FEASIBILITY STUDY ON THE SEAMEO REGIONAL CENTRE FOR EARLY

CHILDHOOD CARE AND EDUCATION (ECCE) AND PARENTING

SEAMEO CECCEP

MINISTRY OF EDUCATION AND CULTURE

REPUBLIC OF INDONESIA
Table of Content
Chapter One: Introduction……………………………………………… 2

Part A: The purpose of the Feasibility Study on SEAMEO CECCEP ………. 2

Part B: The Rationale and Background to the establishment of SEAMEO
CECCEP …………………………………………………………………… 2
1. The need for research on, and evidence based practice of ECCE and
Parenting………………………..………………..…………………….…. 2
2. Regional and Global Commitment on ECCE and Parenting …………. 3
3. SEAMEO country member needs, challenges and expectations …….. 4
4. Indonesia’s response to the regional and global commitment ………… 6

Chapter Two: ECCE and Parenting in Southeast Asia ………………… 8

Part A: Overview of ECCE in Southeast Asia …………………………………… 8

1. Access to ECCE …………………………………………………………… 8
2. Curriculum of ECCE ……………………………………………………… 9
3. Quality of Learning Environment …………………………………………. 10
4. Teacher provision and qualification ……………………………………… 11
5. Policy in ECCE …………………………………………………………….. 12
Part B: Overview of the Parenting in Southeast Asia……………….. ………… 13
1. Parenting, Corporal Punishment and Children’s Right ………………….. 13
2. Parenting in Digital Age …………………………………………………….. 14
3. Parenting in disadvantaged families ………………………………………. 15
4. Parenting and Gender ………………………………………………………. 15
5. Governing the Parenting Program ………………………………………… 15

Chapter Three: Strategic Plan …………………………………………….. 17

Part A: Vision and Mission ……………………… …………………………….. 17

1. Vision ………………………………………………………………………… 17
2. Mission ………………………………………………………………………. 17
3. Values ……………………………………………………………………….. 17
4. Target …………………………………………………………………………. 17
5. Duty …………………………………………………………………………… 18
6. Function ………………………………………………………………………. 18
Part B: Program Strategic Plan …………………………………………………. 18
1. Program Area ………………………………………………………………. 18
1.1 Key themes on early childhood care and education …………………… 18
1.2 Key themes on parenting …………………………………………………. 20
2. Program approach …………………………………………………………. 21
3. Partnership …………………………………………………………………… 22
4. Proposed Program Activity Plan for 2017-2021 …………………………...23
Part C: Management Strategic Plan ……. ……………..………………………... 27
1. Governance structure ………………………………………………………. 27
2. Funding ……………………………………………………………………… 28
3. Location and Facility ………………………………………………………. 29
3.1. Location …………………………………………………………………… 29
3.2. Facility …………………………………………………………………….. 30

Chapter Four: Concluding Statement ……………………………………… 33

Appendix A ……………………………………………………………………….34

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 CHAPTER ONE
INTRODUCTION
A. The purpose of the Feasibility Study on SEAMEO CECCEP

This feasibility study report has been prepared by the Ministry of Education and Culture
(MoEC), Republic of Indonesia. It seeks approval from the 39th SEAMEO High Official Meeting
on the Establishment of the SEAMEO Regional Centre for Early Childhood Care and
Education (ECCE) and Parenting (SEAMEO CECCEP) in Indonesia.

B. The Rationale and Background to the establishment of SEAMEO

CECCEP

1. The need for research on, and evidence based practice of ECCE and Parenting

There is a growing need to develop evidence-based practice for ECCE and parenting. The
research shows that children who are involved in quality Early Childhood Care Education
(ECCE) benefit long-term from such experience, with subsequent flow-on affect to their
families and the wider community. The nation and region also become beneficiaries of quality
Early Childhood Care and Education1.Furthermore, the involvement of parents in their
children’s education increases the positive outlook and outcomes of children’s development,
their overall well-being and bright future2. However, research has also indicated that hunger,
discomfort, distress, harsh handling, neglect, abuse and other forms of maltreatment affect
the way children are developing, impair learning and are detrimental to children’s wellbeing
and sustainable development3.

Children and families who are included in quality early childhood care and education have
more positive schooling experiences, become happier and more resilient and successful in
life, and consequently become more productive national citizens4.Cost benefit analysis
indicates that the highest return on human capital comes from investment during the early
years. Investment in ECCE programs is effective and brings long-term benefits to the
society5.Children and families’ participation in quality ECCE programs prepares children for
school and facilitates the home-to-school transition. Increased levels of school readiness to
reduce student repetition rates and improves student retention. It further increases children’s
success at school and later on in life, enhances children’s positive and sustainable future
outcomes6.

Research demonstrates the importance of having parental engagement in children’s

education, suggesting “parental engagement consists of partnerships between families,
schools and communities, raising parental awareness of the benefits of engaging in their

1
Samuelsson, I. P., & Kaga, Y. (2013). The contribution of early childhood to a sustainable society.
Paris, France: Unesco.
2
World Bank. (2013). Investing in Early Childhood Development.
3
Duchesne, S., McMaugh, A., Bochner, S., & Krause, K.-L. (2013). Educational psychology for
learning and teaching (4th ed.). Melbourne, Australia: Cengage.
4
Unesco and Education. (2011). Paris, France: Unesco.
5
Organisation for Economic Co-operation and Development (OECD) (2011) Starting Strong III: A
QualityToolbox for Early Childhood Education and Care. Paris: OECD.
6
Moss, P. et al. (2016). The Organisation for Economic Co-operation and Development’s Intenational
Early Learning Study: Opening for debate and contestation. Contemporary Issues in Early Childhood,
17(3), 343-351.

2
children’s education, and providing them with the skills to do so”.7When parents and family
are involved in these educational experiences there is a spill-over effect, which positively
influences parenting practices and develops the family and community’s understanding of the
purpose and value of education.

Parenting is often positioned as only being important in and for education at early childhood
and primary levels of education. However, with the increasing prevalence of issues affecting
youth, parenting has grown importance across all levels of education. Therefore, while it is
highly important to connect parenting with early child education and primary education, it is
also important to include the scope of parenting beyond primary education.

To better understand how to support the development of children throughout the education
system there is a need for rigorous research partnerships that explore both education and
parenting, and involve multiple stakeholders – teachers and parents, communities and the
children themselves. There is growing interest in how research can influence policy and
practice, through a focus on the practical applications and implications of theoretical work.
This requires the development of interdisciplinary approaches towards parenting and early
childhood care and education, and building upon and developing of the strengths of a broad
range of educational stakeholders, including parents.

2. Regional and Global Commitment on ECCE and Parenting

Global commitment to improving children’s quality of life through ECCE and parenting has
grown during the past two decades. The United Nations Convention on the Child Rights sets
out the basic human rights of children, including the rights to survival, full development and
protection from harmful influences, abuse and exploitation, and participation in family, cultural
and social life. The commitment to the importance of parenting for children is positioned in
article 14, which highlights that “State Parties shall respect the rights and duties of the parents
and, when applicable, legal guardians, to provide direction to the child in the exercise of his or
her right in a manner consistent with the evolving capacities of the child”.

The United Nation (UN) recognises the roles of parent throughout the world, the UN invites
member states including SEAMEO member countries to celebrate Global Day of Parents on
the 1st of June every year. The Global Day of Parents aimed to appreciate parent’s
commitment for nurturing and protection of the children.

The World Declaration on Education for All (1990) recognised ECCE as part of basic
education: “Learning begins at birth. This calls for early childhood care and education. These
can be provided through arrangements involving families, communities, or institutional
programs, as appropriate” (Article V). The focus on ECCE was reaffirmed at the World
Education Forum held in Dakar, Senegal (2000), where EFA Goal 1 was established:
“Expanding and improving comprehensive Early Childhood Care and Education (ECCE),
especially for the most vulnerable and disadvantaged children.”

More recently, the global commitment through Sustainable Development Goals (SDG) reflect
the important role of education by encapsulating targets in a stand-alone goal (Goal 4), where
it affirmed (in article 4.2) “ECCE as the foundation for children’s long term learning,
development and well-being”. Building on the legacy of the Dakar declaration the World
Education Forum (Education 2030) in Incheon, 2015 set a target to increase participation in
quality of early childhood education. This focus reflects the immediate and longterm positive

7
Emerson, L., Fear. J., Fox, S., and Sanders, E. (2012). Parental engagement in learning and
schooling: Lessons from research. A report by the Australian Research Alliance for Children and
Youth (ARACY) for the Family-School and Community Partnerships Bureau: Canberra.

