The Awardees of 2018 SEAMEO-Japan ESD Award
Theme: Applying Local Wisdom for Environmental Conservation
The Southeast Asian Ministers of Education Organization (SEAMEO) and the Ministry of Education, Culture, Sports, Science and Technology (MEXT), Japan in cooperation with UNESCO Asia Pacific Regional Bureau for Education would like to congratulate all awardees and express appreciation to schools who participated in the 2018 SEAMEO-Japan Education for Sustainable Development (ESD) Award under the theme of ‘Applying Local Wisdom for Environmental Conservation’.
Appreciation is also extended to the Ministries of Education of Southeast Asian countries, SEAMEO Regional Centres and Educational Development Agencies who contributed and supported this 2018 SEAMEO-Japan ESD Award. The winners of the 2018 SEAMEO-Japan ESD Award are as follows:
Widya Mukti Vocational School
Title of the School's Programme:
"PLANTATION: Participative-Active Learning through the Adoption of “Tritangtu” Philosophy to Save the Environment!"
Address: Jalan Perkebunan Gunung Satria, RT 01 RW 02, Sirnagalih Village, Subdistrict of Cigalontang, 46463 Tasikmalaya, West Java, Indonesia
Education Level: Junior High School Grade 7-9
Number of Teachers: 21
Number of Students: 342
School Principal: Mr Dadan Erawan, S.Pd., M.Pd.
Coordinating Teacher: Mr Ginanjar M Sukamdani, S.Pd.
Ayao-Iyao Elementary School
Title of the School's Programme:
“I HOLD BIG (Intensifying Holistic and Organized Livelihood Development through Bio-Intensive Gardening)”
Address: Ayao-Iyao, Lemery, Batangas
Education Level: Kindergarten to Grade 6
Number of Teachers: 15
Number of Students: 533
School Principal: Ms Aireen V Hernandez
Coordinating Teacher: Mr Leopoldo N Garcia
Kongkong Elementary School
Address: Kongkong, Kasibu, Nueva Vizcaya 3703
Education Level: Kindergarten, Grade 1-6
Number of Teachers: 13
Number of Students: 423
School Principal: Mr Morencio S. Pacio
Coordinating Teacher: Melowin S Sadinas, Glaysa S Guiaoan, Melchor M Bacoy,
and Minda R. Cajimat
for the Best Programme Carried out in Small Schools of Less than 250 Students
Cambitala Elementary School
Title of the School's Programme:
“Bahay Kubo (Nipa Hut) Filipino Local Wisdom for Sustainable Development”
Address: Purok 3, Barangay Cambitala, Pantabangan, Nueva Ecija 3124
Education Level: Kindergarten to Grade 6
Number of Teachers: 8
Number of Students: 196
School Principal: Mr Andrew C Tolentino
Coordinating Teacher: Ms Sharry Ann Santos-Ganareal
Sekolah Jenis Kebangsaan Tamil Sungai Ara
Title of the School's Programme:
“Embrace Our Culture for Environment Conservation”
Address: SJKT Sungai Ara, Lorong Kenari 1, Taman Desaria, Bayan Lepas,
Pulau Pinang, Malaysia 11900
Education Level: Grade 1-6 (Lower and Upper Primary)
Number of Teachers: 11
Number of Students: 126
School Principal: Mr Sangga Sinnayah
Coordinating Teacher: Mr Sangga Sinanyah
Note: The decision of the Judging Committee is based on the information provided in the submission form and supporting documents from the schools
|Shortlisted Schools with Number of Students More than 250 Students|
- All schools which were shortlisted will receive a Certificate from the SEAMEO Secretariat.
- Ordered by alphabetical
|No||School||City and Country||Project Title||Education Level||Teachers||Students||Attachments|
|1.||Ayao-Iyao Elementary School||Batangas,
|I HOLD BIG (Intensifying Holistic and Organized Livelihood Development through Bio-Intensive Gardening)||Kindergarten to Grade 6||15||533||Attachments|
|2.||Bukal Sur Elementary School||Quezon, Philippine s||Bses Excels: The Eco-Friendly And Sustainable School Program||Kindergarten to Grade 6||34||1,271||Attachments|
|3.||Huaynamhomwittayakan School||Nakhon Sawan, Thailand||HNW E-Protection Scheme||Grade 7 - 12||58||1,111||Attachments|
|4.||Kongkong Elementary School||Nueva Vizcaya, Philippines||A.P.P.L.I.C.A.T.I.O.N. (Applying Pro-environment Practices and Local Ideas: A Collective Advocacy Towards an Intimate Care for Our Nature )||Grade1 - 6||13||423||Attachment|
|5.||Munting Ilog National High School||Cavite, Philippines||Revitalizing Ecological Agricultural Practices (“Reap”)||High School||66||1,554||Attachments|
|6.||Pagbatangan Elementary School||Negros Occidental, Philippines||CISPIRE (Community Involvement to all School Programs and Initiatives in Restoring the Environment)||Kindergarten to Grade 6||16||363||Attachments|
|7.||Payao Elementary School||Negros Occidental, Philippines||Project P.E.A.C.E. or Protect the Ecosystem And Conserve the Environment||Kindergarten to Grade 6||45||1,355||Attachments|
|8.||Salvacion National High School||Davao del Norte, Philippines||Youth for Environment in Schools (YES) Project||High School||41||801|
|9.||SMA N 1 Pakis Aji Jepara, Indonesia||Jawa Tengah, Indonesia||Climate Smart Ecopreneurship Programme: No Leave Local Wisdom Behind for Environmental Preservation||Senior High School||70||990||Attachments|
|10.||South Hill School, Incorporated||Laguna, Philippines||as ec as Juan2Tree (as easy as one… two… three…)||ECLP to Grade 12||46||705||Attachments|
|11.||Widya Mukti Vocational School||West Java, Indonesia||Participative-Active Learning through the Adoption of “Tritangtu” Philosophy to save the Environment!||Junior High School Grade 7-9||21||342||Attachments|
|Shortlisted Schools with Number of Students Less than 250 Students|
- All schools which were shortlisted will receive a Certificate from the SEAMEO Secretariat.
