SEAMEO-University of Tsukuba Symposium V

SEAMEO Priority Areas and Collaborations

SEAMEO RECSAM

Nur Jahan Ahmad

Pedro L. Montecillo Jr.

SEAMEO RECSAM

• SEAMEO RECSAM stands for Southeast Asian Ministers of Education Organisation Regional Centre for Education in Science and Mathematics.

• Established by SEAMEO in May 1967, SEAMEO RECSAM is committed to nurture and enhance the quality of science, mathematics and technology education in the SEAMEO Member Countries

• www.recsam.edu.my• Penang, MALAYSIA

SEAMEO RECSAMMission

• To promote and enhance Science and Mathematics Education in the SEAMEO member countries

Vision

• Leading centre for quality science and mathematics education

Motto

• Passion for Learning

SEAMEO RECSAM Strategic Goals

SEAMEO RECSAM Achievement Report for F.Y.20152016.mp4

Content

• Highlights of SEAMEO RECSAM Projects- SEAMEO Priority Areas & SDGs:– CoSMEd 2017– SSYS– Embedding ESD into Science Textbook Content– LeSMaT– Entrepreneurship– Literacy of Socio-Scientific Understanding– SEA-BES– Cross Border Education for Lesson Study– Organic Farming– Other Capacity Development Programme

Title of Project/Activity

: 7th International Conference on Science and Mathematics Education(CoSMEd 2017) 13-17 November 2017

SEAMEO Priority Area

: #1: Early childhood care and education#2: Addressing barriers to inclusion #3: Resiliency in the face of emergencies #4: Promoting technical and vocational education and training(TVET)#5: Teacher Education#6: Harmonization in higher education and research #7: Adopting a 21st century curriculum

SDG : #1-#17

Other SEAMEO Centres and Partners

: SEAMEO SecretariatSEAMEO QITEP in Mathematics, Jogjakarta, IndonesiaSEAMEO QITEP in Science, Bandung, IndonesiaSEAMEO SEN, Melaka, MalaysiaIPST, ThailandUP-NISMED, PhilippinesASMaC PhilippinesMOE of 11 SEAMEO Member countriesMEXT & NIE JapanNational universities (USM, UPM, UKM, USIM, IPG, UiTM, UM, UUM)

CoSMEd 2017 Theme & Strandswww.recsam.edu.my/cosmed2017

• Theme: Humanising STEM Education for Sustainable Development Goals in the 21st Century

• Strands – Strand 1: 21st Century Teaching and Learning Innovations– Strand 2: Teacher Professional Development – Strand 3: Curriculum, Assessment and Evaluation– Strand 4: STEM Education and Technical and Vocational

Education and Training– Strand 5: Science and Mathematics Education for Special

Needs Students

Background

• This Conference has been organised once every two years since 2005 as part of RECSAM’s effort to enhance science and mathematics education in the region and bring together educationists and researchers to discuss current issues in the teaching and learning of science and mathematics

Aims

• To provide a platform to review issues, exchange ideas and share experiences on the development of science and mathematics education

• To exchange ideas on CPD to sustain the preparation of high quality science and mathematics teachers and educators

• To encourage sharing of knowledge, skills, and experiences with experts working on innovative strategies to sustain science and mathematics education

• To strengthen professional networking among science and mathematics educators

Title of Project/Activity : Search for SEAMEO Young Scientist (SSYS)

Theme 2018: Youth Creativity for Harmonising SDG

SEAMEO Priority Area : #3: Resiliency in the face of emergencies #6: Harmonization in higher education and research#7: Adopting a 21st century curriculum

SDG : #4:Ensure inclusive and quality education for all and promote lifelong learning

#7: Ensure access to affordable, reliable, sustainable and

modern energy for all

#9: Build resilient infrastructure, promote sustainable

industrialization and foster innovation

#11: Make cities inclusive, safe, resilient and sustainable

#17: Revitalize the global partnership for sustainable

development

Other SEAMEO Centres and

Partners

: Schools in SEAMEO Member countries and beyond

Background

• The Search for SEAMEO Young Scientists (SSYS) is a gathering of young scientists all over the ASEAN region as a venue for sharing and dissemination of information on their scientific and mathematical research projects.

• It was initiated in 1997 and since then, has been held every two years with a specific theme.

