Smeon

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Content
Foreword i
Introduction ii
SEAMEO 7 Priority Areas Implementation

Priority 1 : Early Childhood Care and Education ...................................................................................1
Priority 2 : Addressing Barriers to Inclusion ........................................................................................ 12
Priority 3 : Resiliency in the Face of Emergencies............................................................................. 23
Priority 4 : Promoting Technical and Vocational Education and Traiing (TVET) ........................... 30
Priority 5 : Revitalising Teacher Education ......................................................................................... 41
Priority 6 : Promoting Harmonisation in Higher Education and Research...................................... 53
Priority 7 : Adopting a 21st Century Curriculum.................................................................................. 60
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Early Childhood Care and Education
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)
Name of Programme/Key No of Targets/ Period of

No Description Remarks
Activity Participants Implementation
ECE National Action Plan • Developed National Action Plan 2014-2018 nationwide 2014-2018
and Policy
1. 2014-2018 and Policy
• Dissemination workshop on national action
Implementations
plan 2014- 2018
2. Increase access to early • Increase construction of 74 formal nationwide 2015-2016
childhood education and care
pre-schools and furniture
for disadvantaged 3-5 year
olds Increase construction of 500 community pre-
schools by ownership of community
participation and provide furniture
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3. Strengthening home based • Develop 34 TV programs of parental nationwide 2016-2017
and parental Education education program have been broadcast
by TVK
• Parental Education for Care givers attach to
Public Pre- school and providing material
package
4. Strengthening system for ECE • Developed ECE Results based M&E nationwide 2015-2017
Sub sector system
• Trained Sub national level staff in charge of
ECE (PoE, DoE) in all provinces
5. ECE capacity development, Monitoring, conducting workshops, providing nationwide annual

ECE monitoring & Evaluation materials, improving ECE quality
6. In-Service Training for pre- Establishing new training standard packages for nationwide 2016-2018
school teachers in- Service for teachers
7. Updating curriculum standard

Revising and updating ECE curriculum standard nationwide 2016-2017
for pre-service teacher training
8. Pre-service Teacher Training Training pre-school teachers 200 trainees annual
Program nationwide

No Description Remarks Update
1. Develop learning and • Develop learning and teaching 50 language 2016–2020 DG Early Teaching and
material for early child Childhood & learning
teaching material based
education and also for teacher Community material in 8
on local language (mother
based on local language (mother Education local
tongue) tongue) languages
2. Scale-up nutrition for ECE • Provide healthy food to promote 104 ECE 2016 DG Early 100 ECE
pupils Centers as piloting Childhood & centers
healthy breakfast for ECE pupils
project Community
Education
3. Enhance ECCED holistic • Assisting, coaching, and 34 province 504 2016–2020 DG Early Workshop in 34
integrative program monitoring ECE centers to district Childhood & provinces
ensure implementation of Holistic Community
Education
integrated ECE program.
• Target: services for school
age children and parents
4. Model of ESD learning Training Early Childhood Education 2418 teacher at 2016–2018 DG Early There is 1.645
through plays 403 district Childhood & teachers have
(ECE) teachers at district level
Community been training,
Education for curriculum
implementation
in 200 district
5. Develop teaching and • Develop learning material for 1 set 2016 Centre of SEAQIM and
learning materials for ECE 21st century Curriculum SEAQIS will
• Develop teacher book for ECE and Books/ support
Puskurbuk
• Develop students book for ECE
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6. Develop learning Learning equipment/toolkits to 1 set 2016-2017 Centre of SEAQIM and
equipment aids/toolkits for Curriculum SEAQIS will
support activity based
ECE and Books/ support
Puskurbuk
7. Develop teacher Hub for disseminating information 1 unit 2016-2017 DG Early
Childhood &
professional development to ECE teachers (nationwide)
Community
hub
Education
8. Develop Early Childhood • Teacher training 60 teachers 2016 DG Early 1. 15 ECCED

Care and Education 10 district Childhood & Referral
• Piloting implementation in 10 Community
Development (ECCED) selected districts Centers for
Education
Referral Children with
Center (with English special needs
language) (30 teachers)
2. 15 Pilot
ECE Centers
in selected
districts (60
teachers)
9. Strengthen parental Encourage schools to initiate and 530 districts, 34 DG Early 160 districts,
engagement to improve facilitate parents in order to provinces 2016 - 2019 Childhood & 34 provinces
parent participation in their participate in school activities, i.e. Community
children education: parenting class Education
10. Capacity building of for potential trainers appointed 300 trainers 2016 - 2019 300 trainers
parents in family education DG Early
by provincial education from 34 provinces, Childhood & from 34
at the provincial and authority 1500 potential provinces
district levels Community
trainers from 530 Education
districts
Conduct a three-day training for 28,000 head 2016 - 2019 DG Early 8000 head
teachers (ECD, Childhood & teachers from
head teachers
primary and Community 160 districts
secondary Education
schools) from 530
districts
Develop user-friendly website The availability of 2016 - 2019 DG Early sahabatkeluarg
online information Childhood & a.kemdikbud.g
containing a number of issues
on parenting Community o.id
related to parenting
Education
Develop learning materials for Books, video, 2016 - 2019 DG Early Six guide books
parents games, etc. Childhood & for parents
Community
Education
+
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Name of Responsible
No Programme/Key Description Remarks Department/
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
Supervision and support
Monitoring, Evaluation & Research
Pre-Primary school In service Teacher Support by

2017- 2021
Plan
Annual stationary Support
Material Support for CBSR
Scholarships for ethnic group

secondary school graduates to become
per-primary teachers
Preprimary classes
construction/rehabilitation
3. Early childhood At least 200 Pre-primary classrooms
Education Project
through community based construction
National School Meals Program in 23
districts
Scholarships for students from
disadvantaged groups to become
teachers
Community awareness campaign
through the VEDC, about the 2015-2019 Support WB
importance of early childhood
development in 400 villages
Community Child Development Groups
for 3 and 4 year olds in 49 villages
Multi-Age Teaching for 3 to 5 year olds
in 48 preprimary classrooms
Health and Disability Screening

