INNOTECH _ERIO & LMO Contributions on 7 Priority Areas of

EDUCATIONAL RESEARCH AND INNOVATION OFFICE (ERIO) and LEARNING MANAGEMENT OFFICE (LMO)May 27, 2016

SEVEN PRIORITY AREAS OF SEAMEO

OFFICE ERIO’s and LMO’s CONTRIBUTIONS (PROJECTS)Completed Projects

(2012-2015)On-Going Projects

(FY 2015-2016)Planned Projects (FY 2016-2020)

1.Achieving Universal Early Childhood Care and Education

Educational Research

and Innovation

Developing the Philippine ECCD Learning Framework

State of the Art of Day Care Service in the Philippines – A Survey Research

Tracking the Performance of Children in the National Capital Region under the Six-Week Summer Program

Study on the Effects of ECCD Program on Learning Experience and Performance of Kindergarten Pupils through Grade 2 (Longitudinal Study)

Development of Learning models for ECE for SPED and differently-abled learners

Regional Research on Achieving Inclusive ECCD in Southeast Asia

Assessment of at least one good/new practice in improving teaching and learning for ECCE (e.g., Inquiry-based); contextualized and/or modified to actual needs of interested developing SEAMEO member country.

Learning and

Capacity Building

Leading and Managing an Integrated ECCD Program (Phase: 1 February 15-19, 2016; Phase 2 February 20-April 26, 2016; Phase 3 April 27-29, 2016)

Delivered via blended learning approach, this program was designed for the 30 City and Municipal Social Welfare and Development Officers (C/MSWDOs) in selected areas of Luzon. The objective is to strengthen their roles and competencies in leading and managing an integrated ECCD

Three more batches of this program is lined up for the next fiscal year to cover the remaining 180 City/Municipal Social Welfare and Development Officers coming from various provinces of the country

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program in their respective areas.

Phase 1 provided the context of the program and sharpened the competencies of the C/MSWDOs to deliver high quality integrated ECCD services. Phase 2 was the practicum phase, where the participants applied the learning gained from Phase 1 and worked on an identified ECCD practice. Phase 3 allowed for higher level of discussion and reflection based on the actual application of learning on the ground, highlighted by the documentation and sharing of good and working ECCD practices, like building partnerships with ECCD community stakeholders, community-based capacity building of the child development workers, participatory assessment of child development centers, and developing ECCD champions.

This program was done in partnership with the Philippine ECCD Council.

HEALTHeXCELS (Excellence in Managing Health Programs in the School for SEA School Heads) Flexible Learning Materials and Course Development Project

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Development of two self-instructional modules, “Module 1: Champion Health Management in School” and “Module 2: Manage School Health Programs”. HEALTHeXCELS is a flexible learning course anchored on promoting universal early childhood care and education with school health as an important component.

Implementation/Pilot of HEALTHeXCELS flexible learning course

Upon the completion of the course materials, HEALTHeXCELS was pilot-tested to selected/interested SEAMEO-member countries.

The future nationwide rollout of the HEALTHeXCELS flexible learning course is currently under negotiation with the Philippines’ Department of Health (DOH).

7.Addressing Barriers to Inclusion


and Innovation

Flexible Learning Options for Alternative Delivery Modes

Regional Research on Models of Secondary Level Alternative Delivery Modes

Aligning the IMPACT materials with K to 12 Curriculum of the Philippines

Developing a Toolkit to Promote the Enhancement and Expansion of Secondary level ADMs in Southeast Asia

Assessment tools to identify students at risk of dropping out (SARDOS)

Indigenous knowledge and practices to promote sustainable development in school communities

A blended learning model for the formal secondary level (lower and upper)

Case Studies of Effective Inclusive Schools in the Philippines (2015)

Strengthening Education System for Out-of-School Children (OOSC) (2015)

Launch of the National EFA Report cum Summit on Strengthening the Grand Alliance for Education for All (2015)

ERI-Funded Project ADM K to 12 Research Report SIREP Research Project Scoping Study

Into Southeast Asian School-Based Approaches to Rights-Based Education

Early Grade Reading Assessment (EGRA) / Early Grade Mathematics Assessment (EGMA)

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Cambodia Benchmarking Visit on Students’ Loans and Scholarship Programs in the Philippines (2015)

Literacy Policy Dialogue Workshop for the 2014 EGRAs (2014)

The Kariton (Pushcart) Classrooms in the Philippines

A Case Study on EFA Promising Practices in the Asia-Pacific Region (2013)

Learning to Live Together through Education in the Asia-Pacific Region (2013)

Data Mining of Language Assessment for Primary Grades (LAPG) 2015 Results

Evaluation of Open High School Program (OHSP) in the Philippines (2013-2015)The comprehensive study evaluated the effectiveness and limitations of OHSP as an ADM strategy and how it could be strengthened and aligned with the new K to 12 education curriculum of the Philippines.

Technical Assistance to Philippine DepEd re: Monitoring of Senior High School (SHS) Modelling in the Philippines (2013-2014)The study documented the progress and results of the SHS modelling in seven schools for future adaptation and replication in other high schools which are ready to offer the SHS by school year 2016.

