TOWARDS AN ASEAN

LIFELONG LEARNING AGENDA

EXPERT MEETING REPORT

4 & 5 OCTOBER 2016

Ho Chi Minh City, Viet Nam

ABOUT THE PROJECT
The expert meeting in Ho Chi Minh City was an outcome of the regional project, Towards an
ASEAN Lifelong Learning Agenda, initiated by SEAMEO CELLL and the UNESCO Institute for
Lifelong Learning. The project is designed to support South-East Asian countries
development and implementation of holistic, comprehensive lifelong learning approaches,
linking different sectors and forms of learning in the drive to achieve education for all.
SEAMEO member countries are seeking to articulate a vision of lifelong learning and to draw
insights from each others policies and practices as they promote lifelong learning for all and
address the twin challenges of equity and quality.

The purpose of this regional expert meeting was to examine individual countries successful
policies and practices, and to share findings. The meeting generated a set of
recommendations to be submitted to an ASEAN education leaders summit for approval. To
further support countries in learning from each other, a compendium of national reports on
successful practices and policies will be published, and an online portal will be created to
serve as a hub for regional information exchange and dissemination of lifelong learning best
practices. Towards an ASEAN Lifelong Learning Agenda aims to bring positive changes and
advancement in lifelong learning in each country through the adoption and adaptation of
successful practices and policies.

This report is prepared and published in 2017 by SEAMEO CELLL and UIL.

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TABLE OF CONTENTS
DAY 1............................................................................................................................................................................. 1
Opening formalities ............................................................................................................................................ 1
Towards an ASEAN Lifelong Learning Agenda ......................................................................................... 2
Brunei Darussalam: An overview of lifelong learning opportunities ................................................ 3
Cambodia: Policies, strategies and challenges of lifelong learning .................................................. 3
Indonesia: Best practices of lifelong learning, gender-responsive adult education................... 3
Lao PDR: Establishing lifelong learning policy .......................................................................................... 4
Malaysia: Malaysia Education Blueprint 20152025 (Higher Education) ........................................ 5
Myanmar: Second-Chance Equivalency Programme and Out-of-School Children Initiative
Study ......................................................................................................................................................................... 5
The Philippines: Lifelong learning .................................................................................................................. 6
Singapore: Lifelong learning policies and practices ............................................................................... 6
Thailand: Lifelong learning promotion for community empowerment through sufficiency
economy philosophy ......................................................................................................................................... 6
Timor Leste: Policy implementation of the National Equivalency Programme ............................ 6
Viet Nam: Policies and successes in building a learning society and lifelong learning ............ 7
Mr Heribert Hinzen: Draft synthesis report ................................................................................................ 9
DAY 2........................................................................................................................................................................... 11
Southeast Asian Lifelong Learning Online Portal .................................................................................. 11
Discussion on lessons learned and recommendations........................................................................ 13
Closing ................................................................................................................................................................... 14
Expert meeting evaluation .................................................................................................................................. 15
Appendix 1: Recommendations and strategic actions for implementation ..................................... 16
Appendix 2: Concept note .................................................................................................................................. 17
Appendix 3: Agenda .............................................................................................................................................. 20
Appendix 4: List of participants ......................................................................................................................... 23

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Welcome remarks by SEAMEO CELLL Director, Expert meeting introduction by UIL Director,
Le Huy Lam Arne Carlsen

Adoption of recommendations

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EXPERT MEETING REPORT
This is a brief report on the expert meeting of the South-East Asian Ministers of Education
Centre for Lifelong Learning (SEAMEO CELLL) flagship project, Towards an ASEAN Lifelong
Learning Agenda. The meeting, co-organized by SEAMEO CELLL and the UNESCO Institute for
Lifelong Learning (UIL), took the form of a workshop on policy recommendations and
implementation plans. On Day 1, lifelong learning experts from 11 SEAMEO countries gave
accounts of their own best policy and practice. This report documents the topic and outline
of each presentation, as well as the ensuing questions from the audience. The presentations
in their original form can be downloaded at: http://www.seameocelll.org/presentations.html.

During the meeting, SEAMEO CELLL conducted interviews with meeting participants on the
context of lifelong learning in their country. The interviews were video-recorded, edited and
published, with the interviewees' consent, on an online portal (https://www.seameo-
celll.net/towards-an-asean-lifelong) as an add-on to the presentations in the meeting.

At the end of Day 1, key policy recommendations were drawn from the national reports. On
Day 2, the country experts, together with SEAMEO CELLL Governing Board members (GBMs),
discussed in groups these recommendations and, more importantly, the implementation
plans.

DAY 1
Opening formalities
The meeting commenced with welcoming remarks from Mr Le Huy Lam, Director of SEAMEO
CELLL. He set out the purpose of the meeting, highlighting the Centres flagship project,
before inviting Ms Ella Yulaelawati Rumindasari, SEAMEO CELLL Chair and Director of Early
Childhood Education and Development in the Indonesian Ministry of Education and Culture,
to present a token of gratitude to Mr Arne Carlsen, Director of UIL.

Ms Yulaelawati made her welcoming remarks, stressing the importance of lifelong learning in
achieving Sustainable Development Goal 4, as set out in the Education 2030 Framework for
Action, and calling for national roadmaps and indicators towards lifelong learning for all. She
thanked UIL and UNESCO for the support given to SEAMEO countries and encouraged the
participants of the meeting to enjoy learning from each others experiences.

Introduction to the lifelong learning concept

Mr Carlsen began his presentation by offering a warm welcome to all participants. He moved
on to a brief exposition of the concept of lifelong learning: the four pillars of learning
learning to be, learning to know, learning to do and learning to live together before making
some remarks on the holistic nature of lifelong learning and its key factors. He concluded the
first part of his presentation by highlighting UILs efforts to promote learning cities in
response to the trend towards decentralisation of education.

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 This paved the way for accounts of two of UILs major
activities: Ms Rika Yorozu, UIL Programme Specialist,
gave an account of UILs work on community-based
learning, while Mr Ral Valdes-Cotera, UIL Senior
Programme Specialist, introduced the UNESCO Global
Network of Learning Cities. Mr Valdes-Cotera stressed
that UIL was keen to support learning cities in SEAMEO
countries.