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Name of
No Programme/Key Description Remarks
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.
The NPSC for special education (Learning Difficulties)

include self- management skills to enable pupils to be
independent in managing one self.
The NPSC for special education (Hearing Impaired) include
Sign Language to enable pupils to learn to communicate
effectively by signing.
3. National Preschool National Preschool Quality Standard (NPQS) is an online self- All government 2015 onwards From 2017
Quality Standard evaluation instrument. These standards provide and private
(NPQS) requirements, specifications, guidelines or characteristics that preschools
can be used consistently to ensure that materials, products,
processes and services are appropriate for their purpose.
Quality standards are needed to guide service providers so
that children can, at least, receive minimal quality care and
education. These standards also provide parents with
information in their selection
of childcare centres/ preschools/ kindergarten for their
children. Quality standards have been in place to enable
service providers to assess and improve their programmes
and services. Most importantly with the implementation of
quality standards, children have higher probability of
receiving quality care and education.
NPQS consists of five dimensions of quality standards, i.e.
Management
Teacher &teaching assistant
Curriculum
Preschool parent’s/guardian interaction; and
Health, nutrition and safety
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Name of
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.
Positive changes have been determined especially:

The behavioral change among the students where the
students are more confidence and ready for the formal
educations in year one.
Teachers are more focused and professional in planning
the lesson plan.
Teachers are more confident to let the students to
conduct their learning activities with minimal assistance.
5. School Readiness A set of questionnaires based on the teachers’ perceptions Public September – School
on the readiness of the students is used as a tool to get the preschools (5+ October every Readiness
outcome of the preschool education. The area of readiness year old respective year Instrument
are intellect, socio-emotion, physical and spiritual readiness. students) (IKMTS –
Instrumen
Kesediaan
Murid Ke
Tahun Satu)
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
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.
Up skilling courses for the preschool teachers are planned

and implemented to enhance their pedagogy, upgrade their
knowledge and skills on the teaching and learning of
preschooler as well as their language proficiency. The course
conducted for these purpose in 2014 is the English
Proficiency for Preschool Teachers (EPPT)
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
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
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
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
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.
This program, Kindergarten Catch-Up Education

Program (KCEP) is an educational intervention for
children five-year-old and above which do not have
access to schools or daycare centers or those who live
under difficult circumstances such as, but not limited to,
chronic illness, displaced due to armed conflict, urban
resettlement, disasters, extreme poverty, child abuse
such as domestic violence, neglect and abandonment,
and who are not able to finish the General Kindergarten
Education Program.
Program Classes Delivery Modes:

• School-based classes
• Daycare center-based kindergarten classes
• Home-based/community-based playgroups
For Delivery Modes 1 and 2, the curriculum may be for
20 weekly plans for 5 months or eight weekly plans for
two months’ period. For Delivery mode 3, it will adapt
the existing Supervised Neighborhood Playgroups
implemented by the DSWD. The content and learning
experiences will be consistent with the 40- week
curriculum of the National Kindergarten Curriculum
Guide (NKCG) for the teachers.
Name of
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.
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Name of
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.
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. Design and implementation of a new

curriculum with a child friendly approach
based on 21st Century best practices to all
pre-schools at District level
3. Realization of Teacher Training to

understand the contents of new “Child
Friendly Approach” curriculum
4. Understanding of the ASEAN Framework for
Early Childhood Education Quality Standards
among
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1. Universal pre-school National Programme to provide access Nationwide 2010 - 2015 A new project
education for 5-year-old to pre-school to all 5-year-old children, being
children aiming to have 95% of pre-school formulated for
new period
children who can attend full day care in
kindergartens by 2015.
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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Addressing Barriers to Inclusion
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).
Board of Compulsory Unresolved chronic absenteeism cases Students with Ongoing

are referred to the board of Compulsory chronic
Education.
Education absenteeism
Special Education Policy - Provision on Special Education Policy Students Ongoing

1997 1997 highlighted the principles of Nationwide (Since 1997)
inclusive education: “The inclusive
school is one that provides appropriate
instruction for all children based on their
level”.
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.
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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
2. Special Education Development • Established a new department nationwide 2016-onward

responsible for special education
• Conducting accelerate learning
program, bilingual education and
disable children education at primary
level
3. Intellectual, low vision, hearing and teacher • Developing documents for intellectual, Some areas & annual
training programs low vision, hearing programs for TTCs
disable children
• Teacher training and training of
trainers (ToT) at teacher training
centers (TTCs)
4. Video clip on inclusive education Producing video clips on inclusive Teachers & annual
education, education campaign in local Trainers
medias
Name of No of Targets/ Period of

Programme/Key Activity Participants Implementation
1. Scholarship for poor Improving teaching skills and 2017–2018 DG Early There is 30
students at primary & lower competencies of teachers Childhood teacher’s had
secondary schools teaching early children with special & Community been training
Education in 15 district
needs
2. Establish ECCE (Early Develop new ECE services in 510 centre 2016 DG Early 200 ECE
villages/remote areas that do not Childhood& Center
Childhood Care Education)
centre in remote area have early childhood education Community
services and/ lack thereof. Education
3. Scholarship for Scholarship for ECE pupil with 4.500 children 2016 DG Early There is 2.490
marginalized student disability, from poor family, and other Childhood children’s with
marginalized community. & Community disability and
Education 4.170 special
need children
4. Develop teaching and • Develop teaching and learning 1 Set 2017 Centre of SEAQIM and
learning material for Early material with 21st century Curriculum and SEAQIS will
Childhood Education curriculum Books/ support
• Develop teacher books for ECE Puskurbuk
• Develop student books for ECE
that are activity based with an
integrated approach
5. Develop learning Learning equipment that support 1 Set 2017 Centre of

equipment aids/toolkits for activity-based education Curriculum and
childhood education Books/
Puskurbuk
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6. Revitalization program to Improve the number of school 10 centre 2017 Centre of
improve the attendance of children with special needs to Curriculum and
school children with special attend school/education institutions Books/
needs Puskurbuk
Responsible
No Description Remarks Department/
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
9. GPE II (Global Partnership Improvement and revision of Nationwide 2015-19 WB MOES-

for Education) curriculum, school- based Institute for
management and VEDC for primary Educ & Adm
education and
Development;
RIES
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Responsible
No Description Remarks Department/
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
Provision of Access Grant to 60 in 30 (poor) 2014-2018 ADB DSE

Lower Secondary Education Districts within
Schools which include 3 sub 15 provinces
components: (i) provide the
remedial classes for weak students;
(ii) support the repair/ dormitory
extension; and (iii) Income
generation fund for schools
including the food production for
meal and for income generating,
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.
P a g e | 16
No Description Period of Implementation Remarks
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.

