Asia Education Summit on
Flexible Learning Strategies
for Out-of-School Children
Asia Education Summit on
Flexible Learning Strategies
for Out-of-School Children
Published in 2016 by the United Nations Educational, Scientific and Cultural Organization, 7, place de Fontenoy,
75352 Paris 07 SP, France
and
UNESCO Bangkok Office
© UNESCO 2016
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The ideas and opinions expressed in this publication are those of the authors; they are not necessarily those
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Project co-ordinators: Ichiro Miyazawa and Hyunjeong Lee
Design/Layout: Umaporn Tang-On/Warren Field
Cover photo: © UNESCO /S. Chaiyasook
TH/C4/EISD/16/034-E
Table of Contents
Acknowledgements.............................................................................................................................................................................. xiii
Acronyms ................................................................................................................................................................................................. xiv
Executive Summary.............................................................................................................................................................................xviii
Introduction.....................................................................................................................................................................................................1
Background ................................................................................................................................................................................................... 2
Opening Remarks...................................................................................................................................................................................... 3
Dr. Gwang Jo Kim, Director, UNESCO Asia and Pacific Regional Bureau for Education
(UNESCO Bangkok), Thailand
Ms. Karin Hulshof, Regional Director, NICEF Regional Office for South Asia (UNICEF ROSA), Nepal
Mr. Suphat Champatong, Ph.D., Deputy Permanent Secretary and Secretary General
Thai National Commission for UNESCO, Thailand
Dr. Ethel Agnes P. Valenzuela, Deputy Director, Programme and Development,
Southeast Asian Ministers of Education
Dr. Mary Joy Pigozzi, Director, Educate a Child, Qatar
Dr. Vongthep Arthakaivalvatee, Deputy Secretary General, ASEAN Secretariat on Socio-Cultural
Community, Department ASEAN Secretariat – VIDEO Presentation
Objectives of the Summit................................................................................................................................................................. 15
Mr. Ichiro Miyazawa, Programme Specialist, Lifelong Learning and Literacy,
UNESCO Bangkok, Thailand
UIS DATA........................................................................................................................................................................................................ 15
Mr. Roshan Bajracharya, Programme Specialist, UNESCO Institute for Statistics (UIS-Bangkok)
PART ONE: The Plenary Sessions............................................................................................................................................... 17
PLENARY I: Innovative Education for Out-of-School Children................................................................................. 17
Out-of-School Children and Education.............................................................................................................................. 17
Dr. Mechai Viravaidya, Founder/Chairman/Headmaster, Population and Development
International (PDI), Population and Community Development Association (PDA),
Mechai Viravaidya (MVF), Mechai Pattana School, Thailand
Innovations in Education for Out-of-School Children............................................................................................ 18
Honorable Minister Mr. Girajamani Pokhrel, Ministry of Education and Sports, Kathmandu, Nepal
Innovations for Out-of-School Children: New Approaches to an Age-Old Problem.................... 19
Tara Hill, Program Officer, Center for Education Innovations, Results for Development
Institute (R4D), United States of America
PLENARY II: Innovative Finance for Out-of-School Children..................................................................................... 21
Innovations in Education Finance for Out-of-School Children....................................................................... 21
Dr. Nicholas Burnett, Managing Director, Global Education, Results for Development (R4D),
United States of America
Innovative Financing and Innovative Spending for Out-of-School Children:
The Thailand Experience............................................................................................................................................................... 22
Dr. Varakorn Samakoses, Former Deputy Minister of Education, Dhurakij
Pundit University, Bangkok, Thailand
iii
Plenary III: Out-of-School Children: Learning and Psychology............................................................................... 23
Ensuring Learning Takes Place.................................................................................................................................................. 23
Dr. Rukmini Banerji, CEO, Pratham Education Foundation, India
Trauma-sensitive Schooling....................................................................................................................................................... 23
Susan Cole, Ms.Ed., J.D., Director, Trauma and Learning Policy Initiative, A Joint Program of
Harvard Law School and Massachusetts, Advocates for Children, United States of America
How Korea Responds to Immigration and Cultural Diversity in Education– National
Strategy to Support Children of Multicultural Background in Korea......................................................... 26
Dr. Youngwha Kee, President, National Institute for Lifelong Education (NILE), Republic of Korea
PLENARY IV: The Out-of-School Children Initiative (OOSCI)..................................................................................... 28
Ms. Simrin Singh, Senior Specialist on Child Labour, International Labour Office (ILO), Thailand
Ms. Aurélie Acoca, Assistant Programme Specialist, UNESCO Institute for Statistics
(UIS-Bangkok), Thailand
Ms. Camilla Woeldike, Education Consultant, (SEA-PLM/OOSCI/UNGEI), UNICEF EAPRO, Thailand
Mr. Sanaullah Panezai, Education Specialist, (UNGEI/Equity/Quality), UNICEF ROSA, Nepal
Ms. Purnima Gurung, Education Officer, UNICEF ROSA, Nepal
Mr. Tuan Khanh Le, Deputy General Director, Department of Finance and Planning,
Ministry of Education and Training, Viet Nam
Ms. Marieta Atienza, Project Development Officer V, Chief, Education Management Information System
Division, Planning Service, Department of Education, Philippines
PLENARY V: Country Consultation Meetings........................................................................................................................ 30
Mr. Ichiro Miyazawa, Programme Specialist, Lifelong Learning and Literacy
UNESCO Bangkok, Thailand
PART TWO: The Concurrent Sessions.................................................................................................................................... 41
SESSION 1: Governance...................................................................................................................................................................... 41
1A. Policy and Legislation.............................................................................................................................................................. 41
1A.1 National Cabinet Resolution 2005.............................................................................................................................. 41
Mr. Pumsaran Tongliemnak, Plan and Policy Analyst, Ministry of Education, Thailand
1A.2 Education for Migrant Children in Sabah, Malaysia........................................................................................... 42
Dr. Nur Anuar Muthalib, Head, International Education Coordination Unit,
Ministry of Education, Malaysia
1A.3 Madrasah Education: The ARMM Experience....................................................................................................... 42
Prof. Alzad T. Sattar, Department of Education, Autonomous Region in Muslim Mindanao
(DepEd-ARMM), Philippines
1A.4 The Indian Experience...................................................................................................................................................... 43
Ms. Surbhi Jain, Director (EE-II), Department of School Education and Literacy,
Ministry of Human Resource Development, India
1B. Equivalency Programmes with Assessment Systems....................................................................................... 43
1B.1 Accelerated Learning in Cambodia............................................................................................................................ 43
Mr. Kuoch Kou Lom-A, Director, Department of Non-Formal Education, Ministry of Education,
Youth and Sport, Cambodia
1B.2 Expansion of NFPE in Myanmar................................................................................................................................... 45
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Mr. Tin Nyo, Vice-Chairman, Myanmar Literacy Resources Centre, Myanmar
Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
1B.3 Status of Out-of-School Children and Flexible Learning Strategies in Nepal........................................ 45
Mr. Babu Ram Poudel, Executive Director, Curriculum Development Center, Sanothimi, Nepal
1C. Sustainable Financing.............................................................................................................................................................. 46
1C.1 Sustainable and Innovative Financing for Disabled and Disadvantaged OOSC in Thailand:
Mae Hong Son Model.................................................................................................................................................................46
Mr. Amnat Wichayanuwat, Director of Special Education Bureau, Office of Basic Education
Commission, Ministry of Education, Thailand
1C.2 Social Impact Bond: Sustainable Finance for Initiatives that Improve Learning Opportunities
and Outcomes for Out-of-School Children (OOSC) and the Most Marginalized Populations................ 47
Mr. Manas Rath, Founder, Blue Lotus Advisors, India
1C.3 Natural Resources Tax: The National Education Plan and CAQi implementation:
An urgent need to face out-of-school children challenges in Brazil................................................................... 47
Ms. Maria Celia Giudicissi Rehder, Project Coordinator, Brazilian Campaign for the
Right to Education, Brazil
1C.4 Girls Education Support Program: Flexible Response Fund...........................................................................48
Dr. Shama Dossa, Director, Monitoring, Evaluation, Research and Learning (MERL) Unit,
Aga Khan Foundation, Afghanistan
1D. Collaboration with Non-Governmental Organizations (NGOs)............................................................... 49
1D.1 Help without Frontiers & the MoE................................................................................................................................... 49
Ms. Farida Lambay, Co-Founder & Trustee, Pratham
Ms. Siraporn Kaewsombat, Director, Help Without Frontiers (HwF) Thailand Foundation, Thailand
1D.2 An Integrated Approach from the Cambodian Consortium for, OOSC in Cambodia............................50
Mr. Chanveasna Chin, Executive Director, NGO Education Partnership (NEP), Cambodia
Mr. Socheat Lam, Coordinator, Cambodian Consortium for Out-of-School Children in
Cambodia (CCOSC), Cambodia
1D.3 Government Collaboration Ensures Sustainability – School Moving with Migrant
(Out-of-School) Children: A Successful Experience of Aide et Action to Ensure Continued
Education for Migrant Children in India.................................................................................................................................. 51
Mr. Ravi Pratap Singh, Regional Director, South Asia, Aide et Action International, Sri Lanka
1E. Collaboration with the Private Sector.......................................................................................................................... 51
1E.1 Partnership Development.................................................................................................................................................... 52
Prof. Michael Morrissey, Senior Education Adviser, Educate A Child (EAC), Qatar
Mr. Richard Welford, Chairman, CSR Asia
1E.2 The Chiang Mai Initiative (CMI).......................................................................................................................................... 52
Mr. Sin-ard Lampoonphong, Office of the Basic Education Commission (OBEC),
Ministry of Education, Thailand
1E.3 Microsoft & Partnerships....................................................................................................................................................... 53
Ms. Mei Ling Tan, Global Digital Learning Strategy Team, Microsoft, Singapore
CONCURRENT SESSION 2: Capacity Development of Teachers...................................................................54
2A. ICT & Capacity Development.............................................................................................................................................. 54
2A.1 Capacity Development......................................................................................................................................................... 54
Ms. Rommuk Piachan, Specialist in CSR Communications Strategy, Public Relations/Trueplookpanya,
True Corporation, Thailand
v
2A.2 The Advancing MOOCs for Development Initiative: Online learning for
Workforce Development........................................................................................................................................................... 55
Mr. Scott Anderson, Director, The Advancing MOOCs for Development Initiative,
IREX - The Philippines, Colombia and South Africa
2A.3 Capacitating Teachers and Teacher Educators for Effective ICT-Pedagogy Integration: UNESCO
Pledges to Promote Digital Equity....................................................................................................................................... 55
Mr. Miron Kumar Bhowmik, Programme Officer, UNESCO Bangkok, Thailand
2B.1 Nepal Teacher Training Innovations (NTTI): A Comprehensive Approach to Introducing
Best Teaching Practice Methodology................................................................................................................................. 57
Ms. Ashley Hager, Founder, Project Director, Nepal Teacher Training Innovations (NTTI), Nepal
2B.2 Widening the Circle: Re-conceptualizing Teacher Education as Professional Development Schools
in Rural Cambodia....................................................................................................................................................................... 58
Dr. Yuriko C. Wellington, Founder/Director, Teach Cambodia, Cambodia
2B.3 Using the Gradual Release of Responsibility Framework in Pre-Service Teacher Training for
Southeastern Myanmar............................................................................................................................................................. 58
Mr. William Gray Rinehart, Instructor/Teacher Trainer and Program Advisor, Bop Htaw Education
Empowerment Program, Myanmar
2C. Effective In-Service Teacher Training (Ongoing Professional Development and Support)......59
Dr. Jim Ackers, Regional Education Adviser, UNICEF East Asia and Pacific Regional Office
(UNICEF EAPRO), Thailand
2C.1 Transformative Learning: A Case of Building Young Active Citizens.......................................................... 59
Mr. Kittirat Pluemjit, Project Manage, Siam Commercial Bank Foundation (SCBF), Thailand
2C.2 Building a Teacher-led Movement to Improve Children’s Learning Outcomes...................................60
Mr. Sandeep Mishra, Director, STIR Education, India
2C.3 The Innovative Strategies Used to Increase the Access of Marginalized Children in the
Resistant-to-change District of Diamer in Gilgit-Baltistan of Pakistan................................................................ 61
Dr. Mola Dad Shafa, Associate Professor and Head, The Agha Khan University- Institute of
Educational Development’s Professional Development Center North <PDCN>, Gilgit-Baltistan,
Pakistan (VIDEO Presentation)
2D. Individualized Learning and Innovative Assessments................................................................................... 62
Mr. Tim Murray, Senior Education Specialist, Save the Children, Thailand
2D.1 Individualized Learning and Innovative Assessment Strategies................................................................ 62
Ms. Elizabeth Mehta, Founder, Muktangan, India
2D.2 Early Childhood Education: Creating Nurturing Learning Spaces for Optimum Growth
and Development........................................................................................................................................................................ 63
Ms. Uma Shanker, Director of Indian Montessori Training Courses, Chennai and Managing
Trustee of Kalvi Trust on Research and Education, India
2D.3 Early Childhood Development Scales...................................................................................................................... 63
Ms. Silke Friesendorf, Communications Manager, Asia Pacific Regional Network for
Early Childhood (ARNEC), Singapore
2D.4 Assessment for Quality Education: Southeast Asia Primary Learning Metric (SEA-PLM) ............... 64
Dr. Asmah Ahmad, Programme Officer II, Southeast Asian Ministers of Education Organization
Secretariat (SEAMEO Secretariat), Thailand
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Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
2E. Special Session: Meet with Global Partners & Donors.................................................................................... 65
2E.1 Strategic Direction of the Global Partnership for Education (GPE).................................................................. 65
Ms. April Michelle Golden, Donor Relations Officer, Asia-Pacific, Global Partnership for
Education (GPE), United States of America
2E.2 Becoming Partners with Educate A Child.....................................................................................................................66
Mr. Michael Cacich, Senior Education Specialist, Educate A Child (EAC), Qatar
2E.3 Providing More Opportunities for Learning: JICA’s New Education Cooperation Strategy ................. 66
Ms. Naoko Arakawa, Education Specialist, Japan International Cooperation Agency (JICA), Japan
2E.4 Enhance Alternative Learning Delivery System for Continuous and Inclusive Education
Case Study: Alternative Quality Learning Project (AQAL) in Pakistan....................................................................... 67
Ms. Chico Ohashi, Chief Advisor, Advancing Quality Alternative Learning Project (AQAL),
Japan International Cooperation Agency (JICA), Japan
CONCURRENT SESSION 3: Pedagogies & Curricula................................................................................................ 68
3A. Multigrade Teaching................................................................................................................................................................ 68
3A.1 Democracy in the Montessori Curriculum: Citizens of Courage...................................................................... 68
Ms. Amukta Mahapatra, Director, SchoolScape Centre for Educators, India
3A.2 Multigrade Teaching and Multi-level Teaching (MGML) Review of Innovations, Issues of
Implementation and Sustainability.......................................................................................................................................... 69
Prof. Manjula Vithanapathirana, Faculty of Education, University of Colombo, Sri Lanka
3A.3 Multigrade Teaching in the Small Schools of Thailand......................................................................................... 69
Dr. Benjalug Namfa, Advisor, Office of the Basic Education Commission,
Ministry of Education, Thailand
3B. Multilingual Education............................................................................................................................................................ 71
Dr. Kirk Person, Director, External Affairs, SIL International, Thailand
3B.1 Mainstreaming Mother Tongue Based Multilingual Education in the Philippines:
Initial Gains and Challenges.......................................................................................................................................................... 71
Prof. Maria Mercedes Arzadon, Assistant Professor, College of Education, University of the
Philippines-Diliman Campus, Philippines
3B.2 A Comparative Analysis of Mother Tongue and National Language Based Preschool
in Indigenous Community............................................................................................................................................................. 72
Ms. Meherun Nahar, Project Directo, Save the Children, Bangladesh
3B.3 One Hour Per Week in the Mother Tongue Can Make a Difference: The Case of Two
Marginalised Communities in Central Sulawesi, Indonesia...........................................................................................72
Ms. Alice Eastwood, Multilingual Education Specialist, SIL International, Indonesia
3C. Mobile Learning for Out-of-School Children.......................................................................................................... 73
3C.1 Ilm-on-Wheels: Learning Boost: Use of Technology to Extend Advanced Learning
Opportunities to Marginalized Students and their Teachers......................................................................................... 74
Mr. Asad Karim, CEO, TeleTaleem, Pakistan
3C.2 Mobile Literacy for Out-of-School Children: Creating Opportunity for Disadvantaged
Migrant Children................................................................................................................................................................................. 75
Ms. Sowirin Chuanprapun, Project Officer, UNESCO Bangkok, Thailand
3C.3 Overcoming Connectivity Challenges in Rural Schools with Content Servers.......................................... 76
Mr. Bernd Nordhausen, Principal Consultant, Nordhausen Consulting, Singapore
vii
3D. Personalized Learning and Curricula.......................................................................................................................... 77
3D.1 Moo Baan Dek........................................................................................................................................................................... 77
3D.2 Building Foundations for Learning.................................................................................................................................. 77
Ms. Rajani Dhongchai, Principal, Children’s Village School, The Foundation for Children, Thailand
Ms. Keerti Jayaram, Director, Organisation for Early Literacy Promotion (OELP), India
3D.3 FIRE Model: Innovating Instruction................................................................................................................................ 78
Mr. Buddy Berry, Superintendent, Eminence Independent Schools, United States of America
CONCURRENT SESSION 4: Responding to Challenges (Part I)...................................................................... 79
4A. Gender................................................................................................................................................................................................. 79
4A.1 Respect for All: Promoting Safe and Gender-Responsive Schools in Thailand..........................................79
Ms. Pompran Netyavichitr, LGBT Project Manager, Plan International, Thailand
4A.2 PHASE Nepal’s Alternative Schooling and Girls’ Empowerment Training Programmes
in North Gorkha.................................................................................................................................................................................. 80
4A.3 Empowering Adolescent Girls through Life Skills Based Education in Pakistan....................................... 81
Mr. Rudra Bahadur Neupane, Program Manager, PHASE Nepal, Nepal
Ms. Neha Mankani, Manager, Research, Monitoring, and Evaluation, Aahung, Pakistan
4B. Promoting Inclusive Education......................................................................................................................................... 81
4B.1 Creating Educational Opportunities for Children with Special Needs: Inclusive
Education in Thailand...................................................................................................................................................................... 82
Dr. Samart Ratanasakorn, Senior Officer, Bureau of Special Education, Office of Basic
Education (OBEC), Ministry of Education, Thailand
4B.2 Classroom Management: The Natural Environment for the Visually Impaired with Additional
Disabilities for Transition to their Families and Communities after Finishing School. ...................................... 83
Ms. Siriporn Tantaopas, Special Education Teacher, Senior Professional Level, Northern School
for the Blind, Chiang Mai, Thailand
4B.3 Teaching Children with Autism Spectrum Disorders............................................................................................. 83
Ms. Chantal Sicile-Kira, Founder and President, Autism College, United States of America
4C. Innovations in Special Education................................................................................................................................... 85
4C.1 Innovations of Assistive Technologies in Special Education.............................................................................. 85
Prof. Jun Ishikawa, Chairperson, Commission on the Policy for Persons with Disabilities
Cabinet Office, Japan
4C.2 Innovative Teaching Practices........................................................................................................................................... 86
4C.3 NVDA: Improving Education Opportunities for the Blind.................................................................................... 87
Ms. Phalla Neang, Coordinator for Blind Children Education, Krousar Thmey (New Family), Cambodia
Mr. Michael Curran, Founder, NV Access, Australia
4D. Child Labor & Trafficking...................................................................................................................................................... 87
4D.1 Hagar’s Education Strategies for Survivors of Child Labour, Trafficking, and other Human Rights
Abuses in Cambodia........................................................................................................................................................................ 88
Mr. Pisith Horn, Project Manager, Community Learning Centre, Hagar International, Cambodia
4D.2 myME Project: Providing Non-formal Education and Vocational Training for Underprivileged
Working Children and Youth........................................................................................................................................................ 88
Mr. Tim Aye-Hardy, Co-Founder & Executive Director, Myanmar Mobile Education
Project (myME), Myanmar
viii Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
4D.3 Building Life Skills of Out-of-School Drug Dependent Juveniles: Experience through
PKM Project..................................................................................................................................................................................... 89
Dr. Aparna Khanna, Associate Professor, Department of Development Communication
and Extension, Lady Irwin College, University of Delhi, India
CONCURRENT SESSION 5: Responding to Challenges (Part II)................................................................... 90
5A. Education in Emergencies: Conflict Zones.............................................................................................................. 90
5A.1 International Network for Education in Emergencies (INEE)..............................................................................90
Mr. Dean Brooks, Director, International Network for Education in Emergencies (INEE),
New York, United States of America
5A.2 Innovations in Education for Out-of-School Children in Afghanistan........................................................... 91
Mr. Bashir Khaliqi, Managing Director, Afghan Association for Adult Education
(ANAFAE), Afghanistan
5A.3 Supporting the Learning of Children in Times of Protracted Conflict and Crisis: The UNRWA
Response to the Education Needs of Palestine Refugees from Syria and in Gaza............................................. 92
Dr. Caroline Pontefract, Director of Education Department, United Nations Relief Works
Agency (UNRWA), Headquarters, Amman, Jordan
5B. Education in Emergencies: Natural Disasters......................................................................................................... 93
5B.1 Rebuilding Hope in Eastern Viåsayas: “Because the Children Could Not Wait”......................................... 93
Dr. Luisa Bautista-Yu, Regional Director, Department of Education (DepEd), Philippines
5B.2 Empowerment and Recovery Process of the Children Evacuated from the
Disaster Stricken Area: Lessons from the Experience of Japan Tohoku Area.........................................................94
Prof. Ichinose Tomonori, Professor, Miyagi University of Education, Japan
5B.3 Nepal Earthquake 2015: Emergency and Early Recovery..................................................................................... 95
Mr. Baikunta Prasad Aryal, Director, Planning Department of Education, Government of Nepal
Mrs. Purnima Gurung, Education Officer, UNICEF ROSA, Nepal
5C. Stateless & Migrant Children.............................................................................................................................................. 95
5C.1 Labour Rights Promotion Network Foundation (LPN).......................................................................................... 95
5C.2 Providing a Relevant Education for Displaced Children in the Andaman Sea Crisis .............................. 96
Mr. Sompong Srakaew, Director, Labour Rights Promotion Network Foundation (LPN), Thailand
Mr. Tim Murray, Senior Education Specialist, Save the Children, Thailand
5C.3 Flexible Learning Strategies for Out-of-School Children: Step-Up Programme, HPPI........................... 97
Ms. Vaishali Mudgal, Pedagogy Expert and Teacher Trainer, Humana People to People
India (HPPI), India
5D. Ethnic Minorities.......................................................................................................................................................................... 98
5D.1 Children’s Libraries Nurturing Reading Habits and Catalyze Communities in Remote
Villages/Islands of Eastern Indonesia........................................................................................................................................ 98
5D.2 Ethnic Minority Children in the Cambodian Consortium for Out-of-School Children- MLE ............ 100
Ms. Nila Tanzil, Founder, Taman Bacaan Pelangi (Rainbow Reading Gardens), Indonesia
Mr. Jan Noorlander, Program Director, CARE Cambodia, Cambodia
5D.3 BRAC Philippines: Alternative Delivery Model (ADM)...........................................................................................101
Mr. M. Nazrul Islam, Country Representative, BRAC International, Philippines
ix
CONCURRENT SESSION 6: Beyond Primary Education......................................................................................103
6A. Connecting Education with Employment...............................................................................................................103
6A.1 UCEP: 43 Years of Providing Second-chance Education.....................................................................................103
Mr. Zaki Hasan, Chief Executive Officer, Underprivileged Children’s Educational Programs
(UCEP), Bangladesh
6A.2 Building Futures towards Social and Professional Insertion..............................................................................103
Mr. Sovann Hong, Program Coordinator, Mith Samlanh (Friends International), Cambodia
6A.3 Protection and Education of Children from Human Trafficking in Northern Thailand ........................ 104
Mr. Sompop Jantraka, Director, Development and Education Programme for Daughters and
Communities Centre (DEPDC) in the Greater Mekong Sub Region (DEPDC/GMS), Thailand
6B. Mainstreaming and Equivalency Programmes for Lower Secondary............................................... 104
6B.1 Lower-secondary Equivalency Programmes in 9,000 Community Learning Centres (CLCs)........... 105
Mr. Yothin Sommanonont, Office of Non-formal and Informal Education (ONIE),
Ministry of Education, Thailand
6B.2 The Lao Equivalency Programme (EP) for Lower Secondary............................................................................ 105
Ms. Philany Phissamay, Head of Monitoring and Evaluation Division, Department of
Non-Formal Education, Ministry of Education and Sports, Lao PDR
6B.3 Philippines Alternative Learning System (ALS)........................................................................................................ 106
Ms. Anabel Ungcad, ALS Education Program Specialist-II, Department of Education,
Davao del Sur, Philippines
6B.4 Accelerated Education Working Group: Widening Access, Raising Standards........................................ 106
Ms. Laetitia Lemaistre, Education Specialist, UNHCR
6C. The Arts and Sports Education........................................................................................................................................107
6C.1 Non-formal Education and Life-long Learning Center of Nalaikh district,
Ulaanbaatar, Mongolia ................................................................................................................................................................. 108
Mrs. Solongo Sukhbaatar, English Teacher, Nalaikh Non-formal Life-long Learning Center, Mongolia
6C.2 Enjoyment: The Key to Learning & Enrollment – The Role of Sport, Art and Music (SAM) ................ 108
Mr. Chris Howarth, Founder and Programmes Director, United World Schools, Cambodia
6D. Psychology and Mind-preparedness......................................................................................................................... 109
6D.1 Project Duke............................................................................................................................................................................ 109
Mr. Jose H. De Mesa, City Administrator & Officer-In-Charge (OIC), City Education & Excellence
Development Office (CEEDO), City of Balanga, Province of Bataan, Republic of the Philippines
6D.2 Growing Learning Mindset on Doi Tung.................................................................................................................... 110
Dr. Piyapat Chitpirom, Center for Educational Psychology (CEP), Foundation of
Virtuous Youth, Thailand
6D.3 Psychosocial Support in the Philippines..................................................................................................................... 110
Dr. Mee Young Choi, Head of Education Unit, UNESCO Jakarta, Indonesia
6E. More Innovations for Youth and Adults.................................................................................................................... 111
6E.1 Involving Mothers in Learning: To Promote Retention for their Children................................................... 111
Ms. Shaheen Attiq-ur-Rahman, Vice Chairman, BUNYAD, Pakistan
6E.2 Community-Based Enterprise Development (C-BED)........................................................................................... 112
Mr. Wade Jonathon Bromley, Livelihoods and Enterprise Development Technical Officer,
International Labour Organization (ILO), East and Southeast Asia and the Pacific, Thailand
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Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
6E.3 Enabling Sustainable Educational Service Delivery through Social Enterprise........................................... 112
Mr. Samphors Vorn, Country Programme Director, Aide et Action, Cambodia
SPECIAL SUB-SESSIONS: Collaboration with the Private Sector.............................................................. 114
3E. CSR Asia 10 Case Studies on Education..................................................................................................................... 114
Mabel Wong, Executive Director, CSR Asia, Australia
Nisagon Khongphaitoon, Corporate Citizenship & Corporate Affairs Professional, IBM Thailand
4E. Leveraging the Assets & Expertise of the Private Sector............................................................................. 114
Sandy Walsh, Director, Social Innovation Group, Asia Pacific, Cisco, Thailand
Caroline Sharp, Vice President, Corporate Citizenship APAC Credit Suisse, Singapore
Patimakorn Yutitham, Management Quality Manager, Fuji Xerox Thailand
Richard Welford, Chairman, CSR Asia, Singapore
5E. Creating Strategic Partnerships with the Private Sector.............................................................................. 115
Nicola Crosta, Co-Founder, Baan Dek Foundation, Thailand
Angela Soteber, Communications & Public Affairs Manager, SEA Mubadala Petroleum, Singapore
Graeme Ham, Vice President Talent & Culture, AccorHotels - Malaysia, Indonesia and Singapore
PART THREE: Closing Session...................................................................................................................................................... 119
Outcome Document Summary................................................................................................................................................. 119
Dr. Ethel Agnes P. Valenzuela, Deputy Director, Programme and Development,
Southeast Asian Ministers of Education Secretariat (SEAMEO Secretariat), Thailand
Mr. Tanvir Muntasim, International Policy Manager, Education, ActionAid International, Thailand
Dr. Kraiyos Patrawart, Policy Specialist, Education Finance and Policy, Quality Learning
Foundation (QLF), Thailand
Closing Remarks...................................................................................................................................................................................... 119
Dr. Caroline Pontefract, Director of Education Department, United Nations Relief Works
Agency (UNRWA), Headquarters, Amman, Jordan
Mr. Dean Brooks, Director, International Network on Education in Emergencies (INEE),
New York, United States of America
Mr. Suphat Champatong, Ph.D., Deputy Permanent Secretary General, Thai National
Commission for UNESCO, Thailand
Mr. M.H.M.N. Bandara, Director, South Asian Association for Regional Cooperation (SAARC),
Education, Security Aspects and Culture Division (ESC), Nepal
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© UNESCO Islamabad
xii Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
Acknowledgements
UNESCO Bangkok wish to acknowledge the generous support of Educate A Child (EAC) for the
Asia Education Summit 2016 which was held from February 24 to 26, 2016, in Bangkok, Thailand.
UNESCO Bangkok also extend special thanks to UNICEF East Asia and Pacific Regional Office, the
Southeast Asian Ministers of Education Organization (SEAMEO Secretariat), Plan International, Save
the Children, Aide et Action, ActionAid International, the Asia South Pacific Association for Basic
and Adult Education (ASPBAE), and the Quality Learning Foundation (QLF). Everyone was willing
to collaborate and provide information and inputs for the Summit. The information was given
with good will and in a spirit of cooperation, all of which facilitated the work of UNESCO Bangkok.
Special thanks to the Summit’s speakers, note takers, moderators and volunteers whose inputs
were greatly appreciated.
The determined efforts and valuable contributions of all involved made the Asia Education
Summit 2016 possible and successful, and this summit report achievable.
Disclaimer:
UNESCO Bangkok makes every effort to present accurate and reliable information in its reports. Thus,
the presentation summaries provided in this report were based on the written summaries provided by
speakers, as well as on the session notes taken by moderators, note takers, and this report’s primary
author. Thus, all references made within the presentations were provided by speakers, and UNESCO
Bangkok assumes no responsibility for the content of such information, including, but not limited to:
errors or omissions; the accuracy of factual information or reported data, studies or conclusions; the
possible derogatory nature of statements; ownership of copyright or other intellectual property rights; and
the violation of property, privacy or personal rights of others. Furthermore, in deference to each speaker’s
submissions, American or British standardized English spellings were accepted and included accordingly.
Please note that all presentations represent the opinions of the presenter(s) and do not represent the
position or the opinion of UNESCO Bangkok, its staff, or partners. Thus, reference made by the speaker
to any specific commercial product, process or service by trade name, trademark, service mark,
manufacturer, and corporation or otherwise does not constitute or imply endorsement, recommendation,
or favoring by UNESCO Bangkok and partners. Furthermore, UNESCO Bangkok and its partners assume
no responsibility for the consequences resulting from the use of, or reliance on the information found in
this report (or from the use of the information obtained at linked internet addresses), or for the content
of such information.
xiii
Acronyms
A&E
Accreditation and Equivalency
A/L
Accelerated Learning
ADB
Asian Development Bank
ALC
Alternative Learning Center
ALE
Alternative Learning and Education
ALIVE
Arabic Language and Islamic Values
ALS
Alternative Learning System
ALS-DAP
Alternative Learning System for Differently-Abled Persons
ANER
Adjusted Net Enrolment Rate
APIS
Annual Poverty Indicators Survey
ARH
Adolescent Reproductive Health
ARMM
Autonomous Region in Muslim Mindanao
ASEAN
Association of Southeast Asian Nations
BALS
Bureau of Alternative Learning Systems
BDA
Border Areas Development Association
BEAM
Basic Education Assistance for Mindanao
BEIS
Basic Education Information System
BIFF
Bangsamoro Islamic Freedom Fighters
BLP
Basic Literacy Program
BMWEC
Burmese Migrant Workers’ Education Committee
BRAC
Bangladesh Rural Advancement Committee
CAR
Cordillera Administrative Region
CESR
Comprehensive Education Sector Review
CIA
Central Intelligence Agency
CLC
Community Learning Center
CSES
Cambodia Socio-Economic Survey
CVCD
Cambodian Volunteers for Community Development
DBE
Department of Basic Education
DepEd
Department of Education
DEPT
Department of Educational Planning and Training
DHS
Demographic Health Survey
DNFE
Department of Non-Formal Education
DoE
Department of Education
DoE
District Education Office
DSW
Department of Social Welfare
DSWD
Department of Social Welfare and Development
xiv Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
DTC
Dynamic Teen Company
ECED
Early Childhood Education and Development
EduStat
Education Statistics
EFA
Education for All
EP
Equivalency Program
EPDC
Education Policy and Data Center
ESP
Education Strategic Plan
EXCEL
Extended and Continuous Education and Learning
FLEMMS
Functional Literacy, Education and Mass Media Survey
FLS
Flexible Learning Strategies
FTI
Fast Track Initiative
GDP
Gross Domestic Product
GER
Gross Enrolment Ratio
GII
Gender Inequality Index
GIR
Gross Intake Rate
GMR
Global Monitoring Report
GNI
Gross National Income
GO
Government Organization
GPI
Gender Parity Index
GSO
General Statistics Office
HDF
Human Development Foundation
HDI
Human Development Index
HDR
Human Development Report
IBAC
Ideology-based Armed Conflict
ICC
Indigenous Cultural Communities
IDP
Internally Displaced People
IHLCS
Integrated Household Living Conditions Survey
ILO
International Labor Organization
ILO-IPEC
International Labour Organization – International Programme on the Elimination of Child Labour
IOM
International Organization for Migration
IP
Indigenous People
IPE
Indigenous Peoples Education
IPRA
Indigenous Peoples Rights Act
JRS
Jesuit Refugee Service
K4
Kariton Klasrum, Klinik, Kantin
KBC
Karen Baptist Convention
KMSS
Karuna Myanmar Social Services
KNU
Karen National Union
KTWG
Karen Teachers Working Groups
LC
Learning Center
LFCLS
Laos Labour Force and Child Labor Survey
xv
LGU
Local Government Unit
LINUS
Literacy and Numeracy Screening
MCCT
Modified Conditional Cash Transfer
MERB
Myanmar Education Research Bureau
MICS
Multiple Indicator Cluster Survey
MILF
Moro Islamic Liberation Front
MLRC
Myanmar Literacy Resource Centre
MNPED
Ministry of National Planning and Economic Development
MoE
Ministry of Education
MOEC
Ministry of Education and Culture
MOET
Ministry of Education and Training
MoEYS
Ministry of Education, Youth and Sport
MoH
Ministry of Health
MOLISA
Ministry of Labor, Invalids and Social Affairs
MPS
Mean Percentage Score
MSWRR
Ministry of Social Welfare, Relief and Resettlement
MGT
Multi-Grade Teaching
MWECP
Ministry of Women’s Empowerment and Child Protection
NAT
National Achievement Test
NDER
National Directorate for Recurrent Education
NEFAC
National EFA Committee
NEP
National Equivalence Program
NER
Net Enrolment Ratio
NESP
National Education Strategic Plan
NFE
Non-Formal Education
NFPE
Non-Formal Primary Education
NGOs
Non-government Organizations
NIR
Net Intake Rate
NYF
Nurul Yakin Foundation
OECD
Organisation for Economic Co-operation and Development
OHSP
Open High School Program
OOSC
Out-of-School Children
OOSCI
Out-of-School Children Initiative
OSY
Out-of-School Youth
PAR
Philippine Area of Responsibility
PDM
Persatuan Dyslexia Malaysia
PDP
Philippine Development Plan
PED
Primary Education Department
PEPT
Philippine Educational Placement Test
PHP
Philippine Pesos
PIDS
Philippine Institute for Development Studies
xvi Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
PoE
Provincial Office of Education
PPP
Purchasing Power Parity
PSA
Philippine Statistics Authority
PSDR
Primary School Dropout Rate
PWD
Persons with Disabilities
RLIP
Retirement and Life Insurance Premiums
RBI
Radio-Based Instruction
RWCT
Reading, Writing and Critical Thinking
S4SK-M
Scholarship for Street Kids – Myanmar
SBJK
Sekolah Bimbingan Jalinan Kasih
SCN
Save the Children Norway
SDP
Strategic Development Plan
SEA
Southeast Asian
SEIP
Special Education Integrated Program
SHG
Henry Gurney School
SI
Integrity Schools
SIH
School in Hospital
SUSENAS
National Socio-Economic Survey
TBC
Tedim Baptist Convention
TESDA
Technical Education and Skills Development Authority
TGP
Total Group Population
TLDHS
Timor-Leste Demographic and Health Survey
TLSLS
Timor-Leste Survey of Living Standards
TWDC
Thiri May Women Development Co-operative Society
UN
United Nations
UNDP
United Nations Development Program
UIS
UNESCO Institute for Statistics
UNESCO
United Nations Educational, Scientific and Cultural Organization
UNFPA
United Nations Population Fund
UNHCR
United Nations High Commissioner for Refugees
UNICEF
United Nations Children’s Fund
UNOCHA
United Nations Office for the Coordination of Humanitarian Affairs
USAID
United States Agency for International Development
WHO
World Health Organization
WV
World Vision
YF
Yinthway Foundation
YIOE
Yangon Institute of Education
xvii
Executive Summary
Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
24-26 February 2016, Bangkok, Thailand
Guidelines for Actions
A. Background
Despite tremendous advances in ensuring access to quality education for out-of-school children
(OOSC) since 2000, data and analyses indicate an increase in the number of OOSC in recent years.
