A Publication of the Southeast Asian Ministers of ...€¦ · held in aid of the DepEd’s thrust...

INNOTECH reports outcome of Regional CSR Workshop at 2013 CDM • INNOTECH organizes workshop on the early grade reading assessment results • INNOTECH conducts

teacher professional development study program for Pakistani educators • Ethiopia benchmarks INNOTECH’s quality management system • INNOTECH validates Revised

Competency Framework for Southeast Asian School Heads • INNOTECH releases guidebook on IMPACT System • INNOTECH passes ISO 9001:2008 surveillance audit •

INNOTECH holds Experts Seminar on Southeast Asia Primary Learning Metrics • Philippines prepares for Post-2015 Education Agenda • INNOTECH takes part on the ‘Kariton

Klasrum’ project • INNOTECH observes Development Policy Research Month • INNOTECH announces Weaving Identities 2013 Photo Contest Winners • INNOTECH holds

workshop on health and nutrition in SEA primary schools • INNOTECH organizes talk on the Changing Ecology of Learning: ICT in Education

A Publication of the Southeast AsianMinisters of Education Organization

Regional Center for Educational Innovationand Technology (SEAMEO INNOTECH),

Quezon City, PhilippinesJuly-September 2013

ISSN 0115-7469

n e w s l e t t e rinnotech

>> continued on page 2

IN THIS ISSUE:

Staff members from the Philippine Department of Education –

Bureau of Elementary Education (DepEd-BEE) completed a course on SEAMEO INNOTECH’s Instructional Management by Parents, Community and Teachers (IMPACT)

DepEd-BEE officers take course on IMPACT learning systemlearning system last July 2013. The Center’s Solutions Development Unit facilitated the orientation cum training of the DepEd-BEE staff to enable them to gain full appreciation of the IMPACT system and its implementation strategies.

The three-day course particularly gave an overview of the general set-up of an IMPACT school, the different modes of instructional delivery under the system, the different learning principles, as well as the challenges

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BEE officers...(from page 1)

and rewards of converting to an IMPACT system. The course also featured demo lessons conducted by the SEAMEO INNOTECH training team for better insights on how IMPACT classes are held and how lessons are delivered. A follow-through discussion on the roles of the school head, the teachers and the learners under the IMPACT system was also done.

The course concluded with a simulation of an IMPACT class to be led by the DepEd-BEE officials and staff. They acted as programmed teachers or peer group leaders delivering IMPACT lessons for Levels 4 to 6. A class of 60 students coming from Levels 1 to 6 of a nearby public elementary school were invited to take part in this culminating activity.

The orientation cum training was held in aid of the DepEd’s thrust to propagate the adoption and implementation of various effective alternative learning modalities in the delivery of basic education.

SEAMEO INNOTECH presented the outcome of the regional

workshop on Corporate Social Responsibility before the heads and key officials of SEAMEO’s 20 specialist institutions at the annual “Center Directors Meeting,” which is being held at the Bangkok Marriot Sukhumvit Hotel in Bangkok, Thailand from 01 to 03 July.

Mr. Benito E. Benoza, manager of SEAMEO INNOTECH’s Knowledge Management and Networking Office, reported on the result of the SEAMEO-sponsored activity, titled “Co-Creating Shared Value for SEAMEO Centers and the Region: Conversations on Corporate Social Responsibility.” The Center facilitated the workshop late in May 2013, in partnership with the SEAMEO Secretariat (SEAMES).

The workshop was the result of an agreement during last year’s CDM and was identified as one of the key priority initiatives under the SEAMEO Strategic Plan. It primarily aimed to foster a deeper understanding and appreciation of various CSR strategies and initiatives that SEAMEO Centers can adapt.

One of the workshop’s recommendations was the deletion of the term “corporate” when referring to initiatives and activities done in the name of social responsibility. SEAMES Director Dr. Witaya Jeradechakul had initially suggested changing the term “CSR” to “OSR” to mean “Organizational Social Responsibility.” Others have begun calling it “SEAMEO Social Responsibility.” Another suggestion was for SEAMEO Centers to embed

and integrate social responsibilities in their vision, mission and strategic goals. It was stressed that SEAMEO Centers should be able to “walk the talk” by being true to their mandates and mobilizing their staff to execute socially responsible projects. Replication of successful “CSR” projects was also highly recommended.

Mr. Benoza’s presentation of the workshop’s output at the CDM this year is viewed as an initial step towards the adoption of the recommendations made during the workshop. The recommendations will also be presented at the High Officials Meeting then at the SEAMEO Council Conference for approval and adoption.

