Escolar Documentos
Profissional Documentos
Cultura Documentos
1|Page
Content
Foreword i
Introduction ii
2
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i
P a g e | ii
ii
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No of Targets/ Period of
No Name of Programme/Key Activity Description Remarks
Participants Implementation
1. Policy - Review In the process of developing The current state is reviewing Heads of Review Ongoing
& Development “Brunei Darussalam Early the final draft of Brunei committee from [Dec 2014 – 2017]
Childhood Care and Education Darussalam first ECCE Policy. selected
(ECCE)” Policy. stakeholders.
In the process of developing This National Quality ECCE 127committee Ongoing
“National Quality Framework Framework will control the members involved [Dec 2012-2017]
for Early Childhood Care and quality of ECCE in Brunei (MoE & other
Education (0-5 years)” in Darussalam. It will outline the Ministries)
Brunei Darussalam. standard governing ECCE
teacher qualifications; teacher
training & education;
qualifications; licensing; ECCE
programmes; curriculum and
Pedagogy; assessment of
children’s learning and
development; learning
outcomes; infrastructure;
teacher ethics and tracking
checklist.
2. Project(s) Establishment of ECCE This is a project involves to: 90 4-year old Ongoing Still under
programme for 4 year old in • Establish ECCE programme children (6 (Feb – Nov 2017 discussion
Government schools. for 4-year-old standard; and selected
• Pilot out its implementation. schools)
+
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Name of Responsible
No of Targets/ Period of
No Programme/Key Description Remarks Department/
Participants Implementation
Activity Units
1. Early childhood Development and implementation of
Development and
community- based innovative ECDE
Education (ECDE) ECE
alternatives linked to water, Sanitation
Department
and Hygiene, protection, and Health &
Nutrition
Development, implementation and
monitoring of Early Childhood Education
(ECE) National Minimum Service
standards Support by
2017- 2021
UNICEF
Support for ECE pre-and in-service
curriculum revision
Capacity building of ECE providers
through innovative cost-effective
approaches
Support for the development and
implementation of home-based
parenting practices
2. Early childhood Community based ECD
Development and
Education (ECDE)
Improvement of Curriculum
Name of
No of Targets/ Period of
No Programme/Key Description Remarks
Participants Implementation
Activity
1. Quality NPSC includes a new set of competencies in line with the
Malaysia Education Blueprint 2013 – 2025 which is geared
National Preschool towards the 21st century and Higher Order Thinking Skills
Standard-Based (HOTS). NPSC 2017 also emphasizes on inquiry skills which
Curriculum (NPSC) will enable pupils to acquire knowledge throughout their life
as well as able to construct new knowledge. This is to
improve skills, cultivate confidence and develop a positive
self- concept in preschool pupils to prepare them to face
challenges and participate in further learning. School-
based assessment has been included in the curriculum
document as it will assist teachers in making observations
and to chart pupils’ progress. NPSC includes a new
From 2017
set of competencies in line with the Malaysia Education
Blueprint 2013 – 2025 which is geared towards the 21st
century and Higher Order Thinking Skills (HOTS). NPSC
2017 also emphasizes on inquiry skills which will enable
pupils to acquire knowledge throughout their life as well as
able to construct new knowledge. This is to improve skills,
cultivate confidence and develop a positive self- concept in
preschool pupils to prepare them to face challenges and
participate in further learning. School- based assessment
has been included in the curriculum document as it will
assist teachers in making observations and to chart pupils’
progress.
2. National Preschool The NPSC for special education has been developed with Preschools in
Standard-Based national aspirations which are geared towards 21st century Special
Curriculum (NPSC) for and Higher Order Thinking Skills (HOTS). It also emphasizes Education
Special Education Primary Schools
on inquiry skills which will enable pupils to acquire
Learning Difficulties and Special
knowledge throughout their life as well as able to construct
Hearing Impaired Educational
new knowledge. School-based assessment has been
Blind Programmes
included in the curriculum document as it will assist teachers
in making observations and to chart pupils’ progress.
Name of
No of Targets/ Period of
No Programme/Key Description Remarks
Participants Implementation
Activity
4. Enforcement of 21st Pilot project to 10 samples preschool classes throughout 10 public April 2015 and
century learning Malaysia. preschools ends on 31
environment Teachers are to be able to change their mind-set and October 2015.
behavior on the teaching and learning methodologies which
used to be teacher-centred approach. Teacher should be:
Open-minded and positive thinking.
Adaptive to changes in teaching and learning strategies.
Enforce the implementation of the intended Teaching and
Learning methodologies.
Be professional planner when it comes to learning activities
and classroom management.
6. Preschool Enrolment Malaysia Education Blueprint stated that by 2020, Public and
preschool education should be recorded as the Universal private
Enrolment where more than 90% of the children between preschools
the age of 4 to 6 get the access to preschool education.
The enrolment rate recorded in 2014 was 84.21%. Target
set for enrolment was to increase the preschool enrolment
rate to 88% by 2015. The enrolment rate taking into
accounts are for 2 cohorts of 5+ and 4+. Details as per
below:
Cohort (Age)
% Participation
No. Of pupils
4+
76.55
381,461
5+
91.96
452,500
Total
84.21
833,961
7. Accessibility (Jom In order to achieve the Universal Enrolment, Awareness Private
Daftar) Campaigns have been done with two main objectives: preschools
To increase the public awareness on the importance of
sending their children as early as 3 years old to preschools,
and
To increase the awareness of the private preschools and
kindergarten the importance of registering with the
\Ministry of Education for quality assurance and supports.
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Name of
No of Targets/ Period of
No Programme/Key Description Remarks
Participants Implementation
Activity
8. Continuing Design and implement a wide range of CPD programmes to MOE preschool
professional meet the needs of diverse ECCE contexts and programmes. Teachers
development (CPD) Malaysia enforces 7 days per years of CPD for government
teachers.
9. 2nd Asia-Pacific High-level policy-makers from the Asia-Pacific committed to 36 Asia Pacific 19-21 July 2016
Regional Policy Forum advancing equitable, quality early childhood care and countries
on Early Childhood education (ECCE) in the region with the adoption of the participated
Care and Education, Putrajaya Declaration. including
Putrajaya, Malaysia SEAMEO
member
The main objective is to further recognise ECCE as the countries
driver of transformation in the SDG4 – Education 2030
Name of
No of Targets/ Period of
No Programme/Key Description Remarks
Participants Implementation
Activity
1. Early Childhood Care 2014 onwards
and Development
(ECCD) Law (2014)
2. Myanmar Policy for 2014 onwards
Early Childhood Care
and Development
(2014)
3. Implementing KG has been introduced for the age of 5+ children since 5+ children 2016 onwards
Universal Kindergarten 2016-17 academic year according to new basic education from the whole
(KG) Education country
structure of KG plus 12 mentioned in National Education
Law (2014)
4. Quality kindergarten Programme Component 1: 2016 onwards
programme Provision of kindergarten classroom infrastructure and
for successful appropriate teaching and learning materials in all basic
transition to Grade 1 education schools
by children who have Programme Component 2:
completed one year of Promotion of parental involvement in kindergarten education
kindergarten Programme Component 3:
(from National
Implement a national teacher training programme for
Education Strategic
Plan-NESP) kindergarten specialization
5. School based ECCD ECCD Orientation Workshop Education 2012- 2017
Programme ECCD Preparatory and Management Training ECCD officials, school
(Collaboration with Refresher Training heads, teachers
UNICEF) from 25 project
ECCD Participatory Learning and Action Exercise for
townships
selection of schools to open school based ECCD ECCD
Prioritization Training
Monitoring and Evaluation Training
6. Review and Revise To be in line with ASEAN standards 2013 onwards
ECCE Quality
Standards
(Collaboration with
related Ministry,
UNICEF, NGOs and
INGOs)
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Name of
No of Targets/ Period of
No Programme/Key Description Remarks
Participants Implementation
Activity
7. Early Childhood To I m p r o v e Myanmar early childhood development, the 5 2016 onwards
Development Scales Researchers
training workshops on administering the short form of the
(ECDS) Project
East Asia-Pacific Early Childhood Development Scales (EAP- and 30
Collaboration with Research
Hong Kong University ECDS) have been conducted in Yangon University of
Assistants,
supported by UNICEF Education and nation-wide survey data have been collected.
1500 Children
Data Analysis process for the development of ECDS is still
working.
Name of
No of Targets/ Period of
No Programme/Key Description Remarks
Participants Implementation
Activity
1. Establishment of will serve as: a learning center that would introduce best
National Child practices of the integrated ECCD services.
Development Centers
(NCDC) that will serve a laboratory for conducting research and innovations about
as the model center for ECCD that will promote the continuing education and/or
the Local Government professionalization of ECCD service providers a resource
Unit for duplication in center for the community to enhance parenting skills and
the community. capabilities
2. Provision early Establishment early intervention center in the 448 recognized 448 recognized
intervention SPED Centers
SPED Centers in the Philippines
center/classroom for in the
children with special Philippines
needs
3. Strengthening Early Republic Act 10157, or “The Kindergarten Education Law”
Childhood Education made Kindergarten the compulsory and mandatory entry
through the Republic stage to basic education. Section 2 of this Act provides that
Act 10157, or “The all five (5)-year old children shall be given equal
Kindergarten opportunities for Kindergarten Education to effectively
Education Law”
promote their physical,
social, emotional and intellectual development, including
values formation so they will be ready for school. This was so
since the Department of Education (DepEd) believes that
Kindergarten
is the transition period from informal to formal literacy
(Grades 1-12) considering that age five (5) is within the
critical years where positive experiences must be nurtured to
ascertain school readiness. Research shows that children
who underwent Kindergarten have better completion rates
than those who did not. Children who complete a standards-
based Kindergarten program are better prepared, for
primary education. Education for children in the early years
lays the foundation for lifelong learning and for the total
development of a child. The early years of a human being,
from 0 to 6 years, are the most critical period when the brain
grows to at least 60-70 percent of adult size. In
Kindergarten, students learn the alphabet, numbers, shapes,
and colors through games, songs, and dances, in their
Mother Tongue.
Curriculum Standards for Kindergarten is done based on the
mandate of the K to 12 Program
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Name of
No of Targets/ Period of
No Programme/Key Description Remarks
Participants Implementation
Activity
4. Kindergarten Catch-Up Implement the Kindergarten Education Law (RA
Education Program: 10157) as the first compulsory and mandatory stage of
Targeting, Mapping & Basic Education,
Provision of Early Ensure access for quality Kinder Education and make
Learning Experiences the least and disadvantaged 5-year old children school-
for the Disadvantaged
ready. Despite the institutionalization of kindergarten
5-year old Filipino
education in school year 2012-2013, there are still
Children
families who are unable to send their children to school.
