The Southeast Asia Primary Learning Metrics Program: Thinking globally in a regional context

The Southeast Asia Primary Learning Metrics (SEA-PLM) program is a regional assessment that aims to set a common approach to assessing the learning outcomes of students at Grade 5. As an alternative to international large-scale assessments and national assessments, SEA-PLM has developed a set of assessment and survey instruments for the Southeast Asian region. Designed to be a system-level monitoring tool of educational quality and equity, SEA-PLM covers four domains: mathematics, reading, writing and global citizenship. The assessment also includes questionnaires that gather important contextual information from students, parents, teachers and school principals. A key feature of the SEA-PLM assessment is that it has been developed on the basis of an assessment framework (UNICEF & SEAMEO, 2017) that was specially designed to suit the context of ASEAN and Southeast Asian Ministers of Education Organization (SEAMEO) member countries. The purpose of this paper is to share information on SEA-PLM regional- and country- level capacity development activities, which are a defining feature of the SEA-PLM initiative. It provides a record of program activities to date and describes the program\u27s distinguishing features, goals and objectives as it moves into its first cycle of data with reporting planned for 2020. Key lessons learnt from the program\u27s activities are examined, which may have important applications for other countries involved in developing large-scale assessment programs. The paper concludes with a reflection of how the SEA-PLM program constitutes a critical component of participating countries\u27 SDG reporting requirements and offers a new regional tool to better respond to the changing needs of students in the 21st century

Southeast Asia Primary Learning Metrics (SEA-PLM) Assessment Framework

This assessment framework for the South-East Asia Primary Learning Metric (SEA-PLM) assessment program outlines an approach to assessing mathematical literacy (Chapter 2), reading literacy (Chapter 3) and writing literacy (Chapter 4). It also puts forward a conceptual framework for the context questionnaires (Chapter 5). The orientation implied by these labels is intended to emphasise that the curriculum arrangements in participating countries, which are necessarily at the centre of a regional assessment program, have as a major purpose the preparation of young people to participate effectively as members of society in such a way that they can use what they have learned at school – their reading, writing and mathematics skills, and their citizenship – to deal with the many challenges they will meet in their life beyond school. The purpose of this assessment framework is to articulate the basic structure of the SEA-PLM. It provides a description of the constructs to be measured. It also outlines the design and content of the measurement instruments and describes how measures generated by those instruments relate to the constructs

Global recession and higher education in eastern Asia: China, Mongolia and Vietnam

This paper presents a perspective on the capacity of colleges and universities during past and present economic shocks. The main argument is that the environment of the global recession-an Asia far more economically integrated than during past economic shocks, with more unified aspirations to be globally competitive and socially responsible-no longer delay reforms in higher education. In fact, the global recession has become an opportune time for higher education in Asia, specifically developing countries in eastern (East and Southeast) Asia, to continue reforming governance and administration, access and equity, internal and external efficiency, and regional collaboration. Economic shocks have accelerated reforms in higher education, especially those for promoting innovation in their economies, though more is needed in improving governance and access for underserved populations. This paper examines the cases of China, Mongolia, and Vietnam as examples of how the global recession and regional integration are growing forces in shaping their higher education reform and development. The paper also identifies a series of measures for increasing the resilience of higher education systems in serving poor and vulnerable populations during economic recessions. Responses to the global economic recession by nations in eastern Asia are likely to improve the global shift in economy and human capital. © 2011 The Author(s).published_or_final_versionSpringer Open Choice, 21 Feb 201

SEA-PLM 2019 Main Regional Report: Children’s learning in 6 Southeast Asian countries

The Southeast Asia Primary Learning Metrics (SEA-PLM) aspires to provide a world-class student learning assessment for the region, catering to the needs and context of different countries. The first cycle of this assessment, conducted in 2019 with six participating countries, sought to find out what Grade 5 children know and can do in reading, writing and mathematics. For the first time, global citizenship attitudes, values and behaviours of children were also measured by a large-scale learning assessment at primary education level

Southeast Asia Primary Learning Metrics (SEA-PLM) Assessment Framework

This assessment framework for the South-East Asia Primary Learning Metric (SEA-PLM) assessment program outlines an approach to assessing mathematical literacy (Chapter 2), reading literacy (Chapter 3) and writing literacy (Chapter 4). It also puts forward a conceptual framework for the context questionnaires (Chapter 5). The orientation implied by these labels is intended to emphasise that the curriculum arrangements in participating countries, which are necessarily at the centre of a regional assessment program, have as a major purpose the preparation of young people to participate effectively as members of society in such a way that they can use what they have learned at school – their reading, writing and mathematics skills, and their citizenship – to deal with the many challenges they will meet in their life beyond school. The purpose of this assessment framework is to articulate the basic structure of the SEA-PLM. It provides a description of the constructs to be measured. It also outlines the design and content of the measurement instruments and describes how measures generated by those instruments relate to the constructs