INNOTECH reports outcome of Regional CSR Workshop at 2013 CDM


SEAMEO INNOTECH conducted a ten-day study visit program for a

delegation of teacher educators from Pakistan to gain inputs in developing a contextualized online teacher training program. The teacher educators are part of the USAID-funded Teacher Education Project of the Education Development Center. The study program included visits to several learning institutions in the Philippines, and featured learning sessions with an invited speaker from Malaysia. SEAMEO INNOTECH’s Learning and Training Development Unit, headed by Ms. Editha L. Pimentel, took the lead in this study visit program.

INNOTECH conducts teacher professional

development study program for Pakistani

educators

Ethiopia benchmarks INNOTECH’s quality

management system

A delegation from the Higher Education Relevance and

Quality Agency (HERQA) in Ethiopia visited the Center on August 12. The visit, facilitated by the Philippine Accrediting Association of Schools, Colleges and Universities (PAASCU), headed by Dr. Chita Pijano, intended to provide the HERQA officials with more knowledge about ISO 9001:2008 in an educational organization.

Specifically, they were interested to know about best practices and lessons learned by SEAMEO INNOTECH in maintaining a quality management system across all units and offices. The Center has successfully maintained its ISO 9001:2008 certification and is now looking at another ISO certification, this time on the delivery of quality learning services (ISO 29990).

SEAMEO INNOTECH organized a workshop among curriculum

and language experts from both government and non-government organizations to present the results and discuss the implications of the Early Grade Reading Assessment (EGRA) research conducted in February 2013.

EGRA is an orally-administered test that has been used in several low-income countries and has provided educators with a quick and easy-to-interpret feedback on the literacy levels of students in primary schools.

RTI International, the proponent of the EGRA instrument, partnered with the Philippine Department of Education early this year to get a baseline of the performance of Grades 1 and 3 students in reading and comprehension in English, in Filipino and in the mother tongue.

RTI International Senior Technical Advisor Mr. Joseph De Stefano and EDC Reading Standards and Assessment Expert, Dr. Nancy Clark-Chiarelli presented the results of the EGRA research to officials and experts from the DepEd Bureau of Elementary Education and Office of the Undersecretary for Programs and Projects, the EDC, the TNS Philippines, the World Bank, and the Magbassa Kita Foundation.

The Philippine EGRA involved nearly 2,500 Grade 3 students who were orally tested in English and in Filipino, and close to 500 Grade 1 students tested in Ilokano. It assessed seven of the 14 domains of early literacy in the mother tongue-based multi-lingual education (MTB-MLE) curriculum which includes alphabet knowledge, alphabetic principle, word recognition, fluency, reading comprehension, oral language, and spelling.

Three small group discussions were conducted during the workshop, wherein the participants, using guide questions, fleshed out first then assessed the EGRA results for English, Filipino and Ilokano, respectively. They then reflected on the impact of the results, and on the EGRA methodology itself before making recommendations on how the results and the EGRA instrument could be utilized best.

The Philippine Department of Education and the USAID/Philippines, through the PhilED Data Project are collaborating on this undertaking to strengthen information for education policy, planning and management. SEAMEO INNOTECH had also figured earlier in the project when it facilitated the two-part training of selected EGRA assessors in January 2013.

INNOTECH organizes workshop on the early grade reading assessment results


The Center conducted from February to June 2013 a series

of focus group discussions in several countries in the region to validate the revised Competency Framework for Southeast Asian School Heads. SEAMEO INNOTECH’s Instructional Design and Materials Development Unit took the lead in facilitating the FGDs among school heads, parents, teachers, and students from Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia, the Philippines, Singapore, Thailand and Vietnam.

Using a strength-based approach, the participants in each country reflected on the qualities and skills of excellent school heads and the conditions needed for them to function at their

best. The participants also shared best practices and experiences which provided additional input for the validation process.

The FGDs in each country came up with a set of recommended competencies, along with a definition of each competency and the ideal conditions by which such competencies can be acquired or enhanced. These recommended competencies will be further validated when the Center reconvenes representative school heads from Southeast Asia to finalize the revised Competency Framework.

