Displaying items by tag: SEAPLM

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 study focuses on developing practical curriculum maps in reading and mathematics at the primary level. These tools are designed to support teachers and curriculum officers in tracing how expected competencies align with SEA-PLM learning outcomes by the end of primary education

The Cambodia pilot served as the main example during the workshop. Participants were introduced to the methodology, the mapping templates, and the broader analytical approach developed under the study. Rather than asking each country to carry out a full mapping exercise during the session, the workshop focused on building shared understanding 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 Initiative 2, and map out what needs to happen next to strengthen foundational learning across the region. 

Across Cambodia, Lao PDR, the Philippines, and Viet Nam, SEA-PLM convened a series of country-level planning meetings and National Steering Committee discussions that brought the regional evidence much closer to national priorities. While each meeting had its own context, the direction was shared: review the 2024 findings, reflect on the progress of Initiative 2, and identify where policy, planning, and implementation need to move next.

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 reforms, particularly through their Initiative 2 efforts in building teachers’ skills on assessments through capacity-building workshops and the curriculum mapping exercise.  The meeting also gave space for stakeholders to look closely at the country’s results and discuss its implications in relation to curriculum reforms, teaching and learning, and assessment practices.

In Lao PDR, the conversation centred on how SEA-PLM evidence can be systematically leveraged to support the national education reform currently underway, particularly within the framework of the 6+3+3 structure. Discussions focused on how findings from SEA-PLM can inform reform priorities through Initiative 2, with an emphasis on item-by-item analysis to generate more granular insights into student performance in reading and writing, and to identify specific learning gaps that can be addressed through curriculum refinement and targeted interventions. Participants highlighted the importance of aligning these insights with ongoing curriculum reforms and strengthening their translation into classroom practice, particularly through continuous professional development (CPD) for teachers to enhance pedagogical responses to identified learning needs. The meeting created an important bridge between technical review and policy reflection.

In Cambodia, the planning discussions were closely tied to questions of implementation. Participants reflected on writing instruction, school improvement, assessment practices, and the need to understand more clearly what is happening in classrooms and why. The discussion showed strong interest in turning SEA-PLM evidence into more practical guidance for teachers and schools, especially in areas where improvement depends not only on data, but on consistent support and shared understanding of how to respond.

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 shape how Initiative 2 can respond to national priorities while preparing for 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.

Country voices throughout the meetings reflected that practical focus. 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 made one thing clear: SEA-PLM is no longer only a platform for reporting results. It is becoming a stronger space for countries to reflect together, test ideas, and turn evidence into 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 all the way 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’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.”

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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.

Virtual | Anieluz Pastolero: The SEA-PLM 2019 data reveals that children who possess good physical and mental states and have basic knowledge and concern about environmental issues tend to perform better academically than those who do not. 

This was the crux of the discussion during the policy forum webinar on “Child Well-being and Learning in Six Southeast Asia: Insights from the SEA-PLM 2019 evidence” held virtually on 17 March 2023. 

The policy forum webinar discussed the study conducted by UNICEF-Innocenti Global Office of Research and Foresight highlighting bullying as the most prevalent form of violence experienced by children in school, affecting 35% of students from participating countries. The report recommends establishing a zero-tolerance policy towards bullying, offering counselling services, and promoting intercultural activities to create a secure learning environment.

Surprisingly, the introduction of environmental topics has a positive impact on children’s learning outcomes in reading, writing, and mathematics. The report found that children are concerned about various environmental issues such as pollution, water scarcity, energy shortages, and extinction of plants and animals.

Co-author of the report, Ms. Ximena Jativa, acknowledged the multifaceted nature of child well-being. She recommended intersectoral collaboration to ensure social and child protection, investing in basic WASH facilities (Water, Sanitation, Hygiene), reviewing policies on mental and physical well-being, allocating resources, and providing school-based safety nets like meals to ensure the holistic improvement of child well-being for Southeast Asian students.

While the SEA-PLM is primarily a learning assessment for grade 5 students in the region, Mr. Antoine Marivin, SEA-PLM Senior Project Manager, stressed the importance of investigating factors beyond the traditional cognitive proficiency tests that affect a child’s learning achievements.

The SEA-PLM findings highlighted the importance of being aware of the status of children in school and the need to prioritise their well being.

Manila, Philippines | Anieluz Pastolero: The Philippine Senate Committee on Basic Education cited the SEA-PLM 2019 evidence as a crucial resource in shedding light on the prevalence of bullying in schools and its impact on learning outcomes during the public hearing to review the implementation of the Anti-Bullying Act of 2013 on 13 February 2023. 

Led by Senator Sherwin Gatchalian, the Committee underscored during the hearing the use of data such as those provided by SEA-PLM 2019 and called for an improvement in reporting mechanisms to encourage students to report bullying incidents. 

The SEA-PLM 2019 data revealed that 63.2% of Grade 5 students in the Philippines experience bullying at least once a month in schools. This figure is consistent with the National Baseline Survey on Violence Against Children conducted by the Council for the Welfare of Children in 2016, which found that 65% of students in the Philippines have experienced bullying. The same level of prevalence is also affirmed by the data from the Programme for International Student Assessment (PISA), which the Philippines participated in 2018.

The Philippine Senate hearing emphasized the need to address bullying in schools in the country and to prioritize the well-being of students. The data from SEA-PLM 2019 highlights the significance of the issue and the need for effective measures to address it, including improving reporting mechanisms and implementing policies that protect students from bullying and creating a safe school environment.

Project Manager Alejandro Ibanez represented SEA-PLM Secretariat and SEAMEO Secretariat in the said hearing.