SEAMEO INNOTECH

ANNUAL REPORT FY 2015-2016

Fiscal Year 2015-2016 was the concluding year for the Center’s 8th Five-Year Development Plan. Slowly

transitioning to the next program cycle while completing the commitments to the previous one,

SEAMEO INNOTECH has delivered beyond its targets to generate innovative education programs,

develop human resources and capacities in the region, expand linkages and markets, ensure financial

viability, and improve management systems.

The Center maintained its support to the initiatives of Philippine Department of Education in the

implementation of the K to 12 reforms, particularly on setting up the Senior High School Program. The

Center carried out initiatives, cooperative actions and technical assistance concerning early childhood

care and development, inclusive quality education, the use of mobile technologies in the classroom,

regional integration and education for sustainable development. SEAMEO INNOTECH organized the

14th International Conference for the youth which paved way to the development of the Youth

Education Agenda for Southeast Asia. The Center, in collaboration with the Ministry of Education and

Culture of Indonesia, also organized the second round of the Strategic Dialogue for Education

Ministers that reviewed the SEAMEO Seven Priority Areas and the proposed Bandung Action Agenda.

FY 2016-2017 also marked the adoption and roll-out of the 9th Five Year Development Plan which

guides the Center in ensuring that programs and projects carried out are part of a cohesive and

compelling strategy designed to effectively and fully respond to articulated needs of learners in the

region.

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LEARNING MANAGEMENT OFFICE

Learning and Training Development Unit

For the fiscal year 2015-2016, a total of 472 education leaders and officers from the eleven SEAMEO

Member Countries participated in various learning and development programs implemented by the

Center. Table 1 summarizes the distribution of the participants by country. Eighty-six percent (86%)

are from the Philippines. These participants were served through customized programs responding to

requests from international and local partners.

Of the 472 participants, sixty-five percent (65%) are females and the rest are males.

All SEAMEO Members were represented among the learners served during this period, except for

Singapore. Through the MOE Singapore, one Senior Education Officer was assigned to serve as

Resource Person for the Regional Scholarships for Education Leaders and Managers (Regional SELM).

Beyond the region, 12 participants from Bangladesh participated in a training course on e-learning

programs and ICT integration in secondary education.

Table 1. Distribution of Participants by Country

COUNTRY MALE FEMALE TOTAL

Brunei Darussalam 3 3 6

Cambodia 6 - 6

Indonesia 5 - 5

Lao PDR 3 3 6

Malaysia 2 4 6

Myanmar 1 5 6

Philippines 124 282 406

Singapore 1 - 1

Thailand 3 3 6

Timor-Leste 6 - 6

Vietnam 2 4 6

Bangladesh 10 2 12

Total 166 306 472

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Regular Training Programs Under the SEAMEO Education Development Fund (SEDF)

One course was mounted under the Center’s regular training programs funded through the SEAMEO

Education Development Fund (SEDF). The Blended Learning Course on Excellence in Managerial

Leadership for School Leaders and Managers in Southeast Asia was implemented in three phases

covering November 2015 to February 2016.

The blended learning course was implemented upon the recommendation made during the 58th

Governing Board Meeting in 2014. The Governing Board directed the Center to launch a regional

program focusing on Managerial Leadership for school leaders. During the series of consultations held

in 2014 and based on the 2014 Competency Framework for Southeast Asian School Heads, Managerial

Leadership was ranked as the second most important area for training needed by the school leaders.

Focused on the management of day-to-day school operations, managerial leadership refers to the

ability of school leaders to manage school resources and systems, staff performance and sustainable

school programs and projects. This particular competency strand covered the following general and

enabling competencies:

Table 2. General Competencies and its Equivalent Enabling Competencies

GENERAL COMPETENCY ENABLING COMPETENCIES

Managing school resources and

systems

Managing financial resources

Managing the learning environment

Managing systems and procedures

Managing staff performance Managing school personnel requirements

Supporting professional development of staff

Recognizing staff performance

Managing sustainable school

programs and projects

Demonstrate program and project management

skills

Promote school-based programs and projects that

support sustainable development

Thirty (30) leaders of primary and secondary schools from ten SEAMEO Member Countries

participated in the course delivered through the blended learning approach, combining online

activities with face-to-face learning interaction. The course was a practitioner-oriented program

where the participants’ issues and concerns in running the school as well as other factors affecting

school management set the context of the discussions and learning sessions. The participants were

tasked to develop an action plan based on the priority areas of concern identified in their respective

schools, applying the competencies gained through the program.

Phase 3 followed through with online discussions and learning exchanges. Building on the design of

the course, the participants created their online group sharing platform on Facebook. The online

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exchanges covered topics such as the participants’ progress in implementing their action plans,

instructional leadership practices as well as their fresh insights on the school leadership experience.

Participants of the course had the opportunity to be part of the Center’s 14th International Conference

on the theme A Better Future for Every Learner in Southeast Asia.

Regional Scholarship for Education Leaders and Managers (SELM)

The Blended Learning Course on Excellence in Instructional Leadership for School Leaders and

Managers in Southeast Asia was conducted over three phases, covering June to August 2016. The

regional program was approved during the 58th SEAMEO INNOTECH Governing Board Meeting and

further validated at the 59th GBM in 2015. The course underscored the importance of the competency

strand on Instructional Leadership, one of the five major competencies in the 2014 Competency

Framework for SEA School Heads. Instructional Leadership was ranked as the third most essential

competency on which training is needed by the school heads. The two other essential competency

strands, on Strategic Thinking and Innovation and Managerial Leadership were covered in previous

program offerings.

The competency strand on Instructional Leadership has the following general and enabling

competencies:

Table 3. General and Enabling Competencies on Instructional Leadership

GENERAL COMPETENCY ENABLING COMPETENCIES

Leading curriculum

implementation and

improvement

Manage curriculum implementation

Promote sensitivity towards diversity and differentiated

instruction

Creating a learner-centered

environment

Promote learner-centered activities

Promote a healthy, safe and inclusive learning

environment

Promote a culture of peace and respect for diversity

Supervising and evaluating

teachers’ performance

Apply appropriate models to supervision and evaluation

Nurture teacher-leaders

Delivering planned learning

outcomes

Promote team-based approaches to instructional

leadership

Manage assessments to improve teaching and learning

The program was designed to prepare the school leaders for the challenges and demands of the fast

changing education landscape, by strengthening their competencies in leading curriculum

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implementation and improvement, creating a learner-centered environment, supervising and

evaluating teacher performance and delivering planned learning outcomes.

A total of 29 leaders and education managers of primary and secondary schools representing the

MOEs of ten SEAMEO Member Countries completed the program. The program comprised a series of

online and face-to-face learning activities similar to the blended learning course on Managerial

Leadership, which enabled them to enhance their competencies on Instructional Leadership.

The program was delivered over three phases, from June to August 2016. Phase 1 and 2 have already

been completed, while Phase 3 is scheduled to be implemented in the first quarter of FY 2016-17.

Externally Funded Programs

e-Learning Program: Strengthening ICT Integration in Secondary Education for Officials of the

Bangladesh Directorate of Secondary and Higher Education (03 to 23 August 2015)

A composite group of twelve (12) key officials of the Directorate of Secondary and Higher

Education (DSHE) and the Planning Commission of the Ministry of Education, Bangladesh

completed the three-week training on e-Learning. The program is part of the continuing efforts of

the Bangladesh Government to modernize its secondary education with the use of technology to

equip more working age youth with better skills that are linked to the needs of the globalized and

knowledge-based economy.

In 2010, Bangladesh passed the National Education Policy (NEP) as a framework for the holistic

and balanced development of the education sector. The policy calls for improving teacher quality,

school leadership, resource mobilization and monitoring of key results to attain the targeted

learning outcomes. It emphasizes development in English, Science, Mathematics and Information

and Communication Technology to transition the country into a knowledge-based society. In

2013, the Ministry of Education (MOE), in partnership with the UNESCO Dhaka Office, formulated

the master plan on ICT for a Digital Bangladesh 2021 vision as ICT is identified as key enabler for

improving the quality of the country’s education system.

Also in 2013, the MOE through the Directorate for Secondary and Higher Education (DSHE)

secured a loan from the Asian Development Bank to support secondary education reform.

Through the Secondary Education Sector Investment Program (SESIP), the Government aims to

consolidate all efforts to build the foundation for a skilled labor force by instituting reforms in

secondary education (grades 6 to 12). SESIP is designed to support attainment of 21st century

teaching and learning processes using ICT and other technology solutions to improve

employability of secondary education graduates (impact of the program) as a more efficient,

equitable and higher quality secondary education system is developed (project outcome). The

project would usher in the integration of ICT in the teaching learning process through relevant

policies and provision of the enabling environment, especially at the school and classroom levels.

The DSHE commissioned SEAMEO INNOTECH for this 3-week e-Learning program which

broadened their understanding of the key policy and investment considerations in integrating ICT

in education, the e-learning modalities that can be adapted, and utilization of relevant frameworks

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as a guide for instructional design development, teacher training, data recording, and program

delivery.

At the end of the program, the participants were able to put their learning and insights into

concrete and relevant action steps to strengthen the integration of ICT in secondary education.

The action plan provided more concrete activities on the following areas: development of ICT

mediated learning and training materials, infrastructure support, and professional development

of teachers, head teachers and academic instruction on ICT in education.

Forum on Celebrating the Teacher in Us: Journeying as Teaching, Teaching as Journeying (30

September 2015)

In observance of the National Teachers’ Month in the Philippines, SEAMEO INNOTECH partnered

with the Network of Outstanding Teachers and Educators (NOTED) to organize a half-day forum

to celebrate and honor the teaching profession. NOTED is an honor society composed of

Metrobank Foundation, Inc. (MBFI) Outstanding Teacher Awardees. The MBFI conducts an annual

search that recognizes the country’s best mentors who are models not only for educators but also

for other community members. SEAMEO INNOTECH had earlier partnered with NOTED in 2011 to

run a similar half-day forum on Rekindling and Sustaining the Passion for Teaching.

A total of 202 participants attended the Forum, composed of teachers, student/ practice teachers,

education managers and other SEAMEO INNOTECH partners. Of the total number of participants,

75 or 37 percent were student/ practice teachers. The forum was attended by 10 Outstanding

Teacher Awardees.

The half-day forum served as an avenue for the participants, including student/ practice teachers,

to share and learn from each other’s experiences, as well as recognize and celebrate achievements

in their respective teaching milestones. It also provided the opportunity to reflect and discuss

strategies, support mechanisms and enabling initiatives to help teachers go through the various

stages of teacher transition and development.

The specific aims of the Forum were for the participants to be able to:

describe the dynamics of teacher development across the continuum;

share and learn from each other’s insights, musings and significant experiences that shape

and reshape the life continuum of a teacher in transition; and

discuss possible strategies, policy improvements and other support mechanisms to

facilitate successful teacher transition and development.

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Leading and Managing an Integrated ECCD Program (Phases 1-3 February to April 2016)

The Early Childhood Care and Development (ECCD) Council of the Philippines commissioned

SEAMEO INNOTECH to conduct a capacity building program for selected City/Municipal Social

Welfare and Development Officers (C/MSWDOs). The program which aims to strengthen the

competencies of the C/MSDOs to effectively lead and manage Child Development Centers

established across the country. The program covers two batches; to date, Batch 1 consisting of

35 participants has been completed.

The program covers three-phases delivered via a blended learning approach using a combination

of face-to-face interaction and online exchanges. The entire program covered five interrelated

modules interspersed throughout the different phases. The modules were meant to reinforce and

complement each other to facilitate the build-up of knowledge, skills and competencies needed

to attain the terminal objective of this program.

Phase 1 consists of a 5-day face-to-face learning component covering Modules 1-4. The sessions

enabled the participants to take a closer look at the current delivery system of ECCD and to

broaden their understanding of the ECCD environment. The learning sessions provided the

participants with a shared experience of recognizing successful practices, discerning what makes

them successful and helped them reflect on their own practice. At the end of Phase 1, participants

were required to come up with their own Re-entry Strategic Action Plan (RSAP).

Phase 2 enabled participants to finalize and actually implement their RSAPs, putting into practice

what the participants learned from Phase 1. Mentoring and monitoring of individual actions were

done online with the learning mentors through the Flexible Learning Management System (iFLEX)

platform. The major output in this phase was a documentation of one ‘good’ integrated ECCD

practice/experience which are meant to be shared in Phase 3.

Phase 3 comprises a three-day integration session highlighting the good ECCD

practices/experiences implemented on the ground. It generated higher level of discussion,

interaction and learning. An integral session focused on the self of the integrative ECCD leader

capped the 3-phased program.

The Center’s Staff Development Program

One of the recent developments in the Learning Management Office is the transfer of the Staff

Development Services (SDS) function to the Learning and Training Development Unit. SDS is a learning

and training function in charge of the Center’s staff development program.

The staff development program was established to maintain the Center’s distinct advantage of having

a corps of competent, motivated and committed human resource that will carry forward its strategic

development plans. It consists of 3 major programs: training and development program, non-training

program and the academic assistance program.

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The training and development program covers classroom type and/or instructor-led activities

conducted face-to-face and/or online that address the staff’s competency requirements. The non-

training program supplements the training and development program and includes self-study

programs, membership to professional organizations, subscription to publications, job enrichment,

secondment, benchmarking, coaching, mentoring, knowledge sharing and counterparting with

consultants and experts. The third program, academic assistance, provides the staff with opportunities

to pursue relevant higher academic education.

A. Training and Development

The Center was able to facilitate both internal and external learning events aligned with the

competency requirements of the Center staff and partners.

Internal Training and Development

Powerful Speaking Skills Training (01-02 October 2015)

Oral communication and presentation skills is one of the Center’s organizational

competencies. Thus, on October 1-2, 2015, a training on speaking skills was implemented

with Mr. Raju Mandhyan as resource person. A total of 19 participants completed the

course.

Client Satisfaction (17-18 February 2016)

Client focus and satisfaction is another organizational competency requirement of the

Center. Hence, a training program for the Center’s associates providing frontline services

to external and internal clients was conducted. Ms. Lhoree Valerio served as resource

person, which had a 100 percent completion rate with all 26 participants completing the

course.

Refresher Training in Food and Beverage (23 – 24 February 2016)

A two-day refresher training in Food and Beverage (F&B) Service was conducted on for

FMU staff. This training aimed to address the unit’s functional competency requirement

on quality management of F&B services. Ms. Junefel Ramos served as the resource

person. The course was conducted in preparation for the Technical Education and Skills

Development Authority (TESDA) National Certification II assessment, which took place on

29 February 2016. All four FMU staff members who underwent the assessment

successfully passed and were awarded the TESDA National Certificate II.

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External Training and Development

1. Learning Delivery (Certified Training Personnel Module 4, 08-10 July 2015)

2. 1st International Conference on Special Education (28-31 July 2015, Bangkok,

Thailand)

3. Balanced Scorecard Essentials (18 September 2015)

4. Advancing Statistics for the Post 2015 Sustainable Development Agenda (23-25

September 2015, Laoag City, The Philippines)

5. Philippine Tax and Accounting Congress (24-25 September 2015)

6. The Shift to Defined Contribution (30 September 2015)

7. Asia Health Summit 2015 (15 October 2015, Makati City)

8. Effective Purchasing Skills (16 October 2015, Quezon City)

9. Navigating the Withholding Tax Maze (22 October 2015, Makati City)

10. 2nd Asian AI Summit 2015 on the Theme: Co-Constructing Multiple Pathways and

Engagements for ASEAN Community Benefit (23-24 October 2015, Pasig City, The

Philippines)

11. 27th National Quality Forum (22-23 October 2015, SMX Aura, Makati City)

12. Researcher Connect: Communication Skills for Researchers (6-8 November 2015,

Bangkok, Thailand)

13. Development Evaluation Training Workshop (30 November to 4 December 2015,

Bangkok, Thailand)

14. Preservation of, and Access to Documentary Heritage in the Digital Age (4-6

November 2015, Pasay City, The Philippines)

15. Enterprise Wide Risk Management (16 November 2015, Mandaluyong City, The

Philippines)

16. National Convention of the Career Development Association of the Philippines (26-27

November 2015, Manila)

17. 6th International Ayurveda, Yoga and Wellness Convention and Expo Philippines 2015

(27 November 2015, Mandaluyong City, The Philippines)

18. Organic Farming (05 December 2015, Mandaluyong City, The Philippines)

19. ASEAN Regional Conference on School Safety (16-17 December 2015, Cambodia)

20. 2016 East-West Center Association (EWCA) International Conference on the theme:

Bridging Diverse Cultures towards an Inclusive Asia Pacific Community (15 January

2016, Manila)

21. 7th Organizational Development Applied Research Forum (22 January 2016, Quezon

City)

22. Final Cut Pro X Advanced Editing (15-17 February 2016, Makati City)

23. Early Childhood Educators' Congress: Quality Beyond Boundaries (16-18 February

2016, Baguio City, The Philippines)

24. Job Evaluation and Design of Salary Structure (17 February 2016, Makati City)

25. Asia Education Summit on Flexible Learning Strategies for Out-of-School Children (24-

26 February 2016, Bangkok, Thailand)

26. Ethics and Good Governance (26 February 2016, Mandaluyong City)

27. Digital Marketing in a Blink, Great Ideas Worth Executing (3-4 March 2016, Makati

City)

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28. Accountancy Profession: Cases and Applications (09 March 2016, Mandaluyong City)

29. Board of Accountancy Updates: Personal Planning (18 March 2016, Mandaluyong

City)

30. Philippine Financial Reporting Standards Updates (19 March 2016, Mandaluyong City)

31. Master Black Lean Six Sigma Professional Certification Program (March-April 2016,

Quezon City)

32. Business Taxation (6 April 2016 in Mandaluyong City)

33. Essentials of Income Tax (11 April 2016, Mandaluyong City)

34. Financial Analysis to Create Business Value (20 April 2016)

35. American Heart Association Training Package on Basic Life Support, Advanced Cardio

Life Support, ECG & Pharmacology (25-27 April 2016)

36. Practical Financial Management (26-28 April 26-28 2016, Makati City)

37. OD Practitioners in the Philippines: Competencies and Development Opportunities (26

May 2016, Quezon City)

B. Non-training Programs

While training has proven to contribute to improved staff performance, it certainly was not

enough to address the current skills gaps of the staff. There was a need for non-training

interventions that were strategically aligned with the Center’s direction, cognizant of the staff’s

varied style of learning and responsive to the staff’s personal and professional aspirations.