INNOTECH validates Revised CompetencyFramework for Southeast Asian School Heads

With the recent thrust of the Philippine Department of

Education (DepEd) to scale up successful and effective alternative delivery modalities nationwide, SEAMEO INNOTECH has come up with the comprehensive guidebook on the Enhanced Instructional Management by Parents, Community and Teachers (E- IMPACT) Learning System. E-IMPACT is one of the country’s “longest running and effective alternative delivery modalities,” developed by the Center more than 30 years ago with support from the International Development Research Center of Canada.

The E-IMPACT Guidebook is comprised of nine (9) sections that offer a “systematic explanation of the learning system’s design principles, delivery strategies, and implementing guidelines.” It defines an easy to understand “step-by-step procedural guideline on how to make IMPACT operational and sustainable at the school level.”

The E-IMPACT Guidebook primarily aims to serve as a handy resource

for the DepEd officials tasked to train others on how to implement the IMPACT Learning System. It is also meant to assist school administrators, teachers, parents and community stakeholders on how to implement and sustain the IMPACT system.

INNOTECH releases guidebook on IMPACT System

SEAMEO INNOTECH passed the annual surveillance audit of its

quality management system in August 2013. SGS Philippines, Inc., which conducted the audit, determined that the Center continuously abides by the requirements of ISO 9001:2008.

The scope of this year’s audit focused on the Center’s “capability building (programs), research, innovation and solutions for regional educational development in Southeast Asia.”

The audit team led by Engr. Ellen S. Cruz, after going around the various offices of the Center, looking at documents and records, and interviewing the staff, determined that SEAMEO INNOTECH remains effective in implementing its planned management system. The auditors also found the Center capable of achieving its policy objectives.

SEAMEO INNOTECH is set to undergo a re-certification audit on the second quarter of 2014 to fully evaluate the effectiveness of all its management processes.

INNOTECH passesISO 9001:2008

surveillance audit


SEAMEO INNOTECH and the UNICEF East Asia and

Pacific Regional Office (EAPRO) held a three-day seminar, from 24-26 September, 2013 at the SEAMEO INNOTECH Building, to undertake the first phase of the Southeast Asia Primary Learning Metrics (SEA-PLM) Initiative. The cooperative project has gathered experts from the region to make recommendations on how to proceed with the development of the SEA-PLM.

The SEA-PLM is an initiative recommended at the 35th SEAMEO High Officials Meeting in November 2012 and endorsed by the 47th SEAMEO Council of Ministers Conference in March 2013. It aims to develop a set of tools and protocols for measuring learning outcomes of students in the primary level in Southeast Asia.

In a presentation during a meeting of the Network on Education Quality Monitoring in the Asia-Pacific Region (NEQMAP) in March 2013, Dr. Clifford Meyers, Regional Education Advisor of UNICEF EAPRO talked about the proposed SEA-PLM.

Dr. Meyers mentioned that among the current considerations in the development of a SEA-PLM are the following: (1) going beyond reading skills to include also writing, math and ‘global citizenship’; (2) basing the measurement on age of learners rather than grade levels; (3) reflecting the unique values and culture of Southeast Asia; (4) introducing innovative approaches to assessment like the SOLO Taxonomy and the Rasch Model; (5) inclusion of social context and school factors

in the methodology; and (6) embedding capacity building opportunities throughout the process.

The three-day regional seminar specifically looked at commonalities and unique elements of primary education curricula across the region, and compared these with the learning domains recommended by the Learning Metrics Task Force. Working closely with SEAMEO INNOTECH and the UNICEF EAPRO in this project are other members of the Learning Metrics Working Group from ESCAP Statistics Unit, SEAMEO Secretariat, and UNESCO (EPR Unit, UIS, and NEQMAP Secretariat).

INNOTECH holds Experts Seminar on Southeast Asia Primary Learning Metrics


Two years prior to the culmination of the Education

for All (EFA) global commitment, countries around the world are now preparing for their respective post-2015 education agenda to address “unfinished business,” new education priorities that have emerged over the past decade, and future challenges. Similarly, the technical working group of the Philippines National EFA Committee (NEC) begins its own preparations, backed up by the results of an assessment done on the country’s progress in achieving its 2015 EFA targets.

Commissioned by the NEC, SEAMEO INNOTECH conducted a research analysis of how the Philippines is attaining targets specified in the EFA 2015 National Action Plan. Senior Research Specialist Dr. Ethel Agnes P. Valenzuela presented this report to the members of the NEC TWG

during a research policy forum on August 23.

Under its four main goals, the report revealed that the Philippines achieved “significant improvement” in many key indicators, with some that may even exceed key targets by the year 2015. However, there are also indicators that registered limited progress, and run a high risk of reaching its targets at all.

