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Issue 4 March 2009 Southeast Asian Ministers of Education Organization SEAMEO EDUCATION AGENDA Issue 4 l March 2009 Reaching the unreached in Southeast Asia Touching lives through community involvement Keeping the Mon legacy alive Environmental Education: Malaysia’s Experience www.seameo.org

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Page 1: Global Solution -  · PDF fileAmpang, Ipoh, Perak, Malaysia ... Swee Lian, Ivy, a pediatrician and geneticist, and they have four children. As Minister for Education, Dr Ng is

w w w.worlddidacasia.com

For more information, please contact: • Mr. Beat Jost at

In 2009, Worlddidac Asia will make a grander return as the prominent public stages for the education community to cherish the good practices, enhance the quality and equity of education, and explore the linkage, collaboration and partnership cross-nationally and regionally. The event will enhance the educational excellence in Thailand and Asia by presenting innovative educational materials, media and technologies from over 120 exhibitors from across the globe.

• Presentation Technology • Printed and Published Products • School, Lab and Conference Furnishing • Multimedia Technologies • Occupational Field • Digital Printing and more.

Also highlighted as co-located function is the 3rd Asia Education Leaders Forum to show a positive sign for education in Asia as honorable speakers from all over the world are pleased to take part in this rare opportunity with their visionary presentations and case studies.

Tel: +41 31 311 76 82, Fax: +41 31 312 17 44, Email: [email protected] (for exhibitors in Europe and America) Ms. Kornsawan or Ms. Rawipan at Tel: +662 686 7247, 686 7220, Fax: +662 686 7288

Global Solution Asia’s Educational Revolution

Co-located with:

Queen Sirikit National Convention Center

Organized by:Supported by:

Southest Asian Ministers of Education Organization Secretariat (SEAMEO Secretariat)

Co-organized by:

WORLDDIDAC - The World Association of Publishers, Manufacturers and Distributors of Education Materials www.worlddidac.org

Issue 4 March 2009 Southeast Asian Ministers of Education Organization

SEAMEO EDUCATION AGENDA

Issue 4 l March 2009

Reaching the unreached in Southeast Asia

Touching lives through community involvement

Keeping the Mon legacy alive

Environmental Education: Malaysia’s Experience

www.seameo.org

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SEAMEO Education Agenda �

PROFILES CONTENTS

SEAMEO Education Agenda Issue 4 | March 2009 ISSN 1905-8225 Executive Editor : Dato’ Ahamad bin Sipon, PhD Editorial Advisory Board : Wahdi S A Yudhi, PhD Tinsiri Siribodhi, PhD Editorial Team : Kevin C Kettle Abigail Cuales Lanceta Pimratchada Patanasuthikul Advertising : Piyapa Su-angavatin Editorial and Business Correspondence : SEAMEO Secretariat Mom Luang Pin Malakul Centenary Building 920 Sukhumvit Road, Bangkok 10110, Thailand Tel : +66 (0) 2391 0144 Fax : +66 (0) 2381 2587 E-mail : [email protected] Printed by Amarin Printing & Publishing PCL 65/15 Chaiyaphruk Road, Taling Chan, Bangkok 10170, Thailand SEAMEO Education Agenda magazine is a publication of the SEAMEO Secretariat. Any use of the contents of this publication without the written permission of the publisher is strictly prohibited. The magazine does not necessarily subscribe to the opinions expressed by its contributors. The presentation of facts concerning the situations of countries and their governments does not imply the expression of any opinion on the part of the publisher.

04 Editor’sNote05 AboutSEAMEOPROFILES06 MinisterforEducation,EmploymentandWorkplaceRelations–Australia07 MinisterforEducation–Singapore08 MinisterofEducation–Thailand09 MinisterofEducation–Timor-Leste10 PermanentSecretary–BruneiDarussalam11 DirectorGeneralofEducation–Cambodia12 SecretaryGeneral–Indonesia13 ActingDirectorGeneral–LaoPDR14 SecretaryGeneral–Malaysia15 UndersecretaryofEducation–Philippines16 PermanentSecretary(Education)–Singapore17 PermanentSecretary–Thailand18 DirectorGeneral–Timor-Leste19 DirectorGeneral–Vietnam20 ActingDirector–SEAMEOCHAT,Myanmar21 Director–SEAMEOSEAMOLEC,IndonesiaPERSPECTIVE22 ThoughtsonPersonalLeadership24 Australia’sProvisionofHigherEducationinThailand:Acase-studyofpossible culturaldifferencesindecision-making28 EnvironmentalEducationandSchoolNatureClub:Malaysia’sExperienceISSUES29 SoutheastAsianCountriesinOneAccordtoReachtheUnreachedand theUnderprivileged31 KeepingtheMonLegacyAlive35 TouchingLivesthroughtheSEAMEOCommunityInvolvementProgrammeREPORT37 SEAMEOSecretariatandUNESCOBangkokRegularJointMeeting39 31stSEAMEOHighOfficialsMeeting41 SEAMEOCentreDirectorsMeeting200843 CalendarofSEAMEOEvents&Activities

Cover : Pupils enjoy an outdoor activity during a school assembly at Sekolah Kebangsaan Sri Ampang, Ipoh, Perak, Malaysia

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� SEAMEO Education Agenda

ThefirstthreeissuesoftheSEAMEOEducationAgendafeaturedprofilesoftheeducationministersoftheSEAMEOMemberCountries,AssociateMemberCountries,officialsoftheAffiliateMember,andtheSEAMEOCentreDirectors.Inthisissue,wegivetributetotheSEAMEOHighOfficialsofthe11SEAMEOMemberCountriesthatcomprisepermanentsecretaries,directorgenerals,secretarygeneralsandundersecretariesoftheMinistries/DepartmentofEducation.Timeunfoldsandnewleadersemerge.FeaturedalsointheprofilepagesarethenewEducationMinistersofAustralia,Singapore,ThailandandTimorLeste;aswellasCentreDirectorsofSEAMEOCHATandSEAMEOSEAMOLEC.AccompanyingstoriesandfeaturesincludenewavenuesthattheSEAMEOMemberCountriesaretreadingtocontributetotheattainmentoftheEducationforAllGoalsinSoutheastAsiasuchasthecollaborativeefforttoreachtheunreachedandunderprivilegedineducation,useofmothertongueasbridgelanguageofinstruction,andprovidinglifelonglearningskillsthroughschoolandcommunityinvolvement.Severalarticlespresentperspectivesforreflectiononareassuchasleadership,andculturaldifferencesindecision-making,andenvironmentaleducation.Thiscopypresentsmultipleissuesandperspectives.Itisamixofnewandold.ItisourhopethatonitspagesyoufindthethreadsofinspirationthatsignalthevigorousquestforstrengthenedcooperationineducationforabetterqualityoflifeinSoutheastAsia.KevinCKettleChiefEditor

Editor’s Note

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TheSoutheastAsianMinistersofEducationOrganization(SEAMEO)isaninternationalandintergovernmentalorganizationestablishedin1965topromoteregionalcooperationineducation,science,andculture.Its11MemberCountriesincludeBruneiDarussalam,Cambodia,Indonesia,LaoPDR,Malaysia,Myanmar,Philippines,Singapore,Thailand,Timor-Leste,andVietnam.Itembodies8AssociateMemberCountries:Australia,Canada,France,Germany,theNetherlands,NewZealand,Norway,andSpain;andoneAffiliateMember,theInternationalCouncilforOpenandDistanceEducation(ICDE).TheSEAMEOCouncil,theOrganization’sgoverningbody,iscomposedofthe11MinistersofEducationoftheSEAMEOMemberCountries.TheCouncildeterminesthegeneralpoliciesandstrategicdirectionsoftheOrganization.TheSEAMEOSecretariat,basedinBangkok,Thailand,istheheadquartersandexecutivearmoftheCouncil.Overthepastthreedecades,SEAMEOhasdeveloped15specialistinstitutionsin8ofits11MemberCountriesthatprovideregionalleadershipinhumanresourcedevelopmentandthediverseexpertisethattheyofferinlearning,healthandenvironment,andagricultureandnaturalresources.TheseSEAMEOUnitsarecloselylinkedwiththeeducationalenvironmentofthecountryhostingthem.EachSEAMEORegionalCentrehasitsowngoverningboardswitharepresentativefromeachMemberCountrythatreviewstheCentres’operationsandbudgetandsetstheirpoliciesandprogrammes.TheCentresmaintainSEAMEO’sworkandaspirationstonurturehumancapacitiesandexplorethefullestpotentialsofpeopleintheregionthroughqualityandequityineducation,preventivehealth,cultureandtradition,training,research,informationandcommunicationstechnology,languages,povertyalleviation,andagriculturalnaturalresources.Sinceitsinception,theSEAMEOhasnotonlybecometheoldestcharteredintergovernmentalorganizationservingtheSoutheastAsianregionbutalsoSoutheastAsia’slargest,longestexisting,andmostdependableproviderinhumanresourcedevelopment.SEAMEO Secretariat TheSEAMEOSecretariatistheexecutivearmoftheSEAMEOCouncilandtheHeadquartersoftheOrganization.BasedinBangkok,Thailand,theSecretariatisheadedbyaDirectorwhoisthelegalandadministrativerepresentativeoftheOrganization.TheDirectorissupportedbyateamofprofessionalstaffrecruitedfromMemberCountriesandagroupofgeneralstafffromthehostcountry.SEAMEO Units TheSEAMEOhas15specialistinstitutionsthatundertaketrainingandresearchprogrammesinvariousfieldsofeducation,science,andculture.EachRegionalCentrehasaGoverningBoardcomposedofsenioreducationofficialsfromeachSEAMEOMemberCountry.TheGoverningBoardreviewstheCentres’operationsandbudgetandsetstheirpoliciesandprogrammes.

About SEAMEO

SEAMEO Education Agenda �

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� SEAMEO Education Agenda

PROFILES

FollowingtheAustralianFederalElectiononthe24thofNovember2007,theHonourableMsJuliaGillardwassworninasAustralia’sDeputyPrimeMinister.ShehasthreeMinisterialappointmentsastheMinisterforEducation,theMinisterforEmploymentandWorkplaceRelationsandtheMinisterforSocialInclusion.JuliaGillardwasborninWales,migratingtoAustraliawithherfamilyin1966.ShestudiedartsandlawattheUniversityofAdelaidebeforebeingelectedasnationaleducationvicepresidentoftheAustralianUnionofStudents(AUS)in1983andsubsequently,thenationalpresidentoftheAUSinthesameyear.MsGillardbeganworkasasolicitorwiththelawfirmSlaterandGordoninMelbourne,Australiaandbecameapartnerin1990.From1996to1998sheservedasChief-of-StafftothethenOppositionLeaderoftheStateofVictoria,JohnBrumby.ShewasfirstelectedtotheAustralianparliamentin1998.MsGillardisthehighestrankingwomaninthehistoryoftheAustraliangovernment.HavingassumedtheroleofActingPrimeMinisterinlate2007andearly2008,shebecamethefirstwomaninAustralia’shistorytobeinthePrimeMinisterialrole.

Ms Julia Gillard Deputy Prime Minister Minister for Education Minister for Employment and Workplace Relations and Minister for Social Inclusion Australia

Minister for Education Ms Julia Gillard at a school visit

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Minister Ng Eng Hen at the Singapore MOE ExCEL Fest 2008, an annual platform to showcase innovations in teaching and learning in schools

SEAMEO Education Agenda �

PROFILES

Dr Ng Eng Hen Minister for Education Ministry of Education Singapore

DrNgEngHenwasappointedMinisterforEducationon1April2008.HewasalsoreappointedSecondMinisterforDefence,apositionhehasheldsinceJuly2005.AMemberofParliamentsinceNovember2001,DrNghasheldpreviousportfoliosinEducationandManpowerandispresentlyDeputyLeaderoftheHouse.AsMinisterofStateforEducationfrom2002,andthenasSecondMinisterforEducationfrom2004,heledtherestructuringofSingapore’stertiaryeducationsector,aswellasthePolytechnicSectorReview.HewasalsoinstrumentalintheestablishmentoftheDuke-NUSGraduateMedicalSchoolin2005tonurtureclinicianscientists.Priortohispoliticalcareer,DrNgpracticedasaconsultantsurgicaloncologistinSingaporeafterhistrainingatMDAndersonCancerCentre,Texas,USA.HereceivedhisM.B.B.SwithdistinctionsinSocialMedicineandPublicHealthin1982

andMasterinMedicine(Surgery)in1987fromtheNationalUniversityofSingapore.HeisafellowoftheRoyalCollegeofSurgeons,EdinburghandmemberoftheAmericanSocietiesofSurgicalOncologyandClinicalOncology.HeismarriedtoDrLimSweeLian,Ivy,apediatricianandgeneticist,andtheyhavefourchildren.AsMinisterforEducation,DrNgiscommittedtosharingSingapore’seducationexperienceswithSEAMEOMemberCountriesandalsolearningfromtheirbestpractices.SomekeyareasincludetheuseofICTtobetterengagelearning;MathematicsandScienceeducationandmoreeffectivestrategiesintheteachingofforeignlanguages.Giventhecrucialrolethatteachersplayinthedeliveryofqualityeducation,MinisterNghasplacedstrongemphasisondevelopingaprofessionalteachingworkforceandgroomingfutureschoolleaders.

