Announcement of Winner

The Southeast Asian Ministers of Education Organization (SEAMEO) Secretariat 
expresses thanks to all educators who participated in the SEAMEO-Australia Education Links Award 2018  and announces the winning entry as follows:

“On-Going Project on Think Tales of the Borneo: Creating Story Thinkers in ESL Classroom

Contact Person: 
Mr Mohd Sirhajwan Idek
Keningau Vocational College
Teacher
Locked Bag Number 4, 89009
Keningau, Sabah, Malaysia

The following are the top 10 entries listed down in no particular order.

These top 10 shortlisted will get the e-certificate from SEAMEO Secretariat and will be send to email.

No. Proponent & Country Position and Affiliation Nature of Project Project Title and Brief Project Description
1 Mr Dede Supriyanto
Indonesia
Teacher Trainer
PPPPTK TK PLB, Indonesian Ministry of Education
Proposal Quality Education for Quality Life The estimation population of children with Multiple Disabilities with Visual Impairment (MDVI) in Bandung, Indonesia is 4.443+ based on Indonesian Bureau Statistic Centre and Perkins International (USA). However, only 20% of them are being schooled, and 80% are uneducated. This issue influenced by lack of trained teachers and lack of parental knowledge about education for their children.

The Quality Education for Quality Life project is designed to address the needs of quality education in order to develop the highest potential of students with Bandung, Indonesia.

The goal of this project is that children with MDVI in special schools in Bandung will gain quality educational services and more identified children with MDVI will be enrolled in schools. Furthermore, these schools will become models for other schools in Bandung and other regions in Indonesia.

The project focus on improving teachers’ knowledge and skills on teaching children with MDVI, enhancing the participation of the parents and creating an accessible environment for children with MDVI to learn. The teachers, family members, caregivers and community based rehabilitation workers will optionally receive needs based training and technical assistance which will enable them to implement best practices in their classrooms, homes and communities.  The project will be held in Citeureup special school and Cileunyi special school in Bandung, Indonesia. The manifest of this project is the established of a program model for children with MDVI in each of the selected school..
2 Mr Randi Miranda
Indonesia
Project Manager
Ransel Buku
On-going Bridging the Dreams of Rural Children in Central Kalimantan through Access to Education This project proposes to establish a facility that is accessible for young people coming from rural remote areas across the district of Murung Raya, Central Kalimntan province, to study at local senior high schools in the capital of the district, Puruk Cahu. This facility (referred to as the House of Opportunities) serve as a free accommodation center for school-aged children from remote villages where high school are absent. The facility will be built on the land donated by a community member and is located near two local senior high schools. It will be equipped with necessary facilities to support the activities of school children such as discussion room and mini library. Children in the neighbourhood will also be able to use the library

The facility is designed as an integrated housing system where it does not only provide free accommodation to the children, but also ensures their self-sufficiency during the course of their study. To do so, the project will comprise of agricultural farming for the kids which aims at meeting their daily food supply such as vegetables and fruits. Where possible, the products can also be sold at local markets.

This project will be our foundation’s long-term program to support access to education for the rural communities in the district. In its early implementation, the project will start with 10 to 20 children selected based on some criteria considering financial background, academic performance and other vulnerability indicators. Equally important, the project will strive to ensure a gender balance ratio between male and female children to access the project benefits. It is expected to be able to accommodate more children in the future. 
3 Dr Tina Lim
Malaysia
Dean of the Faculty of Social Sciences
Quest International University Perak
Proposal Refugee EnAblement Project (REAP) This project is entitled the ‘Refugee EnAblement Project’, or ‘REAP’ in short. According to the Cambridge Dictionary, 'enablement' is ‘the process of making someone able to do something, or making something possible’. Meanwhile, the acronym 'REAP' means ‘to obtain or receive something as a result of one’s own actions’.

This project aims to help refugee communities to achieve a better quality of life and a brighter future. It involves a multi-pronged and multi-phased approach in helping the refugee communities in Malaysia, through early childhood, English language, health, nutrition and entrepreneurship education by the Quest International University Perak (QIUP) team consisting of lecturers and students from the Faculties of Business and Management, Social Sciences and Medicine. The action of assisting the refugees is encapsulated in the term ‘enablement’.

In the first phase of this project, Quest International University Perak team of lecturers and students will consult Australian counterparts and local organisations in identifying best practices as well as planning and designing the strategies for teaching refugee children through play, teaching children and adults English language, conducting medical check-ups and workshops on health and nutrition education, as well as creating business incubators.

The team that is in-charge will implement, monitor and evaluate the project, raise local and global awareness through active promotion and publicity. Through promotion and publicity efforts related to first phase, Quest International University Perak will then raise funds that will be channeled to the second phase where the refugees who have benefitted from Phase 1 will in turn themselves carry out a replica of Phase 1 for another community. This is encapsulated in the acronym of the project ‘REAP’.
4 Mr Mohd Sirhajwan Idek
Malaysia
Secondary School Teacher
Keningau Vocational College
On-Going Think Tales of The Borneo: Creating Story Thinkers in ESL Classroom The goal of the project is to help the students become story thinkers of their own cultures, origins, languages by getting them to read stories, tell stories, write them and reflect upon the values and messages of these stories. The project was inspired from the dreamtime or dreaming stories of origin of the  Aboriginal and Torres Strait Islander cultures and histories. This project focused on the indigenous cultures of Sabah Malaysia located in an island of Borneo, like Kadazandusun, Bajau and Ilanun. The primary project consists of three aspects: (1) Familiarizing students with stories related to indigenous cultures native to our state, Sabah Malaysia of Borneo. (2) Encouraging them to share their stories orally based on their experience, memory or perspective. (3) Getting them to write their stories. With their consent, the stories can be published online and perhaps in print. Their stories and these strategies can be adapted to become a pedagogical approach in English language class and one of the objectives of this project is to design methods and materials that can be used to teach cultural stories.

An on going research has been conducted on  the use of indigenous stories as teaching resource and the outcomes were positive as students became more engaged in telling their stories in English language. A series of workshops for teachers has been carried out several times so teachers can be more culturally competent while being able to explore students’ origins and cultures to increase their level of engagement in class. The plan also involves visits to cultural centres, places and interview people in order to gather more information in making this project more meaningful and successful. Materials like photos, videos, articles, painting and objects that can be linked to indigenous cultures may be used to stimulate discussion and interaction in the class for students to share their stories.
As someone who belongs to one of the indigenous groups, I myself have written approximately 75 stories and poems and a special collection of these stories comprises of indigenous stories related to my own native ethnicity, Bajau, one of the main native tribes in Sabah. I uploaded them online n received great downloads and feedback. This is how I became passionate in pursuing this project and I would my students to tell and write their stories and we can get them published. This is crucial so so they can learn to be proud of their origin, embrace their culture and own their identity.

Think Tales is the original name I gave to my collection of stories and poems that I started to write since 2011 and has been downloaded worldwide with that as its title. The word "Think" in Think Tales refers to how the stories stimulate their thinking skills to interpret, analyze and evaluate the meaning of the stories and the various aspects of their indigenous cultures. This helps them to deepen their understanding about indigenous traditions and histories, raise their awareness about their significance and appreciate its diversity and uniqueness.
5 Ms Avanti Vera Risti Pramudyani
Indonesia
Lecturer
Ahmad Dahlan University
Proposal The Role of Traditional Games to Helping children in Early Years Overcomes Learning Difficulties on Social Interaction (Comparative Study Between Indonesia and Australia) Helping teacher to facing the children with learning difficulties on Social Interaction with tradisional games as a media. The traditional games can be the media for teacher to developing the aspect development on child. Basically traditional games emphasizes on playing in groups, even when the child is playing individually or alone. Traditional game activities can be used by children to cultivate social skills needed in their daily activities, even until they became human adult. The purpose of the traditional game is the elaboration of playing function in perceptive adaptations, which is play can reproduce and develop survival skills through learning social skills. The inability of children to carry out developmental tasks related to social interaction is a part of the problem of children learning difficulties in the early age range.
6 Ms Ratna Budiarti
Indonesia
Manager for Research and Consultation Department
Bintari Foundation
Proposal Improving Waste Recycle Capacity of Waste Bank in Semarang City through Better Waste Handling in Household Level in Collaboration with KESAB Environmental Solutions (NGO) and Green Industries SA (South Australian Government) Indonesia is the second largest contributor of global marine debris that 80% is caused by leaking of inland waste management system. To address this problem, the Indonesian government has sought to impose stricter waste management and recycling regulations. Recycling is targeted to reduce 30% of total national solid waste in 2025. The national target is downscaled into city and district target. Semarang City generates more than 1,200 ton/day solid waste however only 69% is transported to landfill while less than 10% of waste is recycled and the remaining is disposed in improper areas and openly burned. Semarang City committed to comply with national recycling target by developing and expanding of recycling centers such as TPS 3R (recycling station), waste banks (community group who voluntarily separated and sell solid waste) and community composting groups.

