Teaching Competency Standards in

Southeast Asian Countries

Elev
en C
oun
try Aud
it

Dr. Ethel Agnes P. Valenzuela

Head, Research Specialist
SEAMEO INNOTECH
Who teaches kids” in Southeast Asia?
\What competencies do they have?
BACKGROUND
SIREP Project: SEAMEO INNOTECH
Regional Education Project
Research started in 2009
◦ Survey
◦ Workshop
◦ DACUM workshop
◦ Validation (Key Southeast Asian Countries)
Research Questions
 What is the landscape of teachers and teacher preparation in
Southeast Asian countries?
 What policies supporting teaching competency standards are present
in the member countries?
 How are the teaching standards developed, monitored and assessed?
 What units of elements are present in the existing teaching
competency standards?
 What competency standards framework for teachers maybe
developed for Southeast Asian teachers?
THE CONTEXT: SOUTHEAST ASIAN
COUNTRIES
• Brunei Darussalam
• Cambodia
• Lao PDR
'.
• Indonesia
• Malaysia
• Myanmar
• Philippines
• Singapore
• Thailand
• Timor Leste
• Vietnam
Teaching Competency Standards
• A competency standard is a document that specifies in a structured
format how teachers should perform a job or work role.
• Uses of Teaching Competency Standards:
– It is used as a frame of reference for finding out how teachers
expect job or work roles to be performed
– It can be a guide to judge whether teachers are competent at
their job or work role based on the units of elements
– Competency standards attempt to capture the various
dimensions that, when taken together, account for 'competent'
performance.
– In this case the competency standard specifies the role of
teachers as an effective facilitator of the teaching and learning
process.
Teaching competency standards

Teaching standards in the study refer to those that

are recognized throughout the country and serve
as the basis for assessment and formal
qualifications of teachers. These are developed
in consultation with experts representing an
entire profession.
Scope and Limitations of the Study
 This study examined, compared, and analyzed teaching competency
standards across the region with regard to their development process,
their units of elements, and how these standards are implemented and
monitored.
 Although the eleven member countries participated in the study, the
outcomes of the survey revealed that nationally recognized teaching
competency standards are present in only the following countries in
the region: Philippines, Singapore, Indonesia, Cambodia, Thailand
and Vietnam.
 The other countries (Malaysia, Brunei, Myanmar, East Timor, Lao
PDR) are still in the process of developing and finalizing their
teaching competency standards.
Arrow Process
Research Design
Why use graphics from PowerPointing.com?

Review of Related Regional Survey Validation of

LIterature Teaching Competency
Standards

Teaching
Secondary Data Formulation of Field Survey Data Competency
Collection Survey Analysis Standards in
Questions Southeast Asian
Countries

SEAMEO INNITECH
Modified Delphi
Survey of Teaching
Technique
Standards under
SIREP Project
Key Findings
SEAMEO INNOTECH SURVEY ON
TEACHING COMPETENCY
STANDARDS
 Basic Education Structure in SEA Countries

Country Entry Age Years of Years of Secondary Basic

Primary Education Education
Education Lower Upper Total

Brunei 6 6 5 2 13
Cambodia 6 6 3 3 12
Indonesia 7 6 3 3 12
Lao 6 5 3 3 11
Malaysia 6 6 3 4 13
Myanmar 5 5 4 2 11
Philippines 6 6 4 - 10
Singapore 6 6 4 (3) 13
Thailand 6 6 3 3 12
Timor-Leste 6 6 3 3 12
Southeast Asian Teachers
Profile
 There are 5,566,491 teachers in Southeast Asian countries.
◦ The most number of teachers are in Indonesia (50%) followed by
the teachers from Vietnam (14%), the Philippines (10%),
Thailand (9%), and Malaysia (8%) and
◦ Other countries make up the remaining 8% (Laos, Cambodia,
Timor Leste, Singapore and Brunei Darussalam.
 Most of the teachers of Southeast Asia undergo Induction Program
 Only three countries require teaching license :Philippines, Indonesia
and Thailand.
Core competencies of Southeast Asian
Teachers: Survey Results

1. Pedagogy- teaching competencies

2. Student performance assessment
3. Classroom management
4. Professional ethics and morality
5. Social and human/interpersonal
relationships
6. Lifelong Learning and professional
development
 Pedagogical Competencies
• These are skills that help students to
critically think, create, and solve complex
problems as well as to master ambitious
subject matter content is much more
demanding than that required to impart
routine skills in this century.
• Teachers often use pedagogical skills
which cater to multiple learning styles to
help students retain information and
strengthen understanding. A variety of
pedagogical skills are used to ensure
that all students have equal
opportunities to learn.
PEDAGOGICAL SKILLS OF SOUTHEAST ASIAN
TEACHERS

