The Awardees of 2016 SEAMEO-Japan ESD Award
Theme: Saving Energy
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 2016 SEAMEO-Japan Education for Sustainable Development (ESD) Award under the theme of 'Saving Energy’.
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 2016 SEAMEO-Japan ESD Award. The winners of the 2016 SEAMEO-Japan ESD Award are as follows:
SMK Negeri 1 Bandung
Title of the School's Programme:
"Save the Energy, Save Our Present, Save Our Future"
Address: Jalan Wastukancana No 3 Bandung
West Java Province, 2016, Indonesia
Education Level: Senior Vocational High School
Number of Teachers: 94
Number of Students: 1,385
School Principal: Ms Dra. Nani Sri Iriyani
Coordinating Teacher: Ms Dini Siti Anggraeni S.Pd., M.Si
SJK (C) Pulai
Title of the School's Programme:
“Energy Conservation through Sustainable and Low Carbon School Culture Programme”
Address: Johor Bahru, Johor, 81300, Malaysia
Education Level: Grade 1-6
Number of Teachers: 58
Number of Students: 899
School Principal: Mdm Lee Boh Dan
Coordinating Teachers: Ms Cheng Xui Chein, Ms Lim Xin Yi
Bintawan National High School
Title of the School's Programme:
“ENERGY CONSERVATION NURTURED, ENHANCED,RENEWED and GOVERNED YEARLY (ENERGY)”
Address: Purok Liwliwa, Bintawan Sur, Villaverde, Nueva Vizcaya, 3701, the Philippines
Education Level: Grade 7 - 12
Number of Teachers: 61
Number of Students: 1,200
School Principal: Dr Merlita C Padilla
Coordinating Teacher: Mrs Rucelle T. Borja
for the Best Programme Carried out in Small Schools of Less than 250 Students
Lopburi Polytechnic College
Title of the School's Programme:
“LPC Saving Energy for the Earth”
Address: 100 moo 3 Phaholyothin Road, Thasala Sub-district,
Mueang District, Lopburi 15000 Thailand
Education Level: Certificate and Diploma
Number of Teachers: 20
Number of Students: 128
School Director: Dr. Niti Nachit
Coordinating Teacher: Mr. Yeshi Dorji
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 Over 250 Students|
All schools which were shortlisted will receive a Certificate from the SEAMEO Secretariat.
|No||School||Country||Project Title||Edu. Level||No of Teachers||No. of Students|
|1||Bintawan National High School||Philippines||ENERGY CONSERVATION NURTURED, ENHANCED,RENEWED and GOVERNED YEARLY (ENERGY)||Grade 7-12||61||1,200|
|2||Chiang Kong Witaya School||Thailand||Chiang Khong Ranger (CK Ranger)||Grade/Year12-18||70||1,027|
|3||Kasibu Central School||Philippines||Helping the Advanced, Least, Lost and the Last (AL3) Pupils Using Handy Solar Energy Gadgets towards the Improvement of Access, Retention, Completion, Achievement (ARCA)||Special Education, Kindergarten, Alternative Learning System, Grade 1-6||25||760|
|4||Public Senior High School 2 Blora||Indonesia||Recycling and Saving Energy||Year 10-12||59||828|
|5||SJK (C ) Pulai||Malaysia||Energy Conservation through Sustainable and Low Carbon School Culture Programme||Grade 1-6||58||899|
|6||SJK (Tamil) Alor Gajah||Malaysia||FuturEnergia Project||Year 1-6||26||320|
|7||SMKN 1 Bandung||Indonesia||Save the Energy, Save Our Present, Save Our Future||Vocational High School||94||1,389|
|8||SMK Telok Kerang||Malaysia||Green School||Form 1-5||56||661|
|9||SK Nong Chik||Malaysia||Electric, Water Saving and Recycle Program||Grade 1-6||38||501|
|10||Yayasan Sultan Haji Hassanal Bolkiah Secondary School||Brunei Darussalam||Say Yes to 4Cs||Year 7-11||42||353|
|Shortlisted Schools with Over 250 Students|
All schools which were shortlisted will receive a Certificate from the SEAMEO Secretariat
