There will be seven (7) sub-themes for the paper presentations and discussions:
The first session will discuss teacher education and lifelong learning focusing on teacher education, teacher motivation and current teacher education reform in order to ensure improvements in the quality of teachers. Several models of teacher education reforms in Asia will be presented as well as strategies utilized by the teacher task force, ASEAN Teacher Education Network, and good practices in Brunei Darussalam and Japan.
The following key questions will be answered in this session:
Dr Ester B Ogena was elected as the 10th Philippine Normal University (PNU) President in 2011. She was Director of the Science Education Institute of the Department of Science and Technology. She has served both the science and education communities in various capacities. She holds a bachelor’s degree in Mathematics Education, from PNU and earned her graduate degrees at the University of the Philippines (UP) specializing in mathematics education for her masters and educational research and evaluation for her PhD She is also an educator, researcher, writer, and editor. As the President of PNU, Dr Ogena has been instrumental in the establishment of both national and regional networks in teacher education in the country and the Southeast Asian region. Among these are: the National Network of Normal Schools [3NS] (whose members are the top 10 universities in teacher education), the Philippine Teacher Education Network [PhilTEN] (consisting of 36 Centres of Excellence in Teacher Education), and the Philippine Higher Education Research Network. She serves as the Lead Shepherd and Board Chairperson of these networks. She has provided leadership in establishing the ASEAN Network for Teacher Education (AsTEN) consisting of the top teacher education universities in the region for which she was elected Chairperson.
The challenge of promoting sustainable, human development anchored on a knowledge based society for Southeast Asian region requires a new paradigm for viewing, creating and applying knowledge. Knowledge society correlates success of individuals to their ability to learn and develop their capacities for creativity, flexibility and empathy and as such the need to reshape schooling and teaching into learning systems and organizations that respond to the pedagogical challenges of developing “academic, social and cultural virtues as well as values that will shape not only personal character but also the moral fibre of a knowledge-based society” (ICE2017 Theme). Specifically, this challenge puts heavy pressure on Southeast Asian teacher education sector to produce learners with appropriate and relevant competencies. Questions about what kind of teacher education reform needs to be put in place to ensure quality pre-service teacher preparation including how future teachers need to be educated to meet the knowledge society competency requirements demand a new paradigm for learning and approach to designing teacher education curriculum.
This paper presentation looks into the models by which Southeast Asian countries attempt to explore, develop and enhance new teaching-learning paradigms which include teacher education programme delivery modalities, innovative teacher education curriculum, creative pedagogies and technologies, as well as relevant policies and programmes including professional standards for teachers vis-à-vis ASEAN qualifications reference framework. Special attention will also be given on the various approaches that Teacher Education Institutions (TEIs) employ to attract, motivate and nurture qualified graduates to enter the teaching profession.
Dr Shamsiah holds a BA in Education (1993) from Universiti Brunei Darussalam, an MA degree in Education (1998) from Durham University, UK and an Ed.D in Global Executive Leadership (2014) from University of Southern California, USA.
Dr Shamsiah has work with Universiti Brunei Darussalam (UBD) for the past 22 years and is currently the Dean for the Sultan Hassanal Bolkiah Institute of Education (SHBIE). Dr Shamsiah is a Senior Lecturer in the Faculty and teaches Leadership and Geography Education modules in the Master of Teaching and Masters of Education Programmes.
Prior to her appointment as Dean, Dr Shamsiah served as the Director for the Institute for Leadership, Innovation and Advancement (ILIA) in UBD. Currently, in addition to her Deanship, Shamsiah also serves as the interim Director for the Institute. In this institute, she works with local and international experts on areas of leadership to develop and offer programmes at different levels of leadership in public and private organizations in Brunei Darussalam. One of the Leadership flagship programme of ILIA is the Brunei Programme for Senior School Leaders (BPSSL) which was designed and developed through ILIA’s partnership with National College for Teaching and Leadership (NCTL) in the UK.
In the last eight years, Sultan Hassanal Bolkiah Institute of Education (SHBIE) has witnessed dramatic changes. SHBIE was upgraded to a Graduate School level and introduced its flagship programme, Master of Teaching (M.Teach) in 2009, which serves as the main graduate entry route into teaching. The M.Teach programme is developed based on its three educational thrusts of Initial Teacher Preparation, School Partnerships and Life Long Professional Development. Currently, SHBIE’s M.Teach programme focus to provide teacher candidates with a coherent between school and university experiences; ensure integration of different sources of knowledge-from the University and the schools; and have the systematic involvement of experienced teachers in different aspects of the programme. This presentation will reflect on SHBIE’s journey during the transition period, through the processes of redefining its teacher quality, redesigning its programme and restructuring the institution as the faculty of education within the University. This presentation will also reflect on SHBIE achievement so far as a Graduate School of Education in its transformational journey to expand its research base in education and provide more opportunities for graduate students to engage in discovery and innovation through research and classroom practice.
Assoc Prof Dr Montree Yamkasikorn holds a bachelor of Education degree with honours in Mathematics (1977), a master of education degree in educational technology (1980), and an EdD in Research and Curriculum Development (2003) from Srinakharin Wirot University.
He has worked in several positions in the area of education for 36 years. (1980-2016) at Taksin Univerity and Burapha University, as a Vice-President for Student Affairs, for 4 years (1993-1997) at Burapha University, and Dean of Faculty of Education, for 8 years (2006-2014) at Burapha University. Since 2013, he has been serving as a member of the Governing Board of Teacher Council (Khurusapha). He then served as a President at the Thai Education Dean’s Council (2013-2014). He also served as a member of administrative committee for Government Scholarship for new teachers. He has published and co-edited a number of books and journal articles in the field of education.
As time changes, the society changes and so does the important skills needed that teachers should uphold for the 21th century education, it is to say that the Paradigm for Teacher development applied in the past may not be effective to produce and develop teachers with skills and competencies needed for the present. Certainly, changes of what have been done for a long time can be quite a challenge, hence, in order to change the paradigm this should begin with the teachers of teachers . In another word, the educational institutions producing teachers are the key changers. The essential aspect is that teacher development has to be done continuously which can be divided into 4 major periods; prospective teachers, beginner teachers, in-service training and selfdevelopment unit. When discussing on the topic of teacher development, there are various aspects that need to be taken into account. One major aspect is the important 21st century skills set the teacher should possess. Clearly, It is undeniable that having well-round academic knowledge is a a must for teacher but it is probably not sufficient for the education in 21st century. To say, the new paradigm should provide teachers with IT skills, cultural diversity skills, social and communication skills as well as leadership abilities and strong sense of ethics for teacher professions. More importantly, another important innovative aspect of the new paradigm for teacher development is the participation of teachers in the process of training and improving their skills. The old system solely rely on providing programme for the teachers without taking their opinion into account. The new paradigm should focus on practical activities where teacher learn from actual experiences where they can share, learn and discuss with their fellow coworkers. Additionally, the standard of teacher profession should be set in order to ensure the equality of teacher development cross the country.
Therefore, the paradigm of teacher development in Thailand can no longer focuses solely on the performance of the teachers. The emphasis should be put on the process of evaluation and the understanding of what is needed to be furthered improved. The evaluation cannot stop only obtain data but rather expanding to consistent self-development of the teachers. This means academic researches should be another aspect that receive special attention to provide continuous study of teacher competency development.
Mr Taro Numano holds a BA Degree (1984) and a MA degree in Education (1988) from Keio University in Tokyo. He has worked in the area of international cooperation in education as a researcher more than 25 years at National Institute for Educational Policy Research (NIER-Japan).
He served as a Researcher (1990-1997), a Chief (1997-2001) and a Senior Researcher (2001-present) at the NIER-Japan.
Public school (kindergarten, elementary, lower and upper secondary school) teacher is very popular occupation among young people in Japan today. It is considered a stable profession, and stability is one of the most important aspects by which young people living in economically unstable society select a profession. To become a public school teacher, a person is required to pass a hiring examination implemented by municipalities.
A hiring examination is conducted with a combination of various selection methods to evaluate multiple aspects of aptitude, ability, and competence as a teacher, such as written examination, practical examination (physical exercise, music, arts and crafts, foreign language performance), interview (individual/group), essay/thesis examination, microteaching with assigned subjects and class activities, preparation of lesson plans, and situational instruction by role-playing various school life situations, and aptitude tests.
The requirements for taking a teacher hiring examination are different in each prefecture and government‐ordinance‐designated city. There might be an age limit for taking the examination, but this limitation has tended to become laxer in recent years. Most examinations take place from July to September for next fiscal year, which starts from April.
In my presentation, general information and current situation about public school teacher recruitment will be shown. In addition, I will introduce a new type of teacher recruitment method organized by one prefecture.
Prof Irma Eloff is the founder of the African Deans of Education Forum (ADEF) and a member of the UNESCO International Teacher Task Force. She is a former dean of Education at the University of Pretoria. She was the seventh dean and the first woman to hold the position. Previous positions also include Department Chair for Educational Psychology and School Chair for Educational Studies at UP. She is currently a professor of Educational Psychology at the University of Pretoria. She has also held visiting professorships at Yale University, Rhodes University, the University of Wisconsin-Milwaukee, CPUT Wellington and Fordham University in New York.
Prof Irma is an NRF-rated researcher and a registered psychologist. In July 2014 she won the international Prize for Excellence in HIV Research Related to Children from the International AIDS Society (IAS) and the Coalition for Children Affected by AIDS. In 2012 she was chosen amongst the top three Most Influential Women in Business and Government in South Africa in the Education category. She has presented lectures across the globe on themes of positive psychology, HIV, resilience and vulnerable children.
Prof Irma has published more than 70 academic articles and book chapters and supervised 50+ masters and doctoral students. She has co-authored the book, Life Skills & Assets, and she is co-editor of the book Keys to Educational Psychology.
When paradigms change in the field of education, it means that we need to reflect intensely on the status quo of education. It also means that we need to consider the past, as we plan for the educational futures we wish to create. As educationists, policy makers and practitioners we seem to be fairly good at analysing the shortcomings and deficits of the existing systems of education around the world. Our databanks can provide you with the alarmingly low literacy-levels of children of various age groups across the globe. We have a fairly good idea of the weak qualification levels of our teachers in some regions of the world and also about the fragile retention rates of teachers in the profession. Yet, as we do our strategic planning, we often neglect the progress that has been made – and with it, the inherent capacities within the very systems that we wish to strengthen. In this address, I will argue that if we truly wish to make a difference in education, our data on strengths and capacities should be at least equal to that of our shortcomings and deficits. We need to know what is working too. We need to acknowledge the good work too, in order to protect ourselves from discarding elements of the education system that are contributing to progress. History has shown that progress is made when we identify areas for improvement and implement strategies to address it. However, concomitantly progress is also made when we are able to retain what is working, and strengthen it even further.
The second session will discuss how education actors and stakeholders can make accessible and inclusive quality education a reality. It aims to address barriers to inclusive education by removing constraints that limit access to basic learning opportunities, particularly focusing on gender inequality, socioeconomic disparities, cultural minorities and indigenous people, and children with special needs or who live in communities that are in conflict with the law and remote areas.
The following key questions will be answered in this session:
Mr Ichiro Miyazawa holds a BA in Science and Technology (1992) from Keio University, Tokyo, Japan and an MA Degree in International Development and Education (1997) form Columbia University, New York, USA.
He has worked in several positions in the area of Literacy, Lifelong Learning and Innovation in 14 years (2004-2017) at UNESCO Bangkok, Islamabad and Dhaka as a Programme Specialist in 3 years (1999-2002) at UNICEF Dar es Salaam Office. Mr. Ichiro Miyazawa also worked as a consultant to implement educational projects of Japan International Cooperation Agency and World Bank in Indonesia, Philippine, and Tanzania (1997-1999, 2003-2004).
Since early 2000, he has been engaged in designing and implementing innovative education programmes with ICT, community learning centres, literacy, non-formal/alternative education, lifelong learning, education statistics, and teacher education. Recent initiatives are Mobile Based Literacy Programme for Women in Pakistan, Tablet Based Bi-lingual Literacy for Out-of- School Children of Myanmar and Thailand, and Mobile Gamification Application for Disaster Risk Reduction. In addition, he recently supported ASEAN countries to adopt ASEAN Declaration on Strengthening Education for Out-of-School Children and Youth at ASEAN Summit. The Declaration is closely in line with SDG4 (Education).
He has published and co-edited a number of books and journal articles in the field of flexible learning programmes for disadvantaged children & youth, literacy and community learning centres.
ASEAN Declaration on Strengthening Education for Out-of-School Children and Youth was adopted by all Leaders at ASEAN Summit in September 2016 in Vientiane, Lao PDR. The Declaration has its 7 key principles, which are Inclusivity, Equity, Accessibility, Continuity, Quality, Flexibility and Sustainability. According to the latest UIS database, there are more than 3.6 million out of school children (primary school aged) and 5.6 million (lower secondary aged) in ASEAN Countries. The number is not decreasing and in fact increasing. It has been very difficult and never achieved to reach these last 5% of children and youth. According to the report on UNESCO Meeting of Representatives of Asian Member States on Primary and Compulsory Education, Karachi Plan 1960, Education for All (Universal Primary Education) was aimed to be met by 1980. Despite great improvements in education development in the half century, how comes the last 5% was still remained unreached and unserved? What was missing in order to achieve many similar goals in the past? Inclusive education is to make education flexibly responding to the contexts, needs and interests of children with strong perspectives of lifelong learning. Flexible, personalized and tailor-made education will have more opportunities to provide children with meaningful and useful learning. I will introduce and discuss several successful cases with flexible learning strategies to include the most disadvantaged children.
