Triyanta

SEAQIS Experiences: Trainings for Science Teachers and Education Personnel

2 nd Evaluation Meeting: Pre-Service Student Teacher Exchange in Southeast Asia (SEA-Teacher Project), 8-9 October 2016 UNY Hotel, Ballroom Yogyakarta, Indonesia

• SEAMEO Regional Centre for QITEP in Science

• SEAQIS Training Programmes and other activities

Contents

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SEAMEO Regional Centre for QITEP in Science

(SEAQIS)

SEAMEO: South East Asian Ministers of Education Organization

QITEP: Quality Improvement of Teachers and Education Personnel

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SEAQISEstablished in 2009

Commitment of Indonesia Government to significantly contribute in science education

through strengthening teachers and education personnel in Southeast Asia region

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VISIONto be a centre of professional excellence in

the area of science teaching for teachers and education personnel within the framework

of sustainable development

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MISSIONto provide relevant and quality programmes

in professional excellence for science teachers

and education personnel through capacity building

activities, resource sharing, research and

development, and networking

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Goals• To develop and implement effective inquiry-

based science education trainings and other learning events;

• To strengthen national and international networking in science education;

• To conduct research-based innovations and resource-sharing in science education;

• To improve competence and management capabilities of QITEP in Science human resources for effective and efficient service delivery

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Training Programmes

A. Regular Trainings

B. International Collaborative Trainings

C. In Country (Customized) Trainings

Participants are fully supported

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Training Programmes

A. Regular Trainings:

1.Environmental Education

2.Science Class Supervision

3.Laboratory Management

4.Earth and Space Science

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Training Programmes

Course contents:1. Environmental Education

– Environmental education for sustainable development (EESD) Environmental problems in South East Asia

– Sustainable development– EESD implementation– Ecosystem services and climate change impact to ecosystem– Science process skills in EESD: facilitating and assessment method– EESD learning scenario and EESD implementation in class room– Green school best practices– Green technology and environmental sustainability– Strategy persuading public on environmental awareness– Endangered species in Southeast Asia.

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Training Programmes

Course contents:2. Science Class Supervision

– Science education development in the 21th century– Education quality assurance system in school– School based management– Principal and supervisor managerial– Science class room supervision programme– Inquiry based science education and learning model– Learning model– Action research in science classroom supervision– Lesson study– Implementation of classroom supervision instrument (school visit)– Motivation, innovation, and creativity building– Best practices (country report)– Action plan

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Training Programmes

Course contents:3. Laboratory Management

– School science lab for scientific literacy– Science integrated process skills– Health and safety in lab– Maintenance and repair in science lab– Management and administration in science lab– Design inquiry science practical work worksheets– Hands on low cost equipment– Inquiry based practical work in science lab– Action plan

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Training Programmes

Course contents:4. Earth and Space Science

– Understanding rocks– Tectonic plates interactions– Shapes of the Earth– Disaster risk management– Space weather– Our solar system– Astronomy culture in the region– Current development of astronomy in Southeast Asia region– Earth and space curriculum in SEAMEO member countries– Interactive teaching on Earth and space education– Visit to Bosscha observatory

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Training Programmes

B. International Collaborative Trainings:

1. STELR on Renewable Energy

(with ATSE/Australia)

2. Developing Thinking Skills through IBSE for Sustainable Development

(with LAMAP/France, ISTIC-UNESCO/Malaysia)

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Training Programmes

Course contents:1. STELR on Renewable Energy

– What is STELR: STELR, Inquiry based, hands-on, equipment packs– Teaching about energy: Types, transfer, transformation – Energy classroom activities: Round robin, Cotton reel racer , Jumping

cup, Hydro-electricity– Identifying and controlling variables: Bouncing ball, Flik Flak – Wind energy activities – Solar energy activities – Technology activities– STEM in schools: Setting the framework, Hands-on activity, Key

Characteristics of Energy, Representation tasks – hands-on activities – Inquiry-based science learning: STELR Renewable Energy activities

• Relevant contexts : Global warming, Climate change, Solar energy, Wind energy• The Maths of Solar and Wind: Hands-on mathematics activities

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Training Programmes

Course contents:1. STELR on Renewable Energy (cont.)

– Sustainable Housing and Sustainability • Hands-on activities using equipment kits: Energy efficient housing • Energy transfer by

– Radiation: Shading and eaves, Colours , Position of the Sun in the sky– Conduction : Insulation in buildings – Convection: Ventilation, Fans

– Housing • Particle theory of matter: Air conditioning, Evaporation• Mathematics activities

– Water for the 21st century– Carbon dioxide: Friend or Foe– Car safety– Teachers construct lessons which incorporate research-based

instructional strategies

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Training Programmes

2. Developing Thinking Skills through IBSE for Sustainable Development – Introduction to Disaster Risk Reduction and Education – Hands on Activity I; Steps of the Inquiry Approach According to

Principles of la main a la pate: Earth Science and Natural Disaster 1 – Situation of the participants concerning IBSE (New participants)/

Feedback after one year of experience – How to Introduce an activity in IBSE - Raising questions– Hands on Activity II : Earth Science and Natural Disaster 2 – Hands on Activity III : : Cyclonic Risks– Preparing for Microteaching – Analyzing Lessons through Video

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Training Programmes

C. In-Country (Customized) Trainings:

1. In Indonesia

2. In other member countries

In collaboration with

• MoE of member countries

• District Education Office

• Others

2020

Some Other Programmes

• Research in science education awards

• Ki Hajar Dewantara award for regional best science teacher

• Inter-Centre Collaborative Programmes:

– Adopting 21st Century Curriculum through SEA Digital Class

– STAR Village

SEAQIS Alumni: SEA Region

1 Brunei Darussalam 30

2 Cambodia 111

3 Indonesia 1874

4 Lao PDR 79

5 Malaysia 31

6 Myanmar 31

7 Philippines 61

8 Singapore 5

9 Thailand 40

10 Timor Leste 44

11 Vietnam 45

SEAQIS Alumni: Beyond SEA Region

1 Bangladesh 1

2 Fiji 1

3 Iran 1

4 Japan 8

5 Kenya 1

6 Maldives 1

7 Oman 3

8 Palestine 1

9 Sri Lanka 1

10 Tonga 1

SEAQIS Alumni

1 2009 161

2 2010 175

3 2011 392

4 2012 200

5 2013 267

6 2014 493

7 2015 438

8 2016 242

Benefits from the Trainings:Alumni’s Testimony

• Develop/deepen knowledge• Develop methods/techniques

(teaching/supervising)• Improve self confidence• Share experiences-best practices• Share information:

• education policies, • Curricula,• Cultures

among SEAMEO member countries

Benefits from the Trainings: Alumni’s Testimony

• Become more motivated-enthusiasm -encouraged to be creative teachers

• Aware of environmental issues• Make new friends• Practice in speaking English• Meet outstanding resource persons

/experts• Proud to be selected as participants

• Pre-Service Student Teacher Exchange in Southeast Asia (SEA-Teacher Project) is a kind of training that has similarities in some aspects with trainings conducted by SEAMEO Centre for QITEP in Science

(meet with students, experts from different countries, learn other curricula, other cultures

etc).

• Students joining the Pre-Service Student Teacher Exchange in Southeast Asia will gain almost the same benefits as obtained by SEAQiS alumni.

Thank you