3
impact of early childhood care and education on the well-being and development of children
and their readiness for school, as well as on the social and economic development of societies.

Following the global commitment to increasing quality and participation in Early Childhood
Care and Education, at the Southeast Asian Minister of Education Organization (SEAMEO)
meeting in Vientiane, Lao PDR, 2013, member countries agreed to achieve universal Early
Childhood Care and Education as the first priority of seven post 2015 education priorities
(2015-2035). In Bangkok, 2015 the SEAMEO executive committee meeting concluded that
early childhood and parenting research, education and training centre are needed to promote
and disseminate best practices and innovation, and that equitable training for teachers and
parents regarding the education of their children is required.

This notion is reinforced by the Putrajaya Declaration, an international meeting of 36 countries

delegation from Asia and the Pacific including SEAMEO member countries, held in Malaysia
in July 2016. The declaration aimed to foster innovation for inclusivity and quality in early
childhood and parenting. Following the declaration, the Indonesian Ministry of Education and
Culture held an International Seminar in ECCE and Parenting, July 2016, in Jakarta. The
seminar also discussed the establishment of a centre of excellence in Early Childhood Care
and Education and Parenting.

3. SEAMEO country member needs, challenges and expectations

Developing quality and meaningful early childhood care and education has multiple facets.
These include building the professional identity, ethics, and knowledge of children of early
years’ teaching staff, and developing links to parents in ways that are relevant and responsive
to the current and future context. These practices and partnerships need to be research based
and built from the ground up. Emphasis should be on local knowledge and experience,
incorporating community building activities and positioning knowledge in relation to the
regional experiences and challenges. Furthermore, learning from prior experiences, both
successes and failures will be crucial for early successes and skill mastery.

SEAMEO countries share many commonalities and a commitment to education, the wellbeing
of children, and to ensuring sustainable educational futures for all stakeholders. Further
regional collaboration is required, which builds on these common interests while also
developing an understanding of each country specific challenges and existing examples of
exemplary practices. In order to benefit children and families in their respective local
communities, this kind of exchange needs to be research based and focused on data analysed
in relation to actual practices.

At the Regional Consultative Meeting in Bali, held between 4th and7th October 2016, which
was attended by 10 member countries of SEAMEO, it was evident that most member countries
have made some progress in Early Childhood Care and Education and Parenting. However,
they continue to face many challenges and obstacles. Key challenges highlighted by country
representatives are:

In Early Childhood Care and Education:

 Disparity of access to quality early childhood care and education
 Lack of education personnel (teacher) provision
 Qualification and competence level of teachers
 Insufficient policy and learning frameworks to ensure quality program development and
resources allocation.

In Parenting:

4
  Difficulty for parents to manage anger and conflicts, to agree on family rules, and to
discipline their children without violence.
 21st century challenges – rapid urbanization, globalization, multiculturalism, digital
technologies, safety concerns.
 Limited parental engagement in their children’s education.
 Lack of policy and segmented program intervention.

Picture 1. Participants at the consultation meeting on the establishment of SEAMEO CECCEP, Bali,
2016.

The consultative meeting in Bali highlighted that there is a lack of data from each country, both
on early childhood education and on parenting. In particular, there are limited data on
children’s educational well-being (and child development), including general well-being and
school readiness, as well as limited information on the quality of learning environments.
Meanwhile in parenting there is lack of data on family structure, parent’ socio economic and
educational background in which influences parenting practices. These data are critical for:
(1) developing baseline knowledge of each country’s progress to date; (2) understanding
regional conditions and the needs of each country; and (3) informing the development of future
programs that address specific areas of need.

At the regional meeting, SEAMEO member country representatives strongly supported, and
advocated for the establishment of the SEAMEO Centre on Early Childhood Care and
Education and Parenting (SEAMEO CECCEP). As per their conceptualisation a centre would
encompass:

 Research and Development creating, collecting and sharing Southeast Asian

wisdom, tradition, and best practices on early childhood care and education and
parenting for all ages of children.
 Support of initiatives and programs focused on narrowing the gap both between and
within SEAMEO member countries.
 A clearinghouse, information centre and a think tank to government on ECCE and
parenting issues, to help facilitate policy learning between governments of SEAMEO
member countries.
 Capacity building of ECCE and parenting personnel provided through training
programs, online courses, seminars, workshops and consultancy.

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Each country’s expectations and suggestions relating to the establishment of SEAMEO
CECCEP are available as part of the appendix A to this Report.

4. Indonesia’s response to the regional and global commitment

In response to the regional and global commitment to collaboratively build capacity in early
childhood care and education and parenting, the Indonesian Ministry of Education and Culture
(MoEC) is committed to establishing a regional SEAMEO centre for Early Childhood Care and
Education and Parenting (SEAMEO CECCEP) as a centre of excellence.

At the 38th High Official Meeting of SEAMEO members, Ministry of Education and Culture,
Republic of Indonesia, presented a proposal for the establishment of the regional centre for
Early Childhood Care and Education and Parenting. Indonesia is a large and diverse country8
and the 16th largest economy in the world. Within the Association of Southeast Asian Nations
(ASEAN), Indonesia is the largest economy and represents one of the world’s major emerging
market economies.

Indonesia’s national strategic plan emphasises the importance of sustainable human

development. Awareness and understanding of the importance of Early Childhood Care and
Education has been built in Indonesia over the past decade, while parenting programs have
been implemented since the 1980s9.The Indonesian government has been establishing a
number of policy initiatives and regulations around Early Childhood Care and Education and
parenting, including the presidential decree on holistic and integrative early childhood care
and development and national standards for early child education.

Nationwide there are five ministries governing parenting programs, each with a different focus;

 The Ministry of Education and Culture (MoEC) established a Directorate for Parenting
Education with the aim of increasing its efforts to improve parent involvement in
education.
 The Ministry of Health (MoH) runs the Kelas Ibu (Mother Class) program for pregnant
women and mothers of children under 5-years-old.
 The National Board on Family Planning (BKKBN) runs the Bina Keluarga Balita (BKB)
program for parents of children ages 0 – 6, often in coordination with early childhood
education (ECE) programs and Bina Keluarga Remaja (BKR) for parents of teenagers.
 The Ministry of Social Affairs operates two programs, Taman Anak Sejahtera (TAS)
and Program Keluarga Harapan/Family Development Sessions (PKH/FDS) for families
in poverty.
 Ministry of Religious Affair conducts premarital training/courses.

The National Development Planning Board recently established a Directorate of family,

woman, children, youth and sport, with one of their primary tasks being to ensure integrative
policy and program planning on parenting across the five ministries.

Indonesia is the only country in the region that establishes a directorate for family education
to oversee policy, programs and quality assurance of parenting for parents of school-aged
children. Under the Early Childhood Care and Education directorate and Family Education
directorate, the MoEC has been implementing a number of cutting edge programs in ECCE
and parenting, which might serve as a showcase for other countries. For example, in Indonesia

8
Stretching some 5000 kilometers between the Indian and Pacific Oceans, and encompassing three time zones.
It comprises 17508 islands and encompasses multiple ethnicities, languages, religions and traditions.
9
The Posyandu dan BKB programs.

6
there is a law No.52 (2009) on Population and Family Development. This law is then followed
by Government Regulation No.87 (2014) that specifically elaborates on the eight functions of
the family that incorporates religious and socio-cultural values, care, child protection,
reproduction, education and socialization, economics as well as environmental sustainability.
The Ministry of education and Culture also funds a range of ECCE programs in remote
communities, including the highly successful “one village one ECCE” initiative, in order to
better support marginalised children and communities. This year, Ministry of education and
Culture has launched “First Day of School” movement, where all parents across Indonesia
accompanied their children to come on the first day of school.

The Ministry of Education and Culture as the primary driver of the SEAMEO CECCEP has
secured a number of resources to support the establishment and initial operation of the centre,
including a physical facility. The Ministry of Education and Culture has been conducting
extensive consultation, involving external institutions, experts and practitioners in order to
develop the programming and operational plans as well as the initial budget for the centre. On
7th November 2016, the consultancy meeting was conducted among different agencies that
are responsible for ECCE and parenting, that incorporates Ministry of Education and Culture,
Ministry of Social Welfare, Ministry of Health, Ministry of Religious Affairs, Ministry of Women
Empowerment and Child Protection, NGOs, donor organisations, National Planning and
Development Agency and several universities. All the participants demonstrate support for the
establishment of SEAMEO CECCEP. These efforts reflect the commitment of the Ministry of
Education and Culture to establishing an exemplary centre. Further information on the
strategic plan is presented in Chapter Four.