Small Schools Management for Lifelong Learning -2012

Case Study on Open High School Program as an ADM in the Philippines (2015-2016)Aims to develop case studies on open high school program as part of the Center’s Flexible Learning Options for Alternative Delivery Modes in Southeast Asia

Regional Fit for School: Phase II (FY 2016-2019) The second phase aims to ensure that minimum standards for Water, Sanitation and Hygiene in Schools (WinS) are implemented sustainably and at large scale in selected Asian countries.

Mindanao Youth for Development Project, a.k.a. MYDev Project (2013-

Assessment of at least one model (e.g., rights-based education) promoting social protection for inclusive education; contextualized and/or modified to actual needs of interested developing SEAMEO member country by end of FY 2018-2019.

Assessment of at least one model that promotes adult education for community development (e.g., DELSILIFE); contextualized and/or modified to actual needs of interested SEAMEO member country by end of FY 2019-2020.

Document adaptation of working models of ADMs to the new reform contexts of DepEd (e.g., Open High School and ALS) by

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This action research project aimed to document lessons learned and ascertain policy implications for replicable models of managing small schools in disadvantaged and indigenous communities in Lao PDR, the Philippines, and Malaysia. All major activities were completed which include: 1) consultation meetings with stakeholders: MOE officials, school directors, teachers and parents; 2) training on Collaborative Management of Small Schools, and 3) monitoring and documentation of best practices.

Regional Fit for School Program: Phase I (2012 to 2015)SEAMEO INNOTECH and GIZ provided technical leadership to MOE Cambodia, Indonesia, Lao PDR and Philippines to: strengthen the school health

programmatic activities of SEAMEO INNOTECH within the framework of decentralized educational management;

strengthen school health capacities at the national and sub-national levels; and

support government partners in scaling up the Fit for School interventions beyond the 45 model schools in Cambodia, Indonesia, and Lao PDR.

Regional Study of WASH (Water, Sanitation, and Hygiene) in Primary Schools

2018), in cooperation with USAID/Education Development Center (EDC)The Center-wide project aims to contribute to peace and stability in Mindanao through improved life skills, increased civic engagement, strengthened local governance, and increased employability for vulnerable out-of-school-youth in selected conflict-affected areas in Mindanao.

EO FY 2017-2018 Document adaptation of best practice in

p romoting health and education convergence contextualized and/or modified to actual needs of interested developing SEAMEO member country: Regional Fit for School by end of FY

2016-2017 WASH in Schools by end of FY 2017-

2018 School Health & Nutrition by end of

FY 2018-2019

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in Southeast Asian Countries, in cooperation with UNICEF-EAPRO (2012-2013)The study assessed the critical areas of support needed by primary schools in terms of toilet construction and provision of water supply to enable them to improve quality of learning, health status and participation of school children in the region.

Learning and Capacity Building

Capacity Building for USAID’s Mindanao Youth for Development Program (MYDev)

SEAMEO INNOTECH partnered with the Educational Development Center, Inc.(EDC) in the implementation of MYDev (Mindanao Youth Development), a five-year USAID program which supports peace and stability in Mindanao through improved life skills, increased civic engagement, strengthened local governance, and increased employability of vulnerable out-of-school youth in eight (8) conflict-affected areas. SEAMEO INNOTECH’s deliverables are focused on the Program Component: Increase youth access to education through the

SEAMEO INNOTECH is a member of a regular gathering of organizations who are implementing programs on OSC/youth whose objective is to have a mechanism to share and exchange programs, resources and expertise on OSC/Youth. A more definite line up of programs will be drawn when the group meets again in July 2016.

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Department of Education’s Alternative Learning System (ALS).The key accomplishments completed for this reporting period are as follows:

1. Strengthening Capacities of Key DepEd ALS Implementers (September 2014, April 2015, November 2015)

This program was delivered in 3 phases covering the following competency areas designed for fifty-five (55) DepEd ALS implementers: Updates on the ALS under the K to

12 program Designing community-based

learning interventions Community-based teaching-

learning strategies Community engagement/building

partnerships Monitoring and evaluation ALS instructional supervision

Learner Assessment

Another batch of capacity building program for the DepEd ALS implementers will be conducted in November 2016 which aims to integrate and strengthen the learning in the previous sessions and identify mechanisms to sustain the gains

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2. Capacity Building Program for the OSYDA OSY Development Alliance) (September 2014, August 2015)

OSYDA is a mechanism created under MYDev program designed to become the engines for youth and civic development in their communities. The following activities were conducted for almost 120 members of OSYDA in the covered areas of the project: OSYDA Development Planning

Workshop facilitated the drafting of the individual municipal OSY development plan (September 2014)

OSYDA Summit which highlighted the good practices on OSY development (August 2015)

Another batch of OSYDA Summit will be conducted in August 2016

Leadership Seminar for the Women of Malabon (January 23, 2015)

Twenty-three (23) women leaders took active part in the One-day Leadership Seminar for the Women of Malabon. This activity enabled them to rediscover their

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individual and group strengths and gifts which further enhanced their capacity to lead development initiatives in their respective barangays.

