south-east asia

Situational Analysis on Education for International Understanding

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Situational Analysis on Education for International Understandingin South-East Asia

S o u t h - E a s t A s i a 2 0 0 7

Foreword 5Acknowledgement 7List of Selected Acronyms 8Glossary of Local Terms 12

I. Introduction 1. The Project at a Glance 192. Research Framework 203. Consultation Meeting 23

II. Summary of Findings of the Survey 27

III. Current Situation of EIU in South-East Asia 311. Brunei Darussalam 332. Cambodia 573. Indonesia 654. Lao PDR 775. Malaysia 996. Philippines 1097. Thailand 1218. Vietnam 145

Appendix 1. Questionnaire 1622. Consultation meeting: Programme schedule 174 3. Consultation meeting: List of participants 181

CONTENTS

Summary of Findings of the Study4

ⓒ APCEIU

5

Over a number of decades, UNESCO has been firmly committed to promoting a

Culture of Peace as reflected in the UNESCO Charter that calls for the construction

of defenses of “peace in the minds of men.”Education for International

Understanding (EIU) was envisaged as one of the critical tools for fulfilling the

ambitious goal of building a peace in the minds of men.

With the end of the Cold war, the rapid pace of globalization reaffirms the

significant role of EIU for a Culture of Peace as many recommendations and

declarations proclaimed. EIU fosters critical thinking on social issues with enhanced

awareness of the increasing global interdependence among people and nations,

and cultivates abilities to communicate with each other and participate in

international solidarity and cooperation.

It is with this background that Asia-Pacific Centre of Education for International

Understanding (APCEIU) was established in 2000 with a view of contributing to

realizing UNESCO’s priorities of peace education in Asia and the Pacific as a

UNESCO Category II institute. In order to fulfill the Centre’s mandate to enhance

the capacity of Member States in EIU, APCEIU has carried out the field research on

current situation of EIU in the region, especially, in the formal education sector with

a focus on EIU in national curricula, teaching values related to EIU and teaching

methodology.

I believe these research findings are valuable resources to set up strategies to

strengthen cooperation in planning and implementing of EIU in the Member States

and ensure that educational policy integrates EIU into the formal education taking

the respective local contexts into consideration. I hope this first endeavor can lay

the groundwork for EIU to be embedded in all related activities for teachers and

students and to be contextualized with national policies of EIU in Asia and the

Pacific region.

Foreword

Kang Dai-Geun

Director, APCEIU

Summary of Findings of the Study6

ⓒ APCEIU

7

APCEIU would like to thank all those who made it possible to start and complete

this research in South-East Asia:

Firstly, the research coordinator, Prof. Dr. Kang Soon-Won for consultation on the

designing the research framework and data analysis, together with assisstant

research coordinator, Prof. Dr. Mariko and also deepest appreciation should go to

Dr. Toh Swee-Hin, Director of Multi-Faith Center in Griffith University for

developing the survey questionnaire and for consultation on framework of the

project in 2006;

Secondly, the national coordinators, Mr. Aminudin Mohd Yaakub (Brunei

Darussalam), Ms. Ton Sa-Im (Cambodia), Dr. Chaedar Alwasilah (Indonesia), Ms.

Viengvichith Southideth (Lao PDR), Ms. Sarifah Nor Azah Syed Anua (Malaysia), Dr.

Ethel Agnes Valenzuela (Philippines), Dr. Chanita Rukspollmuang (Thailand) and

Dr. Nguyen Duc Quang & Ms. Dao Van Vy (Vietnam) for writing their country

reports on current situation of EIU and coordinating the field survey;

Thirdly, Vietnam National Commission for UNESCO and National Institute for

Educational Strategy and Curriculum Development (NIESAC), Vietnam for co-

organizing a two-day guideline meeting (19-20 April 2007) for national coordinators

in Hanoi, Vietnam;

Utmost appreciation should also go to more than 350 teachers, policy makers, and

scholars who sincerely responded to the survey as well as the national delegates

who attended the Consultation meeting for their insightful comments to develop the

national policy during the round table discussions.

The report would not be possible without all of their participation and cooperation.

Acknowledgement

AI Amnesty International

APCEIU Asia-Pacific Centre of Education for International Understanding

APEC Asia-Pacific Economic Cooperation

ARMM Autonomous Region in Muslim Mindanao

ASEAN Association of Southeast Asian Nations

ASP Associated School Project

BA Bustanul Athfal (Indonesia)

BDTVEC Brunei Darussalam Technical and Vocational Education Council

EFA Education for All

CAI Computer-Assisted Instruction

CDD Curriculum Development Department

CEE Centers for Excellence in Education

CEGE Center of Environmental and Global Education

CFS Child-Friendly Schools

CHED Commission on Higher Education

CIS Council of International Schools

CMEP Comprehensive Mindanao Education Program

CRC Convention on the Rights of the Child

DepED Department of Education

DFA Department of Foreign Affairs

EDCOM Congressional Commission on Education

EE Environment Education

EIU Education for International Understanding

ESD Education for Sustainable Development

FAO Food and Agriculture Organization

GATT General Agreement on Tariffs and Trade

GCSE General Certificate of Secondary Education

GDP Gross Domestic Product

GJSS General Junior Secondary School

GSSS General Senior Secondary School

HFMD Hand, Foot and Mouth Disease

IB International Baccalaureate

ICT Information Communication and Technology

List of Selected Acronyms 8

List of Selected Acronyms

IDR Institute for Dispute Resolution

ILCRD Institute of Language and Culture for Rural Development

ISB International School Brunei

ITB Institut Teknologi Brunei

KB Kelompok Bermain

Lao PDR Lao People’s Democratic Republic

Lao PRP Lao People’s Revolutionary Party

LCCD Language and Culture for Communication and Development

LDC Least Developed Countries

LCUs Local Universities and Colleges

LFNC Lao Front for National Construction

LID Langkawi International Dialogue

LSE Learning for Sustainable Environment

MA Madrasah Aliyah

MDG Millennium Development Goals

MI Madrasah Ibtidaiyah

MIB Malaysian Islamic Monarchy

MNLF Moro National Liberation Front

MOE Ministry of Education

MoEYS Ministry of Education, Youth and Sport

MORA Ministry of Religious Affairs

MONE Ministry of National Education

MRC Mekong River Commission

MT Madrasah Tsanawiyah

NEA National Education Act

NEASC New England Association of Schools and Colleges

NER Net Enrollment Ratio

NGO Non-governmental Organization

NIESAC National Institute for Educational Strategy and Curriculum

Development

NFEA&E Nonformal Education Accreditation and Equivalency System

NRIES National Research Institute for Education Science

NSEAP National Spot Exchange for Agricultural Produce

NTC National Trade Certificate

NVC National Vocational Certificate

OEC Office of Education Council

OHRSD Office of Human Rights Studies and Social Development


OIC Organization of the Islamic Conference

OPAPP Office of the Presidential Adviser on the Peace Process

PAPRSB Pengiran Anak Puteri Rashidah Sa’adatul Bolkiah

PAI Al-Quran dan Pengetahuan Agama Islam

PCVF Presidential Council on Values Formation

PHEIs Private Higher Education Institutions

PMB Penilaian Menengah Bawah

PMV Program Menengah Vokasional

PSR Penilaian Sekolah Rendah

RA Republic Act

RA Raudhatul Athfal (Indonesia)

RIMUP Rancangan Integrasi Murid Untuk Perpaduan

RRU Royal Roads University

SARS Severe Acute Respiratory Syndrome

SEAMEO Southeast Asian Ministers of Education Organization

INNOTECH (SEAMEO) Regional Center for Educational Innovation and

Technology

SEN Special Education Needs

SEU Special Education Unit

SD Sekolah Dasar

SHBIE Sultan Hassanal Bolkiah Institute of Education

SIP School Immersion Program

SMA Sekolah Menengah Atas

SMK Sekolah Menengah Kejuruan

SMP Sekolah Menengah Pertama

SNF Sathirakoses-Nagapradipa Foundation

SOP School of Peace

STEA Science Technology and Environmental Agency

STEP Science, Technology and Environment Partnership Centre

SUCs State Universities and Colleges

TESDA Technical Education and Skills Development Authority

TK Taman Kanak-kanak

TPA Taman Penitipan Anak

TYCY Thai Youth for Cause of Youth Group

UBD Universiti Brunei Darussalam

UN United Nations

UNESCO United Nations Educational, Scientific and Cultural Organization


UNDP United Nations Development Programme

UNICEF United Nations Children’s Fund

YBY Youth Befriendly Youth

WASC Western Association of Schools and Colleges

WSC Women’s Studies Center

WTO World Trade Organization


Glossary of Local Terms

Glossary of Local Terms 12

BRUNEI DARUSSALAM

Bimbingan Asas

Etika Kerja

Basic Work Ethics Guidance

Institut Teknologi

Brunei

The Brunei Institute of Technology

Kemahiran Bahasa

Melayu

Malayan Language Skills

Lukisan Art

Maktab Jururawat

Pengiran anak

Puteri Rashidah Sa’

adatul Bolkiah

The College of Nursing

Malay Islamic

Monarchy

The Government actively promotes adherence to

Islamic values and traditions by its Muslim residents.

The Ministry of Religious Affairs deals solely with Islam

and Islamic laws, which exist alongside secular laws

and apply only to Muslims.

Penilaian Sekolah

Rendah

Primary School Assessment

Penilaian

Menengah Bawah

Lower Secondary Assessment

Program Menengah

Vokasional

Secondary Vocational Program

Pelajaram Am General Studies

Pendidikan Jasmani Physical Education

Pengetahuan Agama

Islam

Islamic Religious Knowledge

Pusat Latihan

Mekanik

Mechanic Training Center

Al-Quran dan

Pnegetahuan

Agama Islam

Al-Quran and Islamic Religious Knowledge


INDONESIA

Diniyah, esantren,pasraman,pabhaja samanera

Religious education

Kelompok

Bermain

Non-formal education in the form of play groups

Participation rate The ratio between the enrolment in the school-age

range to the total population of that age range.

Literacy rate The rate of people who can identify, understand,

interpret, create, communicate and compute, using

printed and written materials associated with varying

contexts.

Sivik Civics

Sejarah History

SejarahStreaming Splitting pupils into several different hierarchical

groups, which would stay together for all lessons.

Universiti Islam

Sultan Sharif Ali

The University of Brunei Darussalam The Islamic

University of Sultan Sharif Ali

Sarjana Bachelor’s degree

Sekolah Dasar,

Madrasah Ibtidaiyah

Equivalent of primary school

Sekolah Menengah

Pertama, Madrasah

Tsanawiyah

Equivalent of junior secondary school

Pancasila Panca means five and sila means. principle. Philosophical basis

of Indonesian state, based on five principles: belief in the one

and only God, just and civilized humanity, the unity, democracy

and social justice.


MALAYSIA

Bahasa Malaysia National and official language in Malaysia

RIMUP Rancangan Integrasi Murid Untuk Perpaduan or Student

Integration Programme for Unity, the programme which

brings together the students from different religious and

ethnic backgrounds in sport and charity activities.

Vernacular Schools Schools where the local mother language, is used as

the medium of instruction (Mandarin and Tamil).

LAOS

Basic Education

Project for Girls

A project in assisting rural and ethnic minority girls to

attend and complete primary education in order to

overcome rural/urban, ethnic and gender imbalances in

the area of literacy and education.

Education for All The UNESCO led movement launched to universalize

primary education and massively reduce illiteracy

around the world by 2015

Net enrollment rate The proportion of the children currently enrolled in

primary school.

Sekolah Menengah

Atas, Madrasah

Aliyah

Senior general secondary schools

Sekolah Menengah

Kejuruan,

Madrasah Aliyah

Kejuruan

Senior vocational schools

Taman Penitipan

Anak

Child care centers


VIET NAM

Net Attendance

Ratio

The NAR is defined as the percentage of children in

the age group that officially corresponds to primary

schooling who attend primary or secondary school.

The Pioneer

Union

Organization

An educational force in and out-side school, the

reserve force for the Communist Youth Union and is the

pivotal force of teenage movements.

Pupil/Teacher

Ratio

Average number of pupils per teacher at the level of

education specified in a given school year.

THAILAND

B.E. “Buddhist Era”- The official calendar in Thailand is

based on Eastern version of the Buddhist Era, which is

543 years ahead of the Gregorian (western) calendar.

Core Curricula National curriculum emphasizing the preservation of

Thai identity, good citizenship, desirable way of life, as

well as further education.

Tri Sikkha Principle of the threefold training of morality, mentality

and wisdom, used by the Buddhist-Oriented Schools.

PHILIPPINES

ARMM Autonomous Region in Muslim Mindanao: region of the

Philippines that is composed of all the Philippine’s

predominantly Muslim provinces.

Bangsamoro Refers to Filipino Muslim people in general. It came

from the Malay word “bangsa”, meaning nation and

moro meaning Arabs or Muslims.

Madrasah School (plural Madaris), which exists to teach Islamic

faith for the moral and spiritual development of Muslim

children.

The net

enrolment ratio

Refers to the number of children within the official age

range of a certain grade level enrolled to the total

number of children within that age range.

Hijab Refers to Muslim women’s head and body covering,

veil

I. Introduction

I. Introduction

The Situational Analysis of EIU in the Asia-Pacific region was launched in 2006 as

a three-year project in order to set the groundwork for the educational programmes

of international understanding in a regional context.

As a regional Centre, APCEIU was established to implement the recommendations

concerning Education for International Understanding, Co-operation and Peace and

Education relating to Human Rights and Fundamental Freedoms adopted by the

UNESCO General Conference at its 18th session in 1974 and also Declaration and

Integrated Framework of Action on Education for Peace, Human Rights and

Democracy. APCEIU should meet the needs of field research in order to make EIU

policies relevant to different situations across the region with particular attention to

the conditions of conflict, social development, and EIU development at the local

level.

To supplement the national reports in the field of International Understanding in

all Member States conducted by UNESCO, APCEIU planned an in-depth situational

analysis with 46 Member States in the region for three years (2006-2008). Fulfilling

the in-depth analysis of the current situation of EIU in the region, APCEIU prepared

the field research with a well-structured instrument for assessment. These research

activities laid the groundwork for the envisioned sub-regional consultation on

development of EIU policy. Reflections on the findings will guide the creation of the

agenda for the meeting to build the strategic approach to EIU development in the

region.

The project aims to set the groundwork with situational analysis for the EIU

development policy; to share the information of current situation of EIU in

formal/non-formal education system in each country; to create the agenda for the

balanced and contextualized EIU development in the region; and to set up the

medium-term strategy for EIU development in the Asia-Pacific region.

In the launching year of 2006, the field research and consultation meetings

focused on two sub-regions: 1) Central Asia including Kazakhstan, Kyrgyzstan,

Tajikistan, and Uzbekistan in cooperation with the Uzbekistan National Commission

1. The Project at a Glance

1. The Project at a Glance 19II.. IInnttrroodduuccttiioonn

for UNESCO and UNESCO Tashkent Office and the support from UNESCO Office

Almaty; 2) North-East Asia including China, Japan, Mongolia and Republic of Korea

under the cooperation with the UNESCO Office Beijing and Chinese National

Commission for UNESCO.

In 2007, the field research with consultation meeting focused on South-East Asia.

The national coordinators’meeting was held in Hanoi, Vietnam in cooperation

with Vietnam National Commission for UNESCO and NIESAC (MOE), while the

consultation meeting was held in Seoul, Korea.

2. Research Framework

■ Framework of the Survey

To get the data of current situation of EIU in Member Sates focusing on formal

education sector, the survey targets the education policy makers, leading scholars in

related institutes (e.g. policy planning and curriculum development institute) and

key professors and teachers, including the deans of schools in universities and

headmasters in primary and secondary schools, who has been involved in EIU

related activities with purposive sampling.

Within the project, APCEIU, as an organizer, built a framework of the project and

provided the research coordinators with technical assistance such as translating the

English-written questionnaire to local language and translating the questionnaire

answers written in local language to English; and sent correspondence with national

coordinators.

The Research Coordinator was asked to set the field research framework upon

consultation with APCEIU; develop the instruments and guidelines of field research;

give consultation on the overall framework of the project; participate in the

consultation meeting as a resource person; and analyze the collected data and write

part of findings of research for the situational analysis report.

National Coordinators were recommended by the National Commissions for

UNESCO and designated by APCEIU. They are required to be knowledgeable on

EIU as well as on the framework of field research. They were asked to recommend

2. Research Framework 20

the list of respondents who are the right persons to give the answers; collect and

check the accuracy of data; send the data of questionnaire answers to APCEIU; and

submit the national educational background in general and national guidelines of EIU.

■ Research Questions and Methodology

The survey questions focus on issues of “what”, “why”and “how”EIU may be

provided through educational agencies and institutions. The questions are placed

under seven categories: 1) background of respondent; 2) the objective of EIU

programmes; 3) the subject area including EIU and extra-curricular activities

implementing EIU; 4) teaching methods and pedagogy of EIU; 5) values highlighted

within EIU framework; 6) major achievements and barriers; and 7) needs for further

development EIU activities.

The sampling procedure to identify participants (individuals and institutions) in

the survey adopted a purposive rather than random sampling methodology with an

approximate sample size of 50 participants in each. The purposive sampling

targeted the following categories and his/her knowledge and awareness of EIU

programmes and policies in his/her country. The recommended categories of

respondents and number of samples in each category are as follows: 5-10 samples

from the category of “deans and department heads in key teacher education

institutions (faculties & colleges of education)”; 5-10 samples from the category of

“director and researchers in key educational research institutes”; 2-5 samples from

the category of “director and specialists in key curriculum development

institutions”; 10-20 samples from the category of “administrators & teachers in

selected basic schools (elementary, junior and high schools) well-known for

programmes in EIU & related fields; 2-5 samples from the category of

“administrators or specialist staff in relevant units in Ministry of Education and/or

regional departments of education”; 5-10 samples from “other leading scholars,

researchers & educators in EIU and related fields (non-violence education; conflict

resolution; development education; human rights education;

multicultural/intercultural educational; education for sustainable development, etc.).

� The findings of the survey will be on the supplementary report titled

“Situational Analysis of EIU in the Asia-Pacitic Region”including the

analysis of the four Regions and important implications for setting up

the national and regional EIU policy based on the result.

2. Research Framework 21II.. IInnttrroodduuccttiioonn

3. Consultation Meeting

The consultation meeting was designed to present a national report on the

current situation of EIU of each UNESCO Member State in the sub-region and to

draw out the recommendations of how to develop the educational policy on EIU

and how to make a cooperative network for enhancing EIU in the sub-region based

on the national report. It followed National Coordinators’Meeting in Hanoi on April

19-20, 2007. This meeting was held to give guidelines for writing the national report

and for coordinating the field survey with questionnaires. The Vietnam National

Commission for UNESCO and National Institute of Education Strategy and

Curriculum Development (NIESAC) co-organized the meeting.

The consultation meeting, Asia-Pacific Consultation on Development of EIU

Policy in South-East Asia, was held on September 5-7, 2007 in Seoul, Korea. For the

meeting, national coordinators and educational policy makers were invited from

each Member State in South-East Asia such as: Brunei Darussalam, Cambodia,

Indonesia, Lao PDR, Malaysia, Philippines, Thailand and Vietnam.

During the meeting, round table discussions followed the presentation of

national reports from eight UNESCO Member States. The national coordinators and

policy makers discussed the reports, and the results are as follows:

■ How to make EIU more prevalent in formal education

Our common understanding was “EIU is not just a new concept, but

the related values have already existed in schools.”While conducting the

survey, although many respondents of the questionnaire were not familiar

with the concept of EIU, but they were familiar with the related values,

such as peace, human rights, intercultural understanding and

environmental sustainability. They understood that EIU is relevant to their

existing subject area and school activities.

So the challenge is how to make EIU relevant and how to promote its

real implementation.

3. Consultation Meeting 23II.. IInnttrroodduuccttiioonn

In order to answer the questions, firstly it is important to make EIU as

political priority and promote awareness of the importance of its

implementation.

One feasible way and strongly supported idea was the adoption of the

declaration so as for the UNESCO Member States can implement it. It

would also help the States to a draw strategic plan for EIU.

Secondly, as EIU related values have already existed in schools, it is not

difficult to integrate EIU into school curriculum. Therefore, integration of

EIU into already existing curriculum will be promoted. It is more feasible

than to make EIU as a single separate subject. In order to do so, such

opportunities may be provided as development of EIU-related school

activities, programmes, and materials; and training to improve teaching

methodologies and approaches. For example, the ASEAN training

workshop is very supportive to teachers.

■ How can we promote EIU in non/informal education, and how to

build network between formal and non/informal education

Firstly, the importance of grassroots education was proposed, so that

EIU will be promoted not only through a top-down approach, but also

through a bottom-up approach. Grassroots or community-based

education is based on real problems in people’s daily lives. In other

words, community education corresponds with their direct needs.

Therefore, EIU in the communities should also work on expanding the

people’s perspectives from their direct needs to the global issues.

Community Learning Centers (CLC) in Vietnam have a very high potential

to promote the bottom-up approach of EIU.

Secondly, it was suggested that building a network between formal

and non/in formal education is the first step in mobilizing and utilizing the

resources within the country. Not only MOE (Ministry of Education), but

also the other ministries and agencies can be part of the network to share.

Embassies in each country are also cooperative and supportive. The

project ASEAN Corner in Brunei can be a good example.

3. Consultation Meeting24

The Project at a Glance 25II NN TT RR OO DD UU CC TT II OO NN

In addition, it was recommended that mass media be utilized to

promote real cases of EIU. For example, in Thailand, a television program

covers the news of the Royal Family everyday, which helps people

understand the issues in the country, as well as it gives people a model for

a peaceful way of life and inter-religious understanding.

■ How to strengthen the partnerships between related

organizations in the region

As ASEAN countries have a strong base of cooperation, and action

programme in Vientiane was already signed, the promotion of EIU under

ASEAN framework was strongly recommended. It will also be a more

cost-effective way of cooperation in South-East Asia.

In order to enhance the capacity of implementation of EIU, APCEIU

should take a responsibility of information. APCEIU should request

information about the existing programmes and projects, especially in

ASEAN region, compile the information and build a data bank, which is

accessible by all ASEAN countries and educators. Such information should

also include guidelines of EIU, good practices, as well as approaches to

advocate EIU in the society.

Under the partnerships with related organizations, APCEIU is asked to

enhance programmes such as: exchange student

programme so that the students learn more from

such real experiences, outside of the classrooms

and textbooks; teacher’s workshop to develop

teaching materials and learn more about neighbor

countries; and ICT-based training will also be

possible, including online forums. Those activities

could also strengthen the partnerships in the

region especially with related institutions, key

persons and sectors.

3. Consultation Meeting26

II. Summary

of Findings of th

e Surv

ey

II. Summary of Findingsof the Survey

In the survey, 363 persons participated as respondents from 8 countries in South-

East Asia such as 34 from Brunei Darussalam, 42 from Cambodia, 68 from

Indonesia, 50 from Lao PDR, 65 from Malaysia, 39 from the Philippines, 32 from

Thailand, and 33 from Vietnam. The majority of respondents are school teachers in

primary and secondary schools. However in Vietnam more than 50% of

respondents are from educational research institute (Please refer to Appendix 1:

Survey Questionnaire).

As an iimmppoorrttaanntt iinnssttrruummeenntt ooff iimmpplleemmeennttiinngg EEIIUU in formal education sector, the

questionnaire covered the official policies, regulation or guideline related to EIU in

Member States. All the Member States in the sub-region have the instrument as

Constitution and/or Education Law which proclaim the importance of EIU or EIU

related field according to the national coordinators’report. However, the survey

result shows that the respondents do not well recognize it.

Based on the result of the survey, generally Environment Education is the most

highly covered in the formal education sector in the region regarding the

eedduuccaattiioonnaall pprrooggrraammmmeess rreellaatteedd ttoo EEIIUU. On the other hand, in Indonesia and the

Philippines, Democracy/Citizenship Education and Values Education are very well

covered and in Malaysia, the Education for International Cooperation is quite well

covered including other field same as in other countries.

For the question about the sscchhooooll ssuubbjjeeccttss wwhhiicchh iinncclluuddee ttooppiiccss ooff EEIIUU, the result

shows Social studies is the subject which mostly well deal with EIU topics in

Thailand and the Philippines. On the other hand, Moral Education includes very

well EIU topics in Malaysia, Indonesia, Vietnam and Laos. Compare with other

countries, Indonesian, Malaysian and Brunei respondents answered that Religious

Education deal with EIU related topics very frequently. In all the countries, Physical

education and Mathematics are the subjects which rarely deal with EIU related

topics.

For the questions about tteeaacchhiinngg aanndd lleeaarrnniinngg mmeetthhooddoollooggyy ooff EEIIUU related fields

of education, most of the respondents revealed that the lecture is mostly utilized

methodology followed by small group discussion. However Brunei respondents

show that small group discussion is mostly utilized methodology followed by ICT-

based learning. In some Member States, other methodology also quite frequently

adopted for EIU are as follows: field trip in Thailand, community immersion in the

Philippines, ICT-based learning and simulation in Malaysia, and simulation in

Vietnam. A number of the respondents (more than 60% of all the respondents)

Summary of Findings of the Survey 29IIII.. SSuummmmaarryy ooff FFiinnddiinnggssooff tthhee SSuurrvveeyy

show the deep understanding of the significance of the integration of principles of

“critical or transformative pedagogy”into EIU related fields, which seeks to

enhance a learner’s capacity and commitment for responsible citizenship and social

action.

As for the question about pprrooffeessssiioonnaall ddeevveellooppmmeenntt oorr ttrraaiinniinngg ooppppoorrttuunniittiieess to

promote EIU, in-service teacher education training gives the most opportunities to

the respondents of Laos, Cambodia and Malaysia; local/national workshops or

seminar give more experience of promoting EIU to the respondents of Vietnam,

Thailand and the Philippines and undergraduate tertiary education in Indonesia;

three of pre-service teacher training, undergraduate tertiary education and

local/national workshop/seminar get same highest ratio of responses in Brunei

Darussalam; Regional and international conference also get high ratio of responses

in the Philippines and Vietnam.

The respondents reveal that inadequate educational budget is the most seriously

regarded oobbssttaaccllee ttoo iimmpplleemmeenntt EEIIUU and lack of educators with adequate

knowledge and pedagogical skills and lack of resource materials also get high

consideration. On the other hand, the respondents of Laos and Malaysia answer the

“inadequate integration of EIU and related fields in national school curriculum”is

the most serious obstacle to implement the EIU.

As for the ssuucccceessssffuull ssttoorriieess rreellaatteedd ttoo EEIIUU aaccttiivviittiieess,, a number of respondents

answer on Education for Sustainable Development, environment education,

intercultural/multicultural education, education for human rights especially focusing

on child’s rights and women’s rights, values education and global education.

And more opportunities of teacher training and international and local

networking are shown as the most important component for eeffffeeccttiivvee

iimmpplleemmeennttaattiioonn ooff EEIIUU. Especially the respondents voiced that teacher training of

EIU should be given to teachers from all the subject and socialization of EIU could

set the groundwork for school education as well as community based education.

The more detailed data of the survey will be on the supplementary report titled

“Situational Analysis of EIU in the Asia-Pacific Region”including more

comprehensive data analysis and important implications for setting up the national

and regional EIU policy of the four regions such as North-East Asia, Central Asia,

South-East Asia and South Asia.

Summary of Findings of the Survey30

III. C

urrent Situation of EIU

in South

-East Asia

III. Current Situation of EIU in South-East Asia

III. C


in South

-East Asia

Mr. Aminudin Mohd Yaakub Education Officer, International Affairs Unit, Ministry of Education, Brunei Darussalam

1.Brunei Darussalam

1. Brunei Darussalam34

BRUNEI EDUCATION SYSTEM IN GENERAL

MMiissssiioonn aanndd VViissiioonn ooff EEdduuccaattiioonn

The mission of the Ministry of Education is to provide holistic education to

achieve the fullest potential for all by giving quality education to our children, the

future of Brunei Darussalam.

To meet future challenges in an ever changing world, the Ministry has developed

a vision of “quality education towards a developed, peaceful and prosperous

nation.”We believe this vision will realize the nation’s aspirations and produce

citizens who are committed and capable of contributing towards the continued

growth, stability and prosperity of the country.

In its endeavor to develop the child’s fullest potential, the Ministry of Education

continuously reviews the education system in order to meet the demands and

future challenges of the nation and, more importantly, to cater to every child’s

ability and aptitude. The Ministry has devised 10-year strategic objectives (2006 -

2015) prioritizing human resource development to meet Brunei Darussalam’s need

for an educated and marketable workforce.

AAiimmss ooff NNaattiioonnaall EEdduuccaattiioonn

The aim of national education in Brunei Darussalam is to maximize the

intellectual, spiritual, emotional, social and physical potential of every individual for

the formation of a developed society that is strongly founded on the Malay Islamic

Monarchy philosophy.

The education system also aims to inculcate sound moral values as a strong

foundation in an era of rapid progress and change.

EIU in Brunei Darussalam

1. Brunei Darussalam 35IIIIII.. CCuurrrreenntt SSiittuuaattiioonn ooffEEIIUU iinn SSoouutthh--EEaasstt AAssiiaa

Educational Objectives

The following national education objectives will help achieve the above aims:

a) Upgrading proficiency & fluency in Malay, English & other languages

according to needs;

b) Enhancement of mathematical, scientific, technical and information

communications technology skills;

c) Implementation of educational programs for the development of self-reliant

and enterprising individuals;

d) Implementation of technical education programs;

e) Implementation of educational programs based on culture, society and

nationalism for the development of Brunei citizens;

f) Provision of opportunities for skills training in professional and semi-

professional areas;

g) Implementation of educational programs towards maintaining peace and

harmony in the environment;

h) Implementation of family-oriented education;

i) Creating understanding and awareness about the nation’s socioeconomic and

political status; and

j) Implementation of enrichment and value-added programs, and industrial

placement/training to enhance individuals’abilities to be able to compete

internationally.

Educational Policies

a) Implementation of a national education system that prioritizes the use of the

Malay Language as the official national language; and the use of the Malay and

English languages as the media of instruction i.e. the Bilingual System of

Education.

b) Provision of 12 years of education for every student. The Ministry of Education

has a policy of providing a minimum of 12 years of education. This comprises

seven years in primary education (inclusive of one year in pre-school) and five

years in secondary school. In view of the importance of education in the life

of an individual, the Ministry of Education is also in the process of making

education compulsory for every child.

c) An inclusive education system that also provides 12 years of education for

children with special needs, who can become contributing members of society

if the appropriate educational program is provided. The Special Education Unit

(SEU), established in 1994, aims to assist in planning, coordinating and


implementation of special education programs in schools for children with

special educational needs (SEN).

d) Provision of a well-balanced curriculum as well as suitable and uniform public

examinations administered according to the level of education, including

special needs, in all schools throughout the nation.

e) Facilities for mathematics, science, information and communications

technology and technical education in order to enable students to obtain

knowledge and skills that are relevant and necessary in the constantly

changing world.

f) Self-development and enrichment programs through co-curricular activities in

accordance with the national philosophy.

g) Opportunities in higher education for those with appropriate qualifications

and experience, based on national needs.

h) Preparation of the best possible educational infrastructure in order to fulfill

national needs.

EEdduuccaattiioonnaall SSttrruuccttuurree aanndd SScchhooooll SSyysstteemm

The education system places strong emphasis on literacy, mathematics, science,

physical education, as well as civics and moral education. The bilingual policy

introduced in 1984 enables the child to learn the national language, Malay and

English. Proficiency in English gives the child greater access to information in the

world. School children are also exposed to information communication and

technology (ICT) skills to promote creativity, stimulate independent learning and

enhance higher order thinking skills. Brunei Darussalam has adopted a 7-3-2-2

formal school system as illustrated in figure 1.

This 7-3-2-2 pattern represents years in primary, lower secondary, upper

secondary and pre-tertiary levels respectively. Education and training at the post-

secondary level, in both academic and professional fields, is provided by Universiti

Brunei Darussalam (the University of Brunei Darussalam), Universiti Islam Sultan

Sharif Ali (the Islamic University of Sultan Sharif Ali), Institut Teknologi Brunei (the

Brunei Institute of Technology), Maktab Jururawat Pengiran Anak Puteri Rashidah

Sa’adatul Bolkiah (the PAPRSB College of Nursing) and various technical and

vocational education institutions and centers. The Department of Schools, among

others, coordinates the implementation of educational policies, programs projects

and activities in schools.


Figure 1. Education structure

PPrriimmaarryy EEdduuccaattiioonn

At the primary level, pupils attend a year at pre-school before proceeding to

lower primary (primary 1 - 3) and later to upper primary (primary 4 - 6). The overall

aim of primary education is to give children a firm foundation in the basic skills of

literacy and numeracy as well as to provide opportunities for personal growth and

character development.

