INNOTECH translates Marie Curie lessons in Filipino • Quirino province school leaders train on leading and managing K to 12 schools • INNOTECH inks partnership deal with Smart • INNOTECH launches regional network of alumni • Education experts address infollution • SEAMEO VOCTECH staff visit INNOTECH • Local university prepares to deliver flexible learning programs • INNOTECH benchmarks on Brunei’s model schools • Schools Division in Cagayan de Oro City turns to alternative delivery modes of education • INNOTECH develops new competency framework of SEA school heads • QITEP in Language gets briefing on INNOTECH program • FEATURE: Spanish Language Program: Increasing the employability skills of Philippine high school graduates A Publication of the Southeast Asian Ministers of Education Organization Regional Center for Educational Innovation and Technology (SEAMEO INNOTECH), Quezon City, Philippines April-June 2014 ISSN 0115-7469 newsletter innotech >> continued on page 2 IN THIS ISSUE: SEAMEO INNOTECH, French Embassy in Manila sponsor Marie Curie poster exhibit I n celebration of the Philippines-France Friendship Day, SEAMEO INNOTECH held a poster exhibit on 26 June 2014 featuring Marie Curie’s science lessons translated in Filipino. The exhibit is a follow through project of the Center in partnership with the Embassy of France in Manila. It also served as a venue to officially hand over the complete set of 21 posters to the Department of Education, as represented by Dr. Jocelyn Andaya of the Bureau of Secondary Education. Special guest, Ms. Hélène Delille, Attaché for Scientific Cooperation from the French Embassy, thanked the Center for its efforts in translating the lessons to Filipino. She said that having these translated into the national language will help the students understand the lessons more. It is also a great way to make known to Filipino students the contributions of French scientists in the fields of physics and chemistry. Present in the event were representatives from various science institutions and public schools. Among these institutions were the University of the Philippines – National Institute for Science and Math Education (UP-NISMED), which provided
Transcript
INNOTECH translates Marie Curie lessons in Filipino • Quirino province school leaders train on leading and managing K to 12 schools • INNOTECH inks partnership deal with Smart • INNOTECH launches regional network of alumni • Education experts address infollution • SEAMEO VOCTECH staff visit INNOTECH • Local university prepares to deliver flexible learning programs • INNOTECH benchmarks on Brunei’s model schools • Schools Division in Cagayan de Oro City turns to alternative delivery modes of education • INNOTECH develops new competency framework of SEA school heads • QITEP in Language gets briefing on INNOTECH program • FEATURE: Spanish Language Program: Increasing the employability skills of Philippine high school graduates
A Publication of the Southeast AsianMinisters of Education Organization
Regional Center for Educational Innovationand Technology (SEAMEO INNOTECH),
Quezon City, PhilippinesApril-June 2014
ISSN 0115-7469
n e w s l e t t e rinnotech
>> continued on page 2
IN THIS ISSUE:
SEAMEO INNOTECH, French Embassy in
Manila sponsorMarie Curie poster
exhibit
In celebration of the Philippines-France Friendship Day, SEAMEO INNOTECH
held a poster exhibit on 26 June 2014 featuring Marie Curie’s science lessons translated in Filipino. The exhibit is a follow through project of the Center in partnership with the Embassy of France in Manila. It also served as a venue to officially hand over the complete set of 21 posters to the Department of Education, as represented by Dr. Jocelyn Andaya of the Bureau of Secondary Education.
Special guest, Ms. Hélène Delille, Attaché for Scientific Cooperation from the French Embassy, thanked the Center for its efforts in translating the lessons to Filipino. She said that having these translated into the national language will help the students understand the lessons more. It is also a great way to make known to Filipino students the contributions of French scientists in the fields of physics and chemistry.
Present in the event were representatives from various science institutions and public schools. Among these institutions were the University of the Philippines – National Institute for Science and Math Education (UP-NISMED), which provided
technical support in the translation of the lessons, and the San Pedro Relocation Center National High School, where the pre-testing of the posters’ impact to students was conducted.
Copies of the posters in print and in CDs were given out for free. Digital copies are also available for download: http://tinyurl.com/o6dvvkl
The project manager and head of the Center’s Solutions Evaluation and Adaptation Unit, Ms. Yolly delas Alas, is encouraging everyone to reproduce and make use of the posters by integrating in lesson plans, handouts, and visual aids.
