United Nations Decade of Education for Sustainable Development（2005-2014）

JAPAN REPORT

October 2014
The Interministerial Meeting on the “United Nations Decade of
Education for Sustainable Development”

United Nations Decade of Education for Sustainable Development(2005-2014)
Japan Report

Section 1 Achievements and Issues in Japan over a DecadeSection 2 Japan’s Main Implementation Systems and Efforts by Each Entity
Section 3 Good Practices in JapanAs the country that called for the United Nations Decade of Education for Sustainable
Development (UNDESD) and as the country holding the 2014 UNESCO World Conferenceon Education for Sustainable Development, Japan has produced this report to sparkefforts within the country and serve as a reference for efforts in other countries beyond
2014 by describing the efforts made under, and achievements of, Japan’s Action Plan for
the UNDESD (decided in an Interministerial Meeting of 2006 and revised in 2011) andproviding examples of good practices in Japan identified by inviting the opinions of relevant
personnel through roundtable meetings.

October 2014
The Interministerial Meeting on the“United Nations Decade of Educationfor Sustainable Development”

Table of Contents
Section 1 Achievements and Issues in Japan over a Decade ...P1
1. Introduction(1) The Need for Education for Sustainable Development (ESD)(2) The Beginning of the UNDESD through Advocacy by Japan(3) UNESCO World Conference on ESD Held in Japan
ESD Beginning Afresh in 2015 from Aichi/Nagoya

2. Characteristics and Achievements of Japan’s ESD under
the UNDESD...P4(1) Drafting of Objectives and Plans by the Government Up to 2014
(2) Efforts in School Education(3) Efforts in Social Education/Regional Efforts by Various Entities toParticipate and Collaborate(4) Integrated Linkage of Top-Down and Bottom-Up Efforts(5) Lessons from and Impact of the Great East Japan Earthquake and the
TEPCO Fukushima Daiichi Nuclear Power Station Accident on Japan’s ESD

3. Japan’s ESD Issues and Outlook beyond 2014...P13(1) Rebuilding Japan’s ESD Implementation Plan
(2) Further Penetration of ESD in School Education(3) Further Implementation of ESD in Social Education and Regions(4) Contributions to the Creation of an International Framework

Section 2 Japan’s Main Implementation Systems and Efforts by
Each Entity...P16
Section 3 Good Practices in Japan—30 Examples...P35

UNESCO World Conference on Education for Sustainable Development○ Okayama

In the final year of the UNDESD, the Government of Japan and
UNESCO will jointly hold a conference in Nagoya, Aichi Prefecture andOkayama, Okayama Prefecture to better promote ESD beyond 2014.
The results of discussions held in Okayama between various
stakeholders, such as UN organizations, researchers and school
personnel will be reflected in UNESCO World Conference on ESD to
be held in Nagoya.

- The UNESCO Associated Schools Project Network (ASPnet)
International ESD Events
Dates: November 6 (Thu) to 8 (Sat), 2014
Venue: Hotel Granvia Okayama, Okayama University
Approximately 1,000 high school students and teachers from insideand outside Japan will participate.

○ Aichi/Nagoya- UNESCO World Conference on ESD
Dates: November 10 (Mon) to 12 (Wed), 2014
Venue: Nagoya Congress Center
A meeting of approximately 1,000 people including cabinet ministers
from the 195 member countries of UNESCO* A follow-up meeting for domestic personnel will be held on
November 13 (Thu)- UNESCO ESD Youth Conference
Date: November 7 (Fri), 2014
Venue: Okayama International Center
100 ESD practitioners, etc., aged 18-35 from various countries will
participate.
- Global Regional Centre of Expertise (RCE) Conference
Dates: November 4 (Tue) to 7 (Fri), 2014
Venue: Okayama Convention Center
300 ESD practitioners from various countries will participate.

Section 1

Achievements and Issues in Japan over a Decade

1. Introduction(1) The Need for Education for Sustainable Development (ESD)
With the demographic and economic growth based on mass production,
consumption, and disposal seen in the current generation, the world iscurrently faced with issues such as climate change, loss of biodiversity,
depletion of resources, and the spread of poverty. Every year, mankind islosing the environment that ensures the basis for ensuring a rich lifestylewhich can be enjoyed by future generations.
In this regard, the World Commission on Environment and Developmentemphasized sustainable development (development that meets the needs ofthe present without compromising the ability of future generations to meettheir own needs) in a report entitled“Our Common Future”in 1987.
In order to achieve sustainable development, each person living on thisplanet needs to understand environmental as well as developmental issues
more deeply, and transform their behavior in everyday life and economic
activities.
Hence,“Education for Sustainable Development (ESD)”can be a key forachieving sustainable development.

(2) The Beginning of the UNDESD through Advocacy by Japan
Poor in natural resources, Japan has put great value on“education”in
promoting development based on human resources. Believing that“education“ is a key for sustainable development, Japan advocated that the years
2005 to 2014 be known as the“United Nations Decade of Educationfor Sustainable Development”(UNDESD) at the 2002 World Summit on
Sustainable Development (the Johannesburg Summit), based on proposals by
Japanese NGOs.
In response to the UNDESD unanimously adopted at the UN General
United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report1Section 1

Achievements and Issues in Japan over a Decade

Assembly, the Government of Japan drafted an Action Plan1 in March 2006,
and has been promoting ESD in school education and social education
settings since.

(3) UNESCO World Conference on ESD held in Japan:
ESD Beginning Afresh in 2015 from Aichi-Nagoya
These efforts have produced certain achievements in school education
settings, resulting in the gradual spread of ESD internationally, for instance,
the establishment by around 100 countries of domestic frameworks for thepromotion of ESD.2 However, it can hardly be said that ESD has spreadwidely enough to bring about a transformation into a sustainable society.
In order to promote ESD more powerfully from 2015, after the end of
the UNDESD, the Government of Japan and UNESCO will jointly hold the
UNESCO World Conference on Education for Sustainable Development3 thisNovember in Nagoya City (Aichi), and the Stakeholder Meetings in Okayama
City (Okayama). The conference is expected to encourage the promotion of
ESD.
At the world conference, an overview of the achievements of the UNDESD
will be provided, and the high-profile launch of Global Action Programme on
Education for Sustainable Development (GAP) as the follow up programmeof the UNDESD will take place.
In addition, ESD in Japan beyond 2014 will be launched with the adoptionof the“Aichi-Nagoya Declaration (tentative)”pledging that stakeholders
including central governments, local governments, school personnel, NGOs,
and businesses will further strengthen ESD and will take action aimed at theimplementation of GAP.
It is expected that many people from around the world will participate
Japan’s Action Plan for the UNDESD (decided at the Interministerial Meeting of March 30, 2006
and revised on June 3, 2011) states that the objectives of ESD are bringing about a transformationof behavior that enables the realization of a sustainable future, in environmental, economic, andsocial terms, in which all people can enjoy the benefits of high-quality education and in which
the principles, values, and behavior required for sustainable development are incorporated into all
education and learning situations, resulting in a transformation into a sustainable society.
2
As of 2009 (source:“Shaping the Education of Tomorrow: 2012 Report on the UN Decade of
Education for Sustainable Development, Abridged”).
3
Stakeholder Meetings between various stakeholders, such as UN organizations, researchers, andschool personnel, will be held in Okayama from November 4 to 8, 2014, and the results will beshared in UNESCO Word Conference on ESD to be held in Aichi-Nagoya from November 10 to 12.
12

United Nations Decade of Education for Sustainable Development (2005-2014) Japan Reportin the world conference in order to actively exchange information on theirrespective efforts, in addition to sharing and accumulating ideas that canserve as a reference for the implementation of GAP in their own countries
and regions.
This Japan Report4 was drawn up by the Interministerial Meeting 5 withthe aim of contributing to the success of the world conference based on
the opinions of relevant personnel, heard in the Roundtable Meeting on the“United Nations Decade of Education for Sustainable Development”. Section
1 covers the achievements and issues faced by Japanese efforts during the
UNDESD, Section 2 describes in detail the main implementation systems
in Japan and the efforts made by each stakeholder involved, and Section 3
introduces 30 good practices by various stakeholder in Japan.
We hope that the Japan Report will be referred to by many people insideand outside Japan and will provide a useful reference for considering ESD
beyond 2014.

4
5

See Section 2.1(1)(i).
The Government of Japan also published a Japan Report summarizing its ESD efforts and providing
examples of good practices to serve as a reference for the countries of the world at the UNESCOWorld Conference on ESD, held in Germany in March 2009 at the midpoint of the UNDESD.
United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report3Section 1

Achievements and Issues in Japan over a Decade

2. Characteristics and Achievements of Japan’s ESD
under the UNDESD
In order to systematically implement ESD, the Government of Japan, which
took the lead in the launch of the UNDESD, has worked with a wide range ofentities to:- establish domestic objectives for the years until 2014, which is the final
year of the decade of the ESD;
- draft a plan indicating activities to be carried out by each entity toward
such objectives; and- implement efforts through the PDCA6 cycle.
The characteristics of Japan’s efforts over this decade can be categorized
as follows.
[Characteristic 1] Drafting of objectives and plans by the government up to2014[Characteristic 2] Efforts in school education[Characteristic 3] Efforts in social education/regional efforts by various
entities to participate and collaborate[Characteristic 4] Organic linkage of top-down and bottom-up efforts[Characteristic 5] Lessons from and impact of the Great East Japan
Earthquake and the TEPCO Fukushima Daiichi Nuclear
Power Station Accident on Japan’s ESD(1) Drafting of Objectives and Plans by the Government Up to 2014
[Characteristics]
ESD aims to help individuals“become people who serve to build asustainable society by having a global perspective to perceive a variety
of issues as their own problems and taking action nearby (think globally,
act locally)”and to transform their awareness and actions accordingly.
Improving the ability to acquire a systematic understanding of the backdrop
to problems and phenomena, the ability to think of alternatives with anemphasis on critical thinking, and communication skills are all important toachieve this.
In addition, it is necessary for development to be conducted in a waythat builds sustainable communities, sustainable nations, and a sustainable
world through connections between the efforts of such individuals.
6

Making ongoing improvements, managing and implementing efforts by repeating the cycle of Plan,
Do, Check and Act.
4

United Nations Decade of Education for Sustainable Development (2005-2014) Japan ReportIn order to meet these goals, the Government of Japan established thefollowing domestic ESD objectives to be achieved by 2014.
(i)“Development of individuals”for a sustainable society(ii)“Networking”of entities promoting ESD7
In addition, to achieve these goals by 2014, the Japan’s Action Plan
indicating the specific measures to be implemented by a wide range ofgovernment agencies; the specific roles expected of each entity were
defined in the Interministerial Meeting in 2006, and these measures havebeen carried out using the PDCA cycle.8[Achievements]
Measures indicated in the Japan’s Action Plan have been systematicallycarried out by the government as a whole by cataloging and periodicallyreviewing ESD-related budgets in the Interministerial Meeting.
Furthermore, based on an evaluation at the midpoint of the UNDESD,
the Japan’s Action Plan was revised in 2011, designating three aspects—
raising awareness, efforts in educational institutions, and practices in thecommunity—as priority initiatives during the last half of the UNDESD.

(2) Efforts in School Education
1) Promotion of ESD through the Basic Plan for the Promotion of
Education and the Courses of Study[Characteristics]
The Government of Japan positioned ESD as one of the key
philosophies of the Basic Plan for the Promotion of Education, stipulating
basic policy and other matters related to educational measures basedon the revised Basic Act on Education in 2008, and incorporated thepromotion of ESD as a measure to be implemented over the next five
years. In 2013, the promotion of ESD9 was positioned more clearly inThis covers“improving visibility”to ensure activities that match the ideals of ESD are seen by
many people, promoting collaboration between ESD practitioners, and“improving connections”
between practitioners and supporters.
8
See Section 2.1(1).
9The second Basic Plan for the Promotion of Education sets forth as a goal“the promotion of
education of individuals to be able to serve in a sustainable society by thinking about modern andsocial issues with a global perspective, seeing them as their own problems, and working from what
is close at hand.”7

United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report5Section 1

Achievements and Issues in Japan over a Decade

the second Basic Plan for the Promotion of Education.10
The perspective of constructing a sustainable society was incorporated
into the Courses of Study for elementary school and junior high school in2008 and the Courses of Study for high school in 2009.
[Achievements]
On the basis of the Basic Plan for the Promotion of Education and the
Courses of Study, education placing emphasis on building a sustainable
society has been promoted in elementary, junior high, and high schools
throughout Japan under the philosophy of developing“zest for life”with
ability on thinking, decision-making and self-expression in addition toacquiring knowledge and skills.
For example, ESD has been carried out by utilizing Periods ofIntegrated Study11 to take interdisciplinary familiar topics such as local
nature and traditional culture.
Furthermore, due to the importance of linking between subjects andteachers, many schools engaged in ESD have systematically carried out
ESD based on annual plans or ESD calendars to provide cross-cutting,integrated guidance extending beyond specific subjects and areas ofstudy.

2) Efforts centered on UNESCO Associated Schools[Characteristics]
The Government of Japan has positioned UNESCO Associated
Schools as hubs for the promotion of ESD and has worked to enhancetheir capabilities.12
These efforts to strengthen the network connecting UNESCO
Associated Schools include promoting the exchange of information
between schools by having the Asia-Pacific Cultural Centre for UNESCO
establish an official website for UNESCO Associated Schools andpromoting independent efforts on the part of UNESCO Associated
Schools by holding National Meetings of UNESCO Associated Schools.13
Furthermore, in an effort not seen anywhere else in the world, 18
universities have taken it upon themselves to form a network called
The conception of the promotion of ESD in the Basic Plan for the Promotion of Education also
extends to educational activities outside school.
11
Periods of Integrated Study, which were gradually introduced beginning in 2000, aim to enable
students to think about how they live through interaction with actual society by exploring crosscutting topics related to modern society.
12
See Sections 2.2(1) and (2).
13
National meetings have been hosted by the Ministry of Education, Culture, Sports, Science andTechnology (MEXT) and the Japanese National Commission for UNESCO every year since 2009,
with around 500 teaching staff from throughout Japan participating each year.
10

6

United Nations Decade of Education for Sustainable Development (2005-2014) Japan ReportASPUnivNet to support the applications and activities of UNESCO
Associated Schools.
Efforts have also been made to encourage international interaction to
improve the qualifications of teaching staff, and exchanges have been
conducted with Republic of Korea, China, and the United States.
In 2012, the Japanese National Commission for UNESCO drafted the
Guidelines for UNESCO Associated Schools14 to improve the quality of
UNESCO Associated Schools.
[Achievements]
As a result of these efforts, the number of UNESCO Associated
Schools increased from 20 in 2006 to 705 as of August 2014, which ismore than that in any other country. There are now UNESCO Associated
Schools serving as hubs for the promotion of ESD in 44 of Japan’s 47
prefectures.
Moreover, ESD is also expanding in other ways, for example throughmunicipal governments, as seen in Tama City (Tokyo) and Omuta City
(Fukuoka) where all schools established by the municipal governments
have become UNESCO Associated Schools.
In 2014, the national government began providing financial support
to consortiums for the promotion of ESD, centered on universities andboards of education and also including UNESCO Associated Schools infive locations nationwide, to strengthen their role as hubs promoting ESD.

(3) Efforts in Social Education/Regional Efforts by
Various Entities to Participate and Collaborate
1) Pioneering efforts involving the community through councils made up
of a diverse range of entities in the community[Characteristics]
In various regions throughout Japan, governments, schools, NGOs,
businesses, social education facilities such as citizens' public halls,
and others have worked together to form councils that network a diverse
range of entities in the community to help them conduct pioneering
efforts to promote ESD in the community. These pioneering efforts have
served as model cases for other regions, and along with the spread of
UNESCO Associated Schools, their dissemination has served to lead
ESD efforts in the community.
14

The guidelines stipulate the importance of interaction between UNESCO Associated Schools,
the importance of ongoing efforts throughout the school as a whole, and the need for plans forinterdisciplinary guidance centered on periods of integrated study.
United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report7Section 1

Achievements and Issues in Japan over a Decade[Achievements]
Through the councils mentioned above, hands-on activities conductedwith the cooperation of governments, schools, NGOs, businesses, and soon have led to the spread of efforts enabling children to learn about ESD
both inside and outside the classroom.
Pilot cases of community efforts in Okayama City (Okayama) and in
Kesennuma City (Miyagi) have served as models not only within Japanbut also for RCEs 15 internationally operated by the United Nations
University.

2) Social education and community revitalization based on lessons
learned from experiencing pollution[Characteristics]
Pollution has been produced in various parts of Japan, and NGOs,
local governments, and the national government have collaborated andcooperated to actively implement efforts such as the creation of leaflets,
storytelling activities, and the operation of libraries on pollution tocommunicate valuable lessons learned from the experience of pollution
inside and outside Japan to ensure that the same mistakes are not madeagain.
Furthermore, efforts guided by NGOs have recently been made toform a network for collaboration between libraries on pollution in various
regions of Japan.
[Achievements]
As a result of the promotion of learning about pollution in thecommunity and of social education incorporating the perspective
viewing the creation of a sustainable society as a priority, municipalities
such as Kitakyushu City (Fukuoka), Minamata City (Kumamoto) andNishiyodogawa-ku (Osaka City) have made efforts to go beyond thedissemination of past lessons and revitalize their communities throughapproaches centered on the preservation of a clean environment bycooperating with various entities such as victims of pollution, polluting
companies, government agencies, schools, and public welfare personnel.

