Addressing Problems of Access, Equity and Quality in Education
By Eligio B. Barsaga, Guest Editor

SEAMEO INNOTECH's research and evaluation projects have always been geared towards the development of model solutions to educational problems, both existing and anticipated. Of special interest to the Center are educational inputs that promote universal access, provide equity and ensure quality of education.

Over the past years, SEAMEO INNOTECH has developed and tried-out a number of innovative and cost-effective technologies for delivering education to all. These technologies include effective strategies and approaches for: (l) delivering basic and secondary education; (2) people empowerment to improve quality of life; (3) teacher training; and (4) upgrading educational/ instructional leadership.

This issue of the INNOTECH Journal documents some of the more successful and recent research projects undertaken by SEAMEO INNOTECH in an attempt to maximize their dissemination and adoption or adaptation.

Project NODROPS LS-EFA or No Dropout Learning System for Education for All aims to improve the internal efficiency of schooling, prevent reversion to illiteracy of pupils that prematurely leave the elementary school, and provide a higher quality of basic education. It makes use of multi-channel learning strategies and techniques, and provides varied student learning support services (SLS) and an alternative learning system for those who are at-risk of dropping out. The Project was funded by the International Development Centre of Canada (IDRC).

Project LEAD or Learning for Effective Administrator Development was undertaken in the Philippines with funding from the Canadian International Development Agency (CIDA). The Project developed a learning package consisting of video and printed modules for upgrading the instructional leadership skills of school heads, particularly in the rural areas, through the distance learning delivery mode.

Project EASE (Effective and Affordable Education) developed an alternative high school program to help solve the problem of access and equity in secondary education, especially for students who cannot attend classes regularly.

The Center's evaluation of the implementation and outcomes of the UNlCEF-assisted components of the Multigrade Program in Philippine Education served as inputs to UNICEF's Fourth Country Program for Children.

Finally, Project Case Studies on Educational Management Development involved undertaking country case studies on education management development in Southeast Asia, specifically Malaysia and Thailand. Findings from the studies served as inputs to reforming and strengthening South Africa's educational management development system.

These are but a few of the researches successfully conducted by the Center in the recent years. The real relevance of these researches, however, may only be gauged by their veritable impact on the lives of those target beneficiaries whose problems they are addressing. The extent of use of the models developed by these researches is considered as the ultimate indicator of their relevance.

The reports embodied in this issue are, therefore, addressed to educational policymakers, planners and administrators, and other education officials/officers, ill the hope that they may adopt or adapt findings relevant to their specific educational contexts.