More than a century ago, 13-year old Isabelle Chavannes
started recording verbatim ac-counts of science lessons given by Nobel Prize winner Marie Curie. From January to Novem-ber 1907, Chavannes had neatly recorded direct quotes from Curie and had illustrated science ex-periments done during lessons.
Chavannes was among the ten children taught by Curie in a teaching cooperative— la coopératived’enseignement, which sought to break through the prejudices at that time about girls studying science and pursu-ing university studies. (source: http://www.theguardian.com)
Since the discovery of Cha-vannes’ notes, Marie Curie’s practical approach to science learning had been immortal-ized in educational posters and translated in various languages, including two Southeast Asian languages, Bahasa Malaysia and Bahasa Indonesia.
To add to the list of these exist-ing Southeast Asian resources,
SEAMEO INNOTECH decided to undertake the translation of Marie Curie’s science lessons and experiments into the Philip-pine’s national language, Filipino. These included ten lessons in el-ementary physics, one lesson in elementary chemistry, and eight supplemental activities—all are useful interactive instructional materials for science teaching in junior high school level.
From November to December 2013, SEAMEO INNOTECH em-barked on translation workshops with science and Filipino experts to improve the initial translation done by a project consultant. The translated lessons, printed in posters designed by La Maison des Sciences, were also pre-sented to a group of high school students and were used in actual demonstration teaching activi-ties to validate their relevance and accuracy. (The result of this validation study is found in the project’s final report: http://goo.gl/9qErk2).
INNOTECH translates Marie Curie lessons in Filipino
Quirino province school leaders train on leading and managing K to 12 schools
SEAMEO INNOTECH facilitated a customized training program
from 12 to 16 May 2014 on leading and managing K to 12 schools for 50 school heads from the Department of Education’s Division Office in Quirino province.
The program provided participants with a deeper understanding of K to 12, including its rationale, salient features, and impact on the strategic directions of a school. It is expected that with this training, participants
would be able to meet the demands of K to 12 through enhanced instructional coaching on curricular enrichment and learner assessment.
The program made use of three interrelated modules to facilitate the build-up of competencies. Module 1 talked about school leadership. This provided participants with a broader understanding of all the changing education realities that would hopefully enable them to set and refine strategic priorities of
their respective schools. Module 1 also afforded the participants with a realization of their changing roles, particularly under the K to 12 program.
Module 2 focused on K to 12 school leadership practices relating to (1) collaborative instructional coaching; (2) K to 12 curriculum enhancement and contextualization; (3) learner assessment; and (4) building school-community partnerships and resource mobilization and management.
The last module talked about the K to 12 school leader. This provided participants with opportunity to re-examine themselves, take stock of their leadership capital, assess their own areas for development, and identify key action steps to make them better prepared to lead their schools under K to 12.
At the end of the program, participants came up with concrete plans of action that outlines their respective school’s (1) strategic focus and priorities under a K to 12 environment, (2) instructional coaching plan, and (3) stakeholder engagement plan.
INNOTECH inks partnership deal with Smart The Center signed a
memorandum of agreement with the Philippines wireless leader, Smart Communications, Inc. on 20 June 2014 for the development of a teacher resource kit using mobile technology. The MOA was signed between SEAMEO INNOTECH Center Director Dr. Ramon C. Bacani and Smart Public Affairs Group head, Mr. Ramon G. Isberto. Also present to serve as witnesses for the signing were the Center’s Knowledge Management and Networking Office manager, Mr. Benito E. Benoza, and Smart’s Community Partnerships head Mr. Darwin F. Flores.
Education experts address infollutionEducation officers from SEAMEO
member countries were at the Center in April 2014 for two combined activities--the “Regional Policy Forum of Infollution” and the “Consultative Workshop on the Development of a Mobile Technology Toolkit on Cyber Safety and Emotional Intelligence (MTEi).”
The two activities aimed to facilitate discussion among experts and education leaders on existing policies and programs regarding infollution—the harmful by-product of new-age technology. It also aimed to draw out expert inputs that can be adopted for the MTEi resource kit, which is a new project of SEAMEO INNOTECH. MTEi is a toolkit for parents and teachers that
highlights Southeast Asian values for the development of the emotional intelligence of children.