BINTARI Foundation cooperates with Environmental Agency of Semarang increase the fraction of recycle waste by introducing Extended Producer Responsibility. Funded by MWRP USAID, this program empowers waste recycling center to collect less value waste especially product packaging. However, with organic fraction close to 70%, to increase solid waste recycling fraction from less than 10% to 30% in 2025 is still an ambitious target. Moreover, BINTARI investigation indicates that many recycling centers have limited capacity in recycling due to waste from households are not separated. Operators of recycling centers spend a lot of time to collect insignificant valuable waste which mostly inorganic fraction. Without waste separation from households, target to increase recycling fraction to 30 in 2025 will unlikely be achieved.

This proposed initiative is to improve the capacity of waste recycling centers to increase recyclable waste collection by:
1. Providing knowledge and references on efficient and effective waste handling and recycling mechanism from household level. The output is recycle center operator improve waste handling and collection including to give direction for waste separation for household.
2. Assisting waste recycling center operator in educating households with efficient and effective waste collection and handling mechanism. Community is capable and practicing waste separation and good housekeeping in their houses.
Implementation of this initiative will protect household from potential exposure from hazardous waste through waste separation and good handling in household. Overall, this project will also improve the economic feasibility of recycling activity in recycle center due to the increase of recycling fraction.

The activities to achieve outputs are 1) training on effective waste collection, handling, and recycling for recycle center operators. This is to ensure that waste that has been separated in the household level is not mix up in the way to waste management system. 2) assisting household in waste separation and good housekeeping. This activity will offer several options for waste separation.

This Project will be collaborating with KESAB environmental solutions (NGO) and Green Industries SA (South Australian Government). KESAB environmental solutions is recognized by the United Nations of Australia as a Non-Government Organization environmental sustainability educator to deliver training, education, engagement and management services to government, corporate, industry, municipal and community sectors.
7 Ms Sheryl San Andres
Philippines
Program Chairperson for Teacher Education
Universidad de Sta. Isabel
Proposal Australia-Philippine Collaboration for Cultural-Based Education along Indigenous Instructional Materials for Early Childhood Care Education in the South East Asia This proposal highlights the collaboration between Australia and the Philippines along Culture-Based Education and Indigenous Knowledge. The proposal consists of three pronged activities. First, a research on the Indigenous Instructional Materials in Early Childhood Care and Education in Southeast Asia will be conducted through coordination with the Department of Education in the Philippines and the Ministry of Education in the member countries of South East Asia to nominate at least one urban and one rural school in Kindergarten which is an exemplar in terms of the use of Indigenous materials in teaching Kindergarten in their country. The research is aimed at identifying benchmarks and outstanding examples of Indigenous materials used in teaching Early Childhood Education in the South East Asia. The Indigenous Instructional Materials used by countries in South East Asia to be identified in the research will be published as one of the outcomes of the research. The second part of the project will consider providing Capacity building trainings to the teachers of the schools in the South East Asia which participated in the study through On-line classes and Webinar. Australia as our partner country will support the program by providing lecturers and trainers along Culture-Based Education for Kindergarten and Indigenous Knowledge.
8 Dr Safendrri Ragamustari
Indonesia
Director
School of Government and Public Policy Indonesia
Proposal Asset-based Community Development (ABCD) Training for the Village Community at Hambalang Village, Bogor, West Java, Indonesia Asset-based Community Development (ABCD) is a popular approach for community empowerment being done in many countries. Australia is one the countries who has adopted this method. As an example, Newcastle University has used the ABCD approach for community service and learning through their Family Action Centre. Jeder Institute is another example of an Australian institute that uses the ABCD method to elicit the potentials within communities, instill confidence of members in the community to have positive contribution, and mobilize assets of the community to solve problems that they face.

The School of Government and Public Policy Indonesia (SGPP) is interested in using the tools that have already been well developed in Australia to establish a learning and community service center in Hambalang Village. SGPP has decided to undertake this project to fulfill its institutional function of conducting education, research and community service.

SGPP has chosen this village, which has an area of 2,447 hectares, because of several reasons. The first reason is because SGPP is located within the village. And as a member of the community, SGPP wants to be more involved in the betterment of it. The next reason is because SGPP identified that the villagers are currently facing uncertainty due to fundamental changes of land usage and ownership in the village. At the same time, the villagers, who previously were farmers (70% of the villagers were farmers, and are now without any jobs), do not have the knowhow to go through the transition. The project’s goal is to educate the villagers to have resilience in facing the changes using the assets that they have.

ABCD training for the community of Hambalang Village will be started with a mapping of human resources (actors) and assessing the needs of the participants. Human resource mapping and assessment will be done by two SGPP faculty members and two SGPP students (Master students in the Master of Public Policy Program). The expected outcomes are: 1) the identification of certain people who have the potential to be change makers and have interest in following the ABCD training; and 2) identification of knowledge material that needs to be given in the training. From the two outcomes, a curriculum and training module will be prepared. Two SGPP faculty members will prepare the curriculum and module.

The training will use conventional classroom sessions and field practices to map potentials and assets owned by the community. Priority will be given to villagers in sector 2 segment 5 of Hambalang Village, in which land conversion is happening at a higher rate. In addition, the location is also close to SGPP Indonesia Campus. The in-class training will be conducted for 2 days, while the field practice will also be conducted for 2 days. The results of the asset and potential mapping will then be used as the base for an intermediate training session for one day to prepare an action plan to mobilize the assets that are available in the community. The action plan will be practiced and communicated to the leaders of the community for one day. The last step of the training is to prepare a report of the whole training session (in and outside the classroom). In-classroom trainings will be conducted at SGPP Indonesia, and field practices will be conducted at Hambalang Village.
9 Dr Ikhfan Haris
Indonesia
Lecturer
Faculty of Education, Universitas Negeri Gorontalo
Proposal Developing Effective Supervision Model for School Supervision in Special region (3T) in Indonesia School supervisors have an important role to play in supporting principals and teachers to improve the quality of education delivered in Indonesia’s schools, and in strengthening the capacity of principals and teachers to deliver on this goal.

In Indonesia’s “3T’ areas” extremes of geography and lower levels of financial and human resource capacity are preventing effective supervision occurring. 3T’ areas is areas classified as remote (terpencil), disadvantaged (tertinggal) and on Indonesia’s borders or outlying (terdepan/terluar); as per Presidential Regulation No. 131/2015. Schools in remote and in the outermost areas may only receive one supervision visit per year – if at all. But if the Ministry’s aim to reduce disparity between ‘3T’ areas and the rest of Indonesia is to be achieved, the school supervisor function (as one key input to better schools) needs to be performing much more effectively than it is currently.
This project is dealing with an establishing a conceptual effective supervision model for school supervision in special regions (3T) in Indonesia. The main objective of this project is establishing an effective supervision model for school supervision in special regions (3T) in Indonesia. By establishing the model, this research can be benefit and useful contributing in: (1) improving the quality of education service in special regions through effective and efficient supervision upon the delivery of education for each educational unit (school) according to the eight National Education Standards (NES) and (2) assuring the education deliveries/practices in special regions happen according to the Indonesian national laws and regulations. In addition, the research will examine and provide information on approaches to school supervision for remote, disadvantaged and border/outlying areas utilised in other countries and it may be adopted or adapted to the unique environment in the ‘3T’ areas in Indonesia.

In designing the conceptual effective supervision model for school supervision in special regions (3T) in Indonesia, this research project uses Research and Development (R & D) approach by adapting Borg and Gall Model. This study employs questionnaire, structured observation and interview as well as document analysis/ review of literature and other documentation on school supervision models in remote, border/outlying and disadvantaged areas used in other countries as benchmarking against international school supervision practices. Anticipating that proposed school supervision models specific to 3T-type areas may not be readily identified in Indonesia, the research allowed for inclusion of general models of school supervision in other countries with similar geographic constraints, such as the Philippine and Australia, which has many schools located in rural or remote areas .
10 Dr Doria Abdullah
Malaysia
Senior Lecturer / Senior Manager (Business Services)
Transnational Education Division, UTM School of Professional and Continuing Education (UTMSPACE)
Proposal The State of Play for Lifelong Learning in Southeast Asia Lifelong learning was introduced in the late 1960s by UNESCO as a concept to encourage continuous educational experiences throughout each person’s lifespan, and a fundamental force of transformation to society. Through lifelong learning, an individual’s education pathway is adaptive, responsive, and flexible, where he/she strives to acquire knowledge, values, skills and understanding throughout his/her lifetime, in order to cushion the impact of social, economic, and cultural change on individuals and organisations. The concept gained traction from the 1990s, where international policy agencies and national governments have called for lifelong learning as a policy instrument for societal development and growth.