|No||School||Country||Project Title||Edu. Level||No of Teachers||No. of Students|
|1||Cambitala Elementary School||Philippines||Planting Trees and Vegetables for Energy Conservation||Pre-Elementary Grades 1-6||9||203|
|2||Lopburi Polytechnic College||Thailand||LPC Saving Energy for the Earth||Vocational School (Certificate and Diploma)||20||128|
|3||SMAN 2 Pelepat Ilir||Indonesia||Saving Energy Through Independent Adiwiyata
(Adiwiyata Mandiri) As The Education of Sustainable Development
|Grade 10 to 12||22||244|
|4||SJK (T) Ladang Sagai Muar Tamil Primary School||Malaysia||Muar River Energy Project||Year 1-6||12||60|
|List of All Entries|
The following lists are 45 entries from schools in 8 Southeast Asian countries, namely, Brunei Darussalam, Indonesia, Lao PDR, Malaysia, Myanmar, Philippines, Singapore, and Thailand. We also received another 2 entries from India. The organisers and the Judging Committee would like to express appreciation for the participation in this 2016 SEAMEO-Japan ESD Award under the theme of “Saving Energy”.
Note: All participating schools will receive the Certificate of Participation from the Award.
Category 1: Schools with Over 250 Students
|No||School Name||City||Project Title||Education Level||No. of Teachers||No. of Students|
|1||Chung Ching Middle School||Seria||Save Energy, Save Environment||Year 1 - 6||32||400|
|2||Pusat Tingkatan Enam Sengkurong||Mukim Sengkurong||PTES Energy Conservation||Lower 6 and Upper 6 (A-Level)||110||608|
|3||Sekolah Menengah Berakas||Brunei and Muara||Energy Conservation and Awareness||Grade 6-12||120||1,021|
|4||Sekolah Menengah Sayyidina Hasan||Brunei and Muara||Energy Club (under Environmental Programme)||Year 7-11||137||1,209|
|5||Yayasan Sultan Haji Hassanal Bolkiah Secondary School||Sungai Akar||‘Say Yes to 4Cs’||Year 7-11||42||353|
|1||SDN 2 Purbalingga Lor||Jawa Tengah||Be “Adiwiyata School”||Grade 1-6||22||499|
|2||SDN Deresan||Yogyakarta||Implementation of Mathematics Teaching and Learning Integrated with Energy Efficiency, Safety, and Resiliency|
|3||Sekolah Alam Insan Mulia||Surabaya||We (SAIM) for a Better World||Year 1-6||50||483|
|4||SK Taman Bukit Tiram||Johor Darul Takzim||Let’s Save Energy||Year 4-6||100||1,500|
|5||SM Atas Negeri 2 Blora / Public Senior High School 2 Blora||Jawa Tengah||Recycling and Saving Energy||Year 10-12||59||828|
|6||SMAN 1 Magetan (SHS 1 Magetan)||East Java||Air Purify||Grade 12||70||1,013|
|7||SMAN 10 Malang, Leadership Academy||Jawa Timur||Green Earth Community Club||Grade 10-12||42||340|
|8||SMAN 14 Padang||West Sumatera||“Green School for Our Earth”||Grade/Year 10-12||66||851|
|9||SMK Negeri 1 Bandung||West Java||Save the Energy, Save Our Present, Save Our Future||Vocational High School||94||1,385|
|11||SMK Wikrama Bogor, Indonesia||Bogor||Developing Saving Energy Culture at Wikrama Bogor Vocational High School, Indonesia||Grade 10-12||50||1,635|
|12||SMP Negeri 3 Malang||East Java||“GERAKAN LERI HIJAU” (Making Use of the Water Waste of the Rice Washing as the Natural Liquid Fertilizer for the Plants around the School)||Grade 7, 8 and 9||50||861|
|1||Johor Bahru Religious National Secondary School||Johor||Saving Water||Secondary 1 to 5||54||543|
|2||Saint George’s Girl’s School||Penang||Nature’s Voice – Save Mother Earth||Year 6-12||122||1,084|
|3||SJK (C) Pulai||Johor||Energy Conservation through Sustainable and Low Carbon School Culture Programme||Year 1-6||58||899|
|4||SJK (Tamil) Alor Gajah||Malacca||“FuturEnergia” Project||Year 1-6||26||320|
|5||SK Nong Chik||Johor Darul Takzim||Electric, Water Saving and Recycle Program||Grade 1-6||38||501|