- Ordered by alphabetical
|No||School||City and Country||Project Title||Education Level||Teachers||Students||Attachments|
|1.||Cambitala Elementary School||Nueva Ecija, Philippines||“Bahay Kubo” (Nipa Hut) Filipino local wisdom for sustainable development||Kinder to Grade 6||8||196||Attachments|
|2.||Kabayan Central School||Benguet Province, Philippines||Kabayan Central School E-Care Program||Grade 1 - 6||11||231||Attachments|
|3.||PAUD Plus Az-Zalfa||East Java, Indonesia||Down to Earth||Early Childhood Education||26||150|
|4.||Sekolah Alam Lampung Junior High School||Lampung Selatan, Indonesian||SAHABAT BUMI (= earth’s best friend)||Junior high school (grade 7 to 9)||12||50|
|5.||Sekolah Jenis Kebangsaan Tamil Sungai Ara||Pulau Pinang, Malaysia||Embrace Our Culture for Environment Conservation||Grade1-6 (Lower And Upper Primary)||10||126||Attachments|
|List of All Entries|
The following lists are 94 entries from schools in 7 Southeast Asian countries, namely, Brunei Darussalam, Indonesia, Cambodia, Malaysia, Myanmar, Philippines, and Thailand. We also receive 1 entry from India.
The Judging Committee would like to express appreciation for their participation in this 2018 SEAMEO-Japan ESD Award under the theme of “Applying Local Wisdom for Environmental Conservation”.
Note: All participating schools will receive the Certificate of Participation from the Award.
|No||School Name||City||Project Title||Education Level||No. of Teachers||No. of Students||Attachments|
|1||Yayasan Sultan Haji Hassanal Bolkiah Secondary School||Sungai Akar||Bekarih, Bejarih, Belurih||Year 7 – 11||45||337|
|1||Samdach Techo Hun Sen Chansar Secondary School||Siem Reap||Local Life Skills Programme About Organic Vegetable Garden in A School||Grade 7 – 9||12||391|
|2||Wat Bo Primary School||Siem Reap||The Environmental Conservation program of Wat Bo Primary school in 2018||Kindergarten to Grade 6||123||6,403|
|1||Tagore International School||New Delhi||Goals to Transform our World||Kindergarten to Year 12||100||2,300|
|1||Jogja Green School||Jogjakarta||Educating Children and Improving Character||Kindergarten to Grade 6||12||84|
|2||Junior High School 1 South Malinau||Desa Long Loreh||Realizing Junior High School State 1st of Malinau Selatan Become Environmental Based School Through Adiwiyata Program||Year 9||21||231|
|3||PAUD Plus Az-Zalfa||East Java||Down to Earth||Early Childhood Education||26||150|
|4||SD Negeri Wonolelo||Wonosobo Central Java||Dekeman Local Wisdom in conserving Environment in Wonolelo Village, District of Wonosobo, Wonosobo Regency, Central Java.||Grade 1 - 6||15||283|
|5||Sekolah Alam Lampung Junior High School||Lampung Selatan||SAHABAT BUMI (= earth’s best friend)||Junior high school (Grade 7 to 9)||12||50|
|6||Sekolah Alam Pacitan (School of Exploring)||East Java||Nguri-uri Budhaya Jawi (Maintain and Preserving Javanese Culture)||Grade 1 - 6||23||135|
|7||SMA N 1 Pakis Aji Jepara, Indonesia||Jawa Tengah||Climate Smart Ecopreneurship Programme: No Leave Local Wisdom Behind for Environmental Preservation||Senior High School||70||990||Attachments|
|8||SMA Pradidta Dirgantara||Central Java||The Integration of National Curriculum, Aerospace Insight, and Green School Concept||High School||20||150|
|9||SMAN 2 Bondowoso||Bondowoso||Cherishing the trees||Senior High School||50||1,060|
|10||SMK Negeri 1 Kemang||Bogor||Medicinal Plants Program||Senior Vocational High School||55||250|
|11||SMK Wikrama Bogor||Jawa Barat||Competence Based Training with the Impact on Local Wisdom Sustainability and Environmental Conservation||Senior Vocational High School||54||1,632|
|12||SMP Negeri 7 Bojonegoro||East Java||School Environmentally Friendly||Grade 7 - 9||35||637|
|13||Widya Mukti Vocational School||West Java||Participative-Active Learning through the Adoption of “Tritangtu” Philosophy to save the Environment!||Junior High School Grade 7-9||21||342|
|14||Yasebha Vocational School||West Java||SAFE (Students Activities For Environment) Project||High School Year 10 to 12||42||453|
|15||Yasebha Vocational School (SMK Yasebha)||Garut||SAFE (Students Activities For Environment) Project||High School Year 10 - 12||42||453|
|1||Pusat Tingkatan Enam (MOD 2) Johor Jaya||Johor||Modern Concept of Hydroponic (Lab Hydroponics)||Foundation (STPM)||32||164|
