2019 SEAMEO-Japan ESD Award






ANNOUNCEMENT: 
The Awardees of 2019 SEAMEO-Japan ESD Award
Theme: Building Peace in Schools and Communities

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 2019 SEAMEO-Japan Education for Sustainable Development (ESD) Award under the theme of ‘Building Peace in Schools and Communities’.

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 2019 SEAMEO-Japan ESD Award. The winners of the 2019 SEAMEO-Japan ESD Award are as follows:

 

1st Prize Winner

South Hill School, Incorporated
Philippines

Title of the School's Programme:
"Kindness for Peace"

Address: IPB Road UP College, Los banos, Laguna, 4031 Philippines
Education Level: ECLP to Grade 10
Number of Teachers: 35
Number of Students: 716
School Principal: Mrs Carmencita T Nolasco
Coordinating Teacher: Engr Amando Perfecto de la Cruz Molin

 

2nd Prize Winner

SMK Sanzac Kota Kinabalu
Malaysia

Title of the School's Programme:
Let’s Inspire Kindness and Shower Love

Address: Jalan Sembulan, 88100 Kota Kinabalu, Sabah, 88100, Malaysia
Education Level: Year 7-12
Number of Teachers: 103 
Number of Students: 1,430
School Principal: Dr Shirley Tay Siew Hong  
Coordinating Teacher: Asnimah Binti Aslie
Website: https://smk-sanzac.com/

 

3rd Prize Winner

Lemery Pilot Elementary School
Philippines

Title of the School's Programme:
WE ARE ONE

Address: Atieza St., Brgy, Bagong Sikat, Lemery, Batangas, 4209, Philippines
Education Level: Kindergarten to Grade 6
Number of Teachers: 83 
Number of Students: 2,651
School Principal: Ma Teresa E Caringal  
Coordinating Teacher: Jerome C Bayao
Website: N/A

 

Special Prize Winner
for the Best Programme Carried out in Small Schools of Less than 250 Students

Sekolah Alam Insan Mulia (SAIM)
Indonesia

Title of the School's Programme:
Establishing Peace Culture is the Work of Education

Address: Jl Medokan Semampir Indah No 99-101, Surabaya, East Java, 60119, Indonesia 
Education Level: Junior High School  
Number of Teachers: 16 
Number of Students: 132
School Principal: Kun Muchsinan, S.Si
Coordinating Teacher: Dwi Setiyaningsih
Website: N/A

  

Special Recognition

Labschool Rumah Citta
Indonesia

Title of the School's Programme:
Interfaith Education in Early Childhood: Building Respect in Young Children towards Differences

VDO

Address: Jln D.I Pandjaitan 70, Mantrijeron, Yogyakarta 55141, Indonesia
Education Level: Play Group, Kindergarten, Pre-elementary
Number of Teachers: 28 
Number of Students: 99
School Principal: Nindyah Rengganis
Coordinating Teacher: F. Ana Rukma Dewi
Website: N/A

 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 of Recognition from the SEAMEO Secretariat.
  • Ordered by alphabetical
No School City and Country Project Title Education Level No of Teachers No of Students Attachments
 1 Bagumbayan Elementary School Laguna, Philippines  Project Kids Patrol (Keeping the Individual on the Development of Self-Discipline) Kindergarten – Grade 6 62 2,022 Attachments
 2 Bendemeer Primary School Singapore Head, Heart, Hands @ BPS: Affirming our beliefs, Strengthening our Convictions, Advocating for Peace Grade 1-6 116 1,315 Attachments
 3 Hue Industrial College Thua Thien Hue, Vietnam A Project on Enhancing High School Students’ Awareness to Prevent Domestic Violence against Vietnamese Women through Education Grade 10-12 135 1,343 Attachments
 4 Junior High School 1 of Darul Ulum 1 Peterongan Jombang Kabupaten Jombang,
Indonesia
Implementation 17th Islamic Boarding School Cultures in STEM School for Building Peace and support The Sustainable Development Goals (SGDs) Grade 7-9 71 1,008 Attachments
 5 Lemery Pilot Elementary School Batangas,
Philippines 
WE ARE ONE Kindergarten to Grade 6 83 2,651 Attachments
 6 Muntinlupa National High School Muntinlupa, Philippines Building Peace through P.E.A.C.E Program (Peace Education Advocacy through Community Experiences Grade 7-12 140 5,650 Attachments
 7 SJKC Ming Chih Johor, Malaysia Love is Everything Project Grade 1-6 54 1,127 Attachments
 8 SMK Sanzac Kota Kinabalu Kotakinabalu, Malaysia Let’s Inspire Kindness and Shower Love Year 7-12 103 1,430 Attachments
 9 South Hill School, Incorporated Los Banos Laguna, Philippines Kindness for Peace ELCP to
Grade 10
35 716 Attachments

