FORM TECH-6 CURRICULUM VITAE (CV) FOR PROPOSED INTERNATIONAL EXPERTS

1. Proposed Position : Teacher HRD and Curriculum Delivery Expert . ICT4E Specialist

2. Name Of Firm : International Technology Management Corp.

3. Name of Expert : JOEL WAYNE A. GANIBE

4. Date Of Birth : February 5, 1969 Citizenship: Filipino

5. Education (The Years In Which Various Qualifications Were Obtained Must Be Stated) Master of Business Administration (MBA), ATS, 2007-2009; Project Cycle Management (PCM) Specialist Training, JICA 2002iGeneration Visual Producer (Web Development) iASIA Academy, Sept-November 2001; Bachelor of Science in Business AdministrationSouthern Negros College, , 1993-’94; AB-Mass Communication, Trinity College of Quezon City, , 1987-1991; Certificate Visual Communications, University of the Philippines, College of Fine Arts, 1987

6. Other Training (conducted) Pedagogical Content Knowledge (PCK) series for curriculum designers of Teacher Pre-service Training, Ministry of Education and Sports, Lao PDR

(2013-14) Backwards Design (UbD) for Instructional Materials Developers, RIES-MOES, Lao PDR (2013-14) Understanding ICT4E and its implications for Curriculum Delivery in Laos for MOES-RIES-ETC (2013) Continuous Professional Education Modules-MOES (2012-2014) Strategic Planning for Climate Change Adaptation & Disaster Risk Reduction (WorldBank Philippines, various locations, May-December 2011) Annual in-service training of Teacher Trainers on PCK, Lao PDR (2009-2013) ELITE (Educators & Learning Instructors Training Engagement) workshop series (Vientiane, Oct-Nov. 2013, Nueva Ecija, Philippines January 2011) BESDP Master Teacher Trainers and Instructional Materials Design (Thalad, VT Province, Laos July 2010) Facilitators Training: User Testing for Textbook and Teacher Guide (April 2010, RIES) Production Planning Workshop for Trimedia (RIES, May-July, 2013; July 2009) Knowledge Management Orientation Seminar for MOE units (Lanexang Hotel, June, 2009) Communications for Behavioral Change (UNICEF Philippines) 2008

8. Language & Degree Of Proficiency : English – Excellent (Oral and Written) Khmer -- Basic/Poor (oral)Filipino – Excellent (Oral and Written) Bahasa -- Basic/Poor (oral)Lao- Basic/Poor (oral only)

9. Membership In Professional SocietiesLearning, Educationand Training

ProfessionalsInstructional Design & e-Learning Group

Independent Book Publishers Association

CIO ForumPCM Group,

Project Coaches and Moderators

International Development

Experts for Asia (IDEA), Founder

Pinoy Consultants Worldwide (Founder) The Global IT Architect

Association

Institute of Management Consultants of the Philippines,

(IMPHIL) Media Professionals Worldwide

International Development

Group

10. Countries of Work Experience: Philippines, Cambodia, Indonesia, Vietnam, Laos

Mr. Ganibe has that rare combined knowledge and experience of managing international official development assistance (ODA) projects in education management, knowledge management & training systems, strategic communications (mostly public sector domains) in every phase of the project management cycle from design, implementation to monitoring & evaluation ; PLUS (!) hands-on leadership and technical skills that predominantly come from private sector led industries: in ICT4E (information communications technology for education), instructional media production, technology enabled instructional design, e-learning and nu/multi-media production (TV, radio, print, video and Web2.5), communications/social marketing. He also has that grass-roots orientation that come from his experience in NGOs, and progressive youth movements. This makes him an effective bridge-maker of high-technology and "appropriate-technology"; comfortable in traditionally complex, legacy-type, waterfall project management as well as more "agile" modes; Navigating through monolithic bureaucracies or through dotcom corporate boardrooms, engaging C-level executives as well as rural farmers, fisher-folk and children.