|2||Sekolah Jenis Kebangsaan Tamil Sungai Ara||Pulau Pinang||Embrace Our Culture for Environment Conservation||Grade1-6 (Lower And Upper Primary)||10||126||Attachments|
|3||Sekolah Kebangsaan Balik Pulau||Balik Pulau||Go Green @ SK Balik Pulau||Year 1 - 6||51||473|
|4||Sekolah Kebangsaan Taman Cahaya Masai||Pasir Gudang, Johor||STaCMa Low Carbon Ride||Kindergaten to Year 6||76||1,262|
|5||SK (C) Cheng Ming Keningau.||Keningau, Sabah.||Education Through Environment.||Primary School||17||184|
|6||Sk Pekan Nanas, Pontian Johor, Malaysia||Johor||Eko-lifeStyle||Pre-School to Year 6||53||651|
|7||SM SAINS HULU TERENGGANU||TERENGGANU||Malaysian traditional herbs||FORM 4||67||618|
|8||Smk Datuk Peter Mojuntin, Penampang||Sabah||Sekolah Lestari (Sustainable School)||From 1 - 5||102||1,398|
|9||SMK Sanzac, Kota Kinabalu||Sabah||Caring Hearts Cleaner Society||Year 7-12||103||1,415|
|10||SMK UMAS UMAS||Peti Surat||Projek Menanam Sejuta Pokok (Planting a Million Tree Programme)||Secondary School Form 1 to Form 6||66||765|
|1||Basic Education High School No. 1 Dagon||Yangon Region||Keenness to the Environmental Sustainability and Eco-friendly||Grade 1 - 11||162||6,345|
|2||Department of Education Research Planning and Training||Naypyitaw||Education Management Information System-EMIS||B.Sc, B,Ed||143||143|
|3||Mandalay University||Mandalay||Local Peoples‟ Opinion on Urbanization and its impact for Lake Conservation : A Case Study of Aung Pin Le , Mandalay, Myanmar Urbanization and Lake Conservation||Bachelor||15||122|
|4||Practising High School, Yangon University of Education||Yangon||Applying Local Wisdom for School Environmental Conservation||Kindergarten - Grade11||153||7,002|
|5||SJKT Jalan Setesyen Paloh||Paloh||Neem Air Purifier||Primary 1 to Primary 6||18||153|
|6||University of Mandalay||Mandalay||Enhancement of environmental awareness, environmental ethics, monitoring and management of environmental sustainable development to all stakeholders regarding SDGs||(1) Bachelor degree to Ph.D (2) Kindergarten 1 to Grade 11||(1) 400 at Mandalay and (2) 20 at State High School, Pho-Gone Village,||(1) About 1000 students at Mandalay University, (2) About 900 students at State High School|
|1||Alfredo E. Marañon Sr. Elementary School||Negros Occidental||Educating a Child through Local Wisdom: A Way of Protecting Mother Nature||Kindergarten to Grade 6||20||598|
|2||Ayao-Iyao Elementary School||Batangas||I HOLD BIG (Intensifying Holistic and Organized Livelihood Development through Bio-Intensive Gardening)||Kindergarten to Grade 6||15||533|
|3||Bacoor National High School-Tabing Dagat||Bacoor||Sustained and Strengthened Youth for Environment in School Organization (YES-O) Program Implementation||Junior High School (Grade 7 to 10)||97||4,282|
|4||Bagong Silang Elementary School||Laguna||Go Greener, Grow Bamboo, Glow Lives||Kindergarten to Grade 7||5||81|
|5||Bagumbayan Elementary School||Laguna||Project RESTORE (Redeem Ecological System Towards Optimizing Resources of the Environment)||Kinderharten to Grade 6||55||1,991|
|6||Bantigue High School||Masbate||Plastik Ni Langga Project (Plastic of Love Project)||Junior HS to Senior HS||17||598|
|7||Bayugan National Comprehensive High School||Bayugan||Project CONNECT (Conserving Our Nature through Nurturing and Embracing Cultural/Local Tradition)||Grade 7 - 12||222||6,951|
|8||Bintawan National High School||Nueva Vizcaya||Vermicomposting : A Legacy Towards Soil Conservation||Grade 7 - 12||69||1,476|
|9||Buenavista Elementary School||West Sorsogon||Mangrove Planting and Clean-Up||Elementary||9||236|
|10||Buenavista West Elementary School||Quezon||Intensifying Vegetable Garden in School (Gulayan sa Paaralan): Pupils and Community Awareness on Local Organic Farming||Kindergarten to Grade 6||14||356|
|11||Bukal Sur Elementary School||Quezon||Bses Excels: The Eco-Friendly And Sustainable School Program||Kindergarten to Grade 6||34||1,271||Attachments|
|12||Calbiga National High School||Samar||YES (Youth for Environment in School) Program||Grade 7-12||120||4,000|
|13||Cambitala Elementary School||Nueva Ecija||“Bahay Kubo” (Nipa Hut) Filipino local wisdom for sustainable development||Kindergarten to Grade 6||8||196||Attachments|