To nurture children’s abilities, the primary curriculum puts emphasis on basic

communication, literacy, numeracy and ICT skills. This aims to mold and develop


the students’character and thinking ability, while encouraging creativity,

independence and social skills. The spiritual and moral themes embedded within

the curriculum help to develop the pupils, while fostering adherence to the Islamic

way of life.

Subjects taught at the lower primary level are: Malay Language (including Jawi

script), English Language, Mathematics, Pelajaran Am (General Studies),

Pengetahuan Agama Islam (Islamic Religious Knowledge), Pendidikan Jasmani

(Physical Education), Lukisan (Art) and Sivik (Civics). At Primary Four, children

wishing to continue their studies in Arabic schools sit for a selection test. Successful

candidates continue to follow the National Curriculum for another two years with

the addition of a few other subjects taught in Arabic.

The upper primary curriculum strengthens the basic skills of students in formal

education and bilingual competence. The instruction is more formal. Learning is

oriented towards the study and understanding of information related to the

surroundings and environment of the students themselves. Subjects in the upper

primary curriculum include Bahasa Melayu, English Language, Mathematics,

Science, Sejarah (History), Geography, Islamic Religious Knowledge, Physical

Education, Art and Handicrafts, and Civics.

At the end of upper primary school, students are prepared to cope with the

wider variety of subjects offered in the secondary curriculum. At the end of their

primary education, students (including those attending Arabic Schools) will take the

Primary School Assessment or Penilaian Sekolah Rendah (PSR) before entering the

lower secondary level.

SSeeccoonnddaarryy EEdduuccaattiioonn

The secondary level follows a two-phase stage: lower secondary and upper

secondary. The lower secondary level covers three years of education at the end of

which students take the Lower Secondary Assessment or Penilaian Menengah

Bawah (PMB) examination. At the start of their secondary education, students are

placed in either the mainstream or Level II program according to how they perform

at PSR examinations. The different emphasis of the curricula caters to the different

learning abilities and inclinations of the students. It is the aim of lower secondary

education to prepare students for upper secondary and vocational/technical


education and training. The majority of students will proceed to ‘O’level following

the mainstream curriculum whilst Level II caters those who are motivated by a

vocationally-oriented curriculum.

The Level II lower secondary curriculum is devised as an alternative program for

students who are more inclined towards vocationally-oriented studies, especially

those who have taken the PSR twice and are still not able to fulfill the minimum

passing score. Designed to enable students to explore their abilities and develop

their vocational/technical potential, the Level II curriculum consists of core and

optional subjects. As of 2006, the PMB Level II Examination has been discontinued.

Assessment of students in the Level II program is now wholly school-based and

carried out on a continuous and less formal basis. For Bahasa Melayu, Islamic

Religious Knowledge and MIB, all lower secondary students cover the same

curriculum. A new subject known as Al-Quran and Islamic Religious Knowledge

(Al-Quran dan Pengetahuan Agama Islam - PAI) was introduced in selected

secondary schools in January 2000. This was introduced as a pilot program in

selected primary schools in 1994.

Bahasa Melayu, English Language, Mathematics, Science,

Islamic Religious Knowledge, History and Geography

Melayu Islam Beraja (MIB or Malay Islamic Monarchy),

Physical Education (PE) and Co-curriculum

Computer Studies, Agriculture, Home Science, Commercial

Studies, Woodwork, Technical Drawing, Metalwork, Music,

Art & Design, Design and Technology, and a third

language (Arabic, Chinese or French).

All subjects are taught in English except for Islamic

Religious Knowledge, MIB, Art and Handicrafts and the

third language.

MMaaiinnssttrreeaamm ssuubbjjeeccttss

Compulsory and examinable

subjects

Compulsory but non

examinable subjects

Electives (optional and

examinable subjects)

Bahasa Melayu (Malay language), English Language,Mathematics, Science, Geography, Islamic ReligiousKnowledge, MIB and Physical Education.

Metalwork, Woodwork, Commercial Studies, Art andHandicrafts, Agriculture, Home Science, and TechnicalDrawing.

LLeevveell IIII ssuubbjjeeccttss

Core subjects

(Mathematics, English and

Science comprise 70% of

the topical content in the

regular lower secondary

academic curriculum)

Modular-based optional

subjects

Lower Secondary


In upper secondary school, based on their PMB performance, students in the

mainstream curriculum are placed in either the science or arts program. Level II

students follow the Secondary Vocational Program or Program Menengah

Vokasional (PMV). The duration of schooling at these levels is either two or three

years.

Education at the upper secondary level is general in nature with some provision

for specialization in science, arts and technical fields. At the end of the second year,

high academic achievers may sit for the Brunei-Cambridge GCE Ordinary level

(GCE ‘O’Level) examination.

As of 2006, apart from the National Vocational Certificate (NVC) in Clerical

Studies, other options available to PMV students are the National Trade Certificate

Grade 3 (NTC 3) in various vocational subjects. The PMV program spans a period of

2 years, consisting of a six-month foundation course, a one-year NVC/NTC3 course

and a six-month internship. All subjects are taught in English except Kemahiran

Bahasa Melayu (Malay Language Skills), Tarbiah Islam and Bimbingan Asas Etika

Kerja (Basic Work Ethics Guidance).

Students who have successfully completed PMV will be awarded a certificate in

BDTVEC NVC or NTC3, which is recognized by the National Accreditation Council

and the Public Service Commission.

To cater to the varied talents and aptitudes of students, a number of other routes

are available to secondary school students based on their performance at Lower

Secondary Assessment (PSR).


PPrriivvaatteellyy ffuunnddeedd sscchhoooollss

Privately funded schools provide more choice and variety for students in Brunei.

They also represent added sources of ideas and innovative practices in education.

Private schools account for 30 percent of the country’s total number of educational

institutions. A few international schools like the Jerudong International School (JIS)

Bahasa Melayu, English Language, Mathematics and one

other examinable subject.

Agriculture, Combined Science

Physics, Chemistry, Biology, Additional Mathematics,

Geography and Economics/Principles of Accounts.

In addition, students in the Science stream are allowed to

choose one subject from the following: History, Literature

in English, Kesusasteraan Melayu (Malay Literature),

Islamic Religious Knowledge, Art, a third language (Arabic,

Chinese or French), Computer Studies, Food and Nutrition,

and Economics.

Geography, History, Literature in English, Economics,

Principles of Accounts, Commerce / Commercial Studies,

Science / Combined Science/ Biology, Food and Nutrition,

Home Management, Fashion and Fabrics, Malay Literature,

Arts & Design, Islamic Religious Knowledge, a third

language (Arabic, Chinese or French), Agricultural Science,

Woodwork, Food and Nutrition, Commercial Studies and

Economics, Food and Nutrition, Commercial Studies and

Economics

O’level Subjects

compulsory for all students

The fourth compulsory and

examinable subject for the

Arts stream may be chosen

from this group or category

Science stream optional

subjects (to select 2 or 3

subjects)

Arts stream optional

subjects

FFiirrsstt ssttaaggee ((ffoouunnddaattiioonn))

Computer Applications; Language and Communications;

Foundation Mathematics; Kemahiran Bahasa Melayu (Malay

Language Skills); Tarbiah Islam and Bimbingan Asas Etika

Kerja (Basic Work Ethics Guidance) and Science and

Technology.

Second stage

NVC in Clerical Studies

NTC3 in Plumbing and Pipefitting, Painting and Decorating,

Bricklaying and Concreting, Crops Production and Fish

Husbandry.

Secondary Vocational

Program (PMV)

Upper Secondary


Mathematics, Physics, Chemistry, Biology

Geography, Economics, Business Studies, Accounting and

Art & Design may be taken as an additional fourth subject.

Mathematics, History, Economics, Accounting, English

Literature, Geography, Bahasa Melayu, Arts & Design,

Sociology, Business Studies, Usuluddin and Syariah

Science stream subject

options

Arts stream options

and International School Brunei (ISB) have also established themselves by offering

a British curriculum (ISB offers a modified version of the National Curriculum of

England) where pupils work towards GCSE and A-level / International

Baccalaureate (IB) qualifications.

PPoosstt--SSeeccoonnddaarryy EEdduuccaattiioonn

VVooccaattiioonnaall sscchhoooollss

Sultan Bolkiah Vocational School, Nakhoda Ragam Vocational School, Pusat

Latihan Mekanik (Mechanic Training Center), Business School and Wasan

Vocational School were established to provide a variety of courses to students

completing PMB and showing potential and ability in craft and vocational skills. The

main objective of these schools is to produce a skilled labor force to meet the

nation’s manpower needs in line with modern challenges and technologies.

Among the course offered are Electronics, Clerical Studies, Furniture Making,

Plumbing, Hairdressing, Carpentry, Bricklaying and Concreting, Painting and

Decorating, Crops Production and Fish Husbandry.

SSiixxtthh ffoorrmm ccoolllleeggeess

Students who have the necessary ‘O’Level qualifications may proceed to do a

two-year pre-university course leading to the Brunei-Cambridge Advanced Level

Certificate of Education examination (GCE ‘A’Level). Pre-university education

prepares students for entrance to universities and other higher education institutions

in Brunei Darussalam and overseas. Depending on their English language ‘O’

Level grades, all pre-university students are required to take English language

subjects at an appropriate level such as the ‘A/S’Level General Paper, Thinking

Skills, English A.S., English Language & Literature or ‘O’Level English. Students

may choose a combination of three or more ‘A’Level subjects according to

approved subject combinations.

Note : A.S. Advanced Subsidiary


HHiigghheerr EEdduuccaattiioonn

● Technical & engineering colleges

Sultan Saiful Rijal Technical College and Jefri Bolkiah College of Engineering are

post-secondary institutions, which equip those who finish secondary school and

working adults with technical skills and knowledge to meet the manpower needs of

various industrial sectors. These institutions have well-established links with the

private sector. They provide full time institutional training programs, which also

incorporate apprenticeship programs and work placement in relevant industries.

● Pengiran Anak Puteri Rashidah College of Nursing

As a tertiary nursing and midwifery educational institution, the college offers the

Pre-Registration Diploma in Nursing and Midwifery including conversion programs

and Advanced Diploma in Nursing for registered nurses. Entrants will need to

comply with a minimum requirement of five relevant ‘O’level subjects.

● Institut Teknologi Brunei (ITB)

The institute was set up to ensure a broad-based training for youths inclined

towards practice-oriented studies at Higher National Diploma level.- Geared

towards people with ‘A’level and OND qualifications, ITB also provides in-service

training and offers courses in Business & Finance, Computing & Information

Systems, Communication & Computer Systems, and Electrical Power & Building

Services Engineering.

● Universiti Brunei Darussalam (UBD)

As the first university in the Sultanate, UBD’s roots date back to 1985. From a

modest beginning, it has now grown to offer disciplines like the sciences, business,

economics and policy studies, engineering, medicine and social sciences. The

Sultan Hassanal Bolkiah Institute of Education (SHBIE) is a faculty within UBD

which offers initial teacher training as well as in-service teacher training programs.

CCoo--ccuurrrriiccuullaarr AAccttiivviittiieess

The formation of the Department of Co-Curriculum Education was a conscious

effort by the Ministry of Education to coordinate and relate co-curriculum programs

as an integral part of the school curriculum that provide healthy recreation, instill

self-discipline, and nurture leadership, teamwork and confidence to students. Co-


curricular activities have been constant areas of growth and develop students’

character and physical growth. The activities include sports, games, uniformed

organizations, music and various club such photography and computer clubs.

At the national level, activities include sports and games, academic competitions,

public speaking, and religious, entrepreneurial, cultural and arts activities. These

activities are geared towards preparation for regional and international competitions

and as annual events for schools to show their talents in various fields.

SScchhooooll AAccttiivviittiieess

The Ministry strives to ensure that schools are equipped with facilities to provide

a balanced education. Apart from libraries, there are special rooms are allotted for

ICT, science laboratories, home science, and art activities. Other facilities include

multi-purpose halls and sports amenities like track and field, netball, football, futsal

and takraw courts.

SScchhooooll FFeeeess aanndd MMiisscceellllaanneeoouuss FFeeeess

Children attending primary level do not have to pay school fees. They pay a

nominal amount for miscellaneous fees, which schools use to help finance certain

activities and special programs. Students at secondary and pre-university levels pay

subsidized school fees. Citizens who attend private schools at the primary and

secondary levels may also apply for an education allowance. Students will need to

be at least 5 years old to be eligible.

NNaattiioonnaall CCuurrrriiccuulluumm GGuuiiddeelliinnee

The Curriculum Development Department (CDD) is an integral part of the

Ministry of Education in Brunei Darussalam. Activities carried out by the department

include the production of curricular programs in accordance with the education

policies laid down by the Ministry of Education.

The role and responsibilities of the CDD are:

a) To study, plan and prepare school curriculum programs in accordance with

the national education policies;

b) To prepare and publish curriculum materials such as syllabuses, teachers’

guides, textbooks, workbooks and teaching aids either in print or electronic

medium;

c) To try and evaluate various plans and curriculum materials in the classrooms;

d) To evaluate and improve curricular programs and other materials to determine


their suitability; and to monitor the quality of materials produced;

e) To educate the teachers in the use of curriculum programs and materials;

f) To disseminate information relating to new practices and innovations in

curriculum development;

g) To review, evaluate and recommend basic textbooks, supplementary and

reference books as well as other teaching and learning materials for use in

schools;

h) To provide educational programs and documentation for use by schools and

the Ministry of Education; and

i) To plan and prepare for implementation of e-learning and lifelong learning

The Department of Curriculum Development is responsible for planning and

preparing school curriculum programs in accordance with the national education

policy.

The Department comprises the following 16 units:

� Malay Language and Literature Unit;

�English Languages and Other Languages Unit;

�Information and Communication Technology Unit;

�Science and Agriculture Unit;

�Social Studies Unit;

�Mathematics Unit;

�Technologies Studies Unit;

�Training, Development and Academic Research Unit;

�Entrepreneurship and Enterprise Unit;

�Aesthetic and Early Childhood Unit;

�Melayu Islam Beraja (Malay Islamic Monarchy) and Islamic Studies Unit;

�Media and Educational Resources Unit;

�Publishing Unit;

�Administration and Filing Unit;

�Special Projects Unit; and

�Curriculum SPN-21 Unit.

In general, the national curriculum guidelines being developed will take into

account the following elements as underlined in the Ministry of Education’s

Strategic Plan 2007 - 2011:

�Restructure the curriculum to allow it to address the needs of the 21st century;


�Give emphasis on critical skills for the 21st century, such as Mathematics,

Science, Languages and ICT;

�Emphasize the development of students’study skills and values education;

�Develop students to become more resourceful and responsible members of

society, and to master the challenges of a global, knowledge-based economy;

and

�Inculcate the students’entrepreneurial skills, self-directed learning for lifelong

learning and communication skills.

EIU in the EDUCATION SYSTEM

EEIIUU rreellaatteedd TThheemmeess WWiitthhiinn tthhee CCuurrrriiccuulluumm FFrraammeewwoorrkk

In the school curriculum, there are various topics in the subjects such as Social

Studies, Geography, Civics, Malay Islamic Monarchy and others that emphasize

global awareness. Students are taught the concept of “borderless world”especially

on issues that affect other nations, such as environmental issues. This awareness is

included in the school curriculum of the primary, secondary and tertiary levels.

Issues such as natural disasters (earthquake, tsunami, volcanic eruption and

drought) and diseases (such as Severe Acute Respiratory Syndrome [SARS], Hand,

Foot and Mouth Disease [HFMD] and Bird Flu) are all included in the Brunei school

curriculum in various subjects at primary, secondary and tertiary levels of education.

The students are made aware that these issues or problems are global concerns and

not necessarily contained to one particular country or region. They will know that

these issues have global implications, and there is a need for global cooperation to

address these.

Hence, the students are taught that issues or problems of one country or region

can spill over to become “regional”or even “global”issues or problems. This is

where students are infused with the understanding of global cooperation through

various regional and international organizations such as Asia Pacific Economic

Cooperation (APEC), Association of Southeast Asian Nations (ASEAN), United

Nations (UN), Food and Agriculture Organisation (FAO), Commonwealth of

Nations, Organisation of the Islamic Conference (OIC) and many others.


PPrraaccttiiccaall CCaasseess oonn EEIIUU rreellaatteedd TThheemmeess

Many activities and programs related to EIU themes are organized as co-

curricular activities by various departments and centers including the Department of

Schools, Department of Co-Curriculum Education and Science, Technology and

Environment Partnership (STEP) Center.

The Department of Co-Curriculum Education has organized annual programs

with its counterpart in Singapore, namely:

a) Exchange program between Brunei Darussalam Schools Army Cadets and

Singapore National Cadet Corporation

This is an annual program introduced in 2003, and hosted alternately by Brunei

Darussalam and Singapore. Twenty army cadets from the host country and 10

army cadets from the visiting country participate in the program. Apart from the

usual physical and jungle training normally associated with army cadets, other

activities include community work and cultural performance.

b) Overseas youth program

This is annual program organized jointly by the Department of Co-Curriculum

Education, Outward Bound Brunei Darussalam and Outward Bound

Singapore. Members of school uniform groups normally participate in the

event. The program provides opportunities for students to take part in outdoor

activities, community work, visits and cultural performance.

AASSEEAANN CCoorrnneerr

The Ministry of Education Brunei Darussalam through the Secondary Section of

the Department of Schools, initiated the ASEAN Corner Exhibition in 2001. ASEAN

Corner is a school-based project that requires schools to allocate a space within the

building for an exhibit featuring information about ASEAN Member States.

The objective of the ASEAN Corner is to disseminate information to the schools,

and to give students a chance to acquire a sound knowledge on the history, people,

education and socioeconomic status of other ASEAN Member States.

IInntteerrnnaattiioonnaall SSttuuddeenntt’’ss EExxcchhaannggee PPrrooggrraamm

For many years, the Department of Schools and the Science, Technology and

Environment Partnership (STEP) Centre, Ministry of Education Brunei Darussalam


has been participating in International Students Exchange Program organized by

several government and non-government bodies from ASEAN countries as well as

from Japan and Korea.

These International Students Exchange Programs basically have several

objectives, including:

�To foster good relationship between the students of the participating countries;

�To nurture the younger generation’s sense of respect and understanding for

one’s cultures and religion;

�To gain new experience and knowledge through activities provided by the

organizers;

�To enhance various forms of exchanges among participating countries and

promote regional and international integration and development;

�To promote and cultivate understanding, cooperation and networking among

participating students, especially in areas, which relate to the educational,

social, cultural and geo-political lives of the participating countries; and

�To encourage the development of goodwill, good faith, tolerance and spirit

among student participants who, as future leaders of countries, will carry on

the same values in their working lives and adulthood.

Since the year 2000, the Department of Schools has been involved and

participated in the annual exchange programs such as:

1) The Sunburst Youth Camp, Singapore

This program involves students between the ages of 17 to 19 years old. Ten

students are involved in this program.

2) The Asia Pacific Children’s Convention, Fukuoka, Japan.

The participating students must be below the age of 12. There are eight

students involved in this program.

3) The ASEAN-China Youth Camp, Beijing China

The participating students’age range is from 15 to 18 years old. Only three

students are involved.

4) The ASEAN Students Exchange Program

The participating students’age range is between 15 to 19 years old. Here only

six students are recommended.

5) The Tianjin International Cultural Performance, Tianjin, China

The students participating are between the ages of 14 to 19 years old. About


21 students are recommended to take part in the cultural night.

AASSEEAANN YYoouutthh FFoorruumm oonn EEnnvviirroonnmmeenntt

The Science, Technology and Environment Partnership (STEP) Centre, Ministry

of Education, in support of the Department of Environment, Park and Recreation,

Ministry of Development, Organized the ASEAN Youth Forum on Environment in

Brunei Darussalam on January 6-7, 2007. The forum’s purpose is to highlight

environmental issues and cooperative programs in order to foster awareness on

these issues amongst the youth in ASEAN and the world. This also broaden the

participatory process in ASEAN with emphasis on the youth and stimulate youth

regional environmental activities. A total of about 100 participants (15-20 years old)

composed of 45 youths from ASEAN countries (five from each ASEAN country

respectively), and 50 youths from Brunei Darussalam participated at the forum.

Each member country is required to produce a country paper in the form of a

Power Point presentation (approx. 20 mins.) The paper should entail the following:

�The current status of environmental concerns including environmental

issues/problems to date and best practices adopted;

�Initiatives carried by the respective member country’s youth

networks/organizations in addressing these issues/problems;

�The importance of the youth’s role in bridging the gap to address challenges

of effective environmental management in achieving sustainable development;

and

�Suggestions on possible ways and means on how the youth can collaborate

and work together to achieve the goal of sustainable development.

The forum aims to achieve the following objectives and outcomes:

<Objectives:>

�To enhance the youths’knowledge and understanding on current and

emerging regional environmental issues and cooperative programs;

�To foster cooperation and collaboration among the youth through exchange of

ideas and experiences and networking;

�To promote youth participation and involvement in environmental endeavors;

�Create a network among the youth across ASEAN, China, Japan and Korea;

�Help educate the youth on how results in respective environmental

undertakings can best be achieved; and

�Work towards a common environmental protection program for the ASEAN region.


RReeppuubblliicc ooff SSiinnggaappoorree

i. Nangyang Primary School

ii. Cooparation Primary School

iii. Qihua Primary School

iv. Bendemeer Primary School

v. Xinmin Secondary School

vi. Henderson Secondary School

BBrruunneeii DDaarruussssaallaamm

i. Dato Marsal Primary School

ii. Anggerek Desa Primary School

iii. Jerudong Primary School

iv. Sengkurong Primary School

v. Serasa Primary School

vi. Pengiran Jaya Negara Pengiran Haji

Abu Bakar Secondary School

<Outcomes>

�Develop a mechanism to enhance ASEAN youth cooperation on the

environment;

�Develop an agenda and program of youth cooperation on environment;

�Mobilize youth engagement in environmental issues and develop a document

mandate from all delegates for a plan of action. This manifest will be delivered

to all governments with the goal of stimulating participants to start local

projects in their own regions, and create a network between the participants.

TThhee SScchhooooll IImmmmeerrssiioonn PPrrooggrraamm ((SSIIPP))

The program involves pupils from one country visiting and studying in another

country to gain experience and learn its history and culture. The Science,

Technology and Environment Partnership (STEP) Centre under the Ministry of

Education has successfully coordinated the programs between schools of Brunei

Darussalam and the Republic of Singapore.

Schools participating in the program (2005 - 2007) are as follows:

It is hoped that the program will allow primary students from Brunei Darussalam

and Singapore to achieve the following goals:

�To interact with others from different cultural and socio-economic

backgrounds;

�To experience studying in a different environment;

�To study together with students from other country;

�To gain experience and knowledge through interaction with students from

more advanced and developed countries;

�To gain knowledge about other countries through activities; and

�To develop understanding and friendship among pupils.


NNaattiioonnaall PPoolliiccyy oonn TTeeaacchheerr EEdduuccaattiioonn aanndd oonn EEIIUU--RReellaatteedd tthheemmeess

The Sultan Hassanal Bolkiah Institute of Education is one of the faculties in

Universiti Brunei Darussalam. Students enrolled in the Institute of Education also

take courses in the other faculties according to their future teaching specializations.

The Institute’s main purpose is the preparation of primary, secondary and

technical schoolteachers and educational administrators. In addition, it provides

introductory courses related to specialized educational roles such as guidance and

counseling, remedial teaching and curriculum design.

There is no national policy yet on teacher education. The Institute’s teaching

program is guided by the belief that the professional education of teachers is an on-

going process. It begins with the pre-service or initial phase of training and

continues throughout the teachers’careers through their participation in upgrading

and in-service courses. The Institute therefore also gives high priority to upgrading

of teacher’s qualifications and the provision of short in-service courses.

MMiissssiioonn,, AAiimmss aanndd OObbjjeeccttiivveess

The mission of the Sultan Hassanal Bolkiah Institute of Education is to facilitate

the development of professionals, who are committed to the process of optimizing

the potential of the future generation in sustaining the development of Brunei

Darussalam as a peace-loving and progressive nation.

The main aim of the Institute is the preparation of highly qualified personnel for

teaching, educational administration and other fields of work in primary and

secondary schools and technical schools and colleges; and who are dedicated to

their work and responsive to the needs of their country. This aim is reflected in the

content of the course offerings and in the practice of teaching.

The Institute believes its responsibility in teacher education is crucial for the

overall quality of education in Brunei Darussalam. Essential to the successful pursuit

of teaching according to today’s standards is knowledge of the nature of teaching

and learning; and of the processes involved; of the functions of education in a

changing Asian-Islamic society; and of the management of educational institutions

in accordance with modern thinking. The courses offered are designed to produce

graduates who are well qualified as teachers and officers in a wide range of

positions.


Another aim of the Institute is the acquisition and extension of fundamental

knowledge about education. Through the continuous study of educational

problems by the academic staff, the Institute hopes to increase existing knowledge

about education, particularly in the Brunei context. It is through such contributions

that the professional service of education is constantly improved.

Finally, the Institute also aims to involve its staff and students in activities geared

towards serving the community. Encouraging students to offer their services to the

community is seen as one way to prepare them to become more caring and civic-

conscious teachers and officers in education.

The main objectives of the Institute are as follows:

aa)) HHuummaann rreessoouurrccee ddeevveellooppmmeenntt

By continuing to improve the effectiveness and efficiency of teaching and

learning, the Institute will endeavor, through pre-service as well as in-service and

postgraduate teacher education, to develop skillful, informed and reflective

educators who will be responsible for preparing future citizens to be

entrepreneurial and communitarian in outlook.

bb)) CCuurrrriiccuulluumm ddeevveellooppmmeenntt

Through collaborative research and evaluation, the Institute will contribute to the

progressive development of curricula, not only for schools and colleges but also

for teacher education itself that would be relevant to the future needs of society.

cc)) CCoommmmuunniittyy ddeevveellooppmmeenntt

Through community-oriented activities, such as parental education, the Institute

will help create an awareness within the community of the changes that

education and teacher education are likely to undergo as well as adjustments that

need to be made at home and in the community to complement and supplement

these changes.

dd)) TTeecchhnnoollooggiiccaall ddeevveellooppmmeenntt

Through active exploration and exploitation of the rapidly accelerating advances

in education and information technology, the Institute will contribute towards the

development of a future generation that will have the right attitudes to keep up

with, if not to stay ahead of, the technological revolution that has already begun.


The Sultan Hassanal Bolkiah Institute of Education does not have specific

topic/course in any of its teacher education programs that deals with Education

for International Understanding (EIU). However, the following program/ issues

are incorporated in one or more of the courses offered in the programs.

�The Inclusive Education course under the Certificate and Diploma in Special

Education program, deals with the part of the education system that attempts

to return the students with special needs to the “normal”stream after being

given a series of professional helps and treatments. Inclusive education system

reduces segregation and discrimination of special need children. The system

allows them to develop their academic and personality potentials. Inclusive

education course is also incorporated into other programs, e.g. BA Primary

Education, BEd Primary Education, etc.

�Cultural and religious issues are discussed in specific courses across certificate,

diploma and undergraduate programs. The issues are discussed from the

perspective of the national philosophy, MIB (Malay Islamic Monarchy).

�To make the teacher education program more relevant and sustainable, global

issues (cultural and environmental) were incorporated in some programs such

as Multidisciplinary for Environmental Education, Science, etc. Ethical and

moral issues are also taught in some courses for the BA/BEd primary and

secondary programs.

RECOMMENDATIONS TO FURTHER ENHANCE EIU

Despite EIU being taught using one or more of the school subjects, through

Geography, Civics, Malay Islamic Monarchy and Social Studies and through co-

curricular activities, the concept of EIU is relatively new to teachers in Brunei

Darussalam. In order to enhance EIU, the following recommendations are

proposed:

a) Due to the significant role of teachers in enhancing international

understanding and the effect of teachers’attitudes on the students, it is

necessary to include the concept of peace and international understanding in

the curriculum of teachers training and in-service courses, as well as

implementation of those ideas.

b) Learn from other experienced member states on best practices of EIU.


c) More cooperative activities should be encouraged among the Asia-Pacific

countries, such as student exchange programs, seminars, etc.

d) Increase participation in professional community and international bodies.

e) Determine priority issues and matters that should be included in the formal

curriculum for students.

f) Pursue exchange programs and visits between nations to gain first hand

experience.

RREEFFEERREENNCCEE

Ministry of Education (2004). Brunei: Brunei Education System, Public Relations

Unit. http://www.moe.gov.bn Website Ministry of Education, Brunei Darussalam

III. C


in South

-East Asia

Ms. Ton Sa-ImDirector, Pedagogical Research Department, Ministry of Education, Youth and Sport, Cambodia

2.Cambodia

2. Cambodia58

INTRODUCTION

The Paris Peace Accord signed on October 23, 1991 provided Cambodia with the

fortunate chance of national reconciliation. After the May 1993 national election

conducted under the supervision of the United Nations, the Royal Government of

Cambodia has had full chance in enhancing the country’s development. At that

time, the Royal Government had defined three major national development

policies: economic development, human resource development, and administrative

structural reform.

In human resource development, education has a significant role to play in

national unity, restoration of national identity and economic development. For this

reason, there should be a focus on quality of education. This proposal was raised

by the Royal Government during the 2nd conference on the National Rehabilitation

and Development Program of Cambodia held on March 10-11, 1994 in Tokyo, and

submitted to the International Commission for Reconstruction of Cambodia.

Based on the four pillars of education raised by the Delors Report (1996),

Cambodia has taken great efforts to strengthen peace, national reconciliation and

the country’s reconstruction. Cambodian education has focused mainly on the

development of good citizens to actively contribute in national development. The

promotion of mutual understanding and tolerance among people of different age,

sex, status, race, religion, and ethnic group was implemented. This activity is

underlying the fulfillment the goal of “learning to live together”(Delorn, 1996).

In this context, the paper will discuss the brief history of education in Cambodia

from 1979 up to the present, which would reflect the ideas of International

Understanding.

EIU in Cambodia

2. Cambodia 59IIIIII.. CCuurrrreenntt SSiittuuaattiioonn ooffEEIIUU iinn SSoouutthh--EEaasstt AAssiiaa

HISTORY OF EDUCATION IN CAMBODIA FROM 1979 TO PRESENT

Cambodian people started their new life on January 7, 1979, after the dark period

of the Killing Fields under the Khmer Rouge. The bloodstained regime had

destroyed both human lives and socio-economic and cultural infrastructures in

Cambodia. After liberation, enormous efforts have been taken to rebuild and

expand the educational system.

According to the national policy from 1980 to 1993, all government efforts and

material support from local and international donors have been focused on

rebuilding the country and saving the people from destruction. Accessibility to

schools has also been improved. Starting from 1993 with the success of national

reconciliation, all efforts have been focused on improving the quality of work

within a climate of respect for human rights and sustainable peace.

The Cambodian Royal Government has recognized that education is a vehicle for

the promotion and protection of human rights. The government prioritized teacher

training, school curriculum development, textbook and other instructional material

development, as well as the improvement of quality of education.

With the aim of improving the quality of education, from 1979 up to 2005, the

school curriculum for general education has been reformed four times (in 1979,

1986, 1996, and 2005). This entailed reforming the structure, particularly the aim of

the curriculum, contents and time allocation in each subject area, number of subject

areas needed, time allocation in each stage level (primary, junior secondary, and

senior secondary education), and as well as teaching-learning methodology. On

time allocation (or number of year schooling in the three stage levels), it can be

seen that the period of time in primary education has been modified and

prolonged. It can be seen in this form of structure: from 4+3+3 through 5+3+3 to

6+3+3 (at present).

CODE OF LAW-BASED EDUCATION SEEN AS EIU EDUCATION

In general, national education has been considered the executive institution to

serve in shaping the minds of people to appreciate and respect every law or human

rights as stipulated in the United Nations Charter for the sustainable development of

the country in the socio-economic and political fields.

2. Cambodia60

Similar to other countries in the world, education in Cambodia has played the

significant role in encouraging respect for the law as well as law enforcement.

Article 31 of the National Constitution 1993 states that:

The Kingdom of Cambodia shall recognize and respect human rights as

stipulated in the United Nations Charter, the Universal Declaration of Human

Rights, the covenants and conventions related to human rights.

Every Khmer citizen shall be equal before the law, enjoying the same rights,

freedom and fulfilling the same obligations regardless of race, color, sex,

language, religious belief, political tendency, birth origin, social status, wealth

or other status.

The exercise of personal rights and freedom by any individual shall not

adversely affect the rights and freedom of others. The exercise of such rights

and freedom shall be in accordance with the law.

Based on this article, the Ministry of Education, Youth and Sports has promoted

various activities to raise awareness of a culture of peace and international

understanding. Among them, curriculum development was emphasized in Human

Rights Education, Peaceful Conflict Resolution, Environmental Education,

Democratic Education, Gender Equity, Peaceful World for Children, Multi-cultural

Society, International Collaboration, Inner-peace Education, and Values Education.