1. Basic education Development of a partnership mechanism to 2016 onwards
partnerships programme support the participation of different
(from NESP) education service providers in the basic
education reforms, such as monastic,
private sector and community based
schools, schools funded by non-
governmental organisations and those
managed under ethnic education systems
2. Universal access to Programme Component 1: 2016 onwards
basic education
School census and mapping baseline in
programme (from
NESP) all preschools and basic education
schools to establish a sound evidence
base upon which education managers
can address access gaps and identify
schools for expansion and upgrading,
especially in disadvantaged areas
Programme Component 2:
Expansion of existing schools, upgrading
of schools and construction of new
schools, with a special focus in less-
developed areas to make middle and
high school education more accessible to
all
Provision of teaching and learning
materials packages for basic education
schools and students, prioritising schools
in disadvantaged areas
3. Compulsory and inclusive Programme Component 1: 2016 onwards
education programme Strengthening compulsory primary
(from NESP) education (pilot) through testing
mechanisms and processes to enrol,
return and retain children in schools with
high numbers of students dropping out
Supporting at-risk students for equitable
access to basic education through
addressing the (opportunity) costs of
schooling for children from poor families
Promote access for children with special
educational needs
P a g e | 17

4. Multiple AE pathways Programme Component 1:
programme so that Non-formal Primary Education Equivalency
learners enrolled in non- Programme (NFEP EP), Basic Literacy and
formal primary education
Functional Literacy programmes and others
equivalency and middle
AE programmes expansion in disadvantaged
school education
areas with the highest number of children
programmes, as well as
all other government dropping out of primary school
approved AE Programme Component 2:
programmes, graduate Non-formal Middle School Education
and receive government - Programme (NFMSE) piloting and
approved certificates, implementation nationally through a
which recognize their combination of government, non- government
achievements and enable and private sector organizations
continuous learning (from Programme Component 3:
NESP) National Youth Education Certificate (NYEC)
as a pathway for out-of-school youth who
would like to continue their alternative
education into TVET, higher education and
employment
5 National Education The Law mentioned education for disabled 2015 onwards
Amendment Law (2015) persons.
6. Children from Primary students are provided with sets

Disadvantaged and
2012-13 AY To
of textbooks, exercise books and school onwards confirm year
Marginalized Families uniforms.
Lower Secondary students are provided with 2014-15 AY

sets of textbooks. onwards
Upper Secondary students are provided with 2015-16 AY

sets of textbooks. onwards
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

1. SPED Providing opportunities for students with
special needs
2. IPED The Indigenous Peoples Education (IPEd)

Program is DepEd’s response to the right of
indigenous peoples (IP) communities to
basic education that is responsive to their
context, respects their identities, and
promotes the value of their indigenous
knowledge, competencies, and other
aspects of their cultural heritage.
3. Abot Alam/Alternative A national convergence program that aims
Learning System to map all out-of-school youth in the
Philippines, aged 15-30, and provide them
with opportunities in education,
entrepreneurship and employment
4. Kariton Klasum Aims to reintegrate out-of-school children
Replication and youth, especially those that are on the
streets (street children) aged 5 to 14 years
old into mainstream or regular school or
other educational options such as the
Alternative Learning System (ALS) and
Alternative Delivery Mode (ADM)
5. Pedals and Paddles Aims to provide an easier and faster way to
go to school through the provision of
bicycles to high school children who have
to walk long distances and boats (both
elementary and High School) to those who
have to wade through bodies of water.
6. LightEd.PH Aims to provide un-energized public
schools with electrification through
conventional means or alternative power
sources in partnership with various national
government agencies, non-government
organizations, and the private sector. The
One Child, One Lamp is a sub-campaign
of LightEd PH that aims to raise funds to
provide and distribute solar lamps to
students in off-grid public schools. It aims
to enable the students to continue their
studies at night, reduce their exposure to
harmful fumes from kerosene lamps, and
improve their academic performance.
7. Open High School The OHSP is an alternative mode of
Program secondary education that uses distance
learning. It caters to learners who are unable
to attend the regular class program due to
physical impairment, work, financial
difficulties, distance of home to school, and
other justifiable and legitimate reasons.
P a g e | 19

8. Madrasah Education The program was formulated to provide
quality basic education to all Muslim
learners in both public Arabic Language and
Islamic Values Education (ALIVE) schools
and private madaris. This program aims to
ensure that all Muslim school children, out-
of-school children (OOSCs) and OSYs have
access to an education curriculum
integrating Moro culture and Islam,
specifically Islamic values and Arabic
language. DepEd has formulated a
standard curriculum for Madrasah
Education.
9. Government Assistance A program which aims to increase participation
to Students and Teachers rate and to decongest public secondary schools
in Private Education through the extension of financial assistance to
(GASTPE) deserving elementary school graduates who wish
to pursue their secondary education in private
schools. The assistance is provided to private
education through the Education Service
Contracting (ESC) scheme
10. Government Assistance A program which aims to increase participation
to Students and Teachers rate and to decongest public secondary schools
in Private Education through the extension of financial assistance to
(GASTPE) deserving elementary school graduates who wish
to pursue their secondary education in private
schools. The assistance is provided to private
education through the Education Service
Contracting (ESC) scheme

1. Compulsory Education A child of compulsory school age (above 6 240,000 2003 - present
(CE) years of age and not yet attained age of 15 primary school
years) who is a citizen of Singapore residing in children
Singapore, has to attend a national primary
school as a pupil regularly, unless he/she has
been exempted from compulsory education,
e.g. a child attending a designated school, a
child receiving home-schooling
Children with moderate to severe Special

Educational Needs (SEN)1, will be included
within the compulsory education framework
established by the CE Act, with effect from
the 2012 birth cohort. These children will be
able to fulfil their CE obligations by attending
specified government-funded Special
Education school.
P a g e | 20