He understands the language of both funders (ADB, USAID, JICA, JBIC and WB) and government agencies/implementers in the Philippines and some developing countries such as the Philippines, Indonesia, Cambodia, Vietnam and Laos; Proven leadership (team leader experience) qualities and commitment to team building and to inter-institutional networking; proven capacity to work under stress and tight deadlines with persons from a wide range of backgrounds and understanding (academics, national, provincial and local government officials, community organizations). Over 20 years of professional experience for traditional tri-media and digital-media channels and is

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well versed in both creative and technical data gathering, analysis and information packaging. As a field tactical cell leader, he is an able trainer, coach and task manager.

Mr. Ganibe is an experienced human resource training/learning management expert that has the strategic/big picture systems-wide perspective of an OD (organizational design and development) professional who can zero-in on the main growth-stoppers or disablers; His talents include effectively clearing the way for an effective intervention by crafting & communicating the project vision to all levels (leadership, management and front-liner/rank-and-file) of both internal and external stakeholders. This makes sure that everyone is on the same page or have shared understanding of the problems first before developing the innovative-solution with speed, agility and impact. He is known to rapidly break down complex challenges into simplified, practical and doable tasks. Because of this, he has been a sought after trouble shooter for capability-building problems that needs fast, turnarounds providing creative, out-of-box solutions for outputs that cannot be achieved by ordinary means.

This is the very reason he has been hand-picked to be in charge of delivering Component 2 outputs as the Deputy Team Leader for SESDP Curriculum Delivery.

23 YEARS AS IECA (INFORMATION, EDUCATION, COMMUNICATIONS AND ADVOCACY) SPECIALIST in the hypercompetitive professional media industry as Editor-In-Chief, Publishing Manager, Instructional Materials Designer, Trainer/lecturer, Writer, Creative Director for several local advertising agencies, Graphics Designer as well as C-level Executive) Mr. Ganibe has successfully designed and deployed Tri-Media (Print, Radio, TV) and new media solutions (AVPs deployed via optical media as well as online through world wide web) for analogue and digital learning materials production for various public and private sectors (Education, Environment, Health, Children and Women’s Rights, ICT, Global Business):

Mr. Ganibe’s experience in IECA (information, Education, Communications and Advocacy) spans 23 years in key specialist/team leader capacity (Creative Director, Designer as well as Chief Strategist). He is a speaker and lecturer for masteral level discussions and is one of the resident experts-on-call for the MBA Program of the Asian Theological Seminary on Knowledge Management, Strategic Communications, Project Cycle Management, AGILE Project Management, Marketing Research & Communications strategy. He has also conducted Communications for Behavioral Change workshops for UNICEF Philippines (SPC-6).

From September 2012-present Asian Development Bank Grant 0257 Secondary education sector development program (SESDP)

Build Capacity of Department of Teacher Education (DTE) to upgrade its pre-service curriculum for Bachelor in Secondary Education emphasizing minimum competency levels in pedagogical content knowledge (PCK). Successfully advocated for better structure to align with regional standards (ASEAN credit Transfer System (ACTS) and the European-Asean Credit Transfer System (EACTS) and to integrate ICT4E as a subject to teach and as a basic skill/teaching tool for all teachers. Built capacity of the Department of Teacher Education to gain ICT literacy and 21 st

century skills, successfully advocating for the inclusion of ICT in the pre-service training curriculum both as a basic teacher skill and as a course major (subject to teach) for secondary teachers. Successfully built online communities of practice for curriculum designers/teachers/instructional material designers/content developers. Continues to advocate ICT4E throughout the levels and implementing units of the MOES. Provided strategic inputs to MOES Communications Strategy. Develop various knowledge products for both pre-service and in-service training. Built capacity of the Research Institute for Educational Sciences (RIES) to develop curriculum materials for teachers. Developed user’s testing protocols, and implemented crash course trainings for the Education Technology Center to develop multimedia training materials for teachers. From May 2011 to September 2011: Worldbank Philippines Knowledge Mgt/Strategic Communications Adviser for Climate Change Adaptation

Did an organizational/institutional design audit on frontline agencies in the Philippines related to Climate Change Adaptation and designed learning packages/knowledge products to train Local Government Units (Municipal and Village level executives) and other government agencies; Ran the training for executives of the Department of Social Welfare (DSWD) KALAHI-CIDSS-- Kapit-Bisig Laban sa Kahirapan-Comprehensive and Integrated Delivery of Social Services: The flagship poverty alleviation program of the government implemented by DSWD through financial assistance from the World Bank; co-Designed and ran trainings for Department of Agriculture-Bureau of Fisheries; Adapted the Framework for Community Based Adaptation, deployed his indigenized adaptation of Appreciative Inquiry for strategic planning and participatory appraisals; mind-mapping for climate change adaptation as well as hazard, vulnerability and capacity analysis.