|14||Candelaria Elementary School 1 & 2||Quezon||Project Greening Conservation & Segregation (Project Gcs)||Kindergarten to Grade 6||46||1591|
|15||Candelaria Elementary School-Main||Quezon||PROJECT BERDE (Better Environment Renewed and Developed for Everybody’s welfare)||Sped,Als ,Kindergarten to Grade 6||46||1,592|
|16||Cauayan City National High School||Cauayan||Re-Kindling ‘Madduruffun” In School-Community Environmental Conservation Efforts||Grade 7- 12||269||5,894|
|17||Cebu Normal University||Cebu||Vermicomposting: Turning Garbage Into Gold||Tertiary Level||150||2,000|
|18||Centro Escolar University||Manila||Carbon in Action: A Seminar and Workshop on the Use of Improvised Activated Carbon Filters from Waste Papers in Reducing Household Pollution||Grade 11-12||69||2,356|
|19||City of Malolos Integrated School Babatnin||City of Malolos, Bulacan||Saving Hostile Coastal: CMIS-Babatnin’s Perspective on Safety and Livelihood Strategy||Kindergarten to Junior High school||16||301|
|20||Colonia Divina Integrated School-Secondary||Negros Occidental||Plantaenarium||Grade7 to Grade 12||18||380|
|21||Concepcion L. Cazeñas Memorial School||Antique||Environmental Initiatives And Education Program||Grade 7 - 12||35||1,269|
|22||Dolores National High School||Magalang Pampanga||ICON for I-WASTE Interdisciplinary Contextualization for Improved Waste and Scraps Through Education||Grade 7- 10 Junior High School||58||1,423|
|23||Don Vicente Lopez Sr. Memorial Elementary School||Negros Oriental||Don Vicente Lopez Sr. Memorial Elementary School Envicon Program||Kindergarten to Grade 6||30||815|
|24||Don Vicente Rama Memorial National High School||Cebu City||Reuse and Recycling of Plastic Bottles, and other Wasted Materials through The adopted Covered Walk as an Eco-Street||Secondary School||135||3,370|
|25||Dona Aurora National School||Baguio City||Enhanced School-Based Re-Greening Program||Grade 7||29||805|
|26||Florentino Galang Sr. National High School||Negros Occidental||Living the culture and local wisdom of FGSNHS: Good Environmental Governance||Secondary National High School||107||2,900|
|27||Gatbo National High School||Sorsogon||Green Revolution for Next Generation||Grade 7 - 12||20||358|
|28||Kabayan Central School||Benguet Province||Kabayan Central School E-Care Program||Grade 1 - 6||11||231||Attachments|
|29||Kasibu Central School||Nueva Vizcaya||Enviro Care: The Ip (Indigenous Peoples) Way||Kindergarten to Grade 6||27||683|
|30||Kongkong Elementary School||Nueva Vizcaya||A.P.P.L.I.C.A.T.I.O.N. (Applying Pro-environment Practices and Local Ideas: A Collective Advocacy Towards an Intimate Care for Our Nature )||Grade1 - 6||13||423|
|31||Lag-Asan Elementary School||Negros Oriental||Gulayan sa Paaralan Program (Vegetable Garden in School Program)||Kindergarten 1 to Grade 6||8||132|
|32||Mabini Integrated School||Cebu||Edible Landscaping and Organic farming||Kindergarten to Senior High School||20||596|
|33||Mabolo Elementary School||Cebu||E- Bus Learning Center||Kindergarten to Grade 6||91||3,095|
|34||Magkasag Elementary School||Southern Leyte||Think Green Project||Kindergarten To Grade 6||9||175|
|35||Masin Elementary School||Quezon||Environmental Preservation Viable to Educational Achievements||Kindergarten to Grade 6||32||1,116|
|36||Maslog National High School||Legazpi||Coral Rehabilitation and Mangrove Planting||Grade 7 – 12||18||428|
|37||Munting Ilog National High School||Cavite||Revitalizing Ecological Agricultural Practices (“Reap”)||Junior And Senior High School||66||1,554||Attachments|
|38||Muntinlupa National High School||Muntinlu-pa City||Revitalized Algae Microfarm Project (Revamp)||Grade 7 - 12||418||9,500|
|39||Nueva Vizcaya General Comprehensive High School||Nueva Vizcaya||Project SEEDS (School’s Environmental Endeavor for Development and Sustainability)||Grade 7 - 12||133||3,804|
|40||Nursery Elementary School||Masbate||Eco-Trash Bank||Kindergarten-Grade 6||41||1,362|
|41||Oriental Mindoro National High School||Oriental Mindoro||Mangrove Ecopark Development Project||Grades 7 - 12||273||7,203|
|42||Pagbatangan Elementary School||Negros Occidental||CISPIRE (Community Involvement to all School Programs and Initiatives in Restoring the Environment)||Kindergarten to Grade 6||16||363||Attachments|