Mr Carlsen resumed his speech by looking forward to

the senior officials meeting (SOM) in preparation for the
6th ASEM Education Ministers Meeting in November.
He concluded by expressing the hope that the expert
meeting would provide valuable inputs for this event.

Towards an ASEAN Lifelong Learning Agenda

Mr Khau Huu Phuoc, SEAMEO CELLL Research and Training Manager, presented the centres
flagship project. He talked about its purpose of making positive changes to lifelong learning
in the region, and described its main components a study of good practices, publication of
best practice, an expert meeting, an online portal for resource-sharing, policy
recommendations, dissemination activities and project monitoring.

The expected national and regional outcomes were then presented by Ms Yorozu.

At the national level

Multi-stakeholder/multi-sectoral dialogue on lifelong learning initiated and
strengthened within and among national ministries responsible for lifelong learning
(i.e. basic education, higher education, vocational education) and with other public
and private stakeholder organizations that are involved in the development and
implementation of lifelong learning policies and strategies.
Successful policies and practices in lifelong learning identified, analysed and
summarized in national reports.
Impediments and possible government responses to improve equity and quality of
lifelong learning identified.
Lessons learned from experience in other ASEAN/SEAMEO countries.
At the regional level
Regional recommendations for policy and programmes promoting lifelong learning
drafted for sharing and consultation in regional policy-making fora.
An online knowledge-sharing platform on policies and practices in lifelong learning
created.
Documentation(s) on critical factors for the development and implementation of
holistic and comprehensive approaches towards lifelong learning published and
disseminated.

Mr Phuoc concluded by reporting on the progress of the project, highlighting the difficulties
that had been encountered in gathering national reports on best lifelong learning practices.

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Meeting procedure

Ms Yorozu presented the documents collected in the binder of the expert meeting. She
suggested that these could be used as reference for the participants to discuss on Day 2 of
the meeting and as a prompt to thinking about lifelong learning activities and policy
recommendations for their countries.

Mr Lam went through the schedule for Day 1 of the meeting. There would be four panel
sessions, in which experts would present lifelong learning policies and practices in their
countries:

Session 1: Brunei Darussalam, Cambodia, Indonesia

Session 2: Lao PDR, Malaysia, Myanmar

Session 3: The Philippines, Singapore, Thailand

Session 4: Timor Leste, Vietnam

After each session, the audience could raise questions for the presenters.

Brunei Darussalam: An overview of lifelong learning opportunities

The presentation began with a summary of the way in which lifelong learning is
conceptualized in Brunei and integrated into the countrys policies and national vision
towards 2035 (Wawasan Brunei 2035). The main opportunities for lifelong learning were then
described: continuing professional development for teachers and facilitators, and work-based
lifelong learning jointly provided by different sectors and community-based learning venues.

Cambodia: Policies, strategies and challenges of lifelong learning

The presentation first introduced the education profile and national education system in
Cambodia. Under the strategic framework of its Education Strategic Plan (ESP 20142018),
the promotion of lifelong learning is considered a priority. The concept of lifelong learning,
however, is not widely understood by educators and stakeholders, so it is necessary to
provide further training and promote a shared understanding of lifelong learning.

Indonesia: Best practices of lifelong learning, gender-responsive adult

education
As the presentation underlined, Indonesia has a very clear policy framework for lifelong
learning and a variety of lifelong learning programmes in all education sub-sectors (formal,
non-formal and informal). The presentation focused on gender mainstreaming as a policy for
integrating gender equality and equity. A list of programmes that fell under this area was
included, for example, publications on gender mainstreaming for government stakeholders,
gender analyses of education at provincial level and the Movement on Education for
Marginalised Women Empowerment (GP3M).

Q&A
Questions:

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1. Mr Cidlio Leite, SEAMEO CELLL GBM, Director-General of Basic Education, Ministry of
Education, Timor Leste, asked about a statement in Bruneis presentation: that educating a
boy meant educating one person, but educating a girl was educating a whole family. He was
concerned that the statement might be advocating gender discrimination. He went on to add
that education for boys was important and that different cultures had different views about
which gender should receive more education.

2. Mr Ichiro Miyazawa, UNESCO Bangkok Programme Specialist, asked for information on the
number of learners in lifelong learning programmes in each country.

Answers:

(to Questions 1 & 2)

Mr Chin Wei Keh, SEAMEO CELLL GBM, Director of Institute of Brunei Technical Education,
Ministry of Education, said that the statement did not advocate discrimination. In fact, the
higher education system in Brunei is populated mostly by women, he said. He acknowledged
that policies on gender in education differed across nations.

With regard to the number of learners, the next step for Brunei would be to conduct a survey
of how many people participated in lifelong learning, he added.

(to Question 2)

Mr Muhammad Hasbi, Director of the Centre for Early Childhood and Community Education
(ECCE) Development, Indonesia, quoted the number of lifelong learners as being between 5
million and 17 million depending on programmes, e.g. ECCE or girls education. He said that
72 per cent of districts practice gender mainstreaming.

Other comments:

Mr Leite commented that it was necessary to fulfil peoples basic needs, especially for those
who lived in poverty, before they could engage in education.

Mr Arturo Bayocot, SEAMEO CELLL GBM, Director of Department of Education Region XII,
Philippines, talked about non-formal and informal education and the challenge of having
multiple modes of education. He asserted that the highest priority is educating children.

Lao PDR: Establishing lifelong learning policy

The first half of the presentation focused on lifelong learning programmes in Lao PDR,
including literacy programmes, equivalency programmes and skill training for out-of-school
learners. The concept of lifelong learning was not widespread or generally appreciated
among education policymakers and development partners, which resulted in limited
coordination and mobilization of funds. The second half addressed the development of
lifelong learning policies in Lao PDR, which were initiated in 2015 and were in the final
process of endorsement.

