SEA-PLM 2024 Fact Sheet

Long title
Southeast Asia Primary Learning Metrics (SEA-PLM)
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Frequency of data collection
Every 5 years
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Previous cycles
2019
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Schedule

  • 2021–2022 (August–December): framework development
  • 2021–2022 (August–December): instrument development
  • 2023 (April–May): field trial – data collection batch 1 countries
  • 2023 (August–November): field trial – data collection batch 2 countries
  • 2024 (April–May): main survey – data collection batch 1 countries
  • 2024 (August–November): main survey – data collection batch 2 countries
  • 2025 (December): release of international public report and national public datasets
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Objectives
  • Generate reliable data and evidence for monitoring learning outcomes across and within countries.
  • Understand what factors facilitate or hinder effective learning of children along their school journey.
  • Promote cross-border exchange on learning and education policies.
  • Build the capacity of participating countries to design and conduct solid learning assessments.
  • Strengthen national education stakeholders’ capacity to analyze, interpret, and use learning outcomes data.
  • Help countries to identify, prioritize, and address educational challenges in key policy areas, such as curriculum development, resource allocation, pedagogical practice, and planning at national and sub-national levels.
  • Contribute to countries’ efforts to achieve Sustainable Development Goal (SDG) 4; in particular, track progress on foundational learning (SDG 4.1.1) and knowledge and skills related to global citizenship (SDG 4.7).
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Assessment domain(s)
  • Reading literacy
  • Writing literacy
  • Mathematical literacy

Note: For this new round, the global citizenship domain originally embedded in SEA-PLM 2019 as a standalone domain was included in SEA-PLM 2024 as a broader, inclusive, and organic dimension: essential skills.

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Study framework (summary)
Assessment or survey framework

​​​Reading literacy

  • Content
  • Process  
  • Context

Writing literacy

  • Content
  • Context
  • Process

Mathematical literacy

  • Context
  • Process
  • Content

 

Contextual framework

Student questionnaire

  • Student characteristics
  • Home background
  • Students’ school
  • Students’ perceptions of key learning domains and other skills

  

Parent questionnaire

  • The respondent of the questionnaire
  • Characteristics of the household
  • Family support for the child during the COVID-19 pandemic

  • Characteristics of the child

     

School questionnaire

  • Characteristics of the school principal
  • School characteristics
  • School facilities and resources
  • School teaching practices and policies in key learning domains and other skills

  • School community context

     

Teacher questionnaire

  • Teacher characteristics
  • School climate
  • Teaching of students

 

System questionnaire

  • Basic education structure and population
    • Education structure
    • Primary education student population
  • Curriculum and quality assurance policies in primary education
    • Prescribed instruction time
    • General targets and standards
    • Differentiated curriculum and instruction strategy
    • Curriculum delivery and facilitation
    • Literacy curriculum
    • Numeracy curriculum
    • Quality assurance and performance monitoring
    • Learning assessments
  • Teacher policy and workforce
    • National teacher policy – main features
      • National teacher policy framework
      • Teacher standards and accountability
      • Teacher recruitment, training, and retention
      • Teacher deployment and induction
      • Teacher support and professional development
      • School leaders
    • Teacher supply and workforce management
    • Teachers in schools and working conditions perceptions
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More information on study framework
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Participating entities

Number

7 countries conducted the main data collection. One country withdrew before the release of the public international report and national datasets.

 

List

Cambodia, Lao PDR, Malaysia, Myanmar, Philippines, Viet Nam. Timor-Leste withdrew from the final report and dataset public release.

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Target population and sample (summary)

Target population
All students enrolled in the grade that represented five years of schooling, counting from the first year of ISCED Level 1, referred to in SEA-PLM as Grade 5

 

Sample

  • Intended per country
    • At least 4,000 assessed students
    • A minimum of 150 schools
    • One Grade 5 class per school
  • Achieved
    • Between 150 and 210 schools
    • Between 4,500 and more than 6,700 students
    • Across all countries: more than 38,300 students
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Data collection techniques and instruments (summary)

Student achievement tests

  • Paper-and-pencil assessments of students’ mathematical, writing, and reading literacy
  • 18 rotated booklets per language version

 

Background questionnaires

  • Included the following paper-and-pencil instruments:
    • Student questionnaire
    • Parent questionnaire
    • Teacher questionnaire
    • School questionnaire
  • Additionally included:
    • Online system questionnaire
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Initiator
SEAMEO, UNICEF
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Study director(s)
SEAMEO, UNICEF
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Study website(s)
SEA-PLM website
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Contact

Southeast Asian Ministers of Education Organization Secretariat (SEAMEO)

Mom Luang Pin Malakul Centenary Bldg

920 Sukhumvit Road

Bangkok 10110

Thailand

Email: seaplm (at) seameo.org

Phone: +66 (0) 2391-0144

Fax: +66 (0) 2381-2587

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Related studies
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Sources
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