Dr Ta Ngoc obtained his first degree in mathematics education in Vietnam and then worked for an institute of education as a mathematics lecturer. He was awarded a master’s “cum laude’’ degree in mathematics and another master’s degree in mathematics education, both from Amsterdam University in the Netherlands. He received his PhD in functional analysis from Lancaster University in England. He had experience in training high school math teachers for nearly twenty years before joining MOET at the beginning of 2013. During 2013-2015, him main role was to support the Standing Unit, Steering Committee of Curriculum and Textbook Renovation Post 2015. Dr Tri is now working as Deputy Director-General of Primary Education Department.
Vietnam has been working very hard in developing a new curriculum for general education in the last few years. The key direction is to move from a content based curriculum to a competency based curriculum. In this talk we would like to update what Vietnam has done up to now with the new curriculum development process. We also hope that the audience may share with us their own experience on competency based curriculum development.
Mdm Pengiran Hajah Mashayu leads the Unit of the National Education System for the 21st Century (SPN21 Unit) at Brunei Darussalam Ministry of Education. She holds a BA in English Literature (1995) from the United Kingdom and a Master’s degree in Education (2007) from Brunei Darussalam. She graduated from the Leaders in Education executive programme at Nanyang Technological University in Singapore (2012).
Mdm Pengiran has worked in several positions in the area of education, notably as a Lecturer in Literature in English at Pre-University (1995-2011) and as Vice Principal (2008-2012). Prior to joining Education Reforms, she coordinates Leadership Development at the Department of Schools, facilitating school leaders both at the primary and secondary education. Apart from participation in Environmental Conservation and Global Education, she also took part in the publication of the Guidebook to Education Systems and Reforms in Southeast Asia and China with SEAMEO in 2017.
Her current duties in SPN21 reforms involve coordination and stakeholder engagement at multiple levels as well as monitoring of the way forward for SPN21 to ensure its effective implementation as aspired by the Brunei National Vision 2035. An enthusiast in photography, in her leisure time she enjoys music, loves to travel and blog.
Sistem Pendidikan Negara Abad Ke-21 (SPN21) or The National Education System for the 21st Century was created with the purpose to prepare Brunei Darussalam for its National Vision or Wawasan 2035 which aims for the nation to be recognised for the accomplishment of its educated and highly skilled people as measured by the highest international standards; with quality of life that is among the top 10 nations in the world; and a dynamic and sustainable economy with income per capita within the top 10 countries in the world. This was followed by the design of eight (8) policy directions under the Education strategy drawn up by the Ministry of Education to realise The National Vision 2035. The aspiration is to prepare Brunei Darussalam’s youth for employment and achievement in an increasingly competitive and knowledge-based world.
SPN21 was designed to ensure that students and future generations are equipped with the relevant knowledge, skills, values and attitudes called for in the 21st Century as well as the future. Introduced in 2009, it brought about three main changes; i) the Education Structure; ii) Curriculum and Assessment and iii) Technical and Vocational Education. SPN21 provides students with greater access to tertiary education via multiple pathways and a broad-based curriculum that offers seamless pathways from schools to higher education and vocational institutions. Moreover, SPN21 also aspires to meet the goals of Education for All and the Millennium Development Goals (MDG) as well as supports Education for a Sustainable Future to enable future generations of Bruneians to make informed choices that incorporate the essential principles and values of sustainability.
In its effort to ensure consistent delivery of quality education, the Ministry conducted the SPN21 Implementation and Performance Review in 2014 from which the current way forward implementation is based on. This presentation will share on how SPN21 stays committed to provision for accessible and inclusive quality education.
Dr Mark Bray is UNESCO Chair Professor in Comparative Education at the University of Hong Kong. He holds a BA in economics from the University of Newcastle (1973) and a PhD in education from the University of Edinburgh (1980).
He has worked at the University of Hong Kong since 1986,prior to which he taught in secondary schools in Kenya and Nigeria and at the Universities of Edinburgh, Papua New Guinea and London. Between 2006 and 2010 he took leave from the University of Hong Kong to work in Paris as Director of UNESCO’s International Institute for Educational Planning (IIEP).
Professor Bray is known for his work on the so-called shadow education system of private supplementary tutoring. His book Confronting the shadow education system: What government policies for what private tutoring?, published by UNESCO-IIEP in 2009, is now available in 20 languages. Other books include Shadow education: Private tutoring and its implications for policy makers in Asia (2012, Asian Development Bank) and Regulating Private tutoring for public good: Policy options for supplementary education in Asia (2014, UNESCO and Comparative Education Research Centre, University of Hong Kong).
Governments throughout the SEAMEO Region and beyond have achieved huge progress in making education accessible and inclusive. Enrolments have greatly increased, and much effort has been devoted to reducing disparities between schools and regions.
Alongside these government initiatives has been dramatic expansion of private supplementary tutoring. Such tutoring is widely called shadow education because much of its content mimics that in the mainstream: as the curriculum changes in the schools, so it changes in the shadow. Some supplementary tutoring has excellent quality, strengthens self-confidence and stretches learning; but other tutoring is qualitatively weak, burdens students with excessive academic work and has a negative backwash on schooling. The poorest families cannot afford any tutoring and are thus excluded altogether.
Shadow education is extensive in both high-income and low-income countries. For example, a 2015 Singaporean survey reported that 80% of households with primary school children paid for private tutoring, with corresponding figures of 60% for secondary and 40% for preprimary education. Comparable numbers have been found in Malaysia; and a 2014 Cambodian survey found that 75% of Grade 9 students and 90% of Grade 12 students were receiving private tutoring.
The question then turns to the providers of tutoring. The commercial sector is increasingly visible, especially in cities. Alongside the companies, in many countries regular teachers provide tutoring – in some cases to the students for whom they are already responsible in regular classes. A third category embraces university students desiring to earn extra pocket money. In all cases, the quality of instruction may be very variable. No country has quality assurance mechanisms for tutoring comparable to that in place for schooling. This presentation will highlight some of the issues arising from the spread of private tutoring. It will highlight the need for clearer government policies and improved data collection.
Dr Ikhfan Haris is a lecturer in the Department of Educational Management, Faculty of Education at State University of Gorontalo, Indonesia. He holds BA in Communication (1991) from Hasanuddin University, Ujung Pandang, Indonesia and a Masters in Vocational Education (1997) and a PhD in Educational Science (2013) from Technische Universität Dresden (Dresden University of Technology), Dresden, Germany. His research interests include vocational education, education management, education planning, educational supervision, and management of e-learning. He has published several national and International papers on different topics related to educational science and has participated in many international and national Seminars and Conferences. He has worked in Flores, NTT, Indonesia as System Support Advisor in the Nusa Tenggara Timur Primary Education Partnership (NTT PEP), an Australian Government initiative, from 2004 to 2007. He has also served as consultant for education project for UNICEF, AusAID, and World Bank.
He was recipient of an Australia Indonesia Governance Research Partnership (AIGRP) - Australian National University (ANU) in 2008 for the research entitled: “Making decentralization work for education through local governance structures. Indonesian Educational Decentralization and Regional Autonomy: Provincial Case Studies Ten Years On” and Post-doctoral research fellow in 2014 from Sunway University, Malaysia.
This paper deals with review of school supervision models used in other countries, that could adapt/adopt to improve the effectiveness of school supervision in special regions (Daerah 3T/3T areas) in Indonesia. Special regions are areas categorized as underdeveloped, remote, and in outer/frontier (3T: abbreviated literally means; the Frontier, Outermost and Disadvantaged Area).
The study provided a summary of school supervision model in special regions, with research questions: (1) how supervision is organised?; (2) how supervision is carried out, including remote or virtual supervision?; (3) what are the tasks and functions of a supervisor vis-à-vis other district/provincial or school level personnel?; (4) what has been proven to work, and the strength or weakness of claims to effectiveness?, and what financial, technological and human resource capacity is required, including managerial and pedagogic experience of supervisors?.
It involved a review of literature and other documentation on school supervision models in remote, border/outlying and disadvantaged areas used in other countries with similar geographical, financial or capacity constraints to Indonesia. The review sought to source information from journal articles, grey literature, and unpublished academic studies/reports and websites.
The results include: (1) documentation on school supervision models used in remote, border/outlying and disadvantaged areas in countries, as well as those employed in the 3T areas of Indonesia; (2) identifying successful supervision models that have been utilised in other predominantly low and middle income countries, and those in high income countries that would inform improvement and alignment of school supervision policy, processes and practices in Indonesia. The policies and practices of school supervision from other countries it became noticeable that many are on the same learning journey as Indonesia and that Indonesian supervision policies and guidelines were comparable with many of these countries.
The Honourable Yedda Marie K. Romualdez is a member of the House of Representatives of the Republic of the Philippines, serving her first term as the District Representative of the First Legislative District of the province of Leyte. A registered nurse, she holds the degree Bachelor of Science in Nursing, which she earned from the Cebu Doctors College in Cebu City, Philippines. Until her election to the House of Representatives in 2016, Rep. Romualdez previously served as member of the Board of Trustees of the Remedios Trinidad Romualdez Medical Foundation, one of the top ten nursing schools in the Philippines today. Currently, she is an active member the Lakas-Christian Muslim Democrats and the Philippine Constitutional Association.
In the House of Representatives, Rep. Romualdez was elected Vice Chairperson of the House Committee on Government Enterprises and Privatization and the House Committee on Inter-Parliamentary Relations and Diplomacy. She is also a member of the Committee on Climate Change, Committee on Labour and Employment, Committee on Tourism, Committee on Trade and Industry and the Committee on Women and Gender Equality.
A strong advocate for inclusive education, Rep. Romualdez authored and filed House Bill 3706, An Act Institutionalizing an Alternative Learning System; House Bill 3704, An Act Granting Full Scholarship to Senior Citizens Enrolled in State Colleges and Universities and House Bill 2549, An Act Institutionalizing and Enhancing the Role of Parent-Teacher Community Associations. She is also the principal author of several other priority legislative proposals including House Bill 0344, An Act Creating the Department of Disaster Preparedness and Emergency Management; House Bill 0342, An Act Establishing the Philippine Cancer Centre; House Bill 3705, An Act Recognizing the Civil Effects of Church Annulments and House Bill 0969, An Act Providing Tax Incentives for the Relief and Rehabilitation of Communities Covered by a State of Calamity.
The twenty-first century will have “schools without walls”. In a knowledgedriven economy where the educated, the learned and the skilled are the winners, there is an increasing need for more inclusive learning in terms of achieving wider access to education, that is every child must be in school; and ensuring higher quality, this is, every pupil and student deserves the same minimum standards of quality education.
Upholding the primary right of the people to education and echoing UNESCO’s vision of Education for All are among the reasons why inclusive education should lead to a more comprehensive scope and more diversified modalities of learning.
Datin Dr Yasmin binti Hussain holds a BSc Special Education (1991), an MA in Special Education (1992) and a PhD in Management in Special Education (2000) from University of Manchester, UK.
Dr Yasmin has worked in several positions in the area of Education and Special Education, for 34 years (1983-Now) in Ministry of Education (MOE) Malaysia, work as a Teacher for 9 years (1983-1992) at Primary School and Croyden Avenue School Kalamazoo US, as a Lecturer for 21 years (1992- 2013) at Malaysia Teacher’s Training Institute and as a Director for 4 years (2013-Now) at SEAMEO Regional Centre for Special Education (SEAMEO SEN).
Since 2013, She has worked in several organizations. From 2013 until now she serves as Centre Director at the SEAMEO Regional Centre for Special Education (SEAMEO SEN) in Malacca, Malaysia where she is in charge of management of SEAMEO SEN focusing on training and research.
The education of the 21st century is a time for an education gearing towards inclusiveness by means of making education services accessible, affordable, meaningful and transfer of knowledge that is sustainable and produces independent and resilient learners. It is an education system that acknowledges diversities of learners’ needs that necessitates universal design, inclusive settings and supports for all learners. The context of teaching and learning of children with disabilities in the current and future context must be given the utmost priorities. Much have been said about inclusive education but the definition and perimeter of inclusive education for children with disabilities have yet to be addressed and resolved. The current and future context for providing access and engagement for children with disabilities in the education system are very much dynamic and challenging. The barriers of social stigmatization, ineffective policies and implementation, budget restraints and capacity building of knowledges and skills among the educators, teachers, parents and communities are still yet to be tackled and firmly addressed. Enhanced awareness, effective policies, guidelines and implementation, financial support are very important issues that are real and need to be resolved and strengthen to overcome social, politics and education barriers in educating children with disabilities. One of the means for overcoming and reducing these existing gaps is through networking and partnership by relevant ministries, organisations, communities and agencies in SEAMEO Member Countries. Effective measures can only be realized when every effort contributed by stakeholders leads to an education provision that is robust, doable and meaningful for children with disabilities in the 21st century.
Dr Akihiro Fushimi holds a BA in Literature (1996) from Chuo University (Japan), an MA in Education and International Development (2002) from the Institute of Education, University of London (UK) and an Ed.D. (2014) from University of Sussex (UK). He has worked in several positions in the area of education and training, initially as a teacher in a Japanese language school (1996-1997), a government secondary school in Hungary (1997-2000), and a JICA’s volunteer training centre (2000-2001).
After having worked as a consultant for various development projects in Asia and Africa (2002-2003), Dr Fushimi joined United Nations Children’s Fund (UNICEF). He served as Education Specialist at Ghana Country Office (2004-2006) and Eastern and Southern Africa Regional Office in Kenya (2006-2011), and then moved to Geneva, Switzerland as Programme Manager in charge of private sector fundraising and partnerships for UNICEF globally. Since 2016, Dr Fushimi has been working as Education Specialist at UNICEF East Asia and Pacific Regional Office, and covers such areas as education sector analysis; educational planning, monitoring and evaluation; Out-of-School Children Initiative (OOSCI), and learning assessment with a focus on Southeast Asia Primary Learning Metrics (SEA-PLM) in collaboration with various partners at national, regional and international levels.