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Malaysia: Malaysia Education Blueprint 20152025 (Higher Education)
Lifelong learning was contextualised within Malaysias Education Blueprint 20152025, which
had been created in response to the challenges facing higher education in the 21st century.
The Education Blueprint outlined 10 priorities for the way in which higher education is
governed and delivered: holistic, entrepreneurial and balanced graduates; talent excellence; a
nation of lifelong learners; quality TVET graduates; financial sustainability; empowered
governance; an innovation ecosystem; global prominence; globalized online learning; and
transformed HE delivery.

Under the third priority a nation of lifelong learners the Blueprint envisions lifelong
learning becoming a way of life for all Malaysians. There will be high-quality formal, non-
formal and informal programmes in a wide range of disciplines and topics to support both
professional and personal development. There will be learning communities in every
organization, with formal mechanisms to recognise prior experience and learning. Everyone
will have access to these opportunities, regardless of income level or background. To achieve
this, there will need to be a framework of recognizing prior learning, stakeholder
engagement programmes and continuing financial support to learners.

Myanmar: Second-Chance Equivalency Programme and Out-of-School Children

Initiative Study
The presentation centred on a national equivalency programme for out-of-school children
aged 1014. After describing the background and rationale of the programme, the speaker,
Ms Aye Aye Myint, SEAMEO CELLL GBM, Acting Rector of Yangon University of Education,
provided a detailed account of its development from 2008. At the end of her talk she
revealed that the government had recently established a Department of Alternative
Education responsible for non-formal education, lifelong learning and community
development.

Q&A
Questions:

1. Mr Leite put a question to Ms Myint about the duration of their equivalency programme.
He asked how Myanmar could motivate its learners to take the equivalency programme when
it lasted just as long as its formal counterpart (three years). He mentioned that in Timor Leste,
equivalency programmes were one year shorter than formal ones.

Answer:

Ms Myint said that even though the equivalency programme took the same amount of time
as a formal one, teaching hours and venue were much more flexible, being allocated to suit
learners needs, and the curriculum was also different. She added that the equivalency
programme was run by committed volunteer teachers who were trained to work with its
specially designed curriculum.

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The Philippines: Lifelong learning
The presentation opened with an overview of national policies for institutionalising lifelong
learning before supplying a list of lifelong learning initiatives from different educational
institutions. One initiative was the set of massive open online courses offered by the
University of the Philippines Open University and the Technical Education and Skills
Development Authority (TESDA). ICT-based modes of delivery (distance learning, social
media, etc.) were noted as the future direction for lifelong learning in the Philippines. One
highlight was the Open High School Programme, which used distance learning to reduce
high school drop-out numbers.

Singapore: Lifelong learning policies and practices

The first part of the presentation was a comprehensive review of Singapores education
system, including its structure, three-stage history and competency framework. The focus
then narrowed down to continuing education and training, particularly the Singapore
Workforce Skills Qualifications System with its 34 qualifications frameworks, products of a
tripartite policy-making process involving government, employers and employees. Next came
an explanation of the financing arrangement for Singapores education. The system is based
on three key principles (comprehensiveness, accessibility and inclusiveness) and is divided
into two types of funding (baseline and enhanced). Finally, SkillsFuture, initiated in 2014, was
introduced. SkillsFuture is a collection of programmes to improve the productivity and
competence of Singaporeans throughout school and work, regardless of their starting point.
As well as skills, it addresses the social mind-set and the way Singapore values and
recognises people of different talents, beyond traditional definitions of success.

Thailand: Lifelong learning promotion for community empowerment through

sufficiency economy philosophy
The presentation reported on a study of community learning centres (CLCs) in Thailand, set
up to investigate the status and effectiveness of CLCs in promoting lifelong learning through
Thailands sufficiency economy philosophy, and to identify the success factors and best
practices of these CLCs. It described the conceptual framework, methodology and findings
for each research aim. The study showed that CLCs are effective in strengthening
communities by promoting lifelong learning, and that their success is due to the integration
of household accounting and the sufficiency economy philosophy into daily life.

Timor Leste: Policy implementation of the National Equivalency Programme

The focus of this presentation was on equivalency programmes as the main delivery mode of
basic education for people aged above 15. After providing an overview of Timor Lestes
demography, education system and non-formal education, the presentation concentrated on
the 2008 National Equivalency Programme to Basic Education, the policies to implement it
and its key achievements. Successful policies and practices of the programme include the
recognition, validation and accreditation of non-formal learning and the status of community
learning centres as learning venues.

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Viet Nam: Policies and successes in building a learning society and lifelong
learning
The presentation began by highlighting
the Vietnamese conceptualization of
lifelong learning as both a right and a
duty of all citizens. There was then a
summary of policies, key organizations
(Open Universities in Hanoi and Ho Chi
Minh City, the Learning Promotion
Association and the National Committee
for Lifelong Learning) and systems
(continuing education centres,
community learning centres, learning
families and learning clans) involved in
promoting lifelong learning and a learning society. Nonetheless, the presentation conceded,
lifelong learning in Viet Nam is hindered by the low status of non-formal education, a limited
state budget and poor coordination among different ministries and levels of government.

Q&A
Questions:

1. Ms Yulaelawati asked whether the certificates of equivalency education in countries that

offered such programmes had the same value as qualifications in the formal sector.

2. Mr Leite asked whether the exams/tests of equivalency programmes were the same as
those in the formal sector.

3. Mr Leite asked how the Philippines could control the use of social media, particularly
Facebook, for lifelong learning. He was concerned that the content in social media might not
be suitable for learners.

Answers:

(to Question 1 & 2)

Ms Melinda D.P. Bandalaria, Chancellor of the University of the Philippines Open University,
said that the Philippines equivalency education is modelled on that of Indonesia. The
Philippines has equivalency certificates at elementary and high-school level but not tertiary,
and equivalency qualifications are recognised when learners move from one education sector
to another.

(to Question 3)

Ms Bandalaria said that Facebook could be explored as a mechanism for lifelong learning.
The key here was to have sufficiently good digital skills and to be strategic about the content
uploaded on to Facebook.

