Asia-Pacific Regional Policy Forum on Early Childhood Care and Education The Transformative Power of Early Childhood: Innovations for Inclusivity and Quality
July 19-21, 2016 Putrajaya, Malaysia
FINAL REPORT
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Table of Contents
EXECUTIVE SUMMARY ...... 4 1. BACKGROUND AND INTRODUCTION ...... 5 2. OPENING AND SETTING THE STAGE ...... 7 2.1 WELCOME ADDRESSES ...... 7 2.2 OPENING SPEECH ...... 8 2.3 KEYNOTE ADDRESSES ...... 8 3. MINISTERIAL ROUNDTABLE ...... 10 4. MINI FORUM I ...... 12 5. THEMATIC PRESENTATIONS ...... 15 6. MODERATED PANEL DISCUSSIONS...... 18 7. MINI FORUM II ...... 22 8. THE PUTRAJAYA DECLARATION ...... 26 9. CLOSING ...... 27 9.1 CLOSING REMARKS ...... 27 9.2 CLOSING SPEECH ...... 28 ANNEXES ...... 30
3 EXECUTIVE SUMMARY
The Asia-Pacific Regional Policy Forum on Early Childhood Care and Education 2016, with the theme, “The Transformative Power of Early Childhood: Innovations for Inclusivity and Quality,” took place on 19 to 21 July 2016 in Putrajaya, Malaysia. It aimed to review the countries’ progress in developing and implementing ECCE policies, showcase innovations in ECCE, and identify the Asia and Pacific region’s priorities and strategies to achieve SDG Target 4.2: “By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education.”
More than 600 high-level Asia-Pacific government officials participated in the event. Representatives of UN agencies, non-governmental organizations, bilateral cooperation agencies, inter-governmental organizations and major donors engaged in ECCE attended as observers.
Discussions throughout the forum were anchored on four sub-themes, as follows:
(1) Innovations in Policy, Planning, Service Delivery, Monitoring and Evaluation to Reach the Most Marginalized Children (2) Innovations in Financing and Partnerships to Increase Investment in ECCE and Improve the Efficient Use of Resources (3) Innovations in Coordination Mechanisms to Promote Holistic Development and Enhanced Learning Outcomes (4) Innovations in Pedagogical Approaches and Human Resource Development to Improve the Quality of ECCE in Various Settings
The numerous messages delivered throughout the forum called for the implementation of strategic, systemic (as opposed to being focused only on programs or services) and sustainable action plans; enhancement of both inclusivity and quality of ECCE; collaborative efforts and coordination mechanisms at the community, country and regional levels; increased public spending accompanied by mechanisms for effective and efficient use of resources; and development of reliable and contextually appropriate measurement tools. Key representatives from across the region presented innovative and noteworthy initiatives along these aforementioned areas of ECCE planning and implementation.
The highest-profile sessions of the forum were the Ministerial Rountable Discussions. These meetings provided an opportunity for participating Ministers and Vice-Ministers to: (1) discuss their respective challenges in providing holistic quality ECCE especially to the most marginalized children, and how they overcame some of these challenges; and (2) comment on the draft Putrajaya Declaration containing the consolidated inputs of participating countries for the Asia-Pacific region's priority strategies and actions in relation to the sub- themes.
The refined Putrajaya Declaration was presented to the plenary on the last day of the Forum and was endorsed by the participants.
4 1. BACKGROUND AND INTRODUCTION
At the United Nations Sustainable Development Summit in September 2015, world leaders adopted 17 Sustainable Development Goals (SDGs), including, SDG 4 “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” and Target 4.2 “By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education.” This target reflects the recognition that early childhood care and education (ECCE) lays the foundation for children’s long-term development and wellbeing. The Framework for Action for the Education 2030 (SDG 4) agenda calls for the provision of quality holistic early childhood development, care and education for all children and at least one year of free and compulsory quality pre-primary education, to be delivered by well- trained educators.
UNESCO Asia and Pacific Regional Bureau for Education in collaboration with UNICEF and other partners has been organizing policy fora on education and lifelong learning as a platform for policy advocacy and sharing of good practices. As one of such policy fora, UNESCO, UNICEF and ARNEC, together with the Korea Institute of Child Care and Education (KICCE) and the Korea Development Institute (KDI), organized the first Asia-Pacific Regional Policy Forum on ECCE in Seoul, Republic of Korea, in 2013. Under the theme “Are children ready to learn? Are schools ready for children?”, the policy forum provided a platform for high-level policy-makers of Asia-Pacific countries to share knowledge and discuss strategies to expand access to and improve the quality of comprehensive ECCE.
This first policy forum bolstered Asia and Pacific countries’ commitment to young children, underscoring the importance of an inter-sectoral holistic approach. The key message resonating from the forum was that care and education investments in the early years of a child’s life have exponentially greater returns for the child and society at large when compared to investing in the later years of the life cycle.
Building on the momentum created by the first policy forum as well as by other international fora on ECCE, the 2nd Asia-Pacific Regional Policy Forum on Early Childhood Care and Education 2016, with the theme, “The Transformative Power of Early Childhood: Innovations for Inclusivity and Quality,” took place on 19 to 21 July 2016 in Putrajaya, Malaysia. It provided a platform for high-level policy-makers of Asia and Pacific countries to share experiences and lessons learnt in developing and implementing ECCE policies and discuss innovative strategies to improve the equity and quality of ECCE within the region.
The policy forum, hosted by the Government of Malaysia, aimed to:
1. Review the countries’ progress in developing and implementing ECCE policies, including updates on their priority actions identified during the first Regional Policy Forum on ECCE (Seoul, 2013). 2. Showcase innovations in ECCE in terms of policies and service delivery, financing, coordination mechanisms, and pedagogical approaches and human resource development.
5 3. Identify the Asia and Pacific region’s priorities and strategies to achieve SDG Target 4.2 “By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education”.
It was expected to meet the following outcomes:
Policy-makers informed about the latest research evidence and innovative and promising approaches to improving equity and quality of ECCE. A regional declaration which encompasses strategies, including a regional monitoring mechanism, to achieve SDG Target 4.2 “By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education.”
More than 600 high-level governmental representatives of Asia and Pacific countries participated in the event. Representatives of UN agencies, non-governmental organizations, bilateral cooperation agencies, inter-governmental organizations and major donors engaged in ECCE attended as observers.
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2. OPENING AND SETTING THE STAGE
2.1 WELCOME ADDRESSES
Tan Sri Dr. Madinah Binti Mohamad, Secretary General, Ministry Of Education, Malaysia
Sec. Gen. Tan Sri Madinah underscored how multi-sectorial collaboration is important for quality and sustainable ECCE, to ensure the healthy and holistic development of the child. This sense of collaboration needs to be translated into communal actions supported by governmental policies and regulations in the Asia Pacific region. Regardless of the structure to be adopted by each country, vertical coordination including the rank and file and horizontal coordination between all related agencies need to be established and sustained.
Sec. Gen. Tan Sri Madinah shared that much progress in ECCE has been recorded since the first ECCE Policy Forum held in Korea, which emphasized the need for ECCE advocacy. This second policy forum serves as the platform for policy advocacy and sharing of monitoring mechanisms and evidence based innovative practices and exchange of knowledge and experiences among countries, as well as to discuss innovative strategies to improve the equity and quality of ECCE within the Asia-Pacific region. The forum theme articulates the need to showcase innovations and to identify the Asia Pacific region’s priorities and strategies to achieve the goals of providing access to quality early childhood care and education. The four sub-themes to drive discussions and deliberations for the next three days would include matters regarding policy, service delivery, financing and partnerships, holistic development and human resource development. All delegates and participants should, moreover, take this opportunity to expand horizons and forge partnerships.
Dr. Qian Tang, Assistant Director-General for Education, UNESCO Headquarters
Dr. Tang commended the timeliness of the forum, as the new Sustainable Development Goals (SDGs) were just adopted in September 2015. The fourth SDG is on education, and the very foundation for reaching all of the 7 core targets of the SDG 4 is in the SDG target 4.2 which states, “by 2030, all boys and girls have access to quality early childhood development, care and pre-primary education so that they are ready for primary education.” There have been numerous spearheading efforts and significant progress in the Asia-Pacific region in developing national ECCE policies, tackling child survival and malnutrition, and expanding access and improving quality of ECCE programmes. However, opportunities to benefit from the transformative power of early childhood are distributed unequally. In addition, low quality of ECCE provision is hampering its potential as a true and effective game changer. ECCE remains among the most under-funded sectors; and the financing strategies need improvement for making the investment more effective. Policy implementation is uneven within countries, and may not be well coordinated across relevant sectors, public-private providers, and levels of administration. There are challenges of reaching the most vulnerable and marginalized children and of increasing the quantity and quality of ECCE teachers and caregivers in an equitable manner. More and
7 better evidence and data is required to better monitor progress and to inform effective policies and practices.
Dr. Tang expressed eagerness for the adoption of the Putrajaya Declaration during the policy forum, as it will mark an important milestone for the countries of Asia and the Pacific in joining hands for strong advocacy to achieve SDG Target 4.2 and commit themselves to intensifying their efforts and monitoring their progress toward this target. This second Forum, then, would be a key opportunity to reaffirm the commitment and to accelerate momentum by strengthening existing partnerships and crafting new ones for innovations for inclusivity and quality in ECCE. He also expressed expectation for the forum to point to concrete strategies, including a new regional monitoring mechanism for SDG target 4.2.
2.2 OPENING SPEECH
Hon. Dato’ Seri Mahdzir Bin Khalid, Minister Of Education, Malaysia
His Excellency Mahdzir officially opened the 2016 Asia-Pacific Regional Policy Forum. In his message, he emphasized that the participants' main responsibility in fulfilling the Education Agenda is to implement systemic action plans within their respective countries and at the regional level to facilitate the effective translation of sustainable development policies into concrete actions at the various member states. He urged policy makers to place great importance on ECCE, and to be committed to give every child the opportunity to develop his potential to the fullest through quality ECCE services. These services include programme infrastructure such as space and furnishing, class size, child to teacher ratio and teacher experience. The child’s direct experience in the classroom must also be given prominence. To guarantee quality childcare services, strong monitoring and accountability mechanisms have to be put in place. Follow up and review processes based on active monitoring, reporting and evaluation policies are essential for the achievement of ECCE.
H. E. expressed that regional and international efforts need to be further strengthened to create a collaborative workforce to advocate, develop and implement ECCE policies. It is through platforms such as this forum that weakness and challenges, experiences, best practices, aspirations and expertise could be shared, and workable solutions could be found with neighbouring partners in addressing the issues and challenges surrounding ECCE. Mr. Mahdzir therefore expressed hopes that the forum could be a venue for participants to gain a wider perspective in improving and implementing more inclusive and sustainable ECCE policies in the Asia-Pacific region, as well as to enhance greater ties among member states to fulfil the Sustainable Development Goals Target 4.2 for the benefit of all participating countries.
2.3 KEYNOTE ADDRESSES
H.E. Datin Paduka Seri Rosmah Mansor, Wife of the Prime Minister of Malaysia and Patron of PERMATA Programmes
Her Excellency Datin Paduka underscored that the period 0-3 years is critical for every aspect of a child's development, therefore leaders must provide high quality and effective interventions, particularly Early Childhood Education and Care or ECEC to lay the
8 foundation for healthy growth, creativity, cognition, language and emotional and social competence. ECEC came to the fore with the UNESCO declaration of Education For All or EFA in 1990, and the Dakar Framework for Action in 2000. Still, even as knowledge about the impact of early childhood education is increasing, in most countries it remains neglected, underfunded and even disjointed from the continuum of education. Children from rural and low income families, and those with special needs, are at most risk of exclusion.
The Permata Negara, a program for children aged 4 years and below, is one of the seven initiatives under the broader PERMATA programme of Malaysia. "Permata" means "Jewel" while "Negara" means "Nation," thus the program name alludes to children as jewels of the nation. It was started by Her Excellency in 2005 as a collaborative effort to save, improve and nurture young lives from the earliest age. It adopted the theme, "Every Child is Precious, No Child Left Behind," with the vision that all Malaysian children could have the best start in life and the chance to succeed. Using an evidence-based approach to advocacy, the multi-sectoral group convened by Her Excellency succeeded in presenting policy and program recommendations that were approved by the Cabinet. These successes led to improved governance, accessibility, quality of curriculum, research, monitoring and evaluation, and significant budget allocation for ECEC.
Based on the experience of the Permata Negara, H.E. Datin Paduka Ms. Mansor shared ideas for enhancing inclusivity and quality of ECEC in the Asia Pacific Region, such as the need for: (1) evidence-based advocacy; (2) strong governance at the national level; (3) promotion of multi-sectoral collaboration; (4) innovations in the national curriculum that lay an adequate foundation for children to handle the challenges of the future; (5) teacher quality through minimum qualifications and appropriate remuneration rates; and (6) compulsory parental involvement for continuity of care and mutual support.
Professor Sharon Lynn Kagan, Ed.D., Virginia and Leonard Marx Professor of Early Childhood and Family Policy, Co-director of the National Center for Children and Families, Teachers College, Columbia University, USA
Prof. Kagan described the new context, new knowledge and new challenges that have emerged globally affected the thinking about children, who are now viewed in the following light: (1) all children as competent learners; (2) all children as rights bearers; and (3) all children in a holistic context. This different thinking, in turn, leads to acting differently for children. For the United Nations, acting differently meant crafting Sustainable Development Goal 4.2, which states: "By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education." For the participants of the forum, acting differently should entail acting systemically to: (1) optimize the learning environment; (2) make services fully inclusive; and (3) create an integrated system.
The three efforts identified above fall within the learning, programs/services and infrastructure sub-systems, respectively. The learning sub-system must consist of clear standards, clear curriculum and strategies, clear assessments, conducive children's environments, continuity across grades, and supportive and culturally responsive pedagogy. It must also be linked to the programs/services sub-system, which is covers parenting education, home visiting, pre-school, transition, child care and health. Ultimately,
9 thinking must go beyond programs and services to systems, which consist of both programs and infrastructure. Doing so would allow for integrated efforts to address: (1) quality pedagogy, teaching and learning; (2) standards, curriculum and assessment; (3) regulations and inspection for programs; (4) professional development; (5) financing mechanisms; (6) governance; (7) family and community engagement; and (8) transitions/linkages. Systems thinking would also facilitate responses to critical issues of quality, equity/inclusivity and sustainability/durability.
