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1、2023GLOBAL EDUCATION MONITORING REPORTTechnology in education:A TOOL ON WHOSE TERMS?Southeast Asia2023GLOBAL EDUCATION MONITORING REPORTSOUTHEAST ASIATechnology in education:A TOOL ON WHOSE TERMS?UNESCO is an Open Access publisher and all publications are made available online,free of charge through

2、 UNESCOs documentary repository.Any commercialization of its publications by UNESCO is for cost-recovery of nominal actual costs for printing or copying content on paper or CDs,and distribution.There is no profit motive.By using the content of this publication,the users accept to be bound by the ter

3、ms of use of the UNESCO Open Access Repository(https:/www.unesco.org/en/open-access/cc-sa).The present licence applies exclusively to the text content of the publication.For the use of any material not clearly identified as belonging to UNESCO,prior permission shall be requested from:publication.cop

4、yrightunesco.org or UNESCO Publishing,7,place de Fontenoy,75352 Paris 07 SP France.Images marked with an asterisk(*)do not fall under the https:/creativecommons.org/licenses/by-sa/3.0/igo/CC-BY-SA license and may not be used or reproduced without the prior permission of the copyright holders.The des

5、ignations employed and the presentation of the material in 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 boundarie

6、s.This publication can be referenced as:UNESCO.2023.Global Education Monitoring Report 2023:Southeast Asia:Technology in education A tool on whose terms.UNESCO,ParisFirst edition Published in 2023 by the United Nations Educational,Scientific and Cultural Organization,7,Place de Fontenoy,75352 Paris

7、07 SP,France,and the Southeast Asia Ministers of Education Organization(SEAMEO),920 Sukhumvit Road,10110 Bangkok,Thailand.UNESCO and SEAMEO,2023Typeset by UNESCOGraphic design by Optima Graphic Design Consultants Ltd Layout by Optima Graphic Design Consultants LtdISBN:978-92-3-100638-8 https:/doi.or

8、g/10.54676/RJNF1598Photography caption:On 24 July 2020 in Phnom Penh,Cambodia,Nha Nha helps her little sister Sopheap with her homework using a live streaming lesson.The school has been using streaming apps to provide essential teacher-student interaction and creating a series of physical training e

9、xercises.Using Google Classroom,Telegram and Facebook Groups,as well as Messenger,students are allowed to continue their studies from the safety of their home.To ensure students have suitable equipment to learn online,Indochina Starfish Foundation loans tablet computers to those that need them.Subsi

10、dies are also available for students who struggle to afford an internet connection.Photo credit:UNICEF/UNI358638/CristofolettiAny errors or omissions found subsequent to printing will be corrected in the online version at:https:/www.unesco.org/gem-report/enThis report and all related materials are a

11、vailable for download here:https:/www.unesco.org/gem-report/en/2023-southeast-asia The Education 2030 Incheon Declaration and Framework for Action specifies that the mandate of the Global Education Monitoring Report is to be the mechanism for monitoring and reporting on SDG 4 and on education in the

12、 other SDGs with the responsibility to report on the implementation of national and international strategies to help hold all relevant partners to account for their commitments as part of the overall SDG follow-up and review.It is prepared by an independent team hosted by UNESCO.The Global Education

13、 Monitoring Report team is responsible for the choice and the presentation of the facts contained in this book and for the opinions expressed therein,which are not necessarily those of UNESCO and do not commit the Organization.Overall responsibility for the views and opinions expressed in the report

14、 is taken by its Director.The Global Education Monitoring Report is an independent annual publication.The GEM Report is funded by a group of governments,multilateral agencies and private foundations and facilitated and supported by UNESCO.The Global Education Monitoring Report teamDirector:Manos Ant

15、oninisBenjamin Alcott,Samaher Al Hadheri,Daniel April,Bilal Fouad Barakat,Marcela Barrios Rivera,Madeleine Barry,Yekaterina Baskakova,Yasmine Bekkouche,Daniel Caro Vasquez,Anna Cristina DAddio,Dmitri Davydov,Francesca Endrizzi,Stephen Flynn,Lara Gil,Chandni Jain,Priyadarshani Joshi,Maria-Rafaela Kal

16、di,Josephine Kiyenje,Kate Linkins,Camila Lima De Moraes,Alice Lucatello,Kassiani Lythrangomitis,Anissa Mechtar,Patrick Montjourids,Claudine Mukizwa,Yuki Murakami,Manuela Pombo Polanco,Judith Randrianatoavina,Kate Redman,Maria Rojnov,Divya Sharma,Laura Stipanovic,Dorothy Wang and Elsa Weill.Digital t

17、echnology is rapidly transforming many aspects of society and the economy in Southeast Asia and is beginning to leave its stamp on education.This edition accompanies the 2023 Global Education Monitoring Report,which acknowledges technology as a useful tool but invites the education community to ques

18、tion on whose terms it is deployed.Three main challenges are considered:In terms of equity and inclusion,while technology helps lower costs to access education,internet connectivity at home is highly unequal by wealth and location,and less than half of rural schools in the region have internet.In te

19、rms of quality,digital technology can enliven student experiences and facilitate learner collaboration.Yet rigorous evidence of its impact is rare.While new technology may overcome some constraints,it brings its own problems,including increased screen time and risks to childrens privacy.Improvements

20、 to efficiency may be the most promising,whether by freeing up time for more meaningful education activities or by generating large volumes of valuable data.However,each tool has major implications in terms of regulation and capacity development.Three conditions need to be met for technologys potent

21、ial to be fulfilled:equitable access to technology,appropriate governance and regulation,and sufficient teacher capacity.Supporting this publication is a series of country profiles on PEER,a policy dialogue resource describing policies and regulations related to technology in the regions education s

22、ystems.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 constructedCan technology solve the most important challenges in education?SHORT SUMMARYThe richest students in Southeast Asia are almost 8x as likely to be connected at home

23、as the poorest students 2023 SOUTHEAST ASIA REGIONAL REPORTviForewordThere is a digital revolution sweeping the world.It is affecting every area of our lives,and no less education.The arrival of COVID-19 made the use of digital technology to ensure the continuity of education obligatory overnight.Th

24、e recent emergence of artificial intelligence is yet again pointing to new potentials,new limitations and,critically,new risks to learners that may come from change happening at such a fast pace.Accompanying the 2023 Global Education Monitoring Report,this regional edition analyses the ways that the

25、se developments are playing out in education in Southeast Asia,where they add value and where they add complications.Reflecting global trends,learners,teachers and institutions in Southeast Asia,a region of some 400 million internet users,have embraced digital technology at a sprint.Learning managem

26、ent platforms have multiplied.Micro-credentials are fast changing higher education.Yet this report points out how little is known about whether and how technology impacts learning,even though mobile and online technology is widely used for learning purposes.Moreover,the report highlights how technol

27、ogy often leaves marginalized learners behind with a lack of skills to fully benefit from it.In short,the blanket assumption that technology improves teaching and learning still needs to be proven.This report calls for education stakeholders to pause and reflect before investing in technology soluti

28、ons.The digital transformation can benefit education but must be appropriate for the context.It must be equitable and with the right governance and regulations in place.Teachers need to be given the support and training they need to make the most of the digital tools they can access.Decisions on tec

29、hnology do not need to move as fast as the development of technology itself.The time must be taken to ensure that technology enables a human-centred vision of learning,focusing on the needs,experiences and potential of each individual learner.Then,and only then,can it be ensured that technology is b

30、eing used to help us achieve our education goals.Stefania Giannini Assistant Director-General for Education,UNESCO2023 SOUTHEAST ASIA REGIONAL REPORTviiForewordIt is with great enthusiasm that we present the 2023 GEM Southeast Asia report on Technology in Education,a collaborative effort between the

31、 Southeast Asian Ministers of Education Organization(SEAMEO)and the UNESCO Global Education Monitoring(GEM)Report team.This report delves into the transformative influence of technology on education in Southeast Asia,offering a comprehensive overview of both gains and challenges in the region.In the

32、 evolving landscape of education,impacted by the COVID-19 pandemic,technology has emerged as a catalyst for change and as a key tool for learning continuity.This report aims to provide a detailed account of the current state of affairs on technology in education,emphasizing the strides made and the

33、obstacles encountered in integrating technology into education systems across Southeast Asia.The report highlights the significant gains made in leveraging technology to enhance learning outcomes.From urban centres to remote communities,technology has facilitated broader access to educational resour

34、ces,fostering inclusivity and dynamism in the learning process.Mobile technologies,online platforms and interactive learning tools have played vital roles in reshaping the educational landscape.Beyond providing an overview of the current state of technology in education,the report also delves into t

35、he policies and practices that have shaped country approaches to educational technology.Through insightful case studies,we can see the impact of education technology policies and programmes and their on-the-ground implementation.However,amidst these gains,we recognize that challenges still persist.T

36、he report highlights the variances among and within countries in the region in terms of access,equity,governance,and other enabling factors to technology in education.The report underscores the imperative to address these gaps,both implementation and policy challenges.Most importantly,this report of

37、fers forward-looking recommendations for policymakers and stakeholders.These recommendations,grounded in the practical realities of the region and the world,advocate for curriculum reforms,evidence-informed education technology interventions,inclusion and equity,scalability,and sustainability,with o

38、ur learners and teachers at the heart of these policy recommendations.We hope that this report serves as a resource for policymakers,educators and stakeholders invested in the future of education in Southeast Asia.It is our collective hope that the insights and recommendations well-articulated in th

39、is report will contribute to the realization of a learner-centred,digitally inclusive and equitable education in the region.Datuk Dr Habibah Abdul Rahim Director SEAMEO Secretariat2023 SOUTHEAST ASIA REGIONAL REPORTviiiForewordThroughout the year 2023,the global education technology landscape has be

40、en evolving rapidly,and nowhere more so than in Southeast Asia.In this fast-moving context,the 2023 Southeast Asia Report on technology in education provides a timely contribution to the sector,and a valuable resource for all decision makers seeking to make effective use of technology to help addres

41、s the learning crisis.As you read the report,you will find it to be rigorous,robust and full of practical examples.The report makes two critical contributions in relation to technology in education in the region.First,it provides context-specific insight into the opportunities and challenges that di

42、fferent countries are facing,documenting the lessons learned.Second,it provides a clear route forward with the four-point compass for how countries in Southeast Asia can navigate to an evidence-driven and high-impact future in the use of technology in education.There is huge diversity across educati

43、on systems in the region,and a wide range of ways in which technology is being used.As the report notes,significant progress has been made in recent years with increased access to technology and the development of associated infrastructure.While this provides a strong foundation,it does not,on its o

