SEAMEO – THE UNIVERSITY
OF TSUKUBA SYMPOSIUM VI
TOKYO CAMPUS, JAPAN11 FEBRUARY 2018

Roles of RECSAM in Inclusive
Education and STEM
Education Development
Ms Khor Sim Suan
Acting Centre Director
SEAMEO RECSAMINTRODUCTION
SEAMEO RECSAM was established in 1967

The Centre helps to promote and enhancescience and mathematics education in the
SEAMEO Member Countries
The Cen e vision is to be a leading centre for
quality science and mathematics education

INTRODUCTION (cont d)
The Centre fulfils its mission by engaging in
the following:¾ Design and implement high quality
professional development programmes¾ Conduct research and development activities
to inform pedagogy and policy

INTRODUCTION (cont d)¾ Convene international conference, seminars
and workshops to pool expertise in scienceand mathematics education¾ Serve as a clearinghouse for information onscience and mathematics education in theregion

Event timeline – focus area
1990s
¾ Action research, cooperative learning, problem
solving, inquiry-based learning, higher order
thinking,
abacus,misconceptions
inmathematics

2000s¾ Lessonstudy,
ICT,
SMART
schools,
performance assessment, distant learning

Event timeline – focus area2010s
¾ Lesson study, assessment related to outcome of
TIMSS, PISA, HOTS, Entrepreneurship, projectbased learning, problem-based learning, inquirybased learning

Current engagement¾ 21st century skills, STEM education, HOTS, PISA,TIMSS, teaching mathematics through problem
solving, lesson study, inquiry-based learningRoles of RECSAM in
supporting/contributing towards
ASEAN Community
Aims:

9 Improve the lives of the people in ASEAN
which can be reflected on the economic andcultural development, social progress, peaceand security, collaboration

Roles of RECSAM in
supporting/contributing towards
ASEAN Community (cont d)
9 Mutual assistance in training and research
9 Improvement of living standards

9 Promotion of Southeast Asian studies andcooperation

Roles of RECSAM in
supporting/contributing towards
ASEAN Community (cont d)
RECSAM can play the roles indirectly throughteachers and educators to build human capitalwho:
9 Is resilient in facing challenges of the future

9 Is well equipped with the 21st century skills
and competencies (OECD,1997)

Roles of RECSAM in
supporting/contributing towards
ASEAN Community (cont d)
9 Cultivates sustainability values and attitudes
9 Is competent and well-versed in languages,
ICT tools to convey ideas and thoughts
9 Acts autonomously
decisions

based

on

rational

Roles of RECSAM in
supporting/contributing towards
ASEAN Community (cont d)
9 Has the ability to interact well with others in
the community
9 Is able to acquire knowledge, skills and findjobs and be competitive
9 Is responsible and contributes to the society

RECSAM s course of actions
Two significant areas:

Promoting inclusive education
Promoting STEM education to keep up
with the current trend and needs of thesocieties

RECSAM s course of actions
1. Promote Inclusive Education for Community throughprofessional development programmes¾

Participants (in-service teachers) are mainly fromASEAN countries
9 Emphasise the ideas and practices to support
teachers to include students with diverse needs inthe classroom
9 Apply appropriate teaching and learning strategies
to develop individual strength with high andappropriate expectations for each child1. Promote Inclusive Education for Community
through professional development
programmes (cont d)
9 Support students through good inclusive practices suchas collaboration, team work, innovative instructional
practices, peer strategies, etc.
9 Encourage collaboration and communication to deliverand share ideas for better understanding andimprovement
9 Value our diverse communities in most ASEAN societies.
These communities start at school, where all students
learn to live alongside peers. They learn together, play
together, grow and nurture together

1. Promote Inclusive Education for Community
through professional development
programmes (cont d)
9 Courses in mathematics and science are designed
and geared towards raising awareness of all ASEAN
educators on their roles to develop the future
generation to be well-equipped with knowledge, skills
and values to build the ASEAN Community.