Prof. Kagan recommended strategies for the participants to create their own respective systems. The first is to acknowledge that it would be hard to work on all systems at once and that most countries do not have a systemic vision or sequenced strategy. The second is to set systemic goals that target to address quality, equity/inclusivity and sustainability/durability. Last is to think and move strategically by envisioning the ideal, thinking short and long term, and thinking differently bearing a systems view.
3. MINISTERIAL ROUNDTABLE
The First Ministerial Roundtable was chaired by Hon. Dato’ Seri Mahdzir Bin Khalid, the Minister of Education of Malaysia, with 18 Ministers and Vice-Ministers taking part in a discussion that focused around the question, "What are the main challenges countries face in providing holistic quality ECCE especially to the most marginalized children, and how have you overcome some of these challenges?" The discussion was moderated by Ms Wivina Belmonte, Deputy Regional Director, UNICEF East Asia and Pacific.
The session began with a presentation by Gwang-Jo Kim, Director of UNESCO Asia and the Pacific Regional Bureau for Education, on a regional ECCE survey participated in by 34 countries. Among the principal findings of the survey are as follows:
(1) All countries reported having a national policy or legislation on ECCE, and most have national standards for early development and learning. (2) While there is progress on access to ECCE there is much variation on quality, and there is limited expenditure on pre-primary education across Asia-Pacific. (3) Preprimary Education is free in 14 countries and compulsory in 6 countries. 4 countries offer free and compulsory pre-primary education; it’s a work in progress in 1 country where an education bill is being drafted. (4) Definitions of early childhood development and its age vary widely among countries. (5) On reaching the most marginalized children: Innovations include home-based and community-based programs, ICT and media campaigns and targeted interventions. There are challenges in balancing coverage and quality, developing an effective monitoring and evaluation system and making ECCE free, due to low government funding. (6) On financing and partnerships: 8 countries increased public spending for ECCE. External funding and private donations are important but often project-based and viewed as unsustainable.
10 (7) On coordination mechanisms: 7 countries have budget allocation for a coordinating body. Challenges include weak partnership and diverse interests among sectoral ministries, and inconsistent presence of members at inter-sectoral meetings. (8) On pedagogical approaches and human resources development: Most countries have teacher qualification standards (except for 3 countries). There are challenges in professionalizing the ECCE work force through improved working conditions and continuous professional development. (9) Each of the thematic and finance indicators for monitoring SDG target 4.2 (with the exception of participation and teacher qualification and training indicators) is present in less than half of the 34 countries covered by the survey.
In the ministerial discussion that followed, participants shared models and experiences in the following areas:
(1) Multisectoral Coordination: Examples of coordinated efforts include seamless monitoring across the age periods, bringing Preschool into the Basic Education system so ECCE can be monitored well, focusing on combating stunting and improving nutrition in the First 1000 days, and integrating parenting education. (2) Financing: Experiences were shared of increased public expenditure within the education sector as well as of linking with the health and nutrition sectors. Public- Private Partnerships for financing was also discussed, with the caveat that PPPs must uphold good quality standards. Other financing practices are Capital Grants to establish ECD centres near workplaces (providing the dual advantage of ECD provision and promoting incomes for families) and aligning ECCE with National Vision Plans. (3) Quality: Ministers cited efforts on enhancing data, quality standards, teacher training and accreditation procedures. At the regional level, metrics such as the East Asia ECD Scales have been validated and are being used to strengthen policy implementation. (4) Achieving better Access: The discussion covered the need for vulnerability mapping, identifying both key results for equity as well as key geographical areas that need to be targeted. Equity issues taken up include children with disabilities, and undocumented children. The region being home to the largest numbers of out-of-school children, the participants discussed how quality ECCE has been shown to prevent school drop-out rates in early grades, and can thus limit the number of out-of-school children in the future.
The Ministers identified the following relevant points for their countries as they move ahead with their respective roadmaps to achieve the SDG Target 4.2:
(1) Reaching out and providing support to parents and families; (2) Working across sectors in support of ECCE; (3) Financing, particularly innovative financing mechanisms and increased investment in ECCE, with costed implementation plans and monitoring; (4) Monitoring using tools such as the Multiple Indicator Cluster Surveys and the EAP ECD Scales; and (5) Professionalizing and upgrading teachers and providing holistic training.
11 4. MINI FORUM I
The first Mini Forum focused on efforts made thus far by policy makers and ECCE providers in terms of governance, financing and partnerships as well as providing coordination mechanisms to harness young children’s holistic development. Innovative efforts of policy makers and ECCE providers in planning and implementing programmes which promote innovative pedagogical approaches and human resource development were highlighted during the discussions, to share experiences from Malaysia and other countries in the Region.
SUB-THEME 1 Innovations in Policy, Planning, Service Delivery, Monitoring and Evaluation to Reach the Most Marginalized Children
Moderator: Datin Dr. Yasmin Hussein, SEAMEO-SEN
Speakers: Ms. Azlina Bahari, Ministry of Rural and Regional Development, Malaysia Ms. Ivelina Borisova, Early Learning Specialist, Education Section, UNICEF Headquarters Dr. Hajjah Noraini Zainal Abidin, Special Education Division, Ministry of Education, Malaysia
Sub-theme 1 focused on the importance of taking advantage of the crucial period in a child’s life in order to improve the lives of the most disadvantaged and vulnerable children and their societies through innovative planning, service delivery, monitoring and evaluation. Some innovations in Malaysia cited by the speakers include the following:
KEMAS education programme in Malaysia, which aims to increase pupil enrolment and to produce more excellent children, as well as to increase the level of professionalism of teaching personnel by offering through further studies. With the implementation of a minimal school fee and the utilization of a cross-monitoring management system, the programme has benefitted a total of 5.1 million children.
Programmes for specific groups of marginalised children, such as setting up a school for homeless children, inclusive education for indigenous children, and the School in the Hospital programme that provides children with chronic diseases access to formal, structured education.
Ms. Borisova from UNICEF emphasized the need to develop realistic coverage and expansion to bring quality early childhood care and education (ECCE) opportunities to all children. She pointed out the gaps in ECCE investments, and went on to highlight that funds are hardly allocated to learning and play materials because bulk of budget allocation goes to teacher salary and infrastructure.
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SUB-THEME 2 Innovations in financing and partnerships to increase investment in ECCE and improve the efficient use of resources
Moderator: Dr. Mae Chu Chang, Asia-Pacific Regional Network of Early Childhood
Speakers: Dr. Siti Zaliha Reduan, Ministry of Welfare, Women and Family Development, Sarawak, Malaysia Assoc. Prof. Dr. Bustam Kamri, Yayasan Melaka International College
Sub-Theme 2 featured innovations in securing and effectively using resources for ECCE to promote holistic child development. It included exploration of how quality standards, state regulation and partnerships contribute to this goal. Highlights of discussion are as follows:
Looking into finance and inclusivity enabled the government to deal with access challenges experienced by the poorest and most disadvantaged children of Sarawak.
The Ministry of Welfare, Women and Family Development worked with strategic partners such as the Ministry of Education to build pre-school/childhood centres where viable, and to provide accommodation for parents to look after their children in boarding schools.
Need to engage private sector and the community as in the case of private enterprise PETRONAS which was tapped to finance five ECCE centres on communal land in Penan (an indigenous group) areas as part of the company's Corporate Social Responsibility Programme. Members of the Penan community were also trained to become ECCE teachers themselves.
SUB-THEME 3 Innovations in Coordination Mechanisms to Promote Holistic Development and Enhanced Learning Outcomes
Moderator: Ms. Shadhana Popatlal, Ministry of Education
Speakers: Dr. Manzoor Ahmed, Bangladesh Early Childhood Network Ms. Lydia Foong Yoke Yean, SEGI University Dr. Rohani Abdullah PERMATA Division Dr. Azizah Lebai Nordin, PERMATA Division
Sub-Theme 3 centered on the importance of having effective policies, strategies and coordination mechanisms at the country level to support the multi-sectoral nature of early childhood development. Some countries shared their experiences in this area:
13 Bangladesh adopted a comprehensive ECCD policy for children from birth to eight years old and assigned the Ministry of Women and Children Affairs to head the coordination across multiple sectors. Following factors that make an impact on ECCD policy implementation were identified: continuing renewal and reinforcement of commitments by all stakeholders; strengthening stakeholder capacity; ensuring adequate resources; and establishing mechanisms to fight corruption and incompetency.
Malaysia shared the four prerequisites for the achievement of the Malaysian government's aspirations for their children: high-quality curriculum, conducive environment, professional childcare providers and close relationship between parents and childcare providers. The PERMATA Negara curriculum was presented which is being implemented in childcare centres throughout Malaysia, and the the PERMATA Q instrument which guides and supports childcare centre leaders to provide the best environment and practices to develop and enrich the education and well-being of young children.
Research findings on the current Malaysian Government’s ECCE policies and practices were presented, which identified innovations such as having both targeted and national- level coordination activities; the PERMATA Council and the PERMATA programme/curriculum for children from birth to 5 years; the national Pre-school Curriculum Standards (KSPK) and basic training; the ECCE Council Malaysia and its Professional Development Board and Professional Certification Board; the Special Task Force on ECCE; National Data Systems for pre-school and young children, and Quality Assessments System for childcare and pre-school.
SUB-THEME 4 Innovations in Pedagogical Approaches and Human Resource Development to Improve the Quality of ECCE in Various Settings
Moderator: Ms. Marilyn Manuel, ARNEC Steering Committee Member
Speakers: Ms. Eveleen Ling, Malaysia Association of Professional Early Childhood Educators (MAPECE) Madam Aisha Zanariah Abdullah, Montessori Association Malaysia Dr. Christine Chen, ARNEC Board of Directors
Sub-Theme 4 focuses on the main key actors to improve the quality of ECCE: teachers and caregivers of young children. The session centered on the following:
Competent teachers can deliver pedagogy to marginalised children especially in the rural areas by using suitable methods that provide successful quality ‘teaching & learning.’ The roles of trainers & supervisors in this context were highlighted, such as visiting the schools to monitor the teachers and provide more ideas on activities; undertaking home visits for hygiene education; and conduct lab training (on-the-job training) and debriefing sessions after school.
It is important to look into competence, motivation and innovation in the early years; teachers may need to change their style towards cosmic education which
14 promotes a culture of experimentation and scientific evaluation.
The four-pronged approach to quality was shared by Dr. Christine Chen from Singapore. This approach pursues improvement by identifying specific strategies that give attention to the teachers, children, centre and parents/families alike.
5. THEMATIC PRESENTATIONS
Session Chairpersons:
Ms. Urmila (Uma) Sarkar, Regional Education Advisor, United Nations Children’s Fund Regional Office for South Asia -- Sub-Themes 1 and 2 Ms. Maki Katsumo-Hayashikawa, Chief, Section for Inclusive and Quality Education, UNESCO Asia and Pacific Regional Bureau for Education -- Sub-Themes 3 and 4.
This session provided the opportunity for expert speakers to share their insights on each of the sub-themes.
SUB-THEME 1 Innovations in Policy, Planning, Service Delivery, Monitoring and Evaluation to Reach the Most Marginalized Children
Dr. Veena Mistry, Former Vice-Chancellor of Navrachna University and Former Pro Vice Chancellor of the Maharaja Sayajirao University of Baroda, Vadodara, India, shared that attaining objectives stemming from SDG 4 and Target 4.2 requires systematic, scalable, sustainable and strategically planned actions from the countries of the region. It calls for coordinated, concerted and scientifically sound policy formulation, programme planning, implementation strategies and delineation of monitoring and evaluation processes.
However, successful attainment of these strategies and processes necessitates availability of reliable and contextually appropriate measurement tools. Over the years, UNICEF has developed measurement tools across various regions: The Multiple Indicator Cluster Survey (MICS), for one, enables the systematic reporting of reliable and valid data on various domains of ECD and factors related to well-being of children. The validated tool covers the areas of : quality, care, access to ECCE and overall development status of children. The East Asia Pacific Early Childhood Development Scale (EAP-ECDS), meanwhile, is developed to understand the status of ECD in the countries of the region so that informed, evidence based policy decisions, services and programmes can be planned. This reliable and valid psychometric tool provides context specific metric for ECD covering 7 domains and has been pilot tested in 6 countries.
Other countries in the region such as Australia, Nepal, India and more have developed or are in the process of developing relevant measures to assess impact of ECCE. These attempts have to be recognised, analysed and duly modified for fostering quality based ECCE programmes. Such measure and metrics are the first scientific steps in creating a supportive and enabling policy and programmes in favour of our young children.
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SUB-THEME 2 Innovations in Financing and Partnerships to Increase Investment in ECCE and Improve the Efficient Use of Resource
Professor Dr. Keiichi Ogawa from Kobe University, Japan, presented the results of the research, "Financing for Early Childhood Care and Education in Asia and the Pacific Region," which looked into the cases of ten countries: Japan, Mongolia, Republic of Korea, Indonesia, Vietnam, Bangladesh, Bhutan, Sri Lanka, Kyrgystan and Fiji. The study found that:
(1) Insufficient public resources are expended on pre-primary education. For most of the countries, pre-primary education expenditure as a percentage of total government expenditure is below the OECD average of 1percent (1%). Spending on ECCE as a percentage of GDP in all participating countries, meanwhile, is below the 1% rate recommended by UNICEF. (2) External funding is an essential financing source in many participating countries, but it lacks sustainability as the provisions of such funding are at times sporadic and project-based. (3) There is weak governance and lack of coordination among stakeholders for ECCE in some participating countries. For some, there are limited or no existing policies and/or single key agency supporting ECCE.