Some of these indicators that remain critically low in achieving targets are (1) the drop-out rates in Grades 1 to 3, (2) the repetition rate in Grade 1, and (3) the achievement rate in the National Assessment Test, as well the net enrolment rate in the secondary education level.

Guided by the results of the assessment report, and the wealth of information contained in the EFA Global Monitoring

Philippines prepares for Post-2015 Education Agenda

Reports from UNESCO, the NEC TWG looked next at possible areas of concentration for the Philippines’ post-2015 education agenda.

Dr. Valenzuela prepared a draft proposal for this purpose focusing on equity, measurability and finance. It proposes five education goals that include (1) completion of education in pre-primary, primary and lower secondary levels; (2) quality education in pre-primary, primary and lower secondary levels; (3) acquisition of youth and adult skills; (4) elimination of inequalities in education; and (5) financing of education.

The NEC-TWG is expected to further thresh out the details of this draft proposal before finalizing and presenting to the NEC for adoption. UNESCO has set the deadline for submission of each country’s post-2015 EFA action plans in June 2014.


SEAMEO INNOTECH is working on a project commissioned by

UNESCO Bangkok to get an in-depth understanding of a mobile classroom program that has great potential of helping the country reach its Education for All targets.

The Kariton Klasrum program of a local NGO, the Dynamic Teen Company, was recently adapted by the Philippine Department of Education in recognition of its potential to be a viable alternative delivery mode for formal schooling of out-of-school youths. The program makes use of “kariton” (pushcarts) filled with learning materials and brought to the streets to engage street children in learning activities, health care and feeding sessions. This year, to provide additional support to the learners of the Kariton Klasrum, their families, mostly homeless, became recipients of the government’s modified conditional cash transfer program.

With these developments, UNESCO Bangkok regarded the Kariton Klasrum program as one of those with promising impact in terms of accelerating achievement of EFA goals in the Asia-Pacific region.

Part of SEAMEO INNOTECH’s deliverables under the project is an analytical overview of the program,

INNOTECH takes part on the‘Kariton Klasrum’ project

which will include historical background and rationale; profile of its target learners; program content, management, and implementation; success factors; hindering factors, or challenges; and lessons learned. The case study will also present the program’s impact based on the experience of a former learner who is now in the mainstream education. Likewise, it will discuss the DepEd’s plan to replicate and expand the Kariton Klasrum’s coverage to transform it into an ADM program.

The case study will rely on both qualitative and quantitative data that will be gathered through the conduct of (1) focus group discussions and one-on-one interviews, (2) observation of an actual Kariton Klasrum session, (3) partnership survey for DTC’s partners, (4) profiling of DTC’s volunteers, (5) review of learner profiles, and (6) review of the program’s toolkit.

The Center’s Research Studies Unit is on top of this project. Before finalizing the report by end of November 2013, the RSU is expected to hold a workshop to validate the findings of the case study and this will involve officials of the DTC, and representatives from the government, NGOs, and international organizations.

SEAMEO INNOTECH joins the Philippine Institute for Development

Studies in observing the “Development Policy Research Month” this September. The annual celebration took effect through Presidential Proclamation No. 247 signed in September 2002. Now on its 11th year, the DPRM seeks to raise awareness and promote the value of policy research as an important tool in the formulation of national plans, programs, and policies.

This year, the DPRM will focus on the theme “Making Health More Inclusive in a Growing Economy” to call attention to the continuing inequities in health financing and health services delivery in the country. The Philippine Institute for Development Studies, tasked to lead the annual celebration, hopes that the various studies to be presented and activities lined up for this month will provide the appropriate base and support needed to re-evaluate the health situation in the Philippines.

For more details about the DPRM and events lined up for this month, log on to http://dprm.pids.gov.ph/

Strengthening competencies in managing effective school health programs

Meanwhile, SEAMEO INNOTECH is expected to launch next year a flexible learning short course designed to strengthen the competency of Southeast Asian school heads to manage effective school health programs.

The “Health Management Excellence for Southeast Asian School Heads” or HEALTHeXCELS, will be the latest addition in a suite of flexible learning courses developed and implemented by SEAMEO INNOTECH. The course corresponds to the sub-competency “promote primary health care” identified in the validated Competency Framework for Southeast Asian School Heads.

