Asia Education Summit on Flexible Learning ... - unesdoc - Unesco

2 downloads 523 Views 3MB Size Report
iv Asia Education Summit on Flexible Learning Strategies for Out-of-School Children. Plenary III: ...... EXCEL. Extended
Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

Published in 2016 by the United Nations Educational, Scientific and Cultural Organization, 7, place de Fontenoy, 75352 Paris 07 SP, France and UNESCO Bangkok Office

© UNESCO 2016

This publication is available in Open Access under the Attribution-ShareAlike 3.0 IGO (CC-BY-SA 3.0 IGO) license (http://creativecommons.org/licenses/by-sa/3.0/igo/). By using the content of this publication, the users accept to be bound by the terms of use of the UNESCO Open Access Repository (http://www.unesco. org/open-access/terms-use-ccbysa-en). The designations employed and the presentation of material throughout this publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. The ideas and opinions expressed in this publication are those of the authors; they are not necessarily those of UNESCO and do not commit the Organization.

Project co-ordinators: Ichiro Miyazawa and Hyunjeong Lee Design/Layout: Umaporn Tang-On/Warren Field Cover photo: © UNESCO /S. Chaiyasook

TH/C4/EISD/16/034-E

Table of Contents Acknowledgements.............................................................................................................................................................................. xiii Acronyms ................................................................................................................................................................................................. xiv Executive Summary.............................................................................................................................................................................xviii Introduction .....................................................................................................................................................................................................1 Background ................................................................................................................................................................................................... 2 Opening Remarks...................................................................................................................................................................................... 3 Dr. Gwang Jo Kim, Director, UNESCO Asia and Pacific Regional Bureau for Education (UNESCO Bangkok), Thailand Ms. Karin Hulshof, Regional Director, NICEF Regional Office for South Asia (UNICEF ROSA), Nepal Mr. Suphat Champatong, Ph.D., Deputy Permanent Secretary and Secretary General Thai National Commission for UNESCO, Thailand Dr. Ethel Agnes P. Valenzuela, Deputy Director, Programme and Development, Southeast Asian Ministers of Education Dr. Mary Joy Pigozzi, Director, Educate a Child, Qatar Dr. Vongthep Arthakaivalvatee, Deputy Secretary General, ASEAN Secretariat on Socio-Cultural Community, Department ASEAN Secretariat – VIDEO Presentation

Objectives of the Summit................................................................................................................................................................. 15 Mr. Ichiro Miyazawa, Programme Specialist, Lifelong Learning and Literacy, UNESCO Bangkok, Thailand

UIS DATA ........................................................................................................................................................................................................ 15

Mr. Roshan Bajracharya, Programme Specialist, UNESCO Institute for Statistics (UIS-Bangkok)

PART ONE: The Plenary Sessions............................................................................................................................................... 17 PLENARY I: Innovative Education for Out-of-School Children................................................................................. 17

Out-of-School Children and Education.............................................................................................................................. 17

Dr. Mechai Viravaidya, Founder/Chairman/Headmaster, Population and Development International (PDI), Population and Community Development Association (PDA), Mechai Viravaidya (MVF), Mechai Pattana School, Thailand



Innovations in Education for Out-of-School Children............................................................................................ 18





Honorable Minister Mr. Girajamani Pokhrel, Ministry of Education and Sports, Kathmandu, Nepal

Innovations for Out-of-School Children: New Approaches to an Age-Old Problem.................... 19

Tara Hill, Program Officer, Center for Education Innovations, Results for Development Institute (R4D), United States of America

PLENARY II: Innovative Finance for Out-of-School Children..................................................................................... 21

Innovations in Education Finance for Out-of-School Children....................................................................... 21

Dr. Nicholas Burnett, Managing Director, Global Education, Results for Development (R4D), United States of America

Innovative Financing and Innovative Spending for Out-of-School Children: The Thailand Experience............................................................................................................................................................... 22 Dr. Varakorn Samakoses, Former Deputy Minister of Education, Dhurakij Pundit University, Bangkok, Thailand

iii

Plenary III: Out-of-School Children: Learning and Psychology............................................................................... 23

Ensuring Learning Takes Place.................................................................................................................................................. 23





Dr. Rukmini Banerji, CEO, Pratham Education Foundation, India

Trauma-sensitive Schooling....................................................................................................................................................... 23

Susan Cole, Ms.Ed., J.D., Director, Trauma and Learning Policy Initiative, A Joint Program of Harvard Law School and Massachusetts, Advocates for Children, United States of America

How Korea Responds to Immigration and Cultural Diversity in Education– National Strategy to Support Children of Multicultural Background in Korea......................................................... 26

Dr. Youngwha Kee, President, National Institute for Lifelong Education (NILE), Republic of Korea

PLENARY IV: The Out-of-School Children Initiative (OOSCI)..................................................................................... 28

Ms. Simrin Singh, Senior Specialist on Child Labour, International Labour Office (ILO), Thailand

Ms. Aurélie Acoca, Assistant Programme Specialist, UNESCO Institute for Statistics (UIS-Bangkok), Thailand

Ms. Camilla Woeldike, Education Consultant, (SEA-PLM/OOSCI/UNGEI), UNICEF EAPRO, Thailand



Mr. Sanaullah Panezai, Education Specialist, (UNGEI/Equity/Quality), UNICEF ROSA, Nepal



Ms. Purnima Gurung, Education Officer, UNICEF ROSA, Nepal

Mr. Tuan Khanh Le, Deputy General Director, Department of Finance and Planning, Ministry of Education and Training, Viet Nam Ms. Marieta Atienza, Project Development Officer V, Chief, Education Management Information System Division, Planning Service, Department of Education, Philippines

PLENARY V: Country Consultation Meetings........................................................................................................................ 30 Mr. Ichiro Miyazawa, Programme Specialist, Lifelong Learning and Literacy UNESCO Bangkok, Thailand

PART TWO: The Concurrent Sessions.................................................................................................................................... 41 SESSION 1: Governance...................................................................................................................................................................... 41

1A. Policy and Legislation.............................................................................................................................................................. 41

1A.1 National Cabinet Resolution 2005.............................................................................................................................. 41

Mr. Pumsaran Tongliemnak, Plan and Policy Analyst, Ministry of Education, Thailand

1A.2 Education for Migrant Children in Sabah, Malaysia........................................................................................... 42 Dr. Nur Anuar Muthalib, Head, International Education Coordination Unit, Ministry of Education, Malaysia 1A.3 Madrasah Education: The ARMM Experience....................................................................................................... 42 Prof. Alzad T. Sattar, Department of Education, Autonomous Region in Muslim Mindanao (DepEd-ARMM), Philippines 1A.4 The Indian Experience...................................................................................................................................................... 43 Ms. Surbhi Jain, Director (EE-II), Department of School Education and Literacy, Ministry of Human Resource Development, India



1B. Equivalency Programmes with Assessment Systems....................................................................................... 43

1B.1 Accelerated Learning in Cambodia............................................................................................................................ 43 Mr. Kuoch Kou Lom-A, Director, Department of Non-Formal Education, Ministry of Education, Youth and Sport, Cambodia 1B.2 Expansion of NFPE in Myanmar................................................................................................................................... 45

iv

Mr. Tin Nyo, Vice-Chairman, Myanmar Literacy Resources Centre, Myanmar

Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

1B.3 Status of Out-of-School Children and Flexible Learning Strategies in Nepal........................................ 45



Mr. Babu Ram Poudel, Executive Director, Curriculum Development Center, Sanothimi, Nepal

1C. Sustainable Financing.............................................................................................................................................................. 46

1C.1 Sustainable and Innovative Financing for Disabled and Disadvantaged OOSC in Thailand: Mae Hong Son Model.................................................................................................................................................................46 Mr. Amnat Wichayanuwat, Director of Special Education Bureau, Office of Basic Education Commission, Ministry of Education, Thailand 1C.2 Social Impact Bond: Sustainable Finance for Initiatives that Improve Learning Opportunities and Outcomes for Out-of-School Children (OOSC) and the Most Marginalized Populations................ 47

Mr. Manas Rath, Founder, Blue Lotus Advisors, India

1C.3 Natural Resources Tax: The National Education Plan and CAQi implementation: An urgent need to face out-of-school children challenges in Brazil................................................................... 47 Ms. Maria Celia Giudicissi Rehder, Project Coordinator, Brazilian Campaign for the Right to Education, Brazil 1C.4 Girls Education Support Program: Flexible Response Fund...........................................................................48 Dr. Shama Dossa, Director, Monitoring, Evaluation, Research and Learning (MERL) Unit, Aga Khan Foundation, Afghanistan



1D. Collaboration with Non-Governmental Organizations (NGOs)............................................................... 49



1D.1 Help without Frontiers & the MoE................................................................................................................................... 49



Ms. Farida Lambay, Co-Founder & Trustee, Pratham Ms. Siraporn Kaewsombat, Director, Help Without Frontiers (HwF) Thailand Foundation, Thailand

1D.2 An Integrated Approach from the Cambodian Consortium for, OOSC in Cambodia............................50



Mr. Chanveasna Chin, Executive Director, NGO Education Partnership (NEP), Cambodia

Mr. Socheat Lam, Coordinator, Cambodian Consortium for Out-of-School Children in Cambodia (CCOSC), Cambodia 1D.3 Government Collaboration Ensures Sustainability – School Moving with Migrant (Out-of-School) Children: A Successful Experience of Aide et Action to Ensure Continued Education for Migrant Children in India.................................................................................................................................. 51



Mr. Ravi Pratap Singh, Regional Director, South Asia, Aide et Action International, Sri Lanka

1E. Collaboration with the Private Sector.......................................................................................................................... 51



1E.1 Partnership Development.................................................................................................................................................... 52



Prof. Michael Morrissey, Senior Education Adviser, Educate A Child (EAC), Qatar Mr. Richard Welford, Chairman, CSR Asia

1E.2 The Chiang Mai Initiative (CMI).......................................................................................................................................... 52

Mr. Sin-ard Lampoonphong, Office of the Basic Education Commission (OBEC), Ministry of Education, Thailand

1E.3 Microsoft & Partnerships....................................................................................................................................................... 53



Ms. Mei Ling Tan, Global Digital Learning Strategy Team, Microsoft, Singapore

CONCURRENT SESSION 2: Capacity Development of Teachers...................................................................54

2A. ICT & Capacity Development.............................................................................................................................................. 54



2A.1 Capacity Development......................................................................................................................................................... 54

Ms. Rommuk Piachan, Specialist in CSR Communications Strategy, Public Relations/Trueplookpanya, True Corporation, Thailand

v

2A.2 The Advancing MOOCs for Development Initiative: Online learning for Workforce Development........................................................................................................................................................... 55 Mr. Scott Anderson, Director, The Advancing MOOCs for Development Initiative, IREX - The Philippines, Colombia and South Africa 2A.3 Capacitating Teachers and Teacher Educators for Effective ICT-Pedagogy Integration: UNESCO Pledges to Promote Digital Equity....................................................................................................................................... 55

Mr. Miron Kumar Bhowmik, Programme Officer, UNESCO Bangkok, Thailand

2B.1 Nepal Teacher Training Innovations (NTTI): A Comprehensive Approach to Introducing Best Teaching Practice Methodology................................................................................................................................. 57

Ms. Ashley Hager, Founder, Project Director, Nepal Teacher Training Innovations (NTTI), Nepal

2B.2 Widening the Circle: Re-conceptualizing Teacher Education as Professional Development Schools in Rural Cambodia....................................................................................................................................................................... 58

Dr. Yuriko C. Wellington, Founder/Director, Teach Cambodia, Cambodia

2B.3 Using the Gradual Release of Responsibility Framework in Pre-Service Teacher Training for Southeastern Myanmar............................................................................................................................................................. 58 Mr. William Gray Rinehart, Instructor/Teacher Trainer and Program Advisor, Bop Htaw Education Empowerment Program, Myanmar



2C. Effective In-Service Teacher Training (Ongoing Professional Development and Support)......59

Dr. Jim Ackers, Regional Education Adviser, UNICEF East Asia and Pacific Regional Office (UNICEF EAPRO), Thailand 2C.1 Transformative Learning: A Case of Building Young Active Citizens.......................................................... 59

Mr. Kittirat Pluemjit, Project Manage, Siam Commercial Bank Foundation (SCBF), Thailand

2C.2 Building a Teacher-led Movement to Improve Children’s Learning Outcomes...................................60

Mr. Sandeep Mishra, Director, STIR Education, India

2C.3 The Innovative Strategies Used to Increase the Access of Marginalized Children in the Resistant-to-change District of Diamer in Gilgit-Baltistan of Pakistan................................................................ 61 Dr. Mola Dad Shafa, Associate Professor and Head, The Agha Khan University- Institute of Educational Development’s Professional Development Center North , Gilgit-Baltistan, Pakistan (VIDEO Presentation)



2D. Individualized Learning and Innovative Assessments................................................................................... 62



Mr. Tim Murray, Senior Education Specialist, Save the Children, Thailand

2D.1 Individualized Learning and Innovative Assessment Strategies................................................................ 62

Ms. Elizabeth Mehta, Founder, Muktangan, India

2D.2 Early Childhood Education: Creating Nurturing Learning Spaces for Optimum Growth and Development........................................................................................................................................................................ 63 Ms. Uma Shanker, Director of Indian Montessori Training Courses, Chennai and Managing Trustee of Kalvi Trust on Research and Education, India 2D.3 Early Childhood Development Scales...................................................................................................................... 63 Ms. Silke Friesendorf, Communications Manager, Asia Pacific Regional Network for Early Childhood (ARNEC), Singapore 2D.4 Assessment for Quality Education: Southeast Asia Primary Learning Metric (SEA-PLM) ............... 64 Dr. Asmah Ahmad, Programme Officer II, Southeast Asian Ministers of Education Organization Secretariat (SEAMEO Secretariat), Thailand

vi

Asia Education Summit on Flexible Learning Strategies for Out-of-School Children



2E. Special Session: Meet with Global Partners & Donors.................................................................................... 65



2E.1 Strategic Direction of the Global Partnership for Education (GPE).................................................................. 65

Ms. April Michelle Golden, Donor Relations Officer, Asia-Pacific, Global Partnership for Education (GPE), United States of America

2E.2 Becoming Partners with Educate A Child.....................................................................................................................66



Mr. Michael Cacich, Senior Education Specialist, Educate A Child (EAC), Qatar

2E.3 Providing More Opportunities for Learning: JICA’s New Education Cooperation Strategy ................. 66



Ms. Naoko Arakawa, Education Specialist, Japan International Cooperation Agency (JICA), Japan

2E.4 Enhance Alternative Learning Delivery System for Continuous and Inclusive Education Case Study: Alternative Quality Learning Project (AQAL) in Pakistan....................................................................... 67 Ms. Chico Ohashi, Chief Advisor, Advancing Quality Alternative Learning Project (AQAL), Japan International Cooperation Agency (JICA), Japan

CONCURRENT SESSION 3: Pedagogies & Curricula................................................................................................ 68

3A. Multigrade Teaching................................................................................................................................................................ 68



3A.1 Democracy in the Montessori Curriculum: Citizens of Courage...................................................................... 68



Ms. Amukta Mahapatra, Director, SchoolScape Centre for Educators, India

3A.2 Multigrade Teaching and Multi-level Teaching (MGML) Review of Innovations, Issues of Implementation and Sustainability.......................................................................................................................................... 69

Prof. Manjula Vithanapathirana, Faculty of Education, University of Colombo, Sri Lanka

3A.3 Multigrade Teaching in the Small Schools of Thailand......................................................................................... 69

Dr. Benjalug Namfa, Advisor, Office of the Basic Education Commission, Ministry of Education, Thailand



3B. Multilingual Education............................................................................................................................................................ 71



Dr. Kirk Person, Director, External Affairs, SIL International, Thailand

3B.1 Mainstreaming Mother Tongue Based Multilingual Education in the Philippines: Initial Gains and Challenges.......................................................................................................................................................... 71 Prof. Maria Mercedes Arzadon, Assistant Professor, College of Education, University of the Philippines-Diliman Campus, Philippines 3B.2 A Comparative Analysis of Mother Tongue and National Language Based Preschool in Indigenous Community............................................................................................................................................................. 72

Ms. Meherun Nahar, Project Directo, Save the Children, Bangladesh

3B.3 One Hour Per Week in the Mother Tongue Can Make a Difference: The Case of Two Marginalised Communities in Central Sulawesi, Indonesia...........................................................................................72



Ms. Alice Eastwood, Multilingual Education Specialist, SIL International, Indonesia

3C. Mobile Learning for Out-of-School Children.......................................................................................................... 73

3C.1 Ilm-on-Wheels: Learning Boost: Use of Technology to Extend Advanced Learning Opportunities to Marginalized Students and their Teachers......................................................................................... 74

Mr. Asad Karim, CEO, TeleTaleem, Pakistan

3C.2 Mobile Literacy for Out-of-School Children: Creating Opportunity for Disadvantaged Migrant Children................................................................................................................................................................................. 75

Ms. Sowirin Chuanprapun, Project Officer, UNESCO Bangkok, Thailand

3C.3 Overcoming Connectivity Challenges in Rural Schools with Content Servers.......................................... 76

Mr. Bernd Nordhausen, Principal Consultant, Nordhausen Consulting, Singapore

vii



3D. Personalized Learning and Curricula.......................................................................................................................... 77



3D.1 Moo Baan Dek........................................................................................................................................................................... 77



3D.2 Building Foundations for Learning.................................................................................................................................. 77



Ms. Rajani Dhongchai, Principal, Children’s Village School, The Foundation for Children, Thailand Ms. Keerti Jayaram, Director, Organisation for Early Literacy Promotion (OELP), India

3D.3 FIRE Model: Innovating Instruction................................................................................................................................ 78



Mr. Buddy Berry, Superintendent, Eminence Independent Schools, United States of America

CONCURRENT SESSION 4: Responding to Challenges (Part I)...................................................................... 79

4A. Gender................................................................................................................................................................................................. 79



4A.1 Respect for All: Promoting Safe and Gender-Responsive Schools in Thailand..........................................79



Ms. Pompran Netyavichitr, LGBT Project Manager, Plan International, Thailand

4A.2 PHASE Nepal’s Alternative Schooling and Girls’ Empowerment Training Programmes in North Gorkha.................................................................................................................................................................................. 80

4A.3 Empowering Adolescent Girls through Life Skills Based Education in Pakistan....................................... 81





Mr. Rudra Bahadur Neupane, Program Manager, PHASE Nepal, Nepal Ms. Neha Mankani, Manager, Research, Monitoring, and Evaluation, Aahung, Pakistan

4B. Promoting Inclusive Education......................................................................................................................................... 81

4B.1 Creating Educational Opportunities for Children with Special Needs: Inclusive Education in Thailand...................................................................................................................................................................... 82 Dr. Samart Ratanasakorn, Senior Officer, Bureau of Special Education, Office of Basic Education (OBEC), Ministry of Education, Thailand 4B.2 Classroom Management: The Natural Environment for the Visually Impaired with Additional Disabilities for Transition to their Families and Communities after Finishing School. ...................................... 83 Ms. Siriporn Tantaopas, Special Education Teacher, Senior Professional Level, Northern School for the Blind, Chiang Mai, Thailand

4B.3 Teaching Children with Autism Spectrum Disorders............................................................................................. 83





Ms. Chantal Sicile-Kira, Founder and President, Autism College, United States of America

4C. Innovations in Special Education................................................................................................................................... 85



4C.1 Innovations of Assistive Technologies in Special Education.............................................................................. 85

Prof. Jun Ishikawa, Chairperson, Commission on the Policy for Persons with Disabilities Cabinet Office, Japan

4C.2 Innovative Teaching Practices........................................................................................................................................... 86



4C.3 NVDA: Improving Education Opportunities for the Blind.................................................................................... 87





Ms. Phalla Neang, Coordinator for Blind Children Education, Krousar Thmey (New Family), Cambodia Mr. Michael Curran, Founder, NV Access, Australia

4D. Child Labor & Trafficking...................................................................................................................................................... 87

4D.1 Hagar’s Education Strategies for Survivors of Child Labour, Trafficking, and other Human Rights Abuses in Cambodia........................................................................................................................................................................ 88

Mr. Pisith Horn, Project Manager, Community Learning Centre, Hagar International, Cambodia

4D.2 myME Project: Providing Non-formal Education and Vocational Training for Underprivileged Working Children and Youth........................................................................................................................................................ 88 Mr. Tim Aye-Hardy, Co-Founder & Executive Director, Myanmar Mobile Education Project (myME), Myanmar

viii Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

4D.3 Building Life Skills of Out-of-School Drug Dependent Juveniles: Experience through PKM Project..................................................................................................................................................................................... 89 Dr. Aparna Khanna, Associate Professor, Department of Development Communication and Extension, Lady Irwin College, University of Delhi, India

CONCURRENT SESSION 5: Responding to Challenges (Part II)................................................................... 90

5A. Education in Emergencies: Conflict Zones.............................................................................................................. 90



5A.1 International Network for Education in Emergencies (INEE)..............................................................................90

Mr. Dean Brooks, Director, International Network for Education in Emergencies (INEE), New York, United States of America

5A.2 Innovations in Education for Out-of-School Children in Afghanistan........................................................... 91

Mr. Bashir Khaliqi, Managing Director, Afghan Association for Adult Education (ANAFAE), Afghanistan 5A.3 Supporting the Learning of Children in Times of Protracted Conflict and Crisis: The UNRWA Response to the Education Needs of Palestine Refugees from Syria and in Gaza............................................. 92 Dr. Caroline Pontefract, Director of Education Department, United Nations Relief Works Agency (UNRWA), Headquarters, Amman, Jordan



5B. Education in Emergencies: Natural Disasters......................................................................................................... 93



5B.1 Rebuilding Hope in Eastern Viåsayas: “Because the Children Could Not Wait”......................................... 93



Dr. Luisa Bautista-Yu, Regional Director, Department of Education (DepEd), Philippines

5B.2 Empowerment and Recovery Process of the Children Evacuated from the Disaster Stricken Area: Lessons from the Experience of Japan Tohoku Area.........................................................94

Prof. Ichinose Tomonori, Professor, Miyagi University of Education, Japan

5B.3 Nepal Earthquake 2015: Emergency and Early Recovery..................................................................................... 95



Mr. Baikunta Prasad Aryal, Director, Planning Department of Education, Government of Nepal



Mrs. Purnima Gurung, Education Officer, UNICEF ROSA, Nepal



5C. Stateless & Migrant Children.............................................................................................................................................. 95



5C.1 Labour Rights Promotion Network Foundation (LPN).......................................................................................... 95



5C.2 Providing a Relevant Education for Displaced Children in the Andaman Sea Crisis .............................. 96



Mr. Sompong Srakaew, Director, Labour Rights Promotion Network Foundation (LPN), Thailand Mr. Tim Murray, Senior Education Specialist, Save the Children, Thailand

5C.3 Flexible Learning Strategies for Out-of-School Children: Step-Up Programme, HPPI........................... 97

Ms. Vaishali Mudgal, Pedagogy Expert and Teacher Trainer, Humana People to People India (HPPI), India



5D. Ethnic Minorities.......................................................................................................................................................................... 98

5D.1 Children’s Libraries Nurturing Reading Habits and Catalyze Communities in Remote Villages/Islands of Eastern Indonesia........................................................................................................................................ 98

5D.2 Ethnic Minority Children in the Cambodian Consortium for Out-of-School Children- MLE ............ 100



Ms. Nila Tanzil, Founder, Taman Bacaan Pelangi (Rainbow Reading Gardens), Indonesia Mr. Jan Noorlander, Program Director, CARE Cambodia, Cambodia

5D.3 BRAC Philippines: Alternative Delivery Model (ADM)...........................................................................................101



Mr. M. Nazrul Islam, Country Representative, BRAC International, Philippines

ix

CONCURRENT SESSION 6: Beyond Primary Education......................................................................................103

6A. Connecting Education with Employment...............................................................................................................103



6A.1 UCEP: 43 Years of Providing Second-chance Education.....................................................................................103

Mr. Zaki Hasan, Chief Executive Officer, Underprivileged Children’s Educational Programs (UCEP), Bangladesh

6A.2 Building Futures towards Social and Professional Insertion..............................................................................103



Mr. Sovann Hong, Program Coordinator, Mith Samlanh (Friends International), Cambodia

6A.3 Protection and Education of Children from Human Trafficking in Northern Thailand ........................ 104

Mr. Sompop Jantraka, Director, Development and Education Programme for Daughters and Communities Centre (DEPDC) in the Greater Mekong Sub Region (DEPDC/GMS), Thailand



6B. Mainstreaming and Equivalency Programmes for Lower Secondary............................................... 104



6B.1 Lower-secondary Equivalency Programmes in 9,000 Community Learning Centres (CLCs)........... 105

Mr. Yothin Sommanonont, Office of Non-formal and Informal Education (ONIE), Ministry of Education, Thailand

6B.2 The Lao Equivalency Programme (EP) for Lower Secondary............................................................................ 105

Ms. Philany Phissamay, Head of Monitoring and Evaluation Division, Department of Non-Formal Education, Ministry of Education and Sports, Lao PDR

6B.3 Philippines Alternative Learning System (ALS)........................................................................................................ 106

Ms. Anabel Ungcad, ALS Education Program Specialist-II, Department of Education, Davao del Sur, Philippines

6B.4 Accelerated Education Working Group: Widening Access, Raising Standards........................................ 106





Ms. Laetitia Lemaistre, Education Specialist, UNHCR

6C. The Arts and Sports Education........................................................................................................................................107

6C.1 Non-formal Education and Life-long Learning Center of Nalaikh district, Ulaanbaatar, Mongolia ................................................................................................................................................................. 108

Mrs. Solongo Sukhbaatar, English Teacher, Nalaikh Non-formal Life-long Learning Center, Mongolia

6C.2 Enjoyment: The Key to Learning & Enrollment – The Role of Sport, Art and Music (SAM) ................ 108



Mr. Chris Howarth, Founder and Programmes Director, United World Schools, Cambodia

6D. Psychology and Mind-preparedness......................................................................................................................... 109

6D.1 Project Duke............................................................................................................................................................................ 109 Mr. Jose H. De Mesa, City Administrator & Officer-In-Charge (OIC), City Education & Excellence Development Office (CEEDO), City of Balanga, Province of Bataan, Republic of the Philippines

6D.2 Growing Learning Mindset on Doi Tung.................................................................................................................... 110

Dr. Piyapat Chitpirom, Center for Educational Psychology (CEP), Foundation of Virtuous Youth, Thailand

6D.3 Psychosocial Support in the Philippines..................................................................................................................... 110





Dr. Mee Young Choi, Head of Education Unit, UNESCO Jakarta, Indonesia

6E. More Innovations for Youth and Adults.................................................................................................................... 111



6E.1 Involving Mothers in Learning: To Promote Retention for their Children................................................... 111



Ms. Shaheen Attiq-ur-Rahman, Vice Chairman, BUNYAD, Pakistan

6E.2 Community-Based Enterprise Development (C-BED)........................................................................................... 112

Mr. Wade Jonathon Bromley, Livelihoods and Enterprise Development Technical Officer, International Labour Organization (ILO), East and Southeast Asia and the Pacific, Thailand

x

Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

6E.3 Enabling Sustainable Educational Service Delivery through Social Enterprise........................................... 112

Mr. Samphors Vorn, Country Programme Director, Aide et Action, Cambodia

SPECIAL SUB-SESSIONS: Collaboration with the Private Sector.............................................................. 114

3E. CSR Asia 10 Case Studies on Education..................................................................................................................... 114



Mabel Wong, Executive Director, CSR Asia, Australia



Nisagon Khongphaitoon, Corporate Citizenship & Corporate Affairs Professional, IBM Thailand



4E. Leveraging the Assets & Expertise of the Private Sector............................................................................. 114





Sandy Walsh, Director, Social Innovation Group, Asia Pacific, Cisco, Thailand Caroline Sharp, Vice President, Corporate Citizenship APAC Credit Suisse, Singapore Patimakorn Yutitham, Management Quality Manager, Fuji Xerox Thailand Richard Welford, Chairman, CSR Asia, Singapore

5E. Creating Strategic Partnerships with the Private Sector.............................................................................. 115



Nicola Crosta, Co-Founder, Baan Dek Foundation, Thailand Angela Soteber, Communications & Public Affairs Manager, SEA Mubadala Petroleum, Singapore Graeme Ham, Vice President Talent & Culture, AccorHotels - Malaysia, Indonesia and Singapore

PART THREE: Closing Session...................................................................................................................................................... 119 Outcome Document Summary................................................................................................................................................. 119 Dr. Ethel Agnes P. Valenzuela, Deputy Director, Programme and Development, Southeast Asian Ministers of Education Secretariat (SEAMEO Secretariat), Thailand

Mr. Tanvir Muntasim, International Policy Manager, Education, ActionAid International, Thailand

Dr. Kraiyos Patrawart, Policy Specialist, Education Finance and Policy, Quality Learning Foundation (QLF), Thailand

Closing Remarks...................................................................................................................................................................................... 119 Dr. Caroline Pontefract, Director of Education Department, United Nations Relief Works Agency (UNRWA), Headquarters, Amman, Jordan Mr. Dean Brooks, Director, International Network on Education in Emergencies (INEE), New York, United States of America Mr. Suphat Champatong, Ph.D., Deputy Permanent Secretary General, Thai National Commission for UNESCO, Thailand Mr. M.H.M.N. Bandara, Director, South Asian Association for Regional Cooperation (SAARC), Education, Security Aspects and Culture Division (ESC), Nepal

xi

© UNESCO Islamabad

xii Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

Acknowledgements UNESCO Bangkok wish to acknowledge the generous support of Educate A Child (EAC) for the Asia Education Summit 2016 which was held from February 24 to 26, 2016, in Bangkok, Thailand. UNESCO Bangkok also extend special thanks to UNICEF East Asia and Pacific Regional Office, the Southeast Asian Ministers of Education Organization (SEAMEO Secretariat), Plan International, Save the Children, Aide et Action, ActionAid International, the Asia South Pacific Association for Basic and Adult Education (ASPBAE), and the Quality Learning Foundation (QLF). Everyone was willing to collaborate and provide information and inputs for the Summit. The information was given with good will and in a spirit of cooperation, all of which facilitated the work of UNESCO Bangkok. Special thanks to the Summit’s speakers, note takers, moderators and volunteers whose inputs were greatly appreciated. The determined efforts and valuable contributions of all involved made the Asia Education Summit 2016 possible and successful, and this summit report achievable. Disclaimer: UNESCO Bangkok makes every effort to present accurate and reliable information in its reports. Thus, the presentation summaries provided in this report were based on the written summaries provided by speakers, as well as on the session notes taken by moderators, note takers, and this report’s primary author. Thus, all references made within the presentations were provided by speakers, and UNESCO Bangkok assumes no responsibility for the content of such information, including, but not limited to: errors or omissions; the accuracy of factual information or reported data, studies or conclusions; the possible derogatory nature of statements; ownership of copyright or other intellectual property rights; and the violation of property, privacy or personal rights of others. Furthermore, in deference to each speaker’s submissions, American or British standardized English spellings were accepted and included accordingly. Please note that all presentations represent the opinions of the presenter(s) and do not represent the position or the opinion of UNESCO Bangkok, its staff, or partners. Thus, reference made by the speaker to any specific commercial product, process or service by trade name, trademark, service mark, manufacturer, and corporation or otherwise does not constitute or imply endorsement, recommendation, or favoring by UNESCO Bangkok and partners. Furthermore, UNESCO Bangkok and its partners assume no responsibility for the consequences resulting from the use of, or reliance on the information found in this report (or from the use of the information obtained at linked internet addresses), or for the content of such information.

xiii

Acronyms A&E

Accreditation and Equivalency

A/L

Accelerated Learning

ADB

Asian Development Bank

ALC

Alternative Learning Center

ALE

Alternative Learning and Education

ALIVE

Arabic Language and Islamic Values

ALS

Alternative Learning System

ALS-DAP

Alternative Learning System for Differently-Abled Persons

ANER

Adjusted Net Enrolment Rate

APIS

Annual Poverty Indicators Survey

ARH

Adolescent Reproductive Health

ARMM

Autonomous Region in Muslim Mindanao

ASEAN

Association of Southeast Asian Nations

BALS

Bureau of Alternative Learning Systems

BDA

Border Areas Development Association

BEAM

Basic Education Assistance for Mindanao

BEIS

Basic Education Information System

BIFF

Bangsamoro Islamic Freedom Fighters

BLP

Basic Literacy Program

BMWEC

Burmese Migrant Workers’ Education Committee

BRAC

Bangladesh Rural Advancement Committee

CAR

Cordillera Administrative Region

CESR

Comprehensive Education Sector Review

CIA

Central Intelligence Agency

CLC

Community Learning Center

CSES

Cambodia Socio-Economic Survey

CVCD

Cambodian Volunteers for Community Development

DBE

Department of Basic Education

DepEd

Department of Education

DEPT

Department of Educational Planning and Training

DHS

Demographic Health Survey

DNFE

Department of Non-Formal Education

DoE

Department of Education

DoE

District Education Office

DSW

Department of Social Welfare

DSWD

Department of Social Welfare and Development

xiv Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

DTC

Dynamic Teen Company

ECED

Early Childhood Education and Development

EduStat

Education Statistics

EFA

Education for All

EP

Equivalency Program

EPDC

Education Policy and Data Center

ESP

Education Strategic Plan

EXCEL

Extended and Continuous Education and Learning

FLEMMS

Functional Literacy, Education and Mass Media Survey

FLS

Flexible Learning Strategies

FTI

Fast Track Initiative

GDP

Gross Domestic Product

GER

Gross Enrolment Ratio

GII

Gender Inequality Index

GIR

Gross Intake Rate

GMR

Global Monitoring Report

GNI

Gross National Income

GO

Government Organization

GPI

Gender Parity Index

GSO

General Statistics Office

HDF

Human Development Foundation

HDI

Human Development Index

HDR

Human Development Report

IBAC

Ideology-based Armed Conflict

ICC

Indigenous Cultural Communities

IDP

Internally Displaced People

IHLCS

Integrated Household Living Conditions Survey

ILO

International Labor Organization

ILO-IPEC

International Labour Organization – International Programme on the Elimination of Child Labour

IOM

International Organization for Migration

IP

Indigenous People

IPE

Indigenous Peoples Education

IPRA

Indigenous Peoples Rights Act

JRS

Jesuit Refugee Service

K4

Kariton Klasrum, Klinik, Kantin

KBC

Karen Baptist Convention

KMSS

Karuna Myanmar Social Services

KNU

Karen National Union

KTWG

Karen Teachers Working Groups

LC

Learning Center

LFCLS

Laos Labour Force and Child Labor Survey

xv

LGU

Local Government Unit

LINUS

Literacy and Numeracy Screening

MCCT

Modified Conditional Cash Transfer

MERB

Myanmar Education Research Bureau

MICS

Multiple Indicator Cluster Survey

MILF

Moro Islamic Liberation Front

MLRC

Myanmar Literacy Resource Centre

MNPED

Ministry of National Planning and Economic Development

MoE

Ministry of Education

MOEC

Ministry of Education and Culture

MOET

Ministry of Education and Training

MoEYS

Ministry of Education, Youth and Sport

MoH

Ministry of Health

MOLISA

Ministry of Labor, Invalids and Social Affairs

MPS

Mean Percentage Score

MSWRR

Ministry of Social Welfare, Relief and Resettlement

MGT

Multi-Grade Teaching

MWECP

Ministry of Women’s Empowerment and Child Protection

NAT

National Achievement Test

NDER

National Directorate for Recurrent Education

NEFAC

National EFA Committee

NEP

National Equivalence Program

NER

Net Enrolment Ratio

NESP

National Education Strategic Plan

NFE

Non-Formal Education

NFPE

Non-Formal Primary Education

NGOs

Non-government Organizations

NIR

Net Intake Rate

NYF

Nurul Yakin Foundation

OECD

Organisation for Economic Co-operation and Development

OHSP

Open High School Program

OOSC

Out-of-School Children

OOSCI

Out-of-School Children Initiative

OSY

Out-of-School Youth

PAR

Philippine Area of Responsibility

PDM

Persatuan Dyslexia Malaysia

PDP

Philippine Development Plan

PED

Primary Education Department

PEPT

Philippine Educational Placement Test

PHP

Philippine Pesos

PIDS

Philippine Institute for Development Studies

xvi Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

PoE

Provincial Office of Education

PPP

Purchasing Power Parity

PSA

Philippine Statistics Authority

PSDR

Primary School Dropout Rate

PWD

Persons with Disabilities

RLIP

Retirement and Life Insurance Premiums

RBI

Radio-Based Instruction

RWCT

Reading, Writing and Critical Thinking

S4SK-M

Scholarship for Street Kids – Myanmar

SBJK

Sekolah Bimbingan Jalinan Kasih

SCN

Save the Children Norway

SDP

Strategic Development Plan

SEA

Southeast Asian

SEIP

Special Education Integrated Program

SHG

Henry Gurney School

SI

Integrity Schools

SIH

School in Hospital

SUSENAS

National Socio-Economic Survey

TBC

Tedim Baptist Convention

TESDA

Technical Education and Skills Development Authority

TGP

Total Group Population

TLDHS

Timor-Leste Demographic and Health Survey

TLSLS

Timor-Leste Survey of Living Standards

TWDC

Thiri May Women Development Co-operative Society

UN

United Nations

UNDP

United Nations Development Program

UIS

UNESCO Institute for Statistics

UNESCO

United Nations Educational, Scientific and Cultural Organization

UNFPA

United Nations Population Fund

UNHCR

United Nations High Commissioner for Refugees

UNICEF

United Nations Children’s Fund

UNOCHA

United Nations Office for the Coordination of Humanitarian Affairs

USAID

United States Agency for International Development

WHO

World Health Organization

WV

World Vision

YF

Yinthway Foundation

YIOE

Yangon Institute of Education

xvii

Executive Summary Asia Education Summit on Flexible Learning Strategies for Out-of-School Children 24-26 February 2016, Bangkok, Thailand

Guidelines for Actions A. Background Despite tremendous advances in ensuring access to quality education for out-of-school children (OOSC) since 2000, data and analyses indicate an increase in the number of OOSC in recent years. In 2013, 1.2 million more children of primary school age were out of school in the Asia-Pacific region, compared to 2010, with the total number estimated at 17.3 million across the region1. This reflects an evident stagnation, following half a decade of stable progression, which highlights serious challenges in our efforts to reach the last five percent.2 In fact, recent estimates indicate the total number of primary age OOSC in Bangladesh, Pakistan, India and Sri Lanka, stands at more than 17 million.3 Furthermore, millions of stateless and migrant children are undocumented and unrepresented in statistics. An estimated 3.5 million in Southeast Asia are refugees, and 1.9 million of these are internally displaced.4 Numerous barriers and constraints prevent children from attending school. Barriers often include, but are not limited to: gender and racial discrimination; cultural prejudice; geographical distance or obstacles; lack of accessibility; inadequate support for children with disabilities; school costs; lack of support for localized languages (including minority languages); and emergency situations caused by conflict, natural disasters, statelessness and migration. These challenges are often intertwined to make the situation of OOSC more complex and difficult to address.

