Status of ICT Integration in Education in Southeast Asian Countries By Bunyamin Maftuh SEAMEO Secretariat

What is SEAMEO? Southeast Asian Ministers of Education Organization (SEAMEO) was established on 30 November 1965 as a chartered international organization

SEAMEO Purposes To promote cooperation among Southeast Asian nations through education, science and culture 1.  2.  Date of establishment of Centres 3.  Flagship Projects of SEAMEO 4.  Consensus points at 41st SEAMEC 5.  Brisbane Conference and Communique [Draw from materials below.  We also have the Communique, if you need it.]   

11 SEAMEO Member Countries Indonesia (1965) Lao PDR (1965) Malaysia (1965) Philippines (1965) Singapore (1965) Thailand (1965) Cambodia (1971) Brunei Darussalam (1984) Vietnam (1992) Myanmar (1998) Timor-Leste (2006)    

8 SEAMEO Associate Members Australia (1973) France (1973) New Zealand (1974) Canada (1988) Germany (1990) Netherlands (1993) Spain (2007) Associate membership category approved 1971.        

3 SEAMEO Affiliate Members International Council for Open and Distance Education, Norway (1999) University of Tsukuba, Japan (2009) Affiliate members 1983. The Association of Canadian Community Colleges (ACCC) [7 March 1984] joined SEAMEO as the Affiliate Member. [withdrew 1988]         British Council, England (2010)

SEAMEO Centres and Network BIOTROP (Indonesia) CHAT (Myanmar) INNOTECH (Philippines) QITEP in Language (Indonesia) QITEP in Mathematics (Indonesia) QITEP in Science (Indonesia) RECFON (Indonesia) RECSAM (Malaysia) RELC (Singapore) RETRAC (Vietnam

SEAMEO Centres and Network RIHED (Thailand) SEAMOLEC (Indonesia) SEARCA (Philippines) SEN (Malaysia) SPAFA (Thailand) TROPMED Network (TROPMED Malaysia, TROPMED Philippines, TROPMED Thailand) VOCTECH (Brunei Darussalam)

Survey on the Status of ICT Integration in Education In the 21st century the world has changed so fundamentally ignited by rapid development of ICT Rapid development of ICT encouraged people to have ICT literacy, information and media literacy. The fundamental changes in the 21st century will change the roles of learning and education in day-to-day living.

The 21st Century Skills Critical thinking and problem solving Communication and collaboration Creativity and innovation Information literacy, media literacy, ICT literacy Flexibility and adaptability Initiative and self-direction Social and cross-cultural interaction Productivity and accountability Leadership and responsibility

Survey on the Status of ICT Integration in Education Integrating ICT in education provides opportunities for students to: search for and analyse information solve problems communicate and collaborate equips them with a set of competencies to be competitive in the 21st century marketplace

Survey on the status of ICT integrationin Education SEAMEO Secretariat and SEAMEO VOCTECH conducted a preliminary survey on the status of ICT integration in education in the 11 SEAMEO Member Countries.

Survey Questions How has ICT been integrated in education among the countries in Southeast Asia? What are the strengths and capacities of these countries to integrate ICT in education? What are the ICT in education best practices in these countries and how can they be shared among the countries in Southeast Asia?

The 10 ICT in Education Dimensions used as framework of the study National ICT in education vision; National ICT in education plans and policies; Complementary national ICT and education policies; ICT infrastructure and resources in schools; Professional development for teachers and school leaders;

The 10 ICT in Education Dimensions used as framework of the study Community/partnerships; ICT in the national curriculum; Teaching and learning pedagogies; Assessment; and Evaluation and research.

UNESCO’s model of ICT Development in Education for classifying the stage of development Emerging - have just started their ICT in education journey; Applying - have developed a new understanding of the contribution of ICT to learning; Infusing - have integrated ICT into existing teaching, learning and administrative practices and policies; and Transforming - have used ICT to support new ways of teaching, learning and administration.

Stages of ICT Integration in Education

Overview of SEAMEO Member Countries’ Stages of ICT Integration in Education See Table 1

Transform Ing Infusing Applying Emerging Group 1 Countries Brunei Malaysia Singapore Infusing Group 2 Countries Indonesia Philippines Thailand Vietnam Applying Emerging Group 3 Countries Cambodia Lao PDR Myanmar Timor Leste Three Groups of SEA Countries in the Stage of ICT integration

Group 1 countries Brunei Darussalam, Malaysia, and Singapore At the infusing and transforming stages for most of the dimensions of ICT in education. Highly developed national ICT in education plans and policies Almost all the classrooms in these countries: equipped with computers and other ICTs, have a high student-computer ratio, a high level of Internet access education delivery system is increasingly online.

Group 2 countries: Indonesia, Philippines, Thailand, and Vietnam. Mainly at the infusing stage for most of the dimensions Most countries already have developed ICT plans and policies in education. Due to the rural-urban gap, there are still some parts of the dimensions that are in the applying and even emerging stage.

Group 3 countries: Cambodia, Lao PDR, Myanmar, and Timor Leste All countries are still at the emerging stage for most of the dimensions. The main concern of these countries is access to ICT infrastructure, hardware and software. Cambodia and Myanmar are at more advanced stages of ICT in education than Lao PDR and Timor Leste.

Emerging Issues & Recommendation from the Survey Holistic approach towards the development of the national ICT in education plans and policies. Provision of professional development to staff at all levels in the education system with a greater emphasis on the pedagogical aspect of ICT integration. Emphasis on ICT in national curriculum and assessment.

Emerging Issues & Recommendation from the Survey Sharing and transfer of ICT in education best practices and lessons learnt among SEAMEO Member Countries, and among schools and provinces/states in the country. Support of Group 3 countries’ ICT in education efforts through partnerships. Planning for evaluation and research of ICT in education.

For further information about the Book please visit SEAMEO Website: www.seameo.org

M L Pin Malakul, the then Minister of Education, Thailand.

Thank You www.seameo.org