Similar with the other eXCELS courses, HEALTHeXCELS will be comprised of two learning modules which will be delivered in several modalities—print, CD and web-based versions. Currently, the modules have undergone several revisions and are now being reviewed by education experts of SEAMEO INNOTECH and content experts of the German Development Cooperation—the Center’s partner in developing HEALTHeXCELS.

INNOTECH observes Development Policy

Research Month


SEAMEO INNOTECH’s Solutions Development Unit, which

organized the Weaving Identities photo contest on “Building a Shared Southeast Asian Identity,” is pleased to announce the winners of the contest in the three categories.

For the Culture category, Gerard Goh from Singapore won first place with his entry “Preserve Our Roots.” Mar Lar Winn from Myanmar won third place for her entry “Lighting Together.”

For the Economics category, Filipino Phoebelyn Gullunan got the first prize for the photo titled “Capturing Grannie’s Happy Moments,” while Maung Ni Oo of Myanmar got the second prize for the photo “Looking for Food.” The third prize went to Pharawee Wibul of Thailand for the entry “Once at Sirikit Oilfield.”

Maung Ni Oo managed to win again and grab the first place under the Politics category for the photo entry “Democracy Icon of Myanmar.” Dave Leprozo, Jr. from the Philippines bagged second place for his entry “Exercising the Right of Suffrage,” while Luh Putu Eka Yani from Indonesia was awarded the third place for the photo “STT as an Organization to Learn Politics.”

* * *

SEAMEO INNOTECH received more than 600 entries for the culture, economics and politics categories. Entries came from nine countries in Southeast Asia including Brunei Darussalam, Cambodia, Indonesia, Malaysia, Myanmar, the Philippines, Singapore, Thailand and Vietnam. The photo contest, which sought photos that best depicted the ideals underlying the three pillars of ASEAN Vision 2015—socio-cultural community, economic community, and political-security community—was opened to the public in January this year and closed on June 15.

The photo contest was launched to expand the Weaving Identities project of SEAMEO INNOTECH by enjoining photographers from within and outside Southeast Asia to contribute in building up the teaching

INNOTECH announces Weaving Identities 2013Photo Contest Winners

and learning resources found in the project website, and, at the same time, promote awareness of a shared Southeast Asian identity.

The Weaving Identities: A Teacher Toolkit towards a Southeast Asian Community is a compendium of learning resources from various institutions aimed at helping develop in learners and teachers the core value of Southeast Asian-ness

(shared Southeast Asian heritage) as well as respect for the diversity of the region. This initiative also supports the ASEAN Vision 2015 of an integrated ASEAN community that has durable peace, stability, and shared prosperity.

The photos received from the contest will be included as resource materials in the Weaving Identities Teacher Toolkit.


SNAPSHOTS

RCB Bowling Cup14 August 2013


FEATURE

This is the full transcript of the workshop summation delivered by SEAMEO INNOTECH’s Educational Research and Innovation Office Manager, Mr. Philip Purnell at the closing ceremony of the “Regional Research Workshop on School Health and Nutrition in Primary Schools in Southeast Asia” on 29 July 2013.

INNOTECH holds workshop on health and nutrition in SEA primary schools

The importance of this workshop was to raise school

health and nutrition as a priority; this is something that should not be in the periphery. This workshop highlighted school health and nutrition as central to good learning. If we really want to support the holistic development of the children in our own countries, school health and nutrition must be in the center of what we do at the school level, in our policies, in our capacity building, in our research, and in our infrastructure programs. It has been marginalized for too long, and when we see the

statistics, we recognize the result of not doing effective school health and nutrition in terms of negative impacts on physical and cognitive development.

When we see these statistics—they are not just numbers; they are individual children whose possibilities to grow up and reach their full potentials are being compromised as a result of these health conditions. This is important as a mandate of education ministries to promote their full realization of children’s potential, and therefore health and nutrition

must be in the main agenda.

When we’re talking about school health, we’re talking about ensuring healthy environments that promote learning. Any factors that prevent or undermine the learning of the children need to be addressed as a priority.

We are now in agreement in this workshop about the critical role of the school and its community as a local agent of change. In INNOTECH, we are promoting the principal as agent of change, reform, and transformation. And it


FEATUREseems to apply even more so in the field of school health and nutrition. With that, comes the critical role of the community, and the partnerships with the community, with the private sector, with the NGOs, with parents and other family members in the community.

There are a lot of commonalities across the region; we share similar problems. But then the variances are not just across countries but also within countries, within communities, within provinces, between upland and lowland. These differences are very insightful, and we have to be able to respond to these challenges within our communities and within our countries.