Name of
No of Targets/ Period of
No Programme/Key Description Remarks
Participants Implementation
Activity
1. Early Childhood The Early Childhood Development Agency (ECDA) nationwide 2013 – present
Development Agency was established in 2013 as the regulatory and
(ECDA) development authority for early childhood
development. ECDA’s mission is to ensure that every child
has access to affordable and quality early childhood
development services and programmes.
2. MOE Kindergartens 15 pilot Government-run kindergartens have been set up 5+ children
from the whole
from 2014 – 2016 as part of measures to catalyze quality in
country
sector. These pre-schools provide quality and affordable
pre-school education, develop teaching and learning
resources and share best practices with the pre-school
sector.
3. Developing the A comprehensive tool kit of kindergarten curriculum
Nurturing Early
resources developed by the Ministry of Education to support
Learners (NEL)
EC educators in creating quality learning experiences for
Curriculum
children ages 4 to 6.
P a g e | 10
Name of
No of Targets/ Period of
No Programme/Key Description Remarks
Participants Implementation
Activity
1. Establishment of - Four (4) public hearings to be conducted - All early December
National Policy and - Presentation to the National Committee on Early childhood 2016 –
Strategy on Early Childhood Development in March 2017 April 2017
Childhood - All schools
- Presentation to the Cabinet in April 2017 and early
childhood
centers
2. Establishment of The first draft will be finished in 2017 All schools and January
Minimum Standard on early childhood 2017 –
Early Childhood Care, centers May 2017
Development and
Education for
Kindergartens and
Early Childhood
Development Centers
3. Development of the Pilot implementation All Ministers January –
National Database and related to early September
ICT System for Early childhood 2017
Childhood development
4. Understanding of the - The Sub-Committee on the Implementation of Agencies, 2016 onwards
ASEAN Framework for Development Strategy on Early Childhood accepted service
Early Childhood the Minimum Quality Standards of ASEAN Early providers, and
Education Quality key
Childhood Care, Development, and Education, which
Standards among stakeholders
were proposed on February 2016.
responsible for
- The Minimum Quality Standards were presented to key early childhood
stakeholders as well as concerned agencies and development
individuals to serve as guidelines for designing standards
of early childhood development.
No of Targets/ Period of
No Name of Programme/Key Activity Description Remarks
Participants Implementation
1. Construct more buildings and classrooms for
Pre- school in order to increase access and
be able to accommodate around 18.336
children across the country, which represent
an enrollment rate of 20%.
2. School Readiness The project aims to raise school All preschool 2012 - 2016 WB fund
Promotion Project children
readiness for 5 year- old children, in
nationwide
particular for those most vulnerable to
not succeeding in a school environment
through supporting selected elements of
Vietnam’s ECE program
3. Issuance of kindergarten Issuance of Ministerial Decision No. 02 Nationwide Effective from 25
school standards and /2014/ QĐ-BGDĐT of 8 February 2014 March 2014
standard recognition that (i) specifies the national standards,
procedure at level 1 and level 2, for kindergartens;
and (ii) establishes the procedures for
recognizing kindergartens that meet the
standards
4. Implementing solutions Issuance of the Prime Minister’s Nationwide Effective from May Government
for early childhood care 2015 fund
Directive No. 09/Ct- TTg dated 22 May
and education in
2015 on implementing solutions for early
industrial and export
processing zones childhood care and education in
industrial and export processing zones
5. Further development of Project formulation for development of Nationwide 2016-2020
Early Childhood care
Early Childhood care and education for
and education
period 2016-2020
6. Adoption of standards Issuance of Circular 07/2016/TT-BGDĐT Nationwide Effective from May
for national recognition dated 22 March 2016 providing 2016
of education standards for national recognition of
universalization for 5- education universalization for 5 year old
year-old children children
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No of Targets/ Period of
No Name of Programme/Key Activity Description Remarks
Participants Implementation
1. Policy & Compulsory Education Act The socialisation 2007 Compulsory Parents, Ongoing Socialisation
Establishment Education Order: Every child residing guardians, (since 2015) through
in this country “above the age of six school leaders, workshops,
news
years who has not yet attained the age heads of village
articles, etc.
of 15 years” receives compulsory and regional
education for at least nine years”. chiefs
(i.e. penghulu).
2. Student Miftahun Najaah Scheme Provision of basic materials such as Disadvantaged Ongoing
Support textbooks, school uniforms, shoes, bags, children from (since 2011)
breakfast and lunches, transportation low income
and hostels to disadvantaged families, single
students enrolled in preschools, primary parent or
and secondary schools orphans
Riayah Wa Mahabbah Providing Year 6 primary students with 40 Year 6 Jan 2015
attendance and social factor issues Primary school and ongoing
Programme.
with support in terms of hostels, night students
classes, learning materials and
transportation.
3. Project Skill-Based Progamme (SBP) SBP aims to introduce a more Less To be piloted In
customised, skill- based training academically- in two collaboration
programme to meet the needs of those inclined secondary with IBTE and
less academically-inclined students as secondary schools in
relevant
well as students with diverse learning students 2018
stakeholders
needs at the secondary level.
P a g e | 13
No of Targets/ Period of
No Name of Programme/Key Activity Description Remarks
Participants Implementation
1. Scholarship for poor students at primary & Providing scholarship for poor students nationwide annual
lower secondary schools at grade 4-6 in primary and grade 7-9
student at lower secondary school
4. Video clip on inclusive education Producing video clips on inclusive Teachers & annual
education, education campaign in local Trainers
medias
Responsible
Name of No of Targets/ Period of
No Description Remarks Department/
Programme/Key Activity Participants Implementation
Units
1. Ethnic Boarding school Provision of education for ethnic All remote The government DG Early ICE/District
students living in remote area districts and budget allocated Childhood and province
some for each year & Community
provinces Education
2. Orphanage boarding Provision of education for orphans 7 schools The /Ministry of
and marginalized children government Security/
school
and NGO Curriculum by
budget MOES
allocated for (primary to
each year and secondary
3. Scholarship for Provision of scholarship for More than 500 EDF, Room to MOES
marginalized students students Read and Primary level
marginalized students
receive others support Provincial
scholarship for level
each year???
4. School meal Provision of school lunch 2014-2020 WFP, CRS Inclusive
One purpose is Education
to attract Center MOES
marginalized
students
attending school
5. Inclusive education for Mainstreaming of IE concept and IE All education 2015-20 IE Center MOES
implementation sub-sectors
learners with disabilities
and school
6. LEARN Provision of basic education for 7 districts 2014-19 Plan MOES ECE
marginalized districts International Dept and
Pre-primary
and Primary
7. BEQUAL Provision of basic education for 60 districs 2015-25 AusAID MOES-
marginalized districts Teacher
Education Dept
of ECE and
Primary
Education and
RIES
8. Basic education access Provision of basic education for the 4 districts 2014-21 UNICEF MOES – Dept of
and quality most marginalized districts Primary
Education
Responsible
Name of No of Targets/ Period of
No Description Remarks Department/
Programme/Key Activity Participants Implementation
Units
10. Improving Access to Lower Provision of the Stipends program 100 schools 2014-2018 ADB IEC, DSE
Secondary Education for 1740 Lower Secondary in 30 (poor)
Education schools students Districts within
15 provinces
Name of No of Targets/
No Description Period of Implementation Remarks
Programme/Key Activity Participants
1. Inclusive Education Special education has been given Target: 2013 - 2025 Achievement
for Students with prominence in the 2013: 10% 2013: 9.60%
Special Educational Malaysia Education Blueprint 2013- 2014: 20% 2014: 8.44%
Needs 2025. The overall
2015: 30% 2015:24.04%
objective of this initiative is to 2016 : 30% (as of Sept 2015)
increase access to a quality
2017 : 35% Total number of
inclusive education programmes for
students with SEN
students with SEN. This
is 69,255 (as of
initiative has set a target for 30% of Sept.2015)
students with SEN to be 2016: 30.26%
enrolled in Inclusive Education by Total number of
2015 and by 2025, the
students with SEN
Ministry aims to have 75% of
is 76,168 (as of
students with special needs
enrolled in inclusive education
programme.
2. Sekolah Bimbingan In collaboration with the Social 213 students 2013
Jalinan Kasih School for
Welfare Department, National
Street Children (SBJK):
Security Council and NGOs such
as Nur Salam Foundation and
Chow Kit Foundation, the MoE
has established a school
programme for street children
and abandoned children,
who have failed to pursue education
due to various reasons. The learning
concept used is based on a modified
National Curriculum with a blend of
Basic Vocational Education. SBJK
will be extended nationwide in
stages to curb dropouts among
children in Malaysia.
3. Education For Young The Integrity School and Henry
Prisoners And Juvenile Gurney School were established in
Offenders collaboration between the Ministry
of Education (MoE) and Prison
Department of Malaysia (PDM).
These closed institutions are for
inmates aged between 14 to 21
years under the order of the Court
mentioned in Section 74 Child Act,
2001. The establishment of these
schools is to ensure that all citizens
irrespective of background are able
to receive education.
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Name of No of Targets/
No Description Period of Implementation Remarks
Programme/Key Activity Participants
4. Education for The first national curriculum-based Kg Numbak Kg Numbak (2011)
undocumented children learning centre for children who could (370 Kg Bahagia (2013)
students)
not access formal education in
Kg. Bahagia
government or private institutions (700
due to the lack of legal status has students)
been set up in Kg Numbak and Kg
Bahagia both in Sabah. This is a
collaboration project between
UNICEF, the Sabah Special Task
Force and the Malaysia Teachers
Foundation.
5 National Education The Law mentioned education for disabled 2015 onwards
Amendment Law (2015) persons.
7. Stipends programmes The stipends programme has been Poor students 2012- 2013 AY
implemented for poor students from the nation-wide
onwards
whole country.
8. Provision of schools - The government has been providing All schools 2012- 2013 AY
Grant nation-wide
school grants to all basic education schools onwards
based on the number of primary students
in order to reduce the burden of school
operating cost traditionally borne by
communities.
-Since 2014-15 AY school grant programme
is implemented under Decentralizing Funding
to Schools Project by MoE in collaboration
with World Bank and AusAID.
9. Expansion of Schools in For the progress of border areas and Border areas 1989 onwards
border area national races, more basic education
schools have been opened annually.
10. Expansion of Post- The primary schools that meet the criteria to Areas where 2012- 2013 AY
primary, Affiliate and students are
be able to provide secondary education were onwards
Branch Schools difficult to
upgraded to post- primary, affiliate and
attend
branch schools. secondary
schools after
completing the
primary
education
11. Inclusive Education (IE) To enable every child to complete basic All basic 2003- 2004 AY
Programme education, the IE Programme was initiated education
schools onwards
and the students with various forms of
physical disabilities attend in basic education
schools.