In 2013, 1.2 million more children of primary school age were out of school in the Asia-Pacific
region, compared to 2010, with the total number estimated at 17.3 million across the region1.
This reflects an evident stagnation, following half a decade of stable progression, which highlights
serious challenges in our efforts to reach the last five percent.2 In fact, recent estimates indicate
the total number of primary age OOSC in Bangladesh, Pakistan, India and Sri Lanka, stands at more
than 17 million.3 Furthermore, millions of stateless and migrant children are undocumented and
unrepresented in statistics. An estimated 3.5 million in Southeast Asia are refugees, and 1.9 million
of these are internally displaced.4
Numerous barriers and constraints prevent children from attending school. Barriers often include,
but are not limited to: gender and racial discrimination; cultural prejudice; geographical distance
or obstacles; lack of accessibility; inadequate support for children with disabilities; school costs;
lack of support for localized languages (including minority languages); and emergency situations
caused by conflict, natural disasters, statelessness and migration. These challenges are often
intertwined to make the situation of OOSC more complex and difficult to address.
B. Dimensions of OOSC
We recognize five distinct situations of the child who is “out-of-school.” One or more may apply,
and these may overlap during the course of a lifespan. The term is inclusive of: (1) children who
do not have access to a school in their community; (2) children who are not yet enrolled in a
school, despite the availability of a school; (3) children who will never enroll in a school, despite
the availability of a school; (4) children who have enrolled, but do not attend school (more likely
to dropout); and (5) children who have dropped out of school, after previously attending.
C. Flexible Learning Strategies, Innovation
and Education
The continuing challenge posed by a multitude of complex barriers indicates that a ‘business-asusual’ or ‘one-programme-fits-all’ approach is not the answer to providing learning opportunities
1 UNESCO Bangkok-AIMS. (2015). Out of School Children and Adolescents in Asia and the Pacific.
2 Global Monitoring Report. (2015). The Number of primary school age population is 337 million in Asia and Pacific.
3 UNICEF Regional Office for South Asia. (2014). Global Initiative on Out-of-School Children South Asia Regional Study.
4 According to the 2015 UNHCR regional operations report and profile, UNHCR 2015.
xviii Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
for all OOSC. Flexibility and innovation are required in all aspects of strategy and across disciplines
– in policy, governance, finance, partnership, human capacity and teacher development, curricula,
pedagogies, as well as in school management and leadership – across all levels of education.
D. Governance
a. Policy and Legislation
Education is a fundamental human right, a public good, and an imperative for building a stronger,
a more peaceful, resilient and equitable society. Studies show the economic cost of OOSC (as
a percentage of GDP) equates to approximately 1.9 percent of GDP in Cambodia; 2 percent in
Indonesia; 1.6 percent in Lao PDR; and 1.7 percent in Thailand, which is roughly equal to half of the
public education budget for each of these countries. Thus, there is a striking and staggering social
and economic cost-benefit ratio for governments to consider and act upon when addressing the
OOSC situation in policy and legislation.
Policies in education must set clear and concise visions of long-term education goals. Lifelong
learning for all citizens can only be ensured through flexibility. This forms the core basis of
Sustainable Development Goal (SDG) 4, which calls for policy and legislation that will ensure
inclusive and equitable quality education and promote lifelong learning opportunities for all.
Furthermore, in line with SDG 4, educational policies and their implementation should include
the technical and financial support required for the completion of secondary education and
access to pre-primary education. It is imperative that education be free, at least through the
upper secondary years. Ultimately, to ensure continuous learning across programmes, institutions,
geography and localised contexts, equity-based policies with flexible strategies should be set
to reach disadvantaged children as a priority. All government and education policies should be
transparent, with adequate provision made for data collection and monitoring.
b. Equitable and Sustainable Financing
46 percent of allocated public resources benefit only 10 percent of the students - often students
who are already the most educated in low-income countries. Very few resources trickle down to
the region’s poorest children, including those living in remote and isolated areas, areas of conflict,
and urban slums. It is absolutely imperative that funding be increased to fill these gaps, explicitly
with a view to bolstering investment in areas that directly benefit the most marginalized children
in society. There is an urgent need to find sustainable solutions for raising finance, and to ensure
this spending reaches the most marginalised children.
© Pixabaydawnfu
The provision of earmarked taxation for education can be considered to ensure a wider tax
base and more domestic resources for education. Such provisions should also promote a more
equitable distribution of resources, improving the effectiveness of overall education spending.
Budgeting should be carried out with a view to create robust equity-based policies and practice.
To increase support for marginalized children and the most vulnerable groups, a number of
countries have used innovative financing and more effective partnerships among the public and
private sectors. It is vital that we share and learn from successful cases of financing in education. To
solve financial challenges, organizations and nations will need to collaborate towards producing
sustainable local solutions that are cost-effective, innovative and appropriate.
xix
E. The Role of Partnership
Collaboration through effective and strategic partnerships is fundamental in view of our shared
values, mission, and objectives, towards achieving a more equitable and a more prosperous society.
Due to rapid advancements in communication technologies, more than one billion people are now
connected across Asia and the Pacific. Collaborating is becoming easier than ever before through
more effective and efficient communication systems and channels, making it possible to share
relevant, time-sensitive and valuable knowledge and thereby address inequalities in education.
Our vision of the 21st century is of a sharing society – a dynamic socio-cultural community, and
an international meeting-space for ideas, through which partnership, exchange and collaboration
become cornerstone principles for sustainable society and peace.
F. The Role of Teachers
The teacher constitutes one of the most important change agents and assets towards developing
education systems that are high-quality, equitable and inspiring. Teachers need to pay personal
attentions to individual children, who have many different backgrounds and provide the
necessary support required every step of the way. Importantly, teachers play a crucial role in
helping children ‘learn to learn’.
To address 21st-century challenges in education, teachers must be empowered and equipped with
the knowledge, skills, and the crucial means to connect to one another through comprehensive
pre-and in-service training and continuous professional development. Empowered, trusted and
connected teachers can provide effective support for OOSC and their families, promote a quality
and engaging learning that keeps students at school, and even establish the school as a learning
and development hub of the community.
G. The Role of Parents/Guardians and the Community
The parents/guardians, family, and community play pivotal roles in decisions related to education
for their children. Family and community support and the capacity to provide for their children
should be encouraged and strengthened to ensure the enrolment and retention of their children.
Their involvement and contribution are fundamental to the success of any strategy to make
schools and learning centres active, accountable, and sustainable.
H. Curricula, Pedagogies and Personalized Learning
Flexibility in curricula and pedagogies is paramount as it further supports the inclusion and
retention of children in learning programmes. Flexible curricula and programmes need to be
officially linked to formal education systems through equivalency frameworks. Such frameworks
will allow learners to be included in continuing or alternative programmes of learning or further
education. The policies should be designed to provide several pathways for learners to continue
their education and learning with flexible curricula and pedagogies rather than create barriers.
Curricula and pedagogies should respond to the needs of the learner and be tailored for the
localised contexts and the multifaceted situations that children confront. Furthermore, children’s
lives and surroundings are transformed when their skills are strengthened and their creative
capacities are enhanced. Their active voices should be incorporated in designing the curricula
and learning programmes. Evaluation needs to also be critically implemented at a personal level
xx Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
for the child through comprehensive mentoring schemes, community and parental participation,
supportive arrangements, and formative as well as national assessment frameworks.
Multi-grade and multi-age teaching, multilingual education, and the promotion of mother-tonguebased education need to be effectively implemented with adequate training provisions made for
teachers. ICT, as a learning tool, has enormous potential to facilitate teaching and learning for children
and to deliver further training and provisions to teachers. However, it is important to recognize that
ICT devices do not naturally improve the effectiveness of teaching and learning, as ICT’s success in
education is dependent upon a total design that includes analyses of current contents, pedagogies,
learners, and the capacity and development of teachers in ICT and infrastructure.
I. Psychosocial Wellbeing of Out-of-School Children
Neurobiological, epigenetics and psychological research suggests that childhood trauma can
reduce concentration, memory and language ability. This, in turn, can result in poor performance
and inappropriate behavior in school and relationship problems. When schools understand the
impact of trauma, they provide children with an environment where they know that they can
learn effectively. With a shared definition of what it means to be trauma-sensitive, teachers, parents
and policymakers can work together to identify and prioritize strategies and interventions that
improve access and provide a quality education to all OOSC.
J. Responding to Challenges
a. Gender
Gender equality and education are both recognized as fundamental human rights. Girls
should have equitable access to the best possible quality learning programmes. These
programmes should meet the individual’s needs for safety, privacy, and, above all, value their
presence and potential. In this region, child marriage is a serious concern. Social advocacy
efforts to end child marriage and provide flexible learning programmes for children after
marriage and pregnancy must be improved. While explicitly highlighting girls’ education as a
priority point of gender concerns in the region, the number of dropouts and the poor learning
outcomes among boys in multiple Asian countries also requires immediate attention and
assertive action.
b. Disability
Social, institutional and environmental barriers need to be addressed for children with
disabilities. These barriers include: inadequate schools or learning center infrastructures; the
absence of data and assessment systems that can identify children with disabilities; teachers
lacking the adequate knowledge and skills to address disabilities in learning; stigmatizations
that prevent these children from accessing their right to a quality education; and inadequate
enforcement at a policy level of the right for children with disabilities to a quality education.
Personalized curricula and inclusive pedagogies will be key to providing education for children
with disabilities. Comprehensive teacher education and training are imperative on this regard.
The effective use of assistive technologies can facilitate learning, as well as provide scalable
and more personalized solutions. Additionally, resources from the Ministry of Education (MoE)
can be developed in partnership with the Ministry of Health, non-governmental organizations
(NGOs), advisory organizations for children with disabilities, and other relevant assistive
organizations and businesses.
xxi
c. Mother-Tongue-based Education and Ethnic Minority Education
Language presents one of the most challenging barriers to education. This is often made more
complex in regions that include numerous minority groups and a multitude of languages.
Through the promotion of community-based schools and learning centres, teaching and
learning could be practiced in the mother language using local knowledge, and an assortment
of various resources and community supports. Moreover, employing a collaborative approach
that balances local and national curriculum requirements is an important step, which requires
compromises. This collaborative approach would seek to provide an education forum where
local communities and their stakeholders could share their educational needs and visions.
d. Child Labor
Many OOSC are in work. Children work on farms and plantations and in homes, factories, stores,
and restaurants, often in conditions that are harmful to their health, safety, and development.
Some are engaged in illicit activities. To reduce child labor, learning must be flexible, easyto-access, relevant and affordable. A cross-disciplinary approach is needed to highlight and
address the real and perceived opportunity costs that vulnerable families face of sending a
child to work versus school. Such an approach should provide critical support to families to
offset opportunity costs and include flexible strategies towards the inclusion of OOSC.
e. Education in Emergencies: Conflicts and Natural Disasters
In 2014, only 1 percent of humanitarian funding for emergencies went towards education.
Children in crisis areas find themselves more vulnerable to exploitation. They may become
soldiers or laborers, or they may be forced into early marriages or further poverty. Accelerated
learning programme approaches have been effective in supporting OOSC in emergency and
post-emergency contexts so that students can catch up on lost time and be placed back
into national education systems. Education in conflict or post-conflict zones should also be
oriented to promote peace of mind for learners as well as resilience, mutual understanding
and global citizenship.
The Asia-Pacific remains the world’s most disaster prone region. These disasters inevitably raise
OOSC rates as they cause extensive damage and instability in schools, educational systems,
and the community at large. Disaster Risk Reduction education needs to be promoted with a
view towards bolstering individual preparedness, skills and counseling.
f. Stateless and Undocumented Children
The Convention on the Rights of the Child was ratified by 195 countries, including all countries
across Asia, in 1989. Article 7 affirms that all states have the obligation to ensure the Rights of
the Child, regardless of citizenship status. This fundamentally includes the Right of the Child
to an education as stated in Article 28. Education and the promotion of the child’s rights when
stateless should be of the highest importance. This article should ensure the collective rights
and security of every child to a quality education, and the fundamental right for every child
to have a nationality and be registered. According to the principles of the child’s rights, legal
status or citizenship should never impede the right to a quality education. Providing learning
opportunities for stateless children will be fundamentally important for regional economic
prosperity, peace, and social stability.
xxii Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
g. Migrant Children
Policy dialogues among concerned countries are essential for ensuring that migrant children
are able to continue their education in their country of residence. The education and collective
experiences of migrant children in residing countries are to be considered an asset towards
future prosperity, as opposed to a loss of time or resources. Importantly, adequate capacity
development of local government officials and teachers is crucial in order to accommodate
migrant children at school or learning centers.
K. Beyond Primary Education
Many children and adolescents who will not have access to formal secondary schools or skill
development programmes after their primary education. It is imperative to link their learning to
critical life skills and vocational skills oriented towards decent work and a fulfilling life. In addition,
equivalency programmes for lower secondary and upper secondary school must be established
so that learners can pursue pathways of further education and meaningfully participate and
contribute positively towards political, social and economic development. The validation,
accreditation and integration of various pathways will be an essential strategy towards providing
citizens with more than merely a basic education. Methods of recognizing prior learning should
be strengthened through comprehensive national qualification frameworks and mechanisms
of credit banking. Further education should also kindle the curiosity of the learner and promote
engagement in learning for life.
L. Monitoring and Evaluation
The Education for All Global Monitoring Report 2015 (EFA GMR 2015) highlighted the fact that a
number of countries have yet to report the number of OOSC in the past decade. Governments
are called upon to exhibit full transparency to report the official figures on the number of OOSC
to the public and the UNESCO Institute for Statistics (UIS) on an annual basis. This is to ensure
that progress in reducing OOSC can be credibly tracked and to promote good governance in
educational policy-making. The detailed and cross-sectoral statistical monitoring, such as the
methods and indicators developed under the Out-of-School Children Initiative (OOSCI), need to
be incorporated and institutionalized as part of the monitoring information systems. The capacity
of statistical units in the Ministry of Education (MoE) or the National Bureau of Statistics needs to be
developed to include indicators and apply methods, which will produce more accurate numbers
of OOSC at local and national levels.
At the same time, it is highly recommended that the MoE include systems of regular data
collection on children and youth in non-formal programmes or any flexible/alternative learning
programmes operated by governments, NGOs, civil society organizations, and the private sector.
It has been challenging to collect this data but relevant technologies with advanced connectivity
could make further collaboration easier. Monitoring should also seek to provide data on ‘invisible
children’ – those who are migrants, stateless and/or undocumented.
xxiii
© UNESCO Dhaka
xxiv Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
Introduction
“Our vision is to transform lives through education, recognizing the
important role of education as a main driver of development and in
achieving the other proposed Sustainable Development Goals (SDGs).
We commit with a sense of urgency to a single, renewed education agenda
that is holistic, ambitious and aspirational, leaving no one behind. This
new vision is fully captured by the proposed SDG 4 “Ensure inclusive and
equitable quality education and promote lifelong learning opportunities
for all” and its corresponding targets. It is transformative and universal,
attends to the ‘unfinished business’ of the EFA agenda and the educationrelated MDGs, and addresses global and national education challenges.”
(Incheon Declaration, 2015)
The Asia Education Summit on Flexible Learning Strategies for Out-of-School Children brought
more than 550 education and learning colleagues from across the Asian Region and world to
Bangkok, Thailand during the dates of 24-26 February 2016. The Summit welcomed 121 speakers
and over 100 government officials. More than two-thirds of the Summit’s participants were NGO
representatives and educators in the region who were, and currently are working “on the ground”
in efforts with and for out-of-school children (OOSC). All participants came with a common
mission and vision, in line with SDG Four: “Ensure inclusive and equitable quality education and
promote life-long learning opportunities for all”.
The Asia Education Summit 2016 aimed to share the latest innovations and flexible learning
strategies in education and educational systems development for OOSC. Innovations can be
considered to be the implemented ideas, actions, products, processes, or organizational methods,
which bring about significant improvement and change. UNESCO Bangkok defines flexible learning
strategies (FLS) as an umbrella term for a variety of alternative educational programmes targeted at
reaching those most marginalized. Thus, this report ultimately aims to highlight and give voice to
the unique innovative initiatives and flexible learning strategies shared during the course of this
three-day summit. Consequently, each presentation summary in this report is intended to stand
alone, while contributing to the collaborative nature and understanding of the innovations and
FLS for OOSC presented.
Ultimately, this Summit paves the way forward towards Education 2030, and thus equipped with
the vision, motivation, and respective missions, UNESCO Bangkok and our partners hope that
this inaugural Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
marks a hopeful strengthening of more collaborative, effective, and positive regional capacity
building efforts for those who serve the region’s and some of the world’s most marginalized
populations. Together, we join in our efforts towards Education 2030 and SDG 4, as we “…commit
to providing meaningful education and training opportunities for the large population of out-ofschool children and adolescents, who require immediate, targeted and sustained action ensuring
that all children are in school and are learning.” (Incheon Declaration, 2015)
1
Background
Despite the substantial strides made towards achieving universal primary education and the
commitment to providing basic education in developing countries, data show that progress towards
providing education for all has stalled in the past decade. As of July 2015, reports indicate more than
59 million children worldwide were not enrolled in primary and secondary schooling, and as many as
18 million children remained out-of-school in the Asia-Pacific region (UIS). Thus, a key challenge for
governments in the region is how to ensure that out-of-school children (OOSC), who often cannot
be served by formal school systems, are provided with, and have access to learning opportunities.
Though constitutional and legal provisions are in place to provide education for all children and
improve their socio-economic situation, more than three million OOSC remain in Southeast Asia
(UIS, 2015). It should be noted that this number does not include OOSC in Viet Nam and Myanmar,
as official figures are unavailable for those countries at this time. In addition, there are a number
of stateless, migrant and undocumented children who are out-of-school in this sub-region.
According to one estimate, there are several million stateless children in Cambodia, Indonesia,
Malaysia, Myanmar, the Philippines and Thailand (UNHCR, 2010). Thus, the situation of stateless
children remains serious, as those without national identification and citizenship will often not
have access to education.
Therefore, with generous funding and support from Educate A Child (EAC), UNESCO Bangkok
has begun implementing the project Strengthening Education Systems for Out-of-School Children
to assist nine Southeast Asian Countries that continue to face challenges in addressing the
educational needs of out-of-school children (OOSC). These countries are: Cambodia, Indonesia,
Lao PDR, Malaysia, Myanmar, the Philippines, Thailand, Timor-Leste and Viet Nam. The main goal
of the project is to enhance the target countries’ institutional capacities and education systems
in order to better address the educational needs of OOSC, regardless of their nationality and
ethnicity, by utilizing flexible learning strategies (FLS) across contexts. Furthermore, this project
has been expanded to include all Asian sub-regions, so that collaboration and greater cohesion of
efforts for FLS and OOSC may result across Asia. Thus, a three-pronged approach is incorporated
into this project and includes regional policy advocacy, regional capacity building, and flexible
learning strategies. This holistic approach will seek to ultimately lead the region to success in
providing and sustaining quality learning opportunities for OOSC in Asia.
To ensure the quality and equality of learning for all, as well as increase regional technical and
financial cooperation in addressing the situation of OOSC, UNESCO Bangkok, in collaboration with
its partners, organized the inaugural “Asia Education Summit on Flexible Learning Strategies for
Out-of-School Children”, in order to provide a forum in which policymakers, practitioners, private
partners and academics could share their creativity, innovation, and experience in education so as
to enhance the situation of OOSC in the Asian region. Due to the large number of children in the
South and Southeast Asian regions, in particular, who remain out-of-school and face difficulties
in accessing education, multiple policymakers and practitioners have attempted to address the
issue by providing different methodologies and resources to support learning opportunities for
these children. Thus, there are several promising practices and innovative educational initiatives
for OOSC that were shared with colleagues and partners who serve in various capacities across
the Asian region and world.
2
Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
Opening Remarks
Dr. Gwang Jo Kim, Director
UNESCO Asia and Pacific Regional Bureau for Education (UNESCO Bangkok), Thailand
Distinguished Guests and Participants,
Good morning and welcome to the Asia Education Summit on Flexible Learning Strategies for
Out-of-School Children. I am pleased to welcome you all to this inaugural summit. I would like to
first thank the Kingdom of Thailand, our generous host country. We offer special thanks to Educate
A Child, as their generous funding and support has made this event possible. I am also pleased to
welcome Ms. Karin Hulshof, the Regional Director of UNICEF ROSA, who is spearheading efforts to
address the issues and needs of Out-of-School Children. Thank you also to our Summit Partners
and organizers who have helped us prepare and coordinate this event. And to you, our speakers,
moderators, and participants—educators and active agents who join us from across Asia and
around the world—thank you for joining us today.
3
This summit comes at a pivotal time. The Education for All era expanded educational opportunities
for millions, but much work remains. To put it simply, we are brought together today by unfinished
business – by the millions of out-of-school children for whom education still remains out of reach.
The momentum to address this unfinished business is on our side. Just last year, we adopted both
the Incheon Declaration: Education 2030 and the 2030 Agenda for Sustainable Development, with its
Sustainable Development Goals (SDGs), also known as the “Global Goals for 2030”.
The Incheon Declaration states that ‘our vision is to transform lives through education’, while
Sustainable Development Goal 4 calls on all members of the international community to ‘ensure
inclusive and equitable quality education and promote lifelong learning opportunities for all’.
Taken together, these two commitments reflect our belief that education can no longer be
regarded as solely a national issue, but a transnational one, with ramifications that carry across
borders. This summit is testimony to our commitment to SDG 4 and Education 2030. We gather
here together—united as educators and as a region—to proactively seek innovative answers
to our children’s and our countries’ pressing educational needs. The innovative flexible learning
strategies shared over the next three days will aim to address the educational hopes and dreams
of millions of children in this region who do not have access to formal schooling.
There are an estimated 16.7 million out-of-school children in South, Southeast and East Asia and
they come from not only some of the most marginalized populations in this region, but some of
the most marginalized in the world. They are girls in societies affected by gender disparities. They
are children with disabilities and those who are HIV-infected. They live in remote, impoverished
areas where school is a long, tough journey away or not available at all. They are migrants,
nomadic people and racial, ethnic and linguistic minorities. There are millions of them, but they
remain largely without a voice. We are here today to give them that voice. That means taking
down the barriers and constraints that stand in their way to a quality education – from socioeconomic instability to cultural conflicts; from poor management to blatant corruption; from
outdated teaching methodologies to the lack of trained teachers; and from the lack of educational
infrastructure to infrastructural destruction resulting from natural disasters or war. There is much
that we must confront on behalf of our children today. Yet, we are here. We are committed. And we
continue on in our mission to reach the unreached. And we know what guides us. As our research,
work and personal experiences have confirmed to us again and again, our children’s dream is to
have the opportunity to receive a quality education and embark upon a promising future.
My friends, their dreams for a quality education and a better future depend on our commitment
to serve them. Their dreams for a quality education depend on our commitment to the innovative
educational approaches, policies, strategic planning and concrete actions that will bring them
into and keep them in school. To quote the education activist and Nobel Prize Winner Kailash
Satyarthi: ‘There is no greater violence than to deny the dreams of our children’. And the future of
our countries and this region lies in the realization of their dreams. Without opportunities now,
our children will suffer later from socioeconomic challenges such as poverty, poor health as well
as insecurity.
The stakes are high and our responsibility is great. That is why we have called this Summit,
which is the first of its kind in the region and the largest UNESCO Summit ever held in Asia on
education for out-of-school children, with over 550 leaders in education from over 40 countries.
The educational leaders in this room represent national and local governments; educational
institutions, programmes and schools; the private sector; as well as intergovernmental and
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Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
nongovernmental organizations. In other words, we have a room full of educational champions
who are true innovators and luminaries in their respective fields. Indeed, you are the educational
leaders who will continue to lead the region and the world towards 2030 and beyond.
We are gathered here to share and learn about innovative flexible learning strategies that seek to
reach and retain out-of-school children and ensure sustainable development, security and peace
in our countries, in our region and in our world. Over the course of these next three days, we look
forward to sharing these approaches to address the educational needs of our children who are,
indeed, the present and future hope of our respective countries and the Asian region.
With Education 2030, ‘We reaffirm that education is a public good, a fundamental human right
and a basis for guaranteeing the realization of other rights. It is essential for peace, tolerance,
human fulfillment and sustainable development. We recognize education as key to achieving full
employment and poverty eradication. We will, therefore, focus our efforts on access, equity and
inclusion, quality and learning outcomes, within a lifelong learning approach’.
Ultimately, this Summit aims to share innovative flexible learning strategies for out-of-school
children in line with Education 2030 and SDG 4, with the aim to Include, Innovate and Impact. This
summit is testament to our unwavering conviction that education for all is the most effective path
to peace and sustainable development. It’s a belief written into UNESCO’s constitution, which says:
‘Since wars begin in the minds of men and women, it is in the minds of men and women that the
defenses of peace must be constructed’.
Ladies and gentlemen, once again, we welcome you to the inaugural Asia Education Summit on
Flexible Learning Strategies for Out-of-School Children. Let us continue to ambitiously work together
towards Education 2030, Sustainable Development and, ultimately, peace in this, our 21st Century.
Thank you.
Ms. Karin Hulshof, Regional Director
UNICEF Regional Office for South Asia (UNICEF ROSA), Nepal
Sawatdee-kah!
Welcome to the Asia Education Summit on Flexible Learning Strategies for Out-of-School Children.
I feel privileged to be here with all of you today! End of May, I will be moving to Bangkok and call
this dynamic city home! Today we focus on reaching out-of-school children. I would like to thank
UNESCO, for organising this summit. And, commend the UNESCO Institute for Statistics (UIS), on
really helping to bring the issue of out-of-school children to the fore. The global ‘Out-of-School
Children Initiative’ has provided the rigorous analysis required to help inform our responses. It is
good to see delegates from over 30 Asia-Pacific countries, representing government,
intergovernmental organizations, NGOs, academia and the private sector. This is testament to our
commitment to educate all girls and boys in the region.
It is an opportune time to have this summit, as we embark on the ambitious 2030 agenda.
Despite the good progress made over the last few decades, we are still not reaching all
out-of-school children in many countries. Globally, there are 58 million primary age out-of-school
5
children. 17 million out-of-school children live in the Asia-Pacific region; of which 10 million live
in South West Asia. What is perhaps more alarming is the stagnation in the rate of reduction in
out-of-school children globally since 2007. South and West Asia alone, saw a drop of 28 million
out-of-school children from 2001 to 2006. However, from 2007 to 2012, the decline was only
2 million. In East Asia and the Pacific region, although the numbers of out-of-school children are
lower, the disparities in access to education remain stark. For example, around 20% of children in
rural areas in Lao PDR have never been to school.
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Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
These numbers clearly show the magnitude of the issue of out-of-school children and the diversity
of their needs. It also highlights the fact that provision of formal education cannot be the only
solution. While government has the primary responsibility to provide basic education to ALL
children, the formal education system in countries is struggling to meet the learning needs
of all children. Both in terms of quantity and quality. This is why flexible learning strategies are
important. It is easy to forget that these statistics represents a child. Each with vast potential and
hopes of a bright future. Children missing out on school are often the poorest, most marginalised
and socially excluded. Without a decent education, these children will fall farther behind. Children
with disabilities, ethnic and linguistic minorities, children living in remote areas, urban slums or
areas affected by conflict. Ironically, these children are precisely the ones who need the greatest
investments. Not just in education, but access to nutritious food, clean drinking water and hygienic
facilities, protection and healthcare.
Take Khin Sann Myint, a 10-year-old Kayin girl whose parents fled Myanmar 30 years ago in search
of refuge in Thailand. Her dream is to be a doctor, however, poor educational facilities led her
mother to withdraw her from school. Now she sells vegetables to make some extra money for the
family. How will she break the shackles of poverty and exclusion?
The gender dimension is an important factor to consider in planning policies and interventions for
out-of-school children. Girls from the poorest families living in rural areas are less likely to complete
primary schooling. In Pakistan for example, 70% of girls aged 5-10 years old, from the 20% poorest
families, are out of school. It is particularly difficult for girls to transition to lower secondary school.
Moreover, those who manage, find that their school to work prospects are much lower than
that of their male peers. And, it’s not just girls. We are seeing a trend emerging in countries such
Bangladesh, Mongolia and the Philippines, where boys are increasingly dropping out of school.
Education can break the vicious intergenerational cycle of poverty and deprivation. It has the
power to transform children’s lives. In turn, these children will transform their societies. We all know
that education contributes to developing a skilled workforce that drives economic growth. This
helps nations prosper. The Asia-Pacific region today is at the centre of economic growth. There are
many successes in the region that illustrate the power of education. Take Korea, Singapore and Sri
Lanka – these countries have reaped the benefits of investments in public education.
There is strong evidence supporting alternative and flexible models of learning as an important
component of a multipronged approach to ensure that no child is left behind. The factors
keeping children out of school are complex. Children and adolescents should be offered
fast-track school catch up classes and ensure re-enrolment of children who have dropped out.
UNICEF commissioned research from around the world on proven interventions, ranging from
improving access and quality of early childhood education, cash transfers, accelerated learning
programmes, private sector outreach, and education systems strengthening.
We should focus also on quality. Second chance education should not mean second class
education for the poor. Girls and boys that follow flexible strategies must get a minimum standard
of education that is recognised and equips them for further education or work. Luckily we have
some proven models that should be taken to scale. Take for instance Khushal, a nine-year-old
Afghan boy with 11 siblings who I met during a visit to Balochistan. He belonged to a family that
had migrated to Pakistan many years ago. His father could not enroll him in a regular government
school or afford a private school. The Accelerated Learning Centre located in a Madrassa, supported
7
by UNICEF, provided a unique window of opportunity. While continuing to provide religious
education, these centres allow children to acquire basic learning competencies, equivalent to
what their peers learn in primary schools. Completion of this programme allows children to enroll
into secondary school.
In the Asia-Pacific, we are fortunate to have strong inter-governmental partnerships, including
the Association of Southeast Asian Nations (ASEAN), the Southeast Asia Ministers of Education
Organisation (SEAMEO), the Pacific Islands Forum, and the South Asia Association for Regional
Co-operation (SAARC). In South Asia, for example, UNICEF has been working with UNESCO to
develop a South Asia Framework for Action. This framework is setting a ‘road map’ to address the
unfinished Education for All (EFA) agenda and implementation of the SDGs.
Governments cannot do it alone. To fix the broken promise of education for all, everyone has to
play their part. We need strong partnerships with civil society, key influencers, and the private
sector. Educate A Child (EAC) is a good example of what can be achieved with partners. EAC
was launched by Sheikha Moza bint Nasser of Qatar in 2012 with the aim of reaching 10 million
out-of-school children by the end of the 2015-16 academic year.
We have strong partnerships. A solid knowledge base. A compelling moral argument. The
investment case is persuasive. And, the SDG’s have brought in renewed impetus, to make
good on our promise of quality education for all. Technology is also on our side! Let us unleash
the power of education to positively transform children’s lives and their futures!
Khop Khun Kha! I thank you!
Mr. Suphat Champatong, Ph.D., Deputy Permanent Secretary and Secretary General
Thai National Commission for UNESCO, Thailand
Distinguished Participants,
It is my honour and privilege to be part of this gathering for the opening ceremony of the Asia
Summit on Flexible Learning Strategies for Out-Of-School Children. I would like to commend
UNESCO Bangkok, and its partners, for organizing this Asian forum so that those involved in
education can share their creativity, innovative ideas, and experiences in order to achieve a
breakthrough in reducing the number of out-of-school children. Asia will continue to be the
driving force in the world’s economic growth. Yet, despite impressive growth, this region faces
several major challenges with millions of children missing out on education. The UIS report
indicates that more than 59 million children worldwide were not enrolled in primary or secondary
schooling. Of this number, more than three million out-of- school children lived in Southeast Asia.
The report reminds us that, while countries around the world, including Asia, have embraced the
need for education to achieve sustainability, some significant challenges remain.
While the agenda to achieve Education for All by 2015 has been deemed ‘unfinished business’,
the fourth Sustainable Development Goal calls upon countries to ensure inclusive and equitable
quality education, and to promote lifelong-learning opportunities for all. The fundamental role of
education in social and economic development and growth is emphasized. Moreover, this goal
seeks to encourage education to take into account marginalized groups, including children who
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Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
remain out-of-school and face difficulties in accessing education. At this very particular moment in
time, we must continue our commitment to work together by utilizing flexible learning strategies
across contexts. We need to ensure that all children, regardless of their nationality and ethnicity,
can access educational services and resources throughout their lives, and that they will have equal
opportunities to realize their full potential.
In Thailand, there are still underprivileged who lack educational opportunities. It is immaterial
whether this is the result of poverty, or due to some other cause. These people are in need of
development and support to enable them to improve their skills and knowledge. To ensure
the quality and equality of learning for all, Thailand has long promoted various forms of lifelong
learning, including non-formal, informal and continuing education conducted by both
government and private sectors. These programmes aim to solve the problems and meet the
needs of the large numbers of underprivileged who lack formal schooling opportunities. Efforts
are being made to develop, expand and improve the quality of education, and to facilitate access
by all Thai people to diverse sources of learning and knowledge consistent with their needs and
interests. Efforts are similarly being made to maximize employment opportunities and meet the
challenges posed by emerging and changing socio-economic and demographic trends.
9
Ladies and gentlemen, before deliberations commence, I would like to express my sincere
appreciation to you all once again all for making this meeting possible. On behalf of the Thai
Ministry of Education, we look forward to working closely with UNESCO, educational partners and
Asian colleagues to build and foster education networks and partnerships to benefit the education
of marginalized children and youth. Once again, I welcome all distinguished delegates and resource
persons to this important forum and wish you a pleasant and productive stay in Thailand.