The forum cum workshop featured country paper presentations where representatives shared an overview of policies and programs on cyber safety, cyber-related crimes, and emotional intelligence development. Two days were spent on the design and content development of the MTEi toolkit.
Experts from infollutionZero, UNESCO, and other organizations, also shared their expertise and experience in the design and implementation of initiatives addressing infollution.
Staff of the SEAMEO Regional Center for Vocational and Tech-
nical Education (VOCTECH) from Brunei Darussalam paid INNOTECH a short visit on 20 June 2014 to gain insights on its operations and get a glimpse of its facilities. The visit was coordinated by another sister SEAMEO Center, the Regional Center for Graduate Study and Research in Agriculture (SEARCA),
located in Los Baños, Laguna, Phil-ippines. The VOCTECH delegation was composed of Ms. Noorhayati Cynthia Abdullah, Teacher Educa-tion Specialist; Ms. Leanne Abdullah Lee, International House manager; Mr. Saronni Haji Rashid, mainte-nance; and Mr. Hj Mohd Suhaili Hj Abas, receptionist.
SEAMEO VOCTECH staff visit INNOTECH
SEAMEO INNOTECH launched in April 2014 its
Regional Network of Alumni during a study visit program to model schools in Brunei Darus-salam. The launching was at-tended by Datin Dr. Hajah Haji Morni, acting Director General of the Ministry of Education and Director of Schools, and Dr. Ramon C. Bacani, SEAMEO INNOTECH Center Director, who joined the launch via video conferencing. Twenty-one SEAMEO INNO-TECH alumni from Brunei Da-russalam came to witness and give support to the launch. They were joined by the participants of the study visit program, who were the Center’s former schol-ars from the Philippines and Thailand through the SEAMEO Education Development Fund.
The launch was marked by exchanges on learning and fun experiences while attending programs ran by the Center. Dayang Hajah Noor Eshan-binti Haji Noor Kaseh, head of Staff Training and Develop-ment Unit of the Department of Schools and her entire team co-organized the program with SEAMEO INNOTECH officers.
Simultaneous with the launch of the Regional Network of INNOTECH Alumni in Brunei Darussalam was the soft launch of the INNOTECH Alumni Portal at its campus in Quezon City, Philippines. The soft launch was attended as well by former participants of the Center’s programs, officials from the Department of Education, and INNOTECH officials and staff led by Dr. Bacani. The portal will serve as a platform for continu-ing learning exchanges among the Center’s alumni. It also seeks to provide support for the continuing professional devel-opment and transformation of school leaders in Southeast Asian region.
The Department of Education – Division of Cagayan de
Oro City has partnered with SEAMEO INNOTECH for the conduct of a five-day orientation-workshop on two alternative delivery modes (ADM) of basic education. Expected to benefit from this activity are teachers and staff members in the schools division currently implementing the two ADMs—Instructional Management by Parents, Community and Teachers (IMPACT) Learning System, and the Modified In-School/Off-School Approach (MISOSA).
Widely accepted as an effective means to address issues of dropping out and improving access to education, alternative delivery modes of education like IMPACT and MISOSA are among those that the Philippine Department of Education is promoting for wider implementation in public schools nationwide.
The orientation cum workshop, scheduled from 17 to 21 June
2014, provides participants with a general overview of implementing the two ADMs; the different modes of instructional delivery and learning principles; the roles of school heads, teachers, and learners; and the challenges and benefits of implementing such learning systems.
The activity also features demonstration lessons led by the training team from SEAMEO INNOTECH for better insight on how IMPACT classes are held and how lessons are delivered. Aside from this, participants themselves are expected to simulate an IMPACT class where they will train programmed teachers and peer group leaders in delivering IMPACT lessons for Levels 1 to 6.
This project is part of SEAMEO INNOTECH’s commitment to the Philippine Department of Education to assist in the mainstreaming of ADMs in schools throughout thecountry.
Schools Division in Cagayan de Oro City turns to alternative delivery modes of education
SEAMEO INNOTECH conducted in April 2014 a study visit
program to model schools in Brunei Darussalam for a number of its alumni from the Philippines and Thailand.
Twelve school leaders, who were former scholars of the Center under the SEAMEO Education Development Fund, took part in the program to gain appreciation of the innovations being implemented in Brunei's leading schools, as well as gain insight on the good practices of their counterparts concerning school leadership and reforms.
The study visit was an important next step in the program participants' journey as instructional leaders implementing curricular and instructional reforms in their respective school and country.