P a g e | 18
5. Vocational Training - To provide the training for interested groups 276,886 Trainees 2016 - Present
Center for Community and professions in five fields; agriculture,
industry, commerce and hospitality, creative
thinking and specialized profession (short
term and long term)
- To provide trainees with an alternative way
towards a successful and fulfilling career, and
enable them to receive an income a nd attain
a better quality of life
7. Distance Learning - To provide and improve quality of teaching - 15,553 medium 2015 - Present
Information Technology and learning media for teachers, school and large
(DLIT) for Educational administrators, supervisors and students schools
Quality Development - To make learners able to develop their
knowledge towards quality, modern and
completeness education
8. Enhancing Non-Formal - To provide both formal and non-formal 2,449,731 people 2016 - Present
Education through teaching and learning at the basic
Education Television education level.
- Broadcasting is operated via Education
Television (ETV) of Ministry of Education,
Thailand, The National Broadcasting
Services of Thailand and other Television
Stations
P a g e | 21
No of Targets/ Period of
No Name of Programme/Key Activity Description Remarks
Participants Implementation
1. Policy SOP on Safety Procedures on To ensure early Schools January 2015
Guidelines Flooding In Schools preparations/readiness in
minimising hazards and
risks during flood
incidences in schools.
2. Training & Fire Marshall Course To train / educate the MoE / School On-going Update:
Workshop appointed Fire Marshall(s) Offices 7 sessions for
from MoE and schools and MoE officers.
on fire hazards and to apply
best practices in preventing To be
incidences on fire extended to
occurrences. schools
Fire Drill Exercise was (2017).
conducted at MoE HQ (May
2015).
First Aider Course The appointed First Aider Schools / MoE On-going Update:
in schools and MoE offices offices 10 sessions in
are trained to apply their schools; and 3
skills and knowledge to help sessions for
someone in medical need departments.
(before sent to hospital).
Safety Representative To train appointed Safety 156 schools August 2016 – Update:
Course Representative in schools December 2018 37 schools
on managing HSSE aspects. have attended
This include to ensure that the workshop.
schools are provided with
healthy, safe and conducive
environment for learning.
3. Risk Assessments in Schools HSSE conducts audit to 156 schools On-going Update:
schools by using the risk 72 schools
assessment tools to identify have been
potential risks, its severity and assessed
provide recommendations
for schools and the relevant
agencies to implement early
measures in minimising risks
/ accidents.
P a g e | 24
Name of
No of Targets/ Period of
No Programme/Key Description Remarks update
Participants Implementation
Activity
1. Provide safe learning 1. To build Sekolah Aman (Safe 156 new schools Jan 2016 – Des Directorate of
place (school/education School) with earthquake proof/ 2020 Special
institutions). resistance construction. Education and
2. To develop a guide of healthy, Special
safe, children friendly, and joyful Services,
school movement for junior DG of Basic
secondary school. and Secondary
Education
2. Capacity building on As natural disaster prone country, All school 2016-2017 Directorate of SEAQIM
disaster management Indonesia needs to prepare students Special and
for children and school to face disaster and reduce risk Education and SEAQIS will
community Special support the
Services, DG of program
Basic and
Secondary
Education
3. Design a curriculum • Design a curriculum that includes National and 2016-2017 Centre of SEAQIM
that includes disaster standard, learning objective, regional level Curriculu and
management content, media, and resources m and SEAQIS will
needs to be developed to improve Books support
disaster preparedness
• Model mitigation for disaster risk
reduction
• Develop education guide in
emergencies situation where
students are unable to attend
school
4. School to become the Nation-wide socialization and 514 reference Jan 2016 – Des Directorate of
center of social activity training on school schools 2020 Special
readiness/preparedness in facing Education and
disasters for schools and district/ Special
local governments. Services,
DG of Basic
and Secondary
Education
P a g e | 25
Name of
No of Targets/ Period of
No Programme/Key Description Remarks update
Participants Implementation
Activity
5. School to become a The usage of extracurricular 514 reference Jan 2016 – Des Directorate of
centre for coordination in organization in school for preparing schools 2020 Special
times of disaster. the school readiness on Disaster Education and
Preparedness Campaign Special
Services, DG
of Basic and
Secondary
Education
6. School to become a To hold annual event such as 514 reference Jan 2016 – Des Directorate of
temporary shelter for School based Disaster schools 2020 Special
natural disaster Preparedness Jamboree in national Education and
refugees level. Special
Services,
DG of Basic
and Secondary
Education
Name of
No of Targets/ Period of
No Programme/Key Description Remarks
Participants Implementation
Activity
- - - - - -
Name of
No of Targets/ Period of
No Programme/Key Description Remarks
Participants Implementation
Activity
1. Safe School Concept and The manual details out the standard operational All 10,180 2002 to
Manual: Implementation procedures for pre, during and post disaster for schools in present An initiative to
Guide to Create a Safe schools to follow. To further enhance awareness Malaysia further
School, Community and on DRR, the School Readiness Rating System strengthen
Family for Children during emergencies was developed to ensure preparedness
schools after the big
are always on the alert and are prepared flood in
should a disaster occur. Disaster prone 2015 Kelantan,
areas Terengganu
Distribution of pocket booklets to schools on pre, and Pahang.
during and post disaster safety procedures.
2. School Safety Rating School Safety Rating System is intended for All 10180 2014 to
System web- based determine the extent of the safety of schools in present
a school with access more simple and effective Malaysia
system which will be used by the school to
perform self-rating. SME instrument consisting
of 6 aspects contains 86 key items are intended
for evaluation and standards of safety levels to
be assessed. Each item should be given a
score has been set and the score should be
based on data and accurate information. This
instrument will also be adopted by Ministry of
Education, the State Education Department and
the Department of Education District while
conducting monitoring and supervision of safety
at school. Preparation of the report will also be
easier, faster and more effective to have
automated through this system.
P a g e | 26
Name of
No of Targets/ Period of
No Programme/Key Description Remarks
Participants Implementation
Activity
3. Manual School The School Emergency Preparedness Distributed to schools 2008 to present
Emergency Response Programme aims to equip teachers in Malaysia. Manual
Preparedness Response and school children with emergency are also uploaded on
Programme preparedness mechanisms. The Ministry of MoE portal for further
Education Malaysia through the support of access.
UNICEF developed and distributed practical
resource manuals and guidelines for teachers,
which included regular training on emergency
preparedness.
4. Earthquake Emergency Translating elements of earthquake School and
Preparedness preparedness into four (4) posters to be Community 28 -31 March
Workshop - Ranau, disseminated to the Sabah community. The Representatives from 2016
Sabah, Malaysia main objective is to build teachers’ and Ranau and Kota
students’ capacity through a participatory Belud, Sabah
approach on disaster preparedness education. Education Officers
from Education
District Office, State
Education Office and
Ministry of
Education. In
collaboration with
ASEAN Disaster
Reduction Centre
(ADRC), UiTM &
MERCY Malaysia.
Distribution of
posters to the
schools and
communities in the
districts of Ranau,
Kota Belud and
Tawau.
Name of
No of Targets/ Period of
No Programme/Key Description Remarks
Participants Implementation
Activity
1. Review and Update Reviewing the existing ERP and Development Selected townships - -
the existing of Updated Emergency Resource Pack on
Emergency Resource Disaster (Included radio, pamphlet, books,
Pack (ERP) posters)
2. Developing the DRR Review and Development of Disaster Risk Selected Disaster 2014-2021 -
Training Modules Reduction (DRR) Training Modules. (7 Prone Area/
Modules) Townships
3. Capacity Building on Students from Natural Disaster Prone areas 10 schools in 5 2014-2015 -
Disaster Management need to be prepared in order to face townships
for children & disasters and reduce risks.
community
4. Design the life-skills Life-skills curriculum is to be designed in order Nation-wide On-going -
curriculum that includes to include DRR education
disaster education
5. Support for Natural Fire Extinguishers and Life Jackets are Selected townships 2016-2017 -
Disasters provided.
Preparedness for Fire
6. Developed the Plan for preparedness for fire Nation-wide On-going -
7. ASEAN Safe School Trainings are provided to teachers in Selected townships 2015 – 2018 -
Initiative collaboration with Plan International.
8. Raising awareness of Awareness raising activities of Traffic Safety Nation-wide On-going -
Traffic Safety among students.
P a g e | 27
Name of
No of Targets/ Period of
No Programme/Key Description Remarks
Participants Implementation
Activity
1. Disaster Risk This resource manual provides procedures based on
Reduction Resource the policy statement of the Department of Education
Manual for the empowerment of DepED personnel. It outlines
the legal bases of the program and spells out the role
of the Department’s Central Offi ce, Regional
Offi ces, Division Offi ces, down the school level. The
adopted 4-phase strategy: Mitigation, Preparedness,
Response, and Rehabilitation, illustrates the basic
procedures that a school may employ before, during
and after the occurrence of a disaster. This manual
offers safeguarding mechanisms to protect and
preserve personnel and students, DepEd property,
school facilities, equipment, fi xtures, instructional
materials and school records. Through the stories of
actual survivors of disasters narrated in this book,
learners are educated about the diverse classifications
of disasters and the mitigating efforts to avoid loss
because of such catastrophes. As we empower the
children for preparedness, we hope that this
awareness be brought home and be shared to their
respective families. More than the understanding of
disasters within the confines of the school, vigilance
within every home would ensure more lives saved
2. Comprehensive This framework shall guide DRRM efforts in the basic
Disaster Risk education sector towards resilience-building in offices
Reduction and and schools, and to ensure that quality education is
Management (DRRM) continuously provided and prioritized even during
in Education disasters and/or emergencies. This Framework shall
Framework institutionalize DRRM structures, systems, protocols
and practices in DepEd offices and schools. Further,
this shall provide common understanding and
language in the implementation of DRRM in basic
education at all levels.
Name of
No of Targets/ Period of
No Programme/Key Description Remarks
Participants Implementation
Activity
1. Creation of Emergency A Creation of Emergency toolkits on flooding and 2000 schools Jan 2015- Dec
toolkits earthquake 2018
2. Character and Resilience is a core value articulated in our CCE All schools 2014 - present
Citizenship Education framework. Though schools-based programme, CCE
(CCE) – new syllabus syllabus is explicitly delivered and students reflect on
and resources the value of resilience on the individual, family, school,
community, nation and the world.
3. National Outdoor National Outdoor Adventure Education Master Plan will Pilot in progress 2016 onwards
Adventure Education contribute towards developing resilience in our
Masterplan students.