44、wn,inevitably lead to meaningful progress in education.Indeed,at present,there are relatively few examples of how education technology has been used to improve learning outcomes at scale within the region.In light of this,it is clear that Southeast Asia is at a pivotal moment.In the years ahead,sign

45、ificant financial investments will continue to be made in education technology:the priority now is to ensure that the investments made are high-impact ones,based on the best evidence available.One example of how we are already seeing the regions commitment to evidence-driven decision making and the

46、pursuit of equitable learning outcomes is through its development of the Southeast Asia Primary Learning Metrics(SEA-PLM),a regional assessment and capacity-building programme designed by and for Southeast Asian countries.The reports four-point compass is a simple and powerful tool to help achieve t

47、his and is worthy of our close attention.It highlights the importance of education technology which is:1)appropriate for national and local contexts,2)focused on equity and ensuring learners are not left behind,3)scalable and cost-effective,and 4)focused on sustainable education futures.Everyone inv

48、olved in education technology can start to apply this tool in their work:governments,developers,implementers,researchers,funders,and teachers and school leaders can all benefit from applying this lens.I encourage everyone to engage deeply with this report,reflect on its findings and consider how you

49、 can put its recommendations into practice in your own work.Each one of us has a crucial role to play.There is huge potential for countries in Southeast Asia to be at the forefront of evidence-driven use of education technology,and to serve as examples of good practice for the benefit of the global

50、education community.The SEAMEO and GEM Report teams should be wholeheartedly commended for the publication of such a high-quality report.It has been a privilege for EdTech Hub to collaborate in its development,and we look forward to ongoing productive partnership with many of you in the years ahead.

51、Verna Lalbeharie Executive Director EdTech Hub 2023 SOUTHEAST ASIA REGIONAL REPORTixAcknowledgementsABOUT SEAMEOThe Southeast Asian Ministers of Education Organization(SEAMEO)is a regional intergovernmental organization that acts to promote cooperation in education,science and culture in Southeast A

52、sia.Established in 1965 among governments of Southeast Asian countries,its highest policy-making body,the SEAMEO Council,comprises 11 Southeast Asian education ministers.The regional organization also include 9 Associate Member Countries and 8 Affiliate Members.SEAMEO has 26 specialist centres and n

53、etwork located across Southeast Asia that undertake training and research programmes in various fields of education,science,and culture.SEAMEOs vision is to nurture human capacities and explore its peoples fullest potential,making their lives better through quality and equity in education,and inform

54、ation and communication technology,among others,in Southeast Asia.Its seven priority areas in education include at least four to which information and communication technology can potentially contribute:addressing barriers to inclusion,developing resilience in the face of emergencies,revitalizing te

55、acher education,and adopting a 21st century curriculum.This report would not have been possible without the valuable contributions of numerous people and institutions.The Global Education Monitoring Report team and the Southeast Asian Ministers of Education Organization(SEAMEO)would like to acknowle

56、dge their support and thank them for their time and efforts.Special thanks go to our respective funders.We would like to acknowledge the role of UNESCO and its leadership and show gratitude to many individuals,divisions and units at UNESCO headquarters,notably in the Education Sector,and regional of

57、fices in Bangkok and Jakarta.We would like to thank SEAMEO member states that participated in a consultation on the reports key messages,recommendations and summary for sharing their inputs and for their trust.We also thank Ethel Agnes Pascua-Valenzuela,former Director of the SEAMEO Secretariat,for

58、her role in setting up this partnership.The work benefited from consultations with Raman Sidhu(Octava Foundation),Victoria Tinio(Foundation for Information Technology Education and Development)and Noah Yarrow,Lauri Veli Johannes Pynnonen,and Chuyu Song(World Bank),to whom we extend our thanks.The re

59、gional report built on extensive background research.It draws on primary and secondary data and expert analysis conducted in Southeast Asia by researchers and research institutes working in and on the region,SEAMEO specialist institutions,affiliate members and partners that informed country case stu

60、dies,thematic and input papers.We are grateful to all colleagues who provided these inputs.The GEM Report team and SEAMEO are also grateful for the hundreds of stakeholders who shared the perspectives that ground these studies,including national and local officials and policymakers,civil society rep

61、resentatives,development partners,academic experts,teachers,educators and students.SEAMEO Secretariat teamDirector:Datuk Dr Habibah Abdul RahimJohn Arnold Sasi Siena,Pintip Iamnirath,Natcha Kampiranond,Kornkanok Chareonwuthilarp,Emiljohn Columna Sentillas,Dr Kamaleswaran Jayarajah,Garry Poluan,Pimra

62、tchada Patanasuthikul,Chanika Nonthachaix2023 SOUTHEAST ASIA REGIONAL REPORTWe are grateful for various experts feedback and knowledge that improved our work,including the EdTech Hub,which provided theme-specific knowledge,strategic advice and research.We are thankful to Verna Lalbeharie,executive d

63、irector;David Hollow,research director;and Haani Mazari,focal person for digital personalised learning.We also acknowledge the contributions of Eam Phyrom and Song Sopheak(GEM Report Fellows 2022),and Kyungah Bang and Brandon Ray Darr from the UNESCO Bangkok Office.We are grateful to Andy Quan,who e

64、dited the report and whom we thank for his tireless work.We also wish to acknowledge those who worked hard to support the design,production,printing and translation of the report within and outside UNESCO,including Jennifer Allain who carefully proofread the report and Optima for the graphic design.

65、Finally,thanks go to UNICEF for extensive use of their photos.COUNTRY CASE STUDIESCambodia Will Brehm,Tuot Mono,Ith Hunly,Alexander TowneIndonesia SEAMEO Regional Open Learning Centre(SEAMOLEC):Cahya Kusuma Ratih,Arie Susanty,Ilham Penta Priyadi,WahyudiLao Peoples Democratic Republic Australian Coun

66、cil for Educational Research (ACER):Yung Nietschke,Anna Dabrowiski,Anne-Marie Chase,Jeff Marshall,Nouandam(Lar)Kommana,Maya Conway.Malaysia Nantha Kumar SubramaniamPhilippines Philippine Normal University:Allen A Espinosa,Adonis David,Arsenia Gomez,Edna Luz Abulon,Victoria Hermosisima,Praksis Mirand

67、aSingapore Centre for Evidence and Implementation:Mary Abdo and Janell KwokThailand Dipendra K CTimor-Leste SEAMEO Regional Centre for Quality Improvement for Teacher and Education Personnel(QITEP)in Science:Reza Setiawan,Elly Herliani,Dini Mardiana,Harry Firman,Rudi Susilana,Rina Muttaqinah,Gunawan

68、 Muhammad,Meidina RizkitaViet Nam L Anh Vinh,Lng Minh Phng,c Ln,Trn M Ngc,Bui Thi Dien(Vietnam Institute of Educational Sciences)THEMATIC PAPERSSEAMEO Regional Centre for Special Educational Needs(SEN):Mohd Zulkarnain Abdul Wahab,Mohd Anis Abdul Razak,Monishah Md.Shah,Ahmad Heikhal Amir Hamzah,Nadia

69、 Natasha Arshad,Husniza Husni,Emy Hazlinda Mohammad RidzwanSEAMEO Regional Open Learning Centre(SEAMOLEC):Cahya Kusuma Ratih,Arie Susanty,Ilham Penta Priyadi,WahyudiSEAMEO Regional Centre for Education in Science and Mathematics(RECSAM):Shah Jahan bin Assanarkutty,Nanthini Jayaram,Shazmin binti.Kith

70、ur Mohamed,Warabhorn Preechaporn,Wan Noor Adzmin Binti Mohd Sabri,Kamalambal Durairaj,Jeyaletchumi Muthiah,Ng Khar Thoe,Sanura binti Jaya,Sivaranjini Sinniah,Deva Nanthini A/P SinniahSEAMEO Regional Center for Educational Innovation and Technology(INNOTECH):Hiyas Clamor-Torneo,Christian Leubert Mila

71、mbiling,Katherine Torralba,Erlene Umali,Jailyn Puerto-Mar,Ms.Emmy Yanga-Domingo,Kaylene Fernandez,Diosdado San Antonio,Sherlyne Almonte-AcostaSEAMEO Regional Centre for Vocational and Technical Education and Training(VOCTECH):Paryono Paryono,Alias Abu Bakar,Hartini MashodINPUT PAPERSKorea Education

72、and Research Information Service(KERIS):Jongwon SeoThe Education University of Hong Kong:Wai Chin Li,Kerry John Kennedy,Chi-Kin John LeeUNESCO Teacher Education Center:Zeng Xu,Yuedong Wu,Bo Ning,Yijin Du2023 SOUTHEAST ASIA REGIONAL REPORTxiShort summary.vi Foreword.viiAcknowledgements.xContents.xiiC

73、ontentsTechnology in education CHAPTER 1.Introduction.1Digital infrastructure has expanded in Southeast Asia,but the pace varies by country.5Can technology help address Southeast Asias education challenges?.8What aspects of digital technology do countries in Southeast Asia focus on?.10Guide to the r

74、eport.12Note on methodology.13CHAPTER 2.Equity and inclusion:Access to education.15Technology supports open and distance learning in Southeast Asia.18Inclusive technology supports accessibility for students with disabilities.22Technology supports learning continuity and system resilience in emergenc

75、ies.24Technology promoted distance learning during COVID-19,but millions were left out.25Conclusion.27CHAPTER 3.Equity and inclusion:Access to content.29Technology facilitates content creation in Southeast Asia.32Digitization simplifies content distribution and increases access.34Technology increase

76、s content availability but raises quality and equity challenges.37Conclusion.40CHAPTER 4.Teaching and learning in basic education.41Technology is used but not extensively in teaching and learning.44Technologys potential to improve teaching and learning needs to be proven.45Digital technology appears

77、 to improve student engagement.48Technology increases disruption and disengagement risks.50Conclusion.52CHAPTER 5.Teaching and learning in higher education.53Southeast Asia promotes the digitalization of higher education.56Open and distance learning has supported access to higher education.57Digital

78、 technology can support teaching and learning.62Conclusion.65xii2023 SOUTHEAST ASIA REGIONAL REPORTCHAPTER 6.Digital skills.67Organizations and commercial actors offer contrasting visions of digital skills.70Measuring digital skills is challenging.71Digital skills are acquired in formal education bu