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 CHAPTER TWO
ECCE AND PARENTING IN SOUTHEAST ASIA

A. Overview of ECCE in Southeast Asia

Early Childhood Care and Education (ECCE) is the first of the Seven Priority Areas in the
Post-2015 Education Agenda that was agreed to by the Southeast Asia Education Ministers
at the SEAMEO Strategic Dialogue for Education Ministers (SDEM) in September 2014 in
Vientiane, Lao PDR. The need to improve ECCE programs was evidenced by the substantial
access and quality gaps between member countries as well as within individual countries. In
addition, all SEAMEO's member countries are working closely together to achieve one of the
objectives of the UN’s Sustainable Development Goals, i.e. to provide quality education. The
United Nations expects that by 2030 all girls and boys will have access to high-quality ECCE,
so that they are able and prepared to enter primary education.

1. Access to ECCE
Access to ECCE remains one of the problems faced by countries in Southeast Asia. Most
countries in Southeast Asia have a diverse population with regard to ethnicity and social-
economic status. There also exist indigenous groups that have limited access to development.
Countries like the Philippines, for example, have been attempting to provide greater access
for children from indigenous groups to enter ECCE. In multicultural societies such as
Singapore, Malaysia and Indonesia, a key question is the extent to which ECCE can deliver
culturally sensitive programs. In countries where poverty remains a primary concern, there are
substantial challenges around the provision of high quality and affordable ECCE, particularly
to children in rural areas.

UNESCO reports that the Gross Enrolment Rate (GER) of ECCE across Southeast Asia
demonstrates a pattern of improvement10. However, the GER varies substantially across the
region, from 15.5% in Timor-Leste to 99% in Singapore. There remain disparities in the GER
between provinces or districts in all member countries that result from geographical diversity
and different stages development in the urban and rural areas. Data indicate in most countries
that GERs are lower in rural areas compared with urban areas. All countries demonstrate
increase ECCE services provision over time, even though private or community groups deliver
most of the services. Countries with a large geographical area such as Indonesia and the
Philippines report that community-based ECCE and private pre-schools are the majority
services available. Similar findings are reported in multi-ethnic, low income countries such as
Cambodia, Lao and Myanmar where non-government organizations support ECCE centre
establishment in the community. Please refer to Appendix A to this report for more detailed
information on the GER for each country.

10
Early Childhood Education and Care: Regional Report. Asia and the Pacific 2010

8
Table 1. ECCE GER in Southeast Asia11

Country Age (Year Old) GER in ECCE (%)

Brunei Darussalam 3-6 52.32
Cambodia 3-5 33
Indonesia 3-6 70.1
Lao PDR 5 55
Malaysia 5-6 83
Myanmar 3-5 22.9
Philippina 5 79.3
Singapore 5-6 99
Thailand 3-5 99
Timor Leste 3-5 15.5
Vietnam 3-5 89.2

Several factors underscore low enrolment rates in particular countries in Southeast Asia,
including:12

(1) Connecting with parents from low-income families or with low education levels.
Parents from these two backgrounds tend to hesitate to send their children to ECCE
(2) Disparities in infrastructure between rural and urban areas that may prevent children
from having full access to ECCE
(3) Insensitive cultural programs that may lead children from ethnic minorities to be driven
away from ECCE programs.

Access to ECCE is becoming more problematic for children who come from underprivileged
backgrounds. A report from UNESCO Bangkok indicates that a disabled child, who lives in a
poor rural area, is likely to get limited access to ECCE13. Similarly, there is a tendency that in
marginalised areas, girls have more limited access to ECCE than boys.

Even though non-government, private and community groups play a significant role in ECCE
service provision throughout the region, the national governments in Southeast Asian
countries hold significant responsibility and a moral, social, economic and political imperative
to ensure equal and fair access to high quality ECCE programs and practices for all young
people and their families.

2. Curriculum of ECCE
All countries in Southeast Asia share a similar understanding that ECCE does not only focus
on learning but also integrates nutrition, health, protection and parenting components. The
ECCE curricula of SEAMEO countries are often characterized by the principle of child-
centeredness, where the child is positioned as an active individual who can construct their
own knowledge, and there is an emphasis on the importance of play. However, the practice
of teacher-centred ECCE continues to be found across Southeast Asia.

According to the report prepared by SEAMEO Innotech (2013), all Southeast Asian countries
have developed a learning framework for ECCE where by which the setting learning standards

11
Data collected from EFA National Report (UNESCO, 2015) from each country in 2012-2015.
12
Information gathered from each country’s overview on this report. Please see Appendix A for each
country’s overview.
13
Strong Foundation for Gender Equality in Early Childhood Care and Education – Advocacy Brief.
Bangkok, UNESCO, 2007

9
and competencies in relation to social, emotional, cognitive, physical/motoric and language
can be measured in relation to young children’s developmental domains. Such learning
frameworks provides the recommended learning areas or curricula content, learning
standards, competencies, and assessment for ECCE programs. Some countries such as
Brunei Darussalam, Malaysia and Indonesia have their learning content and standards
embedded in their early learning frameworks. In Indonesia, the 2013 National Curriculum,
emphasises character building and learning through playing,14 Indonesia has also developed
ECCE standards that include child development, teacher qualification, learning, infrastructure,
facilities, and curriculum according to Ministry of Education regulations15. Other countries,
such as Myanmar and Timor-Leste, have their frameworks outlined in their curriculum and
syllabus but have no official learning standards.

A further curriculum issue is the relationship between ECCE and primary school. Despite
existing research that demonstrates the effect of ECCE on children's development, studies
that aim to explore children's transition from pre-school to primary school remain limited. In
the Philippines for example, more than 50% children have to be expelled from primary school
because they are not considered to be school ready. A desire to make young children ready
for primary school has led in some countries to a tendency to focus on academic learning in
ECCE as opposed to the development of social-emotional skills16. While there is agreement
on the need to include pre-literacy and pre-math in ECCE, this must be mediated through
developmentally appropriate pedagogies and practices.

3. Quality of Learning Environment

The practices of ECCE in SEAMEO countries are varied. There exist differences with regard
to the quality of learning environment. Unfortunately, there exists limited research in Southeast
Asia that focuses on the quality of learning approach or methodology. Hence, it is important
to establish research that incorporates the unique elements, characteristics and diversity of
the Southeast Asian context, in order to better understand and improve the quality of ECCE
services across the region. Greater research evidence and information on these areas would
support each country in developing their own policy and programs to improve ECCE quality,
which will have long term implications for the quality of life in the region.

14
2013 Indonesia National Curriculum
15
The Ministry Regulation no 136 years 2014 on National Standard on ECCE and The Ministry
Regulation no147 Year 2014 on Standard Curriculum for ECCE
16
Early Childhood Education and Care: Regional Report. Asia and the Pacific 2010

10
Picture 2. ECCE activity in rural Cambodia

Few countries have also started the using of media or digital technologies to promote policy,
standards, guidelines or the sharing of effective practice in ECCE that will eventually improve
the learning environment. Indonesia and Singapore are two countries that have developed a
website and an internet open-access database containing program information.

4. Teacher provision and qualification

Teachers play an important role in determining the quality of education through the
implementation of pedagogical practices that facilitate learning and development. Teacher-
pupil ratios also play a vital part. Several Southeast Asian countries have a shortage of ECCE
teachers, including Cambodia, Lao, Timor-Leste, while Brunei Darussalam faces an
impending shortage of teachers due to decreasing numbers. In contrast, Vietnam currently
has a surplus of teachers. Across the region few countries have accurate data on the
percentage of trained teachers.

To achieve quality in ECCE, teachers must receive high-quality training17. All countries
experience similar challenges in teacher quality, with the qualification standards required of
ECCE personnel varying among countries. SEAMEO Innotech reported that the standards for
teachers, pre-school principals, administrators or supervisors have not been uniformly
established in all countries. In some countries, such as Malaysia, Myanmar, Thailand and
Vietnam, high educational attainment is not usually a requirement for ECCE personnel,
although training or certification is. In other countries, such as Indonesia minimum qualification
requirements of a Bachelor degree in ECCE or psychology have been established.
Additionally, over the past decade the Indonesian Government has been developing a training
system for both ECCE pre-service and in-service teachers.