B. Dimensions of OOSC We recognize five distinct situations of the child who is “out-of-school.” One or more may apply, and these may overlap during the course of a lifespan. The term is inclusive of: (1) children who do not have access to a school in their community; (2) children who are not yet enrolled in a school, despite the availability of a school; (3) children who will never enroll in a school, despite the availability of a school; (4) children who have enrolled, but do not attend school (more likely to dropout); and (5) children who have dropped out of school, after previously attending.

C. Flexible Learning Strategies, Innovation and Education The continuing challenge posed by a multitude of complex barriers indicates that a ‘business-asusual’ or ‘one-programme-fits-all’ approach is not the answer to providing learning opportunities

1 UNESCO Bangkok-AIMS. (2015). Out of School Children and Adolescents in Asia and the Pacific. 2 Global Monitoring Report. (2015). The Number of primary school age population is 337 million in Asia and Pacific. 3 UNICEF Regional Office for South Asia. (2014). Global Initiative on Out-of-School Children South Asia Regional Study. 4 According to the 2015 UNHCR regional operations report and profile, UNHCR 2015.

xviii Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

for all OOSC. Flexibility and innovation are required in all aspects of strategy and across disciplines – in policy, governance, finance, partnership, human capacity and teacher development, curricula, pedagogies, as well as in school management and leadership – across all levels of education.

D. Governance a. Policy and Legislation Education is a fundamental human right, a public good, and an imperative for building a stronger, a more peaceful, resilient and equitable society. Studies show the economic cost of OOSC (as a percentage of GDP) equates to approximately 1.9 percent of GDP in Cambodia; 2 percent in Indonesia; 1.6 percent in Lao PDR; and 1.7 percent in Thailand, which is roughly equal to half of the public education budget for each of these countries. Thus, there is a striking and staggering social and economic cost-benefit ratio for governments to consider and act upon when addressing the OOSC situation in policy and legislation. Policies in education must set clear and concise visions of long-term education goals. Lifelong learning for all citizens can only be ensured through flexibility. This forms the core basis of Sustainable Development Goal (SDG) 4, which calls for policy and legislation that will ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Furthermore, in line with SDG 4, educational policies and their implementation should include the technical and financial support required for the completion of secondary education and access to pre-primary education. It is imperative that education be free, at least through the upper secondary years. Ultimately, to ensure continuous learning across programmes, institutions, geography and localised contexts, equity-based policies with flexible strategies should be set to reach disadvantaged children as a priority. All government and education policies should be transparent, with adequate provision made for data collection and monitoring. b. Equitable and Sustainable Financing 46 percent of allocated public resources benefit only 10 percent of the students - often students who are already the most educated in low-income countries. Very few resources trickle down to the region’s poorest children, including those living in remote and isolated areas, areas of conflict, and urban slums. It is absolutely imperative that funding be increased to fill these gaps, explicitly with a view to bolstering investment in areas that directly benefit the most marginalized children in society. There is an urgent need to find sustainable solutions for raising finance, and to ensure this spending reaches the most marginalised children.

© Pixabaydawnfu

The provision of earmarked taxation for education can be considered to ensure a wider tax base and more domestic resources for education. Such provisions should also promote a more equitable distribution of resources, improving the effectiveness of overall education spending. Budgeting should be carried out with a view to create robust equity-based policies and practice. To increase support for marginalized children and the most vulnerable groups, a number of countries have used innovative financing and more effective partnerships among the public and private sectors. It is vital that we share and learn from successful cases of financing in education. To solve financial challenges, organizations and nations will need to collaborate towards producing sustainable local solutions that are cost-effective, innovative and appropriate.

xix

E. The Role of Partnership Collaboration through effective and strategic partnerships is fundamental in view of our shared values, mission, and objectives, towards achieving a more equitable and a more prosperous society. Due to rapid advancements in communication technologies, more than one billion people are now connected across Asia and the Pacific. Collaborating is becoming easier than ever before through more effective and efficient communication systems and channels, making it possible to share relevant, time-sensitive and valuable knowledge and thereby address inequalities in education. Our vision of the 21st century is of a sharing society – a dynamic socio-cultural community, and an international meeting-space for ideas, through which partnership, exchange and collaboration become cornerstone principles for sustainable society and peace.

F. The Role of Teachers The teacher constitutes one of the most important change agents and assets towards developing education systems that are high-quality, equitable and inspiring. Teachers need to pay personal attentions to individual children, who have many different backgrounds and provide the necessary support required every step of the way. Importantly, teachers play a crucial role in helping children ‘learn to learn’. To address 21st-century challenges in education, teachers must be empowered and equipped with the knowledge, skills, and the crucial means to connect to one another through comprehensive pre-and in-service training and continuous professional development. Empowered, trusted and connected teachers can provide effective support for OOSC and their families, promote a quality and engaging learning that keeps students at school, and even establish the school as a learning and development hub of the community.

G. The Role of Parents/Guardians and the Community The parents/guardians, family, and community play pivotal roles in decisions related to education for their children. Family and community support and the capacity to provide for their children should be encouraged and strengthened to ensure the enrolment and retention of their children. Their involvement and contribution are fundamental to the success of any strategy to make schools and learning centres active, accountable, and sustainable.

H. Curricula, Pedagogies and Personalized Learning Flexibility in curricula and pedagogies is paramount as it further supports the inclusion and retention of children in learning programmes. Flexible curricula and programmes need to be officially linked to formal education systems through equivalency frameworks. Such frameworks will allow learners to be included in continuing or alternative programmes of learning or further education. The policies should be designed to provide several pathways for learners to continue their education and learning with flexible curricula and pedagogies rather than create barriers. Curricula and pedagogies should respond to the needs of the learner and be tailored for the localised contexts and the multifaceted situations that children confront. Furthermore, children’s lives and surroundings are transformed when their skills are strengthened and their creative capacities are enhanced. Their active voices should be incorporated in designing the curricula and learning programmes. Evaluation needs to also be critically implemented at a personal level

xx Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

for the child through comprehensive mentoring schemes, community and parental participation, supportive arrangements, and formative as well as national assessment frameworks. Multi-grade and multi-age teaching, multilingual education, and the promotion of mother-tonguebased education need to be effectively implemented with adequate training provisions made for teachers. ICT, as a learning tool, has enormous potential to facilitate teaching and learning for children and to deliver further training and provisions to teachers. However, it is important to recognize that ICT devices do not naturally improve the effectiveness of teaching and learning, as ICT’s success in education is dependent upon a total design that includes analyses of current contents, pedagogies, learners, and the capacity and development of teachers in ICT and infrastructure.

I. Psychosocial Wellbeing of Out-of-School Children Neurobiological, epigenetics and psychological research suggests that childhood trauma can reduce concentration, memory and language ability. This, in turn, can result in poor performance and inappropriate behavior in school and relationship problems. When schools understand the impact of trauma, they provide children with an environment where they know that they can learn effectively. With a shared definition of what it means to be trauma-sensitive, teachers, parents and policymakers can work together to identify and prioritize strategies and interventions that improve access and provide a quality education to all OOSC.

J. Responding to Challenges a. Gender Gender equality and education are both recognized as fundamental human rights. Girls should have equitable access to the best possible quality learning programmes. These programmes should meet the individual’s needs for safety, privacy, and, above all, value their presence and potential. In this region, child marriage is a serious concern. Social advocacy efforts to end child marriage and provide flexible learning programmes for children after marriage and pregnancy must be improved. While explicitly highlighting girls’ education as a priority point of gender concerns in the region, the number of dropouts and the poor learning outcomes among boys in multiple Asian countries also requires immediate attention and assertive action.

b. Disability Social, institutional and environmental barriers need to be addressed for children with disabilities. These barriers include: inadequate schools or learning center infrastructures; the absence of data and assessment systems that can identify children with disabilities; teachers lacking the adequate knowledge and skills to address disabilities in learning; stigmatizations that prevent these children from accessing their right to a quality education; and inadequate enforcement at a policy level of the right for children with disabilities to a quality education. Personalized curricula and inclusive pedagogies will be key to providing education for children with disabilities. Comprehensive teacher education and training are imperative on this regard. The effective use of assistive technologies can facilitate learning, as well as provide scalable and more personalized solutions. Additionally, resources from the Ministry of Education (MoE) can be developed in partnership with the Ministry of Health, non-governmental organizations (NGOs), advisory organizations for children with disabilities, and other relevant assistive organizations and businesses.

xxi

c. Mother-Tongue-based Education and Ethnic Minority Education Language presents one of the most challenging barriers to education. This is often made more complex in regions that include numerous minority groups and a multitude of languages. Through the promotion of community-based schools and learning centres, teaching and learning could be practiced in the mother language using local knowledge, and an assortment of various resources and community supports. Moreover, employing a collaborative approach that balances local and national curriculum requirements is an important step, which requires compromises. This collaborative approach would seek to provide an education forum where local communities and their stakeholders could share their educational needs and visions.

d. Child Labor Many OOSC are in work. Children work on farms and plantations and in homes, factories, stores, and restaurants, often in conditions that are harmful to their health, safety, and development. Some are engaged in illicit activities. To reduce child labor, learning must be flexible, easyto-access, relevant and affordable. A cross-disciplinary approach is needed to highlight and address the real and perceived opportunity costs that vulnerable families face of sending a child to work versus school. Such an approach should provide critical support to families to offset opportunity costs and include flexible strategies towards the inclusion of OOSC.

e. Education in Emergencies: Conflicts and Natural Disasters In 2014, only 1 percent of humanitarian funding for emergencies went towards education. Children in crisis areas find themselves more vulnerable to exploitation. They may become soldiers or laborers, or they may be forced into early marriages or further poverty. Accelerated learning programme approaches have been effective in supporting OOSC in emergency and post-emergency contexts so that students can catch up on lost time and be placed back into national education systems. Education in conflict or post-conflict zones should also be oriented to promote peace of mind for learners as well as resilience, mutual understanding and global citizenship. The Asia-Pacific remains the world’s most disaster prone region. These disasters inevitably raise OOSC rates as they cause extensive damage and instability in schools, educational systems, and the community at large. Disaster Risk Reduction education needs to be promoted with a view towards bolstering individual preparedness, skills and counseling.

f. Stateless and Undocumented Children The Convention on the Rights of the Child was ratified by 195 countries, including all countries across Asia, in 1989. Article 7 affirms that all states have the obligation to ensure the Rights of the Child, regardless of citizenship status. This fundamentally includes the Right of the Child to an education as stated in Article 28. Education and the promotion of the child’s rights when stateless should be of the highest importance. This article should ensure the collective rights and security of every child to a quality education, and the fundamental right for every child to have a nationality and be registered. According to the principles of the child’s rights, legal status or citizenship should never impede the right to a quality education. Providing learning opportunities for stateless children will be fundamentally important for regional economic prosperity, peace, and social stability.

xxii Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

g. Migrant Children Policy dialogues among concerned countries are essential for ensuring that migrant children are able to continue their education in their country of residence. The education and collective experiences of migrant children in residing countries are to be considered an asset towards future prosperity, as opposed to a loss of time or resources. Importantly, adequate capacity development of local government officials and teachers is crucial in order to accommodate migrant children at school or learning centers.

K. Beyond Primary Education Many children and adolescents who will not have access to formal secondary schools or skill development programmes after their primary education. It is imperative to link their learning to critical life skills and vocational skills oriented towards decent work and a fulfilling life. In addition, equivalency programmes for lower secondary and upper secondary school must be established so that learners can pursue pathways of further education and meaningfully participate and contribute positively towards political, social and economic development. The validation, accreditation and integration of various pathways will be an essential strategy towards providing citizens with more than merely a basic education. Methods of recognizing prior learning should be strengthened through comprehensive national qualification frameworks and mechanisms of credit banking. Further education should also kindle the curiosity of the learner and promote engagement in learning for life.

L. Monitoring and Evaluation The Education for All Global Monitoring Report 2015 (EFA GMR 2015) highlighted the fact that a number of countries have yet to report the number of OOSC in the past decade. Governments are called upon to exhibit full transparency to report the official figures on the number of OOSC to the public and the UNESCO Institute for Statistics (UIS) on an annual basis. This is to ensure that progress in reducing OOSC can be credibly tracked and to promote good governance in educational policy-making. The detailed and cross-sectoral statistical monitoring, such as the methods and indicators developed under the Out-of-School Children Initiative (OOSCI), need to be incorporated and institutionalized as part of the monitoring information systems. The capacity of statistical units in the Ministry of Education (MoE) or the National Bureau of Statistics needs to be developed to include indicators and apply methods, which will produce more accurate numbers of OOSC at local and national levels. At the same time, it is highly recommended that the MoE include systems of regular data collection on children and youth in non-formal programmes or any flexible/alternative learning programmes operated by governments, NGOs, civil society organizations, and the private sector. It has been challenging to collect this data but relevant technologies with advanced connectivity could make further collaboration easier. Monitoring should also seek to provide data on ‘invisible children’ – those who are migrants, stateless and/or undocumented.

xxiii

© UNESCO Dhaka

xxiv Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

Introduction “Our vision is to transform lives through education, recognizing the important role of education as a main driver of development and in achieving the other proposed Sustainable Development Goals (SDGs). We commit with a sense of urgency to a single, renewed education agenda that is holistic, ambitious and aspirational, leaving no one behind. This new vision is fully captured by the proposed SDG 4 “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” and its corresponding targets. It is transformative and universal, attends to the ‘unfinished business’ of the EFA agenda and the educationrelated MDGs, and addresses global and national education challenges.” (Incheon Declaration, 2015)

The Asia Education Summit on Flexible Learning Strategies for Out-of-School Children brought more than 550 education and learning colleagues from across the Asian Region and world to Bangkok, Thailand during the dates of 24-26 February 2016. The Summit welcomed 121 speakers and over 100 government officials. More than two-thirds of the Summit’s participants were NGO representatives and educators in the region who were, and currently are working “on the ground” in efforts with and for out-of-school children (OOSC). All participants came with a common mission and vision, in line with SDG Four: “Ensure inclusive and equitable quality education and promote life-long learning opportunities for all”. The Asia Education Summit 2016 aimed to share the latest innovations and flexible learning strategies in education and educational systems development for OOSC. Innovations can be considered to be the implemented ideas, actions, products, processes, or organizational methods, which bring about significant improvement and change. UNESCO Bangkok defines flexible learning strategies (FLS) as an umbrella term for a variety of alternative educational programmes targeted at reaching those most marginalized. Thus, this report ultimately aims to highlight and give voice to the unique innovative initiatives and flexible learning strategies shared during the course of this three-day summit. Consequently, each presentation summary in this report is intended to stand alone, while contributing to the collaborative nature and understanding of the innovations and FLS for OOSC presented. Ultimately, this Summit paves the way forward towards Education 2030, and thus equipped with the vision, motivation, and respective missions, UNESCO Bangkok and our partners hope that this inaugural Asia Education Summit on Flexible Learning Strategies for Out-of-School Children marks a hopeful strengthening of more collaborative, effective, and positive regional capacity building efforts for those who serve the region’s and some of the world’s most marginalized populations. Together, we join in our efforts towards Education 2030 and SDG 4, as we “…commit to providing meaningful education and training opportunities for the large population of out-ofschool children and adolescents, who require immediate, targeted and sustained action ensuring that all children are in school and are learning.” (Incheon Declaration, 2015)

1

Background Despite the substantial strides made towards achieving universal primary education and the commitment to providing basic education in developing countries, data show that progress towards providing education for all has stalled in the past decade. As of July 2015, reports indicate more than 59 million children worldwide were not enrolled in primary and secondary schooling, and as many as 18 million children remained out-of-school in the Asia-Pacific region (UIS). Thus, a key challenge for governments in the region is how to ensure that out-of-school children (OOSC), who often cannot be served by formal school systems, are provided with, and have access to learning opportunities. Though constitutional and legal provisions are in place to provide education for all children and improve their socio-economic situation, more than three million OOSC remain in Southeast Asia (UIS, 2015). It should be noted that this number does not include OOSC in Viet Nam and Myanmar, as official figures are unavailable for those countries at this time. In addition, there are a number of stateless, migrant and undocumented children who are out-of-school in this sub-region. According to one estimate, there are several million stateless children in Cambodia, Indonesia, Malaysia, Myanmar, the Philippines and Thailand (UNHCR, 2010). Thus, the situation of stateless children remains serious, as those without national identification and citizenship will often not have access to education. Therefore, with generous funding and support from Educate A Child (EAC), UNESCO Bangkok has begun implementing the project Strengthening Education Systems for Out-of-School Children to assist nine Southeast Asian Countries that continue to face challenges in addressing the educational needs of out-of-school children (OOSC). These countries are: Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, the Philippines, Thailand, Timor-Leste and Viet Nam. The main goal of the project is to enhance the target countries’ institutional capacities and education systems in order to better address the educational needs of OOSC, regardless of their nationality and ethnicity, by utilizing flexible learning strategies (FLS) across contexts. Furthermore, this project has been expanded to include all Asian sub-regions, so that collaboration and greater cohesion of efforts for FLS and OOSC may result across Asia. Thus, a three-pronged approach is incorporated into this project and includes regional policy advocacy, regional capacity building, and flexible learning strategies. This holistic approach will seek to ultimately lead the region to success in providing and sustaining quality learning opportunities for OOSC in Asia. To ensure the quality and equality of learning for all, as well as increase regional technical and financial cooperation in addressing the situation of OOSC, UNESCO Bangkok, in collaboration with its partners, organized the inaugural “Asia Education Summit on Flexible Learning Strategies for Out-of-School Children”, in order to provide a forum in which policymakers, practitioners, private partners and academics could share their creativity, innovation, and experience in education so as to enhance the situation of OOSC in the Asian region. Due to the large number of children in the South and Southeast Asian regions, in particular, who remain out-of-school and face difficulties in accessing education, multiple policymakers and practitioners have attempted to address the issue by providing different methodologies and resources to support learning opportunities for these children. Thus, there are several promising practices and innovative educational initiatives for OOSC that were shared with colleagues and partners who serve in various capacities across the Asian region and world.

2

Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

Opening Remarks Dr. Gwang Jo Kim, Director UNESCO Asia and Pacific Regional Bureau for Education (UNESCO Bangkok), Thailand

Distinguished Guests and Participants, Good morning and welcome to the Asia Education Summit on Flexible Learning Strategies for Out-of-School Children. I am pleased to welcome you all to this inaugural summit. I would like to first thank the Kingdom of Thailand, our generous host country. We offer special thanks to Educate A Child, as their generous funding and support has made this event possible. I am also pleased to welcome Ms. Karin Hulshof, the Regional Director of UNICEF ROSA, who is spearheading efforts to address the issues and needs of Out-of-School Children. Thank you also to our Summit Partners and organizers who have helped us prepare and coordinate this event. And to you, our speakers, moderators, and participants—educators and active agents who join us from across Asia and around the world—thank you for joining us today.

3

This summit comes at a pivotal time. The Education for All era expanded educational opportunities for millions, but much work remains. To put it simply, we are brought together today by unfinished business – by the millions of out-of-school children for whom education still remains out of reach. The momentum to address this unfinished business is on our side. Just last year, we adopted both the Incheon Declaration: Education 2030 and the 2030 Agenda for Sustainable Development, with its Sustainable Development Goals (SDGs), also known as the “Global Goals for 2030”. The Incheon Declaration states that ‘our vision is to transform lives through education’, while Sustainable Development Goal 4 calls on all members of the international community to ‘ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’. Taken together, these two commitments reflect our belief that education can no longer be regarded as solely a national issue, but a transnational one, with ramifications that carry across borders. This summit is testimony to our commitment to SDG 4 and Education 2030. We gather here together—united as educators and as a region—to proactively seek innovative answers to our children’s and our countries’ pressing educational needs. The innovative flexible learning strategies shared over the next three days will aim to address the educational hopes and dreams of millions of children in this region who do not have access to formal schooling. There are an estimated 16.7 million out-of-school children in South, Southeast and East Asia and they come from not only some of the most marginalized populations in this region, but some of the most marginalized in the world. They are girls in societies affected by gender disparities. They are children with disabilities and those who are HIV-infected. They live in remote, impoverished areas where school is a long, tough journey away or not available at all. They are migrants, nomadic people and racial, ethnic and linguistic minorities. There are millions of them, but they remain largely without a voice. We are here today to give them that voice. That means taking down the barriers and constraints that stand in their way to a quality education – from socioeconomic instability to cultural conflicts; from poor management to blatant corruption; from outdated teaching methodologies to the lack of trained teachers; and from the lack of educational infrastructure to infrastructural destruction resulting from natural disasters or war. There is much that we must confront on behalf of our children today. Yet, we are here. We are committed. And we continue on in our mission to reach the unreached. And we know what guides us. As our research, work and personal experiences have confirmed to us again and again, our children’s dream is to have the opportunity to receive a quality education and embark upon a promising future. My friends, their dreams for a quality education and a better future depend on our commitment to serve them. Their dreams for a quality education depend on our commitment to the innovative educational approaches, policies, strategic planning and concrete actions that will bring them into and keep them in school. To quote the education activist and Nobel Prize Winner Kailash Satyarthi: ‘There is no greater violence than to deny the dreams of our children’. And the future of our countries and this region lies in the realization of their dreams. Without opportunities now, our children will suffer later from socioeconomic challenges such as poverty, poor health as well as insecurity. The stakes are high and our responsibility is great. That is why we have called this Summit, which is the first of its kind in the region and the largest UNESCO Summit ever held in Asia on education for out-of-school children, with over 550 leaders in education from over 40 countries. The educational leaders in this room represent national and local governments; educational institutions, programmes and schools; the private sector; as well as intergovernmental and

4

Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

nongovernmental organizations. In other words, we have a room full of educational champions who are true innovators and luminaries in their respective fields. Indeed, you are the educational leaders who will continue to lead the region and the world towards 2030 and beyond. We are gathered here to share and learn about innovative flexible learning strategies that seek to reach and retain out-of-school children and ensure sustainable development, security and peace in our countries, in our region and in our world. Over the course of these next three days, we look forward to sharing these approaches to address the educational needs of our children who are, indeed, the present and future hope of our respective countries and the Asian region. With Education 2030, ‘We reaffirm that education is a public good, a fundamental human right and a basis for guaranteeing the realization of other rights. It is essential for peace, tolerance, human fulfillment and sustainable development. We recognize education as key to achieving full employment and poverty eradication. We will, therefore, focus our efforts on access, equity and inclusion, quality and learning outcomes, within a lifelong learning approach’. Ultimately, this Summit aims to share innovative flexible learning strategies for out-of-school children in line with Education 2030 and SDG 4, with the aim to Include, Innovate and Impact. This summit is testament to our unwavering conviction that education for all is the most effective path to peace and sustainable development. It’s a belief written into UNESCO’s constitution, which says: ‘Since wars begin in the minds of men and women, it is in the minds of men and women that the defenses of peace must be constructed’. Ladies and gentlemen, once again, we welcome you to the inaugural Asia Education Summit on Flexible Learning Strategies for Out-of-School Children. Let us continue to ambitiously work together towards Education 2030, Sustainable Development and, ultimately, peace in this, our 21st Century. Thank you.

Ms. Karin Hulshof, Regional Director UNICEF Regional Office for South Asia (UNICEF ROSA), Nepal

Sawatdee-kah! Welcome to the Asia Education Summit on Flexible Learning Strategies for Out-of-School Children. I feel privileged to be here with all of you today! End of May, I will be moving to Bangkok and call this dynamic city home! Today we focus on reaching out-of-school children. I would like to thank UNESCO, for organising this summit. And, commend the UNESCO Institute for Statistics (UIS), on really helping to bring the issue of out-of-school children to the fore. The global ‘Out-of-School Children Initiative’ has provided the rigorous analysis required to help inform our responses. It is good to see delegates from over 30 Asia-Pacific countries, representing government, intergovernmental organizations, NGOs, academia and the private sector. This is testament to our commitment to educate all girls and boys in the region. It is an opportune time to have this summit, as we embark on the ambitious 2030 agenda. Despite the good progress made over the last few decades, we are still not reaching all out-of-school children in many countries. Globally, there are 58 million primary age out-of-school

5

children. 17 million out-of-school children live in the Asia-Pacific region; of which 10 million live in South West Asia. What is perhaps more alarming is the stagnation in the rate of reduction in out-of-school children globally since 2007. South and West Asia alone, saw a drop of 28 million out-of-school children from 2001 to 2006. However, from 2007 to 2012, the decline was only 2  million. In East Asia and the Pacific region, although the numbers of out-of-school children are lower, the disparities in access to education remain stark. For example, around 20% of children in rural areas in Lao PDR have never been to school.

6

Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

These numbers clearly show the magnitude of the issue of out-of-school children and the diversity of their needs. It also highlights the fact that provision of formal education cannot be the only solution. While government has the primary responsibility to provide basic education to ALL children, the formal education system in countries is struggling to meet the learning needs of all children. Both in terms of quantity and quality. This is why flexible learning strategies are important. It is easy to forget that these statistics represents a child. Each with vast potential and hopes of a bright future. Children missing out on school are often the poorest, most marginalised and socially excluded. Without a decent education, these children will fall farther behind. Children with disabilities, ethnic and linguistic minorities, children living in remote areas, urban slums or areas affected by conflict. Ironically, these children are precisely the ones who need the greatest investments. Not just in education, but access to nutritious food, clean drinking water and hygienic facilities, protection and healthcare. Take Khin Sann Myint, a 10-year-old Kayin girl whose parents fled Myanmar 30 years ago in search of refuge in Thailand. Her dream is to be a doctor, however, poor educational facilities led her mother to withdraw her from school. Now she sells vegetables to make some extra money for the family. How will she break the shackles of poverty and exclusion? The gender dimension is an important factor to consider in planning policies and interventions for out-of-school children. Girls from the poorest families living in rural areas are less likely to complete primary schooling. In Pakistan for example, 70% of girls aged 5-10 years old, from the 20% poorest families, are out of school. It is particularly difficult for girls to transition to lower secondary school. Moreover, those who manage, find that their school to work prospects are much lower than that of their male peers. And, it’s not just girls. We are seeing a trend emerging in countries such Bangladesh, Mongolia and the Philippines, where boys are increasingly dropping out of school. Education can break the vicious intergenerational cycle of poverty and deprivation. It has the power to transform children’s lives. In turn, these children will transform their societies. We all know that education contributes to developing a skilled workforce that drives economic growth. This helps nations prosper. The Asia-Pacific region today is at the centre of economic growth. There are many successes in the region that illustrate the power of education. Take Korea, Singapore and Sri Lanka – these countries have reaped the benefits of investments in public education. There is strong evidence supporting alternative and flexible models of learning as an important component of a multipronged approach to ensure that no child is left behind. The factors keeping children out of school are complex.  Children and adolescents should be offered fast-track school catch up classes and ensure re-enrolment of children who have dropped out. UNICEF commissioned research from around the world on proven interventions, ranging from improving access and quality of early childhood education, cash transfers, accelerated learning programmes, private sector outreach, and education systems strengthening. We should focus also on quality. Second chance education should not mean second class education for the poor. Girls and boys that follow flexible strategies must get a minimum standard of education that is recognised and equips them for further education or work. Luckily we have some proven models that should be taken to scale. Take for instance Khushal, a nine-year-old Afghan boy with 11 siblings who I met during a visit to Balochistan. He belonged to a family that had migrated to Pakistan many years ago. His father could not enroll him in a regular government school or afford a private school. The Accelerated Learning Centre located in a Madrassa, supported

7

by UNICEF, provided a unique window of opportunity. While continuing to provide religious education, these centres allow children to acquire basic learning competencies, equivalent to what their peers learn in primary schools. Completion of this programme allows children to enroll into secondary school. In the Asia-Pacific, we are fortunate to have strong inter-governmental partnerships, including the Association of Southeast Asian Nations (ASEAN), the Southeast Asia Ministers of Education Organisation (SEAMEO), the Pacific Islands Forum, and the South Asia Association for Regional Co-operation (SAARC). In South Asia, for example, UNICEF has been working with UNESCO to develop a South Asia Framework for Action. This framework is setting a ‘road map’ to address the unfinished Education for All (EFA) agenda and implementation of the SDGs. Governments cannot do it alone. To fix the broken promise of education for all, everyone has to play their part. We need strong partnerships with civil society, key influencers, and the private sector. Educate A Child (EAC) is a good example of what can be achieved with partners. EAC was launched by Sheikha Moza bint Nasser of Qatar in 2012 with the aim of reaching 10 million out-of-school children by the end of the 2015-16 academic year. We have strong partnerships. A solid knowledge base. A compelling moral argument. The investment case is persuasive. And, the SDG’s have brought in renewed impetus, to make good on our promise of quality education for all. Technology is also on our side! Let us unleash the power of education to positively transform children’s lives and their futures! Khop Khun Kha! I thank you! Mr. Suphat Champatong, Ph.D., Deputy Permanent Secretary and Secretary General Thai National Commission for UNESCO, Thailand

Distinguished Participants, It is my honour and privilege to be part of this gathering for the opening ceremony of the Asia Summit on Flexible Learning Strategies for Out-Of-School Children. I would like to commend UNESCO Bangkok, and its partners, for organizing this Asian forum so that those involved in education can share their creativity, innovative ideas, and experiences in order to achieve a breakthrough in reducing the number of out-of-school children. Asia will continue to be the driving force in the world’s economic growth. Yet, despite impressive growth, this region faces several major challenges with millions of children missing out on education. The UIS report indicates that more than 59 million children worldwide were not enrolled in primary or secondary schooling. Of this number, more than three million out-of- school children lived in Southeast Asia. The report reminds us that, while countries around the world, including Asia, have embraced the need for education to achieve sustainability, some significant challenges remain. While the agenda to achieve Education for All by 2015 has been deemed ‘unfinished business’, the fourth Sustainable Development Goal calls upon countries to ensure inclusive and equitable quality education, and to promote lifelong-learning opportunities for all. The fundamental role of education in social and economic development and growth is emphasized. Moreover, this goal seeks to encourage education to take into account marginalized groups, including children who

8

Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

remain out-of-school and face difficulties in accessing education. At this very particular moment in time, we must continue our commitment to work together by utilizing flexible learning strategies across contexts. We need to ensure that all children, regardless of their nationality and ethnicity, can access educational services and resources throughout their lives, and that they will have equal opportunities to realize their full potential. In Thailand, there are still underprivileged who lack educational opportunities. It is immaterial whether this is the result of poverty, or due to some other cause. These people are in need of development and support to enable them to improve their skills and knowledge. To ensure the quality and equality of learning for all, Thailand has long promoted various forms of lifelong learning, including non-formal, informal and continuing education conducted by both government and private sectors. These programmes aim to solve the problems and meet the needs of the large numbers of underprivileged who lack formal schooling opportunities. Efforts are being made to develop, expand and improve the quality of education, and to facilitate access by all Thai people to diverse sources of learning and knowledge consistent with their needs and interests. Efforts are similarly being made to maximize employment opportunities and meet the challenges posed by emerging and changing socio-economic and demographic trends.

