CECCEP’s Journey from 2018 to 2019
Highlights

Regional workshop hosted by SEAMEO CECCEP

SEAMEO CECCEP collaborated with SEAMEO SEN to SEAMEO CECCEP also expanded its coverage by
organise a training for teachers and parents of autistic working with the Ministry of Education, Youth and Sport
children on 21–23 November 2018 in Bandung, Indonesia. of the Kingdom of Cambodia on a training teachers to use
The three-day training deepened the teachers’ and stories and science experiments to develop a positive
parents’ understanding to handle autistic children. More attitude towards science among children held in Phnom
than 60 teachers and parents from Bandung and nearby Penh on 18–22 June 2019. This was aligned with the
places attended the event led by teams from Permata thrust of SEAMEO Seven Priority Area #1, as it sought
Malaysia and SEAMEO SEN. to actively enhance the capacity of ECCE teachers in
Southeast Asia.
The Centre also conducted a regional training in Bandar
Lampung on 9–12 April 2019 at the Swiss Belhotel. It In addition to the aforementioned programmes, SEAMEO
provided participants with innovative teaching methods CECCEP also expanded its network of national and
that they could use in class so their students will international institution partners with the signing of
develop a positive attitude towards science as early as memoranda of understanding (MoUs) with the IPB, the
possible. Hoping to build ECCE teachers’ capacity, the Universitas Pendidikan Indonesia (UPI), IKIP Siliwangi
training focused on two main themes—“Developing and Bandung, the Universitas Ahmad Dahlan, and the
Implementing Insightful ESD Literacy Related to Love for Padjadjaran University. It also signed agreements with
the Environment” and “Storytelling to Acquire a Positive local and international NGOs such as WOW Bali, the Asia-
Attitude towards Science in Early Childhood.” Pacific Regional Network for Early Childhood (ARNEC) in
Singapore, the Aide Et Action International Southeast Asia
and China, and the Asia-Pacific Consortium of Researchers
and Educators, Inc. (ApCore). The Centre also concluded
an agreement with the technical implementation units of
the Ministry of Education and Culture in the Aceh Jaya
and Samosir Districts.

31 | SEAMAG
Programme Training Teachers to Integrate Gender
Highlights Responsiveness into STEM Education

By: Ms Wong Lai Cheng

SEAMEO RECSAM

SEAMEO RECSAM STEM Education Workshop

STEM education plays a key role in realising the 2030 The participation of women in STEM also lags behind
Agenda for Sustainable Development. The prominence that of men. This may be due to gender stereotyping
and urgency of STEM education escalated when the and gender-biased cultural influences. There is an urgent
world’s interest in science and technology subjects need to encourage females to participate, especially since
decreased among students. This trend culminated they comprise 50 percent of the world’s population. As
with an insufficient number of enrollees to science and such, governments, especially Ministries of Education,
technological courses in higher education institutions should not overlook and neglect to develop a wide pool
(HEIs) and the subsequent depletion of the science and of potential human talents and capacity. They should
technology workforce. This is a worrying phenomenon formulate policies that will contribute to more favourable
because it affects the economic development and well- conditions for female participation and promote gender
being of a country and the sustainability of human life in equality. They should strive to make the STEM curriculum
our world. and pedagogies gender-sensitive.

While much progress has been made in past decades,

countries still suffer from lack of professionals in
STEM-related fields. Women remain exceptionally
underrepresented as well despite the mounting demand. In
a rapidly changing, knowledge-based world and in light of
Industry 4.0, equipping women with STEM competencies
will drive development and contribute to their becoming
equally empowered, proactive, and responsible citizens.

32 | SEAMAG
Programme Training Teachers to Integrate Gender
Highlights Responsiveness into STEM Education

SEAMEO RECSAM STEM Education Workshop

In simple terms, the constraints and limitations that Through collaborative work, field study, and hands-
females face solely because of their gender with regard on activities, the course participants learned about
to STEM education should be overcome. Gender barriers pedagogical techniques and obtained pointers on
can be addressed by STEM education policies that developing gender-responsive educational activities that
circumvent the unnecessary inhibitors that discourage incorporated the fundamental elements of current trends
women from participating. STEM education should and issues in STEM education, principles of developing
use inquiry-based learning models that allow students gender-sensitive STEM teaching and learning resources,
to explore the world in a contextual manner. By paying gender-inclusive STEM pedagogies such as inquiry-
special attention to additional barriers that women face, based science education (IBSE) instruction, and the roles
appropriate adjustments can be made to make the learning of trainers and teacher educators in promoting STEM
environment more conducive for them. This will result in education.
a gender-sensitive application of STEM approaches that
gives males and females equal opportunities.
SEAMEO RECSAM believes that building the capacity
of teachers to strengthen and mainstream gender
To promote the participation of females in STEM-related responsiveness in STEM teaching and learning practices
fields, UNESCO Bangkok and the Regional Centre is a leap towards achieving the 2030 Sustainable

“
for Education in Science and Mathematics (SEAMEO Development Goals (SDGs).
RECSAM) collaborated to develop training materials and
conduct in-service teacher training on gender-responsive
pedagogies in STEM education for 16 key national A mediocre teacher tells. A good
secondary school teacher trainers from Lao PDR on 11–22 teacher explains. A superior teacher
February 2019. The course walked the participants through demonstrates. A great teacher
the theoretical underpinnings of gender-responsive STEM
education to support its effective development at the inspires.”
school and classroom levels. —William Arthur Ward

33 | SEAMAG
Programme SEAMEO RELC Projects from 2018 to 2019
Highlights
By: Ms Susan Leong
SEAMEO RELC

The Regional Language Centre (SEAMEO RELC) was

established in 1968 to develop language education in SEAMEO RELC’S ANNUAL
the region and promote international cooperation among
language professionals. To fulfill its mission, the Centre
INTERNATIONAL CONFERENCE
offers a wide range of regular scholarship courses that
include specialist certificate and advanced specialist SEAMEO RELC also hosted its flagship annual
courses, a blended post-graduate diploma course in international conference that serves as a platform for
applied linguistics, and a MATESOL programme with the language thought leaders, researchers, and classroom
Victoria University of Wellington in New Zealand. These practitioners to share and discuss research and ideas in
scholarships primarily target language practitioners and language education and development, along with best
educators from the Ministries of Education of SEAMEO practices in language teaching. The annual conference
Member Countries. The Centre also offers various attracts a good representation of participants from within
programmes to help train language educators from the the region and beyond (usually around 350–450 each
region by providing consultancy, language courses, year) as the Centre invites renowned experts to share their
workshops, and other customised courses that contribute thoughts and research findings on topics of interest to the
to the development of language education in Southeast target audiences.
Asia.