SEAMEO INNOTECH organized the seminar upon request of Former Senator Oreta, which is part of the Center’s community outreach initiatives.

Non-formal Education Program Management and Accreditation for Education Officials from Nepal (24-28 November 2014)

In partnership with World Education Nepal, SEAMEO INNOTECH organized a five-day program for 12 education officers who are involved in NFE programs in Nepal. The participants were able to gain better understanding about the Philippine NFE framework,

its accreditation and equivalency systems and they were able to identify good practices in the Philippine NFE system, program development and management processes and approaches which can be adapted to the context of Nepal

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SEAeXCELS (Excellence in Promoting the Southeast Asian Community for SEA School Heads) Flexible Learning Materials Development Project

Development of two self-instructional modules, “Module 1: Develop an Awareness and Understanding Of the Southeast Asia Community In Oneself and “Module 2: Cultivate an Awareness and Understanding Of the Southeast Asia Community Among Stakeholders”. These modules are anchored on promoting an understanding of the Southeast Asian Community and addressing barriers to inclusion in the region.

Implementation/Pilot of SEAeXCELS flexible learning course SEAeXCELS (Excellence in Promoting the Southeast Asian Community for SEA School Heads) is a flexible learning course anchored on promoting an understanding of the Southeast Asian Community and addressing barriers to inclusion in the region.

Upon the completion of the course materials, SEAeXCELS was pilot-tested to selected/interested SEAMEO-member

The future nationwide rollout of the SEAeXCELS flexible learning course is currently under negotiation with the Philippines’ Civil Service Institute (CSI).

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countriesASEANeXCELS (Excellence in Promoting the ASEAN Community for SEA School Heads) Flexible Learning Materials Development Project

Under this project, the SEAeXCELS self-instructional modules were tweaked to focus more on the ASEAN Community instead of the whole Southeast Asian region.

11. Resiliency in the Face of Emergency


and Innovation

ADM for Education in Emergencies

Building Disaster and Conflict-Resilient Communities and Schools in the Philippines: A Study Visit of Government Officials from Papua New Guinea (2014)

Experts Meeting on Climate Change Education for Sustainable Development in the Asia-Pacific Region (2014)

Regional Consultation Meeting on Education and Resilience in East Asia and the Pacific Developing Guidance for Programs and Policies That Promote Social Cohesion and Comprehensive School Safety (2014)

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Regional Conference on Education in Emergencies (EiE) and Disaster Preparedness Ensuring Education Continuum in Emergencies (2014)

Toolkit for Building Disaster-Resilient School Communities in Southeast Asia, a.k.a. DRRM Toolkit (Phases I and II 2012-2014)

intended for DRRM coordinators, school heads and teachers to help them coordinate, set up, maintain and sustain effective DRRM programs in their school communities

completed print, PDF and e-book versions of the DRRM Toolkit

Conducted information dissemination in Myanmar, Laos, Vietnam, Cambodia, Thailand, and the Philippines

School Disaster Risk Management (SDRM) Guidelines for Southeast Asia (2015-2016)

developed in partnership with the ASEAN Safe School Initiative (ASSI) to support school-based risk assessment and planning, educational continuity planning, and development of response skills and response provisions

intended for school administrators, teachers, support staff, and other individuals involved in emergency and disaster management at the school and local community levels

World Wide Views on Climate and Energy – Philippines (2015)A Center-wide event organized and funded by

DRRM Toolkit (Phase III) Aims to 1) conduct additional DRRM Toolkit information dissemination in selected disaster-prone areas in the Philippines, and 2) develop the second edition (e-copy/PDF) of the toolkit to update its content to include information that are specific for different levels of stakeholders (e.g., national and sub-national level, school level).

Document adaptation of w orking models of School-based Disaster Risk Reduction and Management (DRRM and Education in Emergencies) in schools and non-school learning environments; contextualized and/or modified to actual needs of high risk communities in Southeast Asia by EO FY 2020-2021.

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the Danish Board of Technology Foundation and the Embassy of France in Manila, the conference gathered one hundred citizens from the country to talk about climate change as input to the 2015 UN Climate Conference of Partners (COP21).

Learning and Capacity Building

World Wide Views on Climate and Energy (June 6, 2015)

Last June 6, 2015 a citizen consultation was conducted by SEAMEO INNOTECH to explore the Filipinos appreciation on a crucial global issue of climate change. This consultation was funded in part by the French Government through the Ministry of Ecology, Sustainable Development and Energy, the French Embassy in the Philippines and SEAMEO INNOTECH.

The citizen consultation in the Philippine formed part of the 76-country consultation that took place last June 6. It provided an avenue for lay citizens to voice their views and be heard as national negotiators convene for a new and universal climate change agreement under the UN Framework Convention on Climate Change (UNFCCC) in Paris, France on December 2015.

