Sherlyne A. Almonte-Acosta, Ph.D.

Senior Educational Research and Development Specialist

✉ she@seameo-innotech.org

Sherlyne A. Almonte-Acosta, Ph.D., currently serves as the Head of the Educational Research Unit (ERU) under the Educational Research and Innovation Office (ERIO) of SEAMEO INNOTECH. A former professor in the Division of Educational Leadership and Professional Services, College of Education, University of the Philippines – Diliman, Dr. Almonte-Acosta brings extensive academic and research experience to her leadership in educational development.

She earned her Bachelor of Arts degree in Philosophy from the College of Social Sciences and Philosophy, University of the Philippines Diliman (cum laude), and pursued her graduate studies both Master’s and Doctorate—at Hiroshima University’s Graduate School of Education, Japan. A Monbukagakushou scholar, she also received various prestigious research and training grants, including those from the Fuji Xerox Kobayashi Memorial Fund, Sumitomo Foundation, Asian Political Science Association (APISA), and the German Foundation for International Development (GTZ).

Throughout her academic career, Dr. Almonte-Acosta held editorial roles in reputable academic journals, including Associate Editor of the Asia Pacific Education Review (an ISI-listed journal), Editor of the Saint Paul University Quezon City Journal, and Editor-in-Chief of the Education Quarterly, the flagship publication of the UP College of Education. Her research portfolio spans multiple international and comparative education projects and has been published in peer-reviewed journals and scholarly volumes. Her intellectual pursuits focus on issues surrounding education, ethnicity, national identity, citizenship education, multiculturalism, and educational reform and leadership.

At SEAMEO INNOTECH, Dr. Sherlyne Almonte-Acosta spearheads the strategic direction of the Educational Research Unit (ERU), crafting and stewarding a research agenda that harmonizes academic rigor with real-world relevance, spearheading innovative collaborations with esteemed global entities, such as UNESCO, RTI, AUSAID, ACER, UNICEF, USAID, among others, fostering synergy and harnessing diverse expertise to elevate the quality and scope of research outcomes. Her leadership strikes a balance between intellectual rigor and strategic foresight, aligning with regional priorities for inclusive, resilient, and future-ready learning systems. Under her guidance, the Unit has produced an expansive portfolio of knowledge products, widely disseminated across Asia and the Pacific. Driven by a culture of continuous innovation, she and her team reimagine educational research as a dynamic catalyst, bridging scholarship and policy to advance inclusive and sustainable development, shaping learners into tomorrow’s changemakers, and transforming education in Southeast Asia.

Areas of Expertise

Seasoned Research Leader and Educator adept at guiding lean teams to achieve ambitious research objectives. Trusted to enhance an organization’s capacity to produce pioneering knowledge products and introduce new capabilities. Directs research projects by fine-tuning protocols and partnering with diverse teams, academic entities, international NGOs, and government agencies across Southeast Asia. Adept in end-to-end grant Management and Administration, stakeholder engagement, strategic planning, evaluation, and process alignment. Commands a deep qualitative research skill set, a master in conveying insights for varied audiences. A respected professor and academic administrator, lauded for her humanistic approach and relentless pursuit of excellence. Specifically, her areas of expertise are as follow:

