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Hanoi, May 2026 - Following the 16th SEA-PLM Regional Steering Committee Meeting in Hanoi, Ministries of Education, regional organizations and education partners gathered for the International Scientific Workshop on Policy Trajectory for International Large-Scale Assessments in Southeast Asia: Improving Assessment to Improve Learning for Advancing ASEAN Basic Education.

Organized by the Ministry of Education and Training of Viet Nam in collaboration with the SEA-PLM Regional Secretariat with the support of the Government of the Republic of Korea, through the ASEAN-Korea Cooperation Fund, the workshop aimed to deepen regional cooperation on the development, implementation, and use of national and international large-scale assessments. More importantly, it created a space for countries to consider how assessment findings can be translated into practical education reform, from curriculum improvement and teacher support to more evidence-based decisions for children who are most at risk of being left behind.

The workshop was guided by three shared goals, which are to exchange lessons on how large-scale assessment can strengthen national assessment systems, to explore how assessment results can inform curriculum reform and teacher support, and to promote peer learning through the sharing of country experiences, technical expertise and innovations in evidence-based decision-making. 

A regional dialogue focused on assessment utilization

Across Southeast Asia, learning data continue to point to urgent challenges. SEA-PLM 2024 evidence shows that only around half of grade 5 children meet minimum proficiency levels in reading, while approximately one-third meet this level in mathematics. Progress among students at the lowest proficiency levels remains slow, and learning gaps continue to be shaped by factors such as socioeconomic disadvantage, gender, language and access to supportive learning environments.

The workshop therefore focused not only on what the results show, but on what education systems can do next. Rather than presenting one regional solution, countries shared different pathways for turning evidence into action, from strengthening national assessment architecture and improving classroom materials to building long-term monitoring mechanisms and teacher support systems.

The Philippines highlighted how participation in international large-scale assessments can contribute to the improvement of national assessment systems. Its experience showed the importance of establishing a strong policy foundation, a clear national coordination mechanism and consistent technical standards for test administration, data management and reporting. The Philippines also shared lessons that have been integrated into national assessment practice, including the use of field trials to improve assessment items, the application of international assessment frameworks, improved reporting practices and the use of modern measurement approaches to better understand learner performance. 

Thailand presented a complementary perspective through its use of PISA evidence. Rather than focusing only on performance trends, Thailand has drawn attention to the learning conditions behind the results, including student well-being, self-directed learning, parental engagement, the balanced use of digital devices and equitable access to teachers and learning resources. Thailand’s experience also demonstrated how assessment evidence can be translated into practical support, including an online test practice system, a literacy development package and an online professional development programme on formative assessment. These initiatives show how evidence can be brought closer to teachers and learners. 

Dr Khanh Pham Quoc - Deputy Director General Viet Nam Quality Management Agency of Ministry of Education and Training Viet Nam, Dr. Nor Saidatul Rajeah Zamzam Amin - Director of Educational Planning and Research Division Ministry of Education Malaysia, Dr Puttoei Talawat - Director, Educational Assessment Unit of The Institute for the Promotion of Teaching Science and Technology (IPST), Ms Gretchen Cordero - Chief Education Program Specialist of the Department of Education Philippines

Cambodia’s contribution focused on using SEA-PLM 2024 evidence to strengthen foundational learning. The country reported improvements in both reading and mathematics between 2019 and 2024, while also recognising that result must lead to sustained support for schools and teachers. Cambodia is connecting SEA-PLM findings with early-grade learning and the Primary Learning Programme, including work to develop standardised assessment items and learning content based on SEA-PLM technical frameworks. Its approach also places importance on teacher capacity, classroom assessment, teaching manuals and school-level action planning.

Lao PDR, meanwhile, demonstrated how item-level analysis and curriculum mapping can identify the precise learning difficulties faced by children. Its analysis pointed to challenges in basic vocabulary, reading comprehension, mathematical concepts and the use of learning materials that are responsive to local contexts. This evidence is informing a roadmap to review curriculum and foundational literacy outcomes, improve teaching and learning materials and strengthen teacher preparation and classroom support.

Malaysia presented an approach centred on institutional coordination and long-term follow-through. Through its International Benchmarking Committee, Malaysia is building a mechanism to connect evidence from SEA-PLM, PISA and TIMSS with national planning, curriculum, pedagogy, teacher training, monitoring and state-level implementation. This work is further supported through its Foundational Literacy and Numeracy Expertise Programme pathway, which aims to move from identifying learning gaps to developing better diagnostic tools, supporting teachers and monitoring progress.

As the host country, Viet Nam shared how national and international large-scale assessments are being incorporated within its national planning for education improvement. Through its national master plan for large-scale assessment to 2030, Viet Nam is using evidence from SEA-PLM, PISA, TALIS and national assessments to inform the implementation of its general education curriculum and identify equity-related priorities. SEA-PLM 2024 findings in Viet Nam point to the need to provide targeted support for students below minimum proficiency levels, expand reading materials for boys and children in remote areas, monitor widening socioeconomic gaps and strengthen higher-order thinking skills.