P a g e | 28
Name of
No of Targets/ Period of
No Programme/Key Description Remarks
Participants Implementation
Activity
1. The Thailand School To promote coordination, collaboration and mutual - 225 2007 - Present
Safety Network (TSSN) capacity building among the network members, Educational
towards implementation of the Comprehensive School Service Area
Safety Framework (CSSF) in Thailand Offices
(ESAOs)
- Schools
2. Creation Disaster To make a Disaster Management Manual for each All levels of 2016 - Present
Management Manual area in several patterns, for example, poster, students
for Each Area brochure, multimedia and other documents to
disseminate about easily survival procedure, cope
with the accidents within and outside schools, storm,
bomb threat, food poisoning of entire one classroom,
protest on negative behaviors of school administrators
including practice on fire escape
Name of
No of Targets/ Period of
No Programme/Key Description Remarks
Participants Implementation
Activity
1 The Ministry of This cooperation with UNICEF provides guidance
Education is working on flood, winds, earthquake, landslide risk
together with other management and avoidance.
Development Partners
such as UNICEF and
Plan International to
implement Pilot projects
on Disaster Risk
Reduction (DRR) with a
particular focus on
Basic Education.
P a g e | 29
Name of
No of Targets/ Period of
No Programme/Key Description Remarks update
Participants Implementation
Activity
1 Creation of Teaching Publication and production of All schools 2010 - 2012
Resources for Emergency books and Videos on how to
deal with climate change and
natural disasters
2 National Plan for Guidelines for development Nationwide 2015 - 2020
Resilience in the face of and implementation of
natural disasters programmes and project to
cope with disasters and
resilience to emergencies to
all sectors.
3 Establishment and Setting standards for schools, In the process
implementation of especially in coastal
standards for schools at provinces, that frequently
high risk of suffering suffer from typhoons, flooding
from natural calamities and high tides
and climate change
4 Prevention of accidents Plan to prevent accidents and Nationwide 2016 - 2020
and injuries for children injuries for children for period
2016-2020
5 Raising awareness of National competition of traffic Nationwide 2016 - 2017
traffic safety awareness among students
for 2016-2017 academic year
P a g e | 30
Name of
No of Targets/ Period of
No Programme/Key Description Remarks
Participants Implementation
Activity
1. Socialisation of TVET Institute of Brunei Technical Education Parents, Year 10 (Express) Annually (March)
Programmes and Job (IBTE) Open Day / Consultation Day and Year 11 Secondary
Opportunities. (at all 7 IBTE campuses for 2 weeks). Students
The IBTE Road Show in Parents, Year 10 (Express) Annually (March)
Temburong District to promote and Year 11 Secondary
the courses on offer by IBTE Students
campuses.
The IBTE Market Day is an initiative Job seekers among IBTE Annually
of IBTE to engage the stakeholders. graduates (November)
Job seekers among IBTE graduates
will have the opportunity to find
relevant employments.
Connecting Stakeholders: A 140 direct and indirect Annually
platform for IBTE to engage the TVET stakeholders (November)
stakeholders and exchange (Industry, Government
feedback and updates with IBTE. Departments and Agencies,
Community, etc)
2. Research on Future in- Aims at outlining future labour SEAMEO VOCTECH (Lead) Report • SEAMEO
demand Skills in SEA force and the skills needed by Working in partnership with Writing VOCTECH
Countries. occupations and industries in next Country’s researchers (2016- (Lead)
10 years in SEA countries 2017) • Supported by
SEAMEO
College/ADB
Name of
Period of
No Programme/Key Description No of Targets/ Participants Remarks
Implementation
Activity
1. Implementing • Developing a n d implementing national General and technical ongoing
education policy of life curriculum life skill framework education high schools
skill program • Capacity development for technical nationwide
education teachers on life skills, soft skills
and study visit
2. Technical education • National workshops on Technical Teachers, School annual
quality improvement Education action plan for the sub-national administrative staff and
and school levels students
• Monitoring program to expand learning &
teaching on technical skills, life skills,
exams & professional orientations
• Prepare standard of General and
technical high school
• Develop textbook of technical skill
• Expanding the career counseling
program at secondary school.
P a g e | 31
Name of
No of Targets/ Period of
No Programme/Key Description Remarks Update
Participants Implementation
Activity
1. Vocational Partnership 5 areas x 10 July – October Directorate of Through several international workshop
student collaboration students x 10 2016 Vocational that DTVE and SEAMEO held in
exchange among countries (500 Education, Indonesia, the events initiated a
between institution to students/area) DG of Basic cooperation between countries and
ASEAN institution in and
SMKs in Indonesia such as:
countries in 5 the field of Secondary
Tourism, Schools, 1. Workshop International SEA TVET
areas of:
Banking, Ministry of KOSEN School Modelling
1. Tourism
Agriculture, Education Programme:
2. Banking
3. Agriculture Civil and Culture - Indonesia currently on progress in
engineering, implementing KOSEN education model
4. Civil
Engineering and curriculum in Indonesia as SMK 4
engineering
5. Engineering years KOSEN and on progress of
signing the MoU with KOSEN. Through
this cooperation Indonesia possible to
send their SMKs students to study in
KOSEN, and also joint research,
internship, and teachers and staff
development.
2. Workshop International SEA
TVET on Hospitality, Health Care
(Nursing), and Creative Industry:
- On Hospitality: 37 partnership
agreements were signed by TVET
institutions to promote
collaboration in hospitality
(Tourism) of TVET institutions in
Indonesia, Thailand, Malaysia and
Philippines.
- On Nursing: no signed up yet but
the possibility between SMKs and
Southeast Asia countries to have a
partnership in 2017 about Nursing
Assistant Certificate and exchange
student Approximately 224 students
from 36 SMKs in Nursing area
On Creative Industry: 42
Partnership Agreements were
signed between schools and
institutions of Indonesia, Thailand
and Singapore. The areas of
cooperation are such as study
visit, and student and teacher
exchange.
2. Implementing Training 5 areas x 3 November 2016 - Implementing teaching factory in
Teaching Factory collaboration persons – February 2017 Hospitality area through Edotel
for school x 10 countries (Education Hotel) Management, in a
principal in 5 (150 way to increase benefits and usage of
areas or 30 person/ Edotel by applying the idea of one of
country) the popular applications that is Airbnb.
Development of this idea will be
introduce in the next workshop on
Hospitality and Entrepreneurship in
Malang on 2-4 December 2016, invite
more than 40 Edotel from
SMK/Vocational Schools around
Indonesia.
For other area we are now still
preparing to
develop other programs
P a g e | 32
Name of
No of Targets/ Period of
No Programme/Key Description Remarks Update
Participants Implementation
Activity
3. Recognize ASEAN The program covers: 5 areas x 10 July – On progress with
qualification 1.Curriculum formulation students x 10 December several Southeast
framework for 5 2. Main syllabus countries 2017 Asian country,
areas for teacher 3. Competency and such as:
and graduate of certification tests in 5 1. Nursing
TVET fields assistant
Certificate in
Health Care area
2. Credit transfers:
Core
competencies (To
be identified
among partners)
Name of
No of Targets/ Period of
No Programme/Key Description Remarks Update
Participants Implementation
Activity
- - - - - - -
Name of
No of Targets/ Period of
No Programme/Key Description Remarks
Participants Implementation
Activity
1 The Vocational and Placements in technical and vocational Since 2013 MoE has
Technical public and private colleges extended its
Transformation MOE has garnered cooperation from public
Programme collaboration
skills training institutes. This was done
within the National Blue Ocean with Ministry
Strategy –NBOS (Strategi Lautan Biru of Youth and
Negara) framework. Vocational College 5073 students Sports. TVET
(VC) programmes are conducted under the for students at
collaboration concept. The concept is on the
understanding that facilities, equipment and the age of 16 is
human resources are to be shared by both also offered at
parties. The programmes offered are based National Youth
on programmes that are currently offered at
Skills Institute.
Public Skills Training Institutions ILKA
(Institut Latihan Perindustrian (ILP) (14),
Kolej Kemahiran Tinggi Mara (KKTM) (4), 10 private
GIATMARA (237) and WISDEC).
colleges
3513 seats conducted VC
Buying places” scheme MOE has chosen
programmes
several private training institutions (Institut
Latihan Kemahiran Swasta-ILKS) which had 2012-2020 and 6 private
been vetted to have the necessary colleges
expertise, facilities and accredited
5420 students offer TVET
programme to conduct its high impact
courses. MOE will bear the training fees for programmes for
each student enrolled at the ILKS. Special Need
students
Upper Secondary Vocational Programme 1500 students
(Program Vokasional Menengah Atas Currently,
(PVMA)) is implemented in selected
mainstream secondary schools. The PVMA Since 2016 there are 269
gives an added value to its students secondary
whereby students earn dual- certification i.e. schools offer
Sijil Pelajaran Malaysia (SPM) and
certificate of proficiency in skills PVMA
accreditation from local or international
bodies. Currently,
there are 81
Junior Vocational Education is providing Since 2012 secondary
early opportunities to younger students schools offer
between 13-15 years old and offering at
mainstream secondary schools. MOE has JVE.
increased and diversified learning
opportunities. It aims to ensure equal
access to every student and to ensure zero
drop-outs.
P a g e | 34
Name of
No of Targets/ Period of
No Programme/Key Description Remarks
Participants Implementation
Activity
2 PolyHome CSR Politeknik Kasih – PolyHome provides 20 2 Malaysian 1 Mac 2016 –
community houses with IBS concept (Industrialised Polytechnic’s 5 December
Building System) with a cost of RM20 000 per house. lecturers and 2016
Precast Column, Precast Beam, Lightweight Concrete 12 students.
Block work and Steel Roof Truss are some of the
components used for the building.
This project has been implemented since 1 Mac 2016
and ended on 5 December 2016 with a total of 20
units of PolyHome. Each unit of PolyHome took a
maximum of 1-month construction.
5 ASEAN World Malaysia has won first place in the ASEAN World
Skills Competition Skills Competition 2016 and will be contesting in the
2016 World Skills Competition in 2017 in Abu Dhabi, UAE.
6 IKA Culinary Malaysia has won both silver and bronze medal for 22-25 October
Olympic Germany Display Fruit and Vegetable Carving category and 2016
2016 silver medal for Live Fruit and Vegetable Carving
category in the IKA Culinary Olympic Germany 2016.