▪ Educational Research

▪ Monitoring and Evaluation

▪ Qualitative Research Methodology

▪ Management and Administration of Strategic Grant

▪ Technical Leadership Program Administration and Reporting

▪ Instructional Design

▪ Data Analysis and Training

▪ Capacity Building

▪ Stakeholder Engagement

▪ Planning and Execution

▪ Working with Global Teams

▪ Staff Supervision and Relationship building

▪ Proactive Problem Solving

▪ Moderating Research Events

▪ Strategic Planning

List of research/publications

JOURNAL ARTICLES

• Almonte-Acosta, S. & Clamor-Torneo. (2024). Keeping the Fire Alive: Filipino Teachers’ Motivation for Staying in the Profession. AHEAD Vo.2. No.2
• Puerto, J. N., Milambiling, C.L., & Almonte-Acosta, S. (2024). Stakeholders’ role in fostering Digital Citizenship Competencies (DCC) in blended learning modality: Lessons learned from the Philippines, Singapore, and Vietnam. AHEAD Vo.2. No.2
• Puerto, J. N., Milambiling, C.L., Umali. E. G., & Almonte-Acosta, S. (2024). Development and Challenges of Digital Citizenship Education: A Literature Review. AHEAD Vo.2. No.2
• Umali, E. G. & Almonte-Acosta, S. (2024). Early childhood care and development: Case studies of ECCD programs fostering Inclusivity. AHEAD Vo.2. No.2
• Almonte-Acosta, S. & Umali, E. (2022). Patterns of Marginalization among Children in the Philippines. Antriep, Vol. 28, No.1.
• Umali, E. G. & Almonte-Acosta, S. (2024). Teacher Incentive Schemes: Taking Stock of Contexts and Motivations. Antriep, Vol. 28, No.2.
• Bernardo, A. B. I., Cordel II, M. O., Gerardo, J. G. E., Galanza, M. A. M. Almonte-Acosta, S. A. (2022). Global Citizenship Competencies of Filipino Students: Using Machine Learning to Explore the Structure of Cognitive, Affective, and Behavioral Competencies in the 2019 Southeast Asia Primary Learning Metrics. Educ. Sci. 2022, 12, 547. https://doi.org/10.3390/educsci12080547
• Hong Lien Nguyen, Dinh-Hai Luong, Phuong Hanh Hoang, Sherlyne A. Almonte-Acosta, Erlene G. Umali, Jailyn N. Puerto, Anh Vinh L. (2022) The transversal competencies of Vietnamese primary students. International Electronic Journal of Elementary Education, 14(5), 667–678. Retrieved from https://www.iejee.com/index.php/IEJEE/article/view/1866

BOOK CHAPTERS

• Bernardo, M.C. & Almonte-Acosta, S. (2014). International Dimensions of Teachers’ Pedagogical Approaches in Philippine International Schools. In Daphne P. Hobson & Iveta Silova (eds.) Globalizing Minds: Rhetoric, Realities, and International Schools. USA: Information Age Publishing.
• Urabe, M. & Almonte-Acosta, S. (2014). Reform Tendencies on in-service teacher training and re-training in Japan. In K. G.Karras & C.C. Wolhuter (eds.). International handbook on teacher education: Training and re-training systems in the modern world. Nicosia Cyprus: Studies and Publishing.
• Ono, A., Urabe, M. & Almonte-Acosta, S. (2013). Consequences of changing education policy on social inequality: The Case of Japan. In Michael Windzio (ed.) Integration and Inequality in Educational Institutions. Dordretch:Springer.
• Urabe, M. & Almonte-Acosta, S. (2010). Teacher Training in Japan: Tension Between Unity and Diversity. In K. G. Karras & C.C.
• Wolhuter (eds.) International handbook on teacher education worldwide: Issues and challenges, vol. 1&2. Athens: Atrapos.
• Almonte-Acosta, S. (2010). Pedagogical Approaches to Citizenship Education in the Varied Contexts of Secondary Schools in the Philippines. In Kerry J. Kennedy, David L. Grossman, & Wing On Lee (eds.) Citizenship Pedagogies in Asia and the Pacific. Hong Kong: Springer
• Salazar-Clemena, R. M. & Almonte-Acosta, S. (2008). Developing Research Culture in the Philippine Higher Education Institutions: Perspectives of University Faculty. In Rose Marie Salazar-Clemena & Lynn V. Meek (eds.) Competition, collaboration, and Change in Academic Profession: Shaping Higher Education’s Contribution to Knowledge and Research. Philippines: Libro Amigo.
• Almonte, S. (2002). Transfer of Credit in the Philippine Higher Education System. In Ninomiya Akira (ed.) A Study On The System of International Transfer of Credit In Higher Education Among Five Countries in Asia. Hiroshima: Hiroshima University Press.
• Nagao, M. & Almonte, S. (2002). Overview of the Basic Education Diffusion Experience in Selected South-east Asian Countries and its Implications. In Masafumi Nagao (ed.) Qualitative Issues in the Spread of Basic Education. in Developing Countries and the Requirements for International Cooperation. Hiroshima: Hiroshima University Press.
• Almonte, S. (2002). The Quantitative and Qualitative Issues in the Diffusionof Basic Education in the Philippines. In Masafumi Nagao (ed.) Qualitative Issues in the Spread of Basic Education in Developing Countries and the Requirements for International Cooperation. Hiroshima: Hiroshima University Press.
• Almonte-Acosta, S. and Purnell, P.J. (2020). Recent Developments in Teachers’ Professional Development in the Philippines. Antriep, Vol. 26, No.1. (Newsletter)
• Almonte-Acosta, S. (2019). Case studies of change management strategies in higher education: Responses to increasing ASEAN integration (Conference Proceedings)
• Almonte-Acosta, S. (2015). Filipino mothers’ involvement in the education of their Japanese-Filipino children, Pacific-Asian Education, Vol. 27, pp. 61-74.
• Ninomiya, A. Urabe, M. & Almonte-Acosta, S. (2015). Conceptualization of global human resources in Japan and its development program. Pacific-Asian Education, Vol. 27, pp. 37-46.
• Almonte-Acosta, S., Kulasekara, G.U. & Tudevdagva, U. (2013). A framework of intercultural understanding in a blended e-learning course. Asian Journal of Social Sciences and Humanities, Vol 2, No. 3. pp, 62-70.
• Almonte-Acosta, S. (2009-2010). Enhancing Research Productivity: Context, Relevance, and Challenges. SPUQC Journal, 3(1), pp. 1-27
• Almonte-Acosta, S. (2008). Ethnicity: The Case of Filipino-Japanese children in Japan. Asia Pacific Social Science Review,8(2), pp. 17-33.
• Almonte, S. (2004). National Identity in the Transnational Location: A Case Study of Filipino Women in Japan. The Setsutaro Kobayashi Memorial Fund, Fuji Xerox Co. Ltd. pp. 1-49.
• Almonte, S. (2003). National Identity in Elementary Moral Education Textbooks in the Philippines: A Content Analysis. Japan Comparative Education Society Journal, 29, pp.186-204.
• Almonte, S. (2003). National identity in Moral Education Textbooks for High School Students in the Philippines: A Content Analysis. Asia Pacific Education Review, 4(1), 19-26.
• Almonte, S. (2003). National identity in Moral Education Textbooks for High School Students in the Philippines: A Content Analysis. Asia Pacific Education Review, 4(1), 19-26.
• Almonte, S. (2002/2003). Reproductive Role of Filipino Women in Japan: Struggle, Resistance, and Implications. Japanese Society. 6, pp. 25-43.
• Almonte, S. (2001). Filipina Labor Migrants in Japan: Identity, Struggle, and Resistance. Chuugoku Shikoku Annals of Educational Research. 47, pp. 141-146.