3) Improving the visibility of companies’ efforts to reduce their environmental impact andpromoting corporate social responsibility (CSR) integrated with business activities[Characteristics]
In Japan, there is a dedicated website called “Archive of
15

Regional Centres of Expertise on ESD.
8

United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report

Environmental Reports and CSR Reports of Japanese Companies”,
storing over 6,100 reports from over 800 companies to help businesses
accurately understand their own activities to reduce their environmental
impact and to provide many people with easy and functional access toenvironmental reports and corporate social responsibility (CSR) reports.
Furthermore, as the importance of CSR that integrates sustainable
development into business activities has increased, ESD has been
increasingly promoted in education within companies, in addition tosocial education actively being carried out on a regional level and thelevel of international cooperation, using corporations’ own personnel andcapital resources and networks, for example by dispatching specialized
personnel to schools for onsite lessons and public lectures.16[Achievements]
Through the creation and publication of environmental reports andCSR reports, executives and employees are able to accurately learn
about the environmental impact of their own activities and make efforts
to reduce it, and shareholders, financial institutions, affiliated companies,and consumers are also provided with the opportunity to learn.
CSR activities are further promoted by identifying examples of it
through the recognition of social education by companies, based on such
CSR efforts, through awards for environmental preservation activities bygovernment agencies and companies and through media coverage.

(4) Integrated Linkage of Top-Down and Bottom-Up Efforts[Characteristics]
In response to the adoption of the UNDESD by the UN General
Assembly in 2002, Japan passed the Act on Enhancing Motivation on
Environmental Conservation and Promoting of Environmental Educationin 2003 and proceeded to support environmental education in theclassroom and the workplace and certify personnel. The revision of the
Act in 2011 promoted collaborative efforts and participation of privateorganizations in environmental policy.
Meanwhile, a civil society network promoting ESD called the Japan
Council on the United Nations Decade of Education for Sustainable
Development (ESD-J17) was established in 2003; it has held national andregional meetings, issued newsletters, and implemented joint projects to
Public lectures and onsite lectures about environmental issues are provided for companies,
government agencies, NGOs, educational personnel, stay-at-home wives, and students, andsupport for internships for undergraduate and graduate students is provided to NGOs involved inenvironmental areas and other civic activity.
17
See Section 2.1(3)(i).
16

United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report9Section 1

Achievements and Issues in Japan over a Decade

promote ESD on a working level, centered on teachers and 100 member
groups, and to make policy proposals to government agencies.
In 2007, the Roundtable Meeting on the United Nations Decade of
Education for Sustainable Development, made up of experts, personnel
from NPOs, educational institutions, and companies, was established, andby incorporating the achievements and successes of ESD on a working
level in the process of drafting and revising the Japan’s Action Plan andcreating the Japan Report in the Interministerial Meeting, a system forbroadly disseminating these nationwide has been established.18
In this way, ESD has been implemented in Japan through top-downefforts such as government-set objectives and plans as well as support
for implementation on a working level, together with bottom-up efforts
such as ESD activity put into practice by teachers and NGOs in theworkplace, classroom, and community.
[Achievements]
Details on how to learn and teach ESD and the abilities needed tofoster it were set out in discussions at regional meetings held by ESD-J
in over 40 locations and were incorporated into the Japan’s Action Plan
and the“Study on Education for Sustainable Development in Schools19(Final Report)”20 in order to broadly disseminate this information.
The results of community-based pilot cases in Okayama, andKesennuma have also been incorporated into the information on“practices in the community”in the Japan’s Action Plan in order tobroadly disseminate this information as well.
Finally, the ESD calendar, which was held to be a successful
example in the educational workplace and is being spread to many
schools engaged in ESD through the network centered on the UNESCO
Associated Schools.

(5) Lessons from and Impact of the Great East Japan
Earthquake and the TEPCO Fukushima Daiichi Nuclear
Power Station Accident on Japan’s ESD
The Great East Japan Earthquake, which occurred on March 11, 2011,
and the Tokyo Electric Power Company’s Fukushima Daiichi Nuclear Power
Station Accident that occurred as a result affected Japan’s ESD in various
See Section 2.1(1)(ii).
The term“sustainable advancement”is used in this report with the same meaning as“sustainable
development.”20
See http://www.nier.go.jp/kaihatsu/pdf/esd_saishuu.pdf.
18
19

10

United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report

ways, and also provided an opportunity to reassess the need for and value of
ESD.
Government and communities are continuing to consider how to utilize thelessons we learned from the earthquake and accident in ESD in the future.
It should also be noted that the areas affected by the earthquake received
much warm and encouraging support from individuals and groups around theworld who had dealings with Japan in the ESD realm.

1) ESD utilized in disaster prevention and disaster risk reduction
It has been reported21 that the strengths fostered through everyday ESD
activities were useful in evacuation behavior and crisis management when
the Great East Japan Earthquake occurred.
Furthermore, an atmosphere of dialog was created between teaching
staff and students in affected areas who were engaged in ESD on an
everyday basis, and collaboration with communities was also reported,
including a diverse range of entities such as NGOs and NPOs. 22 Thiskind of activity should be useful for dealing with adverse conditions whenevacuating and in refuge life.
Based on the lessons learned, areas that had been engaged in ESD for
many years utilized their achievements in past ESD efforts to improve theireducation on disaster prevention, and put the new educational approaches
into practice.

2) Heightened interest in energy and environmental issues
The implementation of planned power stoppages after the nuclear
power plant accident, the suspension of all nuclear power plants forreview based on new criteria by the Nuclear Regulation Authority, thespread of renewable energy, and the increased costs of imported fuel andgreenhouse gas emissions associated with increased operation of thermal
power plants have led to greater awareness on energy issues, global
warming, and its effect on people’s lifestyles.
Due to the shortage of electric power after the nuclear power plant
accident, electric power suppliers implemented planned power stoppages
in 2011, and since then, efforts have continued; for example, electric
power suppliers and the government have taken steps to save energy by
21
22

By members of the Roundtable Meeting on DESD.
Reported by members of the Roundtable Meeting on DESD.
United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report11Section 1

Achievements and Issues in Japan over a Decade

adjusting for differences in electrical supply and demand in summer andwinter, when demand for power is higher than in spring and fall.
It is in line with the goals of ESD for each person to see such issues as
their own problem and to be conscious of the need to change their own
lifestyle and business activities; it could also be considered to be a good
opportunity to reassess the meaning of ESD.

3) ESD utilized in post-disaster reconstruction
There have been several reports23 on children and students who havelearned to think globally and act locally through years of ESD, taking theinitiative to propose and carry out actions they can do for the community,
including disaster prevention activities, improving morale among people
rebuilding their communities.
Prominent issues in disaster-affected areas include reduced population,
aging population, and hollowing out of industry. Instead of simply returning
to the same conditions as before the earthquake, reconstruction should be
used as an opportunity to address these issues and build a society thatcan serve as a model for Japan and the rest of the world.“Towards theCreation of‘New Tohoku,’”published by the Reconstruction Promotion
Committee in June 2013, mentions the goal of becoming“a society withsustainable energy (a society with autonomous and decentralized energy),”that is, a society with low carbon and energy-saving, one of the five typesof society, as the future form of society in the Tohoku region. Fukushima
Prefecture aims to meet all of its energy needs with renewable energy by
2040.24
The perspective of building a sustainable society has been emphasized
as part of the reconstruction after the Great East Japan Earthquake, and
ESD needs to be further promoted in order to help the Japanese people
carry this out.

23
24

Reported by members of the Roundtable Meeting on DESD
In the“Intensive Promotion Plan”authorized by the Prime Minister based on the Act on Special
Measures for Fukushima Reconstruction and Revitalization (Act No. 25 of 2012) in April 2013,
renewable energy is positioned as one of the intensive ESD promotion projects to be implemented
primarily by the Fukushima prefectural government to create new industry and improve theinternational competitiveness of industry throughout all of Fukushima Prefecture.
12

United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report3. Japan’s ESD Issues and Outlook beyond 2014
As seen in section 2. Characteristics and Achievements of Japan’s ESD
Under the UNDESD, ESD was greatly advanced in a variety of situations(including school education and social education) through the efforts of many
persons concerned in Japan, a country that advocated for the UNDESD.
However, these results were confined to the education and study levels
and to an extent to changes to producer and consumer actions, as well as
innovations in some regional communities. To transform the entire country in
the future into a sound material-cycle socioeconomic system that is sustainable,
low carbon, and coexists in harmony with nature, it will be necessary to morestrongly implement ESD (the foundation of this system) beyond 2014 as well.
Based on the results of the world conference, the government will spearhead
ESD in Asia and worldwide by enhancing Japan’s ESD beyond 2014, basedon GAP, which will begin in Aichi/Nagoya.

(1) Rebuilding Japan’s ESD Implementation Plan
After the world conference, on November 13 (the day after the cabinetlevel meeting) the government will hold a follow-up meeting for domestic
concerned parties, including NGOs, corporations, and experts. Along withfeedback on the results of the world conference from government officials
and the UNESCO Secretariat (the organizer), discussions will take place on
domestic ESD implementation methods beyond 2014, including GAP, Aichi/
Nagoya declaration, and specific policies for implementing the declaration.
Based on these discussions, the Interministerial Meeting will take overJapan’s current action plan (FY2005-2014), formulate an ESD promotion
plan starting in 2015, and implement the PDCA cycle.

(2) Further Penetration of ESD in School Education
Based on the Basic Plan for the Promotion of Education and Coursesof Study—and using UNESCO Associated Schools as the bases for
implementation—it will be necessary to expand activities for ESD (whichhas penetrated in school education) beyond 2014 as well as the activities
mentioned above, and to improve their quality.
The current Courses of Study includes perspectives related to constructing
United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report13Section 1

Achievements and Issues in Japan over a Decadea sustainable society, but the need to better clarify the connections between
the Courses of Study text and ESD has been pointed out. This will need tobe considered further in the future.
It will also be necessary to spread the ESD efforts conducted at UNESCO
Associated Schools to other schools. To that end, it will be important toconstruct cooperative structures with related institutions (including boardsof education in each region) and to cultivate teachers who will put ESD into
practice.
In addition, at schools putting ESD into practice, certain beneficial effectsof ESD have been reported25 such as increased creativity in young students;
ability to think in a multifaceted, comprehensive way; and improved ability toengage in logical discussions. To further deepen and enlarge ESD in school
education, issues that need action include systematic research to verify theeffects of ESD in education, and the development of objective evaluation
indices.

(3) Further Implementation of ESD in Social Education and Regions
Regarding the progress of ESD activities in social education in Japaneseregions through UNDESD, major regional differences are seen depending on
the existence of organizations and human resources to play central roles, aswell as the structures that support them.
Even in cases in which cooperation is needed from experts, local
residents, and businesses, teachers do not have enough time to ask for thiscooperation. And when corporations in the region desire to cooperate, they
do not understand to whom to provide support and cooperation. It has been
pointed out that regional coordinators are necessary to remove these barriers
to communication between stakeholders who could be in charge of regional
ESD.26
Additional issues include the provision of materials such as ESD teachingmaterials, organized in an easy-to-understand fashion, and the establishmentof ESD support systems at the regional level with a hub function forcollaboration with diverse entities in the region, including governments,
businesses, and NGOs/NPOs. Moreover, together with the establishment25
26

Refer to“Study on Education for Sustainable Development in Schools (Final Report).”
Refer to page 68 of“Shaping the Education of Tomorrow: 2012 Full-Length Report on the UN
Decade of Education for Sustainable Development”(UNESCO report).
14

United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report

of systems with hub functions—including the ability to connect different
regions—it will be necessary to create a system that functions as anationwide network and allows participation by a wide range of entities.

(4) Contributions to the Creation of an International Framework
2015 is the target year for the Millennium Development Goals (MDGs) andthe Education for All. Accordingly, lively international discussions are being
conducted on positioning education in the Post-2015 Development Agenda(which will be adopted in 2015), as well as what should be included in the
Post-2015 Education Agenda.
Japan will continue proactively conveying the fact that ESD improves thequality of education and contributes to the Post-2015 Development and
Education Agendas.
In addition, to improve the quality of education (including ESD) in
developing countries, proactive contributions will be made in cooperation
with NGOs and NPOs through bilateral and multilateral aid.
At the 37th Session of the UNESCO General Conference in 2013, GAP
was adopted as a follow up programme to UNDESD, which ended in 2014.
Japan will proactively implement ESD inside the country and also continue
displaying leadership in promoting ESD in the international community,
including international support for the practice of various types of ESD in
the five ESD priority action areas, beyond 2014, via the contribution of theJapanese Funds-in-Trust (JFTI) to UNESCO, etc.

United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report15Section 2

Japan’s Main Implementation Systems and Efforts by Each Entity

Contents[Section 2] Japan’s Main Implementation Systems
and Efforts by Each Entity*Many of Japan’s ESD efforts are being implemented in cooperation with awide range of stakeholders, as explained in Part 1. Here, we will introduce theinitiatives from the perspective of the efforts of each entity.

1. Examples of Implementation Entities in Japan…P18(1) Government Implementation Systems, etc.
1) The Interministerial Meeting on the“United Nations Decade of Educationfor Sustainable Development”
2) Roundtable Meeting on the“United Nations Decade of Education for
Sustainable Development”
3) Japanese National Commission for UNESCO(2) Examples of Implementation Systems by Local
Governments
1) Aichi/Nagoya Committee for UNESCO World Conference on ESD
2) Okayama Support Executive Committee for UNESCO World Conference on ESD(3) Examples of Implementation Entities by NGOs/NPOs, etc.
1) Japan Council on the United Nations Decade of Education for Sustainable
Development (ESD-J), an NPO
2) National Federation of UNESCO Associations in Japan (NFUAJ)
3) Asia-Pacific Cultural Centre for UNESCO (ACCU)(4) E x a m p l e s o f I m p l e m e n t a t i o n E n t i t i e s t h r o u g h
Cooperation with International Institutions
1) United Nations University

2. Examples of Efforts by Entities…P22(1) Main Efforts by Relevant Ministries
1) Establishing systemsi) Implementing ESD through the Act on the Promotion of Environmental
Conservation Activities through Environmental Educationii) Implementing ESD through the Basic Plan for the Promotion of Educationiii) Including a description of ESD in the Courses of Study, etc.
2) Creating proposals and reports
16

United Nations Decade of Education for Sustainable Development (2005-2014) Japan Reporti) Japanese National Commission for UNESCO’s“Proposals Regarding
the Invigoration of UNESCO Activities in an Increasingly Diverse Era”
ii) Report of the Roundtable on promoting Environmental Education beyond
UNDESD3) Efforts targeted at school educationi) Formulating UNESCO Associated Schools guidelinesii) ESD Implementation Program Consortium Project for Developing Global
Human Resourcesiii) Japan/UNESCO Co-Partnership Programiv) Capacity Building Project for Sustainable Regional Developmentv) Environmental Education Leader Training Projectvi)“Kikigaki Koshien”(Verbatim reporting tournament)
4) Efforts targeted at social education/communities
i) Challenge Project for ESD Programs in Tohoku Regionii)Collaboration with the Environmental Consortium for Leadership
Development (EcoLeaD)iii) Kids Green Tourism Projectiv) Wood education/forest education
5) Cultivating public awareness of ESDi) + ESD Projectii) Eco-Learning Libraryiii) Public relations events, etc.

(2) Main Efforts in School Education
1) Efforts in primary and secondary educationi) UNESCO Associated Schools initiativesii) Utilizing periods for integrated study, etc.
iii) Utilizing the ESD Calendariv) Implementing in-school training
2) Efforts in higher educationi) ASPUnivNet(3) Main Efforts in Social Education/Communities
1) Efforts by councils and RCEs
2) Efforts by NGOs/NPOs
3) Efforts by corporations(4) International Efforts
1) Partnering with UNESCO and Other International Organizations2) Implementation through United Nations University
3) Collaboration with Asian countries through the Asia-Pacific Cultural
Centre for UNESCO (ACCU)
4) International initiatives by the Japan Council on the United Nations
Decade of Education for Sustainable Development (ESD-J)

United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report17Section 2

Japan’s Main Implementation Systems and Efforts by Each Entity

1. Examples of Implementation Entities in Japan(1) Government Implementation Systems, etc.
1) The Interministerial Meeting on the“United Nations Decade of
Education for Sustainable Development”
In response to the adoption of the UNDESD by the United Nations, in
December 2005, the Government of Japan established the Interministerial
Meeting on the“United Nations Decade of Education for Sustainable
Development”within the cabinet, in order to facilitate close partnership
between the related government organizations and ensure the integrated
and effective promotion of policies on the UNDESD. (The participants
are the Cabinet Secretariat; the Ministry of Foreign Affairs; the Ministryof Education, Culture, Sports, Science and Technology; the Ministry of
the Environment; the Cabinet Office; the Ministry of Internal Affairs andCommunications; the Ministry of Agriculture, Forestry and Fisheries;
the Ministry of Economy, Trade and Industry; and the Ministry of Land,
Infrastructure, Transport and Tourism, with the Ministry of Justice and theMinistry of Health, Labour and Welfare participating as observers.)
Preparations are currently being made by the Ministry of Education,
Culture, Sports, Science and Technology, the Ministry of the Environment,
and the Ministry of Foreign Affairs, assisted by UNESCO and local hosting
government bodies, for the UNESCO World Conference on Educationfor Sustainable Development, to be held in the cities of Nagoya (Aichi
Prefecture) and Okayama (Okayama Prefecture) in November this year,
hosted jointly by UNESCO and the Government of Japan.

2) Roundtable Meeting on the“United Nations Decade of Education for
Sustainable Development”
In order to further advance ESD in Japan, relevant specialists, NPOs,
educational institutions and corporate representatives have come together
to establish the Roundtable Meeting of the United Nations Decade of
Education for Sustainable Development, which aims to facilitate theexchange of opinions and sharing of information regarding specificmeasures based on the domestic implementation plan, as well as theexchange of opinions contributing to the evaluation of UNDESD. Opinionsharing was also implemented in regard to ESD promotional measuresduring the production of the 2009 Japan Report and the revision of thedomestic implementation plan in 2011. The Roundtable Meeting was
18

United Nations Decade of Education for Sustainable Development (2005-2014) Japan Reportconvened during the production of this report, as well, and its opinions
were sought.

