Regional Stakeholders Consultation Meeting for Balanced and Inclusive Education in Southeast Asia
5-6 July 2017 Bangkok, Thailand


Global interactions have brought many benefits to societies in terms of educational opportunities, economic development, cultural pluralism, and improvements in health and mortality rates. These global benefits come, however, with a price which includes increased inequalities in resource distribution, forced movement of people, and the erosion of historic values, cultures, and languages.
The most predominant challenges to inclusive education from the perspective of cultural connectivity are being addressed through global citizenship education around the world. While these efforts have proven impactful in certain contexts, innovative responses remain to be found and implemented in many parts of the world to improve effective policies and practices.
There is therefore an imperative that inclusion and diversity are emphasised upon at early stages of educational experience of young people. The greater knowledge on the interdependence and connectivity of cultures will enable young people from various backgrounds to become responsible citizens of their countries and to be recognised as drivers of socio-economic growth based on their ability to value connectivity, interdependence, and cooperation across cultures.
In alignment with the global needs and SEAMEO Education Agenda (2015-2035) #2 Addressing Barriers to Inclusion, SEAMEO Secretariat together with the Education Relief Foundation (ERF) organised the Regional Stakeholders Consultation Meeting for Balanced and Inclusive Education in Southeast Asia on 5-6 July 2017 in Bangkok Thailand.



This Regional Stakeholders Consultation Meeting for Balanced and Inclusive Education in Southeast Asia jointly organised by the SEAMEO Secretariat and The Education Relief Foundation aims to:

  1. Provide situation on Balanced and Inclusive Education in Southeast Asia though country presentation;
  2. Share policies and implementing mechanism for achieving balanced and inclusive education based on intraculturalism, transdisciplinarity, dialecticism and contextuality (ERFs four pillars of balanced and inclusive education); and
  3. Discuss key recommendations to promote balanced and inclusive education in the context of the ever-increasing complexity of the Southeast Asian economic, socio-cultural, and political environment, developing teacher imbued with ASEAN ideals.


The Stakeholders Consultation Meeting for Balanced and Inclusive Education in Southeast Asia Stakeholders Consultation Meeting for Balanced and Inclusive Education in Southeast Asia aims to provide platform for presenting the countrys state of education in terms of promoting policies and programmes in support of balanced and inclusive education.

Thematic discussions will provide a platform to discuss policy and programme recommendations that will be promoted till within the SEAMEO Education Agenda 2035 and the UN Sustainable Development Goal No 4, Ensure Inclusive and equitable quality education and promote lifelong learning opportunities for all.



The workshop were attended by representatives from from SEAMEO high officials and representatives from Member Countries, along with partners such as UNESCO, the UN Childrens Fund (UNICEF), the Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP), the Asia Pacific Center for Education for International Understanding (APCEIU) and the Rotary Club of Mechan.



The workshop produced the policy recommendation on balanced and inclusive education as shown in the following table.

Capacity Building of Teachers Pedagogical Practices Curriculum Learning Materials Data and ICT Infrastructure and Facilities
Train teachers to adopt integrated approaches Introduce Global Citizenship Education (GCED) in subjects, especially social science Understands and values social responsibility Develop strategies or modules for “second-chance education” Develop mobile apps for data access or integration Provide accessible and equitable facilities in schools and communities
Advocate BIE across levels to support capacity-building activities Change the mental into the social educational model Involve parents and children in curricular development (needs assessment) Train teachers to contextualise learning materials for children with special needs and flexible learning Create a network of schools Develop standards for facilities to satisfy BIE requirements
Establish working discussion groups in accordance with action plans (invite resource persons and experts on BIE) Encourage students to learn other languages Use the universal design for lifelong learning Create more learning materials that have better local context, more local examples, and encourage appreciation of local contributions, especially for science and literature Train teachers on database formulation Strengthen connections between teachers and students
Use ICT to support teacher training Adapt pedagogical practices to students learning styles Localise or indigenise curricula Use traditional materials in life skills teaching Build an e-library for both national and regional users Ensure the support of parents and the society for BIE-related initiatives
Build capacity of mobile teachers in leading adult learners, the disabled, and other disadvantaged people Develop mother-tongue-based learning materials Reform or develop curricula or teaching-learning materials to meet all learners needs   Facilitate the organisation of digital hubs Constantly share student progress with parents
Provide special BIE and language training Bridge the generation gap between students (millennials) and educators (Gen Xers) Embed education for peace development and global citizenship as content of core subjects   Create thematic webinars for the use of both teachers and students Provide adequate safety and security awareness training
Improve teachers ability to spot special students Encourage more leaning than teaching Embed inclusive education in teacher education curricula   Establish special schools with BIE resources  
Continuously upgrade teachers skills Use the cooperative learning approach to teaching Make curricula more relevant to the ever-changing global requirements   Improve data collection, dis-aggregation, and analysis  
Share best practices          
Encourage the Use of local wisdom from parents and local leaders to enrich teaching   Use all known disciplines and involve all kinds of experts in designing or revising curricula      
    Integrate “coding” into curricula as part of digital literacy      
    Combine elements of foreign curricula into ones own core curriculum