Countries

Large-scale international educational surveys have been conducted since the early 1980s in many parts of the world. More recently, regional and national sample-based assessments have attempted to address some of the shortcomings of the broad international surveys by focusing on more localized concerns.

There are several regional large-scale assessment systems in the world such as Latin American Laboratory for Assessment of the Quality of Education (LLECE) (Latin America); Analysis Programme of the CONFEMEN Education Systems (PASEC) (West Africa); Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) (East Africa); UWEZO Assessment in Literacy and Numeracy (Kenya, Tanzania and Uganda); Annual Status of Education Report (ASER) Survey (Indian region); and the Pacific Islands Literacy and Numeracy Assessment (PILNA) (Pacific Islands).

SEA-PLM joins the list as the first regional assessment for Southeast Asia, covering Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, Philippines, Singapore, Thailand, Timor-Leste and Vietnam.

SEA-PLM aims at meeting the need for a common set of metrics addressing the priorities and unique context of countries in the Southeast Asia region.

Following international assessment standards, the SEA-PLM’s pioneering work needs to be tested in each participating country in order to ensure that the items and procedures are appropriate, feasible and nationally relevant before carrying out the main survey.

 

In dark blue : Engagement at the regional and national levels with the field trialling of SEA-PLM

In light blue:  Engagement at the regional level with representation in the SEA-PLM Regional Steering Committee