9

Ladies and gentlemen, before deliberations commence, I would like to express my sincere appreciation to you all once again all for making this meeting possible. On behalf of the Thai Ministry of Education, we look forward to working closely with UNESCO, educational partners and Asian colleagues to build and foster education networks and partnerships to benefit the education of marginalized children and youth. Once again, I welcome all distinguished delegates and resource persons to this important forum and wish you a pleasant and productive stay in Thailand.

Dr. Ethel Agnes P. Valenzuela, Deputy Director Programme and Development, Southeast Asian Ministers of Education

Good morning, ladies and gentlemen. First of all, on behalf of Southeast Asian Ministers of Education Organisation (SEAMEO), let me express my gratitude and honour for us to be given a chance to address an audience of government officials, intergovernmental organizations, NGO partners, educators, business representatives and other stakeholders representing 30 Asian member states who have come together today to the Asia Education Summit on Flexible Learning Strategies for Out-of-School Children here in Impact Mueang Thong Thani today, with the prospect of sharing and discussing the best targeted innovations in 21st century education governance and learning that aim to benefit and include marginalised children in the region. At SEAMEO, we are proud to be a partner in co-organising a summit of this magnitude. In fact, we feel that it is imperative for SEAMEO to continue working together with our partners, especially UNESCO Bangkok in organising events of this nature. Ladies and gentlemen, allow me to introduce in brief, SEAMEO and its New Southeast Asian Education Agenda. For the last half a century, SEAMEO has been a significant regional organisation holding an important mandate of promoting cooperation in education, science and culture. Marking our 50th anniversary of establishment last year, the SEAMEO Council has devised a new set of priority areas to address educational challenges post-2015, and we call it SEAMEO 7 Priority Areas: A New Southeast Asian Education Agenda. The 7 areas which will be given particular focus are 1. Early Childhood Care and Education, 2. Addressing Barriers to Inclusion, 3. Resiliency in the Face of Emergencies, 4. Promoting Technical and Vocational Education and Training, 5. Revitalising Teacher Education, 6. Promoting Harmonisation in Higher Education and Research, and 7. Adopting a 21st Century Curriculum. Priority Area number 2 of the New Agenda spells out our commitment in addressing barriers to inclusion and access to basic learning opportunities for all learners. We are gearing it to happen through innovations in education delivery and management to provide for the previously inaccessible and vulnerable groups. We see this Summit on Flexible Learning Strategies for Out-ofSchool Children will indeed be a significant catalyst in our continuous efforts in ensuring all future generations get access to and included into the world of education regardless of where they are in Southeast Asia and beyond. Ladies and gentlemen, as a partner, SEAMEO is even more honoured to be given the chance to share the platform for presenting and disseminating innovative programmes related to education for OOSC. In the past, SEAMEO, UNESCO and other partners embarked on Project 10 or ‘Reaching the Unreached’. The project tried as far as possible to contribute to the attainment of Education For All, reaching 10 types of disadvantaged and marginalized learners in the region. In the same spirit,

10 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

SEAMEO has been actively involved in educational policy research contributing to more policy development for access to educational quality. It has studied the context of OSCY and addressed their gaps through policy interventions. Recently SEAMEO with UNICEF EAPRO embarked on quality focus using regional assessment. This will be presented in the afternoon session. The Southeast Asia Primary Learning Metric (SEA-PLM) is on Individualised Learning and Innovative Assessments (Alternative Assessments) for Concurrent Session 2. Ladies and gentlemen, SEAMEO also places great importance in networking. As a regional organisation, our outlook may be Southeast Asian, but our reach is truly global. We therefore urge our partners, existing and prospective, to find ways—creative ways—to work together to synergise our expertise, experience and resources. Therefore, we applaud the Summit’s main objective to provide opportunities in building and fostering networks and partnerships on education for marginalized children and youth, and creating technical collaboration and sharing of innovative financing practices for education for OOSC. Once again, let me thank the Organiser, UNESCO Bangkok and other partners for forever keeping the doors open for SEAMEO’s partnership and participation. SEAMEO recognises this special event and is truly honoured to be part of this remarkable gathering. I wish the Summit every success and let us work together to harvest fruitful outcomes at the end from the event.

Dr. Mary Joy Pigozzi, Director Educate a Child, Qatar

Educate a Child is really focused on the unfinished agenda of out-of-school children. We have 58 million children who are still out of school. They are all different. They are poverty-affected, special needs, girl, overage children etc. These things keep kids away from opportunity to fulfil their right to basic education. They are all in the region and around the world. They have to overcome different barriers and in many cases single children have to overcome multiple barriers. So here we are, still today with at least 58 million children and some are fairly sure that is underestimate. Their education then is a means really to overcome poverty and disparity – it is not just for individual, though it is for their families and their nations. So for Educate a Child, we are looking very much at how we can make a difference with our partners. Our goal is to touch the lives of 10 million children in a very short period of time to provide them the opportunity for basic education, which is a quality education in which they can be retrained and they can learn. We are also advocating hard for out-of-school children and arguing very strongly for additional resources. Our focus is exclusively on children who are out of school by recognising what works, selecting partners who have experiences and community roots. We focus on the primary level because we believe the foundation is critical for the rest of our education and the rest of our lives, and we address the barriers that children face. As noted our goal is 10 million children, we already have commitment from partners for over 6 million and we really attract for the next 4. What are we doing here is looking for solutions in this region and what do we need. Talking from the perspective of children who want the education but can’t get them: many of them push the system and so we have lots and lots of alternatives available to them because the current

11

public systems cannot accommodate all the children, they just do not have the capacity at this point. At the same time, we have a pull factor to out-of-school children for those public systems that enable them to accommodate and respond to the needs of the disadvantaged and marginalised. Talking about our system of education: many of the existing systems continue to exclude children. They continue to do this through academic calendars that are not very creative, but we can really address those by changing it. We can change by making language of instruction more accessible to children, by changing the requirements of age and grade, birth certificates, and citizenship because all of these are keeping children out of school even in this region. We have hidden cost of education and the quality of education is critical. In some cases, children have access and ability to go, but it is not worth their while because they are not learning enough.

12 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

To change our system to make them more equitable and inclusive, we need to do things like adapts school schedules making it adaptable to the children and to students who have responsibilities outside the home and school. We need systems of accepting differences. We need teachers that accept differences and acknowledge that different children come to school with different approaches, capabilities, languages, and belief systems and they are all okay. We need to become much more flexible in our systems. We need to understand learning at pace, learning and addressing level and subject, and adapting much more to the needs of learners. We need system of acknowledging what children bring to the classroom, knowing the working children bring different skill sets and children who have grown up perhaps on the streets. We need to link learning and the curriculum to the culture because without that we have schooling a not-education. Within EAC we have lots of examples of how this can be done. We work through our partnership model, for example, across 3 countries in West Africa, partners have started working together to address their problem of over 9 million out-of-school children. These do not include Nigeria, which has another 10 million out-of-school children. In Cambodia, a consortium was put together to actually meet needs of out-of-school children in that country but at the same time to be able to do its scale. We have a regional programme here in Asia and thanks to the UNESCO Regional Office; they are managing and implementing that whole programme. We also have a new policy in Burkina Faso, for example, where as a function of really pushing hard on the needs of out-of-school children. In fact, the government turns its policy around to make out-of-school children one of their priorities. Those are some of the organisational ways that we can address out-of-school children. What are some other things we have seen so far that can be done educationally? What we do know is that there are many alternative education programmes and we have examples in Bangladesh and Sudan. The accelerated education programmes particularly for those who are overage, missed school due to conflict and other crises. Some of these existing examples are in Ghana and Côte d’Ivoire. In Syria and South Sudan, we see really curricula for resilience. There are lots of community support programmes, including in Pakistan and India. We see in Cambodia remedial classes to enable transition to public school that is also available in Côte d’Ivoire. In many cases, technology is being used and increasingly we are seeing non-governmental programmes linking to the government. To point out, I believe this is part of the challenge we face, which is how do we get the diversified education systems that reach the needs not only of the average kids but all the children: the smartest and perhaps the most disadvantaged (those who have not accessed yet). What are some of the challenges if we think of the education system – not just schooling but the whole system? These include: • Policy challenges – e.g. in Burkina Faso • Problems with regulation and legislation – can’t children learn even if they don’t have these certificates? • Standard setting issues – people are concerned if we have lots of programmes bubbling up, maybe they won’t have the same standards. • Ministries are here to help set standards and ensure that every child has a quality education. • Similarly, certification and accreditation needs to be addressed. • Bridging to formal education and employment – main focus These changes are not optional if we are to provide relevant and accessible quality education in this fast-changing world. We just need to do the job!

13

Dr. Vongthep Arthakaivalvatee, Deputy Secretary General ASEAN Secretariat on Socio-Cultural Community, Department ASEAN Secretariat – VIDEO Presentation

On behalf of the ASEAN Secretariat, I send my greetings to all participants, speakers and organisers of the Asia Summit on Flexible Learning Strategies for Out-of-School Children spearheaded by UNESCO and with support from various partners in the region and beyond. In support of realising a prosperous ASEAN Community 2025, which is envisioned in the new ASEAN blueprint, ASEAN 2025: Forging Ahead Together, the ASEAN Socio-Cultural Community is envisioned to move towards a more inclusive community. Among others, this new framework of action by ASEAN entails the promotion of equitable opportunities for quality education and access to information with priority given to the advancement of universal access to education. On a parallel note, UNESCO’s new set of global education goals outlined in the Education 2030, as well as Goal 4 of the Sustainable Development Goals of the United Nations have similarly given emphasis on inclusion, equity and quality of education. Thus, we see the alignment of focus and priorities of ASEAN and UNESCO, particularly in promoting inclusive education in ASEAN as highlighted in this week’s Asia Summit on Flexible Learning Strategies for Out-of-School Children. The pockets of children and young people who are out of school in Southeast Asia has been a focus of recent efforts of governments in the region for the past decade. If left unattended and marginalised, the plight of these children and young people could result in more social ills consequently resulting in negative impact on the economic growth of the individual ASEAN Member States, and the region as a whole. At ASEAN, we continue to give priority attention to this sector by enhancing the quality and access to basic education for all, including the disabled, disadvantaged and other marginalized groups. We do so through policy discussions and recommendations aiming for targeted interventions to address effectively the needs of this group. Recently, we have also started discussions on promoting a culture of peace in ASEAN. With education, this inter-sectoral approach aims to support the inclusive and holistic development of our children and youth in ASEAN and beyond. As we embark on a new decade of cooperation in education marked by the ASEAN 2025 blueprint and UNESCO’s Education 2030 goals, I want us to be more mindful of the condition of this important sector of our society. This week’s Summit will bring to the fore stories, issues, and interventions for the out-of-school children, not only from the ASEAN region, but from different parts of Asia and the world. Indeed, this Summit brings out the passion in us – the passion to care and find ways to bring education and learning to all. I sincerely hope that this Summit will leave in our hearts inspiration, motivation and ideas to press on in the work of bringing quality education services to all. In closing, I congratulate UNESCO for the success of the Summit. I know that the road is still ahead of us as we continue to collaborate on education cooperation in the region. But I believe that this Summit signals a good start for 2016 in working towards our common goal of promoting a truly people-oriented and people-centered ASEAN Community. Thank you, and I wish you all a successful conference in Bangkok.

14 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

Objectives of the Summit Mr. Ichiro Miyazawa, Programme Specialist Lifelong Learning and Literacy, UNESCO Bangkok, Thailand

Objectives of the Asia Education Summit on Flexible Learning Strategies for Out-of-School Children are as follows: • T o Serve as a platform for presenting and disseminating innovative programmes related to education for OOSC; • To Provide an excellent opportunity to build and foster networks and partnerships on education for marginalized children and youth; • To Create technical collaboration and share innovative financing practices for education for OOSC; and • To Develop an online course by using information and data derived from the Summit.

UIS DATA Mr. Roshan Bajracharya, Programme Specialist, UNESCO Institute for Statistics (UIS-Bangkok)

Many countries in the world including countries in Asia- Pacific failed to meet the EFA goal on Universal Primary Education by 2015. As of 2013, globally, there remain 124 million out-of-school children (age 6-15), of which 59 million are of primary school age and 65 million are adolescents of lower secondary school age. The trends on out of school children shows that, since 2000, there has been significant decrease in the out of school number globally. The regional analysis of out of school numbers shows that the region was able to reduce its out of school numbers from 45.3 million in 2000 to 17.3 million in 2013. However, careful examination of the trends shows that progress in reducing the out of school number has stalled since 2007. In fact, since 2010, there has been an increase of 1.2 million primary age out of school children in the region, which is very alarming. Gender analysis of out of school children in Asia-Pacific show that more girls are out of schools than boys. In 2013, 1 out of 10 girls and 1 out of 12 boys of primary school age were out of school, while 1 out of 6 male and female adolescents of lower secondary age were out of school. To better evaluate the challenges ahead, the UIS produces estimates to gauge how many children who are currently out of school will attend in the future. In South and West Asia, 35 per cent of primary age out of school children are likely to enter in the future, but will be overage for their grade. 46 per will never enter, if the situation remains unchanged. In East Asia and the Pacific, 39 per cent of the out of school will enter late. Disaggregated data shows that children are facing multiple disparities. Girls living in rural areas and from the poorest households are more likely to be out of school than boys from urban areas. Better data in identifying who are out of school and where they are is the first step to developing effective policies and programmes for out of school children. Policies, plans and programmes that understand out of school profiles, characteristics and barriers to schooling can lead to a more effective and sustainable results. The Global Out of School Children Initiative (OOSCI) jointly developed and implemented by UNESCO Institute for Statistics (UIS) and UNICEF has been implemented in more than 16 countries in the region. Its aim is to develop data source identification, out of school profile generation and barrier analyses to develop context-specific national policies and strategies.

15

© UNESCO Islamabad

16 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

PART ONE The Plenary Sessions PLENARY I Innovative Education for Out-of-School Children Out-of-School Children and Education Dr. Mechai Viravaidya, Founder/Chairman/Headmaster Population and Development International (PDI), Population and Community Development Association (PDA), Mechai Viravaidya (MVF), Mechai Pattana School, Thailand

This presentation addresses how ordinary schools can be turned around to serve as lifelong learning centers for out-of-school children, out-of-school youth, as well as families and the elderly. It highlights a new dawn in rural Thai education, where three changes must take place: (1) Change what we teach; (2) Change how we teach; and (3) Change the role of the school from just being a school for children to a lifelong learning center. Thus, this presentation shares the Bamboo School Model, and illustrates how this school is working towards re-engineering rural education. The mission of the Bamboo School is to focus on democratic education and forming good citizens who are honest; willing to share; know how to manage; possess life skills and occupational skills; and practice and promote gender equality. Thus, this school employs innovative educational methodologies and pedagogies, employing project-based and community-based learning, which seek to stimulate students to be creative, productive and to think outside of the box. Innovation can also be found in the construction of the school and the layout of the school grounds. Furthermore, innovative business and agricultural techniques and training remain key aspects of the Bamboo School Model, as they ultimately seek to transform lives and sustain the individual, the family, the school and the community. For more information, please visit: http:// mechaifoundation.org/MPS_Site/school.asp

17

Innovations in Education for Out-of-School Children Honorable Minister Mr. Girajamani Pokhrel, Ministry of Education and Sports, Kathmandu, Nepal

The worldwide movement of “Education for All” supported millions of children to enroll in school. Pre-primary enrollments have increased by two-thirds. Girls’ participation in formal education has increased dramatically. During this period, Nepal made great gains. NER increased at every level and reached ninety-six percent at the primary level. However, dropout rates at higher levels remain a serious concern. Gender parity was achieved at all levels, including ECD and pre-primary. However, regional and class-based disparities persist. Nepal also concentrated on community mobilization and expansion of physical school facilities. The earthquakes of 2015 were, of course, a big setback. Yet, as Nepal rebuilds, the education sector plan is DRR (Disaster Risk Reduction) responsive with robust provisions for school safety. The government of Nepal, UN agencies, INGOs, NGOs, civil society, political party organizations, communities and untold numbers of individual schools, teachers and parents have all contributed to the successes of the EFA (Education for All) movement. This broad support is a cause for optimism as Nepal shapes ‘Vision 2030’. Nepal’s new constitution establishes free basic and secondary education as a fundamental right, and makes basic education compulsory. It mandates progressive steps toward free higher education for all, and it makes special provisions for access to technical education for women, Dalits, minorities, poor, and physically challenged citizens. It also guarantees the right to early child development. The process of turning these constitutional mandates into concrete action programs has just begun. On the basis of constitutional mandate, the technical education stream in secondary level is already being expanded. This presentation reviewed the progress being made in education for OOSC in Nepal, while recognizing the multiple exclusions which still exist, including: the lack of mother tongue education; caste discrimination in schools; labour demands; long distances to school; and unaddressed disabilities. It is asserted that flexible retention programs must be based on a realistic and deep knowledge of these conditions. Various innovative initiatives in policy and practice are discussed, including: ‘Literate Mission Nepal’; The Equity Strategy; The School Sector Development Plan (SSDP), which highlights the importance of TVET programmes in school education; The integration of soft skills programmes across the school curriculum; Nepal’s 18-point reform agenda, which focuses on ensuring equitable access and quality improvement at all levels; and emerging ICT in education, which seeks to pay attention to improving ICT facilities and access, especially with regard to gender and disadvantaged population groups. The challenges which remain, include: (1) The need for developing quality skills linked with labour market demand; (2) The need to address the under-supply of highly skilled workers and the over‑supply of low-skilled workers; and (3) The need to make public and private training institutions responsive for the supply of market demanded skills. The way forward is also provided, with attention given to TVET, National Vocational Qualifications (NVQs) and information technology.

18 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

Innovations for Out-of-School Children: New Approaches to an Age-Old Problem Tara Hill, Program Officer Center for Education Innovations, Results for Development Institute (R4D), United States of America

This presentation provides an overview of how innovative approaches driven by non-state actors can tackle entrenched barriers faced by out-of-school children (OOSC) and complement government efforts to reach OOSC, both globally and in Asia. While government policies and reforms play a critical role in tackling the OOSC issue, this presentation seeks to highlight the equally important role of non-state actors (e.g., NGOs, CSOs social enterprises) in supporting governments to go the last mile in eliminating OOSC. It demonstrates why flexible innovations are needed to address the intractable problem of OOSC, and it describes the emerging models that are doing so. Specific examples are highlighted, as well as the ongoing challenges and opportunities facing innovators.

19

Three root causes of OOSC are reviewed: (1) Insufficient and inflexible supply of education; (2) A lack of tailored education opportunities; and (3) Household economic barriers. Common characteristics of successful innovations are then discussed, including: (1) Ensuring local relevance, through establishing strong links with local communities and tailoring programs to the local context; (2) Planning for sustainability and scalability from the outset and diversifying sources of funding; (3) Collaboration and leadership; and (4) Leveraging technology, but only as much as is needed. The presentation closes with three conclusions to take away: (1) Non-state innovations can complement and supplement traditional government approaches; (2) The innovations that are addressing the root causes of OOSC in diverse and flexible ways; and (3) For these innovations to succeed and ultimately have impact, sustained effort, collaboration, and support is needed. For more information, please visit: the Center for Education Innovations, or contact Tara Hill at [email protected].

20 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

Plenary II Innovative Finance for Out-of-School Children Innovations in Education Finance for Out-of-School Children Dr. Nicholas Burnett, Managing Director Global Education, Results for Development (R4D), United States of America

This presentation reviewed the current situation of OOSC and education financing. Thus, the trends in OOSC at the primary and secondary levels are discussed, while highlighting recent progress, globally and in Asia. The economic and social costs of having OOSC is then examined, which emphasizes the significant economic, health, social, security and environmental consequences resulting from children being out of school. The costs associated with ending OOSC is subsequently reviewed, and it is argued that a more disaggregated model is needed which considers the different characteristics of different out-of-school groups in a particular country. The point is underlined, that when reviewing innovative financing for OOSC, the special characteristics of OOSC need to be taken into account not only when costing their enrollment, but also when devising financing mechanisms to achieve this. Therefore, in addition to standard public expenditure financed by government revenues, there are several important innovative financing and innovative spending instruments that are particularly relevant. Thus, the possibilities are reviewed, and those instruments which show the greatest potential are emphasized. The presentation ended with a discussion of the ways in which international attention may be maintained or even increased in order to ensure that necessary financing for OOSC is available. References Educate A Child and Results for Development. (2015). Social and Economic Costs of Out-of- School Children in Colombia. Retrieved from http://educateachild.org/library/publications/ social-and-economic-costs-out-school-children-colombia UNESCO Bangkok and Educate A Child. (2015). The Economic Cost of Out-of-School Children. Retrieved from http://www.unescobkk.org/resources/elibrary/publications/article/the-economic-cost-of-out-ofschool-children-in-southeast-asia/ UNESCO Bangkok and the Results for Development Institute. (2015). Innovative Financing for Out-of-School Children and Youth. Retrieved from http://www.unescobkk.org/resources/elibrary/publications/article/innovative-financing-for-out-ofschool-children-and-youth/ UNICEF and UNESCO’s Institute for Statistics. 2015. Fixing the Broken Promise of Education for All. Retrieved from http://www.unicef.org/publications/index_78718.html

For more information, please visit: http://r4d.org/focus-areas/center-education-innovations

21

Innovative Financing and Innovative Spending for Out-of-School Children: The Thailand Experience Dr. Varakorn Samakoses, Former Deputy Minister of Education Dhurakij Pundit University, Bangkok, Thailand

Thailand’s education system has been consistently ranked below average in the international ranking with nearly five percent of primary school age children remaining out of school, despite the government increasing the education budget by 96% since 2000. This situation highlights the fact that the additional money invested through the “business as usual” budgeting approach has not delivered a better quality of education, and it has not reached the children most in need. Thus, this presentation shared the case of Thailand and the shortcomings of traditional budget allocation. In noting specific educational concerns for OOSC, the establishment of a smart information system and an innovative flexible financing system in Thailand is recommended so as to ensure sustainable education. An investment in an Information and Technology (IT) system is therefore encouraged, as it could help track out-of-school children and ensure their access to the formal schooling system and reduce educational disparity. Additionally, it is proposed that an earmarked tax on alcohol and tobacco is a feasible, sustainable solution that should be implemented.

22 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

Plenary III Out-of-School Children: Learning and Psychology Ensuring Learning Takes Place Dr. Rukmini Banerji, CEO Pratham Education Foundation, India

This presentation reviewed the new ways to address the out-of-school children situation, as well as the new challenges that face all of those working on this issue. Thus, a review of what has recently been done in India was presented, most notably stressing the great positive change that can take place in a decade, as Pratham’s annual household survey (ASER) in India reveals. The numbers of out-of-school children have dropped significantly in multiple regions in India, which indicates that great things that can happen in a short period of time, pointing then to what is possible in the future. In highlighting the Indian state of Bihar’s strategy for sustained mainstreaming in partnership with others, it is emphasized that multiple elements and factors must come together over time in order to create big change. A key highlight of education efforts was that different strategies were used for different groups of children. In addition, the government also put into place multiple other schemes, programmes and movements that helped to create the atmosphere that proved to improve the core enrolment activity. Particularly with women, this presentation highlighted different initiatives and partnerships that were especially successful. This presentation also shared four points of concern that remain: (1) Enrollment in school is very high, yet attendance must be addressed; (2) The issue of learning, as basic learning levels are unsatisfactorily low; (3) The declining performance of cohorts over time; and (4) Lessons from the past. Therefore, the relevant questions regarding such concerns that educators and educational planners should be asking were addressed. For more information, please visit: http://www.pratham.org/

Trauma-sensitive Schooling Susan Cole, Ms.Ed., J.D., Director Trauma and Learning Policy Initiative, A Joint Program of Harvard Law School and Massachusetts Advocates for Children, United States of America

Experts explain that trauma is not an event itself, but rather a response to one or more overwhelmingly stressful events where one’s ability to cope is dramatically undermined. These experiences in childhood can lead to a cascade of social, emotional and academic difficulties. As students get older, exposure to traumatic experiences can also lead to the adoption of selfmedicating behaviors such as substance abuse, smoking and overeating. All of these responses to traumatic events can interfere with a child’s ability to learn at school.

23

Delegates in open discussion

24 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

25

Recent neurobiological, epigenetics and psychological studies have shown that traumatic experiences in childhood can diminish concentration, memory, and the organizational and language abilities children need to succeed in school. For some children, this can lead to problems with academic performance, inappropriate behavior in the classroom and difficulty forming relationships. Thus, learning about the impacts of trauma can help keep educators from misunderstanding the reasons underlying some children’s difficulties with learning, behavior and relationships. This presentation shares the ways in which childhood trauma may affect academic performance, classroom behavior and relationships; as well as the ways in which trauma-sensitive schools can help children to calm down and learn. It is contended that once schools understand the educational impacts of trauma, they can become safe, supportive environments where students make the positive connections with adults and peers they might otherwise push away; calm their emotions so they can focus and behave appropriately; and feel confident enough to advance their learning—in other words, schools can make trauma sensitivity a regular part of how the school is run. Trauma sensitivity will look different at each school. However, a shared definition of what it means to be a trauma-sensitive school can bring educators, parents and policymakers together around a common vision. Thus, this presentation provides the core attributes of a trauma sensitive school, as well as the relevant online resources for trauma-sensitive school development, which is especially pertinent for policymakers, educators and educational planners. For more information, please visit: http://traumasensitiveschools.org/

How Korea Responds to Immigration and Cultural Diversity in Education– National Strategy to Support Children of Multicultural Background in Korea Dr. Youngwha Kee, President National Institute for Lifelong Education (NILE), Republic of Korea

In the Republic of Korea, the issue of providing educational opportunities for children from multicultural family backgrounds (e.g., children of immigrants, marital immigrants and North Korean defectors) is being treated as one of the most critical social issues at this time, due to the rapid influx of immigrants and the subsequent rise of multiculturalism in recent years. In 2009, there were 26,015 children (0.35% of total students) from multicultural family backgrounds, and in 2015, there were 68,099 children (1.07%), thus this particular population has grown more than 160 percent in less than ten years (MOE and KEDI, 2015). This presentation reviewed the policies Korea has enacted, which aim to address multicultural families and out-of-school children. Therefore, the building of legal and institutional foundations through the enactment of laws and the drafting of a basic plan were presented as the first step towards stable implementation of policies and their sustainability. In addition, an implementation structure via centers for multicultural education at the national and regional levels was recommended, as this allows for effective and professional support in providing education for multicultural children. The case of Korea demonstrates that educational support for multicultural children is not only a matter for a certain ministry (e.g., the Ministry of Education) and regional institutions to address. Rather, this concern should be addressed through the linkage of various policies in various ministries and institutions, with support and input from families, the local community and

26 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

schools. In the end, this presentation highlights that education for multicultural families is not only an issue for these families alone, but it also deserves and demands attention from the entire society. Therefore, an effort to expand the understanding of multicultural education from being a superficial, one-time event towards more of an active global citizenship education is considered needed, and thus, is recommended. References Ministry of Education. 2014. 2015 지역 다문화교육지원센터 시범사업 선정결과 및 향후계획 [Selection Results for 2015 Community Multicultural Education Support Centre Pilot Project and Future Plans]. (In Korean). Sejong: Ministry of Education. Ministry of Education, Korea Education Development Institute. 2015. 2015 Primary and Secondary Educational Statistics. Seoul, Korea: Educational Development Institute.

For more information, please visit: http://eng.nile.or.kr/eng/main_2012.jsp

27

PLENARY IV The Out-of-School Children Initiative (OOSCI)

Moderator: Ms. Simrin Singh, Senior Specialist on Child Labour International Labour Office (ILO), Thailand

Presenters: Ms. Aurélie Acoca, Assistant Programme Specialist UNESCO Institute for Statistics (UIS-Bangkok), Thailand

Ms. Camilla Woeldike, Education Consultant (SEA-PLM/OOSCI/UNGEI), UNICEF EAPRO, Thailand

Mr. Sanaullah Panezai, Education Specialist (UNGEI/Equity/Quality), UNICEF ROSA, Nepal

Country Representatives: Ms. Purnima Gurung, Education Officer UNICEF ROSA, Nepal

Mr. Tuan Khanh Le, Deputy General Director Department of Finance and Planning, Ministry of Education and Training, Viet Nam

Ms. Marieta Atienza, Project Development Officer V, Chief Education Management Information System Division, Planning Service, Department of Education, Philippines

OOSCI aims to develop capacity and promote effective collaborations and partnerships among governments, CSOs, international organizations, private sector partners and interested individuals to ensure all children, in particular OOSC in Asia and the Pacific region, an access to quality education. The main function of the OOSCI involves: (1) Information sharing and dissemination; (2) Advocacy; (3) Analytical Research; (4) Capacity Building; and (5) Fundraising and joint project implementation through partnership. The three main stages of OOSCI include exploring the links among profiles, barriers, and policies, which includes three steps: (1) Developing comprehensive profiles of excluded children using consistent and innovative statistical methods; (2) Linking these profiles to the barriers and bottlenecks that lead to exclusion; and (3) Identifying, promoting and implementing sound policies that address exclusion from a multi-sectoral perspective.

28 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

This presentation seeks to review the framework and guidelines used to identify OOSC, as well as present country cases which present OOSCI at various stages of implementation. Sixteen countries in the Asia-Pacific are engaged in OOSCI, and noteworthy results of OOSCI in the Asia-Pacific include, but are not limited to the following: (1) OOSCI led to improvements in data management and monitoring systems; (2) OOSCI helped to improve inter-sectoral cooperation and partnerships; and (3) OOSCI helped to provide the needed evidence and incentives to address underlying bottlenecks and barriers to education development. The case studies of Nepal, Viet Nam, and the Philippines are presented, respectively. Each presentation highlighted that working with multi-sectoral and targeted interventions is required. The primary barriers to policy recommendations; the processes that the study benefited or initiated; how the study can be utilized; and details regarding how the findings helped inform policies and education sector reforms in each country are discussed and elaborated upon. Each country reported concrete positive outcomes and profound impacts of OOSCI for OOSC in their respective contexts. This presentation also reviews effective interventions for OOSC, especially noting that South Asia is the region with the highest number of OOSC at 36.1 million, with 8.8 million of primary school age and 26.3 of secondary school age (UIS, 2015). Thus, an analysis of interventions was initiated and completed, with the criteria for evaluating effectiveness for these interventions provided in this presentation. Most notably, it is reported how ECD plays a role in addressing multiple aspects concerning OOSC. Furthermore, enrollment campaigns have proven to be effective, and when combined with other interventions, they become stronger. Additionally, the following interventions have proven to be effective: (1) Pro-poor economic incentives (e.g., cash transfer); (2) Standards for effective NFL programmes (Non-formal education/FLS interventions); and (3) Sector Plans/Sector-wide Approaches (SWAps). This plenary concludes with the following insights and recommendations regarding programming and initiatives for OOSC: (1) Expand ECD; (2) Offer economic incentives; (3) Use targeted multi-sectoral interventions; (4) The quality and innovation of FLS is key; (5) Utilize education sector plans to promote inclusive education for all OOSC; and (6) Broaden data management systems. References UNESCO Institute for Statistics. (2015).

For more information, please visit: http://www.unicef.org/education/bege_61659.html http://www.uis.unesco.org/Education/Pages/out-of-school-children.aspx

29

PLENARY V Country Consultation Meetings Facilitator: Mr. Ichiro Miyazawa, Programme Specialist Lifelong Learning and Literacy, UNESCO Bangkok, Thailand

The Country Consultation was set up to improve participation and the Outcome Document prepared for the Asia Education Summit on Flexible Learning Strategies for Out-of-School Children, which was held from February 24 to 26, 2016, in Bangkok, Thailand. The Consultation consisted of group discussions and survey questionnaires. A total of 16 countries responded to the survey, including Afghanistan, Bangladesh, Bhutan, Cambodia, India, Indonesia, Iran, Lao PDR, Maldives, Malaysia, Mongolia, Myanmar, Nepal, Pakistan, the Philippines, Sri Lanka and Viet Nam. Objective of the Country Consultation The objective of the Consultation was to encourage inclusive discussion of challenges that keep children out of school and determine the existing key mechanisWms that can help reach and retain these children and improve education programmes. The country participants were requested to provide an analytical base, inputs and ideas that could support countries in exploring innovative and/or the existing mechanisms to develop and implement policies and programmes that affect the children. Additionally, it aimed to reflect countries’ inputs in the Outcome Document prepared by the Outcome Document Drafting Committee. The discussions during the Consultation were carried out at two levels: • T  hematic discussions were held on issues specifically confronting out-of-school children (OOSC) and educational programmes in participants’ countries. Although issues discussed among each country varied, major topics covered were related to equity and inclusion in education and prominent challenges that helped shape the Outcome Document: Governance, Capacity Development of Teachers, Pedagogies and Curricula, Gender, Learners with Special Needs, Child Labor, Conflicts and Emergencies, Migration, Ethnic Minorities and Employment. • National discussions took place, with an aspiration to provide the educationally underserved with inclusive and equitable education, within the framework of the Sustainable Development Goal No. 4. During the discussions, mapping of partners and the existing mechanisms/networks was briefly conducted to identify effective channels to continue the momentum to provide OOSC with equitable, inclusive and flexible learning opportunities. The discussions were facilitated by the Outcome Document Drafting Committee, including UNESCO Bangkok, SEAMEO Secretariat and civil society organizations.

30 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

The questions that were asked during the Consultation included: 1. Who is/are the target OOSC in your country? a. Are there any recent reports or statistics on OOSC available? b. What are the key issues and challenges that OOSC and service providers face? 2. W  ho are the existing partners and potential partners, such as implementers, NGOs, donors, corporations, organizations such as the UN, universities, that work for OOSC in your country? 3. Do we have existing networks already? Could we list them? 4. How could we best connect all partners on OOSC specifically? 5. W  hat kind of activities would be effective to share information and innovation among all partners and to promote work together for OOSC? 6. What kind of support would you like UNESCO or external partners to provide? Emerging Views for Flexible Learning Strategies for Out-of-School Children One of the key messages was to build a shared vision on promoting and implementing sound policies and programmes that address exclusion for OOSC, with clear recommendations for governments, civil society organizations and broad stakeholders. Participants across a range of countries mentioned that the needs to reduce learning barriers, ensure resources are secured and effectively utilized, and create and/or enhance partnerships to support OOSC were on top of their agendas. The need for a framework or mechanism that connects all partners who support OOSC, so that all voices are heard and everyone can influence the decision-making processes, which makes OOSC less vulnerable, more empowered and more resilient to challenges, was also emphasized. Lastly, all country teams in the Consultation called for an expanded network that helps disseminate information, fosters innovation among all partners and promotes work together for OOSC. Three major modalities of networks suggested by participants included 1) an online network; 2) a country-level coordination meeting; and 3) a national task force/working group which consists of the government and non-government members. Additionally, the survey responses indicated that participants wanted more emphasis in the following four areas to improve learning for out-of-school children: • M  ore flexibility in the curriculum and education programmes: it was indicated that inflexibility of the current flexible learning strategies will remain a major challenge for children and teachers. While enrollment is high in general, attendance and retention rates are low as many children cannot afford hidden school costs, such as transportation fees, and are forced to support their family financially. This implies that education programmes and strategies designed for OOSC need to be more flexible, which can prevent them from dropping out. • E  ffective utilization of technology and capacity development of teachers: countries highlighted that use of technology for OOSC was limited. Technology can strengthen learning activities and broaden learners’ educational opportunities in many ways, as it can provide children in various locations and time zones with easily accessible information. In order to use technology effectively, teachers must be given training and technical support.