The current school curriculum (1996 - 2006) was improved and implemented. In

this school curriculum, the culture of peace was integrated in some subject areas,

especially social studies, Khmer language and foreign language. The following are

examples of lessons in these subjects:

�The Model School (Khmer Language text book, 1998): the lesson is enriched

with various images of pupils respecting school regulation.

� My Friends (Khmer Language text book, 7th edition 2003): the lesson has a

main figure of a group of 1 girl with 2 boys discussing with each other and a

simple phrase stated that Having friends is better than having enemies.

�The Spirit of joining (Khmer Language text book, 2nd edition 2001): Two

questions in the lesson asked: “What is solidarity? What will you do for

developing solidarity with whoever you like?”


�The Charity (Khmer Language text book, 1st edition 2001): The lesson has a

short paragraph quoting a statement towards a victim of a flood disaster: “I am

very sorry to hear that your house was damaged by the flood. But it is good

your family has survived, I feel a little bit happier. However, do not be

worried, our friends and I will help repair your house.

�Conflict Resolution (Khmer Language text book, 1st edition 1998): The lesson

includes two questions “What are rights and roles to which women have been

comprehensively recognized? What is your duty to fulfill the women’s rights?”

�Brotherhood in the world (Khmer Language text book, 1st edition 1999): The

lesson has the second reading text on “ This is South Africa “ in which a few of

paragraphs stated:

In the government framework, we need rights to vote directly by ourselves

and to stand for being elected.

In the economy framework, we need nothing except ability. We do not satisfy

with the national resources being reserved for only the white.

In the cultural field, we need nothing except access to education.

In the social framework, we need nothing only but the elimination of racial

barriers.

�The Salvation to the Environment (Khmer Language text book Grade 11, 3rd

edition 2002): The lesson has a reading puzzle text title “Plants clean Water.”

�Moral Conduct towards the Foreigner (Social Studies text book Grade 4, 1st

edition 1998, MoEYS): At the end of the lesson, two questions were raised:

1. Who are the foreigners?

2. What are the moral conducts when acting towards foreigners?

In addition to the textbooks used, supplementary books and other learning

materials have been developed for the support of children’s self-learning. These

materials are developed by various local and international NGOs.

Aside from teaching in class, we have also conducted various extra-curricular

activities such as child-friendly school activities and recreational picnic, etc.

Last July 2004, Prime Minister Samdach Hun Sen made an address about the

National Development Strategies of Cambodia. He said: “The Royal Government

would continue to push the integration of Cambodia in the region and the world.

2. Cambodia62

Specifically, I want to focus on bridging the development gap among Member-

Countries of the Association of South East Asian Nations (ASEAN) by promoting full

partnerships and implementation of the initiative policy for ASEAN integration

adopted during the ASEAN Summit in November 2002.”

By following this will for a better future for Cambodia, the last improved school

curriculum (2006) was developed based on the policy for curriculum development

(2005-2009), in which the curriculum structure is intended to achieve the key

priorities of the Ministry of Education, Youth and Sport (MoEYS) as detailed in the

“Education for All National Plan 2003-2015”:

�Equal access to basic education;

�High quality upper secondary provision;

�Pro-poor financing policy;

�Efficient management of resources; and

�Accountability through development of standards.

The current school curriculum (2006) is expected to be more effective in

reaching the goal of building and promoting sustainable development as well as

peace in Cambodia. The MoEYS, with the collaboration of its stakeholders, has

made more effort and commitment in upgrading the quality of education.

CHALLENGES OF EIU

In Cambodia, most of school teachers and educators need to have more

awareness of the program as a whole, and to receive technical and material support

from UNESCO and UNESCO related organizations. Even though the educational

projects in some schools are seen as significant in line with the programme such as

Experiential Learning Program of UNESCO-APCEIU, but those are not directly

committed to fulfill the mainlines of UNESCO-APCEIU’s EIU activities. In addition,

there are still a large number of schools in Cambodia which are not aware of the

EIU programmes of UNESCO.

FUTURE PROSPECTS AND INITIATIVES

Since Cambodia’s delegate was given an opportunity to attend the EIU

conference at Hanoi, Vietnam, in April 2007, we expect Cambodia’s MoEYS will

actively participate in the EIU program of the Asia Pacific Center of Education for


International Understanding (APCEIU), and receive support for the EIU program

implementation for the Centre in the near future.

RREEFFEERREENNCCEESS

Constitution of the Kingdom of Cambodia, 1993

Ministry of Education, Youth and Sports (MOEYS) (2003). Education for All (EFA)

National Plan 2003-2015.

MOEYS. (2003). Education Strategic Plan (ESP) 2006-2010.

MOEYS. (1996). Core curriculum for general education.

MOEYS. Policy for curriculum development 2005-2006.

MOEYS. (2004). Rectangular strategy for growth, employment, equity and efficiency

of the royal government of Cambodia.

MOEYS. (1996-2002). Khmer language and social study textbooks.

III. C


in South

-East Asia

Dr. Chaedar AlwasilahVice Rector for Research and Development, Universitas Pendidikan, Indonesia

3. Indonesia

3. Indonesia66

COUNTRY PROFILE

Indonesia is an area of 1.9 million sq km and inhabited by more than 220 million

people, thus making it the world’s fourth most populous country and the world’s

largest archipelago country consisting of more than 17,000 islands. The area roughly

consists of urban area (95,449,616 2km square) and rural area (123,020,384 2km).

More than 60% of the population lives in the rural area. The country consists of 33

provinces, 440 districts or municipalities, 5,641 sub-districts, and 71,555 villages.

The country’s official religions include Moslem (191,303,211), Christian

(13,242,316), Catholic (7,846,779), Hinduism (4,022,993), and Buddhism

(2,789.701). The country’s per capita income of GDP (Gross Domestic Product) is

Rp 11,193,855.8 (around US $1,120). The following table summarizes the school

age-group population and the target population of students.

Table 1. Group Age Population in Thousands

Up to 2004, the average year of schooling of 15-year-old or above was 7.2 years,

while their literacy rate was 90.4%. Early childhood education programs were very

limited and disproportional. Out of 28.2 million 0-6-year-old, only 7.2 million

(25.3%) received education. Out of 8.14 million 5-6-year-old, only 2.63 million

(32.36%) went to kindergarten. School participation of 7-12 year-old and 13-15-year-

old was 96.8% and 83.5% respectively. Around 76% of the families suggested that

economic factors were the major reasons for this matter, where 67% had no budget

and 8.7% had to earn for a living. In 2004-2005 there were around 330,000 students

3. EIU in Indonesia

No Group Age and Population (2007) Target Group of Education

1. 7-12 years 24,835,7 Elementary 28.533,0

2. 13-15 years 12,934,1 Secondary 11,238,1

3. 16-18 years 12,725,1 Senior Secondary 7,279,3

4. 19-24 years 25,318,1 Tertiary 3,940,0

5. 15-older 155,816,6

Total population 221,654,3

3. Indonesia 67IIIIII.. CCuurrrreenntt SSiittuuaattiioonn ooffEEIIUU iinn SSoouutthh--EEaasstt AAssiiaa

26

25

24

23

22

21

20

19

18

17

16

15

14

13

12

11

10

9

8

7

6

5

4

3

2

1

0

Higher

Education

Secondary

Education

Basic

Education

Early

Childhood

Education

in 2,870 junior secondary schools. They were students who could not afford to

continue their studies at regular secondary schools. There were 1.5 million students

with special needs, but only 4% got education. In tertiary education, the college

participation of 19-24 year-old was relatively low at 14.6%.

THE LADDER OF NATIONAL EDUCATION

The following chart depicts the ladder of national education.

Legend

GJSS: General Junior Secondary School, GSSS: General Senior Secondary School, JSS:

Junior Secondary School, SSS: Senior Secondary School, MORA: Ministry of Religious

Affairs, MONE: Ministry of National Education

OOffffiicciiaall

SScchhooooll AAggee

LLeevveell ooff

EEdduuccaattiioonn

Islamic

Doctorate

Program (S3)

MMOORRAA MMOONNEE

AAccaaddeemmiicc EEdduuccaattiioonn PPrrooffeessssiioonnaall EEdduuccaattiioonn

MMOORRAA//MMOONNEE

Islamic Master

Program (S2)

Islamic Master

Program (S1)

lslamic Gsss

lslamic GJSS

lslamic

Primary School

lslamic

Kindergarten

General JSS

Primary School

Kindergarten

General SSS Vocational SSS IsiamicVocational SSS

Graduate Degree

Program(S1)

Diploma4

Program

Diploma3

Program

Diploma2

Program

Diploma1

Program

Master Program

(S2)

First Professional

Program(SPI)

Doctorate

Program

(S3)

Second

Professional

Program(SPII)

3. Indonesia68

THE NATIONAL EDUCATION SYSTEM

The national education in Indonesia evolved from its earlier form during the

three and half centuries of Dutch occupation, two-year Japanese occupation, and

formally started its national system in 1945 immediately after independence. As in

other parts of the globe, education in Indonesia developed over the times to meet

the challenges of contemporary life. National Education is based on Pancasila (Five

pillars of the state’s philosophy) and the 1945 Constitution of the Republic of

Indonesia. National Education functions to develop the capability, character, and

civilization of the nation by enhancing its intellectual capacity and human values

and developing citizens who are faithful and pious to one God; who possess morals

and noble character; who are healthy, knowledgeable, competent, creative, and

independent; and as and democratic and responsible citizens.

EEdduuccaattiioonnaall ssttrreeaammiinngg

Indonesian education consists of formal education, non-formal education, and

informal education. Levels of education consist of basic education, secondary

education, and higher education, while types of education include general

education, vocational education, and special education. The streams, levels, and

types of education can take the form of an educational unit organized by the central

government, local governments, and/or community.

● Basic education is the foundation for the secondary education. Basic education

takes the form of primary schools, Sekolah Dasar (SD) as well as Madrasah

Ibtidaiyah (MI), or other schools of the same level, and junior secondary

school, that is, Sekolah Menengah Pertama (SMP) as well as Madrasah

Tsanawiyah (MTs).

● Secondary education is the continuation of basic education. Secondary

education comprises general secondary education and vocational secondary

education. Secondary education takes the form of senior general secondary

schools, Sekolah Menengah Atas (SMA), Madrasah Aliyah (MA), senior

vocational school, Sekolah Menengah Kejuruan (SMK) and Madrasah Aliyah

Kejuruan (MAK).

● Higher education is the level of education after secondary education consisting


of diploma’s (1 up to 3 year program), bachelor’s (sarjana), master’s and

specialized postgraduate programs, and doctorate programs imparted by a

higher education institution. Higher education shall be provided in a flexible

system. Higher education institutions can take the form of academy,

polytechnic (sekolah tinggi), institute, or university. Higher education

institutions can also run academic, professional, and/or vocational and

technical programs.

● Non-formal education is designed for community members who need

education service which functions as a replacement, complement, and/or

supplement to formal education within the frame work of supporting life-long

education. It is aimed at developing learners’potentials with emphasis on the

acquisition of knowledge and functional skills; and developing personality and

professional attitudes. Non-formal education comprises life-skills education,

early childhood education, youth education, women empowerment

education, literacy education, vocational training and internship, equivalency

programs, and other kinds of education aimed at developing learners’ability.

● Informal education can be in the form of self-learning, provided by families

and communities. The outcomes of informal education shall be recognized as

being equal to the outcomes of formal education and non-formal education

after successfully passing an assessment according to national education

standards.

● Early childhood education is organized prior to basic education. It is provided

through formal education, non-formal education, and/or informal education.

Early childhood education provided through formal education can take the

form of kindergarten, or Taman Kanak-kanak (TK), as well as Bustanul Athfal

(BA)/Raudhatul Athfal (RA). Early childhood education provided through non-

formal education can take the form of play groups, that is, Kelompok Bermain

(KB), child care centers, or Taman Penitipan Anak (TPA), or other similar

forms of non-formal education. Early childhood education provided through

informal education can take the form of family education or social education.

● In-service education is professional education provided by government

departments or non-government institutes. In-service education functions to

enhance the ability and skills to carry out duties for government officials. In

3. Indonesia70

service education is provided through formal education and non-formal

education.

● Religious education is provided by government and/or by any group of people

belonging to the same religion in accordance with the law. Religious education

functions to prepare learners to become community members who understand

and practice religious values and/or acquire expertise in religious studies.

Religious education can be conducted through formal education, non-formal

education, or informal education. Religious education can take the form of

diniyah education, pesantren, pasraman, pabhaja samanera, and other similar

forms of education.

● Distance education can be organized in all streams, levels, and types of

education. It provides educational services to any group of people in the

community who cannot attend “face-to-face”courses or regular classes.

Distance education is organized in various forms, modes, and coverage by

learning facilities and services, and an assessment system which ensures that

the quality of graduates is in accordance with national education standards.

● Special education is provided for learners who have difficulties in following the

learning process because of physical, emotional, mental or social deficiencies.

It is also for those with proven intelligence and are especially gifted. Education

with special services is provided for learners in the remote and less-developed

areas, isolated areas, and/or for learners who are victims of natural disasters;

suffer from social deficiencies, and those who are economically disadvantaged.

NNaattiioonnaall ccuurrrriiccuulluumm gguuiiddeelliinnee

The curriculum is developed with reference to the national standard of

education. At all levels of education, the curriculum is developed based on the

diversification principle relevant with education units, local potential, and students.

The curriculum is developed within the framework of maintaining the unified state

of Indonesia, based on the following principles:

∙strengthened faith and obedience to God Almighty;

∙improved character;

∙increased potential, intellect, and interest of students;

∙diversity of local potential and environment;


∙local and national development demands;

∙employment demands;

∙developments in science, technology, and arts;

∙religion;

∙global developments, and

∙national unity and national values.

The curriculum of elementary and secondary education must include the

following:

∙religious education;

∙civics education;

∙language;

∙mathematics;

∙science;

∙social studies;

∙arts and culture;

∙physical education and sports;

∙vocational skills, and

∙local content.

The rationale and structure of the curriculum is decided by the government. The

elementary and secondary curriculums are developed by groups or units of

education or school committees under coordination of the city/regent or provincial

offices of Department of Religious Affairs.

TTeeaacchheerr EEdduuccaattiioonn

According to the Law Number 20 enacted in 2003 on the National Education

System, teachers are professionals who are responsible for carrying out the

following tasks: planning and implementing the learning processes, as well as

evaluating its results. Teachers must have the minimum qualification and be

certified to teach at relevant levels of education; be healthy physically and mentally;

and be capable of implementing the goal of national education. Teacher promotion

is based on educational background, experiences, competencies, and achievements

in the field of education. In formal education settings, teachers of early childhood

education, elementary education, and secondary education must be graduates of

accredited universities. Teacher certification is carried out by universities that have

3. Indonesia72

relevant educational programs. The central and local governments must provide

support for training teachers at all levels in their respective jurisdictions. The

following table summarizes the number of teachers at all school levels.

Table 2. The Number of Teachers in 2005/2006

EIU IN THE EDUCATION SYSTEM

Since the proclamation of independence in 1945, Pancasila (the Five Pillars of

State Ideology) has been the foundation of national education, while the goal in the

earliest period of independence was to inculcate patriotism and to create

democratic citizens. Over the years the curriculum changed as summarized in the

following table.

Table 3. The School Subjects in the Curriculum

YYeeaarr LLeevveell SScchhooooll SSuubbjjeeccttss

1947 Elementary Indonesian, Local language, Arithmetic, Science, Biology,

Geography, History, Drawing, Writing, Singing, Handicraft,

Girl’s Skills, PE, Health, Ethics, Religion

Junior Secondary Indonesian, English, Local language, Algebra, Geometry,

Science/Chemistry, Biology, Geography, History,

Accounting, Business, Singing, Drawing, Handicraft/ Girl’s

Skills, Physical Education, Ethics, Religion

Senior Secondary Mathematics, Mechanics, Science, Chemistry, Biology,

Astronomy, Dutch, Indonesian, English, Business,

Economics, Accounting, History, Geography, German,

French, Drawing, Perspectives, Physical Education

SScchhooooll lleevveell NNoo.. ooff SScchhooooll NNoo.. ooff TTeeaacchheerrss NNoo.. ooffPPrriivvaattee//PPuubblliicc SSttuuddeennttss

Elementary 148.262 1.346.846 25.982.590

Junior Secondary 23.853 616.364 8.073.389

Senior Secondary 15.342 469.360 5.729.347

Total 187.457 2.432.570 39.785.326


1968 Elementary Religion, Civics Education, Indonesian, Local Language,

Physical Education, Arithmetic, Science, Arts Education,

Family Welfare, Vocational Education,

Junior Secondary Civics Education, Indonesian, National History, Indonesian

Geography, Religion/Ethics, Physical Education/Health,

Local language, English, Algebra, Geometry, Science,

Biology, World Geography, World History, Administration,

Drawing, Arts, Handicraft, Family Welfare

Senior Secondary Religion, Civics Education, Indonesian, Physical Education,

History, Geography, Mathematics, Physics, Chemistry,

Biology, Economics and Cooperatives, Drawing, English,

Family Welfare, Optional (Arts, Language, Vocational)

1975 Elementary Religion, Pancasila and Moral Education, Indonesian, Social

Studies, Mathematics, Science, Physical Education and

Health, Arts, Vocational Education

Junior Secondary Religion, Pancasila and Moral Education, Physical

Education/Health, Arts, Indonesian, Local Language,

English, Social Studies, Mathematics, Science, Optional

Subjects

Senior Secondary Religion, Pancasila and Moral Education, Physical

Education/Health, Arts, Mathematics, Indonesian, English,

and For Science Strand: Physics, Chemistry, Biology,

Drawing, Astronomy or Foreign Language. For Social

Studies Strand: Accounting, Economics/Cooperatives,

History, Geography, Drawing, and Science.

For Language Strands: Foreign Language, History,

Geography/Anthropology, Local Language, Drawing, Social

Studies, Economics and Cooperatives

1994 Elementary and Pancasila and Moral Education, Religion, Indonesian,

Mathematics, Science, Social Studies, Handicrafts and Arts,

Physical Education/Health, English, Local Content

Senior Secondary Pancasila and Moral Education, Religion, Indonesian

Language and Literature, National History and World

history, English, Physical Education/Health, Mathematics,

Physics, Biology, Chemistry, Economics, Sociology,

Geography, Arts

From the table above the following observations are noticeable:

�The school subjects changed over the years as a response to the contemporary

challenges. Some changes are superficial rather than fundamental, such as the

name, sequence, hours assigned, and emphasis.

Junior Secondary

3. Indonesia74

�The current curriculum (1994-present) accommodates three strands of second

and third graders of senior secondary students, namely Science, Social Studies,

and Language Studies by offering relevant school subjects as major and

optional ones.

�There is no school subject on Education for International Understanding. Yet,

the spirit of EIU is inherent in many school subjects from elementary to

secondary schools. Practical cases on EIU related themes (human rights,

cultural diversity, globalization, peace, sustainability, etc.) are incorporated in

the school curriculum as follows:

1. In Elementary Schools, students have to take EIU-related subjects such as

local language, Indonesian, English, religion, and social studies.

2. In Junior High Schools, students have to take EIU-related subjects namely

local language, Indonesian, English, religion, social studies, civics, history,

geography, anthropology, and IT.

3. In Senior High Schools students have to take EIU-related school subjects as

follows: Indonesian, English, civics education, anthropology, religion,

geography, and sociology.

DISCUSSION

The strategic plan of the Ministry of National Education Year 2005-2009 explicitly

states its commitment to fulfilling the mission of the Conventions and Declarations

made by the United Nations such as the Convention on the Rights of the Child, the

Convention on Human Rights, the declaration Education for All, and the Millennium

Development Goals (MDG).

From the discussion above, the Department of National Education has adopted

the UN Millennium Declaration, and committed to a new global partnership to

reduce poverty, improve health, promote peace, human rights, gender equality,

and environmental sustainability. Indonesia has made tremendous efforts in

achieving the MDGs. However the country still faces difficult challenges in

achieving the goals.

Indonesia is different from other countries not only in terms of population but

also in terms of geography, history, culture, and level of socio-economic

development. In exploring ways to reduce poverty, consideration should be given

to history, religion, culture, politics and even geographical location in


understanding the root causes of poverty as well as the assistance that should be

extended. However, regardless of all those differences, Indonesia shares a similar

emphasis on the importance of education for human development. Contextualizing

EIU programs in Indonesia would suggest the following:

�A culture of peace will be perceived differently depending on the history,

religion, culture, politics and even geographical location. When it is defined as

conflict free situation, then peace can be established by reducing the roots of

conflict, such as poverty, illiteracy, and the gap of economic development and

education between Java and outside Java, urban and rural, and male and

female population.

�Providing more access to multicultural education is the best yet very expensive

solution to reduce potential conflicts, so far often caused by lack of religious

understanding and negative attitude toward other religions and ethnic groups.

�Poverty alleviation for a just society, achieving universal primary education and

environmental sustainability are already stated as goals of national education.

The budget allocated however seems to be the major obstacles in achieving

the goals.

�Given the problems and limitations stated above, the implementation of the

mission of the Department of National Education should be budget-efficient,

working on informed priority, and empowering stakeholders to manage

education, especially provincial levels as part of decentralization. The final goal

is to empower people to manage their affairs successfully and not to be

dependent on aid.

RECOMMENDATIONS TO FURTHER ENHANCE EIU

EIU is consistent with the goal of the national education; however its

implementation would be even better if the following were carried out:

1. Teachers be provided with innovative techniques to teach specific themes

such as conflict resolution, human rights, equity, peace, gender issues,

environment issues, and sustainability.

2. Teachers introduce not only those concepts in the classroom from textbooks,

but also relate them to the real life situation outside the classroom.

3. Textbooks on EIU-related issues with international perspectives written in

Indonesian be made available for use by teachers.

4. The classroom and school atmosphere be redesigned to promote intercultural,

inter-religious, and intercultural understanding.

3. Indonesia76

5. Centers for EIU be established at tertiary education levels especially at selected

universities.

6. In universities or teachers training colleges, more research on cross cultural

understanding and international understanding be undertaken.

7. Consistent with the teacher certification policy, commitment to EIU be part of

the strategic plan of the Ministry of National Education


Ministry of National Education (2006). Educational Indicators in Indonesia

2005/2006.

Ministry of National Education (2006). Indonesia Educational Statistics in Brief

2005/2006.

Jalal, F. & Bachrudin M. (Eds.) (2001). Education Reform in the Context of Regional

Autonomy: The Case of Indonesia. Indonesia: Ministry of National Education &

National Development Planning Agency.

Report on Achievements of Department of National Education, 2006.

Fifty Years of Development of Education in Indonesia, 1996.

Strategic Planning of National Education for 2005-2009.

Law No. 5 Year 2003 on National Education System.

III. C


in South

-East Asia

Ms. Viengvichith SouthidethHead of Social Division, National Research Institute for Education Sciences, Lao PDR

4. Lao PDR

4. Lao PDR78

INTRODUCTION

Lao PDR was established on 2 December 1975, and decided to implement a

socialist regime to lead the country to peace, democracy, development and

prosperity. Before 1975, the Lao Education was undeveloped. There were only

some schools in the big cities such as a school in Pakse(1947-1948) with 76

students; and a school in Loungphrabang with 26 students; in Savanhnaket there

was a secondary school and a Pavy college with 377 students. For primary

education there were 51 schools with about 3,091 students; in addition there were

565 incomplete primary schools (grade 1 to 3) with 28,323 students.

In rebuilding the country the Lao government has spent more attention to

developing education for the whole country and giving priority to the ethnic groups

who are living in the remote areas, to increase the standard of living of the people.

However, comparing between the 1947-1948 period and present, we can see the

education of LAO PDR has developed rapidly as the number of the students have

increased.

During 1975-1976, there were only 2,230 childcare and kindergarten. In 1999-

2000, there were 37,786 children, representing a 1594. 44% increase. At the same

time, in 1975-1976 there were 317,126 primary students and 831,521 (1999-2000)

was increased 162,20% for lower secondary there were 26628 students(1975-

1976)and (1999-2000) there were 183,588 was increased 589,45%,for the upper

secondary school there were only 2517 students (1975-1976) and (1999-2000) there

were 77,339 increased 2,972%.

“At the present, there are 8,160 primary schools with 832,000 pupils and 27,600

teachers, representing a 10% increase from 5 years ago. The net enrollment rate

EIU in Lao PDR

1. Education Reform in Lao PDR by Khamphay SISAVNH

4. Lao PDR 79IIIIII.. CCuurrrreenntt SSiittuuaattiioonn ooffEEIIUU iinn SSoouutthh--EEaasstt AAssiiaa

made up 77.3%. Over last five years, more than 389,000 children graduated from

primary school.

There are 590 lower secondary schools with 184,000 students, increased 62%,

and 9,970 teachers, increased 29% from 5 years ago. Over five years, about 156,000

students graduated from lower secondary school. There are 222 upper secondary

schools with 77,200 students and 2,100 teachers, More than 10,000 students

graduated from this education level each year. Over five years, the number of

graduates comprised 61,600”.1

At present the number of students at the age enrollment to school in the whole

country were more than one million students with about 48,700 teachers; 25,300

were trained for vocational and more than 26,300 students studied in the

universities.

The Basic Education Project for Girls has been covered in 52 districts of 11

provinces with 504 primary schools. For this project, 486 teachers for primary level

were graduated. Before 1991, the teaching technique was solely based on the

teacher, but now we have promoted student participation in teaching-learning

process.

Now, the Lao people are very proud to be citizens of the country and have

opportunity to live happily in peace with other ethnic groups and with people all

over the world. However, there is still a big gap between rich and poor countries all

over the world. Therefore, the motto of peace should be the first condition to

promote the Education for International Understanding. The new generation should

be educated with a sense of peaceful living with solidarity and respect for each

other.

Since the General Assembly of the United Nations proclaimed the year 2000 as

the International Year for the Culture of Peace and 2001-2010 as the International

Decade for a Culture of peace and Non-Violence for the Children of the World.

In this context, the people all over the world are given a good chance for mutual

understanding and extending cooperation between the countries in a peaceful way.

The Lao PDR views this as the best opportunity to integrate into the regional and

global community.

4. Lao PDR80

In this paper, we will introduce the policies of Lao PDR to promote mutual

understanding and the government’s activities to contribute to its role in the regional

and global community. In addition, we will describe the education system and

curriculum related to EIU.

POLICY OF LAO PDR FOR PEACE AND EDUCATION FORINTERNATIONAL UNDERSTANDING

GGeenneerraall PPoolliiccyy ooff LLaaoo PPDDRR ffoorr PPeeaaccee aanndd EEIIUU

In order to manifest the peace-loving policy of Lao PDR in the process of

development of the country, Article 12 of the Constitution stipulated Lao PDR

realizes an external policy of peace, independence, friendship and cooperation,

extends relationship and cooperation with all countries on the principle of peaceful

coexistence, respect for independence, sovereignty, territorial entirety of each other,

no intervening into internal affairs of each other, equality and mutual profits. Lao

PDR support the struggle of people in the world for peace, national independence,

democracy and social progress.

One of the Lao PDR’s international activities and relations is aimed at

strengthening mutual understand in between Lao people and people all over the

world for peace, friendship and cooperation for development. In order to

accomplishing this strategic goal, Lao PDR realizes the following principles:

-Mutual respect for independence and sovereignty, no intervening into internal

affairs of each other, equal and mutual profitable cooperation;

- Support to peaceful solution of contradictions and conflicts, consent to use

neither armed force nor armed threats for problem solving, protest to all

causes for intervening; and

- Support to establishment of new international fair and reasonable political

and economic order on the basis of five principles of peaceful coexistence,

respect for the UN Charter and international laws2

2. Lao PDR (1975-2005) p. 95 Information and training Committee, PRP, Vientiane, 2005.


PPoolliiccyy RReellaatteedd ttoo EEnnvviirroonnmmeenntt PPrrootteeccttiioonn aanndd SSuussttaaiinnaabbllee DDeevveellooppmmeenntt

The Lao Government tried to seek ways to protect the environment by signing

several International Conventions on the Environment such as: UN Framework

Convention on Climate Change (1995), Convention on the Desertification (1996),

Convention on Biodiversity (1996), Vienna Convention on the protection of the

Ozone Layer (1998) and Agreement for the Development of the Mekong River

basin (1995)3. The participation of Lao in environmental conventions has provided

opportunities for the country to cooperate with the international community in the

protection of the global environment.

Lao has made efforts to implement its international obligations under

international legal frameworks, for example: UN Agenda 21, ASEAN Action Plan on

the Environment and Sustainable Development, and the Environment Action Plan

of the Mekong River Commission (MRC).

In connection with the direction of NSEAP, Ministry of Education (MOE) has

established a team to work closely with the Science Technology and Environmental

Agency (STEA) which aims to educate the people to change their behavior for

sustainable development.

PPoolliiccyy rreellaatteedd ttoo MMuullttii--CCuullttuurraall

Article 23 of the Constitution states that “The state promotes preservation of the

national culture which is representative of the fine tradition of the country and its

ethnic people while accepting selected progressive cultures from around the world.

The state promotes cultural activities, fine art and invention, manages and protects

the cultural, historical and natural heritage and maintains antiques and historical

places a policy of sustainable for development.”

In 1987, Lao PDR signed an International Convention on World Cultural and

Natural Heritage. Since then the Government has reinforced many activities to

promote the culture of ethnic groups by organizing annual theatrical festivals. The

Seventh Lao PRP Congress (2001) reaffirmed that we “extend to exchange culture

3. National Strategy on Environment to the years 2020 and Action Plan for years 2006-

2010, Printing and Supported by STEA sida (Sweden)

4. Lao PDR82

with other nations through many forms, many levels, the finest of national culture; and

the achievement of construction for culture are disseminated to the people all over the

world. At the same time we adopted the selected cultures of other countries4”.

PPoolliiccyy RReellaatteedd ttoo MMuullttii-- rreelliiggiioonn

Article 9 of the Constitution defines that “the state respects and protects all lawful

activities of Buddhists and of followers of other religions; and mobilizes and

encourages Buddhist monks and novices as well as the priests of other religions to

participate in activities that are beneficial to the country and the people. All acts

creating division between religions and classes of people are prohibited”.

To promote mutual international understanding of religions in Lao PDR, a book

with title “Religious Affairs in Lao PDR Policies and Tasks “was printed in 2005 by

the Lao Front for National Construction (LFNC). It introduces peace-loving policy of

Lao PDR for religions and the important role of religions in Lao. These roles are

described briefly in their program of action which states that:

To promote the dissemination and realization of all religious teaching for

peace, equality and human dignity; oppose all forms of terrorism and to

eliminate social injustice; preserve and develop a fine culture, tradition and

heritage; educate the youth in the spirit of peace; develop harmony, mutual

understanding and trust between the nation and the world community and

operate with other religious and non religious organizations to strive for

peace, justice and human dignity.5

In addition, that book showed the activities of Lao PDR which participated in

Asian Conference on Religion and Peace in the regional of the year 2002, 2003 and

2004.

At present in Lao, “there are 49 ethnic groups and four main religions:

Buddhism, Christianity, Bahai and Islam…Over time, the doctrine and beliefs of

different religions in our country have played in major role in education and living

the right life style; purifying the mind and avoiding evil. Different religious groups in

Lao are of one spirit, helping each other, sharing in the defense and construction of

4. The Sevenths Lao PDR Congress (2001), p. 45

5. Religious Affairs in Lao PDR Policies and Tasks, p. 60, Khampeung VANASOPHA

6. Religion Affairs in Loa PDR Policies and Tasks, p. 73, Khampeung VANASOPHA


their beloved county, and following the guidelines of our government. Generally,

there is no violation among religions in Lao.”6

EDUCATION SYSTEM AND TYPE OF SCHOOL

According to Education Law (2000): National Education System includes:

Pre-education age is the first level of education which includes childcare and

kindergarten. The childcare center may accept children from 3 months to three

years of age, and for the kindergarten the children from three years to full age for

entering to elementary school.

Primary school is basic education where students learn basic necessary

knowledge and is compulsory free education for Lao ethnic people from six years

old. The duration of study in primary school is five years.

The state has duty to lay out appropriate measures to ensure that Lao citizens at

this age have the opportunity to receive primary education. Local authorities,

parents and guardians ensure children of education age will receive compulsory

education.

Secondary School is the education following the primary school which shall

provide necessary knowledge for continuing education or service in an appropriate

profession.

Secondary school includes two steps as follows:

● LLoowweerr sseeccoonnddaarryy school has duty to provide general knowledge and basic

techniques and has three years period of study.

● UUppppeerr sseeccoonnddaarryy school is divided into 2 parts-OOrrddiinnaarryy eedduuccaattiioonn which has

duty to provide general knowledge and general technical knowledge has 3

years period of study. TTeecchhnniiccaall eedduuccaattiioonn or primary professional education

composes of many subjects, and has the duty to create professions to respond

to the demand of the labor market and individual need for jobs, as needed to

help the country’s economic development.

The state has duty to extend the secondary school as appropriate to create the

environment for Lao citizens to get knowledge and capability for business and

further education.