1. Providing 15-Year Free To reduce inequality in education and provide Kindergarten to 2016 - Present
Basic Education better quality of life for Thai people of all ages upper secondary
education
students
2. Establishment of the - To oversee education activities in remote Nationwide Since 2015
Committee on Reducing areas
Disparity and Promoting - To carry out necessary actions with the aim
Inclusiveness on of enhancing opportunity for quality
Education education, promoting inclusive education,
improving management on teaching and
learning, and providing better support for
education
3. Promoting greater - To provide virtual classroom as well as real Thai Citizens 2015 - Present
access to education, time web classroom for students and learners
information and learning in remote areas
opportunities through the
use of ICT
4. Promoting Education To provide opportunity for the out-of-school Young People Since 2017
Opportunity for the Out- children to return to school and maintain until at age 3-18 years
of-School Children their basic education completion old
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
6. Distance Learning - To extend results of educational - 15,369 2015 - Present

Television (DLTV) for management for small schools through small schools
Educational Quality DLTV nationwide
Development - To solve the teacher’s insufficiency of small - More than 3,000
schools medium schools
- To build complete learning in 5 Southern
opportunities for small school’s students Provinces
- To provide DLTV instruction to - 2, 938 students of
5 Southern Provinces of medium Tak Province
schools and schools in Tak Province
(high mountain area)
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

1. Our National Strategic • Special measures are being introduced to
Plan underlines the need ensure equality of opportunity for girls and to
for an effort to establish a reduce disparity in education outcomes
policy of social inclusion between boys and girls, particularly at
to ensure that our most secondary and tertiary levels.
vulnerable people have a • Access and quality education are available
right to education. We are to all regardless of disability.
also introducing • Standard of school infrastructure design
measures to help children takes into account inclusion and is sensible
from poorer families to to target children with special needs.
access and continue
their education, including
further development of
the school feeding
program.

1. Education projects for Provision of access to quality All children with 2012-2016 In coordination
children education by children with difficulties with UNICEF
difficulties (ethnic minorities, nationwide
children with disabilities, etc.,.)
2. Junior secondary Provision of support to the most 17 provinces June 2008 – 50 Mil USD
education Projects for the difficult areas to increase access June 2014 from ADB, 14
most difficult areas to quality education to students in Mil USD from
17 provinces, 1.450 junior Vietnam
secondary schools and 15 teacher
training colleges
3. Government Decree No. Exemption and reduction of tuition All disadvantages, 2010 – 2015
49/ND-CP of 14 May fees, plus provision of the marginalized (renewed by
2010 on tuition fee essential learning materials and Decree
students
86/2015/ND-CP
exemption and reduction tools in certain cases, for students
dated 2 October
from poor families or in special
2015)
needs
4. Circular 39/2009/TT- The circular (i) defines 4 groups of All disadvantaged Effective from
BGDDT of 29 December disadvantaged children; (ii) children 15 February
2009 on inclusive specifies ways of providing 2010
education for inclusive education to them; (iii)
disadvantaged children rights and responsibilities of
teachers and students with regard
to inclusive education
5. Decision 85/2010/QĐ- Provision of support to: (1) semi- Semi-boarding Effective
TTg of 21 December boarding students, for food and primary and from 21
2010 on support to housing; (2) Ethnic semi-boarding secondary December
semi boarding students schools, for infrastructure and students and 2010
and semi boarding equipment investment and repair, schools in the
secondary schools medical clinic setup most difficult
areas
P a g e | 22

6. Building models of Provision of online learning 63 cities/ 2014 - 2015
distance education for materials on Literature and ICT for provinces
students with s t u d e n t s with disabilities and
disabilities and children children without access to
without access to education in 9 cities and
education provinces; writing and delivery of
sourcebook for education for
students with disabilities to 63
Provincial Department of
Education and Training.
7. Capacity building for Provision of training programs 63 cities/ 2015

school leaders and for school leaders and teachers provinces
teachers on inclusive on inclusive education for
education for students students with disabilities
with disabilities
8. Project of teaching sign Development of curriculum 2 districts in 2015
language and culture for incorporating sign language with Hanoi
deaf people Literacy Program; setup of classes
for deaf people with the
participation of their family
members
9. Solidification of schools, Replacement of temporary All disadvantaged 2014 - 2020 Government
classrooms and teacher schools, classrooms and teacher areas funding
housing housing with concretized and
solidified facilities
10. Support to school Decree No. 116/2016/NĐ-CP Nationwide 2016 - 2020 Government
students of specially dated 18 July 2016 providing funding
disadvantaged areas support policy to school
students in communes and
villages of special difficulty
11. Junior secondary Provision of support to the most 135 districts of 2015 - 2021 80 Mil USD
education Projects for the difficult areas to increase access 28 provinces from ADB, 13
most difficult areas: to quality education to students in Mil USD from
Second Phase 135 districts in 28 provinces. Vietnam
P a g e | 23
Resiliency in the Face of Emergencies
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

1. Flood Hazard, Storm Flood hazard is considered as an obstacle and Piloted 4-5 annual
Hazard, Drought Hazard negative impacts on human resource development schools
process in Cambodia. Education sector is always
affected by flood almost every year and causing
damages and losses of school infrastructure,
education materials including loss of instructional
hours, leading to increased dropout rate in the last
couple:
• Conducting Cambodia climate change
Alliances(CCCA) with (SAVE Children,
Plan, CCCA,
• Integrated two ways (by lesson, by
integration)
Name of
No Programme/Key Description Remarks update
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
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
Activity
- - - - - -
Name of
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
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
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
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
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
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
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
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
Promoting Technical and Vocational Education

and Traiing (TVET)
Name of
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 Programme/Key Description Remarks Update
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
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)
4. Develop Build collaborative 5 areas x 3 January – June On progress in

Mechanism of industrial cooperation in persons x 10 2017 developing the
Internship Program the implementation of work countries programs
In Industry for practices for 5 sectors (150 persons)
Students and 5 areas x 3
Teachers industries x 10
countries (150
person)
Ministry of Research, Technology and Higher Education (Polytechnic)
1. Credit transfer Credit transfer amongst 2016 DG of Students
universities in ASEAN and Learning Affairs,
Countries Ministry of Research,
Technology and
2. Industrial training Program staff/education 200 staff/ 2016-2018
Higher Education
for staff personnel is developed to education
(Polytechnic)
give personnel
opportunity to industrial
training in ASEAN , Korea,
Japan ,China, Canada,
USA, and Australia
3. Capacity building Program are offered for 39 lecturers 2016-2018
program for Doctoral lecturer in universities both
degree (for lecturer) public and private for
those who have not
obtained Doctoral degree
to pursue study in various
universities in ASEAN,
Korea, China, and Canada
4. Set up Master Master Degree program is 5 courses 2016-2018
Degree in offered in various
applied science universities in
Indonesia that have the
resources to develop
master degree in Applied
Science
5. Scholarship for Scholarship is awarded to 2.000 students 2016-2018
Polytechnic students polytechnic students to
pursue education in
education institutions in
Indonesia
6. Prior learning Program that recognize 50.000 persons 2016-2018
recognition prior learning, including
implementation skills, knowledge obtained
in non-formal and informal
education. It
also include recognition to
experts whom skills are
equivalent to those
master/doctoral degrees.
The program will be
implemented in Indonesia,
New Zealand
7. Capacity building Capacity building 150 directors/ 2016-2018
for Polytechnic program to improve the staff
Director and managerial skill,
management leadership skills for
team polytechnic directors and
management team. The
program will be carried
out in institutions in
ASEAN and Canada
P a g e | 33
Name of
Activity
- - - - - - -
Name of
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
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.
3 FIRA The Malaysian Polytechnic Team has successfully 14-18 December

