Assessment for Quality Education: Southeast Asia Primary Learning Metrics (SEA-PLM)
What is SEA-PLM? • The SEA-PLM serves the goal of improving quality of education through system level monitoring of learner achievements • The initiative aims at supporting SEAMEO Member Countries to better measure and understand the status of learning achievement amongst the general population and for specific groups
Filling the gap PIRLS, PISA, TIMSS, and EGRA have global presence ... ASER PASEC Uwezo SEA-PLM LLECE PILNA SACMEQ ... whereas others have had a regional focus
Why regional? • Focus on common issues and interests of the region • Be part of the process of development from the start • Gain support from local regional institutions • Create and enhance networks with neighbouring Countries • Share ideas and techniques with neighbours • Implement capacity building more effectively
Target population- Starting with Primary Grade 5
Unique Features • The only assessment at regional scale designed to measure progress in relation to the values and curricula of the Southeast Asian region • First assessment in the world to assess writing across languages • The only assessment in region to date to assess foundations of global citizenship and Southeast Asian values
Global Citizenship (1/3) Global Citizenship Education (GCED) has emerged as a high priority for schools, universities and Governments across the globe to address the learning needs of an increasingly globalised population. Often described as ‘peace education’, ‘moral’ or ‘social education’, GCED epitomises the founding mandate of UNESCO: To build lasting global peace, and is a strategic priority for its education programme 2014-2017. Accordingly, SEAMEO, UNICEF and Partners have decided to include this domain as an integral part of the SEA-PLM.
Global Citizenship (2/3) • Global citizens appreciate and understand the interconnectedness of all life on the planet. They act and relate to others with this understanding to make the world a more peaceful, just, safe and sustainable place. • The SEA-PLM Global Citizenship Framework distinguishes between the following three content sub- domains: Global citizenship systems, issues and dynamics; Global citizenship awareness and identities; and Global citizenship engagement.
Global Citizenship (3/3) • A student questionnaire was determined as the most appropriate and feasible instrument to measure the socio-emotional learning outcomes (attitudes and values) associated with global citizenship. • Examples: Attitudes and values of students towards students with disabilities, climate change, level of identity and identification with other children locally/regionally/globally, and interactions between communities.
36 th SEAMEO Key moments High Officials Meeting Desk Review (Feb. 2014) Completed Regional • Progress on (Dec. 2013) Experts Phase I • SEAMEO Reference was Working Group Group (RERG) INNOTECH: presented established Primary school established and full (Beginning of curricula in (Sept. 2013) endorsement 47 th SEAMEO 2013) Southeast RERG convened of plan for Asian Countries Council Members: a Regional Phase II was Conference SEAMEO Secre- Expert Seminar • ACER: given (SEAMEC) tariat, SEAMEO (Primary Grade Experiences INNOTECH, 5; literacy, 35 th SEAMEO (March 2013) with primary • Proposed UNICEF numeracy & High Officials candidates for learning metrics Ministers EAPRO,UNESCO global Phase 2: Meeting (HOM) – and with PISA approved the (UIS and EPR citizenship) Brunei (Nov. 2012) and TIMMS – in concept note Units), ACER, UN Darussalam, the region Proposal on and plan ESCAP Statistics Lao PDR, development of Division to complete Malaysia, SEA-PLM & Plan Phase I in Philippines & for Phase I to be 2013 and to Thailand completed in propose 2013 was Phase II at presented and 36 th HOM endorsed
Key moments (contd.) • First Field Trial -Field Operations in Brunei Planning & Data Darussalam (contd.) Management Item (Nov. 2015) Workshop Development (Aug. 2015) - Workshop (June • Field Trial 2015) Field trial • 48 th SEAMEC in 2016 – Countries: • Test items were (May 2015) Cambodia, Brunei developed: Updates on the Lao PDR & Reading & Darussalam implementation Myanmar • 37 th HOM writing; & Cambodia, of SEA-PLM was (Nov. 2014) - mathematics Lao PDR& • Coding presented and Updates on Myanmar Training SEA-PLM the SEAMEO • Items for Workshop implementation questionnaires: Council -In other SEAMEO (Aug. 2016) – were presented Global expressed Brunei Meetings (e.g. citizenship; -Launching support • Domain Darussalam, students; CDM, EC, GBM, Ceremony of • Country Visits: Technical Cambodia & teachers; HOF) -Updates on SEA-PLM (Oct. Cambodia (Feb. Review Panels Lao PDR principals; & 2014) SEA-PLM 2015), Lao PDR (DTRP) Meeting parents implementation -SEA-PLM (March 2015), (Feb. 2015) - • Field Trial were presented Regional Brunei Draft framework in 2017 – Consultative Darussalam was developed: Malaysia, Meeting (4-5 Nov. Reading & (May 2015) & -ASEAN WorkPlan writing; Philippines & 2014, SEAMEO Myanmar (Oct. (2016-2020) mathematics; & Vietnam RECSAM) 2015) global citizenship
SEA-PLM Vision “SEA -PLM will contribute towards improving and redefining learning outcomes by providing a regional culturally appropriate metric and thereby towards a more equitable and meaningful education for all children across the region”
UNICEF East Asia and Pacific: Priority Areas • Aim: Strengthen equity agenda and include learning outcomes in the equity analysis • UNICEF EAP: “Enhanced access to inclusive and quality learning for all children” • Indicator: “Number of countries utilizing data derived from the Southeast Asia Primary Learning Metrics to inform policies” • Linked to OOSC, inclusive education, minimum standards, teacher education & curriculum reform
Factor affecting programme logic development (contd.) From 2012: Thematic focus influenced by global developments, including Learning Metric Task Force (LMTF): • Literacy • Numeracy • Global Citizenship
Factor affecting programme logic development (contd.) Regional Post-2015 Agenda: Bangkok Statement : “Quality in education will be supported also by learning environments that are safe, healthy, gender-sensitive, inclusive and conducive to learning, mother tongue-based multilingual education and comprehensive monitoring and quality assurance systems”
Factor affecting programme logic development (contd.) Global Post-2015 Agenda: WEF Declaration : “We commit to quality education and to improving learning outcomes, which requires strengthening inputs, processes and measuring progress”
Sustainable Development Goal (SDG): Measuring learning outcomes 4.1 “By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes”
Sustainable Development Goal (SDG): ASEAN values and life-skills 4.7 “By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development”
Implementing partners • SEA-PLM is led by SEAMEO & UNICEF with technical Political expertise by ACER • Each organization (SEAMEO) provides support at regional & Country level • These three Technical Program elements (political/program/ (ACER) (UNICEF) technical) ensures a solid foundation for SEA-PLM
Organizational structure
Geographic roll out 2020 : A regional metric for all SEAMEO Member Countries 2015 - 2018 : At least 7 SEAMEO Member Countries will have done field trials and main surveys, including: Brunei Darussalam, Cambodia, Lao PDR, Malaysia, Myanmar, Philippines and Vietnam
Project Outcomes • Enhanced capacity to generate and analyse assessment data at regional, national and sub-national levels • Enhanced capacity to utilise assessment data for education improvement and more equitable learning outcomes at regional, national and sub-national levels • Enhanced ASEAN integration in terms of approaches to assessment, with initial focus on Primary Grade 5 in the domains of reading, writing, mathematics and global citizenship
Concluding thoughts • Strong political leadership & commitment • Accommodation to Government priorities & planning cycles • Comprehensive communication strategy • Clear and coherent coordination mechanism • High quality and predictable technical leadership (ACER) to ensure survey meets international standards • Capacity development • Commitment to utilization of the data • Adequate and predictable funding
Thank you www.seaplm.org
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