4. Lao PDR84

The state pays attention to develop professional education, in accordance to the

demand of the labor market and individuals need for working. The development of

professional education shall be supported, contributed by all sectors and concerned

state organizations, with the cooperation of the state and private enterprises.

Secondary professional School is education after the upper secondary school

which has duty to develop intermediate technical experts and technicians who have

the capacity to serve the public and themselves.

The State pays attention to extend the secondary professional education by

formulating a plan that is consistent with the national socio-economic development

plan and demand of labor market and the individual need for working.

High school education is education after the upper secondary school or

secondary professional school which has duty to produce the technicians with high

qualifications to serve the society and establish an individual business.

The high school education is divided into two lines:

The first line is high professional education which includes many steps: pre-

entry, bachelor’s degree and graduate study. This line of education shall be

conducted in educational institutes or universities. The second line is high technical

Figure 1. Education System


education which is conducted in the colleges or educational institutes.

The State pays attention to extend the high school education by formulating plan

consistent with the national socio-economic development plan. Currently, there are

2 types of school in Lao: the public schools are schools established, invested and

managed by the government; and the private schools are schools that belong to the

private owners who established, managed and invested in it.

The Eighth Lao PRP Congress (2006) stressed that “human resource development

must correspond to development strategies and link to international agreements. It

is urgent to reform education for better quality and standards.”In March 2007, the

Government responded this policy by enforcing the strategy to reform the national

education system.

In 1996, after analyzing the challenges and the opportunities of the country, and

the global situation, the Sixth Lao PRP Congress emphasized a national long term

development goal to “graduate from the ranks of the Least Developed Countries

(LDC) by the year 2020 through sustainable economic growth and equitable social

development, while at the same time safeguarding the country’s social, cultural,

economic and political identity.”

On the July 25, 2006, the Prime Minister said in a meeting with the key education

administrators and lecturers of MOE that:

“At present the national education has not been balanced in development

between quality and quantity… It has not immediately responded to the goals

of development and the general trends of international education… The

development of education has not been based on the harmony of national

strategy of economies as well as the industrialized and modernized. It has not

responded to the integration into the globalization of the economy.”

In this situation, the important role of national education is not only reaffirmed to

enhance the quality of education by achieving all around development of

personality: such as moral, intellectual, aesthetic, physical and work education, but

also respond to its requirements and correspond to the international education

trend of the 21st Century which stated four pillars of learning: “learning to know,

learning to do, learning to be, and learning to live together.”

The concept of learning to live together has to be transferred with the specific

4. Lao PDR86

objective to develop student’s abilities to live happily in society in the climate of

unity with other ethnic groups and people from all over the world. The students

should be recognized that in the process of globalization, all of the citizens have to

live and work not only for their own nation, but also contribute to develop the

regional as well as global level.

To achieve the above tasks, students should be inculcated with the values of

respect for parents and elderly people; patriotism; pride of the nation, Party leaders,

State leaders, heroes; have humanism, compassion, sense of share and

responsibility, work hard; and self confidence. They should be able to appreciate

values of peace, independence, unity, democracy and equality among men and

women, ethnic groups, disadvantaged people, solidarity with people all over the

world. They should respect and preserve the finest of national tradition and culture,

including those from the world; participate in the process of nation-building, in

order to improve the standard of living of people and maintain peace, democracy,

progressive in the country as well as in the world.

One of the important aims of teaching and learning in Lao is the ideological,

moral, value education, environment protection and other values which contribute

to train student to be a good citizen that is integrated into each lesson. Therefore,

education for peace, democracy and human rights, environment protection have to

be reflected in each lesson at all school levels.

In order to contribute to the International Trend of Education for International

Understanding in 1996 Lao PDR has joined the Associated School Project net (ASP)

of UNESCO. At the present, there are 34 schools and colleges have participated in

the ASP net. ASP is under the responsibility of the Lao National Commission for

UNESCO. Since then, this project has held some activities to make teachers,

administrators and students in ASP net to understand of the importance role of

Education for International Understanding (EIU). This includes the national

workshop on culture conservation for teachers and administration in

Luangphrabang (1996); national seminar for teachers on promotion human rights

education, democracy and conservation of cultural and natural heritage in

Vientiane, Luangphraang and Champasak province; national campaign on drug

control aimed at promoting awareness of substance abuse and getting young

people to become involved in preventive action; organization of culture peace

festival for children in Luangphrabang (2001); the national training course for


teachers on the UNESCO world heritage kit; national seminar for educational

administrators to promote education for international understanding and peace;

study visit to observe the conservation of two world heritage sites in the country;

organized award ceremony of “Peace Pillar Award Initiative”to the Orphanage

school (ASP) net in Luangphrabang and organized award ceremony of certificate of

participation to the “ASP net in Action”50th Anniversary International photo

Contest for teachers participating in the Lao ASP net7.

Most of school teachers have integrated the education of political ideology,

common values, positive attitudes and sensible behaviors including values of peace,

awareness of law rules, solidarity, friendship and cooperation, in various subjects,

particularly, World around Us, social sciences, languages and literature.

Learners of ASP have positive attitudes toward the issues of peace, solidarity,

gender roles, preservation of national culture, acceptance of world cultures,

peaceful conflict resolution, cooperation, development, and environmental

protection.8

Until now the specific subject for a culture of peace and EIU has not been

included in any teaching-learning printed materials for schools. However, the

values of peace and themes related to EIU have been integrated into almost all

subject areas. They are most expressed in the World around Us, social sciences

(including civics, history and geography), foreign language, language and literature.

11.. WWoorrlldd aarroouunndd uuss

1) Values related to self- development and child rights

� The different of organs of the human body

� Basic Hygiene

2) Values related to family

� Family member and family members’roles

� Listening to the parents’advice

� Behavior towards family members

� Manners in family

3) Values related to school

7. Report on ASP net school National Communication for UNESCO

8. Report on National Case Study: Teaching and Learning Education for a Culture of

Peace, conducted by NRIES

4. Lao PDR88

� Name of school, site, and basic equipment in class room

� People in the school

� School maintenance

� Benefits of school

� Behavior toward teachers and instructors in the school

� Student manner

� School cleaning and maintenance

4) Values related to environment protection:

� Different kinds of plants and animals

� Animals habitats

� Relation between humans, animals and plants

� Human and animal requirement

� Environment protection

� Environmental change and its impact

� Wild animal and forest maintenance

� Benefit of water to human, animal, plant and economy

� Water resource maintenance

� Air benefit and constitution, air pollution

5) Values related to local society or village

� Importance of people in the village � Relation between villagers

� Villagers’professions � Respect towards neighbors

� Village environment maintenance � Village cleaning maintenance

6) Values related to solidarity and mutual understanding

� Relations between villagers

� Professional cooperation � Mutual assistance

� Mutual relations and assistance in society � Lao’s neighboring countries

� Behavior towards neighbors and important thing should be respected

7) Values related to the law and regulations

� Law and responsibilities of Lao citizens / Basic knowledge of law

� Transportation and vehicles / Traffic rules / Accident and prevention

� Communication by conversation and by mail

� Pioneer organization

� Collaborative community work/ Student work habits

� Maintenance of public facilities and sites

8) Values related to culture preservation

� Lao origin and cultural heritage

� Lao culture and society


� Important festival days

� Ancient and archaeological objects in Lao

9) Values related to patriotism

� Lao history situation

� October 12, 1945 independence declaration day

� Lao geography

22.. LLaaoo llaanngguuaaggee ((pprriimmaarryy))

1) Values related to solidarity and compassion

� Solidarity

� Help for each other and help the elder

� Sports game

� An excellent pioneer

2) Values related to respect for the parent, teacher and elderly

� Honesty

� Love and obedience for the parent and elderly

� Congratulation on national teacher day


� Pagoda in my village

� Phathatluang (national heritage)

� Lao new year

� Preservation of traditional jobs

4) Values related to environment protection

� Nature and life/ Mountains and forests

� Tree planting / The useful of bamboo


� Our country/ Homeland

� The national day/ Mr. Sithong, a hero

6) Values related to child rights

� My school/ A good student

�Mr. Thongvanh, a patient student

33.. CCiivviicc EEdduuccaattiioonn

Civic education introduced in the curriculum of secondary schools aims at

accomplishing the tasks of moral, political, and ideological education along with

intellectual academic instruction.

4. Lao PDR90

In the subject description it was affirmed that since the international situation of

the modern world has been complicated, traditional political knowledge, which is

the main content of civic education, the students will study the issues related to

peace, society, economic development, positive and negative aspects of civilized

world: wealth, poverty, population, environment, etc.

Essential leaning themes related to the culture of peace and EIU revealed in

civics at this level are as follows:


� Lao nation and society: brief history of the foundation of Lao nation

� The State and political organizations in LAO PDR

� The Lao PR Party, its role and responsibilities


� Lao culture: finest traditions of Lao people, patriotism, solidarity, and

diligence

3) Values related to solidarity and human rights

� Ethnic groups in Laos: their lifestyle, their revolutionary tradition, solidarity

and harmony and their roles in national development

�Social development policy of Lao PDR: education, public health, culture,

social welfare, and strategy of solidarity among ethnic groups

4) Values related to environment protection

�Environment: the concept of natural and social environment and its

preservation and improvement

5) Values related to law and democracy

� Constitutions and laws

�State and law; rights and obligation of citizens

� Roles, duties, attitudes and behaviors of students in family, at school, in the

street, community and society (stress on discipline, solidarity, cooperation

and contribution);

6) Values related to culture of peace and EIU

� United Nations: Birth of UN, its aims, organization structure, activities in

terms of peacekeeping and socio-economic development in the world

arena; and the roles of Laos in the UN action framework

�Problems related to peace: maintaining of peace, war, catastrophes, peaceful

coexistence, peace-loving policy of Lao PDR

�Population problems: population situation in the world, population in Laos,

population and development, Lao society and gender role, women and


development, the quality of life in the family and society

�External policy of Lao PDR: basic concepts of external policy, its essential

guidelines, policy on extending economic cooperation with other countries,

and roles and responsibilities of Lao PDR in the world arena

44.. HHiissttoorryy

History provides the knowledge of the development of societal, economic and

cultural aspect of the world and of the nation from the past until now.

The main objectives of studying history at secondary level are:

� To provide the systematic, complete and integrated knowledge of political,

economic, social and cultural development of Laos and world in each

historical period;

� To understand the laws and specific characteristics of socioeconomic

formations of humankind from ancient to the present;

� To acquire some basic concepts of historical materialism: roles of labor and

scientific and technological progress in human history; roles of masses and

individuals in history; roles of Lao PRP in directing Lao people in the national

liberation, protection and construction;

� To mold students into good citizens with morals, discipline, open-

mindedness, aspiration to learn and work; being able to preserve and improve

national tradition and culture;

� To enable students to acquire positive emotion and attitudes, being able to

analyze the social issues, to solve the problems, and to make contribution to

improvement of the quality of life through reasoning, summarizing,

comparing and appreciating historical events objectively; and

� To make students appreciate negative effects of wars, armed conflicts,

hegemony, and to protect peace, independence, democracy and citizen

rights.

Essential learning themes related to the culture of peace and EIU revealed in

history subject at this level include the followings:

1) Values related to patriotism, solidarity, human rights and democracy

� Lao people unified the cities-states into Lanexang Kingdom

� Reign of His Majesty Fangum in 14th century

� Lanexang under construction in 16th century

4. Lao PDR92

� Lanexang in the prosperous period in 17thcentury

� Lanxang divided into 3 separate mini-kingdoms in 18th century

� Lanexang under occupation of external feudalism and colonialism in 19th

century

� Fighting of Lao people against colonialism and imperialism for national

liberation and independence in the beginning of 20th century until 1970s

� Signing the Vientiane Agreement on Peace and Reestablishment of National

Reconciliation (1973)

� Foundation of Lao People’s Democratic Republic (1975)

� Process of establishing of people’s democracy in Lao PDR (1976-2000)

�The system of capitalist world: fighting for reunification in Germany and

Italy; serfdom reform in Russia; civil war in America

� Western colonization of Asia, Africa and Latin America

� Socialist Revolution in Russia

� The system of socialist world

2) Values related to culture of peace, preservation of achievement of humankind

and EIU

� Human society in ancient world

� China, India, South-East Asia and Europe in Middle Ages

� The modern world: various revolutions in England and France

� Achievements of sciences, technology, arts and culture in 18th -19th

centuries

� International relationship and World War I

� World War II

� Post-war revolution movements for national liberation in the world;

� Post-war international relationships

� World’s economic development, scientific and technological progress, and

political situation in the late 20th century.

55.. GGeeooggrraapphhyy

The teaching and learning of geography at secondary education level aims at

giving students with the followings:

�Knowledge and understanding of the contemporary world and Laos by

stressing on environmental study, population issues and socioeconomic areas

�Knowledge and understanding of interrelationship between human society

and environment through development of scientific skills in students so they


can find reasonable solutions to daily life problems and make appropriate

decisions and act in accordance with laws of natural and social development,

and adapt to the changes in circumstances; and

�Aesthetic sense, appreciation of values of nature and social environment, love

and care for nature, locality and country; spirit of self-ownership and

responsibility, consultations of solidarity, friendship and cooperation for

economic development; ability to make creative contribution to socio-

economic development and to take active part in conservation and

improvement of environment.

The core learning themes related to a culture of peace and EIU identified in

geography at this level include:

1) Values related to the state and human rights:

� Natural geography of Laos

� Lao population: growth, distribution, structure, urban and rural areas

� Economic geography of Laos: economic basis; agriculture, forestry, fishery,

industry and handicraft, communication, trade, and international economic

relation

� Economic regions of Laos and guidelines on rational utilization of natural

resources

� Population change and population problems in developed and developing

countries

� Urbanization and rural development

�Inequality in development around the world: between rich and poor

countries

2) Values related to culture of peace, EIU

� Geography of Asia: natural conditions, population and economy

� Neighboring countries: Japan, India, China, Vietnam, Thailand, Cambodia,

Myanmar

� Human activities and relationship between human and geographic areas:

arrangement of areas for communication, agriculture, industry, tourism

� Human beings and international relations: USA, Brasilia, France and EU,

Russia and Community of Independent States, Africa, and Australia; Japan,

China, India, Vietnam, New Industrialized Countries, some countries in

ASEAN

4. Lao PDR94

66.. LLaanngguuaaggee aanndd lliitteerraattuurree

The aims of teaching-learning are to instill:

� Knowledge of language principles and abilities to apply them in construction

of words, phrases, sentences, logical texts for communication of ideas,

wishes, emotions with other people;

� Appreciation of national language and literature as invaluable assets and

heritage;

� Understanding of the cultures, customs, religions, philosophy and societal

consciousness of humankind through out history;

� Good personal relationship with other members of society and international

community; and

� Awareness of equity, equality, peace, friendship, solidarity, democracy,

human dignity integrated in literature.

1) Values related to nation

� Lao nation, culture and literature

� Lao traditional and modern literature

� Grandfathers’teachings

2) Values related to EIU

� Traditional and modern literature of neighboring countries: Cambodia,

China, Myanmar, Thailand, Vietnam, Japan, India

� European literature: England, France, Greece, Russia

77.. FFoorreeiiggnn llaanngguuaaggeess

Through learning of foreign languages students will be able to:

� Communicate with their friends abroad, foreigners visiting or traveling to

Laos;

� Understand cultures of other nations in the region and in the world; and

� Promote a sense of solidarity and friendship with other people.

VVaalluueess rreellaatteedd ttoo eennvviirroonnmmeenntt pprrootteeccttiioonn

� Wildlife: endangered animals; wildlife conservation

� Water pollution; air pollution and burning rubbish; recycling in Beijing; forests

in Asia

VVaalluueess rreellaatteedd ttoo ccuullttuurree ooff ppeeaaccee aanndd EEIIUU

� Family life and school life

� Countries and people: around the world; meeting people; the Lenten people


in Laos

� Countries in the ASEAN region; urban and rural life

� Friendship

� Geography: Pompeii; Australia and New Guinea; Singapore and Sri Lanka;

Nepal; Mount Everest, the Nile river, the Mekong river

� Customs around world

� French-speaking world: 47 Members-states

� World news from Grenoble (France), Florida (USA), Manila (Philippines)

� Understanding cultures of Paris

VVaalluueess rreellaatteedd ttoo pprreesseerrvvaattiioonn ooff ccuullttuurree aanndd wwoorrlldd hheerriittaaggee

� The arts: a Lao dancer, Mozart

� Festivals and celebrations: Pimay Lao; Christmas

� The Convention on the World Heritage and Lao PDR: Louang Prabang, The

Plain of Jars in Xiengkhouang, Thatlouang in Vientiane and Watphou in

Champasak

� Women in Lao society; a professional woman; a successful businesswoman;

Mother Teresa

� Exhibition in Paris: information technology of 21st century

�Religion: three world religions; the life of Lord Buddha; the temple in Laos; the

Bible

The member schools of Associated School Project (9)(ASP) have conducted

various activities striving to education of peace loving spirit, prevention of

environment, sport competition, art performer’and scientific Q&A, enabled to

create an enthusiastic climate of schools. The principals of ASP member schools

were satisfied with these activities, and appreciated their effects in promoting

peaceful coexistence, respect for discipline and reinforcing safety and security,

promotion of the culture of peace, peaceful conflict resolution through flexible

education and counseling, collaboration with parents, school organizations

(Federation of Trade Unions, Lao People Revolutionary Youth, Federation of Lao

Women, Union of Lao Pioneers) and local administrative authorities.

Learners of ASP have positive attitudes toward the issues of peace, solidarity,

gender role, preservation of the finest national culture; acceptance of world

cultures, peaceful conflict resolution, cooperation, development, and environmental

protection10.

4. Lao PDR96

GENERAL GOALS FOR TEACHER

To provide a better quality of education that meets the needs of socio economic

development. To enable teachers to become enthusiastic, just and ethical

professionals through continuing development of their skills, attitudes, and

knowledge.

OObbjjeeccttiivveess::

�To supply enough teachers to meet the EFA targets;

�To improve the management of the teacher education system step-by-step in

order to improve quality and efficiency so that teacher education standards are

in line with those of neighboring countries;

�To improve access for teachers’opportunities to continue professional

development and upgrade; and

�To improve the status of teachers and provide incentives to encourage teachers to

stay in teaching and to motivate them to be enthusiastic about their teaching career.

RECOMMENDATIONS

�The existing curriculum of social sciences for lower and upper secondary

education seems to be outdated and is overloaded with theoretical concept. It

has not yet been conformed to the process of rapid economic-social and

cultural development in recent year. The values of EIU could be in all subjects

at all levels. Therefore, it is necessary to reform this aspect.

�On the one hand, the reform of content for social sciences at secondary and

upper secondary levels must be ensured of accuracy of fact, and easy to

understand for each level. On the other hand, it must remove irrelevant

information and introduce new contents for EIU and related fields (child rights,

human rights, multicultural, education for sustainable development,

environment protection, population education, life skills based on education,

the finest of cultures and history of ASEAN countries and so on). Those contents

should be developed and adapted to Lao education and cultural reality.

�The reform process must follow the orientation of national documents such as

the Revised Constitution of Lao PDR (2003), Strategy of Human Resource

Development for 2020 (2002), Strategic Plan of Education Development for

2020 (2001), Revised Education Law (2007), National Strategy on Environment

to 2020 and Action Plan for 2006-2010 (2004) and the orientation of the excerpt


of Party PRP and Prime minister for education reform. In addition, it must

correspond to the international trends (Millennium Development Goals, Action

Framework of Education for All and the International Agreements on the field

to improve EIU) to have opportunities of integration into world community.

� The materials of learning to live together should be translated into Lao, in

order to provide the necessary knowledge for teachers and researchers, and

the concept of EIU should be disseminated to administrators, teachers and

researchers. The teachers should be given an opportunity to include the

experiences in teaching culture of peace and EIU.

Table 1: Before 1975

Note : From Lao education history, pp. 89-117

Table2 : Statistics Data for the year 2006 - 2007 (Public and Private Sectors)

Note : From Summary situation of carry out the plan for education development

(2006-2007)

Grade Students( Total ) Schools( Total ) Teachers( Total )

Primary Education

355665 2541 14985

Lower and Upper

Secondary 3986 81 - 700

Education

Higher Education 327 2Teachers from foreign countries- No record

Types of School

Childcare and Kindergarten1,176 3,185 55,340

( Public - Private )

Primary Education

( Public - Private ) 8,740 28,751 891,807

Secondary Education

( Public - Private )1,009 16,192 399,959

Primary Professional Educational

( Public - Private)12 151 1,659

Secondary Professional

Educational ( Public - Private)19 944 11,175

Teacher training School

and Colleges ( Public )37 634 17,426

Colleges and Universities

( Public - Private )80 2535 62,451

No. of Schools

( total )

No. of Teachers

( total )

No. of Students

( total )

4. Lao PDR98


Constitution of the Lao PDR. (revised version) (2003).

Ministry of Education (1991). Curriculum of primary education.

Ministry of Education (1994). Curriculum of secondary education.

Excerpt from material of education in the new period of revolution, Kaysone

PHOMVIHAN, 1978.

Ministry of Education (2005). Education for All National Plan of Action (2003-2015).

Excerpt from the material of Prime Minister Buasone BOUPHAVANH (25 July 2006)

Documents of Congress of the PRP the Fifth (1991), sixth (1996), seventh (2001) and

eighth (2006).

Ministry of Education. (2000). Law on education for Lao PDR.

Lao PDR (1975-2005), Information and training committee PRP, Vientiane, 2005

National Strategy on Environment to 2020 and Action Plan for 2006-2010. (2004).

printing and supported by STEA, sida (Sweden).

Report National Case Study: Teaching and Learning In Secondary Education For A

Culture of Peace.

Sri Lanka National Commission for UNESCO. Report on ASP net school.

Vanasopha, K. (2005). Religious Affairs in Lao PDR Policies and Tasks.

Strategy of education for the period of 1987-2000 (1987). Education printing

Enterprise.

Ministry of education (2001). Strategic Plan of Education Development

Summary situation for implementation the plan of education development (2006-

07) and the plan of the years (2007-08)

Teacher education strategy (2006-2015) and action plan (2006-2010) (2006).

III. C


in South

-East Asia

Ms. Sarifah Nor Azah Syed AnuarAssistant Director, Educational Planning and Research Division, Ministry of Education, Malaysia

5.MALAYSIA

5. MALAYSIA100

INTRODUCTION

HHiissttoorryy

The national education system was established at the time when Malaysia (then

Malaya) gained its independence from the British in 1957. Before independence,

the ‘divide and rule’policy by the Colonial Government had created a diversity of

schooling in Malaysia. Thus, the challenges for the post-Independence leaders were

to form a unified national education system, with national unity as its main goal,

and yet preserving the rights of all ethnic groups. They had to develop an education

system which could play the role of a unifying force to unite the citizens of the

country in developing the nation economically, socially and politically.

Since then, the education reforms in Malaysia are mainly based on the National

Development policy, particularly the nation’s economic and social policies. Several

reforms have been introduced to make education and training more efficient,

attuned and responsive to the needs of the nation. These brought major changes to

numerous fields of education in tandem with accelerated national development.

TThhee EEdduuccaattiioonn PPoolliiccyy

The philosophy of education in Malaysia is stated as follows:

Education is an on-going effort towards further developing the potential of

individuals in a holistic and integrated manner, so as to produce individuals who

are intellectually, spiritually, emotionally and physically balanced and harmonious,

based on a firm belief in and devotion to God. Such an effort is designed to

produce Malaysian citizens who are knowledgeable and competent, who posses

high moral standards, and who are responsible and capable of achieving a high

level of personal well-being as well as being able to contribute to the harmony

and betterment of the family, the society and the nation at large.

EIU in MALAYSIA

5. MALAYSIA 101IIIIII.. CCuurrrreenntt SSiittuuaattiioonn ooffEEIIUU iinn SSoouutthh--EEaasstt AAssiiaa

Under the Education Act of 1961, education policies were formulated after taking

into consideration recommendations by several education review committees

which were set up to revamp the fragmented education system of the British

colonial era.

The policies formulated were “national”in the sense that the education system is

a centralized system, with a common curriculum and using Bahasa Malaysia (Malay

Language) as the medium of instruction. In Vernacular Schools, languages like

Chinese and Tamil, are used as the medium of instruction, taking into consideration

the aspirations and sensitivities of the multi-ethnic population.

The focus of national education system were then reinforced with the

formulation of the National Education Policy and the National Philosophy of

Education upon recommendations by the Cabinet Committee Report (1979) to

strengthen and consolidate national education. The 1996 Education Act was then

enacted and became the main reference for policy formulations.

Vision 2020 steers the nation towards achieving the status of a fully developed

and industrialized country. All efforts are channeled towards Malaysia becoming a

fully united nation, a democratic society that is strong in religious and spiritual

values, a society that is liberal and tolerant, scientific and progressive, innovative

and forward looking.

Furthermore in this millennium, it has become clear that advances in technology,

radical breakthroughs in all branches of knowledge, and the awareness that nations

and people need to interact and relate to each other, bring about social, cultural and

intellectual changes. The young workers of tomorrow must have confidence and

creative powers to contribute their own ideas and plans.

Thus, Ministry of Education Malaysia has prepared the Education Development

Master Plan (2006-2010). There are six strategic thrusts outlined in the plan which

are nation building, developing human capital, strengthening national schools,

bridging the education gap, enhancing the teaching profession and accelerating

excellence of educational institutions. The aim is mainly to provide quality

education for all to develop high quality human capital.

5. MALAYSIA102

TThhee EEdduuccaattiioonn SSyysstteemm

The education system in Malaysia is classified into four levels: pre-primary,

primary, secondary and tertiary levels. Pre-primary education is offered in nursery

and preschool. The theoretical starting age for children to enter nursery is three

years old, whereas for preschool is five years old. Preschool has been set up

throughout the country by both government and non-government agencies and

private sectors within the guidelines set by the Ministry of Education. Preschool

education aims to provide a secure and stimulating environment before children

begin compulsory primary education at the age of six.

Primary education is aimed to provide children with a firm foundation in the

basic skills of reading, writing and arithmetic, as well as emphasizing thinking skills

and values across the curriculum. Sensitive to the multi-ethnic nature of its

population, Malaysia has set up two categories of schools: the National and

National-type schools. National schools use Bahasa Melayu as the medium of

instruction while National-type schools use Mandarin or Tamil as the medium

instruction. Bahasa Melayu and English Language are compulsory subjects in all

schools.

On the basis of automatic promotion, students attend secondary education that is

divided into two levels: lower and upper secondary. Lower secondary education

takes three years to complete and leads to a lower secondary assessment. Students

are promoted automatically into upper secondary education which provides more

specialized fields such as Science, Arts and Vocational/Technical programmes. After

two years in upper secondary education, students are awarded the Malaysian

Certificate of Education upon passing the national examination. The certificate is a

requirement for students to pursue further studies.

Post-secondary non-tertiary education includes the sixth form that leads to the

award of Higher School Certificate and matriculation programmes that result in the

award of a matriculation certificate. It also includes Skill Training Programmes

conducted by various agencies and private colleges. These programmes are

approximately one to two years in length and the award of the certificate allows

entry into tertiary education and for employment.

Tertiary education includes bachelor’s degree which takes three to four years to

complete, master’s degree (1-3 years), post graduate diploma (1 year) and doctoral


programmes (3 years). Tertiary education also includes programmes pertaining to

vocational and technical education at certificate/diploma/degree levels, in

Polytechnics, Teacher Training Colleges, Community Colleges, College Universities

and public and private institutes. At the doctorate level, programmes offered include

Doctoral and Post Doctoral Programmes.

The statistics of Education in Malaysia, as of 31 January 2007 are as follows: there

are 7,621 primary schools and 2,055 secondary schools with 198,894 teachers

serving in primary schools and 140,988 teachers serving in secondary schools. The

statistics do not include the number of private educational institutions which

comprises of private primary and secondary schools (142), international schools

(34), expatriate schools (14), religious primary and secondary schools (37), people’s

secondary religious schools (183), state religious secondary schools (119), junior

colleges (32) and kindergartens (12,757).

EEIIUU iinn EEdduuccaattiioonn DDeevveellooppmmeenntt MMaasstteerr PPllaann ((22000066--22001100))

In line with the goals of EIU, there are three thrusts in the Education

Development Master Plan that deals with EIU elements in education. They are

Thrust One, Two and Thrust Six.

Thrust One deals with nation-building which is essential for Malaysia as the

population consists of multi-ethnic groups and religions. The ability to build a

nation depends on shared values and patriotism. It becomes more crucial in the

globalization era which allows not only the free and rapid flow of information,

capital and people, but also value systems, cultures and beliefs from various

countries. Malaysia is looked upon by other countries as a model nation because of

its population uniqueness. The multi-racial society lives in peace and harmony. This

shows the government’s effort in building a nation with its own mold, in line with

its demographic, political, economic and social climate.

Thrust Two deals with developing human capital and carries with it the policy to

develop human capital with knowledge and skills, discipline, as well as good

values. The aim is to produce students who are knowledgeable and competent in

science and technology, innovative, creative and marketable with positive moral

values and attitudes, and able to compete in the global market.

5. MALAYSIA104

Meanwhile, Thrust Six deals with accelerating the excellence of educational

institution, so it’s aim to produce students who excel in academic and co-curricular

activities, highly skilled and posses outstanding personality, leadership and creative

thinking skills, high team spirit, patriotic, globally oriented and competitive.

EIU IN EDUCATION

EEIIUU iinn tthhee ccuurrrriiccuulluumm

Malaysia aspires to be a country that is not only competitive and innovative, but

thrives in a society that is harmonious and unified. As a multi-racial country,

Malaysia must not only strive to improve the quality of education delivered in our

schools, but also to strengthen national integration. Thus, national unity and

national integration are sown among children at an early stage in schools.

Moral Education, introduced as a compulsory subject in schools where syllabus

content at primary level consists of awareness towards social issues as well as

environmental issues, and living in peace and harmony. At secondary level, Moral

Education syllabus content, which was revised in 2003, includes values such as

tolerance and being moderate. In Chapter 5, under the topic of human rights, the

students are introduced to child’s rights, woman’s rights, employer and employees’

rights, rights of the less fortunate and also consumers’right. In Chapter 6 of the

Moral Education curriculum specifications, the students are taught abiding rules and

law, freedom of speech, freedom of religion, involvement in developing the nation,

being opened towards criticism, changes and modernization. Meanwhile, in

Chapter 7, Moral Education teaches students to live together in peace, to assist and

to cooperate, to have mutual respect among countries, which includes appreciating

and honoring relationships among countries to ensure universal peace and

harmony.

Objectives of the curriculum for Geography include: to understand the earth we

are living in and how it affects the lives of human beings; to learn the lifestyle and

culture of various ethnic groups around the world; to appreciate the similarities and

to respect the differences; and to realize the importance of sustainable development

where aspects of economy, social and politics must be given equal priorities. The

importance of international relationship pertaining to these three aspects is

emphasized in the secondary level geography curriculum.


As for History, the curriculum is designed to able students to learn and to

appreciate history of the nation and the world, and relate them to society

development. In the History curriculum, elements of international understanding is

incorporated in lower secondary as well as upper secondary history lessons.

Chapter 12 in upper secondary history curriculum discusses Malaysia and its

international cooperation. Among the issues discussed in this chapter is World War I

which marks the starting point of international conflict and the establishment of

international bodies that fight for peace and against war. Students are given

exposure on Malaysia’s support and participation with these international bodies in

promoting peace in the region and all over the world. It is hoped that through

history lessons students will be more appreciative towards peace and be against

war and violence.

Civics and Citizenship Education was introduced to elementary and secondary

school in 2005. Its curriculum gives main emphasis on issues of unity, patriotism

and the understanding of various cultures and its people. Among the issues

highlighted in Civics and Citizenship Education lessons are environmental pollution,

cultures and traditions of various ethnic groups, human rights and humanitarian

law, democracy, values, anti-violence conflict resolution and also humanitarian aid.

It is hoped that Civics and Citizenship Education will produce students who are

patriotic, able to work together in harmony, appreciative towards the variety of

Malaysian cultures, support and practice peaceful conflict resolution, support and

practice environment conservation, and contribute towards the development of the

nation.

EEIIUU iinn tthhee CCoo--CCuurrrriiccuullaarr AAccttiivviittiieess

The Ministry of Education has always emphasized on students’co-curricular

activities which could provide students the opportunity to practice their social skills

thus, making them realize the importance of living in a community with peace and

harmony. Besides that, co-curricular activities can also enhance the feelings of love

for their families, friends and neighbors, protect all living things and the

environment.

Co-curricular activities in schools encompass three main activities which are

uniform bodies, educational or welfare clubs and societies, and sports/games. It is

compulsory for every student to enroll in any one of these activities. Students’

participation in co-curricular activities will be taken into account when they apply to

5. MALAYSIA106

further their studies at tertiary level.

