2026 Visit Report: Bandar Sri Sendayan Tamil School and SMT Training Discussion
Date: 23 October 2026
Location: Bandar Sri Sendayan Tamil School, Negeri Sembilan, Malaysia
Key activities: School infrastructure visit, Sustainability Master Training (SMT) discussion, and introduction to the THINAI framework
1. Visit to the Newly Constructed School Building
The next programme on 23 October 2026 was a visit to Bandar Sri Sendayan Tamil School. Upon our arrival, Mr. Manoharan proudly showed us the school's second building, which had been under construction the previous year and was now available for use by students and teachers.
The new building represents an important development in the school's educational infrastructure and provides additional facilities to support teaching and learning.
Dato' Loganathan (Dato' Loga), the founder and President of the Board of Trustees, also welcomed us and introduced us to the various sections of the building and its facilities. We toured the premises and observed the different areas designed to support the school's educational activities.
2. A Decade-Long Association with Mr. Manoharan
During the visit, Mr. Manoharan recalled his first meeting with me, Professor John Britto, in 2015, following a training programme at Nilai Tamil School.
At that time, I served as a resource person for a training programme involving approximately 40 Tamil teachers at Nilai Tamil School. It was during this programme that Mr. Manoharan and I became acquainted.
In 2016, while I was working as a Senior Lecturer at Al-Bukhari International University, Mr. Manoharan took me to visit Bandar Sri Sendayan Tamil School. At that time, the first school building was still under construction.
Ten years later, in 2026, Mr. Manoharan was delighted to welcome me back and introduce the school's second building and its facilities. This visit marked a meaningful milestone in our longstanding association and provided an opportunity to witness the school's development over the past decade.
3. Meeting with STEM Teachers and Retired Educators
At approximately 4.00 p.m., around 12 participants gathered in the school's library. The group included STEM teachers specialising in Science, Technology, Engineering and Mathematics, as well as retired teachers and former headmistresses.
The purpose of the meeting was to introduce the Sustainability Master Training (SMT) course and explore how the participants could contribute to its implementation.
The discussion covered three main areas:
Understanding the objectives and structure of the SMT course.
Exploring how the teachers and retired educators could support the delivery of the training programme.
Inviting interested participants to apply for and become members of the first cohort of SMT trainees.
The meeting provided an opportunity to engage experienced educators who could potentially contribute their knowledge, professional experience, and school networks to sustainability education.
4. Introducing THINAI: Understanding Traditional and Modern Ways of Life
An important part of the session was devoted to understanding the THINAI concept, its purpose, and its relevance to sustainable living.
Through explanations and interactive activities, participants explored the meaning of THINAI and considered why this approach is relevant to contemporary society.
We discussed the relationship between traditional and modern ways of life and explained that neither should be accepted or rejected wholesale. Both contain beneficial practices, as well as practices that may be harmful to people, other species, or the environment.
The central principle of THINAI is to:
Identify and preserve the beneficial aspects of traditional knowledge and practices.
Recognise and adopt the positive contributions of modern science, technology, and contemporary living.
Critically examine and reject harmful or unsustainable practices from both traditional and modern lifestyles.
Integrate the best of both approaches to promote the well-being of humanity and the planet.
The activities encouraged participants to reflect on their own lifestyles and consider how cultural knowledge, modern innovations, and environmental responsibility could be brought together in everyday life.
The discussion also highlighted the potential role of teachers in helping children develop critical thinking, sustainable habits, and a deeper understanding of the relationship between human communities and nature.
5. Potential Contribution to the SMT Programme
The participation of STEM teachers, retired educators, and former headmistresses was particularly valuable. Their professional experience and understanding of school environments could help ensure that sustainability training is practical, engaging, and relevant to educational settings.
The discussion opened up opportunities for the participants to join the first SMT cohort and potentially contribute to future training activities.
Their involvement could also help connect THINAI principles with classroom teaching, school-based projects, family participation, and community initiatives.
6. Closing of the School Visit
Following the discussion, the participants shared tea and continued their informal conversations. A group photograph was taken to commemorate the meeting, after which we thanked the participants and bid farewell.
The visit was encouraging, both because of the school's infrastructure development and because of the interest shown by the educators in sustainability training and the THINAI framework.
7. Evening Discussion with Mr. Manoharan and Mr. Subbarow
Later in the evening, we visited Mr. Manoharan's residence, where further discussions took place with Mr. Subbarow, who was in Penang.
We invited Mr. Subbarow to join us in Kuala Lumpur on 27 October 2026 for a meeting with Tan Sri Professor Zul, an eminent and well-known figure in Malaysia. The purpose of the proposed meeting was to introduce the THINAI initiative and explore the possibility of engaging Tan Sri Professor Zul in its further development.
Mr. Subbarow's participation would help facilitate the introduction and support the development of connections with influential individuals who may be able to contribute to the initiative.
8. Conclusion
The visit to Bandar Sri Sendayan Tamil School was significant in two respects. First, it provided an opportunity to witness the school's progress through the development of its second building. Second, it created a platform to engage experienced educators in the proposed Sustainability Master Training programme and introduce them to the THINAI approach.
The meeting demonstrated the potential for collaboration between JOBA, school educators, and community networks to advance sustainability education in Malaysia.
The discussions at Mr. Manoharan's residence further strengthened the plan to introduce THINAI to influential individuals and explore strategic partnerships.
Overall, the day's activities reinforced the importance of combining educational infrastructure, teacher capacity-building, cultural understanding, and community engagement to promote nature-centric sustainable living.
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