Proposal to G8 Press Release (Japanese)(PDF88.62Kb)
Proposal to G8 Press Release (English)(PDF89.61Kb)
Proposal to G8 Leaflet (PDF828.41Kb)

With this study group, ESD-J would like to invite international students from Asian countries around Tokyo, to share the opinions and discussing about the sustainability of your country and in Asia, based on ESD-J activities and AGEPP. We also aim that to develop the Asian student volunteer network by getting to know well each other through the study group, in order to make AGEPP to be successful. We are looking forward to meeting you.
Study Group Flyer is available:

• English Flyer

• Japanese Flyer

The plight of school became social issues such as controlled education, education competitiveness, school violence and bullying as well as suicides among children were increasing 20 years ago. Then, in a small mountain village a trial to create a 'learning environment' for children was started.

The center was not just a 'facility' where learning completed
In the 20 years since, the education policy were consistent. Over the course of a year, through exchange with the local people and sharing their wisdom, children enthusiastically learn through living together in a log cabin, going to the village school and making items they need in everyday life with their own hands.

For example, firewood is important in generating heat for cooking and bathing, however the children had no land from which to gather it. Through direct talks with the local people, they were able to obtain the waste woods. From the start these kinds of activities ensured that matters were not simply completed at the Greenwood center, but went beyond it, as the school and the community went on to share a history of cultivating a positive co-operative relationship.

In my next life I want to be a teacher
In 1999 local residents and Greenwood staff set up an executive committee, and in a joint project with the Ministry of Education and Ministry of Agriculture, Forestry and Fisheries, established the 'Long-term Children's Village Nature Experience Camp.' It was the very first experiential project for children attempted by the villagers. Before the project, Mr. Fujitsune Kinoshita (brook trout breeder) repeatedly stated that he ¡Æknew nothing about children.¡Ç However, after saying goodbye to the city children he hosted for two weeks, he mentioned to the center¡Çs chief Mr. Hideyuki Tsuji, 'I want to be a teacher in my next life.'

And thus villagers who had until now been unaware of the rich nature around them, used this as an opportunity to set up the 'Yasuoka Children's Village Experience Camp Executive Committee' and the 'Yasuoka Green Tourism Research Committee' to continue nature experience events.

Creating Systems by which to Support the Village¡Çs Self Sufficiency
Yasuoka is a small village with a population of less than 2,000 people. Mr. Sadaharu Matsushima, Village Mayor who advocates support for the 'Mountain Village Camp' and 'City and Mountain Village Exchange Activities' says, 'The graduates of the Mountain Village Camp' and their parents are supporters of Yasuoka Village. Although the village faces financial difficulties it is definitely worth the effort.
Most Mountain Village Camps entailed of inviting an increasing number of ¡Æcity children's to stay over a set period of time. However, in Yasuoka, the significance of a far from convenient lifestyle in the remote village was regarded as a 'learning policy.' The Yasuoka community even includes the camp¡Çs ex-students in the village Coming of Age Ceremony and the participants often visit the village even informally or socially. So the village is more like an irreplaceable second home to them.
Also in spite of the village's financial limitations, the activities contribute towards the self-sufficiency of the village. Through the activities, each year more than 1300 people are engaged in this exchange program, and contracts have been made wherein local farmers provide produce for the participants. Participants from the city are able to experience nature and have the opportunity to learn about the culture and unique features of the village from the local farmers. The community representatives who help with the children's 'experience' are of course paid to do so. Fresh produce is purchased from the village or from nearby regions, so in return the local economy is also given a boost. Thus the activities of this center, help establish a system that supports the self-sufficiency of the village, and vitalize the village economically and in terms of human resources.

Comments of a graduate
Yuki Yamada 33 year old (who completed 1 term at Dai Dara Bocchi during her 2nd year of Junior High
"It¡Çs hard for me to say all I should about what the Dai Dara Bocchi Experience was for me, as there is just so much to say. I really began to assimilate and understand the experience after I had graduated. And even today my understanding of it still continues. For example, I realize the importance of ¡Ægood planning¡Ç as an adult in the workplace. Planning is not simply a plan of action, but is an outline of results. If there are 20 people concerned, they will all have their own varied ideas, and so discussions and opinion exchanges are necessary to form a common image to work towards. In the one year it took to build the house (the main project at the time), there were many conflicting opinions, sometimes these even became arguments. However, when the construction was finally complete, we felt a great sense of accomplishment and even after graduating, we are still proud of our construction efforts."