79、t often outside it.73Southeast Asia has developed various ways to build digital skills.75Conclusion.79CHAPTER 7.Education management.81Southeast Asia leverages technology to support education management.84Technology is underutilized in learning assessments in Southeast Asia.88Lack of capacity and co

80、nfidence constrain technology use in education management.90Conclusion.91CHAPTER 8.Access to technology:Equity efficiency and sustainability.93Countries use various policies to improve access to technology.96Countries are committed to universal internet provision at home and in schools.98Southeast A

81、sian countries are shifting their policies on devices.99Some countries champion free and open source software.100Technology solutions are often not supported by good evidence.101Multiple actors can help inform choices in education technology procurement.102Procurement decisions often do not take sus

82、tainability into account.102Regulation helps address risks in education technology procurement.103Education technology use has environmental consequences.104Conclusion.104CHAPTER 9.Governance and regulation.105Education technology presents governance challenges.108Governance of education technology

83、is often a shared responsibility.108Partnerships with private actors are widespread but rarely regulated.109Digital privacy,safety and well-being are not well regulated.110Privacy protection in education settings is not yet prioritized.110Online safety risks are often dismissed despite the increase

84、in number.114Physical and mental well-being are at risk from excessive technology use.116Conclusion.117CHAPTER 10.Teachers.119Technology is changing the teaching profession in Southeast Asia.122Various barriers prevent teachers from making the most of what technology offers.124Some teachers are hesi

85、tant or lack confidence in using technology.124Age and ethnicity can impact teachers skills and practices.126Education systems do support teachers in using technology.126Almost all countries in Southeast Asia have ICT standards for teachers.126Training initiatives have increased since COVID-19.126Te

86、chnology is transforming teacher training in Southeast Asia.128Many actors support teachers professional development in ICT.129Conclusion.1302023 SOUTHEAST ASIA REGIONAL REPORTxiii Reab Song,an indigenous teacher,prepares her lesson plan by listening to a radio teaching programme supported by UNICEF

87、 through GPE in Cambodia.Credit:UNICEF/UN0371891/Soeum*1CHAPTER 1 INTRODUCTION 2CHAPTER1 IntroductionKEY MESSAGESThe adoption of digital technology is changing education and learning in Southeast Asia.The set of basic skills that young people are expected to learn in school has expanded.Southeast As

88、ia stands out for defining frameworks for digital skills in school.Technology has made a wide range of learning opportunities accessible.Enrolment in Coursera,a massive open online courses provider,registered the fastest growth globally in Indonesia,the Philippines,and Viet Nam.Digital platforms hav

89、e multiplied to complement traditional learning.Learning management systems have recorded the fastest business volume growth in Malaysia and Singapore.The rapid surge in the use of internet has vast potential for teaching and learning.Southeast Asia experienced a fast growth rate in the use of inter

90、net in the last 10 years,with 400 million estimated internet users.Southeast Asia also reports a high rate of internet access at home.An average of 57%of students in the region have access to the internet at home,but only 16%do in Cambodia.Mobile remains the most accessible form of internet connecti

91、on but often does not support education applications.Active mobile-broadband subscriptions averaged 101 per 100 people in 2022.Can technology help address Southeast Asias education challenges?In terms of equity and inclusion,digital technology lowers education access costs for some disadvantaged gro

92、ups,but the richest students in Southeast Asia are almost eight times more likely to be connected at home than the poorest students.In terms of quality,digital technology encourages engagement but brings risks for privacy and well-being:70%of adolescents in Cambodia,Indonesia,Malaysia and Thailand r

93、eported upsetting experiences associated with online activities.In terms of efficiency,digital technology reduces the time teachers and students spend on menial tasks,time that can be used for other,educationally more meaningful activities.What aspects of digital technology do countries in Southeast

94、 Asia focus on?Digital technology in education is seen as leverage for skills-based development.Brunei Darussalams Digital Economy Masterplan 2025 has identified ICT in education as one of the clusters to become a smart nation.The adoption of technology in teaching and learning in schools is growing

95、.Malaysia aims to integrate ICT across all 10,000 schools to provide individualized learning experiences.Digital transformation and rapid change adoption is one of four strategic themes in SEAMEOs Strategic Plan 20212030.The 2022 Declaration on the Digital Transformation of Educational Systems in AS

96、EAN lists 35 elements that should be considered in any national strategic plan or framework for digital transformation of education.13CHAPTER 1 INTRODUCTIONSoutheast Asia has experienced rapid growth in the use of digital technology,which has already shaped several economic sectors,such as delivery

97、services and telecommunications(World Bank,2019).In education,information and communication technology(ICT)has been applied for decades,ever since radio programmes were introduced for distance learning in the 1950s in Indonesia and the Philippines.In the past few years,Southeast Asian education syst

98、ems have concentrated on digital learning(SEAMEO INNOTECH,2023).Learners,educators and institutions have adopted digital technology tools,which are no longer only accessible by the wealthiest.It is estimated that there are some 400 million internet users in Southeast Asia and that in 2020 alone,40 m

99、illion people went online for the first time(OECD,2023a).Enrolment in MOOCs of Coursera,a well-known provider,increased the fastest in Indonesia,the Philippines and Viet Nam(Coursera,2021).More than four in five 12-to 17-year-olds in Indonesia,Malaysia and Viet Nam engage in online activities at lea

100、st once a day(ECPAT et al.,2022a,2022b,2022c).An average of at least 50%of school-age children and youth in the region have access to the internet at home(OECD,2018;SEA-PLM,2019;UNICEF,2021).According to data from the 2018 Programme for International Student Assessment(PISA),more than 50%of 15-year-

101、old students in five out of seven participating Southeast Asian countries were in schools whose principals reported that an effective online learning support platform was available(OECD,2020b);this is believed to have increased during the COVID-19 pandemic.More than 80%of secondary schools are equip

102、ped with computers for pedagogical purposes in seven countries of the region(UIS,2023a).An education technology industry has emerged in Southeast Asia,in particular in personalized tutoring and testing,learning management systems,language learning,and skills development.It is estimated that two thir

103、ds of sales are for services directly purchased by final users,such as learners,teachers and schools(HolonIQ,2022).With more than 40 million users,Indonesia-based Ruangguru is one of the most innovative global start-ups in education technology(Fast Company,2021).During COVID-19,Ruangguru expanded it

104、s services to Thailand and Viet Nam,becoming the largest education technology company in Southeast Asia(UNESCO,2023a).Purchases of learning management systems have grown the fastest in Malaysia and Singapore(Fortune Business Insights,2022).The region is projected to be one of the fastest-growing dat

105、a centre markets,while business for artificial intelligence(AI)is expected to increase by about 8%per year in the coming years(Box 1.1)(OECD,2023a).Despite these observations,it can be argued that technology has arguably not yet truly transformed education.Change resulting from the use of digital te

106、chnology is incremental,uneven and bigger in some contexts than others.The application of digital technology varies between and within countries.It varies by community,socioeconomic level,teacher willingness and preparedness,education level,and country income.Evidence is mixed on its impact and depe

107、nds on the type of technology and the kinds of learning(Hamilton and Hattie,2021;Selwyn,2022).Evidence is not tailored to the Southeast Asian context(Asian Development Bank,2020).Implementing digital technology applications comes with considerable short-and long-term costs,which are often underestim

108、ated.Digital infrastructure has expanded in Southeast Asia,but the pace varies by country.5Can technology help address Southeast Asias education challenges?.8What aspects of digital technology do countries in Southeast Asia focus on?10Guide to the report.12Note on methodology.13Recommendations.13202

109、3 SOUTHEAST ASIA REGIONAL REPORT14At the same time,without digital technology education risks irrelevance.The right to education is increasingly synonymous with the right to meaningful connectivity.An expanded definition of the right to education could include effective support by technology for all

110、 learners to fulfil their potential,regardless of context or circumstance.Moreover,as digital technology is shaping labour markets,demand for qualified professionals with technology skills is increasing(Tobing,2022).This regional report covers 11 countries:Brunei Darussalam,Cambodia,Indonesia,the La

111、o Peoples Democratic Republic,Malaysia,Myanmar,the Philippines,Singapore,Thailand,Timor-Leste and Viet Nam.This chapter examines the regions distinct experiences of ICT in education,introduces discourses on ICT and education,and considers future priorities for the use of technology put forward by So

112、utheast Asian countries and regional organizations.DIGITAL INFRASTRUCTURE HAS EXPANDED IN SOUTHEAST ASIA BUT THE PACE VARIES BY COUNTRYSoutheast Asia is a highly diverse region in terms of economic development but also in terms of its demography.Yet its countries share a recent history of economic g

113、rowth and rapid digital technology penetration(Octava Foundation,2021;SEAMEO INNOTECH,2023).There were 132 mobile phone subscriptions,including active pre-paid accounts,per 100 people across 10 Southeast Asian countries in 2022,ranging from 107 in Myanmar to 176 in Thailand(ITU,2022f).In 2022,at lea

114、st four in five individuals in Malaysia,Singapore and Thailand owned a mobile or smart phone for personal use(ITU,2022e).BOX 1.1:Few Southeast Asian countries use artificial intelligence to transform educationSoutheast Asian countries are looking at the potential of artificial intelligence(AI)to dri

115、ve innovation and stimulate development in teaching and learning.Algorithms could help automate grading,provide learning support and generate learning materials.Other AI applications could help with writing assignments,enhance learning experiences and personalize as well as diversify learning(Cao,20

116、23;Cepeda,2023).Many countries in the region have developed national strategies to advance AI with a focus on capacity development.Thailands National AI Strategy and Action Plan 20222027 promotes an effective ecosystem for the development and application of AI,which includes the promotion of AI educ

117、ation through dedicated scholarships(OECD,2023b;Thailand Ministry of Digital Economy and Society,2022).Indonesias National AI Strategy to 2045 focuses on the identification and promotion of relevant competencies and talents(Indonesia Ministry of Research and Technology,2020).Fostering AI talent is a

118、lso one of the six strategic objectives of Malaysias National Artificial Intelligence Roadmap 20212025,which aims to promote the comprehensive and inclusive understanding and knowledge of AI principles in schools and to provide opportunities for skilling and reskilling(Malaysia Ministry of Science T

119、echnology and Innovation,2021).While AI is mostly seen as an outcome,in a few cases it is also seen as a tool to be integrated into teaching and learning.In Singapore,the National AI Strategy and the EdTech Plan 202030 highlight AI for personalizing teaching and learning through national learning pl

120、atforms(Singapore Ministry of Education,2022;Singapore Smart Nation and Digital Government Office,2019).All school leaders,teachers and students have access to them to help track student progress(Singapore Ministry of Education,2022).Viet Nams National Strategy on Research and Development and Applic

