Participate in a globally-distributed learning environment, including both face-to-face and virtual elements. Participants: 9 selected administrators of Special Education from MOE of SEAMEO member countries Content: Global Approaches to Disability Policy: Background/Structure of the CRPD and Optional Protocol The Global “Grand Challenge” of Disability and Development: Global, Regional, and National Approaches The Role of Information and Communication Technologies in Disability-Inclusive Development Institutions of the CRPD: Committee, COSP, DESA Critical Issues in the Emergence of the ASEAN Community ASEAN Disability Frameworks: Biwako Millennium Framework, ASEAN Vision 2020, ASEAN Decades on the Rights of Persons with Disabilities, Bali Declaration, AICHR and ADF Regional Approaches of Disability Policy: UNESCAP Incheon Strategy to “Make the Right Real” for Persons with Disabilities in the Asia-Pacific National Level Approaches of Disability Policy: Implementation of the CRPD Human Rights, Disability, and the Role of the OHCHR in Disability Policy Inclusive Policies Strategies for Effective Implementation and Monitoring: Enforcement and Monitoring of the CRPD The Role of the OHCHR in Disability Policy Development and Reporting of National Reports and Shadow Reports to the CRP Interactive Technology Teaching Participants:
Improved MOE’s institutional capacity to integrate health and education outcomes in primary schools. 1.2 Development/Publication of Toolkit on Building Disaster Resilient School Communities (Status: on-going) Identified innovative approaches to ensure continuity of learning in emergencies Promotes culture of preparedness, resiliency and safety in high-risk school-communities using the global standards on comprehensive school safety Provided knowledge resource benefitting 44,000 schoolin the Philippines with initial contribution amounting to PhP14,520,000 Shared knowledge resource for the Southeast community creative commons license; amounting to PhP 66 million @ only 50% of communities using print, PDF and ebook formats Toolkit will be translated in different languages spoken in Southeast Asia to out more schools. All SEAMEO member countries 1.3 Development of Guidelines on Disaster Risk Management (Status: on-going) Harmonized the DRRM learning materials developed by SEAMEO INNOTECH and Save the Children into a single valuable template for sharing with SEAMEO member-countries, Country Programmes of Save the Children, and the ASEAN region. Updated the existing toolkit developed by SEAMEO INNOTECH by producing a new template that can be used to establish standards and guidelines for school-based implementation of participatory practices in disaster risk management, for adaptation and adoption by ASEAN member-countries. ASEAN Safe School Initiative (ASSI) Plan International, Inc-Bangkok 10 member countries 1.4 Inquiry-based Teaching and Learning for pre-school and early grades (Age 4 to 8) (Status: Provides evidence-based practices in using inquiry-based teaching and learning to improve early childhood care education and development (ECCE/ECCD) services in the region. Develops new models and actions points to effectively support ECCE/ECCD through inquiry-based pedagogy and to improve MOE capacities in teaching pre-K to Grade 3. 11 SEAMEO Member Countries 1.5 Action Research on Small Schools Provides strategies in improving the instructional supervision and management of small schools in difficult MOEYS, LAO PDR MOE, Malaysia
The kit provides a basic guide in using mobile devices, such as smart phones and tablets and their accompanying applications, as tools for teaching and learning in the classroom and for teachers’ personal and professional development. It also includes an introduction to the three most widely used mobile technology platforms – iOS, Android and Windows – and how they may be used in conjunction with social media, such as Facebook and Twitter, to promote student learning and professional collaboration among teachers. The kit also contains a special focus on how mobile devices can be used to promote the development of higher order thinking skills (HOTS) in both students and teachers. the Ministries of Education in Southeast Asia. Through the assistance of the Ministries, the projects were adopted and piloted by select primary and secondary schools. The students, teachers, school head, parents, and community members have been the key movers of IMPACT. The system is also implemented together with the national and local Department of Education offices in the Philippines, local government units, and international NGOs. In some schools, private corporations/ organizations have been involved to financially support the programme.