3) Japanese National Commission for UNESCOThe Japanese National Commission for UNESCO was founded as
the an agency to advise the Government of Japan and other actors
on UNESCO-related matters, as well as to make plans, manage
communication, and implement surveys in regard to UNESCO activities,
on the basis of the Law Concerning UNESCO Activities. It partners with
UNESCO and other UNESCO national commissions, as well as related
government departments, and is engaged in the promotion of ESD both inJapan and overseas. In addition, it works with the Ministry of Education,
Culture, Sports, Science and Technology to position UNESCO Associated
Schools as a focal point for the promotion of ESD and to increase thenumber of schools joining the network, and in August 2012 it created“Guidelines for UNESCO Associated Schools”, in order to guarantee thequality of UNESCO Associated Schools. In March 2014, it issued a setof“Proposal Regarding Invigoration of UNESCO Activities in an Era ofDiversity”in which it proposed measures for the further promotion of ESD.

(2) Examples of Implementation Systems by Local Governments
1）Aichi/Nagoya Committee for UNESCO World Conference on ESD
This committee was established in May 2012 by Aichi Prefecture,
Nagoya City, the regional business community and other ESD relatedorganizations, with the objectives of supporting the UNESCO World
Conference on ESD at a regional level, and increasing momentum throughpromoting the adoption of ESD. The Committee has hosted the“ESD
Aichi-Nagoya Children’s Conference”in order for children to discuss andlearn about creating sustainable societies, has organized ESD promotional
events including ones marking one-year and six-month anniversary before
the opening the World Conference, and has implemented“Partnership
Program”, which introduce ESD activities by a wide range of stakeholders
on its website.
Furthermore, Aichi Prefecture hosted “ESD Seminar for Local
Government Employees”, compiled a handbook on local ESD activities,
and has created “Environmental Learning Coordinators System”, which
coordinates the assignment of lecturers, in line with the wishes of thoselooking for assistance. It is also making an effort to build a network for
nurturing residents with roughly 150 environmental learning facilities
United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report19Section 2

Japan’s Main Implementation Systems and Efforts by Each Entity

located in the Prefecture. In addition, Nagoya City has established the“Nagoya Open University of the Environment”, in order to collaboratively
promote ESD with citizens, corporations, universities, schools andgovernment agencies.

2) Okayama Committee for UNESCO World Conference on ESD
The Committee was established in January 2013 in order to support
the main stakeholder meetings to be held in Okayama City(Okayama) as
part of the UNESCO World Conference on ESD. In addition, it aims tocontribute to the success of the World Conference through spreading theappeal of the areas of Okayama and Bisan Seto, as well as promoting
the World Conference and ESD in partnership and cooperation withvarious related organizations and bodies from the Okayama region and the
Kagawa region, on the other side of the Seto Inland Sea.
Okayama City as the secretariat of RCE Okayama has configured asystem for the continuous and stable promotion of ESD throughout theregion by the supporting activities conducted by the Okayama City ESD
Promotion Commission. Specifically, this includes allocating specialist
coordinators, developing agreements relating to ESD with Okayama
University and Okayama Shoka University, and promoting partnerships witha wide range of organizations by approving Designated Organizations.

(3) Examples of Implementation Entities by NGOs/NPOs, etc.
1) Japan Council on the United Nations Decade of Education for
Sustainable Development (ESD-J), an NPO
The Japan Council on the United Nations Decade of Educationfor Sustainable Development (ESD-J) was founded in June 2003
with the objective of promoting ESD through partnerships in Japanand overseas. To date, it has built up a network comprising roughly
100 corporations, non-governmental organizations, and non-profit andeducational organizations in the realms of environmental education,
development education, human rights education, peace education, andyouth development, engaged in policy advocacy, training, information
dissemination, and the formation of international networks.

2) National Federation of UNESCO Associations in Japan (NFUAJ)The National Federation of UNESCO Associations in Japan is a nongovernmental organization aligned with the principles of the UNESCO
20

United Nations Decade of Education for Sustainable Development (2005-2014) Japan ReportConstitution that aims for international peace and the realization of equal
welfare for all people, as well as solutions to various educational andcultural issues. The Federation engages in a range of activities bothin Japan and overseas in order to promote ESD: implementing“ESDInternational Exchange Programs,” running an ESD Essay Contest
for high school students as a way of supporting UNESCO Associated
Schools in partnership with corporations, issuing publications such as“Ten
Questions, Examples and Resources from UNESCO Associated Schools,”
and promoting volunteer activities through the“NFUAJ ESD Passport.”

3) Asia-Pacific Cultural Centre for UNESCO (ACCU)The Asia-Pacific Cultural Centre for UNESCO (ACCU) was founded
in 1971, and since then has been engaged in fostering cultural andeducational cooperation and human exchange between Asia-Pacificcountries. Since the start of the UNDESD the Centre has used forums,
training, and projects to communicate the principles of ESD to domestic
and overseas governments, international organizations, non-governmentalorganizations, universities, and so on. It implements an ESD photomessage contest and photographic exhibitions, distributes teachingmaterials, supports UNESCO Associated Schools, and interacts withcitizens' public halls and community learning centers (CLCs).

(4) E x a m p l e s o f I m p l e m e n t a t i o n E n t i t i e s t h r o u g h
Cooperation with International Institutions
1) United Nations University (UNU)
With support from the Ministry of the Environment, in 2003 UNU
established the Education for Sustainable Development programme within
the UNU Institute of Advanced Studies (As of 2014, renamed the UNU
Institute for the Advanced Study of Sustainability). Through its role as the
Global RCE Service Centre, which coordinates RCEs worldwide, the ESD
programme aims to promote ESD activities via the two flagship projects,
at the regional level. As the Secretariat of ProSPER.Net,27 the ESD
programme aims to strengthen ESD within higher education organizations.
Furthermore, as a UN think tank, UNU advocates and raises awarenessofthe principles of ESD, makes policy recommendations and promotes
dialogue through interdisciplinary research, capacity development,
and strategic engagement with the international processes of ESD
policymaking.
27

See Section 2, 2.(4) (2United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report21Section 2

Japan’s Main Implementation Systems and Efforts by Each Entity

2. Examples of Efforts by Entities(1) Main efforts by Relevant Ministries
1) Establishing systemsi) Implementing ESD through the Act on the Promotion of Environmental
Conservation Activities through Environmental Education
In 2002, the UN General Assembly unanimously adopted the
UNDESD, increasing the motivation to improve the training of people
engaged in environmental conservation, and in Japan in 2003 the Act
on Enhancing Motivation on Environmental Conservation and Promotionof Environmental Education was passed. This act was based on therecognition of the need for environmental education, with the objectiveof raising awareness and deepening understanding of environmental
conservation activities, thereby facilitating voluntary engagement inenvironmental conservation by entities in various sectors in order tocreate a sustainable society. It applied not only to the Ministry of theEnvironment and the Ministry of Education, Culture, Sports, Scienceand Technology, but also to the Ministry of Agriculture, Forestry
and Fisheries, the Ministry of Economy, Trade and Industry, and theMinistry of Land, Infrastructure, Transport and Tourism, and the scopeof environmental education was broadened as a result. In 2011, said
Act was partially revised (and its name changed to the current“Acton the Promotion of Environmental Conservation Activities throughEnvironmental Education”, hereinafter the“Environmental Education
Promotion Act”) so as to include new measures regarding the
involvement of private-sector organizations in government environmental
policy , and promote collaborative actions, etc., as well as to improve
environmental education in schools, etc. The Environmental Education
Promotion Act came into force on a full scale on October 1, 2012,andin June of the same year a Cabinet meeting determined the“Basic
Policy on the Promotion of Environmental Conservation Activities,
Encouragement of Willingness for Environmental Conservation andEnvironmental Education and Collaborative Efforts” (hereinafter
the “Basic Policy”). Various environmental education measuresincorporating an ESD perspective are being promoted based on theselaws and Basic Policy.

22

United Nations Decade of Education for Sustainable Development (2005-2014) Japan Reportii) Implementing ESD through the Basic Plan for the Promotion of Education
The Basic Plan for the Promotion of Education was created in orderto establish basic policies for educational measures, based on the
Basic Act on Education, which was revised in December 2006. In thisPlan, ESD was given the status of one of the most important principles
of education in Japan. The promotion of ESD was further emphasizedin the second Basic Plan for the Promotion of Education, passed by
Cabinet in June 2013.
iii) Including a description of ESD in the Courses of Study, etc.
The perspective of the construction of a sustainable society was
included in the Courses of Study for elementary schools and junior highschools in March 2008. This perspective was also reflected in revisions
to the Courses of Study for senior high schools in March 2009. As aresult, in addition to the acquisition of relevant knowledge and skills,
the Courses of Study also highlighted the importance of ability thinking,decision-making and self-expression, and it is anticipated that ESD will
be promoted as part of the principle of imparting“zest for life.”

2) Creating proposals and reportsi) Japanese National Commission for UNESCO’s“Proposal Regarding
Invigoration of UNESCO Activities in an Era of Diversity”(March 2014)
As noted above, the Japanese National Commission for UNESCO
designated UNESCO Associated Schools as hubs for the promotionof ESD, and has worked to expand these measures. The number of
UNESCO Associated Schools has increased rapidly, and it is believedthat this is having a beneficial effect on the promotion of ESD.
At the same time, there has been some misunderstanding, with somepeople being of the opinion that only UNESCO Associated Schools
should engage with ESD, and the rollout of ESD in contexts otherthan those of UNESCO Associated Schools has become somethingof an issue. Against this background, in March 2014 the Japanese
National Commission for UNESCO defined its“Proposal Regarding
Invigoration of UNESCO Activities in an Era of Diversity”in which itsummarized policies to further promote ESD. In addition, in order topromote ESD in schools other than UNESCO Associated Schools, it
proposes strengthening the role of UNESCO Associated Schools as
United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report23Section 2

Japan’s Main Implementation Systems and Efforts by Each Entity

centers of ESD promotion and promoting partnerships between boardsof education, citizens' public halls, members of ASPUnivNet (a networkof universities engaged in supporting UNESCO Associated Schools),
RCEs, corporations, etc. On this basis, the Ministry of Education,
Culture, Sports, Science and Technology began its“ESD Promotion
Projects for Global Human Resources Training”in academic year 2014,
as described below.
ii) Report of the Roundtable on promoting Environmental Education
beyond UNDESD (published August 27, 2014)
The Ministry of the Environment invited specialists in relevant
subjects to participate in a“Roundtable on promoting Environmental
Education beyond UNDESD” (the “ESD Conference”) in order
to consider promotion strategies for ESD measures in Japan via
environmental education and other measures. The Conference debatedthese issues from January through July 2014. As a result, the“Reportof the Roundtable on promoting Environmental Education beyond
UNDESD”was compiled. Further measures are to be implemented
relating to environmental education, including the perspective of ESD,
based on said report, focusing on the three priority areas of“capacity
development,”“development and preparation of learning materials andprograms,”and“establishment of collaboration and support system,”and bearing in mind the need to contribute to the Global Action Program(GAP) expected to be adopted at the Autumn 2014 UN General
Assembly.

3) Efforts targeted at school educationi) Formulating UNESCO Associated Schools guidelines
UNESCO Associated Schools are a network of schools implementing
high-quality education that aims to realize the ideals of UNESCO.
The network was founded in 1953. Schools apply to UNESCO via theJapanese National Commission for UNESCO, and UNESCO evaluates
and approves them. At present there are 9,900 Associated Schools in
180 countries. In 2006, there were 20 Associated Schools in Japan,
but in August 2014 there were 705, making them the largest nationalgroup of Associated Schools in the world.
In August 2012, the Japanese National Commission for UNESCO
defined guidelines for UNESCO Associated Schools in order to deal
with the sudden increase in the number of such schools and with theaim of guaranteeing their quality. These guidelines were communicated24

United Nations Decade of Education for Sustainable Development (2005-2014) Japan Reportto the prefectural boards of education and other relevant bodies by the
Ministry of Education, Culture, Sports, Science and Technology. Theyemphasize the need for interdisciplinary curriculum planning and stressthe importance of exchange between UNESCO Associated Schools,
the need for the continued engagement of the whole school, and theimportance of time set aside for integrated learning.
ii) ESD Implementation Program Consortium Project for Developing Global
Human Resources
In 2014, the Ministry of Education, Culture, Sports, Scienceand Technology formed a consortium comprising mainly educationcommittees and universities in partnership with UNESCO Associated
Schools, which are centers for ESD, with the objective of rolling out
ESD to organizations other than UNESCO Associated Schools aswell as promoting exchange between UNESCO Associated Schools
in Japan and overseas, thereby facilitating the development of global
human resources with international perspectives and promoting theimplementation of ESD at the regional level.
iii) Japan/UNESCO Co-Partnership Program
The Ministry of Education, Culture, Sports, Science and Technology
is promoting the exchange of information as well as physical exchanges
between UNESCO Associated Schools in order to cooperate withinternational ESD activities and strengthen ESD measures being
implemented in Japan. It is also supporting ESD activities implemented
by higher education organizations.
iv) Capacity Building Project for Sustainable Regional Development
In March 2003, the Ministry of the Environment began a three-year
initiative to recruit and select environmental education programs forelementary and junior high schools that incorporate an ESD perspective,
and to reorganize these, with the help of specialist guidance, into highly
versatile model environmental education programs. These have been
tried and tested in school environments throughout the country, andregional versions of them are now being produced that take on board
local attributes (natural, cultural, and historical background, etc.) Around60 model programs have been created, and it is expected that around
140 regional programs will ultimately be created and trialed.
This project not only allows the promotion on the national level oftraining for people who will in the future support sustainable regional
United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report25Section 2

Japan’s Main Implementation Systems and Efforts by Each Entity

development, but also promotes the creation and coordination ofpromotion structures for ESD throughout the regions of Japan.
v) Environmental Education Leader Training Project
The Ministry of the Environment has partnered with the Ministry of
Education, Culture, Sports, Science and Technology to implement
training sessions that offer the opportunity to develop know-how inenvironmental education, including ESD perspectives, for teachers atelementary and junior high schools and leaders of environmental nonprofit organizations, in order to improve support for and implementationof environmental education in the classrooms.
vi)“Kikigaki Koshien”(Verbatim reporting tournament)
The Ministry of Agriculture, Forestry and Fisheries, the Ministry of
Education, Culture, Sports, Science and Technology, and the Ministry of
the Environment have cooperated with NPOs in a project to encouragehigh school students throughout Japan to visit experts in forests, coastal
areas, and rivers, engage them one on one in order to learn about theirknowledge, skills, etc., and record verbatim accounts of what they haveheard. Participating high school students gain a new understandingof traditional lifestyles lived alongside forests, oceans, and rivers,
knowledge that helps them to consider the needs of a sustainable
society of the future, and have the opportunity to think about their own
futures in this context. ESD is promoted by the implementation of thissort of project, which trains the next generation to think in ESD terms.

4) Efforts targeted at social education/communities
i) Challenge Project for ESD Programs in Tohoku Region
The Ministry of the Environment (MOE) launched this capacity- andcommunity-building ESD project in July 2013 with an eye to supporting
reconstruction efforts in a region devastated by the natural disaster of
the Great East Japan Earthquake. The ministry developed ten different
programs in light of certain environmental protection and environmental
education activities people in Tohoku initiated following the catastrophe.
Schools, companies, NPOs, etc., in all six Tohoku prefectures thentook those programs and put them to work in their own unique ways.
In February 2014 a presentation on the Challenge Project for ESD
programs in Tohoku Region was held in the city of Sendai, Miyagi
26

United Nations Decade of Education for Sustainable Development (2005-2014) Japan ReportPrefecture, where the organization with the most effective program wasawarded the Environment Minister’s Prize.
ii) Collaboration with the Environmental Consortium for Leadership
Development (EcoLeaD)
The MOE works with the Environmental Consortium for Leadership
Development (EcoLeaD), a platform that supports and promotes
networking among various private, public, and academic organizations
training people for jobs in the environmental field, to implement
capacity-building programs targeting higher education institutions,
corporations, etc. More specifically, the MOE provides model lessons toinstitutions of higher education and model training sessions to company
owners and managers in accordance with the two environmental
education program guidelines the ministry adopted in FY2010.
iii) Kids Green Tourism Project
The Ministry of Internal Affairs and Communications (MIC), Ministryof Education, Culture, Sports, Science and Technology (MEXT), andMinistry of Agriculture, Forestry and Fisheries (MAFF) jointly promote
the Kids Green Tourism Project. This project provides children with
opportunities to stay in a farming, mountain, or fishing village so they
can get outdoors and try their hand at farming, forestry, or fishing.
iv) Wood education/forest education
MAFF supports ESD by highlighting wood materials and products at“wood education”events and opportunities that are designed to help
people understand the benefits and significance of using wood. The
ministry also promotes forest education through a forest school andnature observation programs that leverage Japan’s national forests.
Joint initiatives with NPOs and other organizations provide children with
opportunities to share their forest activities and experiences with others.

5) Cultivating public awareness of ESD
Raising awareness has been a key focus of Japan’s action plan for thesecond half of the UNDESD. Since last year the Government of Japan
has been shifting publicity into high gear as it works on various initiatives
to make the world conference a big success.