121、ation of Artificial Intelligence aims to apply AI to personalize learning,identify and assess learning outcomes,improve learning efficiency through virtual tutoring and career guidance,and support the teaching profession(Viet Nam Government,2021a).There is common recognition of the need to regulate

122、the use of AI,including in education.Malaysia is considering the possibility of regulating AI and first educating individuals on its use(digwatch,2023).The Philippines has warned about uncertainties linked to integrating AI in education(Marcelo,2023).Regulation of artificial intelligence is still at

123、 an early stage in Southeast Asia.There are calls to put it into context and to hold an inclusive debate(Sahoo,2023).Timor-Leste is one of 50 countries that will implement the UNESCO AI readiness assessment methodology,a diagnostic tool for the development and deployment of artificial intelligence i

124、n line with the UNESCO Recommendation on the Ethics of Artificial Intelligence(UNESCO,2023b).The Association of Southeast Asian Nations(ASEAN)is working on developing regional guidance on artificial intelligence governance and ethics by 2024(Trajano,2023).5CHAPTER 1 INTRODUCTION1Of all the worlds re

125、gions,Southeast Asia has registered large increases in mobile connectivity(GSMA,2022).Mobile broadband is the main,and in some cases the only,form of internet connection in the region.There were 101 active mobile broadband subscriptions per 100 people in 2022(ITU,2022a)but only 13 fixed broadband su

126、bscriptions(Figure 1.1),ranging from 0.01 in Timor-Leste to 22 in Viet Nam(ITU,2022b).Although connectivity costs are falling(GSMA,2022),the cheapest plan providing at least 2 gigabytes(GB)of high-speed data using mobile broadband in Timor-Leste was estimated to cost 4.5%of the average monthly incom

127、e in 2021,almost four times the regional average and significantly above the 2%affordability target.In Cambodia and the Lao Peoples Democratic Republic,the costs are around 2.5%of the average monthly income.Expenses for a 5 GB fixed broadband basket are even higher(ITU,2022c).Regardless of the type

128、of network,Southeast Asia also reports one of the fastest global growth rates in internet use in the past 10 years.While internet use in Southeast Asia equalled the global average at 16%in 2004,it reached 70%in 2021,outpacing the global average at 66%(Figure 1.2).From 2004 to 2020,internet use incre

129、ased from 11%to 78%in Thailand,one of the largest increases in the world,and from 8%to 70%in Viet Nam.However,only 40%of individuals in Timor-Leste and 44%in Myanmar used the internet in 2021(ITU,2022d).Internet access at home is high in Southeast Asia,which increases the potential for learning oppo

130、rtunities.According to the 2019 Southeast Asia Primary Learning Metrics(SEA-PLM)and 2018 PISA data,48%of students reported having a desktop computer,portable laptop or netbook at home to study,although the share is less than 10%of students in Cambodia and Myanmar.Likewise,a regional average of 57%of

131、 students could access the FIGURE 1.1:Mobile connectivity has grown rapidly in Southeast AsiaActive mobile and fixed broadband subscriptions per 100 inhabitants,Southeast Asia,201022Note:Fixed broadband subscriptions refer to fixed subscriptions to high-speed access to the public internet at downstr

132、eam speeds equal to or greater than 256 kilobits per second(kbit/s)and include cable modems,digital subscriber lines,fibre-to-the-home/building,other fixed(wired)-broadband subscriptions,satellite broadband and terrestrial fixed wireless broadband.Active mobile broadband subscriptions refer to the s

133、um of active handset-based and computer-based mobile broadband subscriptions to the public internet.Source:ITU database.0208060401002010201420182022Active mobile broadbandsubscriptionsPer 100 inhabitantsFixed broadbandsubscriptionsFIGURE 1.2:The use of the internet has surged in Southeast AsiaIndivi

134、duals using the internet in the last three months via a fixed or mobile network,Southeast Asia and world,200421Source:ITU dataset.0208060401002004201020152021Southeast Asia%World2023 SOUTHEAST ASIA REGIONAL REPORT61internet from home,ranging from 16%in Cambodia to 98%in Singapore.More than four in f

135、ive students cannot connect online from home in Cambodia and the Lao Peoples Democratic Republic,about three in four in Myanmar cannot do so,and almost one in two cannot in Indonesia and the Philippines(Figure 1.3)(OECD,2018;SEA-PLM,2019).Disadvantaged groups have fewer resources at home,own fewer d

136、evices and are less connected to the internet(Figure 1.4).According to the 2019 SEA-PLM,primary students attending urban schools in the Lao Peoples Democratic Republic and Myanmar are at least twice as likely to study using a computer as children in rural schools.Students from the richest households

137、 are almost eight times more likely to be connected to the internet than their peers from the poorest quintile.Viet Nam reported the widest divide:94.5%of the richest children benefit from internet at home compared with 17.5%of the poorest.People from the bottom quintile in East Asia and the Pacific

138、 need to spend more than 50%of their average monthly income to purchase an entry-level internet-enabled handset(GSMA,2021).Connection quality might not always be good.Internet bandwidth(how much information is received per second)and speed(how fast that information is received)are two key measures o

139、f connection quality.Applications necessary for education,such as videoconferencing and streaming,require high bandwidth.Bandwidth usage per internet user in Southeast Asia is estimated to have dramatically increased from a median of 0.44 to 147 kilobits per second between 2003 and 2021.Download spe

140、ed varies from 0.026 megabits per second(Mpbs)in the Lao Peoples Democratic Republic to 7 Mpbs in Singapore(ITU,2021).Access to digital technology in schools is expected to be more equitable(OECD,2020a)to compensate for disadvantages experienced at home(SEAMEO INNOTECH,2023).According to the UNESCO

141、Institute for Statistics,62%of primary and 78%of secondary schools in the region have computers for pedagogical purposes.The share of schools connected to the internet was 64%in primary and 75%in secondary education in 201822,ranging from 6%in Myanmar to 100%of secondary schools in Brunei Darussalam

142、 and Singapore(UIS,2023b).Inequality persists between schools.In the Lao Peoples Democratic Republic,urban schools are twice as likely to have a computer than rural schools.Schools in the Philippines registered the widest absolute gap in internet access by location(Figure 1.5).FIGURE 1.3:Three in fi

143、ve students in Southeast Asian have some form of internet at homeShare of households with an internet connection and a desktop computer,portable laptop or netbook at home,selected Southeast Asian countries,201819Source:Data from the 2018 PISA and the 2019 SEA-PLM surveys.020406080100SingaporeThailan

144、dBruneiDaruss.Viet NamMalaysiaPhilippinesIndonesiaMyanmarLao PDRCambodia%With internetWith computers7CHAPTER 1 INTRODUCTION1CAN TECHNOLOGY HELP ADDRESS SOUTHEAST ASIAS EDUCATION CHALLENGES?Given rapid digitalization trends,there is a temptation to present education technology as a solution without c

145、onsidering what is the problem to be solved.The first question should therefore always be:What are the most important challenges in education?Decision makers are likely to resort to multiple solutions from their policy toolbox,of which technology is only one,to address these challenges.Consider the

146、following three education system challenges:Equity and inclusion:Is fulfilment of the right to choose the education one wants and to realize ones full potential through education compatible with the goal of equality?If not,how can education become the great equalizer?Quality:Do educations content an

147、d delivery support societies in achieving sustainable development objectives?If not,how can education help learners to not only acquire knowledge but also be agents of change?Efficiency:Does the current institutional arrangement of teaching learners in classrooms support the achievement of equity an

148、d quality?If not,how can education balance the need to individualize instruction and socialize learners?On the question of equity and inclusion,ICT and digital technology in particular may help lower the education access cost for some disadvantaged groups:those who live in remote areas,face learning

149、 difficulties,lack time or have missed out on past education opportunities.But while access to digital technology has expanded rapidly,inequality in access to technology raises concerns about ICTs actual contribution to equity and inclusion in education.FIGURE 1.4:Internet connectivity at home is hi

150、ghly unequal by wealth and locationHouseholds with an internet connection at home,selected Southeast Asian countries,2019a.By location b.By wealthSource:Data from the 2019 SEA-PLM survey.020406080100CambodiaPhilippinesMyanmarUrban(%)Rural(%)Lao PDRMalaysiaViet Nam020406080100020406080100CambodiaPhil

151、ippinesMyanmarRichest(%)Poorest(%)Lao PDRMalaysiaViet Nam0204060801002023 SOUTHEAST ASIA REGIONAL REPORT81In the context of digitalization and increased promotion of hybrid learning,not having access to devices and the internet at home prevents students from having equal educational opportunities,wi

152、th negative implications for their well-being and learning outcomes(Gottschalk and Weise,2023).Households that are better off can buy technology earlier,giving children and youth more advantages and compounding disparity.Education quality is a multifaceted concept,and it is difficult to demonstrate

153、whether education technology can help enhance it.There are high expectations that the integration of digital technology can improve learning outcomes(SEAMEO INNOTECH,2023).Digital technology creates engaging learning environments,enlivens student experiences,simulates situations,facilitates collabor

154、ation and expands connections.Yet digital technology tends to support an individualized approach to education,reducing learners opportunities to socialize and learn by observing each other in real-life settings.Moreover,the effective integration of ICT and the impact of technology use on students le

155、arning outcomes is not systematically measured(SEAMEO INNOTECH,2023),which means decision making is not based on evidence(Rodrigo,2018).New technology may bring solutions but also brings its own problems.Increased screen time has been associated with adverse impacts on physical and mental health.Ins

156、ufficient regulation has led to unauthorized use of personal data for commercial purposes.About 70%of adolescents in Cambodia,Indonesia,Malaysia and Thailand reported having been upset by their online experiences over the past year.Negative experiences were associated with violent and inappropriate

157、content(UNICEF,2020b).Digital technology has also helped spread misinformation and hate speech,including through education.FIGURE 1.5:Less than half of rural schools have internet for learning activities Primary schools with selected ICT facilities,selected Southeast Asian countries,by location,2019

158、a.With a computer b.With internetSource:Data from the 2019 SEA-PLM survey.020406080100020406080100(%)(%)Viet NamMyanmarLao PDRPhilippinesCambodiaMalaysiaRuralUrbanRuralUrbanViet NamMyanmarLao PDRPhilippinesCambodiaMalaysia9CHAPTER 1 INTRODUCTION1Improvements in efficiency may be the most promising w