The SEAMEO Regional Centre for Higher Education and Development (SEAMEO-RIHED), in collaboration with the Ministry of Education Singapore, hosted the 2018 Southeast Asian Higher Education (SEA-HiEd) Forum on Lifelong Learning for Skills and Employability on 27 April 2018. During this forum, ministry representatives from the 11 member countries in Southeast Asia presented their policies, strategies, and practices of lifelong learning. It was found that the concept of lifelong learning is translated, pursued, and implemented differently across individual countries. Clusters of countries with various stages of development emerge; some have specialised focus on lifelong learning, while others are still making sense of lifelong learning as part of a broader educational agenda for the masses. Based on the country report presentations, it was also found that scholarship and general reporting on lifelong learning that is specific to Southeast Asia was scarce and lacking, presenting good opportunity to research and review the subject in greater detail.

This project aims at reviewing implementation of lifelong learning in Southeast Asia, following up on the initial insights obtained by the author during the 2018 SEA-HiEd Forum. Focusing on the 10 member countries in the region, it reports on current implementation status, identifies challenges that undermine implementation, and recommends priority areas for consideration for individual countries, as well as across the region. It is argued that the agenda on lifelong learning for Southeast Asia is greater than the conventional notion on continuous learning, skills upscaling, and professional development. Lifelong learning widens access for education, preserves cultures and traditions that are unique to the region, and ensures growth of national economies, particularly the small and medium enterprises (SMEs), as they account for more than 96% of all enterprises and 50% to 85% of domestic employment.

This project aims to be a short-term initiative that would lead on to more specific and long-term projects in the future. The proposed duration of study is 6 months, concentrating on gathering country-specific policies, strategies, and practices on lifelong learning in Southeast Asia. At the end of the study, a report detailing the state of play for lifelong learning in Southeast Asia is presented. The key stakeholder for collaboration is the SEAMEO-RIHED, with the UTM School of Professional and Continuing Education (UTMSPACE), an institute of lifelong learning in Malaysia, leading the project.

 

SEAMEO-Australia Education Links Award 2018 Evaluation Committee

The Evaluation Committee consists of experts and representatives from the Australian Government, SEAMEO Secretariat, SEAMEO Regional Centres, and UNESCO

Name Position & Organization
Ms Sylvia Schmidt Senior Policy Officer
Partnership Development /Access Branch
International Group
Australian Government Department of Education and Training
Ms Phunyanuch Pattanotai Programme Director
SEAMEO RIHED
Dr Noel Hidalgo Tan Senior Specialist in Archaeology SEAMEO SPAFA
Prof Dr Ma Sandra B Tempongko   Deputy Coordinator
SEAMEO TROPMED Network
Jun Morohashi Head of Executive Office & Regional Programme Coordinator
UNESCO Bangkok
Dr Ethel Agnes Pascua Valenzuela Deputy Director for Programme
and Development
SEAMEO Secretariat

Secretariat:
Ms Anti Rismayanti
Programme Officer III, SEAMEO Secretariat, Bangkok, Thailand
For more information, please contact the SEAMEO Secretariat
Mom Luang Pin Malakul Centenary Building

920 Sukhumvit Road, Bangkok 10110, THAILAND
Tel +66(0) 2391-0144, Fax +66(0) 2381-2587
Email: anti@seameo.org or secretariat@seameo.org
http://www.seameo.org or the Ministry of Education
and SEAMEO Regional Centre in your country.

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About SEAMEO-Australia Education Links Award (SAELA)

About SEAMEO-Australia Education Links Award (SAELA)

SAELA seeks to acknowledge and reward innovative projects or proposals that demonstrate one or more of the following:

  1. Effective and inspiring efforts of individuals, groups of people, education institutions or organizations to improve education cooperation and linkages across the SEAMEO region and between SEAMEO member countries and Australia;
  2. Recognition of diversity of individuals and sectors in promoting cross-border partnerships on education and thereby inter-cultural understanding;
  3. Support to integration/regionalization of education while promoting the importance of and respect for local wisdom;

The innovation will be in the field of education cooperation between Australia and Southeast Asia.

Entry for SAELA consideration can be either:

  1. Existing project on education cooperation between Australia and Southeast Asia
  2. Proposal on education cooperation between Australia and Southeast Asia that could later be implemented in the Southeast Asian context, possibly in cooperation with SEAMEO.

Winning project or project proposal is:

  1. Innovative and demonstrates development and/or implementation of an idea, a tool, a model or initiative that helps improve education cooperation between Australia and Southeast Asia.
  2. Effective and highlights positive results of education cooperation between Australia and Southeast Asia such as:
    • transfer of new ideas between countries
    • expansion of educational opportunities
    • improvement of education quality
    • formation of long-term people-to-people links
    • promotion of mutual understanding
  3. Dynamic and involves various individuals and sectors in the promotion of cooperation in education between Australia and Southeast Asia
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Examples of Eligible Entries

Entries should present excellent examples of education-related initiatives (either ongoing or proposed) in Southeast Asia and with participation of a country or countries in Southeast Asia and Australia. Entries could be (but not limited to) the following:

    • capacity development for teachers
    • support for development of curriculum and educational materials
    • research consortium
    • advocacy and networking
    • media collaboration
    • community-based development work

Initiatives and proposals should demonstrate the links created or to be created between a country or countries in Southeast Asia and Australia. Examples of these are cooperation in providing technical expertise, adopting/adapting noteworthy practices, technology transfer, and others.

Proposals however should not be activities that might be more effectively supported through the Australian Government’s Australia Awards scholarships program such as scholarships and research in Australia. For proposals of this nature, see australiaawards.gov.au.

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Who can enter?
  1. SAELA is open to any national (individual or organisation) of a SEAMEO Member Country: Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, the Philippines, Singapore, Thailand, Timor-Leste and Vietnam.
  2. The entrant must be at least 18 years old.
  3. Never won any SEAMEO Awards for the past three years.
  4. Staff members of the SEAMEO Secretariat, SEAMEO Regional Centres and their employees and families are not qualified to compete for this Award.
  5. By submitting an entry, the applicant gives SEAMEO Secretariat and the Australian Government permission to use the information submitted including photos for publication and publicity purposes.
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How to enter?
  1. Entrants must complete an Online Entry Form at http://link.seameo.org/form-saela2018 Neither printing nor manual mail is required.
  2. Follow closely the instructions in the online entry form.
  3. A confirmation email will be sent to entrant’s registered email address immediately after submission. Acknowledgement email for the receipt of your entry will also be sent by SEAMEO Secretariat.
  4. The online entry form allows for editing and update, and can be done before the deadline.
  5. The deadline for submission of entries is at 23.59hrs, 27 Sep 2018 (+7 UTC).
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Assessment Criteria and Selection Process
  1. SAELA Evaluation Committee consists of experts from Southeast Asia and representatives from SEAMEO Secretariat, SEAMEO Centres, the Australian Government, SEAMEO’s partner organisations like UNESCO, and other relevant bodies with expertise in educational fields.
  2. The evaluation will be based on the merit of the proposal as indicated by:
    • Innovation, practicability and originality
    • Scope for replication and expansion
    • Value for money and sustainability
    • Benefit and relevance to Southeast Asia and linkages to Australia through the transfer of new ideas, broadened educational opportunities, improvements to education quality, formation of long-term people-to-people links and improvements to mutual understanding to the benefit of all parties.
Details of the Award
  1. Winner will receive a grant of AUD$10,000, to support activities of the winning project.
  2. Entrants must specify proposed use of the grant in the entry form. It can be for participation in conferences; delivery of training courses; academic exchange programs; cooperation between education institutions; internship programme; expansion of an existing project; purchase of project-related materials and equipment; or other related activities.
  3. Winner is expected to submit a report to SEAMEO after the conclusion of the Project, including information on how the grant money was used.
  4. Winner will receive the grant and Plaque of Recognition at the 41th SEAMEO High Official Meeting, 28 – 29 November 2018 in Bangkok. A round-trip economy air ticket from his/her home country will be provided, including pre-determined accommodation and stipend to receive a plaque of recognition.
  5. For a winning entry developed by a group or organization, only one representative will be invited to the Awarding Ceremony.
  6. Winner will be notified by the SEAMEO Secretariat. Information on the awarding ceremony and winner’s attendance will be provided.
  7. SAELA Rules and Regulations can be modified or amended without prior notice, by the Organisers.
Timeline

Further information please contact:

Ms. Anti Rismayanti
Programme Officer for Information & Development
SEAMEO Secretariat, Bangkok, Thailand
Email: anti@seameo.org; saela@seameo.org

Announcement of Winner

The Southeast Asian Ministers of Education Organization (SEAMEO) Secretariat 
expresses thanks to all educators who participated in the SEAMEO-Australia Education Links Award 2016/2017  and announces the winning entry as follows:

“Proposal on IT-HELPS: Australia-Vietnam Telecollaboration for Intercultural Language Education”

Contact Person: 

Ms Nguyen Thi Khoi Bui
An Giang University
Faculty of Foreign Languages, An Giang University
18 Ung Van Khiem, Long Xuyen City
An Giang Province, Vietnam

The following are the top 10 entries listed down in no particular order.