A gallery walk that turned country experiences into shared regional learning

Participants during gallery walk in the ASEAN Forum

Beyond presentations and discussion sessions, the workshop included a gallery walk where country delegations showcased evidence-based reforms and strategies to improve learning outcomes. Participants moved between country stations, exchanged information, and discussed the lessons behind different approaches. 

The gallery walk provided an important space for more open and practical dialogue. Countries were not only reporting what they had done, representatives from the ministries were learning from one another about the choices, challenges and tools involved in making evidence useful. A teacher-support mechanism in one country, a curriculum-mapping approach in another, or a national coordination structure elsewhere could offer valuable insights for adaptation in different contexts.

This peer exchange reflected the broader value of regional cooperation in education. While each country faces its own priorities and system realities, the workshop demonstrated that countries can learn together about how to strengthen assessment quality, make results more understandable and translate evidence into action for children.

Held after the Regional Steering Committee Meeting, the workshop reinforced a practical next step for SEA-PLM and served as a bridge between evidence and implementation. The country experiences shared in Hanoi showed that this work is already taking shape in different forms across the region. Together, the representatives of the ministries point toward a common direction to strengthening the assessment system not simply to measure learning but to improve it.

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SEA-PLM is supported by the  Government of the Republic of Korea through the ASEAN-Korea Cooperation Fund (AKCF). Its content is the sole responsibility of the SEA-PLM Regional Secretariat and does not necessarily reflect the views of AKCF.”

Hanoi, May 2026 - The 16th Regional Steering Committee (RSC) Meeting in Hanoi reaffirmed an important perspective: evidence matters, but only when it informs decision-making and drives change in schools, in classrooms, and in children’s lives.

This was the central message emerging from the 16th Southeast Asia Primary Learning Metrics (SEA-PLM) RSC Meeting, held from 11 to 13 May 2026 in Hanoi, Viet Nam with support from the Government of the Republic of Korea through the ASEAN-Korea Cooperation Fund (AKCF). Following the launch of the SEA-PLM 2024 Main Regional Report in December 2025, the meeting brought together participating countries and partners to reflect on what the latest evidence means for the next steps in improving foundational learning across the region. 

The Meeting commenced with a high-level dialogue with H.E. Mr Pham Ngoc Thuong, the Deputy Minister of the Ministry of Education and Training of Viet Nam, and Datuk Dr Habibah Abdul Rahim, Director, SEAMEO Secretariat, and SEA-PLM Co-Chair; and Mr Matt Brossard, Senior Advisor for Education, UNICEF Global Education Practice, underscoring the importance of Viet Nam’s strong leadership in advancing foundational learning and its enduring commitment to the SEA-PLM programme. The dialogue highlighted how regional assessment evidence can better inform national education priorities when policymakers are actively involved in the discussion. 

High-level dialogue with H.E. Mr Pham Ngoc Thuong, the Deputy Minister of the Ministry of Education and Training of Viet Nam, and Datuk Dr Habibah Abdul Rahim (SEAMEO Secretariat) ,Mr Matt Brossard (UNICEF), and members of the SEA-PLM Regional Secretariat

The meeting showed that SEA-PLM is increasingly being used not only to measure learning, but also to help countries understand where children are struggling, which groups may need more support and how national priorities can respond more effectively. For the SEA-PLM, this marks an important shift. Evidence is no longer treated as the final product of an assessment cycle. It is becoming the starting point for policy dialogue, national planning, and practical interventions that can reach teachers and learners.

Cambodia served as the pilot country for Phase 1 of the study. During the workshop, the Cambodia pilot was used as the main example to introduce participants to the methodology, mapping templates, and broader analytical approach. Rather than asking each country to conduct a full mapping exercise during the session, the workshop focused on building a shared understanding of the process and preparing national teams for possible future application in their own context

Datuk Dr Habibah Abdul Rahim - Director of SEAMEO Secretariat, Mr Matt Brossard - Senior Advisor, Education of UNICEF, Ms Amalia Serrano - Senior Officer of ASEAN Secretariat, Mr Anggiet Yoga Ariefianto - Program Manager at ASEAN-ROK Cooperation Fund, Ms Soon Ji Kwon - 1st Secretary Republic of Korea Mission to ASEAN, Dr Eun Yong Kim - Senior Research Fellow of the Korean Educational Development Institute during the discussion in Regional Steering Committee 2026

Across Southeast Asia, the SEA-PLM 2024 evidence continues to point to learning gaps that cannot be addressed through a one-size-fits-all response. Countries are looking more closely at students performing at the lowest proficiency levels, the children facing disadvantages linked to language location or socioeconomic background, and the differences in learning outcomes between girls and boys. 

During the meeting, the Regional Secretariat presented further analysis of the SEA-PLM 2024 data, including emerging findings on gender disparities. The analysis found that differences between girls’ and boys’ performance continue to be visible, with girls generally performing better in reading and mathematics. These patterns matter because learning gaps in primary school can shape children’s confidence, opportunities and future pathways. 

The discussion also recognized that assessment results alone do not explain why children learn differently. Information from the SEA-PLM system-level questionnaire helped countries consider the wider conditions affecting learning, including curriculum reform, teacher preparation, school leadership, learning environments and support for children facing disadvantage.

Evidence is informing national action

The strongest message from Hanoi was that countries are already beginning to use SEA-PLM evidence in practical ways. 