The following are his policy recommendations:
(1) Increase public spending on ECCE, and utilize enhanced government budgets to provide standardized benefits to ECCE facilities, children or families and caregivers as a way of facilitating equitable distribution of resources and access to ECCE services. (2) Promote enabling governance and capacity development, seeking external support in needs assessment and strategic planning to develop or strengthen their ECCE governance in their specific country circumstances. (3) Explore innovative financing mechanisms and partnerships for efficient and effective use of resources, such as Corporate Social Responsibility, Per Capita Financing, Partnership among Development Partners, Social Impact Bonds, Conditional Cash Transfers and Partnership between government and workplaces.
SUB-THEME 3 Innovations in Coordination Mechanisms to Promote Holistic Development and Enhanced Learning Outcomes
Professor Emeritus Dato’ Dr. Aminah Ayob from Sultan Idris Education University, Malaysia, shared about ECCE coordination practices across the region. She presented two coordination mechanisms: the parallel system in Japan (which eventually established, in 2004, one centralized system for ECCE services through a new entity under the government), Malaysia and Korea, which provided 2 type of facilities (kindergarten and day care center) supported by separate laws, governing bodies and standards, and the single- ministry system for ECCE such as what Indonesia operates.
16 According to Professor Ayob, ECCE under a single ministry facilitates greater progress as its policy is anchored on a central vision, and a dedicated ministry is nominated to translate this vision into reality. Moroeover, having one lead ministry can address ECCE more holistically and coherently. Some countries using single central system are: England, Iceland, New Zealand, Norway, Sweden, Finland, Australia and France.
Professor Ayob also presented the case of Malaysia in monitoring children’s development and learning outcomes in a holistic manner, and in using data in policy development, planning and programming. Malaysia has a National Child Data Centre that provides demographic and academic profiles of PERMATA’s children. These can be use for policy decision and planning or programming for the future. Malaysia also operates a Quality Assurance System (PERMATA-Q) that covers self assessments (online) and Quality assessment (on site visit). Lastly, it operates a data system monitoring children’s learning performance (besides demographic data).
SUB-THEME 4 Innovations in Pedagogical Approaches and Human Resource Development to Improve the Quality of ECCE in Various Settings
Dr. Emma Pearson, Senior Lecturer in Education Studies, Bishop Grosseteste University, UK, shared about the "Documentation of Innovative Pedagogical Approaches and Tools in ECCE in the Asia Pacific region" project, which covered cases that provide insights into innovative approaches, possibilities and inspirations unique to this region. This Project is a joint initiative of UNESCO, ARNEC, UNICEF and OMEP. One of the cases gathered was the ECCE model of the Foundation for Applied Linguistics in Thailand. It uses unique language and traditions as a basis for early learning child-centred strategies through a focus on positive relationships between teachers and children; it also created appropriate learning materials for the purpose of providing mother tongue-based ECCE. These innovations resulted in increased attendance at primary school, positive sense of identity among the children, training and accreditation for teachers on mother tongue-based teaching, and the establishment of a written version of an oral language.
The study results gave several insights on innovations in terms of human resource development. First, clear, relevant pedagogical objectives and processes mobilise commitment/motivation; second, community/stakeholder involvement and support for ECD/ECE are a strong source of motivation and confidence for ECD Facilitators. Human resources in ECCE must therefore focus on empowerment, community support and involvement, supportive networks (community and local government), building confidence, and creative solutions to resource constraints. As for taking these innovations to scale, the theory of change provides important guidance, particularly in terms of the need for clarity of goals and interventions and the need for documentation of impact.
17 6. MODERATED PANEL DISCUSSIONS
The moderated panel discussions provided a venue to showcase innovative and noteworthy initiatives from the countries in Asia and the Pacific, and featured country representatives and experts/resource persons for each of the forum sub-themes.
SUB-THEME 1 Innovations in Policy, Planning, Service Delivery, Monitoring and Evaluation to Reach the Most Marginalized Children
Facilitator: Dr. Chemba Raghavan, Education Specialist, UNICEF East Asia and Pacific Regional Office
Speakers: Mr. Sherab Phuntshok, Bhutan Country Delegate Ms. Naratuya Jamts, Mongolia Country Delegate Ms. Yelizaveta Korotkikh, Kazakhstan Country Delegate Ms. Urmila Sarkar, UNICEF Regional Office for South East Asia Ms. Maki Katsuno-Hayashikawa, UNESCO Asia and Pacific Regional Bureau for Education
This panel elaborated on and gave illustrations of the importance of Planning, Service Delivery, Monitoring and Evaluation for ECCE to reach the most marginalised children. Countries shared their expereinces as follows:
Bhutan shared their community focus and approach of working very closely with the local government in conducting trainings for teachers, as well as in using standard monitoring tools and online systems.
Mongolia emphasized that its long history and diversity have been important factors in the development of ECCE especially in terms of innovations. These include partnerships between the private and public sectors in the ECCE programs, seasonal trainings for teachers and initiatives to involve parents and the family in ECCE programs.
Kazakhstan shared that the government initiated distance learning and free education policies, and envisions working in partnership with the private sector to provide free education for all its children.
Ms. Urmila Sarkar cited success factors in UNICEF's cooperation with India and Bhutan. These include extensive research and documentation for the programs, partnerships among different sectors especially in health, nutrition and education, and recognition of cognition and its integration in ECCE as a significant factor in child development. For UNESCO, Ms. Maki Katsuno-Hayashikawa shared that UNESCO's focus on three main factors contributed to the development of marginalised children. These factors are mother tongue-based education, parental education on child care in areas of nutrition and care through community learning centres (CLC), and birth registration, which is a critical strategy in ensuring social health.
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SUB-THEME 2 Innovations in Financing and Partnerships to Increase Investment in ECCE and Improve the Efficient Use of Resources
Facilitator: Dr. Mugyeong Moon, Director of the Office of International Research, Korea Institute of Child Care and Education
Speakers: YB Senator Chong Sin Woon, Deputy Education Minister II Malaysia Ms. Meekyung Shin, Director of Early Education, Ministry of Education, Republic of Korea Ms. Sheryna Abdul Samad, Senior Policy Executive, Ministry of Education Maldives Ms. Yuri Belfali, Head of Early Childhood & Schools Division, OECD Prof. Puan Sri Dr. Rohaty Binti Majzub, HELP University Malaysia
This panel focused on innovations in policy measures, strategies and partnerships in increasing ECCE investment. The discussion looked into how government budget allocations reflect recognition of the importance of early childhood; the status of public spending for ECCE in the last five years; and private sources of funds available to fund ECCE.
In Malaysia, the Ministry of Education, Ministry of Women, Family and Community Development, Ministry of Rural and Regional Development and the Prime Minister’s Department jointly oversee the financing of ECCE. For the past five years, the government has allocated a huge education budget for human capital and infrastructure. Launching grants have also been awarded to encourage the private sector to open up ECCE centres.
In Korea, ECCE is considered a national agenda and children attend kindergarten and childcare centres for free with the support of the government. The government has been expanding the budget gradually to include teacher professional development.
In the case of Maldives, it was noted that inspite of a difficult geographical situation, it was able to give a hundred percent accessibility to schooling via 212 government schools. From its national budget, 0.3% is allocated for ECCE, including training for teachers and pre- school monitoring. Collaboration is initiated to seek donations and technical contribution from UNICEF and the community.
Ms. Yuri Belfali from OECD recommended striking a balance between public and private funding by continuing the advocacy for public funding; narrowing the gap between public and private funding; and rethinking efficiency within education sectors and with ECCE sectors to increase investment. Governments need to continue data collection as evidence to build on and rationalize ECCE. She shared that the OECD is faced with the education vs economic dilemma: "What to do in the rural school, when there is not enough population but learning needs to take place?" She emphasized that there needs to be equity in efficiency.
19 Lastly, Prof. Puan Sri Dr. Rohaty Binti Majzub shared that she is heading a study to investigate the return on investment and the impact of ECCE on 0-4 year olds. She explained that private sector participation can potentially have enormous positive impact on ECCE, thus positive and effective planning is needed between the government and the private sector.
SUB-THEME 3 Innovations in Coordination Mechanisms to Promote Holistic Development and Enhanced Learning Outcomes
Facilitator: Datin Dr. Ng Soo Boon, Ministry of Education, Malaysia
Speakers: Dr. Muhammad Rafique Tahir, Joint Educational Advisor, Ministry of Federal Education and Professional Training, Pakistan Dr. Namhee Woo, President, Korea Institute of Child Care and Education (KICCE) Datuk Dr Chiam Heng Keng, Board Member, Early Childhood Care and Education (ECCE) Council, Malaysia Dr. Teresita G. Inciong, Vice Chairperson and Executive Director of Early Childhood Care and Development (ECCD) Council, Philippines Mr. Prak Kosal, Deputy Secretary General of the National Committee for Early Childhood Care and Development (NC-ECCD) and the Director of Early Childhood Education Department, Ministry of Education, Youth and Sports, Cambodia
This panel looked into the vital importance of coordination mechanisms, and how these mechanisms can be implemented in different contexts considering country-specific realities, existing practices, and implications of recent research.
Pakistan shared its ECD strategy involving the Education, Health and Human Rights Ministries, along with various other agencies that focus on the welfare of children. The government's huge challenges in implememting the strategy relate with coordination among stakeholders, due to Pakistan's population of 200 million.
In Korea, long term studies showed a lack of coordination among ECCE ministries and other social services, thus the introduction of the Nuri Curriculum that uses observational rating assessment to facilitate the holistic development of children in five main areas: communication, social relationships, artistic expression, inquiry in nature and physical motor skills. Current challenges have to do with implementation in rural areas, disparity in access, and different government structures.
The Philippine experience was shared specifically the Early Years Act Of 2013 that defines the ECCD System as covering the full range of health, nutrition, early education and social services development programmes that provide the basic holistic needs of children and promote their optimum development. The law also appoints an ECCD Council to sustain inter-agency and multi-sectoral collaboration. Following steps were identified to strengthen the multi-sectoral coordination: (1) institution of a National System for ECCD; (2) convening of national government agencies annually for work and financial planning; (3) organisation
20 of ECCD committees at the local level; and (4) information dissemination, advocacy and education of all stakeholders.
In Cambodia, there is a National Committee on ECCE led by the Ministry of Education and with eleven relevant ministries as members. There is also a National Policy on ECCE development with nine strategic policies, among them the setting up of legal framework, standards and mechanisms that identify cooperation and duties of main stakeholders; establishment of a monitoring and evaluation system with participation from ministries/institutions, communities and development partners; expansion of early childhood care and development services, including state, community, private and home based services; ensuring household access to multi-faceted information and services; and development of a communication mechanism on early childhood care and development to attract support for these services.
SUB-THEME 4 Innovations in Pedagogical Approaches and Human Resource Development to Improve the Quality of ECCE in Various Settings Facilitator: Dr. Mami Umayahara, Chief of Executive Office, UNESCO Asia and Pacific Regional Bureau for Education Speakers: Dr. Watanaporn Ra-ngubtook, Deputy Secretary General Office of Education Council, Ministry of Education, Thailand Mr. Koh Kok Khai, Director of Professional Development Early Childhood Development Agency, Singapore Dr. Karoline Afama Saga Fuata’l, Chief Executive Officer of the Ministry of Education Sports and Culture, and Secretary General of the Samoa National Commission for UNESCO, Samoa Assoc. Prof. Dr. Mariani Md Nor, University of Malaya, Malaysia Dr. Maggie Koong, World President, World Organisation for Early Childhood Education (OMEP)
This panel aimed to showcase innovative and noteworthy initiatives focused on the main key actors to improve the quality of early childhood care and education (ECCE): teachers and caregivers of young children.
Thailand shared standards established for ECCE implementation, among them the age range of children and required personnel for childcare centers; standards for public and private kindergartens under the Ministry of Education (MOE); indicators on teachers’ knowledge and capacity; and the Office of National Education Standard and Quality Assessment (ONESQA) for early childhood teachers.
In Singapore, the government regulates sub-standards for ECCE caregivers and teachers. He shared that the quality and standards of the teachers depend on the quality of training they receive; thus, there is an accreditation framework for all the training agencies. Singapore also has a continuous professional development (CPD) master plan and awards of excellence among other incentives.
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In Samoa, early childhood education (ECE) centres are managed by the National Council of Early Childhood Education. The Ministry of Education, which works closely with the National Council, has endorsed minimum standards for all ECE so as to ensure alignment across the ECE centres. Moreover, the MOE has approved The Teacher’s Act to enforce the registration of teachers, including those teaching in the ECE centres. The National Council provides training for the ECE teachers on top of the qualification they acquired from the other institutions. The recently-approved teacher salary framework also aims to attract high achievers into the teaching profession.
In Malaysia, the Teacher Education Division monitors pre and in-service trainings to upgrade teachers’ quality. It was emphasised that there is no single pedagogical approach that can best fit all children’s learning and that innovative pedagogical approaches nowadays place more emphasis on interactive approaches that can facilitate children’s learning process which leads to holistic development. It was also stressed that documentation on innovation needs to consider the following principles: child centredness, holistic development, equity, inclusiveness, sustainability, cultural reflection and relevance.
Dr. Maggie Koong discussed how pedagogy is an art of teaching founded by ideas, values and beliefs; thus, changing the minds of teachers is important as it may affect their pedagogy, too. She also stressed that teachers and children need to have a shared and sustained thinking so they are motivated to learn. She highlighted considerations on effective pedagogical approaches such as the importance of adult-child interaction, smooth preparation for primary school, and instructional language format. She concluded that there is a need to think about the programmes systematically and not just programmatically. She also underscored the importance of involvement of parents and the community in the holistic learning and development of a child.
7. MINI FORUM II
The second Mini Forum focused on innovative mechanisms by ECCE practitioners to implement policies and optimize financial allocation innovatively for the benefit of children especially marginalized children. The discussions looked into the promotion of children’s development and learning through innovative pedagogical approaches that further enhance learning outcomes of quality in various settings.