7 Polytechnic Ungku Polytechnic Ungku Omar (PUO) has been awarded as
Omar (PUO) the Best Maritime Training Centre Award 2016. The
Awarded Best award was presented by Deputy Minister of Transport
Maritime Training at Kuala Lumpur Convention Center (KLCC) on 5
Center Award 2016 October 2016.
in conjunction with
the World Maritime
Day 2016
8 Largest PPRN KPT 22 Malaysian Polytechnics participated in the product 2016
Grant Ownership innovation project for collecting floating debris in
2016 (55 Projects) ponds, lakes, rivers, sea and dam to reduce water
contamination
9 Student mobility A Country-Level Workshop on SEA-TVET 20 students per 2016-2020
Harmonisation and Mobility was held in Brunei year
10 Staff mobility Darussalam on June 1st until June 2nd, 2016. 2 2016-2020
Cooperation was established between these lecturers
colleges with their partners as illustrated below: per year
Langkawi Tourism Academy@ KK Langkawi
Rajamangala
University of Technology Lanna (RMUTL), Chiangmai
(Hospitality & Tourism)
Kepala Batas Community College - Eastern
Technological College, Pantong Chonburi, Thailand
(Automation [Robotic and Mechatronics])
Jerantut Community College - Tinsulanonda
Fisheries College, Songkla, Thailand
(Aquaculture)
Kuantan Community College - State Polytechnic of
Sriwijaya
Indonesia (Hospitality & Culinary)
Name of
No of Targets/ Period of
No Programme/Key Description Remarks
Participants Implementation
Activity
institutions in Thailand and Indonesia late last year,
as listed below :
Name of No of
Period of
No Programme/Key Description Targets/ Remarks
Implementation
Activity Participants
1 Integrated TVET Programme Component 1:Establish an integrated 2016 on
programme in TVET system that strengthens access to all TVET wards
order to Expand pathways outlined in the TVET Pathways Map
access to TVET for Programme Component 2: Increase the capacity
various target and upgrade existing TVET Programmes
groups including Programme Component 3: Undertake
ethnic and competency-based modular short courses to
disadvantaged increase access to TVET
populations and Programme Component 4: Establish TVET
people with Centres of Excellence (COEs) in Yangon
disabilities (from and Mandalay regions to demonstrate best
NESP) practices and to undertake research and
innovation in TVET provision
Programme Component 5: Expand stipends and
scholarships for disadvantaged students
P a g e | 36
Name of No of
Period of
No Programme/Key Description Targets/ Remarks
Implementation
Activity Participants
2 TVET quality and Programme Component 1: 2016 on wards
relevance Undertake capacity development for TVET
programme (from managers/management staff
NESP) Programme Component 2:
Provide pedagogical and specific skills training for
pre-service and in-service TVET teachers
Programme Component 3:
Establish dual training systems at training
institutions and industry workplaces
Programme Component 4:
Develop/upgrade TVET curricula to meet local
needs and provide a balance between practical
work and theory Programme Component 5:
Establish a quality assurance system that
comprises a TVET National Qualifications
Framework, national skills standards, a
competency-based curriculum and accreditation of
institutions and individuals
3 TVET management Programme Component 1:
programme (from Establish a strengthened TVET governance system
NESP) to enhance sector management and efficiency,
increase access, and improve quality and
relevance relating to shifting labour market
demands
Programme Component 2:
Establish and strengthen the proposed TVET
Council and local TVET advisory boards
Programme Component 3:
Establish a TVET financial management and
monitoring system to co-ordinate and apply the
budget effectively, in a way that is made public
Programme Component 4:
Establishment of an information management
system to collect data to better understand
Myanmar’s changing TVET system and the
performance of the labour market in order to inform
policy decision making
Programme Component 5:
Conduct TVET research on skill types, localised
employment needs, teacher requirements, teaching
aids and pedagogies, and updated vocational
subjects to support evidence-based decision making
Programme Component 6:
Establish public–private partnerships (PPPs) to
expand access to quality TVET services, and
strengthen partnerships between the public and
private sector
P a g e | 37
Name of
No of Targets/ Period of
No Programme/Key Description Remarks
Participants Implementation
Activity
1 TVET for Global Some of the programs that are generally 2016 on wards
Competitiveness being implemented under this strategy
Program include the following:
Interventions
• Competency Standards and Training
Regulations Development-PQF
• TVET Program Registration and
Accreditation Competency
Assessment and Certification
Scholarships (TWSP)
- Mutual Recognition Arrangements
- Benchmarking & Comparability
- Innovation Centers
• International Partnerships and
Arrangements (including linkages
with foreign skills training institutions)
- Enterprise-Based Trainings (DTS,
Apprenticeship)
• Skills Competitions
- Capability building for Centers of
Excellence
2 TVET for Social Specific programs being implemented at
Equity Program present include the following:
Interventions • Community-Based o r Barangay-based
Trainings
• Scholarships (PESFA, BUB, STEP)
• Mobile Training Program
• Compact Mobile Units (CMUs)
• Skills Training for various clients
(Indigenous People, micro and small
enterprises, women victims of abuse/
human trafficking, drug dependents,
housewives, out-of-school youth, rebel
returnees, decommissioned
combatants, returning/repatriated
OFWs, displaced workers, informal
workers, etc.)
• TESDA Online Program
• Onsite Training and Assessment
Moral Renewal Program
Name of
No of Targets/ Period of
No Programme/Key Description Remarks
Participants Implementation
Activity
1 SkillsFuture SkillsFuture is a national movement to help Nationwide Nov 2014 -present
individuals make well-informed choices in
education, training and careers, develop an
integrated system of education and training
for all Singaporeans that responds to evolving
needs, promote employer recognition and
industry support for individuals to advance
based on skills and foster a culture of lifelong
learning.
P a g e | 38
Name of
No of Targets/ Period of
No Programme/Key Description Remarks
Participants Implementation
Activity
1. Young SEA-TVET International Conference and Students 200-300 students June – July 2017
Smart Farmers Activities under SEA-TVET Consortium of Agriculture
College from SEA
countries and
other region
countries
2. SEA-TVET International Cooperation between SEA TVET Colleges January – October
Consortium Countries for Teachers and Students from EA 2017
Exchanges, Twinning Program, Countries
Internship, and Short Course Training
3. Fix It Centre - To establish 738 Fix It Centre nationwide. 128,270 Students 1 October –
- To equip students with skills on agricultural 31 December
equipment protection and repair, vehicles, 2015
career tools, kitchen utensils and electric
appliances for the Fix It Centre located in
the local community
No of Targets/ Period of
No Name of Programme/Key Activity Description Remarks
Participants Implementation
1 According to our NESP, the Ministry
implements TECHNICAL-VOCATIONAL
SECONDARY EDUCATION (ESTV)
2 ESTV is structured and developed based on
labor market needs. The Ministry is working
with the Secretary of State for Professional
Training and Employment (SEFOPE) to design
and deliver such courses.
3 Career guidance is provided to assist students
in making appropriate choices based on
available vocational or Higher Education
options.
4 Pathways are being established between
technical- vocational courses aimed at the
labor market and secondary general courses
directed mainly towards university Higher
Education.
5 The Government has taken initiative to convert
a number ( 12) of General Secondary Education
to Technical Secondary Education in order to
increase enrollment in this level of
education and to correspond to the
labor market demand.
6 This conversion is also based on the Regional
experience and good practices among the
SEAMEO country members.
7 Currently Timor-Leste has 32 Technical
Vocational secondary school consist of public
20 and private 12, this conversion will add up to
50 in accordance with our plan. Specific teacher
training in this area is crucial for the
sustainability.
P a g e | 39
No of Targets/ Period of
No Name of Programme/Key Activity Description Remarks
Participants Implementation
8 The question of “standardization” of Regional
curriculum is a question for the SEAMEO
member countries to discuss.
Name of
No of Targets/ Period of
No Programme/Ke Description Remarks Update
Participants Implementation
y Activity
1 Law on Promulgation of the system of vocational Nationwide Effective from 1
Vocational education, organization and operation of July 2015
Education the vocational institutions, rights and
obligations of organizations and
individuals involved in vocational
education
2 Vietnamese – Reforming technical and vocational Nationwide 2008 – 2017
German education and training in Viet Nam. The
Programme of programme is cooperating with its
TVET Reform in Vietnamese partners to implement
Viet Nam comprehensive reforms to vocational
education. It provides policy and system
advisory services and supports selected
training institutions in improving the
quality of the training they offer, and in
building up a network of competence
centres for vocational training.
3 National A national targeted Programme to 130 trades 2012 - 2015
Programme support vocational education and 26 trainings
for development institutions
employment
and
vocational
education
4 Strategy for A master plan for TVET development Nationwide 2011 - 2020
TVET from 2011 to 2020
Development
period 2011-
2020
5 Tourist guide Exchange of students majoring in 10 students June 2016 – Participants
student Tourism, specialized in tourist guide Dec 2017 should be able
exchange to communicate
well in English;
Self-funded
6 Construction Exchange of students majoring in Civil 10 June 2016 – Participants
Engineering technology Dec 2017 should be
able to
communicate
well in English;
Self- funded
7 Accounting Exchange of students majoring in 10 June 2016 – Participants
student Business Administration Dec 2017 should be able
exchange to communicate
well in English;
Self-funded
8 Nursing student Exchange of students majoring in 10 June 2016 – Participants should
exchange Nursing Care Dec 2017 be able to
communicate well
in English; Self-
funded
9 Concentrating Transferring of state management of all All secondary Effective from TVET is now fully
all technical technical and professional education and technical 2016 under MOLISA
education to colleges from Ministry of Education and schools and
one Ministry Training to Ministry of Labor, War colleges
Invalids and Social Affairs (MOLISA)
P a g e | 40
Name of
No of Targets/ Period of
No Programme/Ke Description Remarks Update
Participants Implementation
y Activity
10 Issuance of The Prime Minister issued Decision No. Nationwide Effective from
National 1982/QD-TTg dated 18 October 2016 18
Qualifications approving the Viet Nam National October 2016
Framework Qualifications Framework
P a g e | 41
No of Targets/ Period of
No Name of Programme/Key Activity Description Remarks
Participants Implementation
1 Policy & Brunei Teacher BTS is a set of teaching • All MoE [Ongoing]
Framework Standard (BTS) competencies designed Teachers • MoE Schools (Since
to raise the quality of (Since 2016) 2016)
teaching in order to improve • All Ministry • MoRA Schools
attainment of all students of Religious (Starting 2017)
and the overall quality of Affairs
education. (MoRA)
Teacher Performance
Teachers
Appraisal (TPA) has been (Starting
developed and used to 2017)
evaluate the competencies.
Name of
No of Targets/ Period of
No Programme/Key Description Remarks
Participants Implementation
Activity
1 Competency The Competency Standards for Directors of
Standards for Teacher Training Centers must be All Teacher ongoing
Directors of measurable and so must be stated with Training Centers;
Teacher Training clearly measureable indictors to determine Directors, Deputy
Centers whether they have been met. To ensure that Directors and
the Competency Standards are other managers
comprehensive, they are specified in 6
domains:1. Leadership; 2. Administration; 3.
Academic Activities; 4. Staff Professional
Development; 5. Facilities and 6. Professional
Ethics Competency Standards for Directors of
Teacher Training Centers will add
strengthening the leadership and
management of our pre-service and in-
service teacher training institutes by setting
standards for both longer term planning and
day to day operations so that the national
education goals will be successfully
achieved.
