The Challenge of ECCE
Inclusive Education forSociety 5.0
in Southeast Asia
Dr. Dwi Priyono, M.Ed
Director SEAMEO Regional Centre for ECCE and Parenting

Commitments on ECCEGLOBALREGIONAL
SDG 4: Quality
Education

SEAMEO
Priority Areas

Roadmap of SDG Target 4.2. ECCE
By 2030, ensure that all girls andboys have access to quality
early childhood development,
care and pre-primaryeducation so that they are
ready for primary education

142

3Pre-primary Early Childhood
Education for all girls and boys

2016202020252030

Defining Inclusion“The process of improving the terms for individuals
and groups to take part in society” and “theprocess of improving the ability, opportunity, anddignity of people, disadvantaged on the basis of
their identity, to take part in society”.
(The World Bank, 2013, pp. 3-4)

EQUALITY VERSUS EQUITY within social inclusion

The importance of Social Inclusion in ECCE ?
• Education is a tool to dismantle all forms of racism, prejudice andhegemonic thought and behaviour (Robinson & Díaz, 2006; Earick,
2009; Daniel & Escayg, 2019; Hall, 2019).
• The United Nations Convention on the Rights of the Child states theaim of educators should be to prepare ‘the child for responsible life ina free society, in the spirit of understanding, peace, tolerance,equality of sexes, and friendship among all peoples, ethnic, nationaland religious groups and persons of indigenous origin’ (Save theChildren 1997, Article 29. 1d, 109).

What is Society 5.0 ?
New Society“Society 5.0”

Society 1.0
Hunter-gatherer

Society 4.0
Information
Society 3.0
Industrialized

Society 2.0
Agricultural“Super-smart society.” “A human-centered society that balances economic advancement with the resolution of social
problems by a system that highly integrates cyberspace and physical space.” (Source) Cabinet office, https://www8.cao.go.jp/cstp/english/society5_0/index.html

How is it different from Information Society 4.0?
Society 5.0

Current Information Society 4.0

CyberSpaceBig Data

CyberSpace
CloudAnalysis

People access,obtain andanalyze information.
People driveby navigation

People analyzeinformation.

(Note) Translated by the presenter.
(Source) Cabinet office,https://www8.cao.go.jp/cstp/english/society5_0/index.html

Robots arecontrolled bypeople.

AISensor Information
Information collectionof environments,
humans, or machine
operating status

Automatic
driving

AI makes
proposals.

Artificial
Intelligence

High-value added
information, proposals,
or machine operation
instructions

by robots
Automaticproduction

What kind of society will it be? (1)Currently,
Cross-sectional sharing of
knowledge and information
is not enough, andcooperation is difficult.

Currently,

Society 5.0

IoT will connect all people
and things. New crosssectional values will becreated after sharing
knowledge and information.

Difficulties in tackling withissues such as the aging
society and depopulation inrural areas.

Innovations such as dronesand autonomous vehicles
will help people to overcome
issues related to the aging
population anddepopulation.

What kind of society will it be? (2)AI will free people fromtroublesome work ofanalyzing huge amountof information.
Currently,Finding and analyzing thenecessary information fromoverflowing information isdifficult and burdensome.

A use of robots,
automatic-driving cars,and other technologies
will expand possibilities.

Society 5.0

Currently,
Much work still relies on manpower
and faces with its own limitations.
The scope of work is restricted tosome due to old ages and disabilities.

(Note) Translated by the presenter. (Source) Cabinet office,https://www8.cao.go.jp/cstp/english/society5_0/index.html

Why will it be human-centered?
Daily life will beeasier and fun

Benefits to people of allages and genders
Providing a necessaryamount of goods andservices to people who needthem in a timely mannerHigh integration of
cyber and physicalspacesComfort

VitalityMore efficient use of time, being
relieved from cumbersome workSociety5.0High
qualitylife

Promoting economic
development and solutionsto social problems

More convenient, safe
and secure life(Note) Translated by the presenter. (Source) Cabinet office, https://www8.cao.go.jp/cstp/english/society5_0/index.html

Some concerns are:- Wouldn’t many of us be jobless?
- Could we catch up the speed of technology
advancement?
- Wouldn’t we be left with a sense of inabilities?
- Wouldn’t the technology divide create inequality?

➔ What are our strengths as human beings?