17
EFA monitoring report; East Asia and Pacific Region, Unesco, 2015.

11
Picture 3. ECCE setting in rural Timor-Leste.

Teachers in pre-schools in urban areas tend to have higher educational backgrounds than
those working in community-based ECCE programs.

Each country has a different approach to improving teacher qualifications and competency.
For a country with a more established educational system like Singapore, there are some
options for teachers or teachers-to-be to gain a degree in the ECCE field. In Singapore, to
become centre leader requires at least a Diploma in ECCE,as well as at least two years
experience working as a pre-school teacher, and being certified by the Early Childhood
Education Department. Meanwhile, in a majority of the countries across Southeast Asian,
governments are developing capacity building mechanisms that will improve teachers'
competencies. One example from Indonesia, illustrates how through the "Quality
ECCE/PAUD" movement, the Directorate of Early Childhood Education is working to ensure
teachers in non-formal ECCD receive adequate training. They are trying to make sure that the
training received by the teachers will have some civil as well as legal consequences so that
non-formal ECCE teachers will receive the same recognition as formal ECCE teachers.

5. Policy in ECCE
There is variation in the policy initiatives across the region regarding the development of
systems for improving access and quality assurance in ECCE. While some countries
are implementing new ECCE policies, such as in Thailand, where the Government guarantees
free pre-school education, other area still determining the most appropriate policies for their
circumstances and budgets.

A range of ministries across SEAMEO countries are responsible for ECCE policy. While
Ministries of Education are typically responsible for ECCE, in some countries, other ministries
also are involved. In addition to ministries, NGOs and International donors also contribute to
shaping ECCE policy in Southeast Asian countries. This can lead to issues of co-ordination
among the various agencies involved.

12
 B. Overview of the Parenting Program in Southeast Asia

Many researchers have indicated the importance of good parenting to children's

development,18 particularly children’s cognitive, social and emotional development19.Despite
the importance of parenting to children’s development, there is often a tendency to see
parenting as an intuitive rather than learned skill.

Furthermore, parenting is often positioned as being pertinent only in the early childhood
education (ECE) and in primary-level education. However, it also is important to imply the
scope and importance of parenting beyond primary education.

Parenting is not situated in a vacuum space. It has to be understood in relation to its socio-
cultural context. Therefore, parenting is not only the responsibility of parents, but also of
governments20. Improving the quality of parenting is vital for a country’s development. In a
United Nation report, parenting programs are included as a critical prevention and protection
intervention in programs of action in relation to Violence against Women and Children (2013–
2018) 21.

Following the Dakar Framework for Action in 2000, SEAMEO, as an intergovernmental

organization that promotes regional cooperation through education, science, and culture,
agreed to include ECCE as one of its seven priority areas. SEAMEO also includes four
additional, interconnected areas. These are education, health, child protection and parenting.
The Regional Consultation Meeting in Bali attended by 10 SEAMEO member countries
identified that most member countries have made some progress in Early Childhood Care and
Education (ECCE), however they still face multiple challenges and obstacles. However, it was
challenging to identify actual progress on parenting as most countries have limited information
and have made limited interventions related to parenting. This emphasises the need to
establish a SEAMOE Regional Centre for Early Childhood Care and Education and Parenting
(SEAMEO CECCEP) from an interdisciplinary and integrated perspective.

1. Parenting, Corporal Punishment and Children’s Right

Parenting is closely associated with children’s rights22, with a lack of parenting skills often
resulting in a violation of children's rights. A Parenting Support Intervention for Family
Prevention conducted in Philippines, June 2016, determined at least 71% of girls and 77% of
boys have experienced some degree of domestic violence. The statistics on the use of
physical punishment among parents in other countries in Asia appear to be similar.

Anecdotal reports from non-government organizations such as Plan International ECCD's

program reports in Indonesia; World Vision ECCD's program report in Timor-Leste and Focus
Group Discussion (FGD) among participants during the Consultation Meeting on the

18
Bornstein, M. H. (2002). Handbook of Parenting: Practical Issues in Parenting (Vol. 5). New Jersey:
Lawrence Erlbaum Associates Inc.
19
Eisenberg, N., & Valiente, C. (2002). Parenting and Children’s Prosocial and Moral Development. In
M. H. Bornstein (Ed.), Handbook of Parenting: Practical Issues in Parenting (Vol. 5). New Jersey:
Lawrence Erlbaum Associates Inc.
20
Tomlinson, H. B., & Andina, S. (2015). Parenting Education in Indonesia: Review and
Recommendations to Strengthen Programs and System. Washington: The World Bank.
21
UN Women National Committee Australia: Eliminating Violence against Women in the Asia Pacific:
it's all of our Responsibility
22
Baumrind, D. B., & Thompson, R. A. (2002). The Ethics of Parenting. In M. H. Bornstein (Ed.),
Handbook of Parenting: Practical Issues in Parenting (Vol. 5). New Jersey: Lawrence
Erlbaum Associates Inc.

13
establishment of SEAMEO CECCEP centre in Bali, 4-6 October 2016 highlight a high
incidence of both corporal punishment among parents and threats of corporal punishment.
Physical punishments such as hitting, ear twisting and pinching were reported to be the
primary means of disciplining children. Parents mentioned that using punishment is an
effective way to discipline children (Plan Indonesia, 2010). Many parents do not know a
positive alternative ways of disciplining their children23.

Picture 4. A mother expressing trust and interest in her child

2. Parenting in Digital Age

Another issue related to parenting is the increasing use of technology including television, the
internet, and Smartphones among young children and teenagers. Parents often are worried
that technology can cause harm to their children such as their children becoming victims of
cyber bullying or cyber pornography. Parents must negotiate the use of technology among
their children, establishing parameters of acceptable use.

23
World Vision Timor-Leste, 2015.

14
UNICEF on Adolescents in East Asia and the Pacific has identified the role of the media in
promoting the use of drugs24. The use of an illicit substance is often associated with increasing
social and behavioural problems such as juvenile delinquency, unwanted pregnancy and the
use of aggression among teenagers.

The Government of Indonesia, through the Ministry of education and Culture and National
Board on Family Planning has developed IEC (Information, Education and Communication)
materials to help parent aware of electronic media influences to their children development.

3. Parenting in disadvantaged families

During the Bali meeting, it was highlighted that parenting is becoming an issue particularly for
families from underprivileged backgrounds. Parents with a low socio-economic status tend to
participate more reluctantly in a school's agenda. Parents often hesitate to join school
programs, possibly because they do not believe that they have sufficient cultural capital to
participate in school events. Schools tend to view these parents as unresponsive or lacking in
understanding and engagement. These different perceptions among stakeholders can further
marginalise parents from the school and participating actively in their children’s education.

Indonesia and Philippines has established parenting program for low income family through
Conditional Cash Transfer (CCT) program under the Ministry of Social Welfare. During the
meeting in Bali, it also was reported that parenting among the indigenous communities is an
area that needs further attention. While some governments, such as the Philippine and
Malaysian Governments have attempted to be more inclusive of these communities, there
remains a need to develop approaches and policy to include parents from these communities.

4. Parenting and Gender

Participants in the consultative meeting for the establishment of SEAMEO CECCEP, Bali
October 2016 also reported that if both parents are educated and are engaged in full-time
employment, the role of the father appears to change. While problems may arise in relation to
child-care management, these circumstances can open up the possibility of including fathers
more in parenting, therefore initiating greater gender equality in the family structure.

5. Governing the Parenting Program

Parenting programs in individual Southeast Asian countries are managed by different
ministries and are not always under the responsibility of the Ministry of Education. Parenting
programs for parents of young children are likely to be part or sub-topics on the ECCD program
in each country (there is limited information on parenting programs for older children). Almost
all countries in Southeast Asia reported that their country does not have specific regulations
on parenting and has not appointed a single government body to be responsible for parenting.
Therefore, the implementation of parenting programs is likely to be segmented, often with the
health sector focusing on health and nutrition, and the education sector focusing on parental
involvement in education.

In Indonesia there are at least five different ministries overseeing parenting, each with different
roles and targets. The Directorate for family education within the MoEC, aims to improve
parental engagement at all levels of their education system. This directorate covers parents
of pre-school children up to parents of high school children and promotes positive parenting
in a digital era. The Directorate for teenagers’ families within the National Board on Family
Planning aims to support the families of teenagers, while the Ministry of Religious Affairs has
pre-marital programs. In addition to these ministries, another ministries involved are Ministry

24
UNICEF. Adolescent Development in East Asia and the Pacific: Realizing Their Potential. 2006

15
of Social Welfare, Ministry of Health, and Ministry of Women Empowerment and Child
Protection. Among Southeast Asian countries, Indonesia appears to have the most robust
frameworks for governing parenting programs. Other SEAMEO countries experiences similar
approaches, such as Brunei Darussalam and Philippines, where parenting handled by more
than one ministry. This indicates there is need for greater inter-agency coordination,
particularly around the implementation of parenting programs within country as well as at the
regional level.