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� SEAMEO Education Agenda

PROFILES

MrJurinLaksanavisitistheMinisterofEducation,MinistryofEducationThailand.HeisalsothecurrentDeputyLeaderoftheDemocratPartyinthecountry.BeforehisappointmentaschiefoftheMinistryofEducation,hehasworkedforotherMinistriesincludingDeputyMinisterofCommerceandDeputyMinisterofAgricultureandCooperativesin1992and1994,consecutively.Inhispoliticalcareer,hebecameSpokesmanoftheDemocratPartyfrom1989to1992.HewasalsotheChairmanoftheGovernmentWhipandatthesametime,theMinisterofthePrimeMinister’sOfficefrom1997to2000.HeassumedchairmanshipoftheOppositionWhipin2001beforehetookonhiscurrentroleasDeputyLeaderoftheDemocratParty.MrJurinLaksanavisitholdsaBachelorsdegreeinPoliticalSciencefromThammasatUniversityandaMastersdegreeinPublicAdministrationfromtheNationalInstituteofDevelopmentAdministration.HewasdecoratedtheKnightGrandCordon(SpecialClass)oftheMostExaltedOrderoftheWhiteElephant.

Mr Jurin Laksanavisit Minister of Education Ministry of Education Thailand

Minister Jurin Laksanavisit confers with SEAMEO Secretariat Director Dato’ Dr Ahamad bin Sipon and Permanent Secretary Dr Chinnapat Bhumirat

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SEAMEO Education Agenda �

PROFILES

Dr João Câncio Freitas Minister of Education Ministry of Education

Democratic Republic of Timor-Leste

DrJoãoCâncioFreitasistheMinisteroftheMinistryofEducationoftheDemocraticRepublicofTimor-Leste.PriortohisappointmentasMinisterofEducation,DrFreitaswastheChancellorandDirectoroftheDiliInstituteofTechnologyandatthesametimetheDirectorandResearchFellowfortheCentreofAppliedResearchandPolicyStudiesinDili,Timor-Leste.DrFreitasfirstgraduatedfromtheUniversityofBrawyayainMalang,Indonesiain1992.HelaterreceivedaMaster’sDegreeinPublicSectorManagementfromtheVictoriaUniversity,Melbourne,Australia,in1999;andaPhDinGovernmentandBusinessManagementatthesameUniversityin2002.Since1999,DrFreitashasconsultedforvariousinternationalandnationalorganisationsincludingtheWorldBank,AsianDevelopmentBank,UNTAET,UNDP,CIDA,GETZ,USAIDandAusAid.HeisfluentinTetum,Portuguese,BahasaIndonesiaandEnglish.DrFreitashasvowedtoimprovetheeducationalpossibilitiesofallTimoresecitizensbyprovidingqualityeducation-qualityteachers,qualityfacilitiesandqualityresources.

Thenine-yearBasicEducationPolicyhasnowbecomeanintegralpartofthenewTimor-LesteGovernmentplatform.DrFreitasfirmlybelievesineducationasthecornerstoneofnationaldevelopmentandthattheprovisionofaqualityeducationsystemshouldtakeintoaccounttheculturalandsocietalcontextinwhichitexists.Atthesametime,DrFreitashasintroducedmajorstructuralchangestotheeducationsysteminTimor-Lesteincludingmajorrecruitment,appointmentandadministrativeadjustmentsthathavebothrejuvenatedandrevitalisededucationthroughoutTimor-Leste.Literacyandnumeracyhavebeenidentifiedasmajorcurriculumissuesthatneedtobeaddressedurgently.ToimprovetheeducationsysteminSoutheastAsia,DrFreitasbelievesintheneedtostartwiththefundamentals.Thatis,basiceducationneedstobecompulsory,universalandfreeandshouldnotonlybeprovidedbutalsoenforcedbygovernments.Aswell,thereisaneedtohavequalityeducationadministrationthatnotonlyaddressesissuesefficientlybutalsodisplaysinitiative,capabilityandprofessionalism.

Thedevelopmentofaneducationalsystemthatallowsfortransferenceofacademiccredits,mobilityofteachersandstudentsandcurriculumsthatarealignedinobjectivesandevaluationshouldalsobeintheinterestsofSEAMEOMemberStatesandtheirpeople.DrFreitasviewsthedevelopmentanddeliveryofaqualityeducationsystemasparamounttoimprovingeducationinSoutheastAsia.Byquality,DrFreitasreferstoaneducationsystemthathasskilledandtrainedteachers,motivatedstudents,relevantandwellresearchedresources,safeandsecurephysicalsurroundings,efficientandprofessionaladministrationand,aboveall,apositivelearningenvironment.

Minister of Education in a Ceremony in Aileu District

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10 SEAMEO Education Agenda

PROFILES

Datin Paduka Dayang Apsah Binti Haji Abdul Majid Permanent Secretary (Core Education) Ministry of Education Brunei Darussalam

AsaSEAMEOHighOfficial,DatinPadukaDayangApsahbintiHajiAbdulMajidiscommittedtowardsexcellenceofeducationinBruneiDarussalamandtheSoutheastAsianregion,ingeneral.ShestartedherservicewiththeGovernmentofHisMajestytheSultanandYangDi-PertuanofBruneiDarussalaminAugust1978asanEducationOfficer.ShebecameoneofthefirstwomenprincipalsinBruneiDarussalam.ShewasschoolheadoftheDuliPengiranMudaAlMuhtadeeBillahSixthFormCollegeandBerakasEnglishSchoolsfrom1982to1996.ShesoonrosefromtheranksoftheeducationalpositionhierarchyintheMinistryofEducation,startingastheAssistantDirectoroftheSecondarySectionoftheDepartmentofSchoolsfrom1996to1997;thenAssistantHeadoftheSpecialEducationUnitandSpecialDutiesOfficeroftheBruneiDarussalamNationalAccreditationCouncil,bothin1998.ShetookonthepostsofDirectorofSchoolsandDirector-GeneralofEducationfortwoyearseachfrom2002to2006.Thefollowingyear,shebecametheDeputyPermanentSecretary(CoreEducation).Twelvemonth’slatersheassumedhercurrentposition.Shefirstgraduatedin1977withaBA(Hons)inEconomicsfromtheLanchesterPolytechnic(nowknownastheUniversityofCoventry),UnitedKingdom.Shefurtheredherstudieswithapost-graduateCertificateofEducationin1979andaDiplomainEducationalAdministrationin1989,bothfromtheInstitute

ofEducation,Singapore.Lateron,shepursuedanMScinEducationfromStJohnUniversity,USAin1995.AstheSeniorOfficialrepresentingBruneiDarussalaminSEAMEO,shehasservedasGoverningBoardMemberofSEAMEOINNOTECHwhereshehasparticipatedinmanydiscussionsandcontributedvaluableinsightsonissuesofteachingandlearninginSoutheastAsia.BeinginthepositiontoinfluenceandimproveeducationinBruneiDarussalam,shesaidthattheMinistry’smainchallengeisteachingtheEnglishlanguagetotheyouthofthecountry.Shebelievesintheimportanceofthelanguagefortheyouthtodobetterinschoolandinlife.

The picture shows the Minister of Education, Deputy Minister of Education and Datin Apsah, the Permanent Secretary (Core Education) dedicated and caring towards the pupils’ welfare even during the recent flooding period affecting some schools

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SEAMEO Education Agenda 11

PROFILES

SEAMEO Education Agenda 11

Mr Koeu Nay Leang Director General of Education Ministry of Education, Youth and Sport Kingdom of Cambodia

MrKoeuNayLeangistheDirectorGeneraloftheMinistryofEducation,YouthandSportofCambodia.Priortothispost,hewastheDirectorofthePublishingHouseoftheMinistryofEducation,YouthandSport.Hewasalsoateacherformanyyears.AsaSEAMEOHighOfficial,MrKoeuNayLeangisdeterminedtotapthemanyopportunitiesforlinkingCambodia’seducationreformprocesswithsomeoftheSEAMEOregionalinitiatives.Heshareshisvisiontoprovideinclusiveschooling,particularlyforstudentswithdisabilitiesandthosefromethnicminoritygroups.Healsoconsidersgivingprioritytoexpandingtheuseofinformationcommunicationtechnology(ICT)ineducation.Indoingso,hebelievesthatthecountrywouldbenefitmuchbyincorporatinglessonslearnedfromSEAMEOregionalactivities.

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12 SEAMEO Education Agenda

PROFILES

ProfessorDrDodiNandikaistheSecretaryGeneraloftheMinistryofNationalEducation,Indonesia.Priortothisassignment,heservedastheDirectorforResearchandCommunityServices,andlater,theDirectorGeneralforResearchandDevelopmentattheMinistry.HereceivedhisBachelor’sDegreeinForestryScienceandPhDDegreeinAgriculturalEntomologyandPhytopatologyattheBogorAgricultureUniversity,Bogor,lndonesia.Presently,heisaprofessorathisalmamater.Heisamemberofseveraloutstandingscientificorganizations,suchastheInternationalAdvisoryPanelforUNESCO,NationalCommissionofBasicSciences,andtheNationalResearchCouncil,lndonesia.ProfessorDrDodiNandikaisverymuchconcernedwithgovernancereformofeducationinIndonesia,particularlytheexpansionofcompulsorybasiceducationfromsixtonineyears,theimprovementofthequalityofprimaryandsecondaryeducation,andenhancinglearningachievementsforalllevels.Indonesia’scommitmenttothefurtherdevelopmentofeducationisbasedontherecognitionthatdevelopmentgoeshandinhandwithadvancementinscienceandtechnology.Heworksveryhardtoexpandeducationalopportunitiesatthebasic,vocational,andprofessionallevelsthroughschoolandout-of-schoolchannels.AstheSecretaryGeneral,hedealsmainlywithadministrativemattersintheMinistry.Heaimsforeffectiveandefficienteducationalmanagement,whichhebelievesisinfluencedbysuchfactorsasprofessionalisminthemanagementoftheeducationsystem,discipline,loyalty,expertise,workingethicsandcosteffectiveness.ProfessorDrDodiNandikawasborninRangkasbitungin1951.HeismarriedtoMimienSusianiandtheyhavethreechildren.

Prof Dr Dodi Nandika Secretary General Ministry of National Education Republic of lndonesia

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SEAMEO Education Agenda 1�

PROFILES

SEAMEO Education Agenda 1�

Mr Sengsomphone Viravouth Acting Director General Department of Planning and Cooperation Ministry of Education Lao People’s Democratic Republic

MrSengsomphoneViravouthwasappointedActingDirectorGeneraloftheDepartmentofPlanningandCooperation,MinistryofEducation,LaoPDRinApril2008.HisnewassignmentgiveshimanimportantroleintheimplementationoftheNationalEducationSystemReformStrategyoftheMinistryofEducationinthecountry.AsafreshgraduateofmechanicalengineeringfromKarkou,Ukrainein1984,hestartedhisteachingcareerwiththethennewlyestablishedNationalPolytechnicInstitute,whichlaterbecametheFacultyofEngineeringoftheNationalUniversityofLaos.HelaterservedasProjectManagerofAsianDevelopmentBankandWordBank-fundedprojectsinthecountry.In2000,hemovedontoworkwiththeMinistryofEducationasDeputyDirectorGeneraloftheDepartmentofPlanningandCooperation.HismainresponsibilitywasdevotedtotheMinistry’sprojectcoordinationandinternationalcooperationforeducationaldevelopmentuntilhewasappointedtohiscurrentpost.MrSengsomphonehasbeenactivelyworkingtowardsimprovingeducationinLaoPDR.Hisadvocaciesincludefacilitatinguniversalaccesstoprimaryeducation;eradicationofilliteracyandensuringcompulsoryprimaryeducationandgenderequalityineducation;andimprovingthequalityandadaptabilityofeducationincludingtechnical,vocationalandskillstrainingeducation.HehasalsopassionforICTasatooltopromoteeducationandlifelonglearning.In1995and2008,hereceivedServiceAwardsExcellencefromthegovernmentofLaoPDRforhishardworkandexcellentperformance.