 

Shortlisted Schools with Number of Students Less than 250 Students
  • All schools which were shortlisted will receive a Certificate of Recognition from the SEAMEO Secretariat.
  • Ordered by alphabetical
No School City and Country Project Title Education Level No of Teachers No of Students Attachments
 1 Labschool Rumah Citta Yogyakarta, Indonesia Interfaith Education in Early Childhood: Building Respect in Young Children towards Differences Playgroup, kindergarten, pre-elementary 28 99 Attachments
 2 SAIM (Sekolah Alam Insan Mulia) Junior High School East Java, Indonesia Building Peace in School and Communities
“Establishing Peace Culture is the Work of Education”
Junior High School 16 132 Attachments
 3 Thammasakol Hat Yai School for the Blind Songkhla, Thailand Educational Administration Program on Multiculturalism by Thammasakol, Hat Yai School for the Blind Kindergarten – High School 13 73 Attachments
 4 Tignao Elementary School Siquijor, Philippines Child - Friendly Classrooms and Campaign of Be a Buddy Not a Bully Kindergarten – Grade 6 8 198  

 

List of All Entries

The following lists are 79 entries from schools in 9 Southeast Asian countries, namely, Brunei Darussalam, Indonesia, Lao PDR, Malaysia, Myanmar, Philippines, Singapore, Vietnam and Thailand.

The Judging Committee would like to express appreciation for their participation in this 2019 SEAMEO-Japan ESD Award under the theme of “Building Peace in Schools and Communities”.