In Cambodia, findings from the 2024 assessment are being used to inform national analysis and support the development of teaching and learning materials. The country is also strengthening teachers’ and school leaders’ capacity to develop classroom assessment items, helping schools use evidence closer to where learning happens. 

In Lao PDR, SEA-PLM indicators have been integrated into the country’s Education and Sports Sector Development Plan 2026 - 2030. Item-level analysis of the SEA-PLM 2024 results have helped identify challenges in reading comprehension, mathematics word problems and language use in assessment. These insights are expected to support curriculum development and improvements in learning materials.

Malaysia is using SEA-PLM findings to examine learning gaps across states and schools. Through its foundational literacy and numeracy programme, under its Initiative 2 intervention, assessment evidence is being linked with targeted support for students who are falling behind, including children affected by language differences and socioeconomic disadvantage.

Representative of the ministries from Cambodia, Lao PDR, Malaysia, Myanmar, Philippines, Thailand, Timor-Leste and Viet Nam during the discussion with SEA-PLM Regional Secretariat

Myanmar is using SEA-PLM data to inform curriculum review, teacher development and resource allocation for schools and learners. The country has also developed practical guidebooks on reading, and mathematics.

In the Philippines, evidence from SEA-PLM has supported work to strengthen teacher’s assessment capacity. This includes mapping the national curriculum against SEA-PLM proficiency expectations and developing classroom assessment item banks that teachers can use to better understand and respond to students’ learning needs.

Viet Nam also shared how its national analysis has highlighted the need to support students who have not yet met the minimum reading expectations, strengthen higher-order thinking and writing skills, and improve opportunities for children from ethnic minority and disadvantaged communities. 

The country's experiences show that evidence becomes meaningful when it is connected to the decisions educators and policy makers face every day on how to support teachers, how to allocate resources, how to adapt learning materials, and how to reach children who are at risk of being left behind.

Strengthening the pathway from evidence-to-policy and preparing for the next cycle with a clearer purpose

An important part of this work is SEA-PLM Initiative 2: Evidence-to-Policy linkages. Introduced following the 2024 assessment cycle, Initiative 2 supports participating countries in translating SEA-PLM findings into national dialogue, planning and interventions that respond to their own priorities. The National Steering Committee, led by the ministries of education, plays a central role in this process. Rather than applying a regional solution uniformly across countries, the approach recognises that each education system has its own challenges, resources and opportunities for change. 

The meeting also brought the evidence-to-action discussion closer to the classroom. During the RSC Meeting, representatives from the SEA-PLM Regional Secretariat, partners and ministries of education visited Mai Dich Primary School and Kim Lien Primary School in Hanoi. The visits provided an opportunity to observe learning environments and reflect on how national and regional commitments can ultimately support children and teachers in schools.

Group photo during school visit at Mai Dich Primary School and Kim Lien Primary School in Hanoi, Viet Nam

As SEA-PLM prepares for its next programme cycle, including SEA-PLM 2029, the RSC Meeting also provided an opportunity to consult on the SEA-PLM pluriannual Strategic Framework 2026-2031. The forthcoming cycle will continue to generate comparable information on children’s learning. At the same time, the work between assessment cycles will remain just as important: supporting countries to interpret findings, identify practical responses and learn from one another.

The discussion in Hanoi offered a reminder that data does not improve learning on its own. Change happens when evidence is understood, owned and used by the government for shaping education systems. 

SEA-PLM 2024 has given countries a clearer picture of children’s learning across the region. The task now is to keep that evidence moving from regional findings to national priorities, from policy discussions to classroom support, and from learning gaps to better opportunities for every child.

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SEA-PLM is supported by the  Government of the Republic of Korea through the ASEAN-Korea Cooperation Fund (AKCF). Its content is the sole responsibility of the SEA-PLM Regional Secretariat and does not necessarily reflect the views of AKCF.”

Phnom Penh, Cambodia - On 26 to 27 March 2026, the SEA-PLM Regional Secretariat convened a regional capacity-building workshop in Cambodia, bringing together education representatives from six participating countries, Cambodia, Lao PDR, Malaysia, Myanmar, the Philippines, and Viet Nam, to strengthen the use of assessment findings in improving teaching and learning. The capacity-building workshop was made possible with the generous support of the UK Government through the ASEAN-UK SAGE programme.

Held following a series of country planning meetings, the workshop focused on how evidence from SEA-PLM can be translated into more practical action within classrooms and education systems. Central to the discussions was the release of the 2024 Regional Snapshot on Writing Results, alongside national datasets on writing, providing countries with fresh insights to guide reflection and reform

The newly released writing results anchored the workshop’s opening sessions, prompting dialogue on how writing is taught, assessed, and supported across the region. Participants examined key issues emerging from the data, including gender disparities, socioeconomic gaps, language practices, and the preparedness of teachers to deliver effective writing instruction.

Building on this evidence, the workshop shifted its focus to curriculum mapping as a practical next step. The SEA-PLM Curriculum Mapping Study aims to help countries align national curriculum expectations with SEA-PLM assessment frameworks and proficiency standards. This alignment is intended to strengthen coherence between curriculum, classroom instruction, and assessment practice

Technical experts from the National Institute of Education at Nanyang Technological University and the Australian Council for Educational Research (ACER) supported the workshop sessions by sharing guidance on curriculum mapping as a practical bridge between policy, assessment, and classroom practice.