|43||Pagsanghan National High School||Samar||The Value of Local Wisdom in Environmental Safeguarding and Teaching-Learning Process||Grade 7 - 12||34||1,048|
|44||Palo National High School||Leyte||“PINTAKASI Para hit Kalibungan”: A Community Outreach Program For Environmental Conservation||Grade 7 - 12||144||4,122|
|45||Paradise Farms National High School||Bulacan||Project TERM (Three- tiered Environmental Rescue Management)||High School||112||2,275|
|46||Payao Elementary School||Negros Occidental||Project P.E.A.C.E. or Protect the Ecosystem And Conserve the Environment||Kindergarten to Grade 6||45||1,355||Attachments|
|47||Sacred Heart School||Leyte||Reuse of Plastic Bottles: Hanging Garden Project||Montessori – Grade 12||49||624|
|48||Salvacion National High School||Davao del Norte||Youth for Environment in Schools (YES) Project||Secondary (Grades VII- XII)||41||801|
|49||Sapian National High School||Capiz||The Program Was Called “TILIBYUGAN SA BRIGADA ESKWELA” (Unity in School Brigade)||Grade 7 - 12||72||2,150|
|50||Sir Arthur E. Cooper Elementary School||Negros Occidental||Dunang Manggad, Amligan (Protect Mother Nature)||Kindergarten to Grade 6||15||359|
|51||South Hill School, Incorporated||Laguna||as ec as Juan2Tree (as easy as one… two… three…)||ECLP to Grade 12||46||705||Attachments|
|52||Tadlac Elementary School||Laguna||Project EGGS – Eco-Green Garden in School||Kindergarten to Grade 6||16||515|
|53||Tagaytay City Science National High School||Tagaytay||Waste Segregation, ECO Bricks, SCBW (Spiral Cable Binding Wrap), Plastic Matting and Plastic Hollow Blocks Production||Secondary School||173||4,844|
|54||Tagudtud Elementary School||Antique||Basura mo, Iresiklo ko Project (Recycled Waste Materials Turned Into a Beneficial One Project)||Kindergarten to Grade VI||13||322|
|55||Talomo Central Elementary School||Talomo Davao||Gulayan sa Paaralan||Grade 1 - 6||59||2,079|
|56||Tanza National Trade School||Cavite||Balikatan Program BAyanihan para sa kaLIKAsan Tungo sa kaunlarAN (Unity for Environmental Progress)||Grade 7 - 12||241||8,962|
|57||Western Institute of Technology||Iloilo||Integration of Bioremediation and Greening the Curriculum in the Management of Hazardous Wastes||SHS (Grade 11 – 12) to Tertiary||150||1,050|
|1||Huaynamhomwittayakan School||Nakhon Sawan||HNW E-Protection Scheme||Grade 7 - 12||58||1,111||Attachments|
|2||International School of Bangkok||Nonthaburi||Harvesting Hope||Kindergarten-Grade 12||200||1,900|
|3||Kasetsart University Laboratory School||Bangkok||A Senoir Project: “An efficiency comparison of solar cells fabricated using bamboo charcoals with different resistances”||Grade 1 - 12||300||3,000|
|General Information of 2018 SEAMEO Japan ESD Award|
Important Documents for Download
In 2002, the United Nations General Assembly adopted Resolution 57/254 and declared the period 2005-2014 as the “United Nations Decade of Education for Sustainable Development” (DESD).
In its declaration, the United Nations General Assembly defined ESD (Education for Sustainable Development) as a “learning process (or approach to teaching) based on the ideals and principles that underlie sustainability and is concerned with all levels and types of learning to provide quality education and foster sustainable human development – learning to know, learning to be, learning to live together, learning to do and learning to transform oneself and society.”
At the end of the DESD in 2014, the UNESCO World Conference held in Japan announced the Global Action Programme (GAP) on ESD aimed at generating and scaling up ESD actions at all levels and in all areas of education, training and learning to accelerate progress towards sustainable development to the post-2015 agenda.
While ESD is implemented worldwide under the GAP, in support of further promoting ESD in Southeast Asia, the Southeast Asian Ministers of Education Organization (SEAMEO), and the Ministry of Education, Culture, Sports, Science and Technology, Japan (MEXT), in cooperation with the UNESCO Asia and Pacific Regional Bureau for Education, have shown their collective commitment to promoting best practices in ESD in schools across Southeast Asia by organising the SEAMEO-Japan Education for Sustainable Development (ESD) Award. The award scheme has been held annually since 2012.
