South-East Asia
Transcript of 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
List of Selected Acronyms 9
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
List of Selected Acronyms 10
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
List of Selected Acronyms 11
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
Glossary of Local Terms 13
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.
Glossary of Local Terms 14
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
Glossary of Local Terms 15
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
ⓒ APCEIU
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
ⓒ APCEIU
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
urrent Situation of EIU
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
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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
1. Brunei Darussalam36
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.
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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
1. Brunei Darussalam38
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
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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
1. Brunei Darussalam40
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).
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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
1. Brunei Darussalam42
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
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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-
1. Brunei Darussalam44
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
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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;
1. Brunei Darussalam46
�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.
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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
1. Brunei Darussalam48
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
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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.
1. Brunei Darussalam50
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.
1. Brunei Darussalam 51IIIIII.. CCuurrrreenntt SSiittuuaattiioonn ooffEEIIUU iinn SSoouutthh--EEaasstt AAssiiaa
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.
1. Brunei Darussalam52
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.
1. Brunei Darussalam 53IIIIII.. CCuurrrreenntt SSiittuuaattiioonn ooffEEIIUU iinn SSoouutthh--EEaasstt AAssiiaa
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.
1. Brunei Darussalam54
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
1. Brunei Darussalam 55IIIIII.. CCuurrrreenntt SSiittuuaattiioonn ooffEEIIUU iinn SSoouutthh--EEaasstt AAssiiaa
III. C
urrent Situation of EIU
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?”
2. Cambodia 61IIIIII.. CCuurrrreenntt SSiittuuaattiioonn ooffEEIIUU iinn SSoouutthh--EEaasstt AAssiiaa
�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
2. Cambodia 63IIIIII.. CCuurrrreenntt SSiittuuaattiioonn ooffEEIIUU iinn SSoouutthh--EEaasstt AAssiiaa
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
urrent Situation of EIU
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
3. Indonesia 69IIIIII.. CCuurrrreenntt SSiittuuaattiioonn ooffEEIIUU iinn SSoouutthh--EEaasstt AAssiiaa
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;
3. Indonesia 71IIIIII.. CCuurrrreenntt SSiittuuaattiioonn ooffEEIIUU iinn SSoouutthh--EEaasstt AAssiiaa
∙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
3. Indonesia 73IIIIII.. CCuurrrreenntt SSiittuuaattiioonn ooffEEIIUU iinn SSoouutthh--EEaasstt AAssiiaa
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
3. Indonesia 75IIIIII.. CCuurrrreenntt SSiittuuaattiioonn ooffEEIIUU iinn SSoouutthh--EEaasstt AAssiiaa
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
RREEFFEERREENNCCEESS
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
urrent Situation of EIU
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
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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.
4. Lao PDR 81IIIIII.. CCuurrrreenntt SSiittuuaattiioonn ooffEEIIUU iinn SSoouutthh--EEaasstt AAssiiaa
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
4. Lao PDR 83IIIIII.. CCuurrrreenntt SSiittuuaattiioonn ooffEEIIUU iinn SSoouutthh--EEaasstt AAssiiaa
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
4. Lao PDR 85IIIIII.. CCuurrrreenntt SSiittuuaattiioonn ooffEEIIUU iinn SSoouutthh--EEaasstt AAssiiaa
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
4. Lao PDR 87IIIIII.. CCuurrrreenntt SSiittuuaattiioonn ooffEEIIUU iinn SSoouutthh--EEaasstt AAssiiaa
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
4. Lao PDR 89IIIIII.. CCuurrrreenntt SSiittuuaattiioonn ooffEEIIUU iinn SSoouutthh--EEaasstt AAssiiaa
� 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
3) Values related to culture preservation
� 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
5) Values related to patriotism
� 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:
1) Values related to patriotism
� 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
2) Values related to culture preservation
� 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
4. Lao PDR 91IIIIII.. CCuurrrreenntt SSiittuuaattiioonn ooffEEIIUU iinn SSoouutthh--EEaasstt AAssiiaa
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
4. Lao PDR 93IIIIII.. CCuurrrreenntt SSiittuuaattiioonn ooffEEIIUU iinn SSoouutthh--EEaasstt AAssiiaa
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
4. Lao PDR 95IIIIII.. CCuurrrreenntt SSiittuuaattiioonn ooffEEIIUU iinn SSoouutthh--EEaasstt AAssiiaa
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
4. Lao PDR 97IIIIII.. CCuurrrreenntt SSiittuuaattiioonn ooffEEIIUU iinn SSoouutthh--EEaasstt AAssiiaa
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
RREEFFEERREENNCCEESS
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
urrent Situation of EIU
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
5. MALAYSIA 103IIIIII.. CCuurrrreenntt SSiittuuaattiioonn ooffEEIIUU iinn SSoouutthh--EEaasstt AAssiiaa
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.
