The launch of the Out-of-School Children and Youth (OOSCY) Rapid Scoping Study on 28 November 2024 at the Royal Orchid Sheraton Hotel and Towers in Bangkok, Thailand, brought together over 100 participants, including policymakers, government agencies, NGOs, and education stakeholders across Southeast Asia and beyond. The event also served as an important platform for convening policy dialogues with policymakers from ministries of education in Southeast Asia.

The region has made notable achievements in advancing accessible and equitable education. However, the impacts of climate change and the COVID-19 pandemic caused major setbacks and underscored the need for a deeper understanding of Out-of-School Children and Youth (OOSCY) and the importance of an informed and coordinated response.

Thus, the Rapid Scoping Study explored underlying causes of school dropout and non-enrolment, with attention to gender and socio-economic factors, while also assessing contemporary policies and programmes. The findings provide valuable insights that were further discussed during the policy dialogues. Two Policy Dialogues were held, with the first focusing on supporting OOSCY in the region from the standpoint of policymakers and the second focusing on OOSCY and EdTech with representatives from various education stakeholder groups.

Distinguished education leaders (from left to right):

Dr Chin Sam Ath, Deputy Director, Policy Department, Ministry of Education, Youth and Sport, Cambodia;
Dr Irsyad Zamjani, Head of Centre for Education Standards and Policy, Ministry of Primary and Secondary Education, Indonesia;
Ms Philany Phissamay, Acting Director General, Department of Non-Formal Education, Ministry of Education and Sports, Lao PDR;
Dr Win Pe, Deputy Director General (Academic), Department of Alternative Education, Ministry of Education, Myanmar;
Ms Duriya Amatavivat, Special Advisor to the Office of the Permanent Secretary, Ministry of Education, Thailand; and
Mr John Arnold Siena, Deputy Director for Programme and Development, SEAMEO Secretariat.

The panel highlighted the alarming increase from 7 million OOSCY in 2017 to 11.8 million in 2024, an increase of almost 5 million out-of-school children and youth, as determined in the Rapid Scoping Study. The panel added that significant challenges remain in determining precise figures due to inconsistent data collection methods, the absence of standardised data frameworks, and varying national definitions of OOSCY.

To address this, policymakers underscored the importance of improving data collection and accuracy to identify OOSCY and understand the root causes of school dropout. This, in turn, would enable the development of more targeted and effective interventions to address the diverse needs of OOSCY.

From Thailand, Ms Duriya Amatavivat, Special Advisor to the Office of the Permanent Secretary, Ministry of Education, shed light on the importance of tailoring education pathways to the individual circumstances of out-of-school children. By customising learning pathways, countries can better meet the needs of children who have dropped out for several reasons.

Additionally, Dr Win Pe, Deputy Director General of Alternative Education, Myanmar, emphasised the importance of providing financial support for OOSCY families and expanding Technical and Vocational Education and Training (TVET) and Non-Formal Education (NFE) programmes. These initiatives are critical for re-engaging out-of-school children and youth.

Ultimately, policymakers highlighted the importance of enhancing data systems for additional data that is accurate, contributing to evidence-based initiatives and the development of tailored education pathways for individual needs, and ultimately financing these pathways. Together, these approaches aim to create evidence-driven, inclusive systems that effectively respond to the needs of OOSCY and promote equitable access to education across the region.

While all policymakers shared inspiring examples of impactful initiatives during the dialogue, the following highlights two notable efforts that demonstrate innovative approaches to addressing the needs of OOSCY.

In Lao PDR, mobile teaching—where teachers are brought directly to villages—stands as a notable example of innovation in expanding education access. This initiative has successfully reached children in remote areas, overcoming geographic barriers and providing opportunities for girls who are otherwise unable to attend school due to household responsibilities.

In Indonesia, Dr Irsyad Zamjani, Head of Centre for Education Standards and Policy, Ministry of Primary and Secondary Education, Indonesia, highlighted the success of over 10,000 community learning centres in providing non-formal education and equivalency programmes for OOSCY. These centres serve as vital platforms for re-engaging children in education, helping them gain skills and qualifications that open pathways to further learning and development.

The finding of the study also shed light on Technical and Vocational Education and Training (TVET) as one of the priority programmes in addressing OOSCY. Across Southeast Asia, vocational education and training systems are well-established, managed by various ministries and organisations. For instance, Institute of Brunei Technical Education (iBTE) equips their students with industry-relevant skills, fostering confidence and adaptability to meet global challenges and produce technically skilled graduates.

Policymakers agreed that addressing the OOSCY challenge in Southeast Asia requires sustained collaboration and knowledge-sharing across countries.

Mr Summer Xia
Director Southeast Asia, British Council

As emphasised by Mr Summer Xia, Director Southeast Asia, British Council, in his speech, the insights from the dialogues will be distilled into a policy brief over the coming months. This brief aims to guide policymakers, educators and development partners as we strive to reduce the numbers OOSCY across Southeast Asia. By aligning national policies with regional priorities and fostering a multi-stakeholder approach, the region can build a more inclusive education system that leaves no child behind. Additionally, promising practices in action should be continuously supported while pursuing further innovations.

Key actions include improving data systems for accurate decision-making, designing tailored interventions to meet diverse learner needs, and setting both short- and long-term policy goals. Policymakers also recognised the importance of cultural campaigns to engage marginalised groups and promote inclusivity.

With continued commitment, Southeast Asia has a unique opportunity to significantly reduce the number of out-of-school children, ensuring that every young person can learn, grow, and thrive.

The panel also discussed positive influences that can help keep children in school, including dedicated teachers, strong engagement with families and caregivers, and effective partnerships with non-governmental organisations (NGOs) providing educational resources most needed by OOSCY.

The rapid scoping study on Out-of-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 Indonesia, in partnership with Australian Council for Educational Research (ACER) and EdTech Hub.

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