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
Brunei Darussalam
1    Dato Mohd Yaasin Primary Schoo
l
Kampong Mentiri Clinical Outreach Programme (C.O.P) Preschool – Year 6 49 578
Indonesia
1 Junior High School 1 of Darul Ulum 1 Peterongan Jombang (SMP Darul Ulum 1 Peterongan) Kabupaten Jombang Implementation 17th Islamic Boarding School Cultures in STEM School for Building Peace and support The Sustainable Development Goals (SGDs) Grade 7-9 71 1,008
2 Labschool Rumah Citta Yogyakarta Interfaith Education in Early Childhood: Building Respect in Young Children towards Differences Playgroup, kindergarten, pre-elementary 28 99
3 PAUD PLUS AZ-ZALFA Pacitan Living in a Perfect Harmony Early Childhood Education 21 150
4 Politeknik Manufaktur Bandung Bandung Affordable and Clean Energy: Integrating Inter-cultural Understanding with The Implementation of Solar Tracking System Technology for Insect Trap as a Support for National Food Security Diploma 3 to Diploma 4 (Bachelor) 96 1,200
5 Pre-School Nurul Ilmi Bandung Nurturing wholeness in children for future generation Preschool 3-6 year 3 30
6 SAIM (Sekolah Alam Insan Mulia) Junior High School East Java Establishing Peace Culture is the Work of Education Junior High School 16 132
7 SD Sekolah Alam Insan Mulia Surabaya INSPIRING CLASS/KELAS PRESTASI Elementary School 49 540
8 Sekolah Alam Pacitan Kabupaten Pacitan SEKOLAHKU RUMAHKU KELUARGAKU
(MY SCHOOL, MY HOME, MY FAMILY)
Grade 1-6 25 159
9 SMA Negeri 1 Pakem Yogyakarta Poncosawii With Canteen Sincerity, As An Alternative for Strengthening Character Education in SMA Negeri 1 Pakem Senior High School 33 489
10 SMA Negeri 2 Bengkulu Selatan Bengkulu Peaceful Healthy School Program for Building Peace in SMAN 2 Bengkulu Selatan and Communities Grade 10-12 65 900
11 SMA Negeri 7 Pekanbaru Pekanbaru-Riau Peace School Community Senior High School 57 820
12 SMK Telkom Purwokerto Banyumas Implementation and Development of Digital School Telkom Purwokerto Vocational High School/ Grade 11-12 57 1,210
13 SMK Wikrama Bogor Jawa Barat Religious Activities Saturday and Sunday Vocational High School 61 1,636
14 SMP Negeri 13 Surakarta Surakarta Building Peace in SMP Negeri 24 Surakarta with Spirituality’s and Reinforcing Character’s Programs Grade 7-9 43 727
15 SMP Negeri 3 Purwokerto Central Java Trash Management Programme Grade 9 40 750
16 SMP Negeri 7 Bojonegoro East Java My School is My Family Where I can Move Well Grade 7-9 40 617
17 SMP Plus Assa’adah Serang Building Peace in Schools and Communities by Writing for Peace Grade 7-9 40 485
18 SMPN 5 Panggang Yogyakarta Promoting Gender Equality through Eco-Printing Batik Project Grade 7-9 15 65
Lao PDR
1 Kiettisack International School Vientiane Play for a Cause Kindergarten – Grade 12 150 1,300
Malaysia
1 Krait Primary School Sri Aman Building Peace in Schools and Communities Through Tree Planting Programme At Mount Apeng National Park, Serian, Sarawak, Malaysia. Pre School to Year 6 12 97
2 Methodist Girls’ Primary School Kuantan, Pahang Free Hugs Year 1-6 52 760
3 Sekolah Kebangsaan Putrajaya Presint 8 Putrajaya Building Peace in Schools and Community through Sports Elementary School 115 1,545
4 Sekolah Kebangsaan Sandau Kinabatangan Kinabatangan Taste of Celebrations Pre-School 5 year - Grade 6 26 326
5 SJK T Jalan Haji Manan Johor Local Music and Art Form Year 5-12 40 529
6 SJKC Ming Chih Johor Love is Everything Proect Primary School:
Grade 1-6
54 1,127
7 SJKT Sungai Ara Penang I’m A Global Citizen Kindergarten – Grade 6 21 260
8 SMK (L) Methodist Sentul, Kuala Lumpur Kuala Lumpur Peace, Harmony, Unity, Love & Kindness
Change for the better. Make today better than yesterday.
Secondary school Year 7 to 11 40 421
9 SMK Sanzac Kota Kinabalu Kota Kinabalu Let’s Inspire Kindness and Shower Love Year 7-12 103 1,430
10 SMK Taman Johor Jaya (1) Johor Bahru Peace Education: Leading to a Better Future Year 7-12 131 1,345
Myanmar
1 No. 1 Basic Education High School, Dagon Township Yangon Region Beauty of Emotions towards Peace Building (BEPB) Kindergarten – Grade 11 152 5,920
Philippines
1 Ayala Central School SPED Center Zamboanga Preserving Cultural Reliance beyond Aversities and Diversities in Bridging the Gap amongst the School and the Community Primary School 141 5,100
2 Bagumbayan Elementary School Laguna Project Kids Patrol (Keeping the Individual on the Development of Self-Discipline) Kindergarten – Grade 6 62 2,022
3 Bintawan National High School Villaverde Project DOVE (Dedicating Oneness and Virtuality to Education) Grade 7-12 74 1,500
4 Buenavista West Elementary School Quezon GABAY Program (Guidance for a Better Youth) Kindergarten – Grade 6 14 343
5 Cambitala Elementary School Nueva Ecija Cambitala Elementary School a Zone of Peace Kindergarten to Grade 6 8 201
6 Canda National High School Quezon Basic Gender Sensitivity Training as Under Gender and Development (GAD) Program Grade 7-12 11 171 Senior High School Departm-ent only
7 Consuelo Elementary School Cebu Go for Peace Kindergarten - Grade 6 26 740
8 Dagupan City National High School - Senior High School Dagupan City Project D.A.G.U. (Deen Abig, Gayaga tan Ulupan) (Peace, Good, Joy and Unity) Grade 11-12 61 2,116
9 Don Calixto C. Yongco, Sr. Elementary School Cebu Paglaum Program Kindergarten to Grade 6 19 570
10 Dr. Yanga’s Colleges, Inc Bulacan The DYCIan God-Centeredness Program Kindergarten, Primary, High School, Technical and Vocational School More than 250 More than 5,500
11 Gulac Integrated School Quirino Project STARS (Sustaining and Transending Actions for the continuous Reforms in School) Kindergarten - Grade 8 13 335
12 Kakiduguen National High School Nueva Vizcaya Project: MEs for P & D Grade 7-12 18 320
13 Kasiglahan Village National High School Rizal KVNHS Project P.E.A.C.E. (Place for Exploring, Assembling and Collaborating while in harmony with Environment) Grade 7-10 224 6,048
14 Kataan Elementary School South Cotabato Peace Advocacy (Projects, Programs and Activities) towards Transformation of Kataan ES from Yesterday, Today and for the Future Kindergarten – Grade 6 10 128
15 Katingal-an Elementary School San Carlos City Peace and Safety Through Education 9paSTE) in School and Community Kindergarten – Grade 6 18 385
16 Lemery Pilot Elementary School Batangas WE ARE ONE Kindergarten - Grade 6 83 2,651
17 Liwayway National High School Quezon MathScikel 1.0 (The Wheel to Learn) Grade 7 - Senior High School 22 527
18 Looc National High School Looc PROJECT VARE (Values Reformation) Junior High School 104 3,150
19 Looc National High School Romblon PROJECT VARE (VALUES REFORMATION) “Sumama ka at Mamunga” Come and Join to be fruitful” Junior High School and Senior High School 135 2,300
20 Manibaug Paralaya Elementary School Pampanga Project (B.U.I.L.D.) Better Understanding of Intercultural Life Ways and Deeds Kindergarten – Grade 6 40 1,419
21 Masico Elementary School Pila Project SHARE (Sustaining Harmonious Attitudes and Relationship in School and Community Environment) Kindergarten – Grade 6 15 515
22 Minoyan Elementary School Bacolod City Sagip KABUHI Program Primary School 41 1,184
23 Moca Family Farm RLearning Center Inc. Batangas “BUILDING FAMILY FARM SCHOOL; ONE FAMILY FARM AT A TIME”
Building Peace in Schools & Communities through Family Farming
TVET Learners from Senior High Schools to Various Adult learners 8 150
24 Muntinlupa Business High School - SUCAT ANNEX Muntinlupa Reach for P.E.A.C.E (Peace, Equality, Access, Community and Environment) Grade 7-10 75 2,600
25 Muntinlupa National High School Muntinlupa Building Peace through P.E.A.C.E Program (Peace Education Advocacy through Community Experiences) Grade 7-12 140 5,650
26 Olongapo City National High School Olongapo City Program B.U.D.D.Y. (Beautiful people, Undoubtedly exceptional, Different but unique Diverse yet compassionate, Youngsters of the school) Junior High School (Grade 7) 234 4,700
27 Oriental Mindoro National High School Oriental Mindoro Gender and Development (GAD) Program Grade 7-12 273 7,555
28 Palimbang Central Elementary School Sultan Kudarat Attainment of Elusive Lasting Peace in Palimbang through Integration
of Peace Initiatives and Respect Education in the Curriculum
Kindergarten – Grade 6 34 1,095
29 Saint Louis University Laboratory High School – Junior High School Baguio City FORMATION OF LOUISIAN MISSIONARIES:
In the Context of JEEPGY-HKM and JPIC-IPA
Grade 7-10 53 1,524
30 San Agustin Stand Alone Senior High School Region V-Bicol PIE for Everyone: Pioneering Inclusive Education towards a Peaceful School Grade 11-12 23 700
31 San Gabreil II Elementary School GMA “Klasrum Kalinga” (Classroom Care) Kindergarten – Grade 6 129 4,000
32 Santo Tomas Elementary School Annex Laguna The Implementation of Child Protection Policy (CPP) Kindergarten to Grade 6 51 1,609
33 Sir Arthur E Cooper Elementary School Negros Occidental “COOPER-ATION SYSTEM” Kindergarten to Grade 6 15 343
34 South Hill School, Incorporated Los Banos Laguna Kindness for Peace ELCP to Grade 10 35 716
35 St. Dominic College of Asia Bacoor One SDCA Kindergarten – Grade 12, Technical Vocational, Higher Education, Graduate Studies 146 3,829
36 St. Joseph College Olongapo Inc. Zambales St. Joseph College Olongapo – OPEN HIGH SCHOOL PROGRAM for the Out of School Youth Senior High School:
Grade 7-10
70 1,700
37 Sta. Rita Elementary School Nueva Ecija PEACE BE WITH YOU: ESTABLISHING A CULTURE OF PEACE THRU ZERO BULLYING Kindergarten to Grade 6 28 932
38 Sto. Nino National High School (SNNHS) Marikina City The PUSO Movement Secondary 85 2,500
39 Sunshine International School Daraga Albay Sunshine a Heaven of Peace Kindergarten - Grade 12 28 251
40 Technological Institute of the Philippines (T.I.P) Quezon City Designing a Structured Learning Experience for a Professional Technological Institution: Applications of Adult Learning Principles in Understanding Sustainable Development, Peace, and International Solidarity in Asia and the Pacific Region. Grade 11-12 700 14,000
41 Tignao Elementary School Siquijor Child - Friendly Classrooms and Campaign of Be a Buddy Not a Bully Kindergarten – Grade 6 8 198
42 Tiu Cho Teg-Ana Ros Foundation Integrated School Iloilo City REACHING OUT Indigenous People through Active Engagement in School and Community Activities Kindergarten to Grade 12 53 1,183
Singapore
1. Bendemeer Primary School Singapore Head, Heart, Hands @ BPS: Affirming our beliefs, Strengthening our Convictions, Advocating for Peace Grade 1-6 116 1,315
Thailand
1 KPIS International School Bangkok KPIS-UNESCO Peace Sculpture/Writing Peace Exhibit/Peace Week Kindergarten to Grade 12 58 540
2 Sura Nari Witthaya School (English Program) Nakhon Ratchasima Teach Less, Learn More Grade 7-12 334
(14 Teachers in English Program)
4,458
(179 Students in English Program)
3 Thammasakol Hat Yai School for the Blind Songkhla Educational Administration Program on Multiculturalism by Thammasakol  Hat Yai School  for the Blind Kindergarten – High School 13 73
Vietnam
1 Hue Industrial College Thua Thien Hue A Project on Enhancing High School Students’ Awareness to Prevent Domestic Violence against Vietnamese Women through Education Grade 10-12 135 1,343
2 United Kingdom Academy Ho Chi Minh Everyday Kindness Project Kindergarten – High School 75 1,200

 

Judging Committee Members of 2018 SEAMEO-Japan ESD Award

  1. An expert on ESD from Japan
      • Prof Dr Masahisa Sato
        Professor
        Tokyo City University, Japan
         
  2. A representative from MEXT
      • Mr Tadayuki Arai
        Senior Specialist for Bilateral Education Cooperation, International Affairs Division, Minister's Secretariat
        Ministry of Education, Culture, Sports, Science and Technology-JAPAN (MEXT)
         
  3. A representative from UNESCO Asia and Pacific Regional Bureau for Education (Bangkok)
      • Ms Ushio Miura
        Programme Specialist
        Section for Education Innovation
        and Skills Development
        UNESCO Bangkok
         
  4. Representatives from SEAMEO Secretariat, Thailand
      • Dr Wahyudi
        Deputy Director (Programme Development)
         
      • Dr Orawan Sriboonruang
        Programme Officer II
         
      • Ms Piyapa Su-angavatin
        Project Officer
         

 

General Information of 2019 SEAMEO Japan ESD Award
I. Introduction 

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 underline 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: 

  1. To raise awareness of ESD in schools and communities across Southeast Asia;
  2. To promote ESD best practices in schools and communities across Southeast Asia; 
  3. To share and exchange knowledge and best practices on ESD in schools across Southeast Asia and Japan;
  4. To encourage networking among schools and communities which implement ESD practices in Southeast Asian countries and Japan; and        
  5. To support the Sustainable Development Goals (SDG) of United Nations.   
Smiley face

*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.
https://sustainabledevelopment.un.org/sdgs

Since 2012, the Award has been conducted with the following themes and participated by the following number of participants.  

Year Theme Number of Participated Schools Participated Countries in Southeast Asia
2012 Education for Disaster Risk Reduction 69 7 Countries: 
Indonesia, Lao PDR, Malaysia, Myanmar, Philippines, Thailand and Vietnam.
2013 Values Education 126 8 Countries: 
Brunei Darussalam, Indonesia, Lao PDR, Malaysia, Myanmar, Philippines, Thailand and Vietnam.
2014 Fostering Global Citizenship for Sustainable Future 63 9 Countries:
Brunei Darussalam, Indonesia, Lao PDR, Malaysia, Myanmar, Philippines, Singapore, Thailand and Vietnam.
2015 Safeguarding our Cultural Traditions 90 10 Countries:
Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, Philippines, Singapore, Thailand, and Vietnam.  
2016 Saving Energy 43 8 Countries:
Brunei Darussalam, Indonesia, Lao PDR, Malaysia, Myanmar, Philippines, Singapore, and Thailand.            
2017 Improving Health and Nutrition 56 8 Countries
Brunei Darussalam, Indonesia, Malaysia, Myanmar, Philippines, Singapore, Thailand, and Vietnam.
2018 Applying Local Wisdom for Environmental Conservation 94 7 Countries:
Brunei Darussalam, Indonesia, Cambodia, Malaysia, Myanmar, Philippines, and Thailand.
.
II. Theme for 2019: “Building Peace in Schools and Communities”  

“No one is born hating another person because of the color of his skin, or his background, or his religion.
People must learn to hate, and if they can learn to hate, they can be taught to love,
for love comes more naturally to the human heart than its opposite.”- Nelson Mandela1

In an increasing diverse world, it is essential for students to learn about diversity and acceptance from one another at an early age. Fear of difference is often the root of bullying behavior, just as it is the root of discrimination and prejudice.2

Considering the increasing of conflicts and violence happened in our societies, the 2019 SEAMEO-Japan ESD Award selects the theme “Building Peace in Schools and Communities”  

The most significant way of promoting a culture of peace is through peace educationPeace education does not simply mean learning about conflicts and how to resolve them carefully. It should also involve participation of young people in expressing their own ideas, and cooperating with each other in order to eliminate violence in our individual lives, in our communities, and in our societies3.

Peace education, or an education that promotes a culture of peace, is essentially transformative4. Peace education is the process of acquiring the values, the knowledge, and developing the attitudes, skills, and behaviors to live in harmony with oneself, with others, and with the natural environment5.  With the help of peace education, people can learn to have mutual respect for each other, and celebrate each and every human being’s uniqueness and humanity6.

The objectives of this year’s award scheme are:

  1. To raise awareness of peace education and sustainable development in schools and communities in Southeast Asia and Japan.
  2. To promote and share initiatives and good practices that support sustainable development through the integration of peace education into the holistic school programmme and the school’s contributions in improving/developing “culture of peace” in the communities.
  3. To encourage schools to develop and improve current ESD activities and programmes.

Under the theme of “Building Peace in Schools and Communities,” the school entry should cover the following criteria: 

  1. The entry should be relevant to the theme, and provide details of “Peace Education” that the school has applied for building peace in the school environment and in the community.

    The entry can be related to some of the following issues, but not limited to:
    1. Preventing bullying 
    2. Conflict management and resolutions
    3. Violence reduction
    4. Non-discrimination
    5. Human rights
    6. Gender equality
    7. Inter-cultural understanding
    8. Interfaith 
    9. etc. which is related to building the ‘Culture of Peace’
  2. The entry should demonstrate how the school’s programme can promote the culture of peace through community engagement that create mutual beneficial partnerships, deepen student learning experiences, support student growth, and sustain the society.    
  3. The entry should demonstrate the transformation of “knowledge”, “skills”, “attitudes/values”, “behaviors”, and “daily practices” of students, parents and community after participating in the school’s programme.
  4. The entry should demonstrate clear information dissemination on how the school transfers the knowledge or shares the practices to other schools, and to people in the communities for building the culture of peace.  
  5. The school should clearly demonstrate the integration of peace education in all schools’ aspects such as school policy, management plan, curriculum, teaching and learning practices, co-curricular and student 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

1) 1st Prize Winner
  • USD$1,500
  • A study tour to Japan
(The organizer will sponsor the travel expenses for four to six persons, which includes round-trip airfares, accommodation for three nights, domestic transportation in Japan, interpreter, and visa fees).
2)  2nd Prize Winner
  • USD$1,000
 3)  3rd Prize Winner
  • USD$500
4) A Special Prize from the SEAMEO Secretariat for the best programme carried out in small schools of less than 250 students 
  • USD$1,000
.
V. Judging criteria

The judging committee will consider the following criteria in selecting the winning schools:  

  1. Integration of Strategies/ Modalities for Implementation
    • Implementation of peace education is emphasized and incorporated into school policies, management plans, and teaching and learning programmes within the school.
    • The school has demonstrated clear effective strategies, steps, and activities in applying peace education for building the culture of peace in school and communities.  
    • 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 culture of peace in the school and communities.   
    • The school’s programme has demonstrated innovative practices in integrating peace education 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 improve the culture of peace in its school and community environment.  
    • The school has embedded the proper knowledge, skills, attitudes, values, behaviors and daily practices into subject disciplines and incorporated ESD principles and pedagogical methods to ensure that students are able to connect the practices in their daily life, and community.  
    • The teaching and learning approaches has demonstrated the change or transformation of attitudes, values, and behaviors of students and teachers.
  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 peace education.  
    • 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 peace building.
    • Through the school’s programme, the school has engaged and contributed to the development of local community, not just only parents.    
  5. Sustainability 
    • The school has promoted peace education 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 to other SDGs apart from SDGs 10 (Reduce Inequalities) and SDGs 16 (Peace, Justice and Strong Institutions).
  7. Impacts 
    • 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 peace education 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
  1. Schools can submit information about the school’s programme/project/activity related to the theme “Building Peace in Schools and Communities” from 10 June to 16 September 2019 (Extension). 
  2. The deadline of entry submissions is Monday, 16 September 2019. (Late submission will not be accepted.)   
  3. Each school can submit only one entry.
  4. The submission of the school’s programme must be done through the template “Submission Form of 2019 SEAMEO-Japan ESD Award”or requested from email address: seameojapan.award@seameo.org.
  5. Regarding the submission of entry, each school must adhere to the following format, as specified in the Submission Form:
    • 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
    • Part II - Information about the school’s programme; 
      • 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 
      • Key knowledge, skills, attitudes/values, and behaviors that you expect to develop from this programme     
      • Activities (Strategies, activities, or steps for implementation)     
      • Teaching and learning approaches/strategies that the school has integrated for peace education         
      • Participation with the community/roles of community    
      • Activities that the school, students, and teachers have contributed to the community 
      • Programme for 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 “Building Peace in Schools and Communities”
      • 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)
  6. 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.)
  7. 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.     
  8. All submissions should include related photos. A maximum of five (5) photographs with captions written in English can be attached in the Submission Form.
  9. All submissions can be attached with a maximum of five (5) supporting documents (Optional). 
  10. How to Submit the Entry: Schools can submit the completed "Submission Form of 2019 SEAMEO-Japan ESD Award" and maximum of 5 supporting documents/materials to the SEAMEO Secretariat by 

    Option 1:

    By Google Link (Teacher should have a gmail email account.) 
    Submitting the application and supporting documents to the following GOOGLE LINK:

    http://bit.ly/2019ESDAward-submission

    If the school has difficulties in submitting the entry and documents to the above google link, please email to: seameojapan.award@seameo.org

     

    Option 2:

    By Email
    Submitting the completed “Submission Form of 2019 SEAMEO-Japan ESD Award" and maximum of 5 supporting documents/materials to the SEAMEO Secretariat by email: seameojapan.award@seameo.org

    Important Note: To align with the ESD practices and to save the environment and energy, the Committee will not accept the entry in hard copies.   

  11. 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@seameo.org).
VIII. Important dates
10 June to
2 September 2019
Period for submission of entries to the SEAMEO Secretariat by schools.
Monday 16 September 2019
(Extension)
The last day for submission of entries.
(The schools much ensure that the SEAMEO Secretariat receives their entries by 16 September 2019.)  
  1 November 2019 Announcement of the winning schools on the SEAMEO website
  26-28 November 2019
Award presentation ceremony for the winners at the SEAMEO High Officials Meeting in Thailand
April/May 2020 Study visit programme in Japan for the 1st prize winner
.
IX. Contact information
For enquiry, please contact: 
SEAMEO-Japan ESD Award 
SEAMEO Secretariat
920 Sukhumvit Road, Klongtoey District,
Bangkok 10110, THAILAND.
Email:  seameojapan.award@seameo.org
Website: www.seameo.org
Tel: +662 391 0144
Fax: +662 381 2587
.
X. Information/resources for reference
  1. Information about the 2019 SEAMEO-Japan ESD Award (Theme: Building Peace in Schools and Communities)
  2. UNESCO-Japan Prize on ESD
  3. Other relevant resources:
    • Project Peace for Schools
    • Peace Education: A Pathway to a Culture of Peace,  Loreta Navarro-Castro, and Jasmin Nario-Galace, Center for Peace Education, Miriam College, Quezon City, Philippines, 2015.         
    • 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)