Lots of Learning Sessions

1. Climate Change 102 (3 July 2015)

2. Communication Protocols of the Office of the Director (15 July 2015)

3. Office 365 Hands-on Sessions (3 Batches; 15-29 July 2015)

4. LEADeXCELS and HEALTHeXCELS Evaluation (6 August 2015)

5. Quantum Leadership (26 August 2015)

6. Rethinking the School Curriculum (10 September 2015)

7. The Role of Authorities in the Learning and Development of Children (24 September

2015)

8. Teacher's Competence in the Use of ICT in Education (8 October 2015)

9. Orientation on the Toastmasters Club (12 November 2015)

10. Mindfulness at Work (1 December 2015)

11. Conference of Parties (COP 21) Updates, Mr. Alan Silayan (4 February 2016)

12. The Creative Commons, Atty. Michael Guerrero (15 February 2016)

13. Reorganization of the Philippine Department of Education (19 February 2016)

14. Lessons Learned from the Australia and Hong Kong Missions on MOOCs (13 May 2016)

15. Learn More About Spain and the Basque Country (2 June 2016)

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Flexible Learning Solutions Unit

For the Fiscal Year in review, more than 2,900 individuals joined the ranks of SEAMEO INNOTECH

Alumni through their participation in the program offerings and services undertaken by the unit. These

comprised flexible learning courses, that included:

Seventeen (17) Flexible Learning Courses

Public Offering of TEACHeXCELS

Individual and small-groups were encouraged to participate in the public offering of the

TEACHeXCELS Course The programs were implemented from May 2015 to May 2016 in selected

Regional Offices of the Philippine Department of Education. A total of 502 learners were enrolled

in the public offering.

The table below summarizes the details of implementation.

Table 5. Distribution of TEACHeXCELS Participants by Region and Batch

REGION ENROLLED PASSED MALE FEMALE

X – Batch 1 104 85 22 63

XII – Batch 1 116 100 35 65

XII – Batch 2 167 134 46 88

XII – Batch 3 115 91 30 61

TOTAL 502 410 133 277

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

Century)

Thirteen (13) GURO21 Course 1 programs were rolled out in selected Philippine schools.

Implementation of the courses was made possible through the partnerships with the DepEd

Regional Offices and selected private schools. Promotion of the GURO21 Course 1 was intensified

for the Fiscal Year, yielding a total enrolment of 1,900 Classroom Teachers in the course.

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Table 6. Distribution of GURO21 Participants by Region and Batch

REGION ENROLLED PASSED MALE FEMALE

I – Dagupan City Division 60 40 12 28

VI – Batch 1 17 12 3 9

VI – Batch 2 54 19 3 16

X – Batch 1 255 186 49 137

XI – Batch 5 174 165 28 137

XI – Batch 6 167 160 25 135

XI – Batch 7 175 162 32 130

XI – Batch 8 194 183 23 160

XII – Batch 1 113 84 7 77

XII – Batch 2 241 234 44 190

XII – Batch 3 268 248 57 191

XIII – Batch 4 95 80 23 57

XIII – Batch 5 87 66 9 57

TOTAL 1,900 1,639 315 1,324

Pilot Implementation of GURO21 Course 2

Considering the high demand and positive feedback on GURO21 Course 1 from various DepEd

Regions, FLSU launched the first batch or Pilot of the GURO21 Course 2 on Developing Higher

Order Thinking Skills in Davao City, Region XI on 22 April 2016. The course aims to equip classroom

teachers with the skills needed to apply thinking tools as well as the skills to teach their students

higher order thinking skills.

A total of 147, out of the targeted 100 teachers, enrolled in the course.

LEADeXCELS 500 (December 2014 – October 2015)

Since December 2014, SEAMEO INNOTECH has offered 500 scholarship slots for school heads of

the Philippine Department of Education (DepEd) for the course. LEADeXCELS (Excellence in

Leading Education in Emergency Situations for Southeast Asian School Heads) was offered as the

Center’s support to the DepEd thrust of building the capacity of school heads in managing safety

in times of calamities and other emergencies for the learners and the school communities. The

grant covers program/course fees, customization of the learning materials and access to canned

videos of subject matter experts and specialists. It also included training of 32 Flexible Learning

Tutors (FLTs) from different DepEd regional offices who will serve as online facilitators.

Due to natural disasters in the Philippines and eventual changes in the Philippine Government,

only the FLT capacity building was conducted on 26-28 October 2015. From the original target of

32, only 20 attended the course.

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Other Flexible Learning Management Initiatives and Activities

Through FLSU, the Center rendered technical assistance and partnership services to local state

universities and colleges (SUCs), teacher education institutions (TEIs), higher education

institutions (HEIs), other government agencies and private organizations.

These technical assistance services focused on building institutional capacity on the pedagogy of

flexible learning for the following organizations:

Philippine Civil Service Institute (CSI) on strengthening the capability of the CSI’s Course

Management Team and Flexible Learning Tutors in the implementation of ASEAN 101 flexible

learning course

Philippine Department of Health (DOH) for institutional consultancy services on the

development, implementation and monitoring of e-learning courses for the DOH Academy

SAIDI (Southeast Asia Interdisciplinary Development Institute) in the development of Moodle-

based courses for its upcoming programs and projects

Pangasinan State University (28-29 June 2016) in mounting the 2nd International Academic

Summit on the “ASEAN U-Link: Sustainable Partnership for Cross Border Convergence”

West Visayas State University (28-29 October 2015) Flexible Learning Tutor Capacity Building

Workshop; and

DepEd Region XII (11-12 January 2016) on special orientation workshop about e-moderation

for selected School Division Superintendents, Assistant School Division Superintendents and

Senior Educational Program Specialists.

FLSU also provided technical and administrative support services for other units of the Learning

Management Office through its blended learning courses and activities. The FLSU Specialist

represents the Philippines in the World Bank-Global Development Learning Network, Asia Pacific

Governing Board.

Instructional Design and Materials Development Unit

Translation of the Competency Framework for Southeast Asian School Heads to Seven Languages

The unit led the project on the translation of the Competency Framework for Southeast Asian

School Heads to Southeast Asian languages. The initial target was to translate the document into

six languages: Khmer, Thai Kadai, Bahasa Melayu, Burmese, Thai, and Vietnamese. Before the end

of the fiscal year, SEAMEO INNOTECH decided to add a seventh language, Bahasa Indonesia. The

translation of the Competency Framework to Bahasa Indonesia will continue until Fiscal year

2016-2017.

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Translators and back-translators were engaged based on recommendations by the Ministries of

Education. At present, the translated versions are being reviewed by the respective MOEs with a

view towards endorsing the competency framework in the country.

Development of LEADeXCELS Philippine Edition

The LEADeXCELS Philippine Edition, as a derivative of the original LEADeXCELS international

edition, was developed in response to the Center’s goal of building the capacity of school heads

in the Philippines in leading the school before, during, and after a disaster.

The following learning modules were developed for the course:

Module 1: Lead in Building a Safer School; and

Module 2: Manage Continuing Learning

These two (2) learning modules were turned over to the Flexible Learning Solutions Unit for course

implementation.

Capacity Building on the Development of Flexible Learning Materials for the University of

Mindanao

Within the framework of the Memorandum of Understanding established between SEAMEO

INNOTECH and the University of Mindanao (UM), a capability development program was

conducted for 40 CNU faculty and management staff on Developing Flexible Learning Materials.

The final outputs were sample learning units reflecting application of concepts learned developed

by the participants.

Feasibility Study on the Development of the SEAMEO INNOTECH Massive Open Online Course

(MOOC)

The Center is exploring one of the latest educational innovations, the development of a MOOC or

Massive Open Online Course. The MOOC is seen as a means to respond to the issues of access in

education. A feasibility study was conducted by the unit towards arriving at an informed decision

on the best possible MOOC configuration for the Center. The feasibility study is being

implemented in two phases, Phase 1 involved benchmarking activities with universities that have

a good track record in implementing MOOCs. These are the University of Queensland in Brisbane,

Australia, Hong Kong University of Science and Technology, Hong Kong University, and the

Chinese University of Hong Kong (CUHK). Discussions with the officials of the University of the

Philippines Open University and a senior official from SEAMEO SEAMOLEC (SEAMEO Regional

Open Learning Centre) were also conducted.

Results of the benchmarking activity and discussions were presented to the Center and officials

during consultative meetings. The consultations resulted in a decision to conduct an action

research project involving the development of a MOOC and a pilot run during Phase 2 of the

Feasibility Study.

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Involvement in Projects and Activities of the Department of Education Disaster Risk Reduction

Management Service (DepEd DRRMS)

The IDMDU staff actively participated in DRRM workshops and meetings conducted by the

Department of Education Disaster Risk Reduction Management Service (DepEd DRRMS).

Participation in such activities enabled IDMDU to incorporate in LEADeXCELS Philippine Edition

materials from DRRMS towards contextualization to the Philippine setting. IDMDU also

contributed manpower to DRRMS’ psychological debriefing for teachers who were part of a bus

accident in Rizal Province.

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EDUCATIONAL RESEARCH AND INNOVATION OFFICE

Educational Research Unit

The Educational Research Unit (ERU) conducts research in support of improving the quality, efficiency,

relevance of and access to basic education. It specializes in conducting educational policy research,

case studies, educational surveys and action-research. During FY 2015-2016, the following research

and dissemination activities were conducted.

Externally-Funded Research Projects

Philippine Education for All (EFA) 2015 Review Report

The Philippine Department of Education (DepEd) requested SEAMEO INNOTECH to write a review

report on Philippine Education for All 2015 for submission to the UNESCO Asia-Pacific Regional

Bureau for Education. The report was built on the Philippine Education for All (EFA) 2015 Plan of

Action: An Assessment of Progress Made in Achieving the EFA Goals earlier developed for the

National EFA Committee. The contents of the Philippine EFA 2015 Assessment publication was

updated and repackaged to align with the prescribed indicators and report outline requirements

of UNESCO for the Philippine Education for All 2015 Review Report on achievement of the six global

EFA goals. The completed report was presented at a National EFA Research Forum held at SEAMEO

INNOTECH on 18 June 2015. Key stakeholders of Philippine basic education attended the forum.

An output of the research dissemination workshop was the identification of areas for action by

various stakeholder groups and partner organizations. The outputs of the workshop were further

translated into a final report in the form of a research monograph and a set of policy notes that

were published and disseminated.

Inclusive Schools - Case Studies of Two Philippine Schools

The research project, funded by UNESCO Bangkok, involved the conduct of in-depth case studies

of two Philippine public schools that were identified to be inclusive in providing education for

diverse groups of learners. The case studies involved gathering documentary evidence of effective

inclusion policies and practices for diverse groups of children. The factors that led to successful

mainstreaming of diverse types of learners into regular education settings were analyzed. The

final output of the research project was submitted to UNESCO Bangkok in July 2015.

Good Practices in Disaster Preparedness and Education in Emergencies in Selected Southeast Asian

Countries

The Center was commissioned by the Department of Education (DepEd), Philippines to document

the Regional Conference on Disaster Preparedness and Education in Emergencies in Southeast

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Asia. The Center extended its assistance in compiling and publishing the best practices in Disaster

Preparedness and Education in Emergencies in selected Southeast Asian Countries. A final output

was submitted to DepEd and is awaiting approval for printing.

National Workshop on Developing Open Educational Resources (OER) Policies

A two-day National Workshop on Developing OER Policies was conducted on 23-24 September

2015 as part of the UNESCO’s initiatives to assist Member States in developing strategies and

policies on OER. With support from the William and Flora Hewlett Foundation, the Commission

on Higher Education (CHED) of the Philippines and the UNESCO South East Asia Centre of Lifelong

Learning for Sustainable Development (UNESCO SEACLLSD), SEAMEO INNOTECH was able to

mount a workshop that aimed to develop an initial draft of the Philippine OER Policy. The narrative

report and financial statement were submitted to the UNESCO Headquarters in September 2015.

To sustain the gains from the initial National Workshop on Developing OER Policies and to support

the Project Task Force for UNESCO Projects on OER in the Philippines, the Writeshop to Finalize

the Joint Circular on the Adoption of OER Policy in the Philippines was co-organized by the

Commission on Higher Education (CHED) Philippines, the UNESCO Southeast Asian Center for

Lifelong Learning and Sustainable Development (SEACLLSD), and SEAMEO INNOTECH on March

29-30, 2016. The main outputs from the aforementioned workshop are the finalized sections and

full text of the Joint Circular on the Adoption of OER Policy in the Philippines and the action agenda

annexed to it. The project was completed by mid-April 2016 with UNESCO’s acceptance of the

narrative report and financial statement.

ICT-Pedagogy Integration in the Undergraduate Teacher Education Curriculum

The UNESCO-funded project, Supporting Competency-Based Teacher Training Reforms to

Facilitate ICT-Pedagogy Integration, aims to enhance the capacities of Member States in reviewing

and improving teacher competencies in effectively integrating ICT in teaching and learning.

Together with Nepal and Uzbekistan, the Philippines has been chosen for the project’s pilot

implementation in the Asia-Pacific region. SEAMEO INNOTECH is managing the Philippine phase

of the project. Given Philippines’ existing competency standards for teachers, project

implementation in the country focused on reviewing and enhancing the ICT competencies within

the National Competency-Based Teacher Standards (NCBTS) and preparing them for integration

to the revised Policies, Standards and Guidelines (PSGs) for Undergraduate Teacher Education

Curriculum of the Commission on Higher Education (CHED). Completed activities include:

1) a rapid survey of ICT-readiness among teachers in INNOTECH’s network of Teacher

Education Institutions;

2) the conduct of a national workshop and a follow-up writeshop focusing on revising the

ICT competency standards in the NCBTS on 21-22 July 2015 and on 1-2 September 2015,

respectively;

3) presentation of project status at the Regional Project Meeting in Bangkok on 27-28

October 2015; and

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4) submission of two (2) progress reports by November 2015.

The focus in 2016 is on operationalizing the proposed enhanced ICT competencies by drafting

sample syllabi for the proposed Technology for Teaching and Learning (TTL) 1 and 2 courses,

envisioned to eventually replace the Educational Technology courses in the pre-service teacher

education curriculum. For this, orientations for TTL 1 and 2 writers were conducted in June 2016

while a 2-day Workshop to Finalize the TTL 1 and 2 Sample Syllabi is set to be held in July 2016.

The project is scheduled for completion by end of August 2016.

OSCY Policy Analysis Study

The Center was commissioned by UNESCO Bangkok to undertake a synthesis study on

Strengthening Education Systems for Out-of-School Children. The study consists of a desk review

of the current legislation, policies and funding mechanisms and programs for out-of-school

children (OOSC) in nine countries in Southeast Asia: Cambodia, Indonesia, Lao PDR, Malaysia,

Myanmar, the Philippines, Thailand, Timor-Leste and Vietnam. The findings from the study will

serve as the basis for evidence-based policy formulation for flexible learning strategies (FLS) for

OOSC. A final report was submitted to UNESCO Bangkok in December 2015.

Center-Funded Research Projects

A. Research Projects Funded Under the SEAMEO INNOTECH Regional Education Program (SIREP)

Regional Research on Health Care and Nutrition in Primary Schools in Southeast Asia: Policies,

Programs and Good Practices

This regional policy research, funded under the SEAMEO INNOTECH Regional Education

Program (SIREP), primarily aimed to provide a regional perspective towards the development

of a shared school health care and nutrition (SHCN) agenda for primary schools. It also sought

to provide an avenue to discuss the lessons learned in implementing SHCN programs and to

recommend policies to ensure the provision of effective and efficient SHCN Programs in

primary schools in SEA countries. Five of the six phases of the project have been completed

including:

1) review of secondary documents;

2) conduct of a regional survey;

3) conduct of a regional workshop;

4) preparation of case studies on effective SHCN policies and programs in six (6) SEAMEO

member countries (Indonesia, Myanmar, Philippines, Singapore, Timor-Leste and

Vietnam); and

5) drafting of the research report.

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Phase 6 of the project, the finalization of the research monograph and its dissemination, is

expected to be completed by the end of July 2016.

Regional Scoping Study into Southeast Asian Rights-Based Education (RBE)

In an effort to strengthen the pursuit of EFA and the MDG goals in Southeast Asia, the Center

conducted a scoping study on rights-based education in the region. The study aimed to review

the achievements of the Southeast Asian countries in promoting education from a human

rights perspective in the past decade. The study hoped to bring the region’s diverse

experiences to the fore in implementing rights-based approaches to education to highlight

effective practices, lessons learned and areas for further strengthening. The research

recommended solutions on how to make education available, accessible, acceptable and

adaptable to benefit the children who are prevented from claiming their right to education.

A regional research workshop was conducted in August 2014, participated in by nine (9)

SEAMEO Member Countries as a means of sharing their RBE implementation strategies,

innovations, and promising practices, including the remaining challenges. The outputs of the

regional workshop were supplemented by secondary data analysis and interviews with key

stakeholders. A final draft report was prepared and reviewed by external content specialists,

with finalization of the report ongoing to address comments/recommendations. A webinar

open to educators will be conducted in September 2016 as a forum for dissemination.