Aims

• To increase the awareness of young learners about the relationship between science, mathematics, technology, environment, economy and society

• To encourage young learners to apply scientific and mathematical knowledge into technological problem-solving activities to address sustainable development.

• To foster networking among these young learners through science and mathematics congresses, exhibitions and competitions

Expected Outcomes

• Recognition of the students’ research projects

• Innovative ideas and products– E.g. Winner- An android application for efficient

disaster kit procurement for low-level flood (Philippines)

• Awareness of the recent development in science, technology and mathematics

• Utilisation of soft skills, living skills and entrepreneurship skills

Title of Project/Activity

: Embedding ESD into Science Textbook Content

SEAMEO Priority Area

: #3: Resiliency in the face of emergencies #5: Teacher Education#7: Adopting a 21st century curriculum

SDG : #1-#17Other SEAMEO Centres and Partners

: UNESCO MGIEP MOE MalaysiaNational universities (USM, UPM, UKM, USIM, IPG, UiTM, UM, UUM)

Background

• A collaboration and networking with UNESCO MGIEP for textbook preparation embedding peace and global citizenship education for sustainable development in 4 learning areas: Science, Mathematics, Geography and Languages

• Providing information to UNESCO MGIEP on how to make an impact on Science and Mathematics textbooks in South East Asia

• Provide technical expert from RECSAM• Possibility to conduct regional training for Asia

region in RECSAM

Expected Outcomes

• Capacity building for textbook writers

• Publication of the Textbook Writing Manual in global platform

Title of Project/Activity : SEAMEO Student Networking for ‘Learning Science and

Mathematics Together’ (LeSMaT)

SEAMEO Priority Area : #3: Resiliency in the face of emergencies #5: Teacher Education#6: Harmonization in higher education and research#7: Adopting a 21st century curriculum

SDG : #3: Ensure healthy lives and promote well-being for all

at all ages

#4:Ensure inclusive and quality education for all and promote lifelong learning

#6: Ensure access to water and sanitation for all

#7: Ensure access to affordable, reliable, sustainable and

modern energy for all

#9: Build resilient infrastructure, promote sustainable

industrialization and foster innovation

#11: Make cities inclusive, safe, resilient and sustainable

Other SEAMEO Centres and

Partners

: SEAMEO QITEP in Mathematics (SEAQIM) and Science

(SEAQIS), SEAMEO INNOTECH, SEAMOLEC, SEAMEO

SPAFA

Aims

• To prepare students to become global players with moral values who are enterprising, creative, innovative, equipped with 21st century skills and lifelong learners in cross-cultural learning environment

• To share resources through blended-mode learning environment rich with easy access information mainly from Open Education Resources (OERs) including interdisciplinary and cross-curricular studies

• To develop global citizenship skills with moral values and ethics to be developed from early years’ education include thinking, technology and life (work/ entrepreneurial/ survival) skills

Themes of Modules

i. Tele-care and Healthy Lifestyle

ii. Conservation and Wise Use of Resources

iii. Climate Change Awareness and Disaster Risk Reduction Education

iv. Sustainable Energy for All

Features

ODL modules• Student-centred• Project/Problem-based Learning• Inquiry-based Learning

Digital Platforms• Edmodo• D-book• Learning Activities Management Systems (LAMS)• Others

Expected Outcomes • Promotion of student networking with the

strengthening of SEAMEO collaboration through teaching, learning and assessment across educational systems

• Enhancement of thinking, technology, life (work/ entrepreneurial/ survival) skills;

• Development of enriched cross cultural /interdisciplinary curricula with emphasis on values education, global citizenship as well as Education for Sustainable Development (ESD) and Education for Sustainable Living (ESL)

Title of Project/Activity : Entrepreneurship in Science Education

SEAMEO Priority Area : #4: Promoting technical and vocational education and training (TVET)#5. Teacher Education#7: Adopting a 21st century curriculum

SDG : #1:End poverty in all its forms everywhere#2: End hunger, achieve food security and improved nutrition and promote sustainable agriculture#4:Ensure inclusive and quality education for all and promote lifelong learning#8: Promote inclusive and sustainable economic growth, employment and decent work for all#12: Ensure sustainable consumption and production patterns#17: Revitalize the global partnership for sustainable development