From March 2009 to Jan. 2012: BESDP LaosAs acting DPTL for Component 2 (Quality & relevance) : under the BESDP Grant, designed the fast-track delivery strategy for Component 2 to fulfill policy actions tied up with BESDP Loan by November 2009 (8 months from date of engagement). This includes curriculum development for LSE, Textbooks and Teacher Guides Production, User

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Testing, Final Packaging. Created/designed project branding by designing logo, promotional posters/merchandise/website; newsletter and initiated

social marketing activities. On his initiative, the project website was up and running 2 weeks from date of deployment. Introduced social media tactics to increase awareness on project’s intended outputs/outcomes. using web2 and live presentations; BESDP is the first ODA Project in Laos to use social media.

designed instructional materials/knowledge products for capability building and facilitated learning activities for local counterparts. Defined technical specs for ICT equipment; taught RIES personnel updates on Corel X; Photoshoppe; Indesign/Pagemaker and proper pdf conversions for pre-press outputs apart from designing the workflow for textbook/teacher guide production.

Selected main content, delivery strategy and designed the learning modules and facilitated the master teacher trainer’s training modules on innovative process/teaching techniques and instructional materials design. Monitored and coached in the series of teacher trainings thereafter.

Researched and put together the white paper on the MOES' Learning Assessment Framework (LeAF) as a step forward to the Education Quality Assurance Strategy & Action Plan for a more integrated and holistic approach to learning and assessment initiatives.

From: June 2006 To: June 2007 Employer: Intem (World Bank as Client) Position: Research & Communications Specialist/Editorial Consultant

Description of Duties: Helped prepare the technical report that presents an overview of the state of environmental health in the Philippines demonstrating the inter-linkages between envi-health and environmental quality, the burden of diseases as a result of air pollution, water pollution, solid waste, toxic and hazardous waste; identifies the cross-sectoral linkages, problems and opportunities for cost-effective interventions and propose remedial measures; and then develop healthcare waste and agrochemicals pollution management pilots for targeted collaboration among different sectors for macro, sectoral and project levels. As value added, he created EnviHealth@yahoogroups.com as a venue for initiatives for mainstreaming environmental health into the development priorities of the various Philippine stakeholders. developed Print/Multimedia Instructional Materials for distribution across stakeholders network.

From: July 2005 To: January 2006 Employer: Intem (For the Dept. of education/JBIC: Secondary Education Development and Improvement Project)Position: Project Advisor

Duties Rendered: Monitored the development of School Report Cards as basis for preparation of School Improvement Plans, Division Plans, and Regional Plans. A monitoring tool was designed to cover enrollment, performance indicators (such as, drop out rate, repetition rate, cohort survival rate, achievement rate, graduation rate, participation rate), school personnel, teacher –student ratio, student-textbook ratio, physical plant, school furniture, etc.

From: August To: December 2004 Client: Center for Community Transformation (CCT), Philippines Position: Team Leader

Duties Rendered: As Team Leader, Mr. Ganibe made a brief organizational audit of this fast growing NGO (from a base of 2,000 members to 50,000 members in less than 5 years) and installed the Strategic Communications Unit/Instructional Media Center, and founded a channel for horizontal and vertical communications. He led a team of specialists to compile, consolidate and analyze intra and inter-organizational communications data, field information on on-going programs and developed communications strategies for CCT, a national NGO involved in micro-finance, women and children’s rights, socialized housing and health insurance. Solutions include the setting up of a community-based women’s Information network and the establishment of the NGO’s own mass-circulated publication, Pamilyang Pinoy.