The experts, including Dr Christina Tong Li Lim, Prof. Ban Heng Choy, Dr Donna Lim Ching-Tse, Ms Stavroula Zoumbolis, and Ms Sandra Knowles, contributed to discussions on how curriculum mapping can help align assessment frameworks with national curriculum expectations and strengthen classroom implementation. Their inputs helped position curriculum mapping not only as a technical exercise, but also as a tool to support more coherent education planning and practice.

(Left - Right) Ms Sandra Knowles, expert from ACER; Ms Christina Tong Li Lim, Mr Ban Heng Choy, and Ms Donna Lim Ching-Tse from Nanyang Technological University.

Phase 1 of the curriculum mapping study focuses on developing practical learning matrices in reading and mathematics at the primary level. In this context, learning matrices serve as tools that outline the SEA-PLM framework in reading and math in a more granular set of competencies that demonstrates the progression of skills from the most basic to more complex skills. These learning matrices articulates learning outcomes expected by the end of primary education and traces how these outcomes are reflected across curriculum standards, competencies, learning objectives, and related curriculum documents.

These maps are intended to help teachers, curriculum officers, and education planners better understand how expected competencies are structured and sequenced, and how they align with SEA-PLM learning outcomes. They are not designed as classroom lesson plans, but as analytical and planning tools that can support future curriculum review, teacher support, and evidence-based policy dialogue.

Cambodia served as the pilot country for Phase 1 of the study. During the workshop, the Cambodia pilot was used as the main example to introduce participants to the methodology, mapping templates, and broader analytical approach. Rather than asking each country to conduct a full mapping exercise during the session, the workshop focused on building a shared understanding of the process and preparing national teams for possible future application in their own contexts.

Representatives from six participating countries Cambodia, Lao PDR, Malaysia, Myanmar, the Philippines, and Viet Nam during Capacity Building on Curriculum Mapping

Country reflections underscored both the value and challenges of the approach. Cambodia highlighted its usefulness in informing curriculum reform, while noting the ongoing need to ensure alignment between curriculum documents and classroom materials. Malaysia pointed to the exercise as a way to identify gaps in how skills are reflected in both curriculum and teaching practice. The Philippines emphasized that such approaches make assessment reporting more meaningful and actionable, while Myanmar recognized the adaptability of curriculum mapping across diverse national contexts. 

Across the two-day workshop, a shared message emerged: assessment results should not end with reporting. Instead, they should inform curriculum development, strengthen teaching practices, and support more effective policy decisions.

As SEA-PLM continues to support countries in translating evidence into action, the Cambodia workshop marks another step in deepening regional collaboration and ensuring that assessment findings lead to meaningful improvements in education systems—bringing learning closer to the classroom and helping ensure that no child is left behind.

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

Jakarta, March 2026 - SEA-PLM convened a panel of representatives from participating countries at the Learning for the Future: ASEAN-UK SAGE Evidence and Insights Forum, held in Jakarta on 20 March, demonstrating Initiative 2 in action by translating data into concrete actions to strengthen systems and improve learning outcomes for all children.

SEA-PLM was featured as part of the Learning for the Future: ASEAN-UK SAGE Evidence and Insights Forum, held in Jakarta on 2–3 March 2026. The forum brought together policymakers, development partners, and education stakeholders to reflect on the future of learning in Southeast Asia and the role of evidence in shaping stronger education systems.

Throughout the forum, SEA-PLM contributed to the discussion not only as a source of regional learning data, but as a platform that supports countries in translating evidence into policy and practice. Its presence was reflected in both the policy discussions and the gallery walk, including a feature on the SEA-PLM Gender Report, the first regional secondary analysis research using the 2024 datasets.

Datuk Dr Habibah Abdul Rahim from SEAMEO Secretariat, gave a remark during ASEAN-UK SAGE evidence and insights forum

In her opening remarks, Datuk Dr Habibah Abdul Rahim, Director of the Southeast Asian Ministers of Education Organization (SEAMEO) Secretariat, underscored the urgency of the moment. She noted that while Southeast Asia continues to grow economically and strengthen its global role, many children are still being left behind in education.

Drawing on recent regional evidence, she highlighted that SEA-PLM 2024 shows that one in two Grade 5 students in Southeast Asia is still not reading at the expected level. She also pointed to the wider challenge facing the region, with millions of children and youth still out of school. Her remarks served as a strong reminder that growth must be matched by real progress in learning and inclusion.

Datuk Dr Habibah also emphasized the value of SEA-PLM as a regional mechanism for monitoring progress towards Sustainable Development Goal 4. She noted that the findings from SEA-PLM 2024 point to continued learning challenges across the region, with reading outcomes remaining largely stagnant since 2019 and only a slight improvement seen in mathematics.

At the same time, she stressed that the results must be understood beyond averages. Learning continues to be shaped by factors such as socioeconomic background, language spoken at home, access to preschool, and the availability of textbooks and other learning materials. These patterns make clear that education inequality remains a central issue in the region.