Regional Policy Research on Assessment Systems in Southeast Asia: Models, Successes and

Challenges

The regional policy research on learner assessment systems in Southeast Asia was completed

with SIREP funding. The research comprised a review of the literature, a learner assessment

survey among the Ministries of Education (MOEs), and a regional research workshop. The

study identified good practices and success factors as well as challenges experienced by the

different MOEs as they assess the learners’ school performance based on the three functions

of assessment: assessment of learning, assessment for learning, and assessment as learning.

The outputs of the workshop were further translated into a final report in the form of a

research monograph and a set of policy notes; published and disseminated.

Regional Policy Research on Fostering Digital Citizenship through Responsible Use of ICT in

Southeast Asia

The study builds on the results of a Regional Policy Forum on Infollution held at SEAMEO

INNOTECH on 1-4 April 2014. Representatives from 10 SEAMEO Member Countries and

UNESCO Bangkok participated in the forum. The discussions focused on education policies and

programs, issues and challenges regarding cyber ethics, Infollution and emotional intelligence.

The forum further highlighted the need for a more thorough policy analysis of the issues

relating to digital citizenship and the responsible use of ICT.

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The study involves a review of existing policies, programs and initiatives of SEAMEO Member

Countries in promoting safe and responsible use of ICT among children. These will be

supported with key informant interviews and a policy document analysis. The expected results

from the research would include:

1) enriched regional understanding of various national policies and initiatives in promoting

children’s safe and responsible use of ICT; and

2) shared and raised awareness of the importance of balanced, relevant and responsive

programs and policies to build children’s capacity to be resilient and responsible digital

citizens.

The current concept and project work plan will be revisited and revised to take account of

recent developments in ICT and complement related research initiatives of other agencies. A

revised version of the concept note and detailed research plan will be submitted by the end

of August 2016.

B. Research Projects Funded Under the SEAMEO INNOTECH Research and Innovation Fund

Toolkit for K to 12 Part II – The Senior High School

Since 2012, the Center has committed support to the DepEd Philippines’ K to 12 reform

agenda. This included the development of K to 12 information materials in the form of a handy

K to 12 Toolkit. The Center aimed to develop a K to 12 Toolkit Part II, focusing on Senior High

School (Grades 11-12) and the transition to higher education. Among the objectives of the K

to 12 Toolkit Part II were:

to gather relevant information on DepEd policies on Senior High School (SHS)

implementation;

to document exemplars of SHS curricula; and

to document frequently asked questions and provide concrete answers on issues

concerning senior high schools.

Following DepEd guidance, however, the Toolkit project underwent a major re-design in order

to increase the project's relevance and utility. In collaboration with DepEd, the toolkit was

transformed into the SHS Manual of Operations, to support the capacity building of school

heads tasked with implementing the new SHS programs. In addition to content integration,

SEAMEO INNOTECH also took charge of copyediting and layout. The project was completed in

the first week of May 2016.

Case Studies of Selected Alternative Delivery Mode (ADM) Models in the Philippines: Towards

the Development of ADM for K to 12 Senior High Schools

SEAMEO INNOTECH conducted case studies on existing Alternative Delivery Mode (ADM)

models in the Philippines that were meant to assist DepEd in mapping out the mechanics and

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guidelines for the use of ADMs in the new senior high school stage of the K to 12 program.

Data collection involved fielding of questionnaires and conduct of focus group discussions

with implementers of ADM and SHS models (both public and private) in selected provinces.

The data collection and analysis phases of the project have been completed. In writing the

final report, the objectives have been slightly realigned following guidance from DepEd. The

study now highlights features of ADMs that would best suit specific sub-sectors of

marginalized groups such as working children, pregnant/young mothers, children with special

needs, children in remote areas, and others. The project was completed in July 2016.

Data Mining of the Language Assessment for Primary Grade (LAPG)

The Enhanced Basic Education Act of 2013 provided the legal basis for the institutionalization

of the Mother Tongue-Based Multilingual Education (MTB MLE), which mandated the offering

of courses in the mother tongue as both language of instruction and as a learning area for the

first three grades of primary education. This implementation is in line with the tenet that

learning of a second language is facilitated by mastery of the mother tongue. To ascertain this,

public schools were required to administer a Language Assessment for Primary Grades (LAPG)

through DepEd Memo No. 127 s. 2014. The aims of the LAPG are:

(1) establish baseline data for Filipino and English language learning in the K to 12 curriculum;

(2) evaluate the effectiveness of the MTB-MLE across 19 languages;

(3) establish mother tongue language development across Philippine languages in the context

of the MTB-MLE program implementation;

(4) Compare the performance of Grade 3 pupils on English and Filipino essential skill; and

(5) correlate language development across Early Grades Reading Assessment (EGRA), Early

Grades Mathematics Assessment (EGMA) and language literacy assessment in the primary

grades.

In line with this, SEAMEO INNOTECH proposed to support the DepEd National Education

Testing and Research Center (NETRC) through the provision of technical assistance to conduct

data mining of the LAPG results. Data mining was conducted and finalization of the report

was done. The findings were presented to the DepEd Undersecretary for Programs and the

NETRC on 9 February 2016.

To partly address the challenge of the result of the Data Mining, the Bureau of Curriculum and

Instruction further requested analysis of regional data to:

(1) generate predictors that influence the performance of Grade 3 students specific to major

and minor languages per region, and

(2) check if the predictors would be able to account for more than 17% of student

performance at the regional level.

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The results will help the regional administrators in making decisions on their respective

priorities and targeted programs as regards MTB-MLE and school management, and selected

results from each major island group (Central Luzon, Central Visayas, and Zamboanga

Peninsula). The results of this additional request is ready for presentation to the DepEd -

Bureau of Curriculum and Instruction and the Bureau of Educational Assessment.

Recent Research Initiatives

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

Education

Association of Southeast Asian Nations (ASEAN) integration will require education systems of

the region to invest on the economic, political, socio-cultural issues and common approaches

to guide regional education initiatives as well as the required skills for a changing labor market

(UNESCO, 2014). The ongoing ASEAN integration has had and will continue to have significant

implications on the educational systems of the members of ASEAN. To help the education

sector in these countries prepare for these changes, SEAMEO INNOTECH is conducting a

regional research study on the change strategies implemented by the various MOEs in seven

ASEAN countries to respond to the demands and challenges of increasing ASEAN integration.

Data will be drawn from interviews with MOE officials who are directly involved in addressing

the challenges and demands of ASEAN integration in the different educational levels. These

will serve as input to the research report, which is set be completed by December 2016. Data

collection and analysis phase of this study is ongoing.

Regional Research on Achieving Inclusive ECCD in Southeast Asia

The Southeast Asian region has millions of children who are members of disadvantaged and

marginalized groups and are in need of high quality early childhood care and development

(ECCD) interventions. The SIREP-funded regional study on Achieving Inclusive ECCD in

Southeast Asia will document and analyze the patterns of marginalization affecting young

children’s participation in ECCD in Southeast Asia, and the policies and programs implemented

in response to this phenomenon. This study adheres to the principle that marginalization in

education is a “form of acute and persistent disadvantage rooted in underlying social

inequalities (UNESCO, 2010). This can be addressed by providing equal access and quality Early

Childhood Care and Development (ECCD). Studies (e.g. Becher and Li, 2010; UNESCO, 2006)

show that quality ECCD policies and programs can serve as powerful tools in breaking the

intergenerational cycle of poverty and negative disadvantage. The regional study aims to

provide a comprehensive description and differentiated analysis of the state of ECCD for

children belonging to marginalized groups in Southeast Asia. The findings from the study will

serve as the basis for evidence-based policy formulation for equal access and quality ECCD in

the region. As of May 2016, data-gathering is underway as in-country researchers from

SEAMEO countries have been engaged to write the country reports. The study is targeted for

completion in December 2016.

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Second round analysis of Early Grade Reading Assessment (EGRA) and Early Grades

Mathematics Assessment (EGMA) Results

In support of the assessment study, SEAMEO INNOTECH accepted the request of the

Department of Education’s Bureau of Education Assessment (BEA) and Bureau of Learning

Delivery (BLD) to provide technical assistance in the data analysis and report writing for the

second round of assessment. In line with this SEAMEO INNOTECH commits to (1) generate

samples from the raw data provided by BEA, following the multi stage sampling procedure

used in the first round of assessment; (2) give the generated sample to BEA and BLD which

will serve as the bases for data collection; (3) analyze the data collected by BEA and BLD; and

(4) write a technical report for second round of Early Grade Reading Assessment (EGRA) and

Early Grade Math Assessment (EGMA). This assessment study commenced in June 2016 and

will end by December 2016.

The State of Education for Peace, Sustainable Development and Global Citizenship (EPSG)

Report for Asia Pacific Region

The UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development

(MGIEP) and UNESCO Bangkok launched a project that aimed to collect data for the global

indicator for Sustainable Development Goal 4.7 in the Asia-Pacific region. The global indicator

for SDG 4.7 states: “extent to which (1) global citizenship education (GCED) and (2) education

for sustainable development (ESD), including gender equality and human rights are

mainstreamed at all levels in (a) national education policies (b) curricula (c) teacher education

and (d) student assessment.

More specifically, this project will review the extent to which GCED and ESD are mainstreamed

or integrated in national policies and curricula in around 20 countries in Asia-Pacific, with a

particular focus on core subjects such as mathematics, science, languages and social studies

at primary and secondary levels. Final output is a country-level background paper synthesizing

the findings of country-level analysis. The UNESCO engagement is due to be completed in

October 2016.

Collaborative Projects

In addition to the aforementioned research projects, the Educational Research Unit also collaborated

with other educational organizations to mount joint activities and share technical expertise. This

included:

Co- Organizing a Policy Forum on Educational Performance Indicators for Asian Countries with

the Korean Educational Development Institute (KEDI) held at SEAMEO INNOTECH on 18

September 2015.

Providing technical inputs to the UNICEF-funded Southeast Asian Primary Learning Metrics

(SEA-PLM) project

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Served as Resource Speaker for DepEd’s Workshop on National Guidelines on the Kariton

Klasrum Program

Conducting dissemination sessions with the Dynamic Teen Company and DepEd on the

Kariton Klasrum Program

Providing on going-technical assistance to the NETRC on data mining on the results of the

2015 Language Assessment for Primary Grades (LAPG)

Research Publications

For Fiscal Year in review, the following research reports were completed:

a. Philippine Education for All (EFA) 2015 Review Report

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

c. Moving Towards Inclusion: Case Studies of P. Villanueva Elementary School and Malatgao

Elementary School in the Philippines 2015

d. Good Practices in Disaster Preparedness and Education in Emergencies in Selected Southeast

Asian Countries (for the Philippine Department of Education as a component of the SEAMEO

Project 10 Reaching the Unreached Initiative)

e. Synthesis Study on Strengthening Education Systems for Out-of-School Children

f. Senior High School Manual of Operation: Vol. 1 Preparing for the Opening of SHS Classes

Solutions Development Unit

The Solutions Development Unit undertakes systematic research and development activities

combining both basic and applied research aimed at discovering solutions to existing and anticipated

needs and problems or creating new solutions and knowledge in order to fulfil the Center’s vision of

becoming “the preferred education solutions provider in Southeast Asia and beyond.” For the period

in review, the following research and development activities were undertaken:

Externally-Funded Projects

Longitudinal Study on the Effects of the ECCD Program on Learning Experiences and

Performance of Kindergarten Pupils through Grade 2

This is a four-year study conducted in partnership with the Australian Council for Educational

Research (ACER) funded by the Department of Foreign Affairs and Trade (DFAT), Government

of Australia and UNICEF Philippines. The study seeks to gather evidence to guide the

implementation of the Philippine Early Years Act (RA 10410) and the Enhanced Basic

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Education Act (RA 10533), particularly to support curriculum development and instruction and

guide teacher development in the early years (ECCD through Grade 3).

The major accomplishments for the year are the following:

Finalization and validation of data gathering instruments

- Translation and harmonization of LearnARMM to Cebuano-Bisaya version and

validation of said instruments in Cebu and Southern Leyte

- Development, finalization and validation of the Social Emotional and Development

Survey (SEDS), Oral Language Assessments (OLA) in Filipino and English, Teacher

Questionnaire and School Questionnaire

Selection of sample learners from a sampling frame of all Kindergarten learners from 68

sample schools distributed across nine local government units from Luzon, Visayas and

Mindanao

Managed the second batch of the Training of Test Administrators from the Luzon group

Conducted the orientation of 68 School Heads and a Refresher Course to 66 Test

Administrators before actual conduct of Round 1 and Round 2 Assessments

Administered School and Teacher Questionnaires and SEDS (Social and Emotional

Development Survey) Instruments

Conducted Round 1 and 2 Assessments involving 4, 527 learners from nine LGUs

Sorted and packaged used Student Background Questionnaires, completed answer sheets

for Mathematics and Literacy LearnARMM instruments and turn-over to ACTRC for

scanning

Data cleaning prior to encoding of a prepared template using MS ACCESS developed by

ACTRC

Completed the encoding of data on SEDS, OLA and School Questionnaires and submitted

to ACER before end of 2015 for Round 1 and in the second week of May 2016 for Round

2, except for the Mamasapano Group

Helped finalize the case study methodology and identified case study researchers

Activities set for the next fiscal year are as follows:

Validation of case study instruments

Conduct of training for case study researchers

Undertake first round of case study data gathering

Prepare first round case study reports

Undertake Round 3 Assessments (January – March 2017)

Encode and undertake data cleaning prior to submission to ACER for the following

instruments: SEDS, OLA, Questionnaires

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Internally-Funded Projects

Secondary Level Alternative Delivery Modes (ADMs) in SEAMEO-Member Countries – Phases

1 & 2

The project aims to document successful initiatives of secondary level Alternative Delivery

Modes (ADMs) in SEAMEO member countries. The descriptive study of the different models

of secondary level ADMs implemented across Southeast Asia was initiated to benchmark best

practices of ADM and highlighted as possible inputs to a Regional Secondary ADM model. For

Phase 1, the following case studies and research briefs were prepared for final packaging and

publication:

Best Practices of Secondary Level Alternative Delivery Modes (ADMs) in Southeast

Asia: A Case Study of the Home School Program in Thailand

Best Practices of Secondary Level Alternative Delivery Modes (ADMs) in Southeast

Asia: A Case Study of the Multi Entry-Exit System in Indonesia

Best Practices of Secondary Level Alternative Delivery Modes (ADMs) in Southeast

Asia: A Case Study of the ADM Program for Island Learners in Vietnam

Best Practices of Secondary Level Alternative Delivery Modes (ADMs) in Southeast

Asia: A Case Study of the Open High School Program in the Philippines

Research Brief: Case Studies of Best Practices of Secondary Level Alternative Delivery

Modes (ADMs) in Southeast Asia

Phase 2 of the Secondary Level Alternative Delivery Models (ADMs) intends to develop a

Toolkit on Secondary ADM that will be useful for SEAMEO-member countries. Below are the

project accomplishments to date:

An outline of the toolkit content

Development of comprehensive data gathering tools to collect qualitative and

quantitative information about secondary ADMs during future in-country visits

Identification and collection of articles, reports, guides, and online resources to help

in the content development of the Secondary ADM Toolkit

Response from 7 member countries to the short matrix form instrument indicating

basic quantitative and qualitative data about their ADM programs have been collected

Two chapters of the draft toolkit prepared

Other activities set to be conducted for the next fiscal year are as follows:

Completion of the Secondary ADM Toolkit

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Conversion of the Toolkit into an eBook with video supplements

Launching of the Secondary ADM Toolkit

Regional dissemination of the Secondary ADM Toolkit

Completion of the project (June 2017)

Mobile Technology for Teachers (MT4T) Resource Kit

The Mobile Technology for Teachers (MT4T) Resource Kit Project, originally known as the

Teacher Resource Kit Using Mobile Technology for 21st Century Learning (TRK-MT21) in

Southeast Asia was successfully completed in FY 2015-16. The major output of this project is

a multi-media and multi-technology resource kit for teachers aimed to enhance the use of

mobile devices as tools for professional development and teaching/learning technologies in

the classroom. The Resource Kit is composed of seven eBooks: i) the Main eBook, ii) Uses and

Functionalities of Mobile Devices, iii) Facebook for Teachers, iv) Edmodo, v) Twitter for

Teachers, vi) Teachers’ Use of Blogs (LinkedIn), and vii) Annotated Resources for Teachers. The

toolkit aims to enhance 21st century skills acquisition and develop higher order thinking skills

(HOTS) among users and their students. The Kit is supported by a web portal (www.seameo-

innotech.org/MT4T), customized eReader (SEAMEO INNOTECH Reader), and User Guides.

For the fiscal year, additional project activities include:

a. Debriefing Session with concerned Centre Staff regarding lessons learned and insights

gained;

b. dissemination in a Teachers’ Forum hosted by St. Paul’s College in Pasig City,

Philippines.

Mobile Technology for Teachers Resource Kit Enhancement or MT4T Phase 2

The MT4T Resource Kit enhancement was approved at the 59th GBM Meeting held in Quezon City,

Philippines on 12-15 October 2015. The enhancement process will address the feedback gathered

during the MT4T orientation and feed-backing visits to several MOEs, SEAMEO units and UNESCO

Bangkok, as well as technical experts from MOE Singapore.

The enhancement phase now known as MT4T Phase 2 intends to:

(1) introduce and implement enhancements and modifications on the MT4T eBooks;

(2) develop a training design on the use of an eBook on Annotated Resources;

(3) reconfigure the eBooks in such a way that there would be an eBook for a particular

operating system; increasing the number of eBooks from the original 7 to a total

of 19;

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(4) redesign the website interface and structure of the MT4T Portal to facilitate user

access and experience; and

(5) conversion of the INNOTECH Reader to a standalone app.

To date, the new design and structure of the MT4T Web Portal has been approved. Drafts of

enhanced eBooks by the contracted writer had been submitted and a Memorandum of

Agreement with Vibe Technologies, the service provider for eBook development had been

approved and signed.

