WORKING PAPER 1.1 SEAMEO INNOTECH Annual Report€¦ · school improvement plan. These actions points were to be finalized upon consultation with These actions points were to be finalized

WORKING PAPER 1.1

SEAMEO INNOTECH

Annual Report 2011/2012

SEAMEO INNOTECH ANNUAL REPORT 2011/2012

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FISCAL YEAR 2011/2012 opens the Center’s eighth five-year development cycle, a year

marked by major transitions as the Center consolidated gains and embarked on new paths

set by its eight strategic goals.

Leading these goals is the pursuit of program excellence in education solutions development

(Goal 1) and innovation, research and development (Goal 3), activities under which were

carried out by the Learning Management Office and Educational Research and Innovation

Office. (Please see Annex 1 for list of activities conducted during the year).

Learning Management

The Learning Management Office undertakes programs through its three units: the

Learning and Training Development Unit (LTDU), the Flexible Learning Solutions

Unit (FLSU), and the Instructional Design and Materials Development Unit (IDMDU).

LEARNING AND TRAINING DEVELOPMENT

1. Internationally-Funded Programs

Over the fiscal year, the Center was able to conduct two 2 -week courses under the

SEAMEO EDUCATION DEVELOPMENT FUND (SEDF), in line with the recommendations of

the Center’s Governing Board during its 55 th meeting held last September 2011.

(Members of the Board during the fiscal year can be found in Annex 2.) The

Validated Competency Framework for Southeast Asian School Heads developed for

SEAMEO INNOTECH’s LEARNTECH eXCELS Project was the bases of the focus of

these courses.

Blended Learning Course for School Leaders and Managers on Excellence in Leading

and Managing Change for School Effectiveness

This is another practitioner-oriented training and learning program designed for

school leaders and managers which made use of a combination of face -to-face

learning interactions and online dialogues and discussion via the IN NOTECH online

learning management system called iFLEX. This program consisted of three

interrelated phases designed to enhance and strengthen the competencies of the


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school heads to become effective change champions of educational reforms and

innovations.

During the program, the participants simulated the different change management

processes using a mix of collaborative inquiry, reflection and dialogue processes.

They worked on concrete outputs like the Re-Entry Plan (REP), the major output of

this program, focusing on a particular change program that they would like to

introduce in their respective schools as part of their continuing thrust of school

improvement.

The course was innovatively designed in phases and integrated flexible online

activities into face-to-face sessions:

Phase 1: Online Pre-Course Conversation – 27 July – 2 August 2011

Phase 2: Face-to-Face Training Sessions – 15- 26 August 2011

Phase 3: Online Post Course Monitoring & Follow-Through – 26 September - 7 October

2011

As part of the learning exchange, the participants were given the opportunity to benchmark

the good practices in managing and leading school-based changes through the actual study

visits in selected schools in the Philippines. They exchanged lessons and experiences with

local school heads who were able to initiate, implement and sustain changes and reforms in

their respective schools. This enabled them to have a better appreciation of the different

approaches and interventions for possible applications in their respective schools.

Nine (9) elementary and secondary school principals and education officers from the 9

SEAMEO Member countries attended this program as SEDF Scholars and one (1) participant

from the Philippine Department of Education as fee-paying participant.

Blended Learning Course for School Leaders and Managers on Excellence in

Monitoring and Evaluation for Continuing School Improvement

The SEAMEO INNOTECH Blended Learning Program on Excellence in Monitoring and

Evaluation for Continuing School Improvement is part of the Centre’s continuing thrust to

support capacity building of school heads and education managers in SEAMEO member

countries. Supported under the SEAMEO Educational Development Fund (SEDF), the

program is practitioner-oriented, designed to enhance competencies of school heads and

education managers/ leaders in monitoring and evaluating the progress of instructional

reform at the school level. It provided conceptual framework and tools as well as

opportunities for the participants to share their experiences as the context for reassessing

and enhancing these practices for continuous school improvement.

The overall objective of this learning program is to enhance and strengthen the

competencies of school heads and education managers from SEAMEO member-countries in


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monitoring and evaluating instructional reform and innovation at the school level.

Participants are expected to share and cascade their learning and insights to their peers as

part of the ongoing thrust to create a culture of learning and evaluation in SEAMEO

member-countries.

Attended by fifteen (15) school heads from 8 SEAMEO Member countries; namely, Brunei

(2), Indonesia (1), Malaysia (2), Thailand (2), Lao PDR (2), Philippines (2), Singapore (2) and

Vietnam (2).

The learning program included a series of interrelated learning sessions and was delivered

via a blended learning mode through a combination of online dialogues and knowledge

exchange via the Flexible Learning Management (iFlex) platform and face-to-face sessions at

SEAMEO INNOTECH in Quezon City, Philippines on the following dates:

Phase 1: Online Pre-Course Conversation – May 14-25, 2012

Phase 2: Face-to-Face Learning Sessions and Exchange – June 4-15, 2012

Phase 3: Online Program Integration – July 16-20, 2012

Phase 2 consisted of six interrelated Modules aimed at developing the learning and insights

of the participants to further strengthen the competencies of the School Heads in

performing school-based monitoring and evaluation. The program included benchmarking

visits to selected schools to appreciate and learn from the M and E strategies which are

working well in the selected schools in Metro Manila and nearby provinces. Towards the

end of the program, the participants were guided in integrating their new learning and

insights and action points on monitoring and evaluating as inputs in enhancing their current

school improvement plan. These actions points were to be finalized upon consultation with

the school team and stakeholders. As a way of sharing and generating inputs to improve

the output, they would be presenting this action points as a re-entry plan to generate more

support among their stakeholders. This will be the focus of discussion and sharing between

and among the participants as they go through Phase 3 of this program.

Study Visit on Early Childhood Education (October 26-28, 2011)

As part of SEAMEO’s effort to “Reaching the Unreached” SEAMEO INNOTECH was requested

to design and organize a study visit for ECCE practitioners in the region (a back to back

activity with the ECCE Region Forum managed by SEAMEO INNOTECH’s RSU) specifically to

learn from the best practices and innovations in the delivery mechanisms, learning standards

and curriculum of the Philippine ECE programs and experiences. Participated by eighteen (18)

ECCE practitioners and researchers from the eleven SEAMEO Member countries, this study

visit was able to achieve the following objectives:


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Identify and learn from the ECCE policies and strategies which facilitated the effective

management of ECCE programs particularly in the poor and disadvantaged

communities from the five countries

Identify and learn lessons from the delivery mechanisms, innovations and best

practices in implementing ECCE programs

Define and agree some joint initiatives that would strengthen partnership and

continue the collaboration and learning exchanges of the participating countries and

other partners in the region towards enriching the implementation and management

of ECCE programs

Customized Program: Gearing Up New School Leaders for School Excellence: A Learning Program for School Leaders in Primary and Secondary Schools in Brunei Darussalam

With the roll out of the National Education System for the 21st century (SPN 21) (Sistem

Pendidikan Negara Abad ke 21 or SPN-21) in January 2009, the Ministry of Education (MoE)

of Brunei Darussalam is bullish in ensuring that its implementation will succeed. Considered

as the flagship program of the MoE, the implementation of SPN 21 aims to better “prepare

the young generation for future roles as capable, creative and thinking citizens upholding

the local social values inherent in the MIB (Melayu Islam Berja) philosophy while living and

competing in the midst of globalization”. On the other hand, the Wawasan 2035 (Brunei’s

Vision 2035) aims to make the country widely recognized for the accomplishments of its

well-educated and highly skilled people, the quality of life and the dynamic and sustainable

economy. Given these complex reforms in education, the school heads are the level of

management that experience the greatest change in role and responsibility. They play an

array of roles from being an education visionary and change agent to instructional leader,

curricula and assessment expert, budget analyst, facility manager, special program

administrator and community builder to a broad array of students with different needs.

With the complex challenges, it is essential for the school head to balance the development

of strong instructions (through oversight and guidance) and managing the change process

and the entire organization.

It is along this line that the Brunei Darussalam Ministry of Education through its Staff

Training and Development-Department of School partnered with SEAMEO INNOTECH to

develop a program that would address the specific competencies of new primary and

secondary education school heads on Instructional Leadership and Supervision. Attended by

thirty (30) new school leaders from both primary and secondary schools, the program was

aimed at enhancing the new school heads with knowledge and skills on leading for school

excellence. Delivered via the blended learning modality, Phase 1 which is an online pre-

course conversation and competency assessment was conducted last 17-26 May 2012 with

the use of the SEAMEO INNOTECH learning management system (iFLEX); Phase 2, the face-


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to-face component of the program, was done on June 4-9, 2012 at SEAMEO VocTech Center

and Phase 3 is scheduled on August 9-18, 2012 meant to exchange learning and experiences

on how they were able to translate their learning and insights into actionable steps in their

respective schools.

2. Philippine Government-Funded Programs

2011 District Supervisors Leadership (DSL) Program

After a successful run of the first sixteen DSL Classes in 2010, the Department of Education

decided to cover another 500 District Supervisors nationwide in 2011. This is in support of

the Department’s objectives of pursuing programs which are focused on improving the

learning outcomes of schools nationwide.

In partnership with the Philippine Department of Education, SEAMEO INNOTECH

launched the District Supervisors Leadership (DSL) Program. This is in recognition

of the important roles that District Supervisors are expected to play under the

decentralized education management setting. The pool of District Supervisors

nationwide is one potent force within DepED which can be tapped to provide full

support to schools and alternative learning programs to help meet their EFA

targets. There are about 2,437 (as of SY 2008-2009) District Supervisors nationwide

representing a very important resource who can provide professional and

instructional advice and support to all schools and ALS programs in the country.

The District Supervisors Leadership (DSL) Program is a program intervention specifically

designed for all District Supervisors which will enable them to take a closer look at their

varied roles and functions and examine how they can effectively contribute to the

achievement of the set education goals and objectives at the District level.

The current and emerging education developments and programs in DepED point to the

need to focus the efforts of the District Supervisors in providing high quality instructional

leadership and supervision to ensure continuous school improvement and performance in

general and to ensure the successful implementation of the K to 12 program, in particular.

Necessarily, this requires enhancement and strengthening of the competencies of the

District Supervisors to experience greater levels of personal synergy that would enable them

to effectively create connections and develop quality relationships and lead them to

effectively manage their tasks and deliverables at their own levels and be accountable for

the results.

In view of these developments, in 2011, the Department of Education (DepED) issued DepED

Memo No. 199 S. 2011 to once again offer the Scholarship Program entitled: District

Supervisors Leadership II (DSL) program authorizing the conduct of another sixteen DSL

classes. Said DepED Memo specified that all Regional Directors will nominate 31 District

Supervisors per region based on the selection criteria that will compose one DSL class.


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As a general methodology, each session starts with what the DSL Learners know

about the topic using structured learning experiences (SLEs), then allow them to

discover what they want to learn about the topic and assess what they did learn

about the topic. A variety of participatory approaches were used not only to

facilitate the learning process but also to demonstrate the principles of adult

learning which enabled the DSL Learners become better coaches and facilitators of

learning, the core of their being District Supervisors. Overall, the program provided

the DSL learners the opportunity to reflect on their own experiences and learn

meaningful lessons from them.

Being delivered via the blended learning approach, DSL involved three interrelated

phases, where: Phase 1 involved a two-week face-to-face live-in training, Phase 2

was a two-week online learning exchange and mentoring and Phase 3 consisted of

a two-day integration session meant to consolidate the learning and insights gained

by the learners on how they were able to implement their action plans and discuss

and agree on concrete actions that would sustain their gains and achievements so

far.

Class 1: DSL for DepED CAR Class 9: DSL for DepED Region VI

Class 2: DSL for DepED Region I Class 10: DSL for DepED Region VII

Class 3: DSL for DepED Region II Class 11: DSL for DepED Region VIII

Class 4: DSL for DepED Region III Class 12: DSL for DepED Region IX

Class 5: DSL for DepED Region IV-A Class 13: DSL for DepED Region X

Class 6: DSL for DepED NCR Class 14: DSL for DepED Region XI

Class 7: DSL for DepED Region IV-B Class 15: DSL for DepED CARAGA

Class 8: DSL for DepED Region V Class 16: DSL for DepED Region XI

As of this reporting period, a total of 499 District Supervisors/District In -

Charge/Coordinating Principals participated in the Phase 1 of the DSL program

which started in September 2011. All the sixteen (16) DepED Regions have

completed Phases 1-3 of the DSL program.

To ensure the smooth transfer of the DSL technology/program to DepED, four (4)

Trainers from the National Educators Academy of the Philippines (NEAP) attended

the complete cycle of this program. A workshop is set by the end of this year to

assist NEAP in the eventual management of this program for the Department.


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Forum on ‘Rekindling and Sustaining the Passion for Teaching” (in celebration

of the National Teacher’s Month) (October 3, 2011)

In observance of the Teacher’s Month Celebration (5 September-5 October), SEAMEO

INNOTECH in partnership with the Network of Outstanding Teachers and Educators

(NOTED), an alumni association of Metrobank Foundation Inc. Outstanding Teacher

Awardees organized a half-day Forum with the Theme: “Rekindling and Sustaining the

PASSION for Teaching”. This gathering was a celebration to recognize the excellent

contributions of all the passionate teachers in the country. This event also served as an

opportunity to closely examine the best characteristics and qualities of the passionate

teachers and learn from them to be able to increase their pool in our country!

