Situation of Multicultural Education within Southeast Asia and Its Implications for e-learning

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1 Situation of Multicultural Education within Southeast Asia and Its Implications for e-learning Insook Lee Sejong University, R. of Korea Jeongmin Eom UNESCO APCEIU, R. of Korea Abstract: The project aims to collect data and information regarding the Situational Analysis of E-Learning System for Multicultural Education in Southeast Asia. From the data analysis, trends, issues and future efforts to promote multi-cultural education are presented in ASEAN perspective, along with possible barriers or support systems determining the rate of progress and changes in the conception and practices of multi-cultural education in formal education setting RESEARCH BACKGROUND Since its creation in 2000, in accordance with the agreement between the Government of the Republic of Korea and UNESCO, Asia Pacific Center for Education for International Understanding (APCEIU) has developed a series of educational materials on Education for International Understanding (EIU) for teachers and educators at primary, secondary and tertiary levels, teacher trainers, experts, and civil society leaders to promote and implement quality education towards a culture of peace in its Member States. To advance the local relevance and adaptability of the programmes and materials the Centre develops, APCEIU has been keen on collaborating with local and regional organizations. Such efforts include the development of Trainer s Guide in cooperation with UNESCO Office Bangkok ( ). For the year , APCEIU is launching three years project to develop the multimedia educational materials for teachers in the field of EIU in line with enhancing the quality of EFA (Education For All). Specifically, in 2007, the Situational Analysis of E-Learning System for Multicultural Education in Southeast Asia has been conducted in cooperation with SEAMEO SEAMOLEC.

2 The study essentially covers the situational analysis, which deals primarily with elaboration on general background of the educational systems, policy initiatives, and educational practices toward the use of e-learning in relation to multicultural education in Southeast Asian countries. This strategic study is expected to assist the involved parties in developing more effective instructional and multimedia materials to enhance multicultural education within the region, and to eventually promote quality education for all. RESEARCH METHODS AND PROCEDURES Country Report Research Questions and Methodology The country reports were written to describe the existing conditions as perceived by National Coordinators. The country report was expected to consist of the following: 1) General Background to provide an overview of educational system in each of the Southeast Asian country, including, goals of national education, the school system, and national curriculum guideline. 2) Current situation of e-learning system in school education to elaborate the actual and current situation of the use of e-learning in schools and education in each Southeast Asian country, including, the national policy on ICT education and e-learning, degree & types of ICT education and e-learning at each school level, and degree & types of ICT education and e-learning in teacher training. 3) Multicultural education in the education system to describe the implementation of multicultural education in each of the Southeast Asian country, including multicultural education within the curriculum framework, practical cases on multicultural education, and national policy on teacher education in general and on the multicultural education. 4) Summary and Recommendations: to provide a collective picture of all aspects as depicted in the national country reports, and steps to go forward on the issues. The reports were presented in the form of descriptive country profile, incorporating 9 countries, namely (in alphabetical order) Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia, Philippines, Singapore, Thailand, and Vietnam. The analysis of country reports was qualitative in nature, extracting the four organizing themes and synthesizing them into a regional picture. Furthermore, based on the conclusion, some policy recommendations were derived to enhance and better support the implementation of multicultural education in the region. Survey Research Questions and Methodology Research Questions The focus of the study was on identification of situations and needs as groundwork for the development of multimedia materials adaptable for teacher training and school use in multicultural education within SEAMEO member countries, along with possible barriers or support systems determining the rate of progress and changes in the conception and practices of multicultural education in formal education setting.