Dr Fushimi has written a number of technical papers and reports in the field of education, particularly around school evaluation, school-based management and decentralization.
With the SDG4/Education 2030, it is imperative to ensure inclusive and equitable quality education and learning opportunities for all children, irrespective of their socio-economic status, gender, geographical location, disability, ethnicity, language, migration status etc. Yet, even today, there are still millions of children in Southeast Asia who do not have access to basic education (never been to school, already dropped out, or at risk of doing so). In addition to this ‘broken promise’ of education access, we have ‘learning crisis’ – many children do not attain minimum level of knowledge and skills in core subjects such as reading and mathematics, let alone more sophisticated but essential competencies to survive and thrive in the 21st century’s world as a global citizen.
It is in this context that we need to keep asking: How to reach and include the most marginalized children?; How to assess and monitor learning achievements?; How to improve the quality and relevance of teaching and learning?; How to identify ‘what works’ and scale them up?; and How to create and sustain strategic changes at the system level?
In the session, some emerging reflections and key lessons from 2 regional/multicountry initiatives will be introduced to contribute to further discussion. Firstly, the Out-of-School Children Initiative (OOSCI) provides examples of key opportunities as well as challenges of ‘turning data into actions’ in the area of education access, i.e. evidence-based policy and targeted interventions to identify, monitor and reach out to the most marginalized children. Secondly, the Southeast Asia Primary Learning Metrics (SEA-PLM) programme offers unique insights into and considerations about assessment of learning and attainment across the region. Both initiatives points to critical issues around policy implementation, data analysis and utilization, capacity strengthening/enhancement, cross-sectoral collaboration and partnerships. Also, the presentation reiterates the importance of cross-country exchange/sharing to make the collective vision a reality.
Dr Suwilai Premsrirat is a Professor of Linguistics and the Founding Director of the Resource Centre for Documentation, Revitalization and Maintenance of Endangered Languages and Cultures, Research Institute for Languages and Cultures of Asia (RILCA), Mahidol University, Thailand. She has been researching ethnic minority languages in Thailand and its neighbours since 1975. Under her direction, Mahidol University staffs have facilitated language revitalization in 25 minority languages. She is a recipient of the Mahidol Award for Outstanding Research (2001), the National Research Council of Thailand Outstanding Researcher Award (2006) and the Comité International Permanent des Linguistes award for Endangered Language Research (2008). In 2016, Patani Malay- Thai Bi/Multilingual Education Programme in Southern Thailand under herdirection,was awarded the “UNESCO King Sejong Literacy Prize 2016 for Innovative Literacy”.She is now a member of the UNESCO Asia-Pacific MLE working group and the Thailand’s current National Language Policy drafting committee.
Southeast Asia is one of the world’s most culturally and linguistically diverse areas, with 628 million people speaking 1,508 languages (Ethnologue 2017). While Southeast Asia as a whole is thriving, many of its ethnolinguistic minority groups are falling behind. Not only are these communities losing the language and traditional wisdom acquired through the centuries, but in many cases they are unable to benefit from social and educational opportunities. This is because the curricula do not take into account linguistic and cultural variations which create obstacles for minorities in benefiting from the universal education system. It is likely that many Southeast Asian countries will not meet their Sustainable Development Goals (SDGs) unless the unique needs of these minority communities are seriously addressed.
This paper presents Mahidol University’s research on the Patani Malay-Thai bilingual education project which is an action-participatory research began in 2007. It was implemented in three schools in the southern Thailand conflict zone from Kindergarten through Primary Grade 6. The goal is to enable Patani Malay speaking children to obtain quality education while offering their cultural and linguistic heritage with a view to make a significant contribution to reconciliation efforts and meeting UN educational goals.
From the beginning, the Patani Malay-Thai project prioritizes engagement with government and community stakeholders. It is guided by a steering committee that includes respected Thai Muslim people, local linguists, and officials from the Southern Border Province Administrative Centre, the Ministry of Education, the Thailand Research Fund, and project leaders from Mahidol University, Yala Rajabhat University, and UNICEF. The Patani Malay speaking children develop their cognitive skills as well as their ability to use Thai as a language of learning by initially using local language and cultural knowledge and then transferring their ability to the study of Thai. Communities, academic and other stakeholders are actively involved in every stage of the working process, especially in the development of the orthography, curriculum, lesson planning, instructional material production and teaching within the framework of bilingual education, using childcentred principles. The academic assessment shows very positive result in substantially increasing the performance of the Patani Malay speaking students in the primary schools of southern Thailand.
Ms Hayashikawa holds a BSc in International Relations from the London School of Economics, an MA in Education Planning from the Institute of Education, University of London, and an M.Ed in Early Childhood Education from South Australia University Maki Hayashikawa is the Chief of Section for Inclusive Quality Education in UNESCO Regional Office for the Asia-Pacific, in Bangkok Thailand since April 2016. She is responsible for overseeing UNESCO’s regional programme in the Asia-Pacific in the fields of education policy and planning and quality and inclusion in education, from early childhood to secondary education.
She is also the Regional Coordinator for the SDG4-Education 2030 and the Gender Focal Point. Prior to her current position in Bangkok, Ms Hayashikawa was based in UNESCO’s Education Sector in Headquarters in Paris, France, where she served as the Chief for three sections during 2011-2016, looking after UNESCO’s global programme on early childhood care and education (ECCE), inclusive education, gender and education, and teacher education and development.
Ms Hayashikawa has more than 20 years of development work experience in these areas, of which 15 years working in the Asia-Pacific region with UNESCO, UNICEF and Japan International Cooperation Agency (JICA).
The SDG4-Education 2030, adopted by the international community in September 2015, marks an important advancement from the Millenium Developmnt Goas (MDGs) and the Education for All (EFA) goals, as it explicitly recognizes inclusion and equity as cornerstones of a transformative education agenda and laying the foundations for quality education for all. SDG4 focuses on the most disadvantaged, especially those with disabilities, to ensure that no one is left behind. The SDG4-Education 2030 indeed reflects the strong renewed commitment of the international community to addressing all forms of exclusion and marginalization, disparities and inequalities in access, participation and learning outcomes.
The presentation will review the latest status and trends in inclusive education in the Asia-Pacific region within the context of the new development agenda for education. By also sharing UNESCO’s overall efforts in enhancing inclusive learning opportunities for all, the presentation will discuss the implications of the SDG4-Education 2030 and what it would take to translate the aspirational language of the SDG4 into action to bring visible changes to the lives of all learners and ultimately realize inclusive and equitable education for all by 2030.
Ms Putu Wirmayani holds a BA in Psychology (2016) from Udayana University, Bali, Indonesia. She has worked and did several internship programme in the area of education. She has been working as a teaching assistant in statistics and psychometrics since her third year of study (2015-now), a behavioral therapist for children with special needs in Child Developmental Centre “Masa Dini” (2016), a shadow teacher in AMI Primary School (2016-2017) and an early children teacher in Turiya School (2016).
Since 2014, Ms Wirmayani has involved in several volunteer activities. During her undergraduate study in Psychology Department (2012-2016), she did some community development to children with special needs and children at-risk. She is an active member for Forum Indonesia Muda and Purna Caraka Muda Indonesia (PCMI) Bali (2016-now) which focus on youth activities. Early in 2016, she became a founder of the social enterprise named Sharpen Bali, aim to improve education to children and youth through opportunity sharing and English course in Bali, Indonesia (2016-now). Ms Wirmayani has published several research in the field of education and psychology.
Academic achievement was the most crucial part of school showing students’ ability to learn and absorb knowledge from their school environment. Analysis data of the study by Johnson (2000) shows that the peer effect is a strong influence on academic achievement. In terms of negative impacts, peer victimization and peer rejection has become an urge issue recently. It was proven that being bullied and victimized by peers are associated with poor mental and physical health (Bogart et al., 2013). Rejection mediated the relation between aggressive behavior and victimization, suggesting that there is an elaborate interplay between the behaviors that victimized children exhibit (Hanish & Guerra, 2000). This quantitative study aimed to find the correlation between peer victimization and peer rejection to academic achievement. The participants in this study were 71 children (55% boys and 45% girls) from public primary school in Bali. Through random sampling, they were varied from fourth grade to sixth grade, yet their characteristic are homogenous. Multiple Peer Victimization Scale (MPVS) (Mynard & Joseph, 2000) (adapted version) were used as a peer victimization measurement (α = 0.749), peer nomination as peer rejection measurement, as well as annual report as academic achievement measurement. Multiple regression results stated that there was a positive correlation between peer victimization and peer rejection with academic achievement (sig = 0.04, R = 0.296). In conclusion, students’ academic achievement could be predicted through peer victimization and peer rejection as together.
The third session will discuss how STEM education can enhance regional competitiveness. It serves as a platform for participants to share their views and perspectives on how more focus on STEM teaching and learning can impact learning outcomes and identify priority areas for developing innovating and existing pedagogical approaches while shaping new learning paradigms.
The following key questions will be answered in this session:
Dr Masami Isoda holds a Bachelor of Science in Mathematics from the University of Tsukuba (1982), a Master of Education in Mathematics Education from the University of Tsukuba (1984), a honorary PhD (Mathematics Education) from Khon Kaen University (2011), and a PhD (Education) from Waseda University (2012). He has been a professor at the Faculty of Education of University of Tsukuba since 1993, and is also the director of the Centre for Research on International Cooperation in Educational Development at University of Tsukuba since 2016.
Internationally, Prof/Dr Masami Isoda has worked as a core member of international academic societies and conferences such as an advisory board member of the International Study Group of History and Pedagogy in Mathematics since 2002 and a committee member of the World Association of Lesson Study since 2010. He has also worked with most of SEAMEO Education-Centres as consultant and advisor since 2007 as well as JICA’s in the World since 2002.
He has received several national and international awards for his contributions in mathematics education, notably: a national award for educational software from the Minister of Education (2005); an award of the Most Beautiful Book of the Year 2009 in all natural science from the Association of Japan Publishers (2010); and the position of honorary professor from Universidad San Ignacio de Loyola, Peru (2014) for his outstanding contributions to the standardization of education in APEC.
In past ten years, STEM Education has been enhanced in the context of technological innovation for economic development. However, most of the challenges are ongoing without mathematics. In this short talk, the importance of school mathematics for STEM movement will be addressed with historical examples, and necessity of well-organized mathematics curriculum will be confirmed. When we see the historical development of school mathematics as the subject for learning the universal language of science, technology and engineering and others, it can be counted in four or more waves for considering current movement: the first wave is represented by the geometrical mechanism from the age of Ancient Greece such as ancient music theory and astronomy; the second wave is represented by the algebraic language for controlling computer with algorithm; the third wave is represented by the internet such as IOT, relating to mathematical modeling using algebra; the fourth wave is Singularity with enabling the understanding of others based on AI beyond just simulation, relating to statistics and probability. Each wave is not independent - the next waves are coming with interference of previous wave, and produces the overlapping wave. A problem of the mathematics curriculum standards in many of the ASEAN countries is that they do not follow well this historical development. For example, many countries do not teach geometry, which corresponds to the first wave, until 15 years old, which is necessary for mechanical innovation as the base of the second wave. SEA-BES in mathematics produced by SEAMEO-RECSAM project provides a necessary content of learning as the base of STEM education.
Dr Sanya Mitaim received the B.Eng. degree in Control Engineering (1990) from King Mongkut’s Institute of Technology Ladkrabang, Thailand. He received the M.S. degree (1992), and the PhD degree (1999) in Electrical Engineering from the University of Southern California, USA.
Dr Mitaim joined the Faculty of Engineering, Thammasat University, as a lecturer in 1990. At present he is an associate professor in electrical engineering. He served as Assistant Head of Electrical Engineering Department (1999-2002), Deputy Director of the Twinning Engineering Programmes and Thammasat English Programme of Engineering (2002- 2005), and Associate Dean of Engineering for Research and Graduate Study (2005- 2007). During 2007-2009 he was a visiting researcher at Western Digital Corporation (WDC), USA, under Thailand’s NECTEC-WDC Human Resource Development Programme. Then he served as Associate Dean of Engineering for Planning and Finance in 2009-2010 and Head of Department of Electrical and Computer Engineering at Thammasat University in 2012-2015. He has been with the Institute for the Promotion of Teaching Science and Technology (IPST) as a Vice President since November 2016.
Thailand has been in need of education reform that would prepare its human resources to drive the country into an innovative economy. This led to the Ministry of Education’s adoption of STEM Education Policy in 2014. IPST was designated as a central unit to orchestrate the effort for basic education (K-12).
IPST started its mission with the establishment of OBEC’s 13 STEM Education Centres in 12 provinces. IPST arranged workshops to train its educators and university professors to be STEM core trainers. Then core trainers held workshops for local trainers who would then transfer the STEM pedagogical approach to school teachers. Professional learning community (PLC) in both intra- and inter-school became a best practice for teachers to learn from each other and advance themselves.
STEM education awareness also grew from various informal activities. Public-private partnership (PPP) played a crucial role in promoting STEM education. Thai students gained exposures through activities such as visits of STEM ambassadors, national STEM project competitions, and several STEM-related conferences. Some students also went further to international gatherings and received several STEM-related awards from venues around the world.
During the past year IPST started revising science and mathematics curricula to focus on meaningful learning instead of rote learning. The revised curricula would also lead to new textbooks and manuals that would guide teachers to equip their students with 21st century skills. IPST also refined its teacher training workshops. The three workshops in April-May 2017 aimed to train more than 65,000 school teachers from all levels. The nine units from Ministry of Interior (DLA), Bangkok Metropolitan Administration (BMA), and Ministry of Education (OBEC, OPEC, OBECTV, NFE, DLF, CETED, and IPST) collaborated to hold the workshops at 523 training centres across the country.