Another takeaway was that children should not just be recipients of school health and nutrition programs; they need to be active partners and agents of their own improvement. It is important to look into ways to further encourage student empowerment, so they can be effective partners of teachers, school principals, and communities in their school health and nutrition program development.

From the last presentation that was shared, which highlighted the importance of up-to-date, accurate information on school health issues, we see that it’s not enough to have health information. We need them to make decisions and to improve practice. If we use information for decision-making, for program design, for policy formulation and to inform our various practices, it can have higher impact. Similarly with policies, we recognize that we need an enabling policy environment to make change possible, but good policies, unless translated into action, are

not helpful. We may be good in making policies, but sometimes weak in implementing them; perhaps weaker in documenting what we have implemented; and even worse in evaluating the impact of what we did to see if it’s worthwhile.

For educators, it is important to address the issue of how to integrate health issues across the educational process and the curriculum. But beyond the curriculum, we realize now the critical importance of every teacher, not just the health and physical education teachers, but every teacher—math teachers, English teachers, social studies teachers, values teachers. Whatever the content area is, health issues must be integrated into subjects to reaffirm key messages, so that every teacher becomes a school health advocate, not just relying on health personnel.

We saw so many challenges, but there’s also hope for many solutions that are emerging from the agenda that we prepared. It looks doable while ambitious, and with the workshop inputs, INNOTECH will be certainly doing its best to move forward a high-impact, scalable and sustainable school health and nutrition agenda.

For all of this to happen, we need investments in infrastructure. But probably more important, we also need to invest in our people. We need to invest in capacity building targeted towards the critical training needs we have identified. And we need to support teachers, principals, district supervisors and other officials to be able carry out and support the school health promotion agenda that we have outlined.

“If we really want to support

the holistic development of

the children in our own countries,

school health and nutrition must

be in the center of what we do at the school level, in our policies, in our capacity building, in our

research, and in our infrastructure

programs.”

12 innotechnewsletter July-September2013 July-September2013 innotechnewsletter PB

n e w s l e t t e r

Re-entered as second class mail matter,February 7, 1983 at U.P. Post Office,Diliman, Quezon City, Philippines

SEAMEO Regional INNOTECH CenterUPPO Box 207, U.P. Diliman, Quezon City, 1101, Philippines

Published twice a year by the Southeast Asian Ministers of Education Organization (SEAMEO) Regional Center for Educational Innovation and Technology (INNOTECH). Tel: 9247681; Fax: (632) 9210224. For your feedback, e-mail us at: [email protected]

Editorial Office at the Information Management Unit, SEAMEO INNOTECH, UPPO Box 207, University of the Philippines, Diliman, Quezon City 1101, Philippines .

Editor: Jesse M. TuasonEditorial Assistants: Aury Anne A. Santos, Gillian Marie M. CruzPhotos: Jesse M. Tuason; Guillermo Cruz; Mark John AntidoLayout: Gillian Marie M. CruzAdvisers: Ramon C. Bacani, Director; Benito E. Benoza, Manager, Knowledge Management and

Networking Office; Carolyn S. Rodriguez, Manager, Quality and Systems Management Office

Bylined articles reflect the opinions of the author and not necessarily of SEAMEO INNOTECH.

innotech n

INNOTECH organizes talk on the Changing Ecology of Learning: ICT in Education

The Center organized an afternoon of conversations

focusing on current technologies in education held last 29 July, 1:30 p.m. at the Pearl Hall of the SEAMEO INNOTECH campus. The event was organized in memory of the late Dr. Victor M. Ordoñez and done in coordination with the Victor M. Ordoñez Fides foundation.

The conversation intended to expound on one of the main themes in Dr. Ordoñez’s work

in education: the disconnect between standard programs of study and the world of work. Dr. Ordoñez said that this could be bridged by helping teachers gain skills in technologies their students use.

The conversations also aimed to provide a venue to “share insights on how technology-savvy students learn in today’s classroom, the surprising encounters with the reality of ICT,

and innovations that have come out of experiences.”

The event was led by Dr. Molly N. Lee, education consultant and former program specialist in higher education of UNESCO-Bangkok. Present in the event were education leaders, academicians, former colleagues and friends of Dr. Ordoñez who share the same “passion for looking into diverse areas of learning and surfacing new ideas for future learners.”

A Publication of the Southeast Asian Ministers of ...€¦ · held in aid of the DepEd’s thrust...

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