Other comments:

Mr Ismariwan Shamsudin, representing the SEAMEO Secretariat, thanked all the presenters
and suggested that the reports should mention Sustainable Development Goal 4 and

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SEAMEOs seven priority areas as background, because this would add weight and
justification to the reports.

Mr Leite thanked Singapore for presenting information on how their education system was
financed. He acknowledged that Singapores financing model might not work for Timor Leste.
He added that officials in charge of financing education should be knowledgeable about
education; otherwise, they might spend money on unproductive areas.

Mr Guan Eng Chan, SEAMEO CELLL GBM, Deputy Undersecretary, Policy Planning Division,
Ministry of Higher Education, Malaysia, suggested that equivalency programmes could use
the ASEAN Qualifications Framework as a point of reference to position their qualifications.

Mr Chin Nivath, expert from the Department of Non-Formal Education, Cambodia, suggested
that education in ASEAN countries should be aligned with the ASEAN Qualifications
Framework to allow a free flow of education.

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Mr Heribert Hinzen: Draft synthesis report
Mr Heribert Hinzen, the consultant for SEAMEO
CELLLs flagship project, and former DVV
International Director, presented his preliminary
analysis of the executive summaries and draft
national reports that had been submitted to
date. He talked about the terms of reference for
his work in the project and the key findings from
the data, which were grouped into three major
themes:

Purposes, systems, structures and sites;

Policy, legislation, financing and governance; and
Learning and teaching, organization and administration.

Mr Hinzen also mentioned the difficulties he and the other consultant, Mr Chris Duke, faced
while producing the draft synthesis, including late submission and the variation in quality and
approach of executive summaries and draft national reports.

Q&A
Questions:

1. Ms Yulaelawati commented that the findings of the draft synthesis, especially the three
themes, were very general. She would like to see a list of specific best practices to present to
ministers of education. She hoped that when the final synthesis was completed, there would
be a collection of best practices.

2. Mr Arturo Bayocot, Director of Department of Education Region XII, the Philippines,

expressed concern over whether the national report needed governmental endorsement,
especially when both the GBM and experts were not high-level officials.

3. Mr Remegio Alinderme Alquitran, National Directorate for Recurrent Education, Ministry of

Education, Timor Leste, asked whether the definition of lifelong learning in the draft synthesis
was an ASEAN definition. He suggested that a regional definition should be highlighted.

4. Mr Chin Nivath, Department of Non-Formal Education, Cambodia, expressed his concern

that Cambodia would not be able to conduct a national report for the project because
lifelong learning was a very new concept in his country and consequently there was a lack of
expertise in this field. He stated that Cambodia would still like to participate in the project to
learn from other countries and asked if this would be possible.

5. Ms Sim Soo Kheng, SEAMEO CELLL GBM, Director of Research and Innovation, Institute for
Adult Learning, Singapore, expressed her concern that the synthesis report would be binding
for member countries and wanted clarification on this matter. She added that the findings
and recommendations/implications should be advisory only because each country would
have its own approach to lifelong learning.

Answers:

(to Question 1)

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Mr Hinzen stated that a compendium of good practices would be prepared later, once the
final versions of national reports had been received. He mentioned the difficulty in compiling
such a compendium at this stage due to lack of data in draft national reports.

Mr Carlsen said that extending the deadline for all countries to hand in their reports would
facilitate the production of a more detailed final synthesis, reflecting the lifelong learning
conditions in SEAMEO member states. He was confident that the input from the expert
meeting and final national reports would help the project produce specific recommendations.

(to Question 2)

Mr Lam said it was very important to make national reports official because a valuable aspect
of the reports was that they were produced by officially appointed experts who would
represent their respective countries. He added that SEAMEO CELLL had been very consistent
from the beginning in stating that an expert should be officially nominated by the GBM of
his/her country. He acknowledged that, due to time constraints, some reports might not have
been subject to consultation with important national stakeholders and therefore not marked
official by these authorities. He asked UIL to extend the project to 2017 or longer so that all
reports could be marked official by national stakeholders, and insisted that GBMs and experts
should ensure the official status of national reports. He noted that, according to the projects
guidelines, all submitted reports were considered official.

(to Question 3)

Mr Hinzen said the definition was based on that of UNESCO, which could be found in the
Incheon Declaration adopted in the 2015 World Education Forum. This definition provided a
global perspective. He would appreciate, however, a definition based on an ASEAN
perspective.

Mr Nguyen Van Quang, Hanoi Open University, Viet Nam, suggested that the project should
adopt an established definition of lifelong learning as a common baseline understanding. He
explained that ASEAN countries were followers, rather than forerunners, in lifelong learning,
and that they should, therefore, accept established definitions. He suggested that what
ASEAN countries should be doing is thinking about the policies and practices of lifelong
learning.

(to Question 4)

Ms Yorozu said this would be possible, but everyone would also like to learn from Cambodia.

(to Question 5)

Mr Hinzen reassured Ms Sim that the synthesis and its recommendations were not binding
but could serve as a point of reference from which countries can move forward.

Other comments:

Mr Lam said good practices were indispensable because in the planning meeting all parties
had agreed that the project would produce a compilation of good practices for every country
to learn from. However, the national reports that had been submitted did not contain
sufficient data on good practices. He shared Ms Yulaelawatis concern that the results of the
project should be concrete and applicable. He also sympathised with the consultants on the
difficulty of extracting information on good practices from national reports, noting that it was

10
not their fault that there were few examples of good practices in the draft synthesis. Mr Lam
hoped and believed that a compilation of good practices would be available in the future.

He further commented that any policy recommendations and means of implementation

discussed on Day 2 should build on the 15 recommendations resulting from the Hanoi 2013
Seminar on National Policy Frameworks for Lifelong Learning in the ASEAN Countries and that
it would be unreasonable for the expert meeting to come up with a new set of
recommendations. He suggested condensing these 15 recommendations into three or five
key points and discussing their means of implementation. He agreed with Ms Sim that the
results of the project should be non-binding.