2. Promote Inclusive Education for Community
through SEA-BES project¾ SEA-BES is a regional curriculum project to develop acommon shared and agreed upon standards for what
every learner should know, be able to do and value inscience and mathematics in the SEAMEO Member
Countries.
¾ The Common Core Regional Learning Standards(CCRLS) in Science and Mathematics can be used to
improve the quality of SEAMEO Member C n ie
national curriculum by creating equity in curricularprovisions across countries and high learning
expectations for all students and learning outcomes thatwill enable students to contribute productively to theirindividual countries and region.

2. Promote Inclusive Education for Community
through SEA-BES project (cont d)¾ The aim of the CCRLS in Science and Mathematics isto provide world class learning standards in scienceand mathematics including 21st century skills that canbe used as a benchmark in SEAMEO Member
Countries to ensure all students have access tofundamental knowledge, skills and values in order tobe socially responsible, globally competitive andsustainable.

2. Promote Inclusive Education for Community
through SEA-BES project (cont d)¾ On that context, science and mathematics learning
standards are designed, emphasising development in
the three components, namely;
9 To inculcate values, attitudes and human characters
9 To promote mathematical thinking process andscientific processes
9 To acquire fluency in the subject matter
These components are inter-connected and thecompetencies can be developed in classroom activities
based in appropriate contexts.

2. Promote Inclusive Education for Community
through SEA-BES project (cont d)¾ The project is made possible with maximum
participation and involvement of experts and educators
across the SEAMEO members and beyond¾ CRICED has taken a lead role to link and extend ourcollaborations with others in the production of SEA-BES¾ The support of CRICED still continues for the
production of a mathematics learning standards guidebook based on the CCRLS mathematics document

SEA-BES Regional Workshop(28-30 March 2017)

3. Promote STEM Education through STEM /SDG projects
I.

Search for SEAMEO Young Scientists (SSYS)

II. International Conference on Science andMathematics Education (CoSMEd)
III. STEM Education Development

I. Search for SEAMEO Young Scientists (SSYS)¾ SSYS is a regional platform where young scientists allover Southeast Asia and beyond gather to share anddisseminate information on their scientific andmathematical research projects¾ Since its inception in 1997, SSYS has been held oncein every two years with a specific theme¾ Encourage students to apply scientific andmathematical knowledge into technological problemsolving activities to address sustainability

I. Search for SEAMEO Young Scientists (SSYS)(cont d)
¾ The theme of the biennial project in SSYS has always
been f c ing nainable de el men
SSYS ***THEMES***2018 Youth Creativity for Harmonising Sustainable Development Goals
2016 Youth Innovation for Sustainability
2014 Disaster Risk Reduction for Sustainable Development2012 Beyond 2012: Greening the Environment for a Sustainable Future2010 Sustainable Solutions for the Local Community
Sustainable Community Development through Science and2008
Mathematics
2006 Sustainable Development for a Better World

I. Search for SEAMEO Young Scientists (SSYS)¾ The three basic elements of sustainable
development are ecological, economic and sociocultural sustainability as outlined in the 2030 Agenda
for Sustainable Development¾ These three aspects of economic and social as wellas cultural actions must be well blended to promoteecological balance and quality of human life. The
concern about improving the quality of our life
implies a change in our learning

I. Search for SEAMEO Young Scientists (SSYS)¾ The project in SSYS aims to raise the awareness ofyouths about their roles and responsibility towards thesustainable development of their local community.
¾ The knowledge acquired and developed will provide
confidence for them to be involved in pursuing theirendeavour on matters related to sustainable
development.

SSYS 2016 in action

Presentation of research
projects

Judging of project exhibits

Viewing of exhibits

Award presentation

II. International Conference on Science andMathematics Education (CoSMEd)¾ A platform that brings educators and researchers
together to discuss and address issues in Scienceand Mathematics education for the 21st century

II. International Conference on Science andMathematics Education (CoSMEd)
Conference
Date

7th CoSMEd 201716

13

19 November 201517 November 2017

Revitalising Science andMathematics Teaching and
Learning Culture towards
Sustainable Living

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

x

Teaching and Learning
Practicesxx

Pedagogical Innovation

21st Century Teaching and
Learning Innovationsx

Teache P fe i nal
Developmentx

Continuous Professional
DevelopmentxCurriculum and Assessment

Theme

Conference
strands

6th CoSMEd 2015

x

Assessment and Evaluationx

x

STEM Education AcrossContexts

Humanising STEM Education
and Career Developmentx

Science and Mathematics
Education for Special Needs
Studentsx

Equity and Equality

II. CoSMEd 2017 in action

What STEM-related
training
programmes andresearch projects
does SEAMEORECSAM pursue?