United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report27Section 2

Japan’s Main Implementation Systems and Efforts by Each Entityi) + ESD Project
The+ ESD Project is a MOE-run website designed to widely publicize
ESD initiatives and support programs conducted by companies, NPOs,
etc., that are registered on the site. Its goal is to provide information
about ongoing ESD programs as well as to build an expanding networkof organizations working on ESD initiatives by visualizing and linking
ESD initiatives being implemented across Japan. As of the end ofJune 2014 there were 214 ESD programs and 163 organizations
registered on the website. The website provides a checklist that helps
organizations assess whether their initiatives incorporate the key
elements of ESD so that they can make improvements if and where
necessary.
ii) Eco-Learning Library
The MOE website features an online portal for practical environmental
education, dubbed the Eco-Learning Library. The site provides anextensive array of learning materials and information categorized byarea and target, intended to help promote environmental education andenvironmental protection activities. The ministry not only manages andupdates the contents of this comprehensive database of environmental
education and conservation initiatives but also collects information
about environmental education programs as well as training andlearning opportunities offered by relevant government agencies, local
governments, private organizations, etc. It also provides information
about educational and learning facilities, related activities, and more tokeep the entire public up to date.
iii) Public relations events, etc.
Following the June 2013 rollout of its ESD slogan,“Your Everyday
Actions Shape the Future,”MEXT published ESD Quest, a storybookthat provides an easy-to-understand explanation of ESD. To date,approximately 34,000 copies have been distributed. The ministry also
works with“ESD Official Supporters,”who are well-known public figuresfrom every walk of life (including Sakana-kun, Takako Shirai, Shuzo
Matsuoka, and Naoko Yamazaki) to provide the public with information
via its ESD Facebook page, ESD portal site,28 etc.
In June 2014, MEXT hosted ESD Festa 2014 in Tokyo. The event,paving the way for the UNESCO World Conference on ESD, wasspotlighted by the mass media and illustrated the concept of ESD to28

http://www.esd-jpnatcom.jp/index.html.
28

United Nations Decade of Education for Sustainable Development (2005-2014) Japan Reporta broad audience. Working with an eye to making ESD a bigger partof everyone’s lives, MEXT and the MOE jointly organized an ESD
nickname contest and selected“Learning the Way to a Better Planet”
as the official moniker for ESD efforts from more than 4,000 entries.
MEXT is also widely promoting“Bokura wa ookina sekai no hitotsubu
no inochi”(We are all One Grain of Life in this Big World), an ESD
theme song written by singer/songwriter and official ESD supporter,
Takako Shirai.
The MOE also hosted the National and Regional ESD Learning
Forums to facilitate collaboration and networking among ESD
practitioners. At the“ESD Kids Fest,”another ministry-hosted national
learning forum, a group of participating elementary and junior highschool students were selected to serve as ESD ambassadors. The
young ambassadors made stops to cheer on both Nagoya and Okayama,
the two cities that will host the world conference, where they paid avisit to the cities’ mayors as well as the governor of Aichi Prefecture.
In fiscal 2014 the ministry introduced the ESD Photo Communication
Project and solicited freestyle haiku messages for the future (in supportof the UNESCO World Conference on ESD).
Among the ministry’s ESD advocates is also a mascot called Hugkun who travels to promotional events all around Japan.
The Japan Meteorological Agency organizes lectures on climate
and severe weather preparedness. Designed to teach participants
about weather, earthquakes, the global environment, etc., they help
people to cope with emergencies and effectively use disaster mitigation
information. These workshops increase awareness about ESD bypainting a clearer picture of the natural environment and where we fit in.
The Ministry of Economy, Trade and Industry (METI) publicizes
initiatives related to energy, the environment, recycling, etc., via
advertisements, events, Web pages, pamphlets, handbooks, and more.
METI also works on promoting environmentally friendly products via its
carbon offset program for products, etc. Illustrating a product’s total
carbon emissions, quantified via METI’s“Carbon Footprint of Products”(CFP) system, and how that amount is offset by credits, the program isjust one of the ways METI supports ESD.

(2) Main Efforts in School Education
1) Efforts in primary and secondary educationi) UNESCO Associated Schools initiatives
MEXT regards UNESCO Associated Schools as bases for promoting
United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report29Section 2

Japan’s Main Implementation Systems and Efforts by Each Entity

ESD and working on expanding the existing network. As of August
2014, the number of UNESCO Associated Schools in Japan had
reached 705. These schools are implementing a diverse range ofprograms, some of which are included among the Good Practices inJapan presented in section 3 of this document. National meetings of all
UNESCO Associated Schools as well as regional exchange meetings
are held to encourage each school to work on initiatives of its own.
The official website of the UNESCO Associated Schools is operated by
the Asia-Pacific Cultural Centre for UNESCO (ACCU) to facilitate thesharing of information among schools.
ii) Utilizing Periods for Integrated Studies, etc.
Periods of Integrated Studies was phased into the Japanese
school system beginning in 2000. It allows schools to devise theirown educational activities suited to their own needs with the local
communities. Periods of Integrated Studies enables students to takea comprehensive look at a wide array of topics taking everything fromglobal awareness to information technology, the environment, health,welfare, and more. Today there are schools that are incorporating ESD
into their classes as well.
iii) Utilizing the ESD Calendar
Teachers of different subjects must work together to make ESD a
part of the school curriculum. That’s why many UNESCO Associated
Schools use an ESD calendar as their annual lesson plan. It provides
the foundation for an integrated multidisciplinary curriculum spanningvarious subjects and areas of study (see Good Practices in Japan,“Development and Popularization of an ESD Calendar that Energizes
School Education in Japan and the World”[Shinonome Elementary
School and Yanagawa Elementary School]).
iv) Implementing in-school training
When implementing ESD, many schools place an emphasis on
problem-solving and the exploratory learning process along withcollaborative learning among students through discussion-orientedclasses. Some schools conduct in-school training to enhance theefficacy of their ESD practices.

30

United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report2) Efforts in higher education
Higher education institutions are expected to play a major role inpromoting ESD, from leading local initiatives to training experts in various
fields as well as conducting the research that will serve as the foundation
upon which Japan and the rest of the world will build sustainable
societies. Many universities are working with the support of MEXT tomeet these expectations through various initiatives. Those initiatives
include revamping school curricula to incorporate ESD, introducing ESD
into teacher training courses, conducting research on sustainability as
a comprehensive and interdisciplinary academic approach to building asustainable society, serving as leaders of local and international ESD
programs, and more.
i) ASPUnivNet
A unique Japanese higher education initiative, ASPUnivNet is avoluntary network of 18 universities from across Japan that helps
schools become UNESCO Associated Schools and assists them in
conducting educational activities. ASPUnivNet aims to bring ESD to
new heights by connecting universities studying and implementing ESD
all across Japan. As a further plus, it also provides ESD teachers withprofessional development opportunities.

(3) Main Efforts in Social Education/Communities
1)Efforts by the councils and RCEs
At the regional level, organizations such as boards of education,
citizens' public halls, museums, and other social education facilities,
as well as local governments, NPOs, and local UNESCO associations
are taking the lead in ESD activities related to the environment, global
awareness, development, peace, and human rights. ESD is being
implemented through various channels. In some cities an ESD council has
been set up to run citywide ESD campaigns, while boards of education
are leading the way toward implementing ESD programs at the local levelvia UNESCO Associated Schools.
Some of these community-based activities are being facilitated by
RCEsacross Japan, which act as hubs for ESD projects in their regions.
Today the number of RCEs in Japan has grown to the point that they
now encompass six regions, including Greater Sendai, Yokohama,
United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report31Section 2

Japan’s Main Implementation Systems and Efforts by Each Entity

Chubu, Hyogo-Kobe, Okayama, and Kitakyushu. RCEs are tackling ahost of challenges facing their communities in a bid to make them moresustainable without compromising their unique characters.
Some local governments have made ESD part of their action plans
for lifelong learning. This is a good indication that an increasing numberof ESD initiatives will be implemented by community and local publicorganizations in the form of social education and lifelong learning.

2) Efforts by NGOs/NPOs
Most observers expect NGOs and NPOs, which are essentially groupsof people voluntarily working toward a common goal, to play a bigrole in ESD. In fact, a number of NGOs and NPOs are already making
headway with a diverse range of initiatives. Not only are they working
independently on different issues such as environmental protection,
welfare improvements, community building, dietary education, and more,
but they are also actively networking with other organizations.

3) Efforts by corporations
As corporate social responsibility (CSR) continues to move frontand center as a corporate priority, more and more corporations areincorporating sustainable development into their products and services aswell as business processes. Working in line with this trend, companies are
implementing in-house training with a focus on ESD.
Some corporations leverage their extensive expertise, resources, andnetworks to help organizations across various sectors implement a broad
spectrum of ESD initiatives. One such initiative is sending company
employees to schools, lifelong learning institutions, communities, and soon, where they can serve as instructors.

(4) International Efforts
The Government of Japan has provided funds to UNESCO and the United
Nations University to build and expand frameworks for promoting global ESD
initiatives at the grassroots level, such as UNESCO Associated Schools and
RCEs. Working jointly with UNESCO, it has made a significant contribution
to the development of ESD around the world.

1) Partnering with UNESCO and other international organizations
In fiscal 2005, the first year of the UNDESD, MEXT contributed
32

United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report200 million yen to UNESCO Headquarters through Japanese Fundsin-Trust (JFIT) to UNESCO. Since then, the ministry has continued tocontribute to UNESCO every year. JFIT has been used to prepare ESD
monitoring reports as well as to compile and publicize good practices in
ESD, focusing on climate change, biodiversity, disaster prevention, andso on. More specifically, the funds have been used to develop materials
for teaching about climate change, guidelines on disaster prevention
education for policymakers and curriculum developers, videos for teaching
about biodiversity, and other similar items. These materials have recently
been incorporated into the elementary and secondary education curricula
in various countries and used for ESD.
As part of joint efforts with the Southeast Asian Ministers of Education
Organization (SEAMEO), which promotes regional cooperation in
education, science, and culture in Southeastern Asia, MEXT launched the
SEAMEO-Japan ESD Award to promote ESD in SEAMEO member statesin fiscal 2011. Since then, MEXT has been collaborating with SEAMEO
in conducting the award program to commend elementary schools andjunior and senior high schools in Southeast Asia that exhibit outstanding
ESD practices.

2) Implementation through the United Nations University (UNU)
Japan first proposed the UNDESD, and since 2003 the Japanese MOE
has been providing funds to UNU for the purpose of promulgating ESD.
The funds enable UNU to implement ESD programs like those described
below.
UNU launched an initiative in 2005 to create a global multi-stakeholder
network of RCEs intended to make up the local foundation for a global
learning space for sustainable development. As of June 2014, UNU has
acknowledged a worldwide network of 129 RCEs. Rising to meet thechallenges facing their local communities, these members of the global
RCE network implement collaborative projects on biodiversity, climatechange, sustainable consumption and production, and so on.
The Promotion of Sustainability in Postgraduate Education andResearch Network (ProSPER.Net) was officially launched in June 2008
with the aim of building a network of higher education institutionscommitted to furthering ESD in the Asia-Pacific region. As of July 2014,
the network includes 32 members that have integrated sustainability into
their postgraduate curricula and are working on sustainable development
research and capacity building activities. Joint projects are currently
underway to develop teaching materials and ESD curricula for businessschools, with a focus on poverty reduction, biodiversity, climate change,
United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report33Section 2

Japan’s Main Implementation Systems and Efforts by Each Entity

and so on.

3) Collaboration with Asian countries through the Asia-Pacific Cultural
Centre for UNESCO (ACCU)
Working in cooperation with the UNU and the Japan-U.S. Educational
Commission, the ACCU engages in teacher exchange programs inpartnership with Republic of Korea, China, and the United States. The
ACCU has implemented various programs through the Japanese Fundsin-Trust (JFIT) to UNESCO, including nurturing organizations dedicated to
ESD in countries throughout the Asia-Pacific region and facilitating ESDrelated interactions between citizens' public halls and community learning
centers (CLCs) in Asia. These experiences have provided the ACCU withthe foundation for building the HOPE framework, an evaluation approach
for ESD.29 Focusing on rice, a common staple food throughout most of
Asia, the ACCU launched its ESD Rice project in fiscal 2011 in orderto foster interaction among UNESCO Associated Schools in Asia. Six
countries currently participate in this project, and new projects have also
been launched in Pakistan and Cambodia. These projects aim to getyoung people deeply involved in sustainable community development
while boosting school attendance and literacy rates in local communities
at the same time.

4) International initiatives by the Japan Council on the United Nations
Decade of Education for Sustainable Development (ESD-J)
Working with NGOs and NPOs, ESD-J implemented the Asia Good
ESD Practice Project (AGEPP). The project compiled good ESD practices
at work across Asia and presented them in case reports available in six
languages via its website. ESD-J is also implementing initiatives aimed atbuilding the Asia NGO Network on ESD (ANNE).

29

See section 3,“20. HOPE: Education Weaving Hope for a Sustainable Future.”
34

United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report【Section 3】Good Practices in Japan — 30 Examples● Host City of the World Conference● Schools (Elementary, Junior High, Senior High, Junior and Senior High Combined School, University)● Local Government, Community● ＮＰＯ● Private Sector● １.

Aichi-Nagoya Committee for
UNESCO World Conference on ESD● ３.

Tsuchihashi Elementary School, Toyota City,
Aichi● 25. Sapporo Freedom School YU (NPO)● 15. Chubu Regional Centre of Expertise on
Education for Sustainable Development(RCE Chubu)● ２.

Okayama City ESD Promotion Council(Okayama City Government)● 14. Kesennuma City Board of Education
Miyagi University of Education● 12. ASPUnivNet● ６.
９.

Oki-Dozen Senior High School,
Shimane●

Okayama City
10. Fukuyama Junior and Senior ●High School Attached toHiroshima University

Nagoya City
Aichi

Namie Elementary School, Namie Town,
Futaba County, Fukushima● ８. Senior High School at Sakado, University of Tsukuba●● 21. Institute for Global Environmental Strategies (IGES)●● 24. Center for the Redevelopment of Pollution-Damaged Areas●(Aozora Foundation)
11. Nara University of Education●
17. Wakayama Prefectural
Educational Center● ４. Shinonome Elementary School, Koto Ward/
Manabi-no-Oka
Yanagawa Elementary School, Koto Ward, Tokyo●●●
16. Omuta City Board of Education,
Fukuoka● 22. Learning and Ecological
Activities Foundation forChildren (LEAF)● 26. Japan Art Mile (JAM)● ５.

Gohongi Elementary School, Meguro Ward, Tokyo● ７.

Ota-ward Omori 6th Junior High School, Ota Ward, Tokyo● 13. United Nations University Institute for the
Advanced Study of Sustainability (UNU-IAS)● 18. Japan Council on the UN Decade of Educationfor Sustainable Development (ESD-J)● 19. National Federation of UNESCO Associationsin Japan (NFUAJ)● 20. Asia-Paciﬁc Cultural Centre for UNESCO(ACCU)● 23. Development Education Association andResource Center (DEAR)● 27. Keidanren Committee on Nature Conservation(KCNC)● 28. Sompo Japan Nipponkoa Insurance Inc.
● 29. Sumitomo Chemical Company, Limited● 30. Sony Corporation

United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report35Section 3

Good Practices in Japan

1. Promoting ESD through the Expo 2005 Aichi Japan, COP 10, and UNESCOWorld Conference on ESD
Aichi-Nagoya Committee for UNESCO World Conference on ESD
Summary of Activities:
In Aichi Prefecture, the World Exposition (Expo 2005 Aichi Japan) was held under the theme,“Nature’s Wisdom”in 2005, the 10th Meeting of the Conference of the Parties to the Convention on Biological
Diversity (COP 10) was held in 2010, and the UNESCO World Conference on ESD will be held in November
2014. These events have fostered a great awareness in the residents of Aichi Prefecture toward the creationof a sustainable society, particularly in terms of the environment. Given this, various entities in the region,
including governments, universities and schools, NPOs, and companies are implementing various ESD
activities based on their own perspectives, and have continued making efforts even after the conclusion of
the Expo and COP 10.
These various entities have also collaborated to promote ESD initiatives in the region. These include
initiatives to preserve and revive the habitats and breeding areas of living organisms in order to protect
biodiversity, and the building of a recycle-oriented economic society through cooperation among local
companies passionate about environmental learning and actions that utilize the array of knowledge,
experiences, and awareness of issues contributed by each entity.
1. ESD Characteristics
Given the strong awareness the prefectural residents have toward the creation of a sustainable society,particularly in environmental terms, various entities in the region, including governments, universities andschools, NPOs, and companies are voluntarily implementing various ESD activities based on their own
perspectives, and collaboration among them is on the rise.
There has also been rapid growth in the number of schools joining UNESCO Associated Schools (as of late
May 2014, there are 63 member schools and 80 schools that have applied). Furthermore, as an initiative for
Chubu Reagional Centre of Expertise on ESD (RCE), RCE is promoting projects such as ESD lectures, which
are carried out by 11 activity organizations from the upper, middle, and lower river areas of the Ise/Mikawa Gulf
region, with the aim of encouraging learning that shares and resolves issues.
2. Aims and Background of ESD Promotion
In Aichi, the Expo 2005 Aichi Japan was held in 2005, COP 10 in 2010, and the UNESCO World Conferenceon ESD will be held in November 2014.
As a part of the effort to build momentum for these events, the government worked with financial circles andother mediums to communicate each event’s theme and encourage various initiatives implemented by different
parties in accordance with the themes.
This fostered a strong awareness in the local prefectural residents toward the creation of a sustainable
society, especially the environmental aspects, and prompted later ESD endeavors.
3. Achievements
The following presents three examples of the various endeavors carried out
by different groups in the region.
(1) Initiatives for the preservation of biodiversity implemented by various
regional groups
Under prefectural strategy and action plan, the prefecture was divided
into nine areas, and in each area an Ecological Network Council wasestablished that consisted of different parties such as prefecturalresidents, businesses, NPOs, researchers, and governments. The
councils carry out endeavors to preserve/revive habitats and breedingareas for living creatures, while fostering human connections.
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United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report

An activity conducted on acompany’s grounds in collaboration
with university students

Area

Theme

Participating Groups

Owari Tobu Town Development by 23 universities to have 23 universities, 3 companies, 8 cities, Aichi
Hills
damselflies and Japanese Luehdorfia fly
Prefecture (Total: 35 groups)
Northern
Owari

Let’s rediscover <URAYAMA> where rich 4 groups including NPOs, 2 companies, 3
natural environment remains
universities/research institutes, 4 cities, Aichi
Prefecture (Total: 14 groups)

Chita
Let’s create a new Chita Peninsula where 3 universities, 15 companies, 8 groups including
Peninsula people can live with Gon the Fox(a famous NPOs, 10 cities/towns, Aichi Prefecture (Total:
character from a children’s book written by a 37 groups)
local writer, Nankichi Niimi)
NishiMikawa

A i m i n g f o r l i f e s t y l e s w h e r e t h e l a t e s t 4 universities, 3 companies, 3 agriculture andmanufacturing and latest ecology have a forestry-related groups, 7 groups including
benevolent cycle
NPOs, 4 cities, Aichi Prefecture (Total: 22
groups)Shinshiro/ OKUMIKAWA where you make use of woods 1 university, 6 groups including NPOs, 4
Shitarakeep the community alive, are harmonize the companies, 4 cities/towns/villages, Aichi
power of forest and activities
Prefecture (Total: 16 groups)
HigashiMikawa

Caring for creatures <HONOKUNI>,the old 8 groups including NPOs,5 universities/research
name of the region meaning the land of rice institutes, 5 economic groups, 3 cities, Aichi
plants, leaving clean water and greenery to our Prefecture (Total: 22 groups)
children* Districts planning to establish Councils: Southern Owari, Southern Nishi-Mikawa, Atsumi Peninsula (as of late May 2014)(2) Initiatives from Nagoya Open University of the Environment
Through collaboration among citizens, companies, universities, schools, andgovernments, initiatives have been implemented that promote the developmentof people and the creation of human groups that support a sustainable global
society, and nurture both citizens that take action and citizens that cooperatewith others. The various entities concerned with the environment provide
knowledge, experience, and awareness of issues to conduct a variety of lessons
that include fieldwork, discussions, and workshops (149 lectures in FY2013).