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1� SEAMEO Education Agenda

PROFILES

Tan Sri Dr Zulkurnain bin Haji Awang Secretary General Ministry of Education Malaysia

HETanSriZulkurnainBinHajiAwangwasappointedastheSecretaryGeneraloftheMinistryofEducationMalaysiainMarch2006.Priortothat,hehasheldseveralseniorpositionsinvariousgovernmentdepartmentsandagenciesoveraspanof32yearsasanAdministrativeandDiplomaticOfficerofMalaysia.HeobtainedhisfirstdegreeinEconomics(Honours)in1975fromUniversityofMalaya.HecontinuedonwithhisMastersDegreeinPoliticalScienceandMasterofArtinInternationalAffairsfromOhioStateUniversity,USAfrom1981to1983.In1989,hereceivedhisPhDfromLeedsUniversity,EnglandinDevelopmentStudies.HealsoattendedtheAdvanceManagementProgram(AMP)ofHarvardBusinessSchoolin2000.SecretaryGeneralTanSri’sfirstassignmentasagovernmentofficerstartedwiththeMinistryofTradeandIndustryasAssistantDirectorfrom1974to1979;followedbySalariesDivisionatthePublicServiceDepartmentin1980.Fromthenonwards,heheldseveralpositionsattheNationalInstituteofPublicAdministration,Malaysia(INTAN)includingHeadofEconomicandDevelopmentalStudiesandtheRegionalDirectorbeforewasappointedastheDirectorofINTANthatstartedin1999until2004.HehasoccupiedleadershippositionsinseveralgovernmentagenciesandministriesincludingtheUndersecretaryofPolicyandCorporateManagement,MinistryofEducation(1995-1999)andSecretaryGeneralattheMinistryofFederalTerritorybeforeassumingthedutiesofSecretaryGeneralattheMinistryofEducationsinceMarch2006untilnow.TheSecretaryGeneral’skeeninterestandgenuinepassionineducationaswellaspublicserviceovertheyearshaskepthimmotivatedtowriteandeditbooksandarticlesfornumerouspublications.Amonghismajorpublicationsare

ProblemsofImplementingReformBasedTransformation:Theory and Experience (Kuala Lumpur: INTAN 2001), Transforming Human Resource Management in Meeting the Challenges of the New Millennium (KL, INTAN 2000), Good Governance: Issues and Challenges (KL, INTAN 2000), k-based Economy: Forging Ahead for National Transformation (KL, INTAN 2002), The New Approach to Village and Rural Development : Analysis of Public Policy in Malaysia, (KL, INTAN 1991) and Globalisation : Meeting Future Challenges.Hehasalsowrittenanumberofarticlesinthefieldsofpublicserviceadministration,humanresource,managementandcommunication.AsidefromhisofficialdutiesastheSecretaryGeneraloftheMinistryofEducation,heisalsoentrusteduponasagoverningboardmemberofvariousorganizationssuchasMultimediaUniversity,MalaysianNationalInstituteofTranslation,TeachersProvidentFund,NationalServiceTrainingCouncilandNationalEducationFundBoard.HeisalsotheDeputyPresidentofUNESCOMalaysiaandChairmanofCommonwealthEducationGoodPracticeAward.Attheinternationallevel,HETanSriisactivelyinvolvedinpresentingpapersinvariousseminarsandconferencesatnationalandinternationallevelsinfieldssuchastraining,quality,leadershipandstrategicplanninginmanycountriesincludingNewZealand,Indonesia,Uzbekistan,SouthAfrica,China,thePhilippines,Singapore,Sudan,Oman,Barbados,SouthKoreaandtheUnitedKingdom.Induerecognitionofhiscontributionstosociety,thegovernmentandtothecountry,hewasconferredoneofthehighestawardsforacivilservant“DarjahKebesaranPersekutuanPanglimaSetiaMahkota(PSM)”thatcarriesthetitle“TanSri”.

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SEAMEO Education Agenda 1�

PROFILES

Mr Ramon C Bacani Undersecretary for Regional Operations Department of Education Philippines

MrRamonCBacaniisoneofthelongest-servinghigh-levelrankingofficialsoftheDepartmentofEducation,Philippines.HehasbeenservingtheDepartmentformorethan20yearsnow.HisrichworkexperiencesandhisgoodtrackrecordintheDepartmentmadehimoneofthemostinfluentialandrespectedofficialsattheDepartment’sworkforce.HeinspiresteachersandothereducatorstoworkhardandattainEducationforAllGoals.AstheChairofthecountry’sLiteracyCoordinatingCouncil,heisinstrumentalinformulatingpoliciesandstandardsinsupporttotheconcertedeffortofthegovernmenttomakeallFilipinosfunctionallyliterate.MrBacanihasservedthePhilippineDepartmentofEducationinvariouscapacitiesasUndersecretaryforProgramsandProjects,AssistantSecretaryforPlanning,AdministrationandHumanResourceDevelopment,DeputyProjectDirectoroftheThirdElementaryEducationProject,ProjectCoordinatoroftheSecondElementaryEducationProjectoftheWorldBank/OverseasEconomicCooperationFund,andChairmanoftheSteeringCommitteefortheimplementationoftheUNICEF-fundedCountryProgramsforChildren-Education-For-AllinthePhilippines.

HealsoservedasPresidingOfficerintheBoardofTrusteesofseveralstatecollegesanduniversitiesinthePhilippines,andaGoverningBoardMemberofSEAMEOINNOTECHinthePhilippinesandSEAMEORETRACinVietnam.PriortohisappointmentintheDepartmentofEducation,hewasDirectorofGovernmentCorporationsBudgetBureauofthePhilippineDepartmentofBudgetandManagement.HealsoworkedasSeniorEconomistatthePhilippineNationalEconomicandDevelopmentAuthorityfrom1974to1982.HeservedasconsultanttovariousprojectsoftheUNCRDbetween1982and1984,UNICEFin1991,ADBin1996and1999,andtheWorldBankin2002.

MrRamonCBacanicompletedhisBSIndustrialManagementEngineeringattheDeLaSalleUniversity,Philippinesin1973.HeobtainedhisMaster’sDegreeonCityPlanningfromtheMassachusettsInstituteofTechnology,USAin1979.HealsoearnedaCertificateonDevelopmentEconomicsattheUniversityofthePhilippinesin1974andattendedtrainingprogrammesatUNESCOIIEPParisandHarvardUniversity,USA.Hebelievesthatforthecountrytotrulyprogresseconomically,thecitizensmustbeequippedwiththebasiceducationcompetencies.Hebelievesinworkingfromthegrassrootslevel.Indoingso,heleadsthepromotionoftheBasicEducationSectorReformAgendainthePhilippines.AsaSEAMEOHighOfficial,heupholdstheimportanceofeducationalintegrationamongtheSoutheastAsiancountrieswhichleadstomutualrecognitionandachievements.UndertheleadershipofSEAMEO,heenvisionsastrongcoordinationtowardsintegrationandstrengtheningoftheregion’scompetitivenessintheglobalarena.

Undersecretary Ramon Bacani awards outstanding teachers

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MrsTanChingYeewasappointedthePermanentSecretaryoftheMinistryofEducation(MOE),SingaporeinApril2007havingheldthepositionofSecondPermanentSecretaryinMOEsinceJanuary2005.Priortothis,MrsTanhadheldkeypositionsinMOEfrom1997to2002,whenshewasconcurrentlytheDirectorofHigherEducationandtheDirectorofPlanning,thenDeputySecretary(Policy)fromNovember1998.Beforehercurrentappointment,MrsTanwastheChiefExecutiveOfficeroftheInfocommDevelopmentAuthority(IDA),SingaporefromJuly2002.SheconcurrentlyheldthepostofDeputySecretary(InfocommandMediaDevelopment)attheMinistryofInformation,CommunicationsandtheArts(MICA).WhileinMICAandIDA,shespearheadedthedevelopmentoftheinfocommindustry,deliveryofcitizen-centrice-governmentservicesandtransformationofthegovernment’sITinfrastructure.

MrsTanalsopreviouslyheldseniorappointmentsattheMinistryofTradeandIndustry.MrsTanholdsaBachelor(Honours)degreeinEconomicsfromCambridgeUniversityandaMasterofScienceinManagementfromtheGraduateSchoolofBusiness,StanfordUniversity.MrsTanhasbeenactiveinpromotingeducationcollaborationsbetweenSingaporeandotherSEAMEOMemberCountriesthroughbilateralandmultilateralplatforms.SheiscommittedtoshareSingapore’sexperienceinimprovingeducationwithotherMemberCountriesaswellaslearnfromtheirbestpractices,inareassuchastheuseofICTtopromoteengagedlearning,enhancementstovocationaleducation,andimprovementstotheteachingservice.

Mrs Tan Ching Yee at a school visit to St Anthony’s Primary School in October 2008

Mrs Tan Ching Yee Permanent Secretary Ministry of Education Singapore

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SEAMEO Education Agenda 1�

PROFILES

Dr Chinnapat Bhumirat Permanent Secretary Ministry of Education

Thailand

DrChinnapatBhumiratwasappointedthePermanentSecretaryoftheMinistryofEducationThailandin2008.HehasheldvariouskeypositionsattheMinistryofEducationsince1992.Formorethantenyears,heservedasdirectorofvariousdivisionsundertheOfficeoftheNationalEducationCommissionincludingeducationalresearch,educationalinformationandeducationalpolicy.Afterwhich,hebecameAdvisoronEducationSystemattheOfficeoftheEducationCouncil.In2004,hewasappointedtheDeputySecretary-GeneraloftheOfficeoftheBasicEducationCommission.Aftertwoyears,hecontinuedtorisetobecometheDeputyPermanentSecretaryandeventually,thePermanentSecretary.DrChinnapatBhumiratholdsaBachelordegreeinBiologyfromKhonKaenUniversity,aMasterofScience,andaDoctorofPhilosophyfromUniversityofKansas,USA.

Throughtheyears,DrChinnapatBhumirathasbeenarecipientofvariousawardsandrecognitionsforhisachievementssuchasWho’s Who Among American Universities and Colleges,OutstandingEducationalResearchawardedbytheOfficeoftheNationalEducationCommission,OutstandingResearchforNationalSecurityawardedbytheJointStaffCollege,OutstandingAdministratorawardedbytheFoundationforThaiSociety,andHonorablyGraduateinHumanitiesandSocialSciencesawardedbyKhonKaenUniversityAlumniAssociation.AstheSEAMEOHighOfficialoftheMinistryofEducationThailand,DrChinnapatBhumirathasbeenactiveinthepromotionofcooperationineducation,notonlyinThailandbutalsowithothercountriesinSoutheastAsia.

Dr Chinnapat Bhumirat with his counterparts from Malaysia and the Philippines in a conference

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Mr Apolinario Magno Director General Ministry of Education Democratic Republic of Timor-Leste

MrApolinarioMagnoistheDirectorGeneraloftheMinistryofEducation,DemocraticRepublicofTimor-Leste.Forsevenyears,hewasalecturerattheNationalUniversityofTimorLestefrom1996to2003.HehadbeenatranslatorassistingtutorsinthedevelopmentofteachingmaterialsandtranslatedEnglishmaterialstoTetum,BahasaIndonesiaandPotuguese.Hewasalsoaninterpreterforvariousmeetingsandconferencesattheuniversity.HeworkedinvariouscapacitiesinHollandandtheUSAfrom1998to2001.From2006topresent,heservesasaPoliticalAssociateOfficerwiththePoliticalAffairsOffice,UnitedNationsIntegratedMissioninTimor-Leste.HeholdsaBachelorsdegreeinEnglishandEducationSciencefromUniversitasTimor-Timur.HeobtainedaGraduateDiplomainEntrepreneurshipandcompletedMasterofBusinessAdministrationfromSouthernCrossUniversity,NewSouthWales.MrApolinarioMagnospeaksfivelanguages,namelyEnglish,BahasaIndonesia,Tetum,PotugueseandDutch.

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PROFILES

Mr Tran Ba Viet Dzung Director General

International Cooperation Department Ministry of Education and Training

Vietnam

MrTranBaVietDzungstartedhisjobattheMinistryofEducationandTrainingofVietnamwiththepositionasDirectorGeneraloftheInternationalCooperationDepartmentinDecember2001.Priortothat,MrTranBaVietDzunghadmanyyearsworkingattheForeignTradeUniversity(FTU),Hanoiwithseveralmanagerialposts.In1990,hewasappointedHeadoftheEnglishDepartmentafterhavingexperiencedtheEnglishteachingprofessionfor14years.Oneyearlater,hemovedtotheDepartmentofAcademicResearchandInternationalRelationsasDeputyHead.Afterthreeyears,heofficiallybecametheHeadoftheDepartment.HealsoservedasDirectorofthe

Vietnam-JapanHumanResourcesCooperationCenter(VJCC)atFTUfrom2000to2001.MrTranBaVietDzungobtainedhismastersdegreeinTESOLfromtheUniversityofCanberra,Australiain1989.HegainedtwopostgraduatediplomasfromtheUnitedKingdom,namelyTeachingEnglishasaForeignLanguagein1979attheEalingCollegeofAdvancedEducation;andDevelopmentEconomicsin1993attheUniversityofManchester.HealsoobtainedacertificateasavisitingscholarattheCollegeofBusinessAdministration,UniversityofHawaii,USA.MrTranBaVietDzunghasbeenverycloseandfamiliartoSEAMEOandits

RegionalCenters.HehadbeenaGoverningBoardmemberofSEAMEORELCfortwoterms(1999-2004)beforeservingaschairpersonofSEAMEORETRAC’sGoverningBoardfrom2004topresent.Sincethe1970sasastudentanduntilnow,MrDzunghasparticitatedinmanysocialandcommunityactivitiesespeciallyfortheyouth.Heenjoysmeetingandhelpingpeople.Bornin1954,MrTranBaVietDzungismarriedwithtwosons.BesidesVietnamese,hismothertongue,healsospeaksEnglishandFrench.