12. Detailed Tasks Assigned

13. Work Undertaken that Best Illustrates Capability to Handle the Tasks Assigned

The consultant will have expertise and demonstrated experience in pre-service and in-service teacher training systems

From: March 22, 2009 to April 6, 2010, November 2011; January 2012Project: ADB Grant 0069, Basic Education Sector Development Project (BESDP), Ministry of Education, Lao PDR Position: Deputy Team Leader for Component 2 and EMIS Specialist (under component 3)Duties Rendered: In the BESDP situation, the completion of the revised curriculum for Elementary, Lower Secondary Education and Upper Secondary Education and the corresponding textbooks/teacher guides are policy conditions for the release of loan funds were due despite the project implementation delay of 2 years (consultants were procured only on the end part of year 2, March 2009).

as well as broader

human resource

INCREASING RELEVANCE. This expert pointed out the need for mechanisms for cooperation/dialogue between curriculum designers and their customers (students and teachers at supply side and industry reps/labor on demand side) then designed the radical

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development for

teachers: this should

include both specific

programs/ interventions

and policy/ reform-level

support in secondary

education in countries

with a similar

development context.

He/she will provide

guidance and directly

support implementation

of interventions

SPANNING OUTPUT 2 ON IMPROVED DELIVERY OF NEW SES CURRICULA (see

PAM paras. 28-60 and

related capacity building

in PAM Appendix 7).

Core tasks will include (but not be limited to):

=================== Review Pre- and in-Service teacher training systems and approaches, elaborating on PPTA analysis; Assist DTE to develop a new pre-service teacher training curriculum for LSE and USE teachers, to align with the new M1 to M7 curriculum;

turnaround approach that considers: the implementing agency had no pool of professional editors/writers/book designers, insufficient

equipment/facilities and no precedent to be able to competitively remunerate content-developers. The deadline for

fulfillment was approaching in 5 months and the Department of Finance was experiencing delays in releasing the funds despite the no-objection

letters secured from the funder (ADB), implementing unit was skeptical of completing tasks at hand compared to their past experience of at least 2-4 years time allotted for such.

Even just a few months delay in the production process would mean an entire cohort of M1 (grade 6) students missing the opportunity to even use the new textbooks and an entire teaching force of M1 & M2 teachers missing an entire school year having to teach new content.

MISSING THE DEADLINE or DELAYING IT WAS NOT AN OPTION that can be considered.

As BESDP Deputy team Leader for Component 2: Mr. Ganibe designed an innovative tactical action plan to be able to “at the end of the day” implement the new curriculum by producing 100 titles of textbooks and teacher guides within the almost impossible deadline. As a special catch-up plan to the project’s delay it focused on introducing efficiency measures that can easily be adapted to local conditions leveraging existing capabilities and resources.

He then proceeded to clear the way by securing the letters of no objection, preparing the “actual cost” plan and started campaigning for proper logistics and technical support that project designers failed to anticipate and embed in the plan.

Secured buy-in from leadership and key staff of implementing agency by developing the strategic solutions with them.

Mitigated “project-fragmentation” issues by rapidly creating the project logo, designing and launching project website, launching this on the 2nd week of deployment (www.besdplaos.multiply.com); opened the besdplaos@yahoogroups.com, (enrolling all users from the various implementing units) and enabled the MOES to be the first Ministry in Laos to deployed social media such as facebook, myspace, etc. as SEO tactic and platform for integrated communications.

Supported the RIES through the Study Tour and the final CACIM (committee for Approval of Curriculum and Instructional Materials)

Initiated an analysis of per school year: actual classroom time versus textbook use time versus average estimated reading speed of students to come up with the optimum number of pages for each textbook title…

Initiated an analysis of average student bag’s content. Weight and distance traveled to estimate how many books can each student carry safely/without risk to and from school in order to come up with detailed physical dimensions of each book.

Visited local print service suppliers to scan the local technologies (all sheet-fed offset machines) and production capacities in order to recommend procurement packages.