IPST hopes that its efforts would expedite a true educational reform in Thailand. It hopes that the activities would lead to a more interest in basic education, careful implementation of STEM education, and effective resource consumption.
Assoc Prof Dr Bundit Thipakorn was appointed the Deputy Secretary-General of the Higher Education Commission, Thailand after serving more than 20 years as administrator and lecturer in Computer Engineering at King Mongkut’s University of Technology Thonburi, Thailand. He has been actively involved in a policy-related projects and activities.
His interest mainly focuses on the area of higher education and teaching and learning in the 21st century e.g. the 21st Century Teaching and learning Pedagogy, Outcome Based Curriculum/Course Design and Mechanics and Transport in the Microcirculation and Learning and Information Commons and Learning Space Design.
He graduated a BSc in Electrical Engineering from King Mongkot’s Institute of Technology, Bangkok and then pursued his master and doctoral study in Electrical and Computer Engineering at the University of Missouri-Columbia, USA. In his current role as the Deputy Secretary-General of the Higher Education Commission, he wished to carry on the aspiring towards Thai Academic Advancement and promoting high quality of higher education. Internationalization is also his priority to help consolidating and improving the coordination and accelerating higher education speed to face with new challenges and high competition.
His ultimate goal of contribution to higher education development is to produce quality human resources, as a result, it is the roles of educators to pool resources and efforts to nurture the new generation to be equipped with appropriate skills and attributes needed for the world of future work and to allow them with opportunity for improvement of their qualityof life and happiness. His international connections that have been built previously, can also take a crucial part in seeking more cooperation and achieving higher goal of the nation.
Dr Alvin Pang holds a BA (Honours) in Geography (1987), a PGCE (1989), an MA degree in English Language (1995), a M.Sc. degree in Education Policy and Leadership (1998) from University of Pennsylvania, and a Doctor of Education (2013) from University of Western Australia.
Dr Pang has worked in several positions in the area of education. He started his career as a teacher in a government secondary school in Singapore (1989- 1997). He worked as an English curriculum specialist at the Curriculum Planning and Development Division, Ministry of Education (1998-2000). He became the Head of English Department at Serangoon Junior College (2000-2006).
Since 2007, Dr Pang has worked at SEAMEO Regional Language Centre, Singapore. From 2007 to 2009, he served as Lecturer and from 2010 to 2012, he served as Deputy Head (Language Teaching). He is currently the Head of Training, Research, Assessment and Consultancy Department.
He has published articles in the field of education and language teaching. He is a managing editor of the RELC Journal.
With the formation of the ASEAN Economic Community in Dec 2015 which is geared towards promoting a free flow of capital, goods, services and skilled labour, and the adoption of English as the sole official language and a lingua franca, it begs the question of adopting an English language use policy to enhance skilled labour competitiveness in the region. A good grasp of the English language will enhance skilled labour competitiveness since it is also a language of science and technology. This paper reports on a study of a capability building programme which aimed to enhance teachers’ capability in using English as a Medium of Instruction (EMI) for STEM education in Thailand. A total of 50 Science teachers were trained in the key theories and pedagogical practices of using EMI to teach Science at secondary school levels. They also acquired the facilitation skills as trainers to design workshops and implement cascading training for other Science teachers. The results showed a total of 2,207 secondary school Science teachers who benefited indirectly from the programme through their participation in the series of cascading workshops conducted by these 50 Science teacher participants of the programme. Through the use of narratives and data gathered from semistructured interviews, the key findings will be presented alongside the insights into the planning and implementation of such a programme, and the implications for the teaching and learning of STEM through EMI in the region. A total of 7 training packages were developed and used by different regional teams for the cascading training to benefit other secondary school Science teachers. The paper concludes with some recommendations for adopting innovative strategies to raise the quality of STEM education and a sustainable framework for replicating similar programmes to enhance manpower competitiveness in other Southeast Asia countries through an EMI STEM-focused curriculum.
Mrs Alison Watson is a British land surveyor and the founder and Managing Director of social business Class Of Your Own. She worked on a wide range of industry projects, most notably from 2004-2007 on the government’s ‘Building Schools for the Future’ school rebuilding programme. In 2009, she decided to focus her efforts on inspiring young people to discover professional careers in surveying, architecture, engineering and construction. With the support of Liverpool John Moores University, she researched creative, digital approaches to the teaching, learning and application of STEM subjects. This resulted in her creating the innovative “Design Engineer Construct!” (DEC!) learning programme for secondary school students, now supported by leading UK companies, professional bodies and universities through the ground breaking ‘Adopt A School’ scheme.
This year, she is co-developing a Virtual/Augmented Reality project to enhance the classroom experience of DEC!, and also leading the ‘BIM4Education’ programme, an industry and academic collaboration focused on improving the teaching of digital Built Environment subjects in the secondary, further and higher education sector.
Alison was presented with the Richard Carter Prize by the Chartered Institution of Civil Engineering Surveyors in 2014 and The Survey Association’s President’s Award in 2013, both industry awards recognising her commitment to built environment education.
Construction is a hugely significant, increasingly high-tech sector and crucial to the evolution of prosperous societies around the world, creating vast numbers of new jobs and creating significant wealth for countries across the globe, including those in South East Asia, and the UK. The Global Construction 20301 report forecasts that the volume of construction output will grow by 85% to $15.5 trillion worldwide by 2030. Construction will account for 14.7% of global GDP in 2030, up from 12.4% in 2014.
However, the general perception of the Construction industry in UK schools is that of a low achievement career destination, and often a last resort for those students whose attainment levels are predominantly low. This is totally at odds with ‘real life’, and has had dire consequences for the supply of skills into what is actually a truly dynamic sector. There was a clear need to create a secondary school programme that would give Construction the technical and academic respect it deserved.
A three year consultation with those who work in industry, academia and education, combined with the thoughts, ideas and views of young people and their parents, resulted in ‘Design Engineer Construct!’ (DEC!) - an applied, project based STEM programme that makes teachers the new heroes of industry. Five years on, the digitally adept young people now emerging from the DEC! programme have a skill set that not only secures employment and increases social mobility, but arms them with genuine skills for life.
This presentation will focus on the Design Engineer Construct! story, and how UK schools are delivering a 21st Century curriculum for a 21st Century world.
Tan Sri Dr Khair Bin Mohamad Yusof has a 34 years progressive career in education, training and development, starting as an engineering lecturer at Politeknik Ungku Omar, Ipoh, Malaysia in 1982. He is currently the Director-General of Education Malaysia, Ministry of Education Malaysia. Prior to this, he was the Deputy Director- General (Professionalism) 2012-2013 and also the Deputy Director-General (Policy), Ministry of Education 2010-2012; Director, Teacher Education Division, Ministry of Education, 2009-2010; Director, Aminuddin Baki National Institute of Education Management and Leadership, 2006-2009; Director, Politeknik Sultan Abdul Halim Mu’adzam Shah, Ministry of Higher Education, 2005-2006; Deputy Director (Curriculum), Technical Education Department, Ministry of Education, 1998-2005; to name a few.
He has published several journals, articles and books and has presented at various conferences both local and overseas.
Tan Sri Dr Khair holds a Certificate of Education from Bolton College of Education; B.Sc Civil Engineering from Bolton Institute of Technology; Postgraduate Diploma in Civil Engineering from North East London Polytechnic; Master of Engineering- Geotechnics from Universiti Teknologi Malaysia; and Ph.D Education from University of Manchester.
Malaysia chooses to nurture pools of well-educated and talented workers who are able to adapt rapidly to their changing and the evolving needs of the 21st Century world as aimed in Malaysia Education Blueprint 2013 – 2025 (PPPM 2013-2025). Thus, quality education and training Is crucial for Malaysia aspiring to move up the value chain in the marketing world. High quality education and training ensure the struggle towards a better and competitive economy. Strengthening the curriculum and instruction is MOE’s main emphasis on developing the forthcoming generation. The extent of teachers training is also taken into consideration since they are the essential element in the making of future well-educated and talented workers.
Through the new Standard Curriculum for Primary School and Standard Curriculum for Secondary School (KSSR and KSSM), STEM teaching and learning are explicitly written in all the STEM subjects curriculum. These curriculums aimed at driving teachers to implement and promote STEM teaching and learning in schools. The focus on STEM activities instigate other stakeholders in the country, such as universities, industries, NGOs and relevant bodies in the community to participate in smart partnerships in order to strengthen and sustain STEM education.
New models of Continuous Professional Development (CPD) for teachers introduced includes new pedagogical innovations and approaches, new assessment methods and classroom management. Professional development involves mentoring or follow-through training to ensure up-to-date Pedagogical Content Knowledge, new ideas and pedagogical approaches appropriate for STEM education.
Dr Chun-Yen Chang is a science education scholar in Chinese Taipei. Currently, he serves as National Taiwan Normal University (NTNU) Chair Professor, Director of Science Education Centre (NTNU), Professor of the Graduate Institute of Science Education and the Department of Earth Sciences (NTNU). In the past three years, he has also been a Visiting Professor at the Taipei Medical University, Hong Kong Institute of Education, and the Paris 8 University. Dr Chang earned his bachelor’s degree in Earth Sciences from NTNU, with his master’s degree and following PhD degree in science education from the University of Texas in Austin. Dr Chang’s major research interests include science education and e-Learning, interdisciplinary science learning and science communication.
Dr Chang has authored and co-authored more than 110 articles, from which more than 90 articles are indexed in the Science/Social Science Citation Index (SCI/SSCI) database. He is also on the Editorial Board of five SSCI-level journals: British Journal of Educational Technology (educational technology), Studies in Science Education (science education), Learning, Media & Technology (learning technology), Journal of Science Education and Technology (science education and learning technology), and Eurasia Journal of Mathematics, Science and Technology Education (STEM education). In 2003, 2009 and 2012, Chang was granted three times with one of the highest honors given by NSC: the “Outstanding Research Award”. In 2013, Dr Chang was presented the Academic Award, for Science Education, by the Ministry of Education. Dr Chang takes on the position of Editor-in-Chief for the Eurasia Journal of Mathematics, Science and Technology Education, starting in 2017.
In 2006, the National Science Council in Chinese Taipei began funding a multiyear project in high schools named the High Scope Programme (HSP); the aim of this programme was to conduct, develop and implement an innovative science curriculum, or more broadly speaking, science, technology, engineering and mathematics (STEM) curriculum in high school classrooms. Over a 10-year period, more than 100 high schools participated in the HSP and collectively developed, in response to the newly-emerged/developed issues in STEM areas, hundreds of inquiry-based new science curriculum modules. These modules include curriculums for biotechnology, energy technology, materials technology, Science-Technology- Society (STS), as well as basic course extensions. Some major features of the HSP include empowering high school teachers as instructional leaders in the development and implementation of the new science curriculum, while encouraging university faculty as consultants, to establish a high school and university advisory partnership in curriculum development. A meta-analysis project was conducted to evaluate HSP. According to the evaluation data analysis, there are 5 forms of cooperation in the high school-university advisory partnerships: 1) curriculum design, 2) professional knowledge development, 3) curriculum evaluation, 4) resources providing/sharing, and 5) cooperation in research activities. In addition, the evaluation analysis found that the HSP advisory partnership mode gave high school teachers various opportunities to examine, systematically, their own teaching practices and professional roles. Inquiry-based science courses developed by HSP provided high schools students the experience of learning in “situated, authentic, collaborative, and reflective” contexts.
Ms Noraziah Abdul Wahab holds a Bachelor of Engineering (HONS) in Chemical Engineering (1998) from University of Edinburgh, United Kingdom, a Master of Engineering in Chemical Engineering (2009) from Universiti Malaysia Sarawak, Malaysia, and a Master of Business Administration in Project Management from University of Southern Queensland, Australia. She also holds the Postgraduate Diploma in Teaching & Learning from Universiti Malaysia Sarawak (UNIMAS).
She has worked in several positions in the area of education during her service at Technology College Sarawak (TCS), an associate college of Universiti Teknologi Malaysia (UTM). During her 13 years of tenure at TCS, she worked as the Programme Coordinator for UTM Programme (2003-2005), as the Quality Assurance Coordinator for the Academic Department (2005-2007), as the Academic Manager for TCS (2009-2011) and as the Academic Director for TCS (2011-2013). Prior to joining the education sector, Ms Noraziah was the Senior Engineer at Taiyo Yuden (Malaysia) Sdn. Bhd. and she worked there for three years (1998-2001).
She then joined Universiti Malaysia Sarawak (UNIMAS) in 2013 as a Lecturer at Faculty of Engineering and currently holding the position as the Manager, UNIMAS STEM Education Lab. She is also currently the External Examiner for Academic programmes at TCS. She is the fellow researcher for Centre of Excellence for Sago Research, UNIMAS, researcher for Renewable Energy Group, Department of Chemical Engineering & Energy Sustainability, UNIMAS and researcher for Scholarships of Teaching & Learning (SoTL), UNIMAS.
STEM Education in Sarawak, Malaysia is notably on a declining trend. If the state continues with the declining STEM enrolment, there will be an insufficient number of STEM graduates and a huge gap in the STEM careers, which will derail the Sarawak Economic Transformation Programme. There are issues and challenges in ensuring the students are prepared to succeed in an increasingly competitive STEM education. Some of the issues identified are lack of enthusiasm and negative students’ attitude towards STEM courses. STEM courses are perceived as very difficult and boring. In gearing towards achieving STEM 60:40 policy, concentrated efforts and structured designed mechanisms are essential. We require comprehensive STEM specific educational policy at the State level. The policy shall cover all educational level in the state; from pre-schools up until graduate level. As such, the State department had formed the Sarawak STEM Initiatives (SSI) committee that comprise of various STEM stakeholders in the state. This paper elaborates the roadmap of the new Sarawak STEM Initiatives (SSI), and the outcomes we hope could arise from its introduction. It aims to encourage the application of science and technology as a medium to develop the economy, improve the physical standard and the harmony of lives of the people. The SSI plan is comprehensively covering various stakeholders namely the students, teachers, parents, community and industries with five key strategies: Human Capital Development & Human Resources, Programme and Module Development; STEM Facilities, Empowering STEM Research and Visibility, Promotion & Smart Partnerships. The initiatives produced herewith is expected to give positive impacts and is significant in the pursuance of quality STEM Education in Sarawak in the realization for achieving Sarawak as a developed nation in 2030.