Dr. Ethel Agnes P. Valenzuela, Deputy Director
Programme and Development, Southeast Asian Ministers of Education
Good morning, ladies and gentlemen. First of all, on behalf of Southeast Asian Ministers of
Education Organisation (SEAMEO), let me express my gratitude and honour for us to be given a
chance to address an audience of government officials, intergovernmental organizations, NGO
partners, educators, business representatives and other stakeholders representing 30 Asian
member states who have come together today to the Asia Education Summit on Flexible Learning
Strategies for Out-of-School Children here in Impact Mueang Thong Thani today, with the prospect
of sharing and discussing the best targeted innovations in 21st century education governance
and learning that aim to benefit and include marginalised children in the region. At SEAMEO,
we are proud to be a partner in co-organising a summit of this magnitude. In fact, we feel that
it is imperative for SEAMEO to continue working together with our partners, especially UNESCO
Bangkok in organising events of this nature.
Ladies and gentlemen, allow me to introduce in brief, SEAMEO and its New Southeast Asian
Education Agenda. For the last half a century, SEAMEO has been a significant regional organisation
holding an important mandate of promoting cooperation in education, science and culture.
Marking our 50th anniversary of establishment last year, the SEAMEO Council has devised a new
set of priority areas to address educational challenges post-2015, and we call it SEAMEO 7 Priority
Areas: A New Southeast Asian Education Agenda. The 7 areas which will be given particular
focus are 1. Early Childhood Care and Education, 2. Addressing Barriers to Inclusion, 3. Resiliency
in the Face of Emergencies, 4. Promoting Technical and Vocational Education and Training,
5. Revitalising Teacher Education, 6. Promoting Harmonisation in Higher Education and Research,
and 7. Adopting a 21st Century Curriculum.
Priority Area number 2 of the New Agenda spells out our commitment in addressing barriers
to inclusion and access to basic learning opportunities for all learners. We are gearing it to
happen through innovations in education delivery and management to provide for the previously
inaccessible and vulnerable groups. We see this Summit on Flexible Learning Strategies for Out-ofSchool Children will indeed be a significant catalyst in our continuous efforts in ensuring all future
generations get access to and included into the world of education regardless of where they are
in Southeast Asia and beyond.
Ladies and gentlemen, as a partner, SEAMEO is even more honoured to be given the chance to
share the platform for presenting and disseminating innovative programmes related to education
for OOSC. In the past, SEAMEO, UNESCO and other partners embarked on Project 10 or ‘Reaching
the Unreached’. The project tried as far as possible to contribute to the attainment of Education For
All, reaching 10 types of disadvantaged and marginalized learners in the region. In the same spirit,
10 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
SEAMEO has been actively involved in educational policy research contributing to more policy
development for access to educational quality. It has studied the context of OSCY and addressed
their gaps through policy interventions. Recently SEAMEO with UNICEF EAPRO embarked on
quality focus using regional assessment. This will be presented in the afternoon session. The
Southeast Asia Primary Learning Metric (SEA-PLM) is on Individualised Learning and Innovative
Assessments (Alternative Assessments) for Concurrent Session 2.
Ladies and gentlemen, SEAMEO also places great importance in networking. As a regional
organisation, our outlook may be Southeast Asian, but our reach is truly global. We therefore urge
our partners, existing and prospective, to find ways—creative ways—to work together to synergise
our expertise, experience and resources. Therefore, we applaud the Summit’s main objective
to provide opportunities in building and fostering networks and partnerships on education for
marginalized children and youth, and creating technical collaboration and sharing of innovative
financing practices for education for OOSC.
Once again, let me thank the Organiser, UNESCO Bangkok and other partners for forever keeping
the doors open for SEAMEO’s partnership and participation. SEAMEO recognises this special event
and is truly honoured to be part of this remarkable gathering. I wish the Summit every success and
let us work together to harvest fruitful outcomes at the end from the event.
Dr. Mary Joy Pigozzi, Director
Educate a Child, Qatar
Educate a Child is really focused on the unfinished agenda of out-of-school children. We have
58 million children who are still out of school. They are all different. They are poverty-affected,
special needs, girl, overage children etc. These things keep kids away from opportunity to fulfil their
right to basic education. They are all in the region and around the world. They have to overcome
different barriers and in many cases single children have to overcome multiple barriers. So here we
are, still today with at least 58 million children and some are fairly sure that is underestimate. Their
education then is a means really to overcome poverty and disparity – it is not just for individual,
though it is for their families and their nations.
So for Educate a Child, we are looking very much at how we can make a difference with our
partners. Our goal is to touch the lives of 10 million children in a very short period of time to
provide them the opportunity for basic education, which is a quality education in which they
can be retrained and they can learn. We are also advocating hard for out-of-school children and
arguing very strongly for additional resources. Our focus is exclusively on children who are out
of school by recognising what works, selecting partners who have experiences and community
roots. We focus on the primary level because we believe the foundation is critical for the rest of
our education and the rest of our lives, and we address the barriers that children face. As noted
our goal is 10 million children, we already have commitment from partners for over 6 million and
we really attract for the next 4.
What are we doing here is looking for solutions in this region and what do we need.
Talking from the perspective of children who want the education but can’t get them: many of them
push the system and so we have lots and lots of alternatives available to them because the current
11
public systems cannot accommodate all the children, they just do not have the capacity at this
point. At the same time, we have a pull factor to out-of-school children for those public systems that
enable them to accommodate and respond to the needs of the disadvantaged and marginalised.
Talking about our system of education: many of the existing systems continue to exclude children.
They continue to do this through academic calendars that are not very creative, but we can really
address those by changing it. We can change by making language of instruction more accessible
to children, by changing the requirements of age and grade, birth certificates, and citizenship
because all of these are keeping children out of school even in this region. We have hidden cost
of education and the quality of education is critical. In some cases, children have access and ability
to go, but it is not worth their while because they are not learning enough.
12 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
To change our system to make them more equitable and inclusive, we need to do things like adapts
school schedules making it adaptable to the children and to students who have responsibilities
outside the home and school. We need systems of accepting differences. We need teachers
that accept differences and acknowledge that different children come to school with different
approaches, capabilities, languages, and belief systems and they are all okay. We need to become
much more flexible in our systems. We need to understand learning at pace, learning and
addressing level and subject, and adapting much more to the needs of learners. We need system of
acknowledging what children bring to the classroom, knowing the working children bring different
skill sets and children who have grown up perhaps on the streets. We need to link learning and the
curriculum to the culture because without that we have schooling a not-education.
Within EAC we have lots of examples of how this can be done. We work through our partnership
model, for example, across 3 countries in West Africa, partners have started working together to
address their problem of over 9 million out-of-school children. These do not include Nigeria, which
has another 10 million out-of-school children. In Cambodia, a consortium was put together to
actually meet needs of out-of-school children in that country but at the same time to be able to
do its scale. We have a regional programme here in Asia and thanks to the UNESCO Regional Office;
they are managing and implementing that whole programme. We also have a new policy in Burkina
Faso, for example, where as a function of really pushing hard on the needs of out-of-school children.
In fact, the government turns its policy around to make out-of-school children one of their priorities.
Those are some of the organisational ways that we can address out-of-school children. What
are some other things we have seen so far that can be done educationally? What we do know
is that there are many alternative education programmes and we have examples in Bangladesh
and Sudan. The accelerated education programmes particularly for those who are overage,
missed school due to conflict and other crises. Some of these existing examples are in Ghana
and Côte d’Ivoire. In Syria and South Sudan, we see really curricula for resilience. There are
lots of community support programmes, including in Pakistan and India. We see in Cambodia
remedial classes to enable transition to public school that is also available in Côte d’Ivoire.
In many cases, technology is being used and increasingly we are seeing non-governmental
programmes linking to the government. To point out, I believe this is part of the challenge we
face, which is how do we get the diversified education systems that reach the needs not only of
the average kids but all the children: the smartest and perhaps the most disadvantaged (those
who have not accessed yet).
What are some of the challenges if we think of the education system – not just schooling but the
whole system? These include:
• Policy challenges – e.g. in Burkina Faso
• Problems with regulation and legislation – can’t children learn even if they don’t have
these certificates?
• Standard setting issues – people are concerned if we have lots of programmes bubbling
up, maybe they won’t have the same standards.
• Ministries are here to help set standards and ensure that every child has a quality education.
• Similarly, certification and accreditation needs to be addressed.
• Bridging to formal education and employment – main focus
These changes are not optional if we are to provide relevant and accessible quality education in
this fast-changing world. We just need to do the job!
13
Dr. Vongthep Arthakaivalvatee, Deputy Secretary General
ASEAN Secretariat on Socio-Cultural Community, Department ASEAN Secretariat – VIDEO Presentation
On behalf of the ASEAN Secretariat, I send my greetings to all participants, speakers and
organisers of the Asia Summit on Flexible Learning Strategies for Out-of-School Children
spearheaded by UNESCO and with support from various partners in the region and beyond.
In support of realising a prosperous ASEAN Community 2025, which is envisioned in the new
ASEAN blueprint, ASEAN 2025: Forging Ahead Together, the ASEAN Socio-Cultural Community is
envisioned to move towards a more inclusive community. Among others, this new framework
of action by ASEAN entails the promotion of equitable opportunities for quality education and
access to information with priority given to the advancement of universal access to education.
On a parallel note, UNESCO’s new set of global education goals outlined in the Education 2030, as
well as Goal 4 of the Sustainable Development Goals of the United Nations have similarly given
emphasis on inclusion, equity and quality of education. Thus, we see the alignment of focus
and priorities of ASEAN and UNESCO, particularly in promoting inclusive education in ASEAN as
highlighted in this week’s Asia Summit on Flexible Learning Strategies for Out-of-School Children.
The pockets of children and young people who are out of school in Southeast Asia has been
a focus of recent efforts of governments in the region for the past decade. If left unattended
and marginalised, the plight of these children and young people could result in more social ills
consequently resulting in negative impact on the economic growth of the individual ASEAN
Member States, and the region as a whole.
At ASEAN, we continue to give priority attention to this sector by enhancing the quality and
access to basic education for all, including the disabled, disadvantaged and other marginalized
groups. We do so through policy discussions and recommendations aiming for targeted
interventions to address effectively the needs of this group. Recently, we have also started
discussions on promoting a culture of peace in ASEAN. With education, this inter-sectoral
approach aims to support the inclusive and holistic development of our children and youth in
ASEAN and beyond.
As we embark on a new decade of cooperation in education marked by the ASEAN 2025
blueprint and UNESCO’s Education 2030 goals, I want us to be more mindful of the condition of
this important sector of our society. This week’s Summit will bring to the fore stories, issues, and
interventions for the out-of-school children, not only from the ASEAN region, but from different
parts of Asia and the world.
Indeed, this Summit brings out the passion in us – the passion to care and find ways to bring
education and learning to all. I sincerely hope that this Summit will leave in our hearts inspiration,
motivation and ideas to press on in the work of bringing quality education services to all.
In closing, I congratulate UNESCO for the success of the Summit. I know that the road is still ahead
of us as we continue to collaborate on education cooperation in the region. But I believe that this
Summit signals a good start for 2016 in working towards our common goal of promoting a truly
people-oriented and people-centered ASEAN Community.
Thank you, and I wish you all a successful conference in Bangkok.
14 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
Objectives of the Summit
Mr. Ichiro Miyazawa, Programme Specialist
Lifelong Learning and Literacy, UNESCO Bangkok, Thailand
Objectives of the Asia Education Summit on Flexible Learning Strategies for Out-of-School
Children are as follows:
• T o Serve as a platform for presenting and disseminating innovative programmes related
to education for OOSC;
• To Provide an excellent opportunity to build and foster networks and partnerships on
education for marginalized children and youth;
• To Create technical collaboration and share innovative financing practices for education
for OOSC; and
• To Develop an online course by using information and data derived from the Summit.
UIS DATA
Mr. Roshan Bajracharya, Programme Specialist,
UNESCO Institute for Statistics (UIS-Bangkok)
Many countries in the world including countries in Asia- Pacific failed to meet the EFA goal on
Universal Primary Education by 2015. As of 2013, globally, there remain 124 million out-of-school
children (age 6-15), of which 59 million are of primary school age and 65 million are adolescents
of lower secondary school age. The trends on out of school children shows that, since 2000, there
has been significant decrease in the out of school number globally.
The regional analysis of out of school numbers shows that the region was able to reduce its out of
school numbers from 45.3 million in 2000 to 17.3 million in 2013. However, careful examination of the
trends shows that progress in reducing the out of school number has stalled since 2007. In fact, since
2010, there has been an increase of 1.2 million primary age out of school children in the region, which
is very alarming. Gender analysis of out of school children in Asia-Pacific show that more girls are out
of schools than boys. In 2013, 1 out of 10 girls and 1 out of 12 boys of primary school age were out
of school, while 1 out of 6 male and female adolescents of lower secondary age were out of school.
To better evaluate the challenges ahead, the UIS produces estimates to gauge how many children
who are currently out of school will attend in the future. In South and West Asia, 35 per cent of
primary age out of school children are likely to enter in the future, but will be overage for their
grade. 46 per will never enter, if the situation remains unchanged. In East Asia and the Pacific,
39 per cent of the out of school will enter late.
Disaggregated data shows that children are facing multiple disparities. Girls living in rural areas
and from the poorest households are more likely to be out of school than boys from urban areas.
Better data in identifying who are out of school and where they are is the first step to developing
effective policies and programmes for out of school children. Policies, plans and programmes that
understand out of school profiles, characteristics and barriers to schooling can lead to a more
effective and sustainable results. The Global Out of School Children Initiative (OOSCI) jointly
developed and implemented by UNESCO Institute for Statistics (UIS) and UNICEF has been
implemented in more than 16 countries in the region. Its aim is to develop data source identification,
out of school profile generation and barrier analyses to develop context-specific national policies
and strategies.
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© UNESCO Islamabad
16 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
PART ONE
The Plenary Sessions
PLENARY I
Innovative Education for Out-of-School Children
Out-of-School Children and Education
Dr. Mechai Viravaidya, Founder/Chairman/Headmaster
Population and Development International (PDI), Population and Community Development Association (PDA),
Mechai Viravaidya (MVF), Mechai Pattana School, Thailand
This presentation addresses how ordinary schools can be turned around to serve as lifelong
learning centers for out-of-school children, out-of-school youth, as well as families and the elderly.
It highlights a new dawn in rural Thai education, where three changes must take place: (1) Change
what we teach; (2) Change how we teach; and (3) Change the role of the school from just being a
school for children to a lifelong learning center. Thus, this presentation shares the Bamboo School
Model, and illustrates how this school is working towards re-engineering rural education.
The mission of the Bamboo School is to focus on democratic education and forming good citizens
who are honest; willing to share; know how to manage; possess life skills and occupational skills;
and practice and promote gender equality. Thus, this school employs innovative educational
methodologies and pedagogies, employing project-based and community-based learning,
which seek to stimulate students to be creative, productive and to think outside of the box.
Innovation can also be found in the construction of the school and the layout of the school
grounds. Furthermore, innovative business and
agricultural techniques and training remain
key aspects of the Bamboo School Model, as
they ultimately seek to transform lives and
sustain the individual, the family, the school
and the community.
For more information, please visit: http://
mechaifoundation.org/MPS_Site/school.asp
17
Innovations in Education for Out-of-School Children
Honorable Minister Mr. Girajamani Pokhrel,
Ministry of Education and Sports, Kathmandu, Nepal
The worldwide movement of “Education for All” supported millions of children to enroll in school.
Pre-primary enrollments have increased by two-thirds. Girls’ participation in formal education
has increased dramatically. During this period, Nepal made great gains. NER increased at every
level and reached ninety-six percent at the primary level. However, dropout rates at higher
levels remain a serious concern. Gender parity was achieved at all levels, including ECD and
pre-primary. However, regional and class-based disparities persist. Nepal also concentrated on
community mobilization and expansion of physical school facilities. The earthquakes of 2015
were, of course, a big setback. Yet, as Nepal rebuilds, the education sector plan is DRR (Disaster
Risk Reduction) responsive with robust provisions for school safety. The government of Nepal,
UN agencies, INGOs, NGOs, civil society, political party organizations, communities and untold
numbers of individual schools, teachers and parents have all contributed to the successes of the
EFA (Education for All) movement. This broad support is a cause for optimism as Nepal shapes
‘Vision 2030’.
Nepal’s new constitution establishes free basic and secondary education as a fundamental
right, and makes basic education compulsory. It mandates progressive steps toward free higher
education for all, and it makes special provisions for access to technical education for women,
Dalits, minorities, poor, and physically challenged citizens. It also guarantees the right to early
child development. The process of turning these constitutional mandates into concrete action
programs has just begun. On the basis of constitutional mandate, the technical education stream
in secondary level is already being expanded.
This presentation reviewed the progress being made in education for OOSC in Nepal, while
recognizing the multiple exclusions which still exist, including: the lack of mother tongue
education; caste discrimination in schools; labour demands; long distances to school; and
unaddressed disabilities. It is asserted that flexible retention programs must be based on a
realistic and deep knowledge of these conditions.
Various innovative initiatives in policy and practice are discussed, including: ‘Literate Mission
Nepal’; The Equity Strategy; The School Sector Development Plan (SSDP), which highlights the
importance of TVET programmes in school education; The integration of soft skills programmes
across the school curriculum; Nepal’s 18-point reform agenda, which focuses on ensuring
equitable access and quality improvement at all levels; and emerging ICT in education, which
seeks to pay attention to improving ICT facilities and access, especially with regard to gender and
disadvantaged population groups.
The challenges which remain, include: (1) The need for developing quality skills linked with
labour market demand; (2) The need to address the under-supply of highly skilled workers and
the over‑supply of low-skilled workers; and (3) The need to make public and private training
institutions responsive for the supply of market demanded skills. The way forward is also
provided, with attention given to TVET, National Vocational Qualifications (NVQs) and information
technology.
18 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
Innovations for Out-of-School Children: New Approaches to an
Age-Old Problem
Tara Hill, Program Officer
Center for Education Innovations, Results for Development Institute (R4D), United States of America
This presentation provides an overview of how innovative approaches driven by non-state
actors can tackle entrenched barriers faced by out-of-school children (OOSC) and complement
government efforts to reach OOSC, both globally and in Asia. While government policies and
reforms play a critical role in tackling the OOSC issue, this presentation seeks to highlight the
equally important role of non-state actors (e.g., NGOs, CSOs social enterprises) in supporting
governments to go the last mile in eliminating OOSC. It demonstrates why flexible innovations
are needed to address the intractable problem of OOSC, and it describes the emerging models
that are doing so. Specific examples are highlighted, as well as the ongoing challenges and
opportunities facing innovators.
19
Three root causes of OOSC are reviewed: (1) Insufficient and inflexible supply of education;
(2) A lack of tailored education opportunities; and (3) Household economic barriers. Common
characteristics of successful innovations are then discussed, including: (1) Ensuring local relevance,
through establishing strong links with local communities and tailoring programs to the local
context; (2) Planning for sustainability and scalability from the outset and diversifying sources of
funding; (3) Collaboration and leadership; and (4) Leveraging technology, but only as much as is
needed. The presentation closes with three conclusions to take away: (1) Non-state innovations
can complement and supplement traditional government approaches; (2) The innovations that
are addressing the root causes of OOSC in diverse and flexible ways; and (3) For these innovations
to succeed and ultimately have impact, sustained effort, collaboration, and support is needed.
For more information, please visit: the Center for Education Innovations, or contact Tara Hill at [email protected].
20 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
Plenary II
Innovative Finance for Out-of-School Children
Innovations in Education Finance for Out-of-School Children
Dr. Nicholas Burnett, Managing Director
Global Education, Results for Development (R4D), United States of America
This presentation reviewed the current situation of OOSC and education financing. Thus,
the trends in OOSC at the primary and secondary levels are discussed, while highlighting
recent progress, globally and in Asia. The economic and social costs of having OOSC is then
examined, which emphasizes the significant economic, health, social, security and environmental
consequences resulting from children being out of school. The costs associated with ending OOSC
is subsequently reviewed, and it is argued that a more disaggregated model is needed which
considers the different characteristics of different out-of-school groups in a particular country.
The point is underlined, that when reviewing innovative financing for OOSC, the special
characteristics of OOSC need to be taken into account not only when costing their enrollment,
but also when devising financing mechanisms to achieve this. Therefore, in addition to standard
public expenditure financed by government revenues, there are several important innovative
financing and innovative spending instruments that are particularly relevant. Thus, the possibilities
are reviewed, and those instruments which show the greatest potential are emphasized. The
presentation ended with a discussion of the ways in which international attention may be
maintained or even increased in order to ensure that necessary financing for OOSC is available.
References
Educate A Child and Results for Development. (2015). Social
and Economic Costs of Out-of- School Children in Colombia.
Retrieved from http://educateachild.org/library/publications/
social-and-economic-costs-out-school-children-colombia
UNESCO Bangkok and Educate A Child. (2015). The Economic
Cost of Out-of-School Children.
Retrieved from http://www.unescobkk.org/resources/elibrary/publications/article/the-economic-cost-of-out-ofschool-children-in-southeast-asia/
UNESCO Bangkok and the Results for Development Institute.
(2015). Innovative Financing for Out-of-School Children and
Youth. Retrieved from http://www.unescobkk.org/resources/elibrary/publications/article/innovative-financing-for-out-ofschool-children-and-youth/
UNICEF and UNESCO’s Institute for Statistics. 2015. Fixing the Broken Promise of Education for All. Retrieved from
http://www.unicef.org/publications/index_78718.html
For more information, please visit: http://r4d.org/focus-areas/center-education-innovations
21
Innovative Financing and Innovative Spending for Out-of-School Children:
The Thailand Experience
Dr. Varakorn Samakoses, Former Deputy Minister of Education
Dhurakij Pundit University, Bangkok, Thailand
Thailand’s education system has been consistently ranked below average in the international
ranking with nearly five percent of primary school age children remaining out of school, despite
the government increasing the education budget by 96% since 2000. This situation highlights the
fact that the additional money invested through the “business as usual” budgeting approach has
not delivered a better quality of education, and it has not reached the children most in need. Thus,
this presentation shared the case of Thailand and the shortcomings of traditional budget allocation.
In noting specific educational concerns for OOSC, the establishment of a smart information
system and an innovative flexible financing system in Thailand is recommended so as to ensure
sustainable education. An investment in an Information and Technology (IT) system is therefore
encouraged, as it could help track out-of-school children and ensure their access to the formal
schooling system and reduce educational disparity. Additionally, it is proposed that an earmarked
tax on alcohol and tobacco is a feasible, sustainable solution that should be implemented.
22 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
Plenary III
Out-of-School Children: Learning and Psychology
Ensuring Learning Takes Place
Dr. Rukmini Banerji, CEO
Pratham Education Foundation, India
This presentation reviewed the new ways to address the out-of-school children situation, as well
as the new challenges that face all of those working on this issue. Thus, a review of what has
recently been done in India was presented, most notably stressing the great positive change that
can take place in a decade, as Pratham’s annual household survey (ASER) in India reveals. The
numbers of out-of-school children have dropped significantly in multiple regions in India, which
indicates that great things that can happen in a short period of time, pointing then to what is
possible in the future.
In highlighting the Indian state of Bihar’s strategy for sustained mainstreaming in partnership
with others, it is emphasized that multiple elements and factors must come together over time in
order to create big change. A key highlight of education efforts was that different strategies were
used for different groups of children. In addition, the government also put into place multiple
other schemes, programmes and movements that helped to create the atmosphere that proved
to improve the core enrolment activity. Particularly with women, this presentation highlighted
different initiatives and partnerships that were especially successful.
This presentation also shared four points of concern that remain: (1) Enrollment in school is very
high, yet attendance must be addressed; (2) The issue of learning, as basic learning levels are
unsatisfactorily low; (3) The declining performance of cohorts over time; and (4) Lessons from the
past. Therefore, the relevant questions regarding such concerns that educators and educational
planners should be asking were addressed.
For more information, please visit: http://www.pratham.org/
Trauma-sensitive Schooling
Susan Cole, Ms.Ed., J.D., Director
Trauma and Learning Policy Initiative, A Joint Program of Harvard Law School and Massachusetts
Advocates for Children, United States of America
Experts explain that trauma is not an event itself, but rather a response to one or more
overwhelmingly stressful events where one’s ability to cope is dramatically undermined. These
experiences in childhood can lead to a cascade of social, emotional and academic difficulties.
As students get older, exposure to traumatic experiences can also lead to the adoption of selfmedicating behaviors such as substance abuse, smoking and overeating. All of these responses
to traumatic events can interfere with a child’s ability to learn at school.
23
Delegates in open discussion
24 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
25
Recent neurobiological, epigenetics and psychological studies have shown that traumatic
experiences in childhood can diminish concentration, memory, and the organizational and language
abilities children need to succeed in school. For some children, this can lead to problems with
academic performance, inappropriate behavior in the classroom and difficulty forming relationships.
Thus, learning about the impacts of trauma can help keep educators from misunderstanding the
reasons underlying some children’s difficulties with learning, behavior and relationships.
This presentation shares the ways in which childhood trauma may affect academic performance,
classroom behavior and relationships; as well as the ways in which trauma-sensitive schools
can help children to calm down and learn. It is contended that once schools understand the
educational impacts of trauma, they can become safe, supportive environments where students
make the positive connections with adults and peers they might otherwise push away; calm their
emotions so they can focus and behave appropriately; and feel confident enough to advance their
learning—in other words, schools can make trauma sensitivity a regular part of how the school
is run. Trauma sensitivity will look different at each school. However, a shared definition of what it
means to be a trauma-sensitive school can bring educators, parents and policymakers together
around a common vision. Thus, this presentation provides the core attributes of a trauma sensitive
school, as well as the relevant online resources for trauma-sensitive school development, which is
especially pertinent for policymakers, educators and educational planners.
For more information, please visit: http://traumasensitiveschools.org/
How Korea Responds to Immigration and Cultural Diversity in Education–
National Strategy to Support Children of Multicultural Background in Korea
Dr. Youngwha Kee, President
National Institute for Lifelong Education (NILE), Republic of Korea
In the Republic of Korea, the issue of providing educational opportunities for children from
multicultural family backgrounds (e.g., children of immigrants, marital immigrants and North
Korean defectors) is being treated as one of the most critical social issues at this time, due to the
rapid influx of immigrants and the subsequent rise of multiculturalism in recent years. In 2009,
there were 26,015 children (0.35% of total students) from multicultural family backgrounds, and
in 2015, there were 68,099 children (1.07%), thus this particular population has grown more than
160 percent in less than ten years (MOE and KEDI, 2015).
This presentation reviewed the policies Korea has enacted, which aim to address multicultural
families and out-of-school children. Therefore, the building of legal and institutional foundations
through the enactment of laws and the drafting of a basic plan were presented as the first step
towards stable implementation of policies and their sustainability. In addition, an implementation
structure via centers for multicultural education at the national and regional levels was
recommended, as this allows for effective and professional support in providing education for
multicultural children.
The case of Korea demonstrates that educational support for multicultural children is not only a
matter for a certain ministry (e.g., the Ministry of Education) and regional institutions to address.
Rather, this concern should be addressed through the linkage of various policies in various
ministries and institutions, with support and input from families, the local community and
26 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
schools. In the end, this presentation highlights that education for multicultural families is not
only an issue for these families alone, but it also deserves and demands attention from the entire
society. Therefore, an effort to expand the understanding of multicultural education from being a
superficial, one-time event towards more of an active global citizenship education is considered
needed, and thus, is recommended.
References
Ministry of Education. 2014. 2015 지역 다문화교육지원센터 시범사업 선정결과 및 향후계획
[Selection Results for 2015 Community Multicultural Education Support Centre Pilot Project and Future Plans].
(In Korean). Sejong: Ministry of Education.
Ministry of Education, Korea Education Development Institute. 2015. 2015 Primary and Secondary Educational Statistics. Seoul, Korea: Educational Development Institute.
For more information, please visit: http://eng.nile.or.kr/eng/main_2012.jsp
27
PLENARY IV
The Out-of-School Children Initiative (OOSCI)
Moderator:
Ms. Simrin Singh, Senior Specialist on Child Labour
International Labour Office (ILO), Thailand
Presenters:
Ms. Aurélie Acoca, Assistant Programme Specialist
UNESCO Institute for Statistics (UIS-Bangkok), Thailand
Ms. Camilla Woeldike, Education Consultant
(SEA-PLM/OOSCI/UNGEI), UNICEF EAPRO, Thailand
Mr. Sanaullah Panezai, Education Specialist
(UNGEI/Equity/Quality), UNICEF ROSA, Nepal
Country Representatives:
Ms. Purnima Gurung, Education Officer
UNICEF ROSA, Nepal
Mr. Tuan Khanh Le, Deputy General Director
Department of Finance and Planning, Ministry of Education and Training, Viet Nam
Ms. Marieta Atienza, Project Development Officer V, Chief
Education Management Information System Division, Planning Service, Department of Education, Philippines
OOSCI aims to develop capacity and promote effective collaborations and partnerships among
governments, CSOs, international organizations, private sector partners and interested individuals
to ensure all children, in particular OOSC in Asia and the Pacific region, an access to quality
education. The main function of the OOSCI involves: (1) Information sharing and dissemination;
(2) Advocacy; (3) Analytical Research; (4) Capacity Building; and (5) Fundraising and joint project
implementation through partnership. The three main stages of OOSCI include exploring the links
among profiles, barriers, and policies, which includes three steps: (1) Developing comprehensive
profiles of excluded children using consistent and innovative statistical methods; (2) Linking these
profiles to the barriers and bottlenecks that lead to exclusion; and (3) Identifying, promoting and
implementing sound policies that address exclusion from a multi-sectoral perspective.
28 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
This presentation seeks to review the framework and guidelines used to identify OOSC, as well as
present country cases which present OOSCI at various stages of implementation. Sixteen countries
in the Asia-Pacific are engaged in OOSCI, and noteworthy results of OOSCI in the Asia-Pacific
include, but are not limited to the following: (1) OOSCI led to improvements in data management
and monitoring systems; (2) OOSCI helped to improve inter-sectoral cooperation and partnerships;
and (3) OOSCI helped to provide the needed evidence and incentives to address underlying
bottlenecks and barriers to education development.
The case studies of Nepal, Viet Nam, and the Philippines are presented, respectively. Each
presentation highlighted that working with multi-sectoral and targeted interventions is required.
The primary barriers to policy recommendations; the processes that the study benefited or
initiated; how the study can be utilized; and details regarding how the findings helped inform
policies and education sector reforms in each country are discussed and elaborated upon. Each
country reported concrete positive outcomes and profound impacts of OOSCI for OOSC in their
respective contexts.
This presentation also reviews effective interventions for OOSC, especially noting that South Asia
is the region with the highest number of OOSC at 36.1 million, with 8.8 million of primary school
age and 26.3 of secondary school age (UIS, 2015). Thus, an analysis of interventions was initiated
and completed, with the criteria for evaluating effectiveness for these interventions provided
in this presentation. Most notably, it is reported how ECD plays a role in addressing multiple
aspects concerning OOSC. Furthermore, enrollment campaigns have proven to be effective, and
when combined with other interventions, they become stronger. Additionally, the following
interventions have proven to be effective: (1) Pro-poor economic incentives (e.g., cash transfer);
(2) Standards for effective NFL programmes (Non-formal education/FLS interventions); and
(3) Sector Plans/Sector-wide Approaches (SWAps). This plenary concludes with the following
insights and recommendations regarding programming and initiatives for OOSC: (1) Expand ECD;
(2) Offer economic incentives; (3) Use targeted multi-sectoral interventions; (4) The quality and
innovation of FLS is key; (5) Utilize education sector plans to promote inclusive education for all
OOSC; and (6) Broaden data management systems.
References
UNESCO Institute for Statistics. (2015).
For more information, please visit: http://www.unicef.org/education/bege_61659.html
http://www.uis.unesco.org/Education/Pages/out-of-school-children.aspx
29
PLENARY V
Country Consultation Meetings
Facilitator:
Mr. Ichiro Miyazawa, Programme Specialist
Lifelong Learning and Literacy, UNESCO Bangkok, Thailand
The Country Consultation was set up to improve participation and the Outcome Document
prepared for the Asia Education Summit on Flexible Learning Strategies for Out-of-School Children,
which was held from February 24 to 26, 2016, in Bangkok, Thailand. The Consultation consisted
of group discussions and survey questionnaires. A total of 16 countries responded to the survey,
including Afghanistan, Bangladesh, Bhutan, Cambodia, India, Indonesia, Iran, Lao PDR, Maldives,
Malaysia, Mongolia, Myanmar, Nepal, Pakistan, the Philippines, Sri Lanka and Viet Nam.
Objective of the Country Consultation
The objective of the Consultation was to encourage inclusive discussion of challenges that keep
children out of school and determine the existing key mechanisWms that can help reach and retain
these children and improve education programmes. The country participants were requested to
provide an analytical base, inputs and ideas that could support countries in exploring innovative
and/or the existing mechanisms to develop and implement policies and programmes that affect
the children. Additionally, it aimed to reflect countries’ inputs in the Outcome Document prepared
by the Outcome Document Drafting Committee.
The discussions during the Consultation were carried out at two levels:
• T
hematic discussions were held on issues specifically confronting out-of-school children
(OOSC) and educational programmes in participants’ countries. Although issues discussed
among each country varied, major topics covered were related to equity and inclusion
in education and prominent challenges that helped shape the Outcome Document:
Governance, Capacity Development of Teachers, Pedagogies and Curricula, Gender,
Learners with Special Needs, Child Labor, Conflicts and Emergencies, Migration, Ethnic
Minorities and Employment.
• National discussions took place, with an aspiration to provide the educationally
underserved with inclusive and equitable education, within the framework of the
Sustainable Development Goal No. 4. During the discussions, mapping of partners and
the existing mechanisms/networks was briefly conducted to identify effective channels to
continue the momentum to provide OOSC with equitable, inclusive and flexible learning
opportunities.
The discussions were facilitated by the Outcome Document Drafting Committee, including
UNESCO Bangkok, SEAMEO Secretariat and civil society organizations.
30 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
The questions that were asked during the Consultation included:
1. Who is/are the target OOSC in your country?
a. Are there any recent reports or statistics on OOSC available?
b.What are the key issues and challenges that OOSC and service providers face?
2. W
ho are the existing partners and potential partners, such as implementers, NGOs,
donors, corporations, organizations such as the UN, universities, that work for OOSC
in your country?
3. Do we have existing networks already? Could we list them?
4. How could we best connect all partners on OOSC specifically?
5. W
hat kind of activities would be effective to share information and innovation among
all partners and to promote work together for OOSC?
6. What kind of support would you like UNESCO or external partners to provide?
Emerging Views for Flexible Learning Strategies for Out-of-School Children
One of the key messages was to build a shared vision on promoting and implementing sound
policies and programmes that address exclusion for OOSC, with clear recommendations for
governments, civil society organizations and broad stakeholders. Participants across a range of
countries mentioned that the needs to reduce learning barriers, ensure resources are secured
and effectively utilized, and create and/or enhance partnerships to support OOSC were on top
of their agendas.
The need for a framework or mechanism that connects all partners who support OOSC, so that all
voices are heard and everyone can influence the decision-making processes, which makes OOSC
less vulnerable, more empowered and more resilient to challenges, was also emphasized.
Lastly, all country teams in the Consultation called for an expanded network that helps disseminate
information, fosters innovation among all partners and promotes work together for OOSC. Three
major modalities of networks suggested by participants included 1) an online network; 2) a
country-level coordination meeting; and 3) a national task force/working group which consists of
the government and non-government members.
Additionally, the survey responses indicated that participants wanted more emphasis in the
following four areas to improve learning for out-of-school children:
• M
ore flexibility in the curriculum and education programmes: it was indicated that
inflexibility of the current flexible learning strategies will remain a major challenge for
children and teachers. While enrollment is high in general, attendance and retention rates
are low as many children cannot afford hidden school costs, such as transportation fees,
and are forced to support their family financially. This implies that education programmes
and strategies designed for OOSC need to be more flexible, which can prevent them
from dropping out.
• E
ffective utilization of technology and capacity development of teachers: countries
highlighted that use of technology for OOSC was limited. Technology can strengthen
learning activities and broaden learners’ educational opportunities in many ways, as it can
provide children in various locations and time zones with easily accessible information. In
order to use technology effectively, teachers must be given training and technical support.