Prepared editorial standards and embedded these into the individual content-developer/contributor contracts for writers, editors, graphic artists/designers

Developed the quality matrix checklist with Int’l development specialist to include gender/ethnic protection issues.

Integrated the pretest/user FGDs into the editorial production process instead of the old design/develop first before and trial approach. We involved the users from the beginning.

After intensive campaign with both ADB and DOF/MOF: Production workshops have only started in Sept. 14-18, 2009 in Thalad District Vientiane province. This means by end February 2010, the actual time spent is only 5 months and so the velocity to achieve target outputs is record-breaking considering the quality screens introduced. This indicates major capability building breakthrough. Component 2 was the first to deliver on Policy Conditions. Textbooks and Teacher Guides were print-ready by April 2010.

================================================================================ AFTER helping deliver the new learner-centered curriculum and instructional materials (textbooks and teacher guides), Ganibe then led the team of international and national experts to design the corresponding IN-SERVICE training modules insisting that 21st century learning methods be introduced. He understood the qualification and skills set gaps of teachers who now had to deal not just with new content but with new pedagogical approaches. He noted the gaps in pre-service curriculum content to rapidly enable graduates to effectively handle ever-increasing learning challenges in the classrooms across the country. He analyzed the highest possible retention for the most crucial knowledge and skills sets a teacher must have despite not having specialized in a particular subject or knowledge domain.

He thus led the team of training planners from DSE, RIES and DTE to divide the INSET into 2 parts: 1st consisting of Tools to Deliver Learner Centered Teaching, ad 2nd focused on the innovations or new content of each subject. Designed the teachers’ training content to bridge gaps (from earlier TTC/TEIs

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Develop and assist DTE to organize capacity building strategies and interventions, including workshops for TEI master trainers and senior staff to support introduction of the revised curriculum; Work with DSE, RIES, DTE, and other units to develop detailed planning for in-service training for M3 through M7 (year-by-year); Provide direct support to RIES and DSE to develop the curriculum and materials for these trainings;

course content) teacher equipping in order to dramatically increase classroom effectiveness in the delivery of the new LSE curriculum. Embedded into the training’s evaluation forms items, data-capture-source for possible database of Teacher Trainers per subject area of expertise and conceptualized the Community of Practitioners (COP) network. Trainers include central and provincial pedagogical advisers

Thus, the emphasis on higher-order thinking skills; orientation on learning theory and styles, use of graphic organizers and mind-mapping to enable deeper learning, better presentation skills plus communications for classroom management and the authentic learning assessment tool: RUBRICS . Mr. Ganibe then co-delivered the master-trainers' training and helped oversee the various provincial trainings for M1 and M2 teachers.

Mr Ganibe then continued to communicate with friends and counterparts in RIES in order to ably assist despite the completion of official man-months, extending his assistance with no further cost to the project.===========================================================Other recent demonstrations of HUMAN RESOURCE DEVELOPMENT/ KNOWLEDGE MANAGEMENT/ LEARNING STRATEGIES EXPERTISE:

Mr. Ganibe is an experienced human resource training/learning management expert that has the strategic/big picture systems-wide perspective of an OD (organizational design and development) professional who can zero-in on the main growth-stoppers or disablers;

His talents include effectively clearing the way for an effective intervention by crafting & communicating the project vision to all levels (leadership, management and front-liner/rank-and-file) of both internal and external stakeholders. This makes sure that everyone is on the same page or have shared understanding of the problems first before deploying the innovative-solution with speed, agility and impact.

He is known to rapidly break down complex challenges into simplified, practical and doable tasks. Because of this, he has been a sought after trouble shooter for capability-building problems that needs fast, turnarounds providing creative, out-of-box solutions for outputs that cannot be achieved by ordinary means.