3 Specifically, the survey questions were to tap information on: 1) the policy of multicultural education in schools as well as in teachers training program, 2) availability of ICT infrastructure for multicultural education, 3) the teaching and learning environment of multicultural education at schools, 4) integration of multicultural education across subject matters, 5) level of knowledge of students on multicultural issues, and 6) supporting factors Sampling Procedures The survey employed purposive sampling procedure rather than random sampling technique, including experts in multicultural education program and policies in his/her country, as well as those who were recommended by senior administrators of participating institutions. 486 persons participated as respondents from 9 countries in Southeast Asia, i.e., 60 from Brunei Darussalam, 42 from Cambodia, 42 from Indonesia, 53 from Laos PDR, 45 from Malaysia, 77 from Philippines, 31 from Singapore, 76 from Thailand, and 60 from Vietnam. The respondents included administrators & teachers in selected basic schools (elementary, Junior and high schools), teacher educators/trainers in selected teacher training institute (including Faculties & Colleges of Education), director and researchers in key educational research institutes, leading scholars in multicultural education and related fields (civic educators, human rights educators, peace educators, specialists or NGO personnel involved in conflict resolution), specialists in key curriculum development institutes, and policy makers in Ministry of Education Methods and Instrument For the survey research, the main method of data collection is survey conducted with selected categories of respondent. The instrument for data collection is questionnaire using Likert scale items and open-ended items. Data analysis was done by descriptive analysis with percentile scores. The survey questions were categorized into: 1) individual and organizational profiles of respondents, 2) teacher training for multicultural education, 3) teaching and learning environment, 4) student profile, and 5) support factors. From the data analysis, current situation, trends, issues and future efforts to promote multicultural education are presented in ASEAN perspective, along with possible barriers or support systems determining the rate of progress and changes in the concepts and practices of multicultural education in formal education setting. Each item of importance and proficiency was designed with 3-point Likert scales, using values of 1 for not important/proficient and 3 for very important/proficient. Each item of availability, inclusion, and interest' was designed with 2-Likert scales, using values of 1 for not available/included/interested and 2 for available/included/interested.

4 FINDINGS Teacher Training for Multicultural Education Three infrastructures of hardware, software and humanware are basically available at teacher training site in the participating countries. As a whole, qualified instructors in teacher training in multicultural education (humanware) and a fast and reliable internet connection (hardware) turn out to be the two most important teacher training infrastructure for multicultural education. However, human-ware including qualified instructors in teacher training in multicultural education and skilled ICT & e-learning support staff to maintain multimedia training materials is perceived as the least available infrastructure. Teaching material development and student motivation techniques are the urgent training contents for teacher training in multicultural education in general. In terms of training methods, individual learning using multimedia materials and e-learning program using the Internet are the high needs for development for teacher training in multicultural education in the participating countries. Teaching & Learning Environment Infrastructure for multicultural education The participating countries urgently need human-ware including qualified teachers in multicultural education, skilled ICT support staff, and skilled personnel to assist in integrating ICT in classroom at school. In addition, a fast & reliable internet connection and adequate numbers of computers for students use might need continuous consideration as critical support systems for multicultural education at school site. Multicultural issues in formal education sector Multicultural & intercultural education might need more consideration for including in multicultural education curriculum. Moral and ethics education, environmental education, values education, citizenship/civic education, and cultural values education appear ongoing steady issues for teaching and learning multicultural education at schools in the participating countries. Instruction and learning methods for multicultural education Field trips, extra-curricular activities, and small group discussion might be ongoing steady instruction methods to be utilized for teaching and learning multicultural education at schools in the participating countries. However, research and field work appear to need more extensive use in multicultural education curriculum. Especially case-based learning/problem-based learning might need more consideration including in multicultural education curriculum. School subjects which include multicultural topics Perceived importance of including multicultural topics in subject areas and current inclusion for those topics in subject areas in general correspond. Considering the perceived importance and inclusion, Moral education,