No. Proponent & Country Position and Affiliation Nature of Project Project Title and Brief Project Description
1 Mr I Ketut Kertayasa
Indonesia
Lecturer Proposal Increasing confidence of students with disabilities through published programs

This project will be held at Sekolah Luar Biasa (SLB)-ABCD Muhammadiyah Palu, Central Sulawesi. The programs will be
started by making a website to publish information about the way to help disability students and their activities at school in form of narrative or video. Therefore, their parents, family, and community will be easier to support them increasing their confidence. In addition, this website will contain information about success people who have disabilities. The second program is training for their teacher. Most of the teachers are incompetent because they are volunteers who come from different basic knowledge. By conducting trainings, the teachers will be able to help students
more professionally. The third program is applying the knowledge to the students. The last is holding events, all students will perform his or her abilities or skills and afterwards they will get rewards based on what they need.
2 Ms Winny Berliana
Indonesia
International Office Universitas Jambi Proposal Making Lacak Training for Healed Declared Patients at Mental Hospital in Jambi: The Road to Inclusive Creativity

The project is about giving sewing training to patients at a mental hospital who are declared healed by the hospital and are ready to go back to society. Currently, there is a growing awareness that healed patients are not ready to go back to community due to lack of life skill, whereas, life skill is important not only to gain community trust on them but also to earn money for them. For this reason, providing life skill training is a priority in this project. The life skill that will be given to the patients is sewing skill.
3 Assoc Prof Dr Sau Cheong Loh
Malaysia
Associate Professor
University of Malaya
Proposal Inclusive Education in ASEAN Member Countries: Concepts, Legal and Policy Frameworks, Initiatives and Provisions, Best Practices, Challenges and Future Directions

The study intends to develop an explanatory frameworks which
may be interpreted to inform future policy and practice in relation to developing inclusive schools for ASEAN nations. The research will specifically look into the aspects of similarities and differences
which are apparent in the journeys of the ten ASEAN countries towards inclusive education in relation to i) the emergence and alignment of concepts of inclusive education at the different system levels; ii) emergence of systemic structures, legal
frameworks and policies for supporting inclusive practice; iii) key
practices to foster inclusive education, iv) challenges and barriers to inclusive practice; v) future plans and goals for developing inclusive systems and practices; and vi) patterns of governance,
cultural, funding and educational systems associated with inclusion.
4 Mr Ernani Fernandez
Philippines
Master Teacher II
Palo National High School
On-going Developing 21st Century Skills through ICT and Digital Literacy Tutorial: A Community Outreach Program to Underprivileged Students in Palo, Leyte

One of the goals of the Department of Education (DepEd) in the Philippines is the development of the ICT and digital literacy skills of the learners to prepare them in the challenges brought by this generation. The 21st century skills such as collaboration, critical thinking, creativity and communication are just few of the skills which are vital for the success of the students. The constant support of DepEd in all schools in the Philippines can be seen with the different programs and projects implemented in school. One of it, is the DepEd Computerization Program (DCP) in which computers and other equipment are donated to the public schools. However, not all schools are recipients of the program and teachers need to be trained to facilitate quality learning. Hence, a group of teachers was organized and conducted a community outreach program which catered ICT and digital literacy tutorial to underprivileged elementary students in the locality of
Palo, Leyte. Using the BYOD Strategy or “Bring Your Own Device”, teachers who own a laptop joined and volunteered in the project.
5 Mr Galcoso Alburo
Philippines
Programme Supervisor
Department of Education-Marikina City
Proposal PAKYAW-ONE: A Cross-Culturally Relevant All-in-One Project-
Based Learning Approach for Australian and South East Asian
Students

“Pakyaw-One” is a compound word derived from Pakyaw , a Filipino word means “all-in or all-together” and an English word One. Generally, the title means “All-in-One.” This project is a
“cross-culturally relevant all-in-one project-based learning approach” crafted for Australian and South East Asian Students (grade 10 only for the initial implementation) using the six components (1.) Unified and integrated curriculum standards (English, Science, Mathematics or all subject/learning areas) (2.) Collaborative planning (3.) Mix classroom settings (4.) Project-Based Learning approach with output (5.) Extended Partnerships (6.) Intensive and extensive monitoring. The project shall run for ten (10) months for the initial implementation. This can be participated by five (5) or more SEAMEO Member Countries including Australia.
6 Mr Jeovanni Jr Soncio
Philippines
Teacher
Philippine Science High School-SRC
Proposal “Salakyang Pang-eskwela” – Mobile School

The Philippine Science High School System is a specialized public high school in the Philippines which operates under the
Department of Science and Technology (DOST). It is considered as the top high school in the country and viewed to be one of the best in the ASEAN region. It offers scholarship for Filipino students with high aptitude in Sciences and Mathematics, and with advanced
training on research. Under this mandate, the Philippine Science High School-SOCCSKSARGEN Region Campus (PSHS-SRC) in cooperation with the Department of Education (DepEd) in Region XII is conceptualizing a portable learning facility to make the government programs accessible to the indigenous people in
Southern Mindanao. It aims to support, sustain and improve the educational practices of far-flung schools and the indigenous people in the remote areas for them to be eligible for the scholarship of Philippine Science High School-System.  
7 Dr Veronica Aquino
Philippines
Director, External Affairs and International Linkages and Dean, Institute of Graduate Professional
Studies
Lyceum-Northwestern University
Proposal Linkage Programme on Australia-Philippines Initiative: Maximizing
the Utilization of Resources Focused on Capacity Development of
Professionals via the Customized Curriculum

In our desire to achieve international recognition and produce globally competitive professionals, this innovative education project was crafted and developed to promote the transfer of new
ideas and improve education quality. We strongly believe that global education + global networks = global opportunities.
The project is significant in the sense that it will serve as a meaningful instrument in strengthening mutual understanding and
cooperation between Australia and the Philippines through the initiative of the Lyceum- Northwestern University (L-NU) in Dagupan City, Pangasinan.
8 Dr Kanchulee Punyain
Thailand
Senior Core Trainner
The Little Scientist House Thailand
On-going The Little Scientist's House: Inclusive early childhood science
education – reducing barriers The Little Scientist’s House Project devotes itself to promote science among pre-school children. This foundation is a
collaboration between the private sector and government, and has done an effective job in promoting science in inclusive pre-schools, not only at a very fast rate, but also with high standard. This project will revolutionize the inclusive pre-school education system. Children will no longer just take whatever information that is fed to them. We will teach them to be active thinkers, to be curious, ask questions and search for answers, which will have a positive effect on teachers, who will also have to improve themselves
continuously. Most importantly, students from this project will grow up to be future scientists and engineers, and become an important human resource for the development of the country’s economy.  
9 Ms Nguyen Thi Khoi Bui
Vietnam
Lecturer of English
An Giang University
Proposal IT-HELPS: Australia-Vietnam Telecollaboration for Intercultural
Language Education

This project is for language teacher capacity development in using
telecollaboration (online intercultural exchange) models to connect language classes in Vietnam and Australia towards developing language learners’ intercultural competence and language
proficiency. The proposed project includes two phases, and will be undertaken for 12 months from August 2017 to August 2018.
10 Mr Quan Nguyen Hai
Vietnam
Co-founder and Director of
Studies
Gia Viet English Language School
On-going Mekong TESOL Teaching and Researching Capacity Enhancement
Project

This project aims to develop a sustainable platform for enhancing teaching and researching capacity and skills of Vietnamese teachers of English as a foreign language (EFL) in the Mekong
Delta (MD). A vital component of the project is the cooperation between Australian TESOL experts and local Vietnamese English teachers. The successful pilot stage was initiated in 2016 through collaboration between Gia Viet English Language School (GVLS), Can Tho City, Vietnam, and the University of Wollongong (UOW), Australia.