SUB-THEME 1 Innovations in Policy, Planning, Service Delivery, Monitoring and Evaluation to Reach the Most Marginalized Children
Moderator: Datuk Saidatu Akhma Hassan, PERMATA Division, Prime Minister’s Department, Malaysia
Speakers: Mr. Pathmanathan R. Nalasamy, Disabled People’s Council, Welfare Department, Malaysia Ms. Anne Lasimbang, Partners of Community Organizations (PACOS), Malaysia Assoc. Prof. Dr. Mastura Badzis from International Islamic University, Malaysia
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Sub-theme 1 focused on the importance of taking advantage of early childhood, to improve the lives of the most disadvantaged and vulnerable children and their societies through innovative planning, service delivery, monitoring and evaluation. Panellists for this session shared the following:
Malaysia has existing laws and plans of action benefiting PWDs, and ratified the Convention on the Rights of PWDs in 2010. The Department of Social Welfare (DSW) provides numerous services for children with disabilities, such as registration and issuance of identification cards; institutional care and rehabilitation services; and Community Based Rehabilitation (CBR) programme, among others. CBR was implemented through the combined efforts of people with disabilities, their families and communities, and relevant government and non-government health, education, vocational, social and other services. Teachers (supervisors and workers) are trained to undertake rehabilitation programmes at the centres, make home visits and facilitate parental involvement.
Examples of innovative approaches to ECCE service delivery targeting marginalized children include (i) policy and practices in New Zealand, emphasizing that every child matters; (ii) Indonesia’s Hi-ECD Policy covers education, health, nutrition, social protection and child protection; and (iii) Turkey’s Mother Child Home Program (MOCHP) is a low-cost, effective, home-based program for young children with new training materials and methodology. In Malaysia, there is community-based research that supports the effectiveness of toy library services.
SUB-THEME 2 Innovations in Financing and Partnerships to increase Investment in ECCE and Improve the Efficient Use of Resources
Moderator: Dr. Azhar Md. Adnan, President, ECCE Council Malaysia
Speakers: Ms. Sara Dang, Senior Specialist, Save the Children Region, ECCD Ms. Mahmuda Akhter, Executive Director, Institute of Child and Human Development (ICHD), Bangladesh Prof. Anna Christina Abdullah, from University Science Malaysia
This session on Sub-Theme 2 dealt with innovations in securing and effectively using sufficient resources for ECCE to promote holistic child development. It included exploration of how quality standards, state regulation and partnerships contribute to this goal. Highlights of the session include the following:
Save the Children shared its pre-school project in Bhutan, Crossing the Pass, for which partnerships were pursued with (1) government at national and district levels; (2) ECCD Facilitators through peer sharing meetings and with the creation of ECCD centre materials; (3) all ECCD stakeholders through online connections; and families through their engagement in their children's home learning and volunteering in ECCD centres.
23 Bangladesh shared the journey of ECCE in Bangladesh, where a platform for collaboration has been set up and has created windows of opportunities that garnered much support from NGOs. A strong national network on ECD was established with participation from different sectors. The Comprehensive Early Childhood Care and Development Policy was also approved in 2013and led to a new initiative, which is the inclusion of a Child Budget in the annual National Budget.
This session identified following issues and challenges in financing and partnerships: sustainability, access and equity, empowerment and quality. Some examples of partnerships include those between the government and its citizens, corporation and clients, employers and employees, local authority and real estate developer, and ECCE provider and family.
SUB-THEME 3 Innovations in Coordination Mechanisms to Promote Holistic Development and Enhanced Learning Outcomes
Moderator: Prof. Dr. Sophia Md. Yassin, Director, National Child Development Research Centre, Malaysia
Speakers: Ms. Suraya Wen from the Department of National Unity & Integration Malaysia Ms. Nani Menon, Pre-school Coordinator and teacher at Family, Adolescent & Child Research Centre (FACE), University Putra Malaysia Ms. Fitriana Herarti, Psychologist and Child Development Specialist, Child fund International Indonesia
This discussion focused on the importance of having effective policies, strategies and coordination mechanisms at the country level to support the multi-sectoral nature of early childhood development.
In Malaysia, the Unity Kindergarten was established in 1976 to nurture the development of human capital at an early age. It adopted the National Curriculum Standard formulated by the Ministry of Education. In line with 21st century pedagogy, teachers were encouraged to utilize innovative and creative means to develop, at minimum costs, teaching aids that simultaneously teach multiple skills. Parents are involved in developing the teaching aids, as part of the mechanism to foster a spirit of unity among all races, and to educate parents on the value of fun learning and play as prescribed in the curriculum.
There is also the ‘Take Home Book Programme,’ implemented by the University Putra Malaysia laboratory (FACE) to create a partnership with parents to nurture the love for reading among children. The programme benefits 40 children and families from the FACE centre annually.
For Indonesia, it was shared that the vast geographical landscape of the country posed crucial challenges in ensuring holistic, coordinated and integrative services of early childhood development (ECD). Indonesia launched the National Strategy of Holistic Integrative ECD in 2009 to fulfill holistic needs of early childhood, provide child care protection from family and environmental abuse, and provide integrative early childhood
24 services through different levels of government agencies. The Highly Integrative ECD (HI- ECD) National Task Force was also established to overcome coordination challenges. It was overseen by a Steering Committee comprising five agencies, namely Plan International, UNICEF, Save the Children, Childfund International and World Vision, and served to: (1) develop HI-ECD networking at local, national and international levels to meet the basic rights of all young children; (2) create a platform for sharing knowledge and best practices among individuals and institutions working with HI-ECD; and (3) attain government support of HI-ECD policy making through collective advocacy.
SUB-THEME 4 Innovations in Pedagogical Approaches and Human Resource Development to Improve the Quality of ECCE in various Settings
Moderator: Dr. Putri Afzan Maria Zulkifli, KinderKaizen, Malaysia
Speakers: Ms. Noorjahan Sultan, Ministry of Education, Malaysia Ms. Suguna Sankaran, Ministry of Education, Malaysia Dr. Surayah Zaidon, Ministry of Education, Malaysia
This session focused on ways of promoting children’s development and learning through innovative pedagogical approaches which further enhance learning outcomes of quality in various settings. The speakers shared their best practices promoting children’s learning holistically through innovative pedagogies.
Ms. Noorjahan Sultan shared five principles for developing innovative teaching and learning materials: (1) the smart use of resources; (2) working sincerely for the benefit of children, fellow teachers and education; (3) making sacrifices in terms of time, energy and money; (4)significance of teaching and materials in terms of knowledge, skills and values; and (5) acquiring the support from all interested parties and seeking their cooperation and collaboration in the interest of enhancing children’s potential.
Ms. Suguna Sankaran talked about a preliminary study carried out in 5 preschools involving 100 preschoolers and 5 preschool teachers, which led to the conclusion that more opportunities must be provided to engage children in quality talk-related activities (between teacher and child, and child with his peers) as these enhance cognitive, socio- emotional and personality development as well as higher order thinking skills.
Dr. Surayah Zaidon outlined two prerequisites for enhancing children’s learning and development: (1) a pedagogy that puts children at the centre of learning where teachers as facilitators are supported by close partnership with parents within a rich environment; and (2) the need to understand how the brain learns and to integrate the knowledge of development in neuroscience in innovative and pedagogical approaches. It is important for ECCE teachers and caregivers to implement a pedagogy that is fun and can make children happy, and to provide sufficient exposure to help children construct their own knowledge from the environment.
25 8. THE PUTRAJAYA DECLARATION
UNESCO developed an initial draft of the Putrajaya Declaration, which was reviewed and revised by members of the forum Content Committee and Steering Committee and then circulated among the 46 countries of Asia and the Pacific for comments even before the actual conduct of the forum. A drafting committee was also formed to revise the draft declaration based on written comments received from the different countries.
During the Second Ministerial Roundtable, the Ministers and Vice-Ministers examined the draft and discussed its nine action points. The drafting committee integrated the Ministers’ comments into the final draft of the Putrajaya Declaration, which was then presented to the plenary by Dr. Gwang Jo Kim on the last day of the Forum. The group did not have any major comments on the Declaration; thus it was endorsed by the plenary and it was agreed that UNESCO would finalize and circulate the document.
Following are highlights of the final Putrajaya Declaration:
ECCE lays the foundation for children’s long-term learning, development and well-being. Thus the forum participants fully endorse the aspirational and universal Sustainable Development Goals (SDGs), particularly SDG 4 and Target 4.2. Early childhood, encompassing the period from conception to 8 years of age, is the foundation of peace and sustainable development. The countries of Asia and the Pacific have made much progress in every domain of ECCE. However, many children and families in the region have not benefited from such progress. Quality ECCE programmes are holistic and integratedSupporting parents and families as well as developing the capacity of the ECCE workforce is essential to the qualitative improvement of ECCE. ECCE is everyone’s responsibility, but governments play a critical role in setting and monitoring ECCE legislative and regulatory frameworks, quality standards and curricular guidelines as well as in allocating and distributing resources to ensure equity and quality. Most governments in the region still do not prioritize early childhood in their social and economic sector development plans
Action agenda to achieve SDG Target 4.2 in Asia and the Pacific:
Put in place integrated and inclusive legislation, policies and programmes, paying special attention to the most disadvantaged and vulnerable children.
Implement integrated, multi-sectoral, coordinated ECCE policies, strategies and high quality programmes.
Develop clear policies, strategies and guidelines, including action plans for the professionalization of ECCE personnel.
Design inclusive, accessible, high quality and integrated ECCE programmes, services and infrastructure and support families as children’s first caregivers.
26 Increase government investment in ECCE and forge partnerships with the private sector, civil society and development partners.
Monitor and evaluate countries’ progress towards SDG Target 4.2, using the global thematic indicators of readiness, participation and provision as well as public and private financing for ECCE.
Strengthen the collection, analysis and use of data to address equity and to holistically measure child learning and development outcomes.
Raise awareness of stakeholders through evidence-based advocacy.
Initiate the process of developing a regional framework for SDG Target 4.2 and national roadmaps for implementation.
9. CLOSING
9.1 CLOSING REMARKS
Ms. Wivina Belmonte, Deputy Regional Director, UNICEF East Asia and Pacific Regional Office
Ms. Belmonte shared the following critical elements that synthesize how, as discussed throughout the forum, investing in the first 8 years of life can prove to be an effective way of achieving the SDGs:
(1) Evidence-based, holistic policies and costed implementation plans that reach the most marginalized, supported by holistic coordination mechanisms, and resilient to natural disaster and conflict. (2) Equity and Quality of ECD services , reaching all children. (3) Strong families, supported by an infrastructure of ECCE programmes and services. (4) Partnerships among multiple stakeholders including government, civil society organizations, the private-sector, communities and families. (5) Strengthened accountability, robust metrics and sound monitoring, with intermediate targets and indicators. (6) Increased investment in holistic ECD, and the pursuit of innovative and sustainable forms of financing.
The participants were urged to identify opportunities to engage with colleagues in ministries addressing child and family welfare, health and nutrition, and to commit to strengthened programme planning, implementation, and coordination. This would entail expanding private ECD services, establishing stronger, more holistic ECD information systems, obtaining relevant and accurate data especially on vulnerable groups, improving monitoring and evaluation, and setting up systemic/seamless linkages between families and centres, ECD/pre-primary education and the primary school curriculum and teaching methods. This would also entail going from parents to caregivers, and beyond parent education to family support.
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Dr. Mae Chu Chang, Board of Directors, Asia-Pacific Regional Network of Early Childhood
Dr. Chang expressed appreciation to MOE, UNESCO and UNICEF for engaging ARNEC as co- organizer of the Forum. She also thanked OSF for their funding support to the Forum through ARNEC. She shared that ARNEC will continue in its efforts to provide a platform to advance the ECD agenda in the context of the SDGs, as well as to work in the areas of advocacy, knowledge sharing and building partnerships for ECD.
ARNEC is developing its new strategy, and all the things that the ARNEC's representatives heard during the Forum will be part of the network's way forward. Specifically, ARNEC is looking at how to have stronger linkages with countries toward collaboration and building partnerships around critical areas mentioned in the Forum, issues about quality and equitable ECCE, use of ECD standards, documentation and sharing of good and effective ECD practices, and supporting national ECD networks, among others.
Dr. Chang concluded her message with an invitation for the participants to be a part of ARNEC.
Mr. Gwang-Jo Kim, Director, UNESCO Asia and Pacific Regional Bureau for Education
Mr. Kim expressed his gratitdude to the Government of Malaysia for hosting the Forum, and thanked thanked the co-organizers, UNICEF and ARNEC, for the close cooperation and partnership that made the Forum a success.
Mr. Kim stressed that taking Sustainable Development Goal 4.2 forward means changing mindsets and embracing innovative approaches that capitalize on the transformative power of ECCE. He cited Dr. Kagan, who had earlier talked about thinking big, thinking far and thinking different to build a better, more peaceful world for children. All stakeholders at national and regional levels have a shared responsibility and need to actively take part in building inclusive, equitable, sustainable and high-quality ECCE systems. The Putrajaya Declaration is the starting point for this joint effort.
UNESCO as the global lead agency for SDG4-Education 2030, is fully committed to supporting Member States’ efforts to expand and improve comprehensive ECCE so that it optimizes the potential of young children in the Asia and Pacific region. Mr. Kim appealed to the participants to join forces with UNESCO and it partners, for the future of early childhood care and education, and to increase the collective chances of achieving every single one of the SDGs.
9.2 CLOSING SPEECH Hon. Dato’ P. Kamalanathan P. Panchanathan, Deputy Minister of Education 1, Malaysia
Hon. Dato’ P. Kamalanathan P. Panchanathan expressed appreciation for how the policy forum has provided opportunities for all ministers, deputy ministers, delegations, educators
28 and stakeholders to share their views, and the way forward related to early childhood care and education. He hoped that the discussions held had been informative and had given insights into the latest approaches in improving the delivery and coordination of Early Childhood Care and Education (ECCE) across the Asia Pacific region.
He emphasized that participants need to be grounded in collective initiatives towards achieving the vision and aspirations of the Education Agenda 2030 echoed in the Putrajaya Declaration. The success of the Putrajaya Declaration will be the driving force for Asia Pacific countries to move forward towards a more inclusive, equitable and sustainable development of ECCE. The Putrajaya Declaration spearheads innovations towards inclusivity and quality of early childhood care and education. The participants should work together to strengthen relationships and nurture the endeavor to care for children and their education.
