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SEAMEO INNOTECH - Research and Evaluation Program http://www.seameo-innotech.org/innotech/research/res3.htm

Completed Researches

q-LEARN (School-Based Quality Learning Cells

• Research and Evaluation Program •
• Current Projects •
Project q-Learn (School-Based Quality Learning Cells) addresses a critical concern of the Third
Elementary Education Project (TEEP) in terms of enabling inputs towards developing more
effective schools: adequate learning packages and other materials for the professional
development of teachers, school managers and educational managers to enrich their
competencies in managing the school system, from the management level to the classroom level.
Project q-Learn is funded under the Third Elementary Education Project (TEEP) School
Improvement and Innovation Facility (SIIF) National Window.

• Completed Projects/Research The Project aims to enhance the competencies of teachers and school administrators on the use
Studies • of professional self-learnign packages designed to enable them to carry out school-based,
• q-LEARN self-propelled learning activities at their own pace and in their own styles. It is envisioned that
• Internet-Enhanced COMPETE these competencies shall consequently help improve student achievement in the different learning
• Materials Development for Madrasah
areas on the Basic Education Curriculum (BEC).
Education
• ELSA
• National Databases for Effective
School Analysis in Asia
• WITTY Internet-enhanced COMPETE (Competency-Based Continuing Education Program
• Evaluation of TAO - Kiddie PAMANA for Teachers Utilizing Distance Education Technologies and Materials)
• Equivalency Programs for the
Promotion of Lifelong Learning
• COMPETE Under COMPETE 2, the existing COMPETE Learning System was converted into an
• CODETEL Internet-based system. The modules, which form part of the learning system, were field-validated
• Project TAO CARES in selected universities in both urban and rural settings in the Philippines to test the applicability of
• Project TAO I & II
• NFE A&E MIS
the Internet features of the program. Validation sites were Philippine Normal University in Manila,
• NFE A&E Parts I & II Benguet State University in La Trinidad, Benguet, Bicol University in Legazpi City, Mariano
• IMPACT Marcos State University in Laoag City, Ilocos Norte, and University of Regina Carmeli in Malolos,
• RIT Bulacan.
• CB-BLP
• NTR
The revised Internet-based COMPETE materials were disseminated nationwide through two (2)
• DELSILIFE
• NODROPS LS-EFA fora organized at SEAMEO INNOTECH in 2004. Copies of the COMPETE materials were
• LEAD distributed, so that the participants can use and reproduce them as inputs for their local in-service
• EASE teacher training programs, or, possibly, for the implementation of the COMPETE Learning System
• SEAMEO CIDA in their divisions.
• GRASP
• VIDEOTECH
• CASES The current 30 modules of Project COMPETE were deemed equivalent to 18 units of a master’s
• SBE degree. To complete the required number of units for a master’s degree program, additional
modules need to be developed. Thus, a workshop on competency framework was held in
December 2004 to guide the development of additional modules. The workshop produced a
Competency Chart covering nine (9) general areas of competency. Based on this, 20 additional
modules for Project COMPETE will be developed.

Materials Development Project in Support of the Curriculum for the Private

Madaris and The Enriched Curriculum for Public Schools for Muslims

From November 16 to December 2, 2004, two workshops funded by The Asia Foundation were
conducted at SEAMEO INNOTECH for the Materials Development Project in Support of the
Curriculum for the Private Madaris and the Enriched Curriculum for Public Schools for Muslims.
The first workshop was to fine-tune and finalize descriptions of subjects, scope and sequence of
topics, learning competencies and fleshing out of generic, terminal competencies into more
specific learning competencies. The second was to orient textbook writers and prepare a
prototype chapter of the textbook, teachers’ guides, and students’ skill books. The results of the
two workshops were the refined descriptions, objectives, DACUM charts, and textbook briefs for
the five learning areas, namely: Islamic Values, Seerah and Hadith, Aqeedah and Fiqh, Qur’an,
and Arabic language.

The workshops were attended by those who were involved in the Cotabato City Curriculum
Review and Enrichment Workshop, Islamic scholars and experts from the academe, and other
Muslim groups in Mindanao. The participants were divided into five groups, namely: Islamic
Values group, Seerah and Hadith group, Aqeedah and Fiqh group, Qur’an group, and Arabic

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