SEAMEO CELLL ATTENDED REGIONAL WORKSHOP "SOUTHEAST ASIA TEACHERS COMPETENCY FRAMEWORK, TEACHERS’ SATISFACTION AND MOTIVATION"
SEA-TCF was developed by the Teachers’ Council of Thailand (TCT), in partnership with the SEAMEO Secretariat (SEAMES) and the SEAMEO Regional Centre for Educational Innovation and Technology (SEAMEO INNOTECH). It is intended to be a reference framework for pre-service teacher education, recruitment and selection, in-service training and continuing professional development for teachers in Southeast Asia. In August 2018, the SEAMEO Council approved the Southeast Asia Teachers Competency Framework (SEA-TCF) to be used for teachers in the region.
The workshop listened to a body of country presentations sharing their policy-supported teachers' competencies framework implementation in relation to the SEA-TCF. Discussion of factors contributing to teachers' satisfaction and motivation was conducted on day two of the workshop.
The workshop concluded with a summary of key points of the content, delivered by Dr Ethel, and the closing remark by Dr Ho Thanh My Phuong in which she thanked the participants for their contributions, especially the valued comments on key factors that enhance teachers' satisfaction and motivation that feed into the study currently conducted by SEAMEO RETRAC.
Lifelong learning promotion is on the agenda of many countries to meet with the rising need of constant learning and keeping up with changes and development to improve life. A core component of lifelong learning is adult learning and education (ALE), whereby working adults see a huge demand for learning so they can cope with a myriad of issues in the modern world, ranging from personal matters to vocational trajectories and world issues.
Although the concept of ALE is widely known in many developed countries, it has yet to receive an official status in the legal framework of several Southeast Asian countries. In this regards, DVV International Regional Office has introduced a research project with an aim to review ALE in five areas of action, namely policy, governance, financing, participation- inclusion - equity, and quality.
This research project is joined by focal point institutions from Cambodia, Lao PDR, Thailand and Vietnam. Together with Royal University of Phnom Penh, National University of Laos, Chulalongkorn University in the other countries, SEAMEO CELLL will conduct a desk study to review the current situation of ALE in Vietnam. Projected findings may include the role of ALE in promoting lifelong learning and the gap between policy and demands.
On March 4-5, 2019, an inception meeting took place at Chulalongkorn University (Bangkok, Thailand) in order to draw out the conceptual framework for the project. Inputs from participating researchers were collected and the framework was agreed upon. The research project has been officially kicked off and country papers are expected to accomplish this August for peer-review and systhesis.
As part of the research project Lifelong learning for ethnic groups in the Greater Mekong Sub-region: Towards culturally responsive development, an expert meeting was organised at the end of January, 2019 at Mahidol University, Thailand.
The research project is led by UNESCO International Research and Training Centre for Rural Education (INRULED) and UNESCO Institute for Lifelong Learning (UIL) with the participation of five focal point institutions from five countries, namely Department of Non-formal Education, Cambodia; Yunnan Normal University, China; SEAMEO CED, Lao PDR; RILCA, Thailand; and SEAMEO CELLL, Vietnam. The expected outcomes of this project are five country reports and a synthesis report on government interventions to promote education for ethnic groups, from which policy and practice recommendations as well as lesson sharing can be employed to better educational conditions for such disadvantaged groups.
In the expert meeting, focal point institutions were supposed to present the progress of their country reports and challenges that they encountered during researching. Professor Colman Ross, project consultant, together with experienced researchers in the field of ethnic education, provided feedback and suggestions to improve the quality of the country reports. The meeting was productive and of necessity for ensuring all country reports following proper research methodology and aligning with the ultimate goal of the project.
Also on this occasion, the hosting institution organised a field trip to Thai Bueng Cultural Tourism Community. Experts and researchers had a chance to witness the full and happy daily life of an examplary ethnic group in Thailand as well as interview the community leader for an in-depth understanding of such successful operations.
The international seminar concluded fruitfully in terms of both academic knowledge and real-life experience.
On 28 and 29 January 2019, SEAMEO Regional Centre for Archaeology and Fine Arts (SPAFA) Thailand in collaboration with SEAMEO Regional Centre for Vocational Training (VOCTECH) BRUNEI Darussalam organised the consultative meeting for their project School-Based Approach in Promoting Disaster Risk Management for Cultural Heritage in Bendar Seri Begwan, Brunei. Ideas for the project sparked in the Youth Leadership Forum in 2016, when concern over the threat of fire to Kampong Ayer was raised. Since then, SEAMEO SPAFA has been contemplating on "Conservation in the Tropics" with case studies of places in various countries, one of which is Brunei Darussalem.
The meeting witnessed the participation of Ambassador of the Federal Republic of Germany to Brunei Darussalam Peter Wolff, SEAMEO CELLL, SEAMEO CHAT, SEAMEO INNOTECH, SEAMEO SPAFA, SEAMEO VOCTECH, Universiti of Brunei, ICCROM, R-DMuch, KMITL. A thick body of reports on initiatives on ways to integrate knowledge of nature and human-induced disasters were shared for comments.
The meeting featured a site visit to the cultural heritage Kampong Ayer, a water village with a history of over 1,000 years in the capital of Brunei. The village has been shrinking over the past decade due to various reasons, to name a few, sub-standard living conditions, lure of jobs in companies, migration, marriage to people outside the community, and the threat of disasters. If the village is to be sustainable, measures will have to be taken, and this must be done soon. Besides Kampong Ayer, the participants also visited Awang Semaun Secondary School, where environment-awareness raising activities are promoted among students.
The project School-Based Approach in Promoting Disaster Risk Management for Cultural Heritage is in line with SEAMEO Seven Priority Areas (2015-2035), particularly Priority Area 3 on resiliency in the face of emergencies. It aims to initiate ways to engage school children, teachers and staff, parents and communities in reducing the impact of disaster on their cultural heritage.
SEAMEO CELLL ATTEND CAPACITY BUILDING WORKSHOPS ON MEASURING IN ADULT LEARNING AND EDUCATION, AND LIFELONG LEARNING
Between 17 December and 28 December 2018, Vietnam Institute of Education Sciences (VNIES) twice organised a capacity building workshop on Methods of identifying, measuring, and analysing basic indicators in aldult learning & education (ALE) and lifelong learning (LLL) for two cohorts.
The workshops were taught by Prof Dr Aaron Benavot, an expert in the field from the University of Albany, as part of a Fulbright Scholar Programme. They aimed to provide and enhance research and management skills for officials working in adult learning and education, continuing education, and lifelong learning. They also offered opportunities for the participants to share related information, and experience.
A total of nearly 40 specialists, and officials from VNIES itself, Continuing Education Centres, Education Institutes in Da Nang, Ha Giang, as welll as UNESCO Hanoi and SEAMEO CELLL attended the two workshops.
During the workshops, Prof Dr Benavot not only imparted practical knowledge of developing indicators and measures for ALE and LLL, but also shared and initiated sharing of information and concept of LLL as is understood and implemented around the world. A range of ideas and experience in ALE and LLL were put forth for analysis, and evaluation, serving as an additional foundation for application of the knowledge and skills learned. Besides the main learning outcomes, the participants also benefited from the establishment of new networks, which promised effective colaborations in the future.
The workshops concluded with the awards of certificate of completion. Dr Nguyen Duc Minh, Deputy Director of VNIES, expressed his sincere appreciation for Prof Dr Aaron Benavot's professional support and complimented the participants on their serious efforts during the workshops.
These workshops were initial steps that potentially marked long-term collaboration between the VNIES and the University of Albany, and hinted continued valued support of Prof Dr Aaron Benavot personally.