The fourth session will tackle digital learning in a borderless world. It aims to promote alternative means to deliver education using diverse learning modes aided by ICT. It hopes to introduce online and electronic learning aided by advanced technology in digital classrooms.
The following key questions will be answered in this session:
Dr Gard Titlestad leads the International Council for Open and Distance Education (ICDE) operations and the Permanent Secretariat. As Secretary General he works towards ICDE´s vision “to be the global facilitator for inclusive, flexible, quality learning and teaching in the digital age”. ICDE works in close partnership with UNESCO for the new SDG 4, Education 2030: Towards inclusive and equitable quality education and lifelong learning for all. Recently Gard has been in lead of a series of High Level Policy Forums in Partnership with UNESCO and others. ICDE participates in the Teachers Task Force for Education 2030, the Global Alliance for Literacy and the UNESCO-led initiative for Quality Assurance in Higher Education.
Dr Gard is a member of the Governing Board for the UNESCO Institute for IT in Education, IITE. ICDE publish the platinum open access journal Open Praxis. He is member of the Editorial Advisory Board of the Indian Journal of Open Learning and the Editorial board of the American Journal of Distance Education. He is a speaker on trends and developments in education, in particular related to digitalization – and also to issues and projects ICDE involves into.
Dr Gard’s previous positions notably include: Research and IT Counsellor for Norway; member of the executive team for the Norwegian delegation to the European Union;and senior official in the European Commission in Brussels, Directorate General Information Society; and director for the Department of Knowledge and Welfare at the Nordic Council of Ministers in Copenhagen, Denmark.
The International Council for Open and Distance Education (ICDE) is the leading global membership organization for open, distance, flexible and online education, including e-learning, and draws its membership from institutions, educational authorities, international associations, commercial actors, and individuals. ICDE has members from all regions of the world, members that collaborate and network for inclusive, quality learning and teaching in the digital age. Members are institutions that are engaged on flexible learning, or blended learning, online learning, open education, digital supported or technology enhanced learning, distance teaching or a combination of all this. This unique position, provides ICDE with a global outlook on current and emerging trends impact on the future for teaching and learning.
The era of digitalisation sets a new agenda for learning and teaching. While globalisation, technology and demography are major trends influencing higher education – ICDE observes more specific trends setting the agenda: Online and open goes mainstream; OER and MOOCs fuel innovation in education; Shift to personalised learning and assessment; Convergence of education, cognitive psychology and neuroscience; Lack of funding and lack of understanding of the concept of online, open and flexible education – create hurdles; Skills and lifelong learning a new global trend, with learners in the centre, we enter the new paradigm of lifelong learning; and Quality first.
Without direction digitalisation, education can go good or bad. The message to be discussed: Put the learners first, lead digital transformation – and lead transformation of education. Go open, innovative and collaborative for inclusive and equitable quality education and lifelong learning for all.
Dr Heon Joo Suh holds a BA in English Language and Literature (1992), an MA (1994) and a PhD in Political Science (2004) from Korea University. Hehas worked in several positions in the areas of political science and diplomacy, notably as a lecturer and adjunct professor at several Korean universities including Kongju National University, Konkuk University and Kangwon National University (1998- 2016).
Since 2006, Dr Suh has worked in several organizations. From 2005 to 2008, he served as a Chief of Staff for a member of Korean National Assembly. He then served as a research fellow at Women’s Policy Development Institute where he was in charge of international cooperation as well as coordinating various researches on senior citizens’ welfare (2008-2010). He then served as a deputy director at Korean Foundation (2010-2016). Beginning in 2016, Dr Suh has been working with National Institute for Lifelong Education of Republic of Korea (NILE), first as the director of the Office of Public Relations and International Affairs (2016-2017) and also as the director of the Office of K-MOOC Planning (2016-current). Currently, he is the executive director of the K-MOOC Division as well as the director of the Office of K-MOOC Planning at NILE. Dr Suh has published and co-edited a number of journal articles in the field of international politics, women’s studies and social welfare.
The 21st century has undergone globalization, informatization, and democratization. As these great transformations have deepened, we are now entering a new era of what is called “a Fourth Industrial Revolution.” It is based upon digital revolution which is characterized by a convergence of technologies “that are blurring the lines between the physical, digital and biological spheres.” (Klaus Schwab, 2016). Before that, the World Economic Forum (What is called “Davos Forum”) had already published two documents, all of which emphasize the importance of education that strengthens the foundational literacies, competencies, and character qualities which the 21st century needs.
Together, there have been upsurges of MOOCs as a disruptive innovation in higher education since 2012. In partnership with universities, industry and leading education platforms such as US-based Coursera and edX have made a significant impact upon higher education field. And then, several national MOOC platforms in France, Japan, Korea, Malaysia, and Thailand have actively been developed and operated.
Against these backdrops, this presentation will look at opportunities and challenges of MOOCs preparing for the era of the Fourth Industrial Revolution. First, it considers what the Fourth Industrial Revolution is as well as what impacts it has upon education. Secondly, it looks at the problems that the tradition form of education has had, which is followed by the goals that future education pursues. Thirdly, it will point out the characteristics of future education based upon MOOCs. After examining the significances of MOOCs and major issues facing MOOCs, the presentation looks at the major development and achievements of K-MOOC, which has been initiated by the Ministry of Education, ROK and implemented by the National Institute for Lifelong Education, under the supervision of the MOE of ROK.Having considered, it is argued that MOOCs can be one of the most important alternatives for an active preparation for the era of the Fourth Industrial Revolution.
Prof Dr Paulina Pannen, M.L.S. is an expert in higher education, e- learning, distance education, educational technology and curriculum development. She earned her Doctoral degree in Educational Technology from Syracuse University, USA. She has over 30 years of experience in national and international education, including her tenure as director of the Regional Open Learning Centre of the Southeast Asia Ministers of Education Organization (SEAMEO SEAMOLEC), Vice Rector of Academics and Student Affairs at Universitas Siswa Bangsa International, Dean of Faculty of Education at Universitas Terbuka, chairman of several task forces on higher education quality development and improvement programmes under the auspices of DGHE, including the development of the Indonesian MOOCs, writes in scholarly journals, and speaks at national and international education forums.
Currently she is working as Senior Adviser on Academics to the Minister of Research, Technology and Higher Education.
The rapid development of digital learning has been changing various elements of the higher education system. Digital learning not only opens up new ways of learning and teaching, but also leads to a new way of thinking and a new paradigm in higher education. The ultimate promise of digital learning has been greater flexibility in learning – across time and place, by anyone, anytime, anywhere, vast amount of learning resources, and independent learning process by the students. Nevertheless, the introduction of digital learning in Indonesia in around 2010 has not reached its full potential in many higher learning environments due to several constraints. At this moment, the digital learning development in Indonesia is still in its infancy, despite of the numerous initiatives and efforts taken by grass-roots individual lecturers, governments, and also NGOs. Some challenges experienced by Indonesia have been identified to be Course Preparation, Teaching and Learning (engagement) Activities, Course Management, Institutional Support, and Policy Support from the Government. This paper is a proposal for further study in mapping the challenges in implementing digital learning in Indonesia, as well as in ASEAN countries, based on some lessons learned from Indonesia.
With more than 25 years of experience working in the education and research sectors, Mr Quah is currently the Business Development Lead for the Education, Research and Not For Profit sectors across Asia Pacific and Japan at Amazon Web Services. He has held multiple roles in his career, including sales and business development, consulting, strategic engagements, project and programmes management. His passion has lead him to pioneer several initiatives across the Asia Pacific and Japan region, led successful teams to deliver strong business outcomes and have spoken at major events and conferences.
The pace of change in the last 10 years has accelerated tremendously and it has affected many different industries. A lot of the disruption we see occurred as a result of the emergence of public cloud service providers and the change in the business models introduced. In the recent years, the 4th Industrial Revolution has also captured the attention of different industries and governments and many are already beginning to plan for this revolution and the impact it may have on their current and existing businesses.
Amazon Web Services (AWS) has been at the forefront of the public cloud business since 2006. In a very short period of time, AWS has redefined how IT can be consumed, deployed and managed. In addition, customers who have used AWS saw the benefits of how scalable, flexible and agile the service brings and as a result of those benefits, began to innovate the delivery of services to their customers.
Education customers like universities, institutions and research bodies were not slow in recognizing this impact and many began to experiment and use AWS. The pace of adoption by education organizations has accelerated to the point where most are not asking about why should they adopt but more about when can they start their journey into the cloud.
This presentation seek to explain those benefits as well as the different case studies and use scenarios that the education sector has already embarked on. Education is truly moving into a new era of delivery education and learning services in a borderless world. This is the New Normal of Cloud.
The fifth session will discuss education amid emergencies and the role that school communities should play. It aims to address the need to enhance the educational system in response to natural and/or man-made emergencies, hazards, and disasters as well as promote resilience education to strengthen community responsiveness.
The following key questions will be answered in this session:
Dr Sisamone Sithirajvongsa holds a BA of Education majoring in English Language Teaching (1978), and MA degree in Applied Linguistics in Teaching of English as a Second Language (TOESL) in 1993 at University of Sydney and a Ph.D in Language and Development (2004) at the University of Technology Sydney. Mr Sithirajvongsa receives the academic title as Associate Professor by the Academic Council of the National University of Laos.
Dr Sithirajvongsa has worked in several positions in the areas of education, notably as Deputy-Director General of Department of Planning and Cooperation, Ministry of Education and Sports (2004-2008), as Secretary-General of the Lao National Commission for UNESCO (2009-2011), and is at present the Permanent Secretary of the Ministry of Education and Sports from 2012 to present. In 2007-2008, he was nominated as National Coordinator for EFA, Formulating Team Leader of Education Sector Development Framework for Lao PDR (2006-2015) and Team Leader for EFA Mid-Decade Assessment for Lao PDR.
At the international level, Mr Sithirajvongsa has worked as lecturer at the South-East Asia Summer Studies, University of Madison, Wisconsin (1995) and Governing Board Member of SEAMEO Regional Language Centre for Lao PDR (1996-2002). He is co-author of the papers “Language in Development Constrained: Three Contexts” and “Language Policies and Language Education: The Impact in East Asian countries in the Next Decade”.
As the threat from both natural and manmade disasters has gradually grown in capacity and dimension globally, the UNISDR launched the global campaign called “Disaster Reduction Begin in School”, with the purpose of promoting the concept that education and disaster prevention go hand-in-hand. As this concept would contribute to benefiting the school community, other global Disaster Risk Reduction (DRR) campaigns followed, with a focus on school safety. In order to manage disaster in a concrete manner, the cabinet office of the Ministry of Education and Sports in cooperation with INGOs and development partners to establish the committees both at central and provincial levels to develop concrete action plans for safer schools in line with the international framework.
The CSS Framework provides a comprehensive approach to reduce risks from all hazards in the education sector. This paper therefore provides general background on education in emergencies in the Lao context with special focus on the overall role of the school community to manage disaster school level such as: (1) how to protect learners and education workers from death, injury, and harm in schools; (2) how to plan for educational continuity in the face of all expected hazards and threats; (3) how to safeguard education sector properties; (4) how to strengthen risk reduction and resilience through education.
Comprehensive school safety is supported by education policy and practices that are aligned with disaster management at national, regional, district and local school site levels. It rests on three pillars, namely (1) Safe Learning Facilities; (2) School Disaster Management; and (3) Risk Reduction and Resilience Education.
To assess the implementation of the international framework (CSS), the Cabinet Office of the Ministry of Education and Sports, Lao PDR in collaboration with some INGOs have conducted a number of workshops attended by participants from provincial Disaster Risk Reduction Committees and stakeholders.
Dr Chemba Raghavan works at the UNICEF East Asia Pacific Regional Office as an Education Specialist. She serves as the Regional Focal Point for Early Childhood Development (ECD), Education in Emergencies (EiE) and for the United Nations Girls’ Education Initiative (UNGEI). Dr Raghavan provides leadership in knowledge generation and management, evidence-based advocacy, and technical support for initiating and sustaining national partnerships to promote ECD, EiE and gender equality. Prior to her current role in UNICEF, she had several years of experience in University-level teaching, research and publishing in the fields of Child Development and Gender, in the United States. Chemba obtained her PhD in Human Development and Family Studies from the Pennsylvania State University.
This presentation will highlight global and regional frameworks and evidence on Education in Emergencies. The presentation will identify key and urgent issues in the realization of SDG 4 and related SDGs. The need for a life cycle and communitybased approach (including ECD in Emergencies, and the need for integrating C/ DRR in primary and secondary education and secondary level, professionalisation of the workforce, resilience focus and risk informed programmes, and cross sectoral collaborations, will be emphasized. Next steps for strategic partnerships will be introduced for discussion.
Dr Romyen Kosaikanont holds a BEcon (Distinction) in Economics (1995) Chiang Mai University, Thailand, an MAdegree in Gender and Development (1998) from Institute of Development Studies, Sussex University, and a PhD inEconomics and International Development (2003) from University of Bath, UK. Ms Kosaikanont has worked in several positions in public sector, notably as an economist for the Central Bank of Thailand, lecturer in Women’s Studies Programme at Chiang Mai University (2003-2008) and lecturer in Economics Programme and International Development Programme, Mae Fah Luang University, Thailand (2008 to present).
