Lifelong Learners.

1.    Following the structured curriculum in the ODL modules developed, the teachers could further facilitate self-access/self-directed/self-paced learners who are enterprising, motivated, creative and always strive forward as successful contributors or producers of new knowledge through the following paths for Lifelong learning in Science integrating Transdisciplinary subjects.


(a)Alternatively, teachers could also opt for the opportunity to do further studies such as Master Degree (M.Ed.) or Ph.D in Education for Sustainable Living (ESL) under the proposed ‘Enhancing Teachers’ CPD with Higher-learning-opportunities’ (EnTeaCH) programme in collaboration with local and/or international public and/or private higher learning institutions.

(b) Students and adult learners could also opt for the opportunity to do further studies and/or lifelong Continuing Professional Development (CPD) through ‘Learning Transdisciplinary Science integrating Mathematics/ Arts/ Engineering/Technnology-knowledge/attitudes/skills Together in the Borderless World’ (LearnT-SMArET):A project initiative to be explored by RECSAM in collaboration with ODL institutions. The first workshop entitled ‘Promoting essential skills through creative mathematics education integrating transdisciplinary student-centred learning approaches’ to be facilitated by Dr. Ryohei Miyadera from Kwansei Gakuin University will be conducted from 14 to 17 August 2017.


The SEAMEO  LeSMaT (Borderless) is one of the 12 areas identified under the vision of Golden SEAMEO ‘Basic Education and Student Networking’ initiative in the next decade. Hence concerted/ collaborative efforts among all participating SEAMEO countries to ensure the success of the project are very much appreciated. The main concerns include the development of viable blended learning platforms and active involvement of stakeholders to develop values-based cross-curricular/interdisciplinary curriculum to be disseminated on-line. These output documents with the abovementioned four curriculum topics are posted in the Edmodo social networking platform that is hyperlinked to the main portal entitled LeSMaT (Borderless) hosted at RECSAM.


The interdisciplinary curriculum resources developed in these values-based ODL modules are targeted to enhance: (a) knowledge acquisition and promotion of thinking skills; (b) knowledge sharing with promotion of technology and life (work/entrepreneurial/survival) skills for sustainable living in the borderless world among learners from diverse backgrounds in the region and beyond. The draft output may be prepared in the form of interactive d-book.


From the valuable inputs by consultants and discussions output generated from the active participation of workshop members, the following key recommendations are also explored:


a)    More effort should be made to promote LeSMaT through in-service education or Training of Trainers (TOT) workshops to reach out to wider audience and obtain critical mass of teachers who could be advocate/experts to promote ESD or ESL.


b)    Some local schools can be piloted and subsequently recognized nationally with students’ involvement in LeSMaT blended learning as part of their co-curriculum activities that will be appraised and/or rewarded with co-curriculum marks.


c)    More curricular areas  should be incorporated as identified under SEABES initiative incorporating more digital tools for student blended learning networking activities;


d)    Teachers/educators and/or key trainer/trainee should be informed about the opportunities to further their studies through EnTeaCH programme.


e)    Programme mapping and action plan should be prepared to promote online learning courses through existing digital tools and platforms e.g. LAMS, Edmodo, Webinar, in collaboration with international networking partners, e.g. UNESCO, GEAERD at India, STOU at Thailand and Media8 at Taiwan/US to promote thinking, technology and life (work/entrepreneurial) skills.