(Reported by Megumi Noda, Nature Experience Center of NPO Greenwood NPO )

Toyama National College of Technology boasts a very intriguing class called, 'Problem-Based Learning' (hereafter referred to as PBL).
The concept of this lesson was 'User-friendly Inventions, Useful to the Community.' Nineteen students worked in the community to actually create various inventions. School is not the only place for learning.

Sensing the lack of communication skills of the technically oriented students, and the difficulty in suddenly introducing a participatory style class/workshop, at first, several issues were presented to the students. 'What problems does the community face? What exactly can we do with our technical skills to help?' This was an unprecedented concept and approach, and at first the students were rather confused. However, by talking to the students and providing them with opportunities to meet with the locals, and understand their attachment to the area, the students discovered a sense of self worth. Their outlook changed and their motivation to study was increased as they realized 'their technical skills and study could be of use to others.'

Towards a Participation-based Community-Linked Style of Education
This is the third year of this course and it continues to evolve. In its first year, there were many unknowns, and things did not even get to the production stage. With these results and issues, the teachers in charge developed a new style of education. 'Whether there were concrete results or not, everything was left up to the students.¡¡The teachers devoted themselves to being facilitators and to coordinating between the students and the community. This course was built on trust between the students and teachers.' Also, whenever things did not go smoothly, the sincere desire of the students to 'somehow do something' about it seemed to increase their learning motivation and sense of responsibility as technicians. It was not easy shifting from the conventional information-cramming education style, to a participation-based community-linked style. However, the progress of the students and the feedback from the community gave the teachers confidence. The students, teachers and community all grew closer, and this learning chain is gradually spreading through the region. A more detailed report of this case study can be found in the ESD introductory text book - Raising 'Future-Builders' http://www.esd-j.org/esd-text/

Equipment made by Amateur Technicians (extract Aug 2006 includes incomplete inventions)

Voices of participants - students
'Until now, with just ordinary one-sided lessons¡¡I didn't think that studying was interesting, but with this course, we can decide the direction of our studies depending on our interests. We can interact with local people thus broadening our horizons, so it is very motivating. We actually feel like we are being of some 'use' and can see who we are dealing with and their actual reactions. So it feels good. Of course, there are disagreements within the team, but we somehow get over them. We didn't care the lack of communication skills, but have now come to realize their importance.'

(Reported by Ms. Yoko Shinkai, ESD-J Board Member¡Ë

The Hamamatsu NPO Network Center Mural is an expressive piece of art, completed by the community in common community space, and it portrays the 'problems,' 'hopes' and 'pride' of the community. Nine Japanese-Brazilian and Japanese-Peruvian students undertook the large scale mural project striving for multicultural harmony, and to share with the community and others in similar circumstances, the problems faced by foreign high school students.

"This is a vicious cycle. If foreigners are able to study, then various options may become available to them. What they need are 'relevant' role models with whom they can identify." said Ms. YukoYamaguchi, representative of Hamamatsu NPO Network Center (commonly known as N-Pocket) and started the project, in the hope that the mural would pave the way for cultivating new youth leaders. She started with rounds of each high school to gain the understanding of the principals, she recruited several Japanese-Brazilian and Japanese-Peruvian students to participate in the project, as well as an art teacher and some art club members and in the spring of 2003, and this project started.

Learning Design- Learning through the mural creation process
As an introduction course, the participants experienced ¡Ægetting to know each other' and 'expressing themselves,' through a drama workshop and collage creation. Next, they shared their life stories. How they came to Japan, what problems they faced, how they overcame them, how they were able to get into high school, their dreams, ambitions, hopes for the future. The task of consciously collating this information and deciding whom to and how to express it was extremely difficult, but gradually it all came into focus.

