漏 Okayama ESD Promotion Commission
Laureates of UNESCO-Japan Prize on Education for Sustainable Development
Laureates of UNESCO-Japan Prize on Education for Sustainable Development
2023
- Long Way Home, Guatemala
was chosen for its project , which aims to provide affordable and high-quality education to marginalized communities while integrating sustainable values into lesson plans and curriculum. Such sustainable values include climate change mitigation, improved access to quality education and clean water, food security, gender equality, and improved human rights.
Students actively contribute to the community's well-being by constructing essential living conditions and structures such as smoke-reducing stoves, drinking water cisterns, safe waste disposal latrines, landslide-preventing tire retaining walls, and earthquake-resistant safe housing.
The project garnered the jury's recognition for its transformative impact and educational approach. Their efforts in empowering students, training teachers in sustainable values, and addressing economic and environmental challenges in a holistic way were commended, particularly in providing marginalized communities with knowledge and resources for sustainable self-reliance.
- Kanazawa University, Japan
has successfully contributed to the revitalization of remote communities with a decreasing and aging population, in Japan's UNESCO Biosphere Reserves and Geopark.
Through their project have fostered` intergenerational bonds and collaborated between local villagers, and students, transforming each resident into an "educator" and the entire village into a living learning hub.
Notably, the project garnered recognition from the jurors as an exemplary model of intergenerational and intercultural learning, contributing to the rejuvenation of rural areas in Japan. The jurors commended their promotion of sustainable practices among students and their practicality levering the knowledge of residents to spur eco-entrepreneurship and create new job opportunities.
- Zimbabwe Institute of Permaculture, Zimbabwe
The Programme, run by the non-profit organization Zimbabwe Institute of Permaculture, through their whole school approach 鈥 integrated land use design considers schools as self-contained ecosystems that are addressed holistically. Making all the school land productive, transforming degraded and ornamental spaces into productive food gardens that meet local needs.
Students, teachers, and the community all work together to cultivate and harvest a variety of crops, improving food quality and lowering dependency on synthetic nutrients. Facilitating an inclusive transgenerational learning process that allows stakeholders to collaborate on the development of their school and its teaching and learning environment.
The international jury noted SCOPE's outstanding contributions to sustainable resource management. Sustainable techniques such as seed conservation, crop diversity, mulching, rainwater harvesting, and school planting were commended for revitalizing school grounds into thriving self-sustaining agricultural and learning environments.
2021
- World Vision, Ghana
was chosen for its 鈥溾, which promotes a holistic approach to the development of literacy focusing on critical thinking, a core competency for sustainability. The project aims to empower children at the primary level to think critically about local issues and take actions, as well as to make reading exciting through multi-lingual education. Going beyond traditional literacy approaches, the project is rewarded its action-oriented, peer-to-peer approach to learning involving whole-communities. It carries potential for further scaling up nationally through cooperation with formal education. - Media Development Center, Birzeit University, Palestine
The in Palestine views media as an integral part of social change and sustainable development and as a means to empower women and men living in marginalized communities with skills to participate in public life. The project 鈥溾 aims at developing media and information literacy through practical learning-by-doing and training through dialogue. The project is rewarded for its youth-centered approach in generating societal changes through dialogue and cooperation, while focusing on the role of media in encouraging the participation of citizens in public life. - Kusi Kawsay School, Peru
In remote areas of the Sacred Valley of the Incas in Peru, have been promoting the protection and preservation of Indigenous people鈥檚 rights, culture, values and livelihoods over the last decade. Based on Waldorf pedagogy, the project is recognized for addressing many key elements of education for sustainable development, namely respect for indigenous and local culture and values that promotes human dignity, community-based approaches and action to respond to global challenges.
2019
- Camphill Community Trust, Botswana
The is recognized for its school and community-based Integrated Learning for Living and Work Programme, which offers services for youth with intellectual and developmental disabilities who have not progressed in mainstream education. Through an integrated experience of environment, society and economy, the programme allows learners with special needs to acquire vocational skills such as horticulture, catering and crafts, functional skills such as literacy, numeracy and IT as well as personal and social skills. During their training learners take part in a permaculture programme which includes tree and crop planting and harvesting skills. - Sustainable Amazon Foundation, Brazil
The wins the Prize for its imaginative project Relevant education for the sustainable development in remote Amazon communities. It focuses on forest-based income generation, environmental conservation and quality of life. Aiming to 'make forests worth more standing than cut', the programme is implemented in 581 remote communities through capacity-building and grassroots empowerment. Nine Conservation and Sustainability Centers throughout the Amazon serve as platforms to leverage adapted sustainable development solutions. - City of Hamburg, Germany
Hamburg was selected for its large-scale programme , which fights climate change through an extensive set of projects, materials and green events that serve to educate and promote sustainable development. For example, it supports educational climate projects in kindergartens, schools and non-formal education, and fosters a climate excellence cluster in universities. Involving a broad range of actors, the programme aims to integrate sustainability into all sectors of education and transform educational practice in the whole city.
2018
- , Namibia
selected for its 鈥淣aDEET Centre on NamibRand鈥 - , Indonesia
selected for its programme: 鈥淓nvironmental Education for the Heart of the Coral Triangle鈥 - , Estonia
selected for its international projects 鈥淲orld Cleanup Day鈥 and 鈥淜eep it Clean鈥
2017
- , Hashemite Kingdom of Jordan
- , United Kingdom of Great Britain and Northern Ireland
- , Republic of Zimbabwe
2016
- Centre for Community Regeneration and Development (CCREAD-Cameroon), Cameroon
- Okayama ESD Promotion Commission, Japan
- National Union of Students (NUS-UK), United Kingdom of Great Britain and Northern Ireland
2015
- Rootability, Germany
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- Asociacion Seres, Guatemala and El Salvador
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- Jayagiri Centre, Indonesia
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