The forum created space to move from evidence to action. Discussions explored how SEA-PLM findings are informing national responses and helping countries identify where support is most needed. Country experiences and technical sessions showed how data can support decisions on teaching, learning recovery, inclusion, and system improvement.

Mr Sar Sarin from Cambodia, Dr Kevin Carl P. Santos from the Philippines, and Ms Sitthattha Taikeophithoun from Lao PDR presented their respective countries' experiences in transforming SEA-PLM data into actions

The forum also created space to move from evidence to action. A key part of the discussion featured representatives from Ministries of Education who shared their country experiences in translating SEA-PLM data into policies and actions. Mr Sar Sarin from Cambodia, Dr Kevin Carl P. Santos from the Philippines, and Ms Sitthattha Taikeophithoun from Lao PDR reflected on how SEA-PLM findings have helped inform national responses and shape education priorities in their respective contexts.

Their participation added an important practical dimension to the forum. It showed that regional assessment data become most meaningful when it is used by countries to guide decisions, respond to persistent learning gaps, and strengthen reforms that are grounded in evidence.

Mr Alejandro Sinon Ibañez, and Ms Linda Johnsson from the SEA-PLM Regional Secretariat presented the SEA-PLM 2024 regional results and key policy insights.

Mr Alejandro Sinon Ibañez, SEA-PLM Programme Manager, reinforced this point by highlighting the importance of connecting evidence with long-term reform. He emphasized that SEA-PLM continues to prepare for the transition from the 2024 cycle towards the next phase ,SEA-PLM 2029, allowing countries to track progress over time and respond with greater clarity.

He also stressed that the value of SEA-PLM lies not only in generating data, but in strengthening countries’ capacity to use it. This includes deepening policy exchange, technical mentoring, and collaboration across the region so that evidence can meaningfully inform targets, programme design, and reform priorities.

This forward-looking role is becoming increasingly important. More than a regional assessment, SEA-PLM continues to grow as a shared platform for cooperation, learning, and evidence-based policymaking among ASEAN Member States.

SEA-PLM’s contribution to the ASEAN-UK SAGE forum reflected that wider purpose. It showed that regional evidence can do more than describe learning outcomes. It can help countries ask better questions, identify persistent gaps, and shape more responsive education policies for the future. As the region looks ahead, the discussion in Jakarta offered a timely reminder: strong evidence matters because it helps ensure that progress in education is not only measured, but acted on.

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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.

Bangkok, March 2026 - A series of SEA-PLM country planning meetings and National Steering Committee meetings in Cambodia, Lao PDR, the Philippines, and Viet Nam brought ministries, technical teams, and partners together to examine the 2024 results, reflect on SEA-PLM Initiative 2, and map out what needs to happen next to strengthen foundational learning across the region. Initiative 2: Evidence-to-Policy linkages is SEA-PLM's new programme strategy in supporting countries to translate SEA-PLM evidence into meaningful actions through policy dialogues, research, capacity development, and effective interventions.

While each country meeting responded to a different national context, the shared direction was clear. SEA-PLM evidence is being brought closer to national priorities, not only to understand what students know and can do, but also to inform curriculum reform, teacher support, assessment practices, and classroom-level action.

SEA-PLM Country Planning meeting in VietNam, Cambodia, Lao PDR, and The Philippines

In the Philippines, discussions focused on how SEA-PLM evidence can continue to support national education reforms. Through Initiative 2, the country has been working to strengthen teachers’ skills in assessment through capacity-building workshops and curriculum mapping exercises. The meeting also provided space for stakeholders to look more closely at the country’s results and discuss what they mean for curriculum reform, teaching and learning, and assessment practices. The discussion underscored the need to keep “moving the needle forward on foundational learning.”

In Lao PDR, the conversation centred on how SEA-PLM evidence can be systematically used to support the national education reform currently underway, particularly within the 6+3+3 structure. Discussions explored how findings from SEA-PLM can inform reform priorities through Initiative 2, with an emphasis on item-by-item analysis to generate more detailed insights into student performance in reading and writing. These insights can help identify specific learning gaps that may be addressed through curriculum refinement and targeted interventions. Participants also highlighted the importance of connecting the evidence with continuous professional development for teachers, so that training can be sustained and translated into classroom practice over time.

In Cambodia, the planning discussions were closely linked to implementation. Participants reflected on writing instruction, school improvement, assessment practices, and the need to better understand what is happening in classrooms and why. The meeting showed strong interest in turning SEA-PLM evidence into more practical guidance for teachers and schools. One reflection pointed to the importance of helping teachers “translate the band into teaching guidance and how to teach better,” showing the need to make assessment findings more useful for classroom practice.

In Viet Nam, the meeting looked strongly to the future. Discussions connected SEA-PLM evidence with the implementation of the 2018 curriculum, the shift toward student-centred learning, teacher training, digital transformation, and support for more inclusive education. Viet Nam also used the meeting to explore how Initiative 2 can respond to national priorities while contributing to the broader regional agenda ahead.