In summer, the group visited San Francisco to study murals in shopping areas and elementary schools. They learnt expressive and technical methods for mural creation from mural artist called Kendall Oh. They posed and took photos to then be drawn into the mural, of themes they wanted to express, planned the background, and then the Japanese art teachers and art group also joined in and started painting. Also, they sent letters explaining the project, requesting and being granted aid by means of art materials from five companies.

And, in September 2005, a 'Community Painting Day' was held over three days at a city high school and university, where a total of 160 people of all age groups participated in mural painting. In this time, where various people shared their time to 'paint together' a great deal of communication was achieved. A large number of people, who were nearby, but never had the chance to mingle with the Brazilian and Peruvian students, had a chance to learn about their circumstances, their troubles and their hopes.

Finally, the mural was completed, and it beautifully expressed the homeland and families of the students, and the predicaments they overcame and their hopes-; 'never give up,' 'now is the time to study,' 'you are not alone,' and 'go for your dreams.' The mural was also used as a backdrop at the cultural festival of the Shizuoka University of Culture and Art and other national events, and was even displayed at the National Folklore Museum.

Result of this Learning-Results of the mural project
The mural project provided participants with a 'sense of leadership' and 'colleagues working together for a cause.' Currently a university student, Robert Alex Yamashiro along with four other mural project members, set up a circle for foreign high school students 'AJLAN'(Association for Youth of Latin America Japan), and with the help of N-Pocket is gradually working towards making a reality of ideas like 'native language classes' and 'careers counseling.'

Participant Comment- Thanks for participating in the mural project
Mr. Robert Yamashiro
"Thanks to the contributions of many people, we were able to experience this Mural Project. Likewise, I also want to be able to contribute something to others. In order to escape from the cycle of poverty like ours, I think it's up to us to take the initiative."

(Reported by Ms. Chisato Murakami, ESD-J Secretariat-General)

Following this, 'Dream House' an after-school facility for elementary school students, was also set up for all local children not just those who were members of the cooperative. And so with the concept of providing a safe lifestyle for children throughout the community, in 2001 the 'Mappo Doore (mutual help) Co-operative' was established.

Opposition of City Development Plans Leading to Relations with Elder Generation The Sonmi Hills San Development Plan paved the way for strong links within the community. The forest-covered Sonmi Hills lie adjacent to a residential district in Mappo and were frequented by the elders and children of the neighborhood.

However, predicting the need for better water supply, Seoul City and Mappo District initiated plans to build a water tank and drainage pond. Young co-operative members and elders in the community, who held doubts about this project took a stance, and managed to verify that such measures were unnecessary. They were able to bring the construction to a halt. They then proceeded to channel their energies towards local activities rapidly increasing the number of participating households in the co-operative to 1100. Thus the concept of town building by town people spread phenomenally.

Folk School set up by Parents, Teachers and the Community
While walking through a quiet residential area, we noticed a building under construction. It was the Sonmi Hills School. A 12-grade school combining elementary, junior and senior schools.

The school was opened in the hope of creating a community-based school supported by locals, as opposed to the standardized one-sided South Korean exam-based schools. The curriculum includes local issues, and local adults take on teaching roles, and there are currently 70 students. Until now there was no school building and lessons were taught in unoccupied homes or those where occupants were away, but citizens and parents contributed to a fund and a five-storey building, which was constructed on a site of about 695 square meters. The construction costs, which came up to about 3.5 billion won (390 million yen were covered completely by the community. Outside of school use, the classrooms and meeting rooms were also available for use by local citizens.

Current issues faced by the school is securing teachers who can provide the students with a quality education. Appointed by the community and parents are 12 fulltime teachers, 40 specialized field teachers, and 30 advisors (local specialists and residents). These teachers do not simply impart knowledge in the classroom, but also go out into the town and encourage the students to develop their learning ability. In order for these teachers to be paid well, a lot of financial support is necessary, but the burden of this is falling more and more on the parents. This is the biggest problem facing the school.

At the Sonmi Hills School, requisite curriculum alone is not considered to be a academic background. In a community built school, simply sticking to a uniform curriculum defeats the purpose of such a school.¡¡Because actual consideration is given to the realistic educational needs of the children, matters related to the curriculum, staff and school building, are acknowledged to be the responsibility of the parents and community.
* * * * *
Seoul City's Mappo District is a metropolis close to the central city. A typical metropolis, the environment could be better and relations can be rather impersonal. However, the people are attached to the area. Through the formation of the Mappo Co-operative, thoughts and actions of the citizens for even the slightest improvements in the environment and in personal relations could deepen their connection. All are for better day-to-day life. The ESD did start from here.

(Reported by Ms. Kumi Kawamura, ESD-J Information Sharing Project Team¡Ë

6 AGEPP members and 4 ESD-J staff gathered and spent over 10 hours for AGEPP meeting. The participants proactively discussed about the following agenda, based on the research experience of each country in 2006.

The AGEPP member organizations will conduct the 2007 case research in each country and another 21 cases will be collected by the end of November.

This time, Korean ESD organizations also utilized AGEPP-2 to promote ESD and develop ESD network in Korea. So, ESD-J co-organized Korea International ESD Forum with LSAK, Council for Green Gyeongnam21, Tongyoung RCE, and Korean Environmental Education Network (KEEN), as well.

Besides AGEPP delegates from these organizations, about 90 teachers, government officials and NGO staffs participated in Korea ESD International Forum. AGEPP members presented the AGEPP 2006 cases. AGEPP members exchanged various views and opinions of ESD with the Korean participants.

* ESD-J has been undertaking a three-year project since 2005 - Asia Good ESD Practice Research Project (AGEPP). This project purposes for exploring community-based good ESD practices in each country, developing the case report database and networking ESD activists throughout Asian countries. The project is funded by Toyota Environmental Activities Grant Program.

6 NGOs from 6 Asian countries, LSAK (Korea), Friends of Nature (China), BINTARI (Indonesia), CEE (India), NRC-NFE (Nepal) and EBC (Philippines) have participated in AGEPP. ESD-J hosted AGEPP-1 in Tokyo, Japan, in 2006, in order to clarify the direction of the project and issues to be included in the ESD case reports.

**The 2006 cases are now available AGEPP Web-site. PDF documents are also avairable to download.

*ESD Reports are available only in Japanese. All the reports can be downloaded from ESD-J web site

ESD case report: Akitsu ESD Report(54.50kb)
ESD case report: Ehime ESD Report(56.00kb)
ESD case report: Itabashi ESD Report(53.00kb)
ESD case report: Mitaka ESD Report(53.50kb)
ESD case report: Nishinomiya ESD Report(46.50kb)
ESD case report: Yanagidani ESD Report(46.50kb)

AGEPP Project details and application guidelines can be downloaded below.

• Download ESD-J AGEPP Detail

• Download Application Form for AGEPP 5 Asian Partner NGO Posts

Application for 5 Asian Partner NGO Post Due: 20 June, 2006
Queries/Application Submission to: Fumiko Noguchi (Ms), ESD-J Secretariat fumiko@esd-j.org

(AGEPP is funded by Toyota Motor Corporation.)

On 24-25 September, ESD-J hosted a strategic workshop titled 'For Asian ESD Networking: Building strategies and an action plan for ESD networking in the Asian region'. ESD activists from various parts of Asia participated in the workshop, including 32 from Japan and 9 from 6 other countries. The discussion focused on expectations on international ESD networking and planning of developing the network 'ESD-AP (ESD Asia-Pacific)'.

Outcomes
The participants agreed on the following matters during the workshop:
-To build a network 'ESD-AP' to promote ESD in the Asia-Pacific region
-To establish an ad-hoc working group (preparatory committee) among the workshop participants and start preparation for the ESD-AP launch
-To give ESD-J a temporary role as a secretariat of the ESD-AP preparation committee
-To set up an E-mailing list for discussion and information exchange to prepare for the ESD-AP launch (eg. development of the ESD-AP charter) and to consider pilot co-projects among some of the participating countries
-To organize another meeting a year later (a financial resource needs to be sought for)

Immediate Follow-Up
ESD-J is currently discussing its structure and policy to take a role as the ESD-AP secretariat. ESD-J International Networking Project Team will draft the plan to submit to the ESD-J Board for its finalization.

United Nations Decade of Education for Sustainable Development (UNDESD) has just started from this year. The Japan Council on the UN Decade of Education for Sustainable Development (ESD-J) has been promoting education for sustainable development (ESD) and UNDESD, and networking the individuals and organizations in Japan who are committing themselves in the pursuits to achieve a sustainable society. For the Symposium, we would like to share ESD movements and activities in Asian neighboring counties, and develop the Asian Network for the promotion of ESD.

For the Symposium, we would like to share ESD movements and activities in Asian neighboring counties, and develop the Asian Network for the promotion of ESD. The Symposium is also for the implementation of Ahmedabad Declaration coordinated by ESD-J at International Conference of Education for Sustainable Future (ESF), January 2005, which calls for building the Hubs to Hubs ESD network among Asian countries.

Date: September 25 (Sun), 2005
Time: 14:00~17:00
Place: Institute for International Cooperation, International Conference Room
Address: 10-5 Ichigaya Honmura-cho, Shinjuku-ku, Tokyo 162-8433 Map
Tel: 03-3269-2911 Fax: 03-3269-2054
Fee: JPY 1,000 (ESD-J member) JPY 1,500 (Non member)
Languages: English/Japanese (Simultaneous translation)

Hosting organization:
The Japan Council on the UN Decade of Education for Sustainable Development (ESD-J)URL
Co-hosting organization:
Rikkyo East Asia Environmental Institute (REAEI)
Development Education Association and Research Center (DEAR)

Registration
Email us (symposium@esd-j.org) your name, contact (email address and phone number), organization, and membership with ESD-J (member/non-member)

If any, feel free to contact us to...
The Japan Council on the UN Decade of Education for Sustainable Development (ESD-J)
Phone: 03-3350-8580 Fax: 03-3350-7818

*This symposium is partially funded by Japan Foundation.

14:00 Opening
14:15 Country report
(Philippines)
Ms. Elizabeth Coacoyes Roxas
Executive Director, Environmental Broadcast Circle (EBC)
Co-Chair, the Philippine Council for Sustainable Development
(China)
Ms. Li Jie
Project Officer
Friends of Nature
(Thailand)
Dr. Ampai Harakunarak
Director
Environmental Education and Human Resources Development Center
Thailand Environment Institute
(Bangladesh)
MD Masdul Hoq Chowdury
Joint Director
Bangladesh Academy for Rural Development
(Republic of Korea)
Prof. Lee Sunkyung¡¡
Presidential Commission on Sustainable Development
Assistant Professor, Cheongju National University of Education
(Japan)
Mr. Mitsuyuki Ikeda
Vice Director
ESD-J
16:00 Report of the Strategic Meeting for Asian ESD Network building 24-25 Sep.
16:30 Questions and Answers
17:00 Closing

The round-table talks, where ESD stakeholders share their experiences and commitment for ESD.

Mr. Sheldon Shaeffer, Director of UNESCO's Asia and Pacific Regional Bureau for Education, delivers a keynote address.

Ms. Kayoko Ikeda, a translator of German Literature, also delivers a keynote address.

Prof. Osamu Abe, Chair, ESD-J, makes proposals for the promotion of DESD in Japan.

Kick-Off Ceremony, where 198 participants write what they would like to achieve or do for DESD on the small Origami airplanes, and fly them symbolizing the Japanese "Take-Off for the DESD".

ESD-J held a workshop as part of the Education for a Sustainable Future conference (Ahmedabad, India) and issued the ESD-JAPAN and UNDP GEF (Global Environmental Facility) SGP (Small Grant Programme) Ahmedabad Declaration emphasizing the need for networking in the lead up to the DESD.

• Download ESD-Japan and UNDP GEF SGP Ahmedabad Declaration

• Download ESD-J Action Plan submitted to UNESCO