Mr Dzung in one of his school visits

Mr Tran Ba Viet Dzung chairs the SEAMEO RETRAC Governing Board

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20 SEAMEO Education Agenda

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DawCaroleAnnChitThajoinedtheSEAMEORegionalCentreforHistoryandTradition(SEAMEOCHAT)asDeputyDirectorinFebruary2005.SinceFebruary2008,shetakesfullresponsibilityoftheCentreasActingDirector.ShecompletedherBachelor’sandMaster’sdegreesfromtheHistoryDepartmentoftheUniversityofYangonintheyears1972and1978,respectively.ShestartedherprofessionalcareerasatutorattheDepartmentofHistory,MawlamyineDegreeCollege,whichisanaffiliatecollegeoftheUniversityofYangon.WiththeestablishmentoftheDepartmentofInternationalRelations

intheUniversityofYangonin1985,shewaschosenasamemberofthenucleusstaffofthenewdepartment.In1990,shegotpromotedtoAssistantLecturerandafull-fledgedLecturerin1995.Withinfiveyearstime,sherosetotherankofAssociateProfessorandaProfessorin2003.DawCaroleAnnChitThaisamemberoftheBoardofStudiesforInternationalRelationsoftheMinistryofEducation,Myanmar.Atthesametime,sheteachespostgraduatestudentsinthefieldofInternationalRelations.Shehasbeenactiveinpromotingregionalcooperationparticularlyintheareasofhistoryandtradition.InMay1999,shepresentedaresearch

paperonhighereducationinMyanmarattheSecondASEANUniversityNetwork(AUN)EducationalForumheldatVietnamNationalUniversity,Hanoi,Vietnam.ShealsoparticipatedinaworkshoponHumanRightsandResponsibilitiesjointlyorganisedbytheGovernmentoftheUnionofMyanmarandtheGovernmentofAustraliainSeptember2001.Shehaswrittenscholarlyarticlesoninternationalrelations,historyandtraditions.AstheChiefoftheSEAMEOCHAT,sheaspirestogiveimpetustoeducationalresearchandinnovativepedagogyinthefieldsofhistoryandtradition.Sheenvisionsthatthiswillleadtogreateracquisitionofknowledgeofthetargetclientsintheregion,consequentlycontributingtohumanresourcedevelopmentandthepromotionofabettersociety.WithhistoryandtraditionlyingattheheartofSoutheastAsianidentity,shebelievesthatthestudyandteachingofhistoryandtraditionisavitalelementinachievinggreaterregionaldevelopmentwithinthecontextofanincreasinglyglobalandtechnologicalworld.

SEAMEO CHAT’s Acting Director with staff at a tree-planting ceremony

Daw Carole Ann Chit Tha Acting Director SEAMEO CHAT Yangon, Myanmar

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PROFILES

Dr Gatot Hari Priowirjanto Director

SEAMEO SEAMOLEC Jakarta, Indonesia

DrGatotHariPriowirjanto,fondlycalledbyhiscolleaguesandstaffas“PakGatot”istheDirectoroftheSEAMEORegionalOpenLearningCentre(SEAMOLEC).Previously,heservedastheHeadofBureauofPlanningandInternationalCooperation,MinistryofNationalEducation(MoNE),Indonesia.HewasalsotheDirectorofVocationalEducationSchoolofMoNEfrom1998to2005.HewasborninKertosono,EastJava,Indonesiaon30May1951.HeacquiredhisBachelorsdegreein1976fromtheFacultyofMiningoftheInstituteofTechnologyBandung,WestJava,Indonesia.Meanwhile,heobtainedhisMastersdegreeinHydrogeologyin1982andDoctoratedegreein1985fromtheRWTH-Aachen,Germany.OnhisfirstdaywithSEAMEOSEAMOLEC,hesethisvisionforSEAMEOSEAMOLECtobeabletoserveonemillionclients,bothnationalandregional,bytheyear2010.HeenvisionedthatthistargetwouldbecarriedoutthroughvariousprogrammesandactivitiesoftheCentre.Inordertomakethishappen,theCentrecountsonitsrecently-developedprogrammecalledthe“SoutheastAsiaEducationNetwork(SEAEduNet)”.Itisanetwork,arepositoryandaportalofvastrichlearningmaterialsforteachersofSoutheastAsia.SEAEduNetisalsoanopenanddistancelearningmechanism.Inordertogrowbiggerandbetter,SEAMEOSEAMOLECundertheleadershipofDrGatot,intendstopartnerwithmoreinstitutionsintheimplementationoftheCentre’sprogrammesandprojects.HeenvisionsthatSEAMOLECwillcontinuallygrowbysynergizingitseffortswithitspartnersandestablishednetwork.ServingonemillionclientsisindeedabigdreambutDrGatotiscertainthatSEAMEOSEAMOLECwillbeabletoachieveitby2010.

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22 SEAMEO Education Agenda

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Ihavealwaysbelievedthatteachingisanobleprofession.Throughtheyears,Ireflectonthe‘makingofateacher’.Imarvelabouthowthisvocationcaninfluenceone’slife.AndIamalwaysamazedbyhowthiscareercancapturetheheartsofthosewhocommittobecomebearerofknowledgeuntiltheveryend.Onthiscontemplation,Itakedelightinsharingmyexperiences,myconcernsandmyobservationsofthisworthyprofession.Myparticularfocusisonprospectiveteacherswhowillbejoiningaprofessionwhichfrequentlydemandsthemtoplacetheneedofothersaheadofthemselves.Insuchasituation,practisingteachersoftenlosedirectionsoftheirownlifeandfailtoestablishaclearpathforthemselves.Theirworldrevolvesaroundtheirworkandtheytendtodisregardotherimportantaspectsoflife.Mycontentionisthatallteachersneedtobecomepersonalleaders.Amongothers,theyneedtoknowthatthey

haveagreatdegreeofcontrolovertheirownoutcomesandcircumstances.Theyneedtohavepassionforcontinuouspersonalgrowth,acknowledgetheirstrengthsandweaknesses,andusethemtopropeltheirlifeinapositivedirection.Thiswillpreparethemtobecomebetterindividualsandexcellentteachers.The Professional Journey of a Teacher Likeanyotherprofessionals,thosewhochoosetobecometeacherswouldnormallyrenderserviceforaperiodof30to40years.Theywouldstartasjuniorteachers,andlaterprogressthecareerladderasseniorteachers,schoolprincipals,supervisorsandschoolinspectors.Somemightevenprogresstobecomeeducationofficersintheministryofeducation;whileotherswouldbecomedirectors,undersecretariesanddirectorgenerals.Formanyoftheseteachers,theywouldprobablyoccupynumerousimportantpositionsduringtheircareer.Throughoutthedurationofaboutfourdecadesintheservice,teacherswouldbeinapositiontoinfluencemanypeopleincludingstudents,colleagues,parentsandotherstakeholders.Thisisduetothefactthatteachersarepublicfiguresandrolemodels.Theyarealwayslookeduponasexpertsintheirfield.Nonetheless,likeotherprofessionals,teacherswouldfacemanychallengesthatwoulddeterminethepainandgainoftheprofession.Asteachersprogressinthevocation,severalopportunitieswouldcomeforprofessionaladvancementsuchastrainingcourses,seminars,workshops,studytoursandothersthatwouldhelpthembecomebetterintheirchosenfield.

Onconditionthattheytaketheinitiativetoapplyandadopttheskillsandknowledgeeffectively,someteachersarebrandedasexcellentintheirarea.Onthecontrary,someteachersremainmediocreandviewteachingasameremeansofincome.Manyoftheso-calledexcellentteachers,however,havethetendencytofullycommittotheirjob.Oftentimes,theytendtopouralltimeandeffortstotheircareer,sacrificingfamily,health,andsociallife.Inthisrespect,Ibelievethatitmightbemisleadingtolabelthemasexcellentafterall.Excellentteachersshouldbecharacterizedwithall-roundednessofpersonalityandthewilltogivedueimportancetoallfacetsoflife.Mypositionisthat,teachersshouldleadabalancedlife.Insteadoflivingtowork,weshouldworktolive.Greatnessandsuccessarealwaysdefinedbybeingablefindthesenseofbalanceineverythingthatwedo.Teachersneedtobeabletodevelopandleadthemselves.Thispersonalleadershipinvolvesaclearviewofwhatisimportantinlifeandhowtobringthisvaluedperspectiveintothematrixofacareerlifeanditsdemands.Teacherswhoarestableintellectually,physically,emotionallyandsociallyarebettereducatorsastheyarecapabletodealwiththevicissitudesoflife.The Teacher and Personal Leadership ‘Personalleadership’isaconcept,perhapsrelativelynewtoeducation,butisessentialtoprepareteacherstodealwithbothprofessionalandpersonalaspectsoflifesothattheybecometrulyexceptionaleducators.Theproponentsof‘personalleadership’,DrsJRamsey,BarbaraFSchaeltiandGordonCWatanabe

Thoughts on Personal Leadership by Dato’ Dr Ahamad bin Sipon Director, SEAMEO Secretariat

(Excerpt from the full paper presented at the 2008 VTE Research and Networking International Conference: Nurturing VTE Research Efforts: A Response to Global Challenges, Bali, Indonesia, 7 July 2008 and at the World Teacher’s Day, Bangkok, Thailand, 24-26 March 2009)

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PERSPECTIVE

introducedtheideainthemid1990’s.Theyclaimthatpersonalleadershipisaboutone’sstateofmindandheartwherebyonetakesleadershipofone’sexperience.Itisnotaboutleadershipinthetraditionalsenseofleadingothers;nonetheless,itdoesofferthepossibilityofacreativeandinspiringrelationshiptowork,family,friendsandcolleagues.Itisaboutawayofbeingandofinteractingwiththeworldthatbeginsfromthe‘insideout’.Inotherwords,itcanbeviewedashowoneleadsone’slifebeforeoneleadsothers.‘Personalleadership’isimportantintheteachingprofessionbecauseteachingisanextremelydemandingprofession.Amongothers,teachingrequiresin-depthknowledgeofsubjectcontent,age-specificpedagogy,andmanyvirtuesandskillssuchaspatience,leadership,andcreativity.Noteveryoneiscalledtobecomeateacher.Somewhoweretrainedeventuallyleavetheprofessionbecausetheyfeeltheywereunsuitable.Ontheotherhand,manyteachersgrowprofessionallydespitethefactthatteachingwasnottheirfirstchoiceforacareer.Theseteacherstendtoseeknewknowledgeandskillstodevelopthemselves.Moreimportantly,theseteachersmayhave‘personalleadership’qualitiesthatwillhelpthemmakebettersenseoftheirpersonallifeandteachingcareer.Personal Leadership in the Teacher Preparation Generally,pre-serviceteachertrainingfocusesprimarilyonsubjectmatter,pedagogyandclassroompractice.Whatwemightbemissing,though,istheprovisionoflifeskillsfortheeventualteacherstocopewiththedemandoftheprofessionandatthesametimelivelifetothefullestasanindividual.Itisanundeniablefactthatpersonalandprofessionallivesareinseparable.Inthisrespect,itismybeliefthatpre-servicetrainingshouldincludetools,knowledgeandskillsthatwillequip

prospectiveteacherstoattainasenseofbalanceinalllife’sdimensions.Itisbelievedthatmanypeople,includingteachers,onlydevelopanduselessthan25percentoftheirpotentialandtendtoliveonordinarystandards.Mostoften,thesepeoplebelievethattheyareunabletoexertsignificantinfluenceovernotabledevelopmentintheirlife.Nonetheless,thereareprovenstrategiestohelppeopleachievehappy,effective,efficient,productiveaswellaswell-balancedlife.Subsequently,thisleadstotherealizationthatwedohavecontrolovertherealizationofourfullpotential.Eightyearsago,astheDeputyDirectorGeneralofEducationoftheMinistryofEducationMalaysia,Ihadmyfirstencounteroftheconceptof‘personalleadership’throughaninternationalprogrammeonEffectivePersonalLeadershipandtheTotalPersonConcept.Asaparticipantintheprogramme,IcametorealizethatalthoughIhadachievedallthegoalsthatIsetforinlifeincludingattainingthehighestpositionthatateachercouldeverobtaininmycountry,Ihadnotgivenmuchattentiontosomeaspectsofmylife.IwastooengrossedwithmyworkthatIalmostneglectedamongothers,myhealth.Sincethen,Ihaveresolvedtoconcentratemoreontheotherareasofmylife.ItwasthenthatIfindlifemorefulfillingandmeaningful.IjustwishedthatIhadknownaboutitmuchearlier.Fromthenon,Istartedtoadvocatetheprinciplesofpersonalleadershipespeciallyamongthosewhosecareersarestillbudding.Realizingtheinterplayofthedifferentlife’sareasandhowweshouldgiveconsiderationofthemisimportant.Thisiswheretheprospectiveteachersshouldbenurturedwiththenecessaryskillsandknowledge.1. Ontheaspectoffinancial and

career,teachingshouldbe

perceivedasarewardingprofessionwithfantasticcareerprospectanddevelopmentopportunities

2. Ontheaspectofsocial and

cultural, itshouldbeemphasizedthatsocialandculturalactivitiesenrichlifeandmakebetterindividualsandinspiringteachers.