31
• R
eaching the hardest-to-reach: although many more children now have access to
school, the last five percent, such as the poor, ethnic minorities, migrants, and children
with disabilities and those who live in remote areas, still do not have equal access to
education. To achieve the goal of providing education for all, these children must also be
reached.
• Inter-state migration: some countries brought up the lack of a clear policy and flexible
education options between states. As the Asia-Pacific region is experiencing challenges
related to migration, a system must be created that provides equal opportunities for
all children.
The Consultation exhibited the potential of enormous change. It highlighted the need to modify
existing educational archetypes of ensure equity and inclusion in learning. The Consultation
also made it clear that the issues faced by OOSC are multi-dimensional, and require progressive
thinking that ensures concrete results and quality, inclusive and effective learning.
Country Summary: Key Messages
This section summarizes responses from the countries that responded to the survey questionnaires
distributed at the end of the country consultation. This summary focuses on 1) active partners
for OOSC; 2) currently available sources regarding OOSC; 3) current donor- and/or the Ministry
of Education (MOE)-related networks; and 4) national coordinators. These items focus on the
national level.
Partners for OOSC
Multi-stakeholder partnerships, including the government, civil society organizations, UN agencies,
non-governmental organizations (NGOs), the private sector, academia and other actors, are critical
to the effective implementation of policies and programmes for OOSC. Except for Pakistan and Sri
Lanka, all of the countries who participated in the survey provided with lists of current partners
who support OOSC there. In order to more effectively utilize existing networks, further research
is needed. Questions that must be answered included how the partnerships can best be aligned
with OOSC work and what monitoring and reviewing processes are most effective. If necessary,
networks should be created.
Available OOSC-related sources
The availability of up-to-date and accurate data and information on OOSC is vital to create effective
policies and programmes for these children. As a brief mapping exercise of these resources, the
countries were asked to list relevant OOSC resources that were available to them. 12 out 16 countries
in the survey responded that reports on OOSC were available. Maldives answered that OOSC data
is being collected. Afghanistan, Malaysia and Nepal answered that they were not aware of any
sources specifically focusing on OOSC available at the national level.
Current donor- and/or MOE-related networks
Only Afghanistan and Myanmar were able to provide a list of donors that currently support
OOSC-related work in the educational field. Viet Nam identified potential donors who would be
interested in supporting OOSC work in the country. Further research on current donor- and/or
MOE-related networks need to be conducted in order to enhance the impact of partnerships on
OOSC work and its sustainability.
32 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
National coordinators for OOSC
Follow-ups
UNESCO’s actions have long been focusing on issues related to all learners, including those from
marginalized and disadvantaged communities. To promote activities that can prevent children
out of school and help those who are already out of school to access quality education, all key
stakeholders’ cooperative and mutual-aid actions for OOSC work is required. The following Country
Matrix summarizes the above mentioned four items. Further efforts are needed to maintain
communication with national coordinators and proactively follow up on relevant activities to
better understand current and potential donors and specific titles of networks.
33
Country Matrix
Partners for OOSC
Sources on OOSC
• MOE; Ministry of Labor,
Social Affairs, Martyrs and
Disabled (MOLSMD)
AFGHANISTAN
• UNDP; UNESCO; UNICEF
• NGOs: Aga Khan
Foundation, Save the
Children, Swedish
Committee for
Afghanistan
• Civil Society and Human
Rights Network (CSHRN)
• Directorate of Education
(DPE); MOE; Ministry
of Primary and Mass
Education; Ministry of
Chittagong Hill Tracts
Affairs (MOCHTA)
• UNESCO; UNICEF
BHUTAN
BANGLADESH
• INGOs: Save the
Children; ActionAid; Plan
International; Room to
Read; Edueo & NETZ
Donor-and/or
MOE-related
Networks
National Coordinator
for OOSC/
Organization
Although the specific
networks that involve
donors or the MOE
in Afghanistan were
not made clear,
USAID/Afghanistan,
World Bank (WB),
Danida and Global
Partnership for
Education (GPE) were
mentioned as donors
that support OOSC in
the country.
Mr. Shakir Habibyar,
Deputy Minister,
General Education,
MOE - Afghan
National Commission
for UNESCO (ANCU)
• Updated reports
on OOSC by
Bangladesh
Bureau of Statistics,
Bangladesh Institute
of Development
Studies, UNICEF
Mr. Iqbal Hossain,
Education Specialist,
UNICEF Bangladesh
• Annual Sector
Performance Report
(ASPR) 2015
• National NGOs: BRAC;
Dhaka Ahsania Mission
(DAM); Friends In
Village Development
Bangladesh (FIVDB);
Community
Development Centre
(CODEC); Rangpur
Dinajpur Rural Service
(RDRS); Village Education
Resource Center (VERC);
CARITAS; Jagorani
Chakra Foundation
(JCF); Underprivileged
Children’s Educational
Programs (UCEP); JAAGO
Foundation
• MOE; Ministry of Labour
& Human Resources;
National Statistical
Bureau
Annual Education
Statistics 2015
• UN agencies
• Save the Children
International
• NGOs: TARAYAWA
Foundation; LUDEN
Foundation
34 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
Ms. Tashi Lhamo,
Ministry of Education,
Bhutan
• Ministry of Education,
Youth and Sport (MoEYS)
CAMBODIA
• Cambodia Consortium
for OOSC (CCOSC)
• ILO; UNESCO; UNICEF
• Education
Management
Information System
(EMIS)
Mr. Lay Vutha,
National Programme
Officer, UNESCO
Phnom Penh
• United World School
(ethnic minorities)
• Friend International;
Krousar Thmey;
Indochina Starfish
Foundation (ISF); Teach
Cambodia
• Government bodies
(strong presence at
the national and the
village level)
INDIA
• CCOSC
• UN agencies; Word Bank
Corporates focusing on
Education (CSR policy)
• Universities
• At government level:
ºM
RB/SRI study
(2014)
º A
nnual status of
education report
(2015)
Ms. Farida Lambay,
Co-Founder, Pratham
Education Foundation
• Each state also
collects annual data.
• NGOs
INDONESIA
• MOE; Ministry for
Religious Affairs
• NGOs: Yayasan Rumah
Peradaban (for 6-18 year
olds); Taman Bacaan
Pelangi (or Rainbow
Reading Gardens);
Yayasan Abdi Budaya
Nusantara (YAEN);
Wisma Cheshire
Data Pokok
Pendidikan (Pusat
Data dan statustuc
pendidikan dan
kebudayaan)
• Parents; Community
leaders; PKBM
(Community Learning
Centers); TBM
(Community reading
gardens)
• CSOs (Ormas)
• MOE (leading);
Ministry of Labor;
Ministry of Interior
IRAN
• State welfare
organizations
• Governor General;
Governors
• Management and
planning organizations
Data on OOSC,
specifically focusing
on refugee, stateless
and undocumented
children, are not
available.
Khalilollah Cheraghi,
Ministry of Education
of Iran
Ms. Mathta Mohegh,
Programme Assistant,
UNESCO
Ms. Sara Yasan,
Education Specialist,
UNICEF
• UNESCO; UNHCR;
UNICEF
• NGOs
35
• UNESCO; UNICEF
• World concern, World
renew
• WB; ADB
LAO PDR
• Department of Foreign
Affairs and Trade (DFAT:
old AusAid)
• The OOSC profiles
analysis is mostly
done. The data are
from EMIS and the
Lao Social Indicators
Survey (20112012). However,
the profile report
is still in process.
NERI (under the
Ministry of Planning
and Investment),
in cooperation
with MOES, will be
conducting the
OOSC survey to
identify the barriers
in March-April 2016.
Ms. Phanthanome
Didaravong,
Department of
Planning, EMIS, MOES
MALAYSIA
MALDIVES
• Documents related
to Workshop:
OOSC barriers
and identifying/
revising key existing
policies and
recommendation
• MOE; Ministry of
Law & Gender; National
Drug Agency
Fathimath Zaaa,
Ministry of Education
• UNICEF
• Juvenile Justice Unit
• NGOs
• National Security
Council; MOE; other
ministries/government
agencies
Azlina Ahmad Kamal,
UNICEF Malaysia
• UNDP; UNFPA; UNHCR;
UNESCO; UNICEF
• Public & private
universities
• UNCIEF
MONGOLIA
In the process of
collecting data
• Adventist Development
and Relief Agency
(ADRA) Mongolia; Save
the Children of Japan;
World Vision (WV)
Annual statistics of
Ministry of Education,
Culture and Science
(MECS)
36 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
Otagonsuren
Ucagvaa, Ministry of
Education, Culture
and Science
MYANMAR
Implementers
Bop Htaw Empowerment
Program; Burmese Migrant
Teachers Association
(BMTA); Burmese Migrant
Workers Education
Committee (BMWEC);
Colabora Birmania (CB);
Eastern Burma Community
Schools (EBCS); Education
Thematic Working Group
(ETWG); Help Without
Frontiers (HWF); Karenni
Education Department
(KnED); Karen Education
Department (KED); Karen
Refugee CommitteeEducation Entity (KRC-EE);
Karen Teachers Working
Group (KTWG); Kayah
New Generation Youth
(KNGY); Myanmar Literacy
Resource Center (MLRC);
Migrant Education
Coordination Center
(MECC); Mobile Education
Partnership (MEP)Mon
National Education
Committee (MNEC); Mote
Oo Education; Myanmar
Education Consortium
(MEC); Myanmar
Indigenous Network for
Education (MINE); myME,
Scholarships for Street Kids;
Pathways to Accredited
Centers of Education
(PACE); Shan State
Development Fund (SSDF);
Thabyay; Youth Connect
Stay in School (YC-SiS)
PlayonSide
NGOs
ADRA; Child’s Dream;
Handicap International;
IRC; Jesuit Refugee Service;
MEII (Migrant Education),
Save the Children; World
Education; WV; ZOA
UN, ILO; UNHCR; UNESCO;
UNICEF; WFP
• There have been
no specific national
reports consisting
of updated statistics
about OOSC in
Myanmar.
Donors: USAID,
DFAT, UNICEF,
Educate a Child,
Swiss Development
Corporation, ADB, WB,
DFID
Mr. Gregory
Tyrosvoutis
• There was a national
census in 2014 that
has some relevant
information.
• Some information
exists for the
migrant and refugee
Burmese population
living in Thailand on
the border.
37
• Government agencies;
local bodies
Mr. Baikuntha
Aryal, Director of
Department of
Education
NEPAL
• UNCEF; UNEP; UNESCO
• GPE; National Campaign
for Education (NCE);
Nepal Research and
Education Networks;
Save the Children; Plan;
World Education; WV
• JICA
• ATLAS of Pakistan
2015
PAKISTAN
• ASER Report 2015
Out-of-School Youth
Data/Profile
Ms. Maya Nayo,
ECCD Education
Advisor, Save the
Children Philippines
N/A
• In 2014, UNICEF
completed a report
that covered all
25 island districts
of the country. The
details are available
on UNICEF’s website.
Kumara R.M.J.C.,
Ministry of Education
SRI LANKA
PHILIPPINES
Adhoc Secretariat
• Sri Lanka Education
information is in
MOE.
• General Statistics Office,
and Ministries
• UNESCO; UNICEF
VIET NAM
Ms. Talat Anjum,
DG Education
Ministy, M/O
Federal Education &
Professional Training
Istanbul
OOSC Country Study
2013
Potential donors:
Petrol Vietnam; Viettel;
Vinamilk
• Education Sector Group
(ESG): Save the Children,
Plan International,
Oxfam, WB
Nguyen Ngoc Vu,
Director, Planning &
Finance Department,
Ministry of Education
& Training
• JICA
• Viet Nam Institute for
Education Service
• Academy of Education
Management network
of universities
The national coordinators can be contacted through UNESCO Bangkok. If you wish to contact the
abovementioned national coordinators, please contact: [email protected]
38 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
39
© UNESCO Islamabad
© UNESCO/S.Chaiyasook
40 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
PART TWO
The Concurrent Sessions
SESSION 1
Governance
1A. Policy and Legislation
Moderator:
Dr. Asmah Ahmad, Programme Officer II
Southeast Asian Ministers of Education Organization Secretariat (SEAMEO Secretariat), Thailand
• 1A.1 National Cabinet Resolution 2005
• 1A.2 Education for Migrant Children in Sabah, Malaysia
• 1A.3 Madrasah Education: The ARMM Experience
• 1A.4 The Indian Experience
1A.1 National Cabinet Resolution 2005
Mr. Pumsaran Tongliemnak, Plan and Policy Analyst
Ministry of Education, Thailand
On 5 July 2015, Thailand’s National Cabinet approved the proposal by the Ministry of Education
(MoE), which stated that Thailand would provide basic education to every child, regardless of their
nationality or legal status. Therefore, this presentation reviewed how this 2005 proposal resulted
in having a positive impact on school enrolment and retention of migrant children, displaced
students, undocumented children and all children who do not hold a Thai nationality.
Thailand is one of the largest destinations of migrants in the Southeast Asian region, with more
than two million migrants from Myanmar, Cambodia and Lao PDR and with one million migrant
workers officially registered (2011). Thus, a chronology of the reformulation of policies concerning
the schooling of migrant children is discussed in this presentation, and an overview of the progress,
obstacles and ongoing efforts for out-of-school children in Thailand is provided.
41
1A.2 Education for Migrant Children in Sabah, Malaysia
Dr. Nur Anuar Muthalib, Head
International Education Coordination Unit, Ministry of Education, Malaysia
Sabah has continued to experience a large in-migration of workers, both legal and illegal, from
Indonesia and the Philippines, with smaller inflows of workers, among them from Myanmar,
Bangladesh and Pakistan. The high economic growth rates in Sabah, especially in the plantation
and construction sectors, coupled with underemployment in the Philippines and Indonesia,
create strong incentives for workers to find their way into the state. According to government
and private estimates, foreign nationals in Sabah numbered approximately one million in 2015,
which constitutes over thirty percent of the state’s total population.
This presentation discussed the provision of education for migrant children in Sabah, specifically
as concerns the cooperation between the Malaysian and Indonesian governments in providing
educational opportunities to Indonesian children living in palm oil plantations. This presentation
highlighted the 9th Annual Consultation between Prime Minister Dato’ Sri Mohd Najib bin Tun
Abdul Razak and President Dr. H. Susilo Bambang Yudhoyono, as this paved the way for
the establishment of Community Learning Centers (CLCs) under the auspices of the Sekolah
Indonesia Kota Kinabalu (SIKK) in Sabah for the children of Indonesian migrant workers in the
plantation areas. This initiative also included the granting of permits for Indonesian teachers to
teach at the CLCs.
Today, the education projects in the plantations are carried out with the collaboration of the Malaysian
MoE, the Indonesian government, NGOs and plantation companies. This presentation asserted that
this cross-sectoral collaboration has resulted in a “win-win” situation for children and parents and
provides an example of good corporate social responsibility in fulfilling the demand for sustainable
social wellbeing within the palm oil industry. This presentation also discussed the challenges
confronted and suggested ways forward in addressing the issue of out-of-school children in Sabah.
1A.3 Madrasah Education: The ARMM Experience
Prof. Alzad T. Sattar,
Department of Education, Autonomous Region in Muslim Mindanao (DepEd-ARMM), Philippines
In the Autonomous Region in Muslim Mindanao (ARMM), the Bureau of Madaris Education
(BME) is an institution under ARMM mandated by law to implement, supervise, and monitor the
madrasah education program in the region. This program uses the Standard Madrasah Curriculum
(SMC), which has two components of which 50% is Islamic, and 50% is secular. Presently, there
are 76 integrated madrasahs registered and granted the Permit To Operate (PTO) by the BME
since its implementation in 2015. BME’s philosophy is that, “No Bangsamoro children shall be left
uneducated, both, in Islamic and secular education.”
This presentation shared the ways in which the madrasah education program in the ARMM targets
the school-less communities, especially in areas where armed conflict is present, as this is planned
to be a long-term program for peace and development. Thus, the impact of this program on the
children, the parents, and the community is shared, as well as BME’s experiences and challenges
in the course of the implementation of the integrated madrasah in the Autonomous Region in
Muslim Mindanao.
For more information, please visit: http://bureauofmadariseducation.armm.gov.ph/
42 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
1A.4 The Indian Experience
Ms. Surbhi Jain, Director (EE-II)
Department of School Education and Literacy, Ministry of Human Resource Development, India
Sarva Shiksha Abhiyan (SSA), the “Education for all Mission”, is an Indian Government programme
that began in 2000-2001, and it remains one of the largest programmes of its kind in the world for
universal elementary education. The key goals of SSA include universal access, bridging gender
& social category gaps, universal retention and quality education. SSA was mandated by the
86th amendment to the Constitution of India, which made free and compulsory education a
fundamental right. The Right of Children to Free and Compulsory Education (RTE) Act was then
passed by the parliament of India in 2009 and came into effect on 1 April 2010. With the RTE Act,
SSA acquired the necessary legal force for implementation, as it mandates free and compulsory
elementary education for all children in the age group of 6-14 years and is committed to ensuring
all children, regardless of their social identity, physical challenges or health status, have access to
education in a safe, secure and caring environment. Thus, central to the RTE Act 2009 is making
school spaces inclusive, welcoming and open to all.
This presentation discussed the ways in which the RTE Act 2009 makes special provision for
out‑of-school children. Additional measures to encourage education are reviewed, including the
provision of free textbooks to children and the provision of mid-day meals. Furthermore, a review
of the procedural barriers to learning, which are removed via legislation, as well as the greater
emphasis on community involvement and ownership through School Management Committees
(SMCs) are discussed.
1B. Equivalency Programmes with Assessment Systems
Moderator: Mr. Ichiro Miyazawa, Programme Specialist
Lifelong Learning and Literacy, UNESCO Bangkok, Thailand
• 1B.1 Accelerated Learning in Cambodia
• 1B.2 Expansion of NFPE in Myanmar
• 1B.3 Status of Out-of-School Children and Flexible Learning Strategies in Nepal
1B.1 Accelerated Learning in Cambodia
Mr. Kuoch Kou Lom-A, Director
Department of Non-Formal Education, Ministry of Education, Youth and Sport, Cambodia
In Cambodia, the policy for the Non-formal Education Equivalency Programme (NFE EP) was
approved in 2008 so as to ensure that all people living in Cambodia will be provided with equitable
access to quality education and lifelong learning. Non-Formal Education seeks to flexibly provide
an opportunity for those who lose access to formal education—out-of-school children, youth and
adults—to continue learning outside of the regular formal system. As of 2015, primary EP has been
implemented in 15 provinces and the capital city of Phnom Penh by the government (MoEYS)
and development partners.
43
This presentation reviewed the NFE primary EP and shared that not only is it equivalent to formal
education in terms of curriculum and certification, but also in terms of the training of staff, teachers,
policy, delivery mechanism, the teaching-learning process, management, programme monitoring
and evaluation, learning assessment and qualification. The programme is therefore important and
helpful for those children who lack the time to attend six years of formal schooling, yet want to
continue learning and obtain a certification without this affecting their time to help their families.
Thus, the programme is intensive and has two primary contents: (1) Academic content (70% of
EP), selected from the formal education curriculum; and (2) Life skills content (30% of EP). This
presentation therefore reviewed the details of the NFE EP programme in Cambodia as it focuses
on out-of-school children, including child laborers/working children, so that they may be given
the opportunity to study, make a living and prepare for a bright future.
References
Cambodian Ministry of Education, Youth and Sport (MOEYS). (2008). Policy on Non-formal Education
Equivalency Programme. Retrieved from http://www.moeys.gov.kh/en/policies-and-strategies/536.html#.Vw4KGCN95xg
44 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
1B.2 Expansion of NFPE in Myanmar
Mr. Tin Nyo, Vice-Chairman
Myanmar Literacy Resources Centre, Myanmar
In Myanmar, the Non-Formal Primary Education (NFPE) programme was originally initiated by
MOE-UNDP-UNESCO as a joint project. It was reintroduced in five townships in the 2008-09
Academic Year (AY), and the programme has been expanded yearly. At present, in the 2015-16
AY, there are 94 townships in Myanmar and Maesot, Thailand that participate in this programme.
This presentation shared that NFPE is an accelerated primary education programme that allows
out-of-school children to complete the five years of formal primary education in two years. The
target learners of NFPE are out-of-school children (ages 10-14 years old) who are unable to go
through the formal education system or who have dropped out from formal primary education.
According to the regular programme for each academic year, learners are to attend classes at NFPE
centers 2.5 hours per day for 204 days. NFPE in Cambodia also includes innovations in flexible
learning strategies, notably mobile facilitators; intensive teaching; and a national standardized
evaluation system for quality assurance of NFPE, with standardized scales items and test
development study. The positive progress, outcomes and impact of such initiatives are discussed
in this presentation, including current data regarding programme completion and the number of
students who have joined the formal education system.
1B.3 Status of Out-of-School Children and Flexible Learning Strategies in Nepal
Mr. Babu Ram Poudel, Executive Director
Curriculum Development Center, Sanothimi, Nepal
Nepal implemented a series of large-scale reform programs in the school education sector since
the 1990s, with the objectives of enhancing access and equity, and improving the quality of
education. Building on the success of these reforms, the Government implemented a 7-year
School Sector Reform Plan in FY2009/10. Its overall objectives are to: (1) Expand access and equity
to education; (2) Improve quality and relevance of education; and (3) Strengthen the institutional
capacity of the entire school education system. In addition, the 2015 Constitution of Nepal
declared education a human right, where basic education is free and compulsory and secondary
education is compulsory. Thus, in 2014/15, the net enrollment rate in primary education reached
96.4% and basic education reached 87.5%. However, Flash report data of the DoE shows that
approximately 4% of the relevant age group of children in primary and more than 12% in basic
education continue to remain out-of-school.
This presentation reported that progress in education for OOSC in Nepal was possible due to the
provision of policies, various scholarships, incentives and other affirmative actions, such as the
provision of free textbooks for all students up to grade 10 and for targeted groups of children in
grades 11 and 12; the abolition of all forms of school fees; targeted scholarships for all girls, Dalits,
highly marginalized and endangered Janajatis, students with various disabilities, and students from
the Karnali Region; the provision of mid-day meals in food deficit districts; special incentives for freed
bonded laborers; and special provisions for remote area students. This presentation also shares the
additional innovative strategies; specific programmes and activities; as well as partnerships sought
and adapted, which aim to reach and provide educational opportunities for all OOSC in Nepal.
45
1C. Sustainable Financing
Moderator:
Mr. Tanvir Muntasim, International Policy Manager on Education
ActionAid International, Thailand
• 1
C.1 Sustainable and Innovative Financing for Disabled and Disadvantaged OOSC
in Thailand: Mae Hong Son Model
• 1
C.2 Social Impact Bond: Sustainable Finance for Initiatives that Improve Learning
Opportunities and Outcomes for Out-of-School Children (OOSC) and the Most
Marginalized Populations
• 1
C.3 Natural Resources Tax: The National Education Plan and CAQi implementation:
An urgent need to face out-of-school children challenges in Brazil
• 1C.4 Girls Education Support Program: Flexible Response Fund
1C.1 Sustainable and Innovative Financing for Disabled and Disadvantaged
OOSC in Thailand: Mae Hong Son Model
Mr. Amnat Wichayanuwat, Director of Special Education Bureau
Office of Basic Education Commission, Ministry of Education, Thailand
Thailand’s Bureau of Special Education is committed to providing education and services that
build productive, meaningful lives for children with disabilities and disadvantaged children.
Presently, there are 77 special education centers; 46 special needs education schools; 23,877
inclusive programs with 383,196 students; 51 schools educating disadvantaged children; and
42 hospital-based programmes. The Mae Hong Son (MHS) Model is revealed as an innovative,
multi-stakeholder model of collaboration, which seeks to move towards universal education and
provide educational opportunities for all.
The MHS Model has three major goals: (1) To ensure all school-age children with special needs
can ask for and receive an education; (2) To develop information sharing between ministries at
the local level; and (3) To strengthen inter-ministerial collaboration mechanisms at the local level.
This presentation contended that the MHS model works due to the following enabling factors:
(1) Educational policy; (2) Collaboration; (3) ICT support; and (4) Alternative Education Programs.
The challenges that remain are also disclosed, including: poor attitudes towards children with
disabilities; the lack in stakeholder’s knowledge; and the increasing number of students with
multiple disabilities. However, Thailand’s MoE reiterated its commitment and strong political will
for children with special needs as it proclaimed, “2016 is the year of collaboration to promote
education with special education needs.”
46 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
1C.2 Social Impact Bond: Sustainable Finance for Initiatives that Improve
Learning Opportunities and Outcomes for Out-of-School Children (OOSC)
and the Most Marginalized Populations
Mr. Manas Rath, Founder
Blue Lotus Advisors, India
The Social Impact Bond, or Development Impact Bond, is a mechanism whereby payment is
made only when agreed upon results are achieved. Thus, it is an instrument that can help in an
effective, transparent and scalable manner that both service providers and funders/governments
seek. With this instrument, the Service Provider and the Funder (Donor or Government) agree
upon a payment mechanism based on achieving certain clearly defined outcomes. An Investor
may therefore provide working capital to the Service Provider to deliver the program and achieve
results. If the Service Provider achieves results and gets paid by the Funder, these funds are repaid
to the Investor, who could stand to earn a profit or loss, depending on the terms of the contracts
and performance of the Service Provider.
This presentation reviewed the important aspects of designing a Development Impact Bond,
which include selecting the target audience within a geographic location; setting an accurate
baseline; setting targets for different time periods; and developing a payment structure based on
achieving different levels of targets. It is argued that across education, healthcare, sanitation and
other activities where clear and objective goals can be set and measured, Social Impact Bonds
can help donors and governments hold social organizations more accountable, while providing
the flexibility to design and adapt programs as needed, such that goals are met.
1C.3 Natural Resources Tax: The National Education Plan and CAQi
implementation: An urgent need to face out-of-school children challenges
in Brazil
Ms. Maria Celia Giudicissi Rehder, Project Coordinator
Brazilian Campaign for the Right to Education, Brazil
The Brazilian Campaign for the Right to Education is a network composed of over 200 civil society
organizations that is politically and socially active, as members advocate for a paradigm shift in
the discourse on educational policies, including publicly supporting adequate financial funding
to ensure a minimum standard of quality, dignity and professionalism in Brazilian education. Thus,
this presentation shared the success story of the Brazilian civil society’s fight for the inclusion of
3.8 million out-of-school children. Sixteen years of activism resulted in important achievements,
such as the inclusion of the Cost of Initial Quality Education per Student (CAQi) into national law
(National Education Plan, Law number 13.005) in June 2014. According to the National Education
Plan, the CAQi must be implemented in all state and city education systems by 2016, with financial
support from the federal government.
This presentation also shared an innovative financing option for education—the Oil Royalties
to Education Law (Law 12.858/2013). This education law allocates 75% of Oil Royalties and 50%
of Pre-Salt Social Fund for public education. The challenges with this financing scheme are
47
addressed, including the need to correct regional inequalities and prioritizing States and weaker
municipalities. Furthermore, effective local advocacy efforts are addressed in the presentation, as
well as the importance of civil commitment and action to transform and improve the educational
landscape for all children.
1C.4 Girls Education Support Program: Flexible Response Fund
Dr. Shama Dossa, Director
Monitoring, Evaluation, Research and Learning (MERL) Unit, Aga Khan Foundation, Afghanistan
The Aga Khan Foundation (AKF) Afghanistan is working in 53 districts through a multi-input area
development approach (MIAD), aiming to improve the quality of life of the people in the coverage
area. Working under the government’s qualification framework, AKF’s education programs mostly
concentrate on school education (K-12), and it has been supporting 216 government schools,
70 early childhood development centers and nearly 300 community based education classes in
partnership with the Ministry of Education. This presentation on the Flexible Response Fund (FRF)
of the Girls Education Support Program (GESP) highlighted the importance of flexible, participatory,
multifaceted and inclusive approaches when seeking to address barriers to girls’ education.
The FRF was a component of GESP, designed to address an array of barriers preventing Afghan
girls from entry and retention into upper grades. As the needs in the community vary from
context to context, the concept was to keep the fund flexible in order to address contextual
needs. The efficiency and effectiveness of FRF resides in its multifaceted approach through which
it strategically addressed barriers to girls’ education, and study findings showed that the FRF
contributed to addressing an array of barriers that were preventing girls from accessing school
and completing their education.
This presentation reported that despite the challenges confronted, the Flexible Response Fund
has been an effective program in addressing the barriers in girl’s education in AKF program areas
within Afghanistan. The effectiveness of the program can be clearly seen in the increase in girls’
enrolment; the decrease in dropout rates; the increase in graduation rate from schools and Kankor
exam results; the reduction of stigma towards girls’ education; and the decrease in early marriages
within focus communities. The flexible nature of the program coupled with its positive influence
also demonstrates that such a program can be implemented in other contexts.
For more information, please visit: http://www.akdn.org/publications/2014_girls_education_
afghanistan.pdf
48 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
1D. Collaboration with Non-Governmental Organizations
(NGOs)
Moderator:
Ms. Farida Lambay, Co-Founder & Trustee
Pratham
• 1D.1 Help without Frontiers & the MoE
• 1D.2 An Integrated Approach from the Cambodian Consortium for OOSC in Cambodia
• 1D.3 Government Collaboration Ensures Sustainability - School Moving with Migrant
(Out-of-School) Children: A Successful Experience of Aide et Action to Ensure Continued
Education for Migrant Children in India
1D.1 Help without Frontiers & the MoE
Ms. Siraporn Kaewsombat, Director
Help Without Frontiers (HwF) Thailand Foundation, Thailand
Help without Frontiers (HwF) has been working in the education area for migrant children on the
Thai-Myanmar border since 2002. There are approximately 65 “migrant learning centres” (MLCs),
targeting around 14,000 migrant children from Myanmar, and HwF continues to assist 14 of these
MLCs. For many years, there was no harmonization of curricula taught in these MLCs. Consequently,
the education received was not recognized by the Thai government or the Myanmar government.
Therefore, many of the migrant children who attended these schools had little prospects for the
future, as their education was not formally recognized. This inevitably led to, and leads to lowincome jobs, high dropout rates of children, and children not accessing school.
This presentation reported that in 2012, Help without Frontiers Thailand (HwF TH) urged the topic
of non-recognition of certificates and launched a project with the Foundation for Rural Youth (FRY)
to identify alternative ways for migrant education systems for the children. The overall objective
was to improve the education system for migrant children along the Thai-Myanmar border, and
the primary goal was to introduce the formal curricula (Myanmar and Thai) to the MLCs. This was
a pilot initiative that required diplomacy and negotiation with both Ministries of Education (MoE),
and therefore, HwF approached UNESCO, the lead UN organization in promoting education, to
support this initiative.
HwF shared the non-formal primary education (NFPE) idea and information with UNESCO, and
UNESCO selected HwF to implement the project, ‘Mobile Literacy for OOSC’, which was launched
in 2014 and is an ongoing project. This presentation emphasized that without the fruitful
collaborations among different players on the local, regional, national and international levels,
the NFPE initiative would not have been successful. Thus, this case proves once more that only
a multi-stakeholder approach can improve the overall situation of access to education and its
recognition for migrant children.
For more information, please visit: http://www.helpwithoutfrontiers.org/
49
1D.2 An Integrated Approach from the Cambodian Consortium for
OOSC in Cambodia
Mr. Chanveasna Chin, Executive Director
NGO Education Partnership (NEP), Cambodia
Mr. Socheat Lam, Coordinator
Cambodian Consortium for Out-of-School Children in Cambodia (CCOSC), Cambodia
The Cambodia Consortium for OOSC in Cambodia (CCOSC) consists of 20 leading organizations
in the field of education that reach out to children of diverse needs and contexts. It is built on
the established structures and proven strategies of its members, and it serves as a genuine and
significant vehicle for shared learning and cooperation, as well as for the promotion of best
practices in the education development sector across the country.
The CCOSC mission is to contribute to a comprehensive Cambodian inclusive education system
that caters to every child, including children with disabilities, street children, over-aged students,
poor and remote children, and ethnic minorities. CCOSC plans to enroll and retain at least 55,000
OSC (50% girls and 50% boys) in the formal or non-formal education system.
This presentation shared the common approach, which focuses on four specific objectives (Access,
Quality, Capacity Building and Research/Advocacy) across five components: (1) Children with
disabilities; (2) Street children; (3) Over-age children; (4) Ethnic minority children; and (5) Poor
and remote children. This presentation also shared that CCOSC mainstreams three cross-cutting
themes on gender, disability and education in emergencies. It is noted that the consortium has
good foundations for success given that it operates around established structures and regroups
core similarities in partners’ implementation and design facilitated by the local context.
This presentation also reported how Aide et Action, in partnership with 20 partner organisations
in Cambodia, and with the financial support from Educate A Child and partners, has enrolled and
retained 33,409 OOSC as of 2015, with 46% being girls in formal or non-formal education system.
For more information, please visit: http://www.ccosc.org/
50 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
1D.3 Government Collaboration Ensures Sustainability – School Moving
with Migrant (Out-of-School) Children: A Successful Experience of Aide
et Action to Ensure Continued Education for Migrant Children in India
Mr. Ravi Pratap Singh, Regional Director
South Asia, Aide et Action International, Sri Lanka
In India, internal migration involves a population of 309 million as per the Census of India (2001),
yet a more recent estimate puts the population of internal migrants at 326 million (National
Sample Survey Organization 2007-2008). This accounts for nearly 30% of the total population of
India. Migration in India is of two types: (a) Long-term, resulting in the relocation of an individual
or household; and (b) Short-term or seasonal/circular migration, involving the back and forth
movement between a source and destination.
This presentation shared Aide et Action International’s innovative study, work and lobbying efforts
regarding the plight of migrant children in select states in India, including the development of
a comprehensive mapping methodology, which can identify the number of migrant children
of school age, their source areas (so as to know the children’s language of instruction in school)
in various specific locations of inter-state migrant populations. Innovative ways of addressing
the migrant situation are also shared, including mobile teachers and the use of mother tongue
language materials in educational endeavors. Furthermore, the process of government
collaboration to address the teaching and learning needs of these migrant populations has been
developed in targeted states, and Aide et Action shared their proactive work with other state
governments, which is aimed at convincing governments to adopt this process so as to ensure
the continuation of education for millions of children who migrate with their parents seasonally
(cyclic migration). AEA is working towards the adoption of this collaborative practice as part of
the Inter-state Migrants Act of India, so as to ensure that this innovative mechanism becomes
mandatory for all state governments to adopt and practice.
For more information, please visit: http://www.aea-southasia.org/
1E. Collaboration with the Private Sector
Moderator:
Prof. Michael Morrissey, Senior Education Adviser
Educate A Child (EAC), Qatar
• 1E.1 Partnership Development
• 1E.2 The Chiang Mai Initiative (CMI)
• 1E.3 Microsoft & Partnerships
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1E.1 Partnership Development
Mr. Richard Welford, Chairman
CSR Asia
This presentation set the stage for the discussion on partnerships, highlighting that there is a big
role for the private sector to play in development issues, including education. This presentation
therefore clarifies that partnerships concern the active engagement of the private sector with
government, NGOs or both. The discussion affirmed the fact that the private sector is now
recognizing the limitations of philanthropy, and these key limitations of traditional philanthropy
are reviewed.
The need for strategic thinking about how to use company assets and expertise was also
emphasized in this presentation. Furthermore, an overview of the points of interest and concern
regarding partnership development was provided, thus reviewing the most common reason why
partnerships fail; the different ways in which to work with partners; the common challenges for
partnerships; lessons learned; as well as the characteristics of successful innovative partnerships,
which are leadership, commitment, openness to change, strong relationships and shared goals.
CSR Asia has worked side by side with leading organisations across sectors (NGO, government and
business) that want to find ways to work together and create effective sustainable development.
CSR Asia has contributed to some of the most successful multi-sector partnerships in the region,
including the Roundtable on Sustainable Palm Oil.