DAY 2
Southeast Asian Lifelong Learning Online Portal
https://www.sea-lllportal.org/

Mr Mai Hong Quan, SEAMEO CELLL Research and Training Deputy Manager, reported on the
progress of SEAMEO CELLLs online portal, which was a key output of SEAMEO CELLLs
flagship project. The presentation first reviewed the purpose of the portal to provide a hub
where individuals and organizations interested in lifelong learning could obtain and
exchange ideas and resources. In terms of structure and content, two plans were proposed:
according to Plan A, the content of the portal would be categorized by country, with each
having its own section. Plan B divided the portal thematically; each section of the portal
would cover a theme in lifelong learning and all SEAMEO member countries could upload
content to whichever theme they deemed most relevant. Mr Quan then showed a
demonstration portal, in the form of a website, to the audience.

Mr Lam noted that the portal had not yet gone online but would in mid-November. He called
for input from GBMs and experts on the organization and content of the portal.

Input from GBMs and experts

Mr Guan suggested adding a contact directory for GBMs and experts in the portal.

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Mr Miyazawa warned that many past online platforms had failed because they lacked focus.
He suggested that SEAMEO CELLL should think about the main audience for the online portal
and how to attract them.

The Viet Nam expert, Mr Nguyen Van Quang, seconded Mr Miyazawas suggestions and
added that the portal should initially be a forum about lifelong learning policy and practice,
and in time evolve into a platform for learners. He also suggested that instead of being a
totally new platform, SEAMEO CELLLs portal could incorporate existing platforms, such as
Hanoi Open Universitys, which was supported by Japan.

Ms Sim suggested using SEAMEO CELLLs domain for the portal instead of buying a new one.

Mr Hinzen suggested adding links to lifelong learning websites (e.g. UILs website:
http://uil.unesco.org/lifelong-learning/lifelong-learning-policies) where relevant materials
could be found. He added that SEAMEO CELLL should be very clear about the target
audience and that there should be tools to attract people to use the portal on a regular basis
(e.g. a reminder newsletter).

Mr Lam commented that the biggest challenge for the portal was sustainability. He
acknowledged the need to position the website appropriately for its target audience, and he
agreed with Mr Guan that there should be a contact directory for GBMs and experts. He
responded to Mr Quangs comment, pointing out that the portal was aimed mainly at
researchers and policymakers rather than learners.

Mr Shamsudin shared the SEAMEO Secretariats experience in setting up an online portal. He

stated that obtaining information and data from member countries was always a challenge.
He urged member countries to contribute to SEAMEO CELLLs portal because this could be a
valuable one-stop place for countries to get updates on what others were doing. He added
that SEAMEO CELLL could create a Facebook page and Twitter account for the portal, and
that this would attract more traffic.

Ms Yorozu suggested that the portal could feature one country per month, so the content of
each month would revolve around one selected country.

Mr Carlsen acknowledged the hard work required to develop and maintain an online portal,
but he was optimistic about SEAMEO CELLLs portal because the centre could learn from
forerunners. He pointed out that UIL was carrying out a project to monitor lifelong learning
development, and would be very interested in data from SEAMEO countries, which could be
uploaded on to Southeast Asian Lifelong Learning Portal. Indeed, he added, SEAMEO CELLL
could be a partner with UIL in gathering lifelong learning data in Southeast Asia.

Ms Zenaida Domingo, Former UNESCO SEACLLSD Director, shared her experience of running
an online portal of UNESCO centres. She recounted that there were problems establishing
and maintaining a dedicated editorial board, and that UNESCO consequently decided that
each centre would host the portal on a yearly basis and be in charge of editing.

Mr Lam thanked all participants for their input and called for support from SEAMEO member
countries to make the portal a success.

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Discussion on lessons learned and recommendations
Ms Yorozu announced the procedure for group discussion. After Day 1, Mr Hinzen, Ms
Yulaelawati and Ms Sim had been able to draw out a number of key policy recommendations
from the presented national reports. The recommendations were based on the 2013 Hanoi
Advocacy Brief:

Recommendation 1: Develop national policy or legislation to promote lifelong learning for

all as integral to national social and economic development and as a key component in the
post-2015 development agenda.

Recommendation 2: Establish national coordination mechanisms by involving all related

government departments, the private sector, civil society, development partners and other
stakeholders.

Recommendation 3: Increase financial resources in compliance with legislation and policy

to promote lifelong learning for all and allocate an equitable share of investment across
sub-sectors of education and training.

Recommendation 4: Develop mechanism to mobilize additional funding and other

resources from the public and private sectors, social organizations and individuals.

Recommendation 5: Expand the provision of rich and diversified learning opportunities.

Recommendation 6: Take concrete measures to make education structures, curricula and

teaching-learning practices more oriented to lifelong learning.

The GBMs and experts discussed the policy

recommendations in groups, considering how
they could be implemented (i.e. key strategic
actions for implementation). Ms Yorozu
suggested that the groups should choose the
two recommendations they found most
important for discussion. Three groups were
set up:
Discussion Group 1
Group 1: Brunei Darussalam, Cambodia,
Indonesia and Malaysia (moderated by Ms
Yorozu and recorded by Mr Phuoc).

Group 2: Lao PDR, Myanmar, the

Philippines and Singapore, with Ms
Domingo (moderated by Mr Miyazawa and
recorded by Mr Berlin Tran, SEAMEO CELLL
meeting rapporteur).
Discussion Group 2

13
 Group 3: Thailand, Timor Leste and Viet
Nam (moderated by Mr Toshi
Matsumoto, UNESCO Hanoi Programme
Specialist, and recorded by Mr Quan).

Each group elected a chairperson to present

the results of the discussion.

Group discussion
Each group went to a working room. Their Discussion Group 3
discussion sessions lasted one and a half
hours.

Results and adoption

The group presentation session was moderated by Mr Valdes-Cotera. Each group presented
their discussion results. Overall, SEAMEO countries were mostly interested in developing
policies (Recommendation 1), coordination mechanisms (Recommendation 2) and financing
systems (Recommendations 3 and 4) for lifelong learning. Innovative means of
implementation were also raised, including incentives for businesses that contributed to non-
formal and informal education, promotional activities for lifelong learning, and multi-sectoral
and multi-level policy dialogues about lifelong learning. The results were collated and refined
into a pre-final set of recommendations and implementation plans (see Appendix 2).

