Southeast Asian education leaders and partners renewed their commitment to advancing foundational learning at the SEAMEO Diplomatic Briefing and Policy Roundtable, held in Bangkok on 17 July 2026. Conducted in a hybrid format, the event brought together 76 participants from ministries of education, diplomatic missions, SEAMEO bodies and partner organisations to discuss how regional evidence can be translated into stronger policies and classroom practices.

A key milestone of the briefing was the launch of the SEA-PLM Pluriannual Strategic Framework 2026–2031, alongside the formal launch of SEA-PLM 2029, the programme's third assessment cycle. Supported by a renewed five-year SEAMEO-UNICEF partnership, the framework sets out a shared direction for translating findings from SEA-PLM 2024 into policies and practices that improve children's learning. Regional cooperation will remain central to this effort, particularly in strengthening national capacity, facilitating knowledge exchange and supporting evidence-informed reforms.

Participating countries shared examples of how SEA-PLM evidence is already informing national priorities. Cambodia is strengthening early-grade reading and mathematics, while Lao PDR plans to use the findings to inform its next education sector plan. Malaysia highlighted the importance of identifying learning gaps early, Myanmar reiterated the use of SEA-PLM evidence to strengthen learning resources, Philippines articulated the need for stronger data use to inform ongoing reforms, while Viet Nam demonstrated how assessment insights can contribute to curriculum improvement and teacher development. Together, these experiences underscored the value of using assessment not only to measure learning, but also to guide concrete action.

Building on these country perspectives, the afternoon policy roundtable turned the discussion towards teachers and classroom realities, building upon further analysis and interpretation of SEA-PLM 2024 data. Participants identified four priorities for strengthening teaching and learning: targeting support to classrooms with the greatest needs; protecting teaching and learning time; making professional development practical and continuous; and using assessment evidence to guide instruction. Coaching, mentoring and school-based professional learning were also emphasized as important approaches for helping teachers respond effectively to diverse learning needs.

The discussions will inform a forthcoming SEA-PLM policy brief on teachers, as well as further analysis to support national education reforms. They also reinforced a shared regional ambition: for Southeast Asia to become the world's fastest-improving region in foundational learning within five years. Reaching this ambition will require sustained investment in teachers, timely support for learners who are falling behind, and effective use of evidence to identify and close learning gaps.

The event formed part of the SEA-PLM Phase 2 project, supported by the Government of the Republic of Korea through the ASEAN-Korea Cooperation Fund (AKCF).

Join SEA-PLM 2029: Turning Evidence into Action

Southeast Asian countries, subnational education authorities and partners are invited to contribute to a shared vision of improving foundational learning and strengthening evidence-informed education systems across the region. Explore participation and partnership opportunities at www.seaplm.org.

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