An ESD practical lecture forelementary and junior highschool students(3) Environmental activities in industry through Environmental Partnership Organizing
Club (EPOC)
Companies and groups passionate about environmental actions in industry
came together (263 companies as of late May 2014) and communicated a variety
of information concerning environmental responses with the goal of building a
recycle-oriented economic society and an environmentally advanced region thatcan be boasted about to the world.
Specifically, a variety of activities have been developed that include information
sharing that contributes to the practice of environmental management, research
EPOC Energy Forumon advanced examples of a recycle-oriented society/low-carbon society/society
symbiotic with nature, environmental education for youth, and opinion exchange with overseas trainees.
4. Future Perspective and Challenges

To date, the Expo 2005 Aichi Japan and COP 10 have greatly impacted the movement to a sustainable
society in Aichi. Based on this unfolding of events and the upcoming UNESCO World Conference on ESD,
viewpoints on ESD have been woven into various plans drawn by Aichi Prefectural Government and theCity of Nagoya (Aichi Vision 2020, the 4th Basic Environmental Plan for Aichi Prefecture, the 3rd Basic
Environmental Plan for Nagoya, etc.). In the future, the hope is to deepen collaboration among various
entities, including regional governments, the RCE Chubu on ESD, universities/schools such as UNESCO
Associated Schools, NPOs, and companies, and work toward further promoting ESD initiatives.
CONTACT Aichi-Nagoya Committee for UNESCO World Conference on ESD
Address：3-2-1 Sannomaru, Naka-ku,Nagoya-shi, Aichi, JAPAN 460-0001
TEL：+81-52-951-5350 FAX： +81-52-951-5355
MAIL： info@esd-aichi-nagoya.jp

United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report37Section 3

Good Practices in Japan

2. Regional Development Cultivating People Who Learn, Think, and Act
Together
Okayama City ESD Promotion Council (Okayama City Government)
Summary of Activities:
Okayama City has been promoting ESD throughout the city since the UN Decade of ESD(DESD) began in
2005, and the Okayama City ESD Promotion Council was established in April of that year.
Council members consist of schools, social educational institutes, resident groups, businesses, media, andadministrative body. Okayama City became the secretariat and started the Okayama ESD Project, in which
multiple groups in the municipal area collaborate to promote ESD. Since then, it has carried out support
for ESD activities, ESD Promotion and training, and encouraged information exchange and interaction with
relevant institutes and groups both within and without the region in various fields, including the fields ofenvironment and international understanding.
Internationally, Okayama City was acknowledged as one of the first Regional Centres of Expertiseon ESD(RCE; a regional base for the promotion of ESD) in the world in 2005 by the United Nations
University(UNU), and has been promoting ESD in collaboration with UNU and RCEs around the world (129regions as of April2014).
The Stakeholder Meetings of the UNESCO World Conference on ESD will be held in Okayama Cityin November 2014. In addition, in October our city will host the related conference, the Kominkan-CLC
International Conference on ESD. Based on initiatives implemented to date, it is viewed as a good opportunity
to spread the ESD circle to include even more citizens, and preparations are underway to welcome relevant
individuals from around the world.

Preserving the sea area in cooperation withgroups such as the local fishery cooperative(at elementary school)

Regional development that makes theregion more livable for non-Japanese(at community learning center)

An ESD café where people gather eachmonth under various themes

1.ESD Characteristics
In 2011, citizens and persons involved in ESD summarized the characteristics of ESD promotion in the
Okayama region in the following manner as Okayama Model:(1) Opportunities exist for many different people and groups to have a dialogue.
(2) The Okayama City serves as a Secretariat to manage ESD steadily.
(3) Full-time ESD coordinators are involved.
(4) Kominkan (= Community Learning Centers in Japanese) serve as regional ESD promotion bases.
(5) Universities support to solve regional issues.
Later, ESD at schools came to be promoted based on cooperation between the municipal board of education
and universities, with junior high school districts serving as single units becoming ASPnet as UNESCO
Associated Schools members. Thus, another characteristic of Okayama is to aim at regional development thatcultivates people who are capable of solving local issues with ESD Perspectives in cooperation among whileworking with groups and organizations in various standpoints and fields.

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United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report

2.Aims and Background of ESD Promotion(1) Activity aims
The aim of the Okayama ESD Project is regional development where people learn, think, and act together
to achieve a sustainable society.
(2) Background of ESD Promotion
In Okayama City, citizen-based activities such as for environmental preservation, and for international
understanding and cooperation, and also Kominkan activities have been very prevalent. Various stakeholders
from the municipal area joined the Environmental Partnership Project implemented by the city from 2001, anenvironmental preservation project conducted in collaboration with citizens, which was presented at a side
event at the 2002 World Summit in Johannesburg on Sustainable Development. This project became themomentum of ESD in Okayama City.
3.Achievements(1) Changes in Local Community
1. A growing number of people, schools, groups, and organizations are involved in ESD: In 2005, 24 groups
participated in the Okayama ESD Project. The number has grown to 208 groups in 2014 (including 49
elementary/junior high schools and 37 Kominkan).
2. Opportunities for dialogue and collaboration have increased: The number of opportunities and venues
has increased to meet people who would not normally be encountered. This includes citizens’ groups,
specialists in different fields, and teachers from different kinds of schools, all of which were carrying out
activities separately.
3. Public Awareness of ESD has risen: Public Awareness of“ESD”was close to zero in 2005, but had risen
to 15% according to a 2013 poll of residents (Okayama City).
(2) Changes in Organizations, Groups, and Individuals
1. There are a growing number of organizations taking the initiative to promote ESD: A system of voluntary
promotion of ESD has taken shape that is made up of universities, Kominkan, boards of education, and midlevel support organizations for citizens’ activities.
2. The position of Kominkan had been reevaluated: ESD was integrated in the policy of Kominkan in FY2011,
and all Kominkan in the city reevaluated projects and management methods from the perspective as acommunity ESD promotion base. They also conduct capacity building of staffs.
3. The majority of people who are involved in ESD have grown through their encounters various people andvalues, and have come to view matters from ESD perspectives.
4.Future Perspective and Challenges
Okayama City will collaborate with multiple stakeholders continuously and promote ESD in the New Okayama
ESD Project after the DESD. It will continue conducting promotion of ESD, nurturing of organizations which
promote ESD, and enhancing community based on ESD promotion using Kominkan as a base. In addition,
Okayama City will improve the quality of ESD activities, evaluate activities from in terms of how far the people
are fostered, and create a system that enables various stakeholders to take initiative to promote ESD. The
training of ESD coordinators is also considered important. The city will take measures to achieve these goals.
CONTACT Okayama ESD Promotion Council/ Okayama City UNESCO World Conference on ESD
Promotion Bureau
Address：1-1-1Daiku, Kita-ku, Okayama, JAPAN 700-8544
TEL: +81-86-803-1354 FAX: +81-86-803-1777
MAIL: esd@city.okayama.jp

United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report39Section 3

Good Practices in Japan

3. ESD Initiatives at Tsuchihashi Elementary School and Toyota City
Tsuchihashi Elementary School, Toyota City, Aichi Prefecture
Summary of Activities:
Viewing the renovation of the school building as an opportunity to be environmentally conscious, entities
including the school, companies, government, and universities collaborate to develop an environmental
learning program that uses the school building as a teaching tool. Lower grades experience the abundantnature surrounding the school to nurture a rich, nature-loving spirit. Middle grades learn by taking
responsibility for the care of a biotope and trees. Upper grades utilize the renovated school building to focus
on the living environment and learn environmentally friendly ways to live. These lessons are linked to otherteaching materials and study areas, and an ESD calendar is created to enable students to study throughout
their six years of elementary school. Sixth graders become eco guides and communicate the features ofthe environmentally friendly school building to others, and have received a great response. The children’s
environmentally proactive actions continue to produce significant results, such as greatly reducing electricity
and water usage at the school.
1. ESD Characteristics
The intangible initiative of an education program was combinedwith the tangible initiative of renovation, and the targetedsynergistic effect is the distinctive characteristic of this school’s endeavors. Until this program, although school buildings had
been newly built and remodeled, there were few examples ofan endeavor to utilize it as a learning opportunity. The school,
government, companies, universities, and community have cometogether to put a dynamic, ongoing ESD into practice. Throughenvironmental education, this program enables children to think
about a sustainable future and foster the ESD concept, abilities,
and attitudes, while linking with other teaching materials andChildren serving as“eco guides”

areas of study.
2. Aims and Background of ESD Promotion
Since this school was established in 1979, it has practiced environmental educationthat focuses on the natural environment by utilizing the nearby 4,000 trees, biotope,and neighboring Tsuchihashi Park. From 2009 to 2011, the school has taken
advantage of the Ministry of the Environment’s Eco Flow Program to transform froman“environmentally conscious”school into an“environmental study”school. Duringthat process, the school introduced the ESD concept. It reexamined the traditional
environmental education it had been previously using and broadened the endeavor
from environmental education focused on nature, to studies that included the living
environment. The school has repeatedly put a program into practice that attempts togive children the ability to create a sustainable society.
The“eco guide”is the ideal embodiment of the child the school hopes to foster.
40

United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report

Nurturing“eco guides”over a
6-year periodAn eco guide is not a child who simply provides information about and introduces the school. Rather, it is a child
who, after six years of study, possesses the ability to take advisable actions that benefits the environment. Witha focus on the idea of understanding phenomenon and learning principles, the school fosters children capable ofthinking about the environment from various viewpoints and taking action based on the ESD concept.
3. Achievements
As an“eco guide”, children speak to many adults about the importance of a sustainable future. They
subsequently learn the power of communicating and spreading the message, and come to understand that it
leads to significant outcomes. In addition, many children now take action in consideration of how it relates totheir own lives, and search for ways to resolve issues.
Today, too, children enthusiastically share their“eco guide”achievements, which include communicating themin newspapers and magazines, serving as an“eco guide”for visitors, and making presentations at symposiums.
Moreover, the school has succeeded in cutting electricity usage by 20% and water usage by 60%, andcurrently continues to reduce usage. The appropriate way to use resources and energy is being practiced indaily life, and has spread to the children’s families.
4. Future Perspective and Challenges
The school is considering creating a system of collaboration
between neighboring elementary schools, kindergartens, andmiddle schools, and exploring whether it can be a driving force
for change in the community through ESD.
In addition, an issue being considered is the creation of asystem that would continue community efforts, even if theteaching staff changes, through the establishment of an initiative
to unite with the community.

Learning about trees

CONTACT Tsuchihashi Elementary School, Toyota City, Aichi Prefecture
Address：6-117 Tsuchihashi-cho, Toyota-shi, Aichi-ken, JAPAN 471-0842
TEL：+81-565-29-5285 FAX：+81-565-26-6278
MAIL：s-tsuchihashi@toyota.ed.jp

United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report41Section 3

Good Practices in Japan

4. Development and Popularization of an ESD Calendar that Energizes School
Education in Japan and the World
Shinonome Elementary School, Koto Ward/Yanagawa Elementary School, Koto Ward, Tokyo
Summary of Activities:
Shinonome Elementary School in Koto Ward became a UNESCO Associated School in 2006 and began
school-wide efforts to implement ESD research and practices. Since developing the ESD calendar, a crosscurricular study chart, in 2007, it has been shared both in Japan and abroad, and played a large role inpopularizing ESD. It was given the 1st ESD Award.
Influenced by that, from 2010 Yanagawa Elementary School in Koto Ward made improvements to the ESD
calendar, added a teaching plan, and succeeded in developing it as a yearly ESD teaching curriculum foreach grade that focuses on integrated study time. At the 3rd Japan’s National Conference on UNESCO
ASPnet in 2011, the school presented an ESD class together with the ESD goodwill ambassador, Sakanakun, and the outcomes of implementation were illustrated through the children who attended the class.
In addition, each year 500–1,000 CDs containing presentation data for promoting ESD and materials forcreating an ESD Calendar in different languages are distributed at various workshops, such as the Japan’s National Conference on UNESCO ASPnet and education groups visiting from overseas. Yanagawa
Elementary School was given the 3rd ESD Award.
Both schools are proud of the fact that the initiatives have played a significant role in promoting ESD
throughout Japan.

The ESD calendar has been drawn up not only in Japanese, but also in English, Chinese, and Korean, andhanded out as data to relevant individuals.
42

United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report1. ESD Characteristics
A cross-curricular model was created that is promoted as a school-wide system.“Environment,”“multicultural
understanding,”“human rights and life,”and“international cooperative systems”were established asperspectives that link subjects and areas of study. With the integrated study time begun nationwide in 1998
serving as the main field for ESD activities, instruction focuses on a study process involving problem solving andexploration. It also values the mutual learning that takes place among children and highlights not just learningknowledge, but cultivating a practical approach.
Furthermore, once a year the ESD Festival is held to create the opportunity for each grade to present theirstudy outcomes, and interact with all other grades. This kind of opportunity encourages the children’s desire tolearn and their presentation skills.
2. Aims and Background of ESD Promotion
An initiative was launched to switch from awareness of issues regarding an unsustainable society to ESD. The
problem was how to incorporate and teach ESD within the many constraints of school education. Noting that it
would not lead to the creation of a sustainable society unless it could be practiced at any school in Japan, ESD
was positioned as a program to be conducted during integrated study time.
3. Achievements
The ESD calendar is creatively designed at nearly all 705 registered UNESCO Associated Schools inJapan. With that as a base, ESD initiatives are spreading throughout the country. School education in Japan is
becoming more energized while receiving guidance from, and keeping in contact with, individuals at the Ministryof Education, Culture, Sports, Science and Technology who are in charge of integrated study time.
4. Future Perspective and Challenges
It is clear that a sustainable society cannot be achieved if efforts are made in Japan alone. The practiceand web of collaboration must be globally expanded as quickly as possible through utilization of the UNESCO
Associated Schools Project Network and other frameworks.
In addition, Japan will work to establish the promotion of ESD as a core element in the fostering of global
academic ability, and treat the enrichment of school education as an important issue.

CONTACT
Shinonome Elementary School, Koto-ku, Tokyo
Address：2-4-11 Shinonome, Koto-ku,
Tokyo 135-0062
TEL:+81-3-3529-1451 FAX:+81-3-3528-1768
MAIL： r-haga@koto-edu.jp

Yanagawa Elementary School, Koto-ku, Tokyo
Address：3-1-15 Shin-ohashi, Koto-ku,
Tokyo 135-0007
TEL:+81-3-3631-2260 FAX：+81-3-3631-3127
MAIL： t-tejima@koto-edu.jp

United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report43Section 3

Good Practices in Japan

5. ESD Linked to Education that Raises Self-Esteem and Self-Affirmation
Gohongi Elementary School, Meguro Ward, Tokyo
Summary of Activities:
This school established its subject of research as,“Linking, Intensifying, and Broadening Lessons forChildren: Utilizing ESD concepts.”The research began in FY2011 and is now in its fourth year.
This school’s initiative is distinguished by its fundamental, ESD-based concepts (1. achievement of subject
objectives/establishment of credible scholastic ability, 2. autonomy, symbiosis, 3. community, environment,international understanding, 4. reverence for life, respect for human rights) and a link to a perspective of selfesteem.
Centering primarily on life environmental studies and integrated study time, the initiative values theconcepts and study of ways of living as persons bearing responsibility for a sustainable society, and aims tofoster children who connect them to taking action.