31

• R  eaching the hardest-to-reach: although many more children now have access to school, the last five percent, such as the poor, ethnic minorities, migrants, and children with disabilities and those who live in remote areas, still do not have equal access to education. To achieve the goal of providing education for all, these children must also be reached. • Inter-state migration: some countries brought up the lack of a clear policy and flexible education options between states. As the Asia-Pacific region is experiencing challenges related to migration, a system must be created that provides equal opportunities for all children. The Consultation exhibited the potential of enormous change. It highlighted the need to modify existing educational archetypes of ensure equity and inclusion in learning. The Consultation also made it clear that the issues faced by OOSC are multi-dimensional, and require progressive thinking that ensures concrete results and quality, inclusive and effective learning. Country Summary: Key Messages This section summarizes responses from the countries that responded to the survey questionnaires distributed at the end of the country consultation. This summary focuses on 1) active partners for OOSC; 2) currently available sources regarding OOSC; 3) current donor- and/or the Ministry of Education (MOE)-related networks; and 4) national coordinators. These items focus on the national level. Partners for OOSC Multi-stakeholder partnerships, including the government, civil society organizations, UN agencies, non-governmental organizations (NGOs), the private sector, academia and other actors, are critical to the effective implementation of policies and programmes for OOSC. Except for Pakistan and Sri Lanka, all of the countries who participated in the survey provided with lists of current partners who support OOSC there. In order to more effectively utilize existing networks, further research is needed. Questions that must be answered included how the partnerships can best be aligned with OOSC work and what monitoring and reviewing processes are most effective. If necessary, networks should be created. Available OOSC-related sources The availability of up-to-date and accurate data and information on OOSC is vital to create effective policies and programmes for these children. As a brief mapping exercise of these resources, the countries were asked to list relevant OOSC resources that were available to them. 12 out 16 countries in the survey responded that reports on OOSC were available. Maldives answered that OOSC data is being collected. Afghanistan, Malaysia and Nepal answered that they were not aware of any sources specifically focusing on OOSC available at the national level. Current donor- and/or MOE-related networks Only Afghanistan and Myanmar were able to provide a list of donors that currently support OOSC-related work in the educational field. Viet Nam identified potential donors who would be interested in supporting OOSC work in the country. Further research on current donor- and/or MOE-related networks need to be conducted in order to enhance the impact of partnerships on OOSC work and its sustainability.

32 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

National coordinators for OOSC Follow-ups UNESCO’s actions have long been focusing on issues related to all learners, including those from marginalized and disadvantaged communities. To promote activities that can prevent children out of school and help those who are already out of school to access quality education, all key stakeholders’ cooperative and mutual-aid actions for OOSC work is required. The following Country Matrix summarizes the above mentioned four items. Further efforts are needed to maintain communication with national coordinators and proactively follow up on relevant activities to better understand current and potential donors and specific titles of networks.

33

Country Matrix

Partners for OOSC

Sources on OOSC

• MOE; Ministry of Labor, Social Affairs, Martyrs and Disabled (MOLSMD) AFGHANISTAN

• UNDP; UNESCO; UNICEF • NGOs: Aga Khan Foundation, Save the Children, Swedish Committee for Afghanistan • Civil Society and Human Rights Network (CSHRN)

• Directorate of Education (DPE); MOE; Ministry of Primary and Mass Education; Ministry of Chittagong Hill Tracts Affairs (MOCHTA) • UNESCO; UNICEF

BHUTAN

BANGLADESH

• INGOs: Save the Children; ActionAid; Plan International; Room to Read; Edueo & NETZ

Donor-and/or MOE-related Networks

National Coordinator for OOSC/ Organization

Although the specific networks that involve donors or the MOE in Afghanistan were not made clear, USAID/Afghanistan, World Bank (WB), Danida and Global Partnership for Education (GPE) were mentioned as donors that support OOSC in the country.

Mr. Shakir Habibyar, Deputy Minister, General Education, MOE - Afghan National Commission for UNESCO (ANCU)

• Updated reports on OOSC by Bangladesh Bureau of Statistics, Bangladesh Institute of Development Studies, UNICEF

Mr. Iqbal Hossain, Education Specialist, UNICEF Bangladesh

• Annual Sector Performance Report (ASPR) 2015

• National NGOs: BRAC; Dhaka Ahsania Mission (DAM); Friends In Village Development Bangladesh (FIVDB); Community Development Centre (CODEC); Rangpur Dinajpur Rural Service (RDRS); Village Education Resource Center (VERC); CARITAS; Jagorani Chakra Foundation (JCF); Underprivileged Children’s Educational Programs (UCEP); JAAGO Foundation • MOE; Ministry of Labour & Human Resources; National Statistical Bureau

Annual Education Statistics 2015

• UN agencies • Save the Children International • NGOs: TARAYAWA Foundation; LUDEN Foundation

34 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

Ms. Tashi Lhamo, Ministry of Education, Bhutan

• Ministry of Education, Youth and Sport (MoEYS)

CAMBODIA

• Cambodia Consortium for OOSC (CCOSC) • ILO; UNESCO; UNICEF

• Education Management Information System (EMIS)

Mr. Lay Vutha, National Programme Officer, UNESCO Phnom Penh

• United World School (ethnic minorities) • Friend International; Krousar Thmey; Indochina Starfish Foundation (ISF); Teach Cambodia • Government bodies (strong presence at the national and the village level)

INDIA

• CCOSC

• UN agencies; Word Bank Corporates focusing on Education (CSR policy) • Universities

• At government level: ºM  RB/SRI study (2014) º A  nnual status of education report (2015)

Ms. Farida Lambay, Co-Founder, Pratham Education Foundation

• Each state also collects annual data.

• NGOs

INDONESIA

• MOE; Ministry for Religious Affairs • NGOs: Yayasan Rumah Peradaban (for 6-18 year olds); Taman Bacaan Pelangi (or Rainbow Reading Gardens); Yayasan Abdi Budaya Nusantara (YAEN); Wisma Cheshire

Data Pokok Pendidikan (Pusat Data dan statustuc pendidikan dan kebudayaan)

• Parents; Community leaders; PKBM (Community Learning Centers); TBM (Community reading gardens) • CSOs (Ormas)

• MOE (leading); Ministry of Labor; Ministry of Interior

IRAN

• State welfare organizations • Governor General; Governors • Management and planning organizations

Data on OOSC, specifically focusing on refugee, stateless and undocumented children, are not available.

Khalilollah Cheraghi, Ministry of Education of Iran Ms. Mathta Mohegh, Programme Assistant, UNESCO Ms. Sara Yasan, Education Specialist, UNICEF

• UNESCO; UNHCR; UNICEF • NGOs

35

• UNESCO; UNICEF • World concern, World renew • WB; ADB

LAO PDR

• Department of Foreign Affairs and Trade (DFAT: old AusAid)

• The OOSC profiles analysis is mostly done. The data are from EMIS and the Lao Social Indicators Survey (20112012). However, the profile report is still in process. NERI (under the Ministry of Planning and Investment), in cooperation with MOES, will be conducting the OOSC survey to identify the barriers in March-April 2016.

Ms. Phanthanome Didaravong, Department of Planning, EMIS, MOES

MALAYSIA

MALDIVES

• Documents related to Workshop: OOSC barriers and identifying/ revising key existing policies and recommendation

• MOE; Ministry of Law & Gender; National Drug Agency

Fathimath Zaaa, Ministry of Education

• UNICEF • Juvenile Justice Unit • NGOs

• National Security Council; MOE; other ministries/government agencies

Azlina Ahmad Kamal, UNICEF Malaysia

• UNDP; UNFPA; UNHCR; UNESCO; UNICEF • Public & private universities

• UNCIEF

MONGOLIA

In the process of collecting data

• Adventist Development and Relief Agency (ADRA) Mongolia; Save the Children of Japan; World Vision (WV)

Annual statistics of Ministry of Education, Culture and Science (MECS)

36 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

Otagonsuren Ucagvaa, Ministry of Education, Culture and Science

MYANMAR

Implementers Bop Htaw Empowerment Program; Burmese Migrant Teachers Association (BMTA); Burmese Migrant Workers Education Committee (BMWEC); Colabora Birmania (CB); Eastern Burma Community Schools (EBCS); Education Thematic Working Group (ETWG); Help Without Frontiers (HWF); Karenni Education Department (KnED); Karen Education Department (KED); Karen Refugee CommitteeEducation Entity (KRC-EE); Karen Teachers Working Group (KTWG); Kayah New Generation Youth (KNGY); Myanmar Literacy Resource Center (MLRC); Migrant Education Coordination Center (MECC); Mobile Education Partnership (MEP)Mon National Education Committee (MNEC); Mote Oo Education; Myanmar Education Consortium (MEC); Myanmar Indigenous Network for Education (MINE); myME, Scholarships for Street Kids; Pathways to Accredited Centers of Education (PACE); Shan State Development Fund (SSDF); Thabyay; Youth Connect Stay in School (YC-SiS) PlayonSide NGOs ADRA; Child’s Dream; Handicap International; IRC; Jesuit Refugee Service; MEII (Migrant Education), Save the Children; World Education; WV; ZOA UN, ILO; UNHCR; UNESCO; UNICEF; WFP

• There have been no specific national reports consisting of updated statistics about OOSC in Myanmar.

Donors: USAID, DFAT, UNICEF, Educate a Child, Swiss Development Corporation, ADB, WB, DFID

Mr. Gregory Tyrosvoutis

• There was a national census in 2014 that has some relevant information. • Some information exists for the migrant and refugee Burmese population living in Thailand on the border.

37

• Government agencies; local bodies

Mr. Baikuntha Aryal, Director of Department of Education

NEPAL

• UNCEF; UNEP; UNESCO • GPE; National Campaign for Education (NCE); Nepal Research and Education Networks; Save the Children; Plan; World Education; WV • JICA • ATLAS of Pakistan 2015 PAKISTAN

• ASER Report 2015

Out-of-School Youth Data/Profile

Ms. Maya Nayo, ECCD Education Advisor, Save the Children Philippines

N/A

• In 2014, UNICEF completed a report that covered all 25 island districts of the country. The details are available on UNICEF’s website.

Kumara R.M.J.C., Ministry of Education

SRI LANKA

PHILIPPINES

Adhoc Secretariat

• Sri Lanka Education information is in MOE. • General Statistics Office, and Ministries • UNESCO; UNICEF

VIET NAM

Ms. Talat Anjum, DG Education Ministy, M/O Federal Education & Professional Training Istanbul

OOSC Country Study 2013

Potential donors: Petrol Vietnam; Viettel; Vinamilk

• Education Sector Group (ESG): Save the Children, Plan International, Oxfam, WB

Nguyen Ngoc Vu, Director, Planning & Finance Department, Ministry of Education & Training

• JICA • Viet Nam Institute for Education Service • Academy of Education Management network of universities

The national coordinators can be contacted through UNESCO Bangkok. If you wish to contact the abovementioned national coordinators, please contact: [email protected]

38 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

39 © UNESCO Islamabad

© UNESCO/S.Chaiyasook

40 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

PART TWO The Concurrent Sessions SESSION 1 Governance

1A. Policy and Legislation Moderator: Dr. Asmah Ahmad, Programme Officer II Southeast Asian Ministers of Education Organization Secretariat (SEAMEO Secretariat), Thailand

• 1A.1 National Cabinet Resolution 2005 • 1A.2 Education for Migrant Children in Sabah, Malaysia • 1A.3 Madrasah Education: The ARMM Experience • 1A.4 The Indian Experience

1A.1 National Cabinet Resolution 2005 Mr. Pumsaran Tongliemnak, Plan and Policy Analyst Ministry of Education, Thailand

On 5 July 2015, Thailand’s National Cabinet approved the proposal by the Ministry of Education (MoE), which stated that Thailand would provide basic education to every child, regardless of their nationality or legal status. Therefore, this presentation reviewed how this 2005 proposal resulted in having a positive impact on school enrolment and retention of migrant children, displaced students, undocumented children and all children who do not hold a Thai nationality. Thailand is one of the largest destinations of migrants in the Southeast Asian region, with more than two million migrants from Myanmar, Cambodia and Lao PDR and with one million migrant workers officially registered (2011). Thus, a chronology of the reformulation of policies concerning the schooling of migrant children is discussed in this presentation, and an overview of the progress, obstacles and ongoing efforts for out-of-school children in Thailand is provided.

41

1A.2 Education for Migrant Children in Sabah, Malaysia Dr. Nur Anuar Muthalib, Head International Education Coordination Unit, Ministry of Education, Malaysia

Sabah has continued to experience a large in-migration of workers, both legal and illegal, from Indonesia and the Philippines, with smaller inflows of workers, among them from Myanmar, Bangladesh and Pakistan. The high economic growth rates in Sabah, especially in the plantation and construction sectors, coupled with underemployment in the Philippines and Indonesia, create strong incentives for workers to find their way into the state. According to government and private estimates, foreign nationals in Sabah numbered approximately one million in 2015, which constitutes over thirty percent of the state’s total population. This presentation discussed the provision of education for migrant children in Sabah, specifically as concerns the cooperation between the Malaysian and Indonesian governments in providing educational opportunities to Indonesian children living in palm oil plantations. This presentation highlighted the 9th Annual Consultation between Prime Minister Dato’ Sri Mohd Najib bin Tun Abdul Razak and President Dr. H. Susilo Bambang Yudhoyono, as this paved the way for the establishment of Community Learning Centers (CLCs) under the auspices of the Sekolah Indonesia Kota Kinabalu (SIKK) in Sabah for the children of Indonesian migrant workers in the plantation areas. This initiative also included the granting of permits for Indonesian teachers to teach at the CLCs. Today, the education projects in the plantations are carried out with the collaboration of the Malaysian MoE, the Indonesian government, NGOs and plantation companies. This presentation asserted that this cross-sectoral collaboration has resulted in a “win-win” situation for children and parents and provides an example of good corporate social responsibility in fulfilling the demand for sustainable social wellbeing within the palm oil industry. This presentation also discussed the challenges confronted and suggested ways forward in addressing the issue of out-of-school children in Sabah. 1A.3 Madrasah Education: The ARMM Experience Prof. Alzad T. Sattar, Department of Education, Autonomous Region in Muslim Mindanao (DepEd-ARMM), Philippines

In the Autonomous Region in Muslim Mindanao (ARMM), the Bureau of Madaris Education (BME) is an institution under ARMM mandated by law to implement, supervise, and monitor the madrasah education program in the region. This program uses the Standard Madrasah Curriculum (SMC), which has two components of which 50% is Islamic, and 50% is secular. Presently, there are 76 integrated madrasahs registered and granted the Permit To Operate (PTO) by the BME since its implementation in 2015. BME’s philosophy is that, “No Bangsamoro children shall be left uneducated, both, in Islamic and secular education.” This presentation shared the ways in which the madrasah education program in the ARMM targets the school-less communities, especially in areas where armed conflict is present, as this is planned to be a long-term program for peace and development. Thus, the impact of this program on the children, the parents, and the community is shared, as well as BME’s experiences and challenges in the course of the implementation of the integrated madrasah in the Autonomous Region in Muslim Mindanao. For more information, please visit: http://bureauofmadariseducation.armm.gov.ph/

42 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

1A.4 The Indian Experience Ms. Surbhi Jain, Director (EE-II) Department of School Education and Literacy, Ministry of Human Resource Development, India

Sarva Shiksha Abhiyan (SSA), the “Education for all Mission”, is an Indian Government programme that began in 2000-2001, and it remains one of the largest programmes of its kind in the world for universal elementary education. The key goals of SSA include universal access, bridging gender & social category gaps, universal retention and quality education. SSA was mandated by the 86th amendment to the Constitution of India, which made free and compulsory education a fundamental right. The Right of Children to Free and Compulsory Education (RTE) Act was then passed by the parliament of India in 2009 and came into effect on 1 April 2010. With the RTE Act, SSA acquired the necessary legal force for implementation, as it mandates free and compulsory elementary education for all children in the age group of 6-14 years and is committed to ensuring all children, regardless of their social identity, physical challenges or health status, have access to education in a safe, secure and caring environment. Thus, central to the RTE Act 2009 is making school spaces inclusive, welcoming and open to all. This presentation discussed the ways in which the RTE Act 2009 makes special provision for out‑of-school children. Additional measures to encourage education are reviewed, including the provision of free textbooks to children and the provision of mid-day meals. Furthermore, a review of the procedural barriers to learning, which are removed via legislation, as well as the greater emphasis on community involvement and ownership through School Management Committees (SMCs) are discussed.

1B. Equivalency Programmes with Assessment Systems Moderator: Mr. Ichiro Miyazawa, Programme Specialist Lifelong Learning and Literacy, UNESCO Bangkok, Thailand

• 1B.1 Accelerated Learning in Cambodia • 1B.2 Expansion of NFPE in Myanmar • 1B.3 Status of Out-of-School Children and Flexible Learning Strategies in Nepal 1B.1 Accelerated Learning in Cambodia Mr. Kuoch Kou Lom-A, Director Department of Non-Formal Education, Ministry of Education, Youth and Sport, Cambodia

In Cambodia, the policy for the Non-formal Education Equivalency Programme (NFE EP) was approved in 2008 so as to ensure that all people living in Cambodia will be provided with equitable access to quality education and lifelong learning. Non-Formal Education seeks to flexibly provide an opportunity for those who lose access to formal education—out-of-school children, youth and adults—to continue learning outside of the regular formal system. As of 2015, primary EP has been implemented in 15 provinces and the capital city of Phnom Penh by the government (MoEYS) and development partners.

43

This presentation reviewed the NFE primary EP and shared that not only is it equivalent to formal education in terms of curriculum and certification, but also in terms of the training of staff, teachers, policy, delivery mechanism, the teaching-learning process, management, programme monitoring and evaluation, learning assessment and qualification. The programme is therefore important and helpful for those children who lack the time to attend six years of formal schooling, yet want to continue learning and obtain a certification without this affecting their time to help their families. Thus, the programme is intensive and has two primary contents: (1) Academic content (70% of EP), selected from the formal education curriculum; and (2) Life skills content (30% of EP). This presentation therefore reviewed the details of the NFE EP programme in Cambodia as it focuses on out-of-school children, including child laborers/working children, so that they may be given the opportunity to study, make a living and prepare for a bright future. References Cambodian Ministry of Education, Youth and Sport (MOEYS). (2008). Policy on Non-formal Education Equivalency Programme. Retrieved from http://www.moeys.gov.kh/en/policies-and-strategies/536.html#.Vw4KGCN95xg

44 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

1B.2 Expansion of NFPE in Myanmar Mr. Tin Nyo, Vice-Chairman Myanmar Literacy Resources Centre, Myanmar

In Myanmar, the Non-Formal Primary Education (NFPE) programme was originally initiated by MOE-UNDP-UNESCO as a joint project. It was reintroduced in five townships in the 2008-09 Academic Year (AY), and the programme has been expanded yearly. At present, in the 2015-16 AY, there are 94 townships in Myanmar and Maesot, Thailand that participate in this programme. This presentation shared that NFPE is an accelerated primary education programme that allows out-of-school children to complete the five years of formal primary education in two years. The target learners of NFPE are out-of-school children (ages 10-14 years old) who are unable to go through the formal education system or who have dropped out from formal primary education. According to the regular programme for each academic year, learners are to attend classes at NFPE centers 2.5 hours per day for 204 days. NFPE in Cambodia also includes innovations in flexible learning strategies, notably mobile facilitators; intensive teaching; and a national standardized evaluation system for quality assurance of NFPE, with standardized scales items and test development study. The positive progress, outcomes and impact of such initiatives are discussed in this presentation, including current data regarding programme completion and the number of students who have joined the formal education system. 1B.3 Status of Out-of-School Children and Flexible Learning Strategies in Nepal Mr. Babu Ram Poudel, Executive Director Curriculum Development Center, Sanothimi, Nepal

Nepal implemented a series of large-scale reform programs in the school education sector since the 1990s, with the objectives of enhancing access and equity, and improving the quality of education. Building on the success of these reforms, the Government implemented a 7-year School Sector Reform Plan in FY2009/10. Its overall objectives are to: (1) Expand access and equity to education; (2) Improve quality and relevance of education; and (3) Strengthen the institutional capacity of the entire school education system. In addition, the 2015 Constitution of Nepal declared education a human right, where basic education is free and compulsory and secondary education is compulsory. Thus, in 2014/15, the net enrollment rate in primary education reached 96.4% and basic education reached 87.5%. However, Flash report data of the DoE shows that approximately 4% of the relevant age group of children in primary and more than 12% in basic education continue to remain out-of-school. This presentation reported that progress in education for OOSC in Nepal was possible due to the provision of policies, various scholarships, incentives and other affirmative actions, such as the provision of free textbooks for all students up to grade 10 and for targeted groups of children in grades 11 and 12; the abolition of all forms of school fees; targeted scholarships for all girls, Dalits, highly marginalized and endangered Janajatis, students with various disabilities, and students from the Karnali Region; the provision of mid-day meals in food deficit districts; special incentives for freed bonded laborers; and special provisions for remote area students. This presentation also shares the additional innovative strategies; specific programmes and activities; as well as partnerships sought and adapted, which aim to reach and provide educational opportunities for all OOSC in Nepal.

45

1C. Sustainable Financing Moderator: Mr. Tanvir Muntasim, International Policy Manager on Education ActionAid International, Thailand

• 1  C.1 Sustainable and Innovative Financing for Disabled and Disadvantaged OOSC in Thailand: Mae Hong Son Model • 1  C.2 Social Impact Bond: Sustainable Finance for Initiatives that Improve Learning Opportunities and Outcomes for Out-of-School Children (OOSC) and the Most Marginalized Populations • 1  C.3 Natural Resources Tax: The National Education Plan and CAQi implementation: An urgent need to face out-of-school children challenges in Brazil • 1C.4 Girls Education Support Program: Flexible Response Fund 1C.1 Sustainable and Innovative Financing for Disabled and Disadvantaged

OOSC in Thailand: Mae Hong Son Model Mr. Amnat Wichayanuwat, Director of Special Education Bureau Office of Basic Education Commission, Ministry of Education, Thailand

Thailand’s Bureau of Special Education is committed to providing education and services that build productive, meaningful lives for children with disabilities and disadvantaged children. Presently, there are 77 special education centers; 46 special needs education schools; 23,877 inclusive programs with 383,196 students; 51 schools educating disadvantaged children; and 42 hospital-based programmes. The Mae Hong Son (MHS) Model is revealed as an innovative, multi-stakeholder model of collaboration, which seeks to move towards universal education and provide educational opportunities for all. The MHS Model has three major goals: (1) To ensure all school-age children with special needs can ask for and receive an education; (2) To develop information sharing between ministries at the local level; and (3) To strengthen inter-ministerial collaboration mechanisms at the local level. This presentation contended that the MHS model works due to the following enabling factors: (1) Educational policy; (2) Collaboration; (3) ICT support; and (4) Alternative Education Programs. The challenges that remain are also disclosed, including: poor attitudes towards children with disabilities; the lack in stakeholder’s knowledge; and the increasing number of students with multiple disabilities. However, Thailand’s MoE reiterated its commitment and strong political will for children with special needs as it proclaimed, “2016 is the year of collaboration to promote education with special education needs.”

46 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

1C.2 Social Impact Bond: Sustainable Finance for Initiatives that Improve

Learning Opportunities and Outcomes for Out-of-School Children (OOSC) and the Most Marginalized Populations Mr. Manas Rath, Founder Blue Lotus Advisors, India

The Social Impact Bond, or Development Impact Bond, is a mechanism whereby payment is made only when agreed upon results are achieved. Thus, it is an instrument that can help in an effective, transparent and scalable manner that both service providers and funders/governments seek. With this instrument, the Service Provider and the Funder (Donor or Government) agree upon a payment mechanism based on achieving certain clearly defined outcomes. An Investor may therefore provide working capital to the Service Provider to deliver the program and achieve results. If the Service Provider achieves results and gets paid by the Funder, these funds are repaid to the Investor, who could stand to earn a profit or loss, depending on the terms of the contracts and performance of the Service Provider. This presentation reviewed the important aspects of designing a Development Impact Bond, which include selecting the target audience within a geographic location; setting an accurate baseline; setting targets for different time periods; and developing a payment structure based on achieving different levels of targets. It is argued that across education, healthcare, sanitation and other activities where clear and objective goals can be set and measured, Social Impact Bonds can help donors and governments hold social organizations more accountable, while providing the flexibility to design and adapt programs as needed, such that goals are met.

1C.3 Natural Resources Tax: The National Education Plan and CAQi

implementation: An urgent need to face out-of-school children challenges in Brazil Ms. Maria Celia Giudicissi Rehder, Project Coordinator Brazilian Campaign for the Right to Education, Brazil

The Brazilian Campaign for the Right to Education is a network composed of over 200 civil society organizations that is politically and socially active, as members advocate for a paradigm shift in the discourse on educational policies, including publicly supporting adequate financial funding to ensure a minimum standard of quality, dignity and professionalism in Brazilian education. Thus, this presentation shared the success story of the Brazilian civil society’s fight for the inclusion of 3.8 million out-of-school children. Sixteen years of activism resulted in important achievements, such as the inclusion of the Cost of Initial Quality Education per Student (CAQi) into national law (National Education Plan, Law number 13.005) in June 2014. According to the National Education Plan, the CAQi must be implemented in all state and city education systems by 2016, with financial support from the federal government. This presentation also shared an innovative financing option for education—the Oil Royalties to Education Law (Law 12.858/2013). This education law allocates 75% of Oil Royalties and 50% of Pre-Salt Social Fund for public education. The challenges with this financing scheme are

47

addressed, including the need to correct regional inequalities and prioritizing States and weaker municipalities. Furthermore, effective local advocacy efforts are addressed in the presentation, as well as the importance of civil commitment and action to transform and improve the educational landscape for all children.

1C.4 Girls Education Support Program: Flexible Response Fund Dr. Shama Dossa, Director Monitoring, Evaluation, Research and Learning (MERL) Unit, Aga Khan Foundation, Afghanistan

The Aga Khan Foundation (AKF) Afghanistan is working in 53 districts through a multi-input area development approach (MIAD), aiming to improve the quality of life of the people in the coverage area. Working under the government’s qualification framework, AKF’s education programs mostly concentrate on school education (K-12), and it has been supporting 216 government schools, 70 early childhood development centers and nearly 300 community based education classes in partnership with the Ministry of Education. This presentation on the Flexible Response Fund (FRF) of the Girls Education Support Program (GESP) highlighted the importance of flexible, participatory, multifaceted and inclusive approaches when seeking to address barriers to girls’ education. The FRF was a component of GESP, designed to address an array of barriers preventing Afghan girls from entry and retention into upper grades. As the needs in the community vary from context to context, the concept was to keep the fund flexible in order to address contextual needs. The efficiency and effectiveness of FRF resides in its multifaceted approach through which it strategically addressed barriers to girls’ education, and study findings showed that the FRF contributed to addressing an array of barriers that were preventing girls from accessing school and completing their education. This presentation reported that despite the challenges confronted, the Flexible Response Fund has been an effective program in addressing the barriers in girl’s education in AKF program areas within Afghanistan. The effectiveness of the program can be clearly seen in the increase in girls’ enrolment; the decrease in dropout rates; the increase in graduation rate from schools and Kankor exam results; the reduction of stigma towards girls’ education; and the decrease in early marriages within focus communities. The flexible nature of the program coupled with its positive influence also demonstrates that such a program can be implemented in other contexts. For more information, please visit: http://www.akdn.org/publications/2014_girls_education_ afghanistan.pdf

48 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

1D. Collaboration with Non-Governmental Organizations (NGOs) Moderator: Ms. Farida Lambay, Co-Founder & Trustee Pratham

• 1D.1 Help without Frontiers & the MoE • 1D.2 An Integrated Approach from the Cambodian Consortium for OOSC in Cambodia • 1D.3 Government Collaboration Ensures Sustainability - School Moving with Migrant (Out-of-School) Children: A Successful Experience of Aide et Action to Ensure Continued Education for Migrant Children in India

1D.1 Help without Frontiers & the MoE Ms. Siraporn Kaewsombat, Director Help Without Frontiers (HwF) Thailand Foundation, Thailand

Help without Frontiers (HwF) has been working in the education area for migrant children on the Thai-Myanmar border since 2002. There are approximately 65 “migrant learning centres” (MLCs), targeting around 14,000 migrant children from Myanmar, and HwF continues to assist 14 of these MLCs. For many years, there was no harmonization of curricula taught in these MLCs. Consequently, the education received was not recognized by the Thai government or the Myanmar government. Therefore, many of the migrant children who attended these schools had little prospects for the future, as their education was not formally recognized. This inevitably led to, and leads to lowincome jobs, high dropout rates of children, and children not accessing school. This presentation reported that in 2012, Help without Frontiers Thailand (HwF TH) urged the topic of non-recognition of certificates and launched a project with the Foundation for Rural Youth (FRY) to identify alternative ways for migrant education systems for the children. The overall objective was to improve the education system for migrant children along the Thai-Myanmar border, and the primary goal was to introduce the formal curricula (Myanmar and Thai) to the MLCs. This was a pilot initiative that required diplomacy and negotiation with both Ministries of Education (MoE), and therefore, HwF approached UNESCO, the lead UN organization in promoting education, to support this initiative. HwF shared the non-formal primary education (NFPE) idea and information with UNESCO, and UNESCO selected HwF to implement the project, ‘Mobile Literacy for OOSC’, which was launched in 2014 and is an ongoing project. This presentation emphasized that without the fruitful collaborations among different players on the local, regional, national and international levels, the NFPE initiative would not have been successful. Thus, this case proves once more that only a multi-stakeholder approach can improve the overall situation of access to education and its recognition for migrant children. For more information, please visit: http://www.helpwithoutfrontiers.org/

49

1D.2 An Integrated Approach from the Cambodian Consortium for

OOSC in Cambodia Mr. Chanveasna Chin, Executive Director NGO Education Partnership (NEP), Cambodia

Mr. Socheat Lam, Coordinator Cambodian Consortium for Out-of-School Children in Cambodia (CCOSC), Cambodia

The Cambodia Consortium for OOSC in Cambodia (CCOSC) consists of 20 leading organizations in the field of education that reach out to children of diverse needs and contexts. It is built on the established structures and proven strategies of its members, and it serves as a genuine and significant vehicle for shared learning and cooperation, as well as for the promotion of best practices in the education development sector across the country. The CCOSC mission is to contribute to a comprehensive Cambodian inclusive education system that caters to every child, including children with disabilities, street children, over-aged students, poor and remote children, and ethnic minorities. CCOSC plans to enroll and retain at least 55,000 OSC (50% girls and 50% boys) in the formal or non-formal education system. This presentation shared the common approach, which focuses on four specific objectives (Access, Quality, Capacity Building and Research/Advocacy) across five components: (1) Children with disabilities; (2) Street children; (3) Over-age children; (4) Ethnic minority children; and (5) Poor and remote children. This presentation also shared that CCOSC mainstreams three cross-cutting themes on gender, disability and education in emergencies. It is noted that the consortium has good foundations for success given that it operates around established structures and regroups core similarities in partners’ implementation and design facilitated by the local context. This presentation also reported how Aide et Action, in partnership with 20 partner organisations in Cambodia, and with the financial support from Educate A Child and partners, has enrolled and retained 33,409 OOSC as of 2015, with 46% being girls in formal or non-formal education system. For more information, please visit: http://www.ccosc.org/

50 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

1D.3 Government Collaboration Ensures Sustainability – School Moving

with Migrant (Out-of-School) Children: A Successful Experience of Aide et Action to Ensure Continued Education for Migrant Children in India Mr. Ravi Pratap Singh, Regional Director South Asia, Aide et Action International, Sri Lanka

In India, internal migration involves a population of 309 million as per the Census of India (2001), yet a more recent estimate puts the population of internal migrants at 326 million (National Sample Survey Organization 2007-2008). This accounts for nearly 30% of the total population of India. Migration in India is of two types: (a) Long-term, resulting in the relocation of an individual or household; and (b) Short-term or seasonal/circular migration, involving the back and forth movement between a source and destination. This presentation shared Aide et Action International’s innovative study, work and lobbying efforts regarding the plight of migrant children in select states in India, including the development of a comprehensive mapping methodology, which can identify the number of migrant children of school age, their source areas (so as to know the children’s language of instruction in school) in various specific locations of inter-state migrant populations. Innovative ways of addressing the migrant situation are also shared, including mobile teachers and the use of mother tongue language materials in educational endeavors. Furthermore, the process of government collaboration to address the teaching and learning needs of these migrant populations has been developed in targeted states, and Aide et Action shared their proactive work with other state governments, which is aimed at convincing governments to adopt this process so as to ensure the continuation of education for millions of children who migrate with their parents seasonally (cyclic migration). AEA is working towards the adoption of this collaborative practice as part of the Inter-state Migrants Act of India, so as to ensure that this innovative mechanism becomes mandatory for all state governments to adopt and practice. For more information, please visit: http://www.aea-southasia.org/

1E. Collaboration with the Private Sector Moderator: Prof. Michael Morrissey, Senior Education Adviser Educate A Child (EAC), Qatar

• 1E.1 Partnership Development • 1E.2 The Chiang Mai Initiative (CMI) • 1E.3 Microsoft & Partnerships

51

1E.1 Partnership Development Mr. Richard Welford, Chairman CSR Asia

This presentation set the stage for the discussion on partnerships, highlighting that there is a big role for the private sector to play in development issues, including education. This presentation therefore clarifies that partnerships concern the active engagement of the private sector with government, NGOs or both. The discussion affirmed the fact that the private sector is now recognizing the limitations of philanthropy, and these key limitations of traditional philanthropy are reviewed. The need for strategic thinking about how to use company assets and expertise was also emphasized in this presentation. Furthermore, an overview of the points of interest and concern regarding partnership development was provided, thus reviewing the most common reason why partnerships fail; the different ways in which to work with partners; the common challenges for partnerships; lessons learned; as well as the characteristics of successful innovative partnerships, which are leadership, commitment, openness to change, strong relationships and shared goals. CSR Asia has worked side by side with leading organisations across sectors (NGO, government and business) that want to find ways to work together and create effective sustainable development. CSR Asia has contributed to some of the most successful multi-sector partnerships in the region, including the Roundtable on Sustainable Palm Oil. For more information, please visit: http://www.csr-asia.com/ 1E.2 The Chiang Mai Initiative (CMI) Mr. Sin-ard Lampoonphong, Office of the Basic Education Commission (OBEC) Ministry of Education, Thailand

The Chiang Mai province reported 11,985 migrant children are in public schools (OBEC, 2015). In order to address the issue of providing education for migrant children, the following initiatives in Chiang Mai were supported and utilized: (1) Awareness raising platforms; and (2) Good practices from the private sector. This presentation shared how the Chiang Mai provincial education office invited private sector participation in schools, and utilized the public-private partnership model (Pracha Rat Model) in educational management for migrant children in the Chiang Mai province. Public Private Partnership (PPP) recommendations for the Thailand educational system are also highlighted.