159、ay for digital technology to make a difference in education.Technology is touted as being able to reduce the time students and teachers spend on menial tasks,time that can be used in other,educationally more meaningful activities.However,the way that education technology is used is more complex than

160、 just a substitution of resources and there are conflicting views on what is considered educationally meaningful.When considering education system challenges and how technology might address them,one needs to be mindful of technologys complexity.It is not any one thing.Technology may be one-to-many,

161、one-to-one or peer-to-peer.It may require students to learn alone or with others,online or offline,independently or networked.It delivers content,creates learner communities and connects teachers with students.It provides access to information.It may be used for formal or informal learning and can a

162、ssess what has been learned.It is used as a tool for productivity,creativity,communication,collaboration,design and data management.It may be professionally produced or have user-generated content.It may be specific to schools and place-based or transcend time and place.As in any complex system,each

163、 technology tool involves distinct infrastructure,design,content and pedagogy,and each may promote different types of learning.WHAT ASPECTS OF DIGITAL TECHNOLOGY DO COUNTRIES IN SOUTHEAST ASIA FOCUS ON?In Southeast Asia,the extent to which governments invest in education technology varies by resourc

164、e availability,digital infrastructure readiness and development agendas(Machmud et al.,2021).Discussions on technology are mostly skewed towards economic priorities(Noor and Manantan,2022).Southeast Asian countries have supported the adoption of digital technology in education as leverage for socioe

165、conomic and technological development(Octava Foundation,2021).Education is seen as one of the sectors that can contribute to making countries innovative and smart,two terms used recurrently.Singapores Smart Nation aims at transforming Singapore through technology(Singapore Smart Nation and Digital G

166、overnment Office,2023).Brunei Darussalams Digital Economy Masterplan 2025 has identified ICT in education as one of the clusters to become a smart nation(Brunei Darussalam Ministry of Transport and Infocommunications,2020).In national and regional education strategy and policy documents(Box 1.2),the

167、re is a strong focus on technology for skills development.Technological innovation is mostly associated with knowledge in science,technology,engineering and mathematics(STEM).Foundational STEM knowledge as well as digital literacy are seen as key to preparing students for understanding and advancing

168、 technology(Lestari and Santoso,2019).According to the PEER country profiles,9 of 11 Southeast Asian countries promote STEM and digital literacy in their policies,plans and strategies.Cambodia focuses on the promotion of digital skills and STEM education to meet 21st century skills in its Education

169、Strategic Plan 201923(Cambodia Ministry of Education,2019).It aims to enrol one third of higher education students in STEM programmes by 2023.Likewise,the Education and Sports Sector Development Plan 202125 of the Lao Peoples Democratic Republic sets a target of 20,000 STEM graduates by 2025(Lao Min

170、istry of Education and Sports,2020).Viet Nams Youth Development Strategy 202130 aims to build a generation that masters science and technology and has developed digital transformation skills(Viet Nam Government,2021b).In line with the National Strategy for Development of the Digital Economy and Soci

171、ety to 2025,70%of working-age people are expected to have been trained in basic digital skills(Viet Nam Government,2022).Indonesias Strategic Plan for Acceleration of National Digital Transformation intends to increase quality ICT education in primary and secondary education through targeted initiat

172、ives for disadvantaged students and for teachers to ensure that at least 50%of the workforce has intermediate or advanced digital skills by 2024(Indonesia Ministry of Ministry of Communications and Informatics,2020).Countries have so far focused on the development of digital infrastructure to enable

173、 universal access.Almost all countries have policies targeted at improving school and learner connectivity.Universal service funds have been established to address gaps.In strategy documents,most Southeast Asian countries aim to build or improve digital infrastructure for pedagogical purposes.Malays

174、ia aims to address the urban and rural divide in higher education in the 201325 Education Blueprint Plan(Malaysia Ministry of Education,2015).Some plans consider ICT as conducive to equity and inclusive education.The 20222030 Basic Education Development Plan in the Philippines aims to equip platform

175、s with accessibility features to promote inclusive education(Philippines Ministry of Education,2022).Some Southeast Asian countries integrate ICT,and mostly digital technology,in teaching and learning to enhance quality education.Malaysia aims to integrate ICT across all its 2023 SOUTHEAST ASIA REGI

176、ONAL REPORT10110,000 schools to provide individualized and meaningful learning experiences(Malaysia Ministry of Education,2015).Singapores Education Technology Plan highlights that education technology has the potential to make education more self-directed,personalized,connected and human-centred(Si

177、ngapore Ministry of Education,2020).In its National Education Strategic Plan by 2030,Timor-Leste plans to use ICT to improve assessment management(Timor-Leste Ministry of Education,2011).BOX 1.2:SEAMEO and ASEAN embrace the digital transformation of national education systemsDigitalization and artif

178、icial intelligence are 2 of the 12 global trends that have shaped the education pillar of SEAMEOs Strategic Plan 20212030,while references to divides in digital literacy feature strongly in a third global trend,ageing.Further,technology-related issues,such as augmented reality,coding,data analytics,

179、computational thinking and STEM education,are among the global trends shaping the science pillar of the plan.Its development was heavily influenced by the impact of COVID-19 on education systems,which pushed the education sector to digitise,automate,and become more flexible.As a result,the plan plac

180、es the preparation of learners for technological advancements and disruptions and the development of diverse,context-specific and flexible education platforms high on its agenda.Accordingly,digital transformation and rapid change adoption is one of the plans four strategic themes.On the one hand,the

181、 plan warns that education is already falling behind the digitalisation curve and that education systems continue to fail to equip the youth with the skills they need to keep up with a changing job market.On the other,it cautions against the potential misuses of technology in education,such as cyber

182、bullying,excessive time spent online,privacy invasion and cybersecurity breaches.Overall,none of the seven education priority areas explicitly features digital technology,with two slight exceptions.Under the fifth area on teacher development,one of the two indicators refers to continuous professiona

183、l development in areas including digital skills.Under the seventh area on the integration of 21st-century skills in national curricula,digital skills are also implicit.Although there is no explicit definition of 21st-century skills in the plan,the use of open educational resources and ICT can be inf

184、erred,even if current activities mainly focus on issues such as sustainable development,shared history,global citizenship,culture-based education and school networks.One of five strategic goals in SEAMEOs plan is to work with ASEAN to ensure successful alignment of their respective strategies and pr

185、ogrammes.ASEANs Member States are in the process of developing the ASEAN Communitys Post-2025 Vision and,eventually,an ASEAN Education 2050 Roadmap.Two documents already describe how digital technology is seen as an essential component of education development in the region.First,the 2020 ASEAN Decl

186、aration on Human Resource Development for the Changing World of Work covers a wide range of activities,including some focusing on digital technology:(1.1.1)the role of employers in developing digital literacy;(1.2.1)investment in digital infrastructure development,online platforms,open educational r

187、esources and technology in basic education;(2.1.2)accessibility and inclusivity of online learning opportunities and open educational resources;(2.1.3)training to promote safe,responsible and appropriate use of ICT for teaching and learning;and(3.1.2)professional development for teachers on a range

188、of 21st-century skills,including digital literacy.Second,the 2022 Declaration on the Digital Transformation of Educational Systems in ASEAN was an offshoot of both an Education Ministers Joint Statement on the digital transformation of education and a Leaders Statement on digital transformation in 2

189、021.It lists 35 elements that should be considered in any national strategic plan or framework for digital transformation of education.These can be grouped to match the chapter structure of this report,with the exception of the chapter on higher education:universal participation in digital learning,

190、including through offline solutions(Chapter 2);open-access,free-to-use digital learning resources with clear entry points and shared repositories,respecting intellectual property(Chapter 3);implementation of pedagogical practices needed for online teaching(Chapter 4);development of a full range of d

191、igital skills for life,work and sustainable development(Chapter 6);digital technology for formative assessments and management information systems,ensuring interoperability(Chapter 7);monitoring and evaluation to improve the environment that supports the development and financing of policies,includi

192、ng through partnerships for affordable connectivity(Chapter 8);the participation and engagement of all actors in digital transformation and measures to address safety and privacy,notably of children,but also environmental consequences(Chapter 9);and teacher training on pedagogical practices for onli

193、ne teaching(Chapter 10).11CHAPTER 1 INTRODUCTION1GUIDE TO THE REPORTBased on the approach of the 2023 Global Education Monitoring Report,this regional edition recognizes that Southeast Asia is characterized by a variety of contexts and levels of resources.Each country will integrate technology in ed

194、ucation in their own specific context.This report first investigates the equity,inclusion,quality and efficiency challenges facing education systems and examines the processes through which technology can contribute to improved education outcomes.It then examines the essential conditions that need t

195、o be met for technologys potential to be realized,with a focus on the equitable distribution of ICT infrastructure,evidence-driven decision making,regulatory frameworks and human resources.Following Chapter 1s introduction,Chapter 2 focuses on how technology can promote equitable and inclusive acces

196、s to education for disadvantaged groups:populations living in remote areas,people with a disability and communities affected by emergencies.Radio,television,mobile phones and online learning are potential tools.The COVID-19 pandemic was a natural experiment,which tested the capacity of distance educ

197、ation,especially to serve disadvantaged populations for whom technology is meant to provide a solution.Chapter 3 looks at equitable and inclusive access to content and resources and the question of how knowledge can reach more learners in appealing and cheaper formats.The open education movement has

198、 emerged in response to the cost of content and the commercialization of previously free content and platforms.Resources can be remixed,redistributed,repurposed,translated and localized.Despite the advantages of open resources,there are obstacles to their large-scale adoption.Chapter 4 examines how

199、technology can improve quality in teaching and learning basic skills,offering two broad types of opportunities.First,it can improve instruction by addressing quality gaps,increasing the available time and opportunities to practise and by personalizing instruction.Second,it can engage learners by var

200、ying how content is represented,stimulating interaction and prompting collaboration.However,technology can also be a challenge in classrooms.Chapter 5 examines how education technology has been introduced in universities and other higher education institutions to improve access,equity,inclusion and

201、quality.It also describes the challenges that these institutions are facing in using education technology.It then focuses on skills development and the potential of massive open online courses.Chapter 6 focuses on how technology can improve quality in delivering digital skills,which form part of a n

202、ew set of basic skills,at least in richer countries:information and data literacy,communication and collaboration,digital content creation,safety,and problem solving.It is a major challenge for education systems to manage new and continuously evolving objectives related to technology,especially when

203、 many learners acquire these skills outside school settings.Chapter 7 reviews technologys contribution to making education management more efficient and effective.Education systems continually require more data,which technology can help handle.Education management information systems struggle with t