clinched six golds, eight silvers and four bronzes 2016
medals at the 21st Federation of International Robot-
Soccer Association (FIRA) RoboWorld Cup 2016held in
Beijing, China, from 14 to 18 December 2016.
4 Asia Pacific 8 polytechnics were awarded Gold-level accreditation
Accreditation and from the Asia Pacific Accreditation and Certification
Certification Commission (APACC). These polytechnics were
Commission assessed according to a seven criteria set which are
(APACC) governance and management, teaching and learning,
faculty and staff, research and development,
extension consultancy and linkages, resources and
support for students.
Accreditation at APACC means that graduates

of these polytechnics have:
Greater mobility and their qualifications are mutually
recognised in Asia and Pacific region;
More employable because employers are more
confident to hire them;
Access to funding support from donors and other
lending agencies;
Can transfer credits and enable access to higher
learning opportunities.
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)
The Malaysian community colleges involved in this

programme visited their respective partner
P a g e | 35
Name of
Activity
institutions in Thailand and Indonesia late last year,
as listed below :
2-7 Oct 2016 Langkawi Tourism Academy@ KK

Langkawi visited Rajamangala University of
Technology
Lanna (RMUTL), Chiangmai (Hospitality & Tourism);
3-7 Oct 2016 Kuantan Community College visited

State Polytechnic of Sriwijaya Indonesia (Hospitality &
Culinary);
4-8 Oct 2016 Kepala Batas Community College

visited Eastern Technological College, Pantong
Chonburi, Thailand (Automation (Robotic and
Mechatronics); and
30-6 Nov 2016 Jerantut Community College visited

Tinsulanonda Fisheries College, Songkla, Thailand
(Aquaculture).
The purpose of the visit was to review the curriculum

content and to discuss the possibilities of
developing student and staff exchange programme
to be carried out between 2017 and 2019.
A reciprocal visit from Rajamangala University of

Technology
Lanna (RMUTL), Thailand to Langkawi Tourism
Academy (LTA) is scheduled to take place in January
2017, to further discuss the implementation of the
Student and Staff Mobility Programmes focusing on
Hospitality & Tourism. Matters to be discussed during
the meeting includes:
i. Expenses and funding to be borne by both

institutions;
ii. Appointment of Mentor(s) / Liaison Officer to
facilitate programme;
iii. Curriculum mapping, methods of assessment and
programme monitoring between both institutions to
be done before the commencement of programme.
The other Community Colleges will liaise with their

counterparts to initiate a similar meeting before the
commencement of their mobility programmes.
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
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
Establish dual training systems at training
institutions and industry workplaces
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
Establish and strengthen the proposed TVET
Council and local TVET advisory boards
Establish a TVET financial management and
monitoring system to co-ordinate and apply the
budget effectively, in a way that is made public
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
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
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
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
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
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
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
8 The question of “standardization” of Regional
curriculum is a question for the SEAMEO
member countries to discuss.
Name of
No Programme/Ke Description Remarks Update
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 Programme/Ke Description Remarks Update
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
Revitalising Teacher Education
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.
Teacher The TPD Framework and All Schools and Ongoing

Professional guidelines are designed to School Leaders
Development (TPD) assist MoE, especially
Framework schools and school leaders
to follow a systematic
approach in planning,
implementation,
monitoring and evaluation
of TPD programmes.
2 Initial Teacher MTeach Training for graduate 180 teachers 6 years Subject to
Preparation (ITP) teachers certification (30 (who have not meeting the
(2017-2022)
and Teacher (Sultan Hassanal teachers per cohort) undergone ITP) LDP
Assessment Bolkiah Institute of requirements
Education, SHBIE)
International In the “Expert Teacher Nationwide 2016-2019
Coaches (IC) Project”, 60 International (All government (3-Year Project)
Coaches in Literacy and schools)
Numeracy will be recruited
and help train the existing
teachers as well as 200
Local Graduates to teach
Literacy and Numeracy.
Teacher TPA is used to evaluate
Performance Teaching and Learning
Appraisal (TPA) quality in order to support
teacher’s professional
growth and recognition.
TPA procedures include:
• Lesson Observation;
• Written Work Scrutiny;
• Pre-Post Professional
Dialogue (Feedback)
P a g e | 42
Name of
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
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
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.

1. IPG Transformation IPG Transformation Program 2016-2025 aims at
Program 2016-2025 transforming IPG to become an institution of
higher learning dedicated to raising the
standards of Malaysian education through
teacher education and development. This
directly related to the 4th shift outlined in the
Malaysian Education Blueprint 2013-2025 which
is to transform teaching into the profession of
choice. The Road Map for this transformation
program spans over 10 years which ultimately
directs the journey towards developing IPG as a
world class Institute of Teacher Education.
Accordingly,
this transformation is enabled and achieved
through 5 key building blocks; i) Organisational
& Leadership Transformation ii) Campus Re-
organisation iii) Raising quality of lecturers, iv)
Research and v) Learning environment.
P a g e | 46
Name of
No Programme/Ke Description Remarks
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 Programme/Ke Description Remarks
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
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)
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
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
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
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
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
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
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.