Since 2010, Ms Kosaikanont has served as Assistant President and Vice President (since 2014 to present) of Mae Fah Luang University in charge of the international affairs. She has a strong advocates for the internationalization policy of the university and received an award from SEAMEO RIHED for the best practice in the regional exchange programme. Ms Kosaikanont’s research interests are on political economy of the regionalization, Chinese influences on the Greater Mekong Subregion, gender and development. She has published and co-edited a number of books and journal articles in the aforementioned fields.
Disasters both natural and human-made occurs and needs appropriate emergencies management. In response to emergencies, university especially the university in the emergencies prone area, as a knowledge generation, accumulation and dissemination institution, has a key role to play. With an appropriate emergencies prevention, planning, management and response, while engaging the community can mitigate the impacts from emergencies.
This paper addresses the role of the university situated in the emergencies prone area at the border. Situated at the border means that the community covers a wider area and not limited to its own border of its nation state. The university at the border, hence, is facing with unique emergencies situations. These situations are often cross border in natures for instance, haze and floods. This paper proposes that university collaboration in the region is important to an effective emergencies management for the border towns. These collaborations may include joint degree in emergencies management, joint research projects as well as practical emergencies management collaboration. The paper concludes by presenting a case study of the attempts of Mae Fah Luang University, situated in the golden triangle of the border of Thailand, the Republic of the Union of Myanmar and Lao People’s Democratic Republic, in regionally collaborate with various stakeholders in preventing, managing and responding to multiple natural disasters.
Ms Jo Brianne Briones holds a Bachelor’s degree in Hotel, Restaurant, and Institution Management and undergraduate units in Industrial Engineering from the University of the Philippines-Diliman.
Ms Briones has worked in several positions within the Nationwide Operational Assessment of Hazards (then called Project NOAH) for the past four years. Project NOAH was a government-funded Disaster Risk Reduction and Management (DRRM) programme under the Department of Science and Technology. She started out in the Storm Surge Modelling project as a Science Research Specialist 1 (2013- 2015), and became an Information Officer III for the Disaster Management Using WebGIS project (2015-2016). She became the head of the Information Team of NOAH as a Supervising Science Research Specialist for the Integrated Scenario Based Assessment of Impacts and Hazards project (2016-2017). Currently, she still heads the Information Team of Project NOAH, now called the UP NOAH Centre upon the project’s adoption and integration by the University of the Philippines system.
Ms Briones has co-authored several published journal articles in the field of DRRM research during her stay in NOAH. She is also a contributing writer for GMA News Online.
The Philippines being a locus of tropical cyclones, tsunamis, earthquakes and volcanic eruptions, is a hotbed of disasters. These natural hazards inflict loss of lives and costly damage to property. Situated in a region where climate and geophysical tempest is common, the Philippines will inevitably suffer from calamities similar to those experienced recently.
With continued development and population growth in hazard prone areas, it is expected that damage to infrastructure and human losses would persist and even rise unless appropriate measures are immediately implemented by government. In 2012, the Philippines launched a responsive programme for disaster prevention and mitigation called the Nationwide Operational Assessment of Hazards (Project NOAH), specifically for government warning agencies to be able to provide a 6 hr lead-time warning to vulnerable communities against impending floods and to use advanced technology to enhance current geo-hazard vulnerability maps. To disseminate such critical information to as wide an audience as possible, a Web- GIS using mashups of freely available source codes and application programme interface (APIs) was developed and can be found at http://noah.dost.gov.ph and http://noah.up.edu.ph/.
This WebGIS tool is now heavily used by local government units in the Philippines in their disaster prevention and mitigation efforts and can be replicated in countries that have a proactive approach to address the impacts of natural hazards but lack sufficient funds.
Dr Dwi Wahyuni Nurwihastuti holds a S.Si. degree in Physical Geography (2000), an M.Sc. degree in Remote Sensing (2008) and a PhD degree in Geography Science (2013) from Gadjah Mada University.
She has worked in several positions in the area of education, notably as a lecturer in the Department of Geography Education, Faculty of Social Science at Medan State University in Medan North Sumatra Indonesia (2003-now), a staff of accreditation field in 2015-now at Quality Assurance of Medan State University, as a head of Physical Geography Laboratory at Department of Geography Education, Faculty of Social Science, Medan State University (2015-now), and a researcher in 2014-now at Research Centre of Population and Environmental Education, Medan State University.
Dr Dwi Wahyuni Nurwihastuti has published and co-edited a number of books and journal articles in the field of geography and natural disaster.
This research describes natural disaster education focusing on volcanic eruption. The target of the natural disaster education is students in schools around Sinabung Volcano in Karo North Sumatra Indonesia. The objectives are: (1) to give understanding and experience of volcanic eruption and (2) to improve student awareness to face Sinabung eruption.
Contextual teaching learning (CTL) will be used to teach students about volcanic eruption. In this research, CTL is an approach to learn that correlate between teaching material and fact in the field. It leads to give experience to face Sinabung eruption.
The result shows that student have high interest to learn volcanic eruption. Hence, their understanding of volcanic eruption was increased. It is because they are victims of Sinabung eruption. Their village was included in the red area. In addition, they have been refuged during 3 years. Furthermore, student awareness to face Sinabung eruption were also increased after they obtain understanding and experience of volcanic eruption.
The sixth session aims to bridge schools development so their graduates can meet local and global demands. It will discuss current policies on solving knowledge and skills gaps in Southeast Asian countries and present strategies on bridging skills development outputs with the manpower requirements of the global market, particularly focusing on enhancing professional education and vocational training in the secondary and higher education levels.
The following key questions will be answered in this session:
Dr Jesus L R Mateo holds a BA in Philosophy, and an MA in Public Administration from the University of the Philippines. He received his Master of Business in Government and Business Management from Victoria University in Australia. He is an awardee of Doctor of Public Administration (Honoris Causa) from the Pangasinan State University.
He is currently the Undersecretary for Planning and Field Operations of the Department of Education (DepED). He is responsible for providing strategic guidance and supervision of regional and field operations and overseeing the operations of the Office of Planning Service of the Department. He also sits as Chair of the DepEd Bids and Awards Committee III; the Union Management Committee of the DepEd National Employees’ Union; and the Committee on Oplan Balik Eskwela (an annual school opening activity of the Department). He also acts as a spokesperson of the Department.
He serves as a member of the Philippine Statistics Authority (PSA) Board and Chair of the Inter-Agency Committee on Education Statistics. In connection with the Performance Qualifications Framework (PQF), he heads the Working Group on Information and Guidelines of the National Coordinating Council (NCC). He is a member of the Task Force on the ASEAN Qualifications Reference Framework (AQRF) and sits as the Philippine Representative to the AQRF Committee. He is also a member of the Governing Board of SEAMEO - Regional Centre for Educational Innovation and Technology (INNOTECH).
He has nearly three decades of experience as a public servant with focus on education policy formulation, education planning and management, investment programming, and project development and management. He spearheaded the formulation of recent Department policies on teacher hiring, performance-based bonus and employee welfare aimed at raising professional standards, promoting employee welfare and enhancing personnel productivity.
Given the links between educational attainment and an individual’s future employment and wage prospects, the pathway to inclusive growth includes investment in improving the human capital represented by the country’s young people. This prompted the Philippines to shift from a 10-year to a 12-year education system. Effective school year (SY) 2016-17, two years of senior secondary school has been added to the basic education system. The roll-out of the Department of Education (DepEd)’s Senior High School (SHS) strengthens the government’s existing Technical Vocational Education and Training (TVET) programme.
Through the collaborative efforts of DepEd, the Technical Education and Skills Development Authority (TESDA), industry partners, and other stakeholders, our country continually helps Filipino learners acquire essential skills and competencies that match the quality standards defined by various industries, enhance their employability and improve their productivity. TVET in SHS creates flexibility within the educational system of our country that provides occupational mobility and greater career to its citizens.
Dr Irene Jansen holds a postgraduate degree from University of Freiburg, and a Doctorate degree in Literature from University of Tubingen. Apart from Germany she studied in Great Britain and the USA.
Dr Irene Jansen has worked in the field of Higher Education, both as a lecturer and a manager for over 30 years. From 1997 to 1999 she served as the Founding Director of DAAD’s South Africa Office, at the University of Witwatersrand. She then chaired the Africa Subsahara Desk at DAAD’s Head Office in Bonn, later as Head of Division Asia/Pacific and as Executive Director of GATE-Germany. Between 2004 and 2009 Irene Jansen was the Resident Director of DAAD’s office in Tokyo, Japan. Beginning in 2012 until today, Dr Irene Jansen has worked as DAAD’s Regional Director, based in DAAD’s regional office in Jakarta.
While professional education often seems to be less attractive and second choice compared to academic education, professionals with actual skills are high in demand. At the same time people with an academic education do not always find it easy to find adequate employment because their knowledge is not what is needed, it seems. Consequently, professional education needs to be made more valid and better valued, and academic education needs to adapt to challenges modern economies present. In both worlds, skilled people with hands-on experiences are wanted. That is why Germany developed integrated study courses that are rooted in the country’s centuries-old dual education system, but take both professional as well as academic education to new levels. Both, academic and professional education, are integral and equally valued elements of “Dual Studies”. The presentation will illustrate what those study courses look like.
Dr Paryono holds a PhD degree for a dual title in Workforce Education and Development and Comparative International Education from Pennsylvania State University (2004), Master’s degree in Continuing and Vocational Education from the University of Wisconsin-Madison (1994), and bachelor’s degree in Civil Engineering Education from the State University of Malang Indonesia (1985).
Dr Paryono is currently the Deputy Director for Professional Affairs and the Research Manager and Specialist at the Regional Centre for Vocational and Technical Education and Training under SEAMEO (SEAMEO VOCTECH) in Brunei Darussalam (2005-present), Lecturer at State University of Malang (1987- 2005), Language Teacher at Cornell University (1990-1991), University of Wisconsin-Madison (1992-1994).
His research and publications focus on vocational and technical education, qualification frameworks, TVET quality assurance, ICT in education, skills development, integration of life skills/transferable/transversal skills, education for sustainable development, and teacher standards. He has published research articles related to Technical and Vocational Education and Training in various journals, such as Asia TVET Online Journal, International Journal of Training Research, SEAMEO VOCTECH Journal, International Journal of Vocational Education and Training; and presented papers in many international conferences. He is also a trainer and facilitator in various areas of TVET including research methodology, impact assessment, measuring return on training investment, curriculum development and evaluation, pedagogy and assessment. He is the Chief Editor of SEAMEO VOCTECH Journal and a member of Editorial Board of Asia TVET Online Journal.
This paper addresses two main components of TVET skills development, especially in response to ASEAN Integration Initiatives, i.e. on skilled labour mobility. Realising that TVET graduates are not only prepared to enter labour force in the country but possibly are also working in other ASEAN member countries, this labour mobility will affect the mapping of skills set for TVET graduates. The two sets of skills addressed in this paper are the “hard skills” which are the selection of the field/area of TVET reflecting the needs from the country and the region and set of “soft skills” including the 21st skills demanded by industries. The mapping of hard skills or the TVET areas were based on the initial study on Future Skills in Demand in Southeast Asia (2016) and the soft skills expected by industry were based on the study of the Integration of Transferable Skills in TVET in 2014 and Transversal Skills in TVET in 2015. The former study was carried out by country researchers identified and assigned by SEAMEO VOCTECH using document analyses and interviews; while the latter study was using mixed methods. Combining the results from these studies, it can be concluded that in order to be employable, TVET graduates must possess certain set of soft skills depending on the kind of profession and the level or rank in the employment ladder. The list or set of soft skills and the depth of them vary depending on the occupations. In order to enter high paying jobs, the graduates must have TVET specialization highly demanded by labour market either by industry in the country or overseas. This paper will use a conceptual framework using skills pyramid and map the list of skills set at each level in the pyramid.
Dr Chin Wei Keh is currently the Director and Chief Executive Officer of the Institute of Brunei Technical Education, Brunei Darussalam. He leads the team in the transformation of the vocational and technical education in Brunei. The transformation is one of the 3 pillars of 21st Century Education System (SPN21) of the Ministry of Education. Before joining the ministry, he worked full-time at the graduate school of education, Sultan Hassanal Bolkiah Institute of Education (SHBIE), Universiti Brunei Darussalam (UBD). He is currently Adjunct Associate Professor at SHIBE.
He was a recipient of the prestigious Asian Youth Fellowship (AYF) Scholarship offered by the Japanese Government and obtained his PhD in Education from Tokyo Gakugei University, Japan. His first degrees were in Engineering, he has a First Class (Hons) Civil Engineering at University of Salford, U.K.; a Msc in Highway Management & Engineering at University of Birmingham, U.K. and a Post-Graduate Certificate in Technical Education, Distinction at Universiti Brunei Darussalam. He attended his Senior Executive Training at Columbia Business School, USA. He believes that technical education plays a crucial role in shaping the future of the nation and one of his goals is to maximize the potential of all youth through quality technical education.
The significance of TVET as an engine of economic growth is undeniable. The availability of a skilled labour force produced by an effective TVET system allows economies to progress in technology, productivity and makes it globally competitive. Countries around the world are reforming their TVET systems and Brunei Darussalam is of no exception. As a channel through which youths can acquire skills for adaptation, innovations and entrepreneurship, TVET is being accorded an increasingly significant role in the development of more equitable and sustainable societies. Recognising this, Brunei Darussalam, through Institute of Brunei Technical Education (IBTE) has revamped its TVET system to be relevant and responsive to both the local and global economy while remaining in tune with the aspirations of youths in the nation.