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ANNEXES
1. The Putrajaya Declaration
2. Final Programme
3. List of Participants
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Asia-Pacific Regional Policy Forum on Early Childhood Care and Education The Transformative Power of Early Childhood: Innovations for Inclusivity and Quality 19 to 21 July 2016, Putrajaya, Malaysia
Putrajaya Declaration
Preamble 1. We, ministers and delegates of 36 countries in Asia and the Pacific; representatives of United Nations agencies, development partners and civil society organizations; and members of research and teaching communities, gathered in Putrajaya, Malaysia, from 19 to 21 July 2016 for the second Asia-Pacific Regional Policy Forum on Early Childhood Care and Education, organized by UNESCO, UNICEF, ARNEC and the Government of Malaysia.
2. Learning begins at birth. This simple yet powerful sentence was noted in the World Declaration on Education for All (EFA), which was adopted in Jomtien, Thailand, in 1990. A year earlier, the Convention on the Rights of the Child emphasized that young children possess the right to not only survive but also to thrive and develop to their fullest potential. It is in this spirit that the participants of the World Education Forum in Dakar in 2000 developed the first EFA goal of ‘expanding and improving comprehensive Early Childhood Care and Education (ECCE), especially for the most vulnerable and disadvantaged children’.
3. ECCE lays the foundation for children’s long-term learning, development and well-being. Accordingly, we fully endorse the aspirational and universal Sustainable Development Goals (SDGs), particularly SDG 4: ’Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’ and Target 4.2: ‘By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education’.
4. The Putrajaya Regional Policy Forum on ECCE builds on the momentum created for education in general and ECCE in particular by a series of international fora, including the first Regional Policy Forum on ECCE (Seoul, 2013), the World Education Forum (Incheon, 2015) and the United Nations Sustainable Development Summit (New York, 2015). Having shared experiences and lessons learned in developing and implementing ECCE policies and discussed innovative strategies to improve the equity and quality of ECCE services in the Asia-Pacific region, we adopt this Declaration.
The transformative power of early childhood 5. Today, thanks to robust research and sustained advocacy by the ECCE community, there is increased awareness among policy-makers, planners, practitioners and parents regarding the critical importance of ECCE. Those gathered at this policy forum recognize the transformative power of early childhood care and education. Early childhood, encompassing the period from conception to 8 years of age, is the foundation of peace and sustainable development. Early experiences influence a child’s health and brain development as well as a broad range of skills, capacities and behaviours throughout life. Quality ECCE, provided in a nurturing and safe environment inside and outside the home, sets the foundation for future well-being and greater equity, particularly for disadvantaged children. Research findings point to the benefits of quality ECCE in terms of increased productivity, greater gender equality and future cost savings through
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reduced school dropout and repetition, better health and a lower incidence of criminal behaviour in adulthood.
6. The countries of Asia and the Pacific have made much progress in every domain of ECCE, including in reducing extreme poverty, infant and child mortality and child malnutrition as well as increasing immunization rates and participation in pre-primary education. However, many children and families in the region have not benefited from such progress, and large disparities exist both across and within countries, with rising inequality observed in many countries based on gender, wealth, geographic location, ethnicity, language, disability and other factors, including those resulting from conflict and disasters.
7. Quality ECCE programmes are holistic and integrated, with elements of protection, health and nutrition, early stimulation and learning. Because inequity can begin even before birth, efforts need to begin early to ensure all children realize their right to develop fully and thrive in a safe, nurturing and stimulating environment. Parents, families, caregivers and educators are all critical in helping children make a seamless and successful transition from home to ECCE settings and then to primary education. Supporting parents and families as well as developing the capacity of the ECCE workforce is essential to the qualitative improvement of ECCE.
8. ECCE is everyone’s responsibility, but governments play a critical role in setting and monitoring ECCE legislative and regulatory frameworks, quality standards and curricular guidelines as well as in allocating and distributing resources to ensure equity and quality. Many countries have written national ECCE policies, frameworks or action plans and although such documents usually highlight ECCE’s holistic nature, few are comprehensive across all child development areas and age groups.
9. Most governments in the region still do not prioritize early childhood in their social and economic sector development plans, and public investment in ECCE continues to be very low compared to the international benchmarks for ECCE spending of 1 per cent of GDP and 10 per cent of public education funding.
Action agenda to achieve SDG Target 4.2 in Asia and the Pacific 10. We hereby declare our commitment to the realization of SDG Target 4.2 through the following actions, with a view to driving the transformation that the world aims to achieve by 2030:
i. Put in place integrated and inclusive legislation, policies and programmes that realize the provision of at least one year of free and compulsory quality pre-primary education, paying special attention to the most disadvantaged and vulnerable children.
ii. Implement integrated, multi-sectoral ECCE policies, strategies and high quality programmes coordinated across the ministries responsible for health, social and child protection, water and sanitation, justice, and education, and secure adequate resources for their implementation. iii. Develop clear policies, strategies and guidelines, including action plans for the professionalization of ECCE personnel through professional development, and elevation of their status and working conditions. iv. Design inclusive, accessible, high quality and integrated ECCE programmes, services and infrastructure, especially for children with disabilities, and support families as children’s first caregivers.
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v. Increase government investment in ECCE and forge partnerships with the private sector, civil society and development partners to make more efficient use of financial and human resources for equitable access to quality ECCE. vi. Monitor and evaluate countries’ progress towards SDG Target 4.2, using the global thematic indicators of readiness (child development and learning outcomes), participation (enrolment) and provision (availability) as well as public and private financing for ECCE. This process should form part of the SDG4-Education 2030 coordination process, leading to comprehensive monitoring and evaluation systems at the national and sub-national levels. vii. Strengthen the collection, analysis and use of data, which are often scattered across multiple sectors, ensuring that this data is comprehensive and disaggregated so as to address equity and to holistically measure child learning and development outcomes. viii. Raise awareness of stakeholders, through evidence-based advocacy, in partnership and with technical assistance from UNESCO, UNICEF, ARNEC and other key regional agencies and networks. ix. Initiate the process of developing a regional framework for SDG Target 4.2 and national roadmaps for implementation, with clear timelines, under a regional coordination and support mechanism for SDG4-Education 2030.
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Asia-Pacific Regional Policy Forum on Early Childhood Care and Education The Transformative Power of Early Childhood: Innovations for Inclusivity and Quality 19 to 21 July 2016, Putrajaya, Malaysia
FORUM AGENDA
18 July 2016 (Monday)
0830 – 2100 Registration (Hotel Lobby)
Day 1: 19 July 2016 (Tuesday) Pre-Forum Educational Visit Putrajaya Presint 9 (2) Primary School Sekolah Bimbingan Jalinan Kasih (School for Street Children) Aulad Genius Preschool Cahaya Alam Preschool 0730 – 1230 Puspanita PERMATA Childcare Centre PERMATA Kurnia Centre Islamic Teacher Training Institute Preschool (MOE), Bangi Family, Adolescent & Child Research Centre (FACE), Putra University Malaysia 1230 Lunch (Zest Restaurant & Chinese Restaurant) Welcome Address Tan Sri Dr. Madinah Mohamad, Secretary General Ministry of Education, Malaysia Dr. Qian Tang, Assistant Director-General for Education, UNESCO 1400 – 1450 Paris (Ballroom)
Opening Speech Hon. Dato’ Seri Mahdzir Khalid, Minister of Education, Malaysia
Keynote Address I 1450 – 1530 H.E. Datin Paduka Seri Rosmah Mansor, Patron of PERMATA (Ballroom) Programmes
1530 – 1550 Coffee Break (Foyer & Tuscany Restaurant) Ministerial Round-table Discussion I: the Role of the State in ECCE
1630 -1830 Chair: Minister of Education, Malaysia (Garden 1 & Moderator: Ms Wivina Belmonte 2) Deputy Regional Director, UNICEF East Asia and Pacific Regional Office
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Mini Forum I
Sub-theme 1 (Kuala Lumpur)
Innovations in Policy, Planning, Service Delivery, Monitoring and
Evaluation to Reach the Most Marginalized Children
1630 -1800 Moderator: Datin Dr. Yasmin Hussein, SEAMEO-SEN Ms. Azlina Bahari, Ministry of Rural and Regional Development, Malaysia Ms. Ivelina Borisova, Early Learning Specialist, Education Section, UNICEF Headquarters Dr. Hajjah Noraini Zainal Abidin, Special Education Division, Ministry of Education, Malaysia
Sub-theme 2: (Selangor) Innovations in Financing and Partnerships to Increase Investment in ECCE and Improve the Efficient Use of Resources
Moderator: Dr. Mae Chu Chang, ARNEC
Dr. Siti Zaliha Reduan, Ministry of Welfare, Women and Family Development, Sarawak, Malaysia Assoc. Prof. Dr. Bustam Kamri, Yayasan Melaka International College Prof. Dr. Frances Lee Moi Fah, HELP University, Malaysia
Sub-theme 3 (Langkawi) Innovations in Coordination Mechanisms to Promote Holistic Development and Enhanced Learning Outcomes
Moderator: Ms. Shadhana Popatlal, Ministry of Education, Malaysia
Dr. Manzor Ahmed, Bangladesh Early Childhood Network (BEN) Ms. Lydia Foong Yoke Yen, SEGI University, Malaysia Dr. Azizah Lebai & Dr. Rohani Abdullah, PERMATA Division, Malaysia Sub-theme 4: (Wisma Putra) Innovations in Pedagogical Approaches and Human Resource Development to Improve the Quality of ECCE in Various Settings
Moderator: Dato’ Noor Rezan Bt. Bapoo Hashim, Kazanah Nasional
Ms. Eveleen Ling, Malaysia Association of Professional Early Childhood Educators (MAPECE) Ms. Aisyah Zanariah, Montessori Association of Malaysia Ms. Christine Chen, ARNEC
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Day 2: 20 July 2016 (Wednesday)
Welcome to Day 2
Keynote Address II 0830 – 0915 Professor Dr. Sharon Lynn Kagan (Ballroom) Virginia and Leonard Marx Professor of Early Childhood and Family Policy, Co-director
of the National Center for Children and Families Teachers College, Columbia University, USA
Keynote Presentations Chairperson: Urmila Sarkar, Regional Education Advisor, United Nations Children’s Fund Regional Office for South Asia Sub-theme 1: Innovations in Policy, Planning, Service Delivery, Monitoring and Evaluation to Reach 0915– 1000 the Most Marginalized Children (Ballroom) Dr. Veena Mistry, Former Vice-Chancellor of Navrachna University and Former Pro Vice Chancellor of the Maharaja Sayajirao University of Baroda, Vadodara, India
Sub-theme 2: Innovations in Financing and Partnerships to Increase Investment in ECCE and Improve the Efficient Use of Resources
Professor Dr. Keiichi Ogawa, Kobe University, Japan
Exhibition Launch (Marble Terrace Area) Hon. Dato’ P. Kamalanathan P. Pachanathan Deputy Minister of Education I, Malaysia 1000 – 1030
Coffee Break (Foyer & Tuscany Restaurant)