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Blended Learning Course for School Leaders and Managers on Excellence in Leading Resilient Schools in Southeast Asia (Phase I: June 16 to 18 July 2014; Phase II: August 4-15, 2014; Phase III: September 15-26, 2014)

SEAMEO INNOTECH conducted the pilot offering of the blended learning program on Excellence in Leading Resilient Schools in Southeast Asia attended by fifteen (15) school leaders from seven SEAMEO-member countries. The program which ran in three phases was able to enhance capacity of school leaders in transforming school-community as the focal point in disaster risk reduction and management. The program consisted of a series of online and face-to-face learning activities enabled the participants to share, learn and reflect on practices of promoting safe school and disaster resiliency.

Learning Session on Disaster Management for Senior Officials of the Bangladesh Fire Service and Civil Defense Directorate (24-27 August 2014)

SEAMEO INNOTECH in partnership with Training and Technology Transfer (TTT), Ltd,

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organized this learning session for eight (8) Senior Bangladesh Officials, conducted from August 25-27, 2014. This program was part of a 3-country study visit program that included China, the Philippines and Thailand. The program enhanced the participants’ understanding and appreciation of the Philippines’ policies, good practices and experiences in disaster management, fire fighting and civil defense activities.

LEADeXCELS (Leading Education in Emergency Situations for SEA School Heads) Flexible Learning Materials Development Project

Development two self-instructional modules, “Module 1: Lead in Building a More Resilient School” and “Module 2: Manage Continuing Learning”

LEADeXCELS Philippine Edition Flexible Learning Materials Development Project

The self-instructional modules of LEADeXCELS was tweaked to capture the contextual realities of the Philippines because the course will be for 500 school

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heads in the country.

Implementation/Pilot of LEADeXCELS flexible learning course

LEADeXCELS is a flexible learning course anchored on equipping school heads and administrators with the competencies needed in performing their roles in school disaster risk reduction and management (DRRM). The course also enables the school heads and administrators to apply the concepts learned to ensure that student learning continues during and after a disaster.

Upon the completion of the course materials, LEADeXCELS was pilot tested to selected/interested SEAMEO-member countries.

The future nationwide rollout of the LEADeXCELS flexible learning course is currently under negotiation with the Philippines’ Department of Education to be participated by 500 school heads.

LEADeXCELS500

Implementation of Training of Trainer for the Flexible Learning Tutors for the LEADeXCELS500.

A total of 20 potential FLTs participated in the course. They will later be designated in the complete rollout of the LEADeXCELS500.

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14. Promoting Technical and Vocational Education and Training


and Innovation

Technical Support to SFI’s Workforce Development Initiative on the “Review of the Philippines KeyTrain Effectiveness Study” (2014)SEAMEO INNOTECH was commissioned by the Servicio Filipino Inc (SFI Group), a private human resource company, to enhance the data analysis, findings and recommendations of the draft report on ACT Career Curriculum- KeyTrain Effectiveness Study. The study is focused on evaluating the design of the curriculum and pilot-training of high school students using the ACT competency framework for workforce development and the K to 12 curricula.

Development of a Guidebook on Multiple Career Development Pathways for DepEd’s Career Advocates

Aims to supplement the existing career guidance resource materials of DepEd for Career Advocates in the Philippines.

Modify Career Preparation with ACT-Work Keys Assessment System (FY 2016-2017)

Assessment of Special Program in Foreign Language (SPFL) in Spanish in 2014 (Elective Course for Call Center Specialization)SEAMEO INNOTECH conducted an assessment of teaching Spanish as part of DepEd’s Special Program in Foreign Language to inform decision for future expansion of SPFL in Spanish in preparation for the Philippine K to 12 program.

Project APEX-Cebu (2008-2013) or Applied Academics for ExcellenceThe project aimed to improve the job and livelihood prospects of high school

Modify APEX Contextual teaching and learning (CTL) with inquiry-based learning (FY 2017-2018)

Modify Entrepreneurship with Community-based Adventures for Lifelong Learning (CALL) (2018-2019)

Assess/scale-up working models of Senior High School to support/enhance DepEd’s new K to 12 reform program by EO FY 2018-2019

Document adaptation of good practices of Spanish language program implementation to other DepEd’s foreign language

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students by developing their basic workplace and entrepreneurial competencies which are aligned with the development requirements of the community. Academic teaching and learning utilize the workplace, entrepreneurship, and the community at large as learning contexts to enrich the student’s learning and development, and ingrain in them a sense of civic responsibility early on in life.

programs for Senior High School students by EO FY 2019-2020.

16. Revitalizing Teacher Education


and Innovation

Developing a Competency-Based Continuing Education Program for Southeast Asian Teachers

Establishment of Education for Sustainable Development (ESD) Network of Teacher Education Institutions (TEIs) (2013)

Supporting Competency-Based Teacher Training Reforms to Facilitate ICT-Pedagogy Integration (2015)

Study on Quality of Multigrade Education Program in the PhilippinesRespond to DepEd-PMS’s request to evaluate the quality of Multigrade Education in disadvantaged communities in the Philippines to include teacher education in particular.