2 Teacher policy Implementation of the TPAP is the top nationwide 2015-2017
action plan (TPAP) priority of the reform agenda of MoEYS
under the framework of SDG#4. Cambodia’s
teacher policy was adopted in 2013 and the
action plan for the implementation of the
policy was approved in late 2014 for the
implementation, phase 1: 2015-2017 and
phase 2: 2018-2020. Key priority actions for
phase 1 are as follows: (1) teacher
education provider standards, (2)
qualification upgrading program for teachers
through fast-track education program to
enable them to earn bachelor degree as
they were previously trained under the 12+2
program, (3) teacher career pathway
development to enable teachers in their
path of endeavors such as teaching,
management and policy pathways, (4)
continuous professional development policy
for teachers to improve quality of service
and improved outcomes.
Name of No of
Period of
No Programme/Ke Description Targets/ Remarks Update
Implementation
y Activity Participants
1. Teacher A main program to improve the quality and 86,295 2016 Directorate 69,259
certification professionalism of teachers teachers of Teachers teachers
program and
Education
Personnel
P a g e | 43
Name of No of
Period of
No Programme/Ke Description Targets/ Remarks Update
Implementation
y Activity Participants
2. Teachers Teacher competency test (Ujian Kompetensi 3,015,315 2016 2,699,519
competency Guru/UKG) is teachers teachers
test used to obtain information on teacher’s
pedagogic and professional
3. Frontier The program aims at improving the distribution 3,500 2016 6,296
Teachers (Guru of teachers particularly in the remote, rural, and teachers teachers
Garis Depan) border areas which lacking of teachers and
educational staffs.
4. Sustainable The program aims at assisting teachers in 1,004,318 2016 1,004,318
Professional achieving the standard of competency. Through teachers teachers
Development the continuous professional development, (SEAQIM
(Teachers teachers are expected to always increase their and
Competency competence in mastering the learning material SEAQIS will
Training) and methods, to implement the learning process support the
that can encourage learners to be able to program)
understand, have fun, and take an active role in
learning.
No of
Name of Responsible
Targets/ Period of
No Programme/Ke Description Remarks Department/
Participant Implementation
y Activity Units
s
EX Science Primary -training of 2 teachers from every school via 2,000 Jan-March
Teacher e- internet teachers 2015
training
1 Review of the Re-establish The National Teacher 350 Ts 2016-2020 MOES- RIES
national Early Education Advisory Board (NTEAB) to (primary);
Childhood, convene a Technical Panel representing
Primary and DTE, all TTCs, University Faculties of Dept of
Secondary Education and RIES to collaborate on Teacher
Teacher additional TEI curriculum review and to Education
Training facilitate modifications to ensure relevance
Curriculum to to the primary and secondary school
align more curriculum and to quality standards.
closely with Develop a revised competency-based TEI
School curriculum featuring the core skills for
Curriculum teaching literacy and numeracy at primary
level, and relevant to the adjusted primary
school curriculum
Development of an integrated and inclusive
learning and practice-based modality for
training of pre-service teachers with 9+3
qualification to work in rural contexts.
Expand the teaching practicum system to
include more practice teaching in real
schools (or demonstration schools if
available). DTE in consultation with TTC /
TEIs, establishes a Working Group to
develop new practicum pilot programs and
to manage and evaluate the practicum pilot
studies
P a g e | 44
Name of Responsible
No of Targets/ Period of
No Programme/Ke Description Remarks Department/
Participants Implementation
y Activity Units
16.Wide database has been developing
for management of each student in each
teacher education program at 8 TTCs such
as biography and learning results including
data of teacher who teach them. The TEMIS
database is used through the LAN/ Internet
connection, which is called as “online TEMIS
database”. So far, each TTC can produce
statistics automatically from their website that
is integrating to the TEMIS database. Data
from the database is used for teacher
accreditation and certification and teacher
education estimation and planning;
17.DTE and 8 TTCs websites have been
developing for supplying teacher education
information. So far (September 04,2015,
1:00PM), there is 19,350 unique visitors are
visiting the DTE website, about 59,304 time
persons (frequency of use);
2 Lao teacher 21. E-lesson website for teacher education 120 people per 2015-2020 MOES- Dept
education learning programs have been developing in order to year of Teacher
resources produce and increase Lao teacher Education
development
education learning resource. At the same
time, all 16 TEIs teachers are preparing
textbooks and other documents for their
teaching and learning based on the set
teacher education programs; by this way,
those teachers have chances to develop by
themselves (self-learning) and collect their
products for increasing their academic
position as well as we would increase the e-
lessons and encourage teachers to learn
together through the LAN/Internet;
22. Established Face book group for teacher
education has been developing for learning
together between teachers, to support the
learning resource, focused on teacher
professional development. So far
(September 04, 2015, 1:35PM), members of
the group is nearly 6,000;
3 Internal quality 23. Internal quality assurance for Lao 128 people per 2007-2020 MOES- Dept
assurance for teacher education or internal quality year of Teacher
Lao teacher evaluation had been discussed and prepared Education
education or from 2006 to 2010. There are three different
internal quality QA manuals (published by TEED/DTE in
evaluation 2010, 2012 and 2013) have been used since
the academic year 2011-12 in order to
conduct QA in eight Teacher Training
Colleges. Based on the existing documents
and others, so far, two final draft manuals as
Quality Assurance Framework for Teacher
Education in Lao PDR and Quality
Development in Teacher Training College,
Teacher Education Institution and Faculty of
Education have been developing; those are
integrated and relate to higher education
institution minimum standards, relevant
existing standards, real situation and
international/ASEAN teacher education
standards. Concept of the mentioned
manuals is to encourage, support and
develop those TTCs, TEIs and FOEs to be
Centers of Excellence (COEs) and Centers of
Development (CODs) in implementation of
teacher education programs in the future;
there are four steps as Startup Phase,
Incubation Stage, COD and COE.
P a g e | 45
Name of Responsible
No of Targets/ Period of
No Programme/Ke Description Remarks Department/
Participants Implementation
y Activity Units
4 Teacher 24. Progressive evaluation for teaching 60 people 2015-2020 MOES- Dept
education and learning development in 8 TTCs has been per year of Teacher
program conducting since 2010. That is a regular work Education
evaluation and for the TTCs, concept of “Student Centered
progressive Learning Practice” is used to conduct the
evaluation for evaluation.
teaching and 25. Student Quality Evaluation has been
learning prepared. So far, student competencies
development for Bachelor Secondary Teacher
Education Program (STEP, 12+4) had
been produced which is called as
competency based curriculum. There
are 15 courses have been
implementing at 16 TEIs since 2014-15.
5 Accreditation 26. Accreditation and Certification of 55 people per 2010-2020 MOES- DTE
and Certification Teacher in 8 TTCs has been conducting year
of Teacher since 2010. TEMIS database is used to
validate each student before his/her
graduate which is one of four conditions in
Accreditation and Certification of Teacher
Manual.
6 Teacher 27. Concept for Development of Teacher 55 people per 2014-2020 MOES-DTE
License License has been produced year
7 Development of 28. First draft Teacher Education 60 people per 2015-2020 MOES- DTE
national Quality Framework has been developed year
education since August, 2015, which is in line with the
qualification draft National Education Quality Framework,
framework for
which has eight levels as Certificate 1,
teacher
certificate2, certificate 3, Diploma, Advanced
education
Diploma, Associate Degree, Bachelor,
Master degree, Doctoral degree. Draft
NEQF has four domains: Knowledge, skills,
application, social skills. Ethic and moral for
TEQF is included in the social skill. So far,
learning outcomes of each teacher
education program (totally 22 teacher
education programs of diploma, advanced/
higher diploma and bachelor) has been
produced.
Name of
No of Targets/ Period of
No Programme/Ke Description Remarks
Participants Implementation
y Activity
Through Parthenon-EY, the external consultant
engaged for this IPG Transformation Program,
a solid implementation plan has been laid out
spanning over the next 10 years until 2025. A
total of 36 Transformation Initiatives will be
strategically executed in 3 stages throughout
the 10 years. At present, this transformation
program is at Stage 1 which focuses on
Foundational Initiatives whereby this stage will
strengthen the delivery of this overall
transformation.
In Stage 2, the implementation will gear up
towards ‘Enhancing Performance’ of IPG thus
enabling IPG to be recognised throughout
Malaysia. The final stage will ensure that IPG,
at the end of this transformation program, gains
“global recognition” through its excellence as
an Institute of Teacher Education.
It is ultimately hoped that this IPG
Transformation Program will further upgrade
IPG’s status and transform its current state
to be known as a world class Institute of
Teacher Education recognised for its
excellence in the future.
2 Raise the entry The Institute of Teacher Education Malaysia Based on the Since 2014
bar for teachers (IPGM) has improved the procedures of selecting projected needs of
from 2013 to be the B.Ed. program candidates since 2014. Since teachers by MOE.
amongst top 30% then, each and every applicant that fulfils the
of graduates basic academic requirements must sit for a
(Shift 4 in MEB special test which is known as Ujian Kelayakan
2013-2025: Calon Guru (UKCG). It includes Psychometric,
Transform Attitude and Physical Fitness tests. Only
teaching into the shortlisted candidates will have to go through the
profession of final stage of screening which is the interview
choice) session.
These stringent measures are taken to ensure
that IPGM chooses the most suitable candidates
for teacher training and IPGM will not
compromise on the quality of teachers produced.
3 Outcome Based Training of Institute of Teacher Education (ITE) 100 ITE June-December
Education lecturers based on subject matter experts Lecturers 2015
(OBE) Course
(Lecturers’
Professional
Development
Programme)
4 Remote Schools The training of these remote school teachers Since 2007 until Through the
Teacher are facilitated by the adoption of Orang present indigenous
Professional Asli/Penan schools by the Institute of Teacher (still ongoing) education
Development Education (ITE) lecturers transformation
Programme plan, MOE has
(PMPS) been implementing
5 The Orang Instructors of KEDAP, who are school teachers Since 2008 until the CPD
Asli/Penan Adult are trained by selected Institute of Teacher present programme for
Class Education (ITE) lecturers. The curriculum (still ongoing) new teachers in
Programme includes the Andragogic teaching approach, indigenous
(KEDAP). knowledge in Guidance and Counselling, the schools,
Concept of Remedial Education, the Socio dissemination of
Cultural aspects of Orang Asli and Penan. curriculum for the
indigenous
education and
conducting adult
class program.
6 Federal HLP is a prestigious scholarship awarded to the Mode of Study: Program are
Scholarship selected civil servants (teachers) who Full time open for
Program demonstrates excellence in their service and Level of study No. application:
contributes to the achievements of both the of Targets
Ministry and Country. Aims for the knowledge January-
and competencies enhancement of the Doctorate 115
teachers, this program allows the participants to May
undertake the post-graduate studies such as Master 225
training courses at higher degree or specialty or (subject to
expert area training relates to their duties and in Mode of study: Part
changes)
the educational related disciplines stipulated by time
the Ministry. Level of study No.
of Targets
P a g e | 47
Name of
No of Targets/ Period of
No Programme/Ke Description Remarks
Participants Implementation
y Activity
For full-time study, participants are granted with Doctorate 130
full- pay study leave and enjoy fully sponsored
studies by the Government. In the other hands, Master 130
participants under the part-time mode of study
are entitled with partial scholarships without any
study leave. Participants may enroll their studies
at any recognized local public universities.