16
 CHAPTER THREE
STRATEGIC PLAN
A. Vision and Mission

1. Vision

A regional research, advocacy and capacity building centre of excellence on early childhood
care and education and parenting.

2. Mission

Enhance regional and global commitments to quality early childhood care and education and
parenting through:

a. Conducting research that supports advocacy and capacity building among

stakeholders of ECCE and parenting
b. Supporting the development of regional policy and programs
c. Building partnership networks of policy-makers, professionals and practitioners
d. Promoting sustainable human resource development in the SEAMEO region to
benefit children, families and professional stakeholders.

3. Values

The proposed SEAMEO CECCEP is based on the values of centre of excellence in early
childhood education and parenting.

a. The best interest for the children

With a particular focus on enhancing children’s wellbeing and upholding their rights,
and enabling leadership of all stakeholders to fulfil children’ right.
b. Cultural and gender sensitive
Drawing on local culture and knowledge, promoting quality, gender and social justice
for all children and professional staff, providing transformative experiences for all
involved.
c. Social and community responsiveness
Enabling progressive research collaborations between the SEAMEO centres within the
region, fuelling partnerships between early childhood centres and schools, creating
opportunities for sharing resources, materials and capacity building across the region,
in ways that are socially responsible and responsive to the needs of the communities
it serves, and building links among local and international communities.
d. Inclusive
Providing opportunities to learn about and accept individual difference, and appreciate
diversity and inclusion on a broader level.

4. Target

Target beneficiaries of SEAMEO CECCEP are the following:

a. Children
b. Parents
c. Professionals and practitioners

17
 d. Policy makers and relevant government organizations and agencies in ECCE and
parenting
e. Social entrepreneurs and community-based organizations
f. Non-government organizations
g. Researchers and research institutions in the field of ECCE and parenting
h. International research and the professional community
i. Development Partners and Donor agencies.

5. Duty

SEAMEO CECCEP in Indonesia will carry out research and development, capacity building
and training, and policy advocacy in the fields of ECCE and parenting within the SEAMEO
member countries. SEAMEO CECCEP will also guide, advice and support the practicing
institutions in each of the SEAMEO member countries, in implementing its recommendations.

6. Function

a. Become a research-hub that collects and analyses data, and disseminates information
and expertise related to ECCE and parenting within the SEAMEO member countries
b. Integrate research with practice through making direct connections between early
childhood centres and ‘parenting institutions’ operating within Indonesia and other
SEAMEO member countries as an attempt to improve capacity building among
stakeholders
c. Disseminate the findings and recommendations through appropriate channels of
communication and research publications
d. Develop human resources (‘professionals’ and ‘practitioners’) in the field of ECCE and
parenting
e. Develop quality and contextually responsive learning infrastructure and facilities to
support and promote early childhood care and education and parenting in the
SEAMEO member countries
f. Provide technical assistance and advocacy for quality assurance of early childhood
care and education and parenting in the SEAMEO member countries
g. Actively seek and engage with international research partners and relevant networks
to enhance the ‘quality’ and ‘relevance’ of research within ECCE and parenting
themes.

B. Program Strategic Plan

1. Program Area
Based on background knowledge, needs analysis of SEAMEO member country situation, and
the consultation process that has occurred, the Indonesian Ministry of education and Culture
proposes ten program areas (themes) of focus that will enable the centre to fulfil its vision,
mission and values.

1.1. Key Themes on Early Childhood Care and Education

a. Children’s Wellbeing
The term children's well-being carries multiple meanings. In this centre, children's well-
being is understood as the fulfillment of children’s developmental needs,
encompassing psychological, social, emotional, cognitive and spiritual needs. The
centre also adopts UNICEF’s standards on children’s well-being, which also

18
 incorporate material well-being, health and safety, educational well-being, family and
peer relations, behaviour well-being, and subjective well-being. This requires well-
being to be considered not only from an adults’ perspective but also from the
perspective of the child. This theme will be translated into a range of activities,
principally research and training. In the first three years, research on children’s well-
being will concentrate on exploring Southeast Asian children’s views on their
wellbeing, and training initiatives will focus on building teachers' understanding of
children's rights and wellbeing.

b. Curriculum and Pedagogy: Enhancing Teachers’ Competencies

Curriculum and pedagogy are integral aspects of ECCE, incorporating the programs
and practices that will support children’s learning and development. Research
suggests that effective ECCE curricula are designed around principles of hands-on
experience, expanding children’s understanding and developing new meaning, activity
and experiences that are relevant to children's social context as well as being
developmentally appropriate, and focused on continuity. To improve the quality of
curriculum and pedagogy, teachers’ competencies and expertise need to be
developed. At the same time, ECCE teachers need to be equipped with skills to teach
children during emergency setting. This theme will be developed through research and
training activities. The research will focus on conducting action research projects
exploring how to teach in diverse and multicultural classrooms, as well as undertaking
research on teachers’ pedagogical innovations in early literacy. Training will focus on
improving teachers’ skills in undertaking action research as a strategy to improve their
pedagogy.

c. Quality Learning Environment

The quality learning environment theme aims to understand the relationship between
schooling environment and approaches, and children's well-being. Research indicates
that a high-quality ECCE environment will provide a strong foundation for children's
future education and development. Understanding what makes a quality learning
environment, however, cannot be confined only to school-level factors. The school is
a complex and dynamic system that incorporates layers of micro-elements, including
teacher quality, infrastructure and facilities, teacher-to-student and teacher-to-teacher
relationships and children's experiences with their peers. The main objective of having
good quality school is to provide an effective and safe learning environment for all
children.
Research conducted on this theme will focus on assessing the quality of kindergartens
across Southeast Asia from the perspectives of both teachers and children. Training
will focus on how teachers can develop and deliver a safe and culturally sensitive
learning environment.

d. Policy and Programs for 21st Century Learning

From an ecological perspective, there are several factors that influence children’s
development. These factors yield an intersection between children’s personal, family
and environmental context, and larger social discourses that affect children’s being.
Educational policy is one of the discourses contributing to ECCE. Research on policy
demonstrates the relationship between policy and programs delivered in the school. At
the same time, research on relevant programs may also influence policy. Research in
this area will focus on exploring multicultural, inclusive and gender-sensitive curriculum
development as well as analyzing and comparing government policy on ECCE in
Southeast Asia. Training will focus on up-skilling teachers in their knowledge of

19
 effective programs and practices, including multicultural, inclusive and gender-
sensitive curriculum development.

e. Participation and access in ECCE

Participation and access to ECCE is an important area in the centre considering the
discrepancy of GER among SEAMEO countries. Social justice is at the centre of this
theme. This theme is focused on ensuring the existing provision of universal access to
ECCE, with special attention paid to children from underprivileged and marginalised
backgrounds, such as children from indigenous societies, children from ethnic minority
backgrounds, children from poor family backgrounds, street children, children who
speak different languages, children with special needs, refugee children, and children
from conflict zones. This theme will focus on researching marginalised children,
particularly exploring these children’s funds of knowledge and how it may help ECCE
teachers to develop socially and culturally responsive teaching models. This may also
include conducting research on the use of children’s first language. Training will focus
on equipping teachers with strategies to teach children from disadvantaged
backgrounds.

1.2. Key Themes on Parenting

a. Children participation in parenting

Children’s participation is one of the most fundamental principles of the Convention of
children’s rights. Within this principle, children are seen as individuals who have the
ability to express their opinions and most importantly to be heard. Children’s
participation includes the right to be actively engaged in the experience of parenting,
investigating children’s views, thoughts and experiences on parenting. Within this
theme, adults, especially parents, will learn how children see their parents’ roles and
the extent to which this might improve their parenting style. The main goal of children’s
participation in parenting is to ensure the best interests of the children are being met.