Participated by around 200 participants mostly educators from both public and private

sectors, this forum was able to recognize the achievements of the outstanding and

passionate educators and teachers in the country, collectively discuss the success factors

that made them so and commit to work together to identifying strategies and key actions

points on how to rekindle, nurture and sustain the passion for teaching.

This forum was highlighted by the sharing of personal journeys and significant experiences

from outstanding educators, including past Metrobank Foundation Outstanding Teacher

Award winners. Their sharing enabled the participants to distill and generate the success

factors that helped them in their journey towards excellence and how they were able to

maintain and sustain the passion.

Region XII Secondary School Principals: Leading and Managing Instructional

Reforms and Innovations (October 24-28, 2011)

Region XII, composed of the provinces of North Cotabato, Sarangani, South Cotabato and

Sultan Kudarat, and the cities of Cotabato, General Santos, Kidapawan, Koronadal and

Tacurong, has a registered total population of 3.89M (2007). This was almost 18% of

Mindanao’s total population. The average annual population growth rate from 2000 to 2007

was 2.41%.1

The Region also has about 42% of the population which are below 15 years old. This

indicates a very young population requiring bigger and more focused resources for basic

services such as education, health, food, housing, and the like2. In such a reality, education

must be made more relevant, of high quality and accessible to its youth, because in 3-4

1 serp-p.pids.gov.ph/serp-p/details.php?pid=4837

2 Health research and development priority agenda setting in Central Mindanao and the Autonomous

Region in Muslim Mindanao, October 2005, Dr. Dolores Daguino, University Research Center, Notre

Dame University, Cotabato City


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years, this generation of youth who are in secondary schools will sooner or later join the

productive workforce of the Region.

DepED Region XII is proactively addressing this concern by developing a package of

interventions and programs for the public secondary schools, which aim to, in the short

term, increase students’ performance for them to acquire the necessary competencies, and

in the long run, prepare them either, for higher learning and for the world of work. The first

among these interventions is the enhancement of the instructional leadership competencies

of the secondary school heads. Regional Director Borres believes that the school heads in

secondary schools can make a lot of difference to ensure the learning and success of their

students. Through their instructional leadership and the innovations that these school heads

can initiate at the school level, they would be able to produce the secondary school

graduates who are academically prepared for higher education and has the basic

competencies for the world of work, for the majority of them who considered secondary

education as a terminal program.

SEAMEO INNOTECH designed and managed a five-day program for DepED Region XII to

address the specific competency requirements of the secondary schools heads of the Region

on Instructional Leadership and Supervision and specifically to develop an action plan that

would initiate and institutionalize instructional reforms and innovations leading to improved

student learning and outcome.

A total of forty-four (44) secondary school principals from various School Divisions of Region

XII participated in this program. They were provided with the general perspective and

assessment about the role of Philippine secondary schools as vehicle for youth development

and the trends and prospects of secondary schools in other parts of Southeast Asia as well as

the major reforms in secondary education being implemented by DepED. A Module was

dedicated to enable the participants to internalize their roles and responsibilities as School

Head given all the demands, challenges and opportunities they are currently encountering in

their respective schools. The core Module was on Instructional Leadership and Supervision,

where they revisited their current instructional supervision style and practices which served

as a take-off point in sharing with them the enhanced framework in conducting instructional

supervision, given the current and emerging instructional environment, trends and best

practices in the field. In this Module, special emphasis was done in conducting collegial and

collaborative instructional supervision. Given all the inputs and interaction of the

participants, they were asked individually to come up with concrete action steps on how

they can translate their learning and insights they gained from this program.


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Strengthening Tech Voc Schools Towards a Sustainable Central Luzon (April

23-27, 2012)

While the needed infrastructures are being put in place to continuously stimulate

investment in Central Luzon, issues on the readiness and capability or skills of human

resources for prospective industries are becoming to be one of its emerging challenges.

Capability-upgrading to match industry needs with available labor is an important

concern that must be equally addressed with infrastructure to draw more investments in

the region and enhance its competitive edge. The latter is necessary not only for the

industries located inside the economic zones but also for the medium-scale micro

enterprises (MSMEs).3

Given all these and in order to assist the Region in pursuing its development agenda, DepED

Region III hopes to maximize the potentials of its existing twenty-eight (28) TechVoc schools.

A new partnership with SEAMEO INNOTECH was forged to conduct a five-day program for its

TechVoc School Administrators. The program was able to start the process of reviewing the

overall delivery systems of the TechVoc schools in order to become a strategic partner in the

region’s growth. This program was specifically aimed at strengthening the roles and

competencies of the TechVoc administrators that would enable them to successfully lead,

manage and sustain the needed school reforms as they responsibly take on the current and

future demands and requirements of the business and industry sectors, the communities in

particular and the entire region, in general.

This program was participated in by twenty-eight (28) TechVoc School Administrators and

nine (9) education offices from the regional office providing technical support and assistance

to the school administrators. This program provided the TechVoc administrators with an

opportunity to explore the current and emerging trends, the best practices in TVE and the

business, industry and entrepreneurial climate and the employment challenges. Given all

these inputs and with the active interaction and meaningful sharing of ideas and experiences

between and among the participants, they were able to examine the strengths and the

current best practices of their respective schools and from there reflected on their specific

resource needs and key action steps that would move them forward as they start to

implement the K to 12 program.

Capacity Building Program for Cebu Normal University(CNU) Reaching out to higher learning institutions is one of the growth areas identified by SEAMEO

INNOTECH in its 8th Five-Year Development Plan. This capacity building program for Cebu

Normal University came as its initial program to assist HEIs along the areas of institutional

and competency development program. SEAMEO INNOTECH was commissioned by the

President of CNU, Dr. Marcelo T. Lopez, (CNU’s 3rd University President) to design and

3 Regional Development Agenda, Central Luzon, A Sustainable and Caring Global Gateway, NEDA,

Region 3, August 2009


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manage a program for its University Officials and staff leading them to creating a new

strategic directions for the University. For this reporting period, SEAMEO INNOTECH was

able to implement the following capacity building program for CNU:

1. Strategic Leadership and Governance of Education Institution for CNU’s Board of

Regents (November 14-18, 2011) Singapore

2. Education Management Development Program for CNU’s Administrative Council

(November 22-27, 2011) Kuala Lumpur, Malaysia

3. Instructional Leadership and Curricular Excellence for CNU’s Senior Faculty

(December 11-17, 2011) Singapore Batch 1

4. Instructional Leadership and Curricular Excellence for CNU’s Senior Faculty (March 4-

10, 2012) Malaysia Batch 2

5. Development of Student-Centered Support Services for CNU’s Support and

Administrative Staff (April 16-20, 2012) Malaysia

6. Strategic Planning Workshop for CNU (May 14-15, 2011)

Strategic Leadership and Governance of Education Institution for CNU’s Board of Regents (November 14-18, 2011), Singapore

Participated in by nine (9) Board of Regents of CNU, this program was able to benchmark

the best practices and innovations in selected higher learning institutions in Singapore

and learn lessons from their experiences. Specific sessions were conducted as they visit

and interact with the officials of the learning institutions visited as follows:

1. Session on the Impact of ASEAN 2015 Vision to Higher Education Institutions in SEA

and the Philippines delivered by Ms. Moe Thuzar, Lead Researcher of the Institute of

Southeast Asian Studies, Singapore

2. Session on Strategic Roles of Higher Education Institutions in the 21st Century

delivered by Dr. Astrid Tuminez, Vice Dean, Lee Kuan Yew School of Public Policy,

NUS, Singapore

3. University Leadership and Management Program with the following sessions from

the National Education Institute, Singapore delivered by its Director and key faculty

members

• The 21st Century University, How Singapore’s Universities Stay Relevant and

Responsive?, by Director Lee Sing Kong

• Strategic Development of NIE, by Prof. Quek Jin Jong

• Managing Talent, Managing Performance, by Prof. Quek Jin Jong

• Excellence in Teacher and School Leadership Education, Prof. Quek Jin Jong

• Branding and Internationalization of NIE, Associate by Prof. Jonathan Goh

Wee Pin

Their interaction with the various officials from these learning institutions was able to

open new professional opportunities in designing/rethinking about the school policies,

governance and practices that would impact on the quality of learning of the students of

CNU.


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Education Management Development Program for CNU’s Administrative Council (November 22-27, 2011) Kuala Lumpur, Malaysia

This program was designed to strengthen the leadership and management skills of the

Administrative Council Members and line managers to lead and inspire people to action,

build partnerships, stay focused and flexible to address the changing demands of the

educational environment and successfully achieve critical organizational results. One

important component of this program was to enable the executives to address specific

strategic educational issues or organizational change initiatives that may happen in their

respective offices/ organizational levels.

The twenty-three (23) members of the Administrative Council Member were exposed as

well to the current and emerging best management practices and innovations being

implemented by selected teacher education institutions geared to ensure quality results

and institutional excellence in the university.

The following Offices and Universities were visited in Malaysia with specific learning

sessions:

• Ministry of Higher Education (MOHE), Malaysia

• Ministry of Education (MOE), Malaysia

• University Putra Malaysia (UPM), Malaysia’s Leading Research University

• MAHSA University College

• Sultan Idris University of Education (UPSI)

• Universiti Teknologi Mara (UiTM), Shah Alam

Instructional Leadership and Curricular Excellence for CNU’s Senior Faculty (December

11-17, 2011) Singapore Batch 1 The desired competencies of a 21st century learner serve as the framework for

instructional and curricular reforms at CNU. Innovations and new developments in

curriculum, pedagogies and assessment are geared towards developing teaching

professionals that will help produce the needed 21st century graduates. With this Study

Visit, the Senior Faculty as a team was exposed to various strategies and innovations on

how to design/enrich curricular programs, using an array of teaching-learning

pedagogies and instructional designs which actively engaged the students to think,

share and learn more, including, ensuring a wide application of ICT all throughout the

learning process. The Senior Faculty was given the opportunity to interact with other

faculty to other TEIs in Singapore which broadened their perspectives on the curricular

and instructional innovations and best practices that they can initiate/introduce in their

own programs, coherent and aligned with the objective of developing the 21st century

learner. The following learning institutions were visited in Singapore by the twenty-five

(25) Senior Faculty of CNU:

• Session 1 Teaching and Learning with International Participants: An experience with


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the with the Asian Development Bank’s Leadership Development Initiative (LDI) by

Dr. Eduardo Araral, Assistant Dean (Academic Affairs) and Assistant Prof. Lee Kuan

Yew School of Public Policy, National University of Singapore

• Session 2: Faculty Development by Mr. Eugene Goh, Head, Marketing and Student

Recruitment, S.P. Jain Center of Management

• Session 3: The 21st Century University: How Singapore’s Universities Stay

Responsive & Relevant, National Education Institute, Singapore

• Session 4: Developments and Best Practices in Curriculum & Pedagogy I, NIE

• Session 5: Overview of Nanyang Technological University (NTU) –Introduction and

visit to Nanyang Campus

• Session 6:: Developments and Best Practices in Curriculum & Pedagogy II

Instructional Leadership and Curricular Excellence for CNU’s Senior Faculty (March 4-

10, 2012) Malaysia Batch 2

Similar to the first batch of the Study Visit for CNU’s Senior Faculty, this program for the

second group of twenty-eight (28) Senior Faculty, was aimed at enhancing the

participants’ knowledge and technical competencies in designing/ enriching curricular

programs, using an array of teaching-learning pedagogies and instructional designs that

will actively engage the students to think, share and learn more, including ensuring a

wide application of ICT all throughout the learning process.