|6||SMK (P) Sultan Ibrahim||Johor||Green Conditioning||Grade 7-12||65||950|
|7||SMK Ayer Keroh (Ayer Keroh Secondary School)||Melaka||AKSES Green School Project||Grade 6-12||88||1,233|
|8||SMK Datuk Onn Butterworth||Pulau Pinang||A United Front for Energy Efficiency||Year 9||106||990|
|9||SMK Telok Kerang||Johor||Green School||Form 1-5||56||661|
|1||Bintawan National High School||Nueva Vizcaya||Energy conservation Nurtured, Enhanced, Renewed and Governed Yearly(ENERGY)||Grade 7 to 12||61||1,200|
|2||Kasibu Central School||Nueva Vizcaya||
Helping the Advanced, Least, Lost and the Last (AL3) Pupils Using Handy Solar Energy Gadgets towards the Improvement of Access, Retention, Completion, Achievement (ARCA)
|Special Education, Kindergarten, Alternative Learning System, Grade 1-6||25||760|
|1||Chiang Khong Wittayakom School||Chiang Rai||Chiang Khong Ranger (CK Ranger)||Grade/Year 12-18||70||1,027|
|2||Chumchon Wat Ratniyom School||Nonthaburi||Saving Energy Saving Our life||Kindergarten and Grade 1-6||25||301|
|3||Sura Nari Wittaya School||Nakhon Ratchasima||The Green School Project: Sura Nari Wittaya School, Saving Energy with Clean Air||Grade 7-12||210||4,200|
|4||Udonpittayanukoon School||Udon Thani||Saving Energy, Saving the World by RAISE Programme||Grade 7-12||239||5,129|
|1||Yishun Primary School||-||Waste Management@YPS – Keep or Throw?||Primary 1 to 6||100||1,250|
No.(1) Basic Education High School, Yankin
|Yangon||Conservating Energy for the School Improvement||Grade 1-11||59||1,621|
|2||Basic Education High School, Dagon Township||Yangon||Save Energy for Brighter Future||Kindergarten to Grade 11||155||6,861|
|1||Kiettisack International School||Vientiane||Kreativity and Innovation for Saving Energy (KIS)||Grade 1-12||106||1,450|
|1||Met Rishikul Vidyalaya||Mumbai||Recycle2Sustain||Grade 1 -10||50||450|
|2||Tata Motors Employee’s Education Trusts’ Vidya Niketan English Merdium||Pune||Green School Programme||Year 5 - 15||71||2442|
Category 2: Schools with Less than 250 Students
|No||School Name||City||Title of Entry||Education Level||No. of Teachers||No. of Students|
|1||SMAN 2 Pelepat Ilir (State High School Pelepat Ilir)||Pelepat Ilir Distric||Saving Energy Through Independent Adiwiyata (Adiwiyata Mandiri) As The Education of Sustainable Development(ESD) Programme||Grade 10 to 12||22||244|
|1||SJK(T) Ladang Sagai Muar@ Muar River Tamil Primary School||Johor||Muar River Energy Project||Year 1-6||12||60|
|2||SJK (Tamil) Ringlet||Eco-Energy Warriors||12||88|
|1||Shepherd Kinder Garden||Yangon||Shepherd Kinder Garden||Preschool 3-6 years||5||30|
|1||Alloy Elementary School||Nueva Vizcaya||Sustaining Initiatives,Projects, Activities and Programs Towards Environment Development||Kindergarten to Grade SIX||6||126|
|2||Cambitala Elementary School||Nueva Ecija||Planting Trees and Vegetables for Energy Conservation||Pre-Elementary Grades 1-6||9||203|
|3||Tiu Cho Teg Ana Ros Foundation Integrated School||Brgy. Lanit Jaro Iloilo City||Clean up dried, waste segregation||Kinder garten to senior high||24||250|
|4||Watwat Elementary School||Nueva Vizcaya||Indigenous Children Hubs-An Energy Conservation Initiatives for the School Children of Watwat Elementary School. A Best Practice.||Kindergarden to Grade 6||7||198|
|1||Lopburi Polytechnic College||Lopburi||Saving Energy||Certificate(3Years)and Diploma (2Years)||20||198|
Judging Committee of the 2016 SEAMEO-Japan ESD Award:
|Information about the 2016 SEAMEO Japan-ESD Award|
Important Document 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.