NEW PROGRAMMES LAUNCHED

FROM 2017 TO 2019
In an effort to meet the needs of a wider segment of
teachers from Member Countries, SEAMEO RELC piloted
two in-country training courses that were successfully
conducted in Myanmar in December 2017 and Lao
PDR in June 2018. These aimed to reach out to a wider
community of teachers and Ministry of Education officials
from Member Countries who would otherwise not have
access to the Centre’s regular scholarship courses and
have specific training needs. Based on the positive
feedback received, SEAMEO RELC will continue to offer
in-country training courses as part of its scholarship
programme.

SEAMEO RELC also launched a new scholarship course

in 2018—Certificate in English Language Teaching for
Secondary School Teachers (CELT-S)—to commemorate
its 50th anniversary. This is an accredited course by
Cambridge Assessment English from the University
of Cambridge and is taught by the Centre’s language
specialists as a blended course. The pioneer cohort
graduated in May 2019 with two Cambridge certificates—
Certificate in English Language Teaching and Teaching 54th RELC International Conference and
Knowledge (TKT) (Module 1)—along with a Certificate of 5th Asia-Pacific LSP and Professional
Achievement from SEAMEO RELC. Communication Association Conference

34 | SEAMAG
Programme SEAMEO SEAMOLEC and INDOPED Project:
Modernising Higher Education with Proven
Highlights European Pedagogical Practices
By: Ms Cahya K. Ratih and
Ms Aline Almandha
SEAMEO SEAMOLEC

Joint SEAMEO SEAMOLEC and INDOPED project

Harmonising higher education and research is one The project successfully added value to the current
of the SEAMEO’s Seven Priority Areas that SEAMEO Indonesian university education system, especially in
SEAMOLEC takes part in. Over the years, the Centre has the five pilot universities. Lessons learned from the five
been developing and maintaining good relationships with European partners—the Turku University of Applied
various universities, institutes, and polytechnics within Sciences in Finland, the Business Academy Aarhus in
Southeast Asia to strengthen their capacity as HEIs. One Denmark, the Inholland University of Applied Sciences
of the projects which we actively participated in is the in the Netherlands, the University of Gdansk in Poland,
INDOPED Project. and the University of Seville in Spain—were adapted to fit
the context of the five Indonesian university partners—the
Bina Nusantara University and the State Islamic University
INDOPED is a three-year project co-funded by the
of Syarif Hi-dayatullah in Jakarta, the Yogyakarta State
Erasmus+ Programme of the European Union (EU) that
University in Yogyakarta, the Widya Mandala Catholic
aims to modernise Indonesian higher education with
University in Surabaya, and the Syiah Kuala University in
tested European pedagogical practices. It ran from the
Banda Aceh.
end of 2015 until the end of 2018 and was conducted
through a consortium platform comprising five European
universities, five Indonesian universities, and SEAMEO
SEAMOLEC, which served as dissemination partner.

35 | SEAMAG
Programme SEAMEO SEAMOLEC and INDOPED Project:
Modernising Higher Education with Proven
Highlights European Pedagogical Practices

SEAMEO SEAMOLEC also disseminated lessons learned

and best practices from the pilot implementations
through both offline and online newsletters and its social
media accounts. To get more information, please visit
the SEAMOLEC YouTube channel to view the videos at
https://www.youtube.com/user/prmseamolec.

After the INDOPED project, SEAMEO SEAMOLEC is set

to work on another three-year EU-funded project called
“Southeast Asia Sales Competition (SEASAC),” which
aims to strengthen Southeast Asian universities’ capability
to provide highly skilled business-to-business (B2B) sales
professionals for emerging international markets.
INDOPED Dissemination Workshop
Existing European knowledge and experiences in
During the pilot, 10 pedagogical approaches were developing sales education pedagogies were utilised and
implemented, which successfully bridged the gap are now being adapted to fit the rich Southeast Asian
between what is taught in universities and what is culture. European and Indonesian universities will not be
required by businesses and industries. The modules used the only ones involved in this project, as it also has two
include Gamification, Project Module, Project Hatchery, university participants from Thailand.
Learning by Teaching, Learning to Learn, Learning by
Case, Innovation Camp, Project Market Research, and SEAMEO SEAMOLEC’s experience and strong partnership
Storytelling. Interestingly, although these methods are with European and Southeast Asian colleagues allow it
primarily used in higher education, they also proved to be recognised as a significant project promoter and

“
applicable in vocational education. Some of them were results disseminator. The kick-off meeting for SEASAC
also suitable for elementary, secondary, and non-formal was held in December 2018 in Bangkok, Thailand.
education such as training or institution courses. One
significant feature of these learning methods is that
they use multidisciplinary pedagogical approaches to It is the supreme art of the teacher to
put students at the centre of the learning process, thus awaken joy in creative expression and
allowing them to prepare for challenges in the real labour
market. knowledge.”
—Albert Einstein
SEAMEO SEAMOLEC hosted the 1 and 2 INDOPED
st nd

International Webinars, which were attended by more

than 700 educators not only from Indonesia, but also
other parts of Southeast Asia. Recorded versions of the
webinars remain accessible on the INDOPED website
(https://www.indoped.eu/).

The Centre also produced videos to promote the five best

teaching methods—Project Hatchery, Innovation Camp,
Gamification, Storytelling, and Project Market Research.
It also documented the impact and benefits of INDOPED
as shared by participants on a general video found on the
INDOPED website and Facebook and YouTube pages.

36 | SEAMAG
Programme 2030 Agenda:
Becoming a More Concerned, Tolerant, and
Highlights Accepting Society in Support of the SDGs
By: Dr Safani Bani and

“
Ms Nasha Hanis Yahaya
SEAMEO SEN

It is not our differences that divide us. It

is our inability to recognise, accept, and
celebrate those differences.”
—Audre Lorde

Envisioning a brighter future beyond the 21st century, we

have seen and encountered a number of enhancement
initiatives undertaken by the government, NGOs, and
relevant bodies to curb discrimination, especially in the
field of special education (SPED).
The SDGs
Looking back at how societal awareness and acceptance