Vision: SEARCA to be the leading enabler and champion of Inclusive and Sustainable Agricultural and Rural Development (ISARD). Mission: SEARCA to strengthen institutional capacities toward inclusive and sustainable agricultural and rural development (ISARD) in Southeast Asia through graduate education, research and development, and knowledge management. Main Activities Impact Collaborators and Partners Suggestions to SEAMEC Graduate Scholarship Programme awarding of scholarships to deserving and highly qualified Southeast Asians to pursue advance studies in agriculture and related fields at selected universities in the region. Results/Outputs: As of June 2015, SEARCA has awarded a total of 1,594 scholarship grants, of which 1,360 grants have already been completed. Twenty-nine percent of these graduate alumni now occupy management level positions in their respective institutions, such as Ministers, Vice Ministers, University Presidents/Rectors, Deans, or Department Heads. Impact: At the institutional level: Development of resources to serve as leaders and agents of change At the individual level: Automatic promotion in position/rank and salary (for the majority) of SEARCA scholarship alumni Improvement in research and technical skills, as well as communication and social skills; has opened other opportunities for professional growth (Cuyno, 1991) SEARCA’s current partners in offering its Graduate Scholarship Programme include the German Academic Exchange Service (DAAD), the International Development Research Centre (IDRC) of Canada, the Philippine Carabao Centre (PCC), and higher education institutions including the Universiti Putra Malaysia (UPM), the Tokyo University of Agriculture (Tokyo NODAI) and Nagoya University. The University Consortium members which serve as study posts of scholars also provide tuition subsidy and other assistance. The members include UPM; Kasetsart University (Thailand); the University of the Philippines Los Baños; and Institut Pertanian Bogor and Universitas Gadjah Mada (both in Indonesia). In view of the regional integration, SEAMEC may facilitate talks and pursue a Regional Credit Transfer System and the standardization of curricula in agriculture and related fields to allow more mobility for scholars.
Currently, SEARCA, through the Southeast Asian University Consortium for Graduate Education in Agriculture and Natural Resources (UC), is coordinating the implementation of six research projects on food and nutrition security which fall within the three broad themes of Food Reserves, Trade and Investments; Sustainable Food Production and Utilization Systems; and Emerging Issues Related to Food Security Anticipated Outcomes: It is envisioned that the synergy created by the Umbrella Programme can produce added value in terms of new knowledge, technologies, capacities, processes, and inputs to policies at the national and regional levels than what is currently being generated by institutions working on their own specific research agenda. Grants Programme c.1. Seed Fund for Research and Training (SFRT) - SFRT seeks to expand SEARCA’s reach in terms of research, capacity building, and contribution to the body of knowledge on ISARD in the region through the provision of grants to deserving research and capacity building projects. Results/Outputs: Since it began in 2005, 83 grants have been provided to qualified researchers and scientists throughout the region. Impacts: The SFRT projects have helped strengthen the capacities of researchers and the communities where the studies have been conducted. These have also contributed to the body of knowledge on ISARD, climate change and related fields through the publications and other knowledge products generated and have helped promote/support development of the region.
teaching/training methods and approach, and farming systems and market orientation. SEARCA’s Publication Programme - established in the early 1970s, and its website in early 2003 and other publications produced by SEARCA have mostly been authored by its officials or scientists/experts from other agencies who are respected and highly regarded in their respective fields. SEARCA has co-publication arrangement with the Singapore-based Institute of Southeast Asian Studies (ISEAS), which produces prestigious books and markets these globally. Some outputs of past SEARCA conferences were transformed into publishable materials and published in partnership with the latter. Results/Outcomes: Since its establishment, SEARCA has produced and distributed up to about 600 titles of different kinds of publications, more than 100 of them comprising books. Most of these publications have come out from SEARCA projects and knowledge events. Impact: SEARCA’s publications have contributed to the available scientific literature in agricultural and rural development in Southeast Asia and have served as useful references for policymakers, researchers/ scholars, and students on the technical, and within the last two decades, contemporary issues, in agricultural and rural development. Via its website and online presence that supports SEARCA’s visibility in its various scientific and policy-oriented knowledge events, policy makers have requested for SEARCA publications and invited SEARCA to input into legislative deliberations. Based on a study conducted in 2014, Awareness of SEARCA print publications: HIGH (78%) AJAD (62.8%) Books on ARD (50.9%)