For more information, please visit: http://www.csr-asia.com/
1E.2 The Chiang Mai Initiative (CMI)
Mr. Sin-ard Lampoonphong, Office of the Basic Education Commission (OBEC)
Ministry of Education, Thailand
The Chiang Mai province reported 11,985 migrant children are in public schools (OBEC, 2015). In
order to address the issue of providing education for migrant children, the following initiatives in
Chiang Mai were supported and utilized: (1) Awareness raising platforms; and (2) Good practices
from the private sector. This presentation shared how the Chiang Mai provincial education office
invited private sector participation in schools, and utilized the public-private partnership model
(Pracha Rat Model) in educational management for migrant children in the Chiang Mai province.
Public Private Partnership (PPP) recommendations for the Thailand educational system are also
highlighted.
52 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
1E.3 Microsoft & Partnerships
Ms. Mei Ling Tan, Global Digital Learning Strategy Team
Microsoft, Singapore
Microsoft seeks to utilize features and functionality for all levels and abilities, from early learners to
advanced students, and for teachers and administrators, through such programmes as: Microsoft
Data Gathering, Microsoft Flashcards, Chekhov Story Author, Microsoft Education Delivery,
Worldreader, Microsoft Educator Community, Microsoft Math, Skype in the Classroom, as well
as Office 365 and Office Online. In this presentation, case studies of Microsoft collaborating
with numerous and diverse partners are shared, highlighting various country and community
projects. For example, Microsoft, with Digital Education Services (DES), partners with Pearson
Foundation and the International Learning Association for teacher training in various contexts
(e.g., Indonesia & Bangladesh). The sustainability of programmes via partnerships is highlighted,
as well as advances in education access and quality, specifically due to partnerships. The robust
features and capabilities, as well as rich data and powerful analytics, of Microsoft projects when
partnering with local education efforts are emphasized.
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CONCURRENT SESSION 2
Capacity Development of Teachers
2A. ICT & Capacity Development
Moderator:
Mr. Mike Michalec, Founder
EdTech Asia, Thailand
• 2A.1 Capacity Development
• 2A.2 The Advancing MOOCs for Development Initiative: Online learning for
Workforce Development
• 2
A.3 Capacitating Teachers and Teacher Educators for Effective ICT-Pedagogy
Integration: UNESCO Pledges to Promote Digital Equity
2A.1 Capacity Development
Ms. Rommuk Piachan, Specialist in CSR Communications Strategy
Public Relations/Trueplookpanya, True Corporation, Thailand
True is the only fully integrated communication provider in Thailand. Thus, True aims to provide
Thai youth, teachers, and the general public with equal opportunities to access information and
knowledge so as to inspire sustainable learning, virtues and environment preservation awareness.
Therefore, this presentation featured selected innovative projects and methods that True has
initiated and supported.
The innovative project, True Plookpanya, was highlighted, as this project seeks to support two
types of schools: Standard Schools (currently 6,000) and Model Schools (currently 58), with a
target of 10,000 schools. Under this programme, True provides digital educational media and
equipment for schools. For the Model Schools, along with digital materials, an IT expert is hired to
assist teachers. This presentation also shared how this project resulted in the largest knowledge
database in Thailand.
This presentation primarily reviewed the best practice indicators in the True Plookpanya Model
School; the ways in which the project inspires and broadens perspectives; and the use of annual
trainings and workshops to develop the capacity of educators. The extent of True’s training is
given, as more than 8,000 teachers from 4,000 schools nationwide were trained in 2011 on digital
educational media and equipment usage in 77 provinces. Currently, 36 True Plookpanya schools
have been named ‘ICT Best Practice Schools’, and the Office of Teacher Civil Service and Educational
Personnel (OTECP) under the Ministry of Education (MoE) has endorsed the True Plookpanya
Model School.
For more information, please visit: http://www.trueplookpanya.com/
54 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
2A.2 The Advancing MOOCs for Development Initiative: Online learning
for Workforce Development
Mr. Scott Anderson, Director
The Advancing MOOCs for Development Initiative, IREX - The Philippines, Colombia and South Africa
Online courses have the potential to expand quality education and career training worldwide.
However, few people in developing countries access Massive Open Online Courses (MOOCs),
despite the fact that MOOCs are open to the public and often free. Recognizing this unmet
potential, the U.S. Agency for International Development (USAID) and CourseTalk, the largest
source of MOOC reviews, have partnered to determine how online education can best help young
adults across the developing world grow successful careers. This initiative is driven by research
on MOOC usage in Colombia, the Philippines and South Africa conducted by the Technology
and Social Change Group (TASCHA) at the University of Washington’s Information School with
support from IREX, a nonprofit development organization. Thus, this presentation shared how
public-private partnership aims to harness the power of Massive Open Online Courses (MOOCs)
to help young adults across the developing world grow successful careers, potentially leading to
stronger economies.
For more information, please visit: https://www.irex.org/projects/advancing-moocs-developmentinitiative-amdi
2A.3 Capacitating Teachers and Teacher Educators for Effective
ICT-Pedagogy Integration: UNESCO Pledges to Promote Digital Equity
Mr. Miron Kumar Bhowmik, Programme Officer
UNESCO Bangkok, Thailand
*Contributing Authors:
Miron Kumar Bhowmik, Jonghwi Park, Maria Melizza Tan, and Auken Tungatarova. The authors are
ICT in Education Team Members at UNESCO Bangkok. The first author presented at the summit.
The widespread use of computers and ICTs in Education has been observed in the past decades
in both developed and developing countries. However, the uncomfortable reality is that only
41% of the total population in the developing countries are connected, compared to 83% in the
developed countries in 2015, let alone the striking figure that a mere 9.5% are connected in the
least developed countries. Yet, this figure portrays only the issue of access to connectivity, which
does not fully encapsulate the other important aspects of digital equity. The notion of digital equity
does not simply focus on access to connectivity and technology. It entails access to high quality
digital educational materials and resources in local languages; educators’ ability to create and share
digital content; educators’ opportunities to receive related training from expert educators; as well
as proper and available access to high quality research (Resta & Laferrière, 2008). This implies that
empowering teachers and teacher educators is central to the digital equity discourse.
The Incheon Declaration and its associated Framework for Action (UNESCO, 2015) also highlights
that the role of teachers and teacher educators has never been more important in order to
achieve ‘inclusive, equitable and quality education and lifelong learning for all’, the newly adopted
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Sustainable Development Goal (SDG) Four The importance of ICT in achieving the SDG Four is
also well emphasized in the Education 2030 agenda. In light of the abovementioned facts, this
presentation highlighted UNESCO Bangkok’s ongoing projects that have particular elements to
promote digital equity through teacher empowerment in ICT across the Asia Pacific region.
References
International Telecommunication Union [ITU]. (2015). ICT facts and figures. Retrieved from http://www.itu.int/en/
ITU-D/Statistics/Documents/facts/ICTFactsFigures2015.pdf
Resta, P., & Laferrière, T. (2008). Issues and challenges related to digital equity. In J. Voogt & G. Knezek (Eds.),
International handbook of information technology in elementary and secondary education
(pp. 747-761). New York: Springer.
UNESCO. (2015). Education 2030: Incheon Declaration and Framework for Action. Retrieved from http://www.unesco.
org/new/fileadmin/MULTIMEDIA/HQ/ED/ED/pdf/FFA_Complet_Web-ENG.pdf
For more information, please visit: http://www.unesco.org/new/en/unesco/themes/icts/
56 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
2B. Effective Pre-Service Teacher Training
Moderator:
Ms. Lay Cheng Tan, Programme Officer
Asia-Pacific Programme of Educational Innovation for Development (APEID) UNESCO Bangkok
• 2B.1 Nepal Teacher Training Innovations (NTTI): A Comprehensive Approach to
Introducing Best Teaching Practice Methodology
• 2B.2 Widening the Circle: Re-conceptualizing Teacher Education as Professional
Development Schools in Rural Cambodia
• 2B.3 Using the Gradual Release of Responsibility Framework in Pre-Service Teacher
Training for Southeastern Myanmar
2B.1 Nepal Teacher Training Innovations (NTTI): A Comprehensive
Approach to Introducing Best Teaching Practice Methodology
Ms. Ashley Hager, Founder, Project Director
Nepal Teacher Training Innovations (NTTI), Nepal
Nepal Teacher Training Innovations (NTTI) partners with PHASE Nepal, which is a local NGO that
seeks to provide health care and education in remote villages. Working with PHASE, NTTI seeks to
provide children who live in extremely remote and resource-poor Himalayan communities access
to well-trained teachers and effective schools. By encouraging critical and creative thinking, the
NTTI project ensures that Nepal’s most disadvantaged students graduate with the skills they need
to thrive in today’s world.
This presentation reviewed the details of NTTI’s innovative model, which involve a cumulative
cycle of trainings and intensive follow-up support over three years. This three-year model
involves NTTI supporting teachers’ move from an awareness of effective teaching practices to
implementing best practice methodology in their own classrooms. It is reported that NTTI teachers
improve their classroom performance by an average of 62%, and certain teachers even improve by
as much as 95%. Furthermore, principals report that Mentor Teachers are successfully motivating
their peers and changing previously negative attitudes towards the teaching profession.
For more information, please visit: http://www.nepaltti.org/
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2B.2 Widening the Circle: Re-conceptualizing Teacher Education as
Professional Development Schools in Rural Cambodia
Dr. Yuriko C. Wellington, Founder/Director
Teach Cambodia, Cambodia
The mission of TeachCambodia.org, also known as The Cambodia International Pedagogical
Institute (CIPI), is to support the revitalization and achievements of the Cambodian educational
system through world-class teacher training, research and scholarly collaboration with educators
around the globe. Thus, this presentation shared the goals and practical ways in which
Teachcambodia.org addresses pre-service teacher training and school sustainability in Cambodia.
TeachCambodia.org ultimately aims to promote enhanced teacher education and to facilitate
the development of literate communities and the establishment of village “communities of
learning” sites. Additionally, TeachCambodia.org seeks to advance worldwide knowledge and
understanding of schooling in Cambodia through their three major activities: (1) Teacher
Training & Scholar Research Center; (2) Professional Development Laboratory Schools; and (3)
Sustainable Village Schools Campaign. This presentation therefore reviewed the work and vision of
TeachCambodia.org, as well as the innovative ways the organization is addressing teacher training,
student retention and school development.
For more information, please visit: http://www.teachcambodia.org/Teach_Cambodia/WELCOME.html
2B.3 Using the Gradual Release of Responsibility Framework in Pre-Service
Teacher Training for Southeastern Myanmar
Mr. William Gray Rinehart, Instructor/Teacher Trainer and Program Advisor
Bop Htaw Education Empowerment Program, Myanmar
*Contributing Authors:
William Gray Rinehart and Kristi Ley. The first author presented at the summit.
For teacher trainers and teacher training program designers working in low resource settings,
an important question is raised: How do we design pre-service programs that cultivate effective
teachers in our current context? This presentation therefore serves to highlight a pre-service teacher
preparation program in Southeastern Myanmar that is designed to provide meaningful, impactful
pre-service teacher training experiences. This model is based on theory and best practices applied
in other contexts.
Despite the challenges of functioning in low resource situations, the Bop Htaw Education
Empowerment Program developed a pre-service teacher training approach that supports the
use of the Gradual Release of Responsibility (GRR) model in Southeastern Myanmar. The four
stages of instruction – from “you watch” to “we will do together” to “you will do together” to “you
do it alone” – demonstrates the idea behind the “gradual release of responsibility” approach
for pre-service teaching education. The Bop Htaw teacher training program utilizes a 9-month
practicum in partnership with a local school and professional teacher trainers to allow pre-service
teachers to train in alignment with Pearson and Gallagher’s (1983) model. The design of the
58 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
program’s teaching practicum was explained in this presentation, and a discussion exploring the
implications of this programmatic approach for similar programs seeking to use the GRR model
in low resource settings followed.
References
Pearson, P.D. and Gallagher, M.C. (1983). The instruction of reading comprehension. Contemporary Educational
Psychology 8 (3), 317-344.
2C. Effective In-Service Teacher Training
(Ongoing Professional Development and Support)
Moderator:
Dr. Jim Ackers, Regional Education Adviser
UNICEF East Asia and Pacific Regional Office (UNICEF EAPRO), Thailand
• 2C.1 Transformative Learning: A Case of Building Young Active Citizens
• 2C.2 Building a Teacher-led Movement to Improve Children’s Learning Outcomes
• 2C.3 The Innovative Strategies Used to Increase the Access of Marginalized Children
in the Resistant-to-change District of Diamer in Gilgit-Baltistan of Pakistan
2C.1 Transformative Learning: A Case of Building Young Active Citizens
Mr. Kittirat Pluemjit, Project Manager
Siam Commercial Bank Foundation (SCBF), Thailand
The Siam Commercial Bank Foundation (SCBF) seeks to support and develop the youth of Thailand
to become quality citizens. Therefore, SCBF supports, in various capacities, local active agents,
including parents and community leaders, teachers, NGOs, government agencies and youth
leaders, as SCBF holds that these are the change agents who help to develop quality youth for
the future of Thailand. Thus, SCBF seeks to provide support in the following ways: (1) Planning
and target-setting; (2) Budgetary support; (3) Knowledge and skills development support; and
(4) Curriculum support.
This presentation emphasized the SCBF project that seeks to build young active citizens via
community projects with local NGOs. With this project model, the students learn to identify
and solve problems in the community, and the teachers/coaches focus on student learning
via guidance and support. In this way, life skills are developed in the students, including critical
thinking, teamwork, problem-solving, communication and research skills. In this model, learning
primarily takes place outside of the school. Therefore, this presentation shared the SCBF learning
platform for the coaches’ competency and knowledge management, highlighting that the coach’s
competency incorporates four parts: (1) Learning design; (2) Questioning and listening skills;
(3) Project management; and (4) Post-project review. In this way, SCBF seeks to continue to support
the professional development of its teachers/coaches so as elicit positive impact on the students,
community and the country.
For more information, please visit: http://www.scb.co.th/en/csr
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2C.2 Building a Teacher-led Movement to Improve Children’s Learning Outcomes
Mr. Sandeep Mishra, Director
STIR Education, India
STIR holds that the teacher is key to improving learning. Thus, STIR is building a model that
considers how a system can engage with teachers to create an ecosystem that can contribute
to addressing the learning needs of children. STIR has therefore worked intensively with 12,000
teachers across India and Uganda, as the organization ultimately holds that teachers can form the
solution to the learning crisis and play a very critical role in bringing out-of-school children into
the mainstream learning discourse.
STIR promotes the development of a “Starfish ecosystem” of educators that takes local contextual
factors into consideration and listens to teachers’ micro-innovations. The model seeks to build
the social capital of teachers and allows them to share and learn from each other by creating a
proactive network. Thus, the “Teacher Change-maker Journey” is highlighted in this presentation,
as it is micro-innovation centered, practice-centered and system-centered. This model also
includes a teacher certification and a systemic recognition process, developed when working in
close partnership with respective governments.
This presentation also reviewed how this model ensures mutual accountability between teachers
and their respective education system, which keeps the following four foci in mind: (1) Re-ignite
the professional spark in teachers and bring back the intrinsic motivation of teaching; (2) Invest
in the appropriate support structure, which enables teachers to sustainably collaborate, share
and learn to overcome the OOSC crisis; (3) Provide the foundation for a behavior shift across the
system and the professional; and (4) Initiate a paradigm shift by building a movement of “policy
change-makers” at the local, regional and national levels to address the deeper, structural issues
that impede teachers’ ability to overcome the crisis.
This presentation therefore brings the following areas into discussion: (1) STIR’s innovative use of
recognition and collaboration to lead behavior change and improve practice; (2) Why it is critical
to create space for practitioners to develop and train; and (3) Different strands of STIR’s approach
which could be instrumental to building an “Out-of-School Children” teachers’ community so as
to have a system that can address the crisis.
For more information, please visit: http://www.stireducation.org/
60 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
2C.3 The Innovative Strategies Used to Increase the Access of
Marginalized Children in the Resistant-to-change District of Diamer
in Gilgit-Baltistan of Pakistan
Dr. Mola Dad Shafa, Associate Professor and Head
The Agha Khan University- Institute of Educational Development’s Professional Development Center North
<PDCN>, Gilgit-Baltistan, Pakistan (VIDEO Presentation)
Aga Khan University’s Institute for Educational Development (AKU IED), since its establishment in
1993, has remained committed to the achievement of AKU’s vision “to serve the developing world
and Muslim societies in innovative and enduring ways by developing human capacities through
the discovery and dissemination of knowledge, and application through service.” Adhering to its
principle of reaching out to and serving the more marginalized and impoverished communities
in and outside Pakistan, AKU IED established its Professional Development Center, North (PDCN)
in 1999 in Gilgit-Baltistan of Pakistan so as to contribute to the socioeconomic development of
the communities through improving the educational prospects for children in the mountainous
and rural region of the country.
PDCN’s professional development initiatives for teachers, head teachers and educational
managers and its innovative approaches to increasing the local community’s meaningful
involvement and participation in schools have not only yielded tangible results in building
professional capacities of the academic staff in schools and district offices, they have also played
a key role in reversing the hitherto resistant-to-change attitudes of the local people towards the
education of their children, particularly their girls.
Thus, this AKU IED/PDCN presentation reviewed innovative and effective models and practices,
and it highlighted the success story of how the Education Development and Improvement Project
(EDIP) facilitated children’s, particularly girls, access to schools and how the resistance of local
communities was substituted with motivation for their children’s education. These models and
initiatives are particularly relevant and insightful for policymakers and practitioners participating
from other South-Asian contexts in understanding and enacting roles to address the issues
hampering children’s access to schools.
For more information, please visit: http://www.aku.edu/iedpk/Outreach/devproj/Pages/edip.aspx
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2D. Individualized Learning and Innovative Assessments
Moderator:
Mr. Tim Murray, Senior Education Specialist
Save the Children, Thailand
• 2D.1 Individualized Learning and Innovative Assessment Strategies
• 2D.2 Early Childhood Education: Creating Nurturing Learning Spaces for Optimum
Growth and Development
• 2D.3 Early Childhood Development Scales
• 2D.4 Assessment for Quality Education: Southeast Asia Primary Learning Metric (SEA-PLM)
2D.1 Individualized Learning and Innovative Assessment Strategies
Ms. Elizabeth Mehta, Founder
Muktangan, India
Muktangan, an initiative of Paragon Charitable Trust, was established in Mumbai in 2003 to create
an integrated model of developmentally appropriate school and teacher education within the
mainstream system. Muktangan is presently responsible for seven inclusive, English-medium
schools for the Municipal Corporation of Greater Mumbai (MCGM), and this includes an integrated
teacher education center, which is responsible for both pre-service and in-service teacher
development.
Systems of student tracking are utilized at Muktangan which enable teachers, through the
processes of formative assessment integrated into learning, to continuously identify the emerging
learning needs of individual students and design more developmentally appropriate learning
experiences in a timely manner. Consequently, the teachers feel professionally more involved
and motivated. Furthermore, teachers are also able to track individual student progress, and the
students become more engaged as a result of individualized attention. The data collected can also
be consolidated for programmatic assessment.
In this presentation, the Muktangan system of student tracking and assessment was explained,
as well as what will need to be done if education and policy leaders seek to institutionalize and
sustain such innovative systems.
For more information, please visit: http://muktanganedu.org/
62 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
2D.2 Early Childhood Education: Creating Nurturing Learning Spaces for
Optimum Growth and Development
Ms. Uma Shanker, Director of Indian Montessori Training Courses
Chennai and Managing Trustee of Kalvi Trust on Research and Education, India
This presentation underscored that the Montessori approach serves as the fulcrum to providing
the best teaching-learning practices in the classroom. This presentation therefore shared a brief
look at the early childhood curriculum and structure available within this method that seamlessly
provides opportunities for flexibility, spontaneous learning and ongoing formative assessment.
Thus, examples were given from the fishing villages of Nagapattinam and Karaikal Districts of
Tamilnadu and the public schools of the Corporation of Chennai. This presentation also reviewed
the impact of working and learning in these classrooms, as well as the role of teachers and the
training required to bring about a transformation in their approach to children.
In order to sustain this model, this presentation emphasized that continuing partnerships and
collaboration among government agencies, non-government organisations and educators
must be present, while united with a common vision of bringing equal opportunities for the
disadvantaged, and ultimately, universal peace and harmony through education. Ultimately then,
it is argued that early childhood education provides a strong foundation for life, not just school
readiness.
For more information, please visit: http://www.cmtcindia.org/index.html
2D.3 Early Childhood Development Scales
Ms. Silke Friesendorf, Communications Manager
Asia Pacific Regional Network for Early Childhood (ARNEC), Singapore
ARNEC has become one of the largest networks for ECD in the Asia-Pacific region, covering
47 countries with 1,890 individual members and 16 institutional members. It has Five Action Pillars:
(1) Knowledge Generation; (2) Advocacy for Policy Change; (3) Information Management &
Dissemination; (4) Capacity Building; and (5) Partnership Building. This presentation provided
more details regarding the innovative ARNEC initiative, the ECD Scales, which were developed
as a collaborative effort to equip stakeholders across East Asia and the Pacific with a common
measurement tool to assess the holistic development of children ranging in age from three to five
years.
This presentation shared the ways in which the East Asia and the Pacific Early Learning and
Development Standards (EAP-ECDS) have proven to be a psychometrically robust measure of
developmental functioning in the region. Furthermore, the recommendations derived from the
ECD Scales were provided and include the following: (1) Use the findings to impact policy decisions
regarding investment in ECD; (2) Invest in ECE programmes; (3) Invest in narrowing developmental
gaps between rural areas; (4) Denote parental education as an early childhood intervention and
allocate resources to promote both parent education and training and formal education; (5) Invest
in building the capacity of in-country teams to conduct evaluation research for the purpose of
63
improving the quality of evidence-based policy-making; and (6) Capitalise on this data set from
the East Asia and Pacific region and allocate resources for data mining.
This presentation also noted that the ECD Scales can be used for multiple purposes, including
population level assessments; tracking progress at national levels; examining inequities; and
making comparisons among countries, if desired. Furthermore, it is clarified that the EAP-ECDS
was designed to be used at the population level, and therefore, no individual decisions should be
made based on the results.
For more information, please visit: http://www.arnec.net/
2D.4 Assessment for Quality Education: Southeast Asia Primary Learning
Metric (SEA-PLM)
Dr. Asmah Ahmad, Programme Officer II
Southeast Asian Ministers of Education Organization Secretariat (SEAMEO Secretariat), Thailand
Assessment is vital to educational endeavors, as it: (1) Tells us the different kinds of inequality that
are apparent in patterns of achievement; (2) Contains many messages in each pattern for where
the focus of educational investment should be that requires system level analysis; and (3) Helps
inform policies to improve attainment and learning outcomes by assessing the quality of education.
The SEA-PLM is a regional assessment for quality education that includes the eleven SEAMEO
countries and focuses on the domains of reading, writing, maths, and global citizenship. The
SEA-PLM serves the goal of improving the quality of education through system-level monitoring of
learning achievements, and this initiative aims at supporting SEAMEO Member Countries to better
measure and understand the status of learning achievement amongst the general population
and for specific groups. Thus, the vision of the SEA-PLM is to “contribute towards improving and
redefining learning outcomes by providing regional culturally appropriate metrics and thereby
towards a more equitable and meaningful education for all children across the region.”
This presentation highlighted the unique features/innovations of the SEA-PLM, most notably, the
SEA-PLM is: (1) The only assessment at the regional scale designed to measure progress in relation
to the values and curricula of the SEA region; (2) The only assessment in the region to date to assess
the foundations of global citizenship; (3) The first assessment in the world to assess the writing
across scripts and languages; and (4) The framework is developed by analyzing curricula from all
eleven SEAMEO Member Countries. Furthermore, this presentation described how SEA-PLM is a
product of collaborative efforts with member countries; effects capacity-building efforts; builds
on international best practices; and can serve as a point of reference for curriculum and review at
the primary level.
For more information, please visit: http://www.seameo.org/index.php?option=com_content&view=ar
ticle&id=512:southeast-asia-primary-learning-metric-sea-plm&catid=90&Itemid=556
64 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
2E. Special Session: Meet with Global Partners & Donors
Moderator:
Mr. Fernando Balmaceda, Consultant
Peacebuilding and Emergencies, UNICEF East Asia and Pacific Regional Office (UNICEF EAPRO), Thailand
• 2E.1 Strategic Direction of the Global Partnership for Education (GPE)
• 2E.2 Becoming Partners with Educate A Child
• 2E.3 Providing More Opportunities for Learning: JICA’s New Education Cooperation Strategy
• 2E.4 Enhance Alternative Learning Delivery System for Continuous and Inclusive
Education Case Study: Alternative Quality Learning Project (AQAL) in Pakistan
2E.1 Strategic Direction of the Global Partnership for Education (GPE)
Ms. April Michelle Golden, Donor Relations Officer
Asia-Pacific, Global Partnership for Education (GPE), United States of America
The Global Partnership for Education (GPE) is a multi-stakeholder partnership, which aims to
galvanize global and national efforts for education. Therefore, the GPE provides a funding platform
to support education planning and implementation in the poorest countries, and it presently
includes 61 developing countries and 21 donor countries, as well as multiple international
organizations, civil society/NGOs, the private sector, and educators. The GPE’s vision and mission
involve seeking inclusive and equitable quality education and lifelong learning opportunities for
all, as well as mobilizing global and national efforts to contribute to the achievement of equitable,
quality education and learning for all, through inclusive partnership, a focus on efficient and
effective education systems, and increased financing for education.
This presentation shared the unique traits of GPE, which include improving international
coordination; informed, quality sector planning; as well as effective, results focused financing.
Additionally, the strategic goals of GPE, as well as the global and country level strategic objectives
are provided. GPE’s inclusive partnership approach is contended to be an important foundation
for coordinated action to achieve the SDGs, and this presentation highlighted the GPE was named
the implementing and financing partner of the Education 2030 Agenda at the World Education
Forum 2015 and the Addis Ababa Action Agenda 2015.
For more information, please visit: http://www.globalpartnership.org/
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2E.2 Becoming Partners with Educate A Child
Mr. Michael Cacich, Senior Education Specialist
Educate A Child (EAC), Qatar
Educate A Child was launched in November 2012 by Her Highness Sheikha Moza bint Nasser of
Qatar. Educate A Child (EAC) is a global programme of the Education Above All Foundation aimed
at significantly reducing the number of children worldwide who are denied their right to education.
EAC is a commitment to children who are out of school, which seeks to help provide them with
opportunities to learn, and as such, it contributes to the UN’s Global Education First Initiative and
the second Millennium Development Goal and now SDG 4. EAC envisions a world where every
individual has the opportunity to learn through a quality education. Therefore, Educate A Child aims
to make a major contribution to trigger significant breakthroughs in providing out-of-school children
in poverty, crisis, and conflict-affected environments with a full course of quality primary education.
This session provided an overview of EAC’s strategic objectives, approach, and operating
principles. Furthermore, it highlighted what is unique about EAC, including its singular focus on
OOSC at the primary level, its responsive, rather than prescriptive, approach responding to needs
identified on the ground, and EAC’s willingness to support different partners and programmes
in a single country as a wide range of approaches can be effective and are needed to meet the
unique circumstances of individual children. EAC’s key achievements to date were also shared,
noting that EAC is currently co-funding 46 projects in 40 countries, with 29 different partners, and
EAC is on track to meet the target of enrolling 10 million OOSC by the end of the 2015/2016 school
year. The session highlighted specific examples from the wide variety of projects implemented
by EAC partners, underscoring the need to support a diversity of educational approaches to
reaching out-of-school children – both formal and non-formal. EAC’s partnership model and the
two-step application process for becoming an Implementing Partner were also presented, as
EAC recognizes and appreciates the wealth of knowledge and experience that its partners bring
in addressing and solving the OOSC crisis. The session ended with a reminder of the “Unfinished
Agenda” of MDG2 -- the many millions of children still denied their fundamental right to education.
For more information, please visit: http://educateachild.org/
2E.3 Providing More Opportunities for Learning: JICA’s New Education
Cooperation Strategy
Ms. Naoko Arakawa, Education Specialist
Japan International Cooperation Agency (JICA), Japan
In October 2015, the Japan International Cooperation Agency (JICA) launched a new education
position paper to set the global education agenda and its roadmap towards 2030. The paper was
developed in accordance with the Japanese government’s Development Cooperation Charter
launched in February 2015, as well as the Japanese government’s overall education cooperation
policy and strategy entitled “The Learning Strategy for Peace and Growth” launched during the
SDGs Summit. The paper firmly positions JICA’s education support as an essential component
to achieve human security while reaffirming its commitment to playing an important role in
66 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
implementing the Sustainable Development Goals (SDGs) and the Education 2030 Agenda. With
this position paper, JICA commits its focus on four priority areas: (1) Quality education for learning
improvement; (2) Education for fostering equitable and sustainable growth; (3) Education for
knowledge co-creation in societies; and (4) Education for building inclusive and peaceful societies.
This presentation shared JICA’s new vision for education cooperation, which seeks to “ensure
learning continuity.” This vision aims to ensure that learning opportunities are provided to all
throughout JICA operations, regardless of education level or country. It also proposes placing
the development of the individual at the center of JICA’s education support under the concept
of human security, and to adopt cross-sectoral approaches. This presentation thus reported JICA’s
focus areas and JICA’s on-going and technical assistance projects for disadvantaged populations,
including current interventions that target marginalized and disadvantaged populations in the
area of basic education, highlighting projects and examples from across the region.
For more information, please visit: http://www.jica.go.jp/english/index.html
2E.4 Enhance Alternative Learning Delivery System for Continuous
and Inclusive Education Case Study: Alternative Quality Learning
Project (AQAL) in Pakistan
Ms. Chico Ohashi, Chief Advisor
Advancing Quality Alternative Learning Project (AQAL), Japan International Cooperation Agency (JICA), Japan
The Constitution of Pakistan states every child age of five to sixteen has the right to free and
compulsory education, However, more than six million children (ages 5-9 years old) and more
than 14 million children (ages 10-16 years old) remain out of school. In order to address this
large number of OOSC, Non-Formal Education (NFE) plays a vital role, as the approach is flexible,
economical and needs based. Furthermore, it is reported that certain communities in Pakistan
consider the community-based approach to NFE more acceptable.
This presentation shared how JICA has been committed to Non-Formal Education and the
flexible learning process for OOSC, youth and adults in Pakistan since the 1990s. It highlighted
the Advancing Quality Alternative Learning (AQAL) project, which began in 2015 to enhance
NFE. AQAL is an alternative and comprehensive education system in Pakistan, which seeks to
ensure access and quality education delivery through NFE. Thus, this presentation shared three
key interventions, which JICA-AQAL led and initiated for enhancing access and quality education
delivery for OOSC in Pakistan and ensuring learning for a better quality of life.
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CONCURRENT SESSION 3
Pedagogies & Curricula
3A. Multigrade Teaching
Moderator:
Dr. Ethel Agnes P. Valenzuela, Deputy Director
Programme and Development, Southeast Asian Ministers of Education (SEAMEO Secretariat), Thailand
• 3A.1 Democracy in the Montessori Curriculum: Citizens of Courage
• 3A.2 Multigrade Teaching and Multi-level Teaching (MGML) Review of Innovations,
Issues of Implementation and Sustainability
• 3A.3 Multigrade Teaching in the Small Schools of Thailand
3A.1 Democracy in the Montessori Curriculum: Citizens of Courage
Ms. Amukta Mahapatra, Director,
SchoolScape Centre for Educators, India
Children need to experience democracy from an early age so as to become citizens of courage
who ensure that nations and the planet be and become democratic, peaceful and environmentally
viable. Thus, this presentation reviewed the underpinnings of democracy and what that means
in a classroom and in a school, as well as how the Montessori approach presents a democratic
model of learning.
The Montessori model of education is said to provide the learning platform and appropriate
pedagogy for democratic citizenship. In order to promote the tenets of democracy, the school
can seek to provide the possibilities of a child learning as an individual, a group and as a collective.
However, when planning such a model, it is emphasized that the culture of the school, the
pedagogy, the systemic structure, culture and the constitution of the nation must be aligned
together in order to create a holistic and democratic education. Furthermore, it is recommended
that innovations in the training of teachers need to be addressed so as to help support the quality
of learning for all.
68 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
3A.2 Multigrade Teaching and Multi-level Teaching (MGML) Review of
Innovations, Issues of Implementation and Sustainability
Prof. Manjula Vithanapathirana,
Faculty of Education, University of Colombo, Sri Lanka
Multigrade and multi-level (MGML) teaching is addressed in this presentation, as MGML seeks
to address the financial constraints with small schools and the rural teacher shortage. This
presentation reported that the primary curriculum in Sri Lanka is presently organized in an
age-graded, mono-grade curriculum framework, and therefore, a curriculum reorganization is
deemed necessary and is provided in this presentation, with a combination of specific objectives
for MG for selected grade combinations. It is asserted that multi-level teaching should be in all
classes in order to address the learning needs of each child, and multigrade teaching provides a
viable and sustainable alternative to the current mono-grade system. The present challenges of
scaling up MGML are also shared in this presentation, which include: (1) Curriculum reorganization
and teacher education; (2) The lack of knowledge about MGML; (3) A deeply-rooted monograde
culture; (4) The lack of trust towards an alternative approach; and (5) The lack of political will.
3A.3 Multigrade Teaching in the Small Schools of Thailand
Dr. Benjalug Namfa, Advisor
Office of the Basic Education Commission, Ministry of Education, Thailand
In Thailand, small schools are mostly located in rural and remote areas and serve ethnically diverse
communities. Despite the small number of students in each class, small schools serve students in
Kindergarten to Grade 6, and certain expanded schools serve students until Grade 9. Most of these
small schools are challenged by low standards of learning achievement and educational quality,
and although the ratio of teachers to students is very low, there are still shortages of teachers who
can manage all grade levels. Additionally, teaching materials are not sufficient and applicable, and
parental support and involvement in school activities is very low among impoverished families.
Furthermore, teachers and staff lack teaching experience in mixed-age classrooms, and there is
a high rate of personnel transfer, which impacts the continuity of learning. Consequently, these
small school realities negatively impact student motivation to learn and their decision to continue
education. Therefore, the dropout risk is escalated in these small schools.
In recognizing the above concerns, the Office of the Basic Education Commission (OBEC), Ministry
of Education—the main agency responsible for basic educational provision—in cooperation with
UNICEF, developed multigrade teaching (MGT) strategies to improve the quality of small schools
in 2551 BE (2009). The objectives of this project aimed to upgrade the effective management and
administration of the entire system and enhance classroom instruction via MGT approaches. The
selected 800 pilot small schools were developed to be a model for MGT, and the targets were
expanded to 7,314 schools in 2013, representing 47.54% of the total number of small schools,
which are spread in both urban and rural areas throughout the country.
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This presentation shared Thailand’s experience in addressing small school challenges, which
include: (1) The innovative multigrade teaching approaches emphasized in Thailand; (2) The ways
in which Thailand puts MGT into practice; (3) The lessons learned when MGT is put into practice;
and (4) The lessons learned concerning MGT in educational policy recommendations.
References
Buaraphan, Khajornsak. (2015, November 11). Multigrade Teaching in Thailand. Paper presented at the
meeting of National Experts Meeting on Multigrade Teaching in Thailand. Bangkok, Thailand.
Office of the Basic Education Commission. Educational Statistics for 2548 (2005) and 2558 (2015).
Retrieved from http://www.bopp-obec.info/home/wp-content/uploads/2015/09/t7_8_9.pdf
Office of the Education Council. Statistics of The School-Aged population in 1995-2014. Retrieved from http://social.
nesdb.go.th/SocialStat/StatReport_FullScreen aspx?reportid=1019&template=3R1C&yeartype=M&subcatid=19
School Improvement Network. (2012, October 28). Class Size and Student Achievement Results.
Retrieved from http://www.schoolimprovement.com/voe/class-size-and-student-achievement-results/.
World Bank. (2015). Wanted: A Quality Education for All. Washington, D.C.: The World Bank.