 

SEAMEO-Australia Education Links Award 2016/2017 Evaluation Committee

The Evaluation Committee consists of experts and representatives from the Australian Government, SEAMEO Secretariat, SEAMEO Regional Centres, and Partner Organizations, UNESCO and UNICEF.

Name Position & Organization
  1. Ms Karen Welsh
Counsellor (Education and Science)
Australian High Commission, Kuala Lumpur
  1. Ms Ramya Vivekananda
Programme Specialist
UNESCO Asia-Pacific Regional Bureau for Education
  1. Dr Akihiro Fushimi
Regional Education Specialist
UNICEF East Asia and Pacific Regional Office (EAPRO)
  1. Mr Philip Masterson
Programme Officer
SEAMEO RIHED
  1. Dr Noel Tan
Senior Specialist in Archaeology SEAMEO SPAFA
  1. Prof Dr Ma Sandra B Tempongko
 
Deputy Coordinator
SEAMEO TROPMED Network
  1. Dr Ethel Agnes Pascua Valenzuela
Deputy Director for Programme
and Development
SEAMEO Secretariat

Secretariat:

Ms Anti Rismayanti
Programme Officer III, SEAMEO Secretariat, Bangkok, Thailand

 

For more information, please contact the SEAMEO Secretariat
Mom Luang Pin Malakul Centenary Building
920 Sukhumvit Road, Bangkok 10110, THAILAND
Tel +66(0) 2391-0144, Fax +66(0) 2381-2587
Email: anti@seameo.org or secretariat@seameo.org
http://www.seameo.org or the Ministry of Education
and SEAMEO Regional Centre in your country.

 

 

About SEAMEO-Australia Education Links Award (SAELA)

About SEAMEO-Australia Education Links Award (SAELA)

SAELA seeks to acknowledge and reward innovative projects or proposals that demonstrate one or more of the following:

  1. Effective and inspiring efforts of individuals, groups of people, education institutions or organizations to improve education cooperation and linkages across the SEAMEO region and between SEAMEO member countries and Australia;
  2. Recognition of diversity of individuals and sectors in promoting cross-border partnerships on education and thereby inter-cultural understanding;
  3. Support to integration/regionalization of education while promoting the importance of and respect for local wisdom;

The innovation will be in the field of education cooperation between Australia and Southeast Asia.

Entry for SAELA consideration can be either:

  1. Existing project on education cooperation between Australia and Southeast Asia or between a country in Southeast Asia or within Southeast Asia; or
  2. Proposal on education cooperation between Australia and Southeast Asia or a country in Southeast Asia, or within Southeast Asia, that could later be implemented in the Southeast Asian context, possibly in cooperation with SEAMEO.

Winning project or project proposal is:

  1. Innovative and demonstrates development and/or implementation of an idea, a tool, a model or initiative that helps improve education cooperation between Australia and Southeast Asia or within Southeast Asia.
  2. Effective and highlights positive results of education cooperation between Australia and Southeast Asia such as:
    • transfer of new ideas between countries
    • expansion of educational opportunities
    • improvement of education quality
    • formation of long-term people-to-people links
    • promotion of mutual understanding
  3. Dynamic and involves various individuals and sectors in the promotion of cooperation in education between Australia and Southeast Asia

 

Examples of Eligible Entries

Entries should present excellent examples of education-related initiatives (either ongoing or proposed) in Southeast Asia and with participation of a country or countries in Southeast Asia and Australia. Entries could be (but not limited to) the following:

  • capacity development for teachers
  • support for development of curriculum and educational materials
  • research consortium
  • advocacy and networking
  • media collaboration
  • community-based development work

Initiatives and proposals should demonstrate the links created or to be created between a country or countries in Southeast Asia and Australia. Examples of these are cooperation in providing technical expertise, adopting/adapting noteworthy practices, technology transfer, and others.

Proposals however should not be activities that might be more effectively supported through the Australian Government’s Australia Awards scholarships program such as scholarships and research in Australia. For proposals of this nature, see australiaawards.gov.au.

 
Who can enter?
  1. SAELA is open to any national (individual or organisation) of a SEAMEO Member Country: Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, the Philippines, Singapore, Thailand, Timor-Leste and Vietnam.
  2. Entrants must be at least 18 years old.
  3. Staff members of the SEAMEO Secretariat, SEAMEO Regional Centres and their employees and families are not qualified to compete for this Award.
  4. By submitting an entry, the entrant gives SEAMEO Secretariat and the Australian Government permission to use the information submitted including photos and other media for publication and publicity purposes.
 
How to enter?
  1. Entry is by an Online Entry Form at http://www.seameo.org/go/saela4.
  2. Follow closely the instructions in the online entry form. Screenshot of the form in PDF format is available here for your reference. However submission must be through the online form only
  3. Entrants are encouraged to use social media platforms like blogs, Facebook page, or YouTube video to document and promote their projects or proposals.
  4. A confirmation email will be sent to entrant’s registered email address immediately after submission. Formal acknowledgement email for the receipt of your entry will also be sent by SEAMEO Secretariat.
  5. The online entry form allows for editing and update, and can be done before the deadline.
  6. The deadline for submission of entries is at 23.59 hrs, 31 May 2017 (+7 UTC).
 
Assessment Criteria and Selection Process
  1. SAELA Evaluation Committee consists of experts from Southeast Asia and representatives from SEAMEO Secretariat, SEAMEO Centres, the Australian Government, SEAMEO’s partner organisations like UNESCO, and other relevant bodies with expertise in educational fields.
  2. The evaluation will be based on the merit of the proposal as indicated by:
    • Innovation, practicability and originality
    • Scope for replication and expansion
    • Value for money and sustainability
    • Benefit and relevance to Southeast Asia through the transfer of new ideas, broadened educational opportunities, improvements to education quality, formation of long-term people-to-people links and improvements to mutual understanding to the benefit of all parties.
 
Details of the Award
  1. Winner will receive a grant of AUD$10,000 to support activities of the winning project.
  2. Entrants must specify proposed use of the grant in the entry form. It can be for participation in conferences; delivery of training courses; academic exchange programs; cooperation between education institutions; internship programme; expansion of an existing project; purchase of project-related materials and equipment; or other related activities.
  3. Winner is expected to submit a report to SEAMEO after the conclusion of the Project, including information on how the grant money was used.
  4. Winner will be honoured and receive the grant and Plaque of Recognition at the 49th SEAMEO Council Conference, 24 – 26 July 2017 in Indonesia. A round-trip economy air ticket from his/her home country will be provided, including pre-determined accommodation and stipend.
  5. For a winning entry by a group or organization, only one representative will be invited to the Awarding Ceremony.
  6. Winner will be notified by the SEAMEO Secretariat. Information on the awarding ceremony and winner’s attendance will be provided.
  7. SAELA Rules and Regulations are subject to modification or amendment without prior notice by the Organisers.
 
Timeline for SAELA4

For more information, please contact: SEAMEO Secretariat Mom Luang Pin Malakul Centenary Building
920 Sukhumvit Road, Bangkok 10110, THAILAND, Tel +66(0) 2391-0144, Fax +66(0) 2381-2587
Email: secretariat@seameo.org, Web: http://www.seameo.org

SUBMISSION NOW CLOSED

Announcement of Winner

Southeast Asian Ministers of Education Organization (SEAMEO) Secretariat 
expresses thanks to all educators who had participated in the SEAMEO-Australia Education Links Award 2015/2016, and announces the winning entry as follows:

Optimising the Potential of Early Childhood Development Through “TAB”, Using Packages of Toys and Books In a Reading Challenge Programme

by
Ms Mia Damayanti
SMA Negeri 1 Cisarua Kabupaten Bandung Barat
Indonesia 40513

The following are the Top 5 entries listed down in no particular order.

 

Proponent & Country Affiliation and Position Nature of Project  Brief Project Description and
Nature of Support Needed
1. Ms Mia Damayanti

(on behalf of organisation)

INDONESIA
SMA Negeri 1 Cisarua Kbupaten Bandung Barat

Teacher/Project Leader
Proposal Optimising the Potential of Early Childhood Development Through “TAB”, Using Packages of Toys and Books In a Reading Challenge Programme.