In 2015, the United Nations General Assembly adopted 70/1 Resolution which determined the Sustainable Development Goals (SDGs).Two years after the resolution, the United Nations General Assembly reaffirmed that ESD was an integral element of SDGs on quality education and a key enabler of all the other Goals (SDGs) in its Resolution 72/222. Against that background, significance of ESD Award will be recast in light of its contribution to achieving the SDGs.
The objectives of the SEAMEO-Japan ESD Award are:
- To raise awareness of ESD in schools and communities across Southeast Asia;
- To promote ESD best practices in schools and communities across Southeast Asia;
- To share and exchange knowledge and best practices on ESD in schools across Southeast Asia and Japan;
- To encourage networking among schools and communities which implement ESD practices in Southeast Asian countries and Japan.
- To support the Sustainable Development Goals (SDG) of United Nations.
*The Sustainable Development Goals (SDGs) consist of 17 integrated and interdependent global goals with associated 169 targets, which aim to shift the world on to a path towards sustainable and resilient development.
The first awards scheme in 2012 was conducted under the theme of: "Education for Disaster Risk Reduction". This initial competition attracted entries from 69 schools in Indonesia, Lao PDR, Malaysia, Myanmar, Philippines, Thailand and Vietnam.
The award in 2013 was conducted under the theme of "Values Education"and attracted entries from 126 schools in eight Southeast Asian countries, namely, Brunei Darussalam, Indonesia, Lao PDR, Malaysia, Myanmar, Philippines, Thailand and Vietnam.
The award in 2014, under the theme of "Fostering Global Citizenship for Sustainable Future", involved 63 schools in nine Southeast Asian countries, namely Brunei Darussalam, Indonesia, Lao PDR, Malaysia, Myanmar, Philippines, Singapore, Thailand and Vietnam.
The award in 2015, under the theme of "Safeguarding our Cultural Traditions", participated by 90 schools in ten Southeast Asian countries, namely Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, Philippines, Singapore, Thailand, and Vietnam.
The award in 2016 was conducted under the theme of "Saving Energy",involved 43 entries in eight Southeast Asian countries, namely, Brunei Darussalam, Indonesia, Lao PDR, Malaysia, Myanmar, Philippines, Singapore, and Thailand.
The award in 2017 was under the theme of "Improving Health and Nutrition". The award has successfully attracted 56 entries from eight different Southeast Asian countries: Brunei Darussalam, Indonesia, Malaysia, Myanmar, Philippines, Singapore, Thailand, and Vietnam.
|II. Theme for 2018: “Applying Local Wisdom for Environmental Conservation"|
Southeast Asia is not only blessed with natural resources but also with abundant cultural diversity and pluralistic society across the region. Each community has social resources that are beneficial to development such as traditional knowledge, wisdom, and environmental ethics1.
Over the past several decades, the problem of environmental sustainability has stemmed from humans destroying natural resources. Natural destruction also includes soil erosion, wild fires, forest fires and so forth2. To live with harmony with the environment, local people used the local wisdom accumulated by their ancestors to manage natural resources. The utilization of local wisdom can be seen in terms of their daily activities such as work and festivals3.
Considering the important roles of local wisdom for harmonising the implementation of environmental conservation, the 2018 SEAMEO-Japan ESD Award selects the theme “Applying Local Wisdom for Environmental Conservation”.
“Local Wisdom” refers to the accumulated experiences that are used in daily life and are transmitted from generation to generation.
The scope of “Local Wisdom” for this award includes the following areas4:
- Consciousness of human being and local ethnic values that can apply to protect environment
- Local knowledge such as local farming practices, and local knowledge for protecting environment and animals
- Special custom and social practices that help protect environment
- Local symbol of culture: myths, ritual, arts, and knowledge and practices concerning local nature and global environment that can be applied for environmental conservation.
1Sampurasun e-Journal, Vol 10, No 01, Astri Hasbiah, Analysis of Local Wisdom as an Environmental Conservation Strategy in Indonesia, Dec 2015.
2United Nations Division for the Advancement of Woman, 2001
3MANUSYA: Journal of Humanities, Kamonthip Kongprasertamorn, Local Wisdom Environmental Protection and Community Development, 10.1,2007
4Meliono, I., 2011, Understanding the Nusantara Thought and local wisdom as an aspect of the Indonesian education.
The objectives of this year’s award scheme are:
- To raise awareness of local wisdom applied for environmental conservation and sustainable development in schools and communities in Southeast Asia and Japan.
- To promote and share initiatives and good practices that support sustainable development through the integration of local wisdom into the teaching and learning practices and school programmes that protects local environment and develops local community.
- To encourage schools to develop and improve current ESD activities and programmes.
Under the theme of “Applying Local Wisdom for Environmental Conservation,” the school entry should cover the following criteria:
- The entry should be relevant to the theme, and provide details of “local wisdom” that the school has applied for environmental conservation in the school and in the community.