70 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
3B. Multilingual Education
Moderator:
Dr. Kirk Person, Director
External Affairs, SIL International, Thailand
• 3B.1 Mainstreaming Mother Tongue Based Multilingual Education in the Philippines:
Initial Gains and Challenges
• 3B.2 A Comparative Analysis of Mother Tongue and National Language Based Preschool
in Indigenous Community
• 3B.3 One Hour Per Week in the Mother Tongue Can Make a Difference: The Case
of Two Marginalised Communities in Central Sulawesi, Indonesia
3B.1 Mainstreaming Mother Tongue Based Multilingual Education
in the Philippines: Initial Gains and Challenges
Prof. Maria Mercedes Arzadon, Assistant Professor
College of Education, University of the Philippines-Diliman Campus, Philippines
In 2009, due to the final push to deliver results for Education for All, the Philippines Department
of Education began to pass robust policies to support the implementation of mother tongue
based multilingual education (MTBMLE). In 2012, MTBMLE was institutionalized further as it
became a major component of the Enhanced Basic Education Act. This effectively ended the
38-year-old language policy that prescribed the use of English and Filipino as the only mediums
of instruction from Grade 1 onwards. The new K-12 Curriculum presently includes Kindergarten
and two additional years in basic education. It also allows the use of any of the country’s 170 plus
languages as a medium of instruction and as a bridge to learn the national language (Tagalog or
Filipino) and English.
This presentation reviews the key features of MTBMLE implementation in Philippine education
concerning the aspects related to policy, advocacy, teacher training, materials development,
community mobilization, as well as monitoring and evaluation as initiated by government
agencies, higher education institutions, local and international aid agencies, as well as local
government and media. It presents initial outcomes and promising practices, including the efforts
of teachers to learn how to read and write in a language that they knew only in its spoken form
and their initiatives to make their own mother tongue “Big Books” which feature the community’s
funds of knowledge. This presentation also discussed the problems and challenges that come
with such a massive and rapid implementation of the program, especially in places where multiple
mother tongues are represented.
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3B.2 A Comparative Analysis of Mother Tongue and National Language
Based Preschool in Indigenous Community
Ms. Meherun Nahar, Project Director
Save the Children, Bangladesh
In Bangladesh’s Chittagong Hill Tracts, school often represents Adivasi (indigenous) children’s
first encounter with the dominant Bangla culture – and their exclusion from it and subsequent
marginalization. Thus, the Shishur Khamatayan Project (SKP)—the “Children’s Action through
Education Project”—implemented by Save the Children and Zabarang Kalyan Samity (ZKS), Ashika
Manobik Unnoyan Shangstha, and the Rakhaine Development Foundation (RDF), aim to transform
this potentially traumatic first encounter with school into a child-friendly and culturally meaningful
one. Thus, this project currently provides 1,539 Adivasi children with activity-based learning in their
mother tongue in 64 pre-primary centers.
This presentation shared that in November 2015, Save the Children conducted a school readiness
analysis of SKP children in comparison with children from mainstream Bangla-medium preschools
in two upazilas (sub-districts) of the Khagrachari district in the Chittagong Hill Tracts. The aim of
this analysis was to identify the strengths and weaknesses in the use of mother tongue (Chakma
and Tripura) in preschool classrooms, both in terms of child-level learning outcomes and learning
environment. Though limited in scope, this study served as a step towards building a rigorous
evidence base for the use of mother tongue to support school readiness in the early years.
This presentation reported that results from the study show that SKP’s mother tongue-based
preschools do offer children a significant advantage, as SKP children have better quantitative,
communicative, and environmental skills than their peers. In addition to the better skills that
children in a mother tongue (MT) preschool environment develop, they develop these skills in
an environment that involves more child engagement and participation and more integration of
local culture. Classroom observation data show a higher level of child engagement in MT
classrooms and a generally more friendly and participatory learning environment. Thus, this
presentation highlighted how this study’s findings show how children emerging from an
innovative MT-based curriculum are in a better developmental position to succeed in school – as
active, enthusiastic participants – when compared to children who enter a non-MT preschool
environment.
3B.3 One Hour Per Week in the Mother Tongue Can Make a Difference:
The Case of Two Marginalised Communities in Central Sulawesi, Indonesia
Ms. Alice Eastwood, Multilingual Education Specialist
SIL International, Indonesia
Prior to 2008, the Moma and Tado languages of Central Sulawesi were oral languages with no
written form. Moma (heartland, Kulawi district) is spoken by at least 5,500 speakers, and Tado
(heartland, Lindu district) by at least 2,400 (Lewis et al., 2015). Kulawi is a two-hour drive by road
from the provincial capital, while reaching Lindu requires a further one-hour motorbike drive
through the forest. Lindu has neither a mobile phone network nor a landline connection, and
neither community has email access.
72 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
Indonesian, the national language of Indonesia, is almost exclusively the language used in formal
education. A 2007 SIL survey across both these communities found that those whose childhood
language was Moma or Tado achieved a much lower average Indonesian literacy score than those
whose childhood language was Indonesian or another local language. The survey also reported
a strong desire among both groups to preserve and develop their language and culture. These
findings resulted in advocacy in the communities for the introduction of a mother tongue literacy
programme; discussions about suitable programme types; and orthographies being developed
for both languages.
This presentation shared that from 2008-2015, the district departments of education, the local
communities and SIL collaborated on a ‘Local Content Programme’ with the modest aims of
developing literacy in the local languages and disseminating knowledge of local culture through
school reading materials and teacher training. The immediate beneficiaries were approximately
1,000 primary school children (Years 2-6) in sixteen schools where the dominant home language
is Moma or Tado, and their Local Content teachers. The impact proved to be far-reaching.
The key innovation of this programme was the introduction of literacy in the mother tongue,
and this presentation asserted that where government policy allows, the ‘four workshops plus
monitoring’ model, which was introduced in this presentation, is effective for introducing mother
tongue literacy to a community. Furthermore, recommendations are made, including: (1) Local
language development teams must have a good grasp of the rules of their orthography before
the programme begins; and (2) Before selecting schools, care must be taken to collect reliable
data about the language(s) spoken at home by the Primary 1 children.
This presentation emphasized that this model can be reproduced elsewhere, yet to ensure
sustainability, the education authorities responsible should provide funding both for the
programme and for salaries for Local Content teachers. Furthermore, so as to establish quality
assurance, regular monitoring visits by technical staff to help teachers with good teaching
techniques and to gather feedback are deemed necessary.
3C. Mobile Learning for Out-of-School Children
Moderator:
Ms. Jonghwi Park, Programme Specialist
ICT in Education, UNESCO Bangkok, Thailand
• 3C.1 Ilm-on-Wheels: Learning Boost: Use of Technology to Extend Advanced Learning
Opportunities to Marginalized Students and their Teachers
• 3C.2 Mobile Literacy for Out-of-School Children: Creating Opportunity for
Disadvantaged Migrant Children
• 3C.3 Overcoming Connectivity Challenges in Rural Schools with Content Servers
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3C.1 Ilm-on-Wheels: Learning Boost: Use of Technology to Extend Advanced
Learning Opportunities to Marginalized Students and their Teachers
Mr. Asad Karim, CEO
TeleTaleem, Pakistan
“The key to learning is the ability to read.” Early grade reading and numeracy competencies are
critical for continued retention and success in future grades, yet only 56% of Grade 5 children in
Pakistan can read sentences appropriate for a second grader. In rural Pakistan, the number drops
to 42%. In urban areas, 53% of 5th graders are able to do simple arithmetic operations like twodigit division; in rural areas, the number is 40%. There are many reasons for these poor learning
outcomes, including weak teacher competencies, no performance tracking, the lack of teacher
accountability and inadequate teacher-learning resources. It is understood that the teacher
is a dominant factor for poor learning outcomes of students. Therefore, the Ilm-on-Wheels
(“Knowledge-on-Wheels”) program was created to address these problems, and components
of the initiative include: (1) Just-in-time teacher trainings and evaluations; (2) Teaching-learning
materials, including multimedia, as well as teacher and student interactive materials; (3) Continuous
formative assessments; (4) Instant feedback/reporting; and (5) Community action.
This presentation recounted how TeleTaleem collaborated with Save the Children to develop an
ICT-enabled version called “Learning Boost,” which added technological elements; multimedia
training content; as well as an innovative delivery mechanism, the School Garee (i.e., school
van), which brings internet and power to a hub school and transforms the classroom to a digital
classroom. Of note, is the fact the School Garee can effectively provide coverage for 100-150 schools.
Learning Boost (LB) is a holistic program that leverages multiple dimensions in the teachinglearning process to achieve enhanced teacher-student competencies in early grade literacy and
numeracy. Thus, this presentation shared the ways in which LB incorporates innovative ICT assisted
teacher training and evaluation; the use of content; student learning and assessment practices;
instant reporting; and parental engagement. This program is specifically designed to seamlessly
deliver interventions to any location in Pakistan, supported by appropriate technology elements
and connectivity.
This presentation presented the positive impacts of this program, which include: learning gains
in numeracy and reading skills; improved teacher competencies; encouraging testimonials
and case studies; as well as the endorsements received from Education officials and teacher
associations from all districts. The vision of the program remains: “to achieve meaningful
improvement in student reading and numeracy outcomes for the largest possible number of
primary school children.”
For more information, please visit: http://www.teletaleem.com/?q=node/215
74 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
3C.2 Mobile Literacy for Out-of-School Children: Creating Opportunity
for Disadvantaged Migrant Children
Ms. Sowirin Chuanprapun, Project Officer
UNESCO Bangkok, Thailand
The Mobile Literacy for Out-of-School Children project aims to enhance the basic literacy and
numeracy skills of the most disadvantaged children who are migrant, stateless and ethnic minority
children along the Thai-Myanmar border through multiple language mobile learning and ICT
devices (e.g., tablets, satellite TV with educational programmes plus internet). This project seeks
to contribute to Thailand’s efforts regarding the 2030 Education Agenda so as to ensure quality
and equitable education and support for OOSC to stay in school, as well as facilitate the progress
to connect both Thai and Myanmar education systems with learning content from the Ministry
of Education curriculum provided by both countries, ensuring that the children become skilled
laborers of ASEAN and lifelong learners.
As a result of this collaborative initiative by UNESCO, Microsoft, True Corporation and the Thai
Ministry of Education, 4,000 children are expected to benefit from the increased learning
opportunities and the wealth of new educational resources provided. This project draws on the
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respective strengths of each partner to make education more accessible and equitable for learners
in remote and under-resourced border areas, where quality teaching and learning materials are
highly essential to improving children’s learning achievements, which have been low. Thus, for the
first time, teachers and students enjoy tablets preloaded with over 1,000 books and the originally
developed app with three languages (Thai, Burmese and Karen), as well as TV and internet to
make high-quality education a reality for all learners. Furthermore, this project includes training
100 teachers so they will learn how to make the most use of the ICT devices in the classroom.
This presentation highlighted how mobile technology supports the learning of migrants and
displaced children in remote areas; builds the capacity of teachers and OER for migrant, ethnic
minority and stateless children; and shares the challenges and learning activities involved in
integrating the ICT devices in existing classroom environments through collaboration with
stakeholders at the community level, governments, private partners, and UNESCO. Thus, this
presentation is relevant to government officials, NGOs/CBOs, the private sector and individuals
interested in using ICT devices for education efforts that seek to benefit marginalized children.
For more information, please visit: http://www.unescobkk.org/news/article/unesco-microsoft-truecorp-and-thailands-office-of-non-formal-and-informal-education-launch-ict
Project VDO clip: https://www.youtube.com/watch?v=TYlph5AkX9o
Resources Platform: http://emescn.net
3C.3 Overcoming Connectivity Challenges in Rural Schools with
Content Servers
Mr. Bernd Nordhausen, Principal Consultant
Nordhausen Consulting, Singapore
Multiple schools in the Asia-Pacific have deployed computer labs to increase ICT literacy. However,
it is challenging for schools to move beyond teaching basic computer skills and office productivity
tools without stable internet access. Furthermore, incredibly rich educational resources are
available in the cloud including Wikipedia, Khan Academy and PhET, yet are often not accessed or
accessible. Remote schools either lack adequate access to the internet or cannot afford access due
to the high cost of broadband connectivity. Thus, this presentation sought to share how schools,
particularly remote and rural schools, can move beyond teaching basic ICT literacy and integrate
ICT into core subjects such as English, Math and Science with a content server.
This presentation reported that though the concept of a content server is not new, technology has
evolved so that a content server can now run on very affordable hardware and requires minimum
maintenance so that schools without access to the internet and without IT resources can now
provide some of the leading educational resources of the 21stcentury.
For more information, please visit: http://nordhausenconsulting.com/
76 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
3D. Personalized Learning and Curricula
Moderator:
Mr. Kiichi Oyasu, Programme Specialist
UNESCO Dhaka, Bangladesh
• 3D.1 Moo Baan Dek
• 3D.2 Building Foundations for Learning
• 3D.3 FIRE Model: Innovating Instruction
3D.1 Moo Baan Dek
Ms. Rajani Dhongchai, Principal,
Children’s Village School, The Foundation for Children, Thailand
The Children’s Village School is a project that accepts children from disadvantaged backgrounds,
and this school ultimately seeks to place these children in a safe and happy learning environment
with caring support. Thus, this presentation shared the ways in which the school is guided by the
principles of love, freedom and self-governance. In this model, the teacher is to pay attention to
each student, and is to exhibit loving kindness and compassion. The classroom is considered to
be ‘everywhere’, where students are invited to learn from nature, daily life, and study.
This presentation reviewed the educational components of the school, which include: (1) Home;
(2) Production/Working unit; and (3) School. The students are therefore expected to learn by
experience, in such places as the kitchen, organic garden, duck farm and chicken farm, while also
learning family planning and financial planning for the home. The students are also invited to
learn in the academic classroom and via academic pursuits. Thus, the curriculum’s breakdown is
as follows: 30% of the curriculum is based on the national curriculum and focused on mastering
the foundational skills of reading, writing and numeracy; 30% of the curriculum is community
based; and the remaining 40% is individualized according to student needs. This presentation thus
introduced an educational model that ultimately aims to provide a safe, nurturing, personalized
and practical learning environment for the children it serves.
3D.2 Building Foundations for Learning
Ms. Keerti Jayaram, Director
Organisation for Early Literacy Promotion (OELP), India
The Organisation for Early Literacy Promotion (OELP) is a not-for-profit organisation that has
worked intensively since 2008 inside state-run schools and with out-of-school children from
resource-poor and marginalized backgrounds. OELP aims to support the inclusion, participation,
and retention in school of children from excluded and vulnerable communities and equip
them to become active and thinking learners. Thus, emphasis is given to the development
of a strong educational foundation, including listening, speaking, reading and writing, and in
particular ‘thinking’. The curriculum is developed based on the government curriculum with
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contextualization for meeting local needs and coping with a diversity of learners. Active learning,
as well as connecting with parents, community and the local government is another key strategy
of the OELP. Accordingly, the assessment of learning is conducted, while balancing national
standardized tests and individual portfolios.
This presentation discussed OELP’s innovations, including: (1) A simple and well-defined
implementation framework; (2) Planned learning environments; (3) A balanced programme
allowing simultaneous engagement at various levels of complexity; and (4) Supporting resource
materials. These innovations aim to lay emphasis on what educational experiences mean for each
child’s identity, self-worth and learning.
For more information, please visit: http://www.oelp.org/
3D.3 FIRE Model: Innovating Instruction
Mr. Buddy Berry, Superintendent
Eminence Independent Schools, United States of America
At Eminence Independent Schools, approximately 70% of students are on Free or Reduced Lunch,
and over 85% of students are from families that have no college graduates in their household.
Classrooms looked and were led much as they had been for the past 50 years, and so the need
for change was the driving force behind the School on F.I.R.E. (Framework of Innovation for
Reinventing Education) Model being born. The foundation for the model is based on the CCSSO
(Council for Chief State School Officers) Six Principles of Innovation, which are: (1) Anytime,
anywhere learning; (2) Personalized learning; (3) Comprehensive systems of support; (4) World
class knowledge and skills; (5) Student agency; and (6) Performance-based assessment.
This presentation shared more details regarding the School on FIRE Model, which is already
seeing dramatic results and positive outcomes. Most notably, the high school has moved from
failing Adequate Yearly Progress (AYP) to reaching the 86th percentile of all schools in the state.
Additionally, Eminence also established the first public school partnerships with Apple Business in
the country, thus paving the way for all other public schools to reap the same benefits with regards
to technology purchases and training. Thus, this video presentation shared the history and steps
taken in order to create and implement the School on FIRE Model, which continues to positively
impact students, the school and the wider community.
For more information, please visit: http://www.buddyberry.com/
78 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
CONCURRENT SESSION 4
Responding to Challenges (Part I)
4A. Gender
Moderator:
Mr. Ichiro Miyazawa, Programme Specialist
Lifelong Learning and Literacy, UNESCO Bangkok, Thailand
• 4A.1 Respect for All: Promoting Safe and Gender-Responsive Schools in Thailand
• 4A.2 PHASE Nepal’s Alternative Schooling and Girls’ Empowerment Training
Programmes in North Gorkha
• 4A.3 Empowering Adolescent Girls through Life Skills Based Education in Pakistan
4A.1 Respect for All: Promoting Safe and Gender-Responsive Schools
in Thailand
Ms. Pompran Netyavichitr, LGBT Project Manager
Plan International, Thailand
Plan Thailand approached the issue of ‘bullying’ and all forms of violence in schools of secondary
school students who are, or are perceived to be transgender or same-sex attracted. The purpose
of this project was to design appropriate interventions to ensure that these young people are
learning in safe environments. This presentation shared that the objectives of the project were
four-fold: (1) To promote awareness and understanding; (2) Increase mechanisms for anti-bullying
prevention and response; (3) Promote safe school environments to ensure safe spaces for all
learners; and (4) Strengthen capacity for rights-based programming and advocacy.
In this presentation, the five strategies of child protection in schools are highlighted, including:
(1) Prevention; (2) Protection; (3) Promotion; (4) Participation; and (5) Positive Monitoring.
Additionally, the Child-Centered Community Development (CCCD) Approach is also highlighted,
as it seeks to confront the issue holistically on the individual level, school level, the family and
community levels, as well as on the institutional level. This presentation also addressed the
importance of building collaboration with the government and CSOs so as to ensure impact
and sustainability.
For more information, please visit: https://plan-international.org/thailand
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4A.2 PHASE Nepal’s Alternative Schooling and Girls’ Empowerment
Training Programmes in North Gorkha
Mr. Rudra Bahadur Neupane, Program Manager
PHASE Nepal, Nepal
PHASE Nepal works in remote villages in North Gorkha, Humla, Bajura and Sindhupalchowk.
PHASE project areas are selected according to the lowest human development index (HDI) and
the recommendation of the district level government. Selection for flexible schooling takes place
following the reception of detailed information from existing project areas, and this is followed by:
parent meetings; a survey of out-of-school children; and the selection of children. The aim of the
programme is to meet 100% enrollment of children and youth (6-15 years old) in targeted areas.
This presentation reviewed the work PHASE Nepal commenced with the Chumchet, a
homogenous Sherpa community. The location of this community is considered very remote, as it
takes five days on foot to reach the nearest road. Prior to PHASE beginning work with the Chumchet,
the community lacked access to basic health and education facilities, as well as other services and
markets. Other PHASE working communities are noted in the presentation, as well, as they are of
mixed ethnicities (e.g., Gurung, Magar, Tamang, Dalit and Brahmin/Chhetri) and are also located in
remote areas and are deprived of basic services. This presentation also shared how PHASE’s work
and efforts were affected by the April 2015 earthquakes, as the earthquakes destroyed homes,
schools and pathways, thus resulting in profoundly negative effects on education, child rights and
the overall development of communities.
This presentation discussed the primary aspects of PHASE’s innovative programme, which aimed
to increase access to schooling for marginalized children in North Gorkha, with particular emphasis
on girls’ education. Therefore, the programme highlights: (1) The government’s flexible schooling
programme; and (2) The girls’ empowerment programme. This presentation also discussed the
ways in which PHASE motivates children to come to school and remain in school; effective and
participatory parental involvement practices; and relevant teacher training. The results and impact
of this programme include the fact that school enrollment increased from approximately 60% to
nearly 100%. Furthermore, 90% of children finishing the alternative classes enrolled in mainstream
school. Additionally, classes were taken over by the government as mainstream primary feeder
schools. It is reported that parents are now motivated to send their children to the alternative
classes and are happy with their progress. So too, girls’ empowerment has been another positive
impact of this programme. This presentation also highlighted and addressed the need for more
trainers and teachers in remote areas.
For more information, please visit: http://phasenepal.org/
80 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
4A.3 Empowering Adolescent Girls through Life Skills Based Education
in Pakistan
Ms. Neha Mankani, Manager
Research, Monitoring, and Evaluation, Aahung, Pakistan
Aahung uses a rights-based approach to improve the quality of sexual and reproductive health
services provided in Pakistan to men, women and young people. Therefore, Aahung works with
partner institutions with the aim of building the capacity and knowledge base of service providers
comprised of doctors, nurses, government health workers, community and field workers, teachers
and parents. The objective of Aahung is to: Empower adolescents, especially girls, through the
provision of Life Skills Based Education (LSBE) in secondary schools in Pakistan.
This presentation shared the innovations, lessons learned, impact and sustainability of LSBE on
girls and their environment, which include the following: (1) Aahung’s LSBE Curriculum has been
bifurcated into two levels of implementation to make it more acceptable; (2) Working with charter
schools has proven to be an effective strategy; (3) Implementing extracurricular activities has
received a positive response; (4) The potential of social media in providing sexual and reproductive
health and rights (SRHR) awareness on a larger scale is recognized; (5) Through several years of
working with school administration and staff, Aahung has developed a model for sustainability
of its LSBE programs which has resulted in more than 70% of Aahung’s school partners taking
independent ownership of its LSBE modules; and (6) This program is also financially sustainable
as the integration and implementation of the curriculum is very inexpensive for schools once the
human resource investment has been put into training during the life of the program (running
the program costs approximately $2.25 per student per year).
For more information, please visit: http://www.aahung.org/
4B. Promoting Inclusive Education
Moderator:
Mr. Kentaro Fukuchi, Officer
Japan International Cooperation Agency (JICA), Japan
• 4B.1 Creating Educational Opportunities for Children with Special Needs: Inclusive
Education in Thailand
• 4
B.2 Classroom Management: The Natural Environment for the Visually Impaired with
Additional Disabilities for Transition to their Families and Communities after Finishing
School.
• 4B.3 Teaching Children with Autism Spectrum Disorders
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4B.1 Creating Educational Opportunities for Children with Special Needs:
Inclusive Education in Thailand
Dr. Samart Ratanasakorn, Senior Officer
Bureau of Special Education, Office of Basic Education (OBEC), Ministry of Education, Thailand
Previously, students with special needs had little choice of school apart from special education
schools. In recent years, as part of its commitment to ‘Education for All’, Thailand’s Ministry of
Education has been trying to implement inclusive education by initiating model schools. In 2004,
the project started with 390 model inclusive schools nationwide. This number rose to 2,000 schools
the following year. During the 2009-2010 Academic Year, the number is expected to increase to
15,000 schools, serving over 200,000 students with disabilities. Currently, there are 21,975 inclusive
programs throughout the country providing education for 378,588 students with disabilities.
(Bureau of Special Education, 2015). Furthermore, 4,892,063 disadvantaged children are enrolled in
an inclusive setting in the 2015 Academic Year (Ministry of Education, 2015). Although this number
represents students with disabilities and disadvantaged students in all categories, we expect an
increase in the number of so-called ‘inclusive schools’ for students with special needs.
Thailand has been successful in increasing and including the number of children with special
needs into the mainstream education system. Nonetheless, the quality of education students
with special needs receive in mainstream schools is hindered by the lack of training opportunities
for teachers working with students with special needs. Furthermore, a lack of resources remains.
So too, regardless of Thailand’s existing policies, which encourage students with disabilities to be
educated in the school in their local home communities, the majority of children with disabilities
were denied by their neighbor schools. Although the Ministry of Education has issued a regulation
outlining the criteria and procedures for disabled people to receive the facilities, media, services
and other educational aids for disabled students in line with Section 10, paragraph 3 in the National
Education Act 1999, the provision is still inadequate (Ministry of Education, 2007).
This presentation shared that changes in the quantity of children with special needs attending
schools in Thailand is being witnessed, but the main challenge of achieving quality education
remains. Increasing the enrolment rate of students with special needs to education is only the
first indicator of success in the EFA-VI global campaign (ICEVI, 2006). A rights-based approach to
the education of the children does not only emphasize enrolling as many students into schools
as possible, but it also focuses on the quality of the children’s educational experience (UNICEF/
UNESCO, 2007). Thus, this presentation highlighted that Thailand now needs to pay more attention
to the learning experiences of students with special needs and not simply view educational
placement as a silver bullet. It is vital that students receive appropriate and adequate support
ensuring a level playing field with their non-disabled counterparts (ICEVI, 2006). This, however,
cannot be achieved by Ministry of Education alone, and therefore, more collaboration between
the Thai Government and mainstream society is recommended.
This presentation concluded with the observation that the Thailand experience has taught
that inclusive education is not about trying to change the learner so that he/she can fit more
conveniently into an unchanged education system, it is rather about changing the education
system so that it is flexible enough to accommodate every learner.
82 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
References
International Council for Education of People with Visual Impairment. (2006). “What is EFA-VI”.
Retrieved fromhttp://www.icevi.org/efa/what_is_EFAVI.html
Ministry of Education. (2007). Ministerial Regulation Specifying Criteria and Procedure for Disabled People to Receive
Facilities, Media, Services and Other Educational Aids. Bangkok: Ministry of Education.
Ministry of Education. (2015). Report on Inclusive Education. Bangkok: Bureau of Special Education Administration.
UNICEF/UNESCO. (2007). A Human Rights-Based Approach to EDUCATION FOR ALL. New York: UNICEF.
4B.2 Classroom Management: The Natural Environment for the
Visually Impaired with Additional Disabilities for Transition to their
Families and Communities after Finishing School.
Ms. Siriporn Tantaopas, Special Education Teacher
Senior Professional Level, Northern School for the Blind, Chiang Mai, Thailand
The Northern School for the Blind serves 210 visually impaired students, 38 of whom have
additional disabilities, from 17 provinces in Northern Thailand. For these students, it is difficult
from them to access the national academic curriculum. Thus, the Northern School for the Blind
adapted the curriculum and classrooms to the needs of the students, and learning also takes
place in a natural environment with a focus on practical living. Thus, this presentation shares the
innovative set-up, operations, and goals of the school, which seek to teach students how to live,
to love, to work, and to play.
This presentation shared the ways in which the school utilizes school-based learning and
community-based learning in its programme. Thus, information regarding the school’s communitybased programme in Palan village is provided, where the villagers teach the students how to grow
vegetables, cook traditional food, cultivate crops and practice animal husbandry. Additionally, the
school’s vocational training workshop is discussed, as it seeks to help the student transition to adult
life. This presentation thus emphasized how the Northern School for the Blind ultimately holds that
the natural environment supports all students in reaching their goals for their future and effectively
prepares them for the transition to their families and communities after finishing schooling.
4B.3 Teaching Children with Autism Spectrum Disorders
Ms. Chantal Sicile-Kira, Founder and President
Autism College, United States of America
This presentation provided information about Autism Spectrum Disorders (ASD), how ASDs impact
learning, and it shared model programmes. According to the Diagnostic Statistical Manual’s fifth
edition (DSM V), individuals diagnosed with an Autism Spectrum Disorder demonstrate persistent
challenges in social communication and social interaction across multiple contexts. They also have
restricted, repetitive patterns of behavior, interests, or activities. These may be fixated interests
that are abnormal in intensity or focus, and/or hyper- or hypo-activity to sensory input, or unusual
interest in sensory aspects of the environment (American Psychiatric Association, 2013). Autism
is considered a ‘spectrum disorder’ because two people sharing the same level of autism have
83
deficits in the areas of social communication and social interaction and restricted patterns of
behaviors, but what that looks like is different across the spectrum (Sicile-Kira, 2014).
This presentation shared the DIR/Floortime Model, which has the strongest research of any
intervention to support its effectiveness in improving the core challenges of autism including
relating, interacting, and communicating while decreasing caregiver stress and improving
parent-child relationships. Also shared are the resources and webinars available online to receive
training on the DIR/Floortime model and curriculum, including the Interdisciplinary Council on
Development and Learning, the Profectum, and Celebrate the Children.
The Early Start Denver Model (ESDM) is also discussed in this presentation due to that early
intervention is important for children with autism. ESDM is an early intervention approach for
toddlers ages 12-36 months and continuing until ages 48-60 months, and ESDM’s intensive
teaching interventions are delivered within play-based, relationship-focused routines, and are
supported by the principles of developmental psychology and applied behavior analysis. This
model has a strong parent involvement component, and it is the only comprehensive early
intervention model that has been validated in a randomized clinical trial for use with children
with autism as young as 18 months of age. Furthermore, ESDM has been found to be effective for
children with ASD across a wide range of learning styles and abilities.
For more information, please visit: http://autismcollege.com/
References
American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders, 5th Edition: DSM-5.
Arlington, VA: Celebrate the Children. Retrieved from http://www.celebratethechildren.org/
Dawson, G., Rogers, S., Munson J., Smith M., Winter, J., Greenson, J., Donaldson, A., and Varley, J. (2009).
Randomized, Controlled Trial of an Intervention for Toddlers With Autism: The Early Start Denver Model. Pediatrics,
January 2010, Vol 125 Issue 1
Donnellan,A., Hill,D., & Leary,M. (2010). Rethinking Autism: Implications of Sensory and Movement Differences.
Disability Studies Quarterly, Volume 30. No 1. Retrieved from: http://dsq-sds.org/
Interdisciplinary Council on Development and Learning. Retrieved from http://www.icdl.com/research Profectum.
Retrieved from https://profectum.org/
Sicile-Kira, C. (2014). Autism Spectrum Disorder: The Complete Guide to Understanding Autism- Revised edition.
New York, NY: The Penguin Group
Sicile-Kira, C. (2008). Autism Life Skills: From Communication and Safety to Self-Esteem and More - 10 Essential Abilities
Every Child Needs and Deserves to Learn. New York, NY: The Penguin Group
Early Start Lab UC Davis Mind Institute. Retrieved from http://www.ucdmc.ucdavis.edu/mindinstitute/research/esdm/
84 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
4C. Innovations in Special Education
Moderator:
Ms. Divya Lata, Early Learning and Education Advisor
Plan International, Asia Regional Office, Thailand
• 4C.1 Innovations of Assistive Technologies in Special Education
• 4C.2 Innovative Teaching Practices
• 4C.3 NVDA: Improving Education Opportunities for the Blind
4C.1 Innovations of Assistive Technologies in Special Education
Prof. Jun Ishikawa, Chairperson
Commission on the Policy for Persons with Disabilities Cabinet Office, Japan
The Convention on the Rights of Persons with Disabilities (2006) states that the countries that
sign it have a duty to provide inclusive education, accessible textbooks, assistive technology,
and communication support. Visually impaired students are in need of tactile descriptions and
educational materials. Thus, this presentation introduced a new innovative technology using tactile
graphics—the 2.5D Printing System—developed by CASIO. Further innovations in technology for
those with disabilities are also discussed.
This presentation highlighted that DropTalk assists children with autism and other developmental
disabilities who have problems with communication. Additionally, this presentation discussed
how specialized assistive hardware such as Braille displays and notetakers (e.g., Braille Sense),
magnifiers, and Braille printers are still expensive due to the limited size of the market, and a
radical fall in the prices is not expected any time soon. Thus, governmental assistance in the form
of a system of grants is recommended. Furthermore, it is noted that the world has recently seen
technologies that can be installed into and used on regular hardware, and many applications
of this kind are free. Thus, this presentation emphasized the use of regular hardware and such
freeware, as this can reduce the burden of the governments or schools.
In addition to the introduction of assistive technologies, this presentation stressed that there is
a vast number of other actions which need to be taken, such as the provision of sign-language
interpreters and notetakers; the digitization of technical books used in classes; ensuring
reasonable accommodation for students with developmental and mental disabilities; and
addressing the physical barriers that impede access to facilities for students with physical
disabilities.
This presentation also emphasized that an important step forward taken in Japan was the
Disability Discrimination Act, which was approved and will be enforced beginning in April 2016.
With this Act, public elementary schools, junior high schools, high schools, and universities will
be obligated to provide reasonable accommodation to pupils and students with disabilities.
This presentation noted that it takes time to create laws, and so it also takes time to change
them. However, the most important thing is that there be constructive dialogue between the
government and the civil society throughout this process.
85
4C.2 Innovative Teaching Practices
Ms. Phalla Neang, Coordinator for Blind Children Education
Krousar Thmey (New Family), Cambodia
In 1994, Krousar Thmey (“New Family”), opened its first school for blind children in Phnom Penh,
and it now has five schools across the country. It is the first Cambodian foundation for blind
and deaf children. During the first three years of the program, Krousar Thmey focused on the
enhancement of education for blind children, and also tried to develop solutions for deaf children
who did not have access to school. Krousar Thmey ultimately decided to import the American Sign
Language to meet the needs of the deaf children, and in 1997, Krousar Thmey started welcoming
deaf children to school, with teachers able to teach them the official curriculum with American
Sign Language. At the same time, Krousar Thmey created a Sign Language Committee, in charge
of adapting the Sign Language to the Cambodian culture.
This presentation shared that prior to 2000, deaf or blind children were only studying in Krousar
Thmey special schools, and they had no opportunity to explore inclusive environments. Thus,
Krousar Thmey concluded an agreement with the Ministry of Education, where Krousar Thmey
special schools would follow the official curriculum, so that if children pass one grade in Krousar
Thmey schools, they would be able to enter the next grade in public school. This agreement
enabled the Foundation to develop further agreements with local public schools willing to
welcome blind or deaf children into inclusive classes. Consequently, since 2000, all children from
Krousar Thmey schools have been able to attend public schools.
This presentation highlighted how collaboration with public bodies enabled Krousar Thmey to
develop a system recognized by the Ministry of Education. Thus, by strictly following the official
curriculum with appropriate learning materials and teaching methods, Krousar Thmey gave blind
and deaf children the opportunity to complete their studies. This presentation also noted that all
Krousar Thmey teachers became civil servants in 2011, and in 2015, the Cambodian government
agreed to fund the entire budget of the Braille workshop and the Sign Language Committee.
Krousar Thmey continues to collaborate and work closely with the Cambodian government,
ensuring that the foundation’s work is incorporated into public development strategies and is
also helping to prepare for the transfer of its education program to the Cambodian state education
system by 2020. This transfer is expected to ensure the sustainability of the program and enable
its extension in order to reach every blind or deaf child in Cambodia.
This presentation also shared Krousar Thmey’s future plans, which include: (1) The school transfer
to the Ministry of Education, Youth and Sport (MoEYS); (2) Improving the capacity of the Sign
Language Committee and Braille Workshop; (3) Enhancing teacher professional development
and skills; (4) Vocational training and job placement for Krousar Thmey adults; and (5) Strong
communication with the local authorities and partners.
For more information, please visit: http://www.krousar-thmey.org/
86 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
4C.3 NVDA: Improving Education Opportunities for the Blind
Mr. Michael Curran, Founder
NV Access, Australia
Contributing authors:
James Teh and Michael Curran. The second author presented at the summit.
Education is a fundamental human right, yet millions of children around the world do not have
access to formal education. For children who are blind or severely vision impaired, the barriers to
education are even greater. A major barrier is that print material is not usable by blind children.
While braille was invented to solve this problem, the lack of readily available braille material, along
with its size and specialised production, make it an infeasible solution for many out-of-school
children. Technology is the obvious solution, given the ever-growing wealth of readily available
electronic information and the ease with which it can be distributed. However, in order to access
mainstream technology, a blind user requires screen reading software. Unfortunately, traditional
commercial screen reading programs can cost thousands of dollars, putting these programs out
of reach for many people, including out-of-school children.