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.
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 th e theme of "Safeguarding our Cultural Traditions", participated by 90 schools in 10 Southeast Asian countries, namely Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, Philippines, Singapore, Thailand and Vietnam.
|II. Theme for 2016: “Saving Energy”|
To promote ESD, energy conservation programmes have been initiated in many schools to make them more environmentally friendly and carbon-conscious (an increased awareness about carbon dioxide emissions from daily activities.) Most importantly, these programmes have given students a greater understanding of the implications of their behaviour and it has enabled them to transfer the new-found knowledge and more environmentally-friendly activities to their personnel lives. In addition, students gain leadership skills and a valuable sense of efficacy as they make significant contributions in shifting the school culture toward a higher level of sustainability1.
To instill wise energy habits in students and teach them to care about the impact of their actions on the environment, the SEAMEO-Japan ESD Award has selected "Saving Energy" as the theme for the 2016 competition.
“Saving Energy” can refer to any action or behavior that results in using less energy. There are many actions a school can take to save energy on a daily basis. Saving energy does not simply have to involve heating, cooling and lighting, it also encompass many actions which can have a broader effect on the environment such as the reduction of energy consumption, renewal of energy, utilization of waste and so on.
The objectives of this year’s award scheme are:
- To raise awareness of energy conservation integrated in education for the promotion of 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 implementation of energy conservation into teaching and learning practices and school programmes.
- To encourage schools to develop and improve current ESD practices in school activities and programmes.
Under the theme of “Saving Energy,” the school entry should cover the following criteria:
- The entry should be relevant to the theme and the scope of “Saving Energy” as defined above.
- The entry should demonstrate how the school’s programme can reduce energy consumption at the school site and greater responsibility among teachers, students, parents and communities. The entry should also identify how the school’s energy saving programme can contribute to creating a more sustainable environment and society.
- The entry should clearly demonstrate the integration of “Saving Energy” practices in the school’s policy, management plan, curriculum, teaching and learning practices, co-curricular activities, partnership efforts, community participation and so on.
The entry should demonstrate initiatives in the sharing of successful programmes/practices to other schools or communities so that public consciousness can be raised and energy saving efforts and initiatives will be replicated in other schools and in the daily life of communities.
|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 activity carried out in small schools of less than 250 students
All winning schools will receive a plaque of recognition and a certificate 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 Council Conference in Indonesia in 2017.
All participating schools that have submitted entries relevant to the theme will be recognised (name, project name and country) on the SEAMEO website and the winning schools’ details will also be posted on the SEAMEO website.
|V. Judging criteria|
The judging committee will consider the following criteria in selecting the winning schools:
1. Strategy/ Modality of Implementation
- Saving energy/energy conservation is emphasized and incorporated into school policies, management plans, and teaching and learning programmes within the school.
- The school has demonstrated the use of participatory processes – involving students, teachers, parents, community stakeholders and partners – in planning and implementing the programme.
