Bangkok, September 2025 - The SEA-PLM Regional Secretariat successfully conducted a two-week hands-on capacity-building workshop on data analysis from 18-29 September 2025, bringing national teams to strengthen their capacity to translate learning assessment data into meaningful policy insights. The regional capacity-building workshop was made possible with the generous support of the UK Government through the ASEAN-UK SAGE programme.

The training, held in two batches, convened teams from Lao PDR, Myanmar, and Timor-Leste in the first week, followed by Cambodia (online), Malaysia, the Philippines, and Viet Nam in the second. Honorary member countries Brunei Darussalam and Thailand also participated. Sessions were led by the SEA-PLM Regional Secretariat, Australian Council for Educational Research (ACER), and experts from the PISA team of the OECD.

Mr John Arnold Siena (SEA-PLM Secretariat), Ms Renee Sze Leung Kwong (ACER), and Ms Soumaya Maghnouj (PISA) during technical workshop on data analysis

The workshop aimed to equip national teams with practical skills to manage and analyze their SEA-PLM 2019 and 2024 datasets. ensuring evidence could be transformed into meaningful policy insights. Over five intensive days, participants learned to navigate the SEA-PLM 2024 data structure, generate tables and charts, move from menu-driven analysis to SPSS syntax, and apply replicate procedures to calculate means, proficiency distributions, and percentiles. Teams also practiced merging student and parent questionnaires to uncover deeper insights, such as repeated grade percentages. Each batch concluded with country presentations of preliminary findings, followed by peer and expert feedback to guide next steps.

Trainer from ACER and Participants during SEA-PLM Capacity Building on Data Analysis 

A highlight of the second week was a comparative segment on SEA-PLM and PISA reporting. Trainers demonstrated how findings from both assessments can complement one another, while cautioning against overlooking differences in design, coverage, and target populations. Practical sessions covered the use of plausible values, replicate weights, and analytical tools such as IDB Analyzer to ensure rigorous reporting. 

Unlike traditional workshops, the sessions emphasized reproducibility and real-world application. Participants worked directly with their own country datasets, developed analysis plans tied to national policy questions, and carefully documented their syntax for peer review. The goal was to ensure national teams left not only with technical skills but also with draft evidence-based narratives and visuals ready to inform reports and policy briefs.

Mr. Timothy of ACER highlighted the unique value of SEA-PLM: “The data allows countries to look beyond students and teachers to include parents’ perspectives, which provides a fuller picture for shaping national policies.”

From the participant side, Mrs. Sitthata of Lao PDR noted: “The training is directly useful for preparing our national report. We will continue consulting with SEA-PLM and ACER to ensure our analysis is accurate and impactful.”

Representative from Ministry of Education in Thailand and Brunei Darussalam participate in the capacity building workshop in SEA-PLM 2024 data analysis

Through initiatives like this, SEA-PLM aims to ensure that assessment data does not remain on shelves but is actively used to guide classroom practice and inform national policy decisions. With stronger skills and a shared regional toolkit, participating countries are better equipped to embed data-driven insights into education reforms

The workshop wasn’t just theoretical. Participants practiced with their own files, worked through country-specific research questions, and documented syntax carefully so analyses can be reproduced and peer reviewed later. The aim is that teams leave ready to write clear, evidence-based paragraphs and visuals for national reports, not just spreadsheets.                                               

SEA-PLM’ hope, with stronger skills and a shared toolkit, national teams will go deeper into their results and contextualize them into concrete actions, so assessment data doesn’t sit on shelves, but actually informs classroom practice and policy decisions. 

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SEA-PLM is supported by the UK Mission to ASEAN under the ASEAN-UK Supporting the Advancement of Girls’s Education (SAGE) Programme. Its content is the sole responsibility of the SEA-PLM Regional Secretariat and does not necessarily reflect the views of ASEAN-UK SAGE.

The Southeast Asia Primary Learning Metrics (SEA-PLM) joined in the recent 53rd SEAMEO Council conference, convened from 1 - 3 July 2025 at the Empire Brunei in Jerudong, Brunei Darussalam. The council conference witnessed the turn-over of the SEAMEO Council Presidency from the Philippines to Brunei Darussalam, highlighting a pivotal moment for renewed commitment for the advancement of education, science, and culture across Southeast Asia.   

The SEAMEO Council Conference is a high-level annual meeting organized by the Southeast Asian Ministers of Education Organization (SEAMEO). It serves as a vital platform for member countries to engage in meaningful dialogue, exchange educational strategies, and adopt regional commitments to enhance quality and equitable education in the region.  In a closed-door special session on “Regional Cooperation to Improve Quality and Equity in Education,” the SEA-PLM Regional Secretariat unveiled preliminary regional findings from its 2024 Main Survey the first comprehensive cross-country look at post-COVID-19 learning outcomes in Southeast Asia. Centered on foundational learning among Grade 5 students, the briefing provided a clear, comparable snapshot of where recovery stands, where gaps persist, and which equity challenges demand urgent attention. By placing these early results at the heart of the discussion, the session framed a concrete agenda for regional collaboration using shared evidence to guide policy dialogue, target support, and accelerate learning gains across the region.