RECSAM plays a significant role inpromoting STEM Education through¾¾

research projects
training of teachers and educatorsfrom SEAMEO Member Countriespast

present

futureWhere is STEM Education
at RECSAM?

STEM Education: Our Perspective¾ STEM

education is an approach toteaching and learning that integrates thecontent and skills of science, technology,
engineering, and mathematics.

¾ Students are actively engaged in inquiry,

exploration, problem-solving, creative andcriticalthinking,
logicalreasoning,collaboration, investigation and in creating
models, artefact, and relevant, authentic,
meaningful and useful projects.

RECSAM S STEM INITIATIVES
Workshop on
Enhancing Scienceand Mathematics
Teachers PedagogicalContent Knowledge on
STEM Education
Assoc. Prof.Tairo NOMURA,
Saitama University, Japan
Collaboration with SEAMEO
Secretariat and MEXT, Japan(20-22 January 2015)

RECSAM S STEM INITIATIVES
DifferentiatedInstruction and
STEM: Enhancing
MathematicalThinking
Prof. Beverly Ferrucci
Keene State College,USA(9-10 March 2015)

RECSAM S STEM INITIATIVES
Improvised Science
Workshop forRegular Course
participants andMalaysian teachersand educators(15-16 April 2015)

RECSAM S STEM INITIATIVES
Early STEM Workshop
for educators of The
Institute of Childhood
Education-Studies andCommunity Education(CECE), Kuala Lumpur(19-20 September 2015)

Promoting STEM Education through CSR Programmein our local community (14 May 2016)

STEM Partnership

RECSAM collaborates with the
Ministry of Education Malaysia andlocal universities in the following:¾ Research on STEM Education¾ Implementation of STEM Education

Research on STEM Education
STEM Teachers Mindset
Project aims:(1) To test the measurement model of eache
selfperceived readiness to integrate STEM in teaching andlearning(2) To investigate the readiness of eache self-perceived
readiness to integrate STEM in teaching and learning(3) To determine the demographic factors which influence
eache self-perceived readiness to integrate STEM inteaching and learningSeminar on STEM Education for 21st Century Skills –Brightening Awareness of STEM Education as the
National Agenda (14-15 May 2015)¾ Facilitated by Prof. Dr. Lynn D. Dierking, Oregon State
University and experts from Malaysia for 74 primary andsecondary science and mathematics teachers and teacher
educators

Enhancing STEM Thinking to Meet the
Challenges of the 21st Century including TIMSS
and PISA (20 May 2015)¾ A seminar for the principals of secondary schools in
Gombak District, Selangor, Malaysia

III. STEM Education Developmenta) Malaysia/UNESCO-IBE
Needs
Assessment
Workshop (18-20 January 2016) for Strengthening
STEM Curricula for Girls in Africa and Asia and thePacific (Phase 1) under Malaysia-UNESCO
Cooperation Programme (MUCP)¾ An initiative programme intended tostrengthen STEM Curricula for Girls focusing
on educational content, methods andstructures of STEM Education in fostering
sustainable development

III. STEM Education Development
b. Capacity Development Workshop (26-30 September2016) for Strengthening STEM Curricula for Girls in
Africa and Asia and the Pacific (Phase 1) under
Malaysia-UNESCO Cooperation Programme (MUCP)¾

The project seeks to strengthen STEM policies,
curricula and pedagogy in four beneficiary countries
from Africa- Nigeria and Kenya- and Asia and thePacific- Cambodia and Indonesia- mainly sharing
Malaysian expertise and experience with regard to
the inclusion of women in STEM fields