Activities set for the next fiscal year involve completion of the redesigned MT4T Web Portal

and set for re-launch by the end of September 2016; completion of the revised eBooks by the

end of December 2016; validation/dissemination of the enhanced MT4T to commence by

January 2017; and project completion by end of March 2017

Mobile Technology for Emotional Intelligence now renamed e-Citizenship for Teachers

This project entails the development of an eBook on digital safety and citizenship through

social emotional learning episodes and lessons that would enhance the emotional intelligence

of learners. The e-Book will provide teachers with information about digital trends, various

opportunities and risks associated with using the Internet and mobile technologies. These

include ways in which teachers can manage these opportunities and minimize risks through

sample social emotional learning episodes and lessons for enhancing the emotional

intelligence of learners.

For the period in review, the following are the project accomplishments:

Reconceptualization of the project output as an eBook that is part of the MT4T

Resource Kit

Finalization and approval of the design modification proposal

Collection and annotation of resources along the following topics:

Cyberspace and digital trends in Southeast Asia

Cyber risks and opportunities

External strategies for managing cyber risks and opportunities

Internal strategies (e.g., emotional intelligence) for managing risks and

opportunities

Curriculum and teaching resources to support digital safety and citizenship

Framework and outline of the eBook was approved

Writers of learning packets on emotional intelligence and digital safety contracted

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Continuing activities of the project for FY 2016-17 include:

Development of the learning packets expected to be completed by the end of

December 2016;

Completion of eBook of e-Citizenship for Teachers by the end of December 2016;

Conversion of manuscript to eBook completed by the end of September 2016;

Validation and regional dissemination completed by March 2017; and

Project completion by the end of June 2017.

ADMs for Emergencies

The Philippine Department of Education currently employs several Alternative Delivery

Modalities (ADMs) to provide education to students for whom the traditional mode of delivery

is not possible, available, nor effective. Some examples of Alternative Delivery Modalities in

the Philippine education system are IMPACT (Instructional Management by Parents,

Community and Teachers), MISOSA (Modified In-School Off-School Approach), and OHSP

(Open High School Program).

The project, led by the Solutions Development Unit, investigated how ADMs could be

employed as an education strategy in the prolonged tail of post-disaster rehabilitation. The

use of IMPACT in previous emergencies suggests that it may be advantageous in these

conditions. Other ADMs, like MISOSA (elementary level) and OHSP (secondary level), may also

offer characteristics appropriate for emergency settings, due to their flexible and low-cost

nature.

On the other hand, existing ADMs pose challenges to some learners because their modular

nature assumes independent reading ability. Existing ADM materials may also be inadequate

for minority groups who speak other languages and have their own indigenous knowledge

systems. Therefore, it is also an objective of the project to explore how features of current

ADMs can be tweaked to cater to learners of all kinds—such as frustrated readers and ethno-

linguistic minorities—who are just as likely, if not more so, to be caught up in a calamity.

For the Fiscal Year 2015-16, the accomplishments of the project are the following:

Broadening of the project scope, in two ways:

Investigating not just a particular ADM (i.e. IMPACT), but rather a number of

ADM initiatives that could be helpful in emergency situations

Documenting practices regarding education delivery in not just Typhoon Haiyan

affected areas but in a variety of emergency contexts (earthquake, volcano,

human conflict, etc.)

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Finalization and approval of project proposal and work plan, in close coordination with

the DepEd

Selection of priority regions and emergency archetypes for field data gathering

Characterization of 5-year disaster profile of ADM-implementing schools in the

Philippines

Development of data gathering instruments for the field visits in selected public

schools in the country that have experienced some form of disaster

Conducted field visits in three areas: National Capital Region, Central Visayas (Bohol),

and Eastern Visayas

Continuing project activities for the fiscal year are the following:

Continuation of the conduct of field visits and data gathering in the following areas:

Bicol Region and Zamboanga City;

Development and finalization of an ADM Implementation Guide by March 2017;

Conduct of orientation on the use of the guidebook by April 2017; and

Project completion by June 2017

Aligning IMPACT with the K to 12 Curriculum of DepEd, Philippines

The IMPACT system continues to be a delivery mode being implemented by some public

elementary schools in the country as a quality education intervention as well as a means to

achieve their education performance indicators. The Center is likewise committed to support

the technology transfer of the IMPACT system to DepEd for wider implementation. However,

the learning materials must first be revised to align with the new K to 12 Curriculum as part of

the DepEd Reform Agenda. Thus, this project aims to align the IMPACT learning materials with

the K to 12 Curriculum to ensure its readiness for eventual turn-over of the IMPACT system to

DepEd.

For the fiscal year, continuous lesson development from writers were undertaken; encoding

of lesson manuscripts and internal review of these lessons were done by SDU staff.

To date, 1,800 lessons for Levels 1 to 3 were developed and are ready for final review before

printing. Sixty-one percent (61%) of lessons for Levels 4 to 6 are currently being reviewed,

encoded and laid-out in InDesign Format for further packaging and development.

Weaving Identities Toolkit eBook Development

The Weaving Identities Teacher Toolkit was developed in 2014, comprising a manual and a

website. The Toolkit is a collection of existing teaching-learning materials of multiple

platforms to support the ASEAN Vision 2015. It aims to help expand one’s knowledge of

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Southeast Asian collective traits, values, history and current landscapes. Materials in the

Toolkit have been categorized into culture, economics, and politics.

An eBook (ePub) version of the Toolkit was proposed to be developed and the project

commenced during the fiscal year. The eBook intends to provide users a mobile version of the

Manual wherein they can easily access online content. It will contain web links, games, and

photos which can be used in the classroom and other school activities. The ePub can be

viewed using the SEAMEO INNOTECH Reader.

To date, the eBook is in its beta stage and launched in July 2016. Further dissemination of the

eBook will commence after the launch in July 2016.

Capacity-Building Programs

In support of its various research and development programs, SDU also conducted a range of capacity-

building programs, a summary of which is detailed in the matrix below, with a breakdown of

participants by program, date, gender, and country.

Table 7. Distribution of SDU Capacity-Building Programs Participants

Program Title Date Male Female Total Country of

Origin

Orientation on the

Administration of the SEDS

and OLA Instruments and

LearnARMM Tools (Batch 1:

Visayas/Mindanao Group)

July 30 – Aug

2, 2015

4 39 43 Philippines

Orientation on the

Administration of the SEDS

and OLA Instruments and

LearnARMM Tools (Batch 2:

Luzon Group)

Aug 10 – 12,

2015

4 20 24 Philippines

Total 8 59 67

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Solutions Adaptation Unit

During the fiscal year, the Solutions Evaluation and Adaptation Unit (SEAU) was renamed “Solutions

Adaptation Unit (SAU)” effective August 2015. The Unit provided continuing support in achieving the

Center’s vision through evaluation, adaptation and contextualization of identified, proven and mature

education solutions in the context of Southeast Asia. SAU has been working on innovative education

solutions addressing problems of education access, equity and quality in SEAMEO Member Countries.

For this reporting period, five projects were funded through the Center’s Research and Innovation

Fund (ERI) and two projects were funded under SIREP. Two externally-funded projects were supported

by the German Development Cooperation (GIZ) and the ASEAN Safe School Initiative through Plan

International. SAU also provided technical assistance to the UNICEF-UNESCO Technical Working Group

on Resilience and the Department of Education’s Technical Working Group on Disaster Risk Reduction

and Management (DRRM) – Education Cluster.

Internally Funded Projects

A. ERI Funded Projects

Technical Assistance to DepEd on the Evaluation of the Open High School Program (OHSP) in

the Philippines

SEAMEO INNOTECH completed the evaluation study on OHSP as an innovative ADM for

secondary education. The OHSP is designed for individuals who cannot attend the regular high

school program due to problems with time, distance, physical disability, financial, social and

family constraints (DepEd Order 46, s. 2006). Notwithstanding the limitations of the study,

the report discloses the comparability of OHSP students with regular students based on

existing data and recommends key action points to make it more relevant in increasing the

holding power of secondary education. In December 2015, the report was finalized after going

through several reviews from key stakeholders to tighten up the analysis, conclusions and

recommendations, and overall quality of the report.

As requested by DepEd, a supplemental report was developed and submitted on 30 October

2015 as one of DepEd’s major outputs for Disbursement Link Indicator deliverables on

reviewing completed education programs that serve target disadvantaged groups. This is in

line with the Learning, Equity and Accountability Program Support (LEAPS) funded by the

World Bank under a loan agreement. The OHSP evaluation report was presented during

DepEd’s national consultation workshop with regional OHSP coordinators held in April 2016.

The report was likewise converted into a case study as an input to the Regional ADM study

being conducted by the Solutions Development Unit.

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Technical Assistance to the DepEd in Support of K to 12 Education Reform on Updating of the

Modelling of Senior High School (SHS) in the Philippines: Final Report

Prior to the nationwide implementation of the Senior High School (SHS) program in 2016, the

Center supported DepEd in SHS modelling. The Center provided technical assistance to

selected DepEd Regional Offices in developing a sustainable model for Grades 11 to 12

drawing from the Applied Academics for Excellence (APEX) project experience. One major

accomplishment is the documentation and assessment of the SHS modelling in seven schools

for future adaptation and replication by other schools which are ready to offer the SHS by

2016. The SHS case study outlined the promising practices and challenges in SHS program

implementation and how the new program can be better appreciated, based on the learning

experience of the model schools that participated in the study. In October 2015, updating of

the final report for a second edition was completed. The report and research brief were

updated to include recent developments in DepEd regarding policy guidelines on SHS

implementation and based on document reviews and the quality assurance policy of the

Center.

Resource Kit on Career Preparation for High School Students in the Philippines

The Center responds to the need for an enhanced career guidance program to support

implementation of the Senior High School program in the Philippines. The Center hopes to

complement the existing resource materials developed by DepEd for Career Advocates

(DepEd Memorandum Order 41, s.2015) by developing a guidebook on Multiple Career

Pathways for High School Students. The guidebook is designed to aid Career Advocates in

providing career guidance and counselling to incoming SHS students. Originally, the guidebook

will contain:

1) valuable and useful information such as the roles, responsibilities, educational

requirements, career prospects, possible career growth, and employability of the

listed in-demand professions in the Philippines, and

2) various possible career paths the students can take in order for them to reach their

preferred career goals.

The guidebook was drafted in close collaboration with the DepEd. The concept note was

revised to address new requirements of DepEd as it prepared to roll out the new SHS program

in June 2016. The revised project design was approved by DepEd for joint implementation

with the SHS technical working committee of DepEd. Representatives from government

agencies (TESDA, CHED, DOLE, DOST), the academe, and the private sector were involved in

the development and integration phase to capture all relevant career development initiatives

for high school students. Given the changes in the project design, development of the

guidebook was extended from June to September 2016, with a possible Phase 2 for pilot

testing in selected public secondary schools in the country.

34

Case Studies on Nurturing Critical and Creative Thinkers through Inquiry-Based Teaching and

Learning (IBTL) in Early Childhood Care and Education

The study seeks to document instructional strategies that are effective in developing

inquisitive thinking among pre-school and early grade learners (ages 3 to 8). Approaches to

inquiry-based teaching and learning in the Philippines, Brunei Darussalam, Malaysia,

Singapore, Thailand, and Vietnam were documented with a focus on their adaptation to the

contextual realities of young children. The project aims to:

1) document models of teaching and learning approaches which sharpen young

children’s inquisitive minds and critical and creative thinking skills;

2) explore the variables that contribute to IBTL in ECCE in terms of the curriculum,

enabling policies, teaching-learning methodology that includes partnership of parents

and teachers, students’ learning assessment, learning materials, and learning

environment;

3) propose possible innovations in inquiry-based teaching and learning that may be

contextualized and replicated by other interested pre-school/early grade learning

institutions.

The research design was approved in October 2015 and was updated in May 2016. Research

instruments were developed from October to November 2015 and pilot-tested in two schools

in the Philippines. Data gathering in 16 schools in six countries were conducted from January

to March 2016. The project is expected to come up with a research report, a photo essay by

the end of July 2016, a project completion report by October 2016, and a research brief by the

end of October 2016.

New evaluation study on the Implementation of the Multigrade Education Program (MEP) in

the Philippines

In a meeting with DepEd Project Management Service on 30 October 2015, the DepEd

requested the Center to evaluate the implementation of the Multigrade Education Program

in the country. MEP is one of DepEd’s strategies to increase the participation rate of school

age children in disadvantaged communities. The proposed study will determine how the MEP

effectively and efficiently balance the priorities, needs and interests of diverse learners in a

single class with the common purpose of developing functional literacy and promoting

inclusive education. The proposal was presented and approved in December 2015 with

financial support under ERI fund. The proposal was discussed with DepEd in January and

March 2016 for validation and alignment with DepEd’s new master plan on alternative

delivery modes. The project, however, was placed on hold, pending the re-organization and

leadership transition in DepEd as they prepare for the incoming administration. The project

will be carried over to FY 2016-2017.

35

B. SIREP-Funded Projects

Information Dissemination of the Toolkit on Building Disaster-Resilient School Communities

(DRRM Toolkit)

To address the dearth of resource materials on school-based disaster risk management, the

Center developed a toolkit for school heads, teachers and other school stakeholders to guide

them in implementing a comprehensive school-based response program for high disaster-risk

schools and communities. The toolkit integrates relevant disaster risk reduction and

management (DRRM) practices in Southeast Asia, stories of resiliency from

responders/victims, and innovative approaches to school safety and education service

delivery in the aftermath of emergencies.

The second phase, which included dissemination of the toolkit in Myanmar, Lao PDR,

Cambodia, Vietnam, Thailand, and in selected regions of the Philippines (NCR, Regions IV-A,

VIII, V, and in General Santos City), was conducted from January to September 2015. The

toolkit was also presented to the faculty and students of the Environmental Studies Institute

of Miriam College in March 2016. The remaining project funds (approximately PhP 230,000)

will be used to partially cover the cost of developing the second edition of the toolkit, which

is expected to be completed in FY 2017-2018.

Project SMaLL - Collaborative Management of Small Schools

The project hopes to contribute new ways to improve the on-going innovative initiatives of

SEAMEO member countries in managing small schools by documenting the lessons learned in

managing them. The report highlights the status of small schools in the Philippines, Malaysia

and Lao PDR in terms of their physical condition, best practices, challenges, and actions taken

by the school-community to improve the students’ learning experience. Country caselets were

presented to showcase the various interventions and challenges faced by the MoEs in their

effort to improve the performance of small schools in disadvantaged and indigenous

communities. One major accomplishment of the project was the training of MOE officials,

school directors, teachers, parents and local government/community leaders on Collaborative

Management of Small Schools. The draft report underwent revisions to align with its new

outline and update the basic information following recent developments in the region. The

final report was completed and approved in June 2016. A research brief was developed for

dissemination to all SEAMEO Member countries in the next fiscal year.

Externally Funded Projects

School Disaster Risk Management (SDRM) Guidelines for Southeast Asia

In June 2015, SEAMEO INNOTECH was commissioned by the ASEAN Safe Schools Initiative

(ASSI), through Plan International, to develop the School Disaster Risk Management (SDRM)

Guidelines. The guidelines aim to integrate and harmonize relevant disaster risk management

guidelines and tools developed by other institutions that have significant experience on

36

disaster risk reduction at the national, sub-national, and school levels. The guidelines also

integrated inputs from the SEAMEO INNOTECH DRRM Toolkit such as country profiles and

case stories on good practices of school-based DRM. A master copy of the SDRM Guidelines

was submitted to ASSI in December 2015 for packaging/printing. The SDRM Guidelines are

now available on the ASEAN Agreement on Disaster Management and Emergency Response

(AADMER) website (http://www.aadmerpartnership.org/school-disaster-risk-management-

guideline-for-southeast-asia/).

Technical Assistance

UNICEF-UNESCO Technical Working Group (TWG) on Resilience

The Center provided technical assistance in developing the agenda for the Regional Seminar

on Integrating Conflict and Disaster Risk Reduction into Education Sector Plans. The

collaborative initiative aimed to enhance the capacity of education planners to:

1) analyze the risks to conflict and disaster;

2) design conflict and disaster risk reduction programs;

3) identify relevant indicators to monitor progress towards the objectives; and

4) discuss cost programs as part of the education sector’s budget.

The TWG composed of UNICEF, UNESCO Bangkok, UNESCO-IIEP, SEAMEO Secretariat,

INNOTECH and Protect Education in Insecurity and Conflict (PEIC) jointly implemented a

capacity development seminar on crisis-sensitive educational planning and curriculum with a

select group of countries in the Asia-Pacific region. SEAMEO INNOTECH served as one of the

facilitators in this seminar on 19-23 October 2015 in Bangkok, Thailand. In May 2016, printed

copies of the UNESCO booklets (both curriculum and planning) on integrating conflict and

disaster risk reduction in education sector planning and curriculum were provided to the

Philippine Department of Education through the Center.

DepEd Technical Working Group (TWG) on Disaster Risk Reduction & Management

Since 2013, the Center supports the DepEd’s TWG on DRRM for the Education Cluster. The

TWG is composed of government organizations and international non-government

organizations (INGOs) with existing DRRM programs in disaster-prone school-communities.

The TWG is a venue for sharing and pooling of resources to support education in emergencies

and capacity building of school leaders, teachers and DRRM coordinators at all levels. In May

2016, the Center provided technical assistance on psycho-social intervention for teachers and

bereaved families of the victims of a bus accident in the Philippines.

KNOWLEDGE MANAGEMENT AND

NETWORKING OFFICE

For the year in review, the Networking and Marketing services had focused on promoting the center’s

visibility in the region and amongst various stakeholder groups through the implementation of major

events for the Center. These cover promoting the Center’s products and services through participation

in networks, establishing and maintaining partnerships with regional and national institutions, and

pursuing business opportunities with partner institutions.