Mr. Alejandro Ibanez (SEA-PLM Programme Manager and Policy Specialist, and Ms. Linda Johnsson (Educational Specialist. UNICEF EAPRO),  presented the results of SEA-PLM 2024

The session began with a presentation of key findings from the Southeast Asia Primary Learning Metrics (SEA-PLM) 2024 Main Survey. This presentation highlighted the continued regional collaboration to improve foundational learning outcomes. Of particular importance, the 2024 Main Survey offered the first comprehensive regional data on the learning achievements of children post-COVID-19, providing valuable insights to inform policy and practice.

The presentation was led by Mr. Alejandro Ibanez, SEA-PLM Programme Manager and Policy Specialist, and Ms. Linda Johnson, Education Specialist from UNICEF EAPRO.. The results, albeit under embargo, focused on regional trends and key patterns in various foundational areas of literacy and numearcy, and contextual factors from the data collected across the participating Ministries of Education of Cambodia, Lao PDR, Malaysia, Myanmar, Philippines, Timor-Leste, and Viet Nam.

The completion of the second round of SEA-PLM assessment, SEA-PLM 2024, registered high participation rates from students and schools across the seven countries, indicating fidelity to the sampling design and ensuring that results are nationally representative and demonstrate strong data reliability and comparability over time. The 2024 assessments were conducted in various national or official languages, increasing the number of national languages from 9 to 11, demonstrating the depth and inclusivity of the programme.

His Excellency Juan Edgardo ‘Sonny’ Angara, Secretary of Education for the Philippines and SEAMEO Council President give a closing remarks

Minister of Education of Brunei Darussalam and SEAMEO Council president, Her Excellency Datin Seri Setia Dr. Hajah Romaizah binti Haji Md Salleh, emphasized the significance of the SEA-PLM findings., “understanding these disparities is critical. SEA-PLM data equips us with the knowledge to create inclusive and effective educational strategies that ensure no child is left behind.”

Moving forward, countries have unified into a clear roadmap which showcased the commitment of participating countries to utilize the 2024 main survey data and generate meaningful insights that can help accelerate evidence-based reforms in their respective basic education systems. All of these actions lead to the strategic preparations for the   next assessment cycle, SEA-PLM 2029, which offers a critical opportunity to deliver the final reporting on UN SDG 4 targets set for 2030.  

In closing, His Excellency Juan Edgardo ‘Sonny’ Angara, Secretary of Education for the Philippines and outgoing SEAMEO Council President, highlighted the collaborative spirit driving SEA-PLM“ SEA-PLM exemplifies the collective action needed to address the region's educational challenges. It is through these joint efforts that will build stronger, more resilient education systems for the future of Southeast Asia.”

SEAMEO Council Conference successfully reaffirmed regional commitments to education, underscoring SEA-PLM’s essential role in fostering collaborative strategies for quality education and equity throughout Southeast Asia. 

At the NEQMAP 2025 Annual Meeting, three countries shared how SEA-PLM data is shaping policies and closing learning gaps.

On 8–9 July 2025, the Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) held its Annual Meeting in Bangkok, with support from UNESCO Regional Office in Bangkok and Office for UN Coordination for Asia and the Pacific (UNESCO Bangkok) and the SEAMEO Secretariat. A dedicated session, organized by the  Southeast Asia Primary Learning Metrics (SEA-PLM) Regional Secretariat, outlined how Cambodia, Malaysia, and Viet Nam are using SEA-PLM data and evidence to strengthen foundational learning. 

Before the country spotlight, Mr. Alejandro Ibanez, SEA-PLM Programme Manager, emphasized that SEA-PLM drives two core initiatives: the cyclical SEA-PLM surveys, which provide data to monitor student foundational learning, and evidence-to-policy linkages, which aim to translate assessment results into actionable education reforms. As Mr. Ibanez noted, “The objective of SEA-PLM is to provide countries in Southeast Asia with reliable data to create meaningful educational policies and interventions.”

Building on this regional overview, the three representatives showcased how their countries are applying SEA-PLM evidence to strengthen curriculum, teacher training, and policy reforms in basic education. With the recent completion of the 2024 Main Survey, countries now have a critical opportunity to accelerate data-driven strategies to improve learning outcomes. It also helps advance reporting on the region’s performance under SDG 4.1.1b (Minimum proficiency in reading and mathematics at the end of primary school).

From left to right: Dr. Maszuraini Binti Miswan (Malaysia); Ms. Linda Jonsson (UNICEF EAPRO); Mr. Alejandro Ibanez (SEA-PLM Secretariat); and Dr. Khanh Pham Quoc (Viet Nam). Joining via Zoom: Mr. Sarin Sar (Cambodia).

In Cambodia, Mr. Sarin Sar, Deputy Director, Education Quality Inspection Department, Ministry of Education, Youth and Sport (MoEYS), highlighted its Early Grade Learning programme, Komar Rien Komar Cheh, focused on Khmer and Mathematics, which significantly improved learners’ competencies through targeted teacher training and enhanced learning resources. “SEA-PLM findings have been instrumental in shaping our 10-point policy response, directly impacting our students’ foundational learning outcomes,” said Mr. Sarin.