204、heir capacity to integrate and analyse data,preventing their use for better education management.Computer-based assessments and computer-adaptive testing also provide new opportunities,which are still not fully explored.Having examined the potential of education technology to address major education

205、 challenges,Chapters 8 to 10 then ask what conditions will ensure that this potential will be fulfilled.Chapter 8 asks how education systems ensure that all learners have access to technology resources.It reviews access to electricity,hardware,software and the internet.It then explores the type of e

206、vidence that governments use to take decisions on investment in technology solutions.Chapter 9 addresses how education systems can protect learners from the adverse consequences of technology use.Learners encounter risks related to content,contact and conduct,which spill over to education.Legislatio

207、n and policies are being developed to promote standards,regulation and legal protection for privacy,security and safety,which is challenging in a context where the governance of education technology is fragmented.Chapter 10 deals with the question of how education systems can support all teachers to

208、 teach,use and deal with technology effectively.Teachers face increasing demands to engage with technology in education and develop related competencies.Barriers to teachers technology use relate to their access to technology,their beliefs about pedagogy and technology,and the support they receive f

209、rom schools and education systems.At the same time,technology can be used to improve teacher training and the opportunities teachers have to interact with peers.2023 SOUTHEAST ASIA REGIONAL REPORT121A NOTE ON METHODOLOGYThe development of this reports content has significantly benefited from the exp

210、ertise of SEAMEO and the EdTech Hub.The report has been informed by extensive data collection and expert analysis from collaboration with several institutional and individual researchers in the region that have contributed multiple perspectives on the theme.Background research consisted of country c

211、ase studies that analysed different aspects of education technology and its conditions from primary to higher education.Country case studies provided a comprehensive and up-to-date overview of education technology issues through research reviews,analysis of policy and legislative documents,descripti

212、ve analysis using secondary data sets or reports,and administrators and teachers perspectives through interviews or surveys.Complementing the country case studies,SEAMEO centres compiled thematic background papers covering central aspects of education technology in the region,such as open and distan

213、ce learning,technology for students with disabilities,integration of technology in teaching practices,key policy issues in ICT in education,and digital technology in technical and vocational education.Collectively,institutional and individual researchers conducted almost 300 interviews and group dis

214、cussions across the 11 countries and involved all educational actors:students,teachers,principals,national experts and country representatives at different government levels.For the case study in Viet Nam,a survey was conducted nationwide,with representative samples of teachers and students across e

215、ducation levels.To reflect experiences and lessons from Eastern Asia,SEAMEO Affiliated Members and partners contributed selected inputs to the report.Finally,the Edtech Hub contributed literature reviews and selected secondary studies.RECOMMENDATIONSThe 2023 Southeast Asia regional report provides a

216、 four-point compass to ensure that technology is used on our terms in education.Is this use of education technology appropriate for the national and local contexts?Education technology should strengthen education systems and align with learning objectives.Reform curricula and education programmes to

217、 target skill development best suited to digital tools that have been proven to improve learning and are underpinned by a clear theory of how children and youth learn,without assuming either that pedagogy can remain the same or that digital technology is suitable for all types of learning.Design,mon

218、itor and evaluate education technology policies with the participation of teachers and learners to draw on their experiences and learn from other contexts.Ensure that teachers and facilitators are sufficiently trained to understand how to use digital technology for learning,not simply how to use a s

219、pecific piece of technology.Ensure that solutions are designed to fit their context,and that resources are flexible,are accessible in multiple languages,are culturally acceptable and age-appropriate,and have clear entry points for learners in given education settings.13CHAPTER 1 INTRODUCTION1Is this

220、 use of education technology leaving learners behind?Although technology use can enable access to the curriculum and to skills development opportunities for some students and accelerate some learning outcomes,digitalization of education poses a risk of benefiting already privileged learners and furt

221、her marginalizing others,thus increasing learning inequality.Focus on how digital technology can support the most marginalized so that all can benefit from its potential,irrespective of background,identity or ability,and ensure that digital resources and devices comply with global accessibility stan

222、dards.Set and act in line with national targets on meaningful school internet connectivity as part of the SDG 4 benchmarking process,and target investment accordingly to allow teachers and learners to benefit from a safe and productive online experience at an affordable cost,in line with the right t

223、o free education.Promote digital public goods in education,including free accessible EPUB formats,adaptable open education resources,learning platforms and teacher support applications,all designed so as to leave no one behindIs this use of education technology scalable?There is an overwhelming arra

224、y of technological products and platforms in education and decisions are often made about them without sufficient evidence of their benefits or their costs.Establish bodies to evaluate education technology,engaging with all actors that can carry out independent and impartial research and setting cle

225、ar evaluation standards and criteria.Aim to achieve evidence-based policy decisions on education technology and to share that evidence with other countries.Undertake pilot projects in contexts that accurately reflect the total cost of ownership and implementation,taking into account the potentially

226、higher cost of technology for marginalized learners.Ensure transparency on public spending and terms of agreements with private companies to strengthen accountability;evaluate performance to learn from mistakes and from experiences conducted in similar contexts,including on matters ranging from main

227、tenance to subscription costs;and promote interoperability standards to increase efficiency.Does this use of technology support sustainable education futures?Digital technology should not be seen as a short-term project.It should be leveraged to yield benefits on a sustainable basis and not be led b

228、y narrow economic concerns and vested interests.Establish a curriculum and assessment framework of digital competences for children,youth and adults that is broad,not attached to a specific technology,takes account of what is learned outside school,and enables teachers and learners to benefit from t

229、echnologys potential in education,work and citizenship.Adopt,implement and comply with legislation,standards and agreed good practices to protect learners and teachers human rights,well-being and online safety,taking into account screen and connection time,privacy,and data protection;to ensure that

230、data generated in the course of digital learning and beyond are analysed only as a public good;to prevent student and teacher surveillance;to guard against commercial advertising in educational settings;and to regulate the ethical use of artificial intelligence in education.Consider the short-and lo

231、ng-term implications of digital technology deployment in education for the physical environment,avoiding applications that are unsustainable in terms of their energy and material requirements.2023 SOUTHEAST ASIA REGIONAL REPORT141 15CHAPTER 2 EQUITY AND INCLUSION:ACCESS TO EDUCATIONSyaiful studies a

232、t home with his mother Nurhidayah in Indonesia.Syaiful cannot freely move his lower body or his right hand.Credit:UNICEF/UNI358823/Ijazah*16CHAPTER2Equity and inclusion:Access to educationKEY MESSAGESTechnology supports open and distance learning in Southeast Asia.Broadcast media has traditionally e

233、xpanded access to hard-to-reach learners in Southeast Asia.Educational television programmes in Thailand have compensated for teacher shortages in remote and underserved areas,reaching over a million students.Paper-based materials support distance learning when access to other tools is limited.More

234、than four in five students in the Alternative Learning System in the Philippines,one of the largest second chance education programmes,use printed materials for learning.More than 90%of 16-to 24-year-olds in Indonesia,Malaysia and Thailand have a mobile phone,including those from disadvantaged backg

235、rounds.Yet,despite the widespread use of mobile and online technology for learning purposes,little is known about it.Inclusive technology supports access for students with disabilities.Many Southeast Asian countries have developed guidelines and regulations on assistive technology to remove barriers

236、 to education for students with disabilities.Assistive devices are not available for all those in need.Implementation is mostly project-based and limited in scope.A lack of availability,affordability and teacher preparation remain the main barriers.Accessibility features are rarely embedded in techn

237、ology platforms and devices.In the Philippines,non-assistive technologies compensate for the lack of assistive devices in schools.Technology supports learning continuity and system resilience in emergencies.Even before COVID-19,online learning had been used during the SARS and H1N1 outbreaks in Sing

238、apore.Radio and television have been used to support education disrupted by ethnic and political conflicts in Myanmar,while radio and self-instructional materials have provided learning during typhoons in the Philippines.Technology supported learning during COVID-19,but millions were left out.During

239、 school closures,Southeast Asian countries adopted multiple technologies to support learning.Radio was used by the Lao Peoples Democratic Republic,Myanmar,the Philippines and Timor-Leste.Television instruction was adopted by all countries except Singapore.Over 2,000 lessons were developed,broadcast

240、and watched by more than 70%of students in Viet Nam.Despite these initiatives,the most disadvantaged learners were left out.More than half of the countries in Southeast Asia did not adopt any distance learning measures for students with disabilities.In the Lao Peoples Democratic Republic,87.5%of rur

241、al children were unable to access distance learning.Analysis of countries COVID-19 response plans shows that Cambodia,Myanmar,Singapore and Timor-Leste developed resilience strategies.Myanmars COVID-19 response plan aims to increase investment in distance learning and develop system resilience to fu

242、ture crises.217CHAPTER 2 EQUITY AND INCLUSION:ACCESS TO EDUCATIONSoutheast Asia has been using technology to enable distance learning for those living in remote areas and to facilitate access to education for those with disabilities.This chapter explores these technology-enabled solutions.It seeks t

243、o understand whether and how technology has helped increase enrolment and participation rates for marginalized learners.It then discusses how technology has been harnessed to support the education of learners with disabilities.Finally,it examines education disrupted by emergencies and how technology

244、 has ensured learning continuity and education system resilience during natural disasters,conflicts and pandemics.TECHNOLOGY SUPPORTS OPEN AND DISTANCE LEARNING IN SOUTHEAST ASIAOpen and distance learning allows instructors and learners to interact from different locations and beyond a traditional c

245、lassroom setting,drawing on a wide range of technologies to help learners who face barriers to attend school and access instructional content due to remote locations,resource and time constraints,emergency situations,and functional difficulties.Open and distance education has a long tradition in the

246、 region.Study by correspondence dates back to the 1950s in Indonesia.It was complemented by printed material and radio to educate students from remote areas and those joining student brigades during the Indonesian national revolution(SEAMEO SEAMOLEC,2023).In the same period,radio was used to support

247、 English language learning in the Philippines through the School Broadcast Programme,and to educate farmers in the Iloilo Province.The first on-air school,consisting of 30-minute radio lectures and discussions,institutionalized rural educational broadcasting in the 1970s.Printed materials complement

248、ed recorded radio lectures.It is estimated that at least 1.65 million farmers benefited from this form of education(Librero,2015).Every country has policies,plans,strategies and laws on distance education that identify technology to promote access to education for all learners and for those who are

249、hard to reach(Table 2.1).Cambodia recognizes the potential of open and distance learning to improve access to education for marginalized and underserved communities(SEAMEO SEAMOLEC,2023).The 2019 National Policy on Lifelong Learning identified the need to use information and communications technolog