1 National programme 7 Programs for teacher education Nationwide 2011 - 2020
for Development of development:
teacher education (1) Consolidation of teacher training
network;
(2) Development of teachers for
teacher training institutions and faculties;
(3) Renovation of management of
teacher training institutions; (4)
Enhancing the role of teacher training
institutions in training teachers for early
childhood, general and continuing
education; (5) Strengthening the
role of teacher training institutions in
training school principals and
managers; (6) Improving the quality and
efficiency of research and international
activities of teacher training institutions;
and (7) Accreditation of teacher training
institutions.
2 Upscaling tertiary Training in Vietnam and overseas of 23,000 2010 - 2020
education teachers academics for tertiary education
institutions to obtain PhD degrees
3 National Foreign Training and re-training of foreign All institutions 2010 - 2020
Language Project 2020 language teachers as part of the nationwide
National Foreign Language Project 2020
4 Renovation and Training new teachers. Retraining of Nationwide 2016
development of teacher existing preschool and school teachers
training curriculum of
teacher training
institutions on the basis
of learners’ competency.
P a g e | 52

5 Development of policies Development of concrete policies, 100 2016
for development of legislations.
teaching staff for
universities, colleges,
schools and educational
managers.
6 Training of school Blended training of all teachers 227,684 3 phases:
teachers subject to: according to levels,
1) professional standards; pre-school
2) teaching positions; topics and training time teachers; 2016 - 2018
3) New curriculum, 392,136 2018 - 2023
textbooks.
primary school 2023 -
teachers;
312,587 junior
secondary
school
teachers;
152,007 upper
secondary
school
teachers
7 Training of educational Blended training of all educational 26,000 3 phases:

managers’ subject to: managers according to levels, topics
pre-school
and training time.
1) Standards for principals, 2016 - 2018
principals and heads of vice principals; 2018 - 2023
continuing
85,000 2023 -
education centres;
primary school
2) Regular compulsory
principals, vice
training;
principals;
3) New curriculum,
textbooks. 30,000 junior
secondary
school
principals, vice
principals;
6,000 upper
secondary
school
principals, vice
principals;
2,100 heads
of continuing
education
centres.
8 Training, re-training and Training, re-training and qualification All general From 2016
qualification improvement improvement for general education education
for general education teachers in line with new curriculum and teachers
teachers textbooks and new teaching
methodology
9 Enhancing Teacher Pending approval of the Project to 2016-2020 95 Million
Education Program enhance teacher education using the USD
World Bank Loan
P a g e | 53
Promoting Harmonisation in Higher Education and

Research

1 ASEAN International ASEAN International Mobility for Higher Ongoing
Mobility for Students Students (AIMS) Programme Education
(AIMS) serves to: Students
• Create a vibrant student mobility (e.g. UBD
programme for for citizens of all Discovery Year,
SEAMEO member countries.
UTB Experience
• As one of the key strategic
Class)
elements of cooperation leading
to the development of a
harmonised higher education
environment among countries in
Southeast Asia.
Statistics for 2015/2016 Semester II (Jan
2016):
47 Outbound students:
• Japan (15)
• Indonesia (5)
• Malaysia (24)
• Philippines (0)
• Thailand (3)
• Vietnam (0)
2 Inbound students:
Malaysia (2)

1 Higher Education • 9 public institutions of higher education HEIs 2016-onward
Institutions Assessment have been selected as model higher nationwide
program education institutions
• Developing procedure for quality
accreditation i n higher education
institutions (HEIs)
• Developing higher education
management information system
(HEMIS)
2 Higher Education Vision • Programs implementation responding HEIs nationwide on-going 2
2030 and Capacity to vision 2030 & strategies
building for higher • Research strengthening and project
education institutions implementations
(HEIs) • Planning, budgeting, procurements,
managements, leadership, teaching &
learning, research methodologies, etc
P a g e | 54
Name of
Activity
Learning Quality Improvement
1 Joint degree Facilitate a joint degree for 34 34 MoA 2016-2018 DG of

polytechnics with pol ytec hni c Students
partner in ASEAN, APT, and Learning
Canada, USA and Australia, Affairs, Ministry
New Zealand of Research,
2 Credit transfer Assist a credit transfer 250 students 2016-2018 Technology 159 students
program between and Higher
Indonesia with ASEAN and Education
APT Polytechnic (Polytechnic)
3 Students Centered implement SCL in Polytechnic 34 Polytechnics 2016-2018
Learning (SCL) model
4 Prior Learning Implement RPL program in 64 institutions 2016-2018
Recognition (RPL) Polytechnic and Health
Polytechnic RPL program in Polytechnic and Health Polytechnic RPL
5 Certification program 50% students should have 12.000 2016-2018
for Lecturer and Competencies Certificate Lectures and
students from Professional students
Organization
Research Programmes
1 Property Right from Facilitate the research 1.580 2016 DG of

HE result to have the researches Students
Intellectual Property and Learning
Right (IPR) Affairs,
2 Joint Research and Joint research between HE 5.008 2016 Ministry of
international journal in Indonesia and ASEAN Research,
Counties Technology
3 Prototype from Facilitate R&D to have 530 prototype 2016 and Higher
Research & Education
the prototype to
Development (Polytechnic)
promote the products
or services based on scientific
approach
4 Teaching Factory Set up Teaching Factory 49 institutions 2016-2018
based on Research in University and
Polytechnic
P a g e | 55

EXP Researcher exchange -Education researchers exchange 10 researchers Jan-June 2015
between University of Books and Note
university for 6 months
1 That recognize the need for individual countries to
invest in strengthening higher education
institutions, with harmonization taking place
through an institution- to-institution approach with
coordination and standard-setting across
institution, with each one determining its most
important needs, rather than requiring them
through government to government agreements.
This, as with TVET, can be enhanced through the
development of a regional policy framework for
labour, skill and learner mobility
2 Development of National
education qualification of
teachers

1 Research collaboration The Department of Polytechnic Education is 2 2016-2020
willing to collaborate and participate in doing researchers/
research under SEAMEO that is related to research
Technical and Vocational Education. collaboration
P a g e | 56