3. Ontheaspectoffamily and

home,awarenessthatastablefamilyandhomecontributetowellbeingasindividualsandasprofessionalteachers,issignificant.

4. Ontheaspectof physical and

health, thekeyisonunderstandingtheimportanceofpractisinghealthylifestyleandthatphysicalwellbeingisthemostpreciousgiftthatneedstobeappreciated.

5. Ontheaspectofmentalcapacity

andeducationalqualifications,goalstoimproveone’sselfasateacherandasanindividualareimportantandshouldbeset.Moreimportantly,effortsshouldbeexertedtowardsachievingthegoals.

6. Ontheaspectofspiritual and

ethical, itshouldbestressedthatstrongspiritualandethicalvaluesarethefoundationthatprospectiveteachersbuilduponinallareasoflife.

Prospectiveteachersshouldrealisetheimportanceofthedifferentaspectsoflifeandensurethateachaspectisgivenattention,becauseonlybythenthattheywouldbeabletoleadalifethatiswholesome,satisfactoryandproductive.Indoingso,theyneedtoapply‘personalleadership’. Ibelievethatthisshouldbeattheheartofanyteacherpreparationprogramme.Ateachershouldlivealife.Teaching,afterall,isallaboutexperiencinglifethroughteachingothers.Itisaboutpassion,appreciationandcompassionandalltheelementsthatmakeushumanbeings.

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In2005,theAustraliangovernmentestimatedthatapproximately63,000internationalstudentswerestudyingAustralianhighereducationinoffshorelocations.Malaysia,SingaporeandChinaarethethreemostcommonlocationsofthesestudents,whilearisingnumberofThaiandVietnamesestudentsarealsostudyingAustralianandUKuniversityprogramsintheirhomecountries.Transnationaleducation,oroffshoreeducation,isafurtherstageinthedevelopmentofinternationaleducation.Now,inadditiontostudentstravelingoverseasforaneducation,universitiesarealsoofferingtheirprogramstostudentsinoverseaslocations.Inordertoenablethedeliveryoftheseprogramsinforeigncountries,theseprovideruniversitiesoftenformpartnershipswithlocalorhostuniversities.Thesepartnershipsusuallyrequirefrequentinteractionbetweenmanagementandadministrativestafffromtheproviderandthehostuniversities.Universitystaffcanthereforesuddenlyfindthemselveswithnewworkcolleaguesinfar-awaylocationsandwithverydifferentculturalvalues.Thisprovidesanexciting,butsometimesfrustratingwork-setting,asstaffmembersdiscovertheneedtoquicklylearnabouttheirpartneruniversity’snationalculture,andtheconsequentialdifferentapproachestheymighthavetomanagingtheirworkduties.Educational management decision-making in Thailand and Australia Havingwitnessedanumberofcross-culturalmisunderstandingsintheseeducationalpartnerships,IwaspromptedtoundertakeanexploratoryresearchstudywhichinvolvedidentifyingthemajordifferencesbetweenAustralianandThaidecision-making,asexperiencedbyeducationalmanagersinvolvedinAustralia’sprovisionof

transnationalhighereducationinThailand.ThisinvolvedconductinginterviewswithelevenmanagersfrombothAustralianandThaiuniversities.Whenanindividualmakesadecision,therearethreemajorconsiderationswhichcanaffecttheirfinalchoice.Theseconsiderationsinclude:therelevantfacts;anynecessaryjudgmentsaboutfactualinformationwhichisunavailableattheparticulartime;and,finally,thedecision-maker’svalues.Mystudyconcentratedonexaminingthevalueswhichareusedindecision-makingbyAustralianandThaipeople.Valuesareourideasaboutwhatwethinkisimportantinlife.Inparticular,usingavaluetypologycreatedbyCanadianeducationaladministrativescholar,ChristopherHodgkinson,IexaminedtheinterviewtranscriptstodeterminewhethermanagersweresuggestingthatanyofhisparticularthreevaluetypesmightbemoreprominentinAustralianorThaidecision-making.Hodgkinson’svaluestypologyinclude:• transrationalvalues,whicharethosevalueswebelieve

in,fromaspiritualsense;• rationalvalueswhicharethosevalueswehavethought

through,fromalogicalsense;and• subrationalvalues,whicharethosevalueswesimply

likeorenjoy,fromanemotionalsense.WenowconsidereachofthesevaluetypesinrelationtoThaiandAustraliandecision-makingdescribedbythemanagers.

Australia’s provision of higher education in Thailand: A case-study of possible cultural differences in decision-making by Kaye Eldrige

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Transrational values Transrationalvaluesarethoseguidingvalueswhichrequireourspiritualcommitmentandcannotnecessarilybeexplainedbyempiricallogic.Theyrequirefaith.ThemanagerswereclearthatThaisocietywasfarmorespiritualthanAustraliansociety:withoverhalfofthemdirectlymentioningtheroleofBuddhisminThaisocietyasaconsideration.Incontrast,nomanagersmentionedanyspiritualaspectofAustralianculture.Thissuggestedthattransnationalvaluesmightbemoreprominentindecision-makinginThailandthanAustralia.Forexample,fivemanagerscommentedthatThaibehaviourwasguidedbyabeliefinkarmawhich

underscoredanimportantdifferencebetweentheattitudeofThaisandAustralianstowardstheirworkintheeducationalpartnership.KeithandPorntipexplained:

Buddhism … is about earning merit, it is about ‘do good, get good’ and ‘do bad, get bad’ … (and) I think the Thais do try. (Keith, Australian provider) Sometimes we go to the temple for comfort, sabai-jai (comfortable-heart), good feeling, students sometimes also go for good luck for exams. (Porntip, Thai host)

ThreeparticipantsalsoofferedThailand’sBuddhismasanexplanationforthelesscompetitivenatureofThais,whencomparedwithAustralians.Andyexplained:

This inner comfort or lack of competition, I think is quite easily explained by Buddhism … Merit accumulation, I think, explains why people have so much inner happiness, because they understand for this life I may have a very poor life but, as long as I have a good heart, I can have a very good life in the future. (Andy, Thai host)

RickyfurtherexplainedhowtheBuddhistphilosophyappearedtoallowThaipeopletomanageanypotentialanxietiesoverpresentissues:

My overall impression, they very rarely get angry or get uptight about things, they are just, essentially, happy to let things ride. And I guess maybe it’s a Buddhist philosophy, that things will be okay in the end, in essence. (Ricky, Australian provider)

Connectedwiththislaid-backapproachmentionedbyRickywasalsotheprevalenceoftheThaimai-pen-raiattitude,or‘noworries’approach,asnotedbythreemanagers.Indeed,thisseeminglynonchalantapproachtomanagingpotentiallystressfulsituationsevokedasenseofdetachmentonbehalfofThaiswhichtwomanagersindicatedcouldoftenbedifficultforWesternerstocomprehend.Rational values Rationalvaluesarebasedoncognitivereasoningandincludeananalysisofeitherconsequenceorconsensus.Theyarevalueswhichhavebeenconsideredinalogicalsenseandareheldbecausetheyeitherresultinagoodoutcome(consequentialvalues)orarethewillofthemajority(consensualvalues).ManagerssuggestedthatAustralianstaffusedrationalconsequentialvaluesmoreprominentlyintheirdecision-makingwhereasThaistaffusedrationalconsensualmoreprevalentlyintheirdecision-making.Wefirstconsiderrationalconsequentialvalues.NinemanagersmentionedthatAustraliansocietyadoptedamorestringentapproachtoproceduresandpoliciesthanThaisociety,andsixmanagersindicatedthatthisapproach

The University of Queensland’s Great Court. The traditional campus is no longer the only meeting ground for many international students of Australian universities, as they are increasingly studying for their international qualifications in their home countries

Although computers are increasingly being introduced into the classroom, new information and communication technology also allows students to study Australian university programs while living in other countries

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wasbasedonananalysisofthepositiveconsequenceofadheringtotheserules.Forexample,Bradlinkedthe‘strictadherencetoagreedpolicy’ofWesternsocietywiththeir‘uncompromising,unbendingpassionforstandardsandquality’.ThissuggestedapreferenceforrationalconsequentialvaluesinAustraliawhichwasstrongerthaninThailand.Indeed,twomanagersfromThaiuniversitiesindicatedthatworkingalongsideWesternersintransnationaleducationpartnershipsallowedThaisanopportunitytoappraisetheconsequenceoftightadherencetoprocedures.Sureenoted:

When we learn to work with Western parties, including Australia or the US, it helps in terms of the system for the workplace, that we have to have the rules, it’s not just an easy place to come and go. (Suree, Thai host)

Withregardtorationalconsensualvalues,eightmanagersagreedthatThaisocietywasstronglygroup-orientatedwhereasAustraliansocietywasmoreindividualistic.Further,managersdescribedThaigroup-orientationasmuchmorethanThaispreferringtoactingroupsandextendedtodecision-makingwhichactivelyconsideredanddeferredtogroupthought.DougandTerryexplained:

Thais like to be in groups and they think from a group sense, rather than from an individualistic sense. (Doug, Australian provider) There is a sense of cohesion, a sort of group think, group act mentality … the attitude of ‘my friend says this therefore I must go with that’ is very strong. (Terry, Australian provider)

Incontrast,Rickydescribedacultureofself-relianceinAustralianuniversities,whichhebelievedfosteredconfidenceandindependentdecision-makinginstudentsbutwhichhethoughtwasoftenlackinginAsianuniversities.Themanagers’observationsthereforesuggestedthatrationalconsensualvaluesmightbemorepopularinThailand.Thisconsensualdecision-making,however,wasdistinguishedfromparticipatorydecision-making,whichfourmanagersnotedasmorepopularinAustralia.Consensualdecision-makinginvolvesanindividualconcedingtothegrouporgroupleader’sdecisionwhereasparticipatorydecision-makinginvolvesanindividualhavingaclearvoiceinthedecisionregardlessofwhetheritconcedestothegroupopinion.Timillustratedthedifferencebetweentheconsensualdecision-makingasfavouredinThailandandtheparticipatorydecision-makingaspreferredinAustralia.