250、y(ICT)to expand access to formal and non-formal learning(Cambodia Ministry of Education,Youth and Sport,2019).Timor-Lestes National Education Strategic Plan 20112030 identified both broadcast media and e-learning as technologies on which to base flexible and distance learning.An educational TV chann

251、el was used to reach out to illiterate groups through broadcasting literacy programmes(SEAMEO QITEP in Science,2023;Timor-Leste Ministry of Education,2011).Technology supports open and distance learning in Southeast Asia.18Inclusive technology supports accessibility for students with disabilities.22

252、Technology supports learning continuity and system resilience in emergencies.24Technology promoted distance learning during COVID-19,but millions were left out.25Conclusion.272182023 SOUTHEAST ASIA REGIONAL REPORTTABLE 2.1:Selected policy documents promoting access to education through technology Co

253、untrySelected key documents DescriptionBrunei Darussalam-AITI Authority for Info-communications Technology Industry Strategic Plan 20202025To improve access to education through digital technologies.Cambodia -National Policy on Lifelong Learning(2019)-Master Plan for ICT in Education 200913(2010)-Po

254、licy and Strategies on Information and Communication Technology in Education in Cambodia(2004)-Education for All:National Plan 200315To expand access to quality education for marginalized and underserved communities through ICT,alternative education platforms and distance learning.Indonesia -Educati

255、on Ministerial Degree(2014)To address the shortage of teachers,inequality of education access and uneven distribution of educational resources across the archipelago through distance learning.Lao PDR-Education Strategic Vision up to the Year 2020(2000)To expand distance learning for disadvantaged or

256、 minority groups,and to improve access to higher education through technology.Malaysia-Malaysia Education Blueprint Higher Education 201525-Malaysia Education Blueprint Plan 201325-Policy on ICT in Education(2010)To maximize the use of ICT for distance and self-paced learning to expand access to hig

257、h-quality teaching regardless of location or student skill level,and to widen access to higher education by making it easily available to all segments of society.Myanmar-National Education Strategic Plan 201621-National Education Law(2014)Alternative Education Programme and distance learning to incr

258、ease access to education for children facing difficulty accessing formal education,including those living in remote areas,conflict-and disaster-affected areas,on the move,or with disabilities and chronic health problems.Philippines -Alternative Learning System 2.0:Information and Communications Tech

259、nology Strategic Plan 20222026 -Basic Education Development Plan 2030-Open Distance Learning Act(2014)-Basic Education Act of 2001 Alternative Learning SystemTo provide education and training to those unable to attend traditional schools,such as working adults,out-of-school youth and those living in

260、 remote areas using a mix of modular instruction;online,digital or mobile learning;radio or television-based instruction;and blended learning.Singapore -EdTech Plan(2020)-EdTech Masterplan 2030-ICT in Education Master Plans(19972019)To provide students with seamless access and a technology-enhanced

261、learning environment to learn anytime,anywhere,and to make blended learning a regular feature of the schooling experience and develop digital platforms for e-learning in school education.Thailand-National Economic and Social Development Plan 202327-National Education Plan 201736-National Economic an

262、d Social Development Plan 201216-Second Thailand ICT Master Plan 200913-ICT Master Plan 200206-IT Policy Framework 200110To increase equal access to quality education through distance learning via satellite and the internet,and to encourage alternative education to promote flexibility,variety and ac

263、cessibility of education.Timor-Leste-National Statement of Commitment to Transform Education in the Democratic Republic of Timor-Leste(2022)-National Education Strategic Plan 20112030-Education System Framework Law(2008)To organize distance education supported by multimedia and ICT as a complementar

264、y or alternative education method for out-of-school children;to establish flexible and distance learning systems to increase student participation and completion;and to expand the use of television for distance learning to enable those who are illiterate to learn regardless of time and space.Continu

265、ed on next page19CHAPTER 2 EQUITY AND INCLUSION:ACCESS TO EDUCATION2BROADCAST MEDIA HAS EXPANDED ACCESS TO HARD-TO-REACH LEARNERS Traditional and interactive broadcast media,including radio,audio recordings and television,have made education available to hard-to-reach learners in Southeast Asia(SEAM

266、EO SEAMOLEC,2023).Radio has been historically used to provide education to remote and out-of-school learners in the region.Considered a cost-effective and sustainable technology,traditional radio and audio broadcasts are delivered in one direction(i.e.from the source to the learner)and require synch

267、ronous participation,engaging learners through questions and exercises.Interactive radio and audio instruction combines audio recordings,via compact disc or MP3 players,printed materials,and the active participation of both teachers and students(Burns,2021;Damani and Mitchell,2020).Interactive radio

268、 instruction is one of the media used in the Philippines to deliver education to students living in remote and underserved areas(Box 2.1).Since 2008,the Department of Education in Malaybalay City has delivered a radio instruction programme based on real-time and on-demand broadcasts.Based on two-way

269、 interaction mediated by mobile text messages and social media,the programme has reached some 3,000 students facing obstacles in accessing education,including out-of-school youth and adults,inmates,children with disabilities,farmers,and indigenous and remote students.Interactive radio has been a cos

270、t-effective and efficient solution despite the limited personalization of learning materials(Philippine Normal University,2023).TABLE 2.1 CONTINUED:CountrySelected key documents DescriptionViet Nam-Plan to strengthen the application of information technology and digital transformation in education a

271、nd training for the period 20222025 -National Digital Transformation Programme to 2025(2021)-Education Law(2005,2019)-National Education for All Action Plan 200315To extend education opportunities for adults and out-of-school youth through distance learning,media and continuing education centres.Not

272、e:This table does not include COVID-19 and other emergency response plans.Source:GEM Report team based on the Profiles Enhancing Education Reviews(PEER).BOX 2.1:The Philippines Alternative Learning System relies on printed material Established through the Governance of Basic Education Act in 2001 an

273、d expanded in 2020,the Philippines Alternative Learning System aims to provide all Filipinos the chance to have access to and complete basic education in a mode that fits their distinct situation and needs(Philippines Department of Education,2023;Philippines Republic,2001,2020).It is one of the worl

274、ds largest second-chance education programmes and is estimated to have reached 5.5 million learners aged 15 years and older between 2010 and 2020(Igarashi et al.,2020).In 201621 alone,more than 4 million out-of-school youth and adults enrolled in the programme(Philippines Department of Education,202

275、2b).The Alternative Learning System uses a combination of face-to-face instruction with printed materials,broadcast media,and online and blended learning through non-formal and informal education approaches.Paper-based materials were used by 83%of participating students,followed by blended learning(

276、14%).Only 1%of the learners expressed a preference for online learning and digital modules,and less than 1%for radio-based instruction and television(Philippines Department of Education,2021).Continued on next page2023 SOUTHEAST ASIA REGIONAL REPORT202Global evidence shows that the effectiveness of

277、broadcast media for teaching and learning ultimately depends on the policy environment,specific education needs and goals,and available resources.In the Lao Peoples Democratic Republic,only 18%of school-aged children and only 10%of children from the poorest households have access to a radio at home(

278、Lao Statistics Bureau,2018).Indonesia relies on both radio and television to deliver education to address unequal education access in remote and underserved areas(Rui and Upadhyay,2022).Radio has historically provided educational news and programmes to children and youth who could not attend formal

279、education due to economic conditions and conflict(UN Asian and Pacific Training Centre for ICT for Development,2014).In the 1980s,the Educational Media Development Centre at the Ministry of Education and Culture launched Radio Edukasi(Prahmana et al.,2021).To complement this programme,Suara Edukasi

280、provides educational podcasts.Distance education was then expanded through television broadcasts:TV Edukasi aired in 2004 on a public television channel(Machmud et al.,2021;UNICEF,2021c).Thailand has been using television as a form of distance learning since 1995 to compensate for teacher shortages

281、in remote and underserved areas.Over the years,broadcasts have become available on-demand,and facilities and television definition have improved.Distance learning television is estimated to have reached over 1 million students about 15%of the total student population,most of whom are from rural area

282、s and 50%of small-sized schools in the country.Shortages of learning materials,outdated content and limited teacher preparedness are reported as major challenges.Notwithstanding,the programme is found to contribute positively to learning outcomes(Dipendra,2023).Educational television has been found

283、to be effective for learning.In the Lao Peoples Democratic Republic,My Village TV,a television programme broadcast on public channels since 2012,helps children prepare for school.Television broadcasts are complemented by multimedia and social media materials.In the poorest households,access to My Vi

284、llage TV was predominantly through television(66%)or DVD(64%)(Australian Council for Educational Research,2023).One of the largest studies on this medium conducted with more than 32,700 grade 3 to 5 students in 516 schools shows that children who watched the Knowledge Channel,a Philippines-based edu

285、cational channel,performed better than their peers in five subjects(Burns,2021;Lapinid et al.,2017).LITTLE IS KNOWN ABOUT MOBILE LEARNING DESPITE THE WIDESPREAD USE OF MOBILE TECHNOLOGYCellular phones and mobile technology are used widely in the region.Around 90%of 16-to 24-year-olds in Indonesia,Ma

286、laysia and Thailand and 48%of their peers in Cambodia use social media.Most of them reported using mobile technology for interaction and entertainment,but also for accessing learning content.Mobile applications and social media are used for accessing videos and information(UNICEF,2020c),and for lang

287、uage learning,including for the most marginalized(Maliphol,2023).BOX 2.1 CONTINUED:The reliance on paper-based materials is likely to reflect the lack of access to other distance learning technologies and devices.An evaluation of the programme found that financial restrictions are the main cause of

288、dropping out of formal education for students participating in the Alternative Learning System.Moreover,financial problems were consistently the main reason for students failing to complete the second chance programme(Osawa,2021);just 1.5%of children from the poorest quintile live in a house with a

289、computer,and less than 1%have an internet connection at home(SEA-PLM,2019).Printed material also remained the most popular distance learning modality during the COVID-19 pandemic,reaching over 20 million(75%)pre-primary,primary and secondary school students in the Philippines(Philippines Department

290、of Education,2022a).At the same time,printed material poses some limitations,including outdated content,sustainability issues and lack of interactivity(Philippines Department of Education,2021).Despite the challenges,the Alternative Learning System 2.0 Information and Communications Technology Strat

291、egic Plan 20222026 aims to strengthen the use of digital technology in programme implementation,and to bring the remaining out-of-school population,which amounts to 15%of youth,to either formal or alternative education (Osawa,2021;Philippines Department of Education,2021).Source:Philippine Normal Un