- The entry should demonstrate how the school’s programme can promote the local wisdom for environmental conservation through community engagement that create mutual beneficial partnerships, deepen student learning experiences, support student growth, and sustain the society.
- The entry should demonstrate the transformation of attitude, behavior, daily practices, and life style of students, parents and community after participating in the school’s programme.
- The entry should demonstrate clear information dissemination on how the school transfers the knowledge or shares the practices to other schools in the same community and other communities.
- The school should clearly demonstrate the integration of local wisdom for environmental conservation in all schools aspects such as school management plan, curriculum, teaching and learning practices, co-curricular activities, partnership efforts, community participation, and so on. (Please refer to the “Submission Form”.)
|III. All schools in Southeast Asian countries are invited to enter the competition|
All public and private kindergarten/elementary/secondary/vocational and technical schools in 11 Southeast Asian countries – namely Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, Philippines, Singapore, Thailand, Timor-Leste and Vietnam – are invited to submit information about programmes, projects and activities that are related to the theme of this year’s competition.
|IV. Prizes for the winning schools|
|1) 1st Prize
|2) 2nd Prize
||3) 3rd Prize
| 4) A Special Prize from the SEAMEO Secretariat for the best programme carried out in small schools of less than 250 students
All winning schools will receive a Plaque of Recognition and Certificate of Appreciation for teachers and students involved in planning and implementing the school’s programme.
A representative of the winning schools will be sponsored to participate at the award presentation ceremony which will be held at the SEAMEO High Officials Meeting in Bangkok in November 2018.
All shortlisted schools will receive Certificate of Recognition for the school. The coordinators of shortlisted schools (Maximum of 2 persons) will receive the Certificate of Appreciation.
All participating schools that have submitted entries relevant to the theme will be recognised (name, project name and country) on the SEAMEO website and receive the Certificate of Participation.
|V. Judging criteria|
The judging committee will consider the following criteria in selecting the winning schools:
1. Strategy/ Modality of Implementation
- Promotion of local wisdom for environmental conservation is emphasized and incorporated into school policies, management plans, and teaching and learning programmes within the school.
- The school has ensured the continuous evolution of local wisdom from one generation to the next, so as to help keep a practice alive and relevant to the communities or groups who practice it.
- The school has demonstrated clear effective strategies, steps, and activities in applying local wisdom for environmental conservation/protection.
- The school has demonstrated the use of participatory processes – involving students, teachers, parents, communities’ stakeholders and partners – in planning and implementing the programmes.
- Appropriate and effective methods and resources are used to implement the programmes.
- Monitoring and evaluation mechanisms or processes are identified to ensure the immediate and long-term outcomes of the programmes.
2. Innovation and Creativity
- The school’s programme has demonstrated innovative practices in promoting local wisdom for environmental conservation.
- The school’s programme has demonstrated innovative practices in integrating local wisdom and current education system.
- The school has demonstrated innovative ideas for utilising available resources.
- The entry is a new idea or an improved/adapted version of existing activities.
3. Teaching and Learning Approaches
- The school has demonstrated effective teaching and learning approaches that have been applied to the preservation and promoting of local wisdom for environmental conservation.
- The school has embedded knowledge about local wisdom into subject disciplines and incorporated ESD principles and pedagogical methods to ensure that students are able to connect the practices in their community, in their local environment, materials and resources, and learn more effectively.
- The teaching and learning approaches has demonstrated the change or transformation of attitude, habits, behavior of students and teachers by applying local wisdom for environmental conservation.
4. Engagement of Community
- The school has engaged community-level partners such as community stakeholders, experts, cultural bearers, elders, local leaders, practitioners and parents who provide information and guidance on local wisdom.
- The school has engaged multi-sector partners such as education institutions, teacher-training institutions, schools, cultural institutions and professional associations to co-implement the school’s programme.
- The school’s programme has strengthened students’ involvement in the local community, especially for environment protection, human resource development, sustainable development, and etc.
- Through the school’s programme, the school has engaged and contributed to the development of local community, not just only parents.
- The school has promoted local wisdom practices within the school management plan and teaching and learning activities across subjects for a long-term action strategy.
- The school has demonstrated a clear future plan on how to sustain the programme.
6. Interrelationship with other Sustainable Development Goals (SDGs)
- The school has demonstrated that the school’s programme has integrated the improvement of other SDGs, not the individual pursuit of each SDG, but has interrelation with other SDGs. – Therefore, the school should make a clear statement in its application on how the school’s programme connects with other SDGs apart from SDGs 14 (Life below Water) and 15 (Life on Land).
- Results, during/after implementation, have revealed the effectiveness and benefits of the school’s programme to students, teachers, parents and the wider communities.
- Information, data, and model collection about local wisdom has been effectively compiled, documented, and shared within the schools, among schools in one community, and at the broader provincial or national levels.
|VI. The judging committee|
The Judging Committee consists of experts in the areas of education, education for sustainable development, and cultural development from Japan and the Southeast Asian region. The decision of the Judging Committee is final and challenges/appeals are not allowed.
|VII. Guidelines for submission of entries|
- Schools can submit information about the school’s programme/project/activity related to the theme “Applying Local Wisdom for Environmental Conservation” from 10 June to 3 September 2018.