University friends and campus life and now have a new meaning

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(In Thailand) you can be in a meeting with a group of students or administrators and nobody will tell you the real opinion that they have, they tell you the opinion they want to hear … but if you are in Australia, when you ask for an opinion, people give you their opinion, (they) say, ‘Hey, it’s up to you, that’s my opinion’… It goes across all the way from the level of students to the level of the highest administrator, entirely different. (Tim, Thai host)

Subrational values Oursubrationalvaluesarebasedonwantsandareemotional.Theyarevalueswhichmakeusfeelgood.FourmanagersemphasisedtherelativeimportanceforThaipeopleinhavinganenjoyableorhappytime.Forexample,Bradindicatedthatfactorswhich‘enhanced’one’shappinesswerekeyconsiderationsforThaisinhispartnershipandhedescribedhowhethoughtitwasdifficulttokeepThaiadministrativestaffinhisoffshoreoperationbecause‘ifthejobdoesnotraisehappiness,theywilljustgo’.ForDoug,hisexperienceofworkingwithhisThaipartnersconfirmedthatThaislookedaftertheiremotionsinarangeofworktasks.Heexplained:

(The Thais) seem to, in some ways, be a happier people because they are able to derive or to make what would be generally fairly uninteresting tasks into sort of an interesting or enjoyable experience because of the social dimension. (Doug, Australian provider)

ConnectedwithDoug’sobservation,AndyexplainedtheimportanceofharmoniousrelationshipsintheThaiworkplace:

To have good relationships … is to some extent a higher priority than the performance of the job. (Andy, Thai host)

TimalsorelatedthisconsiderationofemotionsbacktotheThaiuniversityteachingsettingwhere,hereflected,‘everythingisaboutfunand,goingtoclass,theclassismorelikeakindergartensomehow’.TheattentionpaidbyThaistafftoensuringtheirownpersonalhappinessasmentionedbyfourmanagerssuggeststhatsubrationalvaluesmighthaveamoreprominentroleinthissocietythaninAustraliansociety.Indeed,AndyindicatedhethoughtthatWesternsocietiessuchasAustraliamighthavesomethingtolearnfromThaisocietywithregardstothesevalues.Inparticular,herelatedthechoiceofwhethertosiaarom,ordestroyone’semotionsandgetupset,byengaginginargumentbasedonreasonwithacheatingtaxidriver,whichhethoughtwas‘averytypicalWesternculturalresponse’,ortosimplyletthematterpasswithoutanydiscussion,Thai-style,whichallowedonetopreservehisorherpositiveemotions.Learning beyond lectures Insummary,managerssuggestedthatthevaluetypesconsideredindecision-makingundertakeninAustraliaandThaiuniversitysettingsmightbeverydifferent.Inparticular,Australianstaffappearedtopreferrationalconsequentialdecision-making,whereasThaistaffappearedtousetransrational,rationalconsensualandsubrationalvaluesmoreprominentlyintheirdecision-making.Themanagers,however,alsosuggestedthathavingtheopportunitytoworkalongsidepeoplefromvaryingculturalbackgroundsprovidedtheopportunitytolearnaboutdifferentpossibleapproachestodecision-making.Forexample,ThaisspokeaboutlearningfromAustralianswithregardtoemployingrationalconsequentialdecision-makinganditwasnotedthatAustralianscouldlearnfromThaiswithregardtotheuseoftransrationalandsubrationalvaluesintheirdecision-making.Inessence,managerswerepointingtowardsalearningprocessintransnationaleducationwhichtookplaceoutsideoftheformallearningenvironmentandextendedtothoseresponsibleforitsdelivery.Astheriseintransnationaleducationcontinues,itishopedthattheopportunitiestolearnaboutdifferentculturescontinuestobefully-realisedbyallthoseinvolvedinitsdelivery.Dr Kaye Eldridge is currently the Manager of the School of Education at the University of Queensland – where she also recently completed her Doctor of Education – and also a Visiting Fellow of the Asia-Pacific College of Diplomacy at the Australian National University. She lived in Thailand for over ten years, where she was employed mostly within the international education sector.

Building the campus for tomorrow: University of Queensland’s General Purpose Building

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EnvironmentaleducationwasintroducedtoschoolsinMalaysiabythelargesthomegrownenvironmentalnongovernmentalorganization(NGO)inMalaysia,theMalaysianNatureSociety(MNS),throughitsSchoolNatureClub(KelabPencintaAlam).Theestablishmentofsuchaco-curricularclubisfullysupportedbytheMinistryofEducationandtheprivatesector.ThenumberofMalaysianschoolsregisteredundertheclubisalreadymorethan300,andcounting.Itisagreatsuccessastherewereinitially12schoolsaroundKlangValleyduringitsinception.Privateconglomeratesinvolvedalsoincreasesinnumbers.Theestablishmentofthisclubinschoolstakesonanex-situapproachofenvironmentaleducationefforts.MembersaregiventheopportunitiestogetinvolvedinvariousindoororoutdoorenvironmentalactivitiesrunbytheMalaysianNatureSociety,governmentandprivateagenciesorbytheschoolsthemselves.Suchactivitiesarenaturecamps,

Environmental Education and School Nature Club:

Malaysia’s Experience by Hashimil Ismail

competitions,workshops,seminars,fieldtrips,conferences,talks,jungletrekking,recyclingandcompostingcampaigns.TheactivitiesareimportanttokeepMalaysianschoolchildrenabreastwiththecurrentenvironmentalissues.Theclubmembersareintroducedtotheimportanceofenvironmentalawareness,thuscreatingcooperationamongthem,positiveconservationandacaringattitudetowardstheenvironmentandthebeautyofnature.InordertohelptheMalaysianNatureSocietyandtheMinistryofEducationtoruntheactivities,apostofEducationCoordinatorswascreatedineverystateinMalaysia.Thesewell-trainedvolunteerbasiscoordinatorsaretheschoolnatureclubteacheradvisorsthatareeverwillingtoeducateotherpeopleregardingtheenvironment.Itishopedthatthroughthisclub,togetherwiththeinfusionofenvironmentaleducationacrosstheprimaryandsecondaryschoolcurriculuminallsubjectstaught,Malaysiawillhaveresponsiblegenerationsthatputtheconservationofenvironmentastheirpriority,nowandinthenearfuture.

Hashimil Ismail is the Assistant Director of the Science and Mathematics Section, Curriculum Development Division, Ministry of Education Malaysia

The participants of the 2007 and 2008 School Nature Club

The Education Coordinator of Terengganu with indigenous Semai kids

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Inabidtoensureparticipationoftheregion’sunreachedpopulationgroupsintheglobalcommitmentthatisEducationforAll,the11SEAMEOMemberCountriesresolvedtojoinhands,worktogetherandtakeadvantageofeachother’sstrengthstoreachtheunreachedandaddresstheireducationanddevelopmentneeds.Committedtotherealessenceofcooperation,SEAMEOMemberCountriesagreedoncommonprioritiesinreachingtheunderprivilegedgroupsinSoutheastAsia.Thediscussionresultedtotheformulationof10collaborativeprojectproposalsthataretailoredforvariousobjectives.Followingthediscussion,mostoftheSEAMEOMemberCountriesvolunteeredtoleadcertainprojects,whileothersexpressedwillingnesstojoinasparticipatingcountries.ThisfirsteverideatocollaborateasaregiontoattaintheEducationforAllGoalsandcounttheunreachedinwasinspiredbytheSoutheastAsianEducationMinistersin2008.SEAMEOandASEANSecretariatscoordinatetheinitiative.UNESCO,beingtheprecursorofEducationforAllmovement,providestechnicalassistance.ThismarkedthefirsttimeforthethreeorganizationstoworkjointlyonaprojectfortheSoutheastAsiancountries.

Southeast Asian countries in one accord to reach the unreached and the underprivileged

VariousinternationalorganizationssuchasUNICEF,UNESCO,SavetheChildren,ATDFourthWorld,ASPBAE,DisabilityActionCouncil,E-NetPhilippines,SILInternational,ILO,ActionAid,EducationDevelopmentCenter,Incandotherssupporttheinitiative.ThenetworkofSEAMEOspecialistcentres,SEAMEOAssociateMembersandAffiliateMemberarealsostrongpartnersinEducationforAll.Theunreachedconstitutesthelastpercentagesofthepopulationwhohaveeitherbeenhistoricallyandculturallyexcluded,orhavebeenpushedtodifficultcircumstancesduetorecenteconomicandpoliticaltrends.Thecollaborativeprojectswilladdresstheneedsofthevariousunreachedgroupssuchas: 1. Providetransitionsupportforlearnerswithdisabilities 2. Putinplaceatrackingsystemforstudentsatrisk ofdroppingout 3. Promoteeducationforgirlsandwomen 4. Trackingmechanismforunreachedpopulations 5. Containintensivepre-schoolprogramme 6. Supportmulti-gradeteaching 7. Developmorecommunity-basedlearningcentresin ruralareasforliteracyandlivelihood 8. Setupinter-countryschoolingprogrammefor statelessandundocumentedchildren

One of the proposed projects will provide transition support for learners with disabilities

by Dr Wahdi SA Yudhi

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‘Education for All partners’ composed of international organizations assist the SEAMEO Member Countries in drafting the collaborative project proposals to reach the unreached

Senior education officials from the SEAMEO Member Countries identify common priorities and effective strategies to address the needs of the unreached

9. Provideeducationcare,treatmentandcounseling servicestolearnersaffectedorinfectedwithHIV andAIDS 10.Provideeducationinemergenciesanddisaster preparednessTheimplementationofthecollaborativeprojectsisexpectedtohelpacceleratetheachievementofthesix

goalsoftheEducationforAllinitiativeinSoutheastAsiawhichincludetheexpansionofearlychildhoodcareandeducation,achievinguniversalprimaryeducation,improvingtheprovisionoflearningandlifeskills,increasingliteracyrates,achievinggenderequalityineducationandadvancingthequalityofeducationbytheyear2015.Withsevenyearsleft,theSoutheastAsiancountriesareunitedtoaccountfortheremainingunreachedpopulationgroupsintheregionandachievetheEducationforAllGoalstogether.

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TheroadtoSangkhlaburiislongandwinding.About370kilometersfromBangkok,thetownhaseverythingtoboastwithitsmanifoldgiftsofnaturethataboundthisruralareaofKanchanaburiprovinceinThailand.Beyondtheruggedterrainliemanybeautifulsurprisesincludingmountains,waterfalls,riversandsceniccliffs.AttractioncentersontheKhaoLaemDamthatstretchesfaralongthetownwithitsvastboundaryandgloryincludingasunkentemplethatoffersaviewofwhatisleftofthemainchapelanditsbelltowerafterthereservoirhasdrowneditinpeace.Thetownissimpleandlaidback,mindlessofthecaresoftheimmenseandsophisticatedlifeofthecitiesinthecountry.Exceptfortheadventurous,thisseemstobearoadlesstraveledforsome.ButthisisthewaythesmallteamfromtheSEAMEOSecretariattookanywayoneearlycrispdaytofindwhatwouldbeahumblefrontierofknowledgeandappreciationtomany.

The Mon community Strollingaroundtowndoesofferoneacasualbutsincerefeelofthecultureandaccountofthecommunity.Farfromadistance,themajesticWatWangWiwekaramtemplestandsasawitnessofthelonghistorythathasshapedthelivesofthepeopleofthisremotepartofThailand.SangkhlaburiishometotheMon,oneoftheearliestpeoplestosettleinthisquainttown.TheMonpeoplelivebythebanksofthelakeoronrafthousesthatprovideauniquewayoflifeamongthem.

Keeping the Mon Legacy Alive by Abigail Cuales Lanceta

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Thecommunitypridesitselfofa“homemade”woodenbridgethatisconsideredthelongestofitskindinthecountry.ThisenduringpathwayhasbecomeanimportantpartoftheeverydaylifeoftheMonvillagers.Itlinksthemtotheworldoutsidetheirsimpleabodebythewaterandgivesthemeasyaccesstocrossthelakeastheygoabouttheirdailychores.ThesamebridgeservesmorethanathousandMonchildrenwhocrossiteverydaytogotoschool.The Wat Wang Wiwekaram School TheWatWangWiwekaramSchoolisagovernmentinstitutionresponsibleforprovidingbasiceducationtomorethan1,200MonchildreninWangkhadistrictinSangklaburi.MostofitsstudentsarethechildrenoftheMonfamiliesinthevillage.Manyofthemspeakonlytheirmothertongue,theMon.ThisposesachallengetotheschoolandthecommunitybecausejustlikeanyotherschoolinThailand,lessonsatWatWangWiwekaramSchoolaretaughtinThai.Thisisparticularlydifficultfortheveryyoungandwouldattendtheschoolfortheveryfirsttime.AmongthestudentsintheschoolisOm-orn.SheiseightyearsoldandaGrade1student.ShespeaksMonwithfriendsandathome,butinschool,she

hastospeakinThai.Althoughsheclaimsthatsheenjoysschoolverymuch,heroldersisterandguardian,Bang-OrnwishesthatOm-orncouldlearnusingtheirlanguageathome.ShereallybelievesthatOm-ornwilldobetterthatway.Atthesametime,thatwouldallowhertohelpheryoungersisterwithschoolassignments.The Mon-Thai Bilingual Programme In2008,theWatWangWiwekaramSchoolpavedthewayforgreateropportunityforMonchildrentoaccessqualitylearningintheschoolbylaunchingtheMon-ThaiBilingualProgramme.Sincethen,kindergartenstudentsattheschoolhavebeentaughtprimarilyinMon.StudentsinGrades1through3aretaughtinamixtureofThaiandMonasabridgetothelaterThai-basedschooling.“Weneededtodothisbecauseoflowperformanceamongthestudents.TheyspeakMonathomethat’swhytheydon’tdoquitewellinaclasstaughtinThai”saidMrNaraSukvisit,DirectorattheWatWangWiwekaramSchool.Thebilingualprogrammeusesthechildren’smothertonguetolinktotheThailanguage.ItisacollaborativeprojectbetweentheOfficeofBasicEducation,MinistryofEducationThailandandtheFoundationforAppliedLinguisticsinThailand.

“SincemostofourvillagersareMon,weusetheMonlanguagetobridgethelearningtotheThailanguage”addedMrSukvisit.Theschoolworkscloselywiththecommunity,particularlyinthedevelopmentoflearningmaterialsthatcontainthelocalwisdomfortheMonchildren.TheschoolinvolvestheolderpeopletowriteMonsongsandfolktales.Attimes,thecommunitymembersplaytraditionalmusicalinstrumentswhileotherssinganddance.TheoldergenerationpassesontheMontraditionstotheyoungerbroodinafunandvibrantway.