Future directions of education policies
Forms of learning will be also transformed in Society 5.0…
CurrentlyIn Society 5.0

Mass teaching➔More individualized learning

Study plan and contents based on
the grade levels➔

More individualized study plans and contents basedon their study logs, etc.

Study supports based on teachers’
understanding

More sophisticated study supports based on study
log records.

Mostly studying in the class of thesame grade➔

Learning beyond the grade levels, such as mixedaged, mixed-grade groups based on their abilities andtasks. More collaborative learning.

➔Diverse learning programs utilizing different
education resources and places.

Studying at the school premises(Source) Ministers’ Meeting on Human Resource Development for Society 5.0 (2018) Human Resource Development for Society 5.0: Changes to Society,
Changes to Learning, MEXT. http://www.mext.go.jp/b_menu/activity/detail/pdf2018/20180605_001.pdfc

Future directions of education policies should be:

1. Provide a variety of learning opportunities and spaces to achieve“fair, individually optimized learning”
2. Ensure that all children and students acquire fundamental
academic abilities, such as basic reading comprehension,
mathematical thinking, and information competency
3. Transcend the existing humanities/sciences divide(Source) Ministers’ Meeting on Human Resource Development for Society 5.0 (2018) Human Resource Development for Society 5.0: Changes to Society,Changes to Learning, MEXT. http://www.mext.go.jp/b_menu/activity/detail/pdf2018/20180605_001.pdfc

Vision• A regional research, advocacy and capacity building centre of
excellence in early childhood care & education and parenting

Mission• Enhance regional and global commitments to quality
early childhood care & education and parenting

Target Beneficiaries• children, parents, and families; Governments and policy agencies that
operate in the region. makers within the SEAMEO region; Professionals andpractitioners & Social entrepreneurs, CSOs and NGOs engaged in ECCEPServices; Researchers and research institutions and Other relevant partnersand donorSEAMEOCECCEPKey Functions of SEAMEO CECCEPto Deal with Inclusive Education
Become a research-hub that collects and analyses data,and disseminates information and expertise related toECCE and parenting within the SEAMEO member
countries.
Actively seek and engage with international research partners andrelevant networks to enhance the ‘quality’ and ‘relevance’ ofresearch within ECCE and parenting themes to tackle and copewith inclusion on education
Initiate and conduct training for ECCE stakeholders especially ECCE
teachers to have more knowledge and understanding on inclusive
education as well as disseminate good practices that has been
carried out by teachers across Southeast AsianSEAMEO CECCEP CORE ACTIVITIESCOPING WITH INCLUSION

1ADVOCACY &PARTNERSHIP

3• Survey of Teachers in Pre-Primary Education(STEPP)• Regional Documentation on Innovative
Financing Mechanism and Partnership for ECCE
• Joint Research between SEAMEO CECCEP andPLAN International Indonesia on Evaluating theEffectiveness of Parenting Programmes in orderto Support Children’s School Readiness••

International Seminar on Early Childhood Care
Education and Parenting: Children’s Well-being
and Effective Parenting in the Digital Era(Yogyakarta, November 14-17, 2017)
The 1st International Conference on Early
Childhood Care, Education and Parenting, 2019

RESEARCH &DEVELOPMENT•

2

•
•
•
•

TRAINING &CAPACITYBUILDING

Workshop on Aligning Perspectives withSEAMEO CECCEP’s Partner Organizations,
Workshop on ECCE and Parenting Education
Models Selection,Workshop on Learning Packages Development,
In Service Training for Teachers and Parents ofChildren with Autism,
National Teachers Training on Quality LearningEnvironment,

SEAMEO CECCEP FUTURE PLAN ON
INCLUSIVE EDUCATION• Expanding Access to a Quality ECCE by implements the result report ofregional documentation of Innovatyive Financing Mechanisms adnPartnerships on ECCE.
• Providing Quality ECCE means better teacher performances. UNESCO
Bangkok and SEAMEO has a guide on ECCE teacher competences
framework (TCF). Making sure that TCF has implemented in south east
Asia has tackle one issue that is improving quality ECCE teachers• Equipping teachers with understanding, knowledge and practices ofinclusive education by giving training, courses on inclusive education inpartnerships with other SEAMEO center or other organizations.

Thank You
www.seameo-ceccep.org

seameoceccep

seameoceccep

ceccep.seameo

secretariat@seameo-ceccep.org
Jalan Jayagiri No.63, Lembang.
Kabupaten Bandung Barat
40391 Jawa Barat, 20Indonesia