Interacting with children from Korea

6th graders care for the biotope pond

Preschool children are invited to achildren’s festival

1. ESD Characteristics
This school has focused on providing children with activities that give hands-on experiences and therealization that the creation of a future society is their hands. To achieve a sustainable society, it is importantthat children cultivate self-consciousness and the will to live for the future, the ability to take action as those
responsible for building the society of the future, and the ability to cooperate and live symbiotically on this earth
with the people of the world. To do so requires boosting children’s sense of self-esteem and self-affirmation sothat they will possess hope for the future and take action.
In addition, with the aim of nurturing children who value concepts and the study of ways of living and link themto taking action, this school has established the core concept of the“preciousness of life”and practiced ESD
activities based on four perspectives (body and spirit, environment, welfare, and international understanding).
This practice has been repeatedly implemented with the understanding that the children’s thoughts andactions will arrive at the conclusion that their own lives and the lives of others are important and priceless. Thisconclusion is reached by investigating questions that are unanswerable, no matter which of the four perspectives
they are viewed from, such as“What is true happiness?”and“Is science the answer to everything?”
2. Aims and Background of ESD Promotion
When Gohongi Elementary School qualified as a UNESCO Associated Schools in 2010, it took on the role ofbeing the only school in Meguro City serving as a base to promote ESD. From FY2011, it rolled out educational
activities based on ESD concepts with learning activities in each grade that focused on life environmental
studies and integrated study time.
In FY2012, after the school was designated by the Tokyo Metropolitan Board of Education as an institutethat promotes education to raise self-esteem and self-affirmation, it carried out research that linked ESD and the44

United Nations Decade of Education for Sustainable Development (2005-2014) Japan Reportperspective of self-esteem. In FY2013, ESD became an established curriculum in this school, and the school
reorganized ESD initiatives around the concept of the preciousness of life with the goal of drawing out thechildren’s hidden and growing abilities, and linking them to learning about symbiosis and collaboration. Thisendeavor continues today.
3. Achievements
The following are outcomes acquired from the implementation.
○ The children gained a feeling of accomplishment after completing activities they devised themselves, andexperienced the joy of emotionally connecting with others through activities, which led to an increased senseof self-esteem and self-affirmation.
○ By incorporating opportunities to collaborate with others and engaging with various other people, children
were able to feel useful to others and acquire a greater perspective on their own self within relationships,
which made them realize the importance of those around them.
The Tokyo Metropolitan School Personnel in Service Training Center indicates three factors that comprisea sense of self-esteem. They are self-assessment/self-acceptance, the self within relationships, and selfassertion/self-determination. At this school, the sense of self within relationships is slightly higher in all grades
compared to other factors.
ESD at this school (1) addresses familiar issues and practical problems, and incorporates many opportunities
to encounter real-life matters and experiences, (2) focuses on investigating and researching unanswerable
questions that will be faced when living in society of the future, and (3) links ESD-based viewpoints with theperspective of self-esteem. Not only has ESD at this school heighten children’s sense of self-esteem, but it has
also connected children’s voluntary collaborative efforts with ESD activities. ESD, which involves people, links
with society, and temporally connects the present with the future, is believed to boost children’s sense of selfesteem and self-affirmation.
4. Future Perspective and Challenges
Based on the awareness that the ESD-based educational activities increased children’s self-esteem and selfaffirmation, this school will focus on the following points and incorporate them into ESD.
○ Reconcile society and people, and make use of others while utilizing yourself in society.
○ Be aware of one’s own existence in society through interactions with others.
○ Be hopeful about not only the present, but also sustainable development of society with an eye toward thefuture. Think for oneself and take action.
Moreover, human resources and learning materials must be secured to spread ESD-based educational
activities centered on schools. An issue to be tackled in the future is building practical points of contact (anESD practical program that includes a setting for activities) with society that brings together children with anawareness of issues on a global scale and taking action for resolution.
In addition, the school has attempted to qualitatively and objectively grasp the relationship between ESD
and the perspective of self-esteem by implementing a questionnaire three times a year. No significant change
was seen in the numerical values of the above three factors. There seems to be a limit to the precision of thequestionnaire. In the future, the relationship between ESD and the perspective of self-esteem will be analyzed
and examined based on the qualitative content of the children’s actions, conversations, worksheets, andnotebook entries to understand the changes in children.

CONTACT Gohongi Elementary School, Meguro-ward , Tokyo
Gohongi Elementary School, Meguro-ward , Tokyo
Address：2-24-3 Gohongi, Meguro-ward , Tokyo, JAPAN 153-0053
TEL： +81-3-3711-8494 FAX： +81-3-3711-8420
MAIL： meghngeh@meguro.ed.jp
United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report45Section 3

Good Practices in Japan

6. Utilizing“Studies on Our Hometown of Namie”to Unite Communities
Namie Elementary School, Namie Town, Futaba County, Fukushima Prefecture
Summary of Activities:
Before the Great East Japan Earthquake, there were 558 children in Namie Elementary School alone,
and over 1,000 children when combined with the other five schools in the town of Namie. After the nuclear
accident, the children took refuge in different areas of Japan. When Namie Elementary School reopened in
the city of Nihonmatsu on August 1, 2011, there were 30 students that returned. Today, Namie Elementary
School is attended by 19 students, or only 3.4% of the original student body.
To preserve Namie’s abundant nature, traditions, and culture for the children driven from their hometown,
and with the idea that these studies can be significantly utilized in the restoration of the town, lessons
about
Namie have been incorporated as a keystone of their education.“Studies on Our Hometown of Namie”
teaches the traditions and culture of Namie and creates opportunities for the children to interact with thepeople of Namie through exploratory studies and cross-curricular/comprehensive studies, that are mindful ofa link to integrated study time and various school subjects. In particular, the program incorporates an

Creating a futuristic model of Namie 30
years from now

Hands-on experience making“Oborisoma”pottery

Interacting with people from their hometown

1. ESD Characteristics
It is important that the children of Namie, who were driven from their hometown, are conscious of the fact thatthey are living in a new environment. Until now, the children have been watched over by people from school,home and the community. In this current environment, it is necessary to foster connections within the community
with the school playing a central role. Therefore, it is believed that in the education setting, bringing aboutchanges in behavior that can achieve a sustainable future, as targeted by ESD, is important.
2. Aims and Background of ESD Promotion
As the children continue living away from Namie following the Great East Japan Earthquake, and considering
the extent to which the beautiful scenes full of nature unique to Namie and the traditional craft of“Oborisoma”
pottery are remembered by the children, it is conceivable that the future of Namie Elementary School will besignificantly relevant to the restoration of Namie.
Therefore,“Studies on Our Hometown of Namie”was created to foster a love of the student’s hometown
using community materials and human resources, and to nurture strong individuals that can creatively embrace
the future. The following aims were set:
(1) Encourage every child to plant strong (spiritual) roots in their hometown. Strive to nurture children wholove their home and school, get along well with others, are filled with self-esteem, are full of the energy
to live, are steeped in the nature/traditions/culture of their community, and possess positive memories ofchildhood.
(2) Teach ways of living that protect and pass on the positive aspects of the student’s hometown, and are
active in ways that benefit their hometown, and instill aspiration in children. Clarify the issues children
should tackle so that they possess more than just a dream by provoking them to think about life;“What kind46

United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report

of athlete do I want to be?”“What do I want to do through my work?”“What kind of person do I want tobecome?”3. Achievements: A“town”within school
After the Great East Japan Earthquake and the nuclear accident, the school and community were pulled
apart, and rather than the community, the school has now taken on the role of providing community culture
experiences. However, even in the places of refuge there are those who strive to maintain the culture andtraditions of the displaced community. A foundation remains that creates the community, even when distanced
from it. This school believes that every place that children gather is a school, and that every person thatengages with children is a teacher. Based on the fundamental concept of“a‘town’ within school,”this school
has promoted learning about the children’s hometown.
“Studies on Our Hometown of Namie”is mainly carried out during integrated study time. The lessons havebeen developed on the following four pillars centered on exposure to community traditions and culture, andinteraction with people from the community.
(1) Discovering positive aspects of their hometown:Children research issues, such as culture related to their town and measures to revitalize their community,
summarize them in Namie Children’s Newspaper, and hand that newspaper out to the townspeople. As a partof expressive activities, the Namie Karuta card game, which contains the children’s sentiments toward theirhometown, has served as an opportunity to discover anew the appeal of their hometown and the merits ofliving there.
(2) Learning about hometown traditions and culture:Children learned about the history and characteristics of the traditional craft,“Oborisoma”pottery, andmade cups, plates, and teacups. Not only did they experience traditions and culture, but they were also able
to encounter the resolve to keep traditions and culture alive, even when living away from their hometown. In
addition, the study of community traditions and culture at school produced the simple joy of having one’s own
activities assessed and a feeling of purpose in life.
(3) Interacting with people from their hometown:
The children interacted with the people of Namie by visiting the temporary homes in the evacuation sites
and shared their Namie Karuta and traditional games. The karuta card game, in which familiar names appear,
brought back smiles to the faces of the townspeople who are living an inconvenient life in evacuation areas. In
addition, the children grew flowers in planters and presented them to the residents of the temporary homes in
Spring and Fall to further interaction with their fellow townspeople.
(4) Thinking about their hometown’s future:
Civil servants from the town hall explained the reconstruction plan for Namie, and there were excited
discussions about the town after its residents return. A study meeting titled,“The Future of Our Hometownof Namie”was also held. The children talked about welfare, industry, trade, facilities, and reconstruction/
restoration in a workshop-like format. They created an image of Namie 30 years from now, built a 3D modelwith help from university architecture students, and showed it to the townspeople.
4. Future Perspective and Challenges“Studies on Our Hometown of Namie”has exceeded the framework of a textbook to become an opportunity for
explorative and cooperative learning. Teachers have also developed teaching materials. There is an enjoyment
in creating new curriculum. People from the community have collaborated with the school, making it possible toimplement education that nurtures the children.
In the future, based on the lessons from“Studies on Our Hometown of Namie”that have been created overa two-year period, the school will consider how to proceed with the studies and select teaching materials
appropriate for each development stage. In addition, because Namie Elementary School is located in an
evacuation area, the school is hoping to expose children to the townspeople’s sentiments and link theseto lessons where children think about their own way of living through interaction with a variety of Namie
townspeople.
CONTACT Namie Elementary School, Namie Town, Futaba County, Fukushima Prefecture
Address：1 Mishimadai, Shimokawasaki, Nihonmatsu-shi, Fukushima-ken, JAPAN 969-1511
TEL: +81-24-567-3970 FAX: +81-24-567-6886
MAIL:bz008611@bz04.plala.or.jp

United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report47Section 3

Good Practices in Japan

7. Self-Affirmation/Self-Regard Nurtured Through Education for Sustainable
Development (ESD)
Ota-ward Omori 6th Junior High School, Tokyo
Summary of Activities:
Over three years have passed since this school became a member of UNESCO Associated Schools on
January 11, 2011. Students feel a heightened sense of self-affirmation and self-regard by having their own
roles and fulfilling responsibilities through numerous activities.
In environmental education, students experience connections to people and society through environmental
preservation in the community, such as the project to bring back fireflies and maintain flower beds in front of
the station. The student volunteer group, Noentai has voluntarily participated in these activities.
In addition, in disaster prevention education, students worked together with people in the community on
school disaster-prevention drills that were conducted before the Great East Japan Earthquake, while thinking
about what they could do themselves.
In education on international understanding, students learned anew the importance of knowing Japan’sculture and history through cross-cultural understanding carried out in a program inviting Chinese guests, atour of Indonesian government, and a visit by teachers from Mongolia.
During class, students often have discussions to foster problem-solving abilities. School-wide workshops
involving all teaching staff are held to nurture expressiveness, communication skills, educational values forsustainable development, the ability to think of alternative solutions, and comprehensive cognitive capacity.
ESD is understood and practiced by the entire teaching staff.
Moreover, three times a year the school invites a speaker active on the world stage and holds a lecture to
deepen insight into ESD.

Releasing firefly larvae

A C-type pump is used in a school disasterprevention drill

A program inviting Chinese guests

1. ESD Characteristics
This school understands Education for Sustainable Development (ESD) as creating bearers of responsibility
for a sustainable society, and carries out activities centering on environmental education, disaster-prevention
education, and education for international understanding.
In addition, through community activities, this school increases expressiveness and communication skills,
boosts self-affirmation and self-regard, and nurtures humanity and sociality through broad-based collaboration
among NPOs (Hana to Midori no Machizukuri, Green Works), Tokyu Corporation, neighborhood associations,
shopping districts, branch offices, fire stations, fire brigades, Tokyo Institute of Technology volunteers, Ota City
Chofu Machinami Maintenance Section, School Support Regional Office, and PTAs.
2. Aims and Background of ESD Promotion“I don’t know why students are studying, even if they have the desire to learn.”“Students make decisions
about further education based on grades alone, without discovering a purpose for their studies.”“I don’t have48

United Nations Decade of Education for Sustainable Development (2005-2014) Japan Reportspecific goals for my future, but will just go on to high school anyway.”Going through school with these kindsof thoughts lowers concerns about bullying and gives rise to trouble among students. Introducing ESD was
effective in breaking through this situation.
The school became tranquil, students became considerate of others, and the student council became active.
Connections in the community deepened, the school was looked after, and the students’ recognized their own
necessity. That was cultivated by ESD and is a nurturing power.
When we put into practice what we can do for others, it leads to the joy of being helpful to others. The students
have realized there is nothing as wonderful as that.
3. Achievements
With the key phrase,“the community is a school without a roof,”the school is treating community connections
as a learning opportunity.
Through environmental preservation activities in the neighboring landscape area, the students are fostering alove of their hometown and country, and a love of the world.
During school disaster-prevention drills, the students thought about what they are capable of doing for others
as junior high school students, took action, and are fostering a sense of self-regard.
Also, in school events and special activities, the students cooperate with friends, take on their own roles, andfulfill their own responsibilities, which leads to a heightened sense of self-affirmation.
The Ministry of Education, Culture, Sports, Science and Technology conducted a survey on nationwide
scholastic ability and learning contexts that asked students questions such as,“Have you ever thought about
what should be done to make your community and society better?”“Do you abide by school rules?”“Do youwant to become a person who helps others?”“Do you want to become a person who understands other people’s feelings?”The students at this school gave responses that significantly exceeded the mean value of schoolsin Tokyo and elsewhere in Japan. The students also produced high scores in scholastic ability. It can be said
that there is substance to learning that occurs in ESD activities.
4. Future Perspective and Challenges
Recognition of ESD is still lacking, and even in the school neighborhoods people ask,“What is UNESCO
Associated School?”Having many people in the community know about, and boosting interest in, the activities
carried out by this school’s students will energize community revitalization and become a driving force thatraises students’ motivation and ability to take on the future.

CONTACT Ota-ward Omori 6th Junior High School, Tokyo
Address：1-33-1 Minamisenzoku, Ota-ku, Tokyo, JAPAN 145-0063
TEL： +81-3-3726-7155 FAX： +81-3-3726-7157
MAIL：om6-j03@educet01.plala.or.jp

United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report49Section 3

Good Practices in Japan

8. ESD Implementation that Leverages the Characteristics of an Integrated
High School & Overseas Collaborative School Network
Senior High School at Sakado, University of Tsukuba
Summary of Activities:
This school was the first integrated high school in Japan. It practices ESD that leverages a network ofoverseas schools and the characteristics of integrated studies that focus on the joy of learning and studies
that allow students to experience a sense of accomplishment. This is achieved through independent learningthat makes the most of students’ personalities and learning that deepens students’ awareness of their own
future with a view toward choosing a future profession.
Specifically, through collaboration with a sister school in Indonesia, Kornita, Senior High School Affiliatedwith Bogor Agricultural University, students from both high schools think of ideas and take action to resolve
the issue of waste in both countries.
From the 2012 academic year, the school extended an invitation to students from Indonesia, Thailand,
Taiwan, and the Philippines, and held an International ESD Symposium for High School Students wherestudents shared information and exchanged opinions on ESD activities at each school.

3R activities in collaboration with Indonesia

An on-demand ESD class conducted by
Japanese and Indonesian high school
0students

The International ESD Symposium for HighSchool Students at Tokyo

1. ESD Characteristics
Integrated high schools are notable for the fact that students choose elective subjects in consideration of
their future profession and societal connections, and create and follow their own study plan. In addition, there
are many established school subjects and flexible curriculums. The school nurtures abilities so that students
can actively participate in social issues. The education objectives of the integrated high school are extremelycompatible with the ESD objective to foster human resources that face factors hindering society’s continuous
development and become actively involved in problem-solving.
Today, there are approximately 350 integrated high schools in Japan. Though among them, this school ischaracterized by a focus on international education based on collaborative projects. Everything in the world isconnected, and as new problems arise, the people of the world must work together to solve those issues. To
cultivate the abilities to do so, this school is conducting activities with an Indonesian high school to resolve
problems based on the key words,“the problem of waste.”In addition, to create means of livelihood that do notdepend on deforestation, the school is involved in matters such as the development of goods that utilize special
regional products. Through the students’ own ideas, a wide range of activities is being implemented from theregional to international level.
All 3rd-year students select a theme and work on their graduation research (project study), which can also be
considered a culmination of studies at the integrated high school. For example, there are students who take on
preservation activities in collaboration with local NPOs to save organisms that may be facing regional extinction,
students who raise farm animals by using vegetables from local supermarkets, and students who conduct
graduation research overseas. Within the active discussions between students and teachers that take place
during the graduate research, students boost their ability to analyze data and information, the ability to create
alternative solutions, and communication skills, as well as take action on their own to solve problems.