The program likewise provided the Center a good opportunity to engage its SEDF alumni in a discussion about the impact of previous training they had at SEAMEO INNOTECH, particularly on their leadership practices.
INNOTECH benchmarks on Brunei's model
schools
Twenty-five faculty members from different colleges and campuses of a local state university underwent training on the delivery of flexible learning programs. SEAMEO INNOTECH, through its Flexible Learning Solutions Unit, conducted the training from 23 to 27 June 2014 at the Don Mariano Marcos Memorial State University in the province of La Union. DMMMSU is a partner university of SEAMEO INNOTECH.
The implementation of the Special Program in Foreign Language
(SPFL) in Spanish by the Department of Education (DepEd) is a prudent investment to restore the four-century-old socio-cultural ties between Spain and the Philippines particularly in the field of educational improvement. By incorporating SPFL in the new K to 12 Basic Education Curriculum, DepEd was able to successfully re-inculcate the teaching of Spanish language and culture in the Philippine secondary education system.
This special program was initially offered at the third and fourth year high school levels in 14 pilot schools in 2009. After five years of rigid implementation by highly trained and committed Filipino-teachers, Span-ish has become the biggest SPFL program of DepEd, overtaking other foreign language programs in terms of expanding the career opportuni-ties and possibilities for employability among high school students under the new K to 12 education system in 72 public secondary schools.
Spanish Language Program: Increasing theemployability skills of Philippine high school graduates
FEATURE
Are the Filipino students in public secondary schools learning Spanish? Overall, the program can be deemed successful as there is clear evidence of students increasing their Spanish language proficiency as
a result of their participation in the program.
Assessment: Why, Where, When, How
After five years of implementation, DepEd and the Embassy of Spain in Manila found the need to have the program evaluated. SEAMEO IN-NOTECH was requested to conduct a rapid assessment that aimed to determine the current status and best practices of the SPFL in Spanish and identify areas for possible improve-ment and future development in the context of four domains namely (1) organization and management, (2) curriculum and assessment, (3) teaching and learning process, and (4) community participation and sup-port. Another value-proposition was to assess the readiness of schools to serve as Centers of Excellence (COEs) for the expansion schools beginning 2014 and to identify new COEs.
The assessment, which was co-funded by the Embassy of Spain in Manila and SEAMEO INNOTECH, covered all 72 SPFL in Spanish-implementing schools. Of these, 72%
are located in urban areas while 28% are in rural areas.
The data collection started in August 2013 and ended in December 2013.
The study was comprehensive and employed a number of quantitative and qualitative assessment tools to check the validity and reliability of data and information gathered. There were four units of analyses, namely, (1) schools, (2) teachers, (3) students, and (4) parents. Data collection include conduct of focus group discussions/interviews, use of survey instruments developed by SEAMEO INNOTECH, administration of language diagnostic tests prepared by Instituto Cervantes, and observations of classroom demonstrations conducted by Spanish-speaking experts from SEAMEO INNOTECH.
Out of the 72 schools, 53 (74%) schools returned their completed survey forms. Meanwhile, of the 140 Spanish teachers, 108 (77%) submitted their forms. The study
FEATURElikewise visited 46 schools. The key findings were analyzed using the aforementioned four domains of SPFL education.
Student Proficiency
Written language proficiency of students in Spanish was measured using the Levels A1 (administered to students taking Basic Spanish) and A2 (administered to students taking Intermediate Spanish) diagnostic tests developed by Instituto Cervantes.
An interview schedule, also developed by Instituto Cervantes, was also used as an exploratory measure to determine the oral language proficiency of the students.
The Level A1 diagnostic test revealed that on the average, the students have a bien (good) language proficiency level in Spanish. Majority of the students (87%) received bien to sobresaliente (outstanding) language proficiency level and only 13% were in the below bien level.
On the other hand, the Level A2 diagnostic test revealed that on the average, the students have a below bien language proficiency level in Spanish. Fifty-eight percent (58%) of the students received below bien language proficiency level while 42% were above bien.
In general, results of the diagnostic tests indicate a positive response. The students were gradually devel-oping their oral communicative skills.
Organization and Management
This involves the development of a legal framework to guide schools on how to implement SPFL in Spanish and compliance with the policies developed. This domain includes the following indicators: teacher staffing, teacher training, class scheduling, monitoring and evaluation, and facilities.