Keynote Presentations Chairperson: Ms. Maki Katsumo-Hayashikawa, Chief, Section for Inclusive and Quality Education, UNESCO Asia and Pacific Regional Bureau for Education Sub-theme 3: Innovations in Coordination Mechanisms to Promote Holistic Development and 1030 – 1145 Enhanced Learning Outcomes (Ballroom)
Professor Emeritus Dato’ Dr. Aminah Ayob, Sultan Idris Education University, Malaysia
Sub-theme 4: Innovations in Pedagogical Approaches and Human Resource Development to Improve the Quality of ECCE in Various Settings
Dr. Emma Pearson, Senior Lecturer in Education Studies, Bishop Grosseteste University, UK
Moderated Panel
1145 – 1300 Sub-theme 1: (Ballroom 1) (Concurrent) Innovations in Policy, Planning, Service Delivery, Monitoring and Evaluation to Reach the Most Marginalized Children
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Facilitator: Dr. Chemba Raghavan, Education Specialist, UNICEF East Asia and Pacific Regional Office Country Delegates (TBC) Ms. Limia Dewan, Bangladesh Rural Advancement Committee Ms. Maki Katsumo-Hayashikawa, UNESCO Asia and Pacific Regional Bureau for Education
Sub-theme 2 (Ballroom 2) Innovations in Financing and Partnerships to Increase Investment in ECCE and Improve the Efficient Use of Resources Facilitator: Dr. Mugyeong Moon, Director of the Office of International Research, Korea Institute of Child Care and Education Country Delegates (TBC) Ms. Yuri Belfali, Head of Early Childhood & Schools Division, OECD Prof. Puan Sri Dr. Rohaty Binti Majzub, HELP University, Malaysia
1300 – 1430 Lunch (Zest Restaurant & Chinese Restaurant) Moderated Panel
Sub-theme 3 (Ballroom 1) Innovations in Coordination Mechanisms to Promote Holistic Development and Enhanced Learning Outcomes Facilitator: Datin Dr. Ng Soo Boon, Ministry of Education, Malaysia Country Delegates (TBC) Dr. Namhee Woo, President, Korea Institute of Child Care and Education Datuk Dr. Chiam Heng Keng, Board Member, ECCE Council, Malaysia 1430 – 1600
(Concurrent) Sub-theme 4 (Ballroom 2) Innovations in Pedagogical Approaches and Human Resource Development to Improve the Quality of ECCE in Various Settings Facilitator: Dr. Mami Umayahara, Chief of Executive Office, UNESCO Asia and Pacific Regional Bureau for Education Country Delegates (TBC) Dr. Maggie Koong, World President, World Organisation for Early Childhood Education (OMEP) Assoc. Prof Dr. Mariani Md. Nor, University of Malaya, Malaysia 1600 – 1630 Coffee Break (Foyer & Tuscany Restaurant) Minister Round-table Discussion II (Putrajaya Declaration)
1600 – 1800 Chair: Minister of Education, Malaysia (Garden 1 & Moderator: Dr Gwang-Jo Kim, Director, UNESCO Asia and Pacific Regional Bureau of 2) Education
Mini Forum II
Sub-theme 1 (Kuala Lumpur) Innovations in Policy, Planning, Service Delivery, Monitoring and Evaluation to Reach 1630 – 1800 the Most Marginalized Children (Concurrent)
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Moderator: Datuk Saidatu Akmar, PERMATA Divison, Prime Minister’s Department, Malaysia Mr. Pathmanathan R. Nalasamy, Disable People’s Council, Welfare Department, Ministry of Women, Family and Community Development, Malaysia Ms. Anne Lasimbang, PACOS Trust, Malaysia Assoc. Prof. Dr. Mastura Badzis, International Islamic University, Malaysia
Sub-theme 2 (Selangor) Innovations in Financing and Partnerships to Increase Investment in ECCE and Improve the Efficient Use of Resources Moderator: Dr. Azhar Md. Adnan, President, ECCE Council Malaysia Ms. Sara Dang, Save the Children Region Dr. Mahmuda Akhter, Executive Director, Institute of Child and Human Development (ICHD), Bangladesh Prof. Anna Christina Abdullah, Science University Malaysia
Sub-theme 3: (Langkawi) Innovations in Coordination Mechanisms to Promote Holistic Development and Enhanced Learning Outcomes Moderator: Prof. Dr. Sopia Md. Yassin, NCDRC, Sultan Idris Education University Ms. Suraya Wen, Department of National Unity & Integration Malaysia Ms. Nani Menon, Family, Adolescent & Child Research Centre (FACE), Putra University, Malaysia Ms. Fitriana Herarti, Child Development Specialist, Childfund International
Sub-theme 4: (Wisma Putra) Innovations in Pedagogical Approaches and Human Resource Development to Improve the Quality of ECCE in Various Settings Moderator: Dr. Putri Afzan Maria Zulkifli, KinderKaizen, Malaysia Ms. Noorjahan Sultan, Ministry of Education, Malaysia Ms. Suguna Sankaran, Ministry of Education, Malaysia Dr. Surayah Zaidon, Ministry of Education, Malaysia
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Day 3: 21 July 2016 (Thursday) Welcome to Day 3
0830 – 1000 Oral Reports of Ministerial Round-table (Ballroom) Thematic Discussion
1000 - 1030 Coffee Break (Foyer & Tuscany Restaurant) Putrajaya Declaration Co-Chairs: 1030 – 1130 Dr Gwang-Jo Kim, Director, UNESCO Asia and Pacific Regional Bureau of (Ballroom) Education Deputy Minister of Education I, Malaysia
Closing Ceremony
Closing Remark
UNESCO 1130 – 1230 UNICEF (Ballroom) ARNEC
Closing Speech Minister of Education, Malaysia
1230 Lunch (Zest Restaurant & Chinese Restaurant)
***
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COUNTRY DELEGATION/ ORGANISATION FIRST NAME LAST NAME PARTICIPANTS
HIGH LEVEL PARTICIPANTS
Afghanistan DR. IBRAHIM SHINWARI
Afghanistan MOHD SHAKIR HABIBYAR
Bangladesh MD FAZLUR RAHMAN BHUIYAN
Bangladesh MD HUMAYUN KHALID
Bhutan KARMA YESHEY
Bhutan LYONPO NORBU WANGCHUK
Brunei HAJAH KAMLAH HJ. DAUD
Brunei DR. ROMAIZAH MD SALLEH
Myanmar SANDAR DAW
Myanmar DR. KHINE MYE
Cambodia KOSAL PRAK
Cambodia SOKHOM SOK
Cook Islands DANIELLE COCHRANE
Cook Islands UPOKOINA HERRMANN
Fiji JOKAPECI KURABUI COUNTRY DELEGATION/ ORGANISATION FIRST NAME LAST NAME
India DR. JOLLY MEENAKSHI
SH GIRISH HOSUR India CHANDRASHEKHAR
Indonesia PROF. DR. ARIEF RACHMAN
Indonesia IR. HARRIS ISKANDAR
Iran MOHAMMAD DEYMEVAR
Iran SAHAR BAYAT
Japan MARIKO ICHIMI ABUMIYA
Kazakhstan MANAP SAGATKANOVNA ANDYBAEVA
Kazakhstan ZHARKHYN SULEYMANOVA
Kiribati ALEXANDER TEABO
Kiribati REETINA KATOKITA
Kyrgyzstan KLIM OMELCHENKO
Kyrgyzstan SALTANAT LLAMBETOVA
Lao PDR LYTOU BOUAPAO
Lao PDR DR. MITHONG SOUVANVIXAY
Maldives AISHATH ZOONA
Maldives DR. AISHATH SHIHAM COUNTRY DELEGATION/ ORGANISATION FIRST NAME LAST NAME
Marshall Islands KANCHI HOSIA
Marshall Islands WILBUR HEINE
Mongolia NARANTUYA JAMTS
Nepal DEV KUMARI GURAGAIN
Nepal URMILA KHATIWADA
Pakistan MUHAMMAD RAFIQUE TAHIR
Pakistan MUHAMMAD BALIGH-UR-REHMAN
Papua New Guinea DR. ELIAKIM APELIS
Papua New Guinea THOMAS PATAAKU
Samoa DR. KAROLINE AFAMASAGA-FUATA'I
Samoa LOAU SOLAMALEMALO KENETI SIO
Singapore KOK KHAI KOH
DR. MUHAMMAD IBRAHIM KHAN Singapore FAISHAL SURATTEE
Solomon Islands ALI KIKO
Solomon Islands CONSTANCE QUINN
Sri Lanka S. MURALITHARAN
Sri Lanka V. RANDHAKRISHNAN COUNTRY DELEGATION/ ORGANISATION FIRST NAME LAST NAME
Thailand GENERAL SURACHET CHAIWONG
Thailand WATANAPORN RA-NGUBTOOK
Timor Leste AUGUSTO SALSINHA
Tonga KAITAPU MALIA SOANA
Turkmenistan SURAY SEYILBAEVA
Turkmenistan GELDIMAMMET GELDIMAMMEDOV
Tuvalu KATALINA PASIALE TALOKA
Tuvalu PUAITA FAUVAKA ETUATI
Uzbekistan MALOKHAT AZAMOVA
Uzbekistan SABAKHAT MIRDJALILOVA
Vanuatu JEAN PIERRE NIRUA
Vanuatu SERGE LEWAWA
COUNTRY DELEGATION/ ORGANISATION FIRST NAME LAST NAME
SPEAKERS
AISHA ZANARIAH ABDULLAH Montessori Association Malaysia ANNE B. LASIMBANG PACOS Trust ASSOC. PROF. DR. BADZIS MASTURA UIA AZLINA BAHARI KEMAS DATIN DR. YASMIN HUSSEIN SEAMEO-SEN DATUK DR. CHIAM HENG KENG ECCE Council DATUK SAIDATU AKHMA HASSAN PERMATA DR. AZHAR MD. ADNAN ECCE Council DR. AZIZAH LEBAI NORDIN PERMATA DR. CHEMBA RAGHAVAN UNICEF DR. CHRISTINE CHEN ARNEC
Bishop Grosseteste University, UK DR. EMMA PEARSON
DR. HAJAH NORAINI ZAINAL ABIDIN BPKhas DR. IVELINA BORISOVA UNICEF COUNTRY DELEGATION/ ORGANISATION FIRST NAME LAST NAME
DR. KEIICHI OGAWA Kobe University, Japan DR. MAE CHU CHANG ARNEC
World Organization for Early DR. MAGGIE KOONG Childhood Education (OMEP)
MRS. MAHMUDA AKHTER ICHD Bangladesh Early Childhood DR. MANZOOR AHMED Network (BEN)
Korea Institute of Child Care and DR. MUGYEONG MOON Education, Republic of Korea
Korea Institute of Child Care and DR. NAMHEE WOO Education (KICCE) DR. PUTRI AFZAN MARIA ZULKIFLI Kinder Kaizen DR. ROHANI ABDULLAH PERMATA Kementerian Kebajikan, Wanita DR. SITI ZALIHA REDUAN dan Pembangunan Keluarga Sarawak DR. SURAYAH ZAIDON SMK Tinggi Kajang
Navrachna University, Vadodara. DR. VEENA MISTRY
EVELEEN LING MAPECE Child Development Specialist, FITRIANA HERARTI Childfund International LYDIA FOONG YOKE
YEAN SEGI University COUNTRY DELEGATION/ ORGANISATION FIRST NAME LAST NAME
MARILYN MANUEL ARNEC NANI MENON UPM NOORJAHAN SULTAN SK Indera Mahkota Utama PATHMANATHAN NALASAMY Jabatan Kebajikan Masyarakat PROF. ANNA CHRISTINA ABDULLAH USM Yayasan Melaka International PROF. DR. BUSTAM KAMRI College PROF. DR. MARIANI MD. NOR UM PROF. DR. SHARON LYNN KAGAN Columbia University PROF. DR. SOPIA MD. YASSIN NCDRC PROF. PUAN SRI DR. MOHD. MAJZUB ROHATY HELP University PROFESOR EMERITUS AYOB DATO’ DR. AMINAH UPSI SARA DANG ARNEC SHADHANA POPATLAL KPM SUGUNA SANKARAN IPG Lembah Pantai SURAYA WEN JPNIN YURI BELFALI OECD
COUNTRY DELEGATION/ ORGANISATION FIRST NAME LAST NAME International participants
DR. HAFEZA AKHTER Bangladesh FATEMA RAHIM VEENA Bangladesh KESANG DEKI Bhutan SHERAB PHUNTSHOK Bhutan BEI REN China JUAN YU China YANG XIANG China AJENG PURNAMA PRATIWI Indonesia ARI PURBAYANTO Indonesia DR. ELLA YULAELAWATI Indonesia GATOT HARI PRIOWIRJANTO Indonesia IBU HASNAH GASIM Indonesia ALIREZA NAKHAEI Iran S.A. MIRYOUSEFI Iran
COUNTRY DELEGATION/ ORGANISATION FIRST NAME LAST NAME
SEDIGHEH ROSTAMA Iran EUSTELLE TIOTI Kiribati OREITI TEABO Kiribati MANOLA MATMANYSONE Lao PDR VIMONH SISOUVA Lao PDR MOHAMED FAHMY HASSAN Maldives SHERYNA ABDUL SAMAD Maldives SUWEYDHA MOHAMED Maldives BASHIR AHMED CH. Pakistan MEHNAZ AZIZ Pakistan MARY TUARA REMI Papua New Guinea MOSES KAUL Papua New Guinea ELENA LOPEZ Philippines ELISA CERVEZA Philippines FORCEFINA FRIAS Philippines JENNIFER QUINTO
Philippines COUNTRY DELEGATION/ ORGANISATION FIRST NAME LAST NAME
PIA LEAH ABAD Philippines TERESITA INCIONG Philippines AI PING THEN Singapore TAJUDIN JAFFAR Singapore ZAFILIN ABDUL HAMID Singapore T. RANDHAKRISHNAN Sri Lanka CHALERMCHONE NANNA Thailand CHITRALADA CHANYAEM Thailand COLONEL KRISADA SUEBSANTIPONG Thailand COLONEL SUTSARUN LUMJIAK Thailand GENERAL SUTAT KARNJANANONKUL Thailand KANITTA HANIRATTISAI Thailand KETTHIP SUPAVANICH Thailand SUPACAI BOONVISET Thailand SUPHAT CHAMPATONG Thailand YUWADEE PHOORIPHOKHAI Thailand COUNTRY DELEGATION/ ORGANISATION FIRST NAME LAST NAME
TEMUKISA AUINA HAUMA Tuvalu TOFIGA TINILAU Tuvalu DIDIER VIRELALA Vanuatu JENNIFER JAMES Vanuatu AZHARI ISMAIL
TSENDSUREN TUMEE
YELIZAVETA KOROTKIKH
Observer
ELLEN VAN KALMTHOUT UNICEF LAILA LANGARI UNICEF NATASCHA PADDISON UNICEF ROSFITA ROESLI World Bank JEPBAR BASHIMOV UNICEF URMILA (UMA) SARKAR UNICEF SERGEI PSHENITCYN Russian Interpreter ANATOLY NAUMOV Russian Interpreter COUNTRY DELEGATION/ ORGANISATION FIRST NAME LAST NAME
EVELYN SANTIAGO ARNEC SILKE FRIESENDORF ARNEC WIVINA BELMONTE UNICEF CHEMBA RAGHAVAN UNICEF RACHEL MACHEFSKY UNICEF MAKI HAYASHIKAWA UNESCO MAMI UMAYAHARA UNESCO KYUNGAY BANG UNESCO NOEL BOIVIN UNESCO
Local participants
PPD Port Dickson ABD JAMAL ABU SAMAH
SK Ulu Kakus, Tatau, ADELINE SIMON Sarawak PPD Kuala Langat ADENAN ABD RALIP
PERMATA, JPM AHMAD FAIQ RAMLI
PPD Setiu AHMAD FAIZAL TAJUDDEN
BBT AHMAD KAMIL IBRAHIM
BPK AIDA FARZLINA ROSLY COUNTRY DELEGATION/ ORGANISATION FIRST NAME LAST NAME
JNJK AIESHAH ITHNIN
SK Setapak Jaya, KL AINALITA ZAZNI ADNAN
SK Jengka 16, Pahang AINI SARIAT
SK Padang Mat Sirat, AINI SUHAINA MADZAPAR Langkawi JPN Perak AINON HASHIM
SK Sayong Pinang, Johor ALFIAN MANSOR
IPG Bangi AMALI IBRAHIM
Eduwis Sdn. Bhd. AMANDA TAN SAW HONG
JNJK AMRAN SARBIN
Tadika Daun Biru ANG YEN CHEN
ANG SEE PENG
ANNATHURAI KASINADAN
BPK ARNI SUHARTI MOHAMED YASIN
SK Kota Gelanggi 3, ASDI MOHD Jerantut, Pahang SK Sungai Bayor, Perak AZALMI ABDUL AZIZ
JPN Selangor AZILAWATI ABU BAKAR
KEMAS AZIZAH IBRAHIM
SK Bunut Payong, AZIZAH DAUD Kelantan BTP AZIZUL ABDUL RADZAK
BPSK AZIZURAHMAN SAMIAN
SK Danau Kota, KL AZLINA ABDUL AZIZ COUNTRY DELEGATION/ ORGANISATION FIRST NAME LAST NAME
SK Lanchang, AZLINA AZIZ Mentakab, Pahang PERMATA AZLINA IBRAHIM
PERMATA AZMAH AZHARI
PERMATA AZMAINI ISA
SK Kanchong Darat, AZMAN BASRI Kuala Langat BPK AZMARINA ABDUL SAMAD
SK Bertam Indah, Pulau BALKIS KADER BAWA Pinang PERMATA BAVANE GOVINDASAMY
PPD Timur Laut BAZITA BAKREE
BPG BYZURA SAAIDI
CARYNNE LOH
JNJK CHENG BIK LING
JNJK CHENGMAY KHOO
IPGK TUANKU BAINUN CHEW PING PING
JNJK DALJEET KAUR KAKAR SINGH
JPWPKL DANIEL SAYOM
Crestar Education (M) DANIELLE TAN YAN SHUEN Sdn. Bhd.