Laos did not indicate skills 3-5

Malaysia did not indicate no 3
Other pedagogical skills of SEA
teachers
In the DACUM workshop, the Southeast Asian experts added the following
competencies which are linked to pedagogical skills:
 Provides guided practice when necessary and reviews at appropriate intervals of
time
 Uses up-to-date lessons
 Sets learning objectives and outcomes that match the students’ real-life situations
 Sequentially and attractively teaches lessons while taking account of students’
learning
 Provides students with learning opportunities both during and outside school hours
 Uses the appropriate medium of instruction
 Understands the educational context of the classroom and the school community
 Skills to assess students’ learning outcomes
Student Assessment Competencies of
SEA teachers

Use assement result to plan for new lessons

Provides Feedback

Measures Students progress

Checks students understanding

0 20 40 60 80 100 120

•All SEA countries except Malaysia use assessment result to plan for
new lessons
•Lao and Myanmar do not have competency standards for measuring
student progress
 Competencies Related to
Assessment
In the DACUM workshop, the Southeast Asian
experts added the following competencies
which are linked to students assessment :
 Assesses students’ progress in relation to the
basic learning competencies identified in the
national curriculum
 Systematically records students’ achievements
 Makes use of authentic assessment forms
 Formulates appropriate assessment questions
for examinations given upon completing
grades 6, 9, and 12
 Provides timely feedback
Classroom Management Competencies of SEA Teachers

Myanmar does not classroom management competency indicators

yet except for task completion (u4)
Thailand does not U1, U4, U6
Laos does not have U3,U5
Other classroom management
Competencies

During the DACUM workshop, the experts also added important

classroom management competencies such as the following:
 Infuses in students the value of respect and honesty
 Demonstrates the capability to manage multigrade classes
 Encourages less-able students to participate in class
 Utilizes a seat plan that will allow more advanced students to
interact with their less-able counterparts
Professional Development Competencies of
Southeast Asian Teachers
Professional Development Skills
Apart from the professional development competencies indicated in
the table, experts from Southeast Asia gave the following
professional development competencies:
 Identifies his/her own professional learning needs and plans for
and engages in professional development
 Develops organizational skills to effectively manage his/her
nonteaching duties
 Regularly reflects on and critically evaluates his/her professional
knowledge and the effectiveness of his/her teaching
 Practices school-based management skills
 Engages in self-learning activities for professional development
Processes Used to Implement Teaching
Competency Standards

All countries need Memorandum Circular from MOE.

Except for Malaysia, Myanmar and Indonesia, consultation meetings with
experts/stakeholders are necessary to enforce teaching standards
Laos, Malaysia, Singapore and Timore Leste do need a national law to enforce
Teaching Competency Standards
Dissemination Method/Advocacy of National Teaching
Competency Standards
USE OF MODIFIED DELPHI
TECHNIQUE : SEAMEO INNOTECH
EXPERTS MEETING ON TEACHING
COMPETENCY STANDARDS

What are the common competency standards

for Southeast Asian teachers?
Major Strands of Teaching Competency Standards

Country Major Strands of Teaching Competency Standards

Brunei Darussalam  Professional knowledge
 Professional practice
 Professional engagement and values
Cambodia  Knowledge
 Practice
 Learning
 Ethics
Indonesia  Pedagogical competence
 Personal competence
 Professional competence
 Social competence
Lao PDR  Characteristics and professional ethics
 Knowledge of children
 Subject knowledge and practical teaching wisdom
Malaysia  Professional teaching values
 Knowledge and comprehension
 Teaching and learning skills
 Major Strands of Teaching Competency Standards

 Social regard for learning

Philippines
 Learning environment
 Diversity of learners
 Curriculum
 Planning, assessing, and reporting
 Community linkages
 Personal growth and professional development
 Cultivating knowledge
Singapore
 Winning hearts and minds
 Knowing oneself and others
 Working with others
 Professional competence
Thailand
 Knowledge
 Experience
 Personal competence
 Language
Timor-Leste
 Technical knowledge
 Teaching and learning
 Professionalism
 Knowledge
Vietnam
 Teaching competence
 Presentation competence
 Classroom management competence
Teaching Competency Strands in Southeast Asia:
DACUM Workshop Result

Professional
Values

Professional COMPETEN CE Professional

Practice Knowledge

Professional
Engagement
VALIDATION (SEAMEO
INNOTECH 4-DAYS
DACUM WORKSHOP)

