The Southeast Asian Ministers of Education Organization (SEAMEO) is a regional intergovernmental organization established in 1965 among governments of Southeast Asian countries to promote regional cooperation in education, science and culture in the region.

As an organization that has continued to nurture human capacities and explored the peoples’ fullest potential, the SEAMEO maintains its work and aspirations for development with peoples of the region to make lives better in quality and equity in education, preventive health education, culture and tradition, information and communication technology, languages, poverty alleviation and agriculture and natural resources.

The organisation’s highest policy-making body is the SEAMEO Council, which comprises the 11 Southeast Asian education ministers. The SEAMEO Secretariat is located in Bangkok, Thailand.

Vision : “The leading organization for enhancing regional understanding and cooperation in education, science and culture for a better quality of life in Southeast Asia”

Mission : “To enhance regional understanding, cooperation and unity of purpose among Member Countries for a better quality of life through the establishment of networks and partnerships, the provision of fora among policy makers and experts, and the promotion of sustainable human resource development”

Motto : “Leading through Learning”


Our Vision

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


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

–Conducting research that supports advocacy and capacity building among stakeholders of ECCE and parenting;

–Supporting the development of regional policy and programs;

–Building partnership networks of policy-makers, professionals and practitioners;

–Promoting sustainable human resource development in the SEAMEO region to benefit children, families and professional stakeholders in each member country


– Best Interest Children;

– Cultural, Social, economic, religious and gender sensitive;

– Social and community responsiveness;

– Inclusive Practice


– Children, parents and families.

– Governments and policy makers within the SEAMEO region.

– Profesionals and practitioner of ECCEP services.

– Social enterpreneurs, CSOs and NGOs enggaged in ECCEP services

– Researchers and research institutions in fields of ECCEP.

– Other relevant partners and donor agencies that operate in the region.


Children’s Wellbeing

The term children’s well-being carries, multiple meanings. In this centre, children’s wellbeing is inderstood as the fulfilment 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 incorporate material well-being, health and safety, educational well-being, family and peer relations, behaviour well-being, and subjective well-being. This requirea wellbeing to be considered not only from an adults’perspective but also from the perspective of the child

Curriculum and pedagogy: Enhancing Teacher’s Competencies

Curriculum and pedagogy are integral aspects of ECCE, incorporating the programs and practices that will support children’s learning and development. Research suggest that effective ECCE curricula are designed around principle of 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 sppropriate. And focused in continuity. To improve the quality of curriculum and pedagogy, teacher’s competencies and expertise need to be develop. At the same time, ECCE teachers need to be equipped with skills to each children during emergency setting.

Quality Learning Environment

The quality learning environment theme aims to understand the relationship between schooling environment and approaches, and children’s well-being. Reseach indicates that  a high-quality ECCE environment will provide a strong foundation for children’s future education and development. Undertsanding 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 facilties, teacher-to-student and teacher-to-teacher relationships and children’s experiences with their peer. The main objective of having good quality school is to provide an effective and safe learning environment for all children.

Policy and Programs for 21st  Century Learning

Educational policy is one of the discourses contributing to ECCE. Research n 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 analysing and comparing government policy on ECCE in Southeast Asia.

Participation and access in ECCE

Social justice is the centre of this theme. This theme is focused on ensuring the existing provision of universal acces 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.


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 view, 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 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 and so forth; event though the practice of collaborative parenting that includes grandparents for instance, is still common.

Parents, family and community engagement with education

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 activeties 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 contibutions.

Inclusive, culturally relevant and sensitive parenting education programs

Each family and community has their own circumstances that influence the way parents and children interact. Identification of positive value and wisdom communities in relation to appropriate parenting will enable culturally relevant parenting program development. This theme is particulary important for including parents from disadvantaged backgrounds such as parents from in indigenous communities, parents from low socioeconomic background, parents from minority groups and parents with children with special needs.

The nurturing family

The nurturing family is an integrative and holistic approach towards family that’s puts childrens need at the centre. Its aims to ensure the fulfilment of childrens 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.