Genius Aulad International Group Sdn DATIN PADUKA ZALIZA ALIAS Bhd UPSI DR. AINON OMAR COUNTRY DELEGATION/ ORGANISATION FIRST NAME LAST NAME
IPGM DR. AZIAN T.S. ABDULLAH
IPGM DR. AZMA MAHMOOD
Kolej Perkembangan DR. FATIMAH SALEH Awal Kanak-kanak UPSI DR. HASIMAH ALIMON
SMM Education Group DR. HUI CHYN GOH
ECCE Council DR. IRENE LEOW
BTP DR. KAMARUL AZMAN ABD SALAM
DR. MADIHAH KHALID
UPSI DR. MAZLINA MUSTAFA
IPGK BAHASA MELAYU DR. MOHAMED AYOB SUKANI
Universiti Malaya DR. MOHD NAZRI ABDUL RAHMAN
JNJK DR. NOR AZNI ABDUL AZIZ
IPGM DR. NORIATI A. RASHID
BPSK DR. NORISHAM ABD GHANI
PPD Kulai DR. NURUL HIDAYAH LIEW ABDULLAH
BPG DR. RAZIANNA ABDUL RAHMAN
JNJK DR. RUHAIZA ISA MIOR AHAMAD DR. RUZIATI BPSK ARIFFIN
IPG K PENDIDIKAN DR. SAAYAH ABU ISLAM UPSI DR. SAIPOLBARIN RAMLI COUNTRY DELEGATION/ ORGANISATION FIRST NAME LAST NAME
JNJK DR. SHARIFAH FETOM SYED ZIN DR. SHARIFFAH SEBRAN SYED IMAM BPG JAMILA
UPSI DR. SITI SHAMSIAH SANI
UIA DR. SUPIAH SAAD
SK TEKEK, PULAU DZARI HASBULLAH ABD WAHAB TIOMAN PERMATA EMILY JARIT
PERMATA EMY SYAZWANI IBRAHIM
Talento Kindergarten ENG KHOON CHEAH
Tadika Bahtera Ilmu FADZILAH BEE ABDUL RAHMAN
BPSH FAEZ NAZHAN PHANG ABDULLAH
UPSI FARAH HADILA ABAS
Genius Aulad FARAH HANISAH MD YUSOFF
FARIDATUL AZNA DAMAN HURI
JKM FARIZA AIDA MANSOR
SK Taman Tuanku Jaafar FARRA EMILIANA ATAN 2, N. Sembilan SK Pedas, N. Sembilan FATIMAH ABD RAHIM
JPNIN FAUZIAH MAZLAN TAJUDDIN
Tadika Atfaal Bestari FAZLIANA RAZALI
UNISEL FAZLINA ISMAIL
SK Ulu Atok, Raub, FERDAUS ZIANAL Pahang COUNTRY DELEGATION/ ORGANISATION FIRST NAME LAST NAME
Tadika Melodi Indah GOH HOOI KHENG
SK Sg Tok Pawang, Sg HABSAH ABDUL RAHIM Petani, Kedah JNJK HAFIZAH MOHD TAHIR
Tadika Bondamama HAIRANI DALHA MOHD ISHAK Bijak IQ KEMAS HAJAH NAIMAH AHMAD
SK Sentosa, Kampar, HALIDAH LAILI SHAARANI Perak Kolej Perkembangan HALIZA IDRIS Awal Kanak-kanak KEMAS HAMIDAH HASSAN
JPNIN HAMIDAH ABU BAKAR
SK Temangan Hamidah HAMIDAH TAIB
PPD Hulu Selangor HARIANI MOHD HAMDAN
SK Pianggu, Rompin, HASLINDA KALIWON Pahang KV Sg Petani 2 HATHIJAH GHAZALI
SKPP 14(1) HAYATI MOHD ARIS
PERTIM HAYATI ABDUL GHANI
Tadika ABS Sri Serdang HAZARINI DAUD
Persatuan Tadika Johor HAZMAN SAPAWI
JPWPP HAZNITA HUSIN
SK Datuk Awang Udi, HELEN KUEH AI PING Mukah, Sarawak COUNTRY DELEGATION/ ORGANISATION FIRST NAME LAST NAME
BTP HELMI HASHIM
Kolej Perkembangan HERNIREKHA HUSAIN Awal Kanak-kanak PPD Kuala Selangor HJ. ZAIMI IDRIS Persatuan Pengusaha & Guru Tadika Swasta HJH NORSITA MOHD SHAH Negeri Sembilan
Tadika Duniaku Bestari HJH ROZANA HJ HASHIM
IPGK ILMU KHAS HOH AN NUI
BPK HOR LEE LAN
BPK IDA HAIRANI BAKAR
IPGK SULTAN ABDUL INTAN AZLINA ABDULLAH HALIM
Tadika Nur Khalifah INTAN MASTURA MOHD SALLEH
Tadika Restu Bonda IZMA ROHAIDA IDRIS
JAMALIAH JAAFAR
UPSI JAMILAH OMAR
SK Kurung Hitam, Kuala JASSNITA JAMIN Nerang, Kedah SK Senai, Pekan Senai, JAYANTHI SAMBATHU Johor PTM JAYAWATHI PERERA
BDHA JOANNE TEDDY CHIAN
SK Pantai, WP Labuan JOHANNA ROWENA KOG@JOHARRY
PPD Klang JOHANNALLAH JUNAIT COUNTRY DELEGATION/ ORGANISATION FIRST NAME LAST NAME
NAECCEM JUDITH LOH YL
JULIAZIRA JAMAIN
SK Maran, Pahang JUNAIDAH MOHTAH
Q-dees JUNAIDAH JOHARI
JNJK JUNIZA JUBRI
SJK(T) Raub, Pahang KALYANI BALASUBRAMANIAM
PPD Kuala Terengganu KAMAL FATIMI AZMI
IPGK BATU LINTANG KAMALAWATI DOLHAN
SK Temin, Jerantut, KAMIL HILMI ZAINALLAH Pahang KEMAS KAMISAH MAT SOM
KHADIJAH MD JADI HAZLAN BIN KHAIROL BDHA HAMZAH DATUK SERI MOHD LAILY FADZLIN KHAIRIL
SK KAMPONG MAKMUR LATIF MOHAMED JUSIN
MAPECE LI HWA CHIEW
SK LKTP TEMBANGAU LIAHISMA TUSDIANA ISMAIL 63 PTM LINA YEOH
IPGK PULAU PINANG LINA LEE ABDULLAH
Tree Top House LOH LIN KHUAN COUNTRY DELEGATION/ ORGANISATION FIRST NAME LAST NAME
Seri Soka LOW POOI YIN
LU HONG ONG
Seri Soka LYE LOY HOU
SK JALAN DESHON, SIBU LYNN EMERSON
Kem. Wilayah MAHFUZ MAHMUD Persekutuan Persatuan Tadika Islam Malaysia, 586 Jalan MAIZURA MOHAMED SANI Yadi, Sungai Udang, 41250 Klang SK Seri Mega KL MANG CHING TIONG
MARAINI JAAFAR
SKPP 17(1) MARLINA MOHAMED
SK Padang Mengkuang, MARLINI ALI USMAN Marang SK CHANGKAT MASTURA MD.ISMAIL CHERMIN JPN Kedah MAT SHAARI ABU HASSAN
UPSI MAZIAH AHMAD
IPGK SULTAN MIZAN MAZLAN TALIB
JNJK MAZLAN ISMAIL
SK Haji wan MAZNAH JAAFAR Yahya,Jitra,Kedah Protect and Save the MELINDA NGEW Children Association SK BANDAR TEMERLOH MIOR RIDZUAN RIZA Persatuan Pengusaha & Guru Tadika Swasta MISLIZA MOHNI Negeri Sembilan COUNTRY DELEGATION/ ORGANISATION FIRST NAME LAST NAME
SK CHEGAR PERAH, MOHAMAD AZAM HAMZAH LIPIS SK KUAK HULU MOHAMAD AZLI AZAHARI
PPD Sepang MOHAMAD RODZI AZIZ
JABATAN PENDIDIKAN MOHAMMAD HARUN MELAKA SK (F) PADANG PIOL, MOHAMMAD NOOR MOHD IDERIS JERANTUT SEAMEO-SEN MOHD ANIS ABDUL RAZAK
JKM MOHD AZAHARI MOHD DAUT
SK SINAR MUTIARA, MOHD FHAYRUS ABDULLAH PEKAN MOHD HASIM UJANG
BDHA MOHD HERMY ABDULLAH
PERMATA MOHD IMRIZAL ABDUL AZIZ PEJABAT PENDIDIKAN DAERAH PERAK MOHD NADZRI MD SUDIN TENGAH SERI ISKANDAR SK LONG MOH, MOHD NAZRIN AHMAD BARAM,SARAWAK JKM MOHD RAHIM MOHD ALIF
SK SUNGAI ISAP, MOHD RAZUKI DAUD KUANTAN SK Kulim MOHD RIDZUAN RAMLI
SK MELATI, ROMPIN MOHD ROSLIZAN ABU HASSAN
JPN Pahang MOHD SAIDI EMBONG
Tadika Anugerah MOHD SHAWANI AHMAD SABRI Bestari, No.22 Jalan COUNTRY DELEGATION/ ORGANISATION FIRST NAME LAST NAME Jelutong 3/16, Seksyen 3, 40000 Shah Alam PPD Besut, Tingkat 3 Bangunan Persekutuan MOHD SHUKIMAN MOHAMMAD Besut, 22200 Kampung Raja, Besut JABATAN PENDIDIKAN MOHD ZAKWAN ZAINUDIN NEGERI SEMBILAN SEAMEO-SEN MOHD ZULKARNAIN ABDUL WAHAB
JABATAN PENDIDIKAN MOHD.NAJIB MOHAMED SANNY MELAKA SK Putrajaya Presint MOZMEZA DAHLIA MOHD ZULKIPLI 9(2) UNISEL MUHAMMAD SAFAR ABDURAHMAN SK © Anglo Chinese, PWD 7975, Taman Jindo Luyang, Jln Kolam, MUI FOONG LEE Kota Kinabalu, 88300 Kota Kinabalu Sektor Pengurusan Akademik, JPN Johor, MUSLEHA MOHD GHOZALI Jln Tun Abdul Razak, 80604 Johor Bahru SK PENJOM, LIPIS MUZAIMI MOHAMED ISA
MUZAKKIR MUHAMMAD DIAH
SK SERI SURIA, KUALA NAIDAYATUNOR ABU BAKAR LUMPUR MSU NAJWA AZIYATI AHMAD. RADZI
IPGM NASARUDIN ISMAIL
UPSI NAZIROH ROMLI
SJK(T) BENTONG, NEERMALA DORAISAMY BENTONG PPD Petaling Utama NIK ASHIKIN NIK OTHMAN COUNTRY DELEGATION/ ORGANISATION FIRST NAME LAST NAME
SKPP 18(1) NIK AZIMAH NIK HUSAIN
SK TEMPOYANG, LIPIS NIK DINA NAFYZA NIK HUSSIN
SK BALOK, KUANTAN NOAZIMA WAHAB
SK PERPADUAN NOOR ADZLYIN ABU BAKAR
KEMAS NOOR AMALEENA ZAINUDDIN
PPD Gombak NOOR AZIMAH OTHMAN
PERMATA NOOR AZLIZA ABDULLAH
JNJK NOOR FILZAH KAMARUDDIN
Sektor Pengurusan NOOR HAFIDZA HUSNI Akademik, JPN Perlis. SK Telok Kechai,Alor NOOR HAMIZAH ISAHAK Setar,Kedah SK SRI BUNTAR, BERA NOOR HUZAINA ABDUL MAJID
Sk Seberang Ramai NOOR MASSAFINEER MOHD YUSOF
JPNIN NOOR SASLIN SASELI
UPSI NOOR SHARIZAD ROHAIZAD
PERMATA NOOR ZURAIDA HAMID
JPNIN NOORAIDAH MOHD YASSIN
SK TANJUNG PERANG, NOR ASYIKIN CHE KASSIM MARAN PEJABAT PENDIDIKAN NOR AZILA MOHD LAZIM DAERAH KINTA UTARA SK Kuala Jengal, NOR FADHLINA ABDULLAH Dungun KEMAS NOR FAEZAH AMRAN COUNTRY DELEGATION/ ORGANISATION FIRST NAME LAST NAME JABATAN PRASEKOLAH, IPG KAMPUS SULTAN ABDUL HALIM,08000 NOR FAUZIAN KASSIM SUNGAI PETANI, KEDAH. KEMAS NOR FHADILAH MD SIDEK
JNJK NOR HASNIZAM PARMAN
Jabatan Pendidikan NOR LIDA MOHAMMED Selangor LEMBAGA NOR ROSINAH MOHD IDRIS PEPERIKSAAN KEMAS NOR SYAMIMI MOHD SAIFUDDIN
NOR ZAINIDAH ZAINUDDIN
PERMATA NORA AZUA ZAINI
SK DESA LAVANG, NORAH CHARLIE BINTULU SKPP 11(1) NORAINI AB. RASHID
JPNIN NORAINI ABDUL SUKOR
NORAINI HASBULLAH
SK TANJUNG RAJA, NORASHIKIN MOHAMAD RIDZUAN RAUB PPD Johor Bahru, JKR 6365, Jln Abdul Rahman NORASIKIN WAHID Andak, 80100 Johor Bahru IPGK SULTAN MIZAN NORAZIZAH MOHD NOR