Literacy project aimed at children in West Java Province, Indonesia

Grant will be spent to facilitate training session, purchase of books and educational toys, support administration and operational matters, transport, and monitoring activity.
2. Ms Maniga Thongkong

(on behalf of organisation)

THAILAND
Institute Technology of Ayothaya

MBA Curriculum Instructor
On-going Project STEM Education for Early Childhood Care and Education

Use of teaching and learning tools in teaching STEM to young children

Grant will be used for the development of “high technology instructional media”.
3. Ms Jarcellyn Joy Dagoc

PHILIPPINES
Department of Education SPED Teacher-I

Teacher
Proposal   School Gardening: A Key to Healthy Tummy, Healthy Mind, Healthy ME

Community involved gardening and feeding programme in the school

Grant is needed for programme advocacy, tools and materials for school garden
4. Mr Richard Cañas

PHILIPPINES
Department of Education, Division of Camarines Sur, Limbanan North DIstrict

District Guaidance Coordinator
Proposal Philippines-Australia Partnership: Contextualisation and Integration of Child Protection and Disaster Risk Reduction Management Curriculum in the K-12 Basic Education Programme

Training for teachers and reproduction of materials and management and education on child protection and Disaster Risk Reduction (DRR)

Grant is needed for training of trainers, travel expenses, reproduction of materials, management, monitoring and evaluation
5. Mohd Sirhajwan Idek

(on behalf of organisation)

MALAYSIA
Keningau Vocational College Proposal Malaysia-Australia Philosothon

Visit and workshop programme to Australia on ‘Philosothon’, a philosophical and ethical discussion to develop higher order thinking skills and communication skills through “community of enquiry” on the theme “Early Childhood Care and Education”.

Grant is needed for travel, accommodation and other expenses during the workshop.

 

SEAMEO-Australia Education Links Award 2014/2015 Evaluation Committee

  1. Ms Kim Cleary
    Counselor (Education and Science), Australian Embassy, Hanoi,
    Vietnam

  2. Ms Mami Umayahara
    Chief of the Director’s Office and Programme Cycle Management
    Specialist, Education Sector,
    UNESCO, Asia-Pacific Regional Bureau for Education, Bangkok

  3. Dr Derek Pornsima
    Chairman of National Internal Quality Assurance Committee for Basic EducationAdvisor to the Office of Teachers’ Council of Thailand

  4. Dr Kusalin Musikul
    Assistant to the IPST President (Compulsory Science)
    The Institute for the Promotion of Teaching Science and Technology (IPST)

  5. Dr Tepkanya Promkatkeaw
    Specialist (Science Education)
    Department of Primary Science and Early Childhood,
    The Institute for the Promotion of Teaching Science and Technology (IPST)

  6. Mrs Ganigar Chen
    Core Trainer of the Little Scientist House Project
    Director of the Office of Public Awareness of Science, National Science Museum Thailand

  7. Dr Ethel Agnes Pascua Valenzuela
    Deputy Director for Programme and Development,
    SEAMEO Secretariat

Secretariat:

  • Mr Ismariwan Shamsudin
    Programme Support Officer, SEAMEO Secretariat, Bangkok, Thailand

 

A joint initiative of the
Southeast Asian Ministers of Education Organization (SEAMEO)
and the Government of Australia
to promote education links between
SEAMEO and Australia
in Southeast Asia
and beyond

Background

From year 2000 to 2010, SEAMEO and Australia implemented the SEAMEO-Australia Press Award which aimed to improve the visibility of SEAMEO through recognition of excellent coverage of education issues in Southeast Asia. The Award focused on the search for outstanding pieces of writing on education issues by journalists and educators. Eleven annual award cycles were conducted from year 2000 to 2010. The joint project had paved the way for greater discussion on many facets of education including challenges in providing quality education for all; as well as the promotion of cooperation in education between Southeast Asia and Australia.

During the 34th SEAMEO High Officials Meeting in January 2012, Australia announced the development a new Award that would include a broader scope of education-related activities; and would be open to individuals working on education policy and cooperative activities.

Subsequently, the SEAMEO Secretariat and the Australian Education International, Australian Embassy Bangkok coordinated and in the development of the second phase of the SEAMEO-Australia award called “SEAMEO-Australia Education Links Award”.

The Southeast Asian Ministers of Education Organization (SEAMEO) and the Government of Australia announce the call for applications for the SEAMEO-Australia Education Links Award 2015/2016.

The SEAMEO-Australia Education Links Award gives recognition and financial assistance to projects or proposals that demonstrate education cooperation between Australia and Southeast Asia to bring about a better quality of life through positive relations, education advancement, cultural harmony, innovation, and research.

The objectives of the SEAMEO-Australia Education Links Award are:

  1. Showcase education, training and research cooperation activities and the value these have in fostering stronger people-to-people and institutional links;
  2. Provide the opportunity for sharing and learning of new ideas on education cooperation; and
  3. Promote the development of effective education partnerships between countries, organizations, and communities.

THE AWARD

The SEAMEO-Australia Education Links Award seeks to acknowledge and reward innovative projects or proposals that demonstrate one or more of the following:

  • effective and inspiring efforts of individuals, groups of people, education institutions or organizations to improve education cooperation and linkages across the SEAMEO region and between SEAMEO member countries and Australia;
  • recognition of diversity of individuals and sectors in promoting cross-border partnerships on education and thereby inter-cultural understanding;
  • support to integration/regionalization of education while promoting the importance of and respect for local wisdom;

The innovation will be in the field of education cooperation between Australia and Southeast Asia.

An entry for the contest must be either:

  1. An existing project on education cooperation between Australia and Southeast Asia or a country in Southeast Asia; or
  2. A proposal on education cooperation between Australia and Southeast Asia or a country in Southeast Asia, or within Southeast Asia, that could later be implemented in the Southeast Asian context, possibly in cooperation with SEAMEO

A winning project or proposal is:

  1. Innovative and demonstrates development and/or implementation of an idea, a tool, a model or initiative that helps improve education cooperation between Australia and Southeast Asia or within Southeast Asia.
  2. Effective and highlights the positive results of education cooperation between Australia and Southeast Asia such as:
  • transfer of new ideas between countries
  • expansion of educational opportunities
  • improvement of education quality
  • formation of long-term people-to-people links
  • promotion of mutual understanding
  1. Dynamic and involves various individuals and sectors in the promotion of cooperation in education between Australia and Southeast Asia

EXAMPLES OF ELIGIBLE ENTRIES

Entries could present examples of education-related initiatives (either ongoing or proposed) which are implemented or to be implemented in Southeast Asia and with participation of a country or countries in Southeast Asia and Australia. Entries could be (but not limited to) the following:

  • capacity development for teachers
  • support for development of curriculum and educational materials
  • research consortium
  • advocacy and networking
  • media collaboration
  • community-based development work

Initiatives and proposals should demonstrate the links created or to be created between a country or countries in Southeast Asia and Australia. Examples of these are cooperation in providing technical expertise, adopting/adapting noteworthy practices, technology transfer, and others.

Proposals however should not be activities that might be more effectively supported through the Australian Government’s Australia Awards scholarships program such as scholarships and research in Australia.

For proposals of this nature, please see http://www.australiaawards.gov.au/

WHO CAN APPLY?

  1. The Award is open to any national (natural person or body corporate) of a SEAMEO Member Country. The SEAMEO Member Countries are Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, the Philippines, Singapore, Thailand, Timor-Leste and Vietnam.
  2. The applicant, where a natural person, must be at least 18 years old.
  3. Members of the SEAMEO Secretariat, the SEAMEO Regional Centres and their employees and families are not qualified to apply for this Award.
  4. By submitting an entry, the applicant gives SEAMEO and the Australian Government permission to use the information submitted including photos for publication purposes.

INSTRUCTIONS FOR APPLICATION

  1. Applicants must complete the application form. The form can be downloaded here.
  2. Applications can be submitted in hard copy or email.

    1. Hard copy applications: Download and complete the Application Form and send by post with the required supporting documents to:

      The SEAMEO-Australia Education Links Award 2015
      SEAMEO Secretariat
      Mom Luang Pin Malakul Centenary Building
      920 Sukhumvit Road, Bangkok 10110, THAILAND
    2. Email applications: Download and complete the Application Form and email to seameo-australia-award@seameo.org. Attach in the email all required supporting documents.
  3. Last day for submission of entries is 6 October 2015.

