SEA-PLM 2019 Fact Sheet
- Late 2014 to early 2015: framework development
- 2015 - 2018: instrument development, translation, and field test
- 2018 - 2019: sampling and logistics
- 2019 (January-November): data collection
- 2019 - 2020: data processing, analysis, and report writing
- 2020 (December): release of international report and international database
- Generate reliable data and evidence for monitoring learning outcomes across and within countries.
- Understand what factors facilitate or hinder effective learning of children along their school journey.
- Promote cross-border exchange on learning and education policies.
- Build the capacity of participating countries to design and conduct solid learning assessments.
- Strengthen national education stakeholders’ capacity to analyze, interpret and use learning outcomes data.
- Help countries to identify, prioritize, and address educational challenges in key policy areas, such as curriculum development, resource allocation, pedagogical practice, and planning at national and sub-national levels.
- Contribute to countries’ efforts to achieve Sustainable Development Goal (SDG) 4; in particular, track progress on foundational learning (SDG 4.1.1) and knowledge and skills related to global citizenship (SDG 4.7).
Not stated explicitly
- Mathematical literacy/Mathematics/Numeracy
- Reading literacy
- Writing literacy
- Global citizenship
Assessment or survey framework
Mathematical literacy
- Context
- Process
- Content
Reading literacy
- Context
- Process
- Content
Writing literacy
- Context
- Process
- Content
Global Citizenship
- Content
- Global citizenship systems, issues, and dynamics
- Global citizenship awareness and identities
- Global citizenship engagement
- Attitudes and values (for the first two content domains)
- Behaviors and skills (for the third content domain)
Contextual framework
- Context of the wider community
- Context of schools and classroom
- Context of home and immediate out- of school environment
- Context of the individual
For each of the four contextual levels, the framework is organized according to antecedents (external factors that condition the ways in which learning takes place) and processes (factors that directly influence learning).
Number
6 countries
List
Cambodia, Lao PDR, Malaysia, Myanmar, Philippines, Viet Nam
Target population
Grade 5 students, regardless of their age and experience before and after entering primary school.
Sample
- Per country
- Between 149 and 233 schools
- One Grade 5 class per school
- Between 4,800 and more than 6,000 students
- Across all countries: more than 31,000 students
Student achievement tests
- Paper-and-pencil assessments of students’ mathematical, writing, and reading literacy.
- 18 different test booklets administered randomly in each sampled classroom and school.
Global citizenship questionnaire
- For students, it was administered as a separate module to the background questionnaire.
- For teachers, the respective questions were integrated in the background questionnaire.
Background questionnaires
- Including the following four
- Student questionnaire
- Parent questionnaire
- Teacher questionnaire
- School questionnaire
- All four were paper-and-pencil
SEA-PLM Secretariat
SEAMEO
Southeast Asian Ministers of Education Organization Secretariat
Mom Luang Pin Malakul Centenary Bldg, 920 Sukhumvit Road, Bangkok 10110, Thailand
Email: seaplm (at) seameo.org
Phone: +66 (0) 2391-0144
Fax: +66 (0) 2381-2587
UNICEF
United Nations Children’s Fund - East Asia and the Pacific Regional Office - Education Section
9 Pra Athit Rd, Chana Songkhram, Pra Nakhon, Bangkok,10200, Thailand
Emails:
- amarivin (at) unicef.org
- etanner (at) unicef.org
- fbenavides (at) unicef.org
Phone: +66 (0) 2356-9499
Fax: +66 (0) 2280-3563