PPD HILIR PERAK NORAZLINA ALIAS
Tadika Permata Di Hati NORAZRIN ZAHARI Iman KEMAS NORAZURA MOHD SALEEH COUNTRY DELEGATION/ ORGANISATION FIRST NAME LAST NAME
KEMAS NORBAYA MOHAMED RASID
SK RUMAH BARRAU, NOREZAN RAINI TATAU SKPP 8(1) NORHAFILAH MOHD KHAWARI
NORHARNANI ARIFFIN
SK PEDAH, JERANTUT NORHASLINDA MAMAT
Abata Group Education NORHAYATI NAYAN
NORIDA HANAFIAH
SKPP 5 (1) NORIHAN TAJUDIN
BAHAGIAN BUKU TEKS NORIZA ASMUNI
JPWPP NORIZAN NAIM
JPNIN NORLAILY MOHD YUSOF
IPG Bangi NORLIAH KASSIM SK Kompleks UDA, Kelapa Sawit, 81300 NORLIANA AHMAD Johor Bahru NORLIDA ABDULLAH
PERTIM NORLITA ABU SEMAN
SK JIMAH BARU, NORLIZA KHAIRUDDIN NEGERI SEMBILAN PERMATA NORMALA ABU HASAN
IPGK PEREMPUAN NORMASURA JANI MELAKA UNISEL NORMAZITA HASHIM
BPSK NORMAZWIN YAHYA COUNTRY DELEGATION/ ORGANISATION FIRST NAME LAST NAME
My Quest NORRAFIDAH SALLEHUDDIN
SK LONG PANAI, NORRAYATI DAHILI BARAM KEMAS NORSAFIA MAT SAU'OD
PERMATA NORSARINAH MUHAMAD NOR
SK BUKIT JALIL, KUALA NORSHAZREEN AZWIN AZILAH LUMPUR SK AIR PUTIH, NORSHIMAR AKMAR HASHIM KUANTAN SK Tok Randok, NORZIE YANTI YATIM Hulu Terengganu NUR AQILAH ABD GHAFAR
SK SERI SURIA, KUALA NUR DIYANA ABD RAHMAN LUMPUR SK Pelong, Setiu NUR DIYANAH DELLAH
UNISEL NUR FARHANA ABD WAHID
Pusat PERMATA Kurnia NUR HAZWANI RAZALI
KEMAS NUR SAKINAH NUR SAKINAH
SK Gong Tok Nasek NURHASLIZA ABD RAHMAN
KEMAS NURHAZWANI JA'AFAR
PERMATA NURHIDAYATI ABDUL RAHMAN
PERMATA NURLAILI GHAZALI
SBJK NURSYAFIQAH FATIN Tadika Arina, No.16, Jln P9G1/1, Presint 9, NURUL ARINA TAN ABDULLAH 62250 Putrajaya SK AMAR PENGHULU, NURUL ASHIKIN BASRI NEGERI SEMBILAN COUNTRY DELEGATION/ ORGANISATION FIRST NAME LAST NAME
PERMATA NURUL HALYZAN JAUDI
KEMAS NURUL HUDA MD ARIF
KEMAS NURUL SUHADA MOHD ROSLI
SKPP (2) NURULAIN ABDUL KARIM
PERMATA OLIVIA BIGING
PARAMASVARI KRISHNAN
Peter and Jane PATRICIA TEH Kindergarten PERMATA PERON NANTY RUPA
POH LIN CHOO
MSU PROF. NORHISHAM MOHAMAD
SJK(T) SARASWATHY , PUSPA DEVI MUNISAMY KUALA LUMPUR PERMATA PUTRISHATILA MAHMUD
SK Ledang RABIHAH SALLEH
SK Sri Langat, Kuala RAHAYU OMAR Langat MOHD KABIBAL RAHMAH BEE SK Minden Height SAIBOO
JPNIN RAJA KHATIJAH RAJA ZAILON
KEMAS RAJA PUTRI NAIZATUL AKMAL RAJA AKRAMUDIN
SK (F) CHINI 1 & 4, RAMLI NOORDIN CHINI JPNIN RANJITHAMALAR RAMASAMY
BPK RAUDAH HJ. MAJID COUNTRY DELEGATION/ ORGANISATION FIRST NAME LAST NAME
IPGM RAZILA AW KAMALUDIN
JAKOA RIDUAN SAZALI
UPSI RIDZWAN CHE RUS
SK Teluk Teduri, Baling RINA ABD RAHMAN Kedah SK BANDAR RAUB ROHAIZA MOHD RAZI
SK (F) BT PUCHONG, ROHAIZAWATI RUSLY 28300 TRIANG IPG K ISLAM, BANGI ROHANI HUSAINI
JPNIN ROHANIE ASSAN
Zuhrah ELC Sdn Bhd ROHAYA HJ OMAR
SKPP 11 (3) ROSALINI ZAWAWI
Makmal Perkembangan ROSAZIZI ABD RAHIM Kanak-kanak, UPM PERTIM ROSELINA HUSSEIN
SK SUNGAI PUTERI, ROSHANITA YUSOFF ROMPIN Jabatan Pendidikan ROSHAYANI YAHYA Negeri Kelantan SK Taman Ria, Sg ROSILAH AHMAD Petani,Kedah LEMBAGA ROSILAWATI ABU ZARIM PEPERIKSAAN LITTLE CALIPHS INTERNATIONAL SDN ROSLAN NORDIN BHD Persatuan Tadika Islam ROSLINA OTHMAN Malaysia BDHA ROSLINDA MAT MUSA
JPNIN ROSMAH ABDUL JANI COUNTRY DELEGATION/ ORGANISATION FIRST NAME LAST NAME
SK JERANTUT JAYA, ROSMAWATI ABDUL MAJID JERANTUT PERMATA ROSNANI DAUD
JNJK ROSNITA ABDULLAH
ROSZILAH MOHD ARIF
PPW KERAMAT ROZALAWATI RAMLI
SK Tapah, Hulu ROZILAH IBRAHIM Terengganu Presiden Persatuan ROZITA KAMIL TASKA Negeri Sembilan ROZMAN ROSELY
Sektor Pengurusan RUSMINA SARI Akademik SK Taman Impian RUSNAH CHE WAN
Sk Padang Melangit RUSNIZA ABDULLAH
KEMAS RUZITA ABD RASHID LITTLE CALIPHS INTERNATIONAL SDN SABARIAH FARIDAH JAMALUDDIN BHD Sektor Pengurusan Akademik Jabatan SAHARAWATI HARUN Pendidikan Negeri Terengganu JPNIN SAIDAH ALMI ABDUL WAHAB
SKPP 16 (2) SAIDATUL NAFISAH AHMAD
SKPP 16 (2) SAIDATUL NAFISAH AHMAD
IPGK DARUL AMAN SAIFUDIN AZAM SHAH AHMAD COUNTRY DELEGATION/ ORGANISATION FIRST NAME LAST NAME SAIFUL LIZAN @ HASNUL IPG K TEMENGGONG SUPARMAN IBRAHIM HISYAM
PPD Hulu Langat SALBIAH HASAN
IPGK DATO RAZALI SALIM MD AMIN ISMAIL PPD Kota Tinggi, PTB SALINA HAJI KEMIS
KV Azizah Johor Bahru SALINA MD HANI
SK Gong Badak, Kuala SALIZA MOHAMED SOLAI Nerus SK SERI DELIMA , KUALA SALLBIAH SULONG LUMPUR SAMANTHA YIP CHUI TYNG
Tadika Seri Permata SANTHI SELVARAJOO Pintar JPN SARAWAK SARIAH MOS
SK KEPIS, NEGERI SASHILA KASA SEMBILAN UNISEL SATURIA AMIRUDDIN
IPGK KENINGAU SEFIAH KAHAR
SK Kuala Dong SHAHIDA MAKMIN
Yayasan Chow Kit SHAHIRA KASIM
PPD Setiu SHAMSUL RAFIZI RAMLI
PERMATA SHAREENA IZZATUL RAHIM
SHARIAH SHOID
SK Pendang 2 SHARIPAH AMALHAYATY SYED AHMAD
PPD Setiu SHARUDDIN A RAZAK COUNTRY DELEGATION/ ORGANISATION FIRST NAME LAST NAME
IPGK IPOH SHEAL VALAKSHEMI PALANIAPPAN
SK Batu Unjur, Klang SIA SOH GUAD
MAPECE SIEW SIEW KIM
SITI ARINA
SITI ABIDAH MOHAMAD
SITI AISYAH ROSLI
KEMAS SITI ARINA BADLI
PPD Sabak Bernam SITI FAIRUS MAT NOOR
KEMAS SITI FARAH SALLEH
SK (F) JENGKA 19, SITI HADIZAH MUHJIN MARAN KEMAS SITI HAJAR SALWA HJ. SHAMSUDIN
KEMAS SITI HASSMAH ABD TALIB
JPNIN SITI JASLINA JALIL
KV Sg Petani 2 SITI NAZLY ABDUL SHATTAR
KEMAS SITI NOOR HARYANTI MOHD SHA'I
SMT ERT SETAPAK, SITI NOR KHALIS HARUN NARASID KUALA LUMPUR SK Putrajaya Presint SITI NORDIANA OTHMIN 9(2) Kolej Perkembangan SITI NUR AIN WIL Awal Kanak-kanak SK DANAU KOTA, SITI NURFAZIRA RAMLI KUALA LUMPUR SKPP 11(2) SITI RASHIDAH MAT YUSOF
Tadika Mutiara Al-Fikh SITI RUZITA RAMLI COUNTRY DELEGATION/ ORGANISATION FIRST NAME LAST NAME
SITI YUSRIPAS YUSOFF
SK Tanjung Aru SITI ZAKIAH MOHD HUSSIN
SK Alam Megah 3, Pet SITI ZUHANA HJ SUNGIP Perdana JNJK SIVAPAKIAM A/P RAMASAMY
SIVAPAKIAM A/P RAMASAMY
Tadika Dunia Kanak- SOFFIA FULLIANA AHMAD FUAT Kanak Ideal SK PUTERI PANDAN 1, SOH LIH RU KUALA LUMPUR PERMATA SUBHANAT UMAMAH ABDUL MUTALIB
CEO, Abs Education SUHAILI IKHSAN
SK Wangsa Maju SUHAIZAH HARMAN Seksyen 1 SURIATI ARIFIN
Abata Group Education SURYATI JAAFAR
SK Toh Tandewasakti, SWEE LING KHOO Tapah, Perak JNJK SWEE SING LOW
KEMAS SYAHSUZAIRI MADILAH SALLEH
PADU SYAMSUL ANUAR WAHID
SMM Education Group TEOH BIN SHYA
JNJK THAVA RAJAN SUBRAMANIAM
BBT TN. HAJI AHMAD DAHLAN KARDI
IPGK Raja Melewar UMI KALSOM TAKRIFF
UMMUN KHIR ABDUL HALIM COUNTRY DELEGATION/ ORGANISATION FIRST NAME LAST NAME
IPGK Rajang V.RAJASEGARAN A/L M. VELOO
Protect and Save the VIJAYA BASKAR SIVANESAN Children Association KEMAS WAN ANISAH WAN ISA
BPK WAN FAIZATUL SHIMA ISMAYATIM
PERTIM WAN MANIRAH WAN MANSOR
SK Tengku Mahmud, WAN MAYHIZAN WAN ABDULLAH Besut, Terengganu Pusat PERMATA Kurnia WAN MAZIAN WAN MAHMUD
Tadika Cahaya Warisan WAN NAJMIYAH WAN YUSSOF
BPK WAN NOR FADZILAH WAN HUSIN
SK Kota Warisan, WAN NURUL AIZA WAN A BAKAR Sepang, Selangor WAN ABDUL WAN SITI AISYAH PERMATA RAHMAN
Q-dees WAN YIN KHOO
SK Binjai, Kemaman, WIDAWATI BUSRAH Terengganu JPN Selangor WONG MING TSUEY
ECCE Council Y LING LEE CHO
Real Kindergarten YONG SIEW NGET ESTHER Group KEMAS YUSPANIDA ALIAS
Persatuan Tadika Islam ZAHARAH AWANG Malaysia HASHIM @ SK Putrajaya Presint ZAIDA 16(1) ABDULLAH
JAKOA ZAIMAH ZAKARIA COUNTRY DELEGATION/ ORGANISATION FIRST NAME LAST NAME
BPK ZAINON ABDUL MAJID
SK Putrajaya Presint ZAINORZIRA ZIRA 8(2) Tadika Johan Bestari ZAINURIN MOHAMMAD
Tadika Manja Ceria ZAIROHA ABD GHANI
ZANAHIR HASSAN
JNJK ZARAH FADZILLAH
SK Keru, N. Sembilan ZARIAH YAACOB
SK Berchang, Lipis, ZARINA AHMAD TERMIZI Pahang PPD Petaling ZARINI GHAZALI
SK Jalan Raja Muda, KL ZETTY AQSHA SABIRIN
Persatuan Guru Tadika ZUBAIDAH HUSIN Pahang Sekolah Bimbingan ZULKERNAI FAUZI Jalinan Kasih JNJK ZULKIFLI NORDIN
PPD Kerian ZURAIDA ABU BAKAR
SK Tambun Tulang, ZURAIDA ZERAI Perlis SK Sri Setia, Pontian, ZURIANA ABAS Johor SK Keladi, Kulim, Kedah ZURINA ISMAIL