Halfway into its technical and vocational transformation journey, IBTE is making allout efforts to implement its transformation plan fully, in particular, by focusing on: (i) Course restructuring into a new ‘competency-based’ training system, (ii) Expanding apprenticeship options, (iii) More progression opportunities, (iv) Upgrading the training environment, (v) New scheme of teaching service and (Vi) Rebranding of TVET. One of the most notable successes during this journey of transformation was the Energy Industry Competency Framework (EICF) initiative. The EICF is the result of strong collaboration between the Ministry of Education, Department of Energy and Industry at the Prime Minister’s Office, and the Department of Economic Planning and Development with industry partners from the oil and gas industry. The objectives of the EICF programmes are to define the competencies required to perform jobs and roles in the workplace (energy industry), close skills-to-job-requirement gaps through alignment between training providers and industry requirements, and to increase the employability of Bruneians.
The EICF began in July 2013 with various programmes targeting people from diverse entry levels. The programme also offers high employability as graduates can benefit from a conditional offer of employment. Normally, the student receives conditional offers of employment (COE) while still in the programme which promises a career upon completion of the training programmes.
Ms Lotus Postrado is Head of Education at British Council Philippines since March 2015. During this time Lotus has led a major Transnational Education Programme, the first of its kind in the Philippines, in partnership with the Commission on Higher Education, as well as the development and publication of 3 research studies on higher education: Opportunities and Challenges on Internationalization of Philippine Higher Education, Blueprint on Higher Education; Proposed Model Law on Incentivisation of Foreign Investments on Higher Education in the Philippines; and Opportunities and Challenges on TNE in the Philippines.
She acquired an MA in Human Resource Development from the University of Newcastle, Australia, and a MA in Special Education and BA in Sociology from the University of the Philippines. She led the Programme Development and Evaluation Division, and International Cooperation Office, at the Department of Education in the Philippines, before working in Bangkok, Thailand as Programme Officer in charge of project development, strategic planning and partnerships at the Southeast Asian Ministers of Education Organisation (SEAMEO) Secretariat.
The Philippines is transitioning to K-12 education system. The higher education sector is taking advantage of this rare window of opportunity for strategic institutional and faculty development, with the end goal of increasing competitiveness of Philippine higher education and improving training of Filipino youth.
This session will present major findings from a topical and one of a kind research done by British Council on opportunities and challenges on Transnational Education (TNE) in the Philippines. The session will also talk about a pioneering joint project by the British Council and Commission on Higher Education (CHED) on supporting ten of the best Philippine universities to develop Philippine-UK TNE degrees ready for offer to Filipino students by 2018.
Ms Finita holds a BA in English Literature (1998), an MA in TESOL Studies (2007), and is currently a doctoral candidate in English Education from Indonesia University of Education.
Ms Finita has been an English Teacher in both formal and non-formal education since 1999. Since 2005, she started working as an English Lecturer at Indonesia Education University. In addition, Finita is also a teacher trainer who has collaborated with some educational institutions such as British Council – Indonesia, SEAMEO QITEP in Language, SEAMEO SEAMOLEC, and many other schools and universities in Indonesia. Her expertise is in providing training for EFL teaching method and technology integration in EFL classes.
Ms Finita has also published some articles and presented her papers in a number of conferences. Her research interests are in the area of Technology Enhanced Language Learning, Technological Pedagogical and Content Knowledge, Digital Storytelling, and Teacher Professional Development.
Digital storytelling (DST) has lent itself a new twist for storying activity, blending the richness of multimedia tools with the power of written and spoken words. Drawing from a sociocultural theories which believe that learning is seen as a result of dialogic interactions between people, substances and artifacts, the researcher implemented the Global Sharing Pedagogy (GSP) model, which create learning environment fostering student-driven knowledge creation, collaboration, networking and digital literacy. This qualitative study aims to investigate how secondary students in Indonesia engaged in a DST partnership initiative project by sharing their local culture to their school partners in Australia through digital stories. Thirty students from five schools in Bandung, Indonesia were involved in this study.
This project utilized the eight stages of creating DST proposed by Morra (2014): (1) start with an idea, (2) do research/explore/learn, (3) write script, (4) design storyboard, (5) gather and create images, audio and video, (6) put all the media together, (7) share, and (8) do reflection and get feedback. The result of the study shows that while working on their DST project, students could get an in-depth understanding of their local culture by doing research with the local community as the primary source. Working in groups, students developed their communication, collaboration skills while paving their ways through the DST stages. By aiming at exchanging their digital stories with their school partners, students also developed their critical thinking, creativity, and digital literacy in their attempts to pack the digital story suitable for the global audience. All in all, this study shows that DST partnership initiative project can be an alternative pedagogical model in fostering students’ 21st century skills (collaboration, communication, critical thinking, creativity, and digital literacy) and connecting their engagement with local and global communities.
Dr Tsutomu Matsumoto is Chair for Subcommittee on Global Strategy, Committee on Educational Reform and Vice Director, Centre for International Exchange at the National Institute of Technology (NIT) which administers 51 national colleges of technology in Japan. He joined the NIT faculty in 1978 and had taught electronic engineering, computer science and information engineering and electronic control engineering at NIT, Kumamoto College for 35 years, and served as Department Chair and Director of Problem Based Learning & Integrated Education Centre.
Throughout his career, he has played a leading role in building KOSEN’s international network of collaboration. In particular, he started with polytechnics in Singapore the International Symposium on Advances in Technology Education (ISATE) aimed at providing a unique platform for educators and experts from institutions of higher education in engineering and technology around the world to share their knowledge and experiences to prepare young people with relevant knowledge and skills needed for a better society.
His broad research interest includes the design and implementation of information system for welfare, artificial intelligence (AI) and mobile robotics, embedded system, engineering education and global human resource education. He earned his PhD from Graduate School of Science and Technology, Kumamoto University in 2004.
KOSEN engineering education has been highly valued worldwide from Southeast Asia, Africa, South America to Central Asia. KOSEN institutions have been carrying on improving their engineering education ever since KOSEN was founded. The presentation includes in some parts the predawn of KOSEN’s history, to its present development, including the bachelor degree courses it offers.
Dr Chantavit Sujatanond holds a A.B. in English and Public Administration (1969), an MA degree in Linguistics and a PhD degree in Education Administration, ED.S in Curriculum Development & Instruction (1977) from Michigan State University, USA. She also received Elaine K. Komo Award of the East-West Centre, Hawaii, for outstanding accomplishment in strengthening internationalisation (1992).
Dr Chantavit is currently the Centre Director of the Southeast Asian Ministers of Education Organization Regional Centre for Higher Education and Development or SEAMEO RIHED and was earlier the Deputy Director (Administration and Communication) of SEAMEO Secretariat during 2004-2007. She was the Deputy Secretary-General for the Office of the Higher Education Commission (OHEC), Ministry of Education (MOE) Thailand during 2007- 2009 added up to almost two decades of service at OHEC. Earlier posts before were Director of International Cooperation at the National Education Council and Inspector General at MOE.
In her administerial capacities at OHEC, she represented Thailand in various intergovernmental cooperation platforms both regional and international including bilateral cooperation with Thailand partnering countries in Asia and other continents, and also multi-lateral cooperation with regional and international organisations.
The knowledge and skills gap can constrain economic and social development for the region of Southeast Asia. SEAMEO RIHED’s approach to bridging the gap works across two levels, national and institutional, and pays special attention to building capacity to narrow and bridge gaps within the region and encourage the freedom of movement and mobility envisaged for the ASEAN Community and the broader vision for regional connectivity between the citizens of all Southeast Asian nations. This approach is well suited to promote and enhance higher education connectivity and cross-border education.
Through two formal platforms at the policy level, SEAMEO RIHED provides crucial opportunities for national authorities responsible for higher education to work collectively at national levels to harmonise, align and synergies efforts towards the establishment of a regional common space in higher education. Through an overarching commitment to strengthen higher education in the region, Southeast Asian nations are continuing to develop national policy agendas to ensure quality and relevance by developing frameworks and strategies consistent with regional and global requirements.
Meanwhile, at the institutional level, the establishment of exchange and cross-border exchange programmes and branch campuses as well as quality assurance mechanisms and means of facilitating credit transfer carry significant benefits for learners, opening up possibilities to acquire global skills and competencies to meet the demands of global and regional markets. At this level, SEAMEO RIHED supports the above aims through the establishment of university networks and mechanisms to promote quality and the recognition of prior learning.
Through these two levels, strengthened higher education connectivity and crossborder collaboration enables the region to more comprehensively approach the question of how higher education can fulfill local and global needs and ensure the region’s graduates are equipped with the training and skills to navigate a more uncertain and evolving landscape.
Ms Rodora Turalde-Babaran obtained her master degree in Development Management from the Asian Institute of Management and her Bachelor of Science in Social work from University of the Philippines.
She has been Director of Human Development, ASEAN Socio-Cultural Community Department of the ASEAN Secretariat from September 2014. Ms. Rodora is responsible for managing the overall, multifaceted operations of the Human Development Directorate under which are the four divisions namely, Health Division, Education, Youth and Sports Division, Labour and Civil Service Division, and the Poverty Eradication and Gender Division.
She was previously the National Programme Manager/ Director IV for the Philippine Conditional Cash Transfer Programme who managed the largest the social protection programme in the country.
The notion of ‘education for the 21st century’ has taken on many manifestations in discourses on pedagogy and educational infrastructure. Over the years, educators have endeavoured to make education relevant and skills development responsive to the needs of the swiftly-changing global economy. One of the hallmarks of this new economy is the sense of borderless collaboration and interconnectedness that is being aided by the increased proliferation of technology resulting in a new workplace landscape and a demand for a new brand of workforce.
With this emerging dynamism in the ASEAN region, educators are confronted with the pressing need to rethink perspectives on education. Education and skill building in the ASEAN region need to be geared towards global and local needs, enabling structural framework, and at the same time, ensuring pathways for vulnerable segments of the populace to quality jobs. The challenge at present for the region is the complex dimension and varying stages of educational and skill development that individual member states find themselves in. A reframing of educational perspectives hence need to take into account issues as varied as upgrading teachers’ qualifications, curriculum reform, ensuring gender parity in skills, and establishing quality assessment frameworks, among others.
This presentation will attempt to explore these issues and offer options to reframe the dialogue on how education systems in the region may respond to the needs of the new economy that is driven by skills, innovation, and creativity. This will also illustrate how ASEAN’s regional efforts prioritises the greater alignment with national development objectives such that results garnered are in support of the socio-economic objectives of the region as a whole.
Dr Ignatia Martha Hendrati holds a bachelor of Economics and Development Studies of the State University of Jember 1985 - 1990, a Master of Economic Planning of the University of Indonesia 1993 - 1997 and a PhD in Economics 2003 - 2006 from UB. She received Training of Trainers (TOT) Council Economic Education of the United State of America, 2010.
She has worked in several positions in Economics, 1991 until now in the University of Pembangunan Nasional “Veteran” Jawa Timur as a lecturer and researcher. Beginning as a Laboratory Staff and young lecturer in undergraduate, in 1991 - 1993 at the Department of Economics at the Faculty of Economics and Business, the head of economic laboratory, in 1998 - 2003 at the Faculty of Economics and Business, and 1999 for the Graduate Programme Lecturer and Researcher, also chairperson of the Centre Business Studies, Economics and Public Policy at the Institute for Research and Community Service University of Pembangunan Nasional “Veteran” Jawa Timur, in 2010 until now. Since early 2010, she has been working with Planning and Regional Development Agency, first as a resource person in Surabaya, East Java, Indonesia, and later as a researcher/advisor in the Planning and Regional Development Agency in Surabaya 2010. She has worked in several organizations. From 2010 - 2016 she served as speaker of Education and Culture Agencies, Agency of Investment, Industry and Trade Agencies, etc. in East Java Indonesia she is responsible as an expert staff of East Java Provincial Government.
Dr Ignatia Martha Hendrati. has published and co-edited a number of books and journal articles in the fields of Economics and Economic Education.
Labour and employment is still an interesting discussion topic in Indonesia, including Surabaya. This issue is even more attractive, especially if it is associated with a demographic bonus that should have potential and a major role in national economic development. The issue of employment today involves many aspects. The World Bank study results and CSIS gave a vivid description of the problems in providing jobs. The high rate of labour is not directly proportional to the availability of jobs. As a result, the unemployment rate both in Indonesia and Surabaya is still quite high.Pyramid of Human Resources in Surabaya is less favorable for sustainable development both in the present and future. At the intermediate level and above happened labour shortage or lack of skills and expertise of middle and high levels. Surabaya need high skills labour in line with the modernization of the economy, but the supply is less. Meanwhile, a lower level labour surplus unskilled are a lot of numbers. The problem of labour shortage at the top level occurs because the existing colleges have not been able to produce skilled manpower according to the needs of industry and the world of work. As a result, graduates produced not in accordance with the needs of industry and the needs of society in general development.
Mr Xie Zhiyuan holds a BA In Education of Mathmatics (1993),an MA in Law (2006) from Zhejiang University. He has worked has worked in several positions in the area of education, he served in Wenzhou Normal College (Sept 1993- Dec 2004) and Wenzhou University (Dec 2004-Jun 2009), notably as the vice president of Wenzhou Vocational College of Science and Technology (Jun 2009-July 2015), now he is the president of Wenzhou Vocational and Technical College. Professor Xie has published 6 monographs and over 30 articles in the field of high education, innovation and entrepreneurship. He is provincial expert with outstanding contribution of Zhejiang Province, his main research areas are higher education and entrepreneurship education for college students. He won the second prize of Zhejiang Provincial Government Science and Technology Award.