5 History, National language, Social studies, and Citizenship/civics might need the high consideration including in teacher training as well as school curriculum for multicultural education. Student Profile Students proficiency level in key issues of multicultural education Students are in general not highly proficient with most of the issues of multicultural education. However, relatively more proficient issues are (1) moral and ethics education, (2) values education, (3) environmental education, (4) citizenship/civic education and (4) cultural values education. On the contrary, students are not very proficient in the issues of (1) interfaith dialogue education, (1) conflict resolution (3) dialogue civilization, (4) anti-discrimination education, and (4) Global interdependence In addition, the perceived proficiency level of each issue basically corresponds with the perceived importance and offering of each issue. This consistency might allow us to anticipate offering certain issues of multicultural education at school might lead students to enhance related proficiency level successfully. Students interest level in key issues of multicultural education Students are in general interested in most of the issues of multicultural education. Students high interests in Moral and ethics education, Environmental education, and Values education basically correspond with the perceived importance by the respondents (teachers only) and the current inclusion in the school curriculum. However, students are neither well accessible to nor clearly proficient with Multicultural/intercultural education. Considering this inconsistency, multicultural & intercultural education might need more consideration for including in multicultural education curriculum and teacher training program. Students interest level in instruction and learning methods Students prefer learner centered and ICT-based learning. Considering the perceived importance by respondents (teachers) and students preferences at the same time, field trips, extra curricular, and small group discussion might be the best and easiest instructional methods to be utilized for teaching and learning multicultural education at schools in the participating countries. Considering students preference in learning by ICT, individual learning using multimedia material, and networked computer based learning, those methods are still to-be-utilized for multicultural education. However, there might be a high possibility that students interests heavily depend on teachers ability. In fact, this implies the importance of teacher training in instruction and learning in the area of multicultural education. IMPLICATIONS AND SUGGESTIONS FOR MULTICULTURAL EDUCATION IN SOUTHEAST ASIA The analysis of the national reports and survey suggested some important trends, issues, and future efforts to be considered for promoting multi-cultural education in the participating countries, as follows:

6 Implications All countries within the Southeast Asian region perceive multiculturalism as an important issue, which has to be dealt with more seriously through education of the youth. Although the term multiculturalism is interpreted and perceived differently by each nation, there seems to be core values such as appreciation of the differences among communities, religious beliefs and cultural heritages that need to be learnt and understood in order to live harmoniously among participating groups. The students of the participating countries perceive multicultural education is very important and in general they are interested in most of the issues of multicultural education. Students high interests in moral and ethics education, environmental education, and values education basically correspond with the perceived importance of the issues by the teachers and the current practices of inclusion of those issues in the school curriculum. However, the students indicate relatively low proficiency with most of the issues of multicultural education. Furthermore, multicultural & intercultural education is recommended to be included in school curriculum and teacher training program, considering its perceived importance, students low access, and low proficiency. Moreover, moral and ethics education, environmental education, values education, citizenship/civic education, and cultural values education appear to be recurring issues for teaching and learning of multicultural education at schools in the participating countries. No country has specific subject in the curriculum called multiculturalism. Rather, each country tried to integrate important concepts of multiculturalism into different subjects in the curriculum, from lower primary to higher education. The typical school subjects which include multicultural topics are moral education, history, national language, social studies, and citizenship/civics. In fact, the rates of integration appear slightly different among the countries, probably depending on their values and social system. This dispersion and diversity might result in barriers in developing teacher training programs for multicultural education which are commonly operating for all the participating countries as well as selecting right target audience from the participating countries. In order to overcome those barriers and serve the best to divergent needs and situations of the countries, it is highly recommended that APCEIU will conduct further analysis on common training contents, under the premise of including teaching material development and student motivation techniques for multicultural education. Field trips, extra-curricular activities, and small group discussion are the most reported instructional methods used for teaching and learning multicultural education at schools in the participating countries. However, research and field work will need more consideration to be included in multicultural education curriculum. As a matter of fact, students prefer learner-centered and ICT-based learning. Considering students preference in learning using ICT and game activities, those methods are potentials to be utilized more intensively for multicultural education. However, there might be a high possibility that students interests heavily depend on teachers ability. In fact, this implies the importance of teacher training in instruction and learning in the area of multicultural education. The use of ICT and e-learning in introducing and developing the concept of