Finalized Competency Framework for

Southeast Asian Teachers of the 21st
Century
 A. Facilitating the Development of Learners life and
career skills

A.1 Equip oneself A.2 Facilitate A.3 Facilitate A.4 Facilitate A.5 Facilitate A.6 Assess
with knowledge, development of development of development of development of students’
skills, attitudes and students’ students’ Learning students’ students’ knowledge,
values of the 21st Learning to to Do knowledge, Learning to Be Learning to Live skills,
century Know skills, attitudes and knowledge, skills, Together values and
knowledge, values attitudes and knowledge, skills, attitudes on
skills, attitudes values (e.g. attitudes and the 4 pillars
and values emotional values of education
intelligence)
 B. Facilitating Learning
B.1 B.2 B.3 B.4 B.5 B.6 B.7 B.8
Acquire Employ Communic Promote Apply Integrate Contextualize Manage
mastery of
strategies ate at students’ questioning HOTS in teaching to classroo
subject
matter that cater to learners’ participatio and the lesson local m
students’ level n and reacting situations activities
learning collaboratio skills
styles and n
to elicit
active
learning
C. Preparing appropriate lesson plans in line
with the school vision and mission
C.1 Assess C.2 C.3 C.4 C.5 Select C.6 C.7 C.8 Utilize
existing Formulate Prepare Consider the right Determine Construct results of
learner
learning specific lesson plan diversity of methodolog appropriate appropriate
assessmen
needs learning based on learners in ies learning assessmen t and
objectives syllabus preparing according resources t measures teacher’s
incorporatin and time lesson to subjects available reflection in
g frame plans and for teaching developing
knowledge, learners’ and lesson
skills, level learning plans
attitudes
and values,
if
applicable
 D. Creating a conducive learning
environment

D.1 Foster a D.2 Promote a D.3 D.4 Foster an D.5 D.6 Maintain a
safe, clean caring and Motivate understanding to Respect collaborative
maintain a high
and orderly learning- active diversity of learning
standard of
learning friendly learning learning learners environment
environment environment performance
 E. Developing and utilizing teaching and
learning resources 

E.1 Acquire E.2 Develop E.3 Utilize E.4 Integrate E.5 Monitor
knowledge and teaching and appropriate use of ICT in and evaluate
skills in the use learning teaching and teaching and the use of
of teaching and resources learning learning teaching and
learning appropriate for resources for learning
resources the lesson the lesson resources
 F. Developing higher order
thinking skills (HOTS)

F.1 Equip F.2 F.2.1 F.2.2 F.2.3 F.2.4 F.3 F.4 Assess
oneself Develop Develop Develop Develop Develop Strengthen HOTS of
with HOTS HOTS in creativity critical logical problem HOTS in learners
concepts learners thinking reasoning solving & learners
and skills skills decision-
strategies making
skills
 G. Enhancing ethical and moral
values

G.1 Internalize teachers’ G.2 Uphold and model G.3 Educate learners and
professional code of ethics teachers’ professional code co-teachers with ethics and
as specified in one’s of ethics moral values
country
 H. Assessing and evaluating learner
performance
H.1 Acquire knowledge H.2 Develop formative H.3 Assess students’ H.4 Utilize assessment
and skills on testing, and summative learning using different results
assessment and assessment tools and appropriate
evaluation (e.g., assessment tools
authentic & portfolio
assessment)
 I. Engaging in professional
development
I.1 Conduct I.2 Prepare I.3 Engage in I.4 Reflect on I.5 Apply, I.6 I.7 Assess the
development one’s professional the relevance share and Mentor/coach impact of
of professional
needs analysis professional development disseminate novice/student professional
development
development undertaken new knowledge teachers development
plan and skills activities
gained from
professional
development
activities, study
visits and
exchange
programs
 J. Networking with stakeholders
especially with parents

J.1 Enhance J.2 Develop J.3 Share the J.4 Participate

public relation partnership with responsibility of actively in socio-
skills parents and other educating students civic events of the
stakeholders with the community
community
K. Managing students’
welfare and other tasks
K.1 Provide K.2 Develop K.3 Organize K.4 Attend to K.5 Perform
guidance and counseling and and advocate learners’ administrative
disciplinary
counseling social and emergency work
skills
support extracurricular cases
activities
Teaching Competency Standards
is all about quality assurance...

“Southeast
Asian Teaching
Competency
Standards
 For further questions:

Dr. Ethel Agnes P. Valenzuela

Head/Research Specialist
Research Studies Unit

ethel@seameo-innotech.org

"A teacher affects eternity; he can never tell,

where his influence stops."