Specifically, the Instructional Leadership and Curricular Excellence Program for CNU’s

Senior Faculty aimed to:

• engage in a discussion about the strategic roles of higher education institutions in

nation building (Vision 2020) and the 21st century;

• gain learning and insights about how the Ministry of Higher Education, Ministry of

Education and selected universities in Malaysia respond to current and emerging

challenges, with special focus on instructional leadership and designing/ enriching

curricular programs;

• learn lessons from the experiences of Malaysia in building an adaptive university;

• exchange learning and insights from the overseas learning program and how these

can be translated into action points for CNU’s future; and

• network with learning institutions as potential partners for a more sustainable

exchange of experiences and resources

In order to achieve the above-mentioned objectives, the following sessions were

conducted in the following institutions visited by twenty-five (25) CNU Senior Faculty:

• Session 1: Basic Education System in Malaysia: Developing Ideal Schools to Fulfill

the Nation’s Full Aspiration

• Session 2: The Institut Pendidikan Guru (IPG) Malaysia (Malaysian Institutes of

Teacher Education): Developing High Quality Teachers throughout Malaysia

• Session 3: UPSI: Leader in Teacher Training and Education in Malaysia


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• Session 4: Session: Human Capital Development in Malaysia through the Higher

Education Leadership Academy; (AKEPT Malaysia)

• Session 5: Session: Higher Education in Malaysia: Responding to the Changing Context

and Growing Demands

• Session 6: Innovations in the Teaching and Learning Process to address the needs of

the Country’s Bumiputera Students: The Universiti Teknologi Mara Experience

• Session 7: Effective Teaching and Curricular Practices Towards Academic Excellence

(The Universiti Putra Malaysia Experience)

Development of Student-Oriented Support Services Program for CNU Support and

Administrative Staff (April 16-20, 2012) Malaysia Part of the overall capacity building program of CNU is to enhance the knowledge, skills

and perspectives of the administrative group to be able to effectively provide student-

oriented support services. Twenty-three (23) members of CNU’s non-teaching personnel

composed of program administrative and support staff participated in this 5-day study

visit program to Malaysia. This program was specifically designed to professionalize the

CNU’s support staff into student-oriented and productive personnel that would enable

them to meet realistically and sensibly the daily demands of their respective jobs in

support of the overall directions of the University. In general, the program was able to

enhance the participants’ understanding of its internal customers – the CNU Officers and

personnel and more importantly, the CNU students and how they can be provided with

high quality and professional support service. Various sessions in different learning

institutions were covered in this program such as:

• Session 1: Briefing on The Philippine Human and Development Index and Higher

Education

• Session 2: Briefing on Supporting Professional Development of Teachers in

Malaysia: The Institut Pendidikan Guro Experience

• Session 3: Briefing on Support Services in Teacher Training and Education: The

Sultan Idris University of Education (UPSI)

• Session 4: Briefing on Addressing the Needs of Bumiputera Students: The

Universiti Teknologi Mara (UiTM) Experience

• Session 5: Briefing on Supporting Research and Innovation Initiatives in the

University : The Universiti Putra Malaysia (UPM) Experience

Strategic Planning Workshop for CNU (May 14-15, 2012)

Fresh with new perspectives and insights about the new and innovative best practices in

leading teacher education institutions Malaysia and Singapore, the CNU program

participants was convened as one big group to collaboratively rethink and revisit the

strategic direction of CNU last May 14-15, 2012. A total of fifty (50) members of the CNU

management, faculty, and staff participated in this two-day workshop.


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This workshop enabled the CNU management and officers to talk deeply about the

changing education landscape in the region based on their individual insights and

learning from the study visit. The additional learning sessions provided them during the

workshop further triggered the discussion which led them to seriously talk about their

internal capacity and the impact of what’s happening in the region to CNU.

The participants collaboratively revisited CNU’s Vision and Mission which enabled them

to have a deeper appreciation of their overall directions in the next five years (2012-

2016). Under the leadership of the University President and his College Deans, everyone

was engaged as they deliberated and agreed on the key strategic objectives,

interventions, specific action plans and targets that would enable them to achieve the

vision of CNU. The draft Strategic Plan will be presented to the CNU community for

another round of validation before it gets presented to the Board of Regents for final

approval.

3. Distribution of Participants

For the fiscal year 2011-2012, a total of 743 education leaders and officers from

the ten SEAMEO member countries participated in the various learning and

training development programs implemented by the Learning and Training

Development Unit. Sad to note, however, that for this fiscal year, Myanmar was

not represented in any of the regional programs offered by the Center. Table 1

shows the distribution of participants by country. Gender -wise, almost 60%

(444) of the participants are females and 40% are males. A little over 90% of

the participants came from the Philippines given the several classes of District

Supervisors Leadership II (DSL) program conducted within this year.

Countries Male Female Total

Brunei Darussalam 13 20 33

Cambodia 1 - 1

Indonesia 1 1 2

Lao PDR 2 1 3

Malaysia 2 1 3

Myanmar - - -

Philippines 275 417 692

Singapore 3 - 3

Thailand 1 2 3

Timor Leste 1 - 1

Vietnam - 2 2

Total 299 444 743


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FLEXIBLE LEARNING SOLUTIONS

eXCELS Public Offering Beginning May 2012, the FLSU openly offered to the general public the following courses:

ICeXCELS: 14 (School Heads from Nueva Viscaya and Camarines Norte, Philippines)

CHANGeXCELS: 6 (School Heads from Camarines Norte and Cebu, Philippines)

PDeXCELS Online: 9 School Heads/Education Program Supervisors (Camarines Norte Davao and Zamboanga, Philippines)

Pilot Implementation of Course 1 of GURO21 Course 1 is entitled “Facilitating the Development of 21st Century Skills for Southeast Asian Teachers.” With 19 participants from 5 SEAMEO member countries (Brunei Darussalam, Cambodia, Malaysia, Myanmar and the Philippines), the course was conducted from April 19 and to June 8, 2012.

Implementation of TEACHeXCELS course Thailand (Batch 1) As a result of the September 9-15, 2011 Technology Transfer and Capacity Building for Thai TEACHeXCELS, the FLSU implemented the first TEACHeXCELS Thailand in cooperation with the Thai Ministry of Education (MOE) and the National Institute for the Development of Teachers, Faculty Staff and Education Personnel (NIDTEP) in Raikhing, Nakhon Pathom, between June 15 to September 2, 2011. A total of 37 out of the nominated 41 (or 90%) School Heads from Thailand completed the six-week course.

Technical Assistance and Technology Transfer of ICeXCELS for DepEd Regional Offices

In compliance with the recommendation of the Senior Officials from DepED who

attended the December 2010 Project Steering Committee (PSC) meeting, the following

DepED Regional Offices signed a Memorandum of Agreement (MOA) with SEAMEO

INNOTECH to avail of the Technical Assistance and Technology Transfer for the

implementation of the ICeXCELS course:

a. DepEd Region IV-A – 4th batch to start on July 13, 2012 b. DepED Region III –1st Batch under the TA to start before the end of 2012 c. DepED Region XI – Batch 4 or last batch under the TA will be offered by August 2012 d. DepED NCR – September 2011 e. DepED Region VII – 1stBatch under the TA will be offered by August 2012 f. DepED Region XIII – 1st batch to conclude on 11 July 2012 g. DepED Region VI – 1st Batch under the TA to start before the end of 2012


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With the exception of DepED Regional Office No. III and VI, a series of Capacity Building activities were conducted for the DepED Regional Offices’ Course Management Team (CMT) and their designated Flexible Learning Tutors (FLTs) and Associates.

Since July 2011, a total of 199 School Heads (or designated School Heads/Teacher-in-Charge or Head Teachers) already benefitted from the Regional Implementation of the ICeXCELS. The list is as follows:

The table that that follows shows a summary of learners served and the current status of completion.

Batch Regions Enrolled Total Enrolled

Passed Total Number of Passers

Batch 1 NCR 30 100 20 86

IV-A 30 27

XI 40 39

Batch 2 IV-A 30 70 30 69

XI 40 39

Batch 3 IV-A 29 29 29 29

Batch 1 XIII 30 30 26 26

GRAND TOTAL 229 210

Technical Assistance to Partner Universities and Colleges

To further our partnership with Teacher Education Institutions and other Higher Education Institutions, SEAMEO INNOTECH provided technical assistance to the following universities on specific areas:

Batch Region Orientation Class Duration

Revalida

Batch 1 NCR Sept. 27, 2011 & Oct. 3, 2011

Oct. 27, 2011 to Nov. 25, 2011

Dec. 9, 2011

IV-A July 2011 Aug .2 26, 2011 Oct. 21, 2011

XI July 19, 2011 July 25, 2011 to Aug. 19, 2011

Sept. 2011

Batch 2 IV-A October 2011 Oct. 16, 2011 to Nov. 25, 2011

Jan. 13, 2012

XI October 2011 November to December 2011

Dec. 21, 2011

Batch 3 IV-A April 30, 2012 May 7 – 31, 2012 June 20, 2012

Batch 1 XIII April 26, 2012 May 7-June 8, 2012 July 11, 2012


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Angeles University Foundation (AUF) – Flexible Learning Course Management and Materials Development

West Visayas State University (WVSU) – Education e-Learning for Masters/Doctorate Degree and Diploma Courses and resources/LET review portal

Bicol University (BU) – Flexible Learning Courses/University Interactive website Development

CHANGeXCELS Project Completion Report During the 51st SEAMEO INNOTECH Governing Board Meeting on September 25, 2008, the Programs Office sought the approval for a set of interrelated project initiatives termed as LEARNTECH II: SEAMEO INNOTECH Regional Education Program (SIREP) that will be supported by the Endowment Fund for the next four years. One of the approved SIREP Projects is FLSU’s CHANGeXCELS self-instructional materials development project for a flexible learning short course on “Change Management Excellence in School Leadership for Southeast Asian School Heads” or CHANGeXCELS. CHANGeXCELS is a four-week flexible learning short course for primary and secondary school administrators that aim to promote excellence in change management and leadership. Consisting of two modules, the course addresses the need to develop and strengthen the capacity of school heads to become change leaders within and beyond their school and community. The course has been pilot-tested to 20 participants representing the seven (7) SEAMEO member countries (Philippines, Thailand, Brunei, Lao PDR, Indonesia, Cambodia and Timor Leste) and has been officially completed on August 2011. A Qualitative Evaluation of the course was thereafter conducted between August to September 2011 with selected Learners from Brunei, Indonesia and the Philippines (Cagayan De Oro). A Project Completion Report is currently being reviewed and scheduled for debriefing. SIREP SEAeXCELS The final version of SIREP SEAeXCELS workplan and budget has been approved on May 2011. The Project is already on its Phase 3 or Materials Development stage. The fourth draft of Modules 1 and 2 are currently being reviewed. It is anticipated that a SEAeXCELS Flexible Learning course will be pilot-tested by the first quarter of 2013, upon completion of the following materials:

Two modules in print, Interactive CD and web versions

Required Readings

Learner’s Orientation Handbook

Tutor’s Orientation Handbook

iFLEX Manual

Learners’ Orientation Video

iFLEX Tutorial Video

Course Brochure

Guide to Ministry of Education official for the conduct of the revalida


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Other FLSU Accomplishments

a. Collaborated with BPPO and KMO for the delivery of the Project Preparation Workshop on the NSPBE2 for DepEd, sponsored by The World Bank/WBOM.

b. Collaborated with LTDU on:

CNU Study Visit to Malaysia

DSL Integration Session for Batch 16

SEDF on Monitoring and Evaluation.

c. Conducted an FGD with selected ICeXCELS graduates from August 31 to September 2, 2011 for the completion of the ICeXCELS Case Study Materials Development

d. Flexible Learning Tutor Capacity Building and Accreditation Workshop – held in Thailand with 17 participants

e. Technical Support for LTDU Blended Learning Courses and ICeXCELS DepED Regional Office implementation

f. Organized the in-house blended learning course on Joomla CMS for SEAMEO INNOTECH/FLSU Staff and selected DepED Regional Office Technical Assistance (TA)/Technology Transfer recipients

g. Started ICeXCELS for Private Schools. The learners’ orientation for the FAPE-organized group of learners was held last July 13, 2012. FAPE is Fund for Assistance to Private Education.

h. Coordinated the activities in preparation for SEAMEO INNOTECH’s 2012 13th International Conference.

i. Organized the Joomla Training for SEAMEO INNOTECH staff and DepED TA partners last January 18 to 20, 2012 as part of the CSDF Project.


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INSTRUCTIONAL DESIGN AND MATERIALS DEVELOPMENT

GURO21 (Gearing Up Responsible and Outstanding Teachers in Southeast Asia for the 21st

Century)

The Instructional Design and Materials Development Unit (IDMDU) of the Center has developed four GURO21 learning modules for teachers:

The Instructional Design and Materials Development Unit (IDMDU) of the Center has developed two GURO21 learning modules for teachers:

Course 1

Module 1: Equipping Teachers with Knowledge, Skills, Attitudes and Values for

the 21st Century Module 2: Facilitating 21st Century Learning

Course 2 Module 1: Developing Higher Order Thinking Skills in Teachers Module 2: Developing HOTS in Learners

IDMDU also developed 2 Required Readings compilations intended as supplements to the two GURO21 courses.

The GURO21 Course 1 modules 1 and 2 were validated during FLSU’s GURO21 Course 1 pilot-run from April to June 2012. The two modules will undergo refinement immediately after the results of this validation are available. PEACeXCELS (Peace Education Excellence in School Leadership for Southeast Asia) Based on two PEACeXCELS print modules and interactive CD’s developed in 2010, IDMDU developed the second and improved edition of PEACeXCELS interactive CD’s and web-based version. While the interactive CD enables flexible learners to access the module electronically even without an internet connection, it has no saving function. On the other hand, the web-version enables its user to save answers to the various assessment activities. The PEACeXCELS modules’ titles are:

Module 1: Cultivate Peace in Oneself and Champion the Cause of Peace in Schools

Module 2: Promote Peace and Respect for Cultural Diversity in Schools and

Communities

SUPEReXCELS (Supervision Excellence in School Leadership for Southeast Asia)

IDMDU converted 3 SUPEReXCELS print modules to interactive CD format and web version. As with the PEACeXCELS digital materials, the interactive CD caters to flexible learners who prefer the use of digital technology for their studies but may not have internet access all the time. On the other hand, the web-based version enables learners to access the modules


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anywhere as long as there is internet connection, whether they are using desktop computers, laptops, iPads, or even their smart phones. The module titles are:

Module 11: Provide Developmental Supervision

Module 12: Provide Clinical Supervision

Module 13: Provide Differentiated Supervision

PDeXCELS

IDMDU converted one PDeXCELS module into interactive CD and web version just in time for FLSU’s public offering of the fully online PDeXCELS short course last May 2012. The module’s title is: Lead Curriculum Implementation and Enrichment

oK to 12 (Online K to 12)

IDMDU worked collaboratively with FLSU for a proposed short course intended to help school heads manage the adoption of the Department of Education’s K to 12 program. IDMDU developed the oK to 12 module from the existing CHANGeXCELS Module 1. As called for by the proposal’s urgency, the oK to 12 modified module titled “Enhance the School Head’s Role as a Change Leader and Manager” was completed in two weeks time.

SEAeXCELS (Excellence for School Leadership in Southeast Asia: Promoting an

Understanding of Southeast Asian Community)

Working collaboratively with FLSU, IDMDU handled the writers’ workshop for SEAeXCELS. In this writeshop, IDMDU worked with identified module writers in defining the outlines of the two SEAeXCELS modules.

The modules are as follows:

Module 1: Develop an Awareness and Understanding of Southeast Asian Community

in Oneself

Module 2: Cultivate an Awareness and Understanding of the Southeast Asian Community among Stakeholders

TECHeXCELS (Technology Excellence in School Leadership for Southeast Asia)

IDMDU is taking the lead in developing two modules for FLSU’s course on Technology Excellence in School Leadership for Southeast Asia (TECHeXCELS). This course is intended to build school heads’ capability in using technology for teaching-learning activities, as well as administrative processes. These two modules are:

Module 1: Prepare Oneself as a Technology Leader in School

Module 2: Promote the Use of Technology for Instructional Purposes


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Instructional Materials Development Information System (IMDIS)

o In collaboration with QSMO’s Systems Management Unit, IDMDU’s Instructional

Materials Development Information System (IMDIS) is now ready for pilot-testing. Lodged in SEAMEO INNOTECH’s iKNOW portal, IMDIS is intended to facilitate collaborative work between module writers, content experts, instructional designers, designated reviewers, and project manager. IMDIS’ features allow module writers to encode and save content into the system, edit, and finalize the same. Based on the roles given to other development team members in the IMDIS, they can access the writers’ work and review, edit, or provide feedback real time. The system is now ready for pilot-testing within LEADeXCELS, IDMDU’s upcoming development project, from December 2012 to June 2013.


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Educational Research and Innovation

The Educational Research and Innovation Office operates through three units: the Research Studies Unit, the Solutions Development Unit, and the Solutions Evaluation and Adaptation Unit.

RESEARCH STUDIES The Research Studies Unit (RSU) conducts research studies in support of improving the quality, efficiency, and relevance of and access to basic education. It specializes in educational policy researches, case studies, educational surveys and model-building. During FY 2011-2012, the following research and dissemination activities were conducted:

Educational Policy Researches

1. K to 12 Trends in Southeast Asia: Regional Comparison of Structure, Content, Organization, and Adequacy of Basic Education

As the Department of Education (DepEd) gradually shifts towards lengthening the basic education cycle of the Philippines, the urgency to learn from the educational systems and policies of neighboring Southeast Asian countries becomes more evident. To this end, SEAMEO INNOTECH researchers examined and compared the basic education systems of four Southeast Asian countries: Brunei Darussalam, Malaysia, Singapore and the Philippines. It also reviewed the K to 12 Assessment model of Hong Kong Administrative Region of China. The findings of this study were used in the crafting of the K to 12 curriculum, learning competencies, and curriculum organization of the Philippines DepEd.

2. Case Studies on PEACeXCELS

A Case study on Peace Education for School Leadership: A Case Study of PEACeXCELS was developed by RSU for the UNESCO Asia Pacific Center for Education for International Understanding (UNESCO APCEIU). The study was selected as an example of EIU Best Practices by UNESCO APCEIU. The EIU Best Practices documentation aims to promote a Culture of Peace by supporting local initiatives in 47 UNESCO Member States.


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3. Analysis and Dissemination of Information on the State of Education and Human

Resource Development in the Asia Pacific Region

A study on the state of education and human resource development in the Philippines was conducted by RSU. The data gathered presented updates on the education reform programs in the Philippines including the Basic Education Sector Reform Agenda and the capacity-building projects funded by local and international organizations. UNESCO Bangkok will publish the report alongside other submissions from the Asia Pacific Region.

4. Profile of Special Science Elementary Schools in the Philippines

Technical assistance was provided by RSU to the Department of Education primarily to analyze and interpret the results of the DepEd Bureau of Elementary Education Survey of Special Science Elementary Schools in the Philippines. The study documented the state of the art of selected SSES in the country, depicting the quality and quantity of quality of physical, human, and financial resources. SEAMEO INNOTECH provided useful recommendations to alleviate challenges facing the SSES in the Philippines.

5. Profile of Multigrade Schools

The DepEd sought the assistance of SEAMEO INNOTECH in the conduct of a nationwide survey to determine the profile of multigrade schools in the Philippines. The study came up with a report describing the quality of schools, the profile of teachers, the curriculum being used and implemented as well as the resources available to uplift the quality of the multigrade schools in the country.

SEAMEO INNOTECH Regional Educational Program (SIREP)

6. Quality Indicators of Early Childhood Care and Development. This regional research project financed under the SEAMEO INNOTECH Regional Education Program (SIREP), focused on Early Childhood Care and Development (ECCD) Quality Assurance Systems in Southeast Asia. The project gathered ECCD experts from the eleven (11) SEAMEO member countries to share their policies, programs and practices on promoting quality early childhood care and education services in the Region

7. Assessment Systems in Southeast Asia: Models, Successes and Challenges. This

regional policy research, funded under the SEAMEO INNOTECH Regional Education Program (SIREP), seeks to conduct an in-depth study on the assessment systems (frameworks, practices and governance) of SEAMEO member countries in order to appreciate gains made and explore new opportunities for action. The project aims to assess the state of the landscape of assessment of learning, assessment for learning and assessment as learning strategies in the 21st century in order to identify opportunities for countries to further strengthen their existing assessment systems.


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The Educational Research And Innovation Fund

8. K to 12 Toolkit

RSU provided technical assistance to the Department of Education of the Philippines in support of its most comprehensive basic education reform program, K to 12. It embarked on developing a comprehensive resource pack on K to 12 for school administrators, teachers and teacher educators. The aim of the toolkit is to assist the DepEd in its advocacy and information dissemination efforts to inform stakeholders of the changes brought by the K to 12 reforms.

Capacity Building Technical Assistance RSU assisted in providing two partner institutes with training and capacity building strategies.

9. Course on Nonformal and Primary Education for the Senior Officials of Punjab, Pakistan

The Japan International Cooperation Agency (JICA) engaged SEAMEO INNOTECH to design and implement a capacity building program aimed at strengthening the capacities of NFE and Primary Education Officials of Punjab Province in Pakistan. The 10-day training focused on: current trends in NFE and Primary education; study visit on outstanding literacy practices such as Tagum City, Balanga, Bataan and DepED BALS was organized. The Punjab officials were able to enhance their knowledge and skills in developing essential NFE and Primary education plans and programs focused on access to education for women, children, and the disadvantaged.

Evaluation Activities During the fiscal year, the Research Studies Unit managed the evaluation of services and programs of the Center. It conducted the Center’s Annual Client Satisfaction Survey and administered the End-of-Course Evaluations for all of the Center’s training programs. The following presents the activities of RSU concerning Evaluation:

10. SEAMEO INNOTECH’s Annual Client Satisfaction Survey

To support the Centre’s vision of excellence in terms of programs and services, RSU conducted an annual client satisfaction survey covering the period from 1 January to December 2011. The survey aimed to gather feedback from clients that will help the Centre enhance its program design and service delivery to better respond to client needs. Overall, the Centre registered a rating of “Very Satisfactory.”


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11. SEAMEO INNOTECH’s Evaluation Handbook

To support the Centre’s vision of excellence in terms of programs and services, RSU developed the First Evaluation Handbook, a reference guide for training and services evaluation. RSU convened three workshops to be able to finalize the Evaluation Handbook.

Advocacy And Research Dissemination To disseminate research findings, RSU conducted the following research fora:

12. Regional Consultative Forum on ECCD FORUM Quality Assurance

The Regional Consultation Forum on Early Learning Frameworks, Policies and Programs, was held from October 25-27, 2011 at the Executive Board Room SEAMEO INNOTECH. Southeast Asian participants and the Asia Pacific Regional Center for Early Childhood attended the workshop and forum. The following countries took part in the regional forum and workshop: Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia, Philippines, Thailand, Timor-Leste and Vietnam. Topics discussed were on the ECCD framework, the policies supporting ECCD, assessment, accreditation, monitoring and evaluation.

13. Policy Forum on K to 12

With support from AUSAID, SEAMEO INNOTECH convened a policy forum on the Philippine K to 12 education reforms. The forum was attended by DepEd, CHED, TESDA, members of the Education for All grand alliance, the K to 12 Technical Working Groups and other stakeholders. AUSAID sent a team from the University of Melbourne to take part in the research presentation. The output of the research was an integrated research report on K to 12, which was presented to the Department of Education as a reference for the K to 12 reform effort.

14. Policy Forum on Innovations in Nonformal Education

RSU organized a literacy forum with Punjab, Pakistan officials and selected Philippine NGOs for nonformal education. Fr Beltran of Sandiwaan Foundation and Dr Ed dela Torre of E-Net shared their innovations in delivering nonformal education in the Philippines while the Director of Nonformal Education in Punjab reported new trends in NFE delivery. The Department of Education Bureau of Alternative Learning Systems and the Literacy Coordinating Council also took part in the regional forum sharing their best practices in adult literacy and nonformal education.


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SOLUTIONS DEVELOPMENT

The focus of the Center’s Solution Development Unit is to continuously develop innovative solutions to existing and anticipated education-related problems common to SEAMEO member countries in the Region and beyond, and to continue improving and enhancing developed products of the Center. For the period of July 1, 2011 to June 30, 2012, the Solutions Development Unit has accomplished the following:

Development of Innovative Solutions

1. GURO21 Courses

Completed for the Fiscal Year are two modules and required readings for the two GURO21 Courses and a Learner's Orientation Handbook, iFLEX Manual, Interactive CD and DVDs for GURO21 Course 1. The learning modules have been copyrighted. The pilot run of GURO21 Course 1 was turned over to FLSU last February 2012. The two GURO21 Courses are:

GURO21 Course 1 – Facilitating the Development of 21st Century Skills for Southeast Asian Teachers; and

GURO21 Course 2 – Developing Higher Order Thinking Skills (HOTS)

GURO21 Courses were based on a validated Competency Framework for SEA Teachers developed in the earlier stages of the project. The two initial GURO21 courses were based from the results of a survey on Training Needs Assessment participated by educators from member countries.

2. Developing a Teacher Toolkit on a Shared ASEAN Identity in Support of ASEAN

Vision 2015

For the Fiscal Year, SDU continued remaining activities for this project which included the finalization of the toolkit framework, development of a website and packaging of support materials into a printed handbook. The toolkit named "Weaving Identities A Teacher Toolkit Towards a Southeast Asian Community" is both an online and offline resource. The online version can be accessed using this address: www.seameo-innotech.org/SEAtoolkit and the offline version have an Interactive CD, and a handbook. Weaving Identities is a resource package of materials contributing to the realization of the ASEAN 2015 Vision of building an integrated Southeast Asian Community. While the Toolkit does not prescribe specific subject/curricular areas where these materials should be used, it recommends a number of possible entry points which teachers/schools could consider, such as:

http://www.seameo-innotech.org/SEAtoolkit


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Integration into particular learning areas (e.g., geography, history, science,

social studies, economics, etc.) Inclusion to the school's informal curriculum/extra-curricular activities (e.g.,

Singapore's International Friendship Day, etc.) Institution of "Southeast Asian Community" as an elective subject area

(secondary level) Preparation for the tryout of the Toolkit was completed with the nominations of the following as tryout participants:

Country Participating Schools/Teachers/MOE Officials

Brunei Darussalam

Mr. Zamain bin Abdul Principal/Education Officer

Sultan Sharif Ali Secondary School

Ms. Shahori binti Sawal Assistant Headmaster/Education Officer

Sengkurong Primary School

Dr. Susis bin Ukoi Education Officer

Department of Curriculum Development

Lao PDR

Mr. Boonwai Luanglath

Principal/Owner Progress School, Primary and Secondary

094 Sisavath, Chanthabouly, Vientiane Capital, Lao PDR

Myanmar

No. (3) Basic Education Post Primary School

Bahan Township, Yangon

No. (1) Basic Education Middle School Dagon Township, Yangon

Daw Htay Htay Khaing

Lecturer

Daw Khim Sandar Oo Senior Teacher

Malaysia

Ms. Ng Bee Ling

Teacher Sri Bintang National Primary School

Kuala Lumpur

Ms. Wee Siu Hiang ICT Coordinator

Victoria National Secondary School Kuala Lumpur

Tryout is scheduled in August 2012.


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3. Regional Project on Models of Secondary Level Alternative Delivery Modes (ADMs) in SEAMEO-member Countries

This project officially started January 2012 and the first major activity is the Regional Forum scheduled in Sept. 18 – 21, 2012. The following documents have been prepared:

For the Regional Forum:

Information Note on the Regional Forum on Models of Secondary Level ADMs

Program Matrix Guidelines in the Preparation of Country Papers Invitation Letters

Draft documents needed for the conduct of the case study and survey research were also developed. These are:

Information Note for the Case Study and Survey Research on

Secondary ADM Models Outline for the Case Study Research Guidelines in the Conduct of the Focus Group Discussion (FGD) for

the Case Study Research FGD Guide as Data Gathering Tool for the Case Study Research Facilitator's/Moderator's Script during the FGD

4. Development of the Madrasah Secondary Education Curriculum Framework

During the first quarter of the Fiscal Year, the Curriculum Framework for Madrasah Secondary level (up to six years anticipating the educational reform of K to 12) following the Understanding by Design process was completed and submitted to UNICEF and Department of Education, Philippines, the two institutions that engaged the Center. Project deliverables included (1) consolidation of reviewed literature; (2) consolidation of experts’ views on Madrasah Secondary Education; and (3) finalized version of the Madrasah Secondary Education Curriculum Guide for Years 1 to 6.


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Continuous Improvement of Center’s Original Products

1. Activities in Support of IMPACT Evaluation, Upgrading and Technology Transfer to DepEd

Two internal funding sources were tapped to conduct activities to support the enhancement of the IMPACT Learning System in preparation for the technology transfer to DepEd. The first source was the SIREP Fund, and the second source was the ERI fund. Project activities conducted from the SIREP funds source were the following:

Conduct of One-Day Research Symposium Development of the IMPACT Implementation Guidebook which is

now 90% complete Revision of IMPACT learning modules (35% complete) Conduct of video and photo shoot in selected IMPACT schools

Activities conducted using the ERI fund were mostly concentrated in aligning the IMPACT learning modules to the K to 12 Curriculum as the technology transfer component for DepEd requires that IMPACT learning materials should be compliant with the recent K to 12 reform in the curriculum of basic education. Activities conducted were the following:

Conduct of a Three-Week Writeshop to revise and align the IMPACT

learning materials to the K to 12 Curriculum held last Feb 13 to March 2, 2012

Contracting of Module Writers, Encoders, and Editors Validation of the IMPACT Implementation Guidebook last May 28,

2012 Preparations for the Conduct of Orientation and Writeshop on the

Development of IMPACT learning materials for the MTB-MLE (Mother Tongue Based-Multilingual Education subject of the K to 12 Curriculum to be held on July 10 – 14, 2012

Other Activities

1. Text2Teach (T2T) Phase 3

The Center's engagement under T2T Phase 3 was focused on the conduct of Orientation and Training of Teachers and School Officials of the T2T Technology. For the Fiscal Year, a total of 679 teachers, and school officials from 136 public elementary schools were trained. This completed the targeted 350 schools for Phase 3.


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A condensed technology transfer mode was also provided to one school division that decided to expand the use of t2t technology to all public elementary schools in the division. Phase 1 of technology transfer was completed while phase 2 was re-scheduled this July 16 – 18, 2012 due to conflict in training dates with the roll out of the K to 12 Program of the DepEd.

2. Technical Support to TAOS PUSO sponsored IMPACT schools

Technical assistance through school visits to schools implementing the IMPACT system as sponsored by TAOS PUSO Foundation and through meetings and involvement of TAOSPUSO personnel in other IMPACT activities of the Center have also been provided.

3. Development of Project Proposals

A draft proposal with a project title: Developing a Regional Technology Support for Teachers (TS4T) to Enhance Teaching and Learning in the 21st Century was also developed.

SOLUTIONS EVALUATION AND ADAPTATION

The Capacity Development Unit (CDU) was renamed Solutions Evaluation and Adaptation Unit (SEAU) effective January 1 2012 as part of the Center’s organizational restructuring. The Unit undertakes evaluation, adaptation and contextualization of identified, proven and mature education solutions in the context of Southeast Asia. The SEA Unit undertakes the following core functions:

Solutions identification and evaluation to determine their suitability in SEA context Adaptation, contextualization, modification and repackaging of solutions Tryout and incubation of adapted, reconstructed and modified, contextualized

solutions Evaluation of adapted, modified and contextualized solutions Dissemination and upscale of the adapted, reconstructed, modified, contextualized

solutions

Internationally Funded Program

1. Regional Study of WASH (Water, Sanitation, and Hygiene) facilities/programs in Southeast Asia in cooperation with UNICEF-EAPRO.

The study, funded by UNICEF-EAPRO aims to review the regional Status of WASH facilities in public primary schools in Southeast Asia. The study will provide a clear picture of the status of (WASH) facilities in terms of donor support to toilet


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construction and provision of water supply in eleven (11) SEAMEO member countries and to assess the critical areas of support needed by primary schools to improve quality of learning, health status and participation of school children in the region. A desk-review of the status of WASH implementation in SEAMEO member countries has been completed. In-depth studies in four selected countries (Cambodia, Indonesia, Lao PDR and the Philippines), involving conduct of focus group discussions and key informant interviews, are ongoing The final report is expected to be shared at the 48th SEAMEO council by end of 2012.

2. Regional School Health Project

A regional project on school health is being implemented in partnership with the GIZ (German Development Cooperation) and Ministries of Education in participating countries (currently Cambodia, Indonesia, Lao PDR and the Philippines). The project funded by GIZ aims to improve the health status and academic performance of school children through effective management of hygiene-related practices and other preventive and evidence-based school health programmes. Technical leadership of the projects core interventions are provided by a team of GIZ technical experts and consultants supported by SEAMEO INNOTECH specialists. One of the components of the project is to strengthen the School health programmatic activities of SEAMEO INNOTECH within the framework of decentralized educational management.

Key Components and Activities of the Regional School Health Program and Status

GIZ and SEAMEO INNOTECH have agreed to work together on the development of effective school health programmes supported by three key components such as: Strengthening school health in SEAMEO INNOTECH’s strategic programs and school health capacities at the national ministry levels and, implementation of school health activities at the national ministry levels.

PHASE 1: All Start-up Activities successfully completed.

o As of July 2011, GIZ completed the situational assessment of the context of school health in Cambodia, Indonesia and Lao PDR. The SEAMEO Secretariat and SEAMEO INNOTECH provided detailed information in the context of a partner analysis. The recommendation of the analysis clearly indicated the feasibility and appropriateness of focusing on school health in selected SEAMEO Member countries. SEAMEO INNOTECH was recommended as the preferred partner in the regional school health programme.

o October, 2011: Development of initial steering structure for regional program

o December 2011: Official launch of Regional Fit for School Program on the 11th School Health & Nutrition Congress in the Philippines

o Jan-Jun 2012: Three (3) MOUs (Memorandum of Understanding) among SEAMEO INNOTECH, MOEs and GIZ per country were reviewed and approved by the concerned MOE officials in


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cooperation with the SEAMEO High Officials and SEAMEO Affairs Officers.

PHASE II: All planned social preparation activities completed.

o April 2011. The Fit for School Regional Project started with the orientation and advocacy program for key officials and experts from the Ministries of Health and Education in four SEAMEO member countries.

o October 2011: Country Visits in Cambodia, Lao PDR and Indonesia were competed to formally introduce and promote the Regional School Health Program to concerned SEAMEO High Officials, SEAMEO INNOTECH Governing Board Members and SEAMEO Affairs Officers and to review the action plans of each country that were developed during the Training on Fit for School.

o December 2011: The project management teams were created in 3 countries.

o January 11-20, 2012: The country project managers and project officers and administrative support staff were oriented on Fit for School concepts, components and approaches in SEAMEO INNOTECH.

o January 2012: The GIZ-SEAMEO Project Team took office inside the MOES within the School Health Department premises while the GIZ-SEAMEO Project Team used the GIZ country office as its temporary workplace.

o February-March: Selection of 10 pilot schools in Cambodia and 10 schools in Indonesia.

o March, 2012: Baseline Data Gathering in Indonesia and Cambodia o Jan to March: Visit to 3 Pilot Schools which were trained on Small

Schools Management in Lao PDR. o May to June 2012: Final selection of 22 pilot schools in Lao PDR. o June 2012: Additional Project Officer was hired for Lao PDR and

technical staff in charge of project monitoring was hired by the GIZ.

PHASE III: All operational targets re: strengthening school health capacities and implementing school health activities at national ministry levels completed for FY2011-2012.

o Jan-June 2012: Translation of EHCP manuals and videos in Laotian,

Khmer and Bahasa o April 18-20, 2012: To improve their working knowledge on Fit for

School as an action-research project and to develop common understanding and appreciation of the research principles, baseline/outcome/impact indicators, selected MOH and MOE officials in 4 participating countries joined the Fit for School Research Forum in Bangkok.

o May 20-22, 2012: National Orientation on Fit for School in Cambodia was held at MOE office for 40 participants comprised of school administrators, MOH officials, UNICEF and other partners.


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o June 19-21, 2012: Another Study Visit was organized for the new six (6) Ministry Officials of Lao PDR to apprise and immerse them on school-based management of Fit for School in the Philippines. Evaluation Forms administered to 6 delegates to gather their perceptions about the Study Visit in SEAMEO INNOTECH, schools visits in Guimaras and meetings with school-community stakeholders.

o March to June: Finalization of Operational Plan per country o June 2012: Construction of WASH facilities in 10 pilot schools in

Indonesia was started and in 3 pilot schools in Lao PDR. While school visits focusing on WASH facility inspection were conducted by the GIZ Project Team in Cambodia. The first bi-annual report on Pandemic Preparedness Initiative (PPI) was submitted by the GIZ pandemic consultant/specialist. SEAMO INNOTECH submitted a concept note for hiring of a regional PPI Consultant to be funded by GIZ but will also provide technical guidance and support to the Center’s Project on Disaster Risk Reduction and Resiliency.

SIREP-Funded Program

1. Building Disaster-Resilient School Communities

This Project, funded under the SEAMEO INNOTECH Regional Education Program (SIREP) aims to develop a toolkit on Building Disaster Resilient School-communities by gathering best practices and innovations in the region in terms of mainstreaming disaster preparedness, risk reduction and ensuring education in emergencies in schools and their communities. This toolkit will be wider in scope to cover man-made, natural and pandemic types of disasters. It will be accessible to school heads and teachers in Southeast Asia, and will document stories of resiliency, safety and casualty reduction in school-communities. The Project activities completed to date include:

Approval of approved concept paper by the Governing Board with $40,000 budget, September 2011

Development of Conceptual Framework, January 2012 Consultation with Partner organizations for collaboration, Feb-March 2012 Development of Content Outline and data gathering approach, April 2012 Desk Review and gathering of Reference Materials, May 2012 Hiring of project coordinator/manager, June, 2012

2. PROJECT SMaLL

Project SMaLL (Small Schools Management for Lifelong Learning) is an action research funded under SIREP for the continuous improvement of the past and ongoing initiatives of SEAMEO member countries in managing small/multigrade schools. The project was implemented in Lao PDR, Malaysia, and Cebu, Philippines


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to (1) build the capacities of the Village Education Development Council in Lao PDR, (2) integrate best practices in managing small Orang Asli Schools in Malaysia, and (3) strengthen the multigrade learning system through e-IMPACT in Cebu, Philippines. As of September 2011 all planned activities were completed from project planning, capacity-building and monitoring. The documentation and final report preparation are on-going as of reporting period.

Local Government-Funded Program

1. PROJECT APEX

Project APEX-Cebu (Applied Academics for Excellence) aimed to improve the job and livelihood prospects of high school students by developing their basic workplace and entrepreneurial competencies which are aligned with the development requirements of the community through meaningful collaborations and local education governance. 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. APEX Cebu had three basic components: (1) development of basic entrepreneurial/ workplace competencies of students; (2) building strong institutional capacity for program sustainability, and (3) active engagement of relevant community stakeholders in project implementation. The four-year project has now ended with the following remaining deliverables completed for the reporting period:

October 4, 2011: Last Project Steering Committee Meeting with APEX Cebu

Stakeholders and Project Turn-over was successfully completed in Cebu City, Philippines.

December 2011: Training of 20 Technology and Livelihood Education (TLE) teachers on Carpentry and Masonry in partnership with Primary Structure Corporation, Training Center in Cebu City. All but one participant passed the NC II Certification from TESDA.

January 2012: The APEX Career Preparation Manual (with copyright) has finally

been completed and distributed to all APEX schools in Cebu and other APEX Schools in Leyte and Laguna as useful reference implementing the career preparation plan for high school students and ensuring that the technical programs to be offered are aligned with students interests and aptitudes and the requirements of business and industries.

Eight Teacher’s Guides on Technical Preparation were reviewed and edited namely: Machine Shop Practice, Shielded Metal Arc Welding with Benchwork Practice, Plumbing, Health and Industrial Safety, Technical Drawing, Computer Education, Front Office Service, Food and Beverage Service, Housekeeping, and Building Wiring Installation. Additional training modules were solicited from


35

TESDA to supplement these teaching materials that will guide the TLE facilitators in their tech-voc class activities.

2. Proposal on GenYes

In October 2011, the concept paper on GenYES (Generation: Youth and Educators Succeeding) was drafted in partnership with Hytec Power Philippines and LabTech Malaysia to empower the students in providing technical support to school teachers in using ICT and web-based/digital technology for effective teaching and learning in lower secondary schools. Generation YES programs provide youth the opportunity to improve education through technology by taking charge of their own learning. The proposal was initially presented during the APEX Cebu Project Steering Committee Meeting and now subject for further discussion with potential donor organizations and piloting in one DepED Regional Office.

3. Technical Assistance to Department of Education re: modelling of Senior High School in the Philippines in support to K-12 education reform program

In line with the K to 12 Education Reform Agenda, the Department of Education hopes to improve the standard of public secondary education by providing additional two years of quality education that will academically and technically prepare high school graduates for college, immediate employment and/or self-employment following their career of choice. SEAMEO INNOTECH provided technical support in laying down the initial steps and strategies to be undertaken in establishing a responsive and scalable Senior High Program in three (3) regions by adopting the successful experience of Project APEX. As of June 2012, the Center submitted a report to DepEd which documented the preparatory activities undertaken by DepEd Regional Offices in Cebu and Leyte and Albay through the initiative of the Local Government Unit in Tiwi. This document will help guide the DepEd in finalizing the implementing guidelines for modelling the Senior High School Program in the country. To ensure the success of the Senior High School program, all Schools Division Superintendents will have to adopt some basic and practical guidelines and academic requirements in developing a robust and relevant Senior High School program for Grades 11 to 12 effective School Year 2016.

Programs implemented by both the Learning Management Office and the Educational Research and Innovation Office benefitted greatly from the expertise of top-caliber resource persons, consultants, and flexible learning tutors. A list is provided as Annex 3.


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People Development and Management

The 8th Five-Year Plan’s Strategic Goal 4 on People Development is meant to strengthen a corps of creative, motivated and competent staff. Towards this goal, the following were accomplished:

PERFORMANCE DEVELOPMENT AND MANAGEMENT SYSTEM (PDMS)

The 5th PDMS cycle, which covers the period: July to December 2011, was completed.

o All PDMS contracts for the cycle were received in August 2011. Review of the

contracts and feedback sessions with raters were completed in September 2011. o Midterm review was completed in October 2011. o PDMS evaluation was completed on 9 December 2011. Immediately after, all

results were consolidated and submitted to Finance Management Office (FMO) for corresponding performance rewards.

Another cycle, the 6th PDMS cycle, which covers the period: January to June 2012 was completed.

o PDMS contracting was completed in February 2012, except for one office which

submitted their contracts in April 2012.

o Midterm review and feedback session was completed in April 2012, as scheduled.

o All PDMS evaluation results were received on 8 June 2012. On the same day, results were consolidated, reviewed and submitted to the Center Director.

As part of the efforts to come up with a revised PDMS Guidebook, a workshop with raters and ratees was conducted on 24-25 April 2012. The documentation of the workshop was completed on 26 April 2012.

Based on the agreement made during the workshop, a team-based performance

management system was developed. It was subjected to a review by the PDMS core group on 25 May 2012.


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After the review and presentation of the same to ManCom, a set of agreements on PDMS was outlined and approved during the June 7th meeting of ManCom.

STAFF RULES

The Staff Rules committee was officially formed on 3 October 2011. Members of the

committee represent the different units of the Center and are formerly part of the HR Manual committee.

The project implementation plan was approved by the Center Director on 3 October

2011.

A review workshop with committee members was held on 25-28 October 2011 in Tagaytay City. The result of the workshop was the first draft of the revised Staff Rules. This was submitted to the Center Director on 17 November 2011. ManCom members where furnished a copy of the same first week of December 2011.

The ManCom review workshop was conducted on 12-13 March 2012 in Antipolo

City. The second draft, a result of the workshop, was submitted to Atty. Carlu Fernandez for review.

The Code of Professional Conduct, one of the annexes of the Staff Rules, was

submitted to ManCom for review on 6 June 2012. A week after, ManCom members gave their respective comments on the draft.

The committee members sat down and met again on 13 June 2012 to review the

Staff Rules guidelines and annexes.

STAFF LEARNING AND DEVELOPMENT

The PDU was able to facilitate both internal and external learning events that address the competency requirements of Center staff.

Internal Learning Events

o ISO Orientation, 6 July 2011 o Word Press Orientation, 4 August 2011 o IWB Orientation, 22 August 2011 o MS Excel, 14-16 December 2011 o MS Powerpoint for FMO, 19 December 2011 o Joomla! CMS for Beginners Training, 18-20 January 2012 o K-12 Orientation, 7 February 2012 (half-day) o Earthquake and Fire Prevention Seminar, 5 March 2012 o ISO Orientation, 15 May 2012 o Basic Digital Photography Workshop, 29 May 2012 o Benchmarking activity by AMO (2 batches), 22 May 2012 & 1 June 2012


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External Learning Events

o PEMEA Workshop on Program Evaluation, July 13-15, 2011 o Raw food Workshop, July 16-17, 2011 o Basic Occupational Health and Safety, July 25-29, 2011 o Leading and Managing Change (SEDF), August 16-17, 2011 o Leading Bold Change, August 23, 2011 o Dr. Hans Rosling Public Lecture, September 16, 2011 o Simply Tech: Redefining your 21st Learning Experience, September 16, 2011 o Lotus Domino 8.5, September 19-23, 2011 o Appreciative Coaching, October 6, 2011 o ASCD Conference on Differentiated Instructions in BKK, October 7-8, 2011 o Oracle Forum, October 20, 2011 o Presentation by Mr. Andres Schleicher, October 28, 2011 o Embracing Community through Dialogue & Unleashing the Synergy of Change,

November 3-5, 2011 o Strategic Marketing, November 8-10, 2011 o Oracle e-Business Suite, November 16, 2011 o How to Handle BIR Tax Audit or Investigation, November 16, 2011 o Know the Rules: Corporation Compliance, November 24, 2011 o The ABCD of eLearning, December 1-3, 2011 o Accounting for Non-Accountants, December 9-10, 2011 o Comprehensive Tax, December 12, 2011 o Better School Leadership: Transforming the Education System Seminar, 18

January 2012 (half-day only) o Preparing, Developing and Equipping K+12 School Leaders: Academic

Enhancement and Transition Management, 19-20 January 2012 o PMAP General Membership Meeting, 25 January 2012 o 2nd Asian Children’s Museum: Children and Climate Change International

Conference, 2-4 February 2012 o PMAP General Membership Meeting, 22 February 2012 o PSQ Quality Afternoon, 1 March 2012 (half-day only) o Visiting Foreign Research Fellowship Program, January 23-February 29, 2012 in

Tsukuba University, Japan o Integral Organization Development, 2-5 March 2012 o ECP for Occupational Health Nurses, 23 March 2012 o 3rd International Conference on Teaching and Learning with Technology on 27-

30 March 2012 in Singapore o Statistical Tool Enablement Seminar, 29 March 2012 (half-day only) o Learning for the Future: An Open Space Technology Conference, 28-30 March

2012 o Study Visit to Malaysia on Development of Student-Oriented Support Group

Program for the Admin Support Staff, 15-21 April 2012 in Malaysia o Installing Performance Management System, 19-20 April 2012 o Planning, Developing and Managing Digitization and Research Projects for

Libraries and Information Center, 18-20 April 2012 o Instructional Design Workshop, 18 May 2012 o Symposium on Wage Order NCR-17, 7 June 2012 o eLearning Conference 2012, 14-15 June 2012 in Bangkok, Thailand


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o International Conference on IFRS for SMEs and the ASEA Accountancy Landscape 2013 and Beyond, 22 June 2012

Staff Exchange and Fellowship Program

PDU facilitated and coordinated all the requirements for Tsukuba University’s Research Fellowship Program. Two officers of the Center were selected as fellows. PDU also managed the visit of two RECSAM staff as part of the staff exchange program.

LEARNING FOR THE FUTURE: AN OPEN SPACE TECHNOLOGY CONFERENCE After the modest success of the SEAMEO INNOTECH 12th International Conference held in 2010, where Open Space Technology (OST) was used as a process, the Center, led by PDMO, organized another one-of-a-kind event on 28-30 March 2012. No less than the father of the OST himself – Harrison Owen – served as the main facilitator for the Conference. Attended by 88 participants representing 11 countries, the Conference provided and opened the space for a deep conversation about learning and all the many ways we can enhance its function for the people of our region. The following are the activities conducted:

Facilitated the signing of the Memorandum of Agreement with the People Management Association of the Philippines (PMAP) in January 2012

Mobilized/organized a project management team by January 2012

Drafted and sent out invitation letters, flyers and other necessary correspondences,

collaterals and reports based on approved timelines, and did the necessary follow throughs

Coordinated the speakers’ and participants’ requirements with other units

concerned

Conducted the Conference on 28-30 March 2012


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ORGANIZATIONAL STUDY

The Center was able to implement the results and recommendations of the Organizational Study. The milestones are presented below:

A transition team committee was formed to spearhead and to oversee the changes implemented.

Center and Office Charters were redefined to contain the basic functions and mandates for each unit.

Units and offices were renamed and office spaces were re-arranged as well.

Communication of the Transition Plan was done to enumerate the changes and how the transition will be implemented.

There were a number of employee movements carried out as a result of the study.

Cross-team or matrix work arrangements/approach to project management was introduced to the Center.

A general assembly was held last 16 December 2011 at the Pearl Hall to inform and clarify to all Center Staff all issues concerning the re-organization.

The Transition Team worked for six months and reached its sunset last May 2012.

WELLNESS PROGRAM The Center launched its wellness/work-life balance program. As a starting point, there was a survey conducted to get the overall interest of the Center Staff with regards to health and wellness. The program was launched last October 2011 called “G2G”, under which the Center introduced several wellness activities such as yoga, zumba, tai chi, badminton, basketball, table tennis, 3 mile walk, hip hop abs, and running clinic. Non-physical activities were also coordinated and carried out such as blood donation, flu vaccination, urban farming, mother’s day and father’s day treat massage, eye check up and digital photography. The Annual Physical Examination was conducted last 1 June 2012. PDMO also coordinated the executive check-ups of management committee members.

JOB DESCRIPTION A new Job Description Template will be used for fiscal year 2012 – 2013. The template was a collaborative product of management committee members, the supervisors and PDMO from a workshop held last April 13, April 20 and June 5, 2012 facilitated by an external consultant. It enhanced the statement of duties and responsibilities by separating the general functions and technical functions of a position.


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PEOPLE MANAGEMENT PROGRAMS AND ACTIVITIES On top of all the major projects of the People Development and Management Office, other staff services for the fiscal year included the following:

Spearheaded the retirement party for a Center Employee. Organized and carried out the Christmas Party Program (2011) Facilitated and distributed the Christmas Basket (2011) Contracted out production of male and female uniform (2011) Released Performance Bonus (2011) Coordinated Employee Development Committee Election and Turnover (2012) Monitored and carried out teambuilding of each office to different locations (2012) Processed leave conversion (2012) Released Performance Bonus and Merit Increase (2012)

Year round maintenance activities included:

Renewal of insurance coverage and payment of annual premiums. Facilitated recruitment of staff and on-the-job trainees, extension of engagement

and payment of monthly professional fees and allowances. Prepared certificates of employment as per request of staff and partners. Prepared payment orders for manpower agency bills and meal subsidies of partners. Processed all Government mandated remittances and loan applications of all Center

Staff Monitored attendance and timekeeping of all Center Staff and Center partners

including distribution, retrieval and monitoring of Daily Time Records. Participated in various learning sessions offered for free by the government such as

SSS, Pag-ibig and Philhealth A listing of staff members who were in service during the year is attached as Annex 4. Foreign and local missions they undertook either as part of project implementation, marketing activities, or professional development are found in Annex 5.


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Administrative Management

The Administrative Management Office (AMO) pursues the Center’s Strategic Goal 5 on

Systems, Services and Special Development Initiatives, which are intended to provide and

maintain an enabling environment for learning and innovative solutions development.

During the fiscal year, the AMO was able to contribute to the Centre’s financial viability

through revenue generation efforts and efficient utilization of resources, the

enhancement of infrastructure and facilities through the implementation of the

Campus Development Program, as well as provision of required support services

for the effective delivery of the programs, projects and activities of the

organization.

FACILITIES MANAGEMENT UNIT

The Facilities Management Unit (FMU), responsible for the operational management of the

International House, the conference and function rooms of the Centre, was able contribute

to the income generation for FY 2011-12 through sales revenue from rentals and provision

of support services to internal and external participants and guests.

As shown in the Market Segmentation chart above, the major portion of the total FMU

gross revenue was generated from INNOTECH Courses representing 71.81 percent of the

total revenue, followed by INNOTECH meetings at 6.89% .


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Support service was provided to a total of one hundred fifty four (154) internal events. Forty

six (46) of the total events were INNOTECH courses/projects: sixteen (16) classes of DepEd

District Supervisors Leadership (DSL) Program II, three (3) DSL integration sessions, five (5)

Study Visit Programs of sister centres and institutions, four (4) DepEd K-12 workshops,

eighteen (18) of which were SIREP, AseaneXCELS, SEDF courses and DepEd related projects.

One hundred eight (108) of it were various INNOTECH meetings, namely, PDMO facilitated

workshops, planning workshops and several meetings with partners and other institutions.

A total of sixty four (64) external events was conducted within the Centre facilities coming

from various government agencies, education sector, and international organization, NGO,

Association / Foundation and Private Corporation representing 21.30 percent of the total

FMU gross revenue.

For facilities and service upgrade, the hotel rooms at the International House were provided

with new set of curtains, bed runners, pillow runners. The first batch of new LCD television

sets was installed in the standard rooms.

It is noteworthy that for the past years, the Centre maintained an Excellent rating for

function and accommodation based on the official Annual Client Satisfaction Survey

evaluated and consolidated by Research Studies Unit, ERIO. It showed a numerical increase

in the overall satisfaction level of the participants on the services of the Centre. From 4.64

(excellent) rating in Client Satisfaction Survey 2011, the Centre received 4.71 (excellent) in

the Client Satisfaction Survey 2012.

Benchmarking activities with similar institutions were undertaken to determine market standards particularly on the rental rates of function rooms, accommodation and other services as well as to study and adapt best practices.

PROPERTY & GENERAL SERVICES

Tasked with the management and administration of the procurement and property

operations, the Property and General Services Unit (PGSU) undertook continuous

accreditation of eligible suppliers and the annual performance evaluation of those whose

services were engaged for the period in review. The accreditation process for new suppliers

and the updating of documents for accredited suppliers has always been given importance

as the procurement operations for all Centre requirements is centralized in PGSU where

purchases were preferably made from the accredited companies/dealers.

The Bids and Awards Committee (BAC) was actively involved in the procurement activities

relative to the campus development projects, as well as in the acquisition of highly budgeted

equipment, computers and other properties. The Committee was responsible for pre-

qualification of eligible contractors, opening of sealed bids, evaluation and recommendation

of the winning bid based on the lowest, most favorable, complying bidder.


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A major project of the PGSU was the conduct of the Physical Inventory of Fixed Assets and

the exhaustive updating of the Fixed Assets Masterfile. A taskforce was created to

check/inspect all the existing Centre properties assigned to all employees based on the Fixed

Assets Master list and to assess the status of each of the properties (whether in good

condition/for repair/obsolete/junked) and to verify the location and the custodianship of the

properties were still updated. The task was challenging given the changes brought about by

the significant physical transfers of office properties and of the corresponding

custodians/accountable staffers due to the Voluntary Retirement Program (VRP) in May

2011 and the ongoing office renovations and the Centre’s reorganization requiring space

planning re-layout. Review of the processes and the documentation works was prioritized in

preparation for the official turn-over of the Fixed Assets Management to the Finance

Management Office by the start of FY 2012-13.

A Supplies and Fixed Assets Management System (SFAMS) Software was procured and

customized to systematize the inventory management of supplies and fixed assets.

Uploading of information to the new software has begun while other related processes are

still underway for full implementation of the system by 4th quarter of 2012.

As part of the General Services deliverables, the AMO performed timely and efficient

preventive maintenance of equipment, vehicles, appliances, building repair works, as well

as provided services for travel, transportation, liaison and other job requests.

SPECIAL PROJECTS

On top of the regular functions of PGSU is the implementation of the Campus Development

Projects. For this fiscal year, the major accomplishments include the completion of the

following:

Workspace Re-Layout at the 3rd Floor, Main Building, which was undertaken to respond to the reorganization of the Centre; this project required construction of additional workstations, conversion of office spaces to meeting rooms and stock rooms to fully support the two newly reorganized offices, namely, the Educational Research and Innovation Office (ERIO) and Learning Management Office (LMNO);

Construction of an Acrylic Roof on Tubular Metal Frames at the Executive Office which provided a divergent roof design that complements the Executive Office walkway and landscape;

Waterproofing of Pearl Hall and Main Building Roof Deck, a timely solution to replace the already old and deteriorated roof decks’ existing waterproof thus prevent rainwater leaks that caused severe damage to the ceiling boards of offices and function rooms underneath;

Construction of Generator House Including Electrical Connection Improvement, which housed the 500KVA diesel generator set originally installed outdoor, for its protection from all-


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weather conditions; the electrical connection improvement was designed to provide a 100% back-up power for the Centre during power outages;

Refurbishment of Function and Training Rooms, which included the repainting, re-varnishing of walls and ceilings in Conference Room 1, Soriano Hall and Training Rooms 1, 3 and repainting for Training Rooms 5 and 6 as well as the conversions of Training Room 4 to a conference room and a stock room for use of ERIO;

Project Designs as initial activities for the Renovation of Hernandez Hall, the Improvement of Main Building Lobby Areas (GF, 2F & 3F) & the Renovation of International House prior to the contract bidding and actual refurbishments scheduled for the next fiscal year. The services of an interior designer was engaged to collaborate with the architect for the design of the lobby areas of the Main Building and International House to ensure the renovation works would transform the areas to an innovatively designed, functional workspaces

Ongoing projects, which began during the last months of the fiscal year 2011-12 and for

completion by the 1st semester of the next fiscal year, include the Interior Fit-Out of the

Quality System Management Office (QSMO) and the Refurbishment of Training Room 2.

Cost saving initiatives were implemented through the replacement of regular staffers to

non regular/agency hirees, the reduction of SOLIMAN Security Services security guards,

from 14 to 11 with the installation of the Closed Circuit Television System (CCTV) and the

expansion of the functions of the security OIC to include the work of the telephone

operator/front desk services. Likewise, the engagement of Joseph Server & Associates, Inc.,

a grounds maintenance service provider, as replacement of 2 regular staff and 3

contractual gardeners significantly reduced the monthly operational costs of about 30%.

Moreover, energy efficient programs/systems were implemented such as the installation of

LED or light emitting diode lighting fixtures and inverter type air-conditioning units.

As part of our participation in the corporate social responsibility efforts of the Centre, the

AMO staff assisted in the repainting of the classrooms and repair works of the comfort

rooms of Culiat High School, an INNOTECH adopted school. It also facilitated in the donation

of some used but functional Centre properties to chosen institutions, namely:

Qty./Unit Particulars Date Donated Recipients

1 unit Toyota Hi-Ace Van

9-Nov-11 Amaya School of Home Industries, Sahod-Ulan, Tanza, Cavite

664 pcs

93 pcs

111 pcs

Flat & fitted sheets (blankets)

Bed skirting

Bath towels

16-Dec11 Sendong Typhoon victims in Cagayan de Oro and Iligan City c/o Operation Brotherhood


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Qty./Unit Particulars Date Donated Recipients

7 units Computer - DeskPro EN

6-Jan-12 Agency janitors/ gardeners/messenger

3 units Computer - HP COMPAQ DC7100

13-Jan-12 Department of Education Region IV - MIMAROPA Division of Occidental Mindoro

60 pcs

40 pcs

Bath towels

Flat sheets (blankets)

29-Jun12 Foster Operation Compassion (orphanage)

For the professional development of the staff, the employees were provided opportunities

for skills and behavioural enhancements through varied activities undertaken such

as participation to specific technical trainings and seminars, hands on exposure in

other functions of the AMO unit. The FMU team conducted benchmarking activities at

Marikina Convention Center, Marikina Hotel, MMLDC and Eugenio Lopez Centers in

Antipolo, Microtel Mall of Asia, CSB Int'l Conference Center and Hotel, H2O Hotel and

Rockwell Club and the most senior Associate joined a Study Visit to Malaysia on

Development of Student-Oriented Support Group Program for the Admin Support Staff.

In anticipation of the PDMO becoming a unit under AMO by July 1, 2012 the staff of AMO &

PDMO underwent an AMO Teambuilding with classroom sessions at the Executive

Boardroom of INNOTECH on June 11, 2012 followed by an out-of-the-country team

activities on June 19-22,2012 in Seoul, Korea.


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Finance Management

Realizing Strategic Goal 8 on Financial Viability is an effort lead by the Finance Management

Office.

In fiscal year 2011-2012, SEAMEO INNOTECH received US$5,620,099 in grants and income.

Total expenditures for the year amounted to US$4,361,057. At year-end, the combined fund

balance of Other Funds and Unallocated Funds amounted to US$1,570,484. The statement

of operations and changes in fund balances is presented below:

2 0 1 2

CAPITAL

FUNDS

OPERATING

FUNDS

SPECIAL

FUNDS

OTHER

FUNDS

UNALLOCATED

FUNDS TOTAL

2011

FUND BALANCES AT

BEGINNING OF YEAR $ $ $ $ 336,623

$ 480,296 $ 816,919

$ 2,179,549

GRANTS AND INCOME 426,344 2,115,893 57,113 2,076,034 944,715 5,620,099 4,175,715

TRANSFER FROM

UNALLOCATED FUNDS - 80,338 - -

(80,338) -

-

TRANSFER TO

SEAMEO INNOTECH

ENDOWMENT FUND

- - - -

(520,000) (520,000)

(170,489)

PRIOR YEAR'S

ADJUSTMENT - -

- (7,234)

-

(7,234)

(6,537)

TOTAL FUNDS

AVAILABLE 426,344 2,196,231 57,113 2,405,423

824,673 5,909,784

6,178,238

EXPENSES AND

OBLIGATIONS (426,158) (2,199,987) (57,275) (1,677,637)

- (4,361,057)

(5,465,390)

TRANSLATION GAINS/

(LOSSES) (186) 3,756 162 1,024

17,001 21,757

104,071

TOTAL FUNDS USED (426,344) (2,196,231) (57,113) (1,676,613) 17,001 (4,339,300) (5,361,319)

FUND BALANCES

AT END OF YEAR $ - $ - $ - $ 728,810 $ 841,674 $ 1,570,484 $ 816,919


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Capital Funds

Total expenditures amounted to US$426,158 where 58% or US$249,980 was used to

renovate the Centre’s facilities. Among the major projects are the ongoing improvement of

the main building lobbies, waterproofing of the main building and the Pearl Banquet Hall,

construction of a generator house, refurbishment of training rooms, and the designation of a

room as the Quality and Systems Management Office. Procurement of furniture and

equipment for the newly constructed and renovated offices as well as the purchase of

network equipment and other computer peripherals accounted for 41% or US$173,727 of

the expenditures. The remaining amount of US$2,451 or 1% was used for the purchase of

library materials and car accessories. Except for the car accessories, cost of which came from

operations, funding of all other capital expenditure was provided for by the INNOTECH

Endowment Fund.

Operating Funds

The total operating fund expenditures for the year amounted to US$2,199,987, 11% lower

than last year’s expenditures of US$2,460,637. The decrease was a result of the reduced

manpower brought about by the voluntary retirement program last May 2011 as part of the

cost saving measures adopted by the Center.

The Government of the Philippines (GOP) provided US$2,043,014 for the Center’s operating

fund expenditures which was 35% or US$528,066 higher than the preceding year’s

contribution. The INNOTECH Endowment Fund provided $72,879 for the purchase of

software & licenses and IH supplies. To cover the difference between expenditures and the

amount received as assistance from the GOP, the Center transferred US$80,338 from the

current year’s unallocated funds receipts.

Special Funds

The Government of the Philippines provided all the special funds for the year in the amount

of US$57,113. This was 2% higher than the preceding year’s receipts. Special funds were

allocated to finance the Center’s training and research scholarships.


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Other Funds

During the fiscal year, the Center received funds amounting to US$2,076,034, 75% higher

than the previous year’s receipts of US$1,184,739. The breakdown of receipts for this fund

was as follows:

Funding agency FY 2011-2012 FY 2010-2011

In USD In % In USD In %

GOP (various agencies) 986,934 48% 173,653 15%

Various donors 881,077 42% 476,929 40%

INNOTECH Endowment Fund 208,023 10% 534,157 45%

TOTAL 2,076,034 100% 1,184,739 100%

These funds were intended to finance the projects and activities not included in the Center’s

core budget. 76% of Other Funds was provided for training activities, 23% for various

projects and the balance of 1% for organizational consultancies. Total expenditures

amounted to US$1,677,637. Fund balance at the end of the year amounted to US$728,810.

Unallocated Funds

Unallocated Funds receipts amounted to US$944,715, 22% lower than the previous year’s

receipts of US$1,206,205. These funds represent income generated by the center from its

training activities, project management fees, rental of facilities, services, products and

interest income.

At the end of the fiscal year, unallocated funds amounted to US$841,674 after fund

transfers to operating fund of US$80,338 and to the INNOTECH endowment fund of

USD$520,000.


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Quality and Systems Management

The newly-created Quality and Systems Management Office (QSMO) takes the lead in ensuring the achievement of Strategic Goal 2 on Quality Assurance and Client Satisfaction Focus, the aim being to continuously improve and implement quality assurance systems and client feedback for quality solutions and services in accordance with international standards.

PLANNING AND QUALITY ASSURANCE The creation of QSMO was one of the recommendations under the organizational study commissioned by the office in late 2011. Officially recognized last January 2012, QSMO takes the lead in assuring the Center’s effectiveness and efficiency in achieving its quality objectives by leading the process for planning and review of Center projects and activities; as well as identifying, understanding and managing all interrelated processes under its quality management system, including management of the Center’s technology infrastructure.

Planning and quality assurance are integral functions of the QSMO. For the year in review, the Office led the Center’s strategic planning process to help management clarify and focus its projects, programs and activities within a logical framework within which to develop and pursue its set of strategic objectives and performance measures. A midterm review conducted in January 2012 and a fiscal year-end review served to provide benchmarks within which to measure and review actual performance against set targets. A planning exercise was also undertaken at the start of the fiscal year 2012-2013 to identify targets to achieve strategic objectives identified for each of the Center’s eight strategic goals under its 8th Five-Year Development Plan. Working through the established ISO committees of the Center – the Quality Management System Committee and the Internal Quality Audit team – QSMO is responsible for undertaking activities and initiatives related to the management and implementation of the Center’s quality management system towards attaining and maintaining high levels of client satisfaction and continuous achievement of its ISO certification including other quality citations, awards and recognitions. The Center was successfully recertified under ISO 9001:2008 after undergoing rigorous audit by SGS, its external quality management systems auditor. For the fiscal year under review the internal quality audit was undertaken in preparation for the SGS surveillance audit scheduled for the year.


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SYSTEMS MANAGEMENT The Systems Management Unit (SMU) under QSMO, designs, develops and maintains the Center’s technology infrastructure to effectively supports its day-to-day operations, as well as provide the identified necessary technological backbone in the implementation of the Center’s programs, projects and activities. The unit’s primary/core functions include the maintenance and management of an effective and responsive technology infrastructure that include:

Local and wide area networks Servers and backups Computer workstations and laboratory Software applications including the Internet and the Center’s distance learning

platform Database management applications and other productivity tools Others as may be identified for specific programs and projects

For the period under review, ten (units) of high-end notebook (HP EliteBook 8440p) for MANCOM members, and six (6) printers were purchased. New and complex attacks by hackers continue to cause disorder on the connected world. To protect the INNOTECH network against threats such as system intruders, viruses, spam, and spyware, licenses for the ASTARO Security Gateway, a Unified Threat Management (UTM) solution and Kaspersky Enterprise Space Security (KESS) 6.0.4 mp4, server-based antivirus software were renewed in March 2011. The ASTARO Security Gateway 320 appliance was also replaced with a new unit with higher memory. All email to seameo-innotech.org is checked; spam and unwanted email is stopped before it is delivered and clutters up staff mailboxes. Damaging and malicious content are also blocked before it can enter the network. Kaspersky antivirus client program installed on INNOTECH computers are automatically kept up-to-date. All software installed on INNOTECH computers are licensed. An annual software audit is conducted to ensure compliance. The Center acquired additional two license of Adobe In-Design CS5 7.0 and upgraded PASW (Predictive Analysis Software - formerly SPSS) from version 18 to 19 in April and June 2011 respectively. For FY 2010-2011, the Center replaced its network switches with the acquisition of ten 10 units of layer 3 switch (HP A5810 48-BT, 2 SFP+). The equipment, which is capable of using 10 Gb backbone using OM3 fiber optic cable will provide faster access and transfer of large data. The equipment includes the following modules and software:

1 unit Power supply for HP A5810 48-BT, 2 SFP+ 4 Units of HP MiniGbic 1Gb /Transciever for HP A5810 48-BT, 2 SFP+ 2 Units of HP MiniGbic 10Gb /Transciever for HP A5810 48-BT, 2 SFP+ Network Management Software

Other accomplishments during the period under review include the following:

Update of Web Content Filtering Databases Upload of IMDIS Beta Version for IMDU testing


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Transfer of internet connectivity from INFOCOM to PLDT with 4MB Bandwidth completed

Upgrade of Lotus Domino Server from version 8.5 to 8.5.3 completed Transfer of iKnow Portal as main web site of SEAMEO INNOTECH completed Installation and configuration 10GB backbone switches completed Installation, configuration and upgrade of Internet access points at the Center’s

main building, Pearl Hall, Executive Building and international house to continually provide stronger wireless Internet access to participants and guests

Renewal of existing anti-virus Kaspersky and upgrade of the system from version 6.04 MP4 to version 9. A new antivirus eScan was also acquired as part of the package from a content filtering appliance also acquired by the Center.

Transfer of ASEAN Toolkit content to web server for implementation. Installation and configuration of the unified storage management for LMS system.

Continuing technical assistance and support has also been provided to the following:

Migration of Center’s payroll system to Great Plains Dynamic Payroll Module Development and pilot-testing of a Content Management System to facilitate and

enhance development and production of instructional materials Implementation/operationalization of the Center’s iKNOW! Learning and Resources

Portal Maintenance of the Center’s Website and Intranet infrastructure Maintenance of the infrastructure that support the Center’s Training Information

System Maintenance of the infrastructure that support use and implementation of the

Center’s distance learning platform, iFLEX


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Knowledge Management

and Networking

Two goals, Strategic Goal 6 (Market Expansion and Customer Focus) and Strategic Goal 7 (Enhanced Corporate Image, Branding and Differentiation) are being targeted under the leadership of the Knowledge Management and Networking Office (KMNO). Among the significant changes in the organizational structure of the Center was the merging of Knowledge Management and Networking under one office. The KMNO now serves as the principal external relations and extension service arm of the Center, bridging the knowledge products and services of the Center with the issues and needs of the various stakeholder groups. The office serves to facilitate the movement of knowledge products and services from the organization to its intended users, bringing together the various areas of focus and the solutions developed by the Center. With the new focus for KMNO, the Center’s efforts set in the LearnTech strategic initiative are brought into sharper focus. The efforts at establishing networks and partnerships with key institutions in the region will also serve as a means for expanding markets and broadening the reach of the Center’s services. The year in review saw the conduct of marketing and networking missions within the Philippines and in the region. Linkages were strengthened with the following institutions in the region:

- Ministry of Education and Culture of Indonesia - Center for Training on Vocational Agriculture (VEDCA); new projects for teacher

exchange were proposed - Further joint activities were planned with the Institut Aminuddin Baki and the

teacher education institutes in Malaysia The Center also established cooperation agreements with the following national and regional institutions:

- Rajabhat University Network of Thailand - The National Institute for the Ddevelopment of Teachers and Other Education

Personnel of Thailand - The Asia Pacific Regional Network on Early Childhood (ARNEC)

The established partnerships with the following national and international organizations and institutions were further strengthened:

- Asia Pacific Regional Network of Training and Research Institutes on Educational Planning

- Unesco International Institute of Educational Planning - National University of Educational Planning and Administration of India


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- University of Tsukuba/Centre for Research and International Cooperation in Education

- Korean Educational Development Institute - Korean Institute for Science and Technology Evaluation and Planning

The Knowledge Management and Networking Office serves both internal clients and external stakeholders. It is responsible, in close coordination with concerned units, for the packaging of the knowledge products and solutions generated through the Center programs and disseminating them, in various forms using appropriate communication media, to the intended users. The knowledge dissemination services of KMNO primarily support marketing and promotion of Center products and services. The Office also serves the needs of Center Management, specialists and program units as part of its information services and media production functions. Information Management Unit

The Information Management Unit provides support to Centre programs through products and services related to print and online publishing, documentations and library services. During the fiscal year, IMU produced the Centre’s regular publications, including the capability statement, brochures, and marketing collaterals. It provided documentation and editorial services to major activities of the Centre, including the 55th Governing Board Meeting. It also extended preparatory documentation support to the Centre’s participation in SEAMEO-wide activities such as the Centre Directors’ Meeting, High Officials’ Meeting, and the SEAMEO Council Conference. Email newsletters were likewise sent to partners. The unit provided editorial services to two research publications: K to 12 Trends in Southeast Asia and the K to 12 Toolkit. SEAMEO INNOTECH’s automated Learning Resource Center (LRC) maintains and houses an up-to-date and dynamic collection (in print and non-print format) on education in Southeast Asia. It serves internal and external clients needing information in the areas of educational management and educational technology. For this year, the library increased its collection by 218 titles, generating a total of 19,948 volume of books. There were also new journal titles, multimedia collections (i.e. CDs, Kits, etc.) and electronic resources that yielded a total of 29,417 copies and titles of book and non-book materials. Both donated and purchased materials were in the areas of information and communications technology, equitable access to quality education, educational technology, educational management and instructional leadership, teaching methods and strategies, curriculum development (K to 12 Curriculum), literacy and alternative learning delivery modalities, and education for sustainable development. With its goal to expand its reach to varied clients, the library maintained its online subscriptions and institutional memberships in relevant educational databases, namely the Harvard Educational Review, the Association for Supervision and Curriculum Development and Sage Publication's Journal of Cases in Educational Leadership. Subscriptions to these online databases provided access to thousands of scholarly education-related articles and publications.


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The Athena library system, accessible on the web, was regularly updated to aid researchers by making searching and retrieval efficient and faster. The library served more than 1500 internal and external users (college and graduate students, researchers, educators, etc.), alumni, and residential and online training participants. As part of the library’s services, LRC provided research assistance to staff on various education topics and gave monthly updates on online education-related resources such as open access online materials of International Journal of Education Policy and Leadership (IJEPL), ERIC, UNESCO International Institute for Educational Planning (IIEP), World Bank, Routledge Reference Resources, Organization for Economic Co-Operation and Development (OECD), Curriculum Leadership, Teacher’s Planet, Digital Learning and the International Bureau of Education (IBE) Online Alerts. Securing rights or permissions for reprint and reproduction as well as ISBN and Copyright for center publications and outputs were also information services delivered and rendered by the library. The Centre’s official website continued to provide regular updates on the programs and operations of the Centre. The website, which sits on an open-source platform and houses the iKNOW knowledge management portal, was launched during a meeting of senior Philippine education officials. It contains basic education information from SEAMEO countries and INNOTECH’s own electronic resources. To expand engagement with online users, SEAMEO INNOTECH launched its presence on social media sites, including Facebook, Twitter and YouTube. News and resources were regularly uploaded to these sites.

Educational Media Unit The Educational Media Unit produced a number of materials for information, documentation, education and training purposes. More than fifty (50) videos were produced during the year in review. These include “Rekindling and Sustaining the Passion for Teaching,” the new Entrance of Colors and institutional video, Project APEX Cebu AVP, and GURO 21 Orientation and Tutorial Videos. Also produced were video highlights of the following courses: District Supervisors Leadership Program 2 (DSL2) – Classes 1 to 16, 2nd Asia Ministerial Forum for ICT in Education, Quality Assurance in ECCD in Southeast Asia, Gearing Up for Instructional Leadership, Strengthening Technical-Vocational Schools towards a Sustainable Luzon, Collaborative Journey towards the Best Possible Future for Cebu Normal University, Pakistan Study Visit, IBM Learning Video and others. The Educational Media Unit also provided various support services including technical inputs required by all Center programs and projects. These were largely in the form of video and photo documentation, computer-generated graphics and artwork including cover and layout designs, exhibits, audiovisual and allied services. More than 564 job requests were serviced and supported by the Unit within the fiscal year. As part of its video production solutions, one of the Unit’s major accomplishments for the period under review was the production of videos in support of the Philippine Department of Education flagship project, the K to 12 Basic Education Program. These videos were disseminated and utilized for the national and regional training of trainers and teachers for the K to 12 in the Philippines. To widen the reach of the project, resources were uploaded in


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YouTube, one of the most popular platforms for videos. The K to 12 Basic Education Program videos include:

• H.E. Br. Armin Luistro’s Message • Rationale and Overview • K to 12 Curriculum by Undersecretary Yolanda Quijano • K to 12 Teachers by Dr. Paraluman Giron • Implementing Guidelines for Elementary Education by Dr. Marilyn Dimaano • Edukasyon sa Pagpapakatao in the K to 12 by Dr. Fe Hidalgo, and • Science in the K to 12 by Dr. Merle Tan

The Unit was also requested by the DepEd to video document the Micro-teaching of Grade 1 and Grade 7 Trainers of the K to 12. For continuing support to IMPACT, it documented case stories of IMPACT school implementers in Culianan Learning Center and Maasin Elementary School in Zamboanga City, and Maabay Elementary School in Guimaras Province. These photo and video collections will form part of the Operations Manual of IMPACT.

Looking Ahead Animated by the achievements of another year of challenges and success, the Center looks forward with confidence to further years of service, continuous improvement, sustained viability and enduring partnership with the learners, education officials, teachers, principals and education leaders of the education community of Southeast Asia and beyond.

Documents

WORKING PAPER 1.1 SEAMEO INNOTECH Annual Report€¦ · school improvement plan. These actions points were to be finalized upon consultation with These actions points were to be finalized