Learning and

Capacity Building

Forum on Celebrating the Teacher in Us: “Journeying as Teaching, Teaching as Journeying”

This is a yearly activity of the Center in partnership with Metrobank Foundation’s Network of Outstanding Teachers and

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In observance of the National Teachers’ Month, SEAMEO INNOTECH in partnership with the Network of Outstanding Teachers and Educators (NOTED)1 organized a half-day forum to celebrate and honor the teaching profession. It provided an avenue for teachers, to share and learn from each other’s experiences, as well as recognize and celebrate achievements in their respective teaching milestones. A total of 202 participants attended the Forum, which included teachers, student/ practice teachers, education managers and other partners in education.

Study Visit Program on Capacity Development for Education for All (CapEFA) for Lao PDR: Capacity Building Support for Teacher Education in Lao PDR (Sponsored by UNESCO Bangkok) March 19-23, 2013

SEAMEO INNOTECH in partnership with UNESCO Bangkok under the program “Capacity Development for Education for All (CapEFA) for Lao PDR: Capacity Building

Educators (NOTED).

Under the 9th FYD, the center will offer its Certificate Course on Teacher Leadership to selected school leaders in the 11 member countries.

The Certificate Program on Teacher Leadership aims to enhance the knowledge and skills of teacher-leaders to enable them to create greater educational impact without necessarily leaving the classroom. Anchored on the identified critical competencies for a high performing teacher-leader in the Region, this modular program will also be delivered via blended learning approach using a combination of online dialogues and face to face interaction. The different components of this program will deepen teacher-leadership skills that will not only improve student learning but also influence successful practice among their peers and eventually shape the culture of their schools.

1 NOTED is an honor society composed of Metrobank Foundation Inc. (MBFI) Outstanding Teacher Awardees. MBFI conducts an annual search that recognizes the country’s best mentors who can be upheld as models not only for educators but for other community members as well.

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Support for Teacher Education in Lao PDR” organized a High-Level Study Visit Program to the Philippines. This 3-day study visit provided the participants’ insights from the Philippine teacher training and development, performance evaluation and management and quality assurance of teachers that will help improve teacher education services in Lao PDR.

GURO 21 (Gearing Up Responsible and Outstanding Teachers in Southeast Asia for the 21st Century) Flexible Learning Materials Development Project

Development of four self-instructional modules that focused on the following teacher competencies: facilitating 21st

century learning and developing higher order thinking skills.

Development of the BASA Learning Action Guide (LAC) Facilitator’s Guide

This Guide intended to equip both school principals and teachers new and innovative ways of facilitating pupils’ acquisition of reading skills.

GURO21 (Gearing Up Responsible and Outstanding Teachers in Southeast Asia for

The GURO21 Course 1 is currently being implemented in two ways: (1)

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the 21st Century): Course 1

GURO21 Course 1 is a flexible learning course that focuses on gaining knowledge on new learning perspectives in the 21st

century. The course also promotes the professional and personal readiness of teachers so that, in turn, they would be able to help their students become 21st century-ready.

With the completion of the course materials, GURO21 Course 1 was pilot-tested to selected/interested SEAMEO-member countries.

Public Offering or direct invitation to DepEd Regional Offices or via individual enrollment; and as (2) Technology Transfer to selected DepEd Regional Offices, with the selected staff of the DepEd Regional Offices being trained as Program Implementers for their own region-wide rollout of the course.

GURO21 Course2: Developing Higher Order Thinking Skills (HOTS)

GURO21 Course 2 is a flexible learning course that focuses on the application of competencies to apply many of the thinking tools in their own lives as teachers. It also purports to prepare teachers well to teach these skills to their students by creating thinking classrooms that utilize higher order thinking skills.

Upon the completion of the course materials, GURO21 Course 2 is now

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being pilot-tested to selected/interested completers of GURO21 Course 1 from DepEd Region XI.

Technical Assistance in the development and delivery of the BASA Pilipinas’ online course for the new K-3 Teachers in the Philippines.

Assisted BASA Pilipinas in the development of their online course entitled: “Effective Literacy Instruction for New K-3 Teachers”. This is a nine-week course that aims to help early grade teachers become familiar with effective and practical strategies in teaching reading and writing.

The online course introduced new K-3 teachers to effective language and literacy instruction as envisioned in the new K to 12 Integrated Language Arts Curriculum.

SUPEReXCELS (Supervision Excellence in School Leadership for Southeast Asia)

Addresses the need to develop and strengthen the school heads’ capacity for developmental, differentiated and clinical supervision.

The SUPEReXCELS flexible learning is currently being implemented as a Public Offering or direct invitation to DepEd Regional Offices or via individual enrollments.

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Upon the completion of the course materials, SUPEReXCELS was conducted with selected/interested SEAMEO-member countries.

TEACHeXCELS (Teaching and Learning Excellence in School Leadership for Southeast Asia)

Addresses the need to develop and strengthen school heads’ capacity to manage the teaching and learning processes in the school.