52 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

1E.3 Microsoft & Partnerships Ms. Mei Ling Tan, Global Digital Learning Strategy Team Microsoft, Singapore

Microsoft seeks to utilize features and functionality for all levels and abilities, from early learners to advanced students, and for teachers and administrators, through such programmes as: Microsoft Data Gathering, Microsoft Flashcards, Chekhov Story Author, Microsoft Education Delivery, Worldreader, Microsoft Educator Community, Microsoft Math, Skype in the Classroom, as well as Office 365 and Office Online. In this presentation, case studies of Microsoft collaborating with numerous and diverse partners are shared, highlighting various country and community projects. For example, Microsoft, with Digital Education Services (DES), partners with Pearson Foundation and the International Learning Association for teacher training in various contexts (e.g., Indonesia & Bangladesh). The sustainability of programmes via partnerships is highlighted, as well as advances in education access and quality, specifically due to partnerships. The robust features and capabilities, as well as rich data and powerful analytics, of Microsoft projects when partnering with local education efforts are emphasized.

53

CONCURRENT SESSION 2 Capacity Development of Teachers

2A. ICT & Capacity Development Moderator: Mr. Mike Michalec, Founder EdTech Asia, Thailand

• 2A.1 Capacity Development • 2A.2 The Advancing MOOCs for Development Initiative: Online learning for Workforce Development • 2  A.3 Capacitating Teachers and Teacher Educators for Effective ICT-Pedagogy Integration: UNESCO Pledges to Promote Digital Equity 2A.1 Capacity Development Ms. Rommuk Piachan, Specialist in CSR Communications Strategy Public Relations/Trueplookpanya, True Corporation, Thailand

True is the only fully integrated communication provider in Thailand. Thus, True aims to provide Thai youth, teachers, and the general public with equal opportunities to access information and knowledge so as to inspire sustainable learning, virtues and environment preservation awareness. Therefore, this presentation featured selected innovative projects and methods that True has initiated and supported. The innovative project, True Plookpanya, was highlighted, as this project seeks to support two types of schools: Standard Schools (currently 6,000) and Model Schools (currently 58), with a target of 10,000 schools. Under this programme, True provides digital educational media and equipment for schools. For the Model Schools, along with digital materials, an IT expert is hired to assist teachers. This presentation also shared how this project resulted in the largest knowledge database in Thailand. This presentation primarily reviewed the best practice indicators in the True Plookpanya Model School; the ways in which the project inspires and broadens perspectives; and the use of annual trainings and workshops to develop the capacity of educators. The extent of True’s training is given, as more than 8,000 teachers from 4,000 schools nationwide were trained in 2011 on digital educational media and equipment usage in 77 provinces. Currently, 36 True Plookpanya schools have been named ‘ICT Best Practice Schools’, and the Office of Teacher Civil Service and Educational Personnel (OTECP) under the Ministry of Education (MoE) has endorsed the True Plookpanya Model School. For more information, please visit: http://www.trueplookpanya.com/

54 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

2A.2 The Advancing MOOCs for Development Initiative: Online learning

for Workforce Development Mr. Scott Anderson, Director The Advancing MOOCs for Development Initiative, IREX - The Philippines, Colombia and South Africa

Online courses have the potential to expand quality education and career training worldwide. However, few people in developing countries access Massive Open Online Courses (MOOCs), despite the fact that MOOCs are open to the public and often free. Recognizing this unmet potential, the U.S. Agency for International Development (USAID) and CourseTalk, the largest source of MOOC reviews, have partnered to determine how online education can best help young adults across the developing world grow successful careers. This initiative is driven by research on MOOC usage in Colombia, the Philippines and South Africa conducted by the Technology and Social Change Group (TASCHA) at the University of Washington’s Information School with support from IREX, a nonprofit development organization. Thus, this presentation shared how public-private partnership aims to harness the power of Massive Open Online Courses (MOOCs) to help young adults across the developing world grow successful careers, potentially leading to stronger economies. For more information, please visit: https://www.irex.org/projects/advancing-moocs-developmentinitiative-amdi 2A.3 Capacitating Teachers and Teacher Educators for Effective

ICT-Pedagogy Integration: UNESCO Pledges to Promote Digital Equity Mr. Miron Kumar Bhowmik, Programme Officer UNESCO Bangkok, Thailand

*Contributing Authors: Miron Kumar Bhowmik, Jonghwi Park, Maria Melizza Tan, and Auken Tungatarova. The authors are ICT in Education Team Members at UNESCO Bangkok. The first author presented at the summit. The widespread use of computers and ICTs in Education has been observed in the past decades in both developed and developing countries. However, the uncomfortable reality is that only 41% of the total population in the developing countries are connected, compared to 83% in the developed countries in 2015, let alone the striking figure that a mere 9.5% are connected in the least developed countries. Yet, this figure portrays only the issue of access to connectivity, which does not fully encapsulate the other important aspects of digital equity. The notion of digital equity does not simply focus on access to connectivity and technology. It entails access to high quality digital educational materials and resources in local languages; educators’ ability to create and share digital content; educators’ opportunities to receive related training from expert educators; as well as proper and available access to high quality research (Resta & Laferrière, 2008). This implies that empowering teachers and teacher educators is central to the digital equity discourse. The Incheon Declaration and its associated Framework for Action (UNESCO, 2015) also highlights that the role of teachers and teacher educators has never been more important in order to achieve ‘inclusive, equitable and quality education and lifelong learning for all’, the newly adopted

55

Sustainable Development Goal (SDG) Four The importance of ICT in achieving the SDG Four is also well emphasized in the Education 2030 agenda. In light of the abovementioned facts, this presentation highlighted UNESCO Bangkok’s ongoing projects that have particular elements to promote digital equity through teacher empowerment in ICT across the Asia Pacific region. References International Telecommunication Union [ITU]. (2015). ICT facts and figures. Retrieved from http://www.itu.int/en/ ITU-D/Statistics/Documents/facts/ICTFactsFigures2015.pdf  Resta, P., & Laferrière, T. (2008). Issues and challenges related to digital equity. In J. Voogt & G. Knezek (Eds.), International handbook of information technology in elementary and secondary education (pp. 747-761). New York: Springer. UNESCO. (2015). Education 2030: Incheon Declaration and Framework for Action. Retrieved from http://www.unesco. org/new/fileadmin/MULTIMEDIA/HQ/ED/ED/pdf/FFA_Complet_Web-ENG.pdf

For more information, please visit: http://www.unesco.org/new/en/unesco/themes/icts/

56 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

2B. Effective Pre-Service Teacher Training Moderator: Ms. Lay Cheng Tan, Programme Officer Asia-Pacific Programme of Educational Innovation for Development (APEID) UNESCO Bangkok

• 2B.1 Nepal Teacher Training Innovations (NTTI): A Comprehensive Approach to Introducing Best Teaching Practice Methodology • 2B.2 Widening the Circle: Re-conceptualizing Teacher Education as Professional Development Schools in Rural Cambodia • 2B.3 Using the Gradual Release of Responsibility Framework in Pre-Service Teacher Training for Southeastern Myanmar 2B.1 Nepal Teacher Training Innovations (NTTI): A Comprehensive

Approach to Introducing Best Teaching Practice Methodology Ms. Ashley Hager, Founder, Project Director Nepal Teacher Training Innovations (NTTI), Nepal

Nepal Teacher Training Innovations (NTTI) partners with PHASE Nepal, which is a local NGO that seeks to provide health care and education in remote villages. Working with PHASE, NTTI seeks to provide children who live in extremely remote and resource-poor Himalayan communities access to well-trained teachers and effective schools. By encouraging critical and creative thinking, the NTTI project ensures that Nepal’s most disadvantaged students graduate with the skills they need to thrive in today’s world. This presentation reviewed the details of NTTI’s innovative model, which involve a cumulative cycle of trainings and intensive follow-up support over three years. This three-year model involves NTTI supporting teachers’ move from an awareness of effective teaching practices to implementing best practice methodology in their own classrooms. It is reported that NTTI teachers improve their classroom performance by an average of 62%, and certain teachers even improve by as much as 95%. Furthermore, principals report that Mentor Teachers are successfully motivating their peers and changing previously negative attitudes towards the teaching profession. For more information, please visit: http://www.nepaltti.org/

57

2B.2 Widening the Circle: Re-conceptualizing Teacher Education as

Professional Development Schools in Rural Cambodia Dr. Yuriko C. Wellington, Founder/Director Teach Cambodia, Cambodia

The mission of TeachCambodia.org, also known as The Cambodia International Pedagogical Institute (CIPI), is to support the revitalization and achievements of the Cambodian educational system through world-class teacher training, research and scholarly collaboration with educators around the globe. Thus, this presentation shared the goals and practical ways in which Teachcambodia.org addresses pre-service teacher training and school sustainability in Cambodia. TeachCambodia.org ultimately aims to promote enhanced teacher education and to facilitate the development of literate communities and the establishment of village “communities of learning” sites. Additionally, TeachCambodia.org seeks to advance worldwide knowledge and understanding of schooling in Cambodia through their three major activities: (1) Teacher Training & Scholar Research Center; (2) Professional Development Laboratory Schools; and (3) Sustainable Village Schools Campaign. This presentation therefore reviewed the work and vision of TeachCambodia.org, as well as the innovative ways the organization is addressing teacher training, student retention and school development. For more information, please visit: http://www.teachcambodia.org/Teach_Cambodia/WELCOME.html 2B.3 Using the Gradual Release of Responsibility Framework in Pre-Service

Teacher Training for Southeastern Myanmar Mr. William Gray Rinehart, Instructor/Teacher Trainer and Program Advisor Bop Htaw Education Empowerment Program, Myanmar

*Contributing Authors: William Gray Rinehart and Kristi Ley. The first author presented at the summit. For teacher trainers and teacher training program designers working in low resource settings, an important question is raised: How do we design pre-service programs that cultivate effective teachers in our current context? This presentation therefore serves to highlight a pre-service teacher preparation program in Southeastern Myanmar that is designed to provide meaningful, impactful pre-service teacher training experiences. This model is based on theory and best practices applied in other contexts. Despite the challenges of functioning in low resource situations, the Bop Htaw Education Empowerment Program developed a pre-service teacher training approach that supports the use of the Gradual Release of Responsibility (GRR) model in Southeastern Myanmar. The four stages of instruction – from “you watch” to “we will do together” to “you will do together” to “you do it alone” – demonstrates the idea behind the “gradual release of responsibility” approach for pre-service teaching education. The Bop Htaw teacher training program utilizes a 9-month practicum in partnership with a local school and professional teacher trainers to allow pre-service teachers to train in alignment with Pearson and Gallagher’s (1983) model. The design of the

58 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

program’s teaching practicum was explained in this presentation, and a discussion exploring the implications of this programmatic approach for similar programs seeking to use the GRR model in low resource settings followed. References Pearson, P.D. and Gallagher, M.C. (1983). The instruction of reading comprehension. Contemporary Educational Psychology 8 (3), 317-344.

2C. Effective In-Service Teacher Training (Ongoing Professional Development and Support) Moderator: Dr. Jim Ackers, Regional Education Adviser UNICEF East Asia and Pacific Regional Office (UNICEF EAPRO), Thailand

• 2C.1 Transformative Learning: A Case of Building Young Active Citizens • 2C.2 Building a Teacher-led Movement to Improve Children’s Learning Outcomes • 2C.3 The Innovative Strategies Used to Increase the Access of Marginalized Children in the Resistant-to-change District of Diamer in Gilgit-Baltistan of Pakistan 2C.1 Transformative Learning: A Case of Building Young Active Citizens Mr. Kittirat Pluemjit, Project Manager Siam Commercial Bank Foundation (SCBF), Thailand

The Siam Commercial Bank Foundation (SCBF) seeks to support and develop the youth of Thailand to become quality citizens. Therefore, SCBF supports, in various capacities, local active agents, including parents and community leaders, teachers, NGOs, government agencies and youth leaders, as SCBF holds that these are the change agents who help to develop quality youth for the future of Thailand. Thus, SCBF seeks to provide support in the following ways: (1) Planning and target-setting; (2) Budgetary support; (3) Knowledge and skills development support; and (4) Curriculum support. This presentation emphasized the SCBF project that seeks to build young active citizens via community projects with local NGOs. With this project model, the students learn to identify and solve problems in the community, and the teachers/coaches focus on student learning via guidance and support. In this way, life skills are developed in the students, including critical thinking, teamwork, problem-solving, communication and research skills. In this model, learning primarily takes place outside of the school. Therefore, this presentation shared the SCBF learning platform for the coaches’ competency and knowledge management, highlighting that the coach’s competency incorporates four parts: (1) Learning design; (2) Questioning and listening skills; (3) Project management; and (4) Post-project review. In this way, SCBF seeks to continue to support the professional development of its teachers/coaches so as elicit positive impact on the students, community and the country. For more information, please visit: http://www.scb.co.th/en/csr

59

2C.2 Building a Teacher-led Movement to Improve Children’s Learning Outcomes Mr. Sandeep Mishra, Director STIR Education, India

STIR holds that the teacher is key to improving learning. Thus, STIR is building a model that considers how a system can engage with teachers to create an ecosystem that can contribute to addressing the learning needs of children. STIR has therefore worked intensively with 12,000 teachers across India and Uganda, as the organization ultimately holds that teachers can form the solution to the learning crisis and play a very critical role in bringing out-of-school children into the mainstream learning discourse. STIR promotes the development of a “Starfish ecosystem” of educators that takes local contextual factors into consideration and listens to teachers’ micro-innovations. The model seeks to build the social capital of teachers and allows them to share and learn from each other by creating a proactive network. Thus, the “Teacher Change-maker Journey” is highlighted in this presentation, as it is micro-innovation centered, practice-centered and system-centered. This model also includes a teacher certification and a systemic recognition process, developed when working in close partnership with respective governments. This presentation also reviewed how this model ensures mutual accountability between teachers and their respective education system, which keeps the following four foci in mind: (1) Re-ignite the professional spark in teachers and bring back the intrinsic motivation of teaching; (2) Invest in the appropriate support structure, which enables teachers to sustainably collaborate, share and learn to overcome the OOSC crisis; (3) Provide the foundation for a behavior shift across the system and the professional; and (4) Initiate a paradigm shift by building a movement of “policy change-makers” at the local, regional and national levels to address the deeper, structural issues that impede teachers’ ability to overcome the crisis. This presentation therefore brings the following areas into discussion: (1) STIR’s innovative use of recognition and collaboration to lead behavior change and improve practice; (2) Why it is critical to create space for practitioners to develop and train; and (3) Different strands of STIR’s approach which could be instrumental to building an “Out-of-School Children” teachers’ community so as to have a system that can address the crisis. For more information, please visit: http://www.stireducation.org/

60 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

2C.3 The Innovative Strategies Used to Increase the Access of

Marginalized Children in the Resistant-to-change District of Diamer in Gilgit-Baltistan of Pakistan Dr. Mola Dad Shafa, Associate Professor and Head The Agha Khan University- Institute of Educational Development’s Professional Development Center North , Gilgit-Baltistan, Pakistan (VIDEO Presentation)

Aga Khan University’s Institute for Educational Development (AKU IED), since its establishment in 1993, has remained committed to the achievement of AKU’s vision “to serve the developing world and Muslim societies in innovative and enduring ways by developing human capacities through the discovery and dissemination of knowledge, and application through service.” Adhering to its principle of reaching out to and serving the more marginalized and impoverished communities in and outside Pakistan, AKU IED established its Professional Development Center, North (PDCN) in 1999 in Gilgit-Baltistan of Pakistan so as to contribute to the socioeconomic development of the communities through improving the educational prospects for children in the mountainous and rural region of the country. PDCN’s professional development initiatives for teachers, head teachers and educational managers and its innovative approaches to increasing the local community’s meaningful involvement and participation in schools have not only yielded tangible results in building professional capacities of the academic staff in schools and district offices, they have also played a key role in reversing the hitherto resistant-to-change attitudes of the local people towards the education of their children, particularly their girls. Thus, this AKU IED/PDCN presentation reviewed innovative and effective models and practices, and it highlighted the success story of how the Education Development and Improvement Project (EDIP) facilitated children’s, particularly girls, access to schools and how the resistance of local communities was substituted with motivation for their children’s education. These models and initiatives are particularly relevant and insightful for policymakers and practitioners participating from other South-Asian contexts in understanding and enacting roles to address the issues hampering children’s access to schools. For more information, please visit: http://www.aku.edu/iedpk/Outreach/devproj/Pages/edip.aspx

61

2D. Individualized Learning and Innovative Assessments Moderator: Mr. Tim Murray, Senior Education Specialist Save the Children, Thailand

• 2D.1 Individualized Learning and Innovative Assessment Strategies • 2D.2 Early Childhood Education: Creating Nurturing Learning Spaces for Optimum Growth and Development • 2D.3 Early Childhood Development Scales • 2D.4 Assessment for Quality Education: Southeast Asia Primary Learning Metric (SEA-PLM) 2D.1 Individualized Learning and Innovative Assessment Strategies Ms. Elizabeth Mehta, Founder Muktangan, India

Muktangan, an initiative of Paragon Charitable Trust, was established in Mumbai in 2003 to create an integrated model of developmentally appropriate school and teacher education within the mainstream system. Muktangan is presently responsible for seven inclusive, English-medium schools for the Municipal Corporation of Greater Mumbai (MCGM), and this includes an integrated teacher education center, which is responsible for both pre-service and in-service teacher development. Systems of student tracking are utilized at Muktangan which enable teachers, through the processes of formative assessment integrated into learning, to continuously identify the emerging learning needs of individual students and design more developmentally appropriate learning experiences in a timely manner. Consequently, the teachers feel professionally more involved and motivated. Furthermore, teachers are also able to track individual student progress, and the students become more engaged as a result of individualized attention. The data collected can also be consolidated for programmatic assessment. In this presentation, the Muktangan system of student tracking and assessment was explained, as well as what will need to be done if education and policy leaders seek to institutionalize and sustain such innovative systems. For more information, please visit: http://muktanganedu.org/

62 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

2D.2 Early Childhood Education: Creating Nurturing Learning Spaces for

Optimum Growth and Development Ms. Uma Shanker, Director of Indian Montessori Training Courses Chennai and Managing Trustee of Kalvi Trust on Research and Education, India

This presentation underscored that the Montessori approach serves as the fulcrum to providing the best teaching-learning practices in the classroom. This presentation therefore shared a brief look at the early childhood curriculum and structure available within this method that seamlessly provides opportunities for flexibility, spontaneous learning and ongoing formative assessment. Thus, examples were given from the fishing villages of Nagapattinam and Karaikal Districts of Tamilnadu and the public schools of the Corporation of Chennai. This presentation also reviewed the impact of working and learning in these classrooms, as well as the role of teachers and the training required to bring about a transformation in their approach to children. In order to sustain this model, this presentation emphasized that continuing partnerships and collaboration among government agencies, non-government organisations and educators must be present, while united with a common vision of bringing equal opportunities for the disadvantaged, and ultimately, universal peace and harmony through education. Ultimately then, it is argued that early childhood education provides a strong foundation for life, not just school readiness. For more information, please visit: http://www.cmtcindia.org/index.html

2D.3 Early Childhood Development Scales Ms. Silke Friesendorf, Communications Manager Asia Pacific Regional Network for Early Childhood (ARNEC), Singapore

ARNEC has become one of the largest networks for ECD in the Asia-Pacific region, covering 47 countries with 1,890 individual members and 16 institutional members. It has Five Action Pillars: (1) Knowledge Generation; (2) Advocacy for Policy Change; (3) Information Management & Dissemination; (4) Capacity Building; and (5) Partnership Building. This presentation provided more details regarding the innovative ARNEC initiative, the ECD Scales, which were developed as a collaborative effort to equip stakeholders across East Asia and the Pacific with a common measurement tool to assess the holistic development of children ranging in age from three to five years. This presentation shared the ways in which the East Asia and the Pacific Early Learning and Development Standards (EAP-ECDS) have proven to be a psychometrically robust measure of developmental functioning in the region. Furthermore, the recommendations derived from the ECD Scales were provided and include the following: (1) Use the findings to impact policy decisions regarding investment in ECD; (2) Invest in ECE programmes; (3) Invest in narrowing developmental gaps between rural areas; (4) Denote parental education as an early childhood intervention and allocate resources to promote both parent education and training and formal education; (5) Invest in building the capacity of in-country teams to conduct evaluation research for the purpose of

63

improving the quality of evidence-based policy-making; and (6) Capitalise on this data set from the East Asia and Pacific region and allocate resources for data mining. This presentation also noted that the ECD Scales can be used for multiple purposes, including population level assessments; tracking progress at national levels; examining inequities; and making comparisons among countries, if desired. Furthermore, it is clarified that the EAP-ECDS was designed to be used at the population level, and therefore, no individual decisions should be made based on the results. For more information, please visit: http://www.arnec.net/

2D.4 Assessment for Quality Education: Southeast Asia Primary Learning

Metric (SEA-PLM) Dr. Asmah Ahmad, Programme Officer II Southeast Asian Ministers of Education Organization Secretariat (SEAMEO Secretariat), Thailand

Assessment is vital to educational endeavors, as it: (1) Tells us the different kinds of inequality that are apparent in patterns of achievement; (2) Contains many messages in each pattern for where the focus of educational investment should be that requires system level analysis; and (3) Helps inform policies to improve attainment and learning outcomes by assessing the quality of education. The SEA-PLM is a regional assessment for quality education that includes the eleven SEAMEO countries and focuses on the domains of reading, writing, maths, and global citizenship. The SEA-PLM serves the goal of improving the quality of education through system-level monitoring of learning achievements, and this initiative aims at supporting SEAMEO Member Countries to better measure and understand the status of learning achievement amongst the general population and for specific groups. Thus, the vision of the SEA-PLM is to “contribute towards improving and redefining learning outcomes by providing regional culturally appropriate metrics and thereby towards a more equitable and meaningful education for all children across the region.” This presentation highlighted the unique features/innovations of the SEA-PLM, most notably, the SEA-PLM is: (1) The only assessment at the regional scale designed to measure progress in relation to the values and curricula of the SEA region; (2) The only assessment in the region to date to assess the foundations of global citizenship; (3) The first assessment in the world to assess the writing across scripts and languages; and (4) The framework is developed by analyzing curricula from all eleven SEAMEO Member Countries. Furthermore, this presentation described how SEA-PLM is a product of collaborative efforts with member countries; effects capacity-building efforts; builds on international best practices; and can serve as a point of reference for curriculum and review at the primary level. For more information, please visit: http://www.seameo.org/index.php?option=com_content&view=ar ticle&id=512:southeast-asia-primary-learning-metric-sea-plm&catid=90&Itemid=556

64 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

2E. Special Session: Meet with Global Partners & Donors Moderator: Mr. Fernando Balmaceda, Consultant Peacebuilding and Emergencies, UNICEF East Asia and Pacific Regional Office (UNICEF EAPRO), Thailand

• 2E.1 Strategic Direction of the Global Partnership for Education (GPE) • 2E.2 Becoming Partners with Educate A Child • 2E.3 Providing More Opportunities for Learning: JICA’s New Education Cooperation Strategy • 2E.4 Enhance Alternative Learning Delivery System for Continuous and Inclusive Education Case Study: Alternative Quality Learning Project (AQAL) in Pakistan 2E.1 Strategic Direction of the Global Partnership for Education (GPE) Ms. April Michelle Golden, Donor Relations Officer Asia-Pacific, Global Partnership for Education (GPE), United States of America

The Global Partnership for Education (GPE) is a multi-stakeholder partnership, which aims to galvanize global and national efforts for education. Therefore, the GPE provides a funding platform to support education planning and implementation in the poorest countries, and it presently includes 61 developing countries and 21 donor countries, as well as multiple international organizations, civil society/NGOs, the private sector, and educators. The GPE’s vision and mission involve seeking inclusive and equitable quality education and lifelong learning opportunities for all, as well as mobilizing global and national efforts to contribute to the achievement of equitable, quality education and learning for all, through inclusive partnership, a focus on efficient and effective education systems, and increased financing for education. This presentation shared the unique traits of GPE, which include improving international coordination; informed, quality sector planning; as well as effective, results focused financing. Additionally, the strategic goals of GPE, as well as the global and country level strategic objectives are provided. GPE’s inclusive partnership approach is contended to be an important foundation for coordinated action to achieve the SDGs, and this presentation highlighted the GPE was named the implementing and financing partner of the Education 2030 Agenda at the World Education Forum 2015 and the Addis Ababa Action Agenda 2015. For more information, please visit: http://www.globalpartnership.org/

65

2E.2 Becoming Partners with Educate A Child Mr. Michael Cacich, Senior Education Specialist Educate A Child (EAC), Qatar

Educate A Child was launched in November 2012 by Her Highness Sheikha Moza bint Nasser of Qatar. Educate A Child (EAC) is a global programme of the Education Above All Foundation aimed at significantly reducing the number of children worldwide who are denied their right to education. EAC is a commitment to children who are out of school, which seeks to help provide them with opportunities to learn, and as such, it contributes to the UN’s Global Education First Initiative and the second Millennium Development Goal and now SDG 4. EAC envisions a world where every individual has the opportunity to learn through a quality education. Therefore, Educate A Child aims to make a major contribution to trigger significant breakthroughs in providing out-of-school children in poverty, crisis, and conflict-affected environments with a full course of quality primary education. This session provided an overview of EAC’s strategic objectives, approach, and operating principles. Furthermore, it highlighted what is unique about EAC, including its singular focus on OOSC at the primary level, its responsive, rather than prescriptive, approach responding to needs identified on the ground, and EAC’s willingness to support different partners and programmes in a single country as a wide range of approaches can be effective and are needed to meet the unique circumstances of individual children. EAC’s key achievements to date were also shared, noting that EAC is currently co-funding 46 projects in 40 countries, with 29 different partners, and EAC is on track to meet the target of enrolling 10 million OOSC by the end of the 2015/2016 school year. The session highlighted specific examples from the wide variety of projects implemented by EAC partners, underscoring the need to support a diversity of educational approaches to reaching out-of-school children – both formal and non-formal. EAC’s partnership model and the two-step application process for becoming an Implementing Partner were also presented, as EAC recognizes and appreciates the wealth of knowledge and experience that its partners bring in addressing and solving the OOSC crisis. The session ended with a reminder of the “Unfinished Agenda” of MDG2 -- the many millions of children still denied their fundamental right to education. For more information, please visit: http://educateachild.org/

2E.3 Providing More Opportunities for Learning: JICA’s New Education

Cooperation Strategy Ms. Naoko Arakawa, Education Specialist Japan International Cooperation Agency (JICA), Japan

In October 2015, the Japan International Cooperation Agency (JICA) launched a new education position paper to set the global education agenda and its roadmap towards 2030. The paper was developed in accordance with the Japanese government’s Development Cooperation Charter launched in February 2015, as well as the Japanese government’s overall education cooperation policy and strategy entitled “The Learning Strategy for Peace and Growth” launched during the SDGs Summit. The paper firmly positions JICA’s education support as an essential component to achieve human security while reaffirming its commitment to playing an important role in

66 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

implementing the Sustainable Development Goals (SDGs) and the Education 2030 Agenda. With this position paper, JICA commits its focus on four priority areas: (1) Quality education for learning improvement; (2) Education for fostering equitable and sustainable growth; (3) Education for knowledge co-creation in societies; and (4) Education for building inclusive and peaceful societies. This presentation shared JICA’s new vision for education cooperation, which seeks to “ensure learning continuity.” This vision aims to ensure that learning opportunities are provided to all throughout JICA operations, regardless of education level or country. It also proposes placing the development of the individual at the center of JICA’s education support under the concept of human security, and to adopt cross-sectoral approaches. This presentation thus reported JICA’s focus areas and JICA’s on-going and technical assistance projects for disadvantaged populations, including current interventions that target marginalized and disadvantaged populations in the area of basic education, highlighting projects and examples from across the region. For more information, please visit: http://www.jica.go.jp/english/index.html

2E.4 Enhance Alternative Learning Delivery System for Continuous

and Inclusive Education Case Study: Alternative Quality Learning Project (AQAL) in Pakistan Ms. Chico Ohashi, Chief Advisor Advancing Quality Alternative Learning Project (AQAL), Japan International Cooperation Agency (JICA), Japan

The Constitution of Pakistan states every child age of five to sixteen has the right to free and compulsory education, However, more than six million children (ages 5-9 years old) and more than 14 million children (ages 10-16 years old) remain out of school. In order to address this large number of OOSC, Non-Formal Education (NFE) plays a vital role, as the approach is flexible, economical and needs based. Furthermore, it is reported that certain communities in Pakistan consider the community-based approach to NFE more acceptable. This presentation shared how JICA has been committed to Non-Formal Education and the flexible learning process for OOSC, youth and adults in Pakistan since the 1990s. It highlighted the Advancing Quality Alternative Learning (AQAL) project, which began in 2015 to enhance NFE. AQAL is an alternative and comprehensive education system in Pakistan, which seeks to ensure access and quality education delivery through NFE. Thus, this presentation shared three key interventions, which JICA-AQAL led and initiated for enhancing access and quality education delivery for OOSC in Pakistan and ensuring learning for a better quality of life.

67

CONCURRENT SESSION 3 Pedagogies & Curricula

3A. Multigrade Teaching Moderator: Dr. Ethel Agnes P. Valenzuela, Deputy Director Programme and Development, Southeast Asian Ministers of Education (SEAMEO Secretariat), Thailand

• 3A.1 Democracy in the Montessori Curriculum: Citizens of Courage • 3A.2 Multigrade Teaching and Multi-level Teaching (MGML) Review of Innovations, Issues of Implementation and Sustainability • 3A.3 Multigrade Teaching in the Small Schools of Thailand 3A.1 Democracy in the Montessori Curriculum: Citizens of Courage Ms. Amukta Mahapatra, Director, SchoolScape Centre for Educators, India

Children need to experience democracy from an early age so as to become citizens of courage who ensure that nations and the planet be and become democratic, peaceful and environmentally viable. Thus, this presentation reviewed the underpinnings of democracy and what that means in a classroom and in a school, as well as how the Montessori approach presents a democratic model of learning. The Montessori model of education is said to provide the learning platform and appropriate pedagogy for democratic citizenship. In order to promote the tenets of democracy, the school can seek to provide the possibilities of a child learning as an individual, a group and as a collective. However, when planning such a model, it is emphasized that the culture of the school, the pedagogy, the systemic structure, culture and the constitution of the nation must be aligned together in order to create a holistic and democratic education. Furthermore, it is recommended that innovations in the training of teachers need to be addressed so as to help support the quality of learning for all.

68 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

3A.2 Multigrade Teaching and Multi-level Teaching (MGML) Review of

Innovations, Issues of Implementation and Sustainability Prof. Manjula Vithanapathirana, Faculty of Education, University of Colombo, Sri Lanka

Multigrade and multi-level (MGML) teaching is addressed in this presentation, as MGML seeks to address the financial constraints with small schools and the rural teacher shortage. This presentation reported that the primary curriculum in Sri Lanka is presently organized in an age-graded, mono-grade curriculum framework, and therefore, a curriculum reorganization is deemed necessary and is provided in this presentation, with a combination of specific objectives for MG for selected grade combinations. It is asserted that multi-level teaching should be in all classes in order to address the learning needs of each child, and multigrade teaching provides a viable and sustainable alternative to the current mono-grade system. The present challenges of scaling up MGML are also shared in this presentation, which include: (1) Curriculum reorganization and teacher education; (2) The lack of knowledge about MGML; (3) A deeply-rooted monograde culture; (4) The lack of trust towards an alternative approach; and (5) The lack of political will.

3A.3 Multigrade Teaching in the Small Schools of Thailand Dr. Benjalug Namfa, Advisor Office of the Basic Education Commission, Ministry of Education, Thailand

In Thailand, small schools are mostly located in rural and remote areas and serve ethnically diverse communities. Despite the small number of students in each class, small schools serve students in Kindergarten to Grade 6, and certain expanded schools serve students until Grade 9. Most of these small schools are challenged by low standards of learning achievement and educational quality, and although the ratio of teachers to students is very low, there are still shortages of teachers who can manage all grade levels. Additionally, teaching materials are not sufficient and applicable, and parental support and involvement in school activities is very low among impoverished families. Furthermore, teachers and staff lack teaching experience in mixed-age classrooms, and there is a high rate of personnel transfer, which impacts the continuity of learning. Consequently, these small school realities negatively impact student motivation to learn and their decision to continue education. Therefore, the dropout risk is escalated in these small schools. In recognizing the above concerns, the Office of the Basic Education Commission (OBEC), Ministry of Education—the main agency responsible for basic educational provision—in cooperation with UNICEF, developed multigrade teaching (MGT) strategies to improve the quality of small schools in 2551 BE (2009). The objectives of this project aimed to upgrade the effective management and administration of the entire system and enhance classroom instruction via MGT approaches. The selected 800 pilot small schools were developed to be a model for MGT, and the targets were expanded to 7,314 schools in 2013, representing 47.54% of the total number of small schools, which are spread in both urban and rural areas throughout the country.

69

This presentation shared Thailand’s experience in addressing small school challenges, which include: (1) The innovative multigrade teaching approaches emphasized in Thailand; (2) The ways in which Thailand puts MGT into practice; (3) The lessons learned when MGT is put into practice; and (4) The lessons learned concerning MGT in educational policy recommendations. References Buaraphan, Khajornsak. (2015, November 11). Multigrade Teaching in Thailand. Paper presented at the meeting of National Experts Meeting on Multigrade Teaching in Thailand. Bangkok, Thailand.

Office of the Basic Education Commission. Educational Statistics for 2548 (2005) and 2558 (2015).

Retrieved from http://www.bopp-obec.info/home/wp-content/uploads/2015/09/t7_8_9.pdf

Office of the Education Council. Statistics of The School-Aged population in 1995-2014. Retrieved from http://social. nesdb.go.th/SocialStat/StatReport_FullScreen aspx?reportid=1019&template=3R1C&yeartype=M&subcatid=19 School Improvement Network. (2012, October 28). Class Size and Student Achievement Results. Retrieved from http://www.schoolimprovement.com/voe/class-size-and-student-achievement-results/.