7 multiculturalism is still in early and experimental stage, so the challenging tasks ahead is probably to compile more of success stories with this piecemeal approach done in each country to build the bigger picture of ICTbased multicultural education in the region. It seemed that all Southeast Asian countries attempt to develop their ICT capacity and e-learning models, although some countries have been advancing more than the others. Not all of the participating countries have sufficient ICT or e-learning infrastructure in multicultural education. Considering a fast, reliable internet connection and adequate numbers of computers for students use are critical support systems for multicultural education at school site, some of the countries need to ensure the provision of hardware infrastructure for multicultural education at school site. Fortunately, all the participating countries seem to agree and ready to support the multicultural education through ICT and e-learning with their strong commitment to develop massive hardware procurement to optimize the integration of multiculturalism into various subjects in all levels of education. Although some countries have more advanced stages than the others, the needs for humanware at school including qualified teachers in multiculture education, skilled ICT support staff, and skilled personnel to assist in integrating ICT in classroom are shared to be urgent for the participating countries. Considering its importance and low availability, teacher training program is perceived the most urgent support system for the participating countries to successfully implement multicultural education. Almost all nations view the importance of introducing and developing multiculturalism through teacher education programs, since teachers are at their best position and play strategic role to cultivate the idea of multicultural education into practical learning experiences. It is the strategic area to begin with faster results to be expected for multicultural education to take place. It has been noted that qualified instructors for teacher training in multicultural education (humanware) is the most important teacher training infrastructure but the least available infrastructure. As a whole, shortage for teacher trainers in multicultural education can be a critical barrier against the implementation of teacher training programs in a short term and the implementation of multicultural education at school in a long term. Teaching material development and student motivation techniques are the core contents for teacher training in multicultural education. In terms of training methods, e- learning program using the Internet and individual learning using multimedia materials are reported to be needed highly for development for teacher training in multicultural education in the participating countries. Suggestions Based on the results of this study, it is highly recommended to advance the experimental or trial stage in each Southeast Asian country in the use of e-learning for multiculturalism since the region urgently needs to promote and face the issues of multiculturalism in more concerted and systematic ways. The organization such as UNESCO-APCEIU and SEAMOLEC could play the role in assisting those countries in the development and promotion of educational materials and technology to address the issues. The Southeast Asian countries need to explore the possibility of collaboration in developing the use of e-learning

8 for multicultural education; for example: building an e-learning repository to collect all learning object materials on multiculturalism from each Southeast Asian countries for the purpose of shared-use by educators in Southeast Asian countries. Each teacher/educator and even students in Southeast Asian countries can contribute to deposit a learning object or learning materials of multiculturalism. A wide range of learning materials can be deposited in a virtual e-learning repository as open educational resources for the use of everybody (Southeast Asian educators, students, and even worldwide people). This will assist the advancement effort of each Southeast Asian country in a more rapid way, no need for duplication effort, and it can tap the richness of Southeast Asian culture. The country reports also noted that integration of multiculturalism across subject matter/curriculum has not been an easy task to do for teachers. Teacher education programs need to incorporate this issue and equip preservice teachers with the integration skills. Examples of integration from various countries are needed, preferably linked to the e-learning repository, in order to facilitate in-service and pre-service teachers with their capacity building. Professional development of teachers in this regard must be a national policy of the country. Meanwhile, trainings can be done virtually/online or face-to-face training. As the development of virtual training courses are in great demand, SEAMOLEC could provide its expertise and assistance for this is one of the e-learning actions that this organization is established to carry out at the regional level. REFERENCES Banks, J. A. & Banks, C. A. M. (Eds.)(1993). Multicultural education: issues and perspectives. (2nd Ed.) Boston: Allyn and Bacon, Baruth, L. G. & Manning, M. L. (1992). Multicultural education of children and adolescents. Boston: Allyn and Bacon. Bennett, C. I (1995). Comprehensive multicultural education: Theory and practice (3 rd ed.) Boston: Allyn and Bacon. Fullinwider, R. K (Ed.) (1996). Public education in a multicultural society: Policy, theory, critique. New York: Cambridge University Press. Ng, R., Staton, P., and Scane, J. (Eds.) (1995). Anti-racism, feminism, and critical approaches to education. Westport, Conn.: Bergin & Garvey. Sinagatullin, I. M. (2003). Constructing multicultural education in a diverse society. Maryland: Scarecrow Press.

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