Upon the completion of the course materials, TEACHeXCELS was conducted to selected/interested SEAMEO-member countries. The course is currently being implemented as a Public Offering or direct invitation to DepEd Regional Offices or via individual enrollment;

CHANGeXCELS (Change Management Excellence in School Leadership for Southeast Asia)

Strengthens the capacity of school heads to become change leaders and managers as well as transformers of the future within and beyond their school and community

Upon the completion of the course

The CHANGeXCELS course is currently being implemented as a Public Offering or direct invitation to DepEd Regional Offices or via individual enrollment.

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materials, CHANGeXCELS was conducted to selected/interested SEAMEO-member countries.

Development of the Competency Framework for SEA School Heads, a Learning Guide, and Translation of the Competency Framework to 7 ASEAN Languages

This project mainly focused on the revision and updating of the Competency Framework for SEA School Heads.

The development of the framework was followed by the development of a Learning Guide in 2015 aimed at facilitating the use of the framework.

In 2016, the Competency Framework for SEA School Heads Learning Guide was translated to 7 languages (Bahasa Malay, Khmer, Thai Kadai, Thai, Burmese, Vietnamese, and Indonesian Malay towards addressing the challenge of language among Southeast Asian school heads.

17. Harmonizing Higher Education and Research


and Innovation

Writeshop to Finalize Joint Policy on OER (2016)

National Workshop on Developing OER Policies (2015)

Action Research on Outcomes-Based Education and Benchmarking Program in top-ranking Universities in Australia (2014)

Capacity Building and International

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Benchmarking Program on Internalization of Higher Education and Research Management for Cebu Normal University (Batch 1) (2014)

Capacity Building and International Benchmarking Program on Internalization of Higher Education and Research Management for Cebu Normal University (Batch 2) (2014)

Learning and

Capacity Building

International Workshop on Higher Education Leadership and Management for Indonesian University Officials (Batch 1: January 6-10; Batch 2: January 13-17; Batch 3: January 20-24, 2014)

Forty six (46) University Officials from fifteen (15) Indonesian Higher Education Institutions (HEIs) took part in the International Workshop on Higher Education Leadership and Management (HELM) in the Philippines from January 5-25, 2014. Divided in three batches, the university officials were immersed in varying university contexts and exemplary initiatives focused on the three overriding themes of their action research projects: i) collaboration in entrepreneurship and research, ii) providing access to underserved students and iii) quality assurance and accreditation. Accompanying the

For the next fiscal year, SEAMEO INNOTECH will run two batches of learning program for the academic leaders and officers of Universitas Lambung Mangkurat (ULAM) of Indonesia focused on Quality Assurance and Accreditation.

Another HEI program is the Study Visit Program of the Academic Dean, Department heads and Officers of the College of Engineering of Adamson University to learn from the quality assurance policies, strategies and initiatives from selected universities in Australia.

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Indonesian Faculty Officials in the learning journey as mentors and facilitators were consultants from the HELM Project and the University of Kentucky, and officials from DIKTI and USAID.

Instructional Materials Development Workshop Implemented in Higher Education Institutions

Conducted instructional materials development workshops in several higher education institutions in the Philippines. These workshops included inputs on the conduct of research that is essential in the development of instructional modules.

Technical Assistance to State Universities and Colleges and Teacher Education or Higher Education Institutions (TEI/HEI) partners in the Philippines

To further existing partnership with SUCs and new TEI/HEI-partners, SEAMEO INNOTECH provided technical assistance to the following partners on the flexible learning pedagogy and in the development of their own flexible learning programs, including the online

Joint Certificate Program on Educational Leadership

Program makes use of partner higher education institution that will serve as accrediting partners. Program shall also utilize existing flexible learning courses and their materials that shall be maximized for academic credits equivalent to a Graduate/ Certificate or Diploma Program

Develop the following technology-based capacity building programs:

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platform. Massive Open Online Courses

A free course open to any user but which will be marketed/promoted to targeted groups depending on the topic. Pilot MOOCS is intended to complement or supplement existing learning programs.

Consortium of partner TEIs formedAmong the existing partner TEIs, SEAMEO INNOTECH shall select five (5) TEIs for technology transfer on MOOC development and administration. The TEIs are seen as a valuable source of content for MOOCs and doing so will put them in the map of worldwide knowledge resource providers.

Developed the capacity of partner TEIs on MOOC design and administrationOnce the pilot MOOCs are implemented and the process of MOOC development and implementation has been established, selected partner TEIs shall then be the subject of technology transfer to build their capacity to develop their own MOOCs. Future MOOCs shall then come from the consortium of partner TEIs.