The 14th SEAMEO INNOTECH International Conference (07 to 08 December 2015)

Theme: A Better Future for Every Learner in Southeast Asia

The Center’s bi-annual international conference has been a major center-wide activity since

its inception in 1987. The Conference, convened on 07 to 08 December 2015 is the fourteenth

in the series, focusing on seeking the thoughts and aspirations of young people who are

among the key stakeholders of education initiatives. The Conference was organized in

partnership with various organizations which brought in 142 participants from 15 countries,

many of whom are young people, 24 years or younger. The Conference was held at the Center

grounds which applied Open Space Technology as the principal methodology for organizing

dialogues and collective reflection and in generating recommendations for a post-2015

education agenda for the region. The theme of the Conference drew from the

recommendations of the Center Governing Board and built on the Vientiane Statement of the

Strategic Dialogue of Education Ministers adopted in September 2014. The program focus,

however, centered on the youth as the main education stakeholders in the post-2015

landscape. The IC/14 likewise drew heavily on the use of the web and social media (Facebook,

Twitter and Instagram).

Of the 142 registered participants, 44.4 percent belonged to the youth sector, those aged 24

and below; 79 were considered “Adults,” aged 25 and above. Filipinos accounted for 62

percent of the participants, the rest coming from different countries.

The Conference discussions focused on the key question: How do we build a better future for

every learner in Southeast Asia and Beyond?

In responding to the key question, the Conference was organized in 6 conversation sessions,

with various discussion groups being formed following the issues identified by the participants

themselves. The views shared in each group conversation were documented and comprised

the body of conference document. These issues ranged from improving learning opportunities

to values education and ASEAN integration. Each group made their own decisions on who will

lead or facilitate the conversations, how their discussions will be documented and the over-

all conduct of the discussions.

38

Some messages were shared at the Opening Session by Dr. Stephen Anzalone, Vice President

of the Education Development Center (EDC) and Benito Benoza, Manager of the Knowledge

Management and Networking Office as Conference Chair.

The principal output of the conference, the Youth Education Agenda (Priority Areas) was

presented to HE Br Armin A. Luistro, FSC, Secretary of Education of the Philippines who

addressed the Closing Session of the Conference. Officials of other Philippine Government

agencies which served as co-organizers of the Conference also gave some closing statements.

The transcript of the Closing Speech as well as the Youth Education Agenda are given as

Annexes to Working Paper 2.2.

The evaluation conducted at the end of the Conference showed that participants gave a rating

of Very Satisfied (57%) or Satisfied (38%), with five percent giving a Dissatisfied rating. Similar

satisfaction ratings were given on the different aspects of conference organization and

services, which included the following aspects:

1. Conference Secretariat

2. Registration

3. Meals

4. Function Rooms

5. Facilitators

6. Exhibit

7. Facilities

A very small proportion of the participants, ranging from 1 to 3 percent, gave a “Dissatisfied”

rating on some aspects of the Conference services, such as meals (2%), facilitators (3%), the

exhibits (3%) and facilities (1%). The participants’ ratings appeared to vary based on the

demographics. The youth participants generally gave higher ratings on the facilities, exhibit,

facilitators and the meals. The adult participants, on the other hand, had a better appreciation

for the function rooms, registration and the secretariat services. Statistical analysis of the data

(Chi Square test), however, only showed significant difference in the views of the two groups

in the secretariat and registration indicators.

The ratings given on the conference program design and organization, a similar pattern was

discernible, with 61 percent stating they were Very Satisfied, 37 percent said they were

Satisfied and 2 percent registering dissatisfaction. The indicators in this area are:

1. Program Design

2. Open Space Discussion Sessions; and

3. Social Media and other Web/Media Interface

As the lead unit in organizing the IC, the Marketing and Networking team of KMNO leveraged

on the various partnerships of the Center, drawing in new modes of cooperation with the

following national institutions:

Department of Education (and various field units)

Commission on Higher Education (through the state colleges and universities)

39

Technical Education and Skills Development Authority

National Youth Commission

National Council on Disability Affairs

Partnerships with various international organizations, national agencies and private

corporations played a crucial role in bringing together various delegations, representing a

diverse mix of institutions:

The United States Agency for International Development (USAID)

Education Development Center (USA)

Project MYDev (Mindanao Youth for Development)

Project Basa Pilipinas (Read Philippines)

ASEAN Youth Leaders Association

Ayala Foundation

The Lopez Group Foundation

SFI Group of Companies

World Vision Development Foundation

The Australian Council for Educational Research

GIZ – Fit for School Programme

SEAMEO Regional Center for Science and Mathematics Education

Education for an Interdependent World (EDIW)

Dynamic Teen Company

East World Sales

St. Luke’s Medical Center

Smart Telecommunications

One Meralco Foundation

Carlgin Enterprises

NJR General Merchandising

Partners and sponsors for information and media support included:

The Philippine Star

Knowledge Channel

ABS-CBN News Channel

DZMM

UNTV

Net 25

Technical Support for the SEAMEO College Initiative

The Center, through the KMNO, continued to provide management support in

operationalizing the SEAMEO College initiative as a member of the Project Management

Committee (PMC). The Center was participated in the final review of the recommendations of

the Regional Study on the SEAMEO Post-2015 Education Agenda as well as the Delphi Study

on the Post-2015 Education Scenarios for SEAMEO. Both SEAMEO-wide projects under the

SEAMEO College framework were led by the SEAMEO Secretariat. The KMNO also participated

40

in the consultations for implementing the 7 SEAMEO Priority Areas convened by the

Secretariat in cooperation with the Ministry of Education and Culture of Indonesia.

The Second Strategic Dialogue for Education Ministers (Bandung, Indonesia 27 to 28 April

2016). As the lead SEAMEO Center for organizing the SDEM/2, INNOTECH worked in close

coordination with the Department of Planning and International Cooperation of the

Indonesian Ministry of Education and Culture in organizing the dialogue. The Center provided

the concept and design for the two-day activity as well as the background documents to serve

as inputs for the dialogue. Two international experts, Dr Taufik Hanafi of the Directorate

General of Culture, Ministry of Education and Culture of Indonesia, and Dr Brenda Corpuz,

Dean of the Technological Institute of the Philippines Graduate School, served as the lead

facilitators.

The Indonesian Government, through the MOEC, graciously agreed to host the SDEM/2 in

Bandung, along with other high-profile activities convened jointly with the SEAMEO

Secretariat. The two-day forum featured institutional visits and bilateral discussions on Day 1,

with the dialogue proper convened on Day 2.

The dialogue revisited the issues and key agreements arrived at during the SDEM/1, with a

view towards formulating cooperative activities to pursue the core principles expounded in

Vientiane. The SDEM/2 distinctly resonated the focus on cooperative action through four (4)

roundtable sessions which enabled the Ministers to openly share their thoughts and reflect

together on key issues on education in the region.

The first roundtable recalled the key discussion points and agreements from the SDEM/1. The

second roundtable showcased the major reforms that had been undertaken in the SEAMEO

countries. While the third roundtable underlined the effective strategies for engaging

stakeholders. The fourth roundtable surfaced action points for future collaboration.

In line with the focus on action planning as the over-arching frame for the SDEM/2, the

facilitators recommended putting together the Bandung Platform for Action as the principal

output document from the Strategic Dialogue.

Celebration of the National Teachers’ Month

The Center is an active participant in the National Teachers Month Coordinating Council led

by the Philippine Department of Education and the Metrobank Foundation. INNOTECH, in

collaboration with the Network of Outstanding Teachers and Educators, Inc. (NOTED), played

a major part in the celebration of the National Teachers’ Month by organizing a forum among

teachers and students on Teaching as Journeying, Journeying as Teaching. The forum was

attended by some 150 students, professional teachers and teacher educators, where the

reflections of both new and experienced teachers were shared and discussed.

41

Cooperation in the 3rd International Conference on Educational Measurement and Evaluation

SEAMEO INNOTECH is an institutional member of the Philippine Educational Measurement

and Evaluation Association (PEMEA) and as such, provided technical guidance and

organizational support for the above-mentioned conference which is convened by PEMEA

every other year.

Networking and Partnerships

Partnership for the Qingdao Declaration on ICT in Education. With the support of UNESCO, SEAMEO

INNOTECH continued to participate in the coalition for ICT in education by participating in the

International Forum for Partnerships on the Qingdao Declaration on ICT in Education and presenting

the Center’s strategic partnerships and networking in Southeast Asia as an overarching strategy for

promoting the Center’s knowledge products and services. The Center was again a prominent voice in

the Second International Conference on ICT in Education when the Center’s online learning programs,

mobile learning and other ICT-focused interventions were presented.

Aside from the partnerships pursued in line with the implementing and organizing the major activities,

the KMNO further pursued the Center’s Networking and Partnerships initiative through active

participation in various fora that highlighted the Center’s research and innovation products and

learning services, as well as knowledge dissemination.

For the Fiscal Year in review, eight (8) institutional linkages were established through a Memorandum

of Understanding with institutions under the SEAMEO MOEs, agencies of the Government of the

Philippines, academic and research institutions, professional associations and the private sector.

These are

Aquagem Environment Pty, Ltd.

Australian Council for Educational Research

SEAMEO INNOTECH-Federal Republic of Germany-MOEYS Cambodia Cooperation on

the Regional Fit for School Program

National Youth Commission

Network of Outstanding Teachers and Educators

Philippine Educational Measurement Association

UNESCO South East Asia Centre of Lifelong Learning for Sustainable Development

University of Santo Tomas

Some 21 agreements were likewise formalized as part of the Center’s business development

initiatives. These Memoranda of Agreement and contracts were established for engaging INNOTECH

training services, research, technical assistance and collaboration for externally funded projects.

Despite limited time and opportunities, the Networking and Partnerships initiatives were pursued in

the sidelines of the various meetings and fora that the Center participated in. Business opportunities

42

were identified and will be pursued in partnership with various Indonesian institutions and

regional/provincial education offices. The other meetings also provided an opportunity to renew ties

with previous partners as well as new ones, as exemplified by the following:

UNESCO Cluster Office for East Asia

Chinese National Commission for UNESCO

UNESCO Institute for Rural Education (INRULED)

China Association for International Educational Exchanges

ASEAN-China Center

Business Development

The business development efforts for the first half of the Fiscal Year focused on garnering registrants

as well as sponsors for the 14th International Conference. The success of the International Conference

can be measured in terms of the level of support and services provided to the participants which far

outweighed the registration fees. These services were evident in the sponsorships and in-kind

contributions and services which were made available to the participants.

Aside from generating support for the 14th International Conference, the activities under the

marketing and business development included:

Packaging and submission of a tender for a study visit on early childhood education for

Vietnamese educators

Submission of a tender for technical assistance in installation and training for a quality

management system in Tagbilaran City, Bohol Province

Renewal of the Partnership Agreement with the Education Development Center for

MYDev and Basa Pilipinas

Phase II of the SEAMEO-Federal Republic of Germany Cooperation on the Regional Fit

for School Program

SEAMEO INNOTECH – GIZ Activity Financing Agreement on Knowledge Management for

the Fit for School Program

SEAMEO INNOTECH – Goethe Institut Thailand on the organization of a Regional Forum

on Digital Learning Environments: Moving Towards a Regional Platform

43

Information Management Unit

The Information Management Unit (IMU) leads the development, packaging and dissemination of

printed and electronic version of reports, documents and other knowledge products of the Center. It

is tasked to provide support services to the Center’s programmatic units through its Knowledge

Resource Center, website, social media and publication support and assistance.

For the period in review, IMU has served a total of 65 requests for action on various information

services. These service requests involved editorial processing, design of publications and layout,

updating of website and intranet content and library assistance, among others. The unit also produced

regular Center publications (e.g. SEAMEO INNOTECH Annual Report, Newsletters, Institutional

Brochures and e-News) and provided documentation services to major activities and projects of the

Center, including the annual Governing Board Meeting. It extended preparatory documentation

support to the Center’s participation in SEAMEO-wide activities such as the Center Directors’ Meeting

and the High Officials’ Meeting.

Requests that involved editorial, layout and printing services included:

Assessment System in Southeast Asia: Models, Successes and Challenges

Scoping Study into Human Rights-Based Approaches to Education in Southeast Asia

Senior High School Manual of Operations

2nd Edition of Monitoring of the Philippine Department of Education’s Model Senior High

School Program: Senior High School Modelling: Moving Towards the New K to 12 Curriculum

Case Studies of Selected Alternative Delivery Mode (ADM) Models in the Philippines: Towards

the Development of ADM for K to 12 Senior High Schools

Infollution and Mobile Technology Toolkit on Cyber Safety and Emotional Intelligence

Multiple Career Development Pathways (MCDP) Guidebook

School Disaster Risk Reduction and Management Infographics

Visual Maps for the Data Mining of the 2015 Language Assessment for Primary Grades Results

Research Brief and other supplemental reports on the Evaluation of the Open High School

Program in the Philippines

Strengthening Education Systems for Out of School Children (UNESCO Bangkok)

Mindanao Youth for Development (MYDev) Operations Research on Private Sector

Partnership

Programme and brochure for Weaving Identities: A Teacher Toolkit Towards a Southeast Asian

Community

Cover design for GURO 21 Course 1 Learner’s Guide

Infographics on the 24th World Open Space on Open Space (WOSonOS)

Collaterals and information materials on the SEAMEO INNOTECH 14th International

Conference

Information materials for Center’s Internal Events and projects (i.e. SEAMEO INNOTECH Staff

Rules, 46th Anniversary, Launch of the Center’s 9th Five-Year Development Plan, Outing and

Wellness Programs)

44

The Center’s website, intranet portal and various social media accounts (i.e. Facebook, Twitter and

Instagram) were maintained as the primary sources of information about the Center’s programs and

operations.

As the Center transitions to its 9th Five-Year Development Plan, the SEAMEO INNOTECH Library or the

Knowledge Resource Center (KRC) maintains and houses a substantial mix of collections in print, non-

print and digital formats on education in Southeast Asia. For this year, the library has increased its

collection to a total of 13,440 titles of printed and electronic resources. These materials were in the

areas of educational leadership, governance, policy and accountability in the context of educational

reforms; inclusive quality education; education for sustainable development; technology-enabled

educational innovations; and education solutions supportive of regional integration.

The library has continued its online subscriptions and institutional memberships to relevant

educational databases namely the Harvard Educational Review; Sage online journals on Cases in

Educational Leadership, Educational Evaluation and Policy Analysis, Planning Education and Research,

Studies in International Education, Educational Policy, and Education for Sustainable Development;

and Comparative Education Review by the University of Chicago Press Journals. Subscriptions to these

online journals provided the KRC users access to thousands of scholarly education-related articles and

materials.

In line with the library’s continuing efforts to preserve the Center’s institutional memory, KRC has

successfully completed the scanning and digitization of its analog and printed organizational photos.

These photos can be traced as late as 1969 or the period when SEAMEO INNOTECH was still in its initial

stages. The latest of the digitized printed photos were taken in the year 2010. A total of 59,067 printed

photos were converted to electronic format which are currently being organized and described for

easier retrieval and access using the Center’s Photo Gallery.

To count, the Knowledge Resource Center has served more than five hundred library users, alumni,

and participants and has subsequently secured 5 ISBNs, 1 Copyright Certificate and 15 permission

grants for the Center’s publications and research outputs in the fiscal year 2015-2016.

Regional Forum on Teacher Education Frameworks and Reforms in Southeast Asia and

Consultative Meeting on the Proposed Regional Teacher Education Network

Aside from the SDEM/2, the Center was also tapped to organize a three-day regional forum

which also featured a consultation on a regional teacher education knowledge network

convened as a research forum under the framework of the SEAMEO College and the Center’s

Regional Networking initiative.

The unit facilitated the exchange of country information on the current state of teacher

education frameworks and reforms in Southeast Asia and served to lay the foundations for

the proposed teacher education network that will support knowledge sharing and exchange

in the region. This network is seen as a platform that will enable collaboration among its

member institutions and facilitate further research and capacity building programs for the

teachers and teacher educators in Southeast Asia.

45

Representatives of ministries and teacher education institutions from Cambodia, Indonesia,

Lao PDR, Malaysia, Myanmar, the Philippines and Thailand participated, as well as colleagues

from SEAMEO Secretariat and the UNESCO International Teacher Task Force Secretariat.

Educational Media Unit

The unit leads in the development and packaging of multimedia information materials as well as their

dissemination to appropriate audiences and in supporting implementation of various projects and

activities. The unit is principally involved in three major technical assistance programs of the Center,

being undertaken with the support of USAID through the Education Development Center (MYDev and

Basa Pilipinas) and GIZ (Fit for School Phase 2).

SEA Digital Learning Platform

The unit led in organizing a workshop jointly with the Goethe-Institut titled Digital Learning

Environments: Moving Towards a Regional Platform. It facilitated the exchange of country

information on the current state of digital education measures in Southeast Asia and served

to lay the conceptual foundations for a regional digital education platform. Representatives

of ministries and schools from Brunei, Cambodia, Indonesia, Lao PDR, Myanmar, the

Philippines and Vietnam participated, as well as colleagues from SEAMOLEC and the Goethe-

Institut Headquarters, Regional Office, Philippines and Thailand.

The succeeding phase of the project will be undertaken in cooperation with the Center

through the Educational Media Unit.

Development of Advocacy and Training Support Videos for K to 12

The project was conceived to support teacher training for the new K-12 curriculum in the

Philippines. After the signing of the Memorandum of Agreement, the team joined pre-

production meetings for the development of video lectures for the newly-implemented Senior

High School in the Philippines. The lectures will be in six priority subject areas: oral

communication; reading and writing; media and information literacy; physics; chemistry; and

Philippine politics and governance.

Throughout the fiscal year, the unit served 70 service requests for design of graphics and

exhibit materials, 105 photo documentation and 90 video productions and documentation of

Center programs and activities.