This presentation elucidated how NVDA (NonVisual Desktop Access)—the free, open source
screen reading software developed by NV Access—solves the aforementioned problems. It
outlined the features of NVDA; how it is being used throughout the world; and how NV Access
is continuing to expand the horizons of access even further. The ways in which technology can
significantly change the lives of blind people was also discussed, not only as regards education,
but also going beyond education, addressing employment and independence.
This presentation also shared how NV Access is undertaking other projects to ensure NVDA
reaches those who need it most. These projects were outlined, including the development of a
training and certification framework, as well as the provision of technical support and consulting
services. Finally, the presentation discussed the lessons that can be learned from the NVDA project
and how these lessons can be applied to other projects for the benefit of those most in need.
For more information, please visit: http://www.nvaccess.org/
4D. Child Labor & Trafficking
Moderator:
Ms. Simrin Singh, Senior Specialist on Child Labour
International Labour Office (ILO), Thailand
• 4D.1 Hagar’s Education Strategies for Survivors of Child Labour, Trafficking, and other
Human Rights Abuses in Cambodia
• 4D.2 myME Project: Providing Non-formal Education and Vocational Training for
Underprivileged Working Children and Youth
• 4D.3 Building Life Skills of Out-of-School Drug Dependent Juveniles: Experience through
PKM Project
87
4D.1 Hagar’s Education Strategies for Survivors of Child Labour, Trafficking,
and other Human Rights Abuses in Cambodia
Mr. Pisith Horn, Project Manager
Community Learning Centre, Hagar International, Cambodia
Cambodia’s educational outcomes are currently among the lowest in Asia. There are many complex
factors that contribute to this low school performance, including the following: poverty, migration,
a weak public education system, unsanctioned additional school fees and the enduring impact of
genocide. Within the education sector, there are additional contributors, such as minimal teacher
capacity, lack of school facilities and the inconsistent standards between urban and rural schools.
As of 2014, the out-of-school rate for children of primary school age is 5.3%; the out-of-school
rate for adolescents of lower secondary school age both sex is 17.5%; and the youth literacy rate is
91.48% (UNESCO, 2015). The children and youth who are out of school are often begging; involved
in illegal activity; or enter the workforce early due to familial financial pressure. Some also fall victim
to child labour and various forms of trafficking.
Hagar Cambodia was established in 1994, and it is an international not-for-profit, faith-based
organisation dedicated to the recovery of survivors of extreme human rights abuse, particularly
human trafficking, gender-based violence and sexual exploitation. This presentation discussed
Hagar’s holistic approach to educational services at the Community Learning Centre (CLC), as
well as the many unique community-based efforts, which seek to ensure Hagar’s clients achieve
their goals. Through protection, personal transformation, community integration, education and
economic empowerment, Hagar seeks to walk the ‘Whole Journey’ of recovery with the survivors
and their families enabling those who have experienced abuse to recover, become resilient and
live empowered, productive lives in their chosen community.
References
UNESCO Institute for Statistics (UIS). 2016. Education: Literacy rate. Retrievable from data.uis.unesco.org/index.
aspx?DataSetCode=EDULIT_DS&popupcustomise=true&lang=n
For more information, please visit: https://hagarinternational.org/international/our-work/where-wework/cambodia/
4D.2 myME Project: Providing Non-formal Education and Vocational
Training for Underprivileged Working Children and Youth
Mr. Tim Aye-Hardy, Co-Founder & Executive Director
Myanmar Mobile Education Project (myME), Myanmar
The mission of myME is to provide education via innovative mobile classrooms to children in
Myanmar (Burma) who have been compelled into indentured servitude at teashop restaurants
where they are forced to work long hours every day in order to sustain their families. Thus, this
presentation shared how myME’s mobile classrooms provide these out-of-school children an
opportunity to learn basic literacy, math and computer skills in a safe environment where they can
gain self-confidence and develop critical thinking skills through innovative, interactive instruction.
Furthermore, this presentation discussed how employment opportunities are offered after
88 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
functional literacy is obtained and vocational training is completed with myME Project Partners
(e.g., Samsung, Coca-Cola, and H&M, among others).
For more information, please visit: http://www.mymeproject.org/
4D.3 Building Life Skills of Out-of-School Drug Dependent Juveniles:
Experience through PKM Project
Dr. Aparna Khanna, Associate Professor
Department of Development Communication and Extension, Lady Irwin College, University of Delhi, India
The Juvenile De-Addiction and Rehab Centre was inaugurated in 2011 as a pilot intervention for
boys (10-18 years old) who are drug-dependent. Adolescents are sent by the Court and undergo
90 days of residential treatment for recovery and rehabilitation in Delhi, and this presentation
shared the various aspects of the Padhai Ka Maza (PKM) Project—the ‘Joy of Learning’ Project—
which focus on enabling adolescents through ‘the 3L’s’: (1) Literacy; (2) Library; & (3) Life Skills. The
objectives of the PKM Project include fostering functional literacy; sustaining and improving literacy
skills of neo-literates; and building life skills through participatory activities based around books.
The model includes multiple public-private partnerships, and concrete interventions are reviewed.
The social-emotional learning aspect of the project is highlighted, as well as multiple innovations
in learning and life-skills training, including the For Today and Tomorrow (FTT) training package, as it
is a life skills training package that is accepted by the Ministry of Social Justice and Empowerment
(India) and will be disseminated across several states. This presentation also addressed specific
challenges with the programme, as well as achievements.
89
CONCURRENT SESSION 5
Responding to Challenges (Part II)
5A. Education in Emergencies: Conflict Zones
Moderator:
Ms. Alexandra Kaun, Education Officer
UNHCR, Kenya
• 5A.1 International Network for Education in Emergencies (INEE)
• 5A.2 Innovations in Education for Out-of-School Children in Afghanistan
• 5A.3 Supporting the Learning of Children in Times of Protracted Conflict and Crisis: The
UNRWA1 Response to the Education Needs of Palestine Refugees from Syria and in Gaza
5A.1 International Network for Education in Emergencies (INEE)
Mr. Dean Brooks, Director
International Network for Education in Emergencies (INEE), New York, United States of America
The Inter-Agency Network for Education in Emergencies (INEE) is an open, global network of
individuals and representatives from nongovernmental organizations (NGOs), UN agencies, donor
agencies, governments, academic institutions, schools, and affected populations working together
to ensure all persons the right to quality, relevant, and safe education in emergencies and postcrisis recovery. INEE was conceived in 2000 following the identification by certain UN bodies and
international NGOs that humanitarian crises were a major obstacle to the fulfillment of the global
commitment to the UNESCO-led “Education for All” movement. As a result, UNESCO, UNICEF, and
UNHCR committed to advancing Strategy Five of the Dakar Framework and convened the first
Global Consultation on Education in Emergencies in Geneva in November 2000. Participants
representing civil society, governments, NGOs and UN agencies acknowledged the need to learn
from successes and failures, share resources, develop guidelines and work collectively to create
awareness of the plight of millions of children and youth denied access to quality education. From
their deliberations emerged the Inter-Agency Network for Education in Emergencies (INEE). INEE
has since grown to a network of over 11,000 members.
This presentation shared the realities conflict has on education and the efforts made to address
the situation. There are still 58 million primary school aged children and youth out of school, of
which 50% live in conflict zones. Additionally, over one-third of the 69 million adolescents out-ofschool globally live in conflict-affected countries. With the growing prevalence of humanitarian
emergencies, the number of people forcibly displaced by war or persecution has skyrocketed to
1 United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA)
90 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
51.2 million—16.7 million refugees and 33.3 million internally displaced persons—the highest
number ever recorded. Furthermore, one hundred million children and young people are affected
by disasters every year, causing great disruption to their schooling. Situations of emergency not
only affect students’ access to education, but also often disrupt the availability of—and support
for—teachers and education staff, heavily damaged educational infrastructure, and impact
education systems as a whole. Despite the importance and critical need for education in crisis
situations, it is one of the least supported sectors in humanitarian response; in 2014, less than one
percent of humanitarian aid was directed towards education, leaving millions of children and
youth with few prospects and little hope for achieving a quality education.
INEE continues to lay the lead role in engaging humanitarian and development actors, researchers
and practitioners, donors and policymakers, and education staff and learners at all levels on the
important work of ensuring everyone’s right to education in emergencies. Today, INEE is a key
education agent in multiple dialogue and planning forums on fragility, conflict, violence, crises
and emergencies.
This presentation shared that INEE recognizes now more than ever the importance of helping
organizations and individuals come together as a vibrant and diverse community to combine
efforts, establish partnerships, share knowledge, and amplify the calls for positive change in the
field of Education in Emergencies (EiE). INEE serves its members through community-building;
convening diverse stakeholders; knowledge management; amplifying and advocating; facilitating
and learning; and providing members with the resources and support they need to carry out
their work on education in emergencies. Most importantly, INEE aspires to see that the right to
education for all is fulfilled, including in emergencies.
For more information, please visit: http://www.ineesite.org/en/
5A.2 Innovations in Education for Out-of-School Children in Afghanistan
Mr. Bashir Khaliqi, Managing Director
Afghan Association for Adult Education (ANAFAE), Afghanistan
According to the UN data used in the latest Education Sector Analysis (January 2016), Afghanistan’s
population is the second youngest in the world, with 48.4% under 15 years of age. The primary
school completion rate is 31%, with the primary school completion rate for girls at 21%, which
is almost twice as low as that for boys at 40%. There is also a significant difference in the primary
school completion rate in rural areas (28%) compared to urban areas (42%), and between
completion rates by region. The Ministry of Education estimates that there are over 3.5 million
children in Afghanistan who remain out of school.
Some of the key barriers to accessing education in Afghanistan include: (1) Insecurity; (2) Poverty
and child labour; (3) The lack of schools in remote areas; (4) Long walking distances to schools;
(5) The harassment of children on the way to schools; and (6) The low quality of education. There
are also specific barriers toward girls’ education, which include: (1) The shortage of female teachers,
especially in higher grades; (2) Cultural beliefs about girls’ education; (3) The lack of necessary facilities
in schools, such as toilets, drinking water and surrounding walls; (4) Early marriage; and (5) The
distance between the school and home can be dangerous, especially for young children and girls.
91
After noting the multiple barriers and constraints confronted in the Afghan context, this
presentation shared the various approaches and innovations that the government, IGOs and NGOs
are undertaking, which seek to provide opportunities for education so that children who are out of
school, may gain access to and stay in school. These approaches and innovations are designed to
respond to the different obstacles encountered, and include, but are not limited to the following:
(1) Community-based education (CBE)/Accelerated learning courses (ALC); (2) CBE for nomadic
populations; (3) Private schools; (4) Early childcare and development (ECCD); (5) Literacy education;
(5) Supplementary schooling programmes; (6) Girls Learn to Teach Afghan (GLTTA); and (7) Circus for
Children. Further recommendations are made in this presentation, which highlight lessons learned
and present needs: (1) All education programmes targeting OOSC must be demand-driven, not
supply-oriented; (2) All teaching and learning materials, as well as teaching methodologies, should
be flexible and child-oriented; (3) Networking and coordination among all education stakeholders
(e.g., Education Network or Coalition) needs to be improved and strengthened; (4) Sustainable
financing for education, mainly for OOSC, ECCD, and NFE (literacy) is problematic. The presentation
concludes with the recommendation that the government, especially the Ministry of Education,
be encouraged to have strong cooperation and good relations with NGOs and the private sector
so as to further improve and increase education efforts in Afghanistan.
For more information, please visit: http://anafae.af/
5A.3 Supporting the Learning of Children in Times of Protracted Conflict
and Crisis: The UNRWA2 Response to the Education Needs of Palestine
Refugees from Syria and in Gaza
Dr. Caroline Pontefract, Director of Education Department
United Nations Relief Works Agency (UNRWA), Headquarters, Amman, Jordan
Over the past 65 years, the UNRWA/UNESCO education programme for Palestine refugees has
provided quality and equitable learning opportunities for millions of refugees in the Middle East,
despite the myriad crises the region has endured. In doing so, the programme has built what the
World Bank has described as education resilience in four generations of refugees. With the onset
of the Syria crisis, UNRWA faced new challenges in the delivery of education to those children
impacted within Syria and to those forced to flee to Jordan, Lebanon and Gaza.3 In the midst of
the Syria crisis there was another war in Gaza and this resulted in wide scale damage to schools
and homes; a high number of fatalities, including children; and psychosocial trauma.
In this context, the UNRWA education in emergencies response continues to emphasize the
importance of strong systems towards quality, inclusive and equitable education for all its
students. This work necessarily has to be complemented by innovative approaches and flexible
learning strategies in order to get children back to school; to reach children unable to access
normal schooling; to help those in school but whose attendance is irregular due to their family’s
displacement or to daily security risks; and to provide basic education for those who are no longer
in school. These innovative approaches support children’s learning through alternative education
modalities, such as self-learning text, computer-based materials and the review of the existing
UNRWA TV programmes, so that they are of value to a wider audience by focusing on key age
2 United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA)
3 Currently there are approximately 46,000 Palestinian refugees in Syria, 8,000 in Lebanon, and 1,800 in Jordan.
92 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
related concepts and skills, rather than specific country curriculum. They also help children catch
up on missed learning opportunities, or just relax and play, through the establishment of safe
learning and recreational spaces. 4
Teachers and schools have been empowered in the new approaches and in managing the safety
and security of their students, and of themselves, through specific security training and the use of
simple tools such as SMS – which help schools in taking responsibility for making key decisions,
such as when to close or open school. A key strand throughout the emergency response has been
finding ways to help address the psychosocial needs of children and teachers, most specifically
through additional counselors and a range of student focused activities during the year. To better
understand how well the education in emergency response is meeting the needs of the children,
there has been much emphasis on data management, striving here to measure the achievements
of the education in emergency response against universal programmatic indicators, but also
recognizing the need for interim and additional indicators.
This presentation concludes with highlighting and asserting that UNRWA’s integrated approach to
the strengthening of the education system, and the innovative ways of maintaining programme
delivery in times of crisis, will help to further build the resilience of refugees towards fulfilling their
potential and the shaping of their own futures.
For more information, please visit: http://www.unrwa.org/
5B. Education in Emergencies: Natural Disasters
Moderator:
Ms. Ushio Miura, Programme Specialist and Team Leader
Education Research and Foresight, UNESCO Bangkok, Thailand
• 5B.1 Rebuilding Hope in Eastern Visayas: “Because the Children Could Not Wait”
• 5B.2 Empowerment and Recovery Process of the Children Evacuated from the Disaster
Stricken Area: Lessons from the Experience of Japan Tohoku Area
5B.1 Rebuilding Hope in Eastern Viåsayas: “Because the Children Could Not Wait”
Dr. Luisa Bautista-Yu, Regional Director
Department of Education (DepEd), Philippines
Eastern Visayas was hit by Typhoon Haiyan (Typhoon Yolanda) on 8 November 2013. This natural
disaster affected 1,366 schools, 25,975 teachers and employees, and 676,455 learners. The greatest
challenge confronted after this Super Typhoon was how to bring the children back to school with
adequate education resources. This presentation therefore shared the innovative and proactive
ways of collaboration, commitment and work that brought children back to school after this
natural disaster.
4 UNRWA’s education in emergency response was supported by the EU IFS Project and the Qatar Foundation, Educate A Child.
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This presentation reported that the Bangon DepEd Task Force and the Education Cluster were
created to focus on three primary areas (access, quality, and governance), and the reconstruction
and rebuilding efforts after the typhoon were led in partnership with other government agencies,
IGOs and communities, while educational programmes and psychosocial activities were
conducted with overwhelming support from various sectors. Due to this effective collaboration,
organization and support, a soft opening of classes took place only three weeks after the typhoon,
and after seven weeks, regular classes resumed. This presentation also discussed other outcomes,
including the creation of disaster-resilient classrooms and schools, and the fact that efforts have
continued to strengthen water, sanitation and hygiene (WASH) in schools and Disaster Risk
Reduction (DRR) trainings in school improvement plans. Furthermore, the resilience of school
heads, teachers and students is noted as being instrumental in the rebuilding of schools and
restoring lives. Now, after more than two years of rebuilding and recovery, this presentation
emphasized that the education system is better than before.
5B.2 Empowerment and Recovery Process of the Children Evacuated from the
Disaster Stricken Area: Lessons from the Experience of Japan Tohoku Area
Prof. Ichinose Tomonori, Professor
Miyagi University of Education, Japan
The Tohoku area was greatly affected by the earthquake, tsunami and the subsequent Fukushima
nuclear accident, which took place on 11 March 2011. The scale of this natural disaster was
extremely severe as the number of fatalities was 15,735, and the number of missing people
remains at 4,467 (Japanese Police Office, August 2016). Furthermore, the number of children
evacuated from the disaster-stricken area was approximately 12,000; the number of children left
orphaned after their parents’ death was 1,698; and the number of children of ethnic minorities/
children with special needs who were affected was approximately 300. Additionally, the number
of damaged or destroyed school buildings was 754.
This presentation reported on the reconstruction assistance project, which Miyagi University of
Education (MUE) led in collaboration with the local community and NGOs. This project sought to
provide support for the local community and schools with relief supplies being the core of the
support. MUE launched the Center for Disaster Education and Recovery Assistance and have been
providing educational reconstruction support with a focus on dispatching student volunteers
while receiving assistance and support from other educational universities nationwide. These
activities aimed to respond to childrens’ decreased motivation of learning caused by the
deterioration of the educational environment in the local communities and schools and the
children’s mental stress caused by the changes to their home environment. Recommendations
are made in this presentation, including the need for relationship building, as well as the inclusion
of Disaster Risk Reduction (DRR) in teacher training.
References
National Police Agency. (2016). Countermeasures for the Great East Japan Earthquake. Retrieved from https://www.
npa.go.jp/english/index.htm
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5B.3 Nepal Earthquake 2015: Emergency and Early Recovery
Mr. Baikunta Prasad Aryal, Director
Planning Department of Education, Government of Nepal
Mrs. Purnima Gurung, Education Officer
UNICEF ROSA, Nepal
The 7.8 and 7.3 magnitude earthquakes, which struck Nepal on 25 April and 12 May 2015,
respectively, had a devastating effect on the Himalayan nation. More than half of the Nepal’s total
population of children (2.8 million children) were affected, and 1.1 children were affected severely.
Additionally, 9,353 schools were damaged, and the total education loss was 312 million USD.
This presentation shared how phased education recovery efforts were led by the government and
co-lead by UNICEF and Save the Children. Phase I was first discussed, which included the use of
rapid assessments; the categorization of school buildings; the reinforcement and mobilization of
emergency focal persons at the district level; the data collection and coordination with agencies;
psychosocial counseling following the cascade model; the development and distribution of
materials related to education in emergencies; the supply of supportive materials (e.g., school in
box kit, ECD kit, recreational kit); debris management; the establishment of Temporary Learning
Centers (TLC), and the provision of other school materials. Phase 2 was then reviewed, as this phase
included various aspects of school reconstruction and renovation. A key innovation included a
standard training package for teachers, which was endorsed by the government. The challenges
and realities confronted amidst rebuilding efforts were also shared.
5C. Stateless & Migrant Children
Moderator:
Mr. Hugh Delaney, Chief of Education
UNICEF Thailand, Thailand
• 5C.1 Labour Rights Promotion Network Foundation (LPN)
• 5C.2 Providing a Relevant Education for Displaced Children in the Andaman Sea Crisis
• 5C.3 Flexible Learning Strategies for Out-of-School Children: Step-Up Programme, HPPI
5C.1 Labour Rights Promotion Network Foundation (LPN)
Mr. Sompong Srakaew, Director
Labour Rights Promotion Network Foundation (LPN), Thailand
The concept of labour migration includes complex issues revolving around state security, liberal
capitalism and investment, as well as human rights and social security. This presentation shares
the estimated number of migrant workers nationwide in Thailand who registered at the One Stop
Service Center (OSS) from 2013-2015 was 3-4 million. The number of migrants was then broken
down according to region and business sector, where it is shared that the businesses that employ
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the most registered migrant labourers are the construction industry (491,663), the agriculture
sector (219,362), and the service sector (141,071). The various problems that are confronted by
migrant workers and migrant children, including exploitation and abuse, were then discussed.
This presentation introduced the content of the Labour Rights Promotion Network (LPN), as well
as the model of LPN 2016, which includes: (1) The Labour Center/Seafarers Action Center; (2)
Sunday Learning Center – Non-formal education; (3) Supporting Migrant Children attendance
of Thai Government School; (4) Multi-Language and Culture Center; (5) Migrant Center in the
Community; (6) CSR-Thai Frozen Foods Association (TFFA); Thai Union Group (private sector); and
(7) Developing Adult Learning Model with MAIT. The importance of LPN’s proactive networking is
emphasized, as well as the literature LPN has published thus far.
For more information, please visit: http://lpnfoundationblog.blogspot.com/
5C.2 Providing a Relevant Education for Displaced Children in the
Andaman Sea Crisis
Mr. Tim Murray, Senior Education Specialist
Save the Children, Thailand
Since the beginning of Myanmar’s ethnic conflict in 2012, more than 120,000 Rohingyas—ethnic
Muslims living in Myanmar’s Rakhine State—have fled the country in search of safety. In early 2015,
increased international attention highlighted the plight of the Rohingyas and Bengalis who were
left in boats abandoned by human traffickers with a subsequent 6,000 to 8,000 victims stranded
at sea. This presentation reports that the women, children and a small number of men who made
it to Thailand are currently being held in temporary shelters run by the Thai government, which
Save the Children has been supporting.
Save the Children is the pioneer in developing basic education curriculum for Rohingya migrants
in Thailand with key approaches that aim to ensure a sense of normalcy and security, as well as
the chance for migrants to continue their development and learning according to their needs.
Therefore, each approach is designed to resolve different limitations presented by the beneficiaries,
particularly the fact that there is no writing script in the Rohingya language. Thus, one of the
greatest challenges that the programme had to first address was how to develop an innovative
response to the issue of language and script, as there is no widely used script to write the children’s
mother tongue, Rohingya.
This presentation shared that after further research and consultation, it was decided that one
option that would be the most appropriate for some children would be to use the Rohingyalish
writing system. This is one system of writing that was developed by a Rohingya individual,
which uses an adapted version of the Latin script. The system is held to be 95% accurate in the
representation of the Rohingya language. It has the added advantage of being similar to the
English alphabet, and thus transition upon resettlement to the USA or Malaysia (primary
destinations) will be facilitated. Finally, it is contended that by supporting the development and
teaching of the Rohingya script, the project is not only better at promoting children’s reading
development, but it is also contributing to the development of the Rohingya community, culture
and self-esteem, which are all closely linked to language.
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This presentation emphasized that education has a stabilizing effect in emergencies. Thus,
education efforts incorporating the Rohingyalish writing system and the mother-tongue language
are highlighted, as well as the EiE Curriculum framework. The EiE Curriculum Framework is
pertinent to this topic, as it builds upon four pillars: (1) EiE standards and child rights; (2) Multilevel education; (3) Community-based education; and (4) Multi-lingual and indigenous education.
The content of this curriculum focuses on foundational skills, including: (1) Numeracy; (2) Mother
tongue; (3) Life skills; (4) Social and emotional learning (SEL); and (4) Second languages. Innovative
educational activities are also discussed and have included: Healing and Education through ART
(HEART); Reading Clubs; as well as Story Time and book sharing.
The conclusions of this presentation include the following: (1) Education must be considered an
essential service in a situation of emergency or displacement; (2) Education in emergencies must
address both cognitive development as well as social and emotional learning and well-being; and
(3) Language is a key consideration in an EiE response, and there remain multiple reasons why
mother tongue based education is important in an emergency context.
For more information, please visit: https://thailand.savethechildren.net/
5C.3 Flexible Learning Strategies for Out-of-School Children:
Step-Up Programme, HPPI
Ms. Vaishali Mudgal, Pedagogy Expert and Teacher Trainer
Humana People to People India (HPPI), India
The Step-up Programme is an action initiative formulated with the following objectives and
value frame: (1) To address the learning deficit; (2) To bridge the gap in education by providing
age appropriate learning through suitable curriculum and teaching learning materials; and
(3) To evolve and implement techniques and teaching learning strategies for building teachers’
capacity in order to reduce students’ disengagement from education due to dysfunctional schools.
The Step-up Programme was envisioned to provide a platform for children to thrive, learn and
grow into enabled and productive individuals. It aims to create impact with rich and engaging
purposeful pedagogy, targeted curriculum and teaching practices.
Most out-of-school children in the Step-up Programme are identified as children of migrant
families and marginalized groups (i.e., girls and indigenous populations). The programme has
a current reach of more than 10,000 children across the states of Haryana, Madhya Pradesh and
Tamil Nadu. This presentation shared details regarding the yearlong Step-up Programme, which is
designed by blending formal learning and skill-based experiences that cater to various ages and
learning levels within the same classroom. The assessments and evaluations of the programme
are shared, as they are carried out through continuous monitoring. Due to that the focus is on
learning and productivity, no categorization is done on the basis of marks or grades.
The Step-up Learning Centres for out-of-school children seek to provide a positive environment
and tools for the enrolled children, so they may be able to acquire skills that are appropriate to their
age and corresponding grade. This programme also seeks to build confidence so as to encourage
each child to continue learning and succeeding in the regular school system, which will open
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up greater opportunities for their future. This presentation emphasized that Step-up is a detailed
and structured programme that can drive itself and shows little dependence on the teachers’ skill
and capacity, as it is driven by the student’s desire and need to learn. Furthermore, each pair of
steps progressively qualifies the child for one class level, and the themes have also been chosen
in alignment with the themes suggested for social and environmental awareness for children at
the primary level. The Step-up Programme has also been horizontally and vertically mapped with
the Indian National Curriculum Framework (NCERT, 2005).
References
National Council of Educational Research and Training (NCERT). (2005). National Curriculum Framework. Retrieved
from http://www.ncert.nic.in/index.html
For more information, please visit: http://www.humana-india.org/index.php/extensions/education/
academy-for-working-children-step-up-centre
5D. Ethnic Minorities
Moderator:
Dr. M. Ehsanur Rahman, Executive Director
Dhaka Ahsania Mission (DAM), Bangladesh
• 5D.1 Children’s Libraries Nurturing Reading Habits and Catalyze Communities in Remote
Villages/Islands of Eastern Indonesia
• 5
D.2 Ethnic Minority Children in the Cambodian Consortium for Out-of-School
Children- MLE
• 5D.3 BRAC PHILIPPINES ALTERNATIVE DELIVERY MODEL (ADM)
5D.1 Children’s Libraries Nurturing Reading Habits and Catalyze
Communities in Remote Villages/Islands of Eastern Indonesia
Ms. Nila Tanzil, Founder
Taman Bacaan Pelangi (Rainbow Reading Gardens), Indonesia
Indonesia is home to 240 million people and a host of complex concerns, from divisive social
issues to overwhelming income distribution and inequality. When it comes to education, Indonesia
has the fourth-largest education system in the world (behind China, India, and the United States),
with over 50 million students and 2.6 million teachers in more than 250,000 primary and secondary
schools, spread across 17,000 islands (World Bank, 2014). Against this backdrop, Indonesia strives to
improve the education system, yet the great gap between the rural and urban areas of Indonesia
in education quality remains. When we look at literacy rates, the numbers become staggering,
for out of the 34 provinces in Indonesia, four provinces of east Indonesia recorded the highest
illiteracy rate: Papua (36.1%), West Nusa Tenggara (16.48%), West Sulawesi (10.33%) and East Nusa
Tenggara (10.13%) (Ministry of Education and Culture, 2012).
98 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
Limited infrastructure and human resources directly contribute to these surprising numbers. Only
adding to the problem is the issue of language. Indonesia has a national language, referred to as
Bahasa Indonesia. In the areas located a great distance from the provincial capital, however, there
are approximately 800 active local languages, which vary from village to village. The subsequent
language barriers make it difficult for children in remote areas to learn to read and write confidently
using the textbooks provided by the government. Every line of public school textbooks is written
in Bahasa Indonesia, which is not the language many children grow up speaking or the language
they speak at home with their family.
Taman Bacaan Pelangi (“Rainbow Reading Gardens” or “RRG”) is a non-profit organization that
builds and bolsters children’s libraries in remote villages of Eastern Indonesia and focuses initiatives
on the Eastern part of the country. RRG’s mission is to nurture children’s early interest in reading,
as well as provide access to quality children’s books, focusing on children (ages 5-13 years old)
who live in some of the most remote places in Indonesia. The first RRG library was established
in December 2009, and to date, the organization has established 37 libraries across 14 islands in
Eastern Indonesia.
Located in local people’s homes, cultural centers and local schools, RRG works closely with the
local community, empowering volunteer librarians by providing capacity building workshops for
school principals, teachers, farmers and fishermen who act as librarians in each village. To achieve
its mission of nurturing children’s interest in reading, all the books provided to the libraries are
children’s storybooks, not school textbooks. Books are also leveled based on children’s reading
skills and attractively displayed so children will be be drawn to the books as soon as they enter the
library. The library room is also decorated with print-rich materials, such as students’ artwork, which
fosters a sense of being and a love for reading. For the libraries located in schools, the principals
have committed to set aside “library periods,” where each class spends an hour at the library per
week. Teachers are also trained to conduct reading activities during the week, utilizing the library
to the fullest.
Over the past six years, RRG has distributed more than 80,000 children books, benefiting over
10,000 children in 37 villages across those 14 islands in Eastern Indonesia. RRG is dedicated to
ensuring that the children in each village get new collection of books regularly. Every RRG’s library
has between 1,000 and 3,000 children’s storybooks in their collection.
This presentation shared the positive outcomes and impact RRG has had on children and
communities, including significant improvements in writing, reading and language skills.
Furthermore, it is noted that the children are now inspired and have the courage to dream.
Through reading books, they have learned that there is a vast world beyond their village.
References
World Bank. (2014, September 1). World Bank and Education in Indonesia. Retrieved from
http://www.worldbank.org/en/country/indonesia/brief/world-bank-and-education-in-indonesia
Ministry of Education and Culture. (2012). Literacy: Empowerment, Development and Peace. Retrieved from
http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/ED/pdf/Indonesia.pdf
For more information, please visit: http://tamanbacaanpelangi.com/
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5D.2 Ethnic Minority Children in the Cambodian Consortium
for Out-of-School Children- MLE
Mr. Jan Noorlander, Program Director
CARE Cambodia, Cambodia
Cambodia is home to an estimated 23 minority language groups with indigenous ethnic
minorities making up the majority of the population in the Ratanak Kiri and Mondul Kiri Provinces.
Educational outcomes for these provinces and specifically in ethnic minority communities are
significantly lower than the national average. Ethnic minority children in these communities
face many obstacles, such as the lack of nearby schools; education in a language they do not
understand; teacher shortages and high levels of absenteeism; and the use of a curriculum that
is culturally irrelevant.
Multilingual Education (MLE) provides opportunities for children to start their education in
their home language, which then acts as a bridge to, and facilitates the learning of the national
language. Therefore, MLE can be defined as the planned and systematic use of two languages
in a program of instruction for children. This presentation emphasized that children learn best
when they use what they already know (their knowledge and experience, their own language) to
learn what is new (new facts, new concepts and new languages). Thus, MLE programmes focus
on helping students build a strong educational foundation in their first language and use this
as a bridge to the new language. Additionally, MLE contributes towards the preservation and
protection of languages.
This presentation highlighted that successful MLE programs share the following characteristics:
(1) Communities participate and take responsibility for planning, implementing, evaluating and
maintaining their programs; (2) Government, NGOs, universities, as well as other institutions and
interested groups support programs; (3) Adequate funding is made available for teacher salaries,
training and material development; and (4) Communities recognize the benefits of MLE.
This presentation discussed the realities of MLE in Cambodia, where the process of learning Khmer
in MLE is progressive and currently takes three years, in addition to some exposure in preschool.
In the first year, children develop literacy skills in their home language and learn oral Khmer, while
the home language is the main language of instruction. In the following two grades, the amount
of Khmer is gradually increased. By the fourth grade, students study all subjects in Khmer.
CARE Cambodia has been actively advocating for MLE in Cambodia for over a decade, and the
organization has been successful in developing a sustainable model, that’s ownership has, in
large part, been taken over by the Ministry of Education, Youth and Sports, ensuring that future
generations of ethnic minority children can access and succeed in school.
Starting from its pilot program in 2003 through to the technical support of the development of a
national action plan on multilingual education in recent years, advocacy has played a central role
in CARE’s approach. CARE’s advocacy was deliberately aimed at bringing about policy change,
following a four-stage process, as seen in the Figure below.
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Figure. 1: Four stages of CARE’s advocacy
Identify issue
or problem
Gather
evidence
Build
consensus
Influence
policy
CARE’s advocacy work on MLE in Cambodia is on-going, currently shifting from the role of an
implementer to focus on an advisory role, but its long history of engagement provides numerous
lessons, which are shared in this presentation.
For more information, please visit: http://www.care-cambodia.org/
5D.3 BRAC Philippines: Alternative Delivery Model (ADM)
Mr. M. Nazrul Islam, Country Representative
BRAC International, Philippines
The ADM Project is a collaborative project with the Government of the Philippines through the
Department of Education, DepE-ARMM, the Australian Government and BRAC. BRAC manages the
ADM Project through a grant agreement with the Australian Government. The project covers all
five provinces of the Autonomous Region in Muslim Mindanao (ARMM). The ADM Project’s (20122017) goal is to improve access to, and the quality of basic education, and the project’s objective
is to provide opportunities for out-of-school children in select communities in ARMM to acquire
kindergarten and/or elementary education through the BRAC-like alternative delivery model (ADM).
The main feature of the ADM Project is the establishment and operation of BRAC Learning Centers
(or “schools”) in targeted poor barangays in ARMM. The Learning Centers offer kindergarten and/or
elementary grade classes, which are equivalent to the government’s pre-school and elementary
school programme. The Learning Centers are operated outside of the government’s education
system but in close coordination with the DepEd-ARMM, specifically as concerns the identification
of communities where the centers will be established.
This presentation shared how the ADM is implementing the Philippine’s K-12 curriculum and
follows the assessment system for kindergarten and elementary levels. It also shared how BRAC,
in collaboration with the DepEd CO and DepEd-ARMM, develops teacher guides corresponding
to all the competencies in all subject areas in each grade level based on the national curriculum.
The instructional materials for teachers and pupils are then contextualized in the ARMM setting.
Learners in the BRAC Learning Centers are recruited mainly from out-of-school children in the
identified community. Boys and girls have equal opportunities to be in the ADM classes, and the age
requirement for pre-school is from ages 5 to 6 years old, while the age requirement for Grade 1 is
from ages 6 to 9 years old. Learners in the elementary are managed as a cohort, as they all proceed
from Grade 1 to Grade 6 in the same center and are managed by the same Learning Facilitator.
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This presentation further featured the structure, roles and responsibilities of each partner, which
involve: (1) The Project Management Committee (PMC), which provides overall policy support
and guidance in the implementation of the ADM Project; (2) BRAC Philippines, which operates the
ADM Project Management Office based in Cotabato City; and (3) Partner NGOs that are engaged
by BRAC to lead the ADM implementation at the provincial and community levels. This project
thus utilizes innovative models of collaboration and education, which ultimately seek to address
the out-of-school children situation in the Autonomous Region in Muslim Mindanao.
For more information, please visit: http://www.brac.net/
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CONCURRENT SESSION 6
Beyond Primary Education
6A. Connecting Education with Employment
Moderator:
Prof. Michael Morrissey, Senior Education Adviser,
Educate A Child (EAC), Qatar/Indonesia
• 6A.1 UCEP: 43 Years of Providing Second-chance Education
• 6A.2 Building Futures towards Social and Professional Insertion – Friends International
• 6A.3 Protection and Education of Children from Human Trafficking in Northern Thailand
6A.1 UCEP: 43 Years of Providing Second-chance Education
Mr. Zaki Hasan, Chief Executive Officer
Underprivileged Children’s Educational Programs (UCEP), Bangladesh
The history of the Underprivileged Children’s Educational Programs (UCEP) is a unique story of how
an evidence-based social entrepreneurship has evolved over 43 years in response to changing
needs and contexts. It is reported that UCEP has remained one of the most cited successful
examples in Bangladesh of bringing children back to education, specifically due to the quality
UCEP offers in its programming.