SIGNIFICANCE OF THE SDGS FOR

were at a time when there was little public exposure of the
special needs environment, differently abled individuals
felt they did not belong while the general community felt
threatened and uneasy with their presence. Individuals PEOPLE WITH DISABILITIES
with special needs do not deserve to feel excluded from
the society. In fact, we should celebrate everyone in SEAMEO SEN feels a strong attachment to the SDGs
general. because they address various elements of disability.
Sustainable development has been defined, after all,
As responsible and concerned individuals, we should ask as that which meets the needs of the present without
ourselves what we did to tackle this issue. What can we compromising the ability of future generations to
do to curb discrimination and exclusion that still occur at meet their own needs. To achieve the SDGs, three
present? We should realise that on a daily basis, plenty interconnected goals—economic growth, social inclusion,
of people with disabilities still receive unequal treatment and environmental protection—need to be met.
and are excluded from many initiatives worldwide. This
is one of the strongest forces that contribute to achieving Like the SDGs, persons with disabilities (PWDs) are
inclusivity and equal treatment for individuals with special significantly affected by lack of education, growth stagnation
needs. As such, it was a huge turning point for all UN and unemployment, inequality, and accessibility of human
Member States and world leaders when the SDGs were settlements. The Ministry of Education of Malaysia has
adopted in 2015. made a step towards this with the implementation of
the Zero Reject Policy, which promotes education for all
The SDGs comprises 17 components that primarily (EFA), regardless of their physical, mental, and financial
intend to mobilise and act to end poverty, fight inequality, condition. This policy somewhat addresses SDG #4:
and tackle climate change while ensuring that no one Inclusive and Equitable Quality Education and Promotion
is left behind. What makes these unique is that they on Lifelong Learning Opportunities for All, as it ensures
involve all countries, regardless of hierarchical status that everyone gets equal access to education.
(poor, rich, middle-income), to promote prosperity while
protecting the planet. The SDGs recognise the need to As a whole, the SDGs significant affect the progress made
build strategies for economic growth and address social in serving the persons with special needs, especially
needs by providing healthcare, protecting the members with regard to equal access to education. The SDGs,
of society, and providing job opportunities to eradicate however, also promote political inclusion. As such, PWDs
poverty. should not be excluded from participating in politics and
expressing their opinions and perspectives as everyone
has equal rights.

37 | SEAMAG
Programme 2030 Agenda:
Becoming a More Concerned, Tolerant, and
Highlights Accepting Society in Support of the SDGs

By getting access to safe, inclusive, and sustainable

human settlements, disabled individuals will be
indirectly encouraged to take care of themselves and be
independent. All these initiatives should result to a better
environment for those with special needs and disabilities.
Caring for PWDs is the very reason why we should keep
pushing on with the SDGs.

RECENT SEAMEO SEN

PROGRAMMES
In an effort to enhance the knowledge and build the
capacity of teachers to achieve inclusivity for children
with special needs, SEAMEO SEN conducted several
training programmes for SPED teachers. These include
a customised training that promoted best practices in
Photo credit: @maszlee
inclusive education held on 1 August 2018. This three-
day course was attended by several principals and
headmasters from several schools in the Melaka District.
We believe that this kind of training is crucial if we
want future teachers that are prepared to handle even
unforeseen circumstances.

The Centre also conducted the Educational Seminar

on SPED in collaboration with POTADS Bandung on 30
March 2019, a day before the World Down Syndrome Day.
The occasion was preside by Dr Hidayat Dpl. S. Ed., M. Si
and attended by more than 200 participants that include
parents, teachers, students, therapists, and observers
interested in educating people suffering from down
syndrome. Held as a mini workshop, the programme
aimed to enhance the participants’ knowledge on dealing
with PWDs. Great turnouts like these will ensure the
success of the various SEAMEO SEN programmes in the
future.
Photo credit: POTADS Bandung

Photo credit: POTADS Bandung

38 | SEAMAG
Programme SEAMEO SEAQIM’s Kampung STEM Joho
Programme Boosts Local Community
Highlights Interest in STEM Education

By: Ms Rachma Noviani

SEAMEO QIM

Community projects to promote

the value of STEM education

Future generations must be ready to face future SEAMEO QIM believes that parental involvement is
global challenges and the Regional Centre for Quality necessary if students are to develop a positive attitude
Improvement of Teachers and Education Personnel towards STEM. The activities for parents primarily have
(QITEP) in Mathematics (SEAMEO QIM) believes that to do with creating eco-friendly products such as eco-
STEM education is a step towards this. As such, STEM printing, natural dying, and producing flavoured organic
education needs to be introduced to students as early as drinks and essential oils. Teenagers, meanwhile, are
possible not only through formal education in school, but taught to design their own essential oil-making machines.
also out of school. Parental involvement will boost students’
interest in STEM and so is pivotal. With this in mind, the
To ensure the quality of the goods produced in Kampung
Centre collaborated with the Centre for Development and
STEM Joho, SEAMEO QIM conducts workshops facilitated
Empowerment of Mathematics Teachers and Education
by experts in related fields. To date, the women in Joho
Personnel (CDEMTEP) to establish Kampung STEM Joho.
has been earning additional income from the products
This programme is part of their commitment to contribute
they produce and sell through exhibits and direct orders.
to the local communities in Joho Village.
The number of school-aged children who are interested in
joining the activities has also increased. Participants are
Kampung STEM Joho was officially launched by the no longer limited to those from Joho. They also come from
Minister of Education and Culture of the Republic of neighbouring villages.
Indonesia, H E Dr Muhadjir Effendy on 16 November
2018. The programme also gets support from the Alumni
In time, we hope that Kampung STEM Joho will produce

“
Grant Scheme (AGS) of the Australia Awards. It is a STEM
STEM enthusiasts who will lead their communities.
education pilot project in a local community.

Since its launch, SEAMEO QIM has been regularly Tell me and I forget, teach me and I may
conducting activities in Joho every Friday, engaging remember, involve me and I learn.”
parents and school-aged children to join in simple STEM
activities. Participants, especially the mothers, are asked —Benjamin Franklin
to finish a project each month. The learning activities are
facilitated by the Centre’s and CDEMTEP’s academic
teams. They are divided into two. First, school-aged
children are taught mathematics using simple STEM
activities. They are encouraged to create useful things
and toys such as balloon cars, speakers, catapults, and
wiggle bots using recycled materials. Teenagers and
parents are then mentored to lead STEM activities that
they can teach at home.