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The SEAMEO meeting on identifying good models Stillattheearlystageofimplementation,theMon-ThaiBilingualProgrammehasbeenregardedagoodmodelinusheringstudentstolearnbetterusingthelanguagethattheyarefamiliarwithintheearlyyearsofschooling.InspiredbytheinitiativeandwithrecommendationfromtheMinistryofEducationThailand,theSEAMEOSecretariatrecountedthestoryoftheMoncommunityattheRegionalMeetingontheDisseminationofProjectResultsandIdentificationofGoodFunctioningModelsintheUseofMotherTongueinInstructioninFebruary2009inBangkok,Thailand.TheSEAMEOSecretariatpresentedavideodocumentationofthemodelatthemeetingwhichdepictedtheactualneedoftheMoncommunityandthecircumstanceshowtheschoolattemptstoaddresstheeducationalneedsthroughamoreappropriatelanguageuseininstruction.Additionaldetailsontheprojectimplementation,particularlytheactivecommunityparticipationweresharedbytheFoundationforAppliedLinguisticsinThailandPresident,MsWannaTienmee.

Thirty-foursenioreducationofficialsand18representativesfromdifferentinternationalorganizationswhoattendedtheSEAMEOregionalmeetingagreedinunisonthattheprogrammeisindeedanobleinitiative.Someexpressedinteresttoreplicateitsprinciplesintheirowncontext.TheMon-ThaiBilingualProgrammeandothermodelsofusingthefirstlanguageormothertongueofthelearnerineducationandliteracywerethefocusofthediscussionoftheSEAMEOMemberCountriespresent,namelyBruneiDarussalam,Cambodia,Indonesia,LaoPDR,Malaysia,thePhilippines,Singapore,Thailand,TimorLesteandVietnam.

TheSEAMEOSecretariatconvenedthemeetingwithsupportfromtheWorldBankfollowingthedirectiveoftheEducationMinistersduringthe43rd

SEAMEOCouncilConferenceinMarch2008.TheCouncilrecommendedthattheProjectonMotherTongueasBridgeLanguageofInstructioninSoutheastAsianCountriesgobeyondpolicydiscussionsandfocusontheprocess,strategiesadoptedandmethodologies;andthatgoodfunctioningmodelsareidentified.Themeetingindeedidentifiedmodelsandassessedtheirviabilitiesforadoptionandadaptation.OthergoodpracticessharedatthemeetingweretheuseofbothThaiandPattaniMalayinteachingandlearningin

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southernprovincesofThailand,theuseoflingua francaorthecommonlyspokenlanguageofaregioninsomeprovincesinthePhilippines,thebilingualliteracyprogrammeforKhmouminorityinLaoPDR,theproposeduseofSudaneseinIndonesianclassrooms,themothertongue-basedliteracyprogrammeforBahnarGroupinVietnam;andthebilingualprogrammeamongvariousethnicgroupsinCambodia.

BruneiDarussalam,SingaporeandMalaysiaprovidedinformationonthestatusofbilingualandmultilingualeducationintheirrespectivecountries.ThecountryparticipantsexpressedenthusiasmforfurthercollaborationwithSEAMEOandotherfellowSoutheastAsiancountriesintheareasofadvocacy,researchandinformationexchange.Way forward WhilethecheerfulvoicesoftheMonchildrenechothroughtheWangkhavillagefortheirnew-foundjoyinlearningattheschool,theOfficeofBasicEducationoftheMinistryofEducationThailandcontinuestoassisttheschoolandthecommunityinimprovingfurthertheimplementationoftheprogramme,notonlyforthesakeofthechildreninthecommunity,butalsoforotherschoolsinThailandandSEAMEOMemberCountrieswhowishtolearnmoreaboutthisworthyinitiative.

AsmostoftheSEAMEOCountriesindicatedinterestforfurthercollaboration,theMon-ThaiprogrammeandothermodelswillfindtheirwaythroughmanyavenuesforpossibleadoptionandadaptationindifferentcontextsinSoutheastAsia.Thisregionalcooperationwillcertainlyprovidegreateraccesstoqualityeducation,subsequentlypromotingtheattainmentoftheEducationforAllGoalsinSoutheastAsia.Butfornow,thetripbackhomeforOm-ornandeveryMonchildattheendofeachdayinWangkhavillageisanindicationofamilestoneineachyoungperson’slife.Learninghasbecomemoremeaningful.LiketheoldbutunfailingwoodenbridgeoftheMonpeople,thechildrenfoundyetanother“bridge”thatwillleadthemtoawiderhorizonoflearningandatthesametimekeeptheirforefathers’legacyalive.

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TheCommunityInvolvementProgrammewasmotivatedbytheSEAMEOCouncilin1997.Aftermorethanadecade,theinitiativehasbroughtsmilestofacesofmanyteachers,studentsandcommunitymembersintheschoolsandcommunitiesthattheSEAMEOUnitshavesponsoredinvariouscountriesintheregion.TheschemeinvolvesadoptinglocalschoolsorcommunitiesintheSEAMEOUnits’respectivehostcountries.Theobjectiveistoassisttheschoolsandcommunitiesinimprovingthequalityofteachingandlearning,inparticular;andthequalityoflifeingeneral.Overtheyears,theinitiativehasfocusedmainlyoncapacitybuildingofteachers,studentsandothercommunitymembers,improvementoflearningfacilitiesandschoolmanagement,andinvolvementofparentsandthecommunityineducatingtheyouth.Inrecentyears,activitiesincludedmorethanjustschooladoption.ConsideringthediverseexpertiseoftheSEAMEOUnits,interventionsrangedfromprovidingspecifictrainingcoursestovariousformsoftechnicalassistance–allgearedtowardsimprovingthequalityoflifeofthesociety.Someactivitieswereconductedinpartnershipwithotherorganizations.Amongothers,theSEAMEORegionalCentreforTropicalBiology(SEAMEOBIOTROP)introducedorganicfarmingintheschoolgardensinBogor,Indonesia.Ontheotherhand,theSEAMEORegionalCentreforHistoryandTradition(SEAMEOCHAT)broughttoforetheawarenessontraditionandhealthofthestudentsinYangon,Myanmar.

InthePhilippines,theSEAMEORegionalCentreforEducationalInnovationandTechnology,(SEAMEOINNOTECH)adoptedtwopublicschoolsinQuezonCity.IthasalsopartneredwithSEAMEOBIOTROP,thePhilippineDepartmentofScienceandTechnology,andtheBritishCounciltoimplementsocialconcern-relatedprojecttotheminingcommunityinSemiriraIslandinthecountry.Concernedwithteachers’performanceintheclassroom,theSEAMEORegionalCentreforEducationinScienceandMathematics(SEAMEORECSAM)providedscholarshipsto64teacherstoparticipateintheCentre’sprogrammesinPenang,Malaysia.Apartfromteachers,parentsareimportantlinkbetweenschoolandhomelearning.Forthisreason,theSingapore-basedSEAMEORegionalLanguageCentre(SEAMEORELC)chosetoassistparentswhowishtoobtainsuggestionsonhowtobecomegoodEnglishlanguage-speakingmodelstotheirchildren.Toachievethis,theCentreconductedaseriesoftalksonStandardEnglishfortheparents.Inspiredbythesameprinciple,theSEAMEORegionalTrainingCentre(SEAMEORETRAC)gavetheHoChiMinhCityPoliceDepartmentinVietnammoreconfidenceintheuseofEnglishlanguagethroughanEnglishtrainingcourse.Likewise,theteachersinJakarta,IndonesiaparticipatedintheTeacherClinicProgrammeoftheSEAMEORegionalOpenLearningCentre(SEAMEOSEAMOLEC).FromBangkok,Thailand,theSEAMEORegionalCentreforArchaeologyandFineArts(SEAMEOSPAFA)travelednorthtoPhraeProvincetoreachouttothechildrenintheprovinceandhelpthembecomemoreawareonhowto

Touching lives through the SEAMEO community involvement programme by Piyapa Su-angavatin

A facilitator from SEAMEO TROPMED Network conducts a session as part of the Mental Health Programme for Adolescents, a post-tsunami project in selected schools and communities in Khao Lak, Phang Nga Province, Thailand.

SEAMEO BIOTROP conducts hands-on training in organic farming at the school garden for Science teachers

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Children from Phrae Province, Thailand learn how to dye indigo. This is one strategy of SEAMEO SPAFA in raising awareness among children on the preservation of their local heritage.

Teachers of Ban Pruewai School develop lesson plans using interactive whiteboard.

Children of Ban Subsanoon School in Saraburi Province enjoy life skills development activities introduced by the SEAMEO Secretariat.

preservetheirlocalheritage.Insamemannerofadvocacy,theSEAMEORegionalCentreforGraduateStudyandResearchinAgriculture(SEAMEOSEARCA)setupaforumtoencouragepublicawarenessonenvironmentandsafetyinthePhilippines.InBruneiDarussalam,theSEAMEORegionalCentreforVocationalandTechnicalEducation(SEAMEOVOCTECH)adoptedthe“B@ktif”YouthGroup.Ontheotherhand,theSEAMEORegionalTropicalMedicineandPublicHealthNetwork(SEAMEOTROPMEDNetwork)committeditselftovariousPost-TsunamiProjectsinThailand.FortheSEAMEOSecretariat,itadoptedthreeschoolsinThailandandhasbeenprovidingtrainingcoursesforteachers,learningmaterials,technicalsupportandscholarshipsforstudents.TheSecretariatconductedtrainingcoursesforteachersintheuseofICTasateachingandlearningtool,particularlytheComputerAssistedInstruction(CAI).Inordertoencourageloveforreadingamongthestudents,theSecretariatdonatedchildren’sbooksandeducationalgamestotheschools.Ithasalsoassistedthemupgradetheircomputerfacilities.FortheBanSubsanoonSchoolinSaraburiProvince,Thailand,theSecretariatpartneredwiththePintarLearningSdnBhd,MalaysiaandEpsonThailandandprovidedinteractivewhiteboards,LCDprojectorandinstructionalsoftwareforinstruction.Regardedasacorporatesocialresponsibility,SEAMEOtakespleasureintheyearsofdevotedassistancetoitsadoptedschoolsandcommunities.WhiletheSEAMEOUnitscontinuetosupporttheminvariouscapacities,itisrewardingthatmanyofthepastandrecentinterventionshadtrulymadesignificantcontributioninimprovingthelivesofmany.

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TheSEAMEOSecretariatandtheUNESCOAsiaandPacificRegionalBureauforEducationsettheTermsofReferenceforjointregularmeetingfollowingtherenewalofalliancebetweenthetwoorganizationsatthe43rdSEAMEOCouncilConferenceinMarch2008.Dato’DrAhamadbinSipon,SEAMEOSecretariatDirector,andMrKoichiroMatsuura,DirectorGeneralofUNESCO,signedtherenewedAgreementbetweenSEAMEOandUNESCOthatcalledforstrengthenedcooperationbetweenthetwoinstitutions.ThefirstMOUwassignedin1975.

SEAMEO Secretariat and UNESCO Bangkok Regular Joint Meeting

SEAMEO Secretariat Director Dato’ Dr Ahamad bin Sipon and Director General of UNESCO Mr Koichiro Matsuura signed the renewed agreement for strengthening cooperation

SEAMEO Secretariat Director Dato’ Dr Ahamad bin Sipon and UNESCO Bangkok Director Dr Sheldon Shaeffer sign the TOR of the regular joint meeting

SEAMEO Education Agenda ��

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SEAMEO Secretariat profiessional staff share the major programmes of SEAMEO

UNESCO Bangkok key officials attend the first meeting SEAMEO Secretariat and UNESCO Bangkok launch a bowling tournament as part of their joint social programme.

TheregulardiscussionisexpectedtostrengthencooperationbetweenthetwoorganizationsparticularlyoncommonadvocaciesineducationinSoutheastAsia.Themeetingtakesplaceatleasttwiceayearandwillprovideopportunitytoharmonizestrategiesandsupporteachotherintheimplementationofrespectiveprogrammesandprojects,aswellasothersocialactivities.Thefirstregularmeetingwasheldon17December2008inBangkok.TheTORoftheregularmeetingwassignedbyDrSheldonShaefferforUNESCOBangkokandDato’DrAhamadbinSiponfortheSEAMEOSecretariat.