This presentation shared the innovations that have taken place with UCEP in various spheres,
including social, institutional, individual and economic domains. Therefore, a discussion of the
basic elements of UCEP’s second-chance education program is held, and UCEP’s implementation
strategies are shared. Additionally, three aspects of sustainability are reviewed during the
presentation: (1) Program sustainability; (2) Social sustainability; and (3) Financial sustainability.
For more information, please visit: http://www.ucepbd.org/
6A.2 Building Futures towards Social and Professional Insertion
Mr. Sovann Hong, Program Coordinator
Mith Samlanh (Friends International), Cambodia
Friends International implements programs in Cambodia, Thailand, Laos and Indonesia, and it has
developed partnerships in multiple countries of Asia (e.g., Viet Nam, Philippines, Myanmar) and
worldwide (e.g., Egypt and Honduras). The work of Friends-International is based on two main
pillars: “Saving Lives” and “Building Futures.”
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The programs developed by Friends International target the most marginalized children and youth.
Therefore, this presentation shared further information regarding the initiatives and innovations
developed to reach these children and youth, including: (1) Education for children: a broad range of
services for providing support to the youngest (pre-school), out-of-school children (remedial classes
and reintegration campaigns) and those already enrolled; (2) Specific curricula with interactive
pedagogical materials; (3) The support provided to families through income generating activities;
(4) Education for Youth: hands-on vocational training and apprenticeship opportunities for being
trained on the job; and (5) Youth Employment: Support for job placement or starting one’s own
business and employment offices for career counseling, trainings and connection with companies.
For more information, please visit: http://www.friends-international.org/
6A.3 Protection and Education of Children from Human Trafficking
in Northern Thailand
Mr. Sompop Jantraka, Director
Development and Education Programme for Daughters and Communities Centre (DEPDC)
in the Greater Mekong Sub Region (DEPDC/GMS), Thailand
The project goals of DEPDC/GMS are aimed at preventing cross-border human trafficking activities
in Northern Thailand and in the GMS. Therefore, this presentation highlighted DEPDC’s method,
which includes a four-pronged approach: (1) Education for Prevention; (2) Youth Leadership
Development; (3) Protection Programme; and (4) Community Development and Outreach.
Furthermore, this approach emphasizes the adaptation of the curriculum to the needs of out-ofschool children, as well as including life skills and vocational training as a part of primary education.
Thus, examples of Vocational and Life Skills Training at DEPDC are provided and include the
following: agricultural training; cooking, sewing and handicraft classes; as well as maintenance
and repair training. This presentation also reviews the achievements of DEPDC/GMC over the past
26 years, highlighting their 96% graduation rate.
For more information, please visit: https://depdcblog.wordpress.com/
6B. Mainstreaming and Equivalency Programmes for
Lower Secondary
Moderator:
Ms. Abigail Lanceta, Assistant Director
Education, Youth and Training Division, ASEAN Socio-Cultural Community Department (ASCCD Department), Indonesia
• 6
B.1 Lower-secondary Equivalency Programmes in 9,000 Community Learning
Centres (CLCs)
• 6B.2 The Lao Equivalency Programme (EP) for Lower Secondary
• 6B.3 Philippines Alternative Learning System (ALS)
• 6B.4 Accelerated Education Working Group: Widening Access, Raising Standards
104 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
6B.1 Lower-secondary Equivalency Programmes in 9,000 Community
Learning Centres (CLCs)
Mr. Yothin Sommanonont,
Office of Non-formal and Informal Education (ONIE), Ministry of Education, Thailand
Thailand’s Office of Non-formal and Informal Education (ONIE) is under the Office of the Permanent
Secretary, and its mission is to promote and provide education services regarding non-formal
education and informal educational services for marginalized populations. This presentation
shared that Thailand equivalency programmes (EPs) in non-formal education (age 15+) allow for
Primary to be completed in 2 years; Secondary to be completed in 2 years; and Upper-secondary
to be completed in 2 years. Furthermore, Thailand has a network of various and diverse community
learning centres (CLCs), which are utilized across the country to provide a place in which education
and learning can take place.
This presentation included a discussion of Thailand’s Equivalency Transfer Program, which entails:
(1) The Implementation of Equivalency Transfer of Educational Results (ETER); (2) The Implementation
of Equivalency Transfer of Knowledge and Experience (ETKE); and (3) The Implementation of
Equivalency Determination of Educational Levels (EDEL). The following conclusions were also
provided in this discussion, which are relevant for those interested in EP programming: (1) There
exists a well-structured and strong framework for equivalency in Thailand; (2) CLCs differ in terms of
funding and establishment according to location; and (3) EPs are effective and provide a shortcut
for completing education.
6B.2 The Lao Equivalency Programme (EP) for Lower Secondary
Ms. Philany Phissamay, Head of Monitoring and Evaluation Division
Department of Non-Formal Education, Ministry of Education and Sports, Lao PDR
The Ministry of Education and Sports (MoES) is implementing the Education for All Fast Track Initiative
(EFA-FTI) program to contribute to the achievement of universal completion of primary education.
The MoES seeks to expand compulsory education to include lower secondary education, and
therefore learners over 15 years old are targeted. The goal is to increase equitable access to lower
secondary EP, which includes: (1) Increasing enrollment numbers of lower secondary EP learners;
and (2) Reducing the cost barriers for education by providing a per-head subsidy/operating costs.
This presentation shared that lower secondary EP has been in operation regularly nationwide
since 2011, with 59 of the 148 districts improving the educational level of the 15-30-year-old age
group. The curriculum requires a total of 1,920 hours (not less than 2 years), with 12 fundamental
subjects and three subjects including Basic Vocation, Quality of Life Improvement, and Social and
Community Development. This presentation also addressed the service delivery mechanism; the
location for the delivery of EP courses; and the challenges for EP implementation. Additionally,
a highlight of EP is noted, as at the end of the programme, the learner can receive certificates
equivalent to the formal education system. The presentation ended with noting that though
the bridging of non-formal to formal education remains weak, UNESCO Bangkok has provided
technical support to the DNFE in developing a strategic plan for the scaling up of lower secondary
(target: 1.1 million).
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6B.3 Philippines Alternative Learning System (ALS)
Ms. Anabel Ungcad, ALS Education Program Specialist-II
Department of Education, Davao del Sur, Philippines
The Alternative Learning System (ALS) in the Philippines is presented as an alternative education
option to formal schooling. Therefore, the Accreditation and Equivalency System (A&E) is an
alternative means of learning and certification for out-of-school youth and adults who are unable to
take advantage of the educational opportunities in the formal education system. The target learners
for A&E are those 11 years and older who dropped out of elementary or secondary formal schooling.
This presentation reported that mobile teachers and district ALS coordinators deliver the A&E
programme in Community Learning Centers (CLCs) and other available venues. The delivery modes
of the instruction include face-to-face instruction (FFI); radio-based instruction (RBI); and computerbased instruction (CBI). The curriculum includes five interrelated learning strands: (1) Communication
skills; (2) Problem solving and critical thinking; (3) Sustainable use of resources and productivity;
(4) Development of self and a sense of community; and (5) Expanding one’s world vision.
This presentation shared that the Portfolio Assessment is used where learners assess their own
learning. The Portfolio Assessment is innovative in that it seeks to recognize the student’s prior
learning (RPL), as well as provide assessment during learning so as to ensure appropriate interventions.
Furthermore, the components of the ALS A&E Certification System are also shared, and include:
(1) Multiple-choice tests; and (2) Essays (in Filipino or in English). Qualified registrants are to be 15
years or older. Additionally, the academic-focused bridging program aims to equip ALS A&E System
Secondary level test passers with academic bridging competencies for successful entry and survival
in college. Furthermore, a Memoranda of Agreement with educational institutions and organizations
allows Secondary Level Passers to enroll in post-secondary schools, vocational training programs or
college/university courses, while being subject to the usual screening procedures. The Civil Service
Commission also recognizes ALS A&E Elementary and Secondary Certificates as valid documents.
In conclusion, there are key aspects of the ALS Programme that make it innovative, successful
and sustainable, including: (1) Two clear pathways to education in the Philippines are supported
by the Law; (2) The variety of deliver modes in ALS; (3) The short time needed to complete the
programme (10 month minimum); (4) Prior learning is recognized; and (5) A clear certification
system is operational and recognized by the government.
6B.4 Accelerated Education Working Group: Widening Access,
Raising Standards
Ms. Laetitia Lemaistre, Education Specialist
UNHCR
UNHCR’s Education Strategy 2012-2016, framed within the 1951 Refugee Convention, advocates
for access to quality education for refugees and for the mainstreaming of refugee learners within
national education systems. Emphasis is placed on the importance of lifelong learning, safe
learning environments and ensuring that children and youth have access to certified education
programmes that provide them with relevant knowledge and skills (UNHCR, 2016).
106 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
Children and youth affected by conflict are particularly disadvantaged when it comes to
educational access. Globally, half of the world’s out-of-school children-–over 58 million children—
live in conflict-affected and fragile states. UNHCR estimates that only one out of two refugee
children access primary school; 1 out of 4 refugee adolescents access secondary school, while less
than once percent of refugees access higher education. Part of the story behind these statistics
has to do with the fact that children and youth affected by conflict often miss out on many years
of education due to the deterioration of education services during conflict, or the context of their
flight. With each missed school year, not only is there higher likelihood that they will not return to
school, but there are also significant protection risks associated with being out of school, including
the inability to obtain employment; exploitation; recruitment into armed groups; and reliance
on negative coping mechanisms. For refugees who do have access to education in a country
of asylum, they often find that they are excluded from schools due to their age, or they become
frustrated from learning alongside younger children and drop out as a result.
Responding to the needs of these children and youth has increasingly led governments and
agencies to explore the provision of accelerated education programmes. Such programmes
can support children and youth to attain formal schooling equivalencies and can enable them
to transition into formal schooling at appropriate grade levels, or to graduate from school with
the necessary qualifications. Additionally, addressing the needs of over-aged children with
targeted age-appropriate programming increases learning and protection in both traditional
and accelerated programmes. Thus, this presentation shared how UNHCR initiated an Accelerated
Education Working Group (AEWG) in 2015 to help strengthen inter-agency coordination and
knowledge sharing around accelerated education. While current practices of AEWG members
focus on accelerated education programmes at the primary school level, the linkages with
secondary education are clear, given that programmes target youth who need to transition
to secondary school. Therefore, the AEWG considers accelerated education programmes as a
targeted intervention for youth to access to secondary education. During this discussion, UNHCR
highlighted the importance of accelerated education programmes for conflict-affected youth, in
addition to the objectives and progress of the AEWG.
References
UNHCR. (2016). Education Strategy (2012-2016). Retrieved from http://www.unhcr.org/5149ba349.html
6C. The Arts and Sports Education
Moderator:
Mr. Prasert Tepanart, Regional Director
Aide et Action International, Southeast Asia and China, Thailand
• 6C.1 Non-formal Education and Life-long Learning Center of Nalaikh district,
Ulaanbaatar, Mongolia
• 6C.2 Enjoyment: The Key to Learning & Enrollment – The Role of Sport, Art and Music (SAM)
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6C.1 Non-formal Education and Life-long Learning Center of Nalaikh district,
Ulaanbaatar, Mongolia
Mrs. Solongo Sukhbaatar, English Teacher
Nalaikh Non-formal Life-long Learning Center, Mongolia
This presentation reviewed the innovative initiatives and positive lessons learned from the
UN joint project “Comprehensive Community Services to Improve Human Security for the
Rural Disadvantaged Populations in Mongolia” (2009-2012). Improving access to and quality of
non-formal education in rural areas was one of the goals of this three year project, coordinated by
UNESCO with the Government of Mongolia, implemented together with three other participating
UN agencies (UNICEF, WHO and UNDP) and local partners.5
The goal of this project was to develop a structured system that met the educational needs of
community members through non-formal and life-long education based on customized forms
and flexible schedules. The objectives were: (1) To improve access and the quality of care and
education for disadvantaged children by identifying and enrolling OOSC in education programs;
(2) To improve access and the quality of literacy and general education; and (3) Vocational and
life-skills training for illiterate and semi-literate populations and all community members. The
areas of intervention included primary and secondary education level Equivalency Programme
(EP) training for OOSC and adults; life skills and vocational training for children and adults; clubs
and extracurricular activities for children; and literacy trainings for illiterate and semi-literate adults.
This presentation shared that in twenty soums located in remote areas of the five project
aimags (i.e., Bayan-Ulgii, Dornod, Uvs, Khovd, and Khuvsgul) where a large percentage of ethnic/
linguistic minorities and herders reside, twenty NFE Enlightenment Centres were established
or rehabilitated. The project introduced new and strengthened approaches to literacy and
Equivalency Programmes via Mobile-Ger Schools and the management of education services
for children who dropped out of school.
This presentation highlighted that recognizable progress was made with this project regarding the
following: capacity building of NFE trainers in multigrade teaching; the provision of equivalency
programmes; the actual enrolment of dropout children in equivalency programmes; and the completion
rates of primary, secondary and upper-secondary education. Thus, the presentation concluded that the
provision of Mobile Ger Schools has proved to be effective in enhancing outreach not only to dropout
children, but also to herders requesting engagement in literacy and life skills training.
6C.2 Enjoyment: The Key to Learning & Enrollment – The Role of Sport,
Art and Music (SAM)
Mr. Chris Howarth, Founder and Programmes Director
United World Schools, Cambodia
5 The project focused on four main components. The one related to education addressed learning needs of disadvantaged rural populations through
the NFE Enlightenment Centres, supported jointly by UNESCO and UNICEF. The other three components related to communication, health and small
business development, supported by UNESCO, WHO and UNDP, respectively. The national counterpart for the education component was the Mongolian Ministry of Education, Culture and Science, with the NCNFDE as the implementing partner.
108 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
United World Schools (UWS) was founded in 2009, and while working in full partnership with
the Provincial Authorities in Ratanakiri and Stung Treng, there are currently 34 primary schools
operational, which serve 7000+ indigenous children in Cambodia. UWS is a non-political and nonreligious organization, and the first MOU with the Ministry of Foreign Affairs was signed in 2011.
What differentiates UWS from other NGOs is that UWS builds schools, in full co-operation with the
village communities in some of the most remote parts of Cambodia.
This presentation shares the importance of sport, art and music (SAM) in the curriculum. In the
remote areas where UWS operates, the national curriculum is not always suitable for the ethnic
minority children. These children speak their own tribal language, and in the early years, they
struggle to comprehend the national language and often find the curriculum too challenging
and academic. Thus, the children, particularly boys, feel that school has little relevance for them,
and attendance levels are low. Furthermore, parents often do not see the relevance of education
and therefore prefer their children to join the work force.
This presentation asserted that the curriculum needs to be more flexible, enjoyable and relevant in
order to attract children into school. It is contended that SAM are far from involving rote teaching
methods and rote learning. This presentation shares how SAM require children to think, create and to
perform. It involves activities that they enjoy, and it involves skills that, in most cases, come naturally.
Thus, SAM attract children to school, build self-esteem and are inclusive. Therefore, UWS holds that,
especially in remote areas, SAM can offer children innovative and sustainable approaches to learning.
For more information, please visit: http://www.unitedworldschools.org/
6D. Psychology and Mind-preparedness
Moderator:
Ms. Cecilia Soriano, Programmes and Operations Coordinator
The Asia South Pacific Association for Basic and Adult Education (ASPBAE), Philippines
• 6D.1 Project Duke
• 6D.2 Growing Learning Mindset on Doi Tung
• 6D.3 Psychosocial Support in the Philippines
6D.1 Project Duke
Mr. Jose H. De Mesa, City Administrator & Officer-In-Charge (OIC)
City Education & Excellence Development Office (CEEDO), City of Balanga, Province of Bataan, Republic of the Philippines
As reported by UNESCO’s Institute of Statistics, the Philippines is among the top five countries
with the highest number of out-of-school youth (OSY). Additionally, the Philippines’ Department
of Education (DepEd) statistics reveal that 5.6 million pupils and students in the country (ages 6-15
years old) have dropped out or have never been to school, which serves as an added challenge to
the already low literacy rate currently faced.
This presentation highlighted that Project Duke’s target beneficiaries are OSY (ages 11-17 years
old), especially those who belong to families whose annual income is less than 120,000 PHP
109
or 2,666 USD. The project uses an interdisciplinary approach to empower OSYs by facilitating a
paradigm shift for them to take initiative; make positive decisions themselves; have significant
impact on society; and serve as catalysts for positive change and progress. Therefore, Project Duke
revolves around six components: (1) Duke Readers’ Club for the enhancement of literacy; (2) Duke’s
Learning Center for the provision of the learning environment; (3) Life 101 Duke’s Camp for skills
and character formation; (4) iBark Duke’s Volunteer Program for the promotion of volunteerism and
mentoring; (5) Right Tree Congress for information and awareness; and (6) Scholarship Assistance
for educational support. This presentation also shared that Project Duke utilizes a modular
approach, which spans ten sessions and is spearheaded by student volunteer trainers and Duke
Readers’ Club facilitators with select OSYs. This training involves knowing and accepting oneself;
envisioning; goal-setting; leadership and team-building; and skills development. By employing
innovative programming, Project Duke ultimately aims to deepen the inner desire of participating
OSYs to improve their attitude and outlook on life.
6D.2 Growing Learning Mindset on Doi Tung
Dr. Piyapat Chitpirom,
Center for Educational Psychology (CEP), Foundation of Virtuous Youth, Thailand
This presentation shared that the most important aspect of education is the learning mindset
of the child. Yet, it is asked, “How can we grow a learning mindset in our children?” The Socratic
Teaching Programme seeks to answer this concern and is thus highlighted in this presentation, as
it aims to develop a learning mindset and thinking skills in students. The Center for Educational
Psychology (CEP) supports and facilitates this programme, as it holds that the teacher is a change
agent in, and for education. Therefore, the Socratic Teaching Programme incorporates teacher
trainings and workshops for teachers who serve migrant populations. It is reported that follow-up
observations after training demonstrate positive outcomes and changes in teachers and students.
This presentation concluded with the fact that this programme aims to foster a growth-mindset
and a learning mindset in school, so that these mindsets can be carried out of school.
6D.3 Psychosocial Support in the Philippines
Dr. Mee Young Choi, Head of Education Unit
UNESCO Jakarta, Indonesia
UNESCO Jakarta has been working with the government in the Philippines to encourage the
provision of psychosocial support, as this initiative was created to support teachers after Typhoon
Yolanda (Haiyan) in the Philippines. Thus, the project objectives included reviewing and enhancing
the 2007 Training Module on Psychosocial Interventions, as well as training of education policy
decision-makers and schoolteachers in Yolanda (Haiyan)-affected areas. The sequential order of
this project was reviewed, noting that long-term impact was aimed for, as well as capacity building
at the national level.
This presentation highlighted that, in partnership with UNESCO, the Philippines Department of
Education published the teacher’s manual, Supporting, Enabling and Empowering Students: Manual
on Psychosocial Interventions for Secondary School-aged Students During Disasters and Emergency
Situations. This presentation also highlighted the positive outcomes and impact that partnership
and psychosocial support provide for teachers and students.
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6E. More Innovations for Youth and Adults
Moderator:
Mr. Roshan Bajracharya, Programme Specialist
UNESCO Institute for Statistics (UIS-Bangkok), Thailand
• 6
E.1 Involving Mothers in Learning: To Promote Retention for their Children (Video
Presentation)
• 6E.2 Community-Based Enterprise Development (C-BED)
• 6E.3 Enabling Sustainable Educational Service Delivery through Social Enterprise
6E.1 Involving Mothers in Learning: To Promote Retention for their Children
Ms. Shaheen Attiq-ur-Rahman, Vice Chairman
BUNYAD, Pakistan
* VIDEO PRESENTATION
The situation analysis in Pakistan is provided in this presentation, and it includes the fact that many
children remain out of school, with dropout rates high and literacy rates low. It is estimated that
there are 20 million out-of-school children and youth (ages 5-16 years old) in Pakistan (NEMIS
2013-2014; PSLM 2012-2013). This presentation also reports that almost half of the children in
Punjab are out of school, and 56% of the children dropout before finishing primary. It is disclosed
that parents do not encourage their children to obtain their education, as many parents do not see
the relevancy of education. Furthermore, in Punjab, this presentation notes that 47% of females
have never been to school, compared to 28% of males.
BUNYAD formed and registered in 1994, and the organization’s innovative programmes have already
succeeded in helping one million people become literate. In this presentation, BUNYAD’s key working
areas are shared, and it highlights how involving mothers in learning does, and necessarily will
promote retention for their children. This presentation contended that unless mothers are involved
in the process of learning, they will not be that eager to keep their child(ren) in schools because their
primary focus is often only on survival. Therefore, the mother is seen as the change agent.
BUNYAD presented some of their innovative projects in this presentation, including the women’s
resource center, and shared the value added factors for success. Positive outcomes include, but
are not limited to the following: increased enrolment and improved retention via NFE for OOSC;
mothers’ literacy; capacity building of public school teachers; mothers’ support of education
for their children; involving the district education department; promoting reading habits via
supplementary reading material; e-learning; and mobile phone learning. This presentation also
shared other innovative projects, as well as the social impact of initiatives; success indicators
utilized for projects; and the challenges that remain.
References
National Education Management Information System (NEMIS). (2013-2014). Pakistan Education Statistics Report.
Pakistan Bureau of Statistics. (2004-2015). Pakistan Social and Living Standards Measurement (PSLM). Retrieved
from http://www.pbs.gov.pk/content/pakistan-social-and-living-standards-measurement
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6E.2 Community-Based Enterprise Development (C-BED)
Mr. Wade Jonathon Bromley, Livelihoods and Enterprise Development Technical Officer
International Labour Organization (ILO), East and Southeast Asia and the Pacific, Thailand
Community-Based Enterprise Development (C-BED) applies a learner-centered methodology
for developing skills through small group work, hands-on activities, and knowledge sharing
within peer networks. Developed by the International Labour Organization (ILO), this innovative
approach to business management and entrepreneurship training is low cost, easy to implement,
and sustainable. This presentation reported that with C-BED, participants self-facilitate their own
training by working together in small groups consisting of five to seven individuals and follow
simple step-by-step instructions set out in the training manual provided. Through this approach,
the program develops important soft skills alongside business competencies, such as critical
and creative thinking, problem solving, and communication. Learning manuals are provided
free by the ILO in a variety of languages and published under a creative commons license with
the intention that institutions will adapt the materials to local contexts and contribute to their
ongoing improvement. Consequently, this program can be implemented by any interested
organization and is ideal for limited resource settings due to the few resource requirements and
no trained-trainers or business consultants are needed. This presentation emphasized that the
program is successfully reaching vulnerable and hard to reach populations such as out-of-school
youth, people with disabilities, refugees and asylum seekers, rural entrepreneurs and those in
post-disaster settings.
This presentation also highlighted the fact that more than 70 organizations are using C-BED in
20 countries across Asia and the Pacific, the Middle East, North Africa, and Latin America. Thus, this
emphasized that community-based peer learning methodology is an innovation for engaging
underserved and hard-to-reach populations in entrepreneurship and business management
training programs. Furthermore, this presentation noted that beyond C-BED, the ILO has
considerable expertise, credibility, networks, tools and experiences that can assist development
practitioners in their work to strengthen entrepreneurship and business development outcomes.
For more information, please visit:
http://www.ilo.org/asia/whatwedo/projects/WCMS_375173/lang--en/index.htm
For more information regarding C-BED, please visit: www.cb-tools.org
6E.3 Enabling Sustainable Educational Service Delivery through
Social Enterprise
Mr. Samphors Vorn, Country Programme Director
Aide et Action, Cambodia
*Contributing author:
Aide et Action Cambodia
Despite the demonstrated importance of early childhood development (ECD) and early primary
education, the Royal Government of Cambodia (RGC) is still struggling with the equitable
provision of education as it faces many challenges including inadequate teacher training and
112 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
limited access, especially in rural areas. The RGC has therefore called upon non-state actors to
help fill the gaps (MoEYS, 2014). In this context, social enterprises offer a unique opportunity for
financial sustainability for ECD and primary education programmes in Cambodia.
This presentation shared that social enterprises are increasingly adopted by NGOs as sources of
financial sustainability and independence from the charity model, which is reliant on donations.
Therefore, social enterprises are considered the step forward for sustainable NGO operations.
Though there are several enterprises of social businesses, its core concept is that commercial
strategies are applied to create social benefit that allow societies to function more efficiently rather
than for private profit or maximizing returns for external shareholders (Grameen Creative Lab,
n.d.). Thus, in Cambodia, social businesses may be operating within the NGO (i.e., an internalized
commercial activity) or as a private entity separated from the NGO (i.e., a social enterprise).
This presentation reported that the iLEAD Education Social Enterprise (iLEAD ESE) is a progressive
ECD and Primary education model developed and led by Aide et Action Cambodia (AEAC) that
responds to the RGC’s call to address gaps, as well as the demonstrated need for ECD and primary
education with a financially sustainable model. The model consists of a multi-layered approach
to sustainable ECD service delivery that has three mutually beneficial activity streams: iLEAD
Community Centres; iLEAD International School; and iLEAD Teacher Training Centre.
The iLEAD ESE model is constantly evolving and expanding through the development of new
iLEAD community preschools, the enrolment of new teachers in the Teacher Training program,
enrolment of new students in iLEAD International School, and the identification and enrolment of
OSC. By the end of 2016, iLEAD ESE will be operating in 100 communities, and by the end of 2017,
in 150 communities across Cambodia including 150 teachers and 3,500 students. Furthermore,
an additional 5,000 primary-aged OOSC are to be identified and enrolled within the communities
iLEAD is operational.
References
Cambodian Ministry of Education. (2014). Education Congress. Retrieved from http://www.moeys.gov.kh/en/
education-congress-2014.html#.Vw41qSN973B
Grameen Creative Lab. (n.d.). The Social Business concept. Retrieved from http://www.grameencreativelab.com/aconcept-to-eradicate-poverty/the-concept.html
For more information, please visit: http://seac.aide-et-action.org/ilead-launch-in-cambodia/
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SPECIAL SUB-SESSIONS
Collaboration with the Private Sector
3E. CSR Asia 10 Case Studies on Education
Mabel Wong, Executive Director
CSR Asia, Australia
Nisagon Khongphaitoon, Corporate Citizenship & Corporate Affairs Professional
IBM Thailand
CSR Asia presented 10 case studies regarding access to education and alternative delivery of
learning to children outside the traditional schooling system. Overall, this session showcased
practices that companies are already implementing in the field of education and successful
projects funded by or operated by businesses in Asia. CSR Asia presented eight case studies and
IBM introduced their approach and involvement in education in Asia and gave an overview of two
of their flagship initiatives.
4E. Leveraging the Assets & Expertise of the Private Sector
Sandy Walsh, Director,
Social Innovation Group, Asia Pacific, Cisco, Thailand
Caroline Sharp, Vice President
Corporate Citizenship APAC Credit Suisse, Singapore
Patimakorn Yutitham, Management Quality Manager
Fuji Xerox Thailand
Moderator:
Richard Welford, Chairman
CSR Asia, Singapore
Many corporates and foundations support access to education in different ways. This session
explored the ways in which this can be done through financial support such as the provision of
scholarships, or incentivising though other means. Thus, this session discussed the following: (1)
Leveraging assets and influence from the private sector; (2) The role of skills-based volunteering;
(3) Understanding opportunities for international organizations and NGOs to work with the private
sector; and (4) Challenges and Opportunities: Scalability and Entry points.
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5E. Creating Strategic Partnerships with the Private Sector
Nicola Crosta, Co-Founder
Baan Dek Foundation, Thailand
Angela Soteber, Communications & Public Affairs Manager
SEA Mubadala Petroleum, Singapore
Graeme Ham, Vice President Talent & Culture
AccorHotels - Malaysia, Indonesia and Singapore
Numerous players are involved in the education space, from governments to corporates and
NGOs, to national and international institutions. This session showcased collaborative approaches
for supporting education and thus looked at partnership opportunities, challenges and effective
interventions that seek to provide better access to education. This session thus explored the
business case for engagement, and therefore, the discussion among private sector representatives
and NGOs sought to present the basic principles needed to establish effective and efficient
partnerships; review case examples of successful partnerships; and discuss future opportunities
involving the private sector.
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© UNESCO/S.Chaiyasook
118 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
PART THREE
Closing Session
Outcome Document Summary
Dr. Ethel Agnes P. Valenzuela, Deputy Director
Programme and Development, Southeast Asian Ministers of Education Secretariat (SEAMEO Secretariat), Thailand
Mr. Tanvir Muntasim, International Policy Manager
Education, ActionAid International, Thailand
Dr. Kraiyos Patrawart, Policy Specialist
Education Finance and Policy, Quality Learning Foundation (QLF), Thailand
An overview of the Outcome Document was presented, with discussion of the contents, as well as
the processes used and inputs gathered to develop the document. Participant and country input
was requested in this session, as this outcome document will aim to provide guidelines for future
work and initiatives for OOSC, with a view to Education 2030 and SDG 4. The final version of the
Outcome Document is available in PART FIVE of this document.
Closing Remarks
Dr. Caroline Pontefract, Director of Education Department
United Nations Relief Works Agency (UNRWA), Headquarters, Amman, Jordan
This discussion highlights the vital topics discussed during this Summit, noting first that education
structures and systems must be empowered and work together in a coherent way. The role of
teachers and school leaders is also highlighted as crucial, as they will be, and must be the leaders
of teaching and learning. The data is considered vital, as well, and it must move beyond the
numbers to qualitative matters, answering such questions as, “Why are these children out of
school?” Advocacy to the wider community and to governments continues to be required and
needed. Furthermore, it is noted that “quality education,” as such, should address the needs of every
child, which includes a differentiated approach and relevant curricula. Quality education is, itself,
“good education,” and therefore, it is necessarily adaptable to various contexts and populations.
Finally, it was emphasized that there must be accountability, which requires data to know what is
happening when OOSC are in the system; the current practices used to address the issues; and the
impacts (intended and unintended) of OOSC programming and initiatives. All of these education
issues and factors discussed at this Summit can therefore be seen to work in concert and aim to
create positive outcomes and sustainable learning environments for OOSC.
119
Mr. Dean Brooks, Director
International Network on Education in Emergencies (INEE), New York, United States of America
This discussion highlights the importance of bridging the development and humanitarian worlds,
and this Summit is said to be an important step to linking these worlds. It is highlighted that the
outcome document, itself, holds many connections with INEE’s Minimum Standards for Education:
Preparedness, Response, Recovery (INEE, 2010). Additionally, it is noted that these minimum standards
may prove to be an important resource for all who attend the Summit, as every context and
education system faces emergencies and disasters, which necessarily require preparedness, as
well as an understanding of appropriate responses and recovery efforts in education. Thus, these
standards seek to provide a foundation on which education actors and active agents can plan and
respond, and therefore, it is encouraged that possible inputs from these standards for the Summit’s
outcome document be explored.
References
INEE. (2010). Minimum Standards for Education: Preparedness, Response, Recovery. Retrieved from http://toolkit.
ineesite.org/inee_minimum_standards/handbooks
For more information, please visit: http://www.ineesite.org/en/minimum-standards
Mr. Suphat Champatong, Ph.D., Deputy Permanent Secretary General
Thai National Commission for UNESCO, Thailand
Ladies and Gentlemen,
As the Asia Summit on Flexible Learning Strategies for Out-Of-School Children draws to its
conclusion, I would like to express my gratitude and appreciation to all participants for the insights
and information you have shared, and for the useful comments made during our discussions and
deliberations.
During this three-day meeting, we have had a very open and fruitful dialogue. There has been a
stimulating free flow of ideas by word and image, and issues have been addressed, and different
educational methodologies and initiatives have been suggested, to support learning strategies
for children who remain out of school. These can be shared throughout our Asia region.
Ladies and gentlemen, my sincere thanks and appreciation go to UNESCO Bangkok, UNICEF East
Asia and the Pacific Regional Office, the Regional Office for South Asia, and also to all those partners
and officials who have collaborated in organizing this important summit. My special thanks go
to the Office of the Basic Education Commission, and the Office of Non-formal and Informal
Education in the Thai Ministry of Education, for their support in organizing cultural performances
and exhibitions. I believe that we have successfully achieved this meeting’s objectives, and I
congratulate you all on this substantial achievement.
Once again, I thank all who have been involved in the organization of this meeting, and, particularly,
you the delegates for your participation and contribution. I wish you all a safe journey home.
120 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children
Mr. M.H.M.N. Bandara, Director
South Asian Association for Regional Cooperation (SAARC), Education, Security Aspects and Culture Division (ESC), Nepal
Distinguished Delegates, Ladies and Gentlemen, Good evening.
It gives me great pleasure to be here today. The third day of the Asia Education Summit on
Flexible Learning Strategies for Out-Of-School Children. Participating at the outset, I would like to
congratulate the organizers for having this valuable workshop on the theme, which has become
far more relevant in today’s world than ever before. On behalf of the South Asian Association
for Regional Cooperation, I would like to express earnest greetings and best wishes from the
Secretary-General of the SAARC to the Director of UNESCO Bangkok Office and his able team
for this important workshop. I would like to highlight the valuable support given by the other
government and non-government agencies in South and South East Asia for the program.
During the last three days, we gathered here to gain and share the experience among the
participants on the metrics on the flexible learning strategies for out-of-school children. As you
would agree, the purpose of our assembly here to discuss and analyze the experience related
to education from top management level to grassroots level people who came from education
sectors based in South and South East Asia Regions. We observe that the participants who joined
for the workshop comprise with real ground experience through the collective achievements,
which they reissue by action in respective countries. I’m confident that the formula which they
use in practical scenario on the education sector will be helped enhance education strategies and
cooperation among the government and non-government agencies in the region.
During the basic discussion, it has initiated that the participants of the program have been
engaging in various formal and informal education activities to enhance the important role, to
fulfill the gap on unfinished goals and aims on the education sector in the region. As we look back
at our previous deliberation, the recommendations have been to continue our such endeavors
as opportunities like these provide an important form to exchange regarding challenges and
effective solutions for dealing with education related cases, including the value of learning and
exchanging information about the practical and substantive direction of their neighboring
command, and better conditions among the resource persons in order to improve understanding
of the challenges that face them in their role in the education arena. This is extremely difficult
and challenging work because the challenges are not the same like tailor-made solution due to
challengeable ground situation is region on geographical, social, and cultural barriers.
The need to cooperate with each other is growing for all the reasons I have described, so I am
convinced that we need to have coherent approach that is sustainable for the long-term policy
for the real ground situation. The disputers are different from country to country and depending
on the scale of nature of the challenges.
On this last annotation, I would like to make a few remarks on the very interesting story we
just heard during the session delivered by our resource person through their own experience
in the practical grassroots level. The two participants who came from JICA have explained how
they were best challenged during their duties in Pakistan and Afghanistan on informal education
arena. She mentioned that many children have knowledge on their issue with the practical
situation; therefore, they started to teach them among children with existing knowledge not the
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formulated work by JICA. In addition, JICA delegation has explained how they were involved in
emergency activities during the operation of relief work with earthquake victims in Nepal. Also, I
very much appreciate the background information which I received on the Bamboo School, and
its results-oriented outcome. In addition, we have got some added information from the lectures
on multi-grade and multi-classes experience in both Thailand and Sri Lanka. Also, the experience
on education in emergencies and natural disasters, migrant children, and human trafficking issues
were very interesting, we got many experiences and true stories from the participants.
With this word, I would like to stop here with the firm belief that the collective wisdom of our
distinguished and eminent participants here. This workshop would make recommendation, which
would pave the way to our collective effort and effectively implementing the solution for the
facing challenges on education arena for the out-of-school children in the South and South East
Asia Regions. I thank you all.
Thank you.
122 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children