Dr Tong Weijun holds a BA in Chinese Literature (2000), an MA Degree in Public Administration (2010), PhD in Vocational Technical Education (2014) in Tianjin University. Mr Tong has been working for Wenzhou Vocational and Technical College (WZVTC) since 1995, he is now serving as the chief director of Foreign Affairs Office and vice chief director of College Office of WZVTC. Mr Tong has published 15 articles in the field of vocational higher education. He received the first prize of National Teaching Achievement Award.
Mr Liu Haiming holds a BA in Construction Engineering and Information Technology (2005) from Tongji University, MA in Public Administration (2010). Mr Liu has been worked for Wenzhou Vocational and Technical College (WZVTC) since 2002 in several departments including Student Affairs Department and Adult Education College, he is the vice dean of Entrepreneurial College of WZVTC. His main research areas are the innovation and entrepreneurship education of college students and vocational education, hehas published 7 articles and won the third prize of Wenzhou Municipal Science and Technology Progress Award.
Recently, entrepreneurship education is confronted with some problems such as college students’ deficiency in core competitiveness, incompetency in deploying core entrepreneurial resources and lack of core entrepreneurial cultures in higher vocational colleges. Cultivating entrepreneurial innovation talents for new technologies application is a new higher vocatonal education model that coincides with and highlights the characteristics of higher vocational education. The routes cultivating entrepreneurial innovation talents for new technologies application are as follows: clarifying the external needs of “industry-academyresearch- entrepreneurship” integration training model with demand orientation; stimulating its internal needs motivated by interests; consolidating its teaching foundations based on curriculum, enriching its practice platforms by means of technologies.
The seventh session hopes to strengthen citizen engagement in education and community development. It aims to increase the level of participation and citizen engagement in delivering learning and developing a more resilient educational system while strengthening the impact of PPPs and closer collaboration among education actors and stakeholders in creating long-term and sustainable investments in educational development in Southeast Asia.
The following key questions will be answered in this session:
Atty Alberto T Muyot is currently an Undersecretary of the Department of Education, Philippines where he is primarily responsible for legal affairs and School Sites Titling Office. He also supervises the National Council for Children’s Television, an attached agency to the Department. He is also a Commissioner of the National Commission for Culture and the Arts (NCCA), and a board member of the Philippine Health Research Ethics Board (PHREB), the Philippine National AIDS Council (PNAC), the Dangerous Drugs Board (DDB), the Juvenile Justice and Welfare Council (JJWC), COMELEC Advisory Council and the Council for the Welfare of Children (CWC). He is the High Official for the Philippines in SEAMEO. He is also a member of the Governing Board of the SEAMEO Centre for History and Tradition (SEAMEO CHAT), and the Senior Official for Education of the Philippines in ASEAN.
He was formerly the Philippine Representative to the ASEAN Commission on the Promotion and the Protection of the Rights of Women and Children (ACWC). He was also a Child Protection Specialist of the United Nations Children’s Fund (UNICEF) – Manila, Philippines, where he managed the project on Legal Protection and Justice System for Children, which provided assistance to the Philippine Government in enacting laws and building the capacity of the pillars of the justice systems to protect children. Before his ten-year stint at UNICEF, he was the Director of the UP Law Centre’s Institute of Human Rights.
He obtained his Bachelor of Arts (cum laude) from the University of the Philippines in 1980, his Bachelor of Laws (cum laude) also from the University of the Philippines in 1985 and his Master of Laws (DeWitt Fellow) from the University of Michigan in 1991. He was recently awarded the Gawad Alumni by De La Salle-Lipa, his alma mater, and the Gawad Dangal ng Lipi by the Province of Bulacan. He is happily married to Ma. Riza M. Muyot, with whom he has two children, Justin Albert and Melissa Anne.
Public-Private Partnership (PPP) is a bold and insightful concept that has in recent decades erased the line traditionally drawn between the public and private sectors in terms of serving the public through community engagement.mThis paper introduces and discusses an overview of the various possible initiatives that the implementation of PPP can offer to expand the reach and enhance the effectiveness of public-private partnerships and people engagement in any regional or national context for the benefit of the community at large in today’s global village. The specific focus of this paper is the Republic Act 8525 series of 1998, an Act Establishing an “Adopt-A-School Programme” providing incentives and for other purposes. It allows private entities to assist public schools, whether elementary, secondary or tertiary, preferably located in any of the twenty (20) poorest provinces identified by the Philippines’ Presidential Council for Countryside Development. The Philippine Department of Education (DepEd) in collaborative efforts with its private sector partners aims at benefitting both the educators and the educated throughout the Republic of the Philippines that has engaged and continues to engage hundreds of Filipinos of all ages nationwide.
Ms Cecilia Soriano’s educational background includes a Bachelor of Science Degree in Agriculture (major in Agricultural Economics) from the University of the Philippines at Los Baños (UPLB), a Post Graduate Diploma in Education and a Masters in Public Management - Development and Security from the Development Academy of the Philippines.
Ms Soriano is currently serving as Programmes and Operations Coordinator at the Asia South Pacific Association for Basic and Adult Education (ASPBAE). Her previous experiences in the field of education include Executive Director at Popular Education for People’s Empowerment (PEPE) (1999-2006), a radical centre for popular education and cultural engagements towards critical and liberating education with the marginalized people; and National Coordinator at Civil Society Network for Education Reforms (2007- 2012), a national network of organizations doing policy advocacy, research, lobby and campaigns towards the attainment of Education for All. Ms Soriano has also been a Guest Lecturer at the Development Academy of the Philippines since 2012.
For 53 years, the ASPBAE, through its more than 200 member organizations and individuals, has been working on transformative education and the right to quality public education and lifelong learning, especially focusing on the education needs of the marginalized communities.
The presentation will draw lessons from these rich experiences in different country contexts and across time, specifically focusing on the work after the Dakar Declaration in 2000. It will also gather insights from the published documentation of ASPBAE’s education advocacy work in the Real World Strategies and the Civil Society Education Fund as well as the unpublished toolkit on lifelong learning that documented members’ community-based adult education. The key findings can inform civil society organizations’ education work with communities and governments amidst the emerging and constantly changing economic, social and political contexts in Asia-Pacific. These include:
Learner-centred and community-driven education practice with marginalized sectors – What does lifelong learning constitute when working with marginalized children, youth and adults. What investments must be made to significantly address relevant youth and adult education through non-formal education and other pathways to learning? Evidence-based advocacy for quality public education – In the EFA mid-decade assessment done from 2005 to 2008, ASPBAE came out with its citizens’ reports from 10 countries in Asia-Pacific, which focused on education deficits from perspective of marginalized communities. What kind of citizensbased reports need to be done to monitor progress of countries in Education 2030?
Broad-based constituencies and building people’s capacities for education advocacy – CSOs made sure that their education agenda speak for a broad range of marginalized communities – from ethnic children to illiterate women and men, to child and youth labourers, to people caught in armed conflict, etc. What are the lessons learned in effective engagements with governments and capacity building of citizens and communities in advocacy for policy and programme development?Linking national to regional and regional to national
At the regional level, governments see the wisdom of a policy and programme recommendation whose relevance is shared across countries (e.g. the need for global citizenship education, 21st century skills) and that have been proven effective across countries (e.g. multilingual education). In the continuing globalizing world, how can CSOs work towards nationalregional- international linkages that promote better education for peoples in country and build transnational collaboration on shared education issues?
Dr Samphors Vorn has more than 15 years of experience in managing development programmes. Samphors graduated in Bachelor of Accounting, Master of General Management in Cambodia and completed post graduate in educational leadership from ACU National University, Australia.
In 2010, he joined AEA Cambodia and established the number of new education projects in Cambodia. Over 5 year, AEA Cambodia grew its educational project from 3 projects in 5 provinces in 2010 to 9 education project in 25 provinces in 2014. Prior to working with the association, Samphors worked as a lecturer with various universities in Phnom Penh and in the provinces, as well as hold various management positions with numbers of local and international NGOs.
Dr Samphors received Sereiwath Development Medal Award in 2012 and Golden Medal Award in 2009 from Royal Government of Cambodia for his contribution to education and disability development in Cambodia
The Royal Government of Cambodia is increasingly committed to ensuring equal opportunity to access quality education regardless of social status, geography, ethnicity, religion, language, gender and physical form. Although the National Institute for Statistics’ data shows an enrollment rate of 96.4% in 2012-2013, the general consensus is that this does not reflect the situation throughout the country. Furthermore, discrepancies between marginalized and non-marginalized children and urban and rural areas highlight the system’s inadequacy to provide suitable educational services for every child. Drop-out and completion rates stress the need for a relevant and quality education.
Aide et Action (AeA), together with the support of 23 partner organizations and the MoEYS, are implementing the CCOOSC programme. CCOOSC is a nationwide programme which seeks to increase the primary school enrolment and retention rate of children 6 – 15 years old.
Ms Nicole Siegmund is the Principal Advisor for the Regional Fit for School Programme, a programme commissioned by the German Federal Ministry for Economic Cooperation and Development (BMZ) and implemented in cooperation between Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) and the Southeast Asian Ministers of Education Organization (SEAMEO) and its regional centre, SEAMEO INNOTECH. Previously Nicole has worked with the Regional Fit for School Programme over the past four years as a Regional Coordinator for Laos and Cambodia.
Ms Nicole is a nurse by training and holds a masters degree in Health Promotion and Management from the University of Applied Sciences in Magdeburg, Germany. Prior to working with the Regional Fir for School Programme Nicole worked as a nurse in a hospital in Frankfurt, Germany. After finishing her postgraduate degree Nicole worked for the GIZ sector initiative “Disease Prevention and Health Promotion. During this time Nicole was working on the topic of school health and intersectoral collaboration for health, especially with the water/sanitation and education sector.
The Regional Fit for School Programme, commissioned by the Federal Ministry for Economic Cooperation and Development (BMZ), is jointly implemented by Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) and the Southeast Asian Ministers of Education Organisations Regional Centre for Educational Innovation and Technology (SEAMEO INNOTECH). The Programme is implemented in four countries in the region (Cambodia, Indonesia, Lao PDR, Philippines) and provides technical assistance to the Ministries of Education to improve WinS, following the principles of the Fit for School approach. The approach focuses on evidence-based and costeffective interventions, like daily handwashing with soap, toothbrushing or deworming and the improvement of schools as healthy and enabling learning environments.
The presentation will give an overview about the Fit for School Approach and will specifically focus on school-based management and community involvement to stepwise improve WinS, aiming to reach national WinS standards. Recognizing school-based management as an important cornerstone, the Fit for School approach builds on the strength of schools as self-managing entities with the leadership and active involvement of education personnel, as well as the close collaboration with community and parents. Communities can contribute in various ways to improve WinS including the construction of washing facilities, participation in monitoring or repair and maintenance. In this way, even schools with limited resources can implement effective interventions and improve one step at a time.
Water, Sanitation and Hygiene in Schools (WinS) remains a problem in many countries in the region. Access to water, sanitation and hygiene is human right. The programme supports countries in their efforts to improve WinS and to provide a safe and supportive learning environment for every learner in Southeast Asia.
Prof Minoru Morishita holds a BA in Education (1991) and an MA in Education (1993) from Kyushu University. He studied at Chulalongkorn University, Thailand as an exchange student (1995-1996). Since 1990, Mr Minoru Morishita has been engaging in comparative education research in Thailand. Since 1999, Mr Minoru Morishita served as Assistant Professor at Faculty of Mercantile Marine, Tokyo University of Mercantile Marine where he has been in charge of the teacher training course. He then was promoted in Associate Professor (2002) and in Professor (2014). Tokyo University of Marine Science and Technology was born on 2003 as the result of a merger of Tokyo University of Mercantile Marine and Tokyo University of Fisheries. Since then he has been Head of teacher training course of Faculty of Marine Technology. Mr Minoru Morishita has published and co-edited several books and journal articles in the field of comparative education and citizenship education. He is a Board Member and the Assistant of Secretary General of Comparative Education Society of Asia (CESA).
Prof Toshifumi Hirata holds Master Degree of Education in Comparative Education from Hiroshima University in 1981. He has worked for the Department of Social Studies in Faculty of Education, Oita University Japan since 1989. Prof Hirata is currently a professor of Faculty of Education, Oita University, and teaching Social Studies. In 2007, Prof Hirata published the book “Comparative Study of Citizenship Education in Japan and Thailand, “and in 2017 published the book “ Citizenship Education in ASEAN Community.” (Both in Japanese)
Citizenship education could be pointed as one of the important challenges in globalization and in ASEAN Community. This paper is based on a research project supported by JSPS KAKENHI Grant Number JP22252007. The theme was ”Comparative Study on Citizenship Education and Education for ASEANness in Ten ASEAN Countries”. One of the purpose is to view the future situation of Citizenship Education in each country by means of a Delphi survey (questionnaire survey to the experts on Citizenship Education; teachers, educational supervisors, school directors, researchers and so on), which is a research method to foresee the future situation. From 2012 to 2013, our group conducted this method in ASEAN countries, namely Brunei Darussalam, Cambodia, Indonesia, Laos PDR, Malaysia, Philippines, Thailand, and Vietnam. In this questionnaire, experts in each country answered the degree of achievements of citizenship characteristics at present and the citizenship characteristics that should be achieved 10 years later in the aspects of knowledge and understanding, skills and abilities, and values and attitudes. As the results, we found diversity among the expectations 10 years later in those countries. However, there are commonalities in some citizenship qualities. For example, knowledge and understanding on environment, coexistence, and democracy are high expectations in several countries. Regarding the questions on the age when the students should study characteristics, we found variety of tendency in those countries. There are countries which qualities are well-balanced allocated by ages (Malaysia, Philippines), countries which most of qualities are allocated in lower age (Thailand, Brunei), a country which most of qualities are allocated in lowest age or highest age (Viet Nam), and countries which have difficulties to make consensus (Cambodia, Indonesia, Laos). The results could be useful for curriculum reform on citizenship education and education for ASEANness in those countries.