7. Full Pay/Paid Full pay or paid study leave is a facility Mode of study: Full
Study Leave offered to the selected civil servants time Program are
(teachers) who had shown their excellence Level of study No. open for
and contributions in their service to undertake of Targets application:
the post-graduate studies such as training January-
courses at higher degree or specialty or Doctorate 100 May
expert area training relates to their duties (subject to
and in the educational related disciplines Master 100 changes)
stipulated by the Ministry.
Participants are granted with full-pay study
leave without scholarship.
Participants may enroll their studies at any
recognized local public universities.
8. Specialty SPADA is a special intervention Mode of study: Full
Program for program purposely designed to time April - August
Alcohol and produce skilled teachers in drug abuse Level of study No.
Drug Abuse prevention at the grass root level. of Targets
(SPADA) This program offers a Master’s Degree in
Psychology and Counselling at the Universiti Master 30
Malaysia Sabah and Universiti Sains Islam
Malaysia.
The selected teachers will be granted paid
study leave and scholarships during the study
period.
9. Unpaid Study Unpaid study leave is a facility offered to Mode of study: Full
Leave the civil servants (teachers) who had time January-Dec
shown their excellence and contributions in Level of study No.
their service to undertake the post- of Targets
graduate studies such as training courses at
higher degree or specialty or expert area First Degree
training relates to their duties and in the 80
educational related disciplines stipulated by
the Ministry. Doctorate
This program is open throughout the year for
application. Participants may enroll their studies
at any recognized local or overseas universities. Master
10. Full Pay Study This is a facility granted to any excellent Mode of study: Full
Leave With teachers who had been awarded with foreign time Jan- Dec Overseas
Foreign scholarships to undertake training courses at Level of study No. university
Sponsorship higher degree or specialty or expert area of Targets only
training relates to their duties and in the / year
educational related disciplines stipulated by the
Ministry. Master / Doctorate/
Post-graduate
Participants are granted with full-pay study certificate
leave by the Ministry and enjoy fully sponsored 40
studies by the Foreign Government/Body at
recognized universities overseas.
P a g e | 48
Name of
No of Targets/ Period of
No Programme/Key Description Remarks
Participants Implementation
Activity
- 2016 on
1 Teacher quality Programme Component 1:
wards
-
assurance and Establishment of a Teacher Education
management Council to enable teacher representatives
Programme to advise and support implementation of
(from NESP) the teacher education and management
reforms in the National Education Strategic
Plan (NESP)
Programme Component 2:
Establishment of a teacher quality
assurance system against which teachers
can be held to account for quality teaching
and measurable improvements in student
learning Programme Component 3:
Design and implementation of an equitable
teacher recruitment, promotion and
deployment system to improve
management and achieve an appropriate
teacher student ratio
2 Pre-service teacher Programme Component 1: - 2016 on wards -
education quality Short-term revisions to the teacher
improvement education curriculum and training
Programme modules to ensure that they are aligned
(from NESP) with the NESP basic education reforms
Programme Component 2:
Upgrading two-year programmes in
Education Colleges to specialised
degree programmee Programme
Component 3:
School partnerships and reform of block
teaching and practicum to ensure that
teacher trainees have the opportunity to
apply their learning and gain essential
feedback and advice as they develop
their teaching practice Programme
Component 4:
Strengthen management and
administration of teacher education
institutions (TEIs)
3 Teacher Programme Component 1: - 2016 on wards -
professional Establishment of a National Centre for
development Teacher Professional Development
programme (to (NCTPD) to provide long- term, essential
Improve the quality training capacity to successfully implement
of in-service the teacher professional development
teacher programme
professional Programme Component 2:
development) Develop a teacher professional
(from NESP) development programme to provide
professional, long-term in- service
professional teacher training and
mentoring support to teachers from a
designated cluster of schools within
each township Programme
Component 3:
Country-wide, comprehensive, short-term
in-service training on the new basic
education curriculum
P a g e | 49
Name of
No of Targets/ Period of
No Programme/Key Description Remarks
Participants Implementation
Activity
1 Competency-Based • Development of ICT Competency
Teacher-Training Standards for Teacher Education
Reforms to Facilitate • Integration of the Proposed ICT
ICT-Pedagogy Competency Standards to the Revised
Integration PSGs (Policies Standards and
guidelines)
• Course syllabi writing
• Faculty Training
• Course revision of Technology for
Teaching and Learning
2 National
Competency Based
Teacher Standards
3 Identification of
Centers of
Excellence (COE)
and Centers of
Development (COD)
4 Open Education
Resources (OER)
Name of
No of Targets/ Period of
No Programme/Key Description Remarks
Participants Implementation
Activity
Science Primary training of 2 teachers from every school via 2,000 teachers Jan-March 2015
Teacher e-training internet
1 Teacher Growth The TGM is a professional development 33,000 teachers 2012 - present
Model (TGM) framework which encourages Singapore
teachers to engage in continual learning
and become student-centric professionals
who take ownership of their growth.
2 National Institute of Both institutions provide professional 33,000 teachers ongoing
Education (NIE) and development for Singapore teachers
the Academy of through pre-service and in-service
Singapore Teachers training.
(AST)
P a g e | 50
Name of
No of Targets/ Period of
No Programme/Key Description Remarks
Participants Implementation
Activity
1. Teacher Quality - To recruit quality teachers to be part of - University 2016 - 2029
Project Revived the country’s educational sector graduates who will
- Successful candidates will get take an extra
(Khuruthayat Project)
scholarships to study in teacher- course to get
education programmes, and return to teacher licenses
teach in their home town after - Grade 12
graduation graduates who will
enroll in the
teacher-education
programme in the
specified areas
2. Teachers and - To mainstream ICT through Teachers, Since 2015
Educational e-training teachers for TEPE Online Educational
Personnel system of all 131 subjects which Personnel, and
Enhancement Based consists of 3 modules Educational
on Mission and - To upgrade teacher quality in terms of Institutes
Functional Areas as competence and professionalism Administrators
Majors: TEPE Online - To promote teachers and officials at the
executive levels, and renew the
professional license after getting the
training results.
3. Scholarship for - To provide 150 scholarships for second - Grade 11 Upper Since 2013
Second Language language teaching, distributed Secondary
Teaching accordingly as 50 for Japanese, 36 for Students
Korean, 35 for French, 10 for German, 4 - Graduates whose
for Russian, 10 for Spanish, 10 for core subjects are
Myanmar, 10 for Vietnamese, and 5 for Japanese, Korean,
Khmer languages (Allocation of s for French, German,
each language might be greater or lower Russian, Spanish,
adjusted depending on the specific Myanmar,
circumstances.) Vietnamese, and
Khmer Languages
No of Targets/ Period of
No Name of Programme/Key Activity Description Remarks
Participants Implementation
1 Quality of training at pre-service level is
addressed by a combination of means:
• the institutional strengthening of
Institute for Teacher Training
(INFORDEPE to allow it to offer
accredited pre-service qualifications,
• through reviews of curriculum at all
pre-service
institutions, and
• introducing increased school
experience as part of the training
program.
2 The quality of those able to enter teacher
training is controlled. New tutors are being
recruited and existing tutors unskilled.
P a g e | 51
No of Targets/ Period of
No Name of Programme/Key Activity Description Remarks
Participants Implementation
3 To maximize use of teacher time, pre-
service training courses at Cycle 3 and
secondary level will require teachers to
specialize in more than one subject,
meaning that teachers can teach their
second subject as and when needed.
4 Modular, flexible and cost efficient training
systems are being introduced.
5 New delivery systems are being
developed for the intensive teacher
training courses that contribute to the
gaining of qualifications.
6 The Ministry is planning to introduce
innovative, distance education delivery
mechanisms to complement face-to-
face training.
7 Expansion of Reference Schools called
CAFE (Centers of School Learning and
Teaching) in 12 municipalities, which are
also centers for capacity building of
teachers both whom have finished pre-
service training and also teachers who
need in-service training at local level.
47 Outbound students:
• Japan (15)
• Indonesia (5)
• Malaysia (24)
• Philippines (0)
• Thailand (3)
• Vietnam (0)
2 Inbound students:
Malaysia (2)
Name of
No of Targets/ Period of
No Programme/Key Description Remarks Update
Participants Implementation
Activity
Learning Quality Improvement
No of Targets/ Period of
No Name of Programme/Key Activity Description Remarks
Participants Implementation
1 Implement standards and criteria ensuring
the quality of higher education,
guaranteeing that every national
qualification is recorded in the National
Qualifications Framework.
2 Continue to develop and support the
National Agency for Academic
Assessment and Accreditation (ANAAA),
which is responsible for determining
standards and criteria that guarantee
quality higher education.
3 Continue to promote partnerships with
higher education agencies.
4 Continue to develop a harmonious and
efficient systems for coordinating
Government interventions with every
Higher Education Agency.
P a g e | 59
No of Targets/ Period of
No Name of Programme/Key Activity Description Remarks
Participants Implementation
1 Policy & Review of SPN21 Reviewing the SPN21 All Schools 2017 onwards Ongoing
Guidelines Curriculum & Curriculum and Assessment (Since 2016
Assessment Framework to ensure that the for Capacity
foundation policy for learning Building)
and assessment in schools is
aligned with 21st Century
demands and needs.
Brunei Darussalam LNNS serves as a national All Schools 2015 to 2021
Literacy guidance to identify nationwide
and Numeracy students’ progress and
National achievement in Literacy
Standards (LNNS) & Numeracy at each year level.
The measurement
outcomes will be utilised to
create appropriate
intervention(s) to address
those who have not
achieved the expected level of
competencies.
2 Professional SPN21: Strengthening To provide support for Teachers and 2015 – 2021 Ongoing
Development the Implementation of teachers in the SPN21 Students
st
21 Teaching and change management nationwide
Leaning through towards student centered
Student-Centered learning where the teachers
Learning Pedagogy. will plan, design / redesign,
assess, reflect on evidence of
pupil learning.
No of Targets/ Period of
No Name of Programme/Key Activity Description Remarks
Participants Implementation
1 Reforming National Curriculum Framework MoEYS started the reform of K-12 (all grades 2016-onward
for General and Technical Education education, especially focusing and all levels)
the revision of curriculum,
teaching and learning and
curriculum framework in order
to contribute to Cambodian
human resource development
with learners who are
equipped with knowledge,
skills and attitudes that will
enable them to develop into
citizens with full potential to
participate in national
development.