- Appropriate and effective methods and resources are used to implement the programme.
- Monitoring and evaluation mechanisms or processes are systematically identified to the immediate and long-term outcomes of the programme.
- The school has demonstrated that the entire school joins together in energy conservation efforts.
2. Innovation and Creativity
- The school’s programme has demonstrated innovative practices in “Saving Energy”.
- The school has demonstrated innovative ideas for utilizing 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 Saving Energy programme.
- The school has embedded knowledge about energy conservation and other related environmental aspects into subject disciplines and incorporated ESD principles and pedagogical methods to ensure that students are able to connect the practices into their daily life, the local environment and community.
4. Engagement of Community
- The school has engaged community partners such as neighbouring educational institutions, local government authorities and parent associations to co-implement the school’s programme.
- The school’s programme has encouraged public awareness and action for reducing energy consumption and using a more energy efficient approach in daily activities.
- The school’s programme has strengthened student involvement and a contribution to improve the sustainable development of the local community.
- The school has demonstrated a clear future plan on how to sustain the programme.
- The school has integrated energy saving practices within the school management plan and teaching and learning activities across subjects for a long-term action strategy.
- Results, both during and after implementation, have revealed the effectiveness and benefits of the school’s programme to students, teachers, parents and the wider community.
- The school has clearly demonstrated that energy consumption at the school has been reduced.
|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 “Saving Energy” before Friday 25 November 2016. (The schools must ensure that the SEAMEO Secretariat receives entries by Friday 25 November 2016.)
- Each school can submit only ONE entry.
- The school programme must have been continued at least one year.
- The submission of the school’s programme must be done through the template “Submission Form of 2016 SEAMEO-Japan ESD Award”.
If you are not able to download the form, please request by sending an email to
- 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 the 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.
- Period of time when the programme was/has been started.
- Activities (Actions and strategies of implementation).
- Teaching and learning approaches that the teacher applies for teaching “Saving Energy”.
- Participation with the community and sharing of school practices to the community.
- Engagement of partners.
- Resources used for implementation.
- Programme monitoring and evaluation mechanisms.
- Achievement from the saving energy effort.
- Benefits/impacts/positive outcomes of the programme to students, school and the wider community.
- Plan for sustainability and plan for the future.
- List of attachments such as a copy of the school saving energy plan, committee structure, 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 2016 SEAMEO-Japan ESD Award" and other supporting materials to the SEAMEO Secretariat by
a) Email: seameojapan.award(at)seameo.org 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: seameojapan.award(at)seameo.org).
|VIII. Important dates|
|15 September to
25 November 2016
|Period for submission of entries to the SEAMEO Secretariat by schools.|
|Friday 25 November 2016||The last day for submission of entries.
(The schools much ensure that the SEAMEO Secretariat receives their entries by 25 November 2016.)
7 February 2017
|Announcement of the winning schools on the SEAMEO website|
|April 2017||Award presentation ceremony at the SEAMEO Council Conference in Indonesia|
|February or March 2017||Study visit programme in Japan for the 1st prize winner|
|IX. Contact information|
For enquires, please contact:
SEAMEO-Japan ESD Award
920, Sukhumvit Road, Klongtoey District, Bangkok 10110, THAILAND
Tel: +66 (0) 2391 0144
Fax: +66 (0) 2381 2587
|X. Information/ resources for downloading|
- Information about the 2016 SEAMEO-Japan ESD Award (Theme: Saving Energy)
- Details of the Award in English (PDF)
- Submission Form of 2016 SEAMEO-Japan ESD Award and Guidelines in English (Word Document)
- Announcement Poster in English (JPEG-A4), (JPEG-A3), (PDF-A4), (PDF-A3)
- Flyers in English (PDF-A4 size)
- Flyers in Thai language (PDF-A4 size)
- Web banner - Square (JPEG)
- Web banner - Rectangle (JPEG)
- 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:
- 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)