5. MALAYSIA 105IIIIII.. CCuurrrreenntt SSiittuuaattiioonn ooffEEIIUU iinn SSoouutthh--EEaasstt AAssiiaa
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).
5. MALAYSIA 107IIIIII.. CCuurrrreenntt SSiittuuaattiioonn ooffEEIIUU iinn SSoouutthh--EEaasstt AAssiiaa
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
urrent Situation of EIU
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
6. Philippines 113IIIIII.. CCuurrrreenntt SSiittuuaattiioonn ooffEEIIUU iinn SSoouutthh--EEaasstt AAssiiaa
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%
6. Philippines 115IIIIII.. CCuurrrreenntt SSiittuuaattiioonn ooffEEIIUU iinn SSoouutthh--EEaasstt AAssiiaa
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
6. Philippines 117IIIIII.. CCuurrrreenntt SSiittuuaattiioonn ooffEEIIUU iinn SSoouutthh--EEaasstt AAssiiaa
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)
6. Philippines 119IIIIII.. CCuurrrreenntt SSiittuuaattiioonn ooffEEIIUU iinn SSoouutthh--EEaasstt AAssiiaa
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
urrent Situation of EIU
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
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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
7. Thailand 125IIIIII.. CCuurrrreenntt SSiittuuaattiioonn ooffEEIIUU iinn SSoouutthh--EEaasstt AAssiiaa
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.
7. Thailand 127IIIIII.. CCuurrrreenntt SSiittuuaattiioonn ooffEEIIUU iinn SSoouutthh--EEaasstt AAssiiaa
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,
7. Thailand 129IIIIII.. CCuurrrreenntt SSiittuuaattiioonn ooffEEIIUU iinn SSoouutthh--EEaasstt AAssiiaa
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
7. Thailand 131IIIIII.. CCuurrrreenntt SSiittuuaattiioonn ooffEEIIUU iinn SSoouutthh--EEaasstt AAssiiaa
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
7. Thailand 133IIIIII.. CCuurrrreenntt SSiittuuaattiioonn ooffEEIIUU iinn SSoouutthh--EEaasstt AAssiiaa
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.
7. Thailand 135IIIIII.. CCuurrrreenntt SSiittuuaattiioonn ooffEEIIUU iinn SSoouutthh--EEaasstt AAssiiaa
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
7. Thailand 137IIIIII.. CCuurrrreenntt SSiittuuaattiioonn ooffEEIIUU iinn SSoouutthh--EEaasstt AAssiiaa
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.
7. Thailand 139IIIIII.. CCuurrrreenntt SSiittuuaattiioonn ooffEEIIUU iinn SSoouutthh--EEaasstt AAssiiaa
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.
RREEFFEERREENNCCEESS
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.
7. Thailand 141IIIIII.. CCuurrrreenntt SSiittuuaattiioonn ooffEEIIUU iinn SSoouutthh--EEaasstt AAssiiaa
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.
7. Thailand 143IIIIII.. CCuurrrreenntt SSiittuuaattiioonn ooffEEIIUU iinn SSoouutthh--EEaasstt AAssiiaa
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
urrent Situation of EIU
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
8. VIET NAM 149IIIIII.. CCuurrrreenntt SSiittuuaattiioonn ooffEEIIUU iinn SSoouutthh--EEaasstt AAssiiaa
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
◀
◀
◀
◀
◀ ▶
▶
▶
▶▶
▲
▲ ▲
▲
▲▲▲
▲
▲
▲
8. VIET NAM 151IIIIII.. CCuurrrreenntt SSiittuuaattiioonn ooffEEIIUU iinn SSoouutthh--EEaasstt AAssiiaa
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.
8. VIET NAM 153IIIIII.. CCuurrrreenntt SSiittuuaattiioonn ooffEEIIUU iinn SSoouutthh--EEaasstt AAssiiaa
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.
8. VIET NAM 155IIIIII.. CCuurrrreenntt SSiittuuaattiioonn ooffEEIIUU iinn SSoouutthh--EEaasstt AAssiiaa
� 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.
