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.
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

2
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 staff performance
Managing sustainable school
programs and projects
 Managing financial resources
 Managing the learning environment
 Managing systems and procedures
 Managing school personnel requirements
 Supporting professional development of staff
 Recognizing staff performance
 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

3
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  Manage curriculum implementation

implementation and
improvement
Creating a learner-centered
environment
Supervising and evaluating
teachers’ performance
Delivering planned learning
outcomes
 Promote sensitivity towards diversity and differentiated
instruction
 Promote learner-centered activities
 Promote a healthy, safe and inclusive learning
environment
 Promote a culture of peace and respect for diversity
 Apply appropriate models to supervision and evaluation
 Nurture teacher-leaders
 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

4
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 21 st 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

5
 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.

6
 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.

7
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.

8
 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)

9
 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)

10
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.

11
 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.

12
 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.

13
 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.

14
 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.

15
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

16
 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

17
 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.

18
 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.

19
 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

20
 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.

21
 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.

22
  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

23
  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

24
 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

25
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

26
  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;

27
 (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

28
 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.)

29
  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

30
 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 July 30 – Aug 4 39 43 Philippines

Administration of the SEDS 2, 2015
and OLA Instruments and
LearnARMM Tools (Batch 1:
Visayas/Mindanao Group)

Orientation on the Aug 10 – 12, 4 20 24 Philippines

Administration of the SEDS 2015
and OLA Instruments and
LearnARMM Tools (Batch 2:
Luzon Group)

Total 8 59 67

31
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.

32
 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.

33
 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.

34
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

35
 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.

36
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.
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)

38
  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

39
 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.

40
  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

41
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

42
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)

43
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.

44
 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.

45
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.
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

47
 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.

48
  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).

49
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.

50
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

51
 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.

52
 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.

53
 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).

54
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.

55
 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

56
 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.

57
 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.

58
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 1
Managers 6
III Senior Specialist 4
Specialist 4
Senior Officer 3
Acting Senior Officer 2
Officer 2
II Senior Associate 15
Associate 11
I Senior Assistant 3
Assistant 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.
 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

FISCAL YEAR INCREASE

CLASSIFICATION
2013-2014 2014-2015 (DECREASE)
Regular Staff 51 55 4
Project Hires 8 5 (3)
Partners from Manpower Service Providers 31 31 0
TOTAL 90 91 1

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 Senior Associate ERIO- ERU 16 September 2015
R.
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 Senior Associate AMO- HRU 01 February 2016
Emilyn P.
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.

60
 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 01 July 2015 Finance Management Senior Manager
Stephanie A. Office Officer
Mendoza, Elaissa 01 July 2015 ERIO-Educational Senior Specialist
Marina E. Research Unit Associate
Arriesgado, 01 May 2016 KMNO-Information Senior Acting Senior
Jelico Angelo V. Management Unit Associate 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 31 August 2015 01 September 2015
Assurance Inc. for Accident
Insurance
Cocolife Assurance Corp. for 31 August 2015 01 September 2015
Group Life Insurance
Intellicare Health Insurance 31 December 2015 01 January 2016
Servicio Filipino Inc. – for 31 December 2015 01 January 2016
engagement of Center Partners

One manpower service provider, the Interactive Multi-purpose Cooperative, was not renewed
due to poor performance.

61
 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

62
 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

63
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  1M Steps of Love
2016  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.

64
 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

65
 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

66
 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.

67
 Figure 3. Market Segmentation Based on Revenue Generation for FY 2015-2016

Innotech Courses
14.5% 19% Innotech Meetings
SEAMEO Centers
9.2%
Government
9.3%
NGO
7.0%
Association/Foundation
Private Corporation
10.5% 12.8% 0.7% Education Sector
International Organization
9.4% 7.3% Others (Socials)
IH Individual Accounts

0.4%

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.

68
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.

69
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.

70
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
CAPITAL FUNDS

SPECIAL FUNDS

UNALLOCATED
OTHER FUNDS
OPERATING
FUNDS

FUNDS

TOTAL
2015

FUND BALANCES
$ $
AT THE BEGINNING $ $ $ $ 185,960 $ 1,332,363
1,146,403 1,464,126
OF THE YEAR
GRANTS AND
232,157 2,732,343 52,246 1,253,284 232,407 4,502,437 4,220,234
INCOME
OTHERS - - - - - - (1,437)
TOTAL FUNDS
232,157 2,732,343 52,246 1,439,244 1,378,810 5,834,800 5,682,923
AVAILABLE
EXPENSES AND
(231,934) (2,472,906) (52,729) (1,302,582) - (4,060,151) (3,834,527)
OBLIGATIONS
TRANSFER TO
SEAMEO
INNOTECH - (266,151) - - (116,200) (382,351) (465,052)
ENDOWMENT
FUND
TRANSLATION
(223) 6,714 483 (4,375) (31,334) (28,735) (50,981)
GAINS (LOSSES)
TOTAL FUNDS
(232,157) (2,732,343) (52,246) (1,306,957) (147,534) (4,471,237) (4,350,560)
USED
FUND BALANCES
$ $ $ $
AT THE END OF $ - $ - $ -
132,287 1,231,276 1,363,563 1,332,363
THE YEAR

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
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
229,038 18% 342,702 35%
fund
TOTAL 1,253,284 968,806

72
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.

73