1. Institutional Programme Component 1: - 2016 on wards -
capacity Undertake overseas study tours to document best
development practices and establish partnerships with
programme (from international universities, research centres and
NESP) other higher education institutions Programme
Component 2:
Establish a National Institute for Higher
Education Development (NIHED) to improve
higher education governance and
management, build individual skills and
strengthen institutional capabilities
Strengthen higher education institutions’
governance through university charters and
university councils
Strengthen autonomy and accountability of
HEIs to realise more efficient and effective
management, better value for money and
significant improvements in access to quality
higher education
Establish a Higher Education Quality
Assurance Agency to lead the development
of national quality standards for higher
education and undertake
2. Higher education quality Programme Component 1: - 2016 on wards -

and career relevance Establish a National Research and Innovation
Programme Fund and Research and Development Centres at
(from NESP) HEIs to benefit university teaching and learning,
and develop university- managed income streams
Develop a policy and strategy for world-class
national universities and comprehensive
universities Programme Component 3:
Upgrade facilities at selected HEIs Programme
Component 4: Enhance the status of e-learning
centres and e-libraries in HEIs
Improve the effectiveness of the distance
education system Programme Component 6:
Undertake professional development for faculty
and laboratory technicians
3. Equitable access to Programme Component 1: - 2016 on wards -

higher education Create a good teaching and learning environment
programme regardless of at HEIs
their socio-economic Programme Component 2:
background Promote student support programmes
P a g e | 57

1 Typology/Outcomes-based
Quality Assurance
2 Philippine Qualifications
Framework (PQF)/ASEAN
Qualifications Reference
Framework (AQRF)
3 K to 12 Transition
4 Increasing SUCs budget for

enhanced instruction,
research and extension
5 Closing and phasing out
substandard programs
6 Upgrading capacity for • Food Production and Security
directed R&D And • Environment, Disaster Risk Reduction
extension programs to and Response, Climate Change and
serve socio-economic Energy
goals • Marine Resources/Systems: Economy,
Biodiversity and Conservation
• Smart Analytics and Engineering Innovations
• Health Systems
• Education for S.T.E.A.M.
• Internationalization initiatives
• Harmonizing key academic programs
with international standards
Supporting networks of leading HEIs

Researcher exchange Education researchers exchange between 10 researchers Jan-Jun 2015
University of Books and Note university for 6
months
1 Research, Innovation and Under the RIE2020 Plan, Singapore is ongoing
Enterprise (RIE) 2020 implementing four major strategic thrusts that
Plan build on the progress achieved under the
RIE2015 Plan to create greater value in
Singapore from our investment in research,
innovation and enterprise
2 New higher education There are new educational pathways introduced ongoing
models for Singaporeans which will produce high quality
manpower to support Singapore’s future
economic and social needs
P a g e | 58

1. Scholarship for To enable collaboration and integration through: Researcher for 2015 – 2018
Researcher Capacity 1. Office of the Higher Education Commission Armaments
Development on for in- cash support;
Armament to enhance 2. Army for in-kind support such as specification
the Army and the on urgent needs, and facilitation according to
National Defense military hardware regulation, etc.
Capacity
2. Scholarship for Research - To develop collaboration between the Office of New academic 2002 – 2013
Capacity Development of the Higher Education Commission and the faculty (full time) and
New Academic Thailand Research Fund in the public 2016 – 2017
- In 2016 – present, both support is in the and private
proportion 2:1 at the amount of not over Thai higher
Baht 600,000 per scholarship education
- To allocate scholarship for new academic institutes which
faculty in the public and private higher education graduates the
institutes highest degree
of each area not
over 5 years
3. Promotion of Research Staff - To determine a policy on the integration of Research Staff 2016 – 2018
in the Higher Education science, technology, and innovation enhance in the Higher (10 year
Institutes for Talent Mobility the quality of youth and personnel Education continued
- To promote scientists and researchers from Institutes plan)
the public sector to work for the private sector
in order to enhance the research staff in the
higher education institutes with the increased
competitiveness of private entrepreneurs
(talent mobility)
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

5 Establish three Higher
Polytechnic Institutes, as well
as a Fishing Academy.
6 Continue improving the
quality of education at the
UNTL.
7 Build a modern compound for
the Faculty of Engineering.
8 Develop and support the
activities of the National
Science and Technology
Institute to carry out
investigations and research
involving applied sciences.
9 Promote the connection
between Technical and
Vocational Secondary
Education and Technical
Higher Education.

1 Students exchange Promoting and increasing number of students 20 students/ 2016 - 2020
and fields of exchange among universities in the group
region 10 groups/year
2 Joint research group Establishing joint research group based in a 2-3 groups in Jan – Dec
university in each country to conduct research the region 2016
relating to the most relevant field.
3 Credit transfer and degree Using a common ASEAN credit system to 50 universities Jan 2016 –
recognition help students mobility in the region in the region Dec 2018
4 Curriculum development in Developing and using a common curriculum in 10 universities Jan 2016 –
harmonizing ARQF (ASEAN the same field in some universities in state in the region Dec 2017
Reference Qualification member countries
Framework)
5 Lecturer exchange Exchange lecturers to teach at university in 20 lecturers Jan 2016 –
different countries in the region Dec 2017
6 Connectivity and information Through internet network Leading
communication universities
technologies in science and
technology for higher
education
7 a) Mobility of S&T experts Through network of leading universities Leading
and b)) Advancing Cross- universities
Border Education and Inter-
University Collaboration S&T
8 Twinning programmes on Through network of leading universities Leading
doctoral degrees in support universities
of APEC priorities.
9 Establishment of new Establishment of Vietnam-German University, 2-3 Starting from
model, research-focused Vietnam- French University and other high-quality universities 2008
universities universities in collaboration with universities and
research institutes from the counterpart countries
to gain regional and international ranking
10 Stratification of higher Issuance of Government Decree 83/2015/ND-CP All Effective from
education institutions setting criteria and standards for research universities 25 October
universities, applied science universities and 2015
practice-oriented universities
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Adopting a 21st Century Curriculum
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.
These are to help in

achieving deep
understanding of how and
what it takes to develop 21st
century learning outcomes
in the contexts of the national
curriculum.
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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.
- The work of GCED in

Cambodia is a long
process and involves multi-
stage implementation. With
this common
understanding, MoEYS has
established a Committee
for Implementing GCED in
Cambodia with three-year
strategic plan (2016-2018).
- The Committee aims to
provide a forum for
developing detailed GCED-
integrated course syllabus
into two subjects: History
and Moral-civic Subjects
based on the new National
Curriculum Framework
3 English language Including English language nationwide 2013-onward

grade 4 to the national
curriculum
P a g e | 62
Name of
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
international current issue
on Sustainable
Development Goals
- Design a model of
learning resources to
implement local content
curriculum (the percentage
of local content to be
included is yet to
determine)
- Design a model of
curriculum delivery
(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.
SEAQIM will support

the program
P a g e | 63
Name of
Programme/Key Description Remarks Update
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
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
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
No Description Implementati Remarks
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
No Description Implementati Remarks
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