The assessment revealed that one of the major critical issues for DepEd to address is the review of existing and/or formulation of enabling policies to guide the sound organization and management of SPFL in Spanish. This includes the need to rationalize and strengthen program policies related to school and teacher selection criteria, subject nomenclature, unit credits, time allotment, grading system, capacity building training programs, and most importantly a policy on how best to implement the new SPFL curriculum within the realm of the K to 12 education reforms. The policies have to be revisited and refined
to address the identified gaps and ambiguities and to ensure a common understanding and interpretation of implementation at the school level particularly in the following key improvement areas:
1. Development of a comprehensive Manual of Operations;
2. Instituting additional requirements for implementing schools, such as:
• School Improvement Planning (SIP);
• Teacher Staffing Plan; and
• School Head as Coordinator of SPFL in Spanish;
3. Establishment of a Department of Foreign Languages;
4. Review and redesign of capacity building training programs, including:
• Summer Training Program;
• Professional Development Course
• Immersion Program in Spain;
• DELE (Diploma de Español como Lengua Extranjera); and
• AVE (Aula Virtual de Español);
5. Development of enhancement training programs;
6. Review of roll-out strategy for newly-trained Spanish teachers;
7. Development of a policy on class selection;
8. Establishment of standard time allotment for SPFL in Spanish;
9. Improvement of instructional facilities and equipment;
10. Strengthening of SPFL monitoring and evaluation;
11. Provision of career development for Spanish teachers and pre-service program for future Spanish teachers;
12. Conduct of a root cause analysis on delayed release of funds to Spanish teachers; and
13. Provision of logistical support to SPFL in Spanish teachers during face-to-face training programs held in Manila.
Curriculum and Assessment
This pertains to what are being taught to the students of SPFL in Spanish and how learning outcomes are being measured. It includes the following indicators: national curriculum, lesson plans, instructional materials, assessment practices, grading system, grade reporting, and extracurricular activities.
The curriculum and assessment of SPFL is a major area with promising possibilities for innovation and growth in the following key areas:
1. Review and fast-tracking of national standard curriculum on SPFL;
2. Development of a visual roadmap of the SPFL curriculum;
3. Preparation of detailed lesson plans (DLP) on SPFL in Spanish;
4. Development of standard instructional materials;
5. Training on learner assessment appropriate for SPFL in Spanish;
6. Development of standard grading system;
7. Development and administration of a national standard diagnostic test; and
8. Strengthening of extracurricular activities.
“By incorporating SPFL in the new K to 12 Basic Education Curriculum, DepEd
This pertains to the strategies used by teachers and students of SPFL in Spanish to teach and learn the Spanish language, respectively. Indicators included were linguistic competence of teachers, instructional competence of teachers, instructional strategies of teachers, learning motivation of students, and learning strategies of students.
To improve on this area, the following recommendations were identified:
1. Provision of an annotated listing of websites on teaching the Spanish language and culture;
2. Delivery of enhancement program on language teaching pedagogy, such as:
• 5Cs of World Languages;
• Frequent use of varied Group Activities;
• Development of Engaging Visual Aids/Instructional Materials;
• Integration of Music into the Spanish Language Learning;
• Maximized Use of ICT in the SPFL in Spanish Classroom; and
• Strengthened Grammar and Vocabulary of the SPFL in Spanish Teachers and Improved Pronunciations of Spanish Words;
3. Conduct of a study on effect of language of instruction (LOI) on language proficiency;
4. Oral skills improvement using other interactive learning strategies;
5. Enhanced student motivation in learning a foreign language;
6. Conduct of a study on correlation between student motivation and language proficiency;
7. Development of instructional videos for SPFL in Spanish teachers; and
8. Creating a professional development plan for each SPFL in Spanish teacher.
FEATURECommunity Participation and Support
This refers to the involvement of the internal and external communities in the implementation of the SPFL in Spanish. It includes the following indicators: internal community participation and support, and external community participation and support.