Other SEAMEO Centres and Partners

: MOE/Education Department SEAMEO Centres11 SEAMEO Member countries

Aims

• To explore basic concepts, procedures, stages and essential indices for acquiring entrepreneurial skills in globalised teaching enterprise by teachers, lecturers and students

• To acquire entrepreneurial skills in the professional development and the essential pedagogical strategies that can be used by educators in the field of science education

• To minimise challenges by using Entrepreneurship Education on how to sustain life by applying entrepreneurship knowledge and skills

Expected Outcomes

• Skills and knowledge on how to integrate entrepreneurial skills in science education, as well as to integrate STEM elements in science and entrepreneurship in the form of exemplar/ module for schools

Title of Project/Activity : Literacy Of Socio-scientific Understanding

SEAMEO Priority Area : #3: Resiliency in the face of emergencies

#5: Teacher Education

#7: Adopting a 21st century curriculum

SDG : #1-#17

Other SEAMEO Centres

and Partners

: MOE/Education Department

SEAMEO Centres

11 SEAMEO Member countries

SSI

• The socio-scientific issues (SSI) are often controversial in nature but have the added element of requiring a degree of moral reasoning or the evaluation of ethical concerns in the process of arriving at decisions regarding possible resolution of those issues.

Literacy Of Socio-scientific Understanding

• Items were constructed for students aged 14 years old in five main areas:

– Environment- Climate change, natural disaster and risk reduction

– Human health- Diet and nutrition, disease prevention and control

– Technology- Cyber security and social media

– Renewable and non-renewable resources and sustainable living

Expected Outcomes

• A research report of survey from SEAMEO Member countries

• A guide book for teachers and educators

Title of Project/Activity : SEAMEO Basic Education Standards (SEA-BES):

Common Core Regional Learning Standards in Science

(CCRLS)

SEAMEO Priority Area : #1: Early childhood care and education

#5: Teacher Education

#6. Harmonization in higher education and research

#7: Adopting a 21st Century Curriculum

SDG : #1-17

Other SEAMEO Centres

and Partners

: SEAMEO Secretariat

SEAMEO QITEP in Mathematics, Jogjakarta, Indonesia

SEAMEO QITEP in Science, Bandung, Indonesia

SEAMEO SEAMOLEC, Indonesia

SEAMEO SEN, Melaka, Malaysia

IPST, Thailand

UP-NISMED, Philippines

MOE of 11 SEAMEO Member countries

MEXT & NIE Japan

Japanese Professional Experts (Toho University, Shizuoka

University, Chiba University)

Aims

• To provide world-class learning standards in Science and Mathematics, including 21st century skills that can be used as benchmarks in SEAMEO Member Countries to ensure all students have access to fundamental knowledge, skills and values in order to be socially responsible, globally competitive and sustainable.

Background

• The output document will be referred to as ‘Common Core Regional Learning Standards (CCRLS) in Science and Mathematics.

• The CCRLS in Science and Mathematics can be used to benchmark the quality of SEAMEO Member Countries’ national curriculum.

• This will help to create equity in curriculum provisions across countries and learning expectations for all students and learning outcomes that will enable students to contribute productively to their individual country and the region.

Consultants

• Science Education: Dr. Mark Windale, Principal Lecturer in Science Education and Director of International Programme, Centre for Science Education, Sheffield Hallam University, United Kingdom

• Mathematics Education: Prof Masami Isoda, Professor, Faculty of Human Science and Director of the Centre on International Cooperation in Educational Development (CRICED), University of Tsukuba, Tokyo, Japan.

Common Core Regional Learning Standards (CCRLS) in Science (Key Stage 1-9)

• Strand 1: Scientific Inquiry

• Strand 2: Life and the Living World

• Strand 3: The Material World

• Strand 4: Energy and Change

• Strand 5: Earth and Space

• Strand 6: Science, Technology, Environment and Society

Common Core Regional Learning Standards (CCRLS) in Mathematics

• Key Stage 1– Numbers & Operations– Quantity &Measurement– Shapes, Figures and Solids– Pattern & Data Representations

• Key Stage 2– Extension of Number and Operations– Measurement & Relations– Plane Figures & Space Solids– Data Representations & Graphs

• Key Stage 3– Numbers & Algebra– Space & Geometry– Relationship & Functions– Statistics and Probability