39 | SEAMAG
Programme SEAMEO SPAFA Develops a School-Based
Approach to Promote DRM for Cultural
Highlights Heritage Preservation

By: Ms Hatthaya Siriphattanakun

SEAMEO SPAFA

Cultural heritage sites are at risk of both natural and The Centre allocated a budget for the three-year project
human-induced disasters that range from floods to that will be implemented in schools near heritage sites that
fires, landslides to volcanic eruptions, and earthquakes are prone to disasters as case studies. At present, two
to tsunamis. In the past decade alone, Southeast Asian schools from Brunei Darussalam and one from Thailand
cultural landmarks have been devastated by several have been chosen as beneficiaries.
catastrophic events such as the Thailand flooding in 2011
that ravaged the historic city of Ayutthaya—one of three
In its first year (1 July 2018–30 June 2019), the project
World Heritage sites in Thailand. Earthquakes, meanwhile,
staff conducted desk-based data gathering and had
razed several monuments in the Philippines in 2013 and
two preparation meetings with partners from the RLG
Bagan, Myanmar in 2016.
Institute and the King Mongkut’s Institute of Technology
Ladkrabang in Bangkok, Thailand between July and
In 2015, SEAMEO mandated its Regional Centres to focus December 2018.
on Seven Priority Areas. As such, the Regional Centre for
Archeology and Fine Arts (SEAMEO SPAFA) has been
The Centre worked with SEAMEO VOCTECH to host a
working towards achieving Priority #3—ensuring resilience
consultative meeting with partners and relevant experts,
in the face of emergencies. Its key project focuses on
followed by a two-day workshop for school communities
improving disaster risk management (DRM) to preserve
in Kampong Ayer on 28–30 January 2019. A total of 35
the Southeast Asian cultural heritage. This has been
experts in cultural heritage, DRM, and education, along
included in the Centre’s 7th Five-Year Development Plan
with representatives from the Regional Centre for Lifelong
for 2017–2022. Although at first, its targets were limited to
Learning (SEAMEO CELLL), the Regional Centre for History
professional beneficiaries, this list has been expanded to
and Tradition (SEAMEO CHAT), SEAMEO INNOTECH,
enhance the project’s impact and sustainability. SEAMEO
SEAMEO SEN, and the SEAMEO Secretariat, participated
SPAFA formally launched the School-Based Approach to
in the meeting. After gaining a better understanding of
Promote DRM to Preserve Cultural Heritage in January
DRM and cultural heritage through lectures, the sharing of
2019.
experiences, discussions, and demonstrations, SEAMEO
SPAFA conducted successful workshops with the target
school communities.

Opening ceremony at the SEAMEO VOCTECH

office held on 28 January 2019
A two-day workshop held at Tarinduk di Seni near
SEAMEO SPAFA partnered with various international Kampong Ayer
organisations in the fields of heritage conservation, DRM,
and education to enhance its understanding of the effects
of disasters on a country’s cultural heritage. It hopes to
promote the value of cultural heritage to students and
explain why these need to be protected and conserved.
The participants will also include teachers and parents so
they can also gain awareness of the risks to their cultural
heritage and help protect it.

40 | SEAMAG
Programme SEAMEO SPAFA Develops a School-Based
Approach to Promote DRM for Cultural
Highlights Heritage Preservation

Disaster risk maps created by school communities

“
SEAMEO SPAFA drafted a teaching manual that will be Our rich and varied cultural heritage
ready for testing by October 2019. It will also conduct
another workshop to beef up its research in the target
has a profound power to help build our
school in Thailand. nation.”
—Nelson Mandela

41 | SEAMAG
Programme The SEAMEO Secretariat and SEAMEO CED
Commit to Bring Hope to Border Schools
Highlights
By: Ms Sayaseng Rattanavong
SEAMEO CED

Participants of the SEAMEO Border Schools Project Workshop participants at the Samphanna Lower
Inception Workshop Secondary School on 3 April 2019

SEAMEO CED hosted a three-day workshop on 2–4 Representatives from SEAMEO BIOTROP, SEAMEO
April 2019 in Vientiane, Lao PDR in collaboration with INNOTECH, SEAMEO SEAQIM, the Regional Centre
the SEAMEO Secretariat and other Regional Centres on for QITEP in Science (SEAMEO SEAQIS), SEAMEO
promoting inclusive and accessible quality education in SEAMOLEC, SEAMEO SEN, and the Regional Centre for
border schools. The inception workshop aimed to draw Tropical Medicine (SEAMEO TROPMED Network) joined
out global and regional lessons that can assist border the meeting, along with those from Lao and Thai border
schools in identifying opportunities and constraints, schools, the Ministry of Education and Sports of Lao PDR,
innovations, and best practices in order to develop a the Ministry of Education and Culture of Indonesia, and
collaborative project methodology and activities that can international organisations.
be piloted in Lao PDR.
The experiences and ideas shared during the workshop
led to the creation of not only several activities that the
Regional Centres and border schools could collaborate on,
but also forged relationships among the participants who
gained more skills to promote inclusive and accessible

“
quality education.

If a child can’t learn the way we teach,

maybe we should teach the way they
learn.”
—Ignacio Estrada

42 | SEAMAG
Programme The Tha Song Yang Model:
Promoting Wellness in School
Highlights and the Community

By: SEAMEO TROPMED Network

Highlights from the Tha Song Yang Project

The Faculty of Tropical Medicine of the Mahidol University The Faculty also conducted a training workshop on 19–20
with the SEAMEO TROPMED Network completed the March 2019 for teachers on school health development
Promoting Wellness in School and the Community Project activities led by Prof. Srivicha Krudsood, Deputy Director
in the Tha Song Yang Model. Mobile medical units went to of the SEAMEO TROPMED Network and Deputy Dean for
the school to provide general check-ups and treatments to Research at the Ban Mae Salid Luang Wittaya School.
students. A community survey was completed alongside The programme used the holistic approach to provide
these as well. the teachers and other school personnel with knowledge,
understanding, a good attitude towards, awareness, and
decision-making criteria that they can use to develop

“
school health activities in order to effectively promote
wellness in school and the community.

Healthy Children will not fear life if their

elders have integrity enough not to fear
death.”
—Dr Erik Erikson

43 | SEAMAG
Programme The ECCNE Programme Provides Options
for Ensuring the Optimal Growth and
Highlights Development of Southeast Asian Children
By: Dr Jesus C. Fernandez and
Dr Umi Fahmida
SEAMEO RECFON

The growth and development of children under five years

has become a part of the global development agenda in
the past decade. This age group has been considered as
the most vulnerable and neglected sector of the world’s
population, particularly in Asia. Good nutrition, effective
parenting, proper hygiene, sanitation practices, and
appropriate multi-sectoral partnerships are critical to
bringing about the optimal growth and development of
children to enable them to become functional citizens and
contribute to achieving national development goals.