Period: May 2011 to December 2011. Project: Climate Change Adaptation Action Planning, WorldBank Philippines. Position: Knowledge Management & Strategic Communications Adviser. How he solved the problem: because of the numerous disasters brought about by severe weather conditions, all government agencies and local government units must have a Climate Change Adaptation Action Plan (LCCAP). Several consultants/advisers who were originally hired were having delays building institutional capabilities to fulfill this policy, so Worldbank engaged Mr. Ganibe to come in and come up with rapid results. Immediately he performed an organizational audit of the lead agency: Climate Change Commission (w/c report directly by the President of the Philippines) and surfaced the gaps in personnel capabilities and field mechanisms to launch effective strategies to help all other government units comply. He then designed a training plan to build specific communications, project management and Monitoring and Evaluation skills for units of the commission. Ganibe then proceeded to engage other key agencies to complement the convergence approach for the entire Disaster Risk reduction (DRR) sector. Working with the Project Management Unit, he designed and conducted Training on Climate Change Adaptation and Disaster Risk Reduction for managers of the KALAHI-CIDSS of the Department of Social Welfare (DSWD) to make sure all their programs comply and are "climate -proofed". His facilitation skills also reinforced the Department of Agriculture's Bureau of Fisheries and Agrarian Resources (BFAR) training initiatives by helping run the first nationwide strategic planning workshop for the network of Provincial Fisheries Officers (PFOs). Apart from these three Departments/Ministries, Ganibe also worked with three coastal municipalities in the disaster-prone Region V of the Philippines, training more than 120 municipal planning officers and Village/Barangay Council officials on innovative strategic planning approaches to come up with climate change action plans. The KM/Strategic Communications Adviser prepared the workshop design that not only presented tools and facts in easy to understand vernacular, but also was geared towards mobilizing local barangay officials/community for their own DRR initiatives; adapting the Framework for Community Based Adaptation and deploying his original indigenized Appreciative Inquiry for Strategic Planning method.

Period: January 2011 Project: Educators & Learning Instructors Training Engagement (ELITE) workshop series. conceptualized, designed and delivered series of teacher-training events for elementary school teachers in Region 3 as INTEM's CSR outreach program;

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===================Assist DSE to develop M&E strategies and instruments for the training program;

=================== Advise on the design for support for the Supervising Pedagogical Advisers (SPA) system, including via annual conferences and “Pilot 2” on ICT-for-Lao PDR education (ICT4LE) under sub-output 2B;

Advise on other pilot

interventions, etc.;

Provide additional

support as needed to

MOE in achievement

of related policy

actions enumerated

in the SESDP Policy

Matrix.

==================

Period: May 2011 Project: Mr. Ganibe was Lecturer/resource speaker for the ATS-MBA module on Strategic Communications to 40 graduate degree students (masters in business administration major in stewardship) from various non-government organizations/religious academic institutions. ============================================================== M&E Expert: Period: April-September 2011 Project: (UNICEF Philippines) Evaluation Study on Alternative Delivery Modes (ADMs) under the Child Friendly School System (CFSS). Using his PCM skills, Mr. Ganibe had to reconstruct the theory of change and the project design matrix for evaluation (PDMe) which grounded the design of instruments (survey/KII/FGDs/Observation List) in order for the team of experts to determine impact and sustainability of outcomes from the 6 year CPC6 program of UNICEF for Basic Education (elementary and secondary) that deployed SEAMEO INNOTECH's MISOSA (Modified In-School-Out-School Approach) and the enhanced Instructional Management by Parents, Community and Teacher (e-IMPACT) learning system and the CFS-HighSchool Program.Mr. Ganibe is also Project Director and Research Specialist for the Project: USAID Philippines' Phil. Education System Assessment (PESA) study Period: March to May 2011-- which studied in detail all subsectors (Early Childhood Care & Development [ECCD]; K+12; Higher Education, Non-formal/Alternative Education; TVET; up to Continuous Professional Education (CPE); Public and Private Education as inputs towards an education investment plan for the country.

Mr. Ganibe also prepared the white paper on the Lao PDR's MOES' Learning Assessment Framework (LeAF)========================================================================== As BESDP EMIS specialist/Knowledge Management expert, analyzed the EMIS/PMIS/FMIS as well as

helped prepare the draft Teacher Recruitment & Deployment strategy with the team leader; developed a flowchart for tracking teachers from graduation from TEIs to actual hiring and deployment in order to estimate number of qualified/specialist teachers per training mode, subject taught, trainings received, eligibility for incentives, linked to paygrade/certification and possible data mining to extract distribution per gender, ethnicity, and geographic location/deployment.

