Overview The 35th SEAMEO High Officials Meeting in November 2012 and the 47th SEAMEC in March 2013 approved the SEA-PLM to complement global Learning.

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Presentation transcript:

Southeast Asian Primary Learning Metrics (SEA PLM) Project Phase 1 Highlights

Overview The 35th SEAMEO High Officials Meeting in November 2012 and the 47th SEAMEC in March 2013 approved the SEA-PLM to complement global Learning Metrics Task Force (LMTF) initiative. 2. SEAMEO plans to develop a common primary education learning metrics for SEA which will provide timely, high-quality data to stakeholders and policy makers for effective reforms and interventions.

Rationale – UNICEF and SEAMEO INNOTECH Collaboration on SEA PLM To develop a common set of tools and protocols for SEA countries to measure the learning outcomes of children of primary school age. To ensure the learning metric is based on SEAMEO Member Countries’ core curriculum outcomes, and that they are normed and validated with Southeast Asian children, reflecting the spirit and values of ASEAN;

To build capacity within and strengthen partnerships between SEA countries in measuring learning outcomes, in analysing results and in using analysis for policy reform. To provide a regional learning outcomes measurement tool that will help SEA countries to ultimately improve quality of education

Important Attributes of SEA-PLM The SEA-PLM should reflect South East Asian values and context and be based on the review of curricula from SEA countries SEA-PLM covers all subjects – Math, reading, writing, global citizenship SEA PLM includes school/student context data

Rationale – UNICEF and SEAMEO INNOTECH Collaboration on SEA PLM SEAMEO INNOTECH was tasked: To provide technical leadership for the Regional Experts Reference Group – including draft work plan, TOR for various mechanisms and team, introduction to SOLO Taxonomy and Rausch Modelling, technical sessions; to recommend national strategic plan to build country-level communities of practices, capacity-building gaps, and training packages for stakeholders at the national level, and suggest process for enhancing national capacity and decision making

Activities Conducted SEAMEO INNOTECH Australian Center for Education Research (ACER) SEAMEO INNOTECH Conduct a desk review of experiences with primary learning metrics – and within PISA and TIMMS – in the region Map out what types of LM have been introduced in SEA countries Regional experiences with primary learning metrics reviewed – including innovative approaches, issues, and lessons learned of relevance to the SEA-PLM initiative Review SEAMEO member countries National Curriculum at primary levels to identify commonalities and unique elements within curriculum frameworks, compare this to the LMTF seven domains and compare the broad domains of learning as structured in national core curriculum frameworks Compile comparable grade level curriculum expectations or expected outcomes for children aged 8 to 11 years.

ACER Review of Primary Learning Metric used a simplified framework of multilevel approaches to assessment Hybrid Assessment EGRA- Early Grade Reading Assessment EGMA_ Early Grade Mathematics Assessment EALAS- East Asia Learning Achievement Study International Assessments –are conducted in various languages and regions throughout the world and were design to explore cross-national variation in student learning, education systems and processes TIMSS- Trends in International Mathematics and Science Study PIRLS- Progress in International Reading Literacy Study Pre-PIRKS – Pre-progress in International Reading Literacy Study Regional assessments – samp[e students and schools in regions that share similar historical, linguistic, cultural adn economic conditions to explore cross-national variation in student achivement with “like” countries PASEC - ‘Programme d'analyse des systemes educatifs de la CONFEMEN (PASEC)’ 0 Programme on the Analysis of hte Education System SACMEQ- Southern and Eastern African Consortium for Monitoring Educational Quality (SACMEQ) LLECE- Latin American Laboratory for Assessment of the Quality of Education Source:

SEA Approaches to assessment Countries Assessment Types Names of Tests Cambodia Hybrid, Regional and National EGRA, PASEC, LAS Lao PDR Hybrid, Regional, National EGRA, PASEC, NLS, ASLO, Indonesia EALAS, Literacy Boost, TIMSS, PIRLS, LAS Malaysia National, International PISA, TIMSS Myanmar Hybrid EALAS Philippines Hybrid, International, National EGRA, Literacy Boost, EALAS, Phil-IRI, TIMSS 1) Hybrid ( combines methodologies of household surveys and a large scale assessment to addr4ess contextual needs of low and middle income countries) Cambodia (EGRA) Indonesia (Literacy Boost, EALAS) Lao PDR (EGRA) Myanmar (EALAS) Philippines (EGRA, Literacy Boost, EALAS) Timor Leste (EGRA, EALAS) Vietnam (EGRA, EALAS, Literacy Boost) 2) Regional- ‘Programme d'analyse des systemes educatifs de la CONFEMEN (PASEC)’ 0 Programme on the Analyses of hte Education System Cambodia (PASEC Lao PDR (PASEC) Vietnam (PASEC) 3) National Cambodia (Learning Assessment System) Indonesia (Learning Assessment System) Lao PDR (National Literacy Survey, Assessment of Student Learning Outcomes) Malaysia (Primary School Achievement Test) Philippine (Informal Reading Inventory) Singapore (Core Research Program) Thailand (Nationwide Assessment) Vietnam (Reading and Maths Assessment Study 4. International Indonesia - (TIMSS/PIRLS) Malaysia (TIMSS) Philippines (TIMSS) Singapore (TIMSS/PIRLS) Thailand (TIMSS) Source:

SEA Approaches to assessment Countries Assessment Types Names of Tests Singapore National, International CRP, TIMSS, PIRLS Thailand Hybrid, National, International Nationwide Assessment, TIMSS Timor Leste Hybrid EGRA, EALAS Vietnam Hybrid, National, Regional, Reading and Maths Assessments Study, EGRA, EALAS, Literacy Boost, PASEC 4. International Indonesia - (TIMSS/PIRLS) Malaysia (TIMSS) Philippines (TIMSS) Singapore (TIMSS/PIRLS) Thailand (TIMSS) Source:

2. SEAMEO INNOTECH’s Primary Education Curriculum Review The purpose of SEA PLM curriculum review is to survey the primary education curriculum of 11 SEA countries according to the primary learning metric in the areas of English, Social Studies, Mathematics, and Science at the primary level (years 1 to 6). The learning metric was developed by the UNESCO LMTF that serves as a global framework for measuring learning. This supports advocacy on MDGs, EFA, and access to education plus learning.