●● SSttuuddeenntt IInntteeggrraattiioonn PPrrooggrraammmmee FFoorr UUnniittyy ((RRIIMMUUPP))

The scenario where there are various types of school like national school,

national-type schools, religious school and international schools in our system

has long been accepted by the nation. This uniqueness becomes a strength in

our education system.

This RIMUP programme, which was introduced in 1986, was first inspired

by our current Prime Minister Abdullah Hj. Ahmad Badawi when he was then

the Minister of Education. It is one of the approaches that could bring together

students from every school despite their differences in culture and beliefs.

The concept of this programme is that schools from various streams join

together and conduct co-curricular activities where every student can

participate. Activities such as sports competition, camping, and charity works

provides the opportunity for students to work together and share the

experience as well as have fun. It is hoped that students who participate in

this programme will be able to appreciate kindness, understanding, mutual

respect, sense of togetherness, tolerance and acceptance.

The Ministry of Education has prepared the module for this programme as

guidance to all the schools all over the country and allocated approximately $

8 million to ensure its effectiveness.

IInntteerrnnaattiioonnaall SScchhoooollss IInn MMaallaayyssiiaa

The private education sector over the years has expanded and is a growing

business across the globe. The growing number of international schools throughout

the country is providing parents to choose an alternative education for their

children.

As it is, there are many established international schools in Malaysia like the well

known Mont Kiara International School in Kuala Lumpur, Alice Smith International

School Kuala Lumpur, Garden International School Kuala Lumpur, Dalat

International School in Penang, Kuala Lumpur International School, Australian

International School and others, throughout the country. These established

international schools and others are members of international bodies like Western

Association of Schools and Colleges (WASC), New England Association of Schools

and Colleges (NEASC) and Council of International Schools (CIS).


Although the official language is Bahasa Malaysia (the Malay language), English

is widely used and spoken as the second language. As a result, students from other

countries will not have any problems in terms of communication. In addition, many

international schools run bilingual programmes, and offer language support for

non-native speakers. Foreign languages like Japanese, Mandarin, Arabic, German,

French and Spanish are also offered and taught. As a result, native speakers of these

languages can still practice their mother tongues. Under the national curriculum,

international students have the opportunity to learn subjects like foreign languages

such as Arabic, Japanese, Mandarin, French, Spanish and German. Students can

also learn Integrated Living Skills, Religious and Moral Studies. Therefore,

international school students who attend private schools in Malaysia will learn and

experience the Malaysian culture. In this way, they can adapt themselves to living in

Malaysia and make their learning experience here more meaningful.

EFFORTS FOR FURTHER DEVELOPMENT

Among other efforts that Malaysia has taken to further improve EIU are through

strengthening the national schools so that they become the “school of choice”for

all races in Malaysia. This includes improving the quality of teaching in national

schools, reviewing the curriculum and co-curricular activities to ensure solid

foundation for inculcating tolerance and understanding. For example, languages

such as Mandarin and Tamil have now been introduced as elective subjects in the

national schools to add the value of respecting the language and culture of the other

races.

On 7 August 2007, Malaysia hosted 8th Langkawi International Dialogue (LID)

with the theme “The LID action plan: The Way Forward.”475 representatives form

40 countries participated in the dialogue. The objective of the two-day seminar was

“fighting poverty through building of human capital.”Malaysia has taken the lead

on combating this issue because we believe that immediate action must be taken to

resolve the problem of the poor. We must think of how we can, and should,

effectively harness human capital development and capacity building as the way

forward for reducing, and ultimately eradicating, poverty in our respective

countries.

5. MALAYSIA108

CONCLUSION

EIU has always been integrated in Malaysia education system for unity and

building of human capital purposes. Strategies have been planned and put into

actions with the aim that National Education System would produce high quality

citizens that can contribute to the betterment of the nation as well as the world and

human race.

Teaching methods and educational goals have to be directed at producing

individuals who have high confidence in their abilities and who will work at

developing their capabilities throughout their lives.

To enable Malaysia to achieve its aspiration of being a fully-developed nation by

the year 2020, the Ministry of Education needs the foundational support of an

effective national education system that is capable of maintaining high educational

standards at all levels of learning and teaching. The government, the private sector,

academia as well as civil society must play their role effectively to continuously

improve the quality of education since it is a crucial ingredient for the development

of quality human capital.

III. C


in South

-East Asia

Dr. Ethel Agnes ValenzuelaHead and Research Specialist, Research Studies Unit, SEAMEO INNOTECH, Philippines

6.Philippines

6. Philippines110

ABSTRACT

Over the last hundred years, there has been a surge in efforts to promote peace

and international understanding around the world. The results of this movement

were a number of regional and national education policies and cooperation

programs to bring peace in the minds of men. This paper defines Philippine

education policies, programs and best practices that help promote education for

international understanding. Using the result of the UNESCO-APCEIU survey

questionnaire on situational analysis on EIU, it highlights important findings on the

current situation in promoting key concepts of EIU in school curriculum, education

practices and other related activities. The paper concludes critical factors to ensuring

success of EIU programs including having stronger advocacy efforts and wider

reach of EIU programs especially in the most vulnerable parts of the country.

COUNTRY PROFILE

The Philippines is an archipelago composed of 7,100 islands situated in the

eastern rim of the Asiatic Mediterranean between the Pacific and Indian Oceans;

and between Australia and mainland Asia. It stretches from China in the north and

the Indonesian archipelago in the South. Its northernmost island is south of Taiwan

(Chinese Taipei), while the southernmost islands are just 24 kilometers from the

coast of Borneo. The Philippines is divided into three main island groups: Luzon,

Visayas and Mindanao. It is geographically divided into 17 regions and 79

provinces.

Although Asia is dominated by Buddhism, Philippines is the only country which

is predominantly Christian: 85% are Roman Catholic, about 10% are Muslim while

the rest account for other religions. Over the years, it has experienced many

political and structural transformations. Some sectors of the economy were

deregulated, banking reforms were instituted and critical segments of its industries

were opened to investments brought by Philippine participation in WTO and

GATTS.

EIU in the Philippines

6. Philippines 111IIIIII.. CCuurrrreenntt SSiittuuaattiioonn ooffEEIIUU iinn SSoouutthh--EEaasstt AAssiiaa

THE PHILIPPINE EDUCATION SYSTEM

BBrriieeff HHiissttoorriiccaall AAccccoouunntt

Education in the Philippines has undergone several stages of development from

the pre-Spanish times to the present. As early as pre-Spanish times, education was

informal, unstructured, and devoid of methods. Children were provided more

vocational training, and less academics. Parents served as the tribal tutors. When the

Spaniards came, Spanish missionaries replaced the tribal tutors.

Education during the Spanish time was religion-oriented. It was only available for

the elite, especially during the early years of Spanish colonization. Access to

education was later liberalized through the enactment of the Educational Decree of

1863, which provided for the establishment of at least one primary school for boys

and girls in each town under the responsibility of the municipal government; and

the establishment of a school for male teachers under the supervision of the Jesuits.

Primary instruction was free and the teaching of Spanish language was compulsory.

The defeat of Spain by American forces paved the way for the establishment of

Gen. Emilio Aguinaldo’s Republic under a revolutionary government. The schools,

which were maintained by Spain for more than three centuries, were closed

temporarily but were reopened on August 29, 1898 by the Secretary of Interior. The

Malolos Constitution established a system of free and compulsory elementary

education.

An adequate secularized and free public school system during the first decade of

American rule was established upon the recommendation of the Schurman

Commission. The Taft Commission, on instructions of President McKinley, enforced

free primary instruction that trained the people for the duties of citizenship and

avocation. Chaplains and non-commissioned officers were assigned to teach using

English as the medium of instruction.

During the American regime, the Philippine Commission by virtue of Act No. 74

installed a highly centralized public school system in 1901. The implementation of

this law created a heavy shortage of teachers, so the Philippine Commission

1. Paul Zwanopoel. Tertiary Education in the Philippines, 16-11-1972:A Systems Analysis,

pp 565-566.

6. Philippines112

authorized the Secretary of Public Instruction to bring 600 American teachers to the

Philippines. They were the Thomasites. An extensive public education system was

introduced with English as a medium of instruction. The regime attempted to unify

the archipelago, spread ideals of democracy and facilitate colonial rule.1 It was

during the American regime and the periods thereafter that the Philippine

Educational System - particularly the public schools - became a unified and well-

organized system, which expanded throughout the whole archipelago to enable

every citizen to enjoy the benefits of education.

PPhhiilliippppiinnee EEdduuccaattiioonn LLaaddddeerr

In the Philippines, formal basic education comprises six years of elementary

education (grades 1-6) and four-year secondary education (grades 7-10 or 1st to 4th

year). The secondary level education (ages 12-15) covers the latter four years of the

ten-year basic education cycle. While elementary education is expected to impart

basic skills such as reading, writing and arithmetic, a secondary level graduate is

expected to enter the workforce or proceed to post-secondary education. Thus, a

secondary graduate certificate serves as a passport for those who would want to

join the workforce, while for those who opt to further their education, it becomes a

necessary credential to enter the tertiary level of education.

Post-secondary education covers both the technical and vocational education.

Training usually taken after high school takes about 1 to 2 years, while higher and

post-graduate education which covers degree programs to be completed for four

years to 10 years, depending on the academic degree or course.

The Department of Education (DepED) governs basic education in the country

as provided for in the Basic Education Act of 2001 or Republic Act (RA) 9155. RA

9155 indicates it is the policy of the country to ensure that the values, needs and

aspirations of a school community are reflected in the program of education for the

children, out-of-school youth and adult learners. DepED was vested with the

authority to ensure access and promote equity and improve quality of basic

education in the country.

The Technical Education and Skills Development Authority (TESDA) was

established through the enactment of RA No. 7796 otherwise known as the

“Technical Education and Skills Development Act of 1994,”which was signed into


law by President Fidel V. Ramos on August 25, 1994. This Act aims to encourage the

full participation and mobilization of the industry, labor, local government units and

technical-vocational institutions for the skills development of the country’s human

resources.

The administration and supervision of the Philippine higher education rests on

the Commission on Higher Education (CHED) as mandated by Higher Education

Act of 1994 or Republic ACT 7722. CHED presently oversees the 1,700 higher

education institutions in the country. Of the 1,700 HEIs, 85% are private while only

15% are public universities and colleges. The State Universities and Colleges (SUCs)

are funded by the national government and are covered by their own charters.

There are few CHED-supervised institutions, which are non-chartered and receive

funds from the CHED. There are also Local Colleges and Universities (LCUs) whose

funds come from their local government. Private Higher Education Institutions

(PHEIs) are owned and administered by private individuals, groups or companies.

They are classified as sectarian or non-sectarian. Sectarian schools are usually non-

stock, non-profit educational institutions owned and operated by religious orders

(Catholic and Christian schools); non-sectarian refers to those operated by private

corporations which are not affiliated to any religious organizations, majority are

stock and few are non-stock, non-profit corporations; and a number of them are

foundations. Figure 1 presents the progression of Philippine education in the

Philippines.

Figure 1. Philippine Education Ladder

ELEMENLARY(compulsory) SECONDARY TERTIARY GRADUATE

AAGGEE

GGRRAADDEE //

YYEEAARR

LLEEVVEELL PPRREE--SSCCHHOOOOLL

GeneralSecondarySchool

Agriculture

Social Science

Natural Science

Education

Humanities

Fine Arts

Baccalaureate Law

Medicine

2-3YearTechnical orTechnician

VocationalSecondarySchoo;

3 4 5

① ② ③ ④ ⑤ ⑥ Ⅰ Ⅱ Ⅲ Ⅳ

6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

6. Philippines114

EEnnrroollllmmeenntt RRaattiioo iinn SSeeccoonnddaarryy EEdduuccaattiioonn

The government has tried to improve access to education by trying to provide

public elementary and secondary schools in every barangay (village), although this

has not yet been fully achieved. It also targeted to improve participation and cohort

survival rates, but despite the efforts, recent educational data on the net enrollment

ratio (NER) in the secondary level from school year 1999-2000 up to school year

2004-2005, as shown in Table 1, has been decreasing below the Education for All

(EFA) targets. Net enrollment ratio refers to the number of children within the

official age range of a certain grade level enrolled to the total number of children

within that age range

Table 1: Net Enrollment Ratio in Secondary Education SY 1999-2000 to 2004-2005

Note : From BEIS Planning Service, DepED

* DepED -ARMM Planning Service Oct. 2006

**Divided into 2 Regions: Region IV-A and Region IV-B starting SY 2002-03

Net enrollment ratio in most of the regions increased for SY 1999-2000 and SY

2000-2001, but the trend reversed for SY 2000-01 to SY 2004-05. The biggest

decrease in the net enrollment ratio is seen for SY 2000-01 to SY 2001-02. A slight

RReeggiioonn 11999999--0000 22000000--0011 22000011--0022 22000022--0033 22000033--0044 22000044--0055

Region I 77.72% 87.51% 68.21% 55.39% 55.18% 51.24%

Region II 68.20% 77.11% 59.67% 46.63% 49.30% 45.46%

Region III 69.47% 74.32% 66.82% 48.40% 49.67% 48.01%

Region IV** 74.87% 71.03% 66.24%

Region IV-A 48.30% 50.04% 48.74%

Region IV-B 47.60% 48.88% 42.84%

Region V 65.82% 62.05% 55.56% 45.86% 46.87% 43.44%

Region VI 74.20% 59.47% 58.38% 49.53% 49.70% 45.59%

Region VII 65.13% 67.18% 55.65% 42.27% 44.45% 39.13%

Region VIII 55.41% 48.21% 48.48% 41.57% 42.66% 40.47%

Region IX 54.19% 59.75% 43.95% 41.66% 42.81% 39.30%

Region X 42.92% 57.26% 51.92% 38.87% 40.29% 35.40%

Region XI 56.96% 57.05% 48.90% 43.74% 43.77% 38.55%

Region XII 60.17% 69.48% 50.56% 43.29% 43.52% 38.78%

CARAGA 50.77% 56.65% 49.61% 40.84% 41.92% 38.64%

ARMM 28.92% 23.50% 20.48% 19.27% 26.67% 38.50%*

CAR 71.11% 71.19% 39.84% 40.71% 43.34% 39.88%

NCR 75.15% 79.05% 67.84% 54.10% 55.93% 52.04%

TOTAL 65.43% 66.06% 57.55% 45.56% 47.03% 42.50%


improvement in SY 2003-04 is noted, but NER for almost all regions except ARMM

again declined in SY 2004-05. Although ARMM registered a steady increase for two

school years, compared to other regions, it has the lowest NER.

PPhhiilliippppiinnee EEdduuccaattiioonnaall PPoolliicciieess aanndd PPrrooggrraammss oonn EEIIUU

The Philippine education system has a solid foundation on universal, secular,

publicly and privately funded basic education. As implied in the 1987 Philippine

Constitution, it is the right of every Filipino to have access to quality basic

education. The basic education policy of the country prescribes a set of specific

competencies and is generally oriented towards the development of values such as

nationalism. It envisions that students develop an enlightened commitment to the

national ideals by cherishing, preserving, and developing moral, spiritual, and

socio-cultural values as well as other desirable traits of the Filipino heritage. It also

purports to obtain knowledge and understanding of the nature and purpose of

man, of one’s self, one’s own people and other races, places and times, thereby

promoting a keen sense of self, of family and of national and international

communities.

1. 11998877 PPhhiilliippppiinnee CCoonnssttiittuuttiioonn:: The 1987 Philippine National Constitution

provided the major legal basis for Philippine education. It espouses that the

State shall promote the right of all citizens to quality education at all levels.

Section 3 Article IV stated that:

All educational institutions shall inculcate patriotism and nationalism, foster

love of humanity, respect for human rights, appreciation of the role of

national heroes in the historical development of the country, teach the

rights and duties of citizenship, strengthen spiritual and ethical values,

develop moral character, and personal discipline, encourage creative and

critical thinking, broaden scientific and technological knowledge and

promote vocational efficiency.

2. BBaattaass PPaammbbaannssaa 223322 ((TThhee EEdduuccaattiioonn AAcctt ooff 11998822)):: This law provides for the

establishment and maintenance of an integrated system of education. It

provides a national development goal that endeavors to achieve and

strengthen national unity and consciousness, to preserve, develop and

promote desirable cultural, moral and spiritual values in a changing world. It

also indicated that the State should promote the right of every individual to

6. Philippines116

relevant quality education.

3. CCoonnggrreessssiioonnaall CCoommmmiissssiioonn oonn EEdduuccaattiioonn RReeffoorrmm:: The Congressional

Commission on Education or EDCOM (1990) conducted a review of the

educational system in the country. It also studied the situation of Madrasah, a

Muslim school for Islamic and Arabic Instruction in an effort to bring peace in

the southern Philippines. It reported that majority of the Madaris (61%) were

located in ARMM while the rest (39%) were outside the region. It further

detailed the Madaris curriculum, which focused mainly on Islamic instruction

and the teaching of the Arabic language. EDCOM also recommended many

reform programs for education.

4. RRAA 99005544:: RA 9054, which amends RA 6734 or the ARMM Organic Law,

provided support for achieving quality education in Mindanao. This law set

out the provision of quality education as a top priority of the region. Section

XIV under Education, Science, Technology, and the Arts, stated that: “the

Regional Government shall establish, maintain, and support as a top priority, a

complete and integrated system of education and adopt an educational

framework that is meaningful, relevant, and responsive to the needs, ideals

and aspirations of the people in Muslim Mindanao.”

5. CCoommpprreehheennssiivvee MMiinnddaannaaoo EEdduuccaattiioonn PPrrooggrraamm ((CCMMEEPP)):: In September 12, 1996,

the government, through Administrative Order 290, created a technical

working group to develop the CMEP. The CMEP envisioned providing for a

more focused delivery of education services as a means to attain overall peace

and socioeconomic development in Mindanao from 1997 to 2014. The CMEP

provided a blueprint for education designed to promote peace and

productivity and to serve as a tool for social transformation of Mindanao. One

of the recommended strategies of the CMEP is the proposed accreditation,

establishment, or creation of the Fund for Madrasah Education and the office

for Madrasah Education Council, which should be fully implemented to

sustain the provision of Madrasah education in the region and in the country.

6. EExxeeccuuttiivvee OOrrddeerr ((EEOO)) 557700:: EO 570, “Institutionalizing Peace Education in Basic

Education and Teacher Education,”was issued in September 2006. This policy

mandated the DepED to include peace education in the basic formal and non-

formal education curriculum; utilize the existing peace education exemplars


and other peace related modules; and enhance the knowledge and capability

of supervisors, teachers and non-teaching personnel on peace education

through in-service trainings. EO 570 also tasked CHED to introduce

mainstream peace education in teacher education.

7. EEOO 662266:: In a move to strengthen her advocacy of interfaith dialogue as a tool

for peace and understanding, President Gloria Macapagal-Arroyo signed an

Executive Order (EO) creating a National Committee on Interfaith

Cooperation. EO 626 is intended to “consolidate, rationalize and ensure

consistency of the country’s policies and position in the various interfaith

initiatives and fora in and outside the country.”The Philippine government is

at the forefront of the advocacy for interfaith dialogue as a legitimate tool for

conflict resolution, peace and understanding in the world.

The National Committee on Interfaith Cooperation is composed of designated

officials from the Department of Foreign Affairs (DFA), Office of the Presidential

Adviser on the Peace Process (OPAPP) and Presidential Council on Values

Formation (PCVF). The committee was tasked to formulate, consolidate, rationalize

and recommend Philippine policies and positions on various interfaith initiatives in

and outside of the country. It will also articulate and ensure the “consistency of

Philippine policy and position in the different local and international forums, as well

as in all related activities on interfaith dialogue.”The committee will also ensure the

Philippines is well represented and maintains its continued leadership and effective

participation in the various interfaith initiatives and activities in the international

forum. Under the EO, which was signed on June 4, the committee will also

“establish, strengthen, and sustain linkages and partnerships with various faith-

based and interfaith organizations throughout the country.”

BEST PRACTICES TO PROMOTE EIU IN THE PHILIPPINES

CCuurrrriiccuulluumm aanndd IInnssttrruuccttiioonnaall PPrraaccttiicceess

The DepED encourages all schools in the country to be culturally sensitive and to

have awareness of the religious rights of the students through DepED Order

Number 53 in 2001. This policy supports the constitutional guarantee on the right of

citizens to freedom of religion and non-discrimination on the basis of sex, religion,

6. Philippines118

creed, or color. DepED encouraged all schools to reevaluate their policies to ensure

that these are sensitive enough to respect the plight of Muslim students. The policy

was very specific in allowing all Muslim students, specifically female Muslim

schoolchildren to use their veil or headdress (hijab) inside the school campus.

Furthermore, in physical education classes, Muslim girls shall not be required to

wear shorts and shall be allowed to wear appropriate clothing in accordance with

their religious beliefs. The policy also indicated that Muslim students should not be

required to participate in non-Muslim religious rites.

MMaaddrraassaahh EEdduuccaattiioonn22

Filipino Muslims have always aspired to have an educational system that is

authentic and appropriate for the Bangsamoro3 population. The Madrasah system of

learning has been viewed as another education alternative that aptly responds to the

Moro aspiration. Muslims have founded and supported Madaris (Muslim schools)

with a solid foundation of Islamic values since the arrival of Islam in the Philippines

in the thirteenth century4. Madrasah schools use curriculum, which focuses

exclusively on the study of the Qur’an, related Islamic subjects, and the Arabic

language (BEAM, 2006). Madaris vary widely in size and quality, from several dozen

full-time learning institutions, where the basic course up to secondary level takes 12

years, to hundreds of informal schools where students are taught for a few hours on

weekends in makeshift classrooms. Majority of these Madaris, especially in ARMM,

serve poor communities where they may be the only schools available for children

and youth.

SScchhooooll ooff PPeeaaccee MMooddeell:: TThhee JJ.. MMaarrqquueezz SScchhooooll ooff PPeeaaccee

J. Marquez Elementary and High School is called a “School of Peace.”It is

located in Cotabato City, in an area where most of the inhabitants were rebel

2. Madrasah means school (plural Madaris), which exist basically to teach Islamic faith for

the moral and spiritual development of Muslim children. It is usually organized or

managed by a guru or the community. Classes are headed by an ustadz (plural

ustadiz) while the pupils are called moritz.

3. Bangsamoro refers to Filipino Muslim people in general. It came from the Malay word

bangsa, meaning nation and Moro, from a Spanish word Moor, meaning Arabs or

Muslims.

4. Cited from the publication “Islamization of Education in the Philippines”written by

Milligan (2005)


returnees. The School of Peace (SOP) Program is in support of the 1996 Final Peace

Agreement between the Moro National Liberation Front (MNLF) and the Philippine

government. The SOP formulated a mission statement that embodies the spirit of

peace building. It aims to contribute to conflict resolution and peace building in

Southern Mindanao by supporting dialogues on cultural diversity and human rights

through quality education. It is tasked to improve access to education and to basic

services by enhancing teachers’capacities and promoting a culture of peace and

respect for multicultural diversity. The practices of the school that provide positive

conditions for Muslim learners are:

�Protecting the religious rights of students and to allow students to wear school

uniforms within the cultural context and choice of both Christian and Muslim

students, even without DepED Order Number 53 s.2001;

�Celebrating the Month of Peace every November with varied activities such as

slogan-making and poster-making contests, and displaying doves and other

symbols of peace in every classroom. The doves are freed during the

culminating activity celebration, usually on December 2;

�Conducting search-in activities with the pupils as participants every Saturday,

which has resulted in students having a deeper understanding of one another’

s culture and consequently, achieving an atmosphere of love, respect, and trust

in school;

�Implementing the NFE A&E Program, which caters to out-of-school youth and

adults interested in completing their elementary and/or secondary level

education.

SSEEAAMMEEOO IINNNNOOTTEECCHH’’ss PPeeaacceeXXcceellss PPrrooggrraamm

Since its inception in 1965, SEAMEO has been committed to advancing peace,

mutual knowledge and understanding of peoples in Southeast Asia. In 2006, Peace

Education was identified as its priority program. The Southeast Asian Ministers of

Education Organization Regional Center for Educational Innovation and

Technology (SEAMEO INNOTECH) has been actively engaged in promoting peace

education in Mindanao, Southern part of the Philippines.

It embarks on conducting an on-line PeacExcels course for Southeast Asian

school heads, which would contribute to a culture of peace and respect for diversity

in schools. Peacexcels program provides a comprehensive competency-based,

flexible learning courseware and capacity-building programs for school heads in

6. Philippines120

Southeast Asia.

CONCLUSION

The Philippines is a country faced with challenges in peace and order. A broad

range of initiatives has been undertaken to support the peace process and to

advance a culture of peace in the country. The Philippine peace process is

anchored on the main agenda of finding a just and peaceful solution to the armed

conflicts in the Philippines.

Educational institutions are at the forefront of peace initiatives. Non-violent

campaigns, such as organizing seminars and conferences, teacher training, degree

programs and national curriculum change, have raised consciousness on peace

education. They have worked towards cultivating a better awareness and

understanding on the root causes of conflict and violence; and encourages pledges

and commitments for peace education.

The Philippines has a well-built legal support and policies that help promote

education for peace and for international understanding. It is mandated in the

Philippine Constitution, Education Act and other educational policies. It shows a

strong atmosphere of support for implementing programs and projects related to

EIU. There appears to be a strong involvement of non-government organizations

(NGOs) in bringing peace programs in many vulnerable regions of the country.

These local and international NGOs are assisting the country in addressing peace

problems and bringing accessible, effective and quality education especially for the

Muslim learners.

UNESCO National Commission has a distinct role in promoting EIU. It has to

increase its social mobilization strategies in advocating peace education and the

development of peace culture. It has to enhance its relevance in terms of promoting

education for international understanding. EIU is integrated in basic and teacher

education curriculum using the local subject or course requirement such as values

education, national service training program and moral education. The

documentation of best practices and its distribution to educational institutions plus a

dedicated curriculum exemplars on good citizenship can build a critical mass of

Filipinos who will reject war and promote social security.

III. C


in South

-East Asia

Dr. Chanita RukspollmuangProfessor, Department of Educational Policy Management and Leadership, Faculty of Education,

Chulalongkorn University, Thailand

7.Thailand

7. Thailand122

INTRODUCTION

The changing realities of international relations along with ideological and

political conflicts during the past half century, have made demands for the new

visions and approaches to Education for International Understanding (EIU). Various

countries, including Thailand, have implemented this new vision of EIU, which

aims to develop in the minds of men, particularly young ones, genuine international

and intercultural understanding and friendly images towards other nations, peoples

and cultures. National policies and activities relating to EIU, such as human rights

education, peace education, education for sustainable development, intercultural

education, were thus promoted. This paper shall examine some major Thai

educational policies and activities relating to EIU with emphasis on formal schooling

at basic education level and university.

THE THAI EDUCATION SYSTEM

AA BBrriieeff OOvveerrvviieeww ooff TThhaaii EEdduuccaattiioonn

The foundation of modern Thai education system was laid down by King

Chulalongkorn (Rama V, 1853 - 1910). Since then, many major reforms were

initiated in response to changing national and international socio-economic

situations. The current comprehensive educational reform took place after the

promulgation of Thailand’s 1997 Constitution. Subsequently, the National

Education Act 1999 (NEA) laid down a solid foundation to initiate the reform.

However, it is noteworthy that the system still reflects the uniqueness of the society

and desirable characters of Thai citizens: peaceful, generous and concerned for

others, adheres to moral teachings of religions and upholds the monarchy.

In academic year 2005, there are 38,331 educational institutions. Among these,

36,679 institutions are under the auspices of Ministry of Education (MOE) and the

remaining 1,652 are under the jurisdiction of other government organizations;

namely, Ministry of Interior, Ministry of Social Development and Human Security,

EIU in Thailand

7. Thailand 123IIIIII.. CCuurrrreenntt SSiittuuaattiioonn ooffEEIIUU iinn SSoouutthh--EEaasstt AAssiiaa

Bangkok Metropolitan Administration, Ministry of Public Health, Ministry of

Transport, Ministry of Defense, and Ministry of Culture. (see Table 1)

Table 1. Number of Institutions, Teachers and Students in Formal School System:

Academic Year 2005

Note : From Ministry of Education. Available from http://www.moe.go.th/English/stat

2005/

Furthermore, it is interesting to point out the rapid expansion of international

education after Thailand liberalized trade in educational services within the

framework of the WTO and free trade agreements. The number of international

schools at basic education level, under the supervision of the Office of Private

Education Commission, has increased from 34 in 1997 to 106 in 2006.

Jurisdiction InstitutionsTeachers Students

Ministry of Education 36,679 607,092 13,561,542

1. Office of the Permanent Secretary

(Office of the Private Education Commission)3,774 123,486 2,296,415

1.1 Private General Education Schools 3,303 104,162 1,866,637

1.1.1 General Education 3,059 96,594 1,729,174

1.1.2 Islam Teaching and General

Education244 7,568 137,463

1.2 Private Vocational Education Schools 401 17,587 389,933

1.3 Private Special Education Schools 14 266 1,717

1.4 Private Welfare Education Schools 56 1,471 38,128

2. Office of the Basic Education Commission 32,340 420,965 8,697,983

2.1 General Education 32,252 418,429 8,643,756

2.2 Special Education 43 887 13,627

2.3 Welfare Education 45 1,649 40,600

3. Office of Vocational Education Commission 408 16,731 615,548

4. Office of the Higher Education Commission 156 45,824 1,905,892

4.1 Demonstration Schools 41 813 41,840

4.2 Community Colleges 17 111 13,365

4.3 Institutions of Higher Education 139 44,900 1,895,687

4.3.1 Public Institutions of H.E. 78 40,642 1,644,736

4.3.2 Private Institutions of H.E. 61 4,258 250,951

5. Organization under the supervision of MOE

5.1 Mahidol Wittayanusorn School1 86 704

OOtthheerr JJuurriissddiiccttiioonn 11,,665522 888822,,223344 4444,,770099

TToottaall 3388,,333311 1144,,444433,,777766 665511,,880011

7. Thailand124

NNaattiioonnaall PPoolliicciieess,, GGooaallss aanndd LLeeggaall FFrraammeewwoorrkk

The principle of “Education Builds the Nation, Empowers the Individual, and

Generates Employment”has been adopted as a means of educational reform

movement since the 8th National Economic and Social Development Plan (1997-

2001) until the present 10th Plan (2007-2011). In addition, it is noteworthy that our

development plan is founded on H.M. the King’s philosophy on “Sufficiency

Economy”as its foundation and is aimed at 3 main objectives: people-centered

development; balancing between economic, social, natural resources and

environment capitals; and leading to “Green and Happiness Society.”As for human

development, the “Policy on Quality Human and Societal Development: Building a

Lifelong Learning Society”emphasizes improvement of the country’s human

resources in terms of knowledge, morality and ethics, as well as readiness to

respond to the measures required to ensure the nation’s development and

competitiveness. Focusing on human worth, potential, morality and ethics are the

main aspects to move toward a knowledge-based, and a peaceful and caring

society.

“Sufficiency Economy”is a philosophy bestowed by His Majesty the King

to his subjects through royal remarks especially after the economic crisis in

1997 in order to point the way for recovery that will lead to a more resilient

and sustainable economy, better able to meet the challenges arising from

globalization and other changes. The philosophy stresses the middle path as

the overriding principle for appropriate conduct by the populace at all levels.

This applies to conduct at the level of the individual, families, and

communities, as well as to the choice of a balanced development strategy for

the nation so as to modernize in line with the forces of globalization while

shielding against inevitable shocks and excesses that arise. “Sufficiency”

means moderation and due consideration in all modes of conduct, as well as

the need for sufficient protection from internal and external shocks. To

achieve this, the application of knowledge with prudence is essential. In

particular, great care is needed in the utilization of untested theories and

methodologies for planning and implementation. At the same time, it is

essential to strengthen the moral fiber of the nation, so that everyone,

particularly public officials, theorists and businessmen, adheres first and

foremost to the principles of honesty and integrity. In addition, a balanced

approach combining patience, perseverance, diligence, wisdom and


prudence is indispensable to cope appropriately with critical challenges

arising from extensive and rapid socioeconomic, environmental, and cultural

changes occurring as a result of globalization. (Source: The 1999 TDRI Year-

end Conference Distribution Material. Cited in the Chaipattana Foundation

Journal)

Thailand has always given importance to the rights and liberties of its people.

Chapter III (section 26-73) of the new 2007 Constitution, promulgated last August,

assured equality, rights, liberties, and duties of the Thai, including education rights

and liberties. For example:

- Section 30: Men and women shall enjoy equal rights.

- Section 37: A person shall enjoy full liberty to profess a religion, a religious sect

or creed, and observe religious precepts or exercise a form of worship in

accordance with his or her belief.

- Section 66: The right of a person to participate in the preservation and

exploitation of natural resources and biological diversity as well as in the

protection, promotion and preservation of the quality of environment shall be

protected.

- Section 48: A person shall enjoy an equal right to receive quality basic

education for the duration of not less than 12 years which shall be provided by

the state without charge. Indigent, disabled, and handicapped persons are

eligible for assistance and support from the state to enjoy equal education

opportunities.