Analyzed the curriculum offerings in TEIs, existing facilities, number of Bachelor/Masters and Doctorate degree holders as BESDP DPTL and as part of potential Knowledge Management system for MOE, and as intem’s contract support director in charge for the SIDA TTEST terminal evaluation study. As an OD practitioner developed intem’s toolbox for organizational diagnostics;

Is an active member and discussant in global networks for ICT for education (ICT4E) including the following communities of practitioners:

Learning, Education and Training Professionals

Independent Book Publishers Association

Media Professionals Worldwide

These call for appropriate organizational/institutional analysis (OD) tools and approaches coupled

with a keen sense of Knowledge Management in order to develop best-of-breed, sustainable capacity building solutions under extreme resource limit conditions.

Mr. Ganibe is a sought after resource person on for masteral studies on these topics and a seasoned consultant with both private and public enterprises. As a change management expert, he regularly analyzes business models/supply chains in order to recommend talent sourcing and retention strategies so that enterprises maintain technology edge. (private clients include the Wesleyan Graduate School of Theology, Center for Community Transformation, APPEND, while public enterprises include the Phil. Civil Service Commission (conceptualized the e-learning portal)—APPLIED to Secondary teachers performance assessment (quality and quantity) having designed in-service training can easily align new approach/methodologies to pre-service offerings and explore possible equivalence certification modes.

Assisted the BESDP team leader draft the Teacher Recruitment and Deployment Strategy in coordination with the project’s technical working group (PMU, DOP, DOP, DOF, TEED).

Analyzed the PMIS and on his own initiative analyzed the academic and non academic personnel supply chain. In developing this, projected possible “talent retention” issues as well as possible links with private education institutions here and abroad as possible supply bases/partners for particular personnel/service units within MOE.

Explored “equivalency” strategies to be able to upgrade existing personnel base as a short-mid term solution while policies and implementation mechanisms are processed. Studied possible financial and psychological (non-monetary) incentives using public private partnership schemes and the corresponding “communications for behavioral change” support campaign.

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As DPTL for Component 2 (Quality) was in charge of these sub-components delivered successfully (earliest policy conditions to be met were component 2)—has designed the assessment tools for the Teacher Training in order to extract lessons and design possible/practical improvements in delivering InSeT programs including targeting, financing and long range programming.

assignment or project: In-Service Training for Public School Teachers of Romblon Year: October – November 2005 Location: Romblon, PhilippinesClient: DEPED RomblonMain project features: Positions held: Training Coordinator/Resource PersonActivities performed: Supervised preparation of two training modules for in-service training of teachers in Romblon. Coordinated training schedules of participants and resource speakers. Saw to it that the training was successfully delivered for more than 600 public school teachers in 4 separate venues Handled several modules on classroom managementCreated extra-value by publicizing the event in local papers

project: Japan Grant ScholarshipYear: December 1-January 20, 2006Location: Philippines Client: JICEMain project features: Positions held: Project ConsultantsActivities performed:Promoted study program for Masteral Studies (Economics) to Japan and generate eligible and highly qualified applicants for the available 8 scholarship slots with 5 government departments as follows: Department of Finance, Department of Budget and Management, Central Bank of the Philippines, Department of Trade and Industry and Department of Foreign Affairs.

The Consultant coordinated with HRD Managers in each of the above named public offices. Then, based on the curricula vitae, identified qualified candidates in these offices. Identified qualified candidates were invited to a meeting where a presentation of the proposed masteral degree in Economics was presented highlighting the benefits which will be derived from said schooling.

13. Certification:I, the undersigned, certify that to the best of my knowledge and belief, this CV correctly describes me, my qualifications, and my experience. I understand that any wilful misstatement described herein may lead to my disqualification or dismissal, if engaged.

05 January 2012[Signature of staff member or

authorized representative of the staff]

Date:

Day / Month / Year

Full name of authorized representative:

Bernadette V. GonzalesCEO, PresidentInternational Technology Management Corporation

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