8. VIET NAM 157IIIIII.. CCuurrrreenntt SSiittuuaattiioonn ooffEEIIUU iinn SSoouutthh--EEaasstt AAssiiaa
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.
RREEFFEERREENNCCEESS
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 NAM 159IIIIII.. CCuurrrreenntt SSiittuuaattiioonn ooffEEIIUU iinn SSoouutthh--EEaasstt AAssiiaa
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??
Questionnaire 165AAPPPPEENNDDIIXX
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:
Questionnaire 167AAPPPPEENNDDIIXX
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
Questionnaire 169AAPPPPEENNDDIIXX
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
Other � 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
Other � 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??
Questionnaire 171AAPPPPEENNDDIIXX
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..
Questionnaire 173AAPPPPEENNDDIIXX
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
Programme Schedule176
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)
Programme Schedule 177AAPPPPEENNDDIIXX
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””
Programme Schedule178
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
16:00 - 16:30 BBrreeaakk
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
10:40 - 11:00 BBrreeaakk
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
Programme Schedule 179AAPPPPEENNDDIIXX
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
15:30 - 15:50 BBrreeaakk
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
Programme Schedule180
MMrr.. AAiicchhoo AAttpphhaassoouukk
Deputy Director, National Research Institute for Education Sciences, Laos
16:30 - 17:10 RRoouunndd TTaabbllee DDiissccuussssiioonn 22
““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””
Recommendable Interventions by
MMss.. BBaanncchheerrddppoorrnn SSuussaannssuukk
Officer, Office of Basic Education Commission, Thailand
MMrr.. AAmmiinnuuddiinn MMoohhdd YYaaaakkuubb
Officer, International Affairs Unit, MOE, Brunei Darussalam
17:10 - 17:50 RRoouunndd TTaabbllee DDiissccuussssiioonn 33
““HHooww ttoo ssttrreennggtthheenn tthhee ppaarrttnneerrsshhiippss ooff EEIIUU aaccrroossss tthhee
ccoouunnttrriieess aanndd ssuubb--rreeggiioonn iinn tthhee ffoorrmmaall,, iinnffoorrmmaall,, aanndd nnoonn--
ffoorrmmaall eedduuccaattiioonn sseeccttoorrss””
Recommendable Interventions by
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
11:00 - 11:20 BBrreeaakk
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
E-mail: [email protected]
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
E-mail: [email protected]
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
E-mail: [email protected]
DDrr.. SSuuppaarrmmaann AAddii WWIINNOOTTOO
Head
Centre for Development and Training
of Teachers’Social Sciences and Civics
Ministry of National Education,
Indonesia
E-mail: [email protected]
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
E-mail: [email protected]
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
E-mail: [email protected]
Laos
MMss.. SSaarriiffaahh NNoorr AAzzaahh SSYYEEDD AANNUUAARR
Assistant Director
Educational Planning and Research
Division
Ministry of Education
Level 1-4, Block E8, Government
Complex Parcel E
Federal Government Administrative
Centre
62604 Putrajaya, Malaysia
Tel: +603-8884-6493
Fax: +603-8884-6513
E-mail: [email protected]
MMrr.. MMoohhdd ZZaahhiirr MMOOHHDD IIDDRRIISS
Assistant Director
Educational Planning and Research
Division
Ministry of Education
Level 1-4, Block E8
Government Complex Parcel E
Federal Government Administrative
Centre
62604 Putrajaya, Malaysia
Tel: +603-8884-6483
Fax: +603-8884-6513
E-mail: [email protected]
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
E-mail: [email protected]
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
E-mail: [email protected]
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
E-mail: [email protected]
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
E-mail: [email protected]
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
E-mail: [email protected]
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
E-mail: [email protected]
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
E-mail: [email protected]
Research Coordinators
MMrr.. KKAANNGG DDaaii--GGeeuunn
Director
APCEIU
Tel: +82-2-774-3985
Fax: +82-2-774-3957
E-mail: [email protected]
MMss.. MMaa.. JJoohhaannnnaa CC.. EENNCCAABBOO
Junior Programme Specialist
Research and Development Team
APCEIU
Tel: +82-2-774-3956
Fax: +82-2-774-3958
E-mail: [email protected]
DDrr.. LLEEEE SSeeuunngg--MMii
Chief
Research and Development Team
APCEIU
Tel: +82-2-774-3956
Fax: +82-2-774-3958
E-mail: [email protected]
APCEIU