- Section 49: A person shall enjoy academic freedom.

Nevertheless, the former 1997 Constitution was still the most important

foundation for the current education reform. It stated that education was a major

tool for developing the Thai people, protecting one’s rights, and establishing

equity. Section 81 of the constitution required that the state:

“Section 81 Provide education to attain knowledge and morality; issue laws

relating to national education; improve education so as to be attuned to

economic and social change; create and strengthen knowledge and inculcate

sound awareness of politics and a democratic system of government under a

constitutional monarchy; promote research in various disciplines; accelerate

the application of science and technology for national development; promote

the teaching profession; and encourage the revival of local wisdom, art and

7. Thailand126

culture of the nation.”

Enactment of the master legislation, National Education Act (NEA) B.E. 2542

(1999) and Amendments (Second National Education Act B.E. 2545 (2000), was the

next major step towards reform. The major components of the NEA include: 1)

ensuring basic education for all; 2) reform of the education system; 3) learning

reform; 4) reorganization of administrative system; 5) introducing a system of

educational quality assurance; 6) enhancing professionalism and the quality of

teaching profession; 7) mobilization of resources and investment for education; and,

8) ICT for educational reform. Amongst these components, learning reform was

most emphasized. Its ultimate aim is “quality improvement of the Thai people for

sustainable development of the country.”The desirable characteristics to be

developed in Thais are stated in section 6 and 7 of the NEA as follows:

“Section 6 Education shall aim at the full development of the Thai people in

all aspects: physical and mental health, intellect, knowledge, morality,

integrity, and a desirable way of life so as to live in harmony with other people.”

“Section 7 The learning process shall aim at inculcating sound awareness of

politics and democratic system of government under a constitutional

monarchy; ability to protect and promote their rights, responsibilities,

freedom, respect of the rule of law, equality, and human dignity; pride in Thai

identity; ability to protect public and national interests; promotion of religion,

art, national culture, sports, local wisdom, Thai wisdom and universal

knowledge; inculcating ability to preserve natural resources and the

environment; ability to earn a living; self-reliance; creativity; and acquiring

thirst for knowledge and capability of self-learning on a continuous basis.”

Furthermore, it should be noted that educational provision is based on three

principles; namely, participation by all segments of society, continuous

development of knowledge and learning processes, and lifelong education for all.

Thus, the Thais should be empowered with the freedom to pursue life-long

learning and to provide greater access to education through formal, non-formal and

informal education channels. The Ministry of Education has declared 2006 as the

Year of Teaching-Learning Reform to accelerate Thailand’s transformation into a

lifelong learning society, and to strengthen the capacity of its citizens in analytical

thinking, self-learning, and to instill high moral values.


Figure 1: Present Thai Education System

Note : From Ministry of Education.

1 2 3 4 5 6 7 8 9 10 11 12

3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

AApppprrooxxiimmaattee ggrraaddee

LLeevveell ooff EEdduuccaattiioonn

Short-course tralning

Vocational educational for specific groups

Special vocational education

Short-course Training

Vocational education forspecific groaps

Pre-schooleducation Elementary education

Lower-secondaryeducation

Upper-secondaryeducation

Higher education

Special vocational education

Vocational education

Lower than

Bachelor’s degree

and bachelor’s

degree level

Graduate Level

AApppprrooxxiimmaattee aaggee

Special education

Following the 1997 Constitution and the 1999 National Education Act (NEA), a

15-year National Education Plan (2002-2016) was prepared as mandated by Section

33 of the NEA. The Plan, authorized to be implemented by the Council of Ministers

on June 17, 2002, stipulates 3 objectives and 11 policy guidelines (see Appendix 1)

Moreover, on October 26, 2004, the Council of Ministers approved national

education standards comprising of three categories: desirable characteristics of the

Thai people, guidelines for educational provision, and guidelines for creating a

learning society/knowledge society. The Thai people’s desirable characteristics

include those as citizen of Thailand and as member of the world community;

namely, sound physical and mental health; required knowledge and skills sufficient

for leading a meaningful life and social development; skills in learning and self-

adjustment; social skills; and righteousness, public-mindedness, and consciousness

of their citizenship of Thailand and the world.

SSyysstteemm ooff SScchhooooll EEdduuccaattiioonn

The Thai education system is 6:3:3 (see Figure 1).

7. Thailand128

According to Chapter 3 of the NEA, the educational system consists of 3 types of

education: formal, non-formal, and informal. Formal education is primarily

provided in the school system. Non-formal are for all those outside schools.

Informal activities are available for self-learning through various sources. All types of

education can be provided by educational institutions as well as learning centers

organized by individuals, families, communities, community or private groups, local

administration organizations, professional bodies, religious institutions, welfare

institutions, and other social institutions. Formal education is divided into basic

education and higher education. Basic education is provided by early childhood

development institutions, schools, and learning centers, and covers pre-primary

education, 6 years of primary, 3 years of lower secondary, and 3 years of upper

secondary education. The current compulsory education requirement covers 6

years of primary and 3 years of lower secondary education. Children are expected

to be enrolled in basic education institutions from age 7 through the age of 16,

except for those who have already completed Grade 9.

NNaattiioonnaall ppoolliiccyy oonn tteeaacchheerr eedduuccaattiioonn

The current reform of teachers, faculty staff, and educational personnel may be

divided into 4 key areas: training; development and promotion; professional

standards control; and personnel management. As stipulated in the NEA, a Council

of Teachers and Educational Personnel was established to be responsible for setting

professional standards; issuance and revocation of professional licenses for school

teachers and administrators; as well as monitoring observation of professional

standards and ethics. Accordingly, two main aspects of teacher training underwent

reforms: teacher training system and teacher education institutions. A 5-year

curriculum for pre-service teacher education has been developed with 4 years

dedicated to coursework and 1 full year devoted to professional experience at an

approved school. The coursework normally consists of general education,

professional education and major courses, and free electives. In terms of teacher

education institution reform, it is noteworthy that Rajabhat Institutes were

transformed from teacher’s colleges to Rajabhat Universities.

NNaattiioonnaall CCuurrrriiccuulluumm GGuuiiddeelliinneess

Section 23 of the NEA require that education through formal, non-formal, and

informal approaches shall give emphasis to knowledge, morality, learning process,


and integration to the following, depending on the appropriateness of each level:

1) Knowledge about oneself and the relationship between oneself and

society, namely: family, community, and world community; as well

as knowledge about the historical development of the Thai society

and matters relating to politics and democratic system of the

government under a constitutional monarchy;

2) Scientific and technological knowledge and skills as well as

knowledge, understanding and experience in management,

conservation, and utilization of natural resources and the

environment in a balanced and sustainable manner;

3) Knowledge about religion, art, culture, sports, Thai wisdom, and its

application;

4) Knowledge and skills in mathematics and languages, with emphasis

on proper use of the Thai language; and

5) Knowledge and skills in pursuing one’s career and capability of

leading a happy life.

Curriculum at basic education comprised of “core curricula”and “school-based

curricula.”The core curriculum is prescribed by Ministry of Education to ensure

preservation of Thai identity; good citizenship; desirable way of life; livelihood; as

well as further education. At the same time, basic education institutions are

responsible for adapting content relating to needs of the community and the

society, local wisdom and attributes of desirable members of the family,

community, society, and nation. In doing so, basic education institutions must

cooperate with families, community, local authority, temples, governmental and

non-governmental institutions and organizations at local level. In general, the ratio

of substance of core curricular to school-based curricular is 70:30.

The Basic Education Curriculum B.E. 2544 (A.D. 2001), consists of 12-year core

curriculum with 4 grades level: Level 1 (primary education grades 1-3), Level 2

(primary education grades 4-6), Level 3 (secondary education grades 1-3 or grades

7-9 in American system), and Level 4 (secondary education grades 4-6 or grades 10-

12). The substance of the curriculum is assembled into 8 subject groups of learning

processes: (1) Thai Language; (2) Mathematics; (3) Science; (4) Social Studies,

Religion and Culture; (5) Health and Physical Education; (6) Art; (7) Career and

Technology; and (8) Foreign Languages. The curricula at all levels of education shall

be diversified and commensurate with each level, with the aim of improving the

7. Thailand130

quality of life suitable for each individual’s age and potential (see Appendix 2).

EDUCATION FOR INTERNATIONAL UNDERSTANDING: THE THAI CONTEXT

EEIIUU rreellaatteedd tthheemmeess wwiitthhiinn tthhee ccuurrrriiccuulluumm ffrraammeewwoorrkk

EIU related themes are included as topics in the 8 subject groups in the basic

education core curriculum mentioned above, especially in the Social Studies,

Religion and Culture. This subject group, developed with an interdisciplinary

approach, comprised of 5 subjects: (1) Religion, Moral and Ethics; (2) Civic

Responsibilities, Culture, and Social Life; (3) Economics; (4) History; and (5)

Geography. Some related themes are also included in Science and Foreign

Language subject groups. Examples of EIU related themes in Social Studies, Religion

and Culture are as follows: (see details in Appendix 3)

Level 1 (grades 1-3): students will learn about oneself, immediate families, and

their hometown/local environment; understand basic concept of religion,

citizenship, learning to live and work with others as well as sufficiency economy.

Level 2 (grades 4-6): students will be able to compare Thailand with neighbor

countries. They will widen their knowledge and understanding about religion,

morality, ethics, civic responsibilities, economic, history, and geography to

understand the Eastern and Western world.

Level 3 (grades 7-9): students shall acquire knowledge about the world, by

comparing Thailand with other countries, in order to develop a sense of living

together in peace and harmony.

Level 4 (grades 10-12): students shall deepen their knowledge and understanding

about the world and people in different cultures; have desirable values; able to live

happily with other people in society; appreciate Thai culture and wisdom; and

becoming public-conscious minded persons who intend to do good and beneficial

actions for society.

This subject groups envision that the students will adapt these knowledge,

understanding, attitudes, and values to their daily lives.

In addition, there was a recent proposal to develop “Peace Education”subject


group in the core curriculum at basic education level but the MOE preferred a

different way. They have asked the Center for Peace and Good Governance, King

Prajadhipok’s Institute, which is well known for their activities to develop

democracy for peace, to create a proposal for the integration of the concepts of

peace and sufficiency economy into the existing 8 subject groups of the core basic

education curriculum.

As for higher education level, universities and teacher training institutes can

develop their own curriculum. Subjects related to EIU (e.g. human rights, cultural

diversity, globalization, peace, sustainability, conflict management, etc) are offered

either as specialized courses or included as topics in required and elective courses

which students can choose to broaden their life experiences.

PPrraaccttiiccaall ccaasseess oonn EEIIUU rreellaatteedd tthheemmeess

UUNNEESSCCOO AAssssoocciiaatteedd SScchhoooollss PPrroojjeecctt NNeettwwoorrkk ((AASSPPnneett))

Thailand first joined UNESCO Associated Schools Project in Education for

International Understanding (ASP) with two teacher’s colleges in 1953. At the

school level, the first three schools joined ASPnet in 1963 as part of the Ministry of

Education (MOE) pilot. At present, there are about 149 ASPnet schools all over the

country including private schools, public primary schools, public secondary

schools, vocational colleges, Rajamangala Technology Universities, Rajabhat

universities and government universities. ASPnet schools choose their program from

among the three themes suggested by UNESCO, namely, the United Nations and its

agencies; other countries; and human rights. MOE coordinates the above activities

among schools and also between schools and UNESCO by distributing UNESCO

materials and information to schools, and organizing seminars and training courses

for teachers involved in the project. Teachers in these schools are expected to

supervise and nurture EIU concepts, especially tolerance, non-violence and respect

for the environment.

Chalermkwanstree School in Pitsanulok province gives an example of ASPnet

school activities. Teachers and students carried out a social survey to find out more

about the needs of community development. Students go to the community to

facilitate learning. Since the school has a range of computer equipment, it is also

open to the community as a learning center, especially for computer skills training.

Suankularb Wittayalai School joined ASPnet in 1964. The school participated in

7. Thailand132

many ASPnet activities - study visits, international workshops, school twinning,

peace festivals, as well as use of the UNESCO kits such as World Heritage and the

Peace Package. They are also involved in the training of Chiangmai hill tribe

children.

Graduates of ASP secondary schools are taking what they learned and organized

activities for the younger generations of students such as the Youth Befriendly

Youth (YBY) which focuses on the problem of drug abuse among youth and the

Thai Youth for Cause of Youth Group (TYCY) for environment conservation

particularly in large cities and urban areas. Some of the group activities are the Street

Clean-up Campaign and environmental camps.

UUNNIICCEEFF CChhiilldd--FFrriieennddllyy SScchhoooollss ((CCFFSS)) PPrroojjeecctt

The project actively works to achieve the 4 fundamental rights of children in the

UN Convention on the Rights of the Child (CRC): survival, protection, development

and participation. Supported by the UNICEF, the Office of Basic Education

Commission in collaboration with Rajabhat Universities, Save the Children (USA),

Mahidol University (Institute of Nutrition), The Life Skills Development Foundation,

Art and Cultural Institute for Development (MAYA), implemented the Child-Friendly

Schools (CFS) project in Thailand in 1999. Activities in the CFS focus on issues

relating to children’s rights, schools’internal assessment, the development of a

child as an individual, active learning, child-centered learning, hygiene and

nutrition, and development of life skills. At present, there are 395 CFS implemented

in 95 educational service areas in Thailand. Among these, 70 %, or 274 schools, are

schools in rural areas in the North and Northeastern regions where there are a large

number of disadvantaged children. In the CFS, child-centered, family-focused and

community-based learning environments are offered.

Ministry of Education and Government Agencies Projects

Ministry of Education (MOE) and other government agencies have initiated quite

a few projects relating to EIU themes such as peace/culture of peace education,

education for inner or personal peace, conflict resolution, values education,

democracy/citizenship education, as well as education for sustainable development.

BBuuddddhhiissmm--OOrriieenntteedd SScchhoooollss

Buddhism-Oriented Schools provide example of education for inner or personal

peace. Schools and students may apply to participate in the project on a voluntary

basis. The practices of the Buddhism-Oriented Schools comprise of principle of


threefold training or Tri Sikkha (Sil: Morality, Samati: Mentality, and Panya: Wisdom)

together with the 4 following virtues: (1) to associate with well-behaved and

intelligent persons, and to have the appropriate media for learning; (2) to pay

attention to one’s studies based on an appropriate curriculum; (3) to possess a

critical and rational thinking process; and (4) to be able to apply the knowledge

learned in conducting daily activities in accordance with Buddhist principles.

Buddhist philosophies of “Tri Sikkha”will be integrated into the teaching-

learning process, the learners’development activities, the school administration and

the entire school environment. Currently, 361 schools from all parts of the country

were approved as Buddhism-Oriented Schools and more than 20,000 schools are

requesting for approval from MOE. In this regard, the MOE will consider the

readiness of these schools in terms of physical environment, basic life development

activities, the teaching-learning process, school ambience and human relations, and

administration and management.

Besides MOE, other educational agencies such as Sathirakoses-Nagapradipa

Foundation (SNF) has also initiated a project called Semsikkhala since 1995. In these

schools, spiritual learning process based on Buddhist philosophies of Tri Sikkha is

enhanced.

PPeeaaccee CCuullttuurree EEnnhhaanncceedd PPiilloott SScchhoooollss

Office of Education Council (OEC), Ministry of Education has just announced

their cooperation with the Center for Peace and Good Governance, King

Prajadhipok’s Institute, to run a pilot project enhancing culture of peace in schools.

Teachers and students will be provided with knowledge and skills in conflict

resolution and peaceful conflict management, especially through the use of school

mediation and peer mediation. Starting this academic year, MOE personnel and

teachers in 5 pilot schools from the Office of Basic Education Commission, Office of

Vocational Education Commission, and private schools will attend 3 training

programs concerning peaceful conflict management and conflict mediator in

schools. The Ministry expects 80 schools will voluntarily participate in the project

2008.

SSuuffffiicciieennccyy EEccoonnoommyy PPiilloott SScchhoooollss

Philosophy of “Sufficiency Economy”was advised by King Bhumipol Adunyadej

to the Thai people after the economic crisis in 1997 in order to help them cope with

7. Thailand134

economic adversity and withstand future economic insecurity. The philosophy calls

for a “middle way,”especially in pursuing economic development in a globalized

environment. The concept focuses on living a moderate and self-dependent life

leading to sustainability, moderation and reasonable life with immune system

against changes. “Sufficiency Economy Pilot Schools Project”was initiated by the

Ministry of Education. At present, 80 schools under the auspices of MOE, 2 schools

under Bangkok Metropolitan Administration and 1 school under the auspices of

Ministry of Interior participated in the pilot project. Learning media and textbooks

were developed for students in every grade level. Also school personnel were

trained to implement the “Sufficiency Economy Philosophy”in the schools.

EExxeemmppllaarryy DDeemmooccrraaccyy SScchhoooollss

Ministry of Education with support from the Office of National Identity, Office of

Prime Minister’s Permanent Secretary is responsible for the “Exemplary Democracy

Schools”project. Its main objectives are to award elementary and secondary

schools, both public and private, which perform best practices in democratic

activities, and build a learning network for democracy among schools. Democratic

values include respect for rights and social rules, public-mindedness, and use of

reasoning and participation in problem-solving. Examples of awarded schools are

Wat Klang Municipal School in Khon Kaen and Samakkhi Witthayakhom School in

Chiangrai provinces which applied the concept of good governance allowing

students to participate in school administration matters.

““BBuuiillddiinngg GGoooodd CChhaarraacctteerr””PPiilloott SScchhoooollss

Center for the Promotion of National Strength on Moral Ethics and Values

supported the Faculty of Education, Chulalongkorn University to organize an

accelerated project for building good character of Thai children and youth. Good

character comprises of morality, living in harmony with other people, and learning

skills. Under this project, foundation of moral culture: moral knowing, moral belief,

moral attitude, and moral action, were expected to be inculcated to students in 25

schools participating in the pilot project during academic year 2005 - 2006. It was

found that most of the schools used group activities and “Moral Assembly”to

inculcate such character as discipline, responsibility, diligence, empathy, and

public-mindedness which emphasized natural conservation and energy saving.


EEIIUU TThheemmeess iinn UUnniivveerrssiittiieess aanndd RReesseeaarrcchh IInnssttiittuutteess

HHuummaann RRiigghhttss EEdduuccaattiioonn

The topic is taught as a course in teacher education curriculum. For instance,

Somdej Chao Phraya Rajabhat University offers an undergraduate course in History

of Human Rights in the Bachelor of Arts Program in Social Sciences for

Development. Degree programs are offered but most of them are organized in

faculties such as Law and Political Sciences rather than Education. The Office of

Human Rights Studies and Social Development (OHRSD), Faculty of Graduate

Studies, Mahidol University offered a Master of Arts Program in Human Rights and

Social Development and 2 international programs leading to Master of Arts in

Human Rights and Doctor of Philosophy Program in Human Rights and Peace

Studies. Example of courses offered in these programs are Gender and Human

Rights, Civil Society, Social Movements and Human Rights and Development,

Human Rights Theory, Theories of Peace and Conflict, Conflict and Security,

Seminar on Human Rights and Peace Studies, Human Rights Standards.

Furthermore, Chulalongkorn University supports a program called, Asian

Regional Training on Migration, Refugees, and Human Rights that uses analytical

problem-solving and legal-skill methodologies. Amnesty International (AI) Thailand

has also been working on many projects and activities in formal and informal

education. The first Human Right Education training workshop, aimed at

developing human rights awareness took place in 1996.

PPeeaaccee EEdduuccaattiioonn

This EIU theme is offered in teacher education curriculum. The Faculty of

Education, Chulalongkorn University is the pioneer in this field. The faculty

organized the first international conference in 1972. Recognizing the needs of

trained teachers in teaching the spirit of human rights and desire for peace, the

concept of peace was integrated in the undergraduate teacher education program.

At one time, peace education was a minor field of study for the bachelor degree in

education. This minor consisted of courses including: Introduction to Peace

Education, Peace education, Conflict Management, and a Practicum in Peace

Education. Due to many changes, in the 2004 revised curriculum, only Peace

Education course is still offered.

Moreover, the Office of the General Education, Chulalongkorn University also

7. Thailand136

provides many undergraduate courses in EIU related themes such as Man and

Peace, Man and Society, Cross-Cultural Management, Man and Environment.

Recently, the university has just established the Center for Peace and Conflict

Studies. Besides doing research, the center also offers a three-month certificate

course in the field of peace studies to enable participants to identify and understand

the causes of conflict at the local, regional, and international levels and provide

them with the skill necessary to prevent and resolve conflict.

CCoonnfflliicctt RReessoolluuttiioonn

The concept was mainly integrated as a topic in social sciences courses in

teacher education curriculum. But it is interesting to see that academic program,

training, and research are offered in the research institutes. Center for Peace and

Good Governance, King Prajadhipok’s Institute with cooperation of Royal Roads

University (RRU) Canada, has offered a Master of Arts Program in Conflict Analysis

and Management which is an English program using Computer-Assisted Instruction

(CAI). Networks from Khon Kaen University, Mahasarakam University, Prince of

Songkla University, Chiang Mai University, and Naresuan University participated in

developing the curriculum for the program which aims to produce leading

administrators for organizations and local authorities.

Another example is the Institute for Dispute Resolution (IDR), Khon Kaen

University which run activities on conflict analysis and conflict resolution. The

institute has built a network of researchers in conflict studies, promotes research in

related field, and conducts a conflict mapping project with participating institutes in

order to analyze conflict situations in one’s own countries, identify potential hot

spots in this region, as well as propose ways to find better conflict management

techniques and mechanisms.

GGeennddeerr EEdduuccaattiioonn

There are now 2 graduate programs offered by Women’s Studies Center, Faculty

of Social Science, Chiang Mai University and Women and Youth Studies

Programme, College of Interdisciplinary Studies, Thammasat University. Chiang Mai

University offers Master’s Degree Program in Women’s Studies, the first one in

Thailand, in the year 2000. The students may choose between two requirements,

(1) thesis and (2) fieldwork and independent research. Required courses consist of

Theory Analysis of Women’s Studies, Feminist Philosophy, Comparative Studies of

the State of Women’s Studies, and Women’s Movements in Thailand. Examples of


elective courses are Human Rights and Women’s Rights, Gender and

Development, Women and the Environment, Woman and Thai History, Sex Crime

and Violence against Women. WSC also held international conference and a

“Gender Camp”for 30 Chiang Mai University Bachelor students interested in

expanding their understanding of gender issues.

Thammasat University offered Master of Arts (Women’s Studies). The students

may choose between thesis and comprehensive exam. Core courses are Basic

Concept and Tools for Women’s Studies, Fundamental of Women’s Studies,

Development of Theory and Thoughts in Feminism, and Seminar in Women’s

Studies. Elective courses are Men’s Studies, Comparative Women’s Movements,

Gender and Conflict Management, etc.

IInntteerrnnaattiioonnaall// IInntteerrccuullttuurraall //MMuullttiiccuullttuurraall EEdduuccaattiioonn

There are both formal courses and extra-curricular activities such as “Muslim

Club”in Suan Dusit Rajabhat University, Walailak University, Prince of Songkla

University, Suratthani Rajabhat University, and Naresuan University. Also, an “Ethnic

Museum”was recently initiated at Chiengrai Rajabhat University. At graduate level,

teacher education programs and courses are offered with international

understanding as one of its aims. For instance, courses in Comparative and

International Education are provided at Chulalongkorn University and Naresuan

University.

Moreover, the Institute of Language and Culture for Rural Development (ILCRD),

Mahidol University offers Master of Arts in Language and Culture for

Communication and Development (LCCD). This program is based on intercultural

communication theory and practical communicative and language skills with the

aim of promoting good understanding among people, organizations, communities

and nations. Researches of ILCRD have been geared towards the multiplicity of

languages, culture and beliefs of the Thai people in all parts of the country,

including those of different ethnicities.

CCiivviicc aanndd VVaalluueess EEdduuccaattiioonn

Both basic and higher education institutions emphasize citizenship education to

develop the citizen characteristics and the civic values of society. The topic is taught

as a formal course, with out-of-school activities such as student camp. An example

of extracurricular activities is Chulalongkorn University Demonstration Secondary

7. Thailand138

Schools’Green classroom project, which promotes a sense of public belonging and

“White school”project to prevent drug and alcohol use and gambling, as well as

“School development day”and “Classroom cleaning day”.

EEnnvviirroonnmmeenntt EEdduuccaattiioonn ((EEEE)) aanndd EEdduuccaattiioonn ffoorr SSuussttaaiinnaabbllee DDeevveellooppmmeenntt ((EESSDD))

This topic is strongly recognized in teacher education curriculum. An

undergraduate course in Public Concern-Based Learning is offered at the Faculty of

Education, Srinakarinwiroj University with the objectives to inculcate public

consciousness concerning man and environment; and awareness of “learning to

live together”in the globalization era.

As for Faculty of Education, Chulalongkorn University, a five-year pre-service

teacher education program was revised in June 2004. Social Studies major students

are required to take courses in Man and Environment, Society and Education for

Sustainability. In addition, Foundation of Environment Education, Methodology of

Teaching Environment Education, Environment Education for Environment

Conservation and Development, Dharma, Nature and Education and Field Study for

Environment Conservation are offered as elective courses. Moreover, Education and

Society course has been added since 1996 as one of core courses for 3rd year

undergraduate students. Using research-based learning, fieldwork and discussion,

the students will learn about such topics as education and economic sustainability,

socio-cultural strengthening, political development, and environmental protection.

At graduate level, the faculty has offered Doctoral and Master Programs in

Development Education since 1992 and 2000, respectively. Critical Analysis in

Education/Education for Sustain Development is offered as a required core course

for all doctoral degree students.

Furthermore, the Center of Environmental and Global Education (CEGE) was

initiated to promote EE and ESD activities for in-service teachers, environmental

educators and EE trainers. The most important project that the CEGE developed

was The Learning for Sustainable Environment (LSE) Module Workshop for Teacher

Training Educators and Environmental Educators. As a result, Environmental

Education was developed as an elective course for undergraduate students in all

majors. In January 2007, new Centers for Excellence in Education (CEE) were

founded including R&D Center on Education for Sustainable Development and

R&D Center for Virtue and Public Consciousness.


RECOMMENDATIONS AND IMPLICATIONS TO FURTHER ENHANCE EIU

Components of EIU have been integrated into formal education curriculum in

several ways. Such topics could be directly included in the subjects of basic and

university curriculum or indirectly integrate across the curriculum by using all of the

subject groups as vehicle for EIU. According to the Basic Education Curriculum B.E.

2544 (A.D. 2001), Social Studies, Religion and Culture subject group, which is

developed on interdisciplinary approach, clearly stated a good citizen for both

Thailand and the world community as its ultimate goal. The learners will acquire

necessary knowledge, skills, morality, ethics and desirable values needed to play

responsible roles for oneself, society, and environment. However, some of the

themes which correspond to the national development plan and policy will be more

emphasized; for example, Buddhism-Oriented Schools, Sufficiency Economy Pilot

Schools, and Exemplary Democracy Schools. Thus, it could be said that, among EIU

related themes, Civic and Values Education and Education for Sustainable

Development seemed to receive more attention than others. However, recently,

there is a concern about conflict management and resolution and Peace Education.

The practices of teaching EIU related themes in teacher education and higher

education curriculum vary depending on the policy of each institution. EIU should

be taught in the general education courses so that all students will be able to learn.

But, at present, EIU related themes in teacher education curriculum are mainly

offered as either required or elective courses in the Social Studies major. Some

teacher education institutions set up Center of Excellence (CE) for Sustainable

Development, Peace Education, Citizenship /Global Education, etc. but their

activities are limited due to the lack of personnel and budget. Moreover, it is

interesting to see that other faculties and research institutes are becoming active in

providing education, training and/or conducting research on the related themes as

mentioned earlier.

In summary, it is widely accepted that EIU related themes are necessary and

should be inculcated to students at all levels. Yet, much effort is needed to clarify

the scope and nature of EIU; and, specialized programs for trained teachers,

instructional materials and media in those themes are still needed. However, formal

teaching is not enough to further enhance the components of EIU. Knowledge

about EIU could be learnt and deepened by using appropriate textbooks, teaching

7. Thailand140

materials, learning resources, and trained teachers. The topics could be taught more

interestingly and effectively by applying such learning approaches as action and

firsthand experience, experiential learning, problem-solving, field research and

cooperative learning, instead of traditional lecture and discussion. However, it is

more imperative to focus on EIU attitudes and practical skills. Leading scholars,

researchers, and educators should make more effort on building awareness on the

importance of these themes. Furthermore, “the hidden curriculum”or the creation

of atmosphere which truly reflects the respect for promotion of EIU in every day

activities of the school/university is strongly needed.


Anunthavorasakul, A. (2006). Education for sustainable development: Experiences

from Chulalongkorn University, Thailand. Retrieved from http://www.unes

cobkk.org/

Ministry of Education (2002). Basic Education Curriculum B.E. 2544 (A.D. 2001),

Bangkok.

Muntraporn, V. (2005). A Survey and assessment of human rights curriculum in

higher education institutions. Office of the National Human Rights Commission

of Thailand. Retrieved from http://www.nhrc.or.th/kcontent.php-

doc_id=Research_ Graduate

Office of the Education Council, Ministry of Education (2002). National Education

Act B.E. 2542. (1999) and Amendments (Second National Education Act B.E.

2545. Bangkok: Office of the Education Council.

Office of the Education Council, Ministry of Education (2006). Education in Thailand

2005/2006. Bangkok: Amarin Printing and Publishing.

Panich, W. (2006), “Basic education for developing Thai and world citizenship: an

important role of the Social studies, Religion and Culture subject group.”In P.

Dechakup et al.(Eds.), Curriculum and Curriculum Development for Education

Reform. Bangkok: Faculty of Education, Chulalongkorn University.

Pitiyanuwat, S. and Rukspollmuang, C. (1998). “Citizenship in Thailand.”In J.J.

Cogan and R. Derricott (Eds.), Citizenship for the 21st Century: An

International Perspective on Education. London: Kogan Page.

Pitiyanuwat, S. and Sujiva, S. (2005). Civic Education in Thailand: Policies and

Practices in Schools. Bangkok: Chulalongkorn University Press.

Wongwanich, S., et al. (2006) An Accelerated project for building good character of

Thai children and youth. Bangkok: Center for the Promotion of National

Strength on Moral Ethics and Values.


AAppppeennddiixx 11

Objectives and Policy Guidelines of the National Education Plan

Note : From Office of the Education Council, Ministry of Education, Education in

Thailand 2004, Bangkok: Amarin Printing and Publishing, 2004.

AAllll--rroouunndd aanndd

bbaallaanncceedd hhuummaann

ddeevveellooppmmeenntt

1. Developing all people

to have access to

learning :

2. Learning reform for

the benefit of

learners;

3. Inculcating and

strengthening

morality, integrity,

ethics, and desirable

values and

characteristics;

4. Manpower

development in

science and

technology for self-

reliance and

enhanced

competitiveness

DDeevveellooppmmeenntt ooff

ssoocciiaall eennvviirroonnmmeenntt

8. Promotion and

creation of social and

cultural capital

limitation;

9. Limitation, decrease

and elimination of

structural problems

for social justice;

10. Development of

technologies for

education;and

11. Systematisation of

resources and

investment for

education. religion.

art and culture.

DDeevveellooppmmeenntt ooffssoocciiaall eennvviirroonnmmeenntt

5. Developing a learningsociety to createknowledge, cognition,the good behaviourand integrity of thepeople;

6. Promotion ofresearch anddevelopment toincrease theknowledge andlearning of Thatpeople and Thatsociety:

7. Creation, applicationand dissemination ofknowledge andlearning.

33 OObbjjeeccttiivveess

1111 PPoolliiccyy gguuiiddeelliinneess ffoorrIImmpplleemmeennttaattiioonn

�

7. Thailand142

AAppppeennddiixx 22

Basic Education Curriculum Structure

Notes : From Ministry of Education, Basic Education Commission B.E. 2544 (A.D. 2001)

1) Educational institutions must apply these subjects groups to build foundation for

thinking process, learning and problem solving.

2) Core subjects for promotion of humanities, fundamental potential required for

thinking and working.

3) Extra-curricular activities required for self-development in accordance with

individuals’potential.

- Educational institutions may adjust time-frame and subject groups to suit each

target group as necessary.

- Non-formal education authorities may adjust time-frame and grade for each

level of education as necessary.

Grade levels Primary Education Secondary Education

Compulsory education

Basic education

8 Subject Groups

Thai language ● ● ● ●

Mathematics ● ● ● ●

Science ● ● ● ●

Social studies, ● ● ● ●

religion, and culture

Health and physical ■ ■ ■ ■

education

Art ■ ■ ■ ■

Career and technology ■ ■ ■ ■

Foreign languages ■ ■ ■ ■

Development activities ▲ ▲ ▲ ▲

Time allocation

First level

(grades 1-3)

Second level

(grades 4-6)

Third level

grades 1-3)

Fourth level

(grades 1-3)

Annualaverage

800-1,000 hrs.

