Status of ICT Integration in Education in Southeast Asian Countries

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Status of ICT Integration in Education in
Southeast Asian Countries 

• By Bunyamin Maftuh
• SEAMEO Secretariat

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What is SEAMEO?

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

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SEAMEO Purposes
To promote cooperation among Southeast Asian
nations through education, science and culture
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11 SEAMEO Member Countries
Indonesia (1965) Lao PDR (1965) Malaysia
(1965) Philippines (1965) Singapore
(1965) Thailand (1965) Cambodia (1971) Brunei
Darussalam (1984) Vietnam (1992) Myanmar
(1998) Timor-Leste (2006)
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8 SEAMEO Associate Members

Australia (1973) France (1973) New Zealand
(1974) Canada (1988) Germany (1990) Netherlands
(1993) Spain (2007)
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3 SEAMEO Affiliate Members
International Council for Open and Distance
Education, Norway (1999)
University of Tsukuba, Japan (2009)
British Council, England (2010)
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SEAMEO Centres and Network

1. BIOTROP (Indonesia)
2. CHAT (Myanmar)
3. INNOTECH (Philippines)
4. QITEP in Language (Indonesia)
5. QITEP in Mathematics (Indonesia)
6. QITEP in Science (Indonesia)
7. RECFON (Indonesia)
8. RECSAM (Malaysia)
9. RELC (Singapore)
10. RETRAC (Vietnam

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SEAMEO Centres and Network

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

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Survey on the Status of ICT Integration in
Education

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

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The 21st Century Skills

1. Critical thinking and problem solving
2. Communication and collaboration
3. Creativity and innovation
4. Information literacy, media literacy, ICT
   literacy
5. Flexibility and adaptability
6. Initiative and self-direction
7. Social and cross-cultural interaction
8. Productivity and accountability
9. Leadership and responsibility

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Survey on the Status of ICT Integration in
Education

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

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Survey on the status of ICT integrationin
Education

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

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Survey Questions

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

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The 10 ICT in Education Dimensions used as
framework of the study

1. National ICT in education vision
2. National ICT in education plans and policies
3. Complementary national ICT and education
   policies
4. ICT infrastructure and resources in schools
5. Professional development for teachers and school
   leaders

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The 10 ICT in Education Dimensions used as
framework of the study

• Community/partnerships
• ICT in the national curriculum
• Teaching and learning pedagogies
• Assessment and
• Evaluation and research.

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UNESCOs model of ICT Development in Education
for classifying the stage of development

• Emerging - have just started their ICT in
  education journey
• Applying - have developed a new understanding of
  the contribution of ICT to learning
• Infusing - have integrated ICT into existing
  teaching, learning and administrative practices
  and policies and
• Transforming - have used ICT to support new ways
  of teaching, learning and administration.

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Stages of ICT Integration in Education
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(No Transcript)
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Overview of SEAMEO Member Countries Stages of
ICT Integration in Education

• See Table 1

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

1. At the infusing and transforming stages for most
   of the dimensions of ICT in education.
2. Highly developed national ICT in education plans
   and policies
3. Almost all the classrooms in these countries
4. equipped with computers and other ICTs,
5. have a high student-computer ratio,
6. a high level of Internet access
7. education delivery system is increasingly online.
   

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Group 2 countries Indonesia, Philippines,
Thailand, and Vietnam.

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

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Group 3 countries Cambodia, Lao PDR, Myanmar,
and Timor Leste

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

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Emerging Issues Recommendationfrom the Survey

1. Holistic approach towards the development of the
   national ICT in education plans and policies.
2. Provision of professional development to staff
   at all levels in the education system with a
   greater emphasis on the pedagogical aspect of ICT
   integration.
3. Emphasis on ICT in national curriculum and
   assessment.

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Emerging Issues Recommendationfrom the Survey

1. Sharing and transfer of ICT in education best
   practices and lessons learnt among SEAMEO Member
   Countries, and among schools and provinces/states
   in the country.
2. Support of Group 3 countries ICT in education
   efforts through partnerships.
3. Planning for evaluation and research of ICT in
   education.

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For further information about the Book please
visit SEAMEO Website

• www.seameo.org

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Thank You
www.seameo.org