ASSESSMENT CRITERIA AND SELECTION PROCESS

  1. The Evaluation Committee consists of experts from Southeast Asia and representatives from UNESCO, the SEAMEO Secretariat, SEAMEO Centres, and the Government of Australia.
  2. The evaluation will be based on the merit of the proposal as indicated by:

    1. Innovation, practicability and originality
    2. Scope for replication and expansion
    3. Value for money and sustainability
    4. Benefit and relevance to Southeast Asia through the transfer of new ideas, broadened educational opportunities, improvements to education quality, formation of long-term people-to-people links and improvements to mutual understanding to the benefit of all parties.

DETAILS OF THE AWARD

  1. The winner will receive a grant worth AUD$10,000, which is expected to support activities in relation to the winning innovative idea or project.
  2. The proposed use of the grant must be set out by the applicant in the application. Activities may include participation in conferences; delivery of training courses; academic exchange programs; cooperation between education institutions; internship program; expansion of an existing project; purchase of project-related materials and equipment; and other related activities. The winner will be expected to provide a report to SEAMEO, including information on how the grant money was used.
  3. The winner will be awarded a Plaque of Recognition at the 38th SEAMEO High Official Meeting on 29 November – 2 December 2015 in Bangkok, Thailand.
  4. The winner will receive a round-trip economy air ticket from his/her home country to Thailand, including pre-determined accommodation and stipend to receive a plaque of recognition.
  5. For a winning entry developed by a group or organization, only one representative will be invited to the Awarding Ceremony to receive a plaque of recognition.
  6. The winner will be notified by the SEAMEO Secretariat and such notification will include information for the winner on the award ceremony and his/her attendance at the ceremony.
  7. Each Contestant agrees that the Contest Rules and Regulations that govern this contest can be modified or amended without prior notice, by the Contest Organizers.

TIMELINE

  1. Submission of entries: 5 August to 6 October 2015
  2. Evaluation of entries: 26 - 30 October 2015
  3. Announcement of results: 6 November 2015
  4. Awarding: 29 November - 2 December 2015

Download the SEAMEO-Australia Education Links Award 2015 Call for Entries here.

For more information, please contact the SEAMEO Secretariat
Mom Luang Pin Malakul Centenary Building
920 Sukhumvit Road, Bangkok 10110, THAILAND
Tel +66(0) 2391-0144, Fax +66(0) 2381-2587
Email: secretariat@seameo.org or kanchulee@seameo.org
http://www.seameo.org

or the Ministry of Education
and SEAMEO Regional Centre in your country.

Announcement of Winner

The Southeast Asian Ministers of Education Organization (SEAMEO) Secretariat
expresses thanks to all educators who participated in the SEAMEO-Australia Education Links Award 2014/2015
and announces the winning entry as follows:

Research Proposal on “Indonesia – Australia Initiative: Teacher’s Capacity Development through Project Based Learning Model using Digital Story Telling Project”

by
Ms Finita Dewi
Indonesia Education University
JI. Budi Raya XVII Blok X 12, Bukit Cimindi Raya
Cimahi, West Java
Indonesia 40513

The following are the top 10 entries listed down in no particular order.

 

Proponent & Country

Affiliation and Position

Nature of Project

Brief Project Description and
Nature of Support Needed

1. Dr Adeline Goh Yuen Sze
Brunei
Universiti Brunei Darussalam/ Lecturer Proposal The Significance of Workplace Learning in Vocational Teachers’ Career Lives.

Compare the workplace learning of vocational teachers in two different countries (i.e. Brunei and in SEAMEO member countries) and explore the nature of vocational teachers’ learning within the workplaces and to help teachers to understand how their own working cultures can improve their own learning.

Grant is needed to support travel expenses, research assistant, and consumables.
2. Ms Finita Dewi
Indonesia
Indonesia Education University/ Lecture Proposal Indonesia-Australia Initiative : Teacher’s Capacity Development through Project Based Learning Model Using Digital Story Telling Project

A capacity building t for Indonesian teachers on innovative teaching method and technology literacy through a series of workshop on project based learning, digital storytelling and technology integration in teaching learning process

Grant is needed to organize 3 workshops, partnership implementation, and project website.
3. Ms Yusnimar M. Amin
Indonesia
Putroe Nanggroe Pidie Jaya Foundation/ Head of the Foundation Proposal

MOU with Deakin University, Australia
Education Quality Improvement of Putroe Nanggroe Health Vocational High School

A capacity building of the heard master and teachers which include school visits and professional development in an education department of Deakin University.

Collaboration between Putroe Nanggroe Pidie Jaya Foundation and Deakin University, Australia.

Grant is needed to support travel expenses for a one week visit to Australia.
4. Mr Nantha Kumar Subramaniam
Malaysia
Open University Malaysia (OUM)/ Dean Proposal A study in the Use of Social Media and Its Impact on the Malaysian and Australian Students in the Dynamics of Discussion towards Knowledge Development.

Research on the impact of social media on learning and observe the effect of learner type in using social media for learning

Grant is needed to support travel expenses of 2 members from Malaysia to Australia and Australian researchers to travel to Malaysia, payment for research assistants, and venue for report writing and final deliberation.
5. Mr Amando Perfecto Molin
Philippines
South Hill School, Inc./ Science educator and special projects coordinator Proposal Embedding Environmental Sustainability in Schools Through Enzymatic Composting.

To develop a strategy to incorporate greening practices in community based education through the promotion of enzymatic composition and implementing the involved processes of collection, separation and use of compost products.

Collaborative between South Hill School, Inc. and Queensland University of Technology.

Grant is needed to facilitate the development of strategies of delivery and to find the logistics and machinery of delivery of training to the schools.
6. Jennifer Maire S. Amparo
Philippines
College of Human Ecology, University of the Philippines Los Bonos/Assistant Professor Proposal The use of Integrative and Systems-Based Research Framework: Establishing a Collaborative Learning Platform for Australia and the Philippines for Sustainable ASEAN Food Systems

To pilot-test the implementation of the refined research framework and method which is the product of the Research, Development and Education

Program by their partner institutions (University of the Philippines, Los Bonos, Australian Nation University, and SEARCA)

Grant is needed to support travel expenses of local and international early academics and local researchers to the two project communities including the conduct of the research through secondary data review, key informant interviews and focus group discussions.
7. Ms Dawn Ng
Singapore
National Insittue of Education/Lecturer Ongoing Building Teachers’ Capacity in Incorporating Mathematical Modelling in Primary School

Developing a Professional Development Platform for Teachers to Infuse Modelling task (PDPIMT) in the primary mathematics curricular at year 5 in Singapore and Indonesian schools.

Grant is needed to support all 4 team members to share research finding at international conference, video and audio transcription, and translation of Indonesian language to English.
8. Ms Kenneth Lim
Singapore
National Institute of Education / Researcg Scuebtust Proposal

Collaboration between National Institute of Education, Singapore and Deakin University, Australia
Enhancing Understanding on Environmental Science, through Experiential Learning and Intuition Development

Designing and developing a learning framework to enhance and improve environmental science education

The proposed framework will be used to investigate the nature of intuitions which environmental science students have with respect to the meteorological factors affecting their local micro-climate prior to and after collection and analysis of environmental data.

Grant is needed for resource costs (one research associate/intern) new equipment/facilities costs, participation in conference, and academic exchange program.
9. Mr Suchart Saenpich
Thailand
Sukhothai Thammathirat Open University/ Lecturer Ongoing Project The Development of Computer Games in Order to Support Learning Skills in Basic Scientific Procession

Developing computer games to support the basic science process skills in English version.

Grant is needed to develop the games and implement in science classroom.
10. Mr Son Luong Duc
Vietnam
Dien Bien Phu Public Health Service/ Director Ongoing Project

MOU with The University of Sydney
Learning together: Effective Improvement in Maternal and Newborn Health Care Delivery and Uptake in Dien Bien province, Vietnam

To delivery an effective, appropriate maternity services by and for poor ethnic minority women in rural remote Dien Bien Province, Vietnam through community leader/health professional partnerships in learning and teaching to improve knowledge, skills and health literacy.

Collaboration between Dien Bien Phu Public Health Service and The University of Sydney

Grant is needed to support travel expenses of participates who will be involved in the workshop and research, venue expense, and translation/interpretation.