In 2009, SEARCA launched its Knowledge Centre on Climate Change Adaptations in Agriculture and Natural Resource Management (KC3) highlighting its mission to take part in addressing vital NRM and food security issues in Southeast Asia. As a knowledge centre, the Knowledge Centre promotes efficient knowledge sharing and databases on knowledge solutions, climate change experts, R&D initiatives, and relevant learning events and fellowships/grants. Abstracts of theses and dissertations (38.8%) Primer Series (34.5%) Discussion Paper Series (31.5%) Textbooks (28.6%) Readership: HIGH (84.3%) read SEARCA publications AJAD read by 50.9% of readers 71.4% read publications for work-related purpose Respondents acquired their SEARCA publications through: Free copies during events (50.6%) library (29.9%) Place of work (20.3%) Borrowed from friends or colleagues (14.6%) Ordered online (6%) 71.5% pass on materials to colleagues, friends, students, and family members Effectiveness: HIGH (4/5)
Acquisition of Applications (ISAAA) worldwide, which is composed of 26 BICs. Slowly, the BIC has expanded its communication efforts. Initiatives are now done beyond the communication of crop biotechnology to include livestock, fisheries, and pharmaceuticals Recent outputs include communication researches in line with the creation of public awareness and understanding of science, and public advocacy efforts. Impacts: Some biotech policies are in place in the Philippines as an outcome contributed by BIC efforts and active networking. This has over the years placed the Philippines a step ahead of neighboring countries in ASEAN in terms of a science-based policy framework that allowed exploration of biotech as a pathway toward food security, food quality, and safety (this is up until the recent controversial court case where Greenpeace has had the upper hand). Through its contributions, there is a united and active sector of informed biotech advocates in academe, R&D, policy, farmers/producers, science communicators, and corporations in the Philippines, and BICs and other stakeholders from other countries have tapped BIC to learn from the Philippine case. SEARCA-BIC has has thus become regarded as a credible and reliable information source on agricultural biotechnology and partner for spearheading communication efforts of all stakeholders (traders, academe, multinational seed companies, private food companies, farmers, students, media, and NGOs) in the Philippines. Biotechnology Coalition of the Philippines (BCP); Sister BICs in Malaysia, Indonesia, Thailand, and a number of countries in other regions outside Southeast Asia; CropLife Asia; the Asian Farmers Regional Network (ASFARNET); and other US-based institutions and projects, namely: United States Department of Agriculture (USDA) Cornell Alliance for Science Programme for Biosafety Systems (PBS) Agricultural Biotechnology Support Project (ABSP).
Thailand SEAMEO RIHED Vision and Mission Vision: To foster efficiency, effectiveness, and harmonization of higher education in Southeast Asia through system research, empowerment, collaboration and development of mechanisms to facilitate sharing in higher education Mission: A dynamic, strategic, and internationally recognised regional centre for promoting understanding, collaboration, and synergy in higher education for regional development Main activities (KRAs) ASEAN International Mobility for Students (AIMS) Programme Greater Mekong Subregion University Consortium (GMS-UC) Academic Credit Transfer Framework for Asia (ACTFA) Quality Assurance (ASEAN-QA) Network for Cooperation and Exchanges among Engineering and Technology Universities (ACNET-EngTech) AIMS Website SEA Higher Education Information Portal e-Course for Hospitality and Tourism Programme Impact 1. ASEAN International Mobility for Students (AIMS) Programm Background The International Mobility for Students (AIMS) Programme is one of SEAMEO RIHED’s efforts to enable students to advance their academic skills and enhance intercultural understanding in order to respond to the need of globalized human resources of international labour market; it provides the critical knowledge needed to succeed in today’s globalized economy; it promotes regional cooperation among HEIs, and it helps produce the international graduates who are professionally competent and socially and culturally prepared for integrated the ASEAN Community. Impact Creating a multilateral platform to promote and enhance student mobility which, by the end of 2014, over 1200 students from 7 member countries have enhanced their education abroad and mobilized to make lasting contribution to regional understanding, cooperation and friendship. Improving the development of qualified globalized human resources, as well as promoting regional collaboration and integration Promoting balanced student mobility, fostering academic exchange and research collaboration, contributing to the