Early childhood development interventions, especially

during the first 1,000 days in the life of a newborn, are
essential in paving the way for better health and learning
capacity, increased potential for livelihood generation
as an adult, poverty reduction, fewer inequalities, and
more peaceful societies (The 2016 Lancet Early Child
Development Series). Health, nutrition, responsive
caregiving, security and safety, and early learning are
important domains for optimal childhood development.
Reviews from studies conducted between 2011 and
2015 showed that several multi-sectoral interventions The ECCNE Programme framework
can provide significant benefits for child development.
These include the promotion of optimal infant and young The programme specifically aims to:
child feeding, healthy home care and nutritional support,
disease prevention, management of childhood illness, and
1. Formulate strategies, approaches, and guidelines for
high-quality ECCE programmes. These, however, are still
each framework component and integrate them to
lacking in Southeast Asia, which is presenting challenges
form a single ECCNE model
for most national governments.
2. Generate evidence of the effectiveness of the
Recognising the challenge, the Regional Centre for strategies and approaches for each framework
Food and Nutrition (SEAMEO RECFON) initiated the component
Early Childhood Care and Nutrition Education (ECCNE)
Programme in 2017. In general, the programme aims to 3. Advocate the use of the ECCNE model to relevant
provide a model of integrated implementation of essential stakeholders for adoption
components of childcare and parenting to optimise
growth and development. It is also an attempt by three 4. Build the capacity of stakeholders to implement the
Regional Centres to contribute to achieving Priority #1 and ECCNE model
SDG #4, particularly Target 4.2. During the programme’s
conceptualisation, SEAMEO RECFON identified SEAMEO 5. Establish mechanisms for the sustainable
CECCEP and the SEAMEO TROPMED Network as implementation of the ECCNE model
implementation partners. SEAMEO CECCEP is expected
to lend its expertise on early childhood care and parenting The ECCNE Programme framework has five components
while the SEAMEO TROPMED Network will help address that are necessary to achieve an integrated approach to
health concerns. SEAMEO RECFON will, on the other childhood growth and development. These are arranged in
hand, look after the nutrition dimension of the programme. the form of a house that represents a family, a household,
a school, or a community where they could and should
operate. A house is supposed to serve as a nurturing
environment for a child to optimally grow and develop.
It also symbolises protection and security that children
need.

44 | SEAMAG
Programme The ECCNE Programme Provides Options
for Ensuring the Optimal Growth and
Highlights Development of Southeast Asian Children

The programme is being piloted in three sites in Indonesia, • Launch of the Early Childhood Education Centre
namely, Malang in the Central Java Province, Sambas in in Rahmatullah in the Padak Guar Village in the
the West Kalimantan Province, and Lombok in the West Sambelia Subdistrict in the East Lombok District
Nusa Tenggara Province. It has fully taken off in 2018 and as a post-disaster recovery centre on 10 October
is expected to end its pilot period by 2022, allowing the 2018 presided by the vice-governor of the West
implementation partners to achieve their objectives. Nusa Tenggara Province

• Conduct of an inter-centre partnership workshop

A programme implementation committee has been formed
on ECCNE on 8–9 May 2019 at the SEAMEO
comprising chosen staff from each Centre. The Centres’
CECCEP office in Lembang, West Java that
Boards of Directors constitute the Advisory Committee.
generated a list of priority issues and concerns
in Southeast Asia, comprehensively defined
The core activities and accomplishments thus far include the ECCNE Programme framework and its
the following: components, identified potential collaborators
and funding institutions, and drafted the ECCNE
road map
1. Online mapping of early childhood teachers’ competencies
in ECCNE: A total of 17,821 early childhood education
• Formation of the Indonesian ECCNE Working
teachers in 484 districts across all of the provinces
Group on 9 July 2019 to carry out the mapping of
of Indonesia have been surveyed on ECCNE
ECCE teachers and the development of models
competencies in October 2018.
for the country; the road map for the next three
years has been drafted
2. Capacity building of schoolteachers, community
health workers, and mothers on ECCNE

• Training eight nutritionists and healthcare staff

from two districts, 80 cadres, 480 under-two
children, and mothers on stunting prevention held
in February 2019 in Malang and March in Sambas

• Training 36 ECCE teachers from 18 centres in the

Sambelia and Pringabaya Subdistricts, the East
Lombok District, and the West Nusa Tenggara
District on ECCNE in disaster-prone areas held in
February and April 2019

• Seminar on the role of ECCE centres in accelerating

stunting reduction held on 3 September 2018 The Indonesian ECCNE Working Group
with 78 ECCE teachers from seven districts of the
Jakarta Province as attendees

3. Development of ECCNE learning modules: Two learning

modules have been developed and published—
“ECCNE for Stunting Prevention” in February 2019
and “Guidelines for Early Childhood Care, Nutrition,
and Education in Disaster-Prone Areas” in April 2019.

4. Establishment of ECCNE implementation models

according to the framework:

A group session with participating mothers

45 | SEAMAG
Programme The SEA-VET.net TVET Platform
Highlights for Southeast Asia

By: Ms Aiman Bazilah binti Alihan

SEAMEO VOCTECH

In an effort to further promote TVET in line with Priority

#4, SEAMEO VOCTECH supported by GIZ-RECOTVET
officially launched SEA-VET.net on 3 September 2018 in
conjunction with the 4th High Officials Meeting for SEA
TVET in Manila, Philippines.

SEA-VET.net, a one-stop shop for TVET information sharing

in Southeast Asia

SEA-VET.net also hopes to provide the youth with

opportunities for leadership through projects, camps, and
other interactive activities.

The SEA-VET.net home page

By founding SEA-VET.net, SEAMEO VOCTECH has
sown seeds for regional cooperation in TVET. In order for
The regional knowledge platform was endorsed during
this initiative to bear fruit, we invite the Southeast Asian
the 3rd High Officials Meeting for SEA TVET and the 49th
TVET community to actively use SEA-VET.net, share their
SEAMEO Council Conference in 2017. SEA-VET.net is
knowledge, and collaborate with peers to improve and
a unique stakeholder cooperation platform for TVET
harmonise TVET in the region. With a promising future to
policymakers, practitioners, and academics to rally,
become a renowned online regional knowledge platform,
join forces with, and pool resources through knowledge
the SEA-VET.net team aims to continuously provide and
sharing and engaging in continuous regional dialogues
facilitate the right quantity of quality content for users.
across boundaries. With the full support of SEAMEO,
Share our vision of building a regional community to jointly
SEA-VET.net will be a lasting space that promotes lifelong
advance TVET in Southeast Asia and let us grow together
learning, forges networks, hosts meaningful interactions,
with SEA-VET.net.
and consolidates regional exchanges.