World Bank. (2015). Wanted: A Quality Education for All. Washington, D.C.: The World Bank.

70 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

3B. Multilingual Education Moderator: Dr. Kirk Person, Director External Affairs, SIL International, Thailand

• 3B.1 Mainstreaming Mother Tongue Based Multilingual Education in the Philippines: Initial Gains and Challenges • 3B.2 A Comparative Analysis of Mother Tongue and National Language Based Preschool in Indigenous Community • 3B.3 One Hour Per Week in the Mother Tongue Can Make a Difference: The Case of Two Marginalised Communities in Central Sulawesi, Indonesia 3B.1 Mainstreaming Mother Tongue Based Multilingual Education

in the Philippines: Initial Gains and Challenges Prof. Maria Mercedes Arzadon, Assistant Professor College of Education, University of the Philippines-Diliman Campus, Philippines

In 2009, due to the final push to deliver results for Education for All, the Philippines Department of Education began to pass robust policies to support the implementation of mother tongue based multilingual education (MTBMLE). In 2012, MTBMLE was institutionalized further as it became a major component of the Enhanced Basic Education Act. This effectively ended the 38-year-old language policy that prescribed the use of English and Filipino as the only mediums of instruction from Grade 1 onwards. The new K-12 Curriculum presently includes Kindergarten and two additional years in basic education. It also allows the use of any of the country’s 170 plus languages as a medium of instruction and as a bridge to learn the national language (Tagalog or Filipino) and English. This presentation reviews the key features of MTBMLE implementation in Philippine education concerning the aspects related to policy, advocacy, teacher training, materials development, community mobilization, as well as monitoring and evaluation as initiated by government agencies, higher education institutions, local and international aid agencies, as well as local government and media. It presents initial outcomes and promising practices, including the efforts of teachers to learn how to read and write in a language that they knew only in its spoken form and their initiatives to make their own mother tongue “Big Books” which feature the community’s funds of knowledge. This presentation also discussed the problems and challenges that come with such a massive and rapid implementation of the program, especially in places where multiple mother tongues are represented.

71

3B.2 A Comparative Analysis of Mother Tongue and National Language

Based Preschool in Indigenous Community Ms. Meherun Nahar, Project Director Save the Children, Bangladesh

In Bangladesh’s Chittagong Hill Tracts, school often represents Adivasi (indigenous) children’s first encounter with the dominant Bangla culture – and their exclusion from it and subsequent marginalization. Thus, the Shishur Khamatayan Project (SKP)—the “Children’s Action through Education Project”—implemented by Save the Children and Zabarang Kalyan Samity (ZKS), Ashika Manobik Unnoyan Shangstha, and the Rakhaine Development Foundation (RDF), aim to transform this potentially traumatic first encounter with school into a child-friendly and culturally meaningful one. Thus, this project currently provides 1,539 Adivasi children with activity-based learning in their mother tongue in 64 pre-primary centers. This presentation shared that in November 2015, Save the Children conducted a school readiness analysis of SKP children in comparison with children from mainstream Bangla-medium preschools in two upazilas (sub-districts) of the Khagrachari district in the Chittagong Hill Tracts. The aim of this analysis was to identify the strengths and weaknesses in the use of mother tongue (Chakma and Tripura) in preschool classrooms, both in terms of child-level learning outcomes and learning environment. Though limited in scope, this study served as a step towards building a rigorous evidence base for the use of mother tongue to support school readiness in the early years. This presentation reported that results from the study show that SKP’s mother tongue-based preschools do offer children a significant advantage, as SKP children have better quantitative, communicative, and environmental skills than their peers. In addition to the better skills that children in a mother tongue (MT) preschool environment develop, they develop these skills in an environment that involves more child engagement and participation and more integration of local culture. Classroom observation data show a higher level of child engagement in MT classrooms and a generally more friendly and participatory learning environment. Thus, this presentation highlighted how this study’s findings show how children emerging from an innovative MT-based curriculum are in a better developmental position to succeed in school – as active, enthusiastic participants – when compared to children who enter a non-MT preschool environment.

3B.3 One Hour Per Week in the Mother Tongue Can Make a Difference:

The Case of Two Marginalised Communities in Central Sulawesi, Indonesia Ms. Alice Eastwood, Multilingual Education Specialist SIL International, Indonesia

Prior to 2008, the Moma and Tado languages of Central Sulawesi were oral languages with no written form. Moma (heartland, Kulawi district) is spoken by at least 5,500 speakers, and Tado (heartland, Lindu district) by at least 2,400 (Lewis et al., 2015). Kulawi is a two-hour drive by road from the provincial capital, while reaching Lindu requires a further one-hour motorbike drive through the forest. Lindu has neither a mobile phone network nor a landline connection, and neither community has email access.

72 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

Indonesian, the national language of Indonesia, is almost exclusively the language used in formal education. A 2007 SIL survey across both these communities found that those whose childhood language was Moma or Tado achieved a much lower average Indonesian literacy score than those whose childhood language was Indonesian or another local language. The survey also reported a strong desire among both groups to preserve and develop their language and culture. These findings resulted in advocacy in the communities for the introduction of a mother tongue literacy programme; discussions about suitable programme types; and orthographies being developed for both languages. This presentation shared that from 2008-2015, the district departments of education, the local communities and SIL collaborated on a ‘Local Content Programme’ with the modest aims of developing literacy in the local languages and disseminating knowledge of local culture through school reading materials and teacher training. The immediate beneficiaries were approximately 1,000 primary school children (Years 2-6) in sixteen schools where the dominant home language is Moma or Tado, and their Local Content teachers. The impact proved to be far-reaching. The key innovation of this programme was the introduction of literacy in the mother tongue, and this presentation asserted that where government policy allows, the ‘four workshops plus monitoring’ model, which was introduced in this presentation, is effective for introducing mother tongue literacy to a community. Furthermore, recommendations are made, including: (1) Local language development teams must have a good grasp of the rules of their orthography before the programme begins; and (2) Before selecting schools, care must be taken to collect reliable data about the language(s) spoken at home by the Primary 1 children. This presentation emphasized that this model can be reproduced elsewhere, yet to ensure sustainability, the education authorities responsible should provide funding both for the programme and for salaries for Local Content teachers. Furthermore, so as to establish quality assurance, regular monitoring visits by technical staff to help teachers with good teaching techniques and to gather feedback are deemed necessary.

3C. Mobile Learning for Out-of-School Children Moderator: Ms. Jonghwi Park, Programme Specialist ICT in Education, UNESCO Bangkok, Thailand

• 3C.1 Ilm-on-Wheels: Learning Boost: Use of Technology to Extend Advanced Learning Opportunities to Marginalized Students and their Teachers • 3C.2 Mobile Literacy for Out-of-School Children: Creating Opportunity for Disadvantaged Migrant Children • 3C.3 Overcoming Connectivity Challenges in Rural Schools with Content Servers

73

3C.1 Ilm-on-Wheels: Learning Boost: Use of Technology to Extend Advanced

Learning Opportunities to Marginalized Students and their Teachers Mr. Asad Karim, CEO TeleTaleem, Pakistan

“The key to learning is the ability to read.” Early grade reading and numeracy competencies are critical for continued retention and success in future grades, yet only 56% of Grade 5 children in Pakistan can read sentences appropriate for a second grader. In rural Pakistan, the number drops to 42%. In urban areas, 53% of 5th graders are able to do simple arithmetic operations like twodigit division; in rural areas, the number is 40%. There are many reasons for these poor learning outcomes, including weak teacher competencies, no performance tracking, the lack of teacher accountability and inadequate teacher-learning resources. It is understood that the teacher is a dominant factor for poor learning outcomes of students. Therefore, the Ilm-on-Wheels (“Knowledge-on-Wheels”) program was created to address these problems, and components of the initiative include: (1) Just-in-time teacher trainings and evaluations; (2) Teaching-learning materials, including multimedia, as well as teacher and student interactive materials; (3) Continuous formative assessments; (4) Instant feedback/reporting; and (5) Community action. This presentation recounted how TeleTaleem collaborated with Save the Children to develop an ICT-enabled version called “Learning Boost,” which added technological elements; multimedia training content; as well as an innovative delivery mechanism, the School Garee (i.e., school van), which brings internet and power to a hub school and transforms the classroom to a digital classroom. Of note, is the fact the School Garee can effectively provide coverage for 100-150 schools. Learning Boost (LB) is a holistic program that leverages multiple dimensions in the teachinglearning process to achieve enhanced teacher-student competencies in early grade literacy and numeracy. Thus, this presentation shared the ways in which LB incorporates innovative ICT assisted teacher training and evaluation; the use of content; student learning and assessment practices; instant reporting; and parental engagement. This program is specifically designed to seamlessly deliver interventions to any location in Pakistan, supported by appropriate technology elements and connectivity. This presentation presented the positive impacts of this program, which include: learning gains in numeracy and reading skills; improved teacher competencies; encouraging testimonials and case studies; as well as the endorsements received from Education officials and teacher associations from all districts. The vision of the program remains: “to achieve meaningful improvement in student reading and numeracy outcomes for the largest possible number of primary school children.” For more information, please visit: http://www.teletaleem.com/?q=node/215

74 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

3C.2 Mobile Literacy for Out-of-School Children: Creating Opportunity

for Disadvantaged Migrant Children Ms. Sowirin Chuanprapun, Project Officer UNESCO Bangkok, Thailand

The Mobile Literacy for Out-of-School Children project aims to enhance the basic literacy and numeracy skills of the most disadvantaged children who are migrant, stateless and ethnic minority children along the Thai-Myanmar border through multiple language mobile learning and ICT devices (e.g., tablets, satellite TV with educational programmes plus internet). This project seeks to contribute to Thailand’s efforts regarding the 2030 Education Agenda so as to ensure quality and equitable education and support for OOSC to stay in school, as well as facilitate the progress to connect both Thai and Myanmar education systems with learning content from the Ministry of Education curriculum provided by both countries, ensuring that the children become skilled laborers of ASEAN and lifelong learners. As a result of this collaborative initiative by UNESCO, Microsoft, True Corporation and the Thai Ministry of Education, 4,000 children are expected to benefit from the increased learning opportunities and the wealth of new educational resources provided. This project draws on the

75

respective strengths of each partner to make education more accessible and equitable for learners in remote and under-resourced border areas, where quality teaching and learning materials are highly essential to improving children’s learning achievements, which have been low. Thus, for the first time, teachers and students enjoy tablets preloaded with over 1,000 books and the originally developed app with three languages (Thai, Burmese and Karen), as well as TV and internet to make high-quality education a reality for all learners. Furthermore, this project includes training 100 teachers so they will learn how to make the most use of the ICT devices in the classroom. This presentation highlighted how mobile technology supports the learning of migrants and displaced children in remote areas; builds the capacity of teachers and OER for migrant, ethnic minority and stateless children; and shares the challenges and learning activities involved in integrating the ICT devices in existing classroom environments through collaboration with stakeholders at the community level, governments, private partners, and UNESCO. Thus, this presentation is relevant to government officials, NGOs/CBOs, the private sector and individuals interested in using ICT devices for education efforts that seek to benefit marginalized children. For more information, please visit: http://www.unescobkk.org/news/article/unesco-microsoft-truecorp-and-thailands-office-of-non-formal-and-informal-education-launch-ict Project VDO clip: https://www.youtube.com/watch?v=TYlph5AkX9o Resources Platform: http://emescn.net

3C.3 Overcoming Connectivity Challenges in Rural Schools with

Content Servers Mr. Bernd Nordhausen, Principal Consultant Nordhausen Consulting, Singapore

Multiple schools in the Asia-Pacific have deployed computer labs to increase ICT literacy. However, it is challenging for schools to move beyond teaching basic computer skills and office productivity tools without stable internet access. Furthermore, incredibly rich educational resources are available in the cloud including Wikipedia, Khan Academy and PhET, yet are often not accessed or accessible. Remote schools either lack adequate access to the internet or cannot afford access due to the high cost of broadband connectivity. Thus, this presentation sought to share how schools, particularly remote and rural schools, can move beyond teaching basic ICT literacy and integrate ICT into core subjects such as English, Math and Science with a content server. This presentation reported that though the concept of a content server is not new, technology has evolved so that a content server can now run on very affordable hardware and requires minimum maintenance so that schools without access to the internet and without IT resources can now provide some of the leading educational resources of the 21stcentury. For more information, please visit: http://nordhausenconsulting.com/

76 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

3D. Personalized Learning and Curricula Moderator: Mr. Kiichi Oyasu, Programme Specialist UNESCO Dhaka, Bangladesh

• 3D.1 Moo Baan Dek • 3D.2 Building Foundations for Learning • 3D.3 FIRE Model: Innovating Instruction 3D.1 Moo Baan Dek Ms. Rajani Dhongchai, Principal, Children’s Village School, The Foundation for Children, Thailand

The Children’s Village School is a project that accepts children from disadvantaged backgrounds, and this school ultimately seeks to place these children in a safe and happy learning environment with caring support. Thus, this presentation shared the ways in which the school is guided by the principles of love, freedom and self-governance. In this model, the teacher is to pay attention to each student, and is to exhibit loving kindness and compassion. The classroom is considered to be ‘everywhere’, where students are invited to learn from nature, daily life, and study. This presentation reviewed the educational components of the school, which include: (1) Home; (2) Production/Working unit; and (3) School. The students are therefore expected to learn by experience, in such places as the kitchen, organic garden, duck farm and chicken farm, while also learning family planning and financial planning for the home. The students are also invited to learn in the academic classroom and via academic pursuits. Thus, the curriculum’s breakdown is as follows: 30% of the curriculum is based on the national curriculum and focused on mastering the foundational skills of reading, writing and numeracy; 30% of the curriculum is community based; and the remaining 40% is individualized according to student needs. This presentation thus introduced an educational model that ultimately aims to provide a safe, nurturing, personalized and practical learning environment for the children it serves.

3D.2 Building Foundations for Learning Ms. Keerti Jayaram, Director Organisation for Early Literacy Promotion (OELP), India

The Organisation for Early Literacy Promotion (OELP) is a not-for-profit organisation that has worked intensively since 2008 inside state-run schools and with out-of-school children from resource-poor and marginalized backgrounds. OELP aims to support the inclusion, participation, and retention in school of children from excluded and vulnerable communities and equip them to become active and thinking learners. Thus, emphasis is given to the development of a strong educational foundation, including listening, speaking, reading and writing, and in particular ‘thinking’. The curriculum is developed based on the government curriculum with

77

contextualization for meeting local needs and coping with a diversity of learners. Active learning, as well as connecting with parents, community and the local government is another key strategy of the OELP. Accordingly, the assessment of learning is conducted, while balancing national standardized tests and individual portfolios. This presentation discussed OELP’s innovations, including: (1) A simple and well-defined implementation framework; (2) Planned learning environments; (3) A balanced programme allowing simultaneous engagement at various levels of complexity; and (4) Supporting resource materials. These innovations aim to lay emphasis on what educational experiences mean for each child’s identity, self-worth and learning. For more information, please visit: http://www.oelp.org/ 3D.3 FIRE Model: Innovating Instruction Mr. Buddy Berry, Superintendent Eminence Independent Schools, United States of America

At Eminence Independent Schools, approximately 70% of students are on Free or Reduced Lunch, and over 85% of students are from families that have no college graduates in their household. Classrooms looked and were led much as they had been for the past 50 years, and so the need for change was the driving force behind the School on F.I.R.E. (Framework of Innovation for Reinventing Education) Model being born. The foundation for the model is based on the CCSSO (Council for Chief State School Officers) Six Principles of Innovation, which are: (1) Anytime, anywhere learning; (2) Personalized learning; (3) Comprehensive systems of support; (4) World class knowledge and skills; (5) Student agency; and (6) Performance-based assessment. This presentation shared more details regarding the School on FIRE Model, which is already seeing dramatic results and positive outcomes. Most notably, the high school has moved from failing Adequate Yearly Progress (AYP) to reaching the 86th percentile of all schools in the state. Additionally, Eminence also established the first public school partnerships with Apple Business in the country, thus paving the way for all other public schools to reap the same benefits with regards to technology purchases and training. Thus, this video presentation shared the history and steps taken in order to create and implement the School on FIRE Model, which continues to positively impact students, the school and the wider community. For more information, please visit: http://www.buddyberry.com/

78 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

CONCURRENT SESSION 4 Responding to Challenges (Part I)

4A. Gender Moderator: Mr. Ichiro Miyazawa, Programme Specialist Lifelong Learning and Literacy, UNESCO Bangkok, Thailand

• 4A.1 Respect for All: Promoting Safe and Gender-Responsive Schools in Thailand • 4A.2 PHASE Nepal’s Alternative Schooling and Girls’ Empowerment Training Programmes in North Gorkha • 4A.3 Empowering Adolescent Girls through Life Skills Based Education in Pakistan 4A.1 Respect for All: Promoting Safe and Gender-Responsive Schools

in Thailand Ms. Pompran Netyavichitr, LGBT Project Manager Plan International, Thailand

Plan Thailand approached the issue of ‘bullying’ and all forms of violence in schools of secondary school students who are, or are perceived to be transgender or same-sex attracted. The purpose of this project was to design appropriate interventions to ensure that these young people are learning in safe environments. This presentation shared that the objectives of the project were four-fold: (1) To promote awareness and understanding; (2) Increase mechanisms for anti-bullying prevention and response; (3) Promote safe school environments to ensure safe spaces for all learners; and (4) Strengthen capacity for rights-based programming and advocacy. In this presentation, the five strategies of child protection in schools are highlighted, including: (1) Prevention; (2) Protection; (3) Promotion; (4) Participation; and (5) Positive Monitoring. Additionally, the Child-Centered Community Development (CCCD) Approach is also highlighted, as it seeks to confront the issue holistically on the individual level, school level, the family and community levels, as well as on the institutional level. This presentation also addressed the importance of building collaboration with the government and CSOs so as to ensure impact and sustainability. For more information, please visit: https://plan-international.org/thailand

79

4A.2 PHASE Nepal’s Alternative Schooling and Girls’ Empowerment

Training Programmes in North Gorkha Mr. Rudra Bahadur Neupane, Program Manager PHASE Nepal, Nepal

PHASE Nepal works in remote villages in North Gorkha, Humla, Bajura and Sindhupalchowk. PHASE project areas are selected according to the lowest human development index (HDI) and the recommendation of the district level government. Selection for flexible schooling takes place following the reception of detailed information from existing project areas, and this is followed by: parent meetings; a survey of out-of-school children; and the selection of children. The aim of the programme is to meet 100% enrollment of children and youth (6-15 years old) in targeted areas. This presentation reviewed the work PHASE Nepal commenced with the Chumchet, a homogenous Sherpa community. The location of this community is considered very remote, as it takes five days on foot to reach the nearest road. Prior to PHASE beginning work with the Chumchet, the community lacked access to basic health and education facilities, as well as other services and markets. Other PHASE working communities are noted in the presentation, as well, as they are of mixed ethnicities (e.g., Gurung, Magar, Tamang, Dalit and Brahmin/Chhetri) and are also located in remote areas and are deprived of basic services. This presentation also shared how PHASE’s work and efforts were affected by the April 2015 earthquakes, as the earthquakes destroyed homes, schools and pathways, thus resulting in profoundly negative effects on education, child rights and the overall development of communities. This presentation discussed the primary aspects of PHASE’s innovative programme, which aimed to increase access to schooling for marginalized children in North Gorkha, with particular emphasis on girls’ education. Therefore, the programme highlights: (1) The government’s flexible schooling programme; and (2) The girls’ empowerment programme. This presentation also discussed the ways in which PHASE motivates children to come to school and remain in school; effective and participatory parental involvement practices; and relevant teacher training. The results and impact of this programme include the fact that school enrollment increased from approximately 60% to nearly 100%. Furthermore, 90% of children finishing the alternative classes enrolled in mainstream school. Additionally, classes were taken over by the government as mainstream primary feeder schools. It is reported that parents are now motivated to send their children to the alternative classes and are happy with their progress. So too, girls’ empowerment has been another positive impact of this programme. This presentation also highlighted and addressed the need for more trainers and teachers in remote areas. For more information, please visit: http://phasenepal.org/

80 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

4A.3 Empowering Adolescent Girls through Life Skills Based Education

in Pakistan Ms. Neha Mankani, Manager Research, Monitoring, and Evaluation, Aahung, Pakistan

Aahung uses a rights-based approach to improve the quality of sexual and reproductive health services provided in Pakistan to men, women and young people. Therefore, Aahung works with partner institutions with the aim of building the capacity and knowledge base of service providers comprised of doctors, nurses, government health workers, community and field workers, teachers and parents. The objective of Aahung is to: Empower adolescents, especially girls, through the provision of Life Skills Based Education (LSBE) in secondary schools in Pakistan. This presentation shared the innovations, lessons learned, impact and sustainability of LSBE on girls and their environment, which include the following: (1) Aahung’s LSBE Curriculum has been bifurcated into two levels of implementation to make it more acceptable; (2) Working with charter schools has proven to be an effective strategy; (3) Implementing extracurricular activities has received a positive response; (4) The potential of social media in providing sexual and reproductive health and rights (SRHR) awareness on a larger scale is recognized; (5) Through several years of working with school administration and staff, Aahung has developed a model for sustainability of its LSBE programs which has resulted in more than 70% of Aahung’s school partners taking independent ownership of its LSBE modules; and (6) This program is also financially sustainable as the integration and implementation of the curriculum is very inexpensive for schools once the human resource investment has been put into training during the life of the program (running the program costs approximately $2.25 per student per year). For more information, please visit: http://www.aahung.org/

4B. Promoting Inclusive Education Moderator: Mr. Kentaro Fukuchi, Officer Japan International Cooperation Agency (JICA), Japan

• 4B.1 Creating Educational Opportunities for Children with Special Needs: Inclusive Education in Thailand • 4  B.2 Classroom Management: The Natural Environment for the Visually Impaired with Additional Disabilities for Transition to their Families and Communities after Finishing School. • 4B.3 Teaching Children with Autism Spectrum Disorders

81

4B.1 Creating Educational Opportunities for Children with Special Needs:

Inclusive Education in Thailand Dr. Samart Ratanasakorn, Senior Officer Bureau of Special Education, Office of Basic Education (OBEC), Ministry of Education, Thailand

Previously, students with special needs had little choice of school apart from special education schools. In recent years, as part of its commitment to ‘Education for All’, Thailand’s Ministry of Education has been trying to implement inclusive education by initiating model schools. In 2004, the project started with 390 model inclusive schools nationwide. This number rose to 2,000 schools the following year. During the 2009-2010 Academic Year, the number is expected to increase to 15,000 schools, serving over 200,000 students with disabilities. Currently, there are 21,975 inclusive programs throughout the country providing education for 378,588 students with disabilities. (Bureau of Special Education, 2015). Furthermore, 4,892,063 disadvantaged children are enrolled in an inclusive setting in the 2015 Academic Year (Ministry of Education, 2015). Although this number represents students with disabilities and disadvantaged students in all categories, we expect an increase in the number of so-called ‘inclusive schools’ for students with special needs. Thailand has been successful in increasing and including the number of children with special needs into the mainstream education system. Nonetheless, the quality of education students with special needs receive in mainstream schools is hindered by the lack of training opportunities for teachers working with students with special needs. Furthermore, a lack of resources remains. So too, regardless of Thailand’s existing policies, which encourage students with disabilities to be educated in the school in their local home communities, the majority of children with disabilities were denied by their neighbor schools. Although the Ministry of Education has issued a regulation outlining the criteria and procedures for disabled people to receive the facilities, media, services and other educational aids for disabled students in line with Section 10, paragraph 3 in the National Education Act 1999, the provision is still inadequate (Ministry of Education, 2007). This presentation shared that changes in the quantity of children with special needs attending schools in Thailand is being witnessed, but the main challenge of achieving quality education remains. Increasing the enrolment rate of students with special needs to education is only the first indicator of success in the EFA-VI global campaign (ICEVI, 2006). A rights-based approach to the education of the children does not only emphasize enrolling as many students into schools as possible, but it also focuses on the quality of the children’s educational experience (UNICEF/ UNESCO, 2007). Thus, this presentation highlighted that Thailand now needs to pay more attention to the learning experiences of students with special needs and not simply view educational placement as a silver bullet. It is vital that students receive appropriate and adequate support ensuring a level playing field with their non-disabled counterparts (ICEVI, 2006). This, however, cannot be achieved by Ministry of Education alone, and therefore, more collaboration between the Thai Government and mainstream society is recommended. This presentation concluded with the observation that the Thailand experience has taught that inclusive education is not about trying to change the learner so that he/she can fit more conveniently into an unchanged education system, it is rather about changing the education system so that it is flexible enough to accommodate every learner.

82 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

References International Council for Education of People with Visual Impairment. (2006). “What is EFA-VI”. Retrieved fromhttp://www.icevi.org/efa/what_is_EFAVI.html Ministry of Education. (2007). Ministerial Regulation Specifying Criteria and Procedure for Disabled People to Receive Facilities, Media, Services and Other Educational Aids. Bangkok: Ministry of Education.

Ministry of Education. (2015). Report on Inclusive Education. Bangkok: Bureau of Special Education Administration.



UNICEF/UNESCO. (2007). A Human Rights-Based Approach to EDUCATION FOR ALL. New York: UNICEF.

4B.2 Classroom Management: The Natural Environment for the

Visually Impaired with Additional Disabilities for Transition to their Families and Communities after Finishing School. Ms. Siriporn Tantaopas, Special Education Teacher Senior Professional Level, Northern School for the Blind, Chiang Mai, Thailand

The Northern School for the Blind serves 210 visually impaired students, 38 of whom have additional disabilities, from 17 provinces in Northern Thailand. For these students, it is difficult from them to access the national academic curriculum. Thus, the Northern School for the Blind adapted the curriculum and classrooms to the needs of the students, and learning also takes place in a natural environment with a focus on practical living. Thus, this presentation shares the innovative set-up, operations, and goals of the school, which seek to teach students how to live, to love, to work, and to play. This presentation shared the ways in which the school utilizes school-based learning and community-based learning in its programme. Thus, information regarding the school’s communitybased programme in Palan village is provided, where the villagers teach the students how to grow vegetables, cook traditional food, cultivate crops and practice animal husbandry. Additionally, the school’s vocational training workshop is discussed, as it seeks to help the student transition to adult life. This presentation thus emphasized how the Northern School for the Blind ultimately holds that the natural environment supports all students in reaching their goals for their future and effectively prepares them for the transition to their families and communities after finishing schooling.

4B.3 Teaching Children with Autism Spectrum Disorders Ms. Chantal Sicile-Kira, Founder and President Autism College, United States of America

This presentation provided information about Autism Spectrum Disorders (ASD), how ASDs impact learning, and it shared model programmes. According to the Diagnostic Statistical Manual’s fifth edition (DSM V), individuals diagnosed with an Autism Spectrum Disorder demonstrate persistent challenges in social communication and social interaction across multiple contexts. They also have restricted, repetitive patterns of behavior, interests, or activities. These may be fixated interests that are abnormal in intensity or focus, and/or hyper- or hypo-activity to sensory input, or unusual interest in sensory aspects of the environment (American Psychiatric Association, 2013). Autism is considered a ‘spectrum disorder’ because two people sharing the same level of autism have

83

deficits in the areas of social communication and social interaction and restricted patterns of behaviors, but what that looks like is different across the spectrum (Sicile-Kira, 2014). This presentation shared the DIR/Floortime Model, which has the strongest research of any intervention to support its effectiveness in improving the core challenges of autism including relating, interacting, and communicating while decreasing caregiver stress and improving parent-child relationships.  Also shared are the resources and webinars available online to receive training on the DIR/Floortime model and curriculum, including the Interdisciplinary Council on Development and Learning, the Profectum, and Celebrate the Children. The Early Start Denver Model (ESDM) is also discussed in this presentation due to that early intervention is important for children with autism. ESDM is an early intervention approach for toddlers ages 12-36 months and continuing until ages 48-60 months, and ESDM’s intensive teaching interventions are delivered within play-based, relationship-focused routines, and are supported by the principles of developmental psychology and applied behavior analysis. This model has a strong parent involvement component, and it is the only comprehensive early intervention model that has been validated in a randomized clinical trial for use with children with autism as young as 18 months of age. Furthermore, ESDM has been found to be effective for children with ASD across a wide range of learning styles and abilities. For more information, please visit: http://autismcollege.com/ References American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders, 5th Edition: DSM-5. Arlington, VA:   Celebrate the Children. Retrieved from http://www.celebratethechildren.org/ Dawson, G., Rogers, S., Munson J., Smith M.,  Winter, J.,  Greenson, J.,  Donaldson, A., and Varley, J. (2009). Randomized, Controlled Trial of an Intervention for Toddlers With Autism: The Early Start Denver Model. Pediatrics, January 2010, Vol 125 Issue 1 Donnellan,A., Hill,D., & Leary,M. (2010). Rethinking Autism: Implications of Sensory and Movement Differences. Disability Studies Quarterly, Volume 30. No 1. Retrieved from: http://dsq-sds.org/ Interdisciplinary Council on Development and Learning. Retrieved from http://www.icdl.com/research Profectum. Retrieved from https://profectum.org/ Sicile-Kira, C. (2014). Autism Spectrum Disorder: The Complete Guide to Understanding Autism- Revised edition. New York, NY: The Penguin Group Sicile-Kira, C. (2008). Autism Life Skills: From Communication and Safety to Self-Esteem and More - 10 Essential Abilities Every Child Needs and Deserves to Learn. New York, NY: The Penguin Group Early Start Lab UC Davis Mind Institute. Retrieved from http://www.ucdmc.ucdavis.edu/mindinstitute/research/esdm/

84 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

4C. Innovations in Special Education Moderator: Ms. Divya Lata, Early Learning and Education Advisor Plan International, Asia Regional Office, Thailand

• 4C.1 Innovations of Assistive Technologies in Special Education • 4C.2 Innovative Teaching Practices • 4C.3 NVDA: Improving Education Opportunities for the Blind 4C.1 Innovations of Assistive Technologies in Special Education Prof. Jun Ishikawa, Chairperson Commission on the Policy for Persons with Disabilities Cabinet Office, Japan

The Convention on the Rights of Persons with Disabilities (2006) states that the countries that sign it have a duty to provide inclusive education, accessible textbooks, assistive technology, and communication support. Visually impaired students are in need of tactile descriptions and educational materials. Thus, this presentation introduced a new innovative technology using tactile graphics—the 2.5D Printing System—developed by CASIO. Further innovations in technology for those with disabilities are also discussed. This presentation highlighted that DropTalk assists children with autism and other developmental disabilities who have problems with communication. Additionally, this presentation discussed how specialized assistive hardware such as Braille displays and notetakers (e.g., Braille Sense), magnifiers, and Braille printers are still expensive due to the limited size of the market, and a radical fall in the prices is not expected any time soon. Thus, governmental assistance in the form of a system of grants is recommended. Furthermore, it is noted that the world has recently seen technologies that can be installed into and used on regular hardware, and many applications of this kind are free. Thus, this presentation emphasized the use of regular hardware and such freeware, as this can reduce the burden of the governments or schools. In addition to the introduction of assistive technologies, this presentation stressed that there is a vast number of other actions which need to be taken, such as the provision of sign-language interpreters and notetakers; the digitization of technical books used in classes; ensuring reasonable accommodation for students with developmental and mental disabilities; and addressing the physical barriers that impede access to facilities for students with physical disabilities. This presentation also emphasized that an important step forward taken in Japan was the Disability Discrimination Act, which was approved and will be enforced beginning in April 2016. With this Act, public elementary schools, junior high schools, high schools, and universities will be obligated to provide reasonable accommodation to pupils and students with disabilities. This presentation noted that it takes time to create laws, and so it also takes time to change them. However, the most important thing is that there be constructive dialogue between the government and the civil society throughout this process.