50

United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report2. Aims and Background of ESD Promotion
In 1994, this school transformed to an integrated high school from a vocational high school that had an
agriculture course, technical course, and domestic science course. Integrated studies is the third course of
study after general studies and special studies. Students can create their own schedule from general studies
and special studies to accommodate their course of study and interests. In addition, the Industrial Society and
Humans course required in the first year often incorporates hands-on classes and lecturers who work in thereal world. The entire school is engaged in implementing ESD through this type of cross-curricular learning andcareer education under the theme,“ESD implementation through a multifaceted approach that makes the mostof the characteristics of integrated studies.”
Integrated studies possesses diverse classes and flexible curriculum encompassing not only various
educational fields such as international education, environmental education, welfare education, and dietaryeducation, but also exchange with overseas schools, regional collaboration, and social contributions throughactivities actually conducted in the city. It is precisely because of this that the school is able to implement ESD
practices.
3. Achievements
In FY2008, the school began the unique Support Program for Graduation Research from an International
Perspective, which provides assistance to students traveling overseas with the aim of conducting research
activities on international issues. To date, eleven students have been sent to seven countries.
From 2010 to 2011, with help from the Toyota Foundation Asian Neighbors Program, the school implemented
Proposals and Practices for Ways to Solve Regional Waste Issues Through Collaboration Between High SchoolStudents in Indonesia and Japan: Creating a regional community centered around schools, 3R activities led byhigh school students, and ESD. In this project, high school students from Japan and Indonesia created a booktitled, Kira-kira 3R written in three languages (Japanese, English, Indonesian) for the purpose of solving waste
problems. During the period of assistance, this school entered into an agreement to become a sister school with
Kornita Senior High School and decided to continue the activities. There was active exchange between thestudents, and the number of exchange students also grew.
In January 2011, this school qualified as a UNESCO Associated School, and in FY2013 was selected as
one of the schools in Japan to participate in the Asia-Pacific Cultural Centre for UNESCO (ACCU) ESD Rice
Project.
In March 2013, this school entered into an international collaborative agreement with a high school affiliatedwith the Ministry of Forestry in Indonesia and began ESD activities based on the theme of“forests.”
The outcomes are shared nationally at the Integrated Studies Research Conference, which this school holds
each year in February.
4. Future Perspective and Challenges
This school has been designated a super global high school for five years from FY2014 by the Ministryof Education, Culture, Sports, Science and Technology. The Senior High School at Sakado plans to further
promote ESD activities in relation to various overseas institutions that center on high schools in ASEAN
countries. In particular, the school would like to launch a new collaborative program that hinges on the ESD
Rice Project mentioned earlier, together with schools in Thailand and the Philippines that now have deeper ties
to this school because of the symposium.
The school is considering teaching lessons on the Indonesian and Thai languages, since even more intensive
overseas activities can be carried out if students have the skills to speak not only English, but also local
languages.
Securing funds is an issue if continuous activities are to be implemented with overseas schools. The school isconsidering the continuation of actively appealing for outside funding, but it is anticipated that the support of thealumni association and supporters groups will have a significant impact.
CONTACT Senior High School at Sakado, University of Tsukuba
Address：1-24-1 Chiyoda, Sakado-shi, Saitama-ken, JAPAN 350-0214
TEL：+81-49-281-1541 FAX：+81-49-283-8017
MAIL：tatemoto@sakado-s.tsukuba.ac.jp
United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report51Section 3

Good Practices in Japan

9. Creating Attractive Challenging School & Sustainable Islands(Dozen High School Miryokuka Project)
Oki-Dozen Senior High School, Shimane Prefecture
Summary of Activities:
The Dozen High School Miryokuka Project is an endeavor to create a sustainable future through education.
It is being jointly implemented by three local towns and villages, local residents, and various groups. The
project started with Oki-Dozen Senior High School in Shimane Prefecture (hereafter, Dozen High School),which was facing closure because of a decrease in the local population and a decline in the number ofchildren. With the aim of nurturing“glocal”human resources that possess a global viewpoint and can createa sustainable regional society from their own backyard, the school is developing unique measures that include(1) studies where students take on actual town planning and regional problem-solving, (2) the establishmentof the Oki no Kuni Learning Center, a temple school (public cram school) created through school-community
collaboration, (3) education that focuses on dialogue with experts from Japan and overseas using ICT, and (4)Island Study Abroad, which accepts students from throughout Japan and overseas.

Oki Islands and Dozen High School

Planting rice with local residents throughorganic farming

Creating new tourism plans with foreign
university students

1. ESD Characteristics(1) Regional partnership system: A regional system is being built in which various entities participate andcollaborate. It centers on a promotional team created through cooperation among industry, governments,and schools, and is comprised of participants such as Dozen High School, the mayors of three local towns
and villages, chairpersons, superintendents of education, and principals of junior high schools. In addition,
town hall employees, elementary school teachers (social education directors), individuals from urban areas
with experience in private enterprise, and international exchange support staff from Ghana work in the highschool to build a system that connects the school with the community, society, and other countries.
(2) Nurturing“glocal”human resources: With the idea that factors such as low birthrate and longevity, fiscaldifficulties, and small outlying islands are advantages,“glocal”human resources are being fostered that cancreate a sustainable local society through learning that solves issues faced by the islands. Entities such as
foreign companies and universities are asked for their cooperation in“Exploring Dreams”(integrated studytime) and the unique subject,“Local & Global Studies”to promote various student-led projects, including
proposals to government for measures regarding energy self-sufficiency, videos that coincide with theauthorization of the island’s Grobal Geopark, and the creation of a voice-guided tour.
(3) Establishing a modern temple school: Utilizing empty houses nearby the high school and a part of theschool building, the public cram school called the“Oki no Kuni Learning Center”was established throughschool-community collaboration. It carries out project studies and independent learning linked to schoolstudies. The Dream Seminar, which addresses issues born out of individual interests and awareness of
issues, creates opportunities for dialogue with persons such as experts from Japan and abroad, and highschool students from various regions through the utilization of ICT.
(4) Island Study Abroad for multicultural collaboration: The Island Study Abroad program that welcomes
students from outside the island cultivates the ability to live in harmony and collaborate within amulticultural environment by allowing students to encounter people with different values. In addition, local
volunteers become island parents and take on the role of passing on the island’s traditions and cultures,and wisdom for living in harmony with nature.
2. Aims and Background of ESD Promotion
Dozen High School was on the verge of shutting its doors due to a regional decrease in population and an
52

United Nations Decade of Education for Sustainable Development (2005-2014) Japan Reportaging population combined with a diminishing number of children.“The school’s continued existence is directly
linked to the region’s continued existence.”“I want to invigorate our school and community.”“Let’s change
this critical situation into a chance to promote education reform and the creation of a sustainable future.”Basedon these ideas, the high school, local government, parents, local residents, and various groups collaborated tolaunch initiatives to promote the creation of a dynamic school, population, and community.

Learning wisdom for living from elders ofislands

An activity to explore next-generation energy
sources such as solar power

A Dream Seminar at the Oki no Kuni
Learning Center

3. Achievements(1) The student-proposed tourism plan, Hitotsunagi that aimed to revitalize human connections was awarded the
grand prix prize at the 1st Tourism Tournament, a national competition among high school students for local
tourism plans. The students worked with local residents to accomplish the plan, and today it is the only plan in
the world to be continuously implemented as a club activity. It has spread to the community and given rise torelated events, products, and tours, and has also been mentioned in a guidebook (Amajin, Eiji Press).
(2) There is a growing number of students who choose their future with an eye toward dreams, such as
wanting to return to the island at 30, become the mayor, and create a town that becomes a global model,
is sustainable, and has a high level of happiness. Human capabilities are increasing along with scholastic
ability, and the number of students advancing to highly selective universities is growing as well. There isalso a rising number of graduates of advanced education who go on to study abroad or experience life
overseas, and work on revitalizing disaster-stricken areas and remote areas.
(3) Since starting the program, the number of students wishing to enter Dozen HighSchool has increased. The student population has grown from 89 in 2008 to
156 in 2014.
(4) More than 40% of students come from places outside the island such as Tokyo,
Kyoto, Tohoku, and Dubai, and there are now even parents and children who
move to the island. The population of the town of Ama, which had continuously
been declining for 60 years, has been growing over the past few years.
(5) With this program, the Remote Islands Development Act and the Act on
Appropriate Location, Standards for Fixed Number of School Personnel andChanges in the student
Other Matters Related to Public High Schools have been revised, leading to
an improved educational environment on remote islands throughout Japan. In population at Dozen High School
addition, tours and workshops from other schools, municipalities, and research institutes, as well as news
coverage occur an average of at least four times a month. This program has begun to spread nationwide.
4. Future Perspective and Challenges(1) To foster“glocal”human resources, the school hopes to promote membership in UNESCO Associated
Schools, advance international exchange, support studying abroad, accept foreign students, establish abase for utilizing ICT, become designated as a super global high school, revise courses of study, create amajor for regional creation, and establish a university-related research institute.
(2) The school would like to promote education that teaches lifestyles rooted in the community throughdormitory life and, to encourage education on regional jurisdiction, promote utilization of a designatedmanager system for prefectural dormitories, the adoption of community schools, and local management ofprefectural schools that are not publicly built and privately operated.
(3) As a model Oki-Dozen Senior High School, Shimane Prefectureging population, this school will examineand study the practical applications to date and contribute to society by proposing programs for junior andsenior high school students nationwide, and workshops for persons in education.
CONTACT Oki-Dozen Senior High School, Shimane Prefecture
Address：1403 Fukui, Ama-cho, Oki-gun, Shimane, JAPAN 684-0404
TEL： +81-8514-2-0731 FAX： +81-8514-2-0035
MAIL：miryokuka@gmail.com

United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report53Section 3

Good Practices in Japan

10.
Creating a Junior and Senior High School Curriculum that Fosters
１０．持続可能な社会の構築をめざしてクリティカルシンキングを育成する
CriticalThinking with a View to Building a Sustainable Society
中学校・高等学校カリキュラムの創造

Fukuyama Junior and Senior High School Attached
to Hiroshima
University
広島大学附属福山中・高等学校

Summary of Activities:＜活動の概要＞
Our school was designated as one of the experimental schools by Japanese Ministry of Education, Culture,
Sports,Scienceand Technology in 2012, and since then we havebeen attempting to develop our new
平成24 年度より文部科学省研究開発学校の指定を受け、「持続可能な社会の構築をめざして
curriculumforsecondaryschooleducation
throughout
alltheregularsubjects
by introducing the new subject
クリティカルシンキングを育成する、新教科「現代への視座」を柱にしたすべての教科で取り
entitled“Views on Modern Times,”which is designed to nurture students’ critical thinking with the aim of
組む中等教育教育課程の研究開発」を進めています。
buildinga sustainable
society.
持続可能な社会の構築のためには、課題を発見するため多面的に考えるクリティカルシンキ
In orderto build a sustainable society, it is crucial to develop critical thinking skills by which students
discoverissues and consider them from multifaceted viewpoints and to cultivate a tenacious attitude to solve
ング、そして解決に向けて粘り強く取り組む態度が重要となります。
such issues.
新教科「現代への視座」を創設し、これを柱に「総合的な学習の時間」、「既存教科の発展的
On the basis of the new subject, we have been developing the innovative curriculum which aims at fostering
単元の取り組み」とあわせて、全教科でクリティカルシンキングを育成し、持続可能な社会のstudents’critical thinking with the collaboration of Integrated Studies (Cross-curricular studies) and advanced
learning
units
in the other regular subjects and also at helping students think deeply, judge appropriately,
構築をめざした思考力、判断力、表現力を培う教育課程を開発・実践しています。また、このand express themselves. All these are essential for building a sustainable society. Furthermore, our newly
教育課程は、発達の段階に合わせて、身近で具体的な事象から、抽象化されたより複雑な事象
developed curriculum is structured according to students’developmental stages: from concrete and familiarへと深化する構成になっています。
to abstract
and complicated issues.
【抽象化されたより複雑な事象】
人文領域
５年

数理情報

４年

自然科学入門

３年

現代評論Ａ
社会科学入門

現代評論Ｂ
現代評論Ａ
クリティカルシンキング

地球科学と資源・エネルギー

２年

環境

自然領域

社会領域

【具体的な事象】

図（上）新教科「現代への視座」の科目設定
Figure.

Top:（右）カリキュラムの構造図
Course frameworks for the new course of study, A
Viewpoint
on Modern Times※図では高校１年～３年を、４年～６年としています。
Right: A structural diagram of the curriculum* In the figure, 4th to 6th years indicate 1st to 3rd years of
１．ＥＳＤとしての特徴
high school.
1. ESD Characteristics

ＥＳＤに関連するテーマとして、「資源・エネルギー」「環境・防災」、「安全・健康」、「国際化・グロAs 、
specific
topics related
ESD, the following
themes are setup
and put 「地域文化」などを設定し、各教科の特性
into practice in accordance with studies in eachーバル化」
subject: resources/energy, environment/disaster prevention,に合わせて深く学習しています。これらを通して、
safety/health, internationalization/globalization, and regional
自然科学、人文科学、社会科学の各領域のつながり
culture.
Through this, multifaceted and diverse thinking skills
arefosteredthat are closely related to various fields of naturalを持った複眼的・多面的な思考力を育んでいます。
sciences,humanities,
and social sciences.
また、ＥＳＤの視点に立った授業を行うためには、
To conduct classes from the viewpoint of ESD, it is important、「人のつながり」「能力・態度
to「教材のつながり」
take such aspects into
consideration as、interrelatedness inthefield of teaching materials, human resources, and abilitiesのつながり」が重要となります。教科間で連携した
andattitudes. We implement our daily practice by developing materials among different subjects, introducing
教材開発、協働学習や探究活動などの授業方法の工collaborative and exploratory activities, and keeping the overall curriculum coherent.
夫、カリキュラム全体での整合性などを検討しながら、日々の実践を行っています。
54

United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report2. Aims and Background of ESD promotion
We have been conducting curriculum research and developing for long: in 2003 the theme of“nurturing
scientific thinking,”and in 2009 the new topic of“critical thinking.”After the Great East Japan Earthquake in2011, with a view to building a sustainable society, school education was asked to develop such attitude andabilities as to tackle issues for which there is no immediate and single answer. In other words fostering criticalthinking was highlighted in education.
Let us add that this does not mean that developing critical thinking in and of itself is an objective. Rather,
we should aim at building a better society by utilizing critical thinking skills. Therefore we started to conduct
curriculum research and development by incorporating what we had done so far into the wider concept ofbuilding a sustainable society.
3. Achievements
To promote conscious, critical thinking during class, all
the teachers share and address specific questions, such as
those shown in the figure on the right. Through this repeatedeffort, we attempted to develop critical thinking so that ourstudents could analyze issues from various viewpoints anddiscuss them in creative manners.
Also, while referring to some previous research done by
the National Institute for Educational Policy Research*, we
carefully examined our curriculum construct by considering
the relationships between our new curricular topics, itsconstructs, its targeted attitudes and abilities and thecontents of other regular subjects.

Specific questions for class that foster criticalthinking
・Is the premise uncertain?
・Are there hidden assumptions?
・Is there a leap of logic?
・Is there a mismatch between the major
premise(rule) and the assumptions (case)?
・Is there a hasty (premature) generalization?
・Is there inappropriate sampling?
・Are there any other possibilities(alternative hypothesis)?

* National Institute for Educational Policy Research:
Research on Education for Sustainable Development (ESD) at schools (final report)
Furthermore, we were able to conduct educational practice with a specific focus on relationships in teaching/learning materials, human resources and students’ attitudes and abilities. Students were involved in setting up
their own research topics and pursuing them, in making an informed decision based on data, and in doing thepeer feedback or review. By incorporating these activities into collaborative learning, our students conducteda lively and creative discussion and they also considered issues deeply and analyzed them from various
viewpoints.
4. Future Perspective and Challenges
By developing our new curriculum that is to be implemented in all the regular subjects, not only the teachers
but students have come to appreciate the importance of critical thinking and ESD principles. We are planning
to assess the validity of our new curriculum where students learn from the past, understand and analyze thepresent, and create a better future.
We are also going to further improve and deepen our ESD education by incorporating the idea of consensus
building and of international cooperation into Special Activities with the collaboration of the Graduate School forInternational Development and Cooperation, Hiroshima University.

CONTACT Fukuyama Junior and Senior High School Attached to Hiroshima University
Address：5-14-1 Kasuga-cho, Fukuyama-shi, Hiroshima-ken, JAPAN 721-8551
TEL：+81-84-941-8350（switchboard number）+81-84-941-8424（Curriculum Research and Development Department）
FAX：+81-84-941-8356（switchboard number）
MAIL：fkenkyu@hiroshima-u.ac.jp
United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report55Section 3

Good Practices in Japan

11.“Totsukawa Route Repair”Hands-on ESD Volunteer Activity
Nara University of Education
Summary of Activities:
Nara University of Education, which was the first university in Japan to qualify as a UNESCO Associated
School in 2007, has established recommended UNESCO Associated School class subjects and is engaged
in teacher training that incorporates ESD. Local in-service teachers and students study the practice andtheory of ESD together, and events such as ESD children’s camps and ESD public lectures are held on
campus.
As a part of collaborative ESD initiatives, the“Totsukawa Route Repair”Hands-on ESD Volunteer activity
has dispatched volunteer students and teachers eight times over the past three years to help repair the World

Site of collapsed route along the Kohechi
stretch of Kumano Kodo

The UNESCO Club that carried out route
repairWorking hard on repairing the route

1. ESD Characteristics
Mountain routes such as Okugake and Kohechi have been subject to rain-induced landslides and an
accumulation of dead leaves and branches. They must be repaired if they are to be maintained. It is precisely
because people have carried out such repairs over many years that the routes have been preserved for hundredsof years and the pilgrimage route was registered as a World Heritage Site. The cultural heritage has survived
because it was not neglected. It remains today because of the efforts of the many people who have continued
over these long years to preserve it.
ESD focuses on hands-on activities, and by carrying out the same protective activities in the same location,
volunteers who repair the routes can experience the very same emotions as those who came before. The repair
work allows volunteers to witness the restoration of the wiped out roads and experience a sense of fulfillment
because they were able to participate in an activity that leaves behind something better to future generations. It
also serves as an opportunity to deepen understanding of the difficulty of maintaining cultural heritage and theimportance of ESD.
2. Aims and Background of ESD Promotion
In the past, the people living in the village of Totsukawa repaired the pilgrimage routes. However, after major
flooding in the Kii Peninsula that occurred in 2011, it was determined that such repairs would no longer sufficegiven the tremendous amount of damage and the aging of the residents. Nara University of Education was also
called on to provide volunteers. The university has been utilizing cultural heritage to implement ESD research
56

United Nations Decade of Education for Sustainable Development (2005-2014) Japan Reportand education with the aim of training teachers capable of giving ESD instruction. Thus, the university UNESCO
Club took on the task of providing volunteers for the repair work.
3. Achievements
The biggest outcome has been the near restoration of the village roads almost completed due to the activities
of many volunteers and the efforts of the Totsukawa village office.
There have also been three major outcomes for the students who participated.
First was friendly communication with the village residents, who treat volunteers to homemade meals anddango sweets after coming down from the mountain. They spoke about the wonderful interaction among people
that is unique to the villagers.
Second was a visit to a village school. Students wanting to become teachers visited a school and learned
about crisis management during times of natural disaster, which served as a great learning experience.
Third was interaction with working adults. The collaboration and communication with the adults who
participated in the volunteer activity has given students a broader perspective.
The students saw many people who took part in the route repair and were able to truly feel that it is possible
to create a sustainable society.
4. Future Perspective and Challenges
What emerged during the repair work was the fact that the village population is aging and forestry is declining.
It is becoming increasingly the case that, even if the forest is thinned, the felled timber cannot be hauled away
and is left on the mountain. Protecting the forest environment entails measures to curtail natural disasters
such as typhoons and heavy rain, and at the same time, activities that lead to the creation of a sustainable
society, including securing carbon neutral energy sources and habitats for diverse creatures, and passing down
traditions and culture related to forestry work. In the future, we will challenge a variety of UNESCO activities bycollaborating with various stakeholders both in Japan and abroad.