Look out for our new developments and subscribe to our

This state-of-the-art “one-stop shop” for TVET in
newsletter at by visiting http://sea-vet.net/newsletter. If
Southeast Asia has attracted 3,774 users to date, 305
you have ideas to make our platform better or would like
of whom have registered as members. SEA-VET.net has
to collaborate as a partner institution, email us at team@
provided users with comprehensive, relevant, and up-
sea-vet.net.
to-date TVET news (122), resource materials (99), events
(69), initiatives (13), and best practices (6).

Even in its infancy, SEA-VET.net continues to explore new

arenas to provide users with better experiences and more
benefits. To serve the education sector, an e-learning
section for teachers and learners is in the pipeline. SEA-
VET.net will continue to move forward to make quality
education accessible and affordable for all while enabling
TVET providers to make better investments to improve
education within the region.

46 | SEAMAG
Programme SEAMEO TED’s Two-Year Journey
Highlights Thus Far in Cambodia

By: Dr Doung Vuth

SEAMEO TED

SEAMEO TED journey highlights

SEAMEO TED was established to support the The Centre also signed an MoU with the Royal University
implementation of Priority #4, which promotes TVET of Agriculture for sustainable capacity development
among learners and their parents by making more visible support for a training programme on vegetable production
investments in the field and improving the relevance of techniques for technical high school teachers. A total of
curricula to emphasise creativity and innovation. The 30 teachers from various technical high schools in the
Centre also aims to contribute to achieving Priority #2 Kampong Chhnang, Kampot, Svay Rieng, Preah Vihear,
by providing access to basic learning opportunities to all Kampong Thom, and Tboung Khmuom Provinces were
learners through more innovative education delivery and trained to enhance their competencies in soil preparation
management. It also hopes to make Priorities #6 and #7 and management, water management for vegetable
a reality by pursuing radical reforms through systematic production, and pest management and agricultural
analyses of the knowledge, skills, and values needed cooperatives.
to effectively respond to changing global contexts,
particularly amidst the ever-increasing complexity of the
SEAMEO TED also widened its network with the addition
Southeast Asian economic, sociocultural, and political
of the National Polytechnic Institute of Cambodia (NPIC) to
environment while promoting ASEAN ideals to build the
its list of partners. It also signed an MoU with the Ministry
ASEAN Community.
of Labour and Vocational Training on 26 October 2018
during its Governing Board Meeting and International
SEAMEO TED has developed its annual capacity-building Conference on TED, which focused on the theme, “Better
and development plans using 21st-century education Skills, Better Jobs.”
methods. It also conducted a needs assessment survey
on technical education in six technical high schools in
The Centre also conducted a training programme on
Cambodia to investigate the current needs of students
using AutoCAD for 35 technical high school teachers so
in the fields of basic agriculture, handicraft making,
they can update their skills and build their capacity.
electronic and mechanic engineering, and ICT.

47 | SEAMAG
Programme SEAMEO TED’s Two-Year Journey
Highlights Thus Far in Cambodia

SEAMEO TED works hand in hand with the Yeungnam University

SEAMEO TED also moved beyond the Southeast Asian SEAMEO TED also signed a MoU with the Yeungnam
region’s borders by collaborating with the Yeungnam University for potential partnerships and promoting
University of the Republic of Korea, along with other rural development cooperation through agricultural
Regional Centres. Centre representatives attended a modernization. They will work together on Saemaul
training programme on regional education management Undong and share experiences and lessons learned
and strategic planning hosted by the university. This from the agricultural modernisation project. They will
experience allowed the Centre to share its own experiences also support each other for agricultural education and
and hear about those of others with international rural development technology demonstration projects
cooperation development. It also built a good network of via expertise exchange. They also agreed to promote
potential partners for future endeavours. each other’s activities in their respective publications and
develop internship programmes for exchange students.

“
Skill is the unified force of experience,
intellect, and passion in their
operation.”
—John Ruskin

48 | SEAMAG
Programme Regional Workshop on the Southeast Asian
Teachers’ Competency Framework to
Highlights Enhance Satisfaction and Motivation

By: SEAMEO RETRAC

The Southeast Asian Teachers’ Competency

Framework Workshop

SEAMEO RETRAC in collaboration with the SEAMEO A regional workshop held in Ho Chi Minh City was attended
Secretariat and other Regional Centres organised a by 35 participants, including representatives from the
regional workshop held on 18–19 April 2019 in Ho diplomatic corps of the SEAMEO Member Countries and
Chi Minh City. Sponsored by the SEAMEO Associate representatives from the Ministry of Education and Training
Members, the inter-centre collaborative workshop was of Vietnam, the SEAMEO Secretariat, TCT, and five other
attended by representatives from SEAMEO CELLL, the Regional Centres, and administrators and teachers from
Regional Centre for QITEP in Science (SEAMEO SEAQIS), eight Member Countries. Presentations from the SEAMEO
SEAMEO SEAMOLEC, and SEAMEO RECSAM. Secretariat and nine country reports from Cambodia,
Indonesia, Malaysia, the Philippines, Singapore, Thailand,
Timor-Leste, and Vietnam on implementing the framework,
The workshop served as a forum for educators to share
best practices, lessons learned, challenges, and factors
ideas and discuss the implementation of the Southeast
that enhanced teacher satisfaction and motivation were
Asian Teachers’ Competency Framework, along with the
made. The workshop gave the participants an opportunity
factors that affected teacher satisfaction and solutions to
to learn more about the framework and how it differed
motivate them. At the end of the event, country reports
from the professional teaching standards in various
on the implementation of the framework and discussions
countries. The participants also had a chance to discuss
were synthesised.
and identify elements of the framework that contributed
most to teacher motivation, along with crucial factors that
The framework was created in 2017 by the SEAMEO can bring about satisfaction.
Secretariat in partnership with the Teachers’ Council of
Thailand (TCT) and SEAMEO INNOTECH to serve as a
A survey on teacher satisfaction was also conducted
set of standards for teacher education, recruitment, and
during the workshop to collect data for an ongoing
professional development and help improve the quality
research. The group discussions provided substantial
of basic education teachers in Southeast Asia. It was
information on key issues that affected teacher satisfaction
approved by the SEAMEO Council in 2018 for adoption
and motivation from various perspectives. As a result, the
across the region.
most influential elements were identified and these include
school leadership, school management, students, clear
In 2018, SEAMEO RETRAC initiated the implementation career pathways for teachers, work environment. Low
of the study on teacher satisfaction in Southeast Asia. satisfaction resulted from poor professional development
The project was approved by the SEAMEO Secretariat and lack of job security. Some strategies were also
and classified as an inter-centre collaborative project recommended including creating a healthy working
spearheaded by SEAMEO RETRAC. environment, developing appropriate induction training
programmes, establishing support systems, and revisiting
teacher promotion policies.