85

4C.2 Innovative Teaching Practices Ms. Phalla Neang, Coordinator for Blind Children Education Krousar Thmey (New Family), Cambodia

In 1994, Krousar Thmey (“New Family”), opened its first school for blind children in Phnom Penh, and it now has five schools across the country. It is the first Cambodian foundation for blind and deaf children. During the first three years of the program, Krousar Thmey focused on the enhancement of education for blind children, and also tried to develop solutions for deaf children who did not have access to school. Krousar Thmey ultimately decided to import the American Sign Language to meet the needs of the deaf children, and in 1997, Krousar Thmey started welcoming deaf children to school, with teachers able to teach them the official curriculum with American Sign Language. At the same time, Krousar Thmey created a Sign Language Committee, in charge of adapting the Sign Language to the Cambodian culture. This presentation shared that prior to 2000, deaf or blind children were only studying in Krousar Thmey special schools, and they had no opportunity to explore inclusive environments. Thus, Krousar Thmey concluded an agreement with the Ministry of Education, where Krousar Thmey special schools would follow the official curriculum, so that if children pass one grade in Krousar Thmey schools, they would be able to enter the next grade in public school. This agreement enabled the Foundation to develop further agreements with local public schools willing to welcome blind or deaf children into inclusive classes. Consequently, since 2000, all children from Krousar Thmey schools have been able to attend public schools. This presentation highlighted how collaboration with public bodies enabled Krousar Thmey to develop a system recognized by the Ministry of Education. Thus, by strictly following the official curriculum with appropriate learning materials and teaching methods, Krousar Thmey gave blind and deaf children the opportunity to complete their studies. This presentation also noted that all Krousar Thmey teachers became civil servants in 2011, and in 2015, the Cambodian government agreed to fund the entire budget of the Braille workshop and the Sign Language Committee. Krousar Thmey continues to collaborate and work closely with the Cambodian government, ensuring that the foundation’s work is incorporated into public development strategies and is also helping to prepare for the transfer of its education program to the Cambodian state education system by 2020. This transfer is expected to ensure the sustainability of the program and enable its extension in order to reach every blind or deaf child in Cambodia. This presentation also shared Krousar Thmey’s future plans, which include: (1) The school transfer to the Ministry of Education, Youth and Sport (MoEYS); (2) Improving the capacity of the Sign Language Committee and Braille Workshop; (3) Enhancing teacher professional development and skills; (4) Vocational training and job placement for Krousar Thmey adults; and (5) Strong communication with the local authorities and partners. For more information, please visit: http://www.krousar-thmey.org/

86 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

4C.3 NVDA: Improving Education Opportunities for the Blind Mr. Michael Curran, Founder NV Access, Australia

Contributing authors: James Teh and Michael Curran. The second author presented at the summit. Education is a fundamental human right, yet millions of children around the world do not have access to formal education. For children who are blind or severely vision impaired, the barriers to education are even greater. A major barrier is that print material is not usable by blind children. While braille was invented to solve this problem, the lack of readily available braille material, along with its size and specialised production, make it an infeasible solution for many out-of-school children. Technology is the obvious solution, given the ever-growing wealth of readily available electronic information and the ease with which it can be distributed. However, in order to access mainstream technology, a blind user requires screen reading software. Unfortunately, traditional commercial screen reading programs can cost thousands of dollars, putting these programs out of reach for many people, including out-of-school children. This presentation elucidated how NVDA (NonVisual Desktop Access)—the free, open source screen reading software developed by NV Access—solves the aforementioned problems. It outlined the features of NVDA; how it is being used throughout the world; and how NV Access is continuing to expand the horizons of access even further. The ways in which technology can significantly change the lives of blind people was also discussed, not only as regards education, but also going beyond education, addressing employment and independence. This presentation also shared how NV Access is undertaking other projects to ensure NVDA reaches those who need it most. These projects were outlined, including the development of a training and certification framework, as well as the provision of technical support and consulting services. Finally, the presentation discussed the lessons that can be learned from the NVDA project and how these lessons can be applied to other projects for the benefit of those most in need. For more information, please visit: http://www.nvaccess.org/ 4D. Child Labor & Trafficking Moderator: Ms. Simrin Singh, Senior Specialist on Child Labour International Labour Office (ILO), Thailand

• 4D.1 Hagar’s Education Strategies for Survivors of Child Labour, Trafficking, and other Human Rights Abuses in Cambodia • 4D.2 myME Project: Providing Non-formal Education and Vocational Training for Underprivileged Working Children and Youth • 4D.3 Building Life Skills of Out-of-School Drug Dependent Juveniles: Experience through PKM Project

87

4D.1 Hagar’s Education Strategies for Survivors of Child Labour, Trafficking, and other Human Rights Abuses in Cambodia Mr. Pisith Horn, Project Manager Community Learning Centre, Hagar International, Cambodia

Cambodia’s educational outcomes are currently among the lowest in Asia. There are many complex factors that contribute to this low school performance, including the following: poverty, migration, a weak public education system, unsanctioned additional school fees and the enduring impact of genocide. Within the education sector, there are additional contributors, such as minimal teacher capacity, lack of school facilities and the inconsistent standards between urban and rural schools. As of 2014, the out-of-school rate for children of primary school age is 5.3%; the out-of-school rate for adolescents of lower secondary school age both sex is 17.5%; and the youth literacy rate is 91.48% (UNESCO, 2015). The children and youth who are out of school are often begging; involved in illegal activity; or enter the workforce early due to familial financial pressure. Some also fall victim to child labour and various forms of trafficking. Hagar Cambodia was established in 1994, and it is an international not-for-profit, faith-based organisation dedicated to the recovery of survivors of extreme human rights abuse, particularly human trafficking, gender-based violence and sexual exploitation. This presentation discussed Hagar’s holistic approach to educational services at the Community Learning Centre (CLC), as well as the many unique community-based efforts, which seek to ensure Hagar’s clients achieve their goals. Through protection, personal transformation, community integration, education and economic empowerment, Hagar seeks to walk the ‘Whole Journey’ of recovery with the survivors and their families enabling those who have experienced abuse to recover, become resilient and live empowered, productive lives in their chosen community. References UNESCO Institute for Statistics (UIS). 2016. Education: Literacy rate. Retrievable from data.uis.unesco.org/index. aspx?DataSetCode=EDULIT_DS&popupcustomise=true&lang=n

For more information, please visit: https://hagarinternational.org/international/our-work/where-wework/cambodia/ 4D.2 myME Project: Providing Non-formal Education and Vocational

Training for Underprivileged Working Children and Youth Mr. Tim Aye-Hardy, Co-Founder & Executive Director Myanmar Mobile Education Project (myME), Myanmar

The mission of myME is to provide education via innovative mobile classrooms to children in Myanmar (Burma) who have been compelled into indentured servitude at teashop restaurants where they are forced to work long hours every day in order to sustain their families. Thus, this presentation shared how myME’s mobile classrooms provide these out-of-school children an opportunity to learn basic literacy, math and computer skills in a safe environment where they can gain self-confidence and develop critical thinking skills through innovative, interactive instruction. Furthermore, this presentation discussed how employment opportunities are offered after

88 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

functional literacy is obtained and vocational training is completed with myME Project Partners (e.g., Samsung, Coca-Cola, and H&M, among others). For more information, please visit: http://www.mymeproject.org/

4D.3 Building Life Skills of Out-of-School Drug Dependent Juveniles:

Experience through PKM Project Dr. Aparna Khanna, Associate Professor Department of Development Communication and Extension, Lady Irwin College, University of Delhi, India

The Juvenile De-Addiction and Rehab Centre was inaugurated in 2011 as a pilot intervention for boys (10-18 years old) who are drug-dependent. Adolescents are sent by the Court and undergo 90 days of residential treatment for recovery and rehabilitation in Delhi, and this presentation shared the various aspects of the Padhai Ka Maza (PKM) Project—the ‘Joy of Learning’ Project— which focus on enabling adolescents through ‘the 3L’s’: (1) Literacy; (2) Library; & (3) Life Skills. The objectives of the PKM Project include fostering functional literacy; sustaining and improving literacy skills of neo-literates; and building life skills through participatory activities based around books. The model includes multiple public-private partnerships, and concrete interventions are reviewed. The social-emotional learning aspect of the project is highlighted, as well as multiple innovations in learning and life-skills training, including the For Today and Tomorrow (FTT) training package, as it is a life skills training package that is accepted by the Ministry of Social Justice and Empowerment (India) and will be disseminated across several states. This presentation also addressed specific challenges with the programme, as well as achievements.

89

CONCURRENT SESSION 5 Responding to Challenges (Part II)

5A. Education in Emergencies: Conflict Zones Moderator: Ms. Alexandra Kaun, Education Officer UNHCR, Kenya

• 5A.1 International Network for Education in Emergencies (INEE) • 5A.2 Innovations in Education for Out-of-School Children in Afghanistan • 5A.3 Supporting the Learning of Children in Times of Protracted Conflict and Crisis: The UNRWA1 Response to the Education Needs of Palestine Refugees from Syria and in Gaza 5A.1 International Network for Education in Emergencies (INEE) Mr. Dean Brooks, Director International Network for Education in Emergencies (INEE), New York, United States of America

The Inter-Agency Network for Education in Emergencies (INEE) is an open, global network of individuals and representatives from nongovernmental organizations (NGOs), UN agencies, donor agencies, governments, academic institutions, schools, and affected populations working together to ensure all persons the right to quality, relevant, and safe education in emergencies and postcrisis recovery. INEE was conceived in 2000 following the identification by certain UN bodies and international NGOs that humanitarian crises were a major obstacle to the fulfillment of the global commitment to the UNESCO-led “Education for All” movement. As a result, UNESCO, UNICEF, and UNHCR committed to advancing Strategy Five of the Dakar Framework and convened the first Global Consultation on Education in Emergencies in Geneva in November 2000. Participants representing civil society, governments, NGOs and UN agencies acknowledged the need to learn from successes and failures, share resources, develop guidelines and work collectively to create awareness of the plight of millions of children and youth denied access to quality education. From their deliberations emerged the Inter-Agency Network for Education in Emergencies (INEE). INEE has since grown to a network of over 11,000 members. This presentation shared the realities conflict has on education and the efforts made to address the situation. There are still 58 million primary school aged children and youth out of school, of which 50% live in conflict zones. Additionally, over one-third of the 69 million adolescents out-ofschool globally live in conflict-affected countries. With the growing prevalence of humanitarian emergencies, the number of people forcibly displaced by war or persecution has skyrocketed to

1 United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA)

90 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

51.2 million—16.7 million refugees and 33.3 million internally displaced persons—the highest number ever recorded. Furthermore, one hundred million children and young people are affected by disasters every year, causing great disruption to their schooling. Situations of emergency not only affect students’ access to education, but also often disrupt the availability of—and support for—teachers and education staff, heavily damaged educational infrastructure, and impact education systems as a whole. Despite the importance and critical need for education in crisis situations, it is one of the least supported sectors in humanitarian response; in 2014, less than one percent of humanitarian aid was directed towards education, leaving millions of children and youth with few prospects and little hope for achieving a quality education. INEE continues to lay the lead role in engaging humanitarian and development actors, researchers and practitioners, donors and policymakers, and education staff and learners at all levels on the important work of ensuring everyone’s right to education in emergencies. Today, INEE is a key education agent in multiple dialogue and planning forums on fragility, conflict, violence, crises and emergencies. This presentation shared that INEE recognizes now more than ever the importance of helping organizations and individuals come together as a vibrant and diverse community to combine efforts, establish partnerships, share knowledge, and amplify the calls for positive change in the field of Education in Emergencies (EiE). INEE serves its members through community-building; convening diverse stakeholders; knowledge management; amplifying and advocating; facilitating and learning; and providing members with the resources and support they need to carry out their work on education in emergencies. Most importantly, INEE aspires to see that the right to education for all is fulfilled, including in emergencies. For more information, please visit: http://www.ineesite.org/en/ 5A.2 Innovations in Education for Out-of-School Children in Afghanistan Mr. Bashir Khaliqi, Managing Director Afghan Association for Adult Education (ANAFAE), Afghanistan

According to the UN data used in the latest Education Sector Analysis (January 2016), Afghanistan’s population is the second youngest in the world, with 48.4% under 15 years of age. The primary school completion rate is 31%, with the primary school completion rate for girls at 21%, which is almost twice as low as that for boys at 40%. There is also a significant difference in the primary school completion rate in rural areas (28%) compared to urban areas (42%), and between completion rates by region. The Ministry of Education estimates that there are over 3.5 million children in Afghanistan who remain out of school. Some of the key barriers to accessing education in Afghanistan include: (1) Insecurity; (2) Poverty and child labour; (3) The lack of schools in remote areas; (4) Long walking distances to schools; (5) The harassment of children on the way to schools; and (6) The low quality of education. There are also specific barriers toward girls’ education, which include: (1) The shortage of female teachers, especially in higher grades; (2) Cultural beliefs about girls’ education; (3) The lack of necessary facilities in schools, such as toilets, drinking water and surrounding walls; (4) Early marriage; and (5) The distance between the school and home can be dangerous, especially for young children and girls.

91

After noting the multiple barriers and constraints confronted in the Afghan context, this presentation shared the various approaches and innovations that the government, IGOs and NGOs are undertaking, which seek to provide opportunities for education so that children who are out of school, may gain access to and stay in school. These approaches and innovations are designed to respond to the different obstacles encountered, and include, but are not limited to the following: (1) Community-based education (CBE)/Accelerated learning courses (ALC); (2) CBE for nomadic populations; (3) Private schools; (4) Early childcare and development (ECCD); (5) Literacy education; (5) Supplementary schooling programmes; (6) Girls Learn to Teach Afghan (GLTTA); and (7) Circus for Children. Further recommendations are made in this presentation, which highlight lessons learned and present needs: (1) All education programmes targeting OOSC must be demand-driven, not supply-oriented; (2) All teaching and learning materials, as well as teaching methodologies, should be flexible and child-oriented; (3) Networking and coordination among all education stakeholders (e.g., Education Network or Coalition) needs to be improved and strengthened; (4) Sustainable financing for education, mainly for OOSC, ECCD, and NFE (literacy) is problematic. The presentation concludes with the recommendation that the government, especially the Ministry of Education, be encouraged to have strong cooperation and good relations with NGOs and the private sector so as to further improve and increase education efforts in Afghanistan. For more information, please visit: http://anafae.af/

5A.3 Supporting the Learning of Children in Times of Protracted Conflict

and Crisis: The UNRWA2 Response to the Education Needs of Palestine Refugees from Syria and in Gaza Dr. Caroline Pontefract, Director of Education Department United Nations Relief Works Agency (UNRWA), Headquarters, Amman, Jordan

Over the past 65 years, the UNRWA/UNESCO education programme for Palestine refugees has provided quality and equitable learning opportunities for millions of refugees in the Middle East, despite the myriad crises the region has endured. In doing so, the programme has built what the World Bank has described as education resilience in four generations of refugees. With the onset of the Syria crisis, UNRWA faced new challenges in the delivery of education to those children impacted within Syria and to those forced to flee to Jordan, Lebanon and Gaza.3 In the midst of the Syria crisis there was another war in Gaza and this resulted in wide scale damage to schools and homes; a high number of fatalities, including children; and psychosocial trauma. In this context, the UNRWA education in emergencies response continues to emphasize the importance of strong systems towards quality, inclusive and equitable education for all its students. This work necessarily has to be complemented by innovative approaches and flexible learning strategies in order to get children back to school; to reach children unable to access normal schooling; to help those in school but whose attendance is irregular due to their family’s displacement or to daily security risks; and to provide basic education for those who are no longer in school. These innovative approaches support children’s learning through alternative education modalities, such as self-learning text, computer-based materials and the review of the existing UNRWA TV programmes, so that they are of value to a wider audience by focusing on key age 2 United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) 3 Currently there are approximately 46,000 Palestinian refugees in Syria, 8,000 in Lebanon, and 1,800 in Jordan.

92 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

related concepts and skills, rather than specific country curriculum. They also help children catch up on missed learning opportunities, or just relax and play, through the establishment of safe learning and recreational spaces. 4 Teachers and schools have been empowered in the new approaches and in managing the safety and security of their students, and of themselves, through specific security training and the use of simple tools such as SMS – which help schools in taking responsibility for making key decisions, such as when to close or open school. A key strand throughout the emergency response has been finding ways to help address the psychosocial needs of children and teachers, most specifically through additional counselors and a range of student focused activities during the year. To better understand how well the education in emergency response is meeting the needs of the children, there has been much emphasis on data management, striving here to measure the achievements of the education in emergency response against universal programmatic indicators, but also recognizing the need for interim and additional indicators. This presentation concludes with highlighting and asserting that UNRWA’s integrated approach to the strengthening of the education system, and the innovative ways of maintaining programme delivery in times of crisis, will help to further build the resilience of refugees towards fulfilling their potential and the shaping of their own futures. For more information, please visit: http://www.unrwa.org/

5B. Education in Emergencies: Natural Disasters Moderator: Ms. Ushio Miura, Programme Specialist and Team Leader Education Research and Foresight, UNESCO Bangkok, Thailand

• 5B.1 Rebuilding Hope in Eastern Visayas: “Because the Children Could Not Wait” • 5B.2 Empowerment and Recovery Process of the Children Evacuated from the Disaster Stricken Area: Lessons from the Experience of Japan Tohoku Area

5B.1 Rebuilding Hope in Eastern Viåsayas: “Because the Children Could Not Wait” Dr. Luisa Bautista-Yu, Regional Director Department of Education (DepEd), Philippines

Eastern Visayas was hit by Typhoon Haiyan (Typhoon Yolanda) on 8 November 2013. This natural disaster affected 1,366 schools, 25,975 teachers and employees, and 676,455 learners. The greatest challenge confronted after this Super Typhoon was how to bring the children back to school with adequate education resources. This presentation therefore shared the innovative and proactive ways of collaboration, commitment and work that brought children back to school after this natural disaster. 4 UNRWA’s education in emergency response was supported by the EU IFS Project and the Qatar Foundation, Educate A Child.

93

This presentation reported that the Bangon DepEd Task Force and the Education Cluster were created to focus on three primary areas (access, quality, and governance), and the reconstruction and rebuilding efforts after the typhoon were led in partnership with other government agencies, IGOs and communities, while educational programmes and psychosocial activities were conducted with overwhelming support from various sectors. Due to this effective collaboration, organization and support, a soft opening of classes took place only three weeks after the typhoon, and after seven weeks, regular classes resumed. This presentation also discussed other outcomes, including the creation of disaster-resilient classrooms and schools, and the fact that efforts have continued to strengthen water, sanitation and hygiene (WASH) in schools and Disaster Risk Reduction (DRR) trainings in school improvement plans. Furthermore, the resilience of school heads, teachers and students is noted as being instrumental in the rebuilding of schools and restoring lives. Now, after more than two years of rebuilding and recovery, this presentation emphasized that the education system is better than before.

5B.2 Empowerment and Recovery Process of the Children Evacuated from the

Disaster Stricken Area: Lessons from the Experience of Japan Tohoku Area Prof. Ichinose Tomonori, Professor Miyagi University of Education, Japan

The Tohoku area was greatly affected by the earthquake, tsunami and the subsequent Fukushima nuclear accident, which took place on 11 March 2011. The scale of this natural disaster was extremely severe as the number of fatalities was 15,735, and the number of missing people remains at 4,467 (Japanese Police Office, August 2016). Furthermore, the number of children evacuated from the disaster-stricken area was approximately 12,000; the number of children left orphaned after their parents’ death was 1,698; and the number of children of ethnic minorities/ children with special needs who were affected was approximately 300. Additionally, the number of damaged or destroyed school buildings was 754. This presentation reported on the reconstruction assistance project, which Miyagi University of Education (MUE) led in collaboration with the local community and NGOs. This project sought to provide support for the local community and schools with relief supplies being the core of the support. MUE launched the Center for Disaster Education and Recovery Assistance and have been providing educational reconstruction support with a focus on dispatching student volunteers while receiving assistance and support from other educational universities nationwide. These activities aimed to respond to childrens’ decreased motivation of learning caused by the deterioration of the educational environment in the local communities and schools and the children’s mental stress caused by the changes to their home environment. Recommendations are made in this presentation, including the need for relationship building, as well as the inclusion of Disaster Risk Reduction (DRR) in teacher training. References National Police Agency. (2016). Countermeasures for the Great East Japan Earthquake. Retrieved from https://www. npa.go.jp/english/index.htm

94 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

5B.3 Nepal Earthquake 2015: Emergency and Early Recovery Mr. Baikunta Prasad Aryal, Director Planning Department of Education, Government of Nepal

Mrs. Purnima Gurung, Education Officer UNICEF ROSA, Nepal

The 7.8 and 7.3 magnitude earthquakes, which struck Nepal on 25 April and 12 May 2015, respectively, had a devastating effect on the Himalayan nation. More than half of the Nepal’s total population of children (2.8 million children) were affected, and 1.1 children were affected severely. Additionally, 9,353 schools were damaged, and the total education loss was 312 million USD. This presentation shared how phased education recovery efforts were led by the government and co-lead by UNICEF and Save the Children. Phase I was first discussed, which included the use of rapid assessments; the categorization of school buildings; the reinforcement and mobilization of emergency focal persons at the district level; the data collection and coordination with agencies; psychosocial counseling following the cascade model; the development and distribution of materials related to education in emergencies; the supply of supportive materials (e.g., school in box kit, ECD kit, recreational kit); debris management; the establishment of Temporary Learning Centers (TLC), and the provision of other school materials. Phase 2 was then reviewed, as this phase included various aspects of school reconstruction and renovation. A key innovation included a standard training package for teachers, which was endorsed by the government. The challenges and realities confronted amidst rebuilding efforts were also shared.

5C. Stateless & Migrant Children Moderator: Mr. Hugh Delaney, Chief of Education UNICEF Thailand, Thailand

• 5C.1 Labour Rights Promotion Network Foundation (LPN) • 5C.2 Providing a Relevant Education for Displaced Children in the Andaman Sea Crisis • 5C.3 Flexible Learning Strategies for Out-of-School Children: Step-Up Programme, HPPI 5C.1 Labour Rights Promotion Network Foundation (LPN) Mr. Sompong Srakaew, Director Labour Rights Promotion Network Foundation (LPN), Thailand

The concept of labour migration includes complex issues revolving around state security, liberal capitalism and investment, as well as human rights and social security. This presentation shares the estimated number of migrant workers nationwide in Thailand who registered at the One Stop Service Center (OSS) from 2013-2015 was 3-4 million. The number of migrants was then broken down according to region and business sector, where it is shared that the businesses that employ

95

the most registered migrant labourers are the construction industry (491,663), the agriculture sector (219,362), and the service sector (141,071). The various problems that are confronted by migrant workers and migrant children, including exploitation and abuse, were then discussed. This presentation introduced the content of the Labour Rights Promotion Network (LPN), as well as the model of LPN 2016, which includes: (1) The Labour Center/Seafarers Action Center; (2) Sunday Learning Center – Non-formal education; (3) Supporting Migrant Children attendance of Thai Government School; (4) Multi-Language and Culture Center; (5) Migrant Center in the Community; (6) CSR-Thai Frozen Foods Association (TFFA); Thai Union Group (private sector); and (7) Developing Adult Learning Model with MAIT. The importance of LPN’s proactive networking is emphasized, as well as the literature LPN has published thus far. For more information, please visit: http://lpnfoundationblog.blogspot.com/ 5C.2 Providing a Relevant Education for Displaced Children in the

Andaman Sea Crisis Mr. Tim Murray, Senior Education Specialist Save the Children, Thailand

Since the beginning of Myanmar’s ethnic conflict in 2012, more than 120,000 Rohingyas—ethnic Muslims living in Myanmar’s Rakhine State—have fled the country in search of safety. In early 2015, increased international attention highlighted the plight of the Rohingyas and Bengalis who were left in boats abandoned by human traffickers with a subsequent 6,000 to 8,000 victims stranded at sea. This presentation reports that the women, children and a small number of men who made it to Thailand are currently being held in temporary shelters run by the Thai government, which Save the Children has been supporting. Save the Children is the pioneer in developing basic education curriculum for Rohingya migrants in Thailand with key approaches that aim to ensure a sense of normalcy and security, as well as the chance for migrants to continue their development and learning according to their needs. Therefore, each approach is designed to resolve different limitations presented by the beneficiaries, particularly the fact that there is no writing script in the Rohingya language. Thus, one of the greatest challenges that the programme had to first address was how to develop an innovative response to the issue of language and script, as there is no widely used script to write the children’s mother tongue, Rohingya. This presentation shared that after further research and consultation, it was decided that one option that would be the most appropriate for some children would be to use the Rohingyalish writing system. This is one system of writing that was developed by a Rohingya individual, which uses an adapted version of the Latin script. The system is held to be 95% accurate in the representation of the Rohingya language. It has the added advantage of being similar to the English alphabet, and thus transition upon resettlement to the USA or Malaysia (primary destinations) will be facilitated. Finally, it is contended that by supporting the development and teaching of the Rohingya script, the project is not only better at promoting children’s reading development, but it is also contributing to the development of the Rohingya community, culture and self-esteem, which are all closely linked to language.

96 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

This presentation emphasized that education has a stabilizing effect in emergencies. Thus, education efforts incorporating the Rohingyalish writing system and the mother-tongue language are highlighted, as well as the EiE Curriculum framework. The EiE Curriculum Framework is pertinent to this topic, as it builds upon four pillars: (1) EiE standards and child rights; (2) Multilevel education; (3) Community-based education; and (4) Multi-lingual and indigenous education. The content of this curriculum focuses on foundational skills, including: (1) Numeracy; (2) Mother tongue; (3) Life skills; (4) Social and emotional learning (SEL); and (4) Second languages. Innovative educational activities are also discussed and have included: Healing and Education through ART (HEART); Reading Clubs; as well as Story Time and book sharing. The conclusions of this presentation include the following: (1) Education must be considered an essential service in a situation of emergency or displacement; (2) Education in emergencies must address both cognitive development as well as social and emotional learning and well-being; and (3) Language is a key consideration in an EiE response, and there remain multiple reasons why mother tongue based education is important in an emergency context. For more information, please visit: https://thailand.savethechildren.net/

5C.3 Flexible Learning Strategies for Out-of-School Children:

Step-Up Programme, HPPI Ms. Vaishali Mudgal, Pedagogy Expert and Teacher Trainer Humana People to People India (HPPI), India

The Step-up Programme is an action initiative formulated with the following objectives and value frame: (1) To address the learning deficit; (2) To bridge the gap in education by providing age appropriate learning through suitable curriculum and teaching learning materials; and (3) To evolve and implement techniques and teaching learning strategies for building teachers’ capacity in order to reduce students’ disengagement from education due to dysfunctional schools. The Step-up Programme was envisioned to provide a platform for children to thrive, learn and grow into enabled and productive individuals. It aims to create impact with rich and engaging purposeful pedagogy, targeted curriculum and teaching practices. Most out-of-school children in the Step-up Programme are identified as children of migrant families and marginalized groups (i.e., girls and indigenous populations). The programme has a current reach of more than 10,000 children across the states of Haryana, Madhya Pradesh and Tamil Nadu. This presentation shared details regarding the yearlong Step-up Programme, which is designed by blending formal learning and skill-based experiences that cater to various ages and learning levels within the same classroom. The assessments and evaluations of the programme are shared, as they are carried out through continuous monitoring. Due to that the focus is on learning and productivity, no categorization is done on the basis of marks or grades. The Step-up Learning Centres for out-of-school children seek to provide a positive environment and tools for the enrolled children, so they may be able to acquire skills that are appropriate to their age and corresponding grade. This programme also seeks to build confidence so as to encourage each child to continue learning and succeeding in the regular school system, which will open

97

up greater opportunities for their future. This presentation emphasized that Step-up is a detailed and structured programme that can drive itself and shows little dependence on the teachers’ skill and capacity, as it is driven by the student’s desire and need to learn. Furthermore, each pair of steps progressively qualifies the child for one class level, and the themes have also been chosen in alignment with the themes suggested for social and environmental awareness for children at the primary level. The Step-up Programme has also been horizontally and vertically mapped with the Indian National Curriculum Framework (NCERT, 2005). References National Council of Educational Research and Training (NCERT). (2005). National Curriculum Framework. Retrieved from http://www.ncert.nic.in/index.html

For more information, please visit: http://www.humana-india.org/index.php/extensions/education/ academy-for-working-children-step-up-centre

5D. Ethnic Minorities Moderator: Dr. M. Ehsanur Rahman, Executive Director Dhaka Ahsania Mission (DAM), Bangladesh

• 5D.1 Children’s Libraries Nurturing Reading Habits and Catalyze Communities in Remote Villages/Islands of Eastern Indonesia • 5  D.2 Ethnic Minority Children in the Cambodian Consortium for Out-of-School Children- MLE • 5D.3 BRAC PHILIPPINES ALTERNATIVE DELIVERY MODEL (ADM) 5D.1 Children’s Libraries Nurturing Reading Habits and Catalyze

Communities in Remote Villages/Islands of Eastern Indonesia Ms. Nila Tanzil, Founder Taman Bacaan Pelangi (Rainbow Reading Gardens), Indonesia

Indonesia is home to 240 million people and a host of complex concerns, from divisive social issues to overwhelming income distribution and inequality. When it comes to education, Indonesia has the fourth-largest education system in the world (behind China, India, and the United States), with over 50 million students and 2.6 million teachers in more than 250,000 primary and secondary schools, spread across 17,000 islands (World Bank, 2014). Against this backdrop, Indonesia strives to improve the education system, yet the great gap between the rural and urban areas of Indonesia in education quality remains. When we look at literacy rates, the numbers become staggering, for out of the 34 provinces in Indonesia, four provinces of east Indonesia recorded the highest illiteracy rate: Papua (36.1%), West Nusa Tenggara (16.48%), West Sulawesi (10.33%) and East Nusa Tenggara (10.13%) (Ministry of Education and Culture, 2012).

98 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

Limited infrastructure and human resources directly contribute to these surprising numbers. Only adding to the problem is the issue of language. Indonesia has a national language, referred to as Bahasa Indonesia. In the areas located a great distance from the provincial capital, however, there are approximately 800 active local languages, which vary from village to village. The subsequent language barriers make it difficult for children in remote areas to learn to read and write confidently using the textbooks provided by the government. Every line of public school textbooks is written in Bahasa Indonesia, which is not the language many children grow up speaking or the language they speak at home with their family. Taman Bacaan Pelangi (“Rainbow Reading Gardens” or “RRG”) is a non-profit organization that builds and bolsters children’s libraries in remote villages of Eastern Indonesia and focuses initiatives on the Eastern part of the country. RRG’s mission is to nurture children’s early interest in reading, as well as provide access to quality children’s books, focusing on children (ages 5-13 years old) who live in some of the most remote places in Indonesia. The first RRG library was established in December 2009, and to date, the organization has established 37 libraries across 14 islands in Eastern Indonesia. Located in local people’s homes, cultural centers and local schools, RRG works closely with the local community, empowering volunteer librarians by providing capacity building workshops for school principals, teachers, farmers and fishermen who act as librarians in each village. To achieve its mission of nurturing children’s interest in reading, all the books provided to the libraries are children’s storybooks, not school textbooks. Books are also leveled based on children’s reading skills and attractively displayed so children will be be drawn to the books as soon as they enter the library. The library room is also decorated with print-rich materials, such as students’ artwork, which fosters a sense of being and a love for reading. For the libraries located in schools, the principals have committed to set aside “library periods,” where each class spends an hour at the library per week. Teachers are also trained to conduct reading activities during the week, utilizing the library to the fullest. Over the past six years, RRG has distributed more than 80,000 children books, benefiting over 10,000 children in 37 villages across those 14 islands in Eastern Indonesia. RRG is dedicated to ensuring that the children in each village get new collection of books regularly. Every RRG’s library has between 1,000 and 3,000 children’s storybooks in their collection. This presentation shared the positive outcomes and impact RRG has had on children and communities, including significant improvements in writing, reading and language skills. Furthermore, it is noted that the children are now inspired and have the courage to dream. Through reading books, they have learned that there is a vast world beyond their village. References World Bank. (2014, September 1). World Bank and Education in Indonesia. Retrieved from http://www.worldbank.org/en/country/indonesia/brief/world-bank-and-education-in-indonesia Ministry of Education and Culture. (2012). Literacy: Empowerment, Development and Peace. Retrieved from http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/ED/pdf/Indonesia.pdf

For more information, please visit: http://tamanbacaanpelangi.com/

99

5D.2 Ethnic Minority Children in the Cambodian Consortium

for Out-of-School Children- MLE Mr. Jan Noorlander, Program Director CARE Cambodia, Cambodia

Cambodia is home to an estimated 23 minority language groups with indigenous ethnic minorities making up the majority of the population in the Ratanak Kiri and Mondul Kiri Provinces. Educational outcomes for these provinces and specifically in ethnic minority communities are significantly lower than the national average. Ethnic minority children in these communities face many obstacles, such as the lack of nearby schools; education in a language they do not understand; teacher shortages and high levels of absenteeism; and the use of a curriculum that is culturally irrelevant. Multilingual Education (MLE) provides opportunities for children to start their education in their home language, which then acts as a bridge to, and facilitates the learning of the national language. Therefore, MLE can be defined as the planned and systematic use of two languages in a program of instruction for children. This presentation emphasized that children learn best when they use what they already know (their knowledge and experience, their own language) to learn what is new (new facts, new concepts and new languages). Thus, MLE programmes focus on helping students build a strong educational foundation in their first language and use this as a bridge to the new language. Additionally, MLE contributes towards the preservation and protection of languages. This presentation highlighted that successful MLE programs share the following characteristics: (1) Communities participate and take responsibility for planning, implementing, evaluating and maintaining their programs; (2) Government, NGOs, universities, as well as other institutions and interested groups support programs; (3) Adequate funding is made available for teacher salaries, training and material development; and (4) Communities recognize the benefits of MLE. This presentation discussed the realities of MLE in Cambodia, where the process of learning Khmer in MLE is progressive and currently takes three years, in addition to some exposure in preschool. In the first year, children develop literacy skills in their home language and learn oral Khmer, while the home language is the main language of instruction. In the following two grades, the amount of Khmer is gradually increased. By the fourth grade, students study all subjects in Khmer. CARE Cambodia has been actively advocating for MLE in Cambodia for over a decade, and the organization has been successful in developing a sustainable model, that’s ownership has, in large part, been taken over by the Ministry of Education, Youth and Sports, ensuring that future generations of ethnic minority children can access and succeed in school. Starting from its pilot program in 2003 through to the technical support of the development of a national action plan on multilingual education in recent years, advocacy has played a central role in CARE’s approach. CARE’s advocacy was deliberately aimed at bringing about policy change, following a four-stage process, as seen in the Figure below.

100 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

Figure. 1: Four stages of CARE’s advocacy

Identify issue or problem

Gather evidence

Build consensus

Influence policy

CARE’s advocacy work on MLE in Cambodia is on-going, currently shifting from the role of an implementer to focus on an advisory role, but its long history of engagement provides numerous lessons, which are shared in this presentation. For more information, please visit: http://www.care-cambodia.org/

5D.3 BRAC Philippines: Alternative Delivery Model (ADM) Mr. M. Nazrul Islam, Country Representative BRAC International, Philippines

The ADM Project is a collaborative project with the Government of the Philippines through the Department of Education, DepE-ARMM, the Australian Government and BRAC. BRAC manages the ADM Project through a grant agreement with the Australian Government. The project covers all five provinces of the Autonomous Region in Muslim Mindanao (ARMM). The ADM Project’s (20122017) goal is to improve access to, and the quality of basic education, and the project’s objective is to provide opportunities for out-of-school children in select communities in ARMM to acquire kindergarten and/or elementary education through the BRAC-like alternative delivery model (ADM). The main feature of the ADM Project is the establishment and operation of BRAC Learning Centers (or “schools”) in targeted poor barangays in ARMM. The Learning Centers offer kindergarten and/or elementary grade classes, which are equivalent to the government’s pre-school and elementary school programme. The Learning Centers are operated outside of the government’s education system but in close coordination with the DepEd-ARMM, specifically as concerns the identification of communities where the centers will be established. This presentation shared how the ADM is implementing the Philippine’s K-12 curriculum and follows the assessment system for kindergarten and elementary levels. It also shared how BRAC, in collaboration with the DepEd CO and DepEd-ARMM, develops teacher guides corresponding to all the competencies in all subject areas in each grade level based on the national curriculum. The instructional materials for teachers and pupils are then contextualized in the ARMM setting. Learners in the BRAC Learning Centers are recruited mainly from out-of-school children in the identified community. Boys and girls have equal opportunities to be in the ADM classes, and the age requirement for pre-school is from ages 5 to 6 years old, while the age requirement for Grade 1 is from ages 6 to 9 years old. Learners in the elementary are managed as a cohort, as they all proceed from Grade 1 to Grade 6 in the same center and are managed by the same Learning Facilitator.

101

This presentation further featured the structure, roles and responsibilities of each partner, which involve: (1) The Project Management Committee (PMC), which provides overall policy support and guidance in the implementation of the ADM Project; (2) BRAC Philippines, which operates the ADM Project Management Office based in Cotabato City; and (3) Partner NGOs that are engaged by BRAC to lead the ADM implementation at the provincial and community levels. This project thus utilizes innovative models of collaboration and education, which ultimately seek to address the out-of-school children situation in the Autonomous Region in Muslim Mindanao. For more information, please visit: http://www.brac.net/

102 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

CONCURRENT SESSION 6 Beyond Primary Education

6A. Connecting Education with Employment Moderator: Prof. Michael Morrissey, Senior Education Adviser, Educate A Child (EAC), Qatar/Indonesia

• 6A.1 UCEP: 43 Years of Providing Second-chance Education • 6A.2 Building Futures towards Social and Professional Insertion – Friends International • 6A.3 Protection and Education of Children from Human Trafficking in Northern Thailand 6A.1 UCEP: 43 Years of Providing Second-chance Education Mr. Zaki Hasan, Chief Executive Officer Underprivileged Children’s Educational Programs (UCEP), Bangladesh

The history of the Underprivileged Children’s Educational Programs (UCEP) is a unique story of how an evidence-based social entrepreneurship has evolved over 43 years in response to changing needs and contexts. It is reported that UCEP has remained one of the most cited successful examples in Bangladesh of bringing children back to education, specifically due to the quality UCEP offers in its programming. This presentation shared the innovations that have taken place with UCEP in various spheres, including social, institutional, individual and economic domains. Therefore, a discussion of the basic elements of UCEP’s second-chance education program is held, and UCEP’s implementation strategies are shared. Additionally, three aspects of sustainability are reviewed during the presentation: (1) Program sustainability; (2) Social sustainability; and (3) Financial sustainability. For more information, please visit: http://www.ucepbd.org/ 6A.2 Building Futures towards Social and Professional Insertion Mr. Sovann Hong, Program Coordinator Mith Samlanh (Friends International), Cambodia

Friends International implements programs in Cambodia, Thailand, Laos and Indonesia, and it has developed partnerships in multiple countries of Asia (e.g., Viet Nam, Philippines, Myanmar) and worldwide (e.g., Egypt and Honduras). The work of Friends-International is based on two main pillars: “Saving Lives” and “Building Futures.”