- The deadline of entry submissions is Monday 3 September 2018. (The schools must ensure that the SEAMEO Secretariat receives entries by 3 September 2018.)
- Each school can submit only one entry.
- The submission of the school’s programme must be done through the template “Submission Form of 2018 SEAMEO-Japan ESD Award”.
The Submission Form can be requested by sending an email to the email address: firstname.lastname@example.org.
- Regarding the submission of information, each school must adhere to the following format, as specified in the Submission Form:
a) Part I - Information about the school;
- School name and contact details
- Brief information about the school such as number of teachers and students and educational level
- Contact details of the coordinator
- Title of the school’s programme
- Summary of the programme (one half-page of A4 sheet size)
- Background information or reasons why the school created the programme
- Objectives/goals of the programme
- Brief details about the local wisdom the school aims for within the programme and its values for environmental conservation
- Period of time when the programme was/has been started
- Activities (Strategies, Steps, Activities for Implementation)
- Teaching and learning approaches that the school has integrated with local wisdom (as identified in point 5) for environmental conservation
- Participation with the community/roles of community
- Activities that the school has contributed to the community
- Programme monitoring and evaluation mechanisms and summary of results
- Resources used for programme implementation
- Benefits/impacts/positive outcomes of the programme to students, school and the wider community
- Interrelationship of the school programme with other Sustainable Development Goals (SDGs)
- Plan for sustainability and plan for scaling-up/expansion
- Achievements from the school’s programme “Applying Local Wisdom for Environmental Conservation”
- List of attachments such as a copy of the school operational plan, action plan, learning/teaching materials, lesson plans, samples of student worksheet, manuals, etc.
- Photographs related to the school programme (maximum of five photographs with captions written in English)
- Information about the programme (Part II as above) should not be over nine (9) pages of A4 in total. The information should be written in Times New Roman font, 11-12 point size. (A half-to-one page A4 sheet size about the project overview should be included.)
- Information about the programme and the photo captions must be in English. The teaching and learning materials can be in local languages, however a brief translation in English should be provided.
- All submissions should include related photos. (A maximum of five photographs with captions written in English.)
- Schools can submit the "Submission Form of 2018 SEAMEO-Japan ESD Award" and other supporting materials to the SEAMEO Secretariat by
a) Email: email@example.com and/or
b) Send a Compact Disc (CD) or handy drive containing the digital files of submission form and supporting documents to the following address by post. (In case of damage to the CD, the printed version of the submission form should also be included in the mailing package.)
SEAMEO-Japan ESD Award
920 Sukhumvit Road
- All entries submitted to the SEAMEO Secretariat will be acknowledged. If the school has not received any acknowledgement of the receipt from the SEAMEO Secretariat within one week after the submission, please contact the SEAMEO Secretariat (Email: firstname.lastname@example.org).
|VIII. Important dates|
|10 June to
3 September 2018
|Period for submission of entries to the SEAMEO Secretariat by schools.|
|Monday 3 September 2018||The last day for submission of entries.
(The schools much ensure that the SEAMEO Secretariat receives their entries by 3 September 2018.)
|31 October 2018||Announcement of the winning schools on the SEAMEO website|
|28 November 2018||Award presentation ceremony for the winners at the SEAMEO High Officials Meeting in Thailand|
|April/May 2019||Study visit programme in Japan for the 1st prize winner|
|IX. Contact information|
For enquiry, please contact:
Ms Piyapa Su-angavatin
SEAMEO-Japan ESD Award
920 Sukhumvit Road, Klongtoey District,
Bangkok 10110, THAILAND.
|X. Information/ resources for downloading|
- Information about the 2017 SEAMEO-Japan ESD Award (Theme: Improving Health and Nutrition)
- See good practices of 2017 SEAMEO-Japan ESD Award (Theme: Improving Health and Nutrition)
- See good practices of 2016 SEAMEO-Japan ESD Award (Theme: Saving Energy)
- See good practices of 2015 SEAMEO-Japan ESD Award (Theme: Safeguarding our Cultural Traditions)
- See good practices of 2014 SEAMEO-Japan ESD Award (Theme: Fostering Global Citizenship for Sustainable Future)
- See good practices of 2013 SEAMEO-Japan ESD Award (Theme: Values Education)
- See good practices of 2012 SEAMEO-Japan ESD Award (Theme: Education for Disaster Risk Reduction)
- Other relevant resources:
- UNESCO-Japan Prize on ESD
- Website: Information on Education for Sustainable Development, UNESCO Bangkok
- Publication: UNESCO Associated Schools and ESD (Published by the Japanese National Commission for UNESCO, 2012)
- Publication: Astrolabe: A Guide to Education for Sustainable Development Coordination in Asia and the Pacific (Published by UNESCO Bangkok - Asia and Pacific Regional Bureau for Education, 2011)
- Publication: Integrating Education for Sustainable Development: A Toolkit for Educators (Published by SEAMEO INNOTECH, 2011)