SEAMEO-Australia Education Links Award 2014/2015 Evaluation Committee

  1. Professor Sivanappan Kumar, PhD
    Vice President of Academic Affairs
    Asian Institute of Technology
  2. Dr Supattra Pativisam
    Assistant President
    The Institute for the Promotion of Teaching of Science and Technology (IPST)
  3. Mr Danilo Padilla
    ESD Programme Coordinator and Liaison Officer
    UNESCO, Asia-Pacific Regional Bureau for Education
  4. Ms Karen Welsh
    Counsellor (Education and Science)
    Australian High Commission
  5. Mr Benito Benoza
    Manager Knowledge Management and Networking Office (KMNO)
    SEAMEO INNOTECH
  6. Prof Dr Ma Sandra B. Tempongko
    Deputy Coordinator
    SEAMEO TROPMED Network
  7. Dr. Chantavit Sujatanond
    Director
    SEAMEO RIHED
  8. Dr Gatot Hari
    Director
    SEAMEO Secretariat
  9. Dr I Handoko
    Deputy Director for Programme and Development
    SEAMEO Secretariat

Secretariat:

  • Ms Kanchulee Punyain
    Programme Officer III, SEAMEO Secretariat, Bangkok, Thailand

 

A joint initiative of the
Southeast Asian Ministers of Education Organization (SEAMEO)
and the Government of Australia
to promote education links between
SEAMEO and Australia
in Southeast Asia
and beyond

Background

From year 2000 to 2010, SEAMEO and Australia implemented the SEAMEO-Australia Press Award which aimed to improve the visibility of SEAMEO through recognition of excellent coverage of education issues in Southeast Asia. The Award focused on the search for outstanding pieces of writing on education issues by journalists and educators. Eleven annual award cycles were conducted from year 2000 to 2010. The joint project had paved the way for greater discussion on many facets of education including challenges in providing quality education for all; as well as the promotion of cooperation in education between Southeast Asia and Australia.

During the 34th SEAMEO High Officials Meeting in January 2012, Australia announced the development a new Award that would include a broader scope of education-related activities; and would be open to individuals working on education policy and cooperative activities.

Subsequently, the SEAMEO Secretariat and the Australian Education International, Australian Embassy Bangkok coordinated and in the development of the second phase of the SEAMEO-Australia award called “SEAMEO-Australia Education Links Award”.

The Southeast Asian Ministers of Education Organization (SEAMEO) and the Government of Australia announce the call for applications for the SEAMEO-Australia Education Links Award 2014/2015.

The SEAMEO-Australia Education Links Award gives recognition and financial assistance to projects or proposals that demonstrate education cooperation between Australia and Southeast Asia to bring about a better quality of life through positive relations, education advancement, cultural harmony, innovation, and research.

The objectives of the SEAMEO-Australia Education Links Award are:

  1. Showcase education, training and research cooperation activities and the value these have in fostering stronger people-to-people and institutional links;
  2. Provide the opportunity for sharing and learning of new ideas on education cooperation; and
  3. Promote the development of effective education partnerships between countries, organizations, and communities.

THE AWARD

The SEAMEO-Australia Education Links Award seeks to acknowledge and reward innovative projects or proposals that demonstrate one or more of the following:

  • effective and inspiring efforts of individuals, groups of people, education institutions or organizations to improve education cooperation and linkages across the SEAMEO region and between SEAMEO member countries and Australia;
  • recognition of diversity of individuals and sectors in promoting cross-border partnerships on education and thereby inter-cultural understanding;
  • support to integration/regionalization of education while promoting the importance of and respect for local wisdom;

The innovation will be in the field of education cooperation between Australia and Southeast Asia.

An entry for the contest must be either:

  1. An existing project on education cooperation between Australia and Southeast Asia or a country in Southeast Asia; or
  2. A proposal on education cooperation between Australia and Southeast Asia or a country in Southeast Asia, or within Southeast Asia, that could later be implemented in the Southeast Asian context, possibly in cooperation with SEAMEO

A winning project or proposal is:

  1. Innovative and demonstrates development and/or implementation of an idea, a tool, a model or initiative that helps improve education cooperation between Australia and Southeast Asia or within Southeast Asia.
  2. Effective and highlights the positive results of education cooperation between Australia and Southeast Asia such as:
  • transfer of new ideas between countries
  • expansion of educational opportunities
  • improvement of education quality
  • formation of long-term people-to-people links
  • promotion of mutual understanding
  1. Dynamic and involves various individuals and sectors in the promotion of cooperation in education between Australia and Southeast Asia

EXAMPLES OF ELIGIBLE ENTRIES

Entries could present examples of education-related initiatives (either ongoing or proposed) which are implemented or to be implemented in Southeast Asia and with participation of a country or countries in Southeast Asia and Australia. Entries could be (but not limited to) the following:

  • capacity development for teachers
  • support for development of curriculum and educational materials
  • research consortium
  • advocacy and networking
  • media collaboration
  • community-based development work

Initiatives and proposals should demonstrate the links created or to be created between a country or countries in Southeast Asia and Australia. Examples of these are cooperation in providing technical expertise, adopting/adapting noteworthy practices, technology transfer, and others.

Proposals however should not be activities that might be more effectively supported through the Australian Government’s Australia Awards scholarships program such as scholarships and research in Australia.

For proposals of this nature, please see http://www.australiaawards.gov.au/

WHO CAN APPLY?

  1. The Award is open to any national (natural person or body corporate) of a SEAMEO Member Country. The SEAMEO Member Countries are Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, the Philippines, Singapore, Thailand, Timor-Leste and Vietnam.
  2. The applicant, where a natural person, must be at least 18 years old.
  3. Members of the SEAMEO Secretariat, the SEAMEO Regional Centres and their employees and families are not qualified to apply for this Award.
  4. By submitting an entry, the applicant gives SEAMEO and the Australian Government permission to use the information submitted including photos for publication purposes.

INSTRUCTIONS FOR APPLICATION

  1. Applicants must complete the application form. The form can be downloaded here.
  2. Applications can be submitted in hard copy or email.

    1. Hard copy applications: Download and complete the Application Form and send by post with the required supporting documents to:

      The SEAMEO-Australia Education Links Award 2014
      SEAMEO Secretariat
      Mom Luang Pin Malakul Centenary Building
      920 Sukhumvit Road, Bangkok 10110, THAILAND
    2. Email applications: Download and complete the Application Form and email to seameo-australia-award@seameo.org. Attach in the email all required supporting documents.
  3. Last day for submission of entries is extended until 1 April 2015.

ASSESSMENT CRITERIA AND SELECTION PROCESS

  1. The Evaluation Committee consists of experts from Southeast Asia and representatives from UNESCO, the SEAMEO Secretariat, SEAMEO Centres, and the Government of Australia.
  2. The evaluation will be based on the merit of the proposal as indicated by:

    1. Innovation, practicability and originality
    2. Scope for replication and expansion
    3. Value for money and sustainability
    4. Benefit and relevance to Southeast Asia through the transfer of new ideas, broadened educational opportunities, improvements to education quality, formation of long-term people-to-people links and improvements to mutual understanding to the benefit of all parties.

DETAILS OF THE AWARD

  1. The winner will receive a grant worth AUD$10,000, which is expected to support activities in relation to the winning innovative idea or project.
  2. The proposed use of the grant must be set out by the applicant in the application. Activities may include participation in conferences; delivery of training courses; academic exchange programs; cooperation between education institutions; internship program; expansion of an existing project; purchase of project-related materials and equipment; and other related activities. The winner will be expected to provide a report to SEAMEO, including information on how the grant money was used.
  3. The winner will be awarded a Plaque of Recognition at the 48th SEAMEO Council Conference in May 2015 in Thailand.
  4. The winner will receive a round-trip economy air ticket from his/her home country to Thailand, including pre-determined accommodation and stipend to receive a plaque of recognition.
  5. For a winning entry developed by a group or organization, only one representative will be invited to the Awarding Ceremony to receive a plaque of recognition.
  6. The winner will be notified by the SEAMEO Secretariat and such notification will include information for the winner on the award ceremony and his/her attendance at the ceremony.
  7. Each Contestant agrees that the Contest Rules and Regulations that govern this contest can be modified or amended without prior notice, by the Contest Organizers.

TIMELINE

  1. Submission of entries: 1 June 2014 to 1 April 2015
  2. Evaluation of entries: 20 April 2015
  3. Announcement of results: 23 April 2015
  4. Awarding: 6-9 May 2015

Download the SEAMEO-Australia Education Links Award 2014 Call for Entries here.

For more information, please contact the SEAMEO Secretariat
Mom Luang Pin Malakul Centenary Building
920 Sukhumvit Road, Bangkok 10110, THAILAND
Tel +66(0) 2391-0144, Fax +66(0) 2381-2587
Email: abigail@seameo.org or secretariat@seameo.org
http://www.seameo.org

or the Ministry of Education
and SEAMEO Regional Centre in your country.

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