103

The programs developed by Friends International target the most marginalized children and youth. Therefore, this presentation shared further information regarding the initiatives and innovations developed to reach these children and youth, including: (1) Education for children: a broad range of services for providing support to the youngest (pre-school), out-of-school children (remedial classes and reintegration campaigns) and those already enrolled; (2) Specific curricula with interactive pedagogical materials; (3) The support provided to families through income generating activities; (4) Education for Youth: hands-on vocational training and apprenticeship opportunities for being trained on the job; and (5) Youth Employment: Support for job placement or starting one’s own business and employment offices for career counseling, trainings and connection with companies. For more information, please visit: http://www.friends-international.org/ 6A.3 Protection and Education of Children from Human Trafficking

in Northern Thailand Mr. Sompop Jantraka, Director Development and Education Programme for Daughters and Communities Centre (DEPDC) in the Greater Mekong Sub Region (DEPDC/GMS), Thailand

The project goals of DEPDC/GMS are aimed at preventing cross-border human trafficking activities in Northern Thailand and in the GMS. Therefore, this presentation highlighted DEPDC’s method, which includes a four-pronged approach: (1) Education for Prevention; (2) Youth Leadership Development; (3) Protection Programme; and (4) Community Development and Outreach. Furthermore, this approach emphasizes the adaptation of the curriculum to the needs of out-ofschool children, as well as including life skills and vocational training as a part of primary education. Thus, examples of Vocational and Life Skills Training at DEPDC are provided and include the following: agricultural training; cooking, sewing and handicraft classes; as well as maintenance and repair training. This presentation also reviews the achievements of DEPDC/GMC over the past 26 years, highlighting their 96% graduation rate. For more information, please visit: https://depdcblog.wordpress.com/

6B. Mainstreaming and Equivalency Programmes for Lower Secondary Moderator: Ms. Abigail Lanceta, Assistant Director Education, Youth and Training Division, ASEAN Socio-Cultural Community Department (ASCCD Department), Indonesia

• 6  B.1 Lower-secondary Equivalency Programmes in 9,000 Community Learning Centres (CLCs) • 6B.2 The Lao Equivalency Programme (EP) for Lower Secondary • 6B.3 Philippines Alternative Learning System (ALS) • 6B.4 Accelerated Education Working Group: Widening Access, Raising Standards

104 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

6B.1 Lower-secondary Equivalency Programmes in 9,000 Community

Learning Centres (CLCs) Mr. Yothin Sommanonont, Office of Non-formal and Informal Education (ONIE), Ministry of Education, Thailand

Thailand’s Office of Non-formal and Informal Education (ONIE) is under the Office of the Permanent Secretary, and its mission is to promote and provide education services regarding non-formal education and informal educational services for marginalized populations. This presentation shared that Thailand equivalency programmes (EPs) in non-formal education (age 15+) allow for Primary to be completed in 2 years; Secondary to be completed in 2 years; and Upper-secondary to be completed in 2 years. Furthermore, Thailand has a network of various and diverse community learning centres (CLCs), which are utilized across the country to provide a place in which education and learning can take place. This presentation included a discussion of Thailand’s Equivalency Transfer Program, which entails: (1) The Implementation of Equivalency Transfer of Educational Results (ETER); (2) The Implementation of Equivalency Transfer of Knowledge and Experience (ETKE); and (3) The Implementation of Equivalency Determination of Educational Levels (EDEL). The following conclusions were also provided in this discussion, which are relevant for those interested in EP programming: (1) There exists a well-structured and strong framework for equivalency in Thailand; (2) CLCs differ in terms of funding and establishment according to location; and (3) EPs are effective and provide a shortcut for completing education.

6B.2 The Lao Equivalency Programme (EP) for Lower Secondary Ms. Philany Phissamay, Head of Monitoring and Evaluation Division Department of Non-Formal Education, Ministry of Education and Sports, Lao PDR

The Ministry of Education and Sports (MoES) is implementing the Education for All Fast Track Initiative (EFA-FTI) program to contribute to the achievement of universal completion of primary education. The MoES seeks to expand compulsory education to include lower secondary education, and therefore learners over 15 years old are targeted. The goal is to increase equitable access to lower secondary EP, which includes: (1) Increasing enrollment numbers of lower secondary EP learners; and (2) Reducing the cost barriers for education by providing a per-head subsidy/operating costs. This presentation shared that lower secondary EP has been in operation regularly nationwide since 2011, with 59 of the 148 districts improving the educational level of the 15-30-year-old age group. The curriculum requires a total of 1,920 hours (not less than 2 years), with 12 fundamental subjects and three subjects including Basic Vocation, Quality of Life Improvement, and Social and Community Development. This presentation also addressed the service delivery mechanism; the location for the delivery of EP courses; and the challenges for EP implementation. Additionally, a highlight of EP is noted, as at the end of the programme, the learner can receive certificates equivalent to the formal education system. The presentation ended with noting that though the bridging of non-formal to formal education remains weak, UNESCO Bangkok has provided technical support to the DNFE in developing a strategic plan for the scaling up of lower secondary (target: 1.1 million).

105

6B.3 Philippines Alternative Learning System (ALS) Ms. Anabel Ungcad, ALS Education Program Specialist-II Department of Education, Davao del Sur, Philippines

The Alternative Learning System (ALS) in the Philippines is presented as an alternative education option to formal schooling. Therefore, the Accreditation and Equivalency System (A&E) is an alternative means of learning and certification for out-of-school youth and adults who are unable to take advantage of the educational opportunities in the formal education system. The target learners for A&E are those 11 years and older who dropped out of elementary or secondary formal schooling. This presentation reported that mobile teachers and district ALS coordinators deliver the A&E programme in Community Learning Centers (CLCs) and other available venues. The delivery modes of the instruction include face-to-face instruction (FFI); radio-based instruction (RBI); and computerbased instruction (CBI). The curriculum includes five interrelated learning strands: (1) Communication skills; (2) Problem solving and critical thinking; (3) Sustainable use of resources and productivity; (4) Development of self and a sense of community; and (5) Expanding one’s world vision. This presentation shared that the Portfolio Assessment is used where learners assess their own learning. The Portfolio Assessment is innovative in that it seeks to recognize the student’s prior learning (RPL), as well as provide assessment during learning so as to ensure appropriate interventions. Furthermore, the components of the ALS A&E Certification System are also shared, and include: (1) Multiple-choice tests; and (2) Essays (in Filipino or in English). Qualified registrants are to be 15 years or older. Additionally, the academic-focused bridging program aims to equip ALS A&E System Secondary level test passers with academic bridging competencies for successful entry and survival in college. Furthermore, a Memoranda of Agreement with educational institutions and organizations allows Secondary Level Passers to enroll in post-secondary schools, vocational training programs or college/university courses, while being subject to the usual screening procedures. The Civil Service Commission also recognizes ALS A&E Elementary and Secondary Certificates as valid documents. In conclusion, there are key aspects of the ALS Programme that make it innovative, successful and sustainable, including: (1) Two clear pathways to education in the Philippines are supported by the Law; (2) The variety of deliver modes in ALS; (3) The short time needed to complete the programme (10 month minimum); (4) Prior learning is recognized; and (5) A clear certification system is operational and recognized by the government.

6B.4 Accelerated Education Working Group: Widening Access,

Raising Standards Ms. Laetitia Lemaistre, Education Specialist UNHCR

UNHCR’s Education Strategy 2012-2016, framed within the 1951 Refugee Convention, advocates for access to quality education for refugees and for the mainstreaming of refugee learners within national education systems. Emphasis is placed on the importance of lifelong learning, safe learning environments and ensuring that children and youth have access to certified education programmes that provide them with relevant knowledge and skills (UNHCR, 2016).

106 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

Children and youth affected by conflict are particularly disadvantaged when it comes to educational access. Globally, half of the world’s out-of-school children-–over 58 million children— live in conflict-affected and fragile states. UNHCR estimates that only one out of two refugee children access primary school; 1 out of 4 refugee adolescents access secondary school, while less than once percent of refugees access higher education. Part of the story behind these statistics has to do with the fact that children and youth affected by conflict often miss out on many years of education due to the deterioration of education services during conflict, or the context of their flight. With each missed school year, not only is there higher likelihood that they will not return to school, but there are also significant protection risks associated with being out of school, including the inability to obtain employment; exploitation; recruitment into armed groups; and reliance on negative coping mechanisms. For refugees who do have access to education in a country of asylum, they often find that they are excluded from schools due to their age, or they become frustrated from learning alongside younger children and drop out as a result. Responding to the needs of these children and youth has increasingly led governments and agencies to explore the provision of accelerated education programmes. Such programmes can support children and youth to attain formal schooling equivalencies and can enable them to transition into formal schooling at appropriate grade levels, or to graduate from school with the necessary qualifications. Additionally, addressing the needs of over-aged children with targeted age-appropriate programming increases learning and protection in both traditional and accelerated programmes. Thus, this presentation shared how UNHCR initiated an Accelerated Education Working Group (AEWG) in 2015 to help strengthen inter-agency coordination and knowledge sharing around accelerated education. While current practices of AEWG members focus on accelerated education programmes at the primary school level, the linkages with secondary education are clear, given that programmes target youth who need to transition to secondary school. Therefore, the AEWG considers accelerated education programmes as a targeted intervention for youth to access to secondary education. During this discussion, UNHCR highlighted the importance of accelerated education programmes for conflict-affected youth, in addition to the objectives and progress of the AEWG. References UNHCR. (2016). Education Strategy (2012-2016). Retrieved from http://www.unhcr.org/5149ba349.html

6C. The Arts and Sports Education Moderator: Mr. Prasert Tepanart, Regional Director Aide et Action International, Southeast Asia and China, Thailand

• 6C.1 Non-formal Education and Life-long Learning Center of Nalaikh district, Ulaanbaatar, Mongolia • 6C.2 Enjoyment: The Key to Learning & Enrollment – The Role of Sport, Art and Music (SAM)

107

6C.1 Non-formal Education and Life-long Learning Center of Nalaikh district, Ulaanbaatar, Mongolia Mrs. Solongo Sukhbaatar, English Teacher Nalaikh Non-formal Life-long Learning Center, Mongolia

This presentation reviewed the innovative initiatives and positive lessons learned from the UN joint project “Comprehensive Community Services to Improve Human Security for the Rural Disadvantaged Populations in Mongolia” (2009-2012). Improving access to and quality of non-formal education in rural areas was one of the goals of this three year project, coordinated by UNESCO with the Government of Mongolia, implemented together with three other participating UN agencies (UNICEF, WHO and UNDP) and local partners.5 The goal of this project was to develop a structured system that met the educational needs of community members through non-formal and life-long education based on customized forms and flexible schedules. The objectives were: (1) To improve access and the quality of care and education for disadvantaged children by identifying and enrolling OOSC in education programs; (2) To improve access and the quality of literacy and general education; and (3) Vocational and life-skills training for illiterate and semi-literate populations and all community members. The areas of intervention included primary and secondary education level Equivalency Programme (EP) training for OOSC and adults; life skills and vocational training for children and adults; clubs and extracurricular activities for children; and literacy trainings for illiterate and semi-literate adults. This presentation shared that in twenty soums located in remote areas of the five project aimags (i.e., Bayan-Ulgii, Dornod, Uvs, Khovd, and Khuvsgul) where a large percentage of ethnic/ linguistic minorities and herders reside, twenty NFE Enlightenment Centres were established or rehabilitated. The project introduced new and strengthened approaches to literacy and Equivalency Programmes via Mobile-Ger Schools and the management of education services for children who dropped out of school. This presentation highlighted that recognizable progress was made with this project regarding the following: capacity building of NFE trainers in multigrade teaching; the provision of equivalency programmes; the actual enrolment of dropout children in equivalency programmes; and the completion rates of primary, secondary and upper-secondary education. Thus, the presentation concluded that the provision of Mobile Ger Schools has proved to be effective in enhancing outreach not only to dropout children, but also to herders requesting engagement in literacy and life skills training. 6C.2 Enjoyment: The Key to Learning & Enrollment – The Role of Sport,

Art and Music (SAM) Mr. Chris Howarth, Founder and Programmes Director United World Schools, Cambodia

5 The project focused on four main components. The one related to education addressed learning needs of disadvantaged rural populations through the NFE Enlightenment Centres, supported jointly by UNESCO and UNICEF. The other three components related to communication, health and small business development, supported by UNESCO, WHO and UNDP, respectively. The national counterpart for the education component was the Mongolian Ministry of Education, Culture and Science, with the NCNFDE as the implementing partner.

108 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

United World Schools (UWS) was founded in 2009, and while working in full partnership with the Provincial Authorities in Ratanakiri and Stung Treng, there are currently 34 primary schools operational, which serve 7000+ indigenous children in Cambodia. UWS is a non-political and nonreligious organization, and the first MOU with the Ministry of Foreign Affairs was signed in 2011. What differentiates UWS from other NGOs is that UWS builds schools, in full co-operation with the village communities in some of the most remote parts of Cambodia. This presentation shares the importance of sport, art and music (SAM) in the curriculum. In the remote areas where UWS operates, the national curriculum is not always suitable for the ethnic minority children. These children speak their own tribal language, and in the early years, they struggle to comprehend the national language and often find the curriculum too challenging and academic. Thus, the children, particularly boys, feel that school has little relevance for them, and attendance levels are low. Furthermore, parents often do not see the relevance of education and therefore prefer their children to join the work force. This presentation asserted that the curriculum needs to be more flexible, enjoyable and relevant in order to attract children into school. It is contended that SAM are far from involving rote teaching methods and rote learning. This presentation shares how SAM require children to think, create and to perform. It involves activities that they enjoy, and it involves skills that, in most cases, come naturally. Thus, SAM attract children to school, build self-esteem and are inclusive. Therefore, UWS holds that, especially in remote areas, SAM can offer children innovative and sustainable approaches to learning. For more information, please visit: http://www.unitedworldschools.org/

6D. Psychology and Mind-preparedness Moderator: Ms. Cecilia Soriano, Programmes and Operations Coordinator The Asia South Pacific Association for Basic and Adult Education (ASPBAE), Philippines

• 6D.1 Project Duke • 6D.2 Growing Learning Mindset on Doi Tung • 6D.3 Psychosocial Support in the Philippines 6D.1 Project Duke Mr. Jose H. De Mesa, City Administrator & Officer-In-Charge (OIC) City Education & Excellence Development Office (CEEDO), City of Balanga, Province of Bataan, Republic of the Philippines

As reported by UNESCO’s Institute of Statistics, the Philippines is among the top five countries with the highest number of out-of-school youth (OSY). Additionally, the Philippines’ Department of Education (DepEd) statistics reveal that 5.6 million pupils and students in the country (ages 6-15 years old) have dropped out or have never been to school, which serves as an added challenge to the already low literacy rate currently faced. This presentation highlighted that Project Duke’s target beneficiaries are OSY (ages 11-17 years old), especially those who belong to families whose annual income is less than 120,000 PHP

109

or 2,666 USD. The project uses an interdisciplinary approach to empower OSYs by facilitating a paradigm shift for them to take initiative; make positive decisions themselves; have significant impact on society; and serve as catalysts for positive change and progress. Therefore, Project Duke revolves around six components: (1) Duke Readers’ Club for the enhancement of literacy; (2) Duke’s Learning Center for the provision of the learning environment; (3) Life 101 Duke’s Camp for skills and character formation; (4) iBark Duke’s Volunteer Program for the promotion of volunteerism and mentoring; (5) Right Tree Congress for information and awareness; and (6) Scholarship Assistance for educational support. This presentation also shared that Project Duke utilizes a modular approach, which spans ten sessions and is spearheaded by student volunteer trainers and Duke Readers’ Club facilitators with select OSYs. This training involves knowing and accepting oneself; envisioning; goal-setting; leadership and team-building; and skills development. By employing innovative programming, Project Duke ultimately aims to deepen the inner desire of participating OSYs to improve their attitude and outlook on life. 6D.2 Growing Learning Mindset on Doi Tung Dr. Piyapat Chitpirom, Center for Educational Psychology (CEP), Foundation of Virtuous Youth, Thailand

This presentation shared that the most important aspect of education is the learning mindset of the child. Yet, it is asked, “How can we grow a learning mindset in our children?” The Socratic Teaching Programme seeks to answer this concern and is thus highlighted in this presentation, as it aims to develop a learning mindset and thinking skills in students. The Center for Educational Psychology (CEP) supports and facilitates this programme, as it holds that the teacher is a change agent in, and for education. Therefore, the Socratic Teaching Programme incorporates teacher trainings and workshops for teachers who serve migrant populations. It is reported that follow-up observations after training demonstrate positive outcomes and changes in teachers and students. This presentation concluded with the fact that this programme aims to foster a growth-mindset and a learning mindset in school, so that these mindsets can be carried out of school. 6D.3 Psychosocial Support in the Philippines Dr. Mee Young Choi, Head of Education Unit UNESCO Jakarta, Indonesia

UNESCO Jakarta has been working with the government in the Philippines to encourage the provision of psychosocial support, as this initiative was created to support teachers after Typhoon Yolanda (Haiyan) in the Philippines. Thus, the project objectives included reviewing and enhancing the 2007 Training Module on Psychosocial Interventions, as well as training of education policy decision-makers and schoolteachers in Yolanda (Haiyan)-affected areas. The sequential order of this project was reviewed, noting that long-term impact was aimed for, as well as capacity building at the national level. This presentation highlighted that, in partnership with UNESCO, the Philippines Department of Education published the teacher’s manual, Supporting, Enabling and Empowering Students: Manual on Psychosocial Interventions for Secondary School-aged Students During Disasters and Emergency Situations. This presentation also highlighted the positive outcomes and impact that partnership and psychosocial support provide for teachers and students.

110 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

6E. More Innovations for Youth and Adults Moderator: Mr. Roshan Bajracharya, Programme Specialist UNESCO Institute for Statistics (UIS-Bangkok), Thailand

• 6  E.1 Involving Mothers in Learning: To Promote Retention for their Children (Video Presentation) • 6E.2 Community-Based Enterprise Development (C-BED) • 6E.3 Enabling Sustainable Educational Service Delivery through Social Enterprise 6E.1 Involving Mothers in Learning: To Promote Retention for their Children Ms. Shaheen Attiq-ur-Rahman, Vice Chairman BUNYAD, Pakistan

* VIDEO PRESENTATION The situation analysis in Pakistan is provided in this presentation, and it includes the fact that many children remain out of school, with dropout rates high and literacy rates low. It is estimated that there are 20 million out-of-school children and youth (ages 5-16 years old) in Pakistan (NEMIS 2013-2014; PSLM 2012-2013). This presentation also reports that almost half of the children in Punjab are out of school, and 56% of the children dropout before finishing primary. It is disclosed that parents do not encourage their children to obtain their education, as many parents do not see the relevancy of education. Furthermore, in Punjab, this presentation notes that 47% of females have never been to school, compared to 28% of males. BUNYAD formed and registered in 1994, and the organization’s innovative programmes have already succeeded in helping one million people become literate. In this presentation, BUNYAD’s key working areas are shared, and it highlights how involving mothers in learning does, and necessarily will promote retention for their children. This presentation contended that unless mothers are involved in the process of learning, they will not be that eager to keep their child(ren) in schools because their primary focus is often only on survival. Therefore, the mother is seen as the change agent. BUNYAD presented some of their innovative projects in this presentation, including the women’s resource center, and shared the value added factors for success. Positive outcomes include, but are not limited to the following: increased enrolment and improved retention via NFE for OOSC; mothers’ literacy; capacity building of public school teachers; mothers’ support of education for their children; involving the district education department; promoting reading habits via supplementary reading material; e-learning; and mobile phone learning. This presentation also shared other innovative projects, as well as the social impact of initiatives; success indicators utilized for projects; and the challenges that remain. References National Education Management Information System (NEMIS). (2013-2014). Pakistan Education Statistics Report. Pakistan Bureau of Statistics. (2004-2015). Pakistan Social and Living Standards Measurement (PSLM). Retrieved from http://www.pbs.gov.pk/content/pakistan-social-and-living-standards-measurement

111

6E.2 Community-Based Enterprise Development (C-BED) Mr. Wade Jonathon Bromley, Livelihoods and Enterprise Development Technical Officer International Labour Organization (ILO), East and Southeast Asia and the Pacific, Thailand

Community-Based Enterprise Development (C-BED) applies a learner-centered methodology for developing skills through small group work, hands-on activities, and knowledge sharing within peer networks. Developed by the International Labour Organization (ILO), this innovative approach to business management and entrepreneurship training is low cost, easy to implement, and sustainable. This presentation reported that with C-BED, participants self-facilitate their own training by working together in small groups consisting of five to seven individuals and follow simple step-by-step instructions set out in the training manual provided. Through this approach, the program develops important soft skills alongside business competencies, such as critical and creative thinking, problem solving, and communication. Learning manuals are provided free by the ILO in a variety of languages and published under a creative commons license with the intention that institutions will adapt the materials to local contexts and contribute to their ongoing improvement. Consequently, this program can be implemented by any interested organization and is ideal for limited resource settings due to the few resource requirements and no trained-trainers or business consultants are needed. This presentation emphasized that the program is successfully reaching vulnerable and hard to reach populations such as out-of-school youth, people with disabilities, refugees and asylum seekers, rural entrepreneurs and those in post-disaster settings. This presentation also highlighted the fact that more than 70 organizations are using C-BED in 20 countries across Asia and the Pacific, the Middle East, North Africa, and Latin America. Thus, this emphasized that community-based peer learning methodology is an innovation for engaging underserved and hard-to-reach populations in entrepreneurship and business management training programs. Furthermore, this presentation noted that beyond C-BED, the ILO has considerable expertise, credibility, networks, tools and experiences that can assist development practitioners in their work to strengthen entrepreneurship and business development outcomes. For more information, please visit: http://www.ilo.org/asia/whatwedo/projects/WCMS_375173/lang--en/index.htm For more information regarding C-BED, please visit: www.cb-tools.org 6E.3 Enabling Sustainable Educational Service Delivery through

Social Enterprise Mr. Samphors Vorn, Country Programme Director Aide et Action, Cambodia

*Contributing author: Aide et Action Cambodia Despite the demonstrated importance of early childhood development (ECD) and early primary education, the Royal Government of Cambodia (RGC) is still struggling with the equitable provision of education as it faces many challenges including inadequate teacher training and

112 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

limited access, especially in rural areas. The RGC has therefore called upon non-state actors to help fill the gaps (MoEYS, 2014). In this context, social enterprises offer a unique opportunity for financial sustainability for ECD and primary education programmes in Cambodia. This presentation shared that social enterprises are increasingly adopted by NGOs as sources of financial sustainability and independence from the charity model, which is reliant on donations. Therefore, social enterprises are considered the step forward for sustainable NGO operations. Though there are several enterprises of social businesses, its core concept is that commercial strategies are applied to create social benefit that allow societies to function more efficiently rather than for private profit or maximizing returns for external shareholders (Grameen Creative Lab, n.d.). Thus, in Cambodia, social businesses may be operating within the NGO (i.e., an internalized commercial activity) or as a private entity separated from the NGO (i.e., a social enterprise). This presentation reported that the iLEAD Education Social Enterprise (iLEAD ESE) is a progressive ECD and Primary education model developed and led by Aide et Action Cambodia (AEAC) that responds to the RGC’s call to address gaps, as well as the demonstrated need for ECD and primary education with a financially sustainable model. The model consists of a multi-layered approach to sustainable ECD service delivery that has three mutually beneficial activity streams: iLEAD Community Centres; iLEAD International School; and iLEAD Teacher Training Centre. The iLEAD ESE model is constantly evolving and expanding through the development of new iLEAD community preschools, the enrolment of new teachers in the Teacher Training program, enrolment of new students in iLEAD International School, and the identification and enrolment of OSC. By the end of 2016, iLEAD ESE will be operating in 100 communities, and by the end of 2017, in 150 communities across Cambodia including 150 teachers and 3,500 students. Furthermore, an additional 5,000 primary-aged OOSC are to be identified and enrolled within the communities iLEAD is operational. References Cambodian Ministry of Education. (2014). Education Congress. Retrieved from http://www.moeys.gov.kh/en/ education-congress-2014.html#.Vw41qSN973B Grameen Creative Lab. (n.d.). The Social Business concept. Retrieved from http://www.grameencreativelab.com/aconcept-to-eradicate-poverty/the-concept.html

For more information, please visit: http://seac.aide-et-action.org/ilead-launch-in-cambodia/

113

SPECIAL SUB-SESSIONS Collaboration with the Private Sector

3E. CSR Asia 10 Case Studies on Education Mabel Wong, Executive Director CSR Asia, Australia

Nisagon Khongphaitoon, Corporate Citizenship & Corporate Affairs Professional IBM Thailand

CSR Asia presented 10 case studies regarding access to education and alternative delivery of learning to children outside the traditional schooling system. Overall, this session showcased practices that companies are already implementing in the field of education and successful projects funded by or operated by businesses in Asia. CSR Asia presented eight case studies and IBM introduced their approach and involvement in education in Asia and gave an overview of two of their flagship initiatives.

4E. Leveraging the Assets & Expertise of the Private Sector Sandy Walsh, Director, Social Innovation Group, Asia Pacific, Cisco, Thailand

Caroline Sharp, Vice President Corporate Citizenship APAC Credit Suisse, Singapore

Patimakorn Yutitham, Management Quality Manager Fuji Xerox Thailand

Moderator: Richard Welford, Chairman CSR Asia, Singapore

Many corporates and foundations support access to education in different ways. This session explored the ways in which this can be done through financial support such as the provision of scholarships, or incentivising though other means. Thus, this session discussed the following: (1) Leveraging assets and influence from the private sector; (2) The role of skills-based volunteering; (3) Understanding opportunities for international organizations and NGOs to work with the private sector; and (4) Challenges and Opportunities: Scalability and Entry points.

114 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

5E. Creating Strategic Partnerships with the Private Sector Nicola Crosta, Co-Founder Baan Dek Foundation, Thailand

Angela Soteber, Communications & Public Affairs Manager SEA Mubadala Petroleum, Singapore

Graeme Ham, Vice President Talent & Culture AccorHotels - Malaysia, Indonesia and Singapore

Numerous players are involved in the education space, from governments to corporates and NGOs, to national and international institutions. This session showcased collaborative approaches for supporting education and thus looked at partnership opportunities, challenges and effective interventions that seek to provide better access to education. This session thus explored the business case for engagement, and therefore, the discussion among private sector representatives and NGOs sought to present the basic principles needed to establish effective and efficient partnerships; review case examples of successful partnerships; and discuss future opportunities involving the private sector.

115

116 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

117

© UNESCO/S.Chaiyasook

118 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

PART THREE Closing Session Outcome Document Summary Dr. Ethel Agnes P. Valenzuela, Deputy Director Programme and Development, Southeast Asian Ministers of Education Secretariat (SEAMEO Secretariat), Thailand

Mr. Tanvir Muntasim, International Policy Manager Education, ActionAid International, Thailand

Dr. Kraiyos Patrawart, Policy Specialist Education Finance and Policy, Quality Learning Foundation (QLF), Thailand

An overview of the Outcome Document was presented, with discussion of the contents, as well as the processes used and inputs gathered to develop the document. Participant and country input was requested in this session, as this outcome document will aim to provide guidelines for future work and initiatives for OOSC, with a view to Education 2030 and SDG 4. The final version of the Outcome Document is available in PART FIVE of this document.

Closing Remarks Dr. Caroline Pontefract, Director of Education Department United Nations Relief Works Agency (UNRWA), Headquarters, Amman, Jordan

This discussion highlights the vital topics discussed during this Summit, noting first that education structures and systems must be empowered and work together in a coherent way. The role of teachers and school leaders is also highlighted as crucial, as they will be, and must be the leaders of teaching and learning. The data is considered vital, as well, and it must move beyond the numbers to qualitative matters, answering such questions as, “Why are these children out of school?” Advocacy to the wider community and to governments continues to be required and needed. Furthermore, it is noted that “quality education,” as such, should address the needs of every child, which includes a differentiated approach and relevant curricula. Quality education is, itself, “good education,” and therefore, it is necessarily adaptable to various contexts and populations. Finally, it was emphasized that there must be accountability, which requires data to know what is happening when OOSC are in the system; the current practices used to address the issues; and the impacts (intended and unintended) of OOSC programming and initiatives. All of these education issues and factors discussed at this Summit can therefore be seen to work in concert and aim to create positive outcomes and sustainable learning environments for OOSC.

119

Mr. Dean Brooks, Director International Network on Education in Emergencies (INEE), New York, United States of America

This discussion highlights the importance of bridging the development and humanitarian worlds, and this Summit is said to be an important step to linking these worlds. It is highlighted that the outcome document, itself, holds many connections with INEE’s Minimum Standards for Education: Preparedness, Response, Recovery (INEE, 2010). Additionally, it is noted that these minimum standards may prove to be an important resource for all who attend the Summit, as every context and education system faces emergencies and disasters, which necessarily require preparedness, as well as an understanding of appropriate responses and recovery efforts in education. Thus, these standards seek to provide a foundation on which education actors and active agents can plan and respond, and therefore, it is encouraged that possible inputs from these standards for the Summit’s outcome document be explored. References INEE. (2010). Minimum Standards for Education: Preparedness, Response, Recovery. Retrieved from http://toolkit. ineesite.org/inee_minimum_standards/handbooks

For more information, please visit: http://www.ineesite.org/en/minimum-standards

Mr. Suphat Champatong, Ph.D., Deputy Permanent Secretary General Thai National Commission for UNESCO, Thailand

Ladies and Gentlemen, As the Asia Summit on Flexible Learning Strategies for Out-Of-School Children draws to its conclusion, I would like to express my gratitude and appreciation to all participants for the insights and information you have shared, and for the useful comments made during our discussions and deliberations. During this three-day meeting, we have had a very open and fruitful dialogue. There has been a stimulating free flow of ideas by word and image, and issues have been addressed, and different educational methodologies and initiatives have been suggested, to support learning strategies for children who remain out of school. These can be shared throughout our Asia region. Ladies and gentlemen, my sincere thanks and appreciation go to UNESCO Bangkok, UNICEF East Asia and the Pacific Regional Office, the Regional Office for South Asia, and also to all those partners and officials who have collaborated in organizing this important summit. My special thanks go to the Office of the Basic Education Commission, and the Office of Non-formal and Informal Education in the Thai Ministry of Education, for their support in organizing cultural performances and exhibitions. I believe that we have successfully achieved this meeting’s objectives, and I congratulate you all on this substantial achievement. Once again, I thank all who have been involved in the organization of this meeting, and, particularly, you the delegates for your participation and contribution. I wish you all a safe journey home.

120 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

Mr. M.H.M.N. Bandara, Director South Asian Association for Regional Cooperation (SAARC), Education, Security Aspects and Culture Division (ESC), Nepal

Distinguished Delegates, Ladies and Gentlemen, Good evening. It gives me great pleasure to be here today. The third day of the Asia Education Summit on Flexible Learning Strategies for Out-Of-School Children. Participating at the outset, I would like to congratulate the organizers for having this valuable workshop on the theme, which has become far more relevant in today’s world than ever before. On behalf of the South Asian Association for Regional Cooperation, I would like to express earnest greetings and best wishes from the Secretary-General of the SAARC to the Director of UNESCO Bangkok Office and his able team for this important workshop. I would like to highlight the valuable support given by the other government and non-government agencies in South and South East Asia for the program. During the last three days, we gathered here to gain and share the experience among the participants on the metrics on the flexible learning strategies for out-of-school children. As you would agree, the purpose of our assembly here to discuss and analyze the experience related to education from top management level to grassroots level people who came from education sectors based in South and South East Asia Regions. We observe that the participants who joined for the workshop comprise with real ground experience through the collective achievements, which they reissue by action in respective countries. I’m confident that the formula which they use in practical scenario on the education sector will be helped enhance education strategies and cooperation among the government and non-government agencies in the region. During the basic discussion, it has initiated that the participants of the program have been engaging in various formal and informal education activities to enhance the important role, to fulfill the gap on unfinished goals and aims on the education sector in the region. As we look back at our previous deliberation, the recommendations have been to continue our such endeavors as opportunities like these provide an important form to exchange regarding challenges and effective solutions for dealing with education related cases, including the value of learning and exchanging information about the practical and substantive direction of their neighboring command, and better conditions among the resource persons in order to improve understanding of the challenges that face them in their role in the education arena. This is extremely difficult and challenging work because the challenges are not the same like tailor-made solution due to challengeable ground situation is region on geographical, social, and cultural barriers. The need to cooperate with each other is growing for all the reasons I have described, so I am convinced that we need to have coherent approach that is sustainable for the long-term policy for the real ground situation. The disputers are different from country to country and depending on the scale of nature of the challenges. On this last annotation, I would like to make a few remarks on the very interesting story we just heard during the session delivered by our resource person through their own experience in the practical grassroots level. The two participants who came from JICA have explained how they were best challenged during their duties in Pakistan and Afghanistan on informal education arena. She mentioned that many children have knowledge on their issue with the practical situation; therefore, they started to teach them among children with existing knowledge not the

121

formulated work by JICA. In addition, JICA delegation has explained how they were involved in emergency activities during the operation of relief work with earthquake victims in Nepal. Also, I very much appreciate the background information which I received on the Bamboo School, and its results-oriented outcome. In addition, we have got some added information from the lectures on multi-grade and multi-classes experience in both Thailand and Sri Lanka. Also, the experience on education in emergencies and natural disasters, migrant children, and human trafficking issues were very interesting, we got many experiences and true stories from the participants. With this word, I would like to stop here with the firm belief that the collective wisdom of our distinguished and eminent participants here. This workshop would make recommendation, which would pave the way to our collective effort and effectively implementing the solution for the facing challenges on education arena for the out-of-school children in the South and South East Asia Regions. I thank you all. Thank you.

122 Asia Education Summit on Flexible Learning Strategies for Out-of-School Children