SEA-PLM Regional Secretariat and National Team during the discussions

At the same time, the regional discussion went beyond the countries that hosted meetings in March. SEA-PLM’s 2026 workplan, presented at the Philippine meeting, noted that the planning and National Steering Committee discussions in Cambodia, Lao PDR, the Philippines, and Viet Nam would be followed by consultations with Myanmar and Malaysia. The update also highlighted capacity building on Curriculum Mapping as part of the agenda. This shows that even when SEA-PLM was not holding an in-country meeting in March, the process continued through regional consultations and curriculum-focused work. These efforts help connect assessment results with curriculum improvement and classroom practice.

In Cambodia, participants spoke about the value of helping teachers “translate the band into teaching guidance and how to teach better,” pointing to the need to make assessment findings more useful in the classroom. In the Philippines, the discussion underscored the need to keep “moving the needle forward on foundational learning,” while in Lao PDR the concern returned to how training can be sustained and translated into practice over time. Viet Nam, meanwhile, pushed the conversation toward how evidence can better support curriculum reform, teacher development, and stronger learning outcomes.

Taken together, the country planning meetings showed how SEA-PLM is becoming a more active platform for policy reflection and learning across the region. The value of SEA-PLM now lies not only in producing regional data, but in helping countries ask the next questions: what the results mean, where the learning gaps are, what reforms are already underway, and how evidence can support more targeted action.

As countries prepare for the next regional discussions and the road to SEA-PLM 2029 begins to take shape, the call from these meetings is clear. Keep the dialogue active, keep the evidence close to policy, and make sure the next steps lead back to the classroom, where foundational learning is shaped every day.

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

The SEA-PLM team met with His Excellency Dr. Hang Chuon Naron, Deputy Prime Minister and Minister of Education, Youth, and Sport of Cambodia, during the country-level strategic workshop held on 31 March – 1 April. In a high-level dialogue, Dr. Naron shared the Ministry’s policy priorities and best practices in advancing foundational learning as part of Cambodia’s ongoing education reforms. Datuk Dr. Habibah Abdul Rahim, Co-Chair of the SEA-PLM programme from the SEAMEO Secretariat, also contributed to the discussion, emphasizing the programme’s shift towards in-country support through the new strategy on Evidence-to-Policy linkages.

His Excellency Dr. Hang Chuon Naron, Deputy Prime Minister and Minister of Education, Youth, and Sport of Cambodia and  Datuk Dr Habibah Abdul Rahim (SEAMEO Secretariat) at the start of the SEA-PLM Country level workshop in Cambodia

Following the high-level dialogue, the workshop introduced Initiative 2: the Evidence-to-Policy framework. This initiative aims to transform data and insights gathered from the SEA-PLM assessments into concrete, impactful educational policies. The evidence from the SEA-PLM 2019 highlighted a foundational skills crisis across Southeast Asia, with significant gaps in literacy and numeracy among primary school children. Addressing these challenges through evidence-based policies is a central goal of the initiative.

The workshop continued on its second day with robust discussions involving various stakeholders. Partners from diverse educational development organizations, the Ministry of Education, Youth, and Sport, and the SEA-PLM Regional Secretariat convened to explored collaborative approaches to translate educational evidence into policy actions to drive impactful reforms at national and sub-national levels.

Mr Alejandro Ibanez (SEA-PLM Programme Manager) facilitated the discussion during a country workshop in Cambodia.

Day three featured an engaging session on the new SEA-PLM System-Level Questionnaire, expertly facilitated by Dr. Fei Victor Lim from Nanyang Technological University (NTU). This session unpacked the complexities of policy environments in basic education, providing participants with deeper insights into effective policy-making mechanisms.

Cambodia outlined essential next steps to continue advancing foundational learning initiatives. These include activating the national steering committee, finalizing an analysis plan, identifying collaborative opportunities with the Regional Secretariat, and analyzing the data from the SEA-PLM 2024 survey, expected to be available for the Ministry of Education, Youth, and Sport in August. Additional activities involve producing a comprehensive national report, conducting secondary analyses, participating in the Regional Steering Committee, and actively engaging in the upcoming Foundational Learning Forum.

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The UK supports SEA-PLM through the ASEAN-UK SAGE Programme, funded by UK International Development.

The Southeast Asia Primary Learning Metrics (SEA-PLM) took centre stage at a major global education event, participating in the ASEAN Ministerial Roundtable on Foundational Learning held at the Queen Elizabeth II Conference Centre in London from 18–22 May 2025, as part of the 2025 Education World Forum. The roundtable brought together ASEAN Ministers and High Officials, led by SEAMEO Council President Sonny Angara and Vice President Romaizah binti Haji Mohd Salleh, along with senior representatives from Cambodia, Lao PDR, Malaysia, Viet Nam, and Thailand. Discussions focused on the state of foundational learning across Southeast Asia and the urgent need to accelerate education reforms in response to the regional learning crisis.

Datuk Dr Habibah Abdul Rahim, SEAMEO Director, and Mr Alejandro Ibanez, SEA-PLM Programme Manager, at the Educational World Forum in London 2025.

SEA-PLM, represented through the SEAMEO Secretariat delegation and participating member countries, took part in the ASEAN Ministerial Roundtable to provide evidence and data on student’s foundational skills,highlighting both the urgent challenges and emerging policy responses drawn from robust regional data. 