From Malaysia, Dr. Maszuraini Binti Miswan, Principal Assistant Director at the Ministry of Education’s Research and Planning Division, presented the country’s curriculum mapping initiative, which aligned SEA-PLM assessment items with the national curriculum (Kurikulum Standard Sekolah Rendah, KSSR) and teaching strategy (Dokumen Standard Kurikulum dan Pentaksiran, DSKP). This alignment highlighted the need to strengthen Higher Order Thinking Skills (HOTS) in classrooms. Malaysia plans to address these in their upcoming 2027 curriculum revision and the development of their new education blueprint. 

Meanwhile in Viet Nam, Dr. Khanh Pham Quoc, Deputy Director General of the Education Quality Management Agency, shared a major capacity-building programme guided by Ministerial Decision No. 468 (2023 Ministry of Education and Training decision approving a national general education assessment system for 2022–2030), which involved extensive training of educational managers and primary teachers across 63 provinces, resulting in an assessment item bank aligned with the SEA-PLM literacy and numeracy framework.

Together, the experiences of Cambodia, Malaysia, and Viet Nam demonstrate how SEA-PLM evidence is already shaping reforms at the national level. Building on these lessons, the discussion concluded with insightful exchanges on how large-scale assessments can drive smarter policies and stronger systems. It underscored the region’s shared commitment to advancing foundational learning by turning evidence into lasting change, ensuring that every child can learn and thrive.

The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP), established in 2013, is a regional platform for sharing knowledge and expertise on education quality. It focuses on student learning assessment as a key tool for monitoring progress, while also recognising the vital links with curriculum and pedagogy. NEQMAP is coordinated by UNESCO Bangkok.

Related Links 

• 2025 NEQMAP Annual Meeting: https://neqmap.bangkok.unesco.org/2025-neqmap-annual-meeting8-9-july-unesco-bangkok/ 
• SEA-PLM Programme: https://www.seaplm.org/
• SEAMEO Secretariat: https://www.seameo.org 
• NEQMAP Knowledge Portal: https://neqmap.bangkok.unesco.org/
• SDG4-Education 2030 Asia-Pacific Hub: https://unes.co/learningandeducation2030 
• UNESCO Bangkok: https://www.unesco.org/en/fieldoffice/bangkok
• UIS Learning Assessments: https://uis.unesco.org/en/uis-learning-outcomes 

On 15 and 16 July 2025, the SEA-PLM Regional Secretariat, led by representatives from the SEAMEO Secretariat, in collaboration with Myanmar’s Ministry of Education, successfully conducted the 1st Country-Level Strategic Workshop in Nay Pyi Taw, Myanmar. Teams put “evidence-to-policy” front and center, and equity trade-offs in decision simulations that asked a simple question: which interventions will lift foundational learning fastest ?

Dr Zaw Latt Tun, Deputy Director General of the Department of Education Research, Planning, and Training, delivered an insightful presentation on the progress of Myanmar’s Education Sector Reform Agenda. Highlighting ongoing efforts, she emphasized the country’s long-term commitment, referring to Myanmar's special four-year education development plan (2000-2004) and the comprehensive 30-year long-term basic education plan (2001-2031). Dr Tun explained that these plans aim to enhance access to and quality of education, underpinning national development and preserving Myanmar’s rich cultural heritage.

One of the workshop’s highlights was the discussion on Myanmar’s National Action Plan, presented by Deputy Director General U Aung Htike from the Department of Myanmar Examination. He outlined Myanmar’s strategic initiatives derived from the SEA-PLM 2019 results, such as promoting early learning and increasing school enrolment, particularly in disadvantaged communities. The presentation included innovative steps like developing literacy and numeracy guidebooks and an instructional video to support teachers and students. Mr Aung Htike noted that “these actions are designed to bridge learning gaps and ensure all children receive the foundational skills essential for lifelong success”.

Workshop sessions and during the Country-Level workshop in Nay Pyi Taw, Myanmar

Representing the SEA-PLM Regional Secretariat, Deputy Director for Programme and Development Mr John Arnold Siena expressed gratitude to Myanmar's Ministry of Education for the successful implementation of the SEA-PLM 2024 Main Survey. He mentioned, “With at least two comparable data points over time, Myanmar is now in a stronger position to contribute to international reporting on SDG 4.1.1b, which tracks minimum proficiency in reading and mathematics at the end of primary education”. This comparative analysis enhances the Ministry’s ability to understand learning trends and formulate effective policies informed by regional assessment data. 

The workshop concluded with a reaffirmed commitment from Myanmar’s Ministry of Education to continue leveraging SEA-PLM data for ongoing educational improvement. This strategic alignment not only supports Myanmar’s educational reform goals but also contributes significantly to the regional effort towards achieving sustainable development goals. 

As Myanmar prepares for the release of SEA-PLM 2024 results later in this year, the insights and collaborative outcomes from this strategic workshop provide a robust foundation for sustained educational progress and policy innovation.