Annualverage

800-1,000 hrs.

Annualaverage

1,000-1,200 hrs.

Annualaverage notless than1,200 hrs.


AAppppeennddiixx 33

LLeeaarrnniinngg SSuubbssttaannccee aanndd SSttaannddaarrddss RReellaattiinngg ttoo EEIIUU TThheemmeess

Subject Group: Social studies, religion and culture

Substance 1: Religion, morality, righteousness

Standard So 1.1 Understanding history, importance and teachings of Buddhism

and other religions, ability to apply religious doctrine in living

together.

Standard So 1.2 To strictly adhere to moral codes, good deeds, right value, and

faith in Buddhism or religion which oneself has faith.

Standard So 1.3 To observe and behave in accordance with moral teaching and

religious rites of Buddhism or religion which oneself has faith,

and right value, ability to apply religious teaching for self-

development, for society welfare, for preservation of

environment, and for peaceful living in society.

Substance 2: Civil responsibility, culture, and life in society

Standard So 2.1 To behave in accordance with good citizen’s responsibilities,

laws, customs and Thai culture, peaceful living in Thai and world

society.

Standard So 2.2 To understand current politics, firmly believe in, and uphold

democratic system of government under a constitutional

monarchy.

Substance 3: Economics

Standard So 3.1 Understanding and to be capable to efficiently and cost-effectively

administer and manage resource production and consumption,

utilization of limited resources available, sufficient economy for

well-balanced living.

Standard So 3.2 Understanding various economic systems and their relationship,

necessity to co-operate for economic stability at international

level.

Substance 4: History

Standard So 4.3 Understanding historical development of Thai national, culture,

local wisdom, be proud of being a Thai and maintaining Thai

identity.

Substance 5: Geography

Standard So 5.2 Understanding inter-relationship between human beings and

7. Thailand144

physical environment which lead to cultural creation, and

consciousness of resource and environment preservation for

sustainable development.

Subject group: Science

Substance 2: Life and environment

Standard Sc 2.2 Understanding importance of natural resources, utilization of

resources at local, national and international spheres, application

of knowledge in sustainable management of natural resources

and local environment.

Subject group: Foreign Languages

Core curriculum for foreign language learning is English which is required for all

levels until graduation. As for other foreign languages e.g. French, German,

Chinese, Japanese, Arabic, Pali or neighbor countries’language groups,

educational institutions may formulate subjects and learning procedure

management as appropriate.

Substance 2: Language and culture

Standard F 2.2 Understanding the similarity and difference between the language

and own culture and those of Thai; utilizing language intelligently

and with consideration.

Substance 4: Language, community and world relationship

Standard F 4.2 Processing skills in the use of foreign languages to acquire

knowledge, to work, to earn living, to stimulate co-operation and

to live together in society.

Note : From Ministry of Education, Basic Education Commission B.E. 2544 (A.D.

2001)

III. C


in South

-East Asia

Dr. Nguyen Duc QuangVice Director, Center for Postgraduate Training and Professional Development, NIESAC, Vietnam

Ms. Dao Van VyHead, General Education Strategy Development, NIESAC, Vietnam

8.VIET NAM

8. VIET NAM146

INTRODUCTION

It is recognized by the Viet Nam’s Government that the rapid progress of science

and technology, the dynamic development of economies, the process of integration

and globalization make the reduction of gap between development levels of

different countries more realistic and faster. Education plays a vital role in

enhancing national awareness, responsibilities and capability of the youth. Thus,

schools in Viet Nam are changing to become more open, to take more active

dialogues within the nation and with other countries. As Viet Nam opens itself more

and more to the outside world, national leaders have expressed a clear desire to

meet international standards in all areas.

Viet Nam has taken the 2002 UNESCO Universal Declaration on Cultural

Diversity and its Action Plan as an important international instrument to promote

cultural pluralism and intercultural dialogue for the sake of peace and social

harmony, as well as for mutual enrichment and development. “Culture of Peace”

and “Learning to Live Together,”are on-going UNESCO-supported educational

initiatives, which promote pedagogical practices and learning materials fostering

tolerance, social cohesion and intercultural understanding, and uphold peace, non-

discrimination, and dialogue among people.

In this context, this report will firstly focus on rationale of education reforms in

Viet Nam and briefly describe the overall picture of Viet Nam’s education system

regarding EIU perspectives. The report will also analyze current issues of EIU

including the history of EIU concept, legal basics and its presence in textbooks and

curriculum. Then it will discuss some observations to draw the implications and

challenges from EIU practices. The report will be concluded by summarizing future

perspectives and initiatives towards EIU in Viet Nam.

A BRIEF HISTORY

Viet Nam gained independence in 939 AD from China, and complete autonomy

EIU in VIET NAM

8. VIET NAM 147IIIIII.. CCuurrrreenntt SSiittuuaattiioonn ooffEEIIUU iinn SSoouutthh--EEaasstt AAssiiaa

a century later. The period of independence ended in mid-19th century, when the

country was colonized by France. Vietnamese citizens suffered great hardship

towards a promise of elections to reunite the country as proposed in Geneva

Accords in 1954. But the promised election never took place. Two million

Vietnamese soldiers died fighting for national independence in the American war,

which ended when the Americans withdrew from Vietnam in March 1973 leading

ultimately to victory by the Vietnamese army. The country was reunited as the

Socialist Republic of Viêt Nam in April 1975 (Ministry of Culture and Information,

2002).

In the French colonial period, Viet Nam was influenced by the rest of the world.

For example, its legacy can be felt in of many aspects of Vietnamese society,

including its language, its arts, its architecture and even its culture while on the

other hand, it resisted being understood by its stakeholders. In the Cold War era

after 1975, Vietnam’s effort to understand other countries was rejected, in other

words, Education for International Understanding could not be addressed well in

Viet Nam.

RATIONALE FOR EDUCATION REFORM IN VIET NAM REGARDING EIU PERSPECTIVES

Since 1986, the Communist Party of Vietnam changed its economic policy and

started to move towards reform of the private sector. In April 1991, the 7th Congress

of the Communist Party of Viet Nam put forth a new national programme and

strategy for socio-economic stabilization designed to build a prosperous, powerful,

just and civilized society for all citizens. This programme is expressed in the shift

from a subsidy-based economic mechanism to a market-oriented one, the

development of an open, diversification, and socialist-oriented economy, under

State management.

Educational reform in Viet Nam is linked to this major national initiative whose

goals require a supportive, reinforcing educational programme. The existing socio-

economic, political and cultural climate of the country calls for a redesign of

educational objectives, contents and methods, in order to meet the human resource

needs for the country’s projected industrialization and modernization period. The

aim is to complete the basic modernization and industrialization of the country by

the year 2020. Viet Nam seeks to join the international community, while still

8. VIET NAM148

preserving and developing its national tradition.

The most significant international cooperation that was the first step to promote

EIU in Viet Nam was when it became a Member State of UNESCO in 1976, a signal

of its newly launched open door policy. Since then, UNESCO worked very closely

with the country through its network of field offices and institutes until the

establishment of its country office in September 1999(UNESCO, 2000). With this

reform, history, culture, science and technology, and knowledge about the world

have been incorporated into the curricular in schools.

EDUCATION SYSTEM: MAJOR CHANGES IN RESPONSE TO NATIONALMODERNIZATION AND GLOBALIZATION

EEdduuccaattiioonnaall aaiimmss

In the Education Act (2000) the national educational goals are broadly stated as:

“Forming and fostering the personality, quality and ability of citizens; training

working people who; are faithful to the ideal of national independence and

building of a fair and civilized society; are moral, dynamic and creative; know how

to preserve and promote the cultural values of the nation; are receptive and open to

all cultures; and have the necessary sense of discipline, organization and industrious

behavior to meet the requirements for building and defending the nation.”

GGuuiiddiinngg iiddeeoollooggiieess

The socio-economic strategic plan for 2001 - 2010 states that “in order to respond

to the requirements of human resources, which are the decisive factors for the

country’s development in the period of industrialization and modernization, it is

necessary to create radical and overall changes in education. Therefore the goals of

education development for 2001 - 2010 are:

- To create radical changes in education quality in the direction of a closer access

to the advanced level of the world, suitable to the Vietnamese practice,

practically serving the socio-economic development of the country, regions,

localities; and in the direction of learning society. To strive to improve the

country’s education which is lagging behind developed countries in the region.

- To give priority to the enhancement of the quality of manpower training

special attention should be paid to training highly qualified science-technology


personnel, excellent managerial staff, skillful business managers, skilled labor,

who will contribute directly to the improved competitiveness of economy; the

priority is also given to accelerating the universalization of lower secondary

education.

- To improve goals, contents, methods, and curricula at all levels; to develop

more teaching staff to meet the increasing enrollment and the improvement of

quality, and effectiveness of the educational management; to create legal basis

and to bring into play the internal forces for education development.

PPrreesseenntt eedduuccaattiioonn ssyysstteemm aanndd iittss mmaannaaggeemmeenntt

LLeevveellss ooff EEdduuccaattiioonn

On November 24, 1993, the Vietnamese Prime Minister signed a Decree on the

Vietnamese education system which comprises all education institutions from

nurseries to post-graduate level. Placed under unified state management, this

system includes:

�“Young Shoot”education (pre-school education)

� Primary Education

� Secondary Education: Lower - Secondary and Upper - Secondary Education

� Vocational Education : craft-teaching schools and secondary vocational

schools

� Higher Education: colleges and universities; and

� Post-graduate level: master’s degree and doctor’s degree

School age and duration of courses at each grade

� Kindergartens admit children from 3 to 36 months of age

� Infant schools admit children from 36 to 72 months of age

� Primary schools admit children from 6 years of age calculated according to the

year of birth. Primary education comprises five grades (grade 1 - 5)

� Lower-Secondary schools admit children from the age of 11 and comprises

four grades (grade 6 - 9)

� Upper-Secondary schools admit children from the age of 15 and comprises

three grades (grade 10 - 12)

8. VIET NAM150

TTyyppeess ooff sscchhoooollss ccllaasssseess

There are the following types of schools and classes:

� Public school: organized and managed by the State which invests in its

physical facilities and provides for current expenditures;

� Community-founded school: organized by social organizations; the social

organizations are responsible for management, invest in physical material

facilities and see by themselves to all receipts and expenses;

� Private school: Organized and managed by individuals who invests in physical

facilities and see by themselves to all receipts and expenses.

Figure 1. Viet nam Education Landscape

Note : From Viet nam Ministry of Education and Training Website, 2006

Doctor of Philosophy (4yrs)

Master (2yrs)

Higher Education

(4-6yrs)

Upper Secondary

Education(3yrs)

Lower Secondary Education (4yrs)

Primary Education (5yrs)

Pre-School Education (kindergarten)

Creche

Non-

formal

Education

Vocational Training

Long-term (1-3yrs)

Short-term (�1yrs)

Secondary Technical and

Vocational Education (3-4yrs)

Junior College

(3yrs)

24yrs old

21yrs old

18yrs old

18yrs old

15yrs old

11yrs old

6yrs old

3yrs old

3months

◀

◀

◀

◀

◀ ▶

▶

▶

▶▶

▲

▲ ▲

▲

▲▲▲

▲

▲

▲


CCuurrrriiccuulluumm ddeevveellooppmmeenntt aanndd rreeffoorrmm

Curriculum reform is considered as a remarkable change in the system of general

education system. Reforms to curricula have come about not only due to

government’s recognition of global pressures, but also due to the demands of

teachers, pupils and parents who are aware of the outdated nature of the

curriculum and the need for on-going curriculum change. In the third reform (the

first took place in the 1950s, the second, in the 1970 - 80s), curriculum development

is based on three factors: 1) the vision of the country’s leaders concerning the

economy and society within the next ten to twenty years.; 2) educational

achievement and curriculum development experiences, based on country’s

characteristics; 3) the curriculum development trends and experiences of other

countries.

Current reforms are based on the following orientations:

� A focus on basic, practical content which can be applied in everyday life;

� Updated content based on scientific, technological and other developments in

modern society;

� Development of each student’s ability, especially methods of self-learning;

� Due consideration for humanistic and international education;

� Preservation of Viet Nam’s national identity, while participating in the world

community;

� Focus on international curriculum goals for learning to know, learning to do,

learning to be, learning to live together.

Successful aspects of curriculum reform: It is agreed that advances curriculum

reform involve : (a) incorporation of new ideas and trends relating to the

organization and mechanism utilized in the curriculum development process; (b)

efforts to raise the scientific level and update subject contents; (c) the inclusion of

health, population education and environmental protection in curriculum contents;

and (d) adopt a systematic approach to raise teachers’skills and abilities in subject

content and teaching methods.

Progress of reforms to date:

� New curricula are being developed for primary, lower - secondary and upper

- secondary education.

� The primary education curriculum is being tested during implementation.

� The curriculum for lower-secondary education is implemented nationwide on

the basis of experts’comments.

8. VIET NAM152

� The curriculum for upper-secondary education is being tested in 180 schools

located in all provinces in Viet Nam.

EIU AS AN INTEGRATED PART OF EDUCATION REFORM POLICY

EEIIUU iiss aa FFooccaall PPooiinntt ooff NNaattiioonnaall LLeeggaall BBaassiiss

National legal basis of EIU in Vietnam can be found in the Constitution of the

Socialist Republic of Vietnam (constituted in 1980, revised in 1992) and the

Education Law (2005).

� Article 14 of The Constitution states that: The Socialist Republic of Vietnam

carries out a policy of peace and friendship, seeks to expand its relations and

cooperation with all countries in the world regardless of political and social

regime on the basis of respect for each other’s independence, sovereignty

and territorial integrity, non-interference in each other’s internal affairs,

equality, and mutual interest; it seeks to strengthen solidarity, friendship and

cooperation with the socialist countries and neighboring countries; it actively

supports and participates in the common struggle of the people of the world

for peace, national independence, democracy and social progress.

� The Education Law in article 2 states that goals of education are to educate the

Vietnamese into becoming developed individuals who possess ethics,

knowledge, physical health, aesthetic sense and profession, loyalty to the

ideology of national independence and socialism; to shape and cultivate one’

s dignity, civil qualifications and competence, and satisfy the demands of the

construction and defense of the Fatherland.

TThhee PPrriinncciipplleess ooff EEIIUU aass CCuurrrriiccuulluumm CCoonntteenntt

In Viet Nam, there is no specific reform relating only to the principle of EIU. This

may be seen as being part of general reforms. These principles have been translated

into objectives for the primary, lower and upper - secondary schools based on the

guiding ideologies and national goals as mentioned above. These are incorporated

into the curriculum through both a cross-curricular approach and extra-curricular

activities. EIU (also known as learning to live together) are inherent in the content

of certain subjects, such as Vietnamese language and literature, civic education,

history, geography, foreign languages. Some aspects of EIU principles are also

included in the sciences (physics, chemistry, biology) and technology.


In both primary and secondary level, the theme of EIU is also taught through

selected content from several interdisciplinary subjects such as: global education,

population education, education for environmental protection, peace education,

HIV/AIDS prevention, etc. For example, Civic Education has a separate unit on

Human Rights and Responsibilities, in which there is a focal spot of solidarity and

compassion among students. Geography in grade 4 provides students with

understanding of festivals, traditional customs of the ethnic minority in the Highland

area. Vietnamese subject has paid attention to ethnic minority’s cultural identity.

Students are assigned with writing exercises on the relevant topics. At secondary

education level, the same subjects plus English also integrate EIU themes.

Extra-curricular activities for EIU, which are central perspectives at primary and

secondary education, are suggested to be implemented selectively in accordance

with school’s contexts. Extra-curricula activities to enhance students’understanding

about EIU can create positive attitudes, mutual understanding, and responsibilities.

Three main activities are: writing and painting competitions on EIU, visiting cultural

heritage sites and participate in cultural festivals in community. Among them,

writing and painting competitions on EIU is more applicable in the primary level.

Other activities are rather implemented through activities conducted by the Pioneer

Union Organization. World cultural heritage is an important content in some

supported materials in at primary and lower-secondary education. Through extra-

curricular activities, with UNESCO’s initiatives and supports EIU is mostly appeared

in primary and secondary schools as intercultural dialogue for peace in Vietnam.

In teacher training curriculum, EIU is integrated in “Comparative Education”

subject including: Values Education, Education for International Cooperation,

Global Issues Education, … with the aim to improve international vision, enhance

students’capabilities and working skills, living together peacefully in the globalized

context.

Apart from this, educational reforms have a greater contribution to enhance

mutual understanding among majority Kinh people and country’s 53 ethnic

minority groups - which is regarded as intracultural dialogue. It is known that

majority Kinh (or Viet) people account for some 69.6 million or 89 per cent of the

total population of Viet Nam and the remaining 8.4 million are made up of

culturally distinct ethnic minorities. Co-existing with the Buddhist religion are the

deeply ingrained practices of ancestor worship and animism, and the moral and

8. VIET NAM154

philosophical principles of Confucianism, both of which continue to dictate

everyday life.. Therefore, national mutual understandings have been enhanced

through many school subjects based on the self-identity of a particular majority and

ethnic minority’s own indigenous culture.

IInntteerrnnaattiioonnaall IInnssttrruummeennttss RReellaatteedd ttoo EEIIUU

As an early EIU thrust in Vietnam, UNESCO focuses on promoting culture and

education for all, giving priority to disadvantaged population groups including

women, youth and ethnic minorities as a part of its mission statement by Mr. Ko-

chiro Matsuura, Director-General of UNESCO, “the great challenge today is to

determine how better to enhance understanding and sharing between and among

cultures: how to promote the wider diffusion of information and knowledge about

the realities of different cultures, and how to promote acceptance of, and respect

for, other cultures and belief systems”(UNESCO, (2001) p.5). Recommendations

made with other countries on UNESCO’s EIU have a much direct impact on the

Vietnamese government such as the Hanoi Declaration adopted at the Asia-Pacific

Regional Conference on Dialogue among Cultures and Civilizations for Peace and

Sustainable Development. This is a significant result of Vietnamese government

initiatives.

The Vietnam National Commission for UNESCO collaborated with other related

international and governmental agencies such as Ministry of Culture & Information,

Ministry of Education and Training, and mass organizations (The Youth Union,

Federation of Friendship from other countries) in raising the awareness and

conducting a number of activities related to EIU. The combination of spirit of

EIU/ESD and contents of the Programme of Action with national traditions has been

encouraged. Target groups are the youth and students.

EEdduuccaattiioonn ffoorr iinntteerrccuullttuurree ooff ppeeaaccee

� In 1992 and 1993, UNESCO and NIESAC compiled materials on education for

human and international values through some school subjects and activities.

� In 1996, UNESCO and NIESAC organized a teacher training workshop on

education for cultural heritage protection.

� In November 2001, UNESCO adopted the Universal Declaration on Cultural

Diversity and a national workshop on the theme of Education for A Culture of

Peace for schools.


� In September 2005, NIESAC and UNESCO Hanoi complied “Life skills learning

package for disadvantaged children”

� In December, 2005, an adaptation of UNESCO’s material “Learning to live

together“ was published with focus on four main themes: Peace, Human

Rights, Democracy, Sustainable Development

� In 2005, UNESCO adopted the Convention on the Protection and Promotion

of the Diversity of Cultural Expressions, and declared May 21 as

� World Day for Cultural Diversity for Dialogue and Development.

� In 2006 & 2007, an ongoing project conducted by NIESAC with support from

APCEIU and UNESCO Ha Noi which aims at making Vietnamese educators

sensitive to the content, values, and methodology of Education for

International Understanding, focusing on the theme of Intercultural Dialogue;

providing Vietnamese teachers, teacher educators, education planners, and

administrators with EIU resource materials in Vietnamese and develop

additional EIU resource materials specific to the Vietnamese context. Many

visits and meetings are organized among ASP’s in the framework of the

project “Learning to live together.”Cultural exchange activities also were held

among ASPs with the co-operation of Ministry of Culture, Ministry of

Education, Ethnic Committee.

EEdduuccaattiioonn ffoorr wwoorrlldd hheerriittaaggee pprreesseerrvvaattiioonn

� Compiling resource material on education for world heritage preservation for

teacher’s utilization consisting of following topic: world heritages and their

identities; world heritages and tourism, world heritages and environment;

world heritages.

� Organizing Festival of Competition “Cultural Heritages in Generations.”There

are many picture collections featuring the cultural heritages. Many cultural

visits are organized for students of the schools.

EEdduuccaattiioonn ffoorr EEnnvviirroonnmmeenntt PPrrootteeccttiioonn

Many projects are carried out with support from UNDP, UNICEF. This includes

outdoor student activities to educate students on keeping schools/classrooms clean,

protect trees and raise plants.

8. VIET NAM156

EIU IMPLICATIONS ON EDUCATION AND ITS CHALLENGES

� The Viet Nam National Committee on EIU/ESD was officially announced on

15 February 2006 to ensure the best possible path to sustainable development

is achieved across the country and will involve all forms of education and the

integration of various sector of society. EIU’s significance is recognized at all

levels, especially at national level and in academic institutions. However, there

is no specific policy supported EIU coming from government level.

� The content and spirit of “Culture of Peace”attracts attention from people of

all walks of life with the youth and elderly responding more actively. The

education sector takes an early step to establish a functional network

concerning EIU. However, EIU activities are conducted in a fragmented and

incoherent way so that EIU programs lack effective integration and

consistency. EIU as other learning areas remains being adopted with a

content-based-approach in implementation process. Apart from that, current

curriculum is seen as overloaded; instructional time plan is rigid so that

teachers do not have space to integrate EIU themes plus the lack of specific

guidelines on EIU in curriculum (NIESAC, 2005; Dao Van Vy, 2006).

� EIU concepts initially are incorporated in schools. Teachers are gradually

familiar with EIU materials but EIU themes are scattered in different subjects so

that teachers are not be able to cover them consistently. They are not yet

provided with adequate initiatives to anchor real-world problems to learning

EIU practices and authentic assessment. Evidence can be seen through the

“static”mode of training rather than “dynamic”because they firmly focus on

“National Curriculum”which is considered as rigid in implementing

integration.

� There is obvious evidence that Viet Nam has made a great effort of conducting

various activities and developing resource materials related to EIU. However,

EIU programs stay mainly at national level such as, developing material,

training, so that developed or adapted materials have not been made a reality.


FURTHER PERSPECTIVES

Due to the “Reform”policy initiated in the late 1980s, openness has increased

rapidly, particularly following two biggest world events in which Viet Nam

successfully joined WTO and hosted APEC leader summit (November, 2006). Under

this context, EIU will be the center of attention in the field of education in the near

future. More importantly, EIU will become an essential part of civic and moral

education in Viet Nam to confront the impact of globalization on both sides.

Therefore, there is a need to promulgate more specific policy from at least the

national level to further EIU practices in Viet Nam.

In the future, EIU application in school system needs to step forward so that its

implementation process can gain more effectiveness. It is agreed that EIU is not just

the content or what is taught and understood but is how it is taught which means

teaching principles should be embodied in the teaching-learning process. It is also

agreed that EIU/ESD process should be undertaken through attaining knowledge,

skills, value, action, and commitment so that EIU should adopt inter-disciplinary,

cross-subjects, and new paradigm approaches.

Training approaches have a great impact on teaching methods used in general

education, not only in subject matters but also any initiatives desired in schools such

as EIU which uphold peace, non-discrimination, and dialogue among people.


Constitution of Socialist Republic of Vietnam (1998)

Dao Van Vy (2006), EIU in Vietnam: Practices and Initiatives, Conference Paper in

“Re-orienting teacher education to address sustainability”, 22-25 August, 2006,

Penang , Malaysia

Ministry of Culture and Information (2002), Vietnam Cultural Profile, Culture

Publisher

MOET (2000) - Huong dan thuc hien chuong trinh mon dia ly 4 - Education

Publisher

NIESAC (2005) - Bao cao danh gia chat luong giao duc Vietnam giai doan 1995-

2005

Socialist Republic of Vietnam (2005) - Education Laws

UNESCO, (2001) Annual report 2001& overview of activities 1999-2001 - Politic

8. VIET NAM158

Publisher

UNESCO (2000) Final Report of Regional Conference on Asian Women for a Culture

of Peace, 6 - 9 December, 2000, Hanoi, Vietnam

UNICEF, Division of Policy and Planning, Strategic Information Section, February

2007

http://childinfo.org: Education statistics: Viet Nam

8. VIET NAM160

APPENDIX

APPENDIX

UNESCO-APCEIUSURVEY QUESTIONNAIRE

Dear Colleagues:

On behalf of Asia-Pacific Centre of Education for International Understanding (APCEIU)

under the auspices of UNESCO, we are writing to seek your kind participation in the

Research Study on the Situational Analysis of Education for international Understanding

(EIU) in the Asia-Pacific Region.

Over 2006-2008, under its Research Program, APCEIU will be conducting a Situational

Analysis of EIU in the Asia-Pacific Region which will yield data helpful for the

development of effective and relevant policies for promoting EIU. The findings of this

situational analysis, beginning with UNESCO member states in South-East Asia, will also

be valuable for the sharing of “best practices”and positive lessons of EIU among

educators through the Asia-Pacific region.

We greatly appreciate therefore your kind participation in this Situational Analysis of EIU

in your nation by answering the enclosed survey questionnaire. The survey questions

focus on issues of “what”, “who”, “why”and “how”EIU may be provided through

educational agencies and institutions. Your organizational and personal details will be

kept confidential unless you give us your permission for exemplars of your EIU

programs and activities to be identified for the purpose of regional networking and

sharing of experiences.

May we express our thanks and appreciation in advance for your completion of this

survey questionnaire. We would be grateful if you can complete the survey by 20 July

2007. The National Coordinator of this APCEIU Research Study in your country is MS./

Mr. …………… who will be advising you on the collection procedure for your

completed survey questionnaire.

Yours sincerely,

Research Coordinator Research Coordinator

Professor Kang Soon-won Professor Toh Swee-Hin (S.H.Toh)

Hanshin University Multi-Faith Centre, Griffith University, Australia

Republic of Korea Laureate, UNESCO Prize for Peace Education (2000)

Questionnaire162

APPENDIX 1: Questionnaire

[FOR FORMAL EDUCATION SECTOR RESPONDENTS

- Schools, Colleges, Universities; Ministries & Departments of Education;

UNESCO National Commissions & Centres]

11.. NNaammee ooff EEdduuccaattiioonnaall OOrrggaanniizzaattiioonn oorr IInnssttiittuuttiioonn ::

22.. CCaatteeggoorryy ((pplleeaassee cchheecckk rreelleevvaanntt ccaatteeggoorryy oorr ccaatteeggoorriieess))

� Elementary School � Secondary School

� College � University

� Teacher Training � Ministry/Dept. of Education

� Curriculum Centre � Educational Research Institute

Other (please specify):

Website :

PLEASE INCLUDE WITH YOUR COMPLETED QUESTIONNAIRE ANY

BROCHURE (if available) DESCRIBING THE MAJOR GOALS AND

PROGRAMS OF YOUR EDUCATIONAL ORGANIZATION or INSTITUTION.

33.. AAddddrreessss ::

City/Town: State/Province:

Country: Postcode:

Questionnaire 163AAPPPPEENNDDIIXX

44.. YYoouurr

Name:

Title: Mr/ Ms. /Mrs. / Dr. / Professor/ Other

Position:

Telephone: Fax:

E-mail:

55.. AArree yyoouu ffaammiilliiaarr wwiitthh tthhee ccoonncceepptt ooff ““EEdduuccaattiioonn ffoorr IInntteerrnnaattiioonnaall UUnnddeerrssttaannddiinngg

((EEIIUU))??”” � YES � NO

IF YOU ANSWERED “NO”, PLEASE GO TO Q. 9.

66.. IIFF YYOOUU AANNSSWWEERREEDD ““YYEESS””,, wwhhaatt iimmppoorrttaannccee iiss ggiivveenn ttoo tthhee eedduuccaattiioonnaall ffiieelldd

ccaalllleedd EEIIUU iinn yyoouurr oorrggaanniizzaattiioonn oorr iinnssttiittuuttiioonn??

� Very important � Important � Not important

77.. HHooww lloonngg hhaavvee yyoouu bbeeeenn iinnvvoollvveedd iinn EEIIUU--rreellaatteedd aaccttiivviittiieess??

� 1-2 years � 3-5 years � 6-10 years � more than 10 years

88.. AArree tthheerree ooffffiicciiaall ppoolliicciieess aanndd rreegguullaattiioonnss iinn yyoouurr ccoouunnttrryy tthhaatt rreellaattee ttoo EEIIUU??

� YES � NO

IF YES, please briefly describe the guidelines or regulations:

Questionnaire164

99.. IInn yyoouurr eedduuccaattiioonnaall pprrooggrraammss oorr aaccttiivviittiieess,, ttoo wwhhaatt eexxtteenndd hhaass iitt ccoovveerreedd iinn tthhee

ffoolllloowwiinngg EEIIUU--rreellaatteedd ffiieellddss oorr pprrooggrraammss??

Human Rights Education 1 2 3

Disarmament Education 1 2 3

Non-violence Education 1 2 3

Education for Sustainable Development 1 2 3

Environmental Education 1 2 3

Democracy/Citizenship Education 1 2 3

Intercultural /Multicultural Education 1 2 3

Gender Equity Education 1 2 3

Anti-discrimination/Anti-racist Education 1 2 3

Values Education 1 2 3

Peace/ Culture of Peace Education 1 2 3

Education for Conflict Resolution 1 2 3

Education for Inter-faith Dialogue 1 2 3

Education for Dialogue of Civilizations 1 2 3

Global Education 1 2 3

Education for International Cooperation 1 2 3

Education for Inner or Personal Peace 1 2 3

Other: 1 2 3

1100.. BBaasseedd oonn tthhee pprreesseenntt ssiittuuaattiioonn ooff yyoouurr ccoouunnttrryy,, wwhhaatt ffiieelldd((ss)) ooff eedduuccaattiioonn lliisstteedd

iinn QQ.. 99 aabboovvee ddoo yyoouu ffeeeell tthhee nneeeeddss ttoo bbee ggiivveenn iinnccrreeaasseedd iimmppoorrttaannccee iinn yyoouurr

nnaattiioonnaall eedduuccaattiioonnaall pprrooggrraammss??


Notcovered

Fairlycovered

wellcovered

1111.. TToo wwhhaatt eexxtteenntt hhaavvee tthhee ffoolllloowwiinngg ggooaallss oorr oobbjjeeccttiivveess bbeeeenn ccoovveerreedd iinn

iimmpplleemmeennttiinngg yyoouurr EEIIUU pprrooggrraammss??

Build peace in society/world 1 2 3

Resolving conflicts non-violently 1 2 3

Fostering intercultural harmony 1 2 3

Promote social justice & equity 1 2 3

Uphold human rights 1 2 3

Promote sustainable development 1 2 3

Strengthen political democracy 1 2 3

Cultivate inner peace 1 2 3

Other goals or objectives (Please describe) 1 2 3

1122.. IInnddiiccaattee tthhee eexxtteenntt ttoo wwhhiicchh eeaacchh ooff tthhee ffoolllloowwiinngg ccuurrrriiccuulluumm aarreeaa((ss)) oorr

ssuubbjjeecctt((ss)) iinncclluuddee ttooppiiccss ffoorr tteeaacchhiinngg aabboouutt EEIIUU oorr ootthheerr rreellaatteedd ffiieellddss ooff

eedduuccaattiioonn ssuucchh aass hhuummaann rriigghhttss eedduuccaattiioonn,, eedduuccaattiioonn ffoorr ssoocciiaall jjuussttiiccee,,

ddiissaarrmmaammeenntt eedduuccaattiioonn,, iinntteerrccuullttuurraall//mmuullttiiccuullttuurraall eedduuccaattiioonn,, ggeennddeerr eeqquuiittyy

eedduuccaattiioonn,, eedduuccaattiioonn ffoorr ssuussttaaiinnaabbllee ddeevveellooppmmeenntt,, eettcc aass lliisstteedd iinn QQ.. 99.. ((IIff yyoouu

ddoo nnoott hhaavvee tthhee ssuubbjjeecctt,, jjuusstt lleeaavvee iitt bbllaannkk))

Inclusion of EIU or EIU-related fields

[School Subjects] Never Rarely Sometimes Frequently Not Sure

Social studies 1 2 3 4 DK

History 1 2 3 4 DK

Geography 1 2 3 4 DK

National language 1 2 3 4 DK

Foreign language 1 2 3 4 DK

Religious education 1 2 3 4 DK

Moral education 1 2 3 4 DK

Sciences 1 2 3 4 DK

Mathematics 1 2 3 4 DK

Art & music 1 2 3 4 DK

Physical education 1 2 3 4 DK

Other 1 2 3 4 DK

Questionnaire166

Notcovered

Fairlycovered

wellcovered

Never Rarely Sometimes Frequently Not Sure

Humanities 1 2 3 4 DK

Social sciences 1 2 3 4 DK

Religious studies 1 2 3 4 DK

Fine arts 1 2 3 4 DK

Education 1 2 3 4 DK

Law 1 2 3 4 DK

Natural Science 1 2 3 4 DK

Medical & health sciences 1 2 3 4 DK

Engineering 1 2 3 4 DK

Business & Commerce 1 2 3 4 DK

Other 1 2 3 4 DK

1133.. HHooww oofftteenn iiss EEIIUU oorr ootthheerr EEIIUU--rreellaatteedd ffiieellddss aass lliisstteedd iinn QQ.. 99 iinntteeggrraatteedd iinn tthhee

ffoolllloowwiinngg aassppeeccttss ooff yyoouurr eedduuccaattiioonnaall pprrooggrraamm?? ((IIff yyoouu ddoo nnoott hhaavvee tthhee

pprrooggrraammmmee,, jjuusstt lleeaavvee iitt bbllaannkk))

Never Rarely Sometimes Frequently

Classroom or course teaching 1 2 3 4

Home Room 1 2 3 4

Students club or association 1 2 3 4

Research 1 2 3 4

Community service projects 1 2 3 4

1144.. EEIIUU aanndd EEIIUU--rreellaatteedd ffiieellddss eemmpphhaassiizzee tthhee rroollee ooff??vvaalluueess iinn eedduuccaattiinngg lleeaarrnneerrss..