The sustainability and success of any program also depends on community participation and support. With proper orientation and active engagement of key stakeholders, the SPFL implementation will be enlivened. Hence, it was recommended that the school administrators should maintain their good working relationships with parents and the community who are found to be supportive of the SPFL, encourage those who are less participating to make them aware of and appreciate the program and ultimately promote it in the community. Other recommended interventions are as follows:
1. Conduct of orientation on SPFL in Spanish for school heads and faculty;
2. Use of social media as online support for the Spanish teachers;
3. Advocacy campaigns for the SPFL in Spanish;
4. Development of an orientation video on the SPFL in Spanish; and
5. Creation of school-community linkages.
Centers of Excellence
Part of the study was to assess the readiness of schools to serve as Centers of Excellence (COEs) for the expansion schools beginning 2014 and to identify new potential COEs.
In this regard, the following recommendations were identified:
1. Strengthening of COE’s roles and responsibilities; and
2. Expansion of COEs.
Based on the observations of 46 schools, there were six schools that have the potential of being COEs (see Figure 2).
Conclusion
The SPFL in Spanish program is a pioneering initiative of the Philippine Department of Education supported by the Spanish Government de-signed to increase the employability skills of graduates by equipping them with Spanish language skills and a deeper understanding and apprecia-tion of Spanish culture. To this end, overall, the program can be deemed successful as there is clear evidence of students increasing their Span-ish language proficiency as a result of their participation in the program. While pilot implementation of the SPFL in Spanish over the past five years has been generally successful, the research team believes action on the aforementioned recommenda-tions would further strengthen the effectiveness and readiness of the program for its scale-up as a full-fledged program under the new K to 12 curriculum.
“The assessment revealed that one of the major critical issues for DepEd to address is the review of existing and/
or formulation of enabling policies to guide the sound organization and
With only a few details to work on, the Center is set to release
the 2014 edition of the competency framework for Southeast Asian school heads. Since its initial pre-sentation to the Center’s governing board members in October 2013, the competency framework has been enhanced following comments from the Board.
The 2014 edition lists down relevant and important competencies needed by school heads nowadays to per-form highly in their jobs. It consists of five (5) competency domains, 16 general competency areas, and 42 enabling competencies.
The competency domains refer to the main categories of competen-cies in the framework. The general competencies, on the other hand, are knowledge, skills, commitments, and abilities describing an excellent Southeast Asian school heads, while the enabling competencies refer to behaviours depicting the general competencies.
SEAMEO INNOTECH’s Instructional Design and Materials Development Unit (IDMDU) spearheaded the process of updating the decade-old competency framework beginning early 2013.
From February to June 2013, IDMDU undertook a series of focus group discussions and consultations in a number of Southeast Asian countries. From these activities, a set of recommended competen-cies were formed, and these were later validated and finalized during a three-day regional workshop in September 2013.
The output of the validation work-shop was the version presented by Dr. Sharon Joy Berlin-Chao, manag-er of SEAMEO INNOTECH’s Learn-ing Management Office, during the 57th GB meeting in October 2013. To date, much of the inputs received during the meeting have been ad-dressed, and six GB members have already given their approval of the latest version.
The original competency frame-work defined 12 major competency strands (represented by alphabet letters A to L) and 106 enabling competencies, presented in a table similar to the standard Periodic Ta-ble of Elements. Later on, two com-petency strands were added—the Competency Strand M on Promoting and Exercising a Culture of Peace and Respect for Cultural Diversity (2005), and the Competency Strand N on Promoting and Understand-ing of Southeast Asia Community (2010).
The latest edition, which now resem-bles the Ring of Periodic Elements, identifies the following competencies as its primary domains: (1) personal excellence, (2) instructional leader-ship, (3) managerial leadership, (4) strategic thinking and innovation, and (5) stakeholder engagement.
INNOTECH develops new competency framework of SEA school heads
Published quarterly 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
Two staff members of SEAMEO QITEP in Language were at the
Center from 26 to 30 May 2014 to get a grasp of SEAMEO INNOTECH programs and services.
Mrs. Endang Nilla Pramowardhanny, Deputy Director for Programme and Mr. Naftali Yudhistira of the Research and Development Division were welcomed on their first day by
the Center’s officer-in-charge and manager of the Administration and Management Office, Mrs. Grace Cuadro. The study visit program focused on SEAMEO INNOTECH’s management processes in training, research, human resources, marketing and networking systems.QITEP in Language is one of three SEAMEO regional centers for Quality Improvement of Teachers
and Education Personnel located in Indonesia. The center was established in 2009 and offers courses and training programs in language education.
QITEP in Language gets briefing on INNOTECH programs
