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
[email protected]
"A teacher affects eternity; he can never tell,
where his influence stops."