49 | SEAMAG
Programme School and Home Gardens Can
Highlights Help Make the SDGs a Reality

By: SEAMEO SEARCA

SEAMEO SEARCA’s S+HGP

SEAMEO SEARCA shared how its School-Plus-Home Its paper, “Addressing and Localising SDGs through
Gardens Project (S+HGP) contributes to achieving the Grassroots-Based School-Plus-Home Gardens in the
SDGs in a recent Science Council of Asia (SCA) conference Philippines,” was presented by the project leader and
held in Japan. adjunct fellow, Dr Blesilda Calub. In it, SEAMEO SEARCA
elaborated how S+HGP contributes to achieving at least
four SDGs, namely:
The SDGs serve as a blueprint towards achieving a better
and more sustainable future for all as agreed upon during
the 2015 UN General Assembly. They address global 1. SDG 2, Zero Hunger: S+HGP showed that year-round
challenges related to poverty, inequality, climate change, production of diverse nutritious indigenous and
environmental degradation, prosperity, and peace and common vegetables is possible by following a planting
justice. They are also interconnected and should be calendar.
achieved by 2030.
2. SDG 3, Good Health and Well-Being: Promoting organic
agriculture through S+HGP revealed an alternative
Co-implemented with the DepEd Laguna office and the
food production system that respects natural
University of the Philippines in Los Baños (UPLB), S+HGP
ecological processes and avoids using harmful
aims to improve the nutritional condition and dietary habits
synthetic farm chemicals that can endanger the health
of school-aged children by increasing the production of
of farmers, consumers, and the environment.
locally adapted vegetables through school and home
gardening, which would consequently contribute to a
3. SDG 4, Quality Education: Local government units
community’s food and nutrition security.
(LGUs) were mobilised to allocate funds for school
gardening and feeding programmes to improve the
SEAMEO SEARCA presented specific strategies that can academic performance of schoolchildren and reduce
contribute to achieving the SDGs through S+HGP during absenteeism and dropouts.
the 18th SCA Conference held in Tokyo. It highlighted its
research, innovations, and programmes that address the 4. SDG 12, Responsible Consumption and Production:
2030 Agenda on SDGs. Parents, teachers, and students appreciated that food
can be better produced through sustainable organic
methods. The school gardens were used as learning
laboratories for teaching composting and responsible
waste management, among others.

50 | SEAMAG
Programme School and Home Gardens Can
Highlights Help Make the SDGs a Reality

SUSTAINING THE GAINS GUIDEBOOK NOW AVAILABLE

S+HGP started in January 2016 with funding from the SEAMEO SEARCA published the “School-Plus-Home
ADB and the Japan Fund for Poverty Reduction through Gardens Guidebook” that illustrates the step-by-step
the SEAMEO College. procedure for establishing school gardens as experiential
learning laboratories that promote nutrition and healthy
diets, enhance academic performance, and stimulate
The project combined the strengths of SEAMEO
interest in agriculture among schoolchildren.
SEARCA—a centre of excellence (CoE) in agriculture;
UPLB—one of the leading agricultural universities in
Southeast Asia; and the DepEd—the lead coordinating
agency of elementary and secondary schools in the
Philippines.

The idea was for pilot schools in the Philippines to serve

as takeoff and central learning points from which similar
projects could be replicated in other SEAMEO Member
Countries.

Indonesia was the first to adopt the concept led by

SEAMEO BIOTROP. SEAMEO BIOTROP’s partners
include SEAMEO RECFON and SEAMEO SEAMOLEC.

In 2017, Labuin Elementary School, one of S+HGP’s pilot

schools, won third prize in the 2017 SEAMEO-Japan ESD
Awards for its achievements in ESD through S+HGP. The
SEAMEO-Japan ESD Awards, conferred by SEAMEO and
the Ministry of Education, Culture, Science and Technology
(MEXT) of Japan in cooperation with UNESCO Bangkok,
focused on the theme, “Improving Health and Nutrition,” in
The S+HGP guidebook
2017. The organisations recognised the efforts of schools
in Southeast Asia to implement programmes that improve
the health and nutrition of students and transform schools Sample templates and tools for implementing the model
into healthy learning environments that year. are also provided in this guidebook. The samples are
based on actual formats used in S+HGP.

Appreciating the project’s approach to improving children’s

nutrition and food security at the grassroots level, the The guidebook is available in print from SEAMEO SEARCA
but may also be downloaded free of charge from the

“
SEAMEO High Officials Meeting endorsed the project to
the SEAMEO Council for region-wide dissemination in Centre’s website.
November 2017.
To plant a garden is to believe in
SEAMEO SEARCA has since been building upon lessons tomorrow.”
learned to refine its strategies for implementing S+HGP.
With three sister SEAMEO Regional Centres and other —Audrey Hepburn
partners including the International Institute for Rural
Reconstruction (IIRR), SEAMEO SEARCA has gone
on to conduct training for trainers to scale out viable
school garden models. This focused on the step-by-
step process of establishing locally appropriate models
after considering the unique contexts of schools and
communities in neighbouring Southeast Asian countries.

51 | SEAMAG
 Upcoming Trainings, Seminars,
SEAMEO Events Workshops, and Conferences

Lead Organisation Event

SEAMEO BIOTROP In-Country Training on School Gardens to Improve Student
Literacy, Nutrition, and Entrepreneurship
10–13 October 2019
Cambodia

This features existing agri-based technologies and

expertise related to school gardening activities. It is
supported by SEAMEO TED, the Phnom Penh University,
and the Royal Agriculture of Cambodia. It aims to enhance
participants’ knowledge and understanding of the
importance of school gardening programmes.

Contact: Capacity Building Department

Email: [email protected]
Phone: (+62) 2518325851 ext. 152
SEAMEO SEAQIM Training Course on Earth and Space Science
13–22 August 2019
Bandung, Indonesia

This aims to increase teachers’ comprehension of the

concepts of Earth and space. It features teaching materials
development lectures and hands-on activities that the
participants can use to enhance the quality of their
students’ learning.

Contact: Mr. Reza Setiawan

Email: [email protected]
Phone: (+62) 8112200184
Website: https://www.qitepinscience.org/earth-and-
space-science/
SEAMEO RECSAM 8th International Conference on Science and Mathematics
Education (CoSMEd) 2019
11–15 November 2019
SEAMEO RECSAM Office
Malaysia

The first CoSMEd was organised in 2005 and seven more

CoSMEds have been successfully held in 2007, 2009,
2011, 2013, 2015, and 2017 since then. This features a
keynote address, parallel sessions, symposia, workshops,
poster presentations, a banquet, networking sessions,
and a tour. World-renowned scientists, mathematicians,
experts, and educators have been invited as keynote
speakers to share their expertise on current trends and
developments in the field of science, mathematics, and
technology.