Continued Capacity building of Flexible Learning TutorsGiven the need to expand and enhance the

Digital game-based programs/materials developed“Gamification” shall be maximized as a

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capacity of its online/flexible learning course facilitators, SEAMEO INNOTECH continually provided “Capacity Building and Certification of Flexible Learning Tutors” that were held either in the Philippines or in cooperation with partners from the SEAMEO-member countries.

modality to deliver capacity building or learning services. Thus, three (3) digital game-based programs with solid instructional design shall be developed and piloted to targeted audiences


and Innovation

Developing a Competency-Based Continuing Education Program for 21st

century Southeast Asian TeachersMT4T – A Teacher Resource Kit Using Mobile Technology for 21st Century Learning in Southeast Asia

MT4T Enhancement – A Teacher Resource Kit Using Mobile Technology for 21st Century Learning in Southeast Asia

Learning modules to facilitate emerging complex roles of teachers in the 21st century within the context of ASEAN Regional Integration

19. Adopting a 21st Century Curriculum

Southeast Asia Primary Learning Outcomes Assessment (2013)

Regional Research on ASEAN Integration: The Response of Southeast Asian Ministries of Education

Translation of Marie Curie’s Science Lessons in Filipino (2013-2014)Selected science lessons were translated into Filipino to contribute to the enhancement of quality of teaching and understanding of basic concepts of chemistry and physics using the national language. Science is a core learning area for K to 6 which needs further support in terms of instructional materials to further develop the scientific literacy of the Filipino

Study on Nurturing Creative and Critical Thinking Skills through Inquiry-Based Teaching and Learning (IBTL) in Early Childhood Care and Education (a.k.a IBTL Project) -2015-2016

The study aims to 1) identify innovative and emerging best practices which sharpen the inquisitive minds, and critical and creating thinking skills of children, ages 4 to 8; 2) explore the variables that contribute to the best

Assessment of at least one technology-based education solution (e.g., Samsung SMART Classroom, GenYES); contextualized and/or modified to actual needs of interested SEAMEO member country by end of FY 2017-2018.

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youth.

Poster Exhibit of Marie Curie's Lessons Translated in Filipino (2014)

The translated lessons presented in poster layout aimed to be used in promoting science education for K to 6 as instructional aid for teaching and learning. The materials can also be used by science teachers for knowledge sharing, stimulating the learner’s interest in science and technology, and in developing the culture of science among young learners.

practices in early childhood care and education (ECCE); and 3) propose possible innovations in inquiry-based teaching and learning that may be contextualized and replicated by other interested pre-school/early grade learning institutions.

Learning and

Capacity Building

First Regional SELM – Excellence on Strategic Thinking and Innovation for SEA School Leaders (Phases 1: May 18-22; Phase 2: June 17-24; Phase 3: July 27-31, 2015)

Designed to ensure greater collaboration among the school leaders and managers in the SEA region, SEAMEO INNOTECH’s initial offering for its Regional Scholarship for Education Leaders and Managers (SELM) was focused on Strategic Thinking and Innovation (STI). STI is one of the five major competencies of the 2014 Competency Framework for SEA School Heads, ranked as the most essential competency on which training

The second offering of SELM will be done in June 2016 which is focused on Instructional Leadership. The third and last SELM program in 2017 is focused on Managerial Leadership.

This is a regular program of the Center is conducted once a year. The focus of the program is anchored on the 2014 Success Competency Framework for SEA School Heads

The Certificate Program on School Leadership aims to prepare school leaders and managers needed for a stronger SEA community. This program, which is anchored on the Competency Framework

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is needed most. This program prepared the school leaders for the challenges and demands of the fast changing education environment, including the requirements of ASEAN integration. It strengthened the participants’ competencies in defining the strategic direction of the school, making informed decisions and leading change and innovation to bring their schools to a new level of excellence. A total of 26 participants representing elementary and secondary school leaders as well as education managers in the MOEs from the 9 SEAMEO-member countries completed the program.

of SEA School Heads 2014 Edition, covers three strategic modules that aim to strengthen the school leadership and management competencies of high performing SEA school heads. It will provide school leaders with the necessary tools, frameworks and strategies to strengthen their leadership confidence and competence, develop and sustain effective learning environments, and achieve instructional excellence.

SEAMEO INNOTECH’s Regional Programs under the SEAMEO Education Development Fund (SEDF)

Excellence on Managerial Leadership for School Leaders and Managers in Southeast Asia (Phases 1: November 9-16, 2015; Phase 2: December 3-10, 2015; Phase 3: February 20-29, 2016)

This program supported under the SEAMEO Education Development Fund (SEDF) is positioned as a regional initiative that would enhance greater collaboration and

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learning exchanges among school leaders in SEA. A total of 30 participants representing elementary and secondary school leaders as well as education managers in the MOEs from the 10 SEAMEO-member countries completed this three-phased blended learning program. The participants identified critical action steps to improve the following areas (where improvement is most needed): managing school resources and systems, managing staff performance and managing sustainable school programs and projects which will greatly contribute towards improving their school performance.

Blended Learning Course for School Leaders and Managers on Excellence in Leading Curricular and Instructional Reforms for Continuing School Improvement

Attended by twenty-two school leaders form 8 SEAMEO member countries, the participants were guided through a series of online and face-to-face learning activities where they shared and reflected on their curricular and instructional leadership practices. The program was focused on the education reform being implemented in

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different countries and its impact on the participants’ leadership practice to improve school performance, in general, and curricular and instructional practices, in particular.