The sharing from the SEA-PLM Regional Secretariat focused on the tangible policy shifts that countries are implementing in response to these findings. For example, Lao PDR and the Philippines have initiated curriculum reform to improve early grade literacy, while Cambodia has increased investment in early grade learning following the pandemic. In addition, preliminary findings from SEA-PLM 2024 reveal promising improvements in various equity indicators and other learning metrics.

SEA-PLM’s new strategy Initiative 2: Evidence to policy linkages was spotlighted as a model for translating data into actionable reforms. This initiative supports countries in using assessment data to drive decision making at both national and sub-national levels.

As SEA-PLM prepares to release the 2024 regional results later this year, the insights are expected to provide countries with critical feedback on their post COVID recovery strategies. The result will also inform the programme’s strategic roadmap for 2026-2030, including preparation for the next regional assessment cycle, SEA-PLM 2029, which will align with the UN’s SDG 2030 targets.

Education World Forum 2025 Side Session

During the EWF, the SEA-PLM delegation also engaged in side meetings with key partners and stakeholders in the UK and beyond leveraging strategic partnerships and global coalitions to enhance the programme’s visibility and influence, and to sustain momentum in advancing foundational learning across Southeast Asia."  

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The UK supports SEA-PLM through the ASEAN-UK SAGE Programme, funded by UK International Development.

After a week of regional discussions in Malacca on foundational learning, the momentum continued in Putrajaya, Malaysia with the Country-Level Strategic Workshop under SEA-PLM’s initiative 2: Evidence to policy linkages on 5 - 6 May. 

Following the successful implementation of 15th SEA-PLM Regional Steering Committee and the Foundational Learning Forum, the workshop contributes to Malaysia’s efforts to transform learning outcomes through data driven education reforms. During the workshop, the national teams and the SEA-PLM Regional Secretariat engaged in in-depth discussions on the work plan to identify opportunities and areas for improvement in foundational learning in the country. These discussions followed the review of the successful implementation of the 2024 main survey, with results set to be published towards the end of the year.

Her Excellency Ms. Fadhlina Sidek, Minister of Education Malaysia, joined the high-level dialogue on the first day of the meeting

The workshop opened with a high-level dialogue between the SEA-PLM Regional Secretariat and Her Excellency Ms. Fadhlina Sidek, Minister of Education Malaysia. The dialogue put a spotlight on Malaysia’s successful implementation of the SEA-PLM 2024 Main Survey.

With participation from key departments across the Ministry of Education, education officials, technical experts, and national partners, the workshop dived deeply into 2024 preliminary results, highlighted key trends, and planned collaborative actions. The workshop  discussed translating this compelling evidence into practical reforms that strengthen foundational skills in reading and mathematics for all students in Malaysia.

Mr Alejandro Ibanez, SEA-PLM Programme Manager , shared the preliminary regional results of SEA-PLM 2024

One of the main takeaways from the discussions was the country’s strong commitment to ensuring that every child, regardless of background, acquires essential literacy and numeracy skills. This commitment was grounded in the SEA-PLM data, which not only highlighted gains but also exposed persistent challenges such as the enduring impact of the COVID-19 pandemic and widening equity gaps. These insights directly informed the development of a forward-looking national action plan aimed at addressing structural barriers in early grade learning and improving school conditions.

Participants from the Ministry of Education Malaysia and the SEA-PLM Regional Secretariat 

Malaysia’s commitment to address foundational learning in the country is also reflected in its strategic use of SEA-PLM evidence to support ongoing national programmes, such as the Reading Aid Programme, the basic literacy module, and Special Remedial Interventions. By anchoring these initiatives in robust, comparable data, the Ministry is well positioned to drive reforms that are not only responsive but also sustainable. 

Furthermore, the workshop also underscored the broader goals of SEA-PLM’s Initiative 2, enabling Southeast Asian countries to go beyond assessments and meaningfully link evidence to policy design and implementation. Looking ahead, the insights and plans developed during this workshop will contribute to the regional launch of the SEA-PLM 2024 report in November. This launch will not only present new evidence but also showcase how countries like Malaysia are responding, turning data into action and commitment into impactful outcomes. 

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The UK supports SEA-PLM through the ASEAN-UK SAGE Programme, funded by UK International Development.

The Southeast Asia Primary Learning Metrics (SEA-PLM) programme, through its Co-Chairs,  proudly welcomed the Foreign, Commonwealth and Development Office (FCDO) of the United Kingdom as its newest Honorary Member Partner during the 15th SEA-PLM Regional Steering Committee (RSC) Meeting held in Malacca, Malaysia on 28 April 2025. 

FCDO was represented at the 15th RSC Meeting by Ms Isla Gilmore, Education Advisor at the UK Mission to ASEAN based in Jakarta, Indonesia. This partnership underscores a shared commitment to advancing evidence-based policies that improve learning outcomes and promote equity in education across the region. This marks a new milestone for SEA-PLM as it expands its network of regional and international partners supporting high-quality data collection, capacity building, and policy dialogue to ensure every child in Southeast Asia achieves foundational learning.

“We are pleased to welcome the UK as an honorary partner of the SEA-PLM programme,” said Datuk Dr Habibah representing SEAMEO. “Their commitment to gender equality and foundational learning aligns closely with our mission to foster inclusive and quality education systems in the region.”