Contact: Information and Documentation

Email: [email protected]
Phone: (+60) 46522700
Website: http://cosmed.iconf.me/index.php

52 | SEAMAG
 Upcoming Trainings, Seminars,
SEAMEO Events Workshops, and Conferences

Lead Organisation Event

SEAMEO RELC 55th RELC International Conference on Sustainable Language
Education: Standards, Strategies, and Systems
16–18 March 2020
SEAMEO RELC Office
Singapore

This aims to bring together language educators,

classroom practitioners, researchers, school leaders,
and policymakers to review, recalibrate, and realign
standards, strategies, and learning systems to bring about
long-lasting, sustainable learning outcomes for language
learners.

Contact: SEAMEO RELC

Email: [email protected]
Phone: (+65) 68857844 or (+65) 68857815
Website: https://www.relc.org.sg/facilities/conferences-
events-2020
SEAMEO SEAMOLEC International Conference on Embedding Artificial Intelligence
(AI) in Education Policy and Practice for Southeast Asia
18–19 September 2019

This international conference will serve as a platform to

identify policy options to strengthen education systems
through AI use in Southeast Asia, exchange best practices
gleaned from current research and developments in
AI, and shape education through a network that is
characterised by cooperation and collaboration to promote
equity and quality in the field of education.

Contact: Ms. Aline Almandha

Email: [email protected]
Phone: (+62) 82338800926
Website: http://conference2019.seamolec.org/
SEAMEO RETRAC Conference on TESOL 2019
15–16 August 2019
SEAMEO RETRAC Office
Ho Chi Minh City, Vietnam

This is co-organised by the Curtin University of Australia

and will serve as an excellent venue for academics,
researchers, students, and professionals in the field of
English language education to share and discuss research
findings, experiences, and practical and theoretical issues
related to the teaching of English to learners with different
backgrounds, levels, interests, and motives.

Contact: SEAMEO RETRAC

Email: [email protected]
Website: http://www.vnseameo.org/
TESOLConference2019/

53 | SEAMAG
 Upcoming Trainings, Seminars,
SEAMEO Events Workshops, and Conferences

Lead Organisation Event

STOU and UNESCO Bangkok International Conference on Distance Learning
1–3 August 2019
STOU Office
Nonthaburi, Thailand

This will serve as a means to assess the current status of

distance learning; share successful initiatives and good
practices in distance learning; and explore innovative
strategies, partnerships and mechanisms to promote
distance learning in the future throughout Asia-Pacific in
support of SDG #4.

Contact: STOU Conference Secretariat

Email: [email protected]
Phone: (+66) 25047171, (+66) 25047172, (+66)
25047173, (+66) 25047174, or (+66) 25047175
Website: https://stouconference.stou.ac.th/

54 | SEAMAG
The SEAMEO SEAMEO Regional Centres
Network

EDUCATION
SEAMEO CECCEP SEAMEO RELC
Regional Centre for Early Childhood Care Regional Language Centre
Education and Parenting Singapore
Bandung, Indonesia relc.org.sg
seameo-ceccep.org

SEAMEO CED SEAMEO RETRAC

Regional Centre for Community Regional Training Centre
Education Development Ho Chi Minh City, Vietnam
Vientiane, Lao PDR vnseameo.org
moes.edu.la/seameo-ced

SEAMEO CELLL SEAMEO RIHED

Regional Centre for Lifelong Learning Regional Centre for Higher Education and
Ho Chi Minh City, Vietnam Development
seameocelll.org Bangkok, Thailand
rihed.seameo.org

SEAMEO INNOTECH SEAMEO SEAMOLEC

Regional Centre for Educational Regional Open Learning Centre
Innovation and Technology Tangerang Selatan, Indonesia
Quezon City, Philippines seamolec.org
seameo-innotech.org

SEAMEO SEAQIL SEAMEO SEN

Regional Centre for the Quality Regional Centre for Special Education
Improvement of Teachers and Education Melaka, Malaysia
Personnel in Language seameosen.org
Jakarta, Indonesia
qiteplanguage.org
SEAMEO SEPS
SEAMEO SEAQIM Regional Centre for Sufficiency Economy
Regional Centre for the Quality Philosophy
Improvement of Teachers and Education Bangkok, Thailand
Personnel in Mathematics
Yogyakarta, Indonesia
qitepinmath.org SEAMEO TED
Regional Centre for Technical Education
SEAMEO SEAQIS Development
Regional Centre for the Quality Phnom Penh, Cambodia
Improvement of Teachers and Education seameoted.org
Personnel in Science
Jakarta, Indonesia SEAMEO VOCTECH
qitepinscience.org Regional Centre for Vocational Technical
Education and Training
SEAMEO RECSAM Gadong, Brunei Darussalam
Regional Centre for Education in Science voctech.org
and Mathematics
Penang, Malaysia
recsam.edu.my

55 | SEAMAG
The SEAMEO SEAMEO Regional Centres
Network

SCIENCE
SEAMEO BIOTROP SEAMEO TROPMED Network
Regional Centre for Tropical Biology Tropical Medicine and Public Health
Bogor, Indonesia Network
biotrop.org Bangkok, Thailand
seameotropmednetwork.org

SEAMEO RECFON SEAMEO TROPMED Malaysia

Regional Centre for Food and Nutrition Regional Centre for Microbiology,
Jakarta, Indonesia Parasitology and Entomology
seameo-recfon.org Kuala Lumpur, Malaysia
imr.gov.my

SEAMEO STEM-ED SEAMEO TROPMED Philippines

Regional Centre for Science, Technology, Regional Centre for Public Health,
Engineering and Mathematics Education Hospital Administration, Environmental
Bangkok, Thailand and Occupational Health
Manila, Philippines
cph.upm.edu.ph

CULTURE
SEAMEO CHAT SEAMEO SPAFA
Regional Centre for History and Tradition Regional Centre for Archeology and Fine
Yangon, Myanmar Arts
seameochat.org.mm Bangkok, Thailand
seameo-spafa.org

56 | SEAMAG
 SEAMEO Secretariat

Leading through Learning

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Mom Luang Pin Malakul Centenary Building
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Bangkok 10110 Thailand
Phone: +66 (0) 2391 0144
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Email: [email protected]
Website: seameo.org