This theme will focus on research exploring children’s view of parenting. Findings from
this research are expected to inform parents on what children actually expect from
them. In addition to this, there will be training and workshops conducted for parents in
relation to children’s participation.

b. The 21st century parenting

The 21st century is characterised by rapid social changes and challenges. The
advancement of technology, perpetuation of war and conflict as well as a more
globalised world, create challenges for parenting. Therefore there is a need for parents
to negotiate their parenting practices by incorporating new knowledge of these
challenges. The 21st century is also marked by changes in the structure and types of
families, from the extended family to the nuclear family, the rise of single parent
families, transnational families and so forth; even though the practice of collaborative
parenting that includes grandparents for instance, is still common. In addition to this,
in this century, it is more and more common for a family to have equal and shared
parenting roles between a father and a mother.

Research on this theme will concentrate on topics such as how to negotiate the use of
technology in the context of different parenting styles. Other possible topics on this
theme will include exploring different parenting practices among different types of
families.
c. Parents, family and community engagement with education

20
 Engaging parents, family and community is crucial for children’s educational well-being
and development. Within this theme lies the principle of reaching out to parents,
because very often parents refuse to participate in school activities because of certain
social and economic barriers. Thus, this theme moves from blaming parents to a more
responsive approach of actively seeking parental involvement and contributions. This
theme will be built upon the notion of funds of knowledge, in which it is believed that
each parent possesses knowledge about the best practices for their parenting context.

This key theme will be translated into research topics such focusing on strengthening
parent and community engagement in children’s learning or exploring funds of
knowledge on parenting as well as exploring local/regional knowledge on parenting.
The training and workshops conducted will emphases how schools can reach out to
parents and how to engage parents in school programs.

d. Inclusive, culturally relevant and sensitive parenting education programs

There is no single, universal parenting style that would fit all parents. Parenting is very
much influenced by certain socio-cultural conditions. Each family and community has
their own circumstances that influence the way parents and children interact.
Identification of positive value and wisdom among communities in relation to
appropriate parenting will enable culturally relevant parenting program development.
This theme is particularly important for including parents from disadvantaged
backgrounds such as parents from in indigenous communities, parents from low socio-
economic backgrounds, parents from minority groups and parents with children with
special needs. Following the previous theme on parent engagement, this theme will
also be developed based on the notion of funds of knowledge.

Research in this topic will focus on exploring parents’ funds of knowledge that will
eventually lead teachers, schools, and government to culturally responsive and
sensitive parenting education programs. Training and workshops will touch on topics
about delivering culturally sensitive parenting programs.

e. The nurturing family

The nurturing family is an integrative and holistic approach towards family that puts
children’s needs at the centre. It aims to ensure the fulfilment of children’s basic needs
including health, nutrition, and emotional needs. It focuses on the protection for all
children. The nurturing family emphasises positive parenting and zero tolerance of
corporal punishment. However, the theme also recognises cultural differences when
interpreting the notion of nurturing. Therefore, the research conducted in this theme
will engage with different meanings of nurturing across Southeast Asia region and how
different families in the region provide nurturing environments for their children. At the
same time, training and workshops will be designed to focus on positive parenting and
intervention for prevention of violence.

2. Program Approach

While each of the key themes have distinct attributes and areas of focus, they will be united
by a set of inter-related approaches:
Research and Development: as a centre of excellence, SEAMEO CECCEP’s first priority will
be to build regional knowledge, capacity and policy based on research and evidence. The
research and development activity will be undertaken at the local, national and regional level

21
and in collaboration with various organizations and stakeholders, including international
collaborators.
Capacity Building: one of the purposes of establishing the centre is to strengthen the skills
and competencies of early child education and parenting stakeholders in the region. Capacity
building activities will offer opportunities at the individual, institutional and community levels
including training opportunities, short courses, study exchanges, internships, workshops,
seminars, and conferences. The centre will also develop a mechanism for effectively engaging
with the whole region, most likely through the development of a digital platform to facilitate
knowledge transfer.
Advocacy: SEAMEO CECCEP is eager to serve as a regional platform for influencing
conceptual thinking and policy on early childhood care and education and parenting in
Southeast Asia. The advocacy activity will include social media campaigns, annual high official
meeting or discussion on specific key themes, dialogue and research publications at regional,
national and international levels.

3. Partnership
SEAMEO CECCEP will emerge as a leading centre in research, capacity building and
resource dissemination within the region through fostering the active engagement and
collaboration of a wide range of stakeholders, including international research communities in
the fields of ECCE and parenting.
Given the ‘commonalities’ and ‘diversities’ in the socio-cultural ecosystem across SEAMEO
member countries, SEAMEO CECCEP considers it as very important for the various
member Governments to identify or assign one Early Childhood Care and Education
Centre and a Parenting Institution within their respective countries to collaborate with
the SEAMEO CECCEP by acting as a practicing institution for the research recommendations
and enabling the scaling up of recommended, evidence-based interventions at a national level.

The centre will develop three levels of partnerships – national, regional and international – for
the purpose of supporting program implementation. Below are some of potential partners for
the centre:

At a local (national) level, the centre will collaborate with local universities, in particular those
universities with a focus on teacher training and with Departments of Early Childhood
Education and Ministry of Higher Education.

The centre also will actively engage with the National Development Board, the Ministry of
Health, the Ministry of Social Welfare, Ministry of Religious Affairs and the National Board on
Family Planning in order to consult and strengthen national policy on parenting.

At a regional level, the centre will establish a network of Ministry of education and Culture
across the region, as well as universities that focus on teacher training programs and have
Departments of Early Childhood Education like UPSI in Malaysia, Normal University in the
Philippines, and NIE, Singapore, and research centres across the regions. Collaboration with
other SEAMEO centres also will be of importance. SEAMEO CECCEP will also identify other
institution working on parenting at regional level for example by establishing collaboration with
Asean Secretary.

At an international level, the centre will focus on developing partnerships with research
universities, NGOs, international donor organizations and established networks e.g. ARNEC.

4. Proposed Program Activity Plan for 2017-2021

22
 Table 2. Early Childhood Care and Education Activity Plan for 2017-2021

No Key Activities Year Partner Institutions

Theme 2 2 2 2 2
0 0 0 0 0
1 1 1 2 2
7 8 9 0 1
1. Children’s √ Researchers from various
Well-being A Regional seminar on universities, research centres,
children’s well-being NGOs, relevant ministries across
Southeast Asia
Workshop on children/family √ √ √ √ √ MoEs across SEAMEOmember
well-being countries, ECCE teachers across
the region
Annual high officials meeting √ MoEs across SEAMEOmember
on children’s rights countries
Research that explores √ √ √ √ √ Researchers from various
Southeast Asian children’s universities, research centres,
(selected countries) and NGOs across Southeast Asia
experiences in kindergarten
and their well- being,
relationship between
children’s wellbeing and
school readiness
In-house training re √ √ √ √ ECCE teachers from the national
teachers’ understandings of level and other UPT (centres)
children’s rights and well- under Indonesia Ministry of
being Education
Distance training re √ √ MoEs in all SEAMEO member
teachers’ understandings of countries, ECCE teachers in the
children’s rights and well- region, and SEAMEO Innotech
being (4 trainings)

International Conference on √
Children’s well-being
2. Curriculum Annual high officials meeting √ MoEs of all SEAMEO member
and on ECCE teachers’ countries
Pedagogy: competencies
Enhancing Workshop on teachers’ √ √ √ √ ECCE teachers across the region
Teachers’ competencies
competen Collaborative action √ √ √ √ Researchers from various
cies research on developing universities, research centres,
strategies to teach in NGOs, relevant ministries across
multicultural and inclusive Southeast Asia and selected
classrooms ECCE institutions/ kindergartens
in the region
Online training on how to √ √ √ √ ECCE teachers across the
teach in a multicultural and region, SEAMEO Innotech, &
diverse classroom, including SEAMEO RlecLECH
how to teach using children’s
first language
3. Quality Research on assessing the √ √ Researchers from various
Learning quality of kindergartens √ universities, research centres,
across Southeast Asia from NGOs, teachers and children

23
No Key Activities Year Partner Institutions
Theme 2 2 2 2 2
0 0 0 0 0
1 1 1 2 2
7 8 9 0 1
environme teachers’ and children’s selected ECCE institutions/
nt points-of –view kindergartens in the region
International Conference on √ Researchers from various
Quality of Learning universities, research centres,
Environment in Southeast NGOs, relevant ministries across
Asia Southeast Asia
Annual high officials meeting √ MoEs of all SEAMEO member
on Quality of Learning in countries
ECCE
In-house training on how √ √ ECCE teachers across the
teachers can deliver a safe region, UPT (centres) under
and culturally sensitive Indonesia’s Ministry of Education
learning environment