Study Visit Program on School-Community Partnership for Brunei (March 30, 2015)

As part of the continuing partnership with the Department of Schools of MOE, Brunei Darussalam, SEAMEO INNOTECH organized a one-day study visit to selected schools in the Philippines. This was attended by 12 participants composed of school principals, teachers of various subject areas, Ministry officials and student-representatives in Brunei. Structured learning sessions about the good practices and innovations in building sustainable partnerships were organized in two selected schools which highlighted the experiences and successful practices on Leading Instructional Improvement in partnerships with its teachers and selected students. The exchanges enabled the participants to broaden their understanding on how to collaboratively engaging stakeholders in ensuring school success.

Course on Leading and Managing K to 12 Schools for the School Leaders

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As the Philippine Department of Education embarked on the k to 12 basic education reform, SEAMEO INNOTECH conducted a training on Leading and Managing K to 12 Schools for School Leaders for various Schools Division:

Misamis Oriental - February 16 to 21, 2015

Quirino Province: Two batches May 12-16, 2014 & July 21-25, 2014)

Attended by 150 school heads, the program enabled them to have a shared and deeper understanding of the development imperatives of their provinces, the K to 12 program as well as their school context. The program enhanced the leadership and managerial competencies of the school heads in order to prepare them to lead and manage their schools in a different way under a K to 12 environment

By the end of the program, the school heads prepared an action plan outlining the key steps in leading and managing a K to 12 school. Their action plans identified the following priority areas: conducting an internal and external analysis which helped them assess their schools’ readiness on the K to 12 program; setting up of Senior High School Program; K to 12 curriculum

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contextualization and enrichment, reviewing and designing learning assessment tools and teachers’ continuous training and development

Fourth Regional Education Forum: Secondary Education Curriculum Reform in Southeast Asia: Issues, Trends and Future Directions (October 23-25, 2012)

This Fourth Regional Education Forum was able to gather educators in the region to have a deeper discussion and conversation about the current and emerging issues, trends and future directions of curriculum reform in secondary education. This Regional Forum provided opportunities for the participants to analyse common challenges in secondary education curricular reform, share curricula innovations and good practices and talk about possible recommendations to address common emerging concerns.

This was attended by eighteen (18) participants composed of Senior Education Officials from the Ministry involved in secondary education curricula reforms and selected Secondary School Heads from nine SEAMEO Member countries.

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Co-Creating Opportunities for Leveraging School Performance in Brunei Darussalam: A Blended Learning program for Deputy Heads in Primary and Secondary Schools (Phase 1: May 17-22, 2013: Phase 2: June 10-14, 2013 and Phase 3: July 26-29, 2013)

The Brunei’s Ministry of Education through their Department of Schools’ Training and Development Unit, engaged SEAMEO INNOTECH to conduct a follow-through program for its thirty (30) Deputy School Heads of both the primary and secondary schools. This learning program entitled: Co-Creating Opportunities for Leveraging School Performance in Brunei Darussalam, is part of the overall thrust of the Ministry to enhance the capability of the school leaders and help strengthen their professional development that will collectively foster the changes under SPN21. This was also part of the succession planning program as deputy heads from 15 primary and 15 secondary schools are being prepared to assume more strategic leadership roles and responsibilities to improve schools towards attainment of Wawasan 2035.

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Delivered as a practitioner-oriented blended learning program, it was aimed at enhancing the competencies of the Deputy School Leaders to co-create curricular and instructional initiatives towards improving learning outcomes under SPN21.

SEAMEO Council’s 5 RECOMMENDATIONS SOLUTIONS DEVELOPMENT UNIT (SDU) PROJECTS1. Utilizing the 21 SEAMEO Regional Centers

as the mechanism to implement the 7 priority areas at the national, regional level and beyond and synergizing with ASEAN

Weaving Identities – A Teacher Resource Kit on a Shared ASEAN Identity in Support of ASEAN Vision 2015

eBook conversion of Weaving Identities

Models Facilitating School-Work Transition in the Context of ASEAN Integration

2. Linking the 7 priority areas with the curriculum and moving towards global citizenship

e-Citizenship for Teachers

3. Involvement of parents in the education system through the “partnering with parents” initiatives to foster common understanding on quality education to the parents in the education of their children

Enhanced IMPACT System A Model to Strengthen School-Community Partnerships

4. Promoting teachers and school leaders’ Developing a Competency-Based

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competency standards in SEAMEO Member Countries

Continuing Education Program for Southeast Asian Teachers of the 21st Century

5. Mobilizing and sharing of knowledge, skills and best practices among SEAMEO Member Countries in the areas of TVET, English proficiency skills, digital competencies, 21st Century and employability skills

Developing a Competency-Based Continuing Education Program for Southeast Asian Teachers of the 21st Century

MT4T – A Teacher Resource Kit Using Mobile Technology for 21st Century Learning in Southeast Asia

Provision of capacity building and technical assistance for MOEs as adaptors of Solutions/Best Practices

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Documents

INNOTECH _ERIO & LMO Contributions on 7 Priority Areas of