INTERNALLY FUNDED RESEARCH OF SEAMEO INNOTECH (served as Author/co-Author, Project Lead/Manager)

• SEAMEO INNOTECH (2016). School Health Care and Nutrition in Primary Schools in Southeast Asia: Policies, Programs, and Good Practices. Quezon City: Author
• SEAMEO INNOTECH (2017). Scoping Study into Human Rights-Based Approaches to Education in Southeast Asia. Quezon City: Author
• SEAMEO INNOTECH (2018). Re-examining the responsiveness of secondary level alternative delivery modes: Case studies of selected open high school program (OHSP) schools in the Philippines serving marginalized learners. Quezon City: Author.
• SEAMEO INNOTECH (2020). Regional Research on ASEAN Integration: Change Management Responses of Selected Southeast Asian Ministries of Education. Quezon City: Author.
• SEAMEO INNOTECH (2020). Exploring Teachers’ Whys: Understanding Motivation Among Teachers in the Philippines. Quezon City: Author.
• SEAMEO INNOTECH (2021). Achieving Inclusive Early Childhood Care and Development in Southeast Asia. Quezon City: Author.
• SEAMEO INNOTECH (2022). Regional Research on Teacher Preparation in Response to Increasing ASEAN Integration. Quezon City: Author.
• SEAMEO INNOTECH (2022). Case Study on Promoting Digital Citizenship Competencies (DCC) Among Selected Southeast Asian Ministries of Education (MOE). Quezon City: Author.
• Clamor-Torneo, H. S., Milambiling, C. L. C., Torralba, K. P., Umali, E. G., Almonte-Acosta, S. A. & San Antonio, D. M. (2024). Towards able readers and adept learners. A conceptual framework for technology-enabled early-grades reading interventions (TEEGRI). SEAMEO INNOTECH.

Expert Information:

Location: Philippines