Workshop on improving √ √ √ MoEs of all SEAMEO’s countries

quality learning environment
4. Policy and Research on ECCE policy
Programs analysis in the region
for
21st centur Research on developing
y learning gender sensitive curricula
A Regional Conference on
ECCE policy and programs
Online training on how
inclusive education
Annual high officials meeting
on ECCE Policy and
Programs
Workshop on developing
program for ECCE such as
gender sensitive program,
multicultural program, etc
International Conference on
ECCE Policy and Programs
5. Participati Research on exploring
on and underprivileged children’s
access in funds of knowledge
ECCE International Conference on
increasing participation and
access in ECCE in
Southeast Asia
Annual high officials meeting
on participation and access
in ECCE
members, ECCE teachers across
the region
√ √ Researchers from various
universities, research centres,
NGOs
√ √ √ Researchers from various
universities, research centres,
NGOs
√ Researchers from various
universities, research centres,
NGOs
√ √ √ ECCE teachers across the
region, SEAMEO Innotech,
SEAMEO RLEC
√ MOEs of all SEAMEOmember
countries
√ √ MoEs of all SEAMEOmember
countries, ECCE teachers across
the region
√
√ √ Researchers from various
universities, research centres,
NGOs
√ Researchers from various
universities, research centres,
NGOs
√ MoEs of all SEAMEOmember
countries

24
 No Key Activities Year Partner Institutions
Theme 2 2 2 2 2
0 0 0 0 0
1 1 1 2 2
7 8 9 0 1
Online Training on how to √ ECCE teachers in the region,
teach children from SEAMEO Innotech, SEAMEO RL
disadvantages backgrounds

Workshop on how to teach √ MoEs of all SEAMEOmember

using children’s first countries, ECCE teachers in the
language region

Table 3. Parenting Activity Plan for 2017-2021

No Key Theme Activities Year Partner Institutions
2 2 2 2 2
0 0 0 0 0
1 1 1 2 2
7 8 9 0 1
1. Children’s √ Researchers from various
participation A Regional seminar on universities, research centres,
in parenting children’s participation NGOs, relevant ministries across
Southeast Asia
Workshop on children’s √ √ √ √ √ MoEs across SEAMEO member
participation and parenting countries, teachers across the
region
An annual high officials √ MoEs across SEAMEO member
meeting: on children’s countries
rights
Research on Southeast √ √ √ Researchers from various
Asian children’s view of universities, research centres,
parenting and NGOs across Southeast Asia
Research on Southeast √ √ √
Asian parents on children’s
right and participation
In-house training on √ √ √ √ Parents from the national level
parents’ understandings of
children’s rights and
participation
Distance training on √ √ MoEs in all SEAMEO member
teachers’ understandings countries, teachers in the region,
of children’s rights and and SEAMEO Innotech
participation

International Conference
on Children’s participation
in parenting
2. The 21st Annual high officials
century meeting: on the 21st
Parenting centuries challenges on
parenting
Research on how to
negotiate the use of
technology in parenting
√
√ MoEs of all SEAMEO member
countries
√ √ √ √ Researchers from various
universities, research centres,
NGOs, relevant ministries across

25
No Key Theme Activities Year Partner Institutions
2 2 2 2 2
0 0 0 0 0
1 1 1 2 2
7 8 9 0 1
Southeast Asia and selected
institutions in the region
Online training on how to √ √ √ √ Parents across the region
become parents in 21st
century
3. Parents, Research on exploring √ √ Researchers from various
family and Southeast parents’ fund of universities, research centres,
community knowledge on parenting NGOs, teachers and children
engagemen selected institutions the region
t with Research on exploring √ √ Researchers from various
education Southeast parents’ local universities, research centres,
construction of parenting NGOs, teachers and pupils in
selected institutions in the region
International Conference √ Researchers from various
on parents, family and universities, research centres,
community engagement NGOs, relevant ministries across
within education Southeast Asia
Annual of high officials √ MoEs of all SEAMEO member
meeting: on parental and countries
community engagement
with education
In-house training on how to √ √ teachers and principals across
reach out to parents and the region, UPT (centres) under
how to engage parents in Indonesia’s Ministry of Education,
school programs. SEAMEO Innotech

Workshop on how to reach √ √ √ MoEs of all SEAMEO’s countries

out and engage parents in members, teachers across the
school programs region
4. Inclusive, Action Research on how to √ √ Researchers from various
culturally develop culturally sensitive universities, research centres,
relevant, parenting program NGOs
and Action Research on how to Researchers from various
sensitive develop inclusive parenting universities, research centres,
parenting program NGOs
education A Regional Conference on √ Researchers from various
programs Inclusive and Culturally universities, research centres,
Sensitive Parenting NGOs
Program
Online training on how to √ √ √ teachers across the region,
deliver inclusive and SEAMEO Innotech, SEAMEO
culturally sensitive RLEC
parenting program
Annual high officials √ MOEs of all SEAMEO member
meeting on Inclusive countries
Parenting
Workshop on developing √ √ MoEs of all SEAMEO member
inclusive and culturally countries, teachers across the
region

26
 No Key Theme Activities Year Partner Institutions
2 2 2 2 2
0 0 0 0 0
1 1 1 2 2
7 8 9 0 1
sensitive program for
parenting
International Conference √ Researchers from various
on Inclusive Parenting universities, research centres,
NGOs
5. The Research on exploring √ √ Researchers from various
nurturing different meanings of universities, research centres,
family nurturing among Southeast NGOs
Asian parents
International Conference √ Researchers from various
on the nurturing family universities, research centres,
NGOs
Annual high officials √ MoEs of all SEAMEO member
meeting on positive countries
parenting and violence
prevention
Online Training on how to √ Parents and teachers in the
use positive parenting region, SEAMEO Innotech,
SEAMEO RL

Workshop on zero √ MoEs of all SEAMEO member

tolerance to violence countries, teachers and parents
in the region

C. Management Strategic Plan

1. Governance Structure
The organizational structure and working procedures of SEAMEO CECCEP will be based both
on the provisions and regulations laid down by the SEAMEO Secretariat in Bangkok and on
the consideration of its effectiveness in program implementation.

The proposed Organisation Structure for the SEAMEO CECCEP is presented herein:

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 GOVERNING BOARD
DIRECTOR

Deputy Director Deputy Director

Programs Administration

Head: Research & Head: Training & Head: Partnerships &

Development Capacity Building Advocacy

• Principal Researcher & Master Trainer: ECCE

• Principal Researcher & Master Trainer: ECCE Head: Finance Head: Operations
• Principal Researcher & Master Trainer: ECCE
• Principal Researcher & Master Trainer: ECCE
• Principal Researcher & Master Trainer: Parenting
• Principal Researcher & Master Trainer: Parenting
• Principal Researcher & Master Trainer: Parenting
• Principal Researcher & Master Trainer: Parenting

• Accountant 1 • Admin. & Personnel

• Accountant 2 • ICT
• Marketing & Publicity
• Library

The SEAMEO CECCEP Governing Board (GB) will be the highest authority within the
governance structure of the institution, and will be responsible for policy-making, vision
implementation, strategic planning and budgeting, and providing regulatory directions. The
Governing Board will comprise representatives nominated by the Education Ministries of the
Governments of SEAMEO member countries, and the SEAMEO Governing Council. The
Director, SEAMES (SEAMEO Secretariat, Bangkok) and the Director, SEAMEO CECCEP,
will act as ex-officio members.

SEAMEO CECCEP will be headed by a Director and assisted by two Deputy Directors
(program and administration). The Program Division will have three sub-units headed by two
Senior Researchers (Unit Heads), one focused on research and development and the other
on capacity building. There will be as well a Head of Partnerships and Advocacy with
responsibility for advocacy based activities and multi-stakeholder engagement. A team of
Researchers and Master Trainers (four each for ECCE and for Parenting) will support the
program interventions.

The Administration Division, headed by the Deputy Director will be supported by professionally
qualified and experienced Heads of Units for Finance and Operations. The Head of Finance,
supported by two Accountants, will be responsible for maintenance of the Books of Accounts
and maintenance records required for the annual statutory audit, and reporting to the
SEAMEO Secretariat. The Head of Operations will be supported by a team of Office
Executives with due experience and this team will be deployed for handling the support
functions, namely, the ICT-support services, Office Administration and Personnel
Management, Inter-institutional and Expert Resources Partnerships Management, Marketing
and Publicity Management, Library Management, and others.

SEAMEO CECCEP will actively cooperate with the host government, the Government of
Indonesia, through the Ministry of Education and Culture (MoEC).