The participation of the FCDO further amplifies SEA-PLM’s regional influence and reinforces its capacity to mobilize global support for Southeast Asian education reform. The SEA-PLM Programme is jointly governed by the SEAMEO Secretariat and UNICEF East Asia and Pacific Regional Office, and implemented in partnership with SEAMEO Member Countries, aiming to foster a culture of da0ta use to improve primary education systems and learning outcomes across the region.

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The UK supports SEA-PLM through the ASEAN-UK SAGE Programme, funded by UK International Development.

On January 15, 2025, the 13th ASEAN-SEAMEO Secretariats Coordination Meeting took place at the ASEAN Secretariat Office in Jakarta, Indonesia. The gathering served as a significant platform for ASEAN and SEAMEO to discuss advancements in the region’s education agenda and review key initiatives, such as the outcomes of the annual regional meetings in education and related activities. 

The meeting delved into several pivotal topics including updates from both the ASEAN and SEAMEO Secretariats. The discussion featured detailed presentations on the progress of the SEA-PLM programme, the ASEAN-UK SAGE Programme, SEA-DREAM Programme, and the Roadmap for the ASEAN Leaders’ Declaration on Early Childhood Care and Education (ECCE) in Southeast Asia. The meeting was attended by Ms. Rodora Turalde-Babaran, Director of the ASEAN Secretariat’s Human Development Directorate, Ms Amalia Serrano, Senior Officer Education Youth and Sports Division ASEAN Secretariat, Mr Muhammad Dika Harliadi, Officer at the Education, Youth and Sports Division ASEAN Secretariat, Datuk Dr. Habibah Abdul Rahim, Director of SEAMEO Secretariat, Professor Vina Adriany, Ph.D., Director of SEAMEO CECCEP, Mr John Arnold Siena, Deputy Director for Programme and Development of SEAMEO Secretariat, Mr Emiljohn Santillas, Policy and Planning Specialist, Alejandro Ibanez, SEA-PLM Programme Manager, and Mr Ansgar Shaefer, Head of Programme Developing Research Excellence and Mentorship in Southeast Asia (SEA-DREAM).

The ASEAN-UK SAGE initiative focuses on advancing girls’ education by addressing foundational learning gaps, supporting out-of-school girls, and promoting digital skills, with successful pilot project engagements in Cambodia, Lao PDR, and Timor-Leste. Similarly, the SEA-DREAM Programme, supported by Wellcome Trust and the UK Foreign, Commonwealth & Development Office, aims to enhance health and climate-related research excellence in Southeast Asia through mentorship, regional collaboration, and the development of future research leaders. The meeting also underscored the progress on the Roadmap for the ASEAN Leaders’ Declaration on ECCE, a critical step towards ensuring high-quality early childhood care and education across Southeast Asia, through multi-stakeholder collaboration.

During the session, Mr Alejandro Ibanez provided an overview of the SEA-PLM programme's key achievements and ongoing initiatives. SEA-PLM serves as Southeast Asia’s regional large-scale learning assessment mechanism, aligned with SDG 4.1.1 indicators, to monitor and enhance education quality and equity across SEAMEO Member Countries.

Significant milestones highlighted at the meeting included the successful completion of the SEA-PLM 2024 Main Survey, which involved extensive data collection from students, parents, teachers, and school principals across participating countries. To ensure inclusivity, assessment materials were translated into 11 national languages. Another important advancement was the establishment of the SEA-PLM Technical Experts Network, designed to strengthen quality assurance and regional expertise.

In the upcoming months, SEA-PLM will organize country-level workshops aimed at supporting governments in transforming SEA-PLM data into effective educational policies. Additionally, the highly anticipated results of the SEA-PLM 2024 assessment are scheduled for release in the fourth quarter of 2025.

Looking forward, the SEA-PLM team presented their strategic vision to maximize the programme's impact by translating assessment findings into actionable policy recommendations, enhancing technical capacity-building, and securing long-term programme sustainability through improved governance and resource mobilization.

The meeting emphasized the need for stronger collaboration, leveraging SEAMEO’s reach and ASEAN’s convening power, highlighting complementarities in the delivery of the programmes. The collaboration is particularly needed as Malaysia takes the 2025 ASEAN Chairmanship with a focus on inclusivity and sustainability. Both parties agreed to intensify the partnership, optimizing existing resources at the regional-level from dialogue partners such as the Aus4ASEAN Futures which is a new flagship initiative to advance the Comprehensive Strategic Partnership (CSP) between ASEAN and Australia and the EU-ASEAN Sustainable Connectivity Package – Higher Education Programme (SCOPE-HE) which represents a significant step forward in EU-ASEAN cooperation in the region.

The 13th ASEAN-SEAMEO Secretariats Coordination Meeting reaffirmed both organizations' commitment to strengthening education collaboration and addressing regional challenges. By advancing foundational learning, research excellence, and early childhood education, ASEAN and SEAMEO continue to drive meaningful progress toward a more inclusive and equitable education landscape in Southeast Asia. The next coordination meeting will be hosted by the SEAMEO Secretariat scheduled in 2026.