CENTER-WIDE TECHNICAL ASSISTANCE PROGRAMS

For the fiscal year in review, the Center continued implementation of three major technical assistance

programs in collaboration with partners on key development concerns. Two projects funded by the

United States Agency for International Development, through a partnership agreement with the

Education Development Center (EDC), various offices and units of the Center have undertaken

different components of the Mindanao Youth for Development Program (MYDev) and Basa Pilipinas

(Read Philippines). With the support of the German Agency for International Cooperation (GIZ), the

Center is also the regional implementation partner for the Fit For School Program covering four

Southeast Asian countries.

Mindanao Youth for Development Program (MYDev)

MYDev is a five-year program which supports peace and stability in Mindanao through improved life

skills, increased civic engagement, strengthened local governance, and increased employability of

vulnerable out-of-school youth in eight (8) conflict-affected areas: the Cities of Cotabato, Zamboanga,

Marawi, Isabela, Lamitan and the municipalities of Parang in Maguindanao, Jolo and Indanan in Sulu.

INNOTECH involvement in the project involves components specifically focused on the increasing

youth access to education through the Department of Education’s Alternative Learning System.

Different components and activities under the program were done by the following offices and units

of the Center:

Learning, Training and Development Unit (LTDU/LMO)

Solutions Adaptation Unit (SAU/ERIO)

Educational Media Unit (EMU/KMNO) and

Information Management Unit (IMU/KMNO)

Capacity Building

OSYDA (Out-of-School Youth Development Alliances) Summit (11-12 August 2015)

To have effective and successful youth economic and civic engagement programs in

Mindanao, the local government units (LGUs), private sector and civil society must serve as

the drivers of development and not simply play supportive roles. More specifically, the

training and employment interventions must be anchored on the LGUs development agenda

and the current and emerging job opportunities in the local market. These are the basic

premises of the MYDev (Mindanao Youth for Development) program which guided the

creation and strengthening of the OSYDAs (Out-of-School Youth Development Alliances) to

become the engines for youth and civic development in their communities.

47

The experiences of OSYDAs in the past months point to important successful practices and

emerging lessons that need to be recognized and shared with others for potential replication

and scale up. Building on these gains, OSYDAs need to continuously think of innovative

solutions, learn from the good practices of other communities in order to create the best

possibilities for the OSYs in their communities. This was the essence of the two-day OSYDA

Summit, held in Tagaytay City.

The first segment of the Summit engaged the participants in an individual and group reflection

where they shared their best experiences as members of the alliance. Using the Appreciative

Inquiry approach, the participants shared their most powerful and positive experiences as

members of the OSYDA. The individual story telling enabled the participants to share with

each other across alliances their collective strengths, what excited them about the OSYDA,

their aspirations for the OSY and the OSYDA as well as strategies and practices that work in

their respective contexts.

The second segment of the OSYDA Summit was the ‘looking out’ for other successful practices

from other communities. This further inspired the members while reflecting about their own

OSYDA. The experiences shared by Tagum City Mayor Allan Rellon and Naga City Mayor John

Bongat underscored the importance of having a deep understanding of the needs and

interests of the OSYs for their total development. This serves as an anchor in developing

innovative solutions that would squarely respond to the OSY’s needs. Both Mayors saw the

need of sustaining all these OSY initiatives promoting them to provide legal covers through

the issuance of City Ordinances or Executive Orders. They also pointed out that OSY

development is such a huge concern that requires multi-stakeholder involvement. Discovering

the resources and opportunities available for the OSYs was also an important part of this

summit. This was covered by the presentations of the Abot-Alam program and TESDA. DepEd

Undersecretary Mario Deriquito highlighted the multi-stakeholder structure that provides an

enabling environment at all levels to converge their efforts towards a zero OSY Philippines.

On the other hand, Mr. Ariel Hernandez, President of Global Mindanaw Polytechnic Inc.,

shared how the City Government of Cagayan de Oro merged several government offices and

agencies, and institutionalized their structure through the creation of the Technical Skills

Development and Employment Council (TESDEC). The TESDEC harmonizes and synergizes the

efforts and resources of all government agencies involved with skills development and

employment.

The experience shared by the OSY leader from Siquijor, Mr. Elnard Ympal, provided a living

example of how the interplay of all the conditions and factors mentioned above can contribute

to the success of the OSYs. Mr. Ympal, through his own initiative, coupled with the help of the

barangay officials, was able to access the available scholarships from TESDA. Since then,

technical assistance from the Department of Agriculture, 4-H Club, University of the

Philippines Los Baños and others kept coming to further support him improve his farm. It was

this concerted effort and Mr. Ympal’s earnest desire to succeed that led him to be recognized

as an Outstanding Young Farmer in 2011.

Clearly, the early gains of the individual alliances and the learning from the successful

practices of others enabled the participants to creatively think and chart new possibilities for

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their OSYs/OSYDAs. These possibilities range from the creation of a stronger OSY group and

reaching out to more OSYs, institutionalization of the OSY development alliance through

municipal ordinance and expansion of memberships and partners, strengthening the skill

development, post training assistance and learning services to OSYs.

This two-day Summit was participated in by 115 members of the OSYDAs from Marawi City,

Cotabato City, Parang, Maguindanao, Zamboanga City, Basilan City, Isabela City, Jolo and

Indanan, Sulu. Each OSYDA is composed of the following members:

City/ Municipal Mayor (as Chair)

City/ Municipal Development Officer

Local School Board (LSB) and other LSB members particularly the Education Chair

Division Education Supervisors

District ALS Coordinators (DALSCs)/ Supervisors

Representatives from Regional/ Provincial TESDA

OSY skills training service providers

Youth representatives

OSY-focused organizations in the community

Private sector representatives

Phase 2: Strengthening Capacities of Key DepEd ALS Implementers (24-26 November 2015)

The program continues to invest on strengthening the capacities of the ALS implementers of

both DepEd and its service providers. This was done through a series of enhancement sessions

which started in November 2014 to specifically address the identified competency needs in

order to deliver quality ALS programs that will benefit the OSYs in the communities covered.

These sessions adhere to the ALS adult learning principles where the participants’ individual

experiences in implementing their back-home action plans serve as triggers for discussion and

exchanges, leading to higher level of reflection and learning. Reliving the actual practices of

the participants in implementing the ALS programs and how these practices can be improved

have been the focus of the previous two sessions. These covered the following competency

areas:

1) review and updates of the ALS program;

2) ALS instructional supervision, monitoring and evaluation;

3) community-based teaching and learning strategies;

4) community engagement

Building on these sessions, the third 3-day gathering deepened the participants’ competencies

on:

1) learning assessment for the ALS program;

2) facilitating ALS teaching-learning process and

3) developing collaborative mechanisms for professional development among the ALS

implementers.

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Phase 3: Follow-through Session

The session was meant to review and introduce improvements on two specific areas: learning

assessment and facilitating ALS teaching-learning process. The participants were able to share

experiences and learn meaningful lessons in implementing their individual action plans/ALS

implementation plans. With the key sessions on learning assessment and facilitation of the

teaching-learning process, the participants were able to develop concrete action steps and

specific improvements on these two areas that they are expected to implement when they go

back to their learning centers. Before the end of this 3-day session, they were able to agree

on specific mechanisms that will continue/strengthen the learning exchanges and professional

development among the ALS implementers per division. Aside from this, they were also able

to form an online learning group via FB, another mechanism to continue the learning

exchanges and connections between and among them.

This was participated by a total of 51 participants (who either attended Phase 1 or 2)

representing the Division of Marawi City, Cotabato City, Parang (Maguindanao II Division),

Lamitan City, Isabela City, Zamboanga City, Jolo and Indanan (Sulu Division).

Basa Pilipinas (Read Philippines) Program

Basa Pilipinas is a national early-grade reading program which supports the Philippine DepEd’s priority

of improved early grade reading and implementation of mother tongue instruction. The objective of

the program is to improve the reading skills of one million children in the early grades in Filipino,

English and selected mother tongues. This project provides direct support to DepEd’s early grade

literacy and language component as part of the wider DepEd K to 12 initiative. Specifically, the project

works through the following components:

Intermediate Result 1: Improved Reading Instruction

Intermediate Result 2: Improved Reading Delivery Systems; and

Intermediate Result 3: Improved Access to Quality Reading Materials.

SEAMEO INNOTECH operated under a sub-agreement with the Education Development Center, Inc.

on this project. The Center was specifically responsible for the following deliverables:

• Design and production of videos in support of the training of master trainers, district

supervisors and teachers and the provision of DVDs to master trainers;

• Training design and development of materials for school heads to facilitate the conduct of

literacy-focused Learning Action Cells; and,

• Development and piloting of an online teacher training course to teach reading.

For the year in review, major work under the program was undertaken by two units of the Center,

namely: the Educational Media Unit (EMU/KMNO) and the Flexible Learning Solutions Unit

(FLSU/LMO).

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The program was due to be completed in September 2016. SEAMEO INNOTECH involvement,

however, was completed as of February 2016, and the project documentation and financial

requirements were turned as of April 2016. Throughout project life, the Center produced video

support materials for teacher training in early grade reading in the Philippines.

Production of Training Support Videos and Audio Materials

Implementation of the Basa Pilipinas Project was closely linked with the rollout and

implementation of the K-12 curriculum adopted by the DepEd. The production of video

materials thus mirrored closely the timing and priorities of the Project as well as that of the K-

12 curriculum rollout.

SEAMEO INNOTECH, in coordination with the Basa Project Technical Team had provided

technical support in the development and production of videos to support training of trainers

and training of teachers under the project. Design development, production and use of these

materials had been closely aligned with the planned training activities under project auspices.

Addressing the needs of the DepEd Divisions in the project areas, additional video titles were

produced in support of improving reading instruction, such as Bridging (2nd Edition) and the

Multigrade Classroom. Materials promoting improved instruction and management of

classroom learning, as well as further materials on teaching reading were the main products

for the fiscal year:

1. Demonstration Lessons

2. Classroom Management

3. Listening Stories

4. Leveled Reader and Grouping

5. Bridging 102

A successor phase for the project is under review by the donor. SEAMEO INNOTECH has been

invited to participate in the succeeding phase.

Technical Assistance in the implementation of Basa Pilipinas’ Course on Effective Literacy

Instructions for New K-3 Teachers

Using the Center’s flexible learning management system or the iFLEX, the unit has rendered

technical assistance to Basa Pilipinas in their implementation of the course entitled: Effective

Literacy Instruction for New K-3 Teachers. This online course is a nine-week program that aims

to help early grade teachers become familiar with effective and practical strategies in teaching

reading and writing that is aligned with the new K to 12 Integrated Language Arts Curriculum.

A total of 81 (or 90% of the 90 enrolled Learners) completed the course.

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GIZ Fit for School Program

The successor phase of the Fit for School program focused on knowledge management and promotion

of WASH in Schools. The regional programme covers four (4) SEAMEO Member Countries: Cambodia,

Indonesia, Lao PDR and the Philippines. The successor phase addresses the need for improving the

health of children of primary school age (6-12 years). The generally high incidence of diseases

negatively impacts on child development, school attendance, educational performance and the

quality and level of education acquired. The importance of school health programmes, particularly

improvement of water, sanitation and hygiene in schools (WinS) to promote the health of school

children are incorporated in the national policies. The project therefore builds on the gains of the

initial phase of the Fit for School through the consolidation of the good practices and experiences, and

promoting WASH in schools.

Fit for School is an inter-sectoral school health approach that is implemented through the structures

of the education sector in order to institutionalise evidence-based preventive measures in every day

school life in public elementary schools, and to create a health promoting and enabling school

environment in order to condition well-being and better learning.

Exchange of Notes and Implementation Agreement on Phase 2 of the Fit for School Program

The exchange of notes (notes verbale) between the Federal Republic of Germany, and

SEAMEO was held in April 2016. A renewed implementation agreement between GIZ and

SEAMEO INNOTECH was also established in May 2016.

Other MOUs with implementation partners in the four countries were prepared and are

undergoing review.

Video Production

Through the Educational Media Unit, 5-minute and 20-minute video documentaries on the

GIZ Fit for School scale-up experience in Sisattanak District, Lao PDR, were produced. The

documentaries were dubbed in English and Lao languages for use as advocacy materials to

guide scale up actions in other project areas.

Information and Advocacy

The FFS website is now being hosted by SEAMEO INNOTECH. All relevant resource materials

on FFS are available on this website and are continuously updated. The structuring and tagging

of the photo database was completed and will be moved to SEAMEO INNOTECH’s server soon.

Lastly, the extension of Financial Agreement (FA) between SEAMEO INNOTECH and GIZ and

the CIM Position was approved including the hiring of Development Worker for Region 6

(Philippines).

GIZ-led Research Initiatives Supported by the Regional FFS Program

Global Forum on Research and Innovation for Health, in Manila, 24-27 August 2015. The

Regional Fit for School Project Assessment Study (FIT-PAS) was showcased in a panel

52

session composed of SEAMEO INNOTECH, Lao PDR MOES, the Philippine Department of

Health, and DepEd. The panel underscored the importance of inter-sectoral partnerships

in bringing together health, education and other sectors and to link research, policy and

practice.

A Study on Menstrual Hygiene Management (MHM) in schools in Bandung, West Java was

done in cooperation with UNICEF. Also, a Positive Deviance Study re: cooperation on FFF

scale-up was conducted by Cambodia MoEYS with UNICEF. To improve school nutrition,

studies on FFS Feeding Concept and Energy-Efficient Cook Stoves were conducted for

DepEd ARMM-Philippines.

The Philippine Data on Health Outcomes Study (HOS) is being reviewed for scientific

publication in cooperation with New York University (NYU). A Behavior Change Research

in relation to norms and habit formation is being conducted in cooperation with University

of Oklahoma.

Other Support Services for the Regional Fit for School Program

LOL (Lots of Learning) Session on Philippine DepEd Organizational Changes (February 19,

2016) was held at SEAMEO INNOTECH to provide update on the current situation of DepEd

and to contextualize the FFS planned interventions in the Philippines.

Wash in Schools (WinS) Capacity Assessment Tool for School Heads

The IDMDU was part of an initiative by GIZ to develop a Wash in Schools (WinS) Capacity

Assessment Tool for School Heads in the Philippines, Cambodia, Lao PDR, and Indonesia.

IDMDU led its development using the Competency Framework for SEA School Heads as basic

reference.

Phase II Implementation of the Regional Fit for School Program

The second phase of the Regional Fit for School (FFS) Program is currently being implemented

in Cambodia, Lao PDR, Indonesia, and the Philippines through the technical support of GIZ and

SEAMEO INNOTECH. Phase II focuses on the implementation of the minimum standards for

Water, Sanitation and Hygiene in Schools (WinS) at a larger scale in selected Asian countries.

For this fiscal year, the following milestones were accomplished:

The SEAMEO INNOTECH-GIZ FIT (Phase II) Planning

The session was held in November 2015 to determine the necessary interventions to support

the scale-up of WASH in School (WinS) by the education ministries as they enter the Phase II

with minimal resources from GIZ (as donor) starting November 2016 to November 2018. The

FFS national planning was completed for Cambodia, Indonesia, and Lao PDR.

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Documentation of Scale-up Models

The following studies were jointly conducted by SEAMEO INNOTECH-GIZ to support the

Regional FFS Program expansion in other SEAMEO Member Countries.

The Research Update regarding Scaling-up of the FFS Program - the Sisattanak District

Experience in Vientiane, Lao PDR was published in April 2016 and an e-copy was

uploaded on the SEAMEO INNOTECH website. A Lao version of the Sisattanak

Research Update and two versions of the video on Sisattanak Scale-up Study were also

produced for the other ministries.

The ‘Bandung Study’ on the UKS and SBM Interface in West Java, Indonesia was conducted

in March and May 2016 to determine how the interface between the UKS (School Health

Team) and the school based management (SBM) approach can support the scale-up plan

of FFS in West Java. The draft preliminary findings is currently being reviewed.

Implementation of the Regional FFS Program Monitoring & Evaluation (M&E) System

Mapping of Existing Monitoring and Evaluation (M&E) Processes. In April 2016, SEAMEO

INNOTECH participated in the FFS M&E workshop organized by GIZ to determine how the

WinS monitoring systems can be integrated in education sector monitoring (EMIS). The

output indicators for the annual FFS progress monitoring were uploaded on GIZ web-

based M&E system. The WinS M&E System is being piloted in Lao PDR, Cambodia, and

Bandung, Indonesia.

Anchored on the SEAMEO Competency Framework for SEA School Heads, the

development of Capacity Assessment Tools aimed to assess the individual and

organizational capacities for WASH in Schools (WinS) at the school and district levels to

support the FFS implementation and scale-up. A regional workshop on capacity works

accreditation system was also done in April 2016.

With technical guidance of GIZ, the Three Star Approach is now being adapted by

Cambodia, Indonesia Lao PDR, and the Philippines in their respective contexts to guide

the development of national policies, standards and benchmarks to improve hygiene and

sanitation in schools. A Citywide WinS management tool was developed for Bandung,

Indonesia based on the Three Star Approach. In the Philippines, DepEd is now

operationalizing the WinS guidelines based on DepEd Order No. 10, s.2016.

Networking and Collaboration: Strengthening the linkages with other development

partners working on WASH were harnessed to support a well-coordinated national WinS

scale-up.

Health Excels was suggested as an additional content for the Department of

Health (DOH) Academy. Expert support was given to DOH on the development of

the Oral Health Policy.

54

SEAMEO INNOTECH and GIZ responded to the request of SEAMEO RECFON to

support the “SEAMEO Village” project in Cihideung Hilir Sub-district of Bogor,

West Java which aimed to showcase the innovations of SEAMEO Centers based in

Indonesia (e.g., SEAMOLEC, TROPMED, BIOTROP, RECFON, and the QITEP

Centers). In October 2015, a needs assessment was conducted including the

introduction of FFS Program in four elementary schools of the SEAMEO Village.