2. Funding
The Government of Indonesia is committed to funding the establishment and operations of the
centre, through the budgetary provisions of the Ministry of Education and Culture (MoEC).
Funding for the program implementation will be sourced from within the budgetary support of
the MoEC, while support for special projects with wider strategic implications within region will
be supported by SEAMEO members countries, through the SEAMEO Secretariat.

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On establishing itself as a ‘centre of excellence’ in research, capacity building and advocacy
the SEAMEO CECCEP will carry out joint-funded research as well as capacity building and
advocacy activities, which will enable active collaboration of the Centre with other external
agencies such as NGOs, Foundations, Corporations and International Donor Partners.

Project Budget Plan:

The 5-Year Project Budget Plan is proposed as detailed within the table below:

Table 4. Budget Plan for 2017-2021

Su m m ary of Costs
Descriptions 2017 201 8 2019 2020 2021 Project Cost Project Cost in IDR
Capital Inv estments
Building $515,41 5 $51 5,415 $687 ,220 $0 $0 $1,7 1 8,051 Rp22,420,566,692
ICT Infrastructure $1 36,350 $234,506 $40,41 6 $8,818 $2,7 21 $422,811 Rp5,51 7 ,67 9,921
Laboratory Equipment $7 5,000 $11 3,400 $297 ,432 $1 88,957 $0 $67 4,7 89 Rp8,805,993,840
Furniture & Fix tures $1 50,07 5 $120,852 $59,020 $0 $0 $329,947 Rp4,305,806,262
Other Infrastructure $1 08,027 $9,7 20 $0 $0 $0 $1 17 ,7 47 Rp1,536,603,962
TOTA L CAPITAL INVESTMENTS $984,868 $993,893 $1 ,084,088 $1 97 ,7 7 5 $2,7 21 $3,263,345 Rp42,586,650,67 7

Operational Expenses
Salaries & Remuneration $1 25,057 $159,691 $1 95,633 $236,305 $282,231 $998,918 Rp1 3,035,87 5,009
Sub-Contracted Serv ices $1 04,545 $11 2,909 $1 21 ,942 $1 31 ,697 $142,233 $61 3,325 Rp8,003,890,867
Research & Dev elopment $60,000 $160,000 $299,800 $334,800 $594,800 $1,449,400 Rp1 8,914,67 0,000
Training & Workshops $20,000 $21,600 $25,000 $30,000 $35,000 $1 31 ,600 Rp1,7 17 ,380,000
Conferences $20,000 $43,200 $46,656 $50,388 $54,420 $21 4,664 Rp2,801 ,365,7 01
Capacity Building & Exchange Prog. $37 0,000 $420,000 $420,000 $390,000 $340,000 $1,940,000 Rp25,317 ,000,000
Miscellaneous $91 ,621 $138,264 $1 91 ,7 84 $252,982 $297 ,982 $97 2,632 Rp1 2,692,850,27 3
TOTA L OPERA TIONAL EXPENSES $7 91 ,223 $1 ,055,664 $1,300,81 5 $1,426,1 7 2 $1,7 46,666 $6,320,539 Rp82,483,031 ,850

GRAND T OT AL $1,7 7 6,091 $2,049,5 57 $2,384,903 $1,623,947 $1,7 49,387 $9,5 83,884 Rp125 ,069,682,526

The centre works on several key cost characteristics:

 Principal thrust on Cutting-edge Research Programs than establishing High-
Cost Facility: Operational Funding is two-third that of the Investment Funding; thrust
on optimum utilisation of existing facility, and strategic partnerships through joint-
research for shared usage of state-of-the-art research facilities.
 Principal cost component: 20% of the overall project budget is committed for
establishing in-house research capacity,15% on actual research and development
activities, and 7% on the research laboratory equipment;
 Infrastructure cost component: Over 18% of the overall budget is committed for the
‘renovation’, ‘refurbishment’ and ‘remodelling’ of the existing facilities for the purpose
of the SEAMEO CECCEP; and 4% on ICT Infrastructure facilities.
Salaries and Remuneration: 10% of the overall project budget is committed for
salaries and remuneration, and the same is in alignment with the Salary and
Honorarium Regulation Orders approved for the SEAMEO Regional Centres, by the
Republic of Indonesia.

3. Location and Facility

1. Location
During the establishment and initial years of operations, the SEAMEO CECCEP will be located
adjacent to the existing Centre for Development of Early Childhood and Community Education
(CDECCE), UPT Jaya Giri, Lembang, Bandung, West Java, Indonesia. Lembang is located
close to Gunung Tangkuban Parahu, 3.5 hours’ drive away from Jakarta’s International Airport
(Bandar Udara Internasional Soekarno-Hatta) and over 1 hour’s drive from the Bandung
International Airport (Bandung Husein Sastranegara). One of the prominent teacher training
colleges in Indonesia, the Universitas Pendidikan Indonesia (UPI; Indonesia University of
Education) is located close to the Centre.

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Lembang is located at an altitude of between 1.312 and 2.084 meters above the sea level,
and experiences temperature of between 17° and 27°C. There are many places of interests
(tourist destinations) close to the Centre, such as the Observatorium Bosscha.

Picture 6. SEAMEO CECCEP location

2. Facility
The SEAMEO CECCEP will ‘rent’, ‘refurbish’ and ‘remodel’ the existing facilities from the
CDECCE, and secure additional facilities on shared principles from CDECCE, to adequately
meet the identified mandates. The SEAMEO CECCEP, while having a rental arrangement for
a longer duration, will assess the suitability of the facilities to meet its progressive
developments in the long run (beyond 5 years), and take appropriate action to develop its own
facility.
The SEAMEO CECCEP’s dedicated operational space along with that of the CDECCE’s
shared facilities, is spread across a land area of 18,490 sq. m., hosting built-up facilities
measuring to 8,739 sq. m. SEAMEO CECCEP will have a dedicated operational space of
4,000 sq. m. spread over two floors. A picture of the dedicated space committed to establishing
SEAMEO CECCEP is presented hereunder:

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Picture 7. Main Building of the centre

Picture 8. Miniature of the facility

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The shared facilities where a predominant share of usage right is proposed to be extended to
the SEAMEO CECCEP include:
Table 5. List of facility at the centre

No. Facility Rooms Capacity

1 Sunan Ambu Hall 1 500 persons
2 Pamong Belajar Hall 2 200 persons
3 Upper Classroom 1 100 persons
4 Multipurpose Room 1 500 persons
5 Classrooms 2 50 persons each
6 Mini Classrooms 2 40 persons each
7 Learning Rooms 6 30 persons each
8 Multi-purpose Activity Room 6 30 persons each
(attached to Learning Rooms)
9 Competency Testing Room – Care 1 10 persons
Giver
10 Laboratories 4 20 persons each
11 Classroom Supervision 4 20 persons each
Laboratories
11 Media Room 1 10 persons
12 Central Library 1 200 persons seating
13 Archives 1
14 Dining Room 2 100 persons each
15 Radio/ TV Room 1
16 Internal Audit Office Facility 1 10 persons
17 Procurement Office Facility 1 10 persons
18 Committee Room 1
19 Executive Meeting Room 1
20 Division Meeting Room 1
21 Computer Server Room 1
22 Dormitory 72 256 persons
23 Guest House 4 28 persons
24 Fitness Centre 1
25 General Sub-Division Kitchen 1
26 Worship Facilities 3 One each for Mosque, Chapel,
Monastery
27 Sport Facilities 1 Jogging track, Volleyball court,
Badminton Court, Tennis Court,
and Table Tennis

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 CHAPTER FOUR
CONCLUDING STATEMENT
This document is preliminary report prepared to provide information, justification and general
planning on the establishment of SEAMEO CECCEP, it will be finalised after High Official
Meeting, November 2016.

The Government of Indonesia, through the Ministry of education and Culture, is committed to
establishing a regional research, advocacy and capacity building centre of excellence on early
childhood education and parenting. The Directorate Family Education provides support,
resources and action needed on parenting program area while the Directorate of Early Child
Education accountable to ECCE program area.

The establishment of SEAMEO CECCEP signifies the commitment of SEAMEO member

countries to embracing the SEAMEO Post-2015 Education Agenda, SEAMEO New Education
Agenda (2015-2035): SEAMEO 7 Priority Areas.

The establishment of SEAMEO CECCEP will benefit not only Indonesia but also SEAMEO
member countries and will contribute significantly to promoting quality ECCE and Parenting in
the Southeast Asia and beyond.

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