The findings of a rapid scoping study, launched on 28 November 2024 in Bangkok, Thailand, alongside the 47th SEAMEO High Officials Meeting, revealed a significant rise in the number of out-of-school children and youth (OOSCY) in Southeast Asia. Conducted by EdTech Hub and the SEAMEO Secretariat under the ASEAN-UK Supporting the Advancement of Girls Education (ASEAN-UK SAGE) Programme, the study estimates that 11.8 million children and youth in the region are out of school. This figure exceeds pre-pandemic estimates and represents nearly 5% of the global OOSCY population, underscoring the urgent need for targeted interventions.

The study explores the complex factors contributing to this issue, including interrelated challenges such as limited infrastructure and transport in rural areas, physical and emotional bullying—perpetrated by peers and educators—and mental health issues like anxiety, depression, and addiction.

Other factors include financial barriers that force families to prioritise work over education, gender barriers where boys leave school to support their families and girls drop out due to early marriage or caregiving, and inadequate infrastructure and support systems that exclude children with disabilities.

To examine these findings, two policy dialogues were held during the launch event, engaging policymakers and education experts to discuss local challenges and reflect on success stories, promoting evidence-based strategies to support OOSCY in the region.

A distinguished panel of policymakers from Cambodia, Lao PDR, Indonesia, Myanmar, and Thailand convened to address the pressing issue of out-of-school children and youth (OOSCY) in the region. The discussions emphasised the urgent need for more accurate and comprehensive data collection to effectively identify OOSCY populations, understand the underlying causes of school dropouts, and design targeted interventions to meet their diverse needs.

The dialogue showcased several promising practices, including Thailand’s National Zero Dropout Policy, which aims to ensure every child completes their education, and Lao PDR’s innovative mobile teaching initiative, which brings education directly to underserved communities. These initiatives offer valuable insights and inspiration for regional efforts to tackle educational disparities.

The panel included policymakers and Educational Technology (EdTech) experts who discussed EdTech’s potential to enhance access, quality, and inclusivity in education through flexible, personalised learning experiences, especially for those facing barriers to traditional classrooms. Discussions centred on how EdTech can address logistical challenges and strengthen alternative learning systems for OOSCY.

Despite its potential, bridging the digital divide—characterised by a lack of devices and digital literacy—remains essential to fully harnessing education technology. Panelists also emphasised the need for sustainable, scalable solutions supported by robust evaluations and for equipping educators with the skills to integrate technology effectively.

The study proposes a set of recommendations for policymakers, including:

Addressing financial barriers: Implementing financial aid programmes, exploring conditional cash transfers, and fostering public-private partnerships to support OOSCY initiatives.

Enhancing learning pathways: Expanding access to vocational training and non-formal education, prioritising foundational skills, ensuring curricula are relevant and engaging, and increasing financing for OOSCY interventions.

Introducing supporting structures: Adopting a holistic approach that addresses learners’ educational, emotional, and social needs, investing in teacher well-being, tackling school violence, and increasing support for children with disabilities.

Harnessing technology: Promoting digital literacy, developing low-tech solutions for remote areas, and ensuring learning continuity through low- and high-tech distance learning, and investing in educator training for effective integration of EdTech.

Improving OOSCY monitoring, evaluation, and learning: Establishing robust reporting mechanisms for OOSCY data, creating accessible monitoring frameworks, and fostering knowledge sharing among stakeholders.

It is important to note that while this study provides a critical analysis of the OOSCY situation in the region, it is a rapid scoping study offering a high-level overview. To better understand the complexities within each nation, in-depth country studies and thematic analyses will be conducted. These investigations will explore the nuances of each context, offering more specific and targeted recommendations. By addressing the interplay of factors contributing to this issue and implementing the proposed interventions, SEAMEO Member Countries can ensure all children and youth have access to quality education and the opportunity to reach their full potential.

The rapid scoping study on Outof- School Children and Youth in Southeast Asia was co-authored by EdTech Hub and the SEAMEO Secretariat. The research study, report launch, and policy dialogue were conducted as part of the ASEAN-UK SAGE Programme delivered by the SEAMEO Secretariat and the British Council. The study was conducted in collaboration with SEAMEO Centres: VOCTECH, SEN, CHAT, INNOTECH, SEPS, QITEP in Science, and CELLL; peer reviewed by: Level the Field UK, UNESCO Bangkok, and ACER; and supported by SEAMEO Member Countries.

ASEAN-UK SAGE is an ASEAN cooperation programme funded by UK International Development from the UK government.