WWhhaatt iiss tthhee iimmppoorrttaannccee ggiivveenn ttoo tthhee ffoolllloowwiinngg vvaalluueess iinn yyoouurr EEIIUU aanndd EEIIUU--

rreellaatteedd pprrooggrraammss??

Responsibility 1 2 3 Justice 1 2 3

Compassion 1 2 3 Caring 1 2 3

Reconciliation 1 2 3 Humility 1 2 3

Non-violence 1 2 3 Sharing 1 2 3

Forgiveness 1 2 3 Love 1 2 3

Harmony 1 2 3 Equity 1 2 3

Freedom 1 2 3 Solidarity 1 2 3

Honesty 1 2 3 Hope 1 2 3

Trustworthiness 1 2 3 Kindness 1 2 3

Tolerance 1 2 3

Other Value:


Colleges/UniversitiesCourses]

Not

important

Fairly

important

Very

important

Not

important

Fairly

important

Very

important

1155.. HHooww oofftteenn ddoo yyoouu uussee tthhee ffoolllloowwiinngg tteeaacchhiinngg--lleeaarrnniinngg mmeetthhooddoollooggiieess iinn yyoouurr

EEIIUU oorr ootthheerr EEIIUU-- rreellaatteedd ffiieellddss aass lliisstteedd iinn QQ.. 99??

Never Rarely Sometimes Frequently

Lecture 1 2 3 4

Small group discussion 1 2 3 4

Role-play/drama 1 2 3 4

Simulation 1 2 3 4

Poetry & story-telling 1 2 3 4

Arts & musical performances 1 2 3 4

ICT-based learning 1 2 3 4

Media analysis 1 2 3 4

Field trips 1 2 3 4

Community immersion 1 2 3 4

Other 1 2 3 4

1166.. IInn yyoouurr iimmpplleemmeennttaattiioonn ooff EEIIUU aanndd EEIIUU--rreellaatteedd ffiieellddss,, ttoo wwhhaatt eexxtteenntt yyoouu hhaavvee

iinntteeggrraatteedd tthhee pprriinncciipplleess ooff ""ccrriittiiccaall ppeeddaaggooggyy"" oorr ''ttrraannssffoorrmmaattiivvee ppeeddaaggooggyy"",,

wwhhiicchh sseeeekkss ttoo eennhhaannccee aa lleeaarrnneerr''ss ccaappaacciittyy aanndd ccoommmmiittmmeenntt ffoorr rreessppoonnssiibbllee

cciittiizzeennsshhiipp aanndd ssoocciiaall aaccttiioonn?? ""

� Never � A little � Fairly � Considerably � Not sure

1177.. PPlleeaassee ddeessccrriibbee tthhee ggooaallss,, oobbjjeeccttiivveess aanndd oouuttccoommeess ooff oonnee,, ttwwoo oorr tthhrreeee ooff yyoouurr

mmoosstt ssuucccceessssffuull oorr eeffffeeccttiivvee eedduuccaattiioonnaall aaccttiivviittiieess oorr pprroojjeeccttss iinn EEIIUU oorr ootthheerr

EEIIUU--rreellaatteedd ffiieellddss aass lliisstteedd iinn QQ.. 99..

Questionnaire168

1188.. IIss yyoouurr eedduuccaattiioonnaall iinnssttiittuuttiioonn iinnvvoollvveedd iinn tthhee UUNNEESSCCOO AASSPP ((AAssssoocciiaattee SScchhooooll

PPrroojjeecctt)),, UUNNEESSCCOO CChhaaiirrss,, UUNNEESSCCOO CClluubbss nneettwwoorrkk,, eettcc?? � YES � NO

IIFF YYEESS,, pplleeaassee bbrriieeffllyy ddeessccrriibbee oonnee ttoo tthhrreeee eexxaammpplleess ooff yyoouurr aaccttiivviittiieess rreellaatteedd ttoo

UUNNEESSCCOO pprrooggrraammmmeess..

(a)

(b)

(C)

1199.. WWhhiicchh ooff tthhee ffoolllloowwiinngg aaggeenncciieess oorr ggrroouuppss hhaavvee yyoouu rreecceeiivveedd ssuuppppoorrtt ffoorr

ddeevveellooppiinngg EEIIUU oorr ootthheerr EEIIUU--rreellaatteedd ffiieellddss aass lliisstteedd iinn QQ.. 99??

Administrators of educational institution � YES � NO

Ministry or Department of Education � YES � NO

Local education authority � YES � NO

Educators’professional unions or associations � YES � NO

IF YES [Name(s).

[Name(s).

UNESCO National Commission � YES � NO

UNESCO Centres or Offices � YES � NO

IF [Name(s).

[Name(s).

Local NGOs (non-government organizations) � YES � NO

IF [Name(s).

[Name(s).

International NGOs (non-government organizations) � YES � NO

[Name(s).

[Name(s).

Mass Media � YES � NO


2200.. FFrroomm wwhhiicchh ooff tthhee ffoolllloowwiinngg aaggeenncciieess hhaavvee yyoouu rreecceeiivveedd oorr aacccceesssseedd

ccuurrrriiccuulluumm rreessoouurrcceess ffoorr iimmpplleemmeennttiinngg EEIIUU oorr ootthheerr EEIIUU-- rreellaatteedd ffiieellddss aass lliisstteedd

iinn QQ.. 99??

Ministry or Department of Education � YES � NO

UNESCO agencies � YES � NO

Other UN agencies � YES � NO

NGOs � YES � NO

Media or internet sources � YES � NO

Library books and journals � YES � NO

Other � YES � NO

2211.. WWhhaatt pprrooffeessssiioonnaall ddeevveellooppmmeenntt oorr ttrraaiinniinngg ooppppoorrttuunniittiieess hhaavvee yyoouu eexxppeerriieenncceedd

rreelleevvaanntt ttoo pprroommoottiinngg EEIIUU oorr ootthheerr EEIIUU--rreellaatteedd ffiieellddss aass lliisstteedd iinn QQ.. 99??

Pre-service teacher education training � YES � NO

In-service teacher education training � YES � NO

Undergraduate tertiary education � YES � NO

Postgraduate/graduate tertiary education � YES � NO

Local/national workshops/seminars � YES � NO

Regional or international workshops/seminars � YES � NO

Attendance in international conferences � YES � NO

UNESCO sponsored training � YES � NO


2222 LLiisstt ssoommee eexxaammpplleess ooff yyoouurr mmaajjoorr llooccaall oorr iinntteerrnnaattiioonnaall ttrraaiinniinngg eexxppeerriieenncceess iinn

EEIIUU aanndd rreellaatteedd ffiieellddss??

2233.. WWhhaatt kkiinndd ooff ffuurrtthheerr pprrooffeessssiioonnaall ddeevveellooppmmeenntt oorr ttrraaiinniinngg ooppppoorrttuunniittiieess ddoo yyoouu

nneeeedd??

2244.. WWhhaatt kkiinndd ooff nnaattiioonnaall,, rreeggiioonnaall oorr iinntteerrnnaattiioonnaall nneettwwoorrkkiinngg iinn iimmpplleemmeennttiinngg

EEIIUU oorr ootthheerr EEIIUU--rreellaatteedd ffiieellddss aass lliisstteedd iinn QQ.. 99 ddoo yyoouu nneeeedd??

Questionnaire170

2255.. WWhhaatt kkiinnddss ooff nneettwwoorrkkiinngg hhaavvee yyoouu bbeeeenn iinnvvoollvveedd iinn EEIIUU aanndd rreellaatteedd EEIIUU

ffiieellddss??

Membership in national organization � YES � NO

Membership in regional or International organization � YES � NO

UNESCO or UN agencies � YES � NO

Personal contact with other educators � YES � NO


2266.. DDeessccrriibbee ccoonncciisseellyy uupp ttoo tthhrreeee ooff yyoouurr mmaajjoorr aacchhiieevveemmeennttss oorr ““ssuucccceessss ssttoorriieess””

iinn iimmpplleemmeennttiinngg EEIIUU oorr ootthheerr EEIIUU-- rreellaatteedd ffiieellddss aass lliisstteedd iinn QQ.. 99..

2277.. BBrriieeffllyy ddeessccrriibbee hhooww yyoouu eevvaalluuaattee tthhee aattttaaiinnmmeenntt ooff yyoouurr ggooaallss iinn iimmpplleemmeennttiinngg

EEIIUU oorr EEIIUU--rreellaatteedd ffiieellddss aass lliisstteedd iinn QQ.. 99??


2288.. IInnddiiccaattee tthhee ssiiggnniiffiiccaannccee ooff tthhee ffoolllloowwiinngg oobbssttaacclleess iinn iimmpplleemmeennttiinngg EEIIUU oorr EEIIUU--

rreellaatteedd ffiieellddss aass lliisstteedd iinn QQ.. 99..

Inadequate integration of EIU and related

fields in national school curriculum1 2 3

Inadequate integration of EIU and related

fields in tertiary (higher education) curriculum1 2 3

Lack of educators with adequate knowledge 1 2 3

Lack of educators with adequate pedagogical skills 1 2 3

Lack of curriculum resource materials 1 2 3

Lack of administrative support 1 2 3

Lack of support of parental or 1 2 3

community support or interest 1 2 3

Inadequate educational budget 1 2 3

Other 1 2 3

2299.. IIff ppoossssiibbllee,, pplleeaassee ddeessccrriibbee aa ffeeww ssuucccceessssffuull ssoolluuttiioonnss tthhaatt hhaavvee bbeeeenn

iimmpplleemmeenntteedd ttoo oovveerrccoommee ssoommee ooff tthheessee oobbssttaacclleess iinn iimmpplleemmeennttiinngg EEIIUU aanndd

EEIIUU--rreellaatteedd ffiieellddss..

Questionnaire172

Not

important

Fairly

important

Very

important

3300.. HHaavvee yyoouu eevveerr hheeaarrdd aabboouutt AAPPCCEEIIUU?? � YES � NO

IF YES, please indicate which of the following activities or programs of

APCEIU have been helpful to you in implementing EIU and EIU-related fields?

Regional or sub-regional teacher-training workshops [ ]

National or local teacher-training workshops [ ]

APCEIU teachers’resource manuals [ ]

APCEIU magazine “Sangsaeng” [ ]

APCEIU Journal of Education for International Understanding [ ]

APCEIU website [ ]

APCEIU regional research project [ ]

Other:

3311.. SSiinnccee 22000011,, AAPPCCEEIIUU hhaass bbeeeenn pprroovviiddiinngg aannnnuuaall ttrraaiinniinngg ooppppoorrttuunniittiieess ffoorr

tteeaacchheerrss aanndd eedduuccaattoorrss iinn tthhee AAssiiaa--PPaacciiffiicc rreeggiioonn.. WWhhaatt kkiinnddss ooff ttrraaiinniinngg

wwoorrkksshhooppss oorr rreellaatteedd eedduuccaattiioonnaall pprrooggrraammss aarree yyoouu iinntteerreesstteedd iinn aatttteennddiinngg??

TThhaannkk yyoouu vveerryy mmuucchh ffoorr yyoouurr kkiinndd ccooooppeerraattiioonn.. TThhee NNaattiioonnaall CCoooorrddiinnaattoorr ooff

tthhiiss rreesseeaarrcchh ssttuuddyy wwiillll bbee aaddvviissiinngg yyoouu oonn aarrrraannggeemmeennttss ffoorr tthhee ccoolllleeccttiioonn ooff yyoouurr

ccoommpplleetteedd ssuurrvveeyy..


Programme Schedule174

National Coordinators’Meeting forAsia-Pacific Consultation on Policy Development of EIU in South-East

Asia Hanoi, Vietnam 19-20 April 2007

Organized by APCEIU

In Cooperation with Vietnam National Commission for UNESCO& NIESAC (MOET)

Programme Schedule

1188 AApprriill ((WWeeddnneessddaayy)) AArrrriivvaall

1199 AApprriill ((TThhuurrssddaayy)) DDAAYY 11

09:00-09:30 RReeggiissttrraattiioonn

09:30-10:00 OOppeenniinngg rreemmaarrkkss

- Mr. Kang Dai-Geun, Director of APCEIU

WWeellccoommiinngg rreemmaarrkkss

- Mr. Le Kinh Tai, Secretary General, Vietnam National

Commission for UNESCO

- UNESCO Hanoi Office

- Prof. Dr. Nguyen Loc, Vice Director of NIESAC

10:00-10:30 CCoonncceeppttuuaall FFrraammeewwoorrkk ooff EEIIUU && OOvveerrvviieeww ooff tthhee PPrroojjeecctt

22000066--22000088

- Dr. Seung-Mi Lee, Chief, Research and Development

Team, APCEIU

10:30-11:00 Break

1111::0000--1155::3300 SSEESSSSIIOONN II:: EEIIUU IINN TTHHEE AASSIIAA--PPAACCIIFFIICC RREEGGIIOONN

CChhaaiirreedd bbyy DDrr.. SSeeuunngg--MMii LLeeee,, Chief, Research and

Development Team, APCEIU

11:00-12:00 CCuurrrreenntt iissssuueess ooff EEIIUU iinn AAssiiaa--PPaacciiffiicc RReeggiioonn

11.. CCuurrrreenntt SSiittuuaattiioonn ooff EEIIUU iinn CCeennttrraall AAssiiaa

APPENDIX 2

Programme Schedule 175AAPPPPEENNDDIIXX

-- DDrr.. TToohh SSwweeee--HHiinn,, Research Coordinator/ Director of

Multi-Faith Center, Griffith University, Australia

22.. CCuurrrreenntt SSiittuuaattiioonn ooff EEIIUU iinn NNoorrtthh--EEaasstt AAssiiaa

-- DDrr.. KKaanngg SSoooonn--WWoonn,, Research Coordinator/ Professor,

HanShin University, Republic of Korea

12:00-12:10 Group Photo

12:10-14:00 Lunch

1144::0000--1144::4400 BBrriieeff OOvveerrvviieeww ooff ccuurrrreenntt ssiittuuaattiioonn ooff EEIIUU iinn SSoouutthh--EEaasstt AAssiiaa

-- bbyy aallll tthhee nnaattiioonnaall ccoooorrddiinnaattoorrss

14:40-15:00 Presentation on the Project of ““IInntteerrccuullttuurraall DDiiaalloogguuee iinn

VViieettnnaamm””

-- MMss.. DDaaoo VVaann VVyy,, Program co-coordinator of NIESAC on

Education for International Understanding

15:00-15:20 PPrreesseennttaattiioonn oonn tthhee pprroojjeecctt rreellaatteedd ttoo EEIIUU iinn tthhee PPhhiilliippppiinneess

-- DDrr.. EEtthheell AAggnneess PPaassccuuaa--VVaalleennzzuueellaa,, Head and Research

Specialist, SEAMEO-INNOTECH

15:20-15:40 Q & A

15:40-16:00 Break

1166::0000--1177::4400 SSEESSSSIIOONN IIII:: GGUUIIDDEELLIINNEE OOFF FFIIEELLDD RREESSEEAARRCCHH

CChhaaiirreedd bbyy DDrr.. SSeeuunngg--MMii LLeeee,, Chief, Research and

Development Team, APCEIU

16:00-16:20 GGuuiiddeelliinnee oonn NNaattiioonnaall RReeppoorrtt

-- DDrr.. KKaanngg SSoooonn--WWoonn,, Research Coordinator/ Professor,

HanShin University, Republic of Korea

16:20-17:00 GGuuiiddeelliinnee oonn SSuurrvveeyy

-- DDrr.. TToohh SSwweeee--HHiinn,, Research Coordinator/ Director of

Multi-Faith Center, Griffith University, Australia)

17:00-17:40 Discussion on Field Survey

18:30 Dinner (Hosted by APCEIU)

2200 AApprriill ((FFrriiddaayy)) DDAAYY 22

09:30-12:00 FFiieelldd VViissiitt ttoo SScchhooooll iinn VViieettnnaamm ((EExxppoossuurree ttrriipp ttoo ffiieelldd))

- NGO SI LIEN (Lower Secondary School, ASP School in

Hanoi)

12:00-14:00 Lunch


1144::0000--1166::0000 SSEESSSSIIOONN IIIIII:: CCOONNSSUULLTTAATTIIOONN OONN TTHHEE SSUURRVVEEYY

CCoo--CChhaaiirreedd bbyy DDrr.. TToohh SSwweeee--HHiinn aanndd DDrr.. KKaanngg SSoooonn--WWoonn,,

Research Coordinators

14:00 - 15:00 SSuurrvveeyy IImmpplleemmeennttaattiioonn:: CCuurrrreenntt SSiittuuaattiioonn ooff EEIIUU iinn SSoouutthh--EEaasstt

AAssiiaa

- Better understanding of Questionnaire

- Sampling

- Collecting the data

- The Role of Coordinator

15:00 - 16:00 Overcoming the Obstacles of Implementation

16:00-16:30 Break

16:30-16:50 Wrap-up the Meeting

16:50-17:00 Closing

18:00 Dinner (Hosted by Vietnam National Commission for UNESCO)


Asia-Pacific Consultation on Development of EIU Policy in South-East Asia

Jointly held with International Symposium on a Culture of Peace 2007 “Keeping the

Promise of MDGs through EIU”

Programme Schedule

DDaayy 11 :: WWeeddnneessddaayy,, SSeepptteemmbbeerr 55,, 22000077

09:00 - 09:30 RReeggiissttrraattiioonn

09:30 - 10:00 OOppeenniinngg CCeerreemmoonnyy

��OOppeenniinngg RReemmaarrkkss

MMrr.. KKaanngg DDaaii--ggeeuunn

Director, Asia-Pacific Centre of Education for International

Understanding, Korea

��WWeellccoommiinngg SSppeeeecchh

MMrr.. LLeeee BByyoonngg--HHyyuunn

Director General, International Education & IT Bureau,

Ministry of Education & Human Resources Development, Korea

10:00 - 10:20 BBrreeaakk

10:20 - 10:50 KKeeyynnoottee SSppeeeecchh

““EEIIUU aanndd MMDDGGss:: wwhhyy aanndd hhooww--””

MMss.. AAnnnn TThhérréssee NNddoonngg--JJaattttaa

Director of the Division for the Promotion of Basic Education, UNESCO

10:50 - 11:20 SSppeecciiaall SSppeeeecchh

““EEIIUU iinn SSoouutthh--EEaasstt AAssiiaa:: FFoolllloowwiinngg tthhee PPaatthhwwaayyss ttoo MMDDGGss””

DDrr.. EEddiillbbeerrttoo ddee JJeessuuss

Director, Southeast Asian Ministers of Education Organization (SEAMEO)

11:20 - 11:40 YYoouutthh DDeeccllaarraattiioonn oonn tthhee MMDDGGss

11:40 - 12:00 YYoouutthh MMDDGGss EEssssaayy CCoonntteesstt AAwwaarrddiinngg CCeerreemmoonnyy && GGrroouupp

PPhhoottoo

12:00 - 14:00 LLuunncchh

14:00 - 16:00 PPlleennaarryy SSeessssiioonn:: ““TThhee RRoollee ooff EEIIUU ttoowwaarrddss MMDDGGss””

Chairperson: DDrr.. HHaann KKyyuunngg--kkoooo

Professor, Kookmin University, Korea

““PPoovveerrttyy AAlllleevviiaattiioonn ffoorr aa JJuusstt SSoocciieettyy””


Presenter: DDrr.. AAmmiittaabbhh KKuunndduu

Professor, Jawaharlal Nehru University, India

Discussant: DDrr.. LLeeee TTaaee JJoooo

Professor, Hansung University, Korea

““AAcchhiieevviinngg UUnniivveerrssaall PPrriimmaarryy EEdduuccaattiioonn””

Presenter: DDrr.. CCoolliinn PPoowweerr

Adjunct Professor, University of Queensland, Australia

Discussant: DDrr.. LLeeee WWiinngg OOnn

Acting President, Hong Kong Institute of Education, Hong Kong

““EEnnvviirroonnmmeennttaall SSuussttaaiinnaabbiilliittyy ffoorr FFuuttuurree GGeenneerraattiioonnss””

Presenter: DDrr.. AA..HH.. ZZaakkrrii

Director, United Nations University, Institute of Advanced Studies, Japan


16:30 - 17:00 QQ && AA

DDaayy 22 :: TThhuurrssddaayy,, SSeepptteemmbbeerr 66,, 22000077

09:30 - 10:00 TThhee VViittaall RRoollee ooff SSoouutthh--EEaasstt AAssiiaa oonn EEIIUU

DDrr.. KKaanngg SSoooonn--WWoonn

Research Coordinator, Professor, Han-Shin University, Korea

10:00 - 15:20 SSEESSSSIIOONN--11:: SSoouutthh--EEaasstt AAssiiaa NNaattiioonnaall RReeppoorrtt PPrreesseennttaattiioonn

Chairperson: DDrr.. SSeeuunngg--MMii LLeeee

Chief, Research and Development Team, APCEIU, Korea

10:00 - 10:20 BBrruunneeii DDaarruussssaallaamm NNaattiioonnaall RReeppoorrtt

MMrr.. AAmmiinnuuddiinn MMoohhdd YYaaaakkuubb

Officer, International Affairs Unit, MOE, Brunei Darussalam

10:20 - 10:40 CCaammbbooddiiaa NNaattiioonnaall RReeppoorrtt

MMss.. TToonn SSaa--IImm

Director, Pedagogical Research Dept., Ministry of Education, Youth and

Sport, Cambodia


11:00 - 11:20 IInnddoonneessiiaa NNaattiioonnaall RReeppoorrtt

DDrr.. CChhaaeeddaarr AAllwwaassiillaahh

Vice Rector for Research & Development, Universitas Pendidikan,

Indonesia

11:20 - 11:40 LLaaooss NNaattiioonnaall RReeppoorrtt


MMss.. VViieennggvviicchhiitthh SSoouutthhiiddeetthh

Head of Social Division, National Research Institute for Education Sciences, Laos

11:40 - 12:00 MMaallaayyssiiaa NNaattiioonnaall RReeppoorrtt

MMss.. SSaarriiffaahh NNoorr AAzzaahh SSyyeedd AAnnuuaarr

Assistant Director, Educational Planning and Research Division, MOE,

Malaysia

12:00 - 14:00 LLuunncchh

14:00 - 14:20 PPhhiilliippppiinneess NNaattiioonnaall RReeppoorrtt

DDrr.. EEtthheell AAggnneess VVaalleennzzuueellaa

Head of Research Specialist. Research Studies UNIT, SEAMEO

INNOTECH, Philippines

14:20 - 14:40 TThhaaiillaanndd NNaattiioonnaall RReeppoorrtt

DDrr.. CChhaanniittaa RRuukkssppoollllmmuuaanngg

Professor, Dept. of Educational Policy, Chulalongkorn University,

Thailand

14:40 - 15:00 VViieettnnaamm NNaattiioonnaall RReeppoorrtt

MMss.. DDaaoo VVaann VVyy

Head, General Education Strategy Development, National Institute for

Educational Strategies and Curriculum Development (NIESAC), Vietnam

15:00 - 15:30 QQ && AA


15:50 - 18:20 SSEESSSSIIOONN 22:: RRoouunndd TTaabbllee DDiissccuussssiioonnss

CChhaaiirrppeerrssoonn:: DDrr.. KKaanngg SSoooonn--WWoonn

Research Coordinator, Professor, Han-Shin University, Korea

15:50 - 16:30 RRoouunndd TTaabbllee DDiissccuussssiioonn 11

““HHooww ttoo ddeevveelloopp tthhee ppoolliiccyy ooff EEIIUU iinn SSoouutthh--EEaasstt AAssiiaa ffooccuussiinngg

oonn ffoorrmmaall eedduuccaattiioonn””

Recommendable Interventions by

MMrr.. SSeennggllyy HHaakk

Undersecretary of State, Ministry of Education, Youth and Sports,

Cambodia

MMrr.. SSuuppaarrmmaann AAddii WWiinnoottoo

Director, Centre for Development & Empowering Educators &

Administrators of Civics & Social, Indonesia

MMrr.. TTrriiccaahhyyoo AAbbaaddii

Staff, Centre for Development & Empowering Educators &

Administrators of Civics & Social, Indonesia


MMrr.. AAiicchhoo AAttpphhaassoouukk

Deputy Director, National Research Institute for Education Sciences, Laos


““HHooww ttoo eennhhaannccee tthhee EEIIUU ppoolliiccyy ooff ffoorrmmaall eedduuccaattiioonn ttaakkiinngg

iinnttoo aaccccoouunntt ooff EEIIUU rreellaatteedd aaccttiivviittiieess iinn tthhee nnoonn--ffoorrmmaall aanndd iinn--

ffoorrmmaall eedduuccaattiioonn sseeccttoorrss””


MMss.. BBaanncchheerrddppoorrnn SSuussaannssuukk

Officer, Office of Basic Education Commission, Thailand

MMrr.. AAmmiinnuuddiinn MMoohhdd YYaaaakkuubb

Officer, International Affairs Unit, MOE, Brunei Darussalam


““HHooww ttoo ssttrreennggtthheenn tthhee ppaarrttnneerrsshhiippss ooff EEIIUU aaccrroossss tthhee

ccoouunnttrriieess aanndd ssuubb--rreeggiioonn iinn tthhee ffoorrmmaall,, iinnffoorrmmaall,, aanndd nnoonn--

ffoorrmmaall eedduuccaattiioonn sseeccttoorrss””


MMrr.. MMoohhdd ZZaahhiirr MMoohhdd IIddrriiss

Assistant Director, Educational Planning and Research Division, MOE, Malaysia

MMss.. TTrraann TThhii KKiimm TThhuuaann

Head, International Relations Division, NIESAC, MOET, Vietnam

DDaayy 33 :: FFrriiddaayy,, SSeepptteemmbbeerr 77,, 22000077

10:00 - 11:00 PPrreesseennttaattiioonn ooff RRoouunndd TTaabbllee DDiissccuussssiioonn RReessuulltt::

AAssiiaa--PPaacciiffiicc CCoonnssuullttaattiioonn oonn DDeevveellooppiinngg EEIIUU PPoolliiccyy iinn

SSoouutthh--EEaasstt AAssiiaa


11:20 - 11:40 WWrraappppiinngg--uupp

11:40 - 12:00 CClloossiinngg CCeerreemmoonnyy

12:00 - 14:00 FFaarreewweellll LLuunncchheeoonn

14:00 SScchhooooll VViissiitt

List of Participants 181AAPPPPEENNDDIIXX

MMrr.. AAmmiinnuuddiinn MMOOHHDD YYAAAAKKUUBB

Education Officer

International Affairs Unit

Ministry of Education

Bandar Seri Begawan BB3510,

Brunei Darussalam

Tel: +673-238-1846

Fax: +673-238-1846

E-mail: [email protected]

Brunei Darussalam

MMss.. TToonn SSAA--IIMM

Director

Pedagogical Research Department

Ministry of Education, Youth and Sport

Chao Ponhea Hok Primary School

St.380, Boeung Keng Kang, Cambodia

Tel: +855-23-211-409

Fax: +855-12-869-458


MMrr.. SSeennggllyy HHAAKK

Undersecretary of State

Ministry of Education, Youth and Sport

# 80, Preah Nozodom Blud, Phnom

Penh, Cambodia

Tel: +855-12-509-957

Fax: +855-23-428-654


Cambodia

DDrr.. CChhaaeeddaarr AALLWWAASSIILLAAHH

Vice Rector for Research and

Development

Universitas Pendidikan

Kopo Permai Ⅱ blok A 10 No. 2

Bandung 40239, Indonesia

Tel: +62-21-573-3127

Fax: +62-21-570-9426


DDrr.. SSuuppaarrmmaann AAddii WWIINNOOTTOO

Head

Centre for Development and Training

of Teachers’Social Sciences and Civics

Ministry of National Education,

Indonesia


Indonesia

Appendix 3: List of Participants

List of Participants182

MMrr.. TTrriiccaahhyyoo AABBAADDII

Staff, Centre for Development and

Emporwering-Educators and Administrators

of Civics and Social Studies, Ministry of

National Education, Indonesia

MMss.. VViieennggvviicchhiitthh SSOOUUTTHHIIDDEETTHH

Head

Social Division

Research Institute for Education

Sciences

Ministry of Education, P.O Bax 67

Vientiane, Laos

Tel: +856-21-213-161

Fax: +856-21-212-026


MMrr.. AAiicchhoo AATTPPHHAASSOOUUKK

Deputy Director

National Research Institute for

Education Sciences

Ministry of Education, P.O Bax 67

Vientiane, Laos

Tel: +856-21-213-161

Fax: +856-21-212-026


Laos

MMss.. SSaarriiffaahh NNoorr AAzzaahh SSYYEEDD AANNUUAARR

Assistant Director

Educational Planning and Research

Division


Level 1-4, Block E8, Government

Complex Parcel E

Federal Government Administrative

Centre

62604 Putrajaya, Malaysia

Tel: +603-8884-6493

Fax: +603-8884-6513


MMrr.. MMoohhdd ZZaahhiirr MMOOHHDD IIDDRRIISS

Assistant Director

Educational Planning and Research

Division


Level 1-4, Block E8

Government Complex Parcel E

Federal Government Administrative

Centre

62604 Putrajaya, Malaysia

Tel: +603-8884-6483

Fax: +603-8884-6513


Malaysia

List of Participants 183AAPPPPEENNDDIIXX

DDrr.. EEtthheell AAggnneess VVAALLEENNZZUUEELLAA

Head and Research Specialist

Research Studies Unit, SEAMEO

INNOTECH

Commonwealth avenue, Diliman,

Quezon City, Philippines

Tel: +632-924-7681

Fax: +632-928-7692


Philippines

MMss.. DDaaoo VVAANN VVYY

Head

General Education Strategy

Development Unit

National Institute for Educational

Strategies and Curriculum

Vietnam

Tel: +84-4-514-2071; 09-1246-3840


MMss.. TTRRAANN TThhii KKiimm TThhuuaann

Head

International Relations Division

National Institute for Education

Strategies and Curriculum Development

MOET, Vietnam

Tel: 84-4-942-3491

Fax: 84-4-822-1521


Vietnam

DDrr.. CChhaanniittaa RRUUKKSSPPOOLLLLMMUUAANNGG

Professor

Department of Educational Policy

Management and Leadership,

Faculty of Education

Chulalongkorn University

Bangkok 10330, Thailand

Tel: +66-2218-2560

Fax: +66-2218-2562


MMss.. BBaanncchheerrddppoorrnn SSUUSSAANNSSUUKK

Education Officer

Office of Basic Education Commission

Rachadamneon Nok Dusit Bkk,

Thailand

Tel: +66-2-280-5560

Fax: +66-2-281-0828


Thailand

List of Participants184

DDrr.. KKAANNGG SSoooonn--WWoonn

Professor

Han-Shin University, R.O. Korea

Tel: +82-31-370-6625

Fax: +82-31-370-6526


DDrr.. MMaarriikkoo AAKKUUZZAAWWAA

Professor

University of Hyogo, Japan

1-1-12 Shinzaike-honcho, Himeji,

Hyogo 670-0092, Japan

Tel: +81-792-92-9396

Fax: +81-792-92-1515


Research Coordinators

MMrr.. KKAANNGG DDaaii--GGeeuunn

Director

APCEIU

Tel: +82-2-774-3985

Fax: +82-2-774-3957


MMss.. MMaa.. JJoohhaannnnaa CC.. EENNCCAABBOO

Junior Programme Specialist

Research and Development Team

APCEIU

Tel: +82-2-774-3956

Fax: +82-2-774-3958


DDrr.. LLEEEE SSeeuunngg--MMii

Chief

Research and Development Team

APCEIU

Tel: +82-2-774-3956

Fax: +82-2-774-3958


APCEIU