The following are GIZ-led networking initiatives to sustain the Regional FFS

Program:

- The scale-up process in 41 Cambodia schools is currently being done by the

MoEYS through the cooperation of various development partners.

- Private public partnership with UNILEVER was explored to support the

scale-up process. GIZ conducted meetings to align the FFS program with

UNICEF-WinS program in February and June 2016.

- A Facility Compendium/Coffee Table Book on WinS Facilities were

developed with UNICEF to support the scale-up process.

- The FFS program was submitted as an input in defining the new indicators

related to WinS for South-South Collaboration on Sustainable Development

Goals mapping exercise (UNDG Task Force).

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QUALITY AND SYSTEMS MANAGEMENT OFFICE

Planning and Quality Assurance

The Center’s Quality and Systems Management Office (QSMO) leads the process for planning and

review of programs, projects and activities to ensure the Center’s effectiveness and efficiency in

achieving its quality objectives. The Office also leads the implementation, identification,

understanding and management of all interrelated processes under the Center’s quality management

systems, including management of its technology infrastructure.

Planning

For the year in review, QSMO led the Center’s strategic planning workshop which defined its

projects, programs and activities for the current fiscal year. The planning workshop identified

targets and performance measures that aim to achieve the strategic objectives identified for

each of the Center’s eight strategic goals. A midterm review was conducted in January 2016

to take stock of the progress made towards achievement of each unit’s or office’s committed

deliverables. An accomplishment review undertaken at the end of the fiscal year provided

benchmarks within which to measure and review actual performance against set targets. FY

2015-2016 is the last year of the Center’s operations under its 8th Five-Year Development Plan.

The succeeding fiscal year shall mark the beginning of the Center’s 9th Five-Year Development

Plan covering the years FY 2016-207 to FY 2020-2021.

Quality Assurance and Improvement

QSMO continued to undertake 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 quality

certifications. The established ISO committees of the Center – the Quality Management

System Committee (QMSC) where all units of the Center are represented and the Internal

Quality Audit (IQA) team made up of Center staff who were trained to become internal quality

auditors, substantially assisted QSMO in the Center’s quality assurance and continual

improvement initiatives.

During the year in review, the Center’s quality management systems were successfully re-

certified under ISO 9001:2008 (Quality Management Systems) and ISO 29990:2010 (Learning

Services for Non-Formal Education and Training) by SGS, the Center’s accreditation body for

both standards under the International Organization for Standardization. During this fiscal

year, the Center prepared to transition from ISO 9001:2008 to ISO 9001:2015 version.

Foundation, introductory and interpretation courses on ISO 9001:2015 were conducted for

different groups of the Center staff. An auditing course for ISO 9001:2015 was also conducted

for the Center’s internal quality auditors in preparation for the Center’s transition to ISO

9001:2015.

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For the year in review, the Center received two quality awards and recognition. The first was

the 2015 Juran Medal Award received by the Center Director from the Philippine Quality

Society. The Juran Medal is presented to individuals who “exhibit distinguished performance

in a sustained role as an organizational leader, personally practicing the key principles of

quality and demonstrating breakthrough management. “ The Center Director received the

award last 22 October 2015.

The second was the Century International Quality ERA Award, which the Center received from

the Business Initiative Directions (BID), an organization of international partners based in

Madrid, Spain that “seeks to promote, share and implement quality culture in leading

companies worldwide.” The Center was one of the organizations that received the award

during the Century International Quality ERA Convention in Geneva.

The Zuellig Family Foundation, a Center partner that works at developing and training local

governments and local health leaders, workers and stakeholders toward better health

outcomes for the poor, also requested the Center to help them achieve quality certification

for their programs and processes. Preparatory activities towards helping the Foundation

achieve ISO 9001 certification were undertaken during the year in review. A gap analysis was

conducted by QSMO in order to review the Foundation’s management system and make an

initial assessment of what the Foundation needs to establish and the mechanisms it needs to

put in place to have their programs and processes certified against ISO 9001:2010 . ZFF hopes

to achieve ISO certification by 2017.

A similar project was proposed to the City of Tagbilaran, Bohol Province in Central Philippines.

In partnership with Aquagem Environment Pte Ltd, an Australia-based technical consulting

firm, the Center submitted a tender for technical assistance in installing the Quality

Management System for certification under ISO 9001:2015.

Technology Infrastructure and Systems Management

For the year under review, the Systems Management Unit (SMU) under QSMO, which designs,

develops and maintains the Center’s technology infrastructure continued to effectively supports the

Center’s day-to-day operations. The technological backbone that the Center maintains fully

supported the implementation of the Center’s programs, projects and activities. This technological

support primarily involves the maintenance and management of an effective and responsive

technology infrastructure that includes:

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

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Cloud Computing

As part of the Center technology enhancements, the System Management Unit identified

current applications and services that can be transferred to the cloud. Cloud computing, fully

supports the Center programs and activities. One application that was transferred to the

cloud was the Center’s antivirus application newly purchased in FY 2015-2016. The antivirus

application known as Sophos Cloud, is the only fully integrated security solution that protects

the Center’s IT infrastructure and all end users’ devices. It integrates of endpoint security,

mobile device management (MDM), server protection, and secure web gateway into a

seamless solution. The web-based management console helps the Center monitor security

status through a single pane of glass view. As per Center experience, the Sophos Cloud is quite

effortless to deploy, manage, and maintain. One of the websites that the Center maintains

will also be transferred soon to the cloud.

Management of Internet Access and the Center’s Distance Learning Platform

In support of the Center demand for distance learning, connectivity of its distance learning

platform was improved and enhanced. Implementation of web caching technology and web

server clustering were explored for faster user access. In preparation for the Center’s move

toward development of Massive Open Online Courses (MOOCs) initial studies on MOOCS

hardware and software requirements were also undertaken.

In response to one of the major demands of the Center’s program offices especially ERIO and

LMO, the Center acquired an anti-plagiarism software known as iThenticate, a “professional

plagiarism detection and prevention technology used by research institutions to ensure the

originality of written work before publication.” It works by “comparing manuscripts against a

database of over 50 billion web pages and 130 million content items, including 40 million

works from 590 scholarly publisher participants.”

Network Management

To continue to protect its network system against threats from intruders, viruses, spam,

spyware and other malicious attacks, the Center upgraded its Unified Threat Management

(UTM) solution, the Sophos 330, which accommodates more concurrent internet connections.

This is in response to massive increase in the demand for internet usage and antivirus

software. The Center’s Sophos Endpoint Protection, a cloud based antivirus application,

makes this possible. It has minimal hardware requirements but does not affect maximum user

computer performance.

Software and Applications Management

The year under review saw the Center’s full migration from Lotus Domino to MS Office 365.

Through Office 365, the Center is now afforded a cloud-based collaborative email system that

gives the staff access to other application services such as video conferencing, on-line storage

and sharing of files, including photos and videos, on the cloud.

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As part of continuing software management, the Center’s maintenance agreement with

Microsoft was renewed for another year to fully support the Cloud based email system of the

Center. The following benefits are parts of the maintenance agreement:

Continuous upgrade and updating of the Office suite now includes the new Office

2016 applications for both PC and Mac computers. New features are regularly rolled

out to Office 365;

The facility to create and edit Word, OneNote, PowerPoint, and Excel documents from

a browser;

A fully installed Office experience across PCs, Macs, tablets, and most mobile devices.

Each user can install Office on 5 PCs or Macs, 5 tablets (Windows, iPad, and Android),

and 5 smartphones;

A business-class email system using the Outlook interface that can be accessed from

desktops or from a web browser using Outlook Web Application; and

OneDrive for Business application that provides each Center staff with 1 TB of storage

for their files and documents.

The Center is also guaranteed 99.9 percent uptime and a financially backed service level

agreement that includes cutting-edge security practices and proactive monitoring system.

Internally, the Center also upgraded its database system in order to prevent data loss and

database corruption. Such upgrades resulted to greater data integrity of these databases.

Another feature of Office 365 that the Center has increasingly used is the Skype for Business.

The Center is currently holding and scheduling online meetings using this facility.

The ISO paperless system was also rolled out during the fiscal year. Currently the Systems

Management Unit is responding to requests to develop a paperless system for some ISO

processes including document change requests, applications for leave of absence and travel

assistance.

Continuing Technical Assistance and Support to Center Operations:

Technical assistance and support were also provided though the following services:

maintenance of the Center’s LAN and WAN Infrastructure;

continuing development of an Alumni Portal website;

continuing technical support for MT4T website;

maintenance of the Center’s Website and Intranet infrastructure;

development of new features that support the Center’s Training Information System (TIS);

technical support on the use and implementation of iFLEX, the Center’s distance learning

platform; and

technical support in Web and video conferencing sessions.

ADMINISTRATIVE MANAGEMENT OFFICE

The Administrative Management Office was able to accomplish its major deliverables, particularly in

the areas of human resources management, infrastructure and workplace improvement, procurement

management, facilities management and administrative support services, as well as in revenue

generation and client satisfaction.

Human Resources Unit

Human Capital

The Center’s manpower complement at the end of the fiscal year stands at ninety-one (91)

staff consisting of fifty-five (55) Regular Center Staff and thirty-six (36) Center Partners. The

Center Partners comprise five (5) Project Consultants and thirty-one (31) staff from manpower

service providers but excluding outsourced security and janitorial services.

The Regular Center Staff are classified as International Staff, those belonging to Career Bands

III and IV and the Non-International Staff on Career Bands I and II. Out of the fifty-five (55)

Regular Center Staff, twenty-two (22) are categorized as International Staff and the remaining

thirty-three (33) staff are considered Non-international. These can be further broken down as

follows:

Table 8. Distribution of Regular Center Staff as per Career Bands

CAREER BAND POSITION NO. OF STAFF

IV Center Director

Managers

1

6

III Senior Specialist

Specialist

Senior Officer

Acting Senior Officer

Officer

4

4

3

2

2

II Senior Associate

Associate

15

11

I Senior Assistant

Assistant

3

4

TOTAL 55

The Center’s workforce is composed of 23 males and 32 females with an average age of 45

years old and average tenure of 11.17 years.

60

Staff Movement

Comparing the total manpower complement of during the previous and current Fiscal Years,

there was minimal increase with additional staff requirements for regular staff and a net

decrease in project hires due to staff separation and completion of projects. The Table below

summarizes the staff movements for the Fiscal Year in review:

Table 9. Distribution of Staff as per Classification

One (1) international staff resigned from the Center, Dr. Ethel Agnes P. Valenzuela, Senior

Specialist Educational Research Unit/ERIO to assume the post of Deputy Director for Program

and Development at the SEAMEO Secretariat on July 01, 2015. Two (2) non-international staff

resigned, Ms. Jennifer M. Flores, Senior Associate, Instructional Design and Materials

Development Unit (IDMDU)/ LMO, effective 21 September 2015 and Mr. Walter R. Pagaduan,

Senior Associate, Accounting Management (AMU) Unit, FMO with effect from 16 December

2015.

Seven (7) Center staff joined the organization during the Fiscal Year in review:

Table 10. List of New Center Staff during FY 2015-2016

Name Position Office/Unit Effective Date

Parafina, Jason L. Associate KMNO 16 August 2015

Lampa, Donalyne Cielo

R.

Senior Associate ERIO- ERU 16 September 2015

Mabutas, Lilibeth M. Senior Associate FMO- AMU 16 September 2015

Acosta, Sherlyne A. Senior Specialist ERIO- ERU 01 December 2015

Dela Cruz, Jesus M. Associate LMO- FLSU 01 February 2016

Earnshaw, Gianna

Emilyn P.

Senior Associate AMO- HRU 01 February 2016

Ereno, Joselito R. Senior Associate ERIO- ERU 16 March 2016

To complement the regular staff, outsourced service engagements were set for specific

periods based on the duration of the projects and work requirements.

CLASSIFICATION FISCAL YEAR INCREASE

(DECREASE) 2013-2014 2014-2015

Regular Staff 51 55 4

Project Hires 8 5 (3)

Partners from Manpower Service Providers 31 31 0

TOTAL 90 91 1

61

Aside from these staff movements, three (3) Center Staff were promoted/appointed as

follows:

Table 11. List of Promoted/Appointed Center Staff during FY 2015-2016

Name Effective Date Office/Unit From To

Fabria, Maria

Stephanie A.

01 July 2015 Finance Management

Office

Senior

Officer

Manager

Mendoza, Elaissa

Marina E.

01 July 2015 ERIO-Educational

Research Unit

Senior

Associate

Specialist

Arriesgado,

Jelico Angelo V.

01 May 2016 KMNO-Information

Management Unit

Senior

Associate

Acting Senior

Officer

Engagements

SEAMEO INNOTECH has been member of People Management Association of the Philippines

(PMAP) for some years. PMAP is a premier association of human resource practitioners and

people managers; INNOTECH, through the HRU, has renewed its membership for another

year. The association is a venue where HR practitioners can learn current trends and practices

of different organizations. At the same time, it has provided the Center a forum to benchmark

and adopt systems and processes that are relevant to the organization that would improve its

human resource and operational management.

The Center has also renewed contracts with life and insurance providers in the 1st Quarter of

FY 2015-2016; the coverage took effect as from 01 September 2015. The health insurance and

manpower service providers were renewed as from 01 January 2016. The following schedule

summarizes these engagements:

Table 12. List of Service Providers Engaged during FY 2015-2016

Service Providers End of Contract Renewal Date

Prudential Guarantee and

Assurance Inc. for Accident

Insurance

31 August 2015 01 September 2015

Cocolife Assurance Corp. for

Group Life Insurance

31 August 2015 01 September 2015

Intellicare Health Insurance 31 December 2015 01 January 2016

Servicio Filipino Inc. – for

engagement of Center Partners

31 December 2015 01 January 2016

One manpower service provider, the Interactive Multi-purpose Cooperative, was not renewed

due to poor performance.

62

Staff Benefits

For FY 2015-2016, the following insurance benefits enhancements and upgrades were set in

place:

Health Insurance Coverage – from the previous once a month visit of the Center Physician,

the health insurance provider approved the visit to be twice a month.

Aside from the existing gym at the Center, an additional wellness area was provided for

the Center Staff

Enrolment of staff’s minor dependents to a health insurance was facilitated by HRU

Revision of SEAMEO INNOTECH Staff Rules

In keeping with the requirements of the Center’s 9th Five Year Development Plan, a review of

the Center Staff Rules adopted in 2014 was undertaken. The review further set some minor

enhancements in the manner some provisions were stated to ensure legal compliance of the

Staff Rules. A Committee was convened to review the existing document and further review

was done by the Center’s designated legal counsel. Final review and comments by the

Management Committee was done in the first Quarter of FY 2016 -2017.

Organizational Competency Level Calibration

One of the requirements of ISO 9001:2015 is the competency of staff providing the service.

With the introduction of ISO 29990, this requirement was further emphasized particularly for

those directly involved in implementing and supporting the Learning Services and

Management System (LSMS).

Competency calibration was conducted in tranches. Initially, the Learning Management Office

conducted its competency calibration on the positions across the units, as these are the

functions directly involved in the LSMS. The second batch covered the International staff.

Further review surfaced the need to align the current organizational and functional

competencies with that of the vision, mission, core value statements as well as the technical

requirements of the 9th Five Year Plan.

In May 2016, a series of workshops were conducted for the calibration of competencies

covering non-international staff. During the workshop, the existing competencies matrix was

reviewed and the participants reached to the following agreements:

Review and refinements on the competency domain definitions (from 6 to 5)

Reduce competency indicators from 24 to 10 (2 indicators per key domain)

Formulate a new competency matrix

63

Center-wide Programs and Activities

Christmas Party and SEAMEO Social Responsibility (SSR)

Traditionally, the Center celebrates Christmas with its staff and partners without forgetting

the less fortunate brothers and sisters who need our assistance. For the Fiscal Year, the

Christmas Party Committee opted to celebrate the season with children with special needs

and disabilities. The chosen charity for the SEAMEO Social Responsibility activity was the

Guanella Home and Center. Guanella is an international organization which provides school

and shelter for children with disabilities, located in Tandang Sora, Quezon City.

Twenty (20) children with different exceptionalities were brought at the Center for an early

Christmas celebration. The event started with a Thanksgiving Mass officiated by the Director

of Guanella, Rev. Fr. David Anburaj. The Center prepared a Carnival Themed Party with game

booths supervised by the different Offices. With the cooperation of the Employee

Development Committee and the participation of Center Staff and Partners, we were able to

donate old clothes, reading materials, toiletries worth PhP 9,500 and cash gift amounting to

PhP 3,500. The staff also participated in their Star for a Cause Project and was able to raise an

additional PhP 1,700.

46th SEAMEO INNOTECH Anniversary

In celebration of the Center’s 46th Anniversary, AMO/HRU launched the 1 Million Steps of

Love last on 12 January 2016 until 27 January 2016. The initiative was a Wellness Activity with

the objective of completing 1 Million Steps through the concerted effort of Center Staff and

Partners. A Center-wide unity walk was done to collectively generate positive energy, express

solid support to the Center Director and offer prayers for speedy the recovery and healing of

Mrs. Marcelina Bacani. The activity brought together 43 Regular Staff and 62 Partners in the

prayer walk. The pledges reached 3.7M steps while the actual steps achieved came up to

4.5M.

On the whole, participating staff found it a totally an enriching and overwhelming activity

demonstrating what individuals - all the Staff and Partners of SEAMEO INNOTECH – are able

to accomplish together when harnessed for a cause.