collaborating with SEAMOLEC to develop the contents into the web prototype. The information of participating universities and the 10 study fields are the prioritized sections to be completed. Impact Creating regional information portal that serves as referral point for member universities and students to enhance the access of information regarding AIMS Programme. 7. SEA Higher Education Information Portal Background SEAMEO RIHED has put the initial stage of Database of Higher Education Institutions in Southeast Asia to cover four main components that are (1) Basic profile of higher education in each of the Southeast Asian country, (2) Government recognized/accredited higher education institutions in each of the Southeast Asian country information, (3) Depository of international programmes in various fields/disciplines offered by HEIs in the Southeast Asian Region and (4) Other information to be collectively shared, such as QA, HE standardisation, HE-QA system, HE-QA indicators, etc. Impact Creating referral point and result in a better understanding of national education system and status, information dissemination on HEIs profile and achievements, platform for HEIs collaboration, and comprehensive information of higher education in Southeast Asia. Establishing better understanding of national education system and status Promoting mutual recognition and formulating a comprehensive gateway to present higher education information in Southeast Asia 8. e-Course for Hospitality and Tourism Programme Background With the advancement and application of digital technology, as well as the promotion of globalization and internationalization of higher education, universities are now employing e-learning as a tool to improve teaching and learning performance. Universities are investing heavily in technologies to facilitate improvement with respect to the quality of learning. Recognizing this trend, SEAMEO RIHED collaborates with SEAMOLEC to initiate an project which applies technology to support the development of e-courses and share educational resources, starting particularly on hospitality and tourism. Impact Promoting the utilization of digital technology in higher education by developing the e-courses and sharing education resources initially focusing on the field of Hospitality and Tourism. Strengthening the capacity of universities in the Southeast Region in utilizing open learning technology through online tools.
2. Research Activities Average of 250-300 research activities conducted each year Generation of new knowledge Scientific papers presented and published Information sharing through conferences and fora Translation of research results into policies and actions 3. Special project ICT and HIV/AIDS Preventive Education in the Cross-border Areas of the Greater Mekong Sub-region One regional and five national training curricula and manual on the local language for use of ICT in preventive education; 10 national trainers’ ICT capability strengthened; 614 classroom teachers trained on the use of ICT which is much higher than the targeted number of 200, 57.82% % of whom are females; ICT based materials developed by trainers and teachers comprising about 650 computer generated print materials like flyers, brochures, newsletters, posters and pop-up materials; 207 PowerPoint presentations; 15 video on the local language ; 79 interactive games; 8 VCD of folk songs; and 6 radio scripts for local community; ICT capability of 36 schools and five national teams strengthened Establishment of the culture of ICT the 36 schools, thus contributing to the reduction of the ICT divide; Higher morale and satisfaction of teachers delivering the programme; Increased interest and participation of students in preventive education ; Higher commitment of school officials and community leaders and members on the Project and school programmes as manifested by the provision of financial support to infrastructure to house the ICT hardware, provision of electricity to a number of schools in Lao PDR to accommodate the ICT equipment, and their Initiated/enhanced/strengthened development/mainstreaming of HIV/AIDS concepts in the formal curriculum
26,679 students reached by ICT enhanced preventive education of whom 46.79% are females; an estimated 100,000 community members reached by community preventive education activities in the sites; Web-based project database developed participation in activities; Strengthened partnership between health and education sectors at different levels; Mental Health Project for Adolescents of Selected Schools and Communities in Phang Nga” Thailand School teachers trained as guidance counsellors Curriculum review workshop conducted Mental Health Module writing organized Teachers trained on the use of mental health modules Youth peer workshops and youth camps organized Training of peer educators Development of a referral system of guidance counselors available who can provide first level of care through guidance counselling Mental health modules developed in selected subject areas A mental health referral system in place A community-based mental health education for adolescents in place Peer educators involved in mental health education Integration of mental health in selected subject areas; Provision of first level psychosocial care through guidance counselling in the schools; Community-based mental health education for adolescents implemented ; Mental health referral system utilized for the province Technical assistance in the development of the Masters of Public Health (MPH) Programme of the Consultative Meetings with Experts and Partners organized MPH Curriculum for the NIPH in place A cadre of NIPH trainors with enhanced capacities available Enhanced capacities of health professionals in Cambodia through the MPH programme of the NIPH