SEA PLM SEAMEO INNOTECH Primary Education Curriculum Review followed the Global Framework for Learning Domains The Learning Metrics Task Force is a multistakeholder collaboration working to improve learning outcomes for children and youth worldwide, with a specific focus on strengthening assessment systems and the use of assessment data in service of EFA Goal. The first report from the task force, Toward Universal Learning: What Every Child Should Learn, presents a broad, holistic framework of seven learning domains, with various competencies in each, as the aspiration for all children and youth across the globe. The seven domains are: Physical well-being Culture and the arts Social and emotional Literacy and communication Learning approaches and cognition Numeracy and mathematics Science and technology The domains have been established as what children should learn, now Phase II of the project works back to the preceding step: how will we know whether learning is occurring under each of the seven domains? More specifically, how can we measure and track progress in learning at the global and national levels?

SEAMEO INNOTECH Product : A Review of Primary School Curriculum in Southeast Asian Countries Initially, SEAMEO INNOTECH reviewed the curriculum of 7 SEA countries using the 7 domains for Learning Outcomes under the LMTF. The review identified commonalities and unique elements within curriculum frameworks in the participating countries The contents were compared using the LMTF domains Completed review of primary school curriculum in Southeast Asia reflects then domains that SEA children are learning, specifically at grade 5 and which subject areas are the 7 domains more evident.. As shown in the succeeding slides:

Domain 1 : Physical Well-Being Countries Physical Well-Being Brunei Darussalam Science 4-6 Cambodia All subjects 1 to 6 Lao PDR Science 1-5; Math 4-5 Philippines Singapore Science 1-2 Thailand Languages 4-6; Math 2-6; Science 2-3; Social Studies 2-6

Domain 2 : Social and Emotional Countries Social and Emotional Brunei Darussalam Languages 1-6;Science 1-6 Cambodia All subjects 1 to 6 Lao PDR Languages 3-6; Science 1-5 Philippines Languages 1-6; Science 3 &5; Social Studies 2-6 Singapore Languages 1, 5-6; Science 1-6; Social Studies 1-6 Thailand Languages, Science, and Social Studies 1-6 Vietnam Language, Math, Science and Social Studies 1-6

Domain 3 : Culture and the Arts Countries Cultural and the Arts Brunei Darussalam Languages and Maths- Gr 1-6 Science 4-6 Cambodia All subjects Gr 1-6 Lao PDR Languages 4-6; Maths 1-6; Science 1-4 Philippines Languages-Gr 1-2; Filipino 1-6;Social Studies 2 -6 Singapore Maths 1-5; Science 1-2; 4-6; Thailand Languages 1-6;Maths 3-6; Social Studies 1-6 Vietnam Social Studies 1-6

Domain 4 : Literacy and Communication Countries Literacy and Communication Brunei Darussalam Languages 1-6; Maths 1-3; Science 4-6 Cambodia All subjects Gr 1-6 Lao PDR Languages 4-6; Maths 1-6; Science 1-4 Philippines Languages-Gr 1-2; Filipino 1-6;Social Studies 2 -6 Singapore Maths 1-5; Science 1-2; 4-6; Thailand Languages 1-6;Maths 1-6; Social Studies 1-3 Vietnam Languages – 1-5; Maths and Sciences 5-6

Domain 5: Learning Approaches and Cognition Countries Literacy and Communication Brunei Darussalam Languages 1-6; Maths 1-6; Science 4-6 Cambodia All subjects Gr 1-6 Lao PDR Languages 3-6; Maths 2-6; Science 1-5; Social Studies 1-5 Philippines Languages-Gr 1-5; Science 2-6 Singapore Languages 1-6; Maths 1-5; Science 4-6; Social Studies 4-6 Thailand Languages (Thai) 1-6;Maths 1-6; Science 1-4; Social Studies 1-5 Vietnam Languages – 1-5; Maths and Sciences 5-6

Domain 6: Numeracy and Mathematics Countries Numeracy and Mathematics Brunei Darussalam Languages 1-6; Maths 1-6; Science 4-6 Cambodia Language Gr 1; Maths 1-6 Lao PDR Maths 1-6 Philippines Maths 1-6; Science 1- 4-6 Singapore Maths 1-6; Science 1-2 Thailand Languages (Thai) 1-3;Maths 1-6; Science 3; Social Studies 3-4 Vietnam Maths 1- 6

Domain 7: Science and Technology Countries Science and Technology Brunei Darussalam Science 1-6 Cambodia Science and technology and Social Studies 1-6 Lao PDR Science and Social Studies 1-5 Philippines Science 3-6 Singapore Thailand Vietnam Science and Social Studies 1-6

Agreements in SEA PLM RERG Conference (24-26 September 2013) GRADE 5 students to be covered in the assessment Subject areas to be covered Maths, Reading and Writing and Global Citizenship Ways of conducting the assessment Use of SOLO Taxonomy High level of expertise would be needed to support the regional and national teams

Participants to the SEA PLM Manila Workshop

THANK YOU