The recommendation document was then presented by Mr Lam. Minor comments on

wording were made, before the document was adopted by 11 SEAMEO countries.

Closing
Mr Lam presented the way forward for their flagship project and described the expected final
outputs. He also stated that the deadline for the final version of national reports could be
negotiated to ensure that all 11 SEAMEO countries were represented in the project.

Mr Shamsudin congratulated SEAMEO CELLL on the organization of the expert meeting. He

also expressed his gratitude to UIL, UNESCO Bangkok, UNESCO Hanoi and Mr Hinzen. He
stressed the position of SEAMEO CELLL as a key player in lifelong learning and stated that the
SEAMEO Secretariat, as the executive arm of SEAMEO, would support SEAMEO CELLL in any
way possible to have the flagship project completed and its results realized. He promised to
advance the results of the expert meeting to ministers of education and seek their
endorsement through a meeting of SEAMEO high officials.

Mr Carlsen stated that UIL would pay special attention to SEAMEO CELLL and SEAMEO
countries and expressed his commitment to supporting SEAMEO CELLL. He then talked about
the prospects of lifelong learning through the development of learning cities and lifelong
learning indicators. He also mentioned the scholarship and fellowship programmes offered
by UIL for interested scholars and policymakers. In conclusion, he congratulated SEAMEO
CELLL on the success of the meeting.

Mr Lam thanked all participants and hoped that in the future SEAMEO CELLL could continue
to organise expert meetings back-to-back with Governing Board meetings.

14
Expert meeting evaluation
Evaluation forms were completed and submitted by 22 participants. Overall, the evaluations
showed highly positive appreciation of SEAMEO CELLL staff members work. The intensive
group discussion (Day 2) was the most appreciated session. Questions concerning immediate
plans and future follow-up indicated increased commitment by the participants to the
project.

15
Appendix 1: Recommendations and strategic
actions for implementation

TOWARDS LIFELONG LEARNING AGENDA IN SOUTHEAST ASIAN COUNTRIES

RECOMMENDATIONS/DECLARATIONS BY THE SEAMEOUNESCO MEETING IN HO CHI MINH
CITY (45 OCTOBER 2016)

PREAMBLE

This document builds on: the advocacy brief on promoting lifelong learning for all, proposed
from the Workshop on National Policy Frameworks for Lifelong Learning in the ASEAN
Countries held in Hanoi, Viet Nam in January 2013; the ASEAN Declaration of Strengthening
Education for Out-of-School Children and Youth from the ASEAN Summit in Vientiane, Lao
PDR on 6 September 2016; the SEAMEO 7 Priority Areas 20152035; and the Sustainable
Development Agenda Education 2030, with its overall objective of Ensur[ing] inclusive and
equitable quality education and promot[ing] lifelong learning opportunities for all.

The expert meeting on the project Towards a Lifelong Learning Agenda in Southeast Asian
countries co-organised by SEAMEO and UNESCO in Ho Chi Minh City, and participated in by
11 countries on 4 and 5 October 2016, would like to seek the commitment of the ministers of
education of South-East Asian countries and their partners on the following findings and
policy recommendations:

RECOMMENDATIONS

SEAMEO member countries proposed:

Developing national policy or legislation to promote lifelong learning for all as integral to
national social and economic development and as a key component of the SDG agenda.
Establishing coordination mechanisms at all levels by involving all stakeholders in lifelong
learning.
Allocating sufficient financial resources and developing mechanisms to mobilize additional
funding and other resources in recognition of the benefits of lifelong learning.
Expanding the provision of rich and diversified lifelong learning opportunities.

STRATEGIC DIRECTIONS/ACTIONS FOR IMPLEMENTATION

1. Undertake a mapping exercise to identify gaps in SDG4 to inform policy-makers.

2. Identify the implementation gaps in achieving SDG4 and communicate to policy-makers
3. Organize advocacy activities to promote lifelong learning.
4. Conduct multi-sectoral dialogue on the promotion of lifelong learning and seek
endorsement from governmental authorities.
5. Find evidence on higher returns from lifelong learning.
6. Enhance the role of local governments and provide incentives for corporate social
responsibilities.

16
Appendix 2: Concept note

SOUTH-EAST ASIAN MINISTERS OF EDUCATION ORGANIZATION

REGIONAL CENTRE FOR LIFELONG LEARNING
(SEAMEO CELLL)
in partnership with
UNESCO INSTITUTE FOR LIFELONG LEARNING (UIL)

EXPERT MEETING
FOR THE PROJECT
TOWARDS AN ASEAN
LIFELONG LEARNING AGENDA

October, 2016

INTRODUCTION

South-East Asian countries have made major progress towards Education for All since 2000.
While student participation, retention and survival rates have generally increased, challenges
remain in ensuring inclusive and equitable quality education and promoting lifelong learning
opportunities for all, one of 17 goals in the 2030 Agenda for Sustainable Development. To
promote lifelong learning for all and address the twin challenges of equity and quality, there
is a need for SEAMEO Member Countries to articulate a vision of lifelong learning and learn
from each others policies and practices.

To help the agenda for lifelong learning become more inclusive and gender responsive,
SEAMEO CELLL and UNESCO are initiating the regional project, Towards an ASEAN Lifelong
Learning Agenda, on collaborative research and advocacy for lifelong learning in 2016. The
purpose of this project is in line with the ASEAN Socio-Cultural Community Blueprint 2025,
SEAMEOs Educational Priorities 20152035, UNESCOs 20162017 Programme and SEAMEO
CELLLs first Five-Year Development Plan FY2015/2016 FY2019/2020, endorsed by its
Governing Board in September 2015.

The project has had a good start, and is gaining momentum. In keeping with the project plan,
an expert meeting will be held to receive the experts consultation on enabling policies,
legislation and financing for lifelong learning based on best practice.

PURPOSES

The expert meeting will serve four purposes:

Review national best practice and underlying policies through country presentations
and SEAMEO CELLLs synthesis report.
Discuss lessons learned and put forth recommendations.
Introduce SEAMEO CELLLs plan for a regional online portal for knowledge sharing and
learning.
Strengthen regional collaborative activities to promote lifelong learning.

17
EXPECTED OUTCOMES

It is expected that the following outcomes will be achieved at the end of the workshop:

Refined national reports of best practices of lifelong learning and government policies.
A reviewed synthesis report based on the executive summaries.
Agreed recommendations on lifelong learning policies towards an inclusive and
gender-responsive approach and strengthening regional collaborative activities to
promote lifelong learning.
Adopted structure and contents for a regional online portal for knowledge sharing and
learning.
DATES AND VENUE

The workshop will be held:

At SEAMEO CELLL, 33c Le Thanh Ton, District 1, Ho Chi Minh City, Viet Nam. The
presentation sessions will take place in the Conference Room on the third floor and the
discussion sessions in the rooms on the second floor of the building.
On 45 October, 2016.
ACCOMMODATION AND TRANSPORTATION

Under the funding arrangements for the project, SEAMEO CELLL will bear the cost of one
extra-day accommodation for all SEAMEO CELLL Governing Board members; and three-night
accommodation and economy return ticket for one focal point from each country.

Transfers from and to the airport will be organized for participants arriving on 3 October
2016 and departing on 6 October 2016.

For further information, please contact Ms Nguyen Phuong Linh:

Tel: (+84 8) 38246767
Mobile: (+84) 1234 004 213
Email: phuonglinh@seameocelll.org

Location of SEAMEO CELLL building

18
SPEAKERS AND PARTICIPANTS

Participants in the meeting will be SEAMEO CELLL Governing Board members, focal point
experts, and stakeholders in the project.

AGENDA (TENTATIVE)

Please find attached.

LANGUAGE OF THE WORKSHOP

The working language of the workshop will be English.

CONTACT PERSONS

For further information, please contact:

Ms Nguyen Phuong Linh (for logistic support)

International Cooperation Officer
Tel: (+84 8) 38246767
Mobile: (+84) 1234 004 213
Email: phuonglinh@seameocelll.org

Mr Khau Huu Phuoc (for matters concerning presentations)

Research and Training Manager
Tel: (+84 8) 38246767
Mobile: (+84) 903 011 890
Email: khauhuuphuoc@seameocelll.org

Mr Mai Hong Quan (for matters concerning presentations)

Deputy Manager of Research and Training
Tel: (+84 8) 38246767
Mobile: (+84) 982 73 46 37
Email: maihongquan@seameocelll.org

19
Appendix 3: Agenda

AGENDA FOR EXPERT MEETING

(04-05 October 2016)
Objectives:

1. Review national best practices and underlying policies through country presentations
and SEAMEO CELLLs synthesis report
2. Discuss lessons learned and put forth recommendations
3. Introduce SEAMEO CELLLs plan for a regional online portal for knowledge sharing and
learning
4. Strengthen regional collaborative activities to promote lifelong learning

ACTIVITY RESPONSIBLE PERSON(S) TIME

DAY 1 (04/10/2016) MORNING

REGISTRATION Participants 8:158:30

Welcome remarks by the Centre Director 8:308:35

Remarks by SEAMEO CELLL Governing 8:358:40

Board Chairperson

OPENING SESSION Promoting lifelong learning for all, by UIL

8:409:05
Director

Participants introduction 9:059:20

GROUP PHOTO Participants 9:209:40

TEA BREAK Participants 9:4010:00

SESSION 1: PROJECT REPORT

Expected output: Shared understanding on the expected results of the project including the
expert meeting

Presentation 1 Project introduction & progress report 10:0010:25

20
SESSION 2: COUNTRY REPORTS

Expected outcome: Good practices in lifelong learning and their enabling government
policies identified and policies and strategies replicable for other countries considered

GROUP 1 Moderator 1: Dr Raul Valdes Cotera (UIL)

Presentation 1 Brunei Darussalam 10:2510:40

Presentation 2 Cambodia 10:4010:55

Presentation 3 Indonesia 10:5511:10

Q&A 11:1011:25

GROUP 2 Moderator 2: Dr Zenaida Domingo (UNESCO SEACLLSD)

Presentation 4 Lao PDR 11:2511:40

Presentation 5 Malaysia 11:4011:55

Presentation 6 Myanmar 11:5512:10

Q&A 12:1012:30

LUNCH Participants 12:3013:30

DAY 1 (4/10/2016) AFTERNOON

SESSION 2: COUNTRY REPORTS (cont.)

GROUP 3 Moderator 3: Ms Rika Yorozu (UIL)

Presentation 7 Philippines 13:30 13:45

Presentation 8 Singapore 13:4514:00

Presentation 9 Thailand 14:0014:15

GROUP 4 Moderator 4: Ms Rika Yorozu (UIL)

Presentation 10 Timor Leste 14:1514:30

Presentation 11 Vietnam 14:3014:45

Q&A 14:4515:00

TEA BREAK Participants 15:0015:15

SESSION 3: PROJECT REGIONAL OUTPUTS

Expected outcome: Suggestions on working papers and knowledge sharing portal collected
from experts

21
 Synthesis report based on executive
Presentation summaries of participating countries and 15:1516:15
Q&A

Wrap-up DAY 1 16:1517:00

GALA DINNER All participants 18:0020:00

DAY 2 (05/10/2016) MORNING

SESSION 4: DISCUSSION ON LESSONS LEARNED AND RECOMMENDATIONS

Expected outcome: Recommendations and Implementation Plan

Introduction to regional online portal

Presentation 8:30 9:15
and Q&A

Introduction to parallel discussions 9:15 9:30

Parallel Discussion Group 1 (Brunei

Darussalam, Cambodia, Indonesia, 9:3011:30 (teabreak
Malaysia) included)
Moderator: Rika Yorozu
GROUP DISCUSSION
Parallel Discussion Group 2 (Lao PDR, 9:3011:30 (teabreak
Myanmar, Philippines, Singapore) included)
Moderator: Ichiro Miyazawa
Parallel Discussion Group 3 (Thailand, 9:3011:30 (teabreak
Timor Leste, Vietnam) included)
Moderator: Toshi Matsumoto
Report of Discussion Group representatives 11:30 12:30
Sessions Moderator: Dr Raul Valdes Cotera
LUNCH Participants 12:3014:00

DAY 2 (5/10/2016) AFTERNOON

SESSION 5: THE WAY FORWARD

Recommendations
Participants 14:00 14:30
adoption

The way forward 14:3014:45

CLOSING SEAMEO representatives closing remarks 14:45 14:50

UIL Directors closing remarks 14:50 15:00

FAREWELL DINNER 18:00 19:30

22
Appendix 4: List of participants
EXPERT MEETING TOWARDS AN ASEAN LIFELONG LEARNING AGENDA (Ho Chi Minh City, Viet Nam, 04-05 October 2016)
No Country Full name
Brunei Darussalam
1 Dr Chin Wei Keh
Ms Hajah Norhakimah Haji
2 University Brunei Darussalam (UBD) and
Mohd Nor
3 Ms Siti Mulsinah Haji Matussin
Cambodia
4 Mr Lor Chha Vanna
5 Mr Chin Nivath
Indonesia
6 Dr Ella Yulaelawati Rumindasari
7 Mr Muhammad Hasbi
Designation Status of Participants
Director and Chief Executive Officer
Institute of Brunei Technical Education SEAMEO CELLL Governing Board Member
Ministry of Education
Research Officer
Focal point
Institute of Brunei Technical Education (IBTE)
Senior Assistant Continuing Education
Coordinator
Deputy Director-General of Education
SEAMEO CELLL Governing Board Member
Ministry of Education, Youth and Sports
Department of Non-Formal Education,
Focal point
Ministry of Education, Youth and Sports
Director of Early Childhood Education and
Development
Directorate General of Early Childhood and SEAMEO CELLL Governing Board Member
Community Education
Ministry of Education and Culture
Director
Centre for Early Childhood and Community Focal point
Education Development, West Java
23
No Country Full name Designation Status of Participants
Centre for Early Childhood and Community
8 Ms Tintin Kartini
Education Development, West Java
Centre for Early Childhood and Community
9 Mr Edi Suswantoro
Education Development, West Java
Lao PDR
Director-General
10 Dr Ka Saleumsouk Department of Non-Formal Education SEAMEO CELLL Governing Board Member
Ministry of Education and Sports
Department of Non-Formal Education
11 Ms Philany Phissamay Focal point
Ministry of Education and Sports
Malaysia
Deputy Undersecretary, Policy Planning
12 Dr Guan Eng Chan Division SEAMEO CELLL Governing Board Member
Ministry of Higher Education
Myanmar
Acting Rector
13 Prof Dr Aye Aye Myint SEAMEO CELLL Governing Board Member
Yangon University of Education
Philippines
Director Representative
14 Dr Arturo Bayocot
Department of Education Region XII SEAMEO CELLL Governing Board Member
Professor and Chancellor
15 Dr Melinda DP Bandalaria Focal point
University of the Philippines Open University
Singapore
Director for Research and Innovation
16 Ms Sim Soo Kheng SEAMEO CELLL Governing Board Member
Institute for Adult Learning
Senior Manager
Research Management & Administration,
17 Ms Tai Jo Fang Focal point
Research & Innovation Division
Institute for Adult Learning Singapore
Thailand
18 Mr Prasert Hormdee Deputy Secretary General SEAMEO CELLL Governing Board Member

24
No Country Full name Designation Status of Participants
Office of the Non-Formal and Informal
Education
Ministry of Education
Planning Division
19 Miss Roong-Aroon Omas Office of the Non-Formal and Informal Focal point
Education
Timor Leste
Director-General, Basic Education
20 Dr Cidlio Leite SEAMEO CELLL Governing Board Member
Ministry of Education
21 Ms Estelita Soares Ministry of Education
Consultant (UNESCO)
22 Mr Remegio Alinderme Alquitran c/o National Directorate for Recurrent Focal point
Education, Ministry of Education
Viet Nam
Deputy Director-General, Non-formal
23 Dr Nguyen Hong Son Education Department, Ministry of Education SEAMEO CELLL Governing Board Member
and Training
24 Dr Nguyen Van Quang Hanoi Open University, Hanoi, Viet Nam Focal point
Project Consultant
25 Prof Dr Heribert Hinzen
UNESCO Institute for Lifelong Learning (UIL)
Director, UNESCO Institute for Lifelong
26 Prof Dr Arne Carlsen
Learning (UIL)
Senior Programme Specialist, Lifelong Learning
27 Dr Raul Valdes Cotera
Policies and Strategies Programme, UIL
Programme Specialist, Literacy and Basic Skills
28 Ms Rika Yorozu
Programme, UIL
Former Director of the UNESCO South East
29 Dr Zenaida T. Domingo Asia Centre of Lifelong Learning for
Sustainable Development
UNESCO Bangkok Office

25
No Country Full name Designation Status of Participants
Programme Specialist in Literacy and Lifelong
30 Mr Ichiro Miyazawa
Learning
UNESCO Hanoi Office
31 Mr Toshi Matsumoto Programme Specialist in Education
SEAMEO Secretariat
32 Mr Ismariwan Shamsudin Programme Support Officer
National Institute for Lifelong Education (NILE, Republic of Korea)
Director, Office of Evaluation and
33 Dr Han Sik Shim
Accreditation
SEAMEO CELLL
34 Mr Le Huy Lam Centre Director
35 Ms Vu Lan Chi Deputy Director
Manager of the Research and Training
36 Mr Khau Huu Phuoc
Department
Deputy Manager of the Research and Training
37 Mr Mai Hong Quan
Department
38 Mr Tran Ba Linh Rapporteur

26