2 Developing and Integrating GCED into MoEYS has embarked on K-12 – all grades 2016-onward
Curriculum developing and integrating and all levels
GCED by providing
contextualized and need-
based curriculum
intervention in order to
mainstream GCED at
national level.
Name of
No of Targets/ Period of
No Programme/Key Description Remarks Update
Participants Implementation
Activity
1 School 1. Encourage t h e Every Junior Jan 2016 – Directorate Every Junior High
Operational i m p r o v e m e n t o f BOS High School Des 2020 of Junior- School received
Loan Assistance performance in received Secondary Operational
(Bantuan Operasional school; Operational School Fund/BOS
Sekolah-BOS) 2. Identify schools with Fund/BOS
the best BOS
Governance Competition
performance which
effective and
accountable;
3. Motivate other
schools to improve
the performance of
BOS.
2 Revise the current - Curriculum have to be National 2016-2017 Centre of SEAQIM will
support the
curriculum relevant to student curriculum
Curriculum program
needs/contextual to and Books
community and
environment/culture
- Design Model of curriculum
which accommodates the
inter- national current issue
on Sustainable
Development Goals
- Design a model of
learning re- sources to
implement local con- tent
curriculum (the percentage
of local content to be
included is yet to
determine)
- Design a model of
curriculum de- livery
(process/stages of
curriculum delivery in
school)
Model of classroom
assessment which is
relevant to 21st skill demand
3 Development of Develop learning model based 300 schools July 2016 - Directorate Directorate of
learning model for on curriculum 2013 June 2017 of Senior Senior Secondary
senior high school Secondary School and
School Agency of
Education Quality
Assurance (LPMP)
have
been trained and
accompanied
2.069 schools as
the target of 25%
of schools
implementing
Curriculum 2013 in
the academic year
2016/2017.
Implementing
Curriculum 2013 is
starting from the
academic year
2015/2016,
following the policy
from Minister of
Education and
Culture.
Name of
No of Targets/ Period of
Programme/Key Description Remarks Update
Participants Implementation
No Activity
4. Text book arrangement Text book arrangement +/- 500 2016-2017 Centre of SEAQIS will
according to the Curriculum Book Titles Curriculum support the
2013 and Books program
5. Research on how to Research needs to be carried National level 2016
design curriculum out to scrutiny the current
which is relevant to the updates on world changes
21st century ecosystem which result is instrumental to
design 21st century
curriculum.
6. Develop Health Literacy Relate to knowledge on 1 Book 2016
reproduction health as well as
both communicable and non-
communicable diseases.
7. Develop Environmental Relate to Reduction 1 Book 2016
Literacy disaster-risk education and
climate change
8. Develop Digital Literacy Relate to how to use 1 Book 2016 SEAQIS will
technology/ICT as tools to support the
teaching and learning for program
teachers and students
9 Exchange of Exchange of IT- 4 subject matter July 2016- Directorate Start from 2014
instructional media based learning media for (physics, June 2017 of Senior Directorate of
science lesson chemistry, Secondary Senior Secondary
biology, School School have
mathematics) produce an IT-
based learning
media for all
science lesson,
and another
lesson.
SEAQIM will
support the
program
Period of
Name of Programme/Key No of Targets/
No Description Implement Remarks
Activity Participants
ation
1 Curriculum Development Basic Education Quality and Access 2016-2022 MOES-RIES
in Laos will support primary
education curriculum reform
focusing on assessment of learning.
2 Compiling textbooks and Compiling textbooks for primary By grade primary 2016-2022 MOES -RIES
teacher guides. education
3 Designing prototype of teaching It is important that subject curricula Pre-Primary 2016-2020 MOES-RIES
and learning materials are firmly based on developmental Primary grade; to
learning continuums and the upper secondary
importance of the role of Lao
language proficiency \y for learning
in all subject areas is emphasized.
4 Conduct research in education Educational research (Assessment of All levels On-going MOES-RIES
Learning; assessment of student
learning outcomes)
5 Dissemination of relevant Research and MOES_RIES;
educational information publication EMIS Center
P a g e | 64
Period of
Name of Programme/Key No of Targets/
No Description Implement Remarks
Activity Participants
ation
6 Promoting effective teaching and MOES -RIES
learning of early grade reading in
Lao; Language and study on Lao
language teaching for ethnic
group students
Period of
Name of No of Targets/
No Description Implementati Remarks
Programme/Key Activity Participants
on
1 Middle Years MOE is looking at how to infuse higher 10 pilot schools From 2014 8 out of 10
Programme International order thinking skills into the school selected. -2016 schools (SMS
Baccalaureate (MYPIB) curriculum which encourage students to 1) SMS Tengku preparing the Tengku
make connections between their studies Muhammad Faris schools to Muhammad Faris
in traditional subject to the real world and Petra, Kelantan, fully Petra, Kelantan,
to become critical and reflective thinkers. 2) Kolej implement the Kolej Melayu
The MYPIB also fosters the development Melayu Kuala Kangsar, MYP in Kuala Kangsar,
of skills for communication, intercultural Perak, accordance to Perak, Kolej
understanding and supports the 3) Kolej Tunku IB’s standards Tunku Kurshiah,
development of international Kurshiah, Negeri and practices. Negeri Sembilan,
mindedness, qualities essential for life in Sembilan, SMK Sg Tapang,
the 21st century. 4) SMK Sg Sarawak,
8 out of 10
Tapang, Sarawak, have been SMK Pantai,
The MYP is aimed at encouraging 5) SMK Pantai, authorized WP Labuan,
students between 11 and 16 to be WP Labuan, and declared SMK
creative and critical thinkers. It offers a 6) SMK Putrajaya as IB World Putrajaya
curriculum framework, where students Presint 9 (2), School Presint 9 (2),
are required to study at least two Putrajaya, offering the Putrajaya,
languages, humanities, sciences, 7) SMK Sultanah MYP in 2016. SMK Sultanah
mathematics, arts, physical education Bahiyah, Kedah, Bahiyah, Kedah,
and technology. 8) SMK SMK Seri
Dato’ Sheikh Tualang,
The programme aims to prepare the Ahmad Perlis, Pahang)
selected schools to eventually achieve 9) SMK Seri authorized as
the IB World School status by 2017. Tualang, Pahang IB World School
status in 2016
SMKA Sheikh Abd
whereby the
Malek, Terengganu
other 2 schools
are expected to
be authorized in
2017
MOE proposed to
expand the best
practices in MYPIB
to all secondary
school in Putrajaya
P a g e | 65
Period of
Name of No of Targets/
No Description Implementati Remarks
Programme/Key Activity Participants
on
2 Primary School Written curriculum using wide range of Year One and Form 2017
Standard Curriculum international benchmarks from top- One
(KSSR) and Secondary performing education systems with
School Standard international standards on the knowledge
Curriculum (KSSM) and skills aligned with the National
Education Philosophy. Curriculum written
based on content standard, learning and
performance standard Curriculum is
connected to students’ interests,
experiences, talents and the real world.
The curriculum has certain critical
attributes. It is interdisciplinary, project-
based, and research-driven. It is
connected to the community – local,
state, national and global. The curriculum
incorporates higher order thinking skills,
multiple intelligences, technology and
multimedia, the multiple literacy of the
21st century, and authentic assessments.
The curriculum is not textbook-driven or
fragmented, but is thematic, project-
based and integrated. Skills and content
are not taught as an end in themselves,
but students learn them through their
research and application in their projects.
Assessment is processes of
demonstration of understanding through
application in a variety of contexts
3 South East Asia Primary To improve quality of education Field trial: 2017 Field trial could
Learning Metrics (SEA- through system level monitoring of Malaysia, Lao PDR, only be carried
PLM) learner achievements and develop Myanmar and out in 2017
common standards across ASEAN, as Vietnam one of the Technical
well as global citizenship education and countries to carry out Orientation
ASEAN values field trial in 2017 Workshop to be
Deliverables: held in February
• To address the gap within the region 2017. This
for early assessment of primary school workshop will
learner achievement mark the
• To provide timely, high-quality activities of
data for primary education SEA-PLM.
learning metrics for effective
reforms and interventions
No of Targets/ Period of
No Name of Programme/Key Activity Description Remarks
Participants Implementation
New General Education Curriculum in
Higher Education: Holistic
Understandings, Intellectual and Civic
Competencies
No of Targets/ Period of
No Name of Programme/Key Activity Description Remarks
Participants Implementation
1 Framework for 21st Century The 21CC framework has been Nationwide 2010 –
Competencies and Student Outcomes used to guide curriculum planners present
in MOE in developing the national
curriculum to ensure that the
development of these
competencies is effectively
integrated into subject syllabuses.
P a g e | 67
No of Targets/ Period of
No Name of Programme/Key Activity Description Remarks
Participants Implementation
1. Development the Quality of Learners To analyze learning areas on Primary 2016 - Present
on Numeracy and Literacy. mathematics with memorizing Education
multiplication tables, number Students
crunching and recitals
2. Moderate Class, More Knowledge - To manage school hours of - Primary 2016 - Present
basic education institutions. Education
- To develop a classroom manual Students (not
for timetable management which over 1,000 hrs./
is, such as, composed of year)
objectives, guidelines on school - Lower
hours outline and timetable, and Secondary
guidelines on design of more Education
knowledge activities, etc. Students
(not over
1,200 hrs./
year)
3. Upgrade Teaching and Learning - To design “Echo English” Students, 2016 - Present
Standards on English Subject application for general public to teachers and
practice English general
communication on their own public
- To set English competency
standards of learners based on
international standards -
Common European Framework
of Reference for Languages
(CEFR), and adjusted to the Thai
context
- To establish Centre for
English Teachers Development
which is a project resulted from
the Boot Camp Training for
Thai teachers
4. Science, Technology, Engineering and - To provide STEM Education Students, 2016 - Present
Mathematics: STEM Education activities for students (Grade 1 teachers
– Grade 6) to develop critical
and creative thinking
- To create manual for teaching
and learning STEM Education for
students and teachers
- To implement STEM
Education workshops for
teachers to understand the
guidelines for implementation
and design STEM Education
activities in their schools
P a g e | 68
No of Targets/ Period of
No Name of Programme/Key Activity Description Remarks
Participants Implementation
1 21st Century skills has issued
five brief, user-friendly guides,
one for each of the P21
support systems:
1. Standards
2. Assessment
3. Professional Development
4. Curriculum & Instruction
5. Learning Environments
2 The Timor-Leste’s curriculum Reform
has been carried out by experts
contracted by Ministry in Basic
Education, Secondary Education and
Higher Education.
3 These Three levels of Education
adopted the 21st Century skill and
friendly guides that require students
Learning and thinking skills: critical
thinking and problem solving skills,
communications skills, creativity and
innovation skills, collaboration skills,
contextual learning skills and
information and media literacy skills.
4 The challenges are required for
Teachers capability in absorbing
knowledge and use tools to
concretize this 21st Century
Curriculum