CONTACT Nara University of Education Teacher Education Center for the Future Generation
Address：Takabatake-cho, Nara City 630-8528
TEL： +81-742-26-9269 FAX：+81-742-26-9269
MAIL：nakazawa@nara-edu.ac.jp

United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report57Section 3

Good Practices in Japan

12. Interuniversity Network Supporting The UNESCO Associated Schools
Project NetWork (ASPUnivNet)
Interuniversity Network Supporting The UNESCO Associated Schools Project NetWork Secretariat (ASPUnivNet)
Summary of Activities:
As a partner to UNESCO Associated Schools that serves as base for promoting ESD in Japan, theInteruniversity Network Supporting The UNESCO Associated Schools Project NetWork (ASPUnivNet) is a
network of universities that support activities at UNESCO Associated Schools as their partners.
As of May 2014, ASPUnivNet has 18 university members and carries out the following activities.
1. Assists schools in becoming a UNESCO Associated Schools
2. Offers intellectual university resources to UNESCO Associated Schools activities
3. Supports the creation of a network of UNESCO Associated Schools in Japan and abroad
4. Encourages collaboration between regional educational facilities and UNESCO Associated Schools
ASPUnivNet activities have resulted in a rapid rise in the understanding of ESD at schools in Japan, andthe number of UNESCO Associated Schools has grown sharply. In addition, efforts at each school to pursue
the implementation of high-quality ESD practices have expanded.

An ASPUnivNet liaison conference

A workshop for assisting application for
UNESCO Associated Schools membership

1. ESD Characteristics
To promote ESD in school education, ASPUnivNet connects universities that research and practice ESD
in various locations throughout Japan, and offers the varied and abundant intellectual resources held by each
university in order to help schools create and spread ESD practices of even higher quality. It is also engaged
in teacher education to boost teachers’ abilities to put ESD into practice. Furthermore, to help promote ESD atschools, ASPUnivNet utilizes existing university networks and serves as a coordinator of various stakeholders
related to ESD, including international facilities, regional municipalities, boards of education, social educational
facilities, UNESCO Associations, companies, and NPOs.
2. Aims and Background of ESD Promotion
Under the supervision of each university, ASPUnivNet attempts to provide as much support as possible forthe implementation of ESD by utilizing the networks of schools qualified as UNESCO Associated Schools or
schools wanting to become UNESCO Associated Schools members. Member universities exchange information
to support schools with the goal of helping improve ESD quality in school education.
In 2008, persons involved in universities gathered to think about support for UNESCO Associated Schools
and proposed the establishment of an interuniversity network. In the same year, ASPUnivNet was officially58

United Nations Decade of Education for Sustainable Development (2005-2014) Japan Reportlaunched. Though there were eight universities at the start, the network is currently comprised of 18 universities.
They are, Kushiro Campus at Hokkaido University of Education, Iwate University, Graduate School ofEnvironmental Studies at Tohoku University, Miyagi University of Education, College of Education at Tamagawa
University, Faculty of Education at Shizuoka University, Kanazawa University, Gifu University, Aichi Universityof Education, Chubu University, Mie University, Osaka Prefecture University, Nara University of Education,
Okayama University, Graduate School of Education at Hiroshima University, Naruto University of Education,
Fukuoka University of Education, and Okinawa Christian University/Okinawa Christian Junior College.
3. Achievements
To promote ESD at schools, ASPUnivNet has held workshops and study sessions, and submitted proposals
and implemented model projects for regions. With the participation of school staff in these efforts, interaction
among UNESCO Associated Schools from different regions has been advanced through the exchange of ESD
information and the sharing of excellent class practices.
Internationally, the Rice Project has been proposed and promoted in Asia under the theme of rice and rice
plants to encourage exchange among UNESCO Associated Schools that goes beyond borders.
Such activities have resulted in a deeper understanding of ESD in Japan, a rapid increase in the number of
UNESCO Associated Schools members that serve as promotional bases, and a growing pool of examples ofoutstanding ESD implementation at schools in Japan.
4. Future Perspective and Challenges
As for support for UNESCO Associated Schools, not only has the number of member schools grown, but it
has also become important to ensure the quality of activities. In Japan, the fact that interschool exchange andinternational exchange utilizing the UNESCO Associated Schools Network are not being actively implemented
is an issue. Therefore, ASPUnivNet is hoping to leverage the outcomes of the heretofore-advocated Rice Projectto help promote interschool exchange and international exchange, while expanding the activity theme. It also
hopes to deepen relationships between the various member universities, regional boards of education, andschools, as well as encourage interschool exchange in various regions and link to a strengthened network of
UNESCO Associated Schools.
ASPUnivNet will take advantage of the 2014 UNESCO World Conference on ESD to further develop activities
so that it can help ensure the quality ofUNESCO Associated Schools activities, enhance ESD, and shareexamples of outstanding practices in Japanese schools.

CONTACT Interuniversity Network Supporting The UNESCO Associated Schools Project NetWork
Secretariat (ASPUnivNet)
Address：Okayama University Academic Planning Division of Academic Affairs Depertment 2-1-1
Tsushimanaka, Kita-ku, Okayama-ken, JAPAN 700-8530
TEL: +81-86-251-7170 FAX: +81-86-251-8440
MAIL： gkikaku@adm.okayama-u.ac.jp

United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report5913. ESDat the United
Nations University (UNU)
Section3 Initiatives
Good Practices
in Japan
UnitedNations University
InstituteNations
for the Advanced
Study(UNU)of Sustainability (UNU-IAS)
13. ESD
Initiatives
at the United
University
Summary of Activities:
United Nations University Institute for the Advanced Study of Sustainability (UNU-IAS)The Education for Sustainable Development (ESD) Programme at UNU-IAS focuses on promoting
and enhancing ESD through the global multi-stakeholder network of Regional Centres of Expertise
Summaryof Activities:on
ESD (RCEs)
and the network of higher education institutions in the Asia-Pacific region called
The
Educationfor Sustainable
Development(ESD) Programme
at Network
UNU-IAS (ProSPER.Net).
focuses on promoting andPromotion of Sustainability
in Postgraduate
Education
and Researchenhancing
ESD
throughtheglobalmulti-stakeholder
network
ofRegional
CentresofExpertiseon ESDlocal(RCEs)
Each individual RCE is a network of diverse stakeholders, including educational
institutions,and the network of higher education institutions in the Asia-Pacific region called Promotion of Sustainability
governments, NGOs, companies, museums, and the media that promote and implement ESD in theirin Postgraduate Education and Research Network (ProSPER.Net).
respective communities. At present, 129* communities have been acknowledged as RCEs by UNU.
Each individual RCE is a network of diverse stakeholders, including educational institutions, local
An
RCE serves as a platform for cross-sectoral, interdisciplinary
information exchange, dialogue,
governments, NGOs, companies, museums, and the* media that promote and implement ESD in theirandcollaboration.
ProSPER.Net
isanetworkof
32
highereducation
institutionsin therespective communities. At present, 129* communities have been acknowledged
as RCEs
by Asia-Pacific
UNU.
region.
It
worksoninitiatives
and
joint
projects,
designedtopromoteresearchandcapacitybuilding,and
An RCE serves as a platform for cross-sectoral, interdisciplinary information exchange, dialogue,
incollaboration.
the field of ProSPER.Net
sustainable development
sustainability
into postgraduate
curricula.
(*as Itis a networkby
of integrating
32* higher education
institutionsin the Asia-Pacificregion.
ofworks
September2014) and joint projects, designed to promote research and capacity building, in the field of
on initiatives
sustainable development by integrating sustainability into postgraduate curricula. (*as of September 2014)

Regional Centres of Expertise on ESD(RCEs)
Non-formal andinformal education

Formal education

Vertical links(Research centers)(Science) museums

Universities Universities
Secondary Secondary
schools
schools
Primaryschools

Primaryschools

Horizontal links

Laterallinks

Botanical gardens
Zoos
Natural parks
Local governments
Community leaders
Media
Local businesses
Local NGOs

Diagramcollaborative
Diagramshowing
showing collaborative
linkslinks
within within
an RCE an
RCE

1.1.ESD
Characteristics
ESD Characteristics

Youth
Unitefor for
Voluntary
MeetMeet)(YUVA
Youth Unite
Voluntary
ActionAction
Meet (YUVA
organized by
RCE Delhi, India

Meet) organized by RCE Delhi, India

What makes an RCE unique is its ability to translate the global agenda of the UN Decade ofWhat makes
an localized
RCE unique
is its toability
to translate
the global agendaof the UNof ESD (DESD)
ESD(DESD)
into
actions
address
local sustainability
challenges.
An Decade
RCE functions
as avoluntary,
flexibleandinclusive
network
in
the
local
community.
It
implements
ESD
programmes,
into localized actions to address local sustainability challenges. An RCE functions as a voluntary, flexible andtailoredto theneedsinofthe
thelocal
localcommunity.
communityIt andthe challenges
that community
faces.
Theneeds
RCE'soflargest
inclusive
network
implements
ESD programmes,
tailoredto thethe local
strength is that it provides a platform where people, who normally do not work together in society, cancommunity and the challenges that community faces. The RCE's major strength is that it provides a platform
be bound by mutual sustainability challenges, and take innovative actions at the local level with an eye
people,do not work together in society, can be bound by mutual sustainability challenges,
towherea better
futurewho
for normallyall.
and take innovative actions at the local level with an eye to a better future for all.

2. Aims and Background of ESD Promotion
2. Aims and Background of ESD Promotion

In 2002, the United Nations General Assembly adopted a resolution that kicked off the DESD based on
the Johannesburg Plan of Implementation. A year later, in response to this move, and with funding

In 2002, the United Nations General Assembly adopted a resolution on the DESD based on the Johannesburg

Plan of Implementation. A year later, in response to this move, and with funding support from the Ministry of theEnvironment, Japan, UNU launched the ESD Programme at the United Nations University Institute of Advanced
Studies (now the United Nations University Institute for the Advanced Study of Sustainability). Focusing on
60

United Nations Decade of Education for Sustainable Development (2005-2014) Japan Reportresearch, capacity development, and strategic engagement with international sustainability processes, the ESD
Programme is designed to advocate and disseminate the principles of ESD, promote multi-stakeholder ESD
initiatives, strengthen ESD activities in higher education institutions, and contribute to relevant policy dialogue.
3. Achievements
Since the initial seven RCEs were acknowledged by UNU in 2005, the network has expanded to 129. The
RCE Network organizes the annual Global RCE Conference to discuss continental issues as well as strategicand operational issues such as governance, R&D, inter-RCE collaboration and fundraising. The conference
also fosters thematic networks and collaboration in areas such as climate change, biodiversity and traditional
knowledge, sustainable consumption and production, disaster risk reduction, youth, and higher education.
Dedicated to cultivating a new generation of leaders, ProSPER.Net has worked on developing curricula andteaching materials through joint research projects among its members. It implements the Young Scientist Award
in Sustainable Development as well as the Leadership Programme, which is designed to help participants
develop the inter-disciplinary skills required to lead sustainable development initiatives. Serving as the Global
RCE Service Center and ProSPER.Net Secretariat, UNU-IAS not only provides support to individual members
but also promotes communication, networking, and collaboration among the networks.
4. Future Perspective and Challenges
UNU-IAS was established in January 2014 through the consolidation of two former UNU institutes (the UNU
Institute of Advanced Studies and the UNU Institute for Sustainability and Peace). Our activities focus on threethematic areas: sustainable societies, natural capital and biodiversity, as well as global change and resilience.
Since ESD is a major undercurrent running through all these areas, we will continue to press forward with all-out
efforts to promote ESD.
UNESCO, as the lead agency for the DESD, has developed the Global Action Programme on ESD (GAP) in
order to further promote and upscale ESD actions beyond the DESD. The GAP is slated to be officially launchedat the UNESCO World Conference on ESD to be held in November 2014. It identifies five priority action areas,advancing policy, transforming learning and training environments (whole-institution approaches), increasing
capacities of educators and trainers, empowering and mobilizing youth, and accelerating sustainable solutions
at the local level. UNU is committed to making a difference in these priority action areas through the RCE andProSPER.Net initiatives.

CONTACT United Nations University Institute for the Advanced Study of Sustainability (UNU-IAS)
Address：5-53-70 Jingumae, Shibuya-ku, Tokyo 150-8925, Japan
TEL: +81-3-5467-1212 FAX: +81-3-3499-2828
MAIL： rceservicecentre@unu.edu, prospernet@unu.edu

United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report61Section 3

Good Practices in Japan

14. Fostering Human Resources that Tackling Creation & Revitalization Based on
the ESD Principles in the Post-disaster of the East Japan Earthquake and Tsunami
Kesennuma City Board of Education, Miyagi University of Education
Summary of Activities:
Since the latter half of the 20th century, Kesennuma City has made the most of its abundant nature topromote special activities with the aim of creating a sustainable society. In addition, since 2002 the city has
developed and implemented a systematic, community-based ESD program in collaboration with specialized
agencies and overseas organizations that centers on school education. These efforts have played a leadingrole in pioneering ESD in Japan.
In June 2005, the Sendai Metropolitan Area was designated by the United Nations University as one ofRegional Centres of Expertise (RCE) on the UN Decade of ESD (DESD). From 2008, with the aim of further
improving the quality of ESD and under the leadership of the municipal board of education, nearly all schools
including kindergartens, elementary schools, junior high schools, and senior high schools became members of
UNESCO Associated Schools and have promoted ESD (35 school/kindergarten members as of 2014).
However, Kesennuma City suffered unprecedented damage from the East Japan Earthquake and Tsunamithat occurred in March 2011. Even so, the city aims for sustainable reconstruction and is working to foster
human resources that can create and revitalize the region based on the fundamental principles of ESD byenhancing and developing education on topics such as disaster risk reduction and reconstruction.

Learning about their hometown throughfishing by stationary nets
(Nakai Elementary School)

The traditional performing dance of Waseya
Shishi Odori(Tsukidate Elementary School)

The practice of setting a refuge shelter during adisaster prevention drill(Hashikami Junior High School)

1.ESD Characteristics(1) Development of unique ESD based on multiple approaches that address issues and merits in the region andschools(2) Construction of a system by various actors to promote ESD through participation and collaboration that iscentered on the Regional Centres of Expertise (RCE)(3) Development and practice of hands-on/ inquiry-based ESD curriculum in schools through UNESCO
Associated Schools(4) Improved quality of ESD that leverages specialized knowledge and skills through collaboration with thecommunity and specialized agencies, such as universities(5) Promotion of ESD that fosters international perspectives through collaboration/cooperation with overseas
schools and international organizations(6) Promotion of disaster risk reduction/reconstruction education based on the principles of ESD with an eye
toward recovering from the East Japan Earthquake and Tsunami
2.Aims and Background of ESD Promotion(1) Activity aims
1. The city hopes to cultivate enriched human resources that live in an international society and have prideand love for their hometown by reviewing the merits and problems in one’s own region from an international
perspective, while based on the community.
2. With the goal of reconstruction following the East Japan Earthquake and Tsunami, the city aims to foster
human resources who can undertake the reconstruction and creation of the region, and promote creativeeducation based on the principles of ESD.

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United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report(2) Introduction of ESD
With the concept of creating a sustainable society, Kesennuma City has promoted unique activities
that utilized the abundance of nature, including the pioneering“Forest is Sweet Heart of the Ocean”and“Kesennuma’s Slow Food Declaration.”Meanwhile, in school education, from 2002 the city has developed
a community-based systematic program that advocates ESD, and together with the schools in United Statesdeveloped international environmental education that combines local and global perspectives. This has
become the foundation for ESD in Kesennuma City. Through encouraging membership in UNESCO Associated
Schools it has spread to other schools, and due to the RCE designation the city has developed initiatives thatinvolve the community and specialized organizations.
However, the city was catastrophically impacted by the huge tsunami caused by the East Japan Earthquake
and Tsunami. Based on this tragic experience and the lessons learned from the earthquake, new directions forrecovery have been added to the ESD practiced to date, such as disaster risk reduction, securing the safetyof people, the environment, economy, and community revitalization. The significance of ESD has become
increasingly important.
3.Achievements(1) The strengths and problems in the region and schools have beenaddressed to develop unique and interdisciplinary ESD programs,
such as food education and environmental education that utilizes
the nature of Rias coast, international education as an international
fishing city, regional heritage education that passes on ancient
traditions, and energy education that builds a sustainable society.
The city has developed a variety of endeavors and has worked hard
to improve the quality of ESD practices.
(2) As the model of Greater Sendai RCE for that is designated by the United Nations University, Kesennuma
City has built a collaborative system centering on the Kesennuma ESD/RCE Promotion Committee in which
various sectors and stakeholders participate, including schools, regional residents, governments, museums,
industrial groups, and media in order to promote community-based ESD.
(3) Kesennuma City was the first in Japan to join UNESCO Associated Schools activity as a city involved (38schools and kindergartens), and has striven to spread and promote ESD in school education. Each school
has developed and practiced hands-on, inquiry-based ