Country Problems

1 Brunei Quality education for all

To meet the demands and future

challenges of the nation
2 Vietnam Everyone should be given the
same education opportunities
3 Malaysia Education plays a vital role in
achieveing the country's vision
of attaining status of a fully
developed nation
4 Lao PDR Providing quality education for
all
5 Philippines Education available for all
 Cambodia Quality improvement and
equitable access
6
 Thailand Maintenance of equity and social
justice

8 Myanmar Marked disparities in the

provision of education in terms
of access in equality
9 Indonesia Education for all

Inequitable access to education

and low quality and relevance
10 Singapore Education for the people
 CHALLENG

Percentage Level Below

Justification Poverty Line

The Ministry of Education sets out its education policy aiming at

quality education for all. One of its primary aims is to provide a
minimum of 12 years of education for every Brunei child, covering 7
years primary and pre-school, 3 years lower secondary school and 2
years on upper secondary or in a vocational or technical college.The
Ministry has developed a vision of Quality education towards a
developed, peaceful and prosperous nation
No records

The Ministry has devised ten-year strategic objectives (2006 2015)

prioritising human resource development in order to meet Brunei
Darussalams need for an educated and marketable workforce. The
education system also aims to inculcate sound moral values as a strong
foundation in an era of rapid progress and change.
They have a policy that social equity in education and training must be
ensured. The poor should be assisted and the talented should be
facilitated

37%
Education Act 1996, Ministry of Education Malaysia. "It is the
mission of education to develop a world calss quality education
system which will realize the full potential of the individual and fulfill
the aspiration of the Malaysian nation" 8%
Ministry of Education clearly set out their education development
policy. Education for All National Plan of Action 2003-2015 40%
Article XIV, Sec 1 "the State shall protect and promote the right of all
citizens to quality education at all levels and shall take appropriate
steps to make such education available for all" 40%
Education Policy and Strategic Framework 1995/2000
36%
Quality improvement has become the ultimate goal in the provision of
education in Thailand. They believe that success interms of equity and
education without quality will not enable their people to thrive a
knowledge-based economy and society. The government is committed
to provide equal access to lifelong education and training to all Thai
citizens to ensure that they will be equipped with necessary basic life 10.40%
skills and be employed (Office of Education Council, 2004)

They focused on not only quantitative expansion but quantitative

improvement as well. "Building a Modern Development Nation
through Education" Its vision is to create an education system that will
generate learning society capable of facing challenges of the 25%
Knowledge Age
The national educational system is carried out universally, open to
every citizen, regardless of their geographic location, race and
ethnicity, religion, socio-economic background.
27%

Target has been determined to increase the access of children to school

in order to succeed the nine-year compulsory basic education by 2008.
Increasing the access improving the quality of education
Re-defined its mission and vision of education. Thinking Schools,
Learning Nation as its vision and to mould the future of the nation by
molding the people who will determine the future of the nation as its
mission. These are the overall descriptor of an education system
geared to meet the needs of the 21st century.

No records
CHALLENGES IN EDUCATION IN SOUTHEAST ASIA
Problems of Equity in education
a) Lack of available school building and
classroom with all required facilities.
b) Shortage of teachers, especially in
remote areas; That is one of the reason in
countries like Thailand and Indonesia
there are m
c) Uneven spread of population, which
also creates serious disparities in
educational opportunity; especially in a big
country like Indonesia.
Addressing the Problem of Equity
N/A
Train and appoint more teachers especially to
remote places. A special incentive is given to
teachers who are willing to be appointed in
remote areas. Brunei, for example, is
improving the quality of their teaching staff
through better in-service and pre-service
training and the intake of better qualified
candidates in the teaching profession;
upgrade and expand existing education
facilities; to improve the administration and
management of the education system,
particularly in schools; and to upgrade the
status of teaching profession by making
classroom teaching an attractive profession
comparable to other professional career
paths in the public service.
N/A
d) Lack of good textbooks and other
learning materials. Due to financial and
geographical reason this problem can
easily be found in remote schools.
1) Set up an education law or act, stipulating
6, 9 to 12 years compulsory education to be
implemented at all primary and secondary
school through out the country. Bruneis
National Education Policy provides
continuous education for all children for a
period of 12 years.

e) Geographical location.

f) Students and parents low appreciation

toward education.

g) Level of socio-economic condition of the

family.

h) Lack of budget for building more

schools, classrooms, learning facilities.
a) Lack of available school building and
classroom with all required facilities.

b) Shortage of teachers, especially in

remote areas; That is one of the reason in
countries like Thailand and Indonesia
there are m

c) Uneven spread of population, which

also creates serious disparities in
educational opportunity; especially in a big
country like Indonesia.

d) Lack of good textbooks and other

learning materials. Due to financial and
geographical reason this problem can
easily be found in remote schools.

e) Geographical location.

f) Students and parents low appreciation

toward education.
g) Level of socio-economic condition of the
family.

h) Lack of budget for building more

schools, classrooms, learning facilities.

a) Lack of available school building and

classroom with all required facilities.

b) Shortage of teachers, especially in

remote areas; That is one of the reason in
countries like Thailand and Indonesia
there are m

c) Uneven spread of population, which

also creates serious disparities in
educational opportunity; especially in a big
country like Indonesia.
d) Lack of good textbooks and other
learning materials. Due to financial and
geographical reason this problem can
easily be found in remote schools.

e) Geographical location.

f) Students and parents low appreciation

toward education.

g) Level of socio-economic condition of the

family.

h) Lack of budget for building more

schools, classrooms, learning facilities.

a) Lack of available school building and

classroom with all required facilities.

b) Shortage of teachers, especially in

remote areas; That is one of the reason in
countries like Thailand and Indonesia
there are m
c) Uneven spread of population, which
also creates serious disparities in
educational opportunity; especially in a big
country like Indonesia.

d) Lack of good textbooks and other

learning materials. Due to financial and
geographical reason this problem can
easily be found in remote schools.

e) Geographical location.

f) Students and parents low appreciation

toward education.

g) Level of socio-economic condition of the

family.

h) Lack of budget for building more

schools, classrooms, learning facilities.

a) Lack of available school building and

classroom with all required facilities.

b) Shortage of teachers, especially in

remote areas; That is one of the reason in
countries like Thailand and Indonesia
there are m

c) Uneven spread of population, which

also creates serious disparities in
educational opportunity; especially in a big
country like Indonesia.

d) Lack of good textbooks and other

learning materials. Due to financial and
geographical reason this problem can
easily be found in remote schools.
e) Geographical location.

f) Students and parents low appreciation

toward education.

g) Level of socio-economic condition of the

family.

h) Lack of budget for building more

schools, classrooms, learning facilities.

a) Lack of available school building and

classroom with all required facilities.

b) Shortage of teachers, especially in

remote areas; That is one of the reason in
countries like Thailand and Indonesia
there are m

c) Uneven spread of population, which

also creates serious disparities in
educational opportunity; especially in a big
country like Indonesia.

d) Lack of good textbooks and other

learning materials. Due to financial and
geographical reason this problem can
easily be found in remote schools.

e) Geographical location.

f) Students and parents low appreciation

toward education.
g) Level of socio-economic condition of the
family.

h) Lack of budget for building more

schools, classrooms, learning facilities.

a) Lack of available school building and

classroom with all required facilities.

b) Shortage of teachers, especially in

remote areas; That is one of the reason in
countries like Thailand and Indonesia
there are m
c) Uneven spread of population, which
also creates serious disparities in
educational opportunity; especially in a big
d) Lack like
country of good textbooks and other
Indonesia.
learning materials. Due to financial and
geographical reason this problem can
e) Geographical
easily be found inlocation.
remote schools.

f) Students and parents low appreciation

toward education.
g) Level of socio-economic condition of the
family.
h) Lack of budget for building more
schools, classrooms, learning facilities.

a) Lack of available school building and

classroom with all required facilities.
b) Shortage of teachers, especially in
remote areas; That is one of the reason in
countries like Thailand and Indonesia
there are m

c) Uneven spread of population, which

also creates serious disparities in
educational opportunity; especially in a big
country like Indonesia.

d) Lack of good textbooks and other

learning materials. Due to financial and
geographical reason this problem can
e) Geographical
easily be found inlocation.
remote schools.

f) Students and parents low appreciation

toward education.
g) Level of socio-economic condition of the
family.
h) Lack of budget for building more
schools, classrooms, learning facilities.

a) Lack of available school building and

classroom with all required facilities.

b) Shortage of teachers, especially in

remote areas; That is one of the reason in
countries like Thailand and Indonesia
there are m

c) Uneven spread of population, which

also creates serious disparities in
educational opportunity; especially in a big
country like Indonesia.
d) Lack of good textbooks and other
learning materials. Due to financial and
geographical reason this problem can
easily be found in remote schools.

e) Geographical location.

f) Students and parents low appreciation

toward education.

g) Level of socio-economic condition of the

family.

h) Lack of budget for building more

schools, classrooms, learning facilities.
a) Lack of available school building and
classroom with all required facilities.

b) Shortage of teachers, especially in

remote areas; That is one of the reason in
countries like Thailand and Indonesia
there are m

c) Uneven spread of population, which

also creates serious disparities in
educational opportunity; especially in a big
country like Indonesia.

d) Lack of good textbooks and other

learning materials. Due to financial and
geographical reason this problem can
easily be found in remote schools.

e) Geographical location.

f) Students and parents low appreciation

toward education.
g) Level of socio-economic condition of the
family.

h) Lack of budget for building more

schools, classrooms, learning facilities.
 Problem of Quality Education

Healthy, well nourished and motivated students,

Well motivated and professionally competent

teacher,

Active learning techniques,

A relevant curriculum,

Adequate, environmentally friendly and easily

accessible facilities,

Healthy, safe and protective learning

environments,

A clear definition and accurate assessment of

learning outcomes, including knowledge, skills,
attitude and values,

Participatory governance and management,

Respect for and engagement with local

communities and cultures.
Healthy, well nourished and motivated students,

Well motivated and professionally competent

teacher,

Active learning techniques,

A relevant curriculum,

Adequate, environmentally friendly and easily

accessible facilities,

Healthy, safe and protective learning

environments,
A clear definition and accurate assessment of
learning outcomes, including knowledge, skills,
attitude and values,

Participatory governance and management,

Respect for and engagement with local

communities and cultures.

Healthy, well nourished and motivated students,

Well motivated and professionally competent

teacher,

Active learning techniques,

A relevant curriculum,

Adequate, environmentally friendly and easily

accessible facilities,

Healthy, safe and protective learning

environments,

A clear definition and accurate assessment of

learning outcomes, including knowledge, skills,
attitude and values,

Participatory governance and management,

Respect for and engagement with local

communities and cultures.

Healthy, well nourished and motivated students,

Well motivated and professionally competent

teacher,
Active learning techniques,

A relevant curriculum,

Adequate, environmentally friendly and easily

accessible facilities,

Healthy, safe and protective learning

environments,

A clear definition and accurate assessment of

learning outcomes, including knowledge, skills,
attitude and values,

Participatory governance and management,

Respect for and engagement with local

communities and cultures.

Healthy, well nourished and motivated students,

Well motivated and professionally competent

teacher,

Active learning techniques,

A relevant curriculum,
Adequate, environmentally friendly and easily
accessible facilities,

Healthy, safe and protective learning

environments,

A clear definition and accurate assessment of

learning outcomes, including knowledge, skills,
attitude and values,

Participatory governance and management,

Respect for and engagement with local

communities and cultures.

Healthy, well nourished and motivated students,

Well motivated and professionally competent

teacher,

Active learning techniques,

A relevant curriculum,

Adequate, environmentally friendly and easily

accessible facilities,
Healthy, safe and protective learning
environments,
A clear definition and accurate assessment of
learning outcomes, including knowledge, skills,
attitude and values,

Participatory governance and management,

Respect for and engagement with local

communities and cultures.
Healthy, well nourished and motivated students,

Well motivated and professionally competent

teacher,

Active learning techniques,

A relevant curriculum,

Adequate, environmentally friendly and easily

accessible facilities,
Healthy, safe and protective learning
environments,
A clear definition and accurate assessment of
learning outcomes, including knowledge, skills,
attitude and values,
Participatory governance and management,

Respect for and engagement with local

communities and cultures.
Healthy, well nourished and motivated students,
Well motivated and professionally competent
teacher,

Active learning techniques,

A relevant curriculum,

Adequate, environmentally friendly and easily

accessible facilities,
Healthy, safe and protective learning
environments,
A clear definition and accurate assessment of
learning outcomes, including knowledge, skills,
attitude and values,
Participatory governance and management,

Respect for and engagement with local

communities and cultures.
Healthy, well nourished and motivated students,

Well motivated and professionally competent

teacher,

Active learning techniques,

A relevant curriculum,

Adequate, environmentally friendly and easily

accessible facilities,

Healthy, safe and protective learning

environments,

A clear definition and accurate assessment of

learning outcomes, including knowledge, skills,
attitude and values,

Participatory governance and management,

Respect for and engagement with local

communities and cultures.
Healthy, well nourished and motivated students,

Well motivated and professionally competent

teacher,

Active learning techniques,

A relevant curriculum,

Adequate, environmentally friendly and easily

accessible facilities,
Healthy, safe and protective learning
environments,
A clear definition and accurate assessment of
learning outcomes, including knowledge, skills,
attitude and values,

Participatory governance and management,

Respect for and engagement with local

communities and cultures.
 Addressing the Problem of Quality

Set up an education law or act, stipulating 6, 9

to 12 years compulsory education to be
implemented at all primary and secondary
school through out the country. Bruneis
National Education Policy provides
continuous education for all children for a
period of 12 years.

SEAMEO VOCTECH in Brunei Darussalam

provides training for teachers and other
educators in vocational and technical
education

Some countries like Brunei, Thailand and Indonesia

are promoting book and reading among the school
children, youth and the community in general.
Brunei and Malaysia believe that proficiency in
English will allow students easier access to
information on development of science and
technology, and as a result, take advantage of
more opportunities to compete in an
increasingly globalize world.

Brunei is trying to reduce unemployment by

matching the skills provided in education and
training with the skills required by the industry
and world of work. The Ministry is also making
efforts to improve the image of technical
education by integrating vocational and
technical education with general education.
a) Lack of available school building and classroom with all required facilities.

Problems of Addressing Problem of

Equity in the Problem Quality
education of Equity Education
a) Lack of N/A Healthy,
available well
school nourished
building and
and motivated
classroom students,
with all
required
facilities.
b) Train and Well
Shortage appoint motivated
of more and
teachers, teachers profession
especially especially ally
in remote to remote competent
areas; places. A teacher,
That is special
one of the incentive
reason in is given to
countries teachers
like who are
Thailand willing to
and be
Indonesia appointed
there are in remote
m areas.
Brunei, for
example,
is
improving
the quality
of their
teaching
staff
through
better in-
service
and pre-
service
training
c) Uneven N/A Active
spread of learning
population technique
, which s,
also
creates
serious
disparities
in
education
al
opportunit
y;
especially
in a big
country
like
Indonesia.
d) Lack of 1) Set up A relevant
good an curriculum
textbooks education ,
and other law or act,
learning stipulating
materials. 6, 9 to 12
Due to years
financial compulsor
and y
geographi education
cal reason to be
this implement
problem ed at all
can easily primary
be found and
in remote secondary
schools. school
through
out the
country.
Bruneis
National
Education
Policy
provides
continuou
s
education
for all
children
e) for a Adequate,
Geographi environme
cal ntally
location. friendly
and easily
accessible
facilities,
f) Healthy,
Students safe and
and protective
parents learning
low environme
appreciati nts,
on toward
education.

g) Level of A clear
socio- definition
economic and
condition accurate
of the assessme
family. nt of
learning
outcomes,
including
knowledge
, skills,
attitude
and
values,
h) Lack of Participato
budget for ry
building governanc
more e and
schools, managem
classroom ent,
s, learning
facilities.

Respect
for and
engageme
nt with
local
communiti
es and
cultures.
 Addressing
the Problem
of Quality
Set up an
education
law or act,
stipulating
6, 9 to 12
years
compulsor
y
education
to be
implement
ed at all
primary
and
secondary
school
through
out the
country.
Bruneis
National
Education
Policy
provides
continuou
s
education
for all
children
for a
period of
SEAMEO
VOCTEC
H in
Brunei
Darussala
m
provides
training
for
teachers
and other
educators
in
vocationa
l and
technical
education
Some
countries
like Brunei,
Thailand
and
Indonesia
are
promoting
book and
reading
among the
school
children,
youth and
the
community
in general.
Brunei
and
Malaysia
believe
that
proficiency
in English
will allow
students
easier
access to
informatio
n on
developm
ent of
science
and
technology
, and as a
result,
take
advantage
of more
opportuniti
es to
compete
in an
increasingl
y globalize
world.
Brunei is
trying to
reduce
unemploy
ment by
matching
the skills
provided
in
education
and
training
with the
skills
required
by the
industry
and world
of work.
The
Ministry is
also
making
efforts to
improve
the image
of
technical
education
by
integrating