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31st SEAMEO High Officials Meeting

ThemeetingoftheSEAMEOHighOfficialsfrom19to21January2009inBangkokconcludedinanatmosphereofcooperationafteritendorsedimportantcollaborativeinitiativesincludingthe10proposedprojectstoreachtheunreached,follow-upactivitiesontheuseofmothertongueininstruction,thephase2proposalonwatersanitationandhygieneeducation,communityinvolvementandcapacitybuilding.Themeetingdeliberatedonthecollaborativeprojectstoprovideeducationtotheunreachedandunderprivileged.TheSEAMEOMemberCountriesvolunteeredandindicatedinteresttoleadortakepartinthevariousprojectsthataretailoredforspecificobjectives.Malaysiavolunteeredtoleadtheinitiativeinsupportinglearnerswithdisabilitiesandraisingawarenessongirlsandwomen’seducation.ThePhilippinestookleadershipinsettingupamechanismtoidentifyearlysignsofstudentdropoutandagreedtoworkwithIndonesiainsteeringtheregionalplantopromoteeducationinemergenciesanddisasterpreparedness.Meanwhile,IndonesiaacceptedtheheadshipinprovidingeducationtostatelessandundocumentedchildreninSoutheastAsia.ThailandandLaoPDRcommittedtoworkoninitiativesforlearnersinremotecommunitiesbyfocusingoncommunity-basedlearningcentresandmulti-gradeteaching.

Heads of delegations of SEAMEO Member Countries and Associate Countries in a group photo with Thailand Minister of Education

Thailand Minister of Education Mr Jurin Laksanavisit speaks on the need for cooperative efforts to bridge the development gaps in the region.

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TheSEAMEOHighOfficialsendorsedproposalsandreportsoftheSEAMEOCentresincludingtheon-goinginitiativeonqualityassuranceandcooperationinhighereducationofSEAMEORIHED,theSoutheastAsianEducationNetworkofSEAMEOSEAMOLEC,SEAMEOTROPMEDNetwork’sefforttoimproveschoolhealthinSoutheastAsia,SEAMEOINNOTECH’sdevelopmentagenda,andthefive-yeardevelopmentplansofSEAMEOSEARCAandSEAMEOVOCTECH.OtherinformationsharedatthemeetingincludedSpain’sSpanishinternationalprogrammesfordisseminationtotheSEAMEOMemberCountries,Malaysia’sICTConferencein2008,SEAMEOandUNESCO’sfirstjointmeeting,andthe4thIslamicConferenceofMinistersofHigherEducationandScientificResearchechoedbytheSEAMEOSecretariat.HEMrJurinLaksanavisit,MinisterofEducationThailandopenedthemeetingbyunderscoringtheneedtogearcooperativeeffortstowardbridgingthedevelopmentgapsintheregion.The31stSEAMEOHighOfficialsMeetingwasconductedback-to-backwiththe3rdASEANSeniorOfficialsMeetingonEducationledbytheASEANSecretariat.

SEAMEO High Officials discuss various issues on education in Southeast Asia

SEAMEO Directorate and Thailand Permanent Secretary Dr Chinnapat Bhumirat preside over the meeting

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The participants in a plenary session

Centre directors, coordinators and all key officials of the SEAMEO Units in a group photo

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Centredirectors,coordinatorsandkeyofficialsattendedthe2008SEAMEOCentreDirectorsMeetingconvenedbytheSEAMEOSecretariaton23-24July2008inBangkokwithanewformatwhichprovidedgreateropportunityforcollaboration.Thenewmeetingset-uphighlightedthemostsubstantialagendaoftheSEAMEOUnitsandprovidedadedicatedtimeforbuildingalliancesbetweentheunitsanddevelopmentpartners.ThemeetingsegmentsincludedupdatesfromtheSEAMEOUnits,acollaborativesession,andanetworkingsession.Discussionsfocusedonnetworkingandpartnership,SEAMEObranding,andimmunitiesandprivilegesofSEAMEOUnits.SEAMEOSEARCAshareditsexperiencesonnetworkingandpartnershipwhileSEAMEORETRACpresentedtheneedforbrandingof

SEAMEO Centre Directors Meeting 2008

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SEAMEOanddiscussedvariousviewsonit.TheSEAMEOSecretariatsharedthesummaryoftheimmunitiesandprivilegesaccordedtotheSEAMEOUnitsbytherespectivehostmembercountries.Furthermore,themeetingprovidedopportunityforSEAMEOnetwork’sexistingandpotentialpartnerstopresenttheirprioritiesandinterestsandmatchthemwiththeoperationsoftheSEAMEOnetwork,subsequentlyidentifyingareasofmutualinterestandpossiblecollaboration.PartnerspresentatthediscussionwereUNESCOBangkok-AsiaandPacificRegionalBureauforEducation,ASEANSecretariat,AssociationofUniversitiesofAsiaandthePacific(AUAP),AustralianEmbassyinBangkok,UniversityofTsukubaandtheBritishCouncilinThailand.

Networking session at the CDM 2008

Collaborative sessions to identify areas of mutual interest

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Calendar of SEAMEO Events & Activities March – December 2009

Date/Month Event Organizer Venue MARCH 3-13Mar Food and Micronutrient Intervention SEAMEO UniversityofIndonesia, TROPMED/Indonesia Jakarta,Indonesia16-19Mar Regional Meeting on Quality Equity in MinistryofEducation, PullmanHotel,

Education Thailand Bangkok,Thailand19-20Mar Education Conference on Curriculum BritishCouncilin SiamCityHotel Development for Future Global Citizens collaborationwiththe Bangkok,Thailand OfficeofBasicEducation Commission,SEAMEO Secretariat,andJetAirways26Mar–6Apr Bangkok International Book Fair 2009 ThePublishers&Book QueenSirikitNational SellersAssociationof ConventionCentre,Bangkok, Thailand Thailand24-26Mar The 4th World Teachers’ Day in Thailand MinistryofEducation, ImpactConventionCenter, and 12th UNESCO-APEID International Thailandincollaboration Nonthaburi,Thailand Conference : Quality Innovations for withUNESCOAPEID Teaching and Learning APRIL 5-8Apr 44th SEAMEO Council Conference MinistryofEducation, SheratonGrandeLaguna Thailandincollaboration Hotel,Phuket,Thailand withSEAMEOSecretariat5-6Apr 4th ASEAN Education Meeting MinistryofEducation, SheratonGrandeLaguna Thailandincollaboration Hotel,Phuket,Thailand withSEAMEOSecretariat andASEANSecretariat20-22Apr 44th RELC International Seminar on SEAMEORELC SEAMEORELC,Singapore the Impact of Technology on Language Learning and Teaching: What, How and Why MAY 12-14May SEAMEO Capacity Building Workshop SEAMEOBIOTROP SEAMEOBIOTROP, 2009 on Inter-Centre Collaboration Bogor,Indonesia

JUNE 7-10Jun 23rd ICDE World Conference on Open ICDEandEADTU Maastricht,theNetherlands and Distance Learning 2009 EADTU Annual Conference with the theme “Flexible Education for All : Open – Global – Innovative” 9-10Jun The Regional Workshop on ICT SEAMEOSecretariat 5thFloor,ConferenceRoom, Integration in Education: Policies and SEAMEOSecretariat, Practices in Southeast Asia Bangkok,Thailand15-18Jun The 17th Conference of MinistryofEducation KualaLumpurConvention the Commonwealth Education Malaysia Center,KualaLumpur, Ministers: Stakeholders’ Forum Malaysia

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Date/Month Event Organizer Venue JULY 13-17Jul UNESCO IKM Attachment Programme SEAMEOSecretariat MomLuangPinMalakul for SEAMEO Staff CentenaryBuilding, Bangkok,Thailand

AUGUST 3-6Aug Centre Directors Meeting SEAMEOSecretariat Bangkok,Thailand 24th SEAMEO SPAFA Governing Board SEAMEOSPAFA Meeting 9-14Aug 12th SEAMEO RETRAC Governing Board SEAMEORETRAC NhaTrang,Vietnam Meeting International Conference on “Branding SEAMEORETRAC NhaTrang,Vietnam in Higher Education: Practices and Lessons learned from global perspectives” 16th SEAMEO RIHED Governing Board SEAMEORIHED Meeting 13-14Aug 48th SEAMEO TROPMED Governing SEAMEOTROPMED KualaLumpur,Malaysia Board Meeting 24-26Aug 8th SEAMEO CHAT Governing Board SEAMEOCHAT NayPyiTaw,Myanmar Meeting SEPTEMBER23-25Sep 56th SEAMEO SEARCA Governing Board SEAMEOSEARCA BruneiDarussalam Meeting 27-28Sep 38th SEAMEO RELC Governing Board SEAMEORELC SEAMEORELC,Singapore Meeting 28-30Sep 52nd SEAMEO INNOTECH Governing SEAMEOINNOTECH BSBegawan, Board Meeting BruneiDarussalamLateSepor 47th SEAMEO BIOTROP Governing SEAMEOBIOTROP IndonesiaEarlyOct Board Meeting OCTOBER7-8Oct 12th SEAMEO SEAMOLEC Governing SEAMEOSEAMOLEC SiemReap,Cambodia Board Meeting 20th SEAMEO VOCTECH Governing SEAMEOVOCTECH Philippines Board Meeting 40th SEAMEO RECSAM Governing SEAMEORECSAM Board Meeting 12th SEAMEO INNOTECH International SEAMEOINNOTECH Conference Tobe Thailand Education Congress MinistryofEducation, ImpactConventionCenter,confirmed (World Teachers’ Day) Thailand Nonthaburi,Thailand

NOVEMBER23-26Nov 32nd SEAMEO High Official Meeting SEAMEOSecretariat Bangkok,Thailand

DECEMBER3-5Dec The 3rd National Education Leaders ReedTradex,WorldDIDAC QSNCC,Bangkok,Thailand Forum and WorldDIDAC Asia 2009

As of 18 March 2009 http://www.seameo.org/vl/library/dlwelcome/activities/meeting/index2009.html

Calendar of SEAMEO Events & Activities March – December 2009

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SEAMEO BIOTROP SEAMEO Regional Centre for Tropical Biology Bogor, Indonesia

SEAMEO CHAT SEAMEO Regional Centre for History and Tradition Yangon, Myanmar

SEAMEO INNOTECH SEAMEO Regional Centre for Educational Innovation and Technology Manila, Philippines

SEAMEO RECSAM SEAMEO Regional Centre for Education in Science and Mathematics Penang, Malaysia

SEAMEO RELC SEAMEO Regional Language Centre Singapore

SEAMEO RETRAC SEAMEO Regional Training Centre Ho Chi Minh City, Vietnam

SEAMEO RIHED SEAMEO Regional Centre for Higher Education and Development Bangkok, Thailand

SEAMEO SEAMOLEC SEAMEO Regional Open Learning Centre Jakarta, Indonesia

SEAMEO SEARCA SEAMEO Regional Centre for Graduate Study and Research in Agriculture Los Baños, Laguna, Philippines

SEAMEO SPAFA SEAMEO Regional Centre for Archaeology and Fine Arts Bangkok, Thailand

SEAMEO TROPMED Network SEAMEO Tropical Medicine and Public Health Network Bangkok, Thailand

SEAMEO TROPMED Indonesia SEAMEO TROPMED Regional Centre for Community Nutrition Jakarta, Indonesia

SEAMEO TROPMED Malaysia SEAMEO TROPMED Regional Centre for Microbiology, Parasitology and Entomology Kuala Lumpur, Malaysia

SEAMEO TROPMED Philippines SEAMEO TROPMED Regional Centre for Public Health Manila, Philippines

SEAMEO TROPMED Thailand SEAMEO TROPMED Regional Centre for Tropical Medicine Bangkok, Thailand

SEAMEO VOCTECH SEAMEO Regional Centre for Vocational and Technical Education and Training Brunei Darussalam

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w w w.worlddidacasia.com

For more information, please contact: • Mr. Beat Jost at

In 2009, Worlddidac Asia will make a grander return as the prominent public stages for the education community to cherish the good practices, enhance the quality and equity of education, and explore the linkage, collaboration and partnership cross-nationally and regionally. The event will enhance the educational excellence in Thailand and Asia by presenting innovative educational materials, media and technologies from over 120 exhibitors from across the globe.

• Presentation Technology • Printed and Published Products • School, Lab and Conference Furnishing • Multimedia Technologies • Occupational Field • Digital Printing and more.

Also highlighted as co-located function is the 3rd Asia Education Leaders Forum to show a positive sign for education in Asia as honorable speakers from all over the world are pleased to take part in this rare opportunity with their visionary presentations and case studies.

Tel: +41 31 311 76 82, Fax: +41 31 312 17 44, Email: [email protected] (for exhibitors in Europe and America) Ms. Kornsawan or Ms. Rawipan at Tel: +662 686 7247, 686 7220, Fax: +662 686 7288

Global Solution Asia’s Educational Revolution

Co-located with:

Queen Sirikit National Convention Center

Organized by:Supported by:

Southest Asian Ministers of Education Organization Secretariat (SEAMEO Secretariat)

Co-organized by:

WORLDDIDAC - The World Association of Publishers, Manufacturers and Distributors of Education Materials www.worlddidac.org

Issue 4 March 2009 Southeast Asian Ministers of Education Organization

SEAMEO EDUCATION AGENDA

Issue 4 l March 2009

Reaching the unreached in Southeast Asia

Touching lives through community involvement

Keeping the Mon legacy alive

Environmental Education: Malaysia’s Experience

www.seameo.org