SEAMEO-Japan ESD Award

Transcription

1 SEAMEO-Japan ESD Award Supporting Partner: Submission Form of 2015 SEAMEO-Japan ESD Award Theme: Safeguarding Our Cultural Traditions The last day for submission of entries: 4 September 2015 To participate in the 2015 SEAMEO-Japan ESD Award, please submit the information of your school s project/programme on Safeguarding Our Cultural Traditions by using this Submission Form. The digital format of this Submission Form can be downloaded from the SEAMEO website: or requested by sending an to: seameojapan.award@seameo.org. The guidelines for submission of entries and the judging criteria are detailed in page of this document. Schools must ensure that the SEAMEO Secretariat receives their entries by Friday, 4 September More information, please contact the SEAMEO Secretariat, Bangkok (telephone number: , fax number: and address: seameojapan.award@seameo.org) PART I: Details of Your School 1. Name of your school: Krousar Thmey school for blind or deaf children in Kampong Cham 2. Full address: 6 village, Veal Vong quarter, Kampong Cham city, Kampong Cham province 3. Postcode: 4. Country: Cambodia 5. School s telephone number (country code+city code+telephone number): School s fax number (country code+city code+fax number): 7. School s Address : school_kampongcham@krousar-thmey.org 8. Name of the Head Master/Principal/School Director: Mr. KEO Phally 9. Name of the Teacher Coordinator: Mr. KEO Phally 10. address of the Coordinator: school_kampongcham@krousar-thmey.org 11. School website (if available): Educational level (Such as Kindergarten 1 to Grade/Year 9): From Grade 1 to Grade

2 13. Total number of teachers in your school: Approximately number of teachers participated in this programme: Total number of students in your school: 156 (69) 16. Approximate number of students participated in this programme: 156 (69) Nevertheless, the best way to get in touch with the school is to go through the main office of Krousar Thmey in Phnom Penh. The staff from Kampong Cham School does not speak English very well. Here you can find the most relevant contact information: 1. Name of the organization: Krousar Thmey 2. Full address: 4 street 257 Tuk Laâk 1 Toul Kork Phnom Penh PO Box Country: Cambodia 4. Organization s phone number: Organization address : pr@krousar-thmey.org 6. Name of the staff in charge of the application : Colin Rehel 7. address: pr@krousar-thmey.org 8. School website (if available): PART II: Information about the School s Programme The information of part II from no.1 to 13 should be no longer than nine (9) pages long of A4 in total. The information should be written in Times New Roman font, point size. 1. Title of the school s programme Cultural and Artistic Development program for blind or deaf children in Kampong Cham 2. Summary of the programme (one half-page of A4 sheet size) Since its creation in 2002, Krousar Thmey school for visual and hearing impaired children in Kampong Cham is dedicated into the cultural and artistic development of its pupils. Our vision includes the right for each child of access to culture. First, this school is one of the only 5 schools providing education to blind or deaf children in the country (the only one in Kampong Cham province). Yet, education is the first step to get cultural knowledge. Therefore, Kampong Cham School provides blind children with learning material in Braille (adapted from the very difficult Khmer alphabet) and teaches Sign Language to deaf children. These communication tools constitute the basis of a better access to culture. The school follows the official school program made by the Government. Thus, the school complies with the public curriculum that includes history lessons, literature, geography, etc. After finishing Grade 2 for blind children and Grade 4 for deaf children, the pupils start attending lessons in public schools, to enhance the inclusive approach of their education. They benefit from extra classes in Kampong Cham special school. Among these extra lessons, blind children attend music classes and deaf children dance classes every week. Traditional arts learning is a key part of pupils education. It endows them with more self confidence and helps them to better understand their traditions and culture. This also facilitates a better integration within the Cambodian society. These children are increasingly solicited by other organizations or public institutions to perform during special events. Children also go to libraries 2 hours every week, and more on voluntary basis. They also benefit from computer lessons that endow them with more autonomy in their diverse researches. -2-

3 3. Background information or reasons why the school created this programme In 1991, when Krousar Thmey founder started its activities in the camps at the Thai border, he noticed that many children growing there had never had any access to their own culture. Therefore, he organized traveling exhibitions in order the children to discover their own country before coming back to Cambodia. When our education program for blind or deaf children began in 1994 with the first school opening in Phnom Penh, access to culture became obviously one of Krousar Thmey s priorities. Indeed, Khmer culture and traditions are a true factor of unity in Cambodia. So, as long as blind or deaf children are excluded from this culture, they remain marginalized within the Cambodian society. Thus, first of all, our program of cultural and artistic development is a tool for social integration. But this program also strengthens our pupils self-confidence. They feel essential to see that they can study, but also dance and play music as well as other children. This program is also a great tool to raise awareness about disability in Cambodia. Kampong Cham School is in 2015 the referent school for our awareness campaigns taking place in September and October. Some students will travel across rural areas to perform traditional dance and music shows. By doing so, they give a cultural performance to people who are not used to it, and take part in the safeguarding of the Khmer culture, while evidencing that deaf and blind children have the possibility to learn, to study and to get a bright future. 4. Objectives/goals of the programme Facilitate social integration through cultural and artistic development. Give an access to culture to blind or deaf children who were before excluded from cultural education. Promote the Khmer culture within Kampong Cham School. Provide an education similar to the one received by other children in order to favor an inclusive education. Provide learning materials adapted to each disability. Provide tools, such as Braille books, audio books, Sign Language assistance and computer lessons that enable children to access to culture. Give an access to cultural knowledge through the school s library. Involve the community within the cultural and artistic development of the children. Safeguard and promote traditional arts in Kampong Cham city, in Kampong Cham province and in other places when it is possible (since there are not many structures giving access to traditional arts in this area). Raise awareness of the capacities of blind or deaf children to study and learn as well as the others. 5. Brief details about the cultural traditions the school aims for within the programme and its values 5.1 Brief details about the cultural traditions the school aim for within the programme Traditional Khmer music for visual impaired children. It includes around 10 different kinds of instruments, such as Skor Thom, Roneat Ek and Korng Vong Thom. Traditional Khmer dance for hearing impaired children. Many different dances are taught to the children, focusing on classical dances, such as the Robam Chuon Por ("Wishing dance") and the Robam Tep Apsara ("Apsara dance"). Khmer language. This does not sound as a cultural tradition, but this is the main tool to access to cultural traditions. Therefore, the school provides lessons in Braille, adapted from the very hard Khmer alphabet, to better stick with other cultural knowledge. The deaf students benefit from lessons in Sign Language, which is progressively improved to be closer to the Khmer dictionary. Flag ceremony and national hymn. The Flag ceremony is a key event in every school in the country at the beginning and at the end of the day. The strength of Kampong Cham School is to make it accessible for blind or deaf students. Deaf children sign the national hymn. Kampong Cham School provides History lessons and a relative access to Khmer literature. -3-

4 5.2 Please identify values that students have learned/gained from the cultural traditions as in 5.1 From traditional arts lessons, children gain first in confidence and self-confidence. As these arts are collective, children must trust and cooperate with each other. Regarding children with disability, who often have more difficulties to give their trust, this aspect is essential. They also acquire through these lessons patience and ambition. As for the other lessons, deaf or blind children often need more time to learn. Nevertheless, with a good support, they can perform as well as non-disabled children. These arts lessons highlight this capacity and push them to look for a continuous improvement. Art s learning is also suitable to strengthen mutual aid between students. Children are encouraged to help each other and to share their knowledge. The flag ceremony is also meant to ensure respect for the country and for all its representatives, particularly within the school (director, teachers and the other staff). The relative access to the Khmer literature and the Khmer history given by Kampong Cham School, mainly through the lessons provided by the teachers, but also through the library and the computer room, is also designed to raise the curiosity of the children. These lessons broaden the openmindedness of the children and strengthen their willingness to learn more about these topics autonomously. 6. Period of the time when the programme was/has been started Since 2002 and the opening of the school in Kampong Cham 7. Activities (Actions and strategies of implementation) Music and dance lessons One hour every week minimum, every child attends traditional music or dance lessons. The blind children learn music, thanks to adapted learning methods. The teacher often guides the children taking their arms to show the good movements. The children learn how to play alone but also together. The teacher has therefore also the role of conductor. Thus, being teacher requires a good formation. The current teacher is Tes Tearith, 21 years old, low-vision, and former student at Kamong Cham School. He got additional trainings in a private school (see partners section) and can now teach the blind and low vision students in Kampong Cham School. Regarding dance lessons, deaf children benefit from adapted facilities. The room has been built with a wooden floor, in order them to feel the vibrations of the music. They also benefit from the assistance of their teacher, who leads them as a conductor would do. She makes discrete signs with her hand following the pace of the music and indicating the moves to do. This teacher also got a two years formation from another partner, the Buddhist development and social school. These lessons are provided from Grade 1 to Grade 12. From Grade 1 to Grade 6, children must attend. From Grade 7 to Grade 12, since the children shall also prepare their exams, the lessons are provided on a voluntary basis. Nevertheless, almost all the children continue to join. These lessons are not part of the official school curriculum designed by the Government. Therefore, the performances of the children are not taken in account in their school results, since the school has to strictly follow the governmental policy, so that the pupils can attend public school like the others. Nevertheless, in the frame of the current preparation of Krousar Thmey awareness campaigns, some students receive additional trainings, during which their progression is assessed. Kampong Cham School wants to evaluate if the taught competences are acquired. The goal is also to estimate the children s involvement during the classes. Indeed, beyond the research of quality, behavior education is one of the main purposes of these lessons. -4-

5 Organization of Awareness campaigns Thanks to lessons provided in the School, Kampong Cham School has been selected to lead the organization of the awareness campaigns in It consists in the organization of 10 shows that will be performed in rural areas. The main purpose is to raise awareness of the capacity of deaf or blind children to learn and study as the others. The watchword is actually: Don t keep your children at home, send them to school. The quality of the show highlights the ability of the children to acquire skills and knowledge, as long as long they receive appropriate formations. These shows include instrumental, singing, dancing, theatrical and circus performances. To prepare these, the students benefit from specific trainings three weeks before the beginning of the campaigns. The dance and music teachers are mobilized, as well as the other schools of Krousar Thmey, and other partners such as Phare Ponleu Selpak to plan the show. These campaigns are also attractive because they are organized in rural areas where access to culture is limited. The students of Kampong Cham School share traditional arts that these communities are not used to see. By doing so, they contribute to safeguard and promote traditional arts. Daily flag ceremony Every morning and every evening, pupils studying at Kampong Cham School gather around the flag of the school for the national hymn. It symbolizes the beginning and the end of the school day. 2 children raise the flag while the others are singing. Deaf children follow a conductor that signs the national hymn. The ceremony is common to all the public schools in Cambodia. Kampong Cham School has made it accessible for its disabled children. Therefore, when they join public school for the first time in Grade 2 and 4, they already have markers to avoid feeling lost and to share these key moments with the non-disabled children. It facilitates their inclusion. Every morning, the director of the school uses this ceremony to give a speech reminding some social rules within the school. He explains the good manners the pupils should have. Thus, he prevents disrespectful behaviors towards the teachers but also among the children. The director also sometimes focuses on life outside the school, underlining the importance of children s families, community life etc. Access to lessons in Khmer language When the children enter Kampong Cham School in Grade 1, they study either Braille or Sign Language. Therefore, for the first time, whereas some children are already over-aged because their disability has been detected late, pupils have access to learning materials they can understand. In both cases, the teachers do their best to be as close as possible to the traditional Khmer language. The Khmer Braille has been adapted from the Khmer alphabet so that the Khmer language has been perfectly recreated. The Braille Workshop located in one of Kampong Cham School s partner school in Phnom Penh transcripts and prints books to provide the children with adapted learning materials. Regarding Sign Language, the situation is more complicated. Developing a new Sign Language from scratch takes a long time. That is why, at the beginning of Krousar Thmey activities, the Foundation had to import the International Sign Language. Nevertheless, through Krousar Thmey Sign Language Committee also joined by the Deaf Development Program, Kampong Cham School s teachers progressively benefit from a Sign Language closer to the Traditional Khmer Language. Many signs are evolving. Every summer, teachers attend a formation to update their knowledge. The next step is to provide a dictionary of Sign Language, which is currently under development. In both cases, the goal is to make the Khmer language as accessible as possible for blind or deaf children in spite of their disability. Without this knowledge, the Khmer culture cannot be well understood by the pupils. -5-

6 History of Cambodia and Literature lessons Kampong Cham school, as long as it is working in close collaboration with public schools and public institutions, has to stick with the curriculum decided by the Government. Unfortunately, in this curriculum, the history and literature aspects remain minors, especially before Grade 7. Nevertheless, while respecting this school program, teachers do their best to raise the interest of the children with this kind of lessons, mainly by making them interactive. For instance, after reading a book, the teachers often organize role play to better understand the story or the importance of a passage. Even if the teachers are not allowed to teach more than the curriculum, they can push the children to do more by themselves, particularly thanks to the libraries and to the computer room. Libraries and Computer classes Every week, the children attend libraries for 2 hours and computer classes for 2 hours as well. Blind children benefit from specific classes regarding IT, using appropriate software reading the screen and learning the keyboard by heart. Therefore, they can progressively learn how to use s, Word and Google. Thus, all the children can progressively use the computers to do their own research. The libraries are also supplied with books adapted to each disability. This is another tool for the children to increase their knowledge regarding Khmer literature. They can actually find school books, but also history books, and story books. With these two possibilities, the children are encouraged to develop their curiosity and their appetite for new knowledge. 8. Teaching and learning approaches that the school applies for safeguarding cultural traditions as identified in point 5. Adapting lessons to all kind of disabilities The vision of Kampong Cham School is that deaf or blind children can learn almost everything as well as the others, as long as the teaching methods are appropriate. One of the main teaching approaches is therefore to adapt as much as possible to the needs of each pupil according to his level of disability. It goes the same when talking about the cultural traditions. To teach dance and music, teachers always adapt their practices to better fit with the necessities of the children. For the blind children, using the sense of touch is very important. On the opposite, for the deaf children, using visual means is one of the keys to teach them dance, but also history, literature etc. Making lessons accessible for all regardless of the children level Artistic and cultural development is a necessary tool for the children s social integration. But this program is also designed to increase the self-confidence of the students. Consequently, one of the first priorities is to ensure that none of the children is left aside. Therefore, the teachers always adapt their lessons to the children with lowest level, while trying to give additional advice to the best ones. Gender: The lessons are equally provided to boys and girls. There is no distinction in the program regarding gender. All the children have the same chances, and concerning traditional arts, they all practice together. Uniforms: Following the governmental rules, all the children are provided with the same uniforms, in order to ensure the best equality among them. Addressing teachers: The pupils always address the teachers while using the most respectful appellation (Luk Kru, Nek Kru for men or women teachers). These appellations have a Sign in Sign Language. Inclusive approach: As soon as possible, the children are sent to study in public school, in order to study with the children without disabilities. Indeed, learning only in a fully adapted area would prevent the children to become really autonomous and integrated in the discovering of the Khmer culture. -6-

7 9. Participation with the community (Brief details of activities) Organization of local artistic events Kampong Cham School faces the big challenge to provide deaf or blind children with an access to artistic and cultural development in an area lacking of organizations safeguarding and promoting the Khmer culture. If this factor makes partnerships and arts learning more difficult, it is also a great opportunity for all the children to be recognized as conveyors of the Khmer culture in the province. Thus, many organizations, such as firms, other associations and public institutions ask for dance or music representations from the children of Krousar Thmey. Collaboration with local authorities The local authorities also work closely with Kampong Cham School. They can support punctually the school in case of needs and also take part in the promotion of the cultural and artistic development program. The representatives sometimes require performances from the deaf or blind students, in case of special event. The last one was the opening of a school for physically disabled children. This leads to the creation of bridges between Kampong Cham School and other organizations. 10. Engagement of partners (Please provide the name of your partners in this programme and their roles/contributions) Name of Partners Government Local public institutions Other Krousar Thmey schools Phare Ponleu Selpak National Technical Institute for Deaf (NTID) Local Bouddhist school Local private music school Roles and Contributions The Government has covered since 2011 the salaries of Kampong Cham School s teachers. Krousar Thmey still provides the teachers with a financial incentive recognizing their specific knowledge regarding special education. The Government also covers the costs of the Sign Language Committee and of the Braille Workshop since Even if these two teams are based in other schools of Krousar Thmey, they provide Kampong Cham School with adapted learning materials for free, thanks to the governmental support. The local public institutions organize events during which Kampong Cham School s students can perform traditional dance and music shows. Krousar Thmey Schools are working as a network in Cambodia to welcome blind or deaf children as early as possible starting from Kindergarten or Grade 1. They all provide dance and music lessons to blind or deaf children. A strong partnership exists between all these schools, mainly in terms of trainings and experience sharing. This organization based in Battambang and very active in Siem Reap provided Krousar Thmey Schools with an evaluation of our teachers and training in They also support Kampong Cham School and more generally Krousar Thmey Foundation in the organization of the awareness campaigns NTID, one of the most expert organizations providing deaf students with an education in the US, provide a three weeks training to all Krousar Thmey teachers for deaf children every year during the summer break. Kampong Cham School teachers also attend this formation. The local Bouddhist school has trained for free Kampong Cham School s dance teacher for almost 2 years. A local private music school offered free lessons for many years to Tes Tearith, while he was studying in Kampong Cham School. He is now the school s music teacher. -7-

8 11. Monitoring and evaluation mechanisms and summary of results Monitoring and evaluation mechanisms: Krousar Thmey schools benefit from a monitoring and evaluation department based in the Foundation s main office. This department is in touch with the administration of each school to collect data about each child, such as: - Number of children attending classes - Success at school (exams, completion rate of the school year, results in public school etc.). - Artistic improvements during specific projects, such as the awareness campaigns. - Number of outside performances, highlighting the quality of the program and the integration within the local community - Number of children who get a job, emphasizing social integration. - Number of children entering vocational trainings or university. - Number of children who get a job thanks to their artistic skills, underlining the quality of the program. Summary of results: Since the school opened only in 2002 and offers a 12 years program, it is difficult to provide many figures, since there are not so many children who completed the full program. Nevertheless, the first results are really encouraging: - High School Exam Success rates: Last year, among the 14 children who attended High School Exam from Kampong Cham School, the success rate reached 100%, whereas this rate reached only 34% on the national level. - Completion rate in 2014: 89% of the children completed their grade last year. - Number of outside performances: 10 music performances since January 2015 and 10 dance & music performances since January Improvement during preparation of awareness campaigns: On average, among the skills to improve in the preparation of the awareness campaigns, the children got results 25% higher at the end of the 3 weeks training than at the beginning. - Music teacher: Highlighting the quality of the program and the involvement of the students, Tes Thearith became music teacher at Kampong Cham School, after studying there for more than 10 years. He is also studying at university, showing his capacity to be socially integrated (picture below). - Students entering vocational trainings or university: During this school year 7 students entered this kind of formation. More will come since 14 students just attended High School National Exam. - Over the last few years, two blind students from Kampong Cham School have met great success on TV programs, singing Khmer songs in The Voice Cambodia and Cambodia has got a Talent. Regarding the first program, the blind student got around shares on Facebook. Regarding the second program, the student won the final! 12. Resources used for programme implementation 1 low-vision half-time teacher for music (former student in Kampong Cham school) 1 half-time dance teacher 1 half-time librarian 1 half-time deaf librarian 1 computer teacher 21 other teachers (Sign Language, Literature, Braille, low classes ) 1 equipped library with books, books in Braille and all the required facilities 1 computer room with 15 computers 1 music room with many traditional instruments 1 dance room with mirrors, a wooden floor, dancing clothes and make-up materials for pubic representations. -8-

9 13. Benefits/Impacts/ positive outcomes of the programme to students, school and the wider community The benefits of this kind of programs have to be assessed on a very long-term. When Krousar Thmey started its activities beginning of the 1990s, visual and hearing impaired children were left aside and marginalized. Some parents were ashamed of their children and sometimes hiding them at home. In 2002, when Kampong Cham school opened, the situation in this province had not known so much change. Arts and Culture came as key tools to improve the perception of disabled children in this area. The main goals were to strengthen social integration and self confidence among blind and deaf students. These two goals are highly dependents on each other, but very hard to evaluate. Nevertheless, some outcomes evidence that the perception of disabled people has evolved. The popularity of these students, during their performances in the province or on TV underline that their disability does not prevent them to meet a popular success. Furthermore, just the fact that these students are ready to perform in public proves that their level of self-confidence has increased. The influence of the school goes beyond its walls, since the school is also recognized by many organizations in the province as a high quality teaching place for traditional arts and dance. It became one of best the institutions in this area safeguarding and promoting cultural traditions such as classical Khmer dance and music. Here again, it is very hard to quantify the impact of the shows performed by the school s students. However, the number of attendants in our upcoming awareness campaigns will help Krousar Thmey to assess this influence. 14. Plan for sustainability and plan for the future Plan for sustainability: As mentioned above, one of our key partners is the Government that already funds the major part of our teachers salary and the functioning costs of the Braille Workshop and Sign Language Committee. These first concrete achievements are meant to prepare the full transfer of the blind or deaf children education program by 2020, in order to ensure its sustainability. It includes of course the school of Kampong Cham as well as the program of cultural and artistic development. Therefore, Krousar Thmey is collaborating closely with the public bodies to create a statute for teachers in special education, to define an adapted curriculum for deaf or blind children, etc. This collaboration is the plan for the sustainability of the program. But the outcomes of the programs are already sustainable. The teachings and the education provided in the school are always meant to structure the children and not only to give high quality trainings. The values above-mentioned are the key elements of our strategy in the implementation of the program. Plan for the future: Before the transfer of the program to the Government, the main goal is to improve its quality. For example, the school s library is not supplied with enough resources to meet the expectations of the pupils. Furthermore, this library should be used more as tool in support of the teachings provided in class, than as an autonomous class. That is why Krousar Thmey is today looking for partners to improve this part of the program. Regarding Kampong Cham art trainings, one project would be to be able to teach blind students to dance. Today, the school is collaborating with Phare Ponleu Selpak to develop specific methodologies. Other kinds of performances are to be developed in the frame of the 25 th anniversary of Krousar Thmey that will take place in February Again, Phare Ponleu Selpak will help us mainly regarding circus activities. -9-

10 15. List of supporting documents such as a copy of the school operational plan or school management plan, action plan, learning/ teaching materials, lesson plans, samples of student worksheet, manuals, etc. If the supporting documents are in the local language, please provide a brief description in English language. In attached file, you can find only a picture of the lessons plans of the dance teacher in Khmer language. This school is too small to develop a full operational plan, ever more if it has to be translated in English. This document is here to evidence the commitment and the seriousness of Kampong Cham teachers in preparing their lessons to reach the above-mentioned quality. 16. Photos related to the activity/programme (Maximum of 5 photos with captions in English) Photo1 Traditional Khmer music played by blind students Photo 2 Khmer theatre Story telling -10-

11 Photo 3 Traditional dance training performed by deaf students Evening Flag Ceremony Photo 5 Tes Tearith, 21 years old, low-vision, former student at Kamong Cham School, now student at university in Human Resources and Music Teacher at Kampong Cham School -11-

12 SEAMEO-Japan ESD Award Supporting Partner: Guidelines for Submission of Entries 1. Schools can submit information about the school s programme/project/activity related to the theme Safeguarding Our Cultural Traditions between 1 June to 4 September The deadline of entry submissions is Friday, 4 September (The schools must ensure that the SEAMEO Secretariat receives entries by 4 September 2015.) 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 2015 SEAMEO-Japan ESD Award. The Submission Form can be downloaded from the SEAMEO website: or requested by sending an to the address: seameojapan.award@seameo.org. 5. 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; 1) School name and contact details 2) Brief information about the school such as number of teachers and students and educational level 3) Contact details of the coordinator b) Part II - Information about the school s programme; 1) Title of the school s programme 2) Summary of the programme (one half-page of A4 sheet size) 3) Background information or reasons why the school created the programme 4) Objectives/goals of the programme 5) Brief details about the cultural traditions the school aims for within the programme and its values 6) Period of time when the programme was/has been started 7) Activities (Actions and strategies of implementation) 8) Teaching and learning approaches that the school applies for safeguarding cultural traditions as identified in point 5 9) Participation with the community 10) Engagement of partners 11) Programme monitoring and evaluation mechanisms and summary of results 12) Resources used for programme implementation -12-

13 13) Benefits/impacts/positive outcomes of the programme to students, school and the wider community 14) Plan for sustainability and plan for the future 15) List of supporting documents such as a copy of the school operational plan, action plan, learning/teaching materials, lesson plans, samples of student worksheet, manuals, etc. 16) Photographs related to the school programme (maximum of five photographs with captions written in English) 6. Information about the school 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, point size. (A half-to-one page A4 sheet size about the project overview should be included.) 7. Information about the school project 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 photographs with captions written in English.) 9. Schools can submit the "Submission Form of 2015 SEAMEO-Japan ESD Award" and other supporting materials to the SEAMEO Secretariat by a) seameojapan.award@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 SEAMEO Secretariat 920 Sukhumvit Road Klongtoey, Bangkok THAILAND 10. 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 ( seameojapan.award@seameo.org). Judging Criteria The judging committee will consider the following criteria in selecting the winning schools: 1. Strategy/ Modality of Implementation Conservation and promotion of cultural traditions is emphasized and incorporated into school policies, management plans, and teaching and learning programmes within the school. The school has ensured the continuous transfer of cultural traditions from one generation to the next of knowledge, skills and values embedded in cultural traditions, so as to help keep a practice alive and relevant to the communities or groups who practice it. 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 identified to safeguard the immediate and long-term outcomes of the programme. 2. Innovation and Creativity The school s programme has demonstrated innovative practices in safeguarding local cultural traditions. -13-

14 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 preservation and safeguarding of cultural traditions. The school has embedded knowledge about cultural traditions 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. Teacher capacity building programmes have been conducted to ensure that teachers are able to integrate values, skills and knowledge of cultural traditions and ESD into their lesson plans, and use appropriate teaching and learning methods and classroom-community links. 4. Engagement of Multisectoral Partners The school has engaged multi-sectoral partners such as education institutions, teacher-training institutions, schools, cultural institutions and professional associations to co-implement the school s programme. 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 cultural traditions. The school s programme has strengthened student involvement in the local community. 5. Sustainability The school has demonstrated a clear future plan on how to sustain the programme. The school has integrated cultural tradition practices within the school management plan and teaching and learning activities across subjects for a long-term action strategy. 6. Impact Results, during/after implementation, have revealed the effectiveness and benefits of the school s programme to students, teachers, parents and the wider community. Information collected about cultural traditions has been effectively compiled, documented, and shared within the schools, between schools in one area, and at the broader provincial or national levels. For enquiry, please contact: SEAMEO-Japan ESD Award SEAMEO Secretariat 920 Sukhumvit Road Klongtoey, Bangkok THAILAND seameojapan.award@seameo.org Website: Tel: Fax: Contact Information -14-