1 Basic education Programme Component 1: - 2016 on wards -
curriculum reform Prepare the new curriculum design for basic
programme to redesign education with greater focus of learning
the basic education concepts,
curriculum emphasizing problem - solving processes and
21st century skills understanding of basic principles and
(from NESP) reasons behind the knowledge Programme
Component 2:
Development and finalisation of curriculum
materials to
enable a more interactive style of classroom
teaching and learning Programme Component 3:
Development of local curriculum, including
ethnic languages, to support and uphold the
languages, literature, culture, arts, customs,
heritage and traditions of all nationalities
P a g e | 66

2 Curriculum Programme Component 1: - 2016 on wards -
capacity Teacher training on the new basic education
development curriculum so that basic education teacher
programme competencies are applied to teach the new
(from NESP) curriculum following orientation training
Capacity development of curriculum development
teams in order to apply competencies
(knowledge, skills and attitudes) to develop a new
basic education curriculum and linked curriculum
materials which incorporates 21st century skills,
soft
skills and higher-order thinking skills Programme
Component 3:
Capacity development for local curriculum
developers in states and regions, supported by
curriculum development teams.
3 Curriculum management Programme Component 1: - 2016 on wards -
system and M&E system Strengthen the curriculum management system
programme including the capacity to print and distribute better
(from NESP) quality materials to
all schools in a timely manner
Implement new curriculum dissemination through
different media to stakeholders, including the
public and parents, about the new methods and
materials used under the new curriculum
Strengthening curriculum monitoring and
evaluation systems
New General Education Curriculum in
Higher Education: Holistic
Understandings, Intellectual and Civic
Competencies
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
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
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

1 Programme for revision of The Prime Minister issued All schools 2015 - 2023 Several
school curricula and Decision 404/QD-TTg on 27 nationwide phases of
textbooks March 2015 approving the implementa
Programme for revision of school tion
curricula and textbooks, taking
into account of 21st Century
Curriculum. The revised curricula
and textbooks will be used for the
first grade of each level (1, 6 and
10) in 2018.
2 Profession Oriented The project aims towards a 8 universities 2012 - 2015
Higher Education (POHE) more responsive, profession
Project oriented higher education in
Vietnam, most specifically in
the participating 8 Universities
and the selected education
programs.
P a g e | 69

3 Curriculum and textbook Development and All grades, From 2017 -
renovation introduction of a new, nationwide 2018 school
student competency-based year
curriculum and a set of new
textbooks
4 Vietnam-style Nueva Introduction of new ways of 1,447 selected 2012 - 2016
Escuela (VNEN) project: organizing teaching and learning schools
model of a new school in activities at general education
Vietnam schools, focusing on developing
21st skills for students, including:
Problem solving, Communication,
Creativity, Critical thinking, Team
work, Personality development, IT
application in learning and life,
Skills to become a global citizen.
5 Research Project: Identifying measures, process to All schools From June With the
integrating some common integrate these common nationwide 2015 to support
competencies in the new competencies in the new school February 2016 from
school curriculum curriculum UNICEF
6 New learning assessment A new Circular issued to provide Nationwide 2016
method for primary guidance of learning assessment
schools method for primary schools
P a g e | 70

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Page |1

SEAMEO 7 Priority Areas Implementation

Early Childhood Care and Education

Name of Programme/Key No of Targets/ Period of

Name of Programme/Key No of Targets/ Period of

5. ECE capacity development, Monitoring, conducting workshops, providing nationwide annual

7. Updating curriculum standard

Name of Programme/Key No of Targets/ Period of

Name of Programme/Key No of Targets/ Period of

8. Develop Early Childhood • Teacher training 60 teachers 2016 DG Early 1. 15 ECCED

Supervision and support

Monitoring, Evaluation & Research

Pre-Primary school In service Teacher Support by

Material Support for CBSR

Scholarships for ethnic group

Health and Disability Screening

The NPSC for special education (Learning Difficulties)

Positive changes have been determined especially:

Up skilling courses for the preschool teachers are planned

This program, Kindergarten Catch-Up Education

Program Classes Delivery Modes:

2. Design and implementation of a new

3. Realization of Teacher Training to

Name of Programme/Key No of Targets/ Period of

Addressing Barriers to Inclusion

Board of Compulsory Unresolved chronic absenteeism cases Students with Ongoing

Special Education Policy - Provision on Special Education Policy Students Ongoing

2. Special Education Development • Established a new department nationwide 2016-onward

Name of No of Targets/ Period of

5. Develop learning Learning equipment that support 1 Set 2017 Centre of

Name of No of Targets/ Period of

9. GPE II (Global Partnership Improvement and revision of Nationwide 2015-19 WB MOES-

Provision of Access Grant to 60 in 30 (poor) 2014-2018 ADB DSE

Name of No of Targets/ Period of

Name of No of Targets/ Period of

6. Children from Primary students are provided with sets

Lower Secondary students are provided with 2014-15 AY

Upper Secondary students are provided with 2015-16 AY

Name of No of Targets/ Period of

2. IPED The Indigenous Peoples Education (IPEd)

Name of No of Targets/ Period of

Name of No of Targets/ Period of

Children with moderate to severe Special

Name of No of Targets/ Period of

6. Distance Learning - To extend results of educational - 15,369 2015 - Present

Name of No of Targets/ Period of

Name of No of Targets/ Period of

Name of No of Targets/ Period of

7. Capacity building for Provision of training programs 63 cities/ 2015

Resiliency in the Face of Emergencies

Name of No of Targets/ Period of

Promoting Technical and Vocational Education

4. Develop Build collaborative 5 areas x 3 January – June On progress in

3 FIRA The Malaysian Polytechnic Team has successfully 14-18 December

Accreditation at APACC means that graduates

The Malaysian community colleges involved in this

2-7 Oct 2016 Langkawi Tourism Academy@ KK

3-7 Oct 2016 Kuantan Community College visited

4-8 Oct 2016 Kepala Batas Community College

30-6 Nov 2016 Jerantut Community College visited

The purpose of the visit was to review the curriculum

A reciprocal visit from Rajamangala University of

i. Expenses and funding to be borne by both

The other Community Colleges will liaise with their