292、iversity(2023).21CHAPTER 2 EQUITY AND INCLUSION:ACCESS TO EDUCATION2However,despite the widespread use of mobile technology,little is known about mobile learning initiatives in schools in Southeast Asia(Farley and Song,2015).Mobile technology supported the Empowering Women and Girls through Mobile T

293、echnology project in Myanmar.Part of the Connect to Learn project,it helped marginalized girls in rural schools develop English language skills and life skills as a means of empowerment and a pathway to increased secondary school retention(UNESCO,2015).In the Philippines,the government provides info

294、rmal mobile learning to those with limited access to education through partnerships with the private sector.Specific laws and policies support the use of mobile learning in the Alternative Learning System.The government has also partnered with the private sector to deliver digitized learning resourc

295、es through mobile technologies to poor and underserved public schools(Churchill et al.,2018).Online learning,which relies on student access to devices and the internet,is only used in selected countries at the primary and secondary level to increase access to education.Launched in 1997,the Smart Sch

296、ool(Sekolah Bestari)project in Malaysia has increased access to education for students in rural areas through virtual classrooms and distance learning programmes(Subramaniam,2023).Flexible online learning is promoted as part of the Basic Education Equivalency Programme targeting out-of-school youth

297、in Cambodia(Moodle,2019).With the support of UNESCO,free online courses allow students to complete lower secondary education while being in full-time employment.Learning centres are equipped with internet access,tablets,computers and two trained facilitators.They provide students with government-acc

298、redited certificates which enable them to enrol in upper secondary or vocational education.Since its launch in 2019,the programme has reached over 1,500 early school leavers(UNESCO,2023).Digital technology also supports multilingualism in the region(Maliphol,2023).In Southeast Asia,countries make us

299、e of technology-assisted language learning tools to support the education of ethnic minorities.Cambodia aims to reach 5,000 students in ethnic minority communities through a range of online and offline multimedia bilingual resources.The Ministry of Education,Youth and Sports provided a range of digi

300、tal technologies to multilingual education schools to support the quality of teaching and learning in remote ethnic minority areas and help ethnic minority learners recover from the learning losses precipitated by school closures due to COVID-19(Brehm et al.,2023).INCLUSIVE TECHNOLOGY SUPPORTS ACCES

301、SIBILITY FOR STUDENTS WITH DISABILITIES Students with disabilities are one of the most disadvantaged groups in accessing quality education.Children with disabilities account for 5%of the student population in Cambodia and Malaysia,and 3%in the Lao Peoples Democratic Republic and Viet Nam(SEAMEO SEN,

302、2023).Children with disabilities tend to be excluded from education,and accessibility remains a major issue(UNESCO,2020).Children with disabilities of primary and lower secondary school age in Cambodia are eight times less likely to be in education than their peers without disabilities,the largest g

303、ap between countries reporting data(United Nations,2019).Only 6%of schools in Cambodia were fully accessible to children with disabilities,according to the Cambodian Disabled Peoples Organization(SEAMEO SEN,2023).Technology can promote inclusive education through multiple means of representing infor

304、mation,expressing knowledge and engaging in learning.Technology can support students with disabilities through fair and optimized access to the curriculum,contributing to the development of their independence,agency and social inclusion(UNESCO,2020;UNICEF,2021b).While inclusive technology is designe

305、d for all learners,assistive technology is specifically designed for individuals with disabilities and helps them perform functions that they might otherwise find difficult or impossible(Burns,2021;Masitry et al.,2013).All Southeast Asian countries have ratified the Convention on the Rights of Perso

306、ns with Disabilities,which endorses universal design principles to be usable by all people to the greatest extent possible,without the need for adaptation or specialized design(United Nations,2006,p.4).However,in the absence of good guidance on how to operationalize inclusive technology(Box 2.2),man

307、y countries continue to rely on assistive devices where available(Banes et al.,2020;World Bank,2022).2023 SOUTHEAST ASIA REGIONAL REPORT222Regulations and policies in the region promote the use of inclusive and assistive technologies,such as screen readers,text-to-speech software and tablets(SEAMEO

308、SEN,2023).The Philippines Inclusive Education Act requires all schools to provide reasonable accommodations and support services,including sign language interpreters and assistive technology,to ensure that students with disabilities have equal access to educational opportunities(Philippines Republic

309、,2021).In Thailand,the Persons with Disabilities Education Act similarly requires assistive technology to be provided to students with disabilities(Thailand Kingdom,2008).The Lao Peoples Democratic Republic and Viet Nam support the provision of assistive technology to students with disabilities in t

310、heir national strategies,while Cambodia has developed guidelines for the use of assistive technology in education(SEAMEO SEN,2023).The Ministry of Education of Malaysia has adopted guidelines outlining the types of technology that should support the education of children with disabilities in special

311、 schools.These include screen reader software for the blind to enable access to digital content,voice-to-text software that enables communication and participation in learning activities for students with speech impairments,tablets with accessibility features,and interactive whiteboards to cater to

312、different learning styles and abilities(Subramaniam,2023).ASSISTIVE TECHNOLOGY REMOVES BARRIERS TO LEARNING BUT CHALLENGES PERSISTAssistive technology is used in education to overcome the social,infrastructural and other barriers to learning independence,full participation in society and carrying ou

313、t learning activities safely and easily(Hersh and Johnson,2008,p.196).They range from high-tech devices to low-tech devices that do not involve complex electronics and specialized software,including long canes,tablets,magnifying glasses and large print books(Lynch et al.,2022;SEAMEO SEN,2023).The Mi

314、nistry of Education of Singapore provides assistive technology devices,such as frequency modulation equipment,text-to-speech software and magnifiers to support students with hearing,visual or physical impairments to successfully integrate into the mainstream school environment(Disabled Peoples Assoc

315、iation,2016;Singapore Ministry of Education,2023).However,many interventions tend to be limited in scope,are mostly applied on a project basis and encounter significant implementation challenges.According to a mapping of programmes targeted to pre-primary and primary school age children with disabil

316、ities in Cambodia,Indonesia,the Lao Peoples Democratic Republic,Malaysia,Myanmar,the Philippines,Thailand,Timor-Leste and Viet Nam,most countries had limited to no available assistive devices and accessible BOX 2.2:Accessibility features are rarely embedded in technology platforms and devices Global

317、ly,an increasing number of platforms and devices,including smartphones,computers and tablets,have been embedding accessibility and personalization features,such as built-in screen readers,immersive readers and voice control(Dinechin and Boutard,2021).However,evidence of benefits in Southeast Asia is

318、 scarce and implementation at schools is very limited,particularly due to the cost and lack of internet accessibility(SEAMEO SEN,2023).In the Philippines,special school teachers indicated that non-assistive technologies,including laptops,tablets,computers,radios,speakers and recorders,are used to su

319、pport students with disabilities and are considered beneficial to learning and student motivation.They can be used to compensate for the unavailability of assistive devices(Campado et al.,2023).Alternative Learning System programmes require accessibility features in the design of learning resources(

320、Philippines Republic,2020)and provide tablets and laptops to students with disabilities(SEAMEO SEN,2023).In Malaysia,the use of educational multimedia software for teaching deaf preschool students enhanced knowledge retention,increased engagement and reduced student learning time by more than 80%com

321、pared to traditional learning approaches(Masitry et al.,2013).In Thailand,the Accessible Online Teaching Platform for Students with Disabilities project,organized by the Office of the Basic Education Commission,trains teachers on developing websites that contain accessible digital learning materials

322、 that all types of students with disabilities can access.In Viet Nam,the e-learning system follows the Web Content Accessibility Guidelines(WCAG 2.0)(SEAMEO SEN,2023).Indonesia regulated education for students with disabilities in 2020 to ensure they could access quality education.But despite some s

323、mall-scale projects,including Sekokah Enuma,an application with flexible and inclusive basic numeracy and literacy activities,learning platforms rarely have accessibility features.As a result,students with disabilities were the most excluded group from education during COVID-19(Asian Development Ban

324、k,2022a;UNICEF,2021c).23CHAPTER 2 EQUITY AND INCLUSION:ACCESS TO EDUCATION2learning resources in general and special education systems.Assistive devices were usually only available for a limited number of schools,mostly only special schools,and for certain types of impairments,such as visual impairm

325、ents(UNICEF,2020b).Moreover,there is a lack of clear guidelines on the procurement,distribution and maintenance of assistive devices,as well as on the training of teachers and support staff(SEAMEO SEN,2023).According to a survey of special school students in Chiang Mai,Thailand,many considered that

326、assistive technology facilitated their education and students with hearing impairments needed it for communication(Lersilp et al.,2018).The Total Communication with Animation Dictionary software was developed to teach deaf learners sign language in pre-primary and primary schools,with results indica

327、ting improved learning performance for students using the programme compared to traditional learning methods(SEAMEO SEN,2023).The Thai government has invested in the development of assistive technology,including screen readers and speech recognition software,in tertiary education.Disability Support

328、Services,overseen by the Department of Empowerment of Persons with Disabilities,provides Braille translation(68%),equipment and assistive technology or software rental services(55%)and audio books(29%)to university students with disabilities.However,students reported dissatisfaction with equipment o

329、r software provision(19%)and skills training on equipment or software(17%).Sign language interpreting was not considered to be adequately provided,while notetaking services were only provided by 26%of universities(Nuchpongsai et al.,2020).In the Philippines,inclusive education community resource cen

330、tres provide assistive equipment,including Braille translation software,screen reader software and portable electronic magnifiers,to support blind learners or those with visual impairments(SEAMEO SEN,2023).Malaysia has developed a digital Braille textbook.A lack of availability and affordability hin

331、ders access to assistive technology for many people with disabilities in Southeast Asia.It is estimated that only 5%to 15%of people who need assistive technology in Viet Nam have access to it;and only 10%in Cambodia and the Lao Peoples Democratic Republic.Similarly,only some 20%and 30%of people with

332、 disabilities have access to assistive technology in Thailand and Malaysia,respectively(SEAMEO SEN,2023).Financial support is available in some richer countries.People with disabilities in Malaysia can apply for the Financial Assistance for Artificial Aids and Assistive Devices programme to enjoy fu

333、lly subsidized access to assistive technology(Malaysia Department of Social Welfare,2022;UN Women,2020).In Singapore,the Assistive Technology Fund covers up to 90%of the cost of assistive equipment for people with disabilities to use for education purposes(Enabling Guide,2023;Singapore Ministry of Social and Family Development,2021),while the Special Education Needs Fund helps students purchase as