III. STEM Education Developmentc. STEM Workshop for 500 Malaysian teachersorganised by Teacher Education Division, MOE
Malaysia (in-service courses) and conducted in
SEAMEO RECSAM¾ Title: Enhancing STEM Learning in Secondary
Mathematics/Science Classrooms¾ Main objective: To provide participants thenecessary knowledge and skills in conducting
STEM in their own classrooms.
¾ 5 batches of 100 teachers per batch in 2017

III. STEM Education Development
d. Workshop on STEM Using Low Cost Materials for

Secondary science and mathematics teachers andeducators



Lecturers of Teacher Education Institute¾ The aim of the workshop is to introduce participants
effective hands-on activities using low cost educational
materials for making teaching aids to improve theteaching and learning of STEM

III. STEM Education Developmente. Colloquium conducted at SEAMEO RECSAM¾ Dr Margaret Chmiel from the Smithsonian
Science Education Centre, United Statesgave a talk on Challenge and Opportunities
for
Implementing
STEM
Education:
Perspectives from the United States ofAmerica on 28 October 2016

III. STEM Education Developmentf)Workshop on Fostering Imagination and CriticalThinking in Engineering Design Process: A Challenge
to STEM Education (6 8 February 2018)¾ Collaborating Partner: Ministry of Education, Culture,
Sports, Science and Technology (MEXT), Japan and
SEAMEO Secretariat, Bangkok, Thailand¾ Facilitator:
Dr. Tairo Nomura, Director, STEM
Education Research Center and Assoc. Professor,
Faculty of Education, Saitama University, Japan(g) Promoting STEM Education
through competitions
i. Penang Science Olympiad 2016 (27 August
2016)
ii. STEM Study Contest (23 September 2017)

III. STEM Education Development¾ Objectives:

9 Develop confidence in using technology to enhancedenproblem-solving skills, imagination andcritical thinking in STEM lessons
9 Develop skills in engineering design process, modeland product development through practical work andhands-on activities

III. STEM Education Development¾ Objectives:
9 Provide a platform for project-based and problem-basedlearning using STEM approach to solve real-life issues
9 Promote ccollaborative learning on real-life problems
that can use and apply integration of STEM knowledge
and skills
9 Raise awareness on the relevance of classroom
learning in STEM fields and skills needed in the job
market9 Learning forum for the exchange of new ideas, newknowledge and valuable experiences among students
and teachers

Penang Science Olympiad

STEM Study Contest in action

Launching the water rocket

Making the structure forslowest moving object

Rubber band car racing

Group photo for all winners

Why STEM Education?
¾ The fundamental of all courses will focus on the needsof ASEAN Community¾ The learning of the teachers and educators have to be
kept abreast with other education development aroundthe world
T succeed in this new information-based and highly
technological society, all students need to develop theircapabilities in STEM to levels much beyond what wasconsidered acceptable in the a(National Science Foundation, United States)[Reference: https://www.nsf.gov/pubs/2007/nsb07114/nsb07114.pdf]

The Way Forward¾ As a training institution, we need to build the skills, capacity
and resources to participate in the delivery and achievement of
the 17 SDGs which aim to end poverty, protect the planet andensure prosperity for all (2030 Agenda, United Nations)¾ Well-designed projects and courses need to be developed andimplemented to ensure the impact and success of the
programmes[Reference: www.un.org/sustainabledevelopment/sustainable-development-goals]¾ Enhance awareness and develop responsible citizens to playtheir respective roles through education in schools/institutions

Conclusion¾ RECSAM constantly stays in-line with the latest development of
STEM education and engaged in the 21st century learning
skills and training.
¾ In envisaging the challenges of the future, much of the cen e
training programmes focus on creating basic humancharacters, developing creative human capital with criticalthinking and problem solving skills as well as enriching thescience and mathematics knowledge of the community.
¾ In the latest endeavour, STEM education has been emphasised
to bring about the awareness and enhance a workforce that willfurther affect the sustainability of economic development andwellbeing of the society at large