The event was highlighted by awarding the Certificate of Recognition to Center Staff who have

served SEAMEO INNOTECH for twenty (20) years. Among the staff who were awarded were:

Table 13. Center Staff Recognized for 20 Years of Service

Name Date of Appointment Position Office/Unit

Monique I. Adalem 15 May 1995 Officer LMO-LTDU

Jesse M. Tuason 17 April 1995 Senior Officer KMNO- EMU

64

Wellness Program

The Wellness Program for FY 2015-2016 focused on continuing and strengthening the

wellness initiatives of the Center. Below is a summary of the activities conducted for each

quarter, comprising physical activities and health talks:

Table 14. Wellness Activities for Each Quarter of FY 2015-2016

Date Activities

July-September 2015 RCB Bowling Cup 2015

Training in preparation for Run United Philippine

Marathon (RUPM)

October-December Participation in RUPM of 27 staff and partners

Wellness Talk with Dr Jens Omli

The Wellness Loop: Mitigating the 21st Century Threats to

Health and Well being

January to March

2016

1M Steps of Love

Training and participation in the CONDURA Skyway

Marathon of 26 staff and partners

Basketball Friendship Games between SEAMEO

INNOTECH and Manulife Staff

April - June 2016 Free Eye Examination by Paterno Eye Care and Optical

Pre-APE Preparation Program (Offered various physical

activities like volleyball, LeBran Dance, Yoga sessions and

Circuit Trainings)

Conduct of Annual Physical Exam

Flu Vaccination of Staff and Partners

Procurement and General Services Unit

Fiscal Year 2015-16 saw a marked increase in campus development, maintenance, safety,

environment and social responsibility related projects and activities for the Procurement and General

Services Unit (PGSU/AMO). Also tasked with regular procurement management of all Center

purchases, transportation, supplies issuance, maintenance, travel assistance and other general

services, this demanded greater cohesion, communication and teamwork amongst its staff. These

were achieved by organizing staff into independent yet interdependent teams – each led by a team

leader. With each team coached and mentored by the PGSU Senior Officer and AMO Manager, the

following projects and activities were realized without any additional staff requirement.

65

Innovation and Continual Quality Improvement

Committed to Innovation and Continual Quality Improvement, the Unit undertook an internal

systems review and was able to revise all of its processes and 89 percent of all declared Forms.

These were last updated in 2014. All Corrective Action and Preventive Action Requests issued

by the Internal Audit team were likewise closed out in a timely manner.

Lifelong learning in the advancement of knowledge, skills and competencies for front-line

leadership was encouraged by the AMO Manager. Building on the successful Preventive

Maintenance (PM) program, the concept of Predictive Maintenance (PdM) was introduced to

the Motorpool and Maintenance Staff to further the appreciation of advanced maintenance

techniques used in other industries. The Team Leaders attended trainings in Client Service,

Effective Purchasing Skills, Power Speaking and ISO 9001:2015 Interpretation courses. The

Senior Officer was similarly certified as a Master Black Belt in Lean Six Sigma by the National

Engineering Center. With these additional credentials and exposure to current industry best

practices, the PGSU team is expected to perform at even higher levels in the upcoming fiscal

year.

Safety, Environment and Social Responsibility

Safety and Security of Staff, Equipment and Property was enhanced with the installation of

energy-efficient Floodlights at both gate Guardhouses, construction of Vehicle Speed

Arresting Humps and installation of Speed Limit signs on Campus. CCTV cameras were also

repositioned for better security monitoring and footage capture.

To ensure staff readiness during an emergency the Center participated in two scheduled

Metro Manila Earthquake Drills organized by the Metro Manila Development Authority. Staff

were reminded on the recommended “Duck, Cover and Hold” procedure before calmly exiting

office buildings during these drills. A complete review and revision of the Center's Security

Manual was drafted to include guidelines on staff safety while on official travel.

Projects in line with the Green Campus initiative included the pilot installation of potted plants

for natural air purification within the Administrative Management Office and an organic

vegetable garden located in the Motorpool surroundings. Security staff were also reminded

to enforce the "no idling" policy for visitors' vehicles while parked on Campus.

Lower Carbon Footprints and resource efficiencies were further realized with the phase-out

of Thermal Paper Fax Machines, installation of Urinals and Bidets, LED lamps and Inverter Air-

conditioning units in the IH renovation project.

Campus Development and Special Projects

Several successful projects enhancing the natural beauty of the Campus were undertaken

during the year. These included landscaping of the Pearl Hall surroundings and planting of

66

Yellow Iris outside the Office of the Director and the Human Resources Unit located on the

ground floor of the Main Building.

Better utilization of the International House building was realized with the conversion of one

wing of Standard Rooms into additional Office spaces, a Multipurpose Function Room and a

New Gym. The new office spaces now house the Learning Management Office, partner GIZ

and an al-fresco meeting area on the second floor with the Multipurpose Function room and

Gym located on the Ground Floor.

Notable refurbishment projects included a major renovation of the L. B. Soriano Hall which

involved the complete varnishing of the woodwork, repainting of walls, demolition of the fixed

dais/platform and replacement of carpet tiles with hard-wearing vinyl alternatives. A lighter

shade and movable stage was specified in the design to increase usable space and to give it a

more contemporary look. The maintenance workshop was also redesigned to incorporate an

external covered work area to accommodate larger repair projects. Two training rooms were

renovated and retrofitted for use in the Center’s projects and by external clients. The

repainting, revarnishing and resurfacing of the International House Rooms, Floors, Hallways,

Lobby and furnishings were completed in time for the Center’s hosting of the 59th Governing

Board Meeting.

Major repair works induced by strong typhoons, heavy rains and ageing structures included

the repair of a collapsed section of the perimeter wall, addressing roof deck leaks and other

roofing repairs. These were undertaken during the long La Nina period and completed in time

for the onset of the 2016 typhoon season.

Operations

General Support Services

The team led by a seasoned staff was able to competently fulfil requirements of the Center’s

project teams and activities. Key services managed and fulfilled by the GSU team include

requests for service vehicles, messengerial service, repair and maintenance, janitorial,

grounds keeping and travel assistance. Monthly team meetings created a sense of ownership

and pride in work resulting in suggestions for improvement which were implemented to the

benefit of the Center. The team also provided support needed for the sorting and disposal of

obsolete and junk items resulting in additional income (sale of recyclables), creation of usable

storage spaces and improved aesthetics.

Procurement and Supplies

The Procurement and Supplies team led by the most experienced staff processed nearly PhP

20 Million worth of purchases for the Fiscal Year. Notable activities included the accreditation

of seven new suppliers and the direct importation of an official vehicle from Japan, both

resulting in significant cost savings for the Center. The team was also able to process and

execute the disposal of four used center vehicles which were bid out to Center staff. With

67

only a staff complement of 3, motivation and efficiency was maintained at high levels though

weekly meetings and online monitoring of progress. The online sharing of summary data not

only increased transparency of the process but also yielded a 21 percent reduction in the

number of Rush/Emergency purchases for the Center over the previous year.

Table 15. Summary of Operations Services Rendered FY 15/16

Key Performance Area Count

Job Requests Completed 72

Small Job/Repair Serviced 116

Messengerial Requests completed 610

Trip Tickets (Center Vehicle) serviced 1,442

International Travel Booking Completed 37

Domestic Travel Booking Completed 104

Purchase Requests processed 788

Supplies Requisitions processed 1,619

The PGSU team remains committed in providing the Center with transparent, efficient and

effective support services and in full partnership to realize the 9th FYDP in the next FY.

Facilities Management Unit

The Facilities Management Unit (FMU), manages the International House, the conference halls and

function rooms of the Centre, was able to generate revenue in FY 2015-2016 through facilities rental

and support services rendered to internal and external participants and guests.

68

Figure 3. Market Segmentation Based on Revenue Generation for FY 2015-2016

As shown in the Market Segmentation chart, above, INNOTECH courses was the highest among the

market segments covered, contributing 19 percent (19%) of the total revenue. On the other hand,

external clients, when taken together, generated the bulk of the revenues, accounting for 72 percent.

Support services were provided to 165 internal events. Out of the total internal events, 42 were

INNOTECH courses/projects composed of 3 batches of the GURO21 Course, 2 batches of LTDU – SEDF,

one each from the LEADeXCELS, TOT under BASA Pilipinas, SDEM project and a several other events.

Of the internal functions served, 123 were various INNOTECH meetings, namely, LMO/SDS-facilitated

workshops, HR Exchange sessions, planning workshops and several meetings with partners and other

institutions.

For the Fiscal Year, 74 external events were conducted in the Center facilities coming from various

government agencies, education sector, private sector and international organizations. The World

Bank, Manulife Data Services Inc., Civil Service Commission, Social Watch Philippines, Rice Watch and

Network, Carmel Child Leaning and Development Center, Psychological Association of the Philippines

(PAP), Computer Assisted Leaning Philippines Inc (CAL Philippines) and Iglesia ni Cristo, Christian

Family Organization (CFO) were the top 10 clients for the year.

With the rise in the demand for office space and as part of market expansion initiatives, the Center,

through FMU, also entered into long term arrangements, ranging from two to six months with the

following clients: UNESCO Southeast Asia Center for Life Long Learning for Sustainable Development,

SPT Business Resources Inc., Pointwest Innovations Corp. and UP Systems Information Office.

19%

9.3%

0.7%12.8%

7.3%

0.4%

9.4%

10.5%

7.0%

9.2%

14.5%

Innotech Courses

Innotech Meetings

SEAMEO Centers

Government

NGO

Association/Foundation

Private Corporation

Education Sector

International Organization

Others (Socials)

IH Individual Accounts

69

The unit also provided coordination, technical and administrative assistance to 14 programs/clients

that required alternative venues (outside INNOTECH) within Metro Manila and other provinces.

FMU was been highly involved in the 14th SEAMEO INNOTECH International Conference. All the

logistical support for venue, meals, and accommodation requirements have been provided to

registered participants upon request. Likewise, accommodation arrangements for hotel guests and

participants at Microtel were facilitated.

As part of the commitment to provide quality service to both internal and external clients, FMU took

part in planning the upgrade of Center facilities. Through in-house administration, renovation works

were undertaken which include the repainting of the walls, ceiling, built in cabinets of the deluxe guest

rooms, revarnishing of doors, floors and furniture, and sprucing up of the corridors. Procurement of

linen (e.g. fitted sheets, flat sheet, duvet cover and duvet filler) and retractable clothes lines, cups and

saucers for IH guest rooms, window blinds, sign stands and stainless metal trash bins for IH function

rooms was also completed. Part of the upgrade was the installation of LED lights and bidet showers

for IH guest rooms. New eco-friendly secretariat kits were purchased for all function rooms and LED

lights were replaced at the Pearl Hall.

As the Center embraces environmental sustainability, FMU continues to adopt green initiatives.

Among the most visible green practice is the use of eco-friendly amenities and the enhanced “Reuse

and Reduce Program” of the International House. In addition to essential eco-friendly amenities

offered in guest room package, trays for the coffee/tea and coasters, sachet holders and desk pads

used are made from pandan leaves and natural materials. Patronizing these products helps

marginalized communities earn a living.

Eco-knit bath towels and floor mats, earth-friendly biodegradable garbage bags, and eco-friendly

cleaning and housekeeping supplies are also being utilized. Marketing collaterals (e.g. tariff rates,

house rules) are printed in recycled paper and IH guest room door signs (e.g. DND/MUR) are printed

in eco-friendly materials. To increase environmental awareness and consciousness level of IH guests,

FMU provides info tent cards on IH green initiatives.

For the function rooms, eco pencils, pads and candies in the package are offered. The Executive Board

Room Package includes use of eco-friendly secretariat kits is as part of the standard offers. Air

impurities are removed to create a refreshing scent in each function room, for which all natural water-

based scents are used.

The Center strengthened linkages and partnerships with other establishments in the tourism and

hospitality industry by actively participating in the Quezon City Tourism Council and by being a

member of the Society of Event Planners of the Philippines. Linkages and tie ups were aggressively

sought with reputable hotels and venues such as Microtel and other Quezon City Hotels, among

others, for preferred rates and customized package arrangements. The Center also received a plaque

of recognition from Microtel as one of their top performing clients during their first year anniversary.

70

Process enhancements for FMU required actions in compliance with ISO 29990:2010. The team

conducted benchmarking against selected Quezon City hotels and identified best practices that the

organization can adapt. In addition, to better assist internal clients in terms of facilitating alternate

venue requirements, the database of the Department of Tourism (DOT) -accredited hotels is

continually updated, including the Center’s preferred hotels, venues and restaurants. All data were

uploaded on the intranet for easy reference.

In compliance on Food Safety standards, all FMU staff secured and were issued health certificates.

Four (4) FMU staff successfully passed the competency assessment for TESDA National Certification II

on Food and Beverage Services.

For the past several years, FMU has maintained an overall satisfaction rating of 4.74, equivalent to

"Excellent” for both IH and functions/events in the official 2016 Client Satisfaction Survey. For both

services, an Excellent rating was maintained in the official Annual Client Satisfaction Survey (CSS)

among Center clients.

For the Internal Satisfaction Survey (ISS), the Administrative Management Office (AMO) received an

over-all mean rating of 4.12 (Satisfied), however, the ratings for specific functional areas of FMU have

yet to be at par with the rest of the other AMO services. Strengthened collaboration with the Center’s

accredited caterers and continuous review of operational processes will be undertaken to effectively

respond to client requirements/requests.

FMU staff joined SEAMEO Social Responsibility initiatives by participating in the outreach for

differently abled Children in Guanella Center last December 18, 2015 and Brigada Eskwela in Culiat

School last June 3, 2016. Donations of old but usable linens were made to selected charitable

institutions and victims of calamities.

FINANCE MANAGEMENT OFFICE

During the Fiscal Year 2015-2016, SEAMEO INNOTECH received US$4,502,437 in grants and income.

Total expenditures for the year amounted to US$ 4,060,151. At year-end, the combined fund balance

of Other Funds and Unallocated Funds amounted to US$1,363,563. The statement of operations and

changes in fund balances is presented below:

Table 16. Statement of Operations and Changes in Fund Balances

2016

2015

CA

PIT

AL

FUN

DS

OP

ERA

TIN

G

FUN

DS

SPEC

IAL

FUN

DS

OTH

ER F

UN

DS

UN

ALL

OC

ATE

D

FUN

DS

TOTA

L

FUND BALANCES

AT THE BEGINNING

OF THE YEAR

$ $ $ $ 185,960 $

1,146,403 $ 1,332,363

$

1,464,126

GRANTS AND

INCOME 232,157 2,732,343 52,246 1,253,284 232,407 4,502,437 4,220,234

OTHERS - - - - - - (1,437)

TOTAL FUNDS

AVAILABLE 232,157 2,732,343 52,246 1,439,244 1,378,810 5,834,800 5,682,923

EXPENSES AND

OBLIGATIONS (231,934) (2,472,906) (52,729) (1,302,582) - (4,060,151) (3,834,527)

TRANSFER TO

SEAMEO

INNOTECH

ENDOWMENT

FUND

- (266,151) - - (116,200) (382,351) (465,052)

TRANSLATION

GAINS (LOSSES) (223) 6,714 483 (4,375) (31,334) (28,735) (50,981)

TOTAL FUNDS

USED (232,157) (2,732,343) (52,246) (1,306,957) (147,534) (4,471,237) (4,350,560)

FUND BALANCES

AT THE END OF

THE YEAR

$ - $ - $ - $

132,287

$

1,231,276

$

1,363,563

$

1,332,363

Capital Funds

This year, both the INNOTECH Endowment Fund and the Government of the Philippines (GOP)

provided for the capital expenditure. Total expenses amounted to US$231,934 where 52 percent or

US$120,849 was used for campus improvement such as the conversion of some rooms of the

72

International House into office space, multipurpose room, and gym, and the renovation of the

remaining deluxe rooms. In the Main Building, some facilities were also renovated and waterproofed,

damaged CCTV cameras were replaced. Some 25 percent or US$58,984 was used for the purchase of

2 units of transportation equipment which replaced the old units. Twenty percent (20%) or $47,254

was used to purchase furniture and equipment. Most of the allocation, accounting for 52 percent, was

used to acquire computer equipment and peripherals, multimedia equipment. The remaining 3

percent or US$4,847 was used to purchase materials for the Knowledge Resource Center.

Operating Funds

For calendar year 2016, the Government of the Philippines (GOP) continued to provide the annual

contribution in the amount of US$2,778,866 (PhP130M) to fund the Center’s capital and operating

expenditures. A small portion of this grant ($59,603) funded capital expenditures while 98 percent

($2,219,263) funded the Center’s operating expenditures. The INNOTECH Endowment Fund also

provided $13,080 for the purchase of software, licenses and computer peripherals. The total amount

of $266,151 of the contribution was transferred to the INNOTECH Endowment Fund.

The total operating fund expenditures for the year amounted to US$2,472,906, lower than last year’s

expenditure of $2,444,550.

Special Funds

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

US$52,246 compared to last year’s receipts of US$54,422. The difference between the two years was

brought about by the conversion rates used in translating the same Philippine Peso value into US

Dollars. Special funds were allocated to finance the Center’s training and research scholarships.

Other Funds

During the fiscal year, the Center received funds amounting to US$1,253,284. The breakdown of

receipts for this fund is as follows:

Table 17. Breakdown of Other Funds

FY 15-16 FY 14-15

Funding Source In USD In % In USD In %

GOP (various agencies) 321,391 26% 116,417 12%

Various donors 702,855 56% 509,687 53%

INNOTECH Endowment

fund 229,038 18% 342,702 35%

TOTAL 1,253,284 968,806

73

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

budget. More than half, some 55 percent ($695,052) of Other Funds’ total expenditures was incurred

for projects, 38 percent ($479,078) for training courses, while 7 percent ($79,154) was used for

conferences, consultancies, and other fora. Total expenditures amounted to US$1,302,582. Fund

balance at the end of the year amounted to US$132,287.

Unallocated Funds

Unallocated Funds receipts amounted to US$232,407. These funds represent revenue generated by

the Center from its training services, project management fees, facilities rental, provision of technical

services, and interest income from savings and investment accounts.

At the end of the fiscal year, the Unallocated Funds stand at US$1,231,276 after fund transfers to

INNOTECH Endowment Fund amounting to USD$116,200.