Expected Outcomes

• To encourage the Ministries of Education to pilot or make use of the CCRLS to address felt-need and for other purposes such as curriculum benchmarking, student assessment in mathematical and scientific literacy, continuing professional development of teachers and quality education

Title of Project/Activity : Cross Border Education for Lesson Study

SEAMEO Priority Area: : #5. Teacher Education

#7: Adopting a 21st century curriculum

SDG : #4: Ensure inclusive and quality education for all and

promote lifelong learning

#7:Ensure access to affordable, reliable, sustainable

and modern energy for all

#8:Promote inclusive and sustainable economic

growth, employment and decent work for all

#9:Build resilient infrastructure, promote sustainable

industrialization and foster innovation

#11:Make cities inclusive, safe, resilient and

sustainable

#12:Ensure sustainable consumption and production

patterns

Other SEAMEO Centres

and Partners

: University of Tsukuba

UP-NISMED, Philippines

MOE of 11 SEAMEO Member countries

Aims

• To provide an opportunity for exchanging ideas of students from both Malaysia and other countries.

• To be aware of the similarities and differences between the two economies in relation to energy.

• To benefit from the lesson demonstration and discussions on the sample exercise given to them.

The Lesson Implementation (Malaysia)

APEC-KKU Symposium12-15 November 2016

APEC-KKU Symposium12-15 November 2016

The Lesson Implementation (Philippines)

Expected Outcomes

• Students’ engagement despite language barrier

• Students learn:

• Cost of electricity in Malaysia and the partnering school

• The source of energy in each country

• Natural recourses in each country

• Other matters such as subsidy etc.

• Important roles in quantifying the energy utilization to qualify the term efficiency in the context of energy conservation and scientific concepts on energy transformation

• Differences in the curriculum

APEC-KKU Symposium12-15 November 2016

Title of Project/Activity : Organic Farming

SEAMEO Priority Area : No. 3: Resiliency in the face of emergency

No. 4: Promoting technical and vocational education and

training(TVET)

SDG : #1: End poverty in all its forms everywhere#2:End hunger, achieve food security and improved nutrition and promote sustainable agriculture#3: Ensure healthy lives and promote well-being for all at all ages#4: Ensure inclusive and quality education for all and promote lifelong learning#8: Promote inclusive and sustainable economic growth, employment and decent work for all#11: Make cities inclusive, safe, resilient and sustainable#12: Ensure sustainable consumption and production patterns#15: Sustainably manage forests, combat desertification, halt and reverse land degradation, halt biodiversity loss

Other SEAMEO Centres and

Partners

: MOE/Education Department

SEAMEO Centres

11 SEAMEO Member countries

Awareness:There is a need to grow vegetables organically and there is a big market to tap on this demand since many of us are beginning to be conscious of the cost of cancer treatment in public or private hospitals.

In line with the SEAMEO Priority Area No. 4, this project aims to develop the technical vocational skills of both teachers and students to address the issue of poverty, food security and environmental sustainability.

The workshop is conducted to expose the techniques to the potential researchers, teachers and students on organic farming.

Organic farming is proposed here as a subject to be incorporated in STEM-related activities at schools both in primary and secondary levels. SEAMEO RECSAM can come in and stand as a potential institute to train local citizens for this purpose and can be offered to other SEAMEO Member Countries as well.

Expected Outcomes

• The potential of this activity at homes and this can generate money for the students who are serious in this occupation to train more professional in science, agriculture and organic farming in future

• Possible collaboration among SEAMEO Centres and beyond

Other Capacity Development Programme

• REGULAR COURSES OFFERED BY SEAMEO RECSAM FOR FISCAL YEAR 2016/2017 (3 – 28 APRIL 2017)

Course Code Course TitleNo. of Scholarships Offered Per Country

RC-PS-141-1 Fostering Higher Order Thinking Skills in Primary Science Education

2

RC-SM-141-2 Enhancing Mathematical Thinking in Secondary Classrooms

2

RC-PS-141-3 Technology-Enhanced Learning (TEL): Enhancing Primary Science Teaching and Learning through Technology

1

RC-SM-141-4 Enhancing Secondary Mathematics Teaching and Learning through Professional Learning Community

2

http://www.recsam.edu.my/joomla/index.php