About ICE2017 Theme

Education is one of the most important cornerstones of self-sufficiency. It lies in the heart of capacity building, specifically of human development. It plays a vital role in providing inclusive development, contributing to the enhancement of regional competitiveness, improving the quality of people’s life, equipping Southeast Asia Region with greater technologies and creating a knowledge-based society. In Thailand, His Majesty King Bhumibol Adulyadej has been promoting self-reliant and sustainable concept since 1950’s. His self-sufficient economy philosophy is based on moderation, reasonableness, risk management, knowledged virtues in leading one’s life.

The international Community adopted the Sustainable Development Goals in 2015, including one for education (SDG4- Education 2030), calling for a more equitable, inclusive and quality lifelong learning for all. Similarly, the Ministers of Education of Southeast Asia launched the SEAMEO New Education Agenda based on seven priority areas for the next 20 years (2015-2035) as follows: 1) Early Childhood Care and Education, 2) Addressing Barriers to Inclusion, 3) Resiliency in the Face of Emergencies, 4) Promoting Technical and Vocational Education and Training (TVET), 5) Revitalising Teacher Education, 6) Promoting Harmonisation in Higher Education and Research, and 7) Adopting a 21st Century Curriculum. With the view of achieving sustainability of the region, there should be a more effective and thorough interconnected operation between SEAMEO Member Countries and education partners to pursue regional goals.

Bringing along together the regional commitments to ensure the equity and opportunities for all, the theme chosen for the congress, Making a Difference: Shaping a New Learning Paradigm for a Sustainable Southeast Asia, aims at providing a wisdom platform for education actors, both national and international level, to reflect how the shared experience of Southeast Asian countries can help enhance new teaching and learning paradigms that would reproduce best their self-understanding, levitate competitiveness and strengthen their social values. It also provides an opportunity for education actors to shape new learning paradigms in which academic, social and cultural virtues as well as values will shape not only personal character but also the moral fiber of a knowledge-based society in order to form a balanced and resilient learning society that the regional citizens can cope with global demands and challenges for human well-being as its ultimate goal.

Sub-Theme 1: Teachers Education and Lifelong Learning


Discuss the need for teacher education reform in Southeast Asia to ensure the improvement in the quality and quantity of teacher training in which pre-service and in-service teachers would intensively develop their teaching approaches towards continuous learning.

Key Questions

What are the models for teacher education reform in pre-service and in-service training?

What policies and regional pogrammes are needed to reform teacher education to make it attractive and keep the teachers motivated and dedicated?

How do we best manage and entice highly qualified high school graduates to teacher education and nurture their desire for this noble profession?

Sub-Theme 2: Making Accessible and Inclusive Quality Education Happen


Address barriers to inclusive education by removing constraints that limit access to basic learning opportunities, with particular focus on gender inequality, socio-economic disparities, cultural minorities and indigenous people, children with special needs and in conflict with the law and communities in remote areas.

Key Questions

What is inclusive education? What are the key parameters in determining and shaping inclusive education strategies? What are the social advantages that inclusive education can contribute to human development in SEAMEO Member Countries?

What are the identified barriers and constraints that limit access of education? What best practices have been successfully undertaken in removing these constraints? What changes in the existing learning paradigms are required in order to provide a durable solution to the existing gaps in inclusive education?

What policies and interventions have current education actors and stakeholders have undertaken in response to the need for inclusive education at the local, national, regional and international levels? What type of partnership arrangements can be pursued with the aim of promoting inclusive education?

Sub-Theme 3: Enhancing Regional Competitiveness through STEM Education


Share views and perspectives on how a more focused Science, Technology, Engineering and Mathematics (STEM) teaching and learning would impact the learning outcomes of the learners and identify priority areas of development in innovating existing pedagogical approaches and shaping new learning paradigms.

Key Questions

What specific innovative strategies and model practices in Science, Technology, Engineering and Mathematics (STEM) teaching and learning have made significant impact in improving learning outcomes in Southeast Asian countries? On the overall, how did these interventions positively impact the quality of learning?

What identified gaps and challenges prevent affect the mainstreaming of STEM education as a primary component in developing new learning paradigms? In what way will an intensified focus on STEM education contribute to the improvement of the quality of education in Southeast Asian schools? In the long-term, how will a STEM-focused educational curriculum enhance manpower competitiveness in the region?

What action steps can education actors and stakeholders carry out in order to encourage the prioritization of STEM education? What innovations in curriculum development, teacher training and learning paradigm can they undertake in order to strengthen STEM education in Southeast Asia?

Sub-Theme 4: Digital Learning in a Borderless World


Promote alternative delivery of education through diversified learning modes of using information and communication technology (ICT), online learning and electronic learning and introduce learners to the technology of digital classrooms.

Key Questions

What are the existing policies, standards and practices in the integration of digital learning into the education system? In what way did the application of these digital tools enhance and improve the teaching and learning capabilities in Southeast Asian countries?

What innovative strategies or model practices resulting from the application of digital learning that can contribute towards a closer integration among the educational systems among SEAMEO Member Countries? Taking into consideration the increasing role of technology in the transfer and sharing of knowledge, how will digital learning further impact the creation of new learning paradigms?

What implementable policies and strategies in ICT-based learning can SEAMEO Member Countries learn from each other in order to improve manpower competencies in their respective countries? How can ICT-based education contribute towards the realization of a closer regional integration in Southeast Asia?

Sub-Theme 5: Education in Emergencies and the Role of School Community


Address the need to enhance education system in response to natural and/or manmade emergencies, hazards and disasters as well as promote resilience education in order to strengthen community responsiveness.

Key Questions

How do educational institutions effectively anticipate, respond, cope with and manage and overcome crisis?

What are the development initiatives on capacity development from educational planning, curriculum enhancement, teacher professional development developed by member countries to respond to many environmental challenges?

What are the policies and programmes for SEAMEO member countries to strengthen resilience of the education system in promoting social cohesion and comprehesive school safety?

Sub-Theme 6: Bridging Skills Development for Global and Local Demands


Review policies on solving the knowledge and skills gap in Southeast Asian countries and share strategies on how to bridge the output of skills development with the manpower requirements of global market, with particular focus on enhancing professional education and vocational training particularly in secondary level and higher education level.

Key Questions

What are the priority knowledge and skills that need to be produced in order to meet the demands of the global and regional markets? In what specific aspects are the qualification standards of these priority knowledge and skills consistent with the requirements of global and regional markets?

What innovative strategies or model practices can be considered in ensuring the competitiveness of the professional and skilled manpower in Southeast Asia? How can new learning paradigms further enhance professional and vocational education in view of growing manpower demand?

What interventions have education actors and stakeholders undertaken in order to bridge the existing knowledge and skills gap? What specific areas for collaboration can SEAMEO Member Countries work together in ensuring the quality of professional education and vocational training?

Sub-Theme 7: Strengthening Citizen Engagement in Education and Community Development


Increase the level of participation and citizen engagement in the delivery of learning and in developing a more resilient educational system and strengthen the impact of public-private partnerships and closer collaboration among education actors and stakeholders in creating long-term and sustainable investments in education development in Southeast Asia.

Key Questions

What role can individual citizens and the private sector play in addressing current gaps and challenges in the field of education? In what way can the private sector enhance both formal and non-formal learning strategies and contribute towards achieving higher effectiveness and efficiency in educational institutions in Southeast Asia?

What are the existing standards in implementing private-public partnerships in the field in education in SEAMEO Member Countries? What innovative strategies or model practices in private-public partnerships have been undertaken with the aim of improving access to quality education? In what way will increase private-public partnerships contribute in shaping new learning paradigms?

What are the potential areas for closer collaboration between the private sector and education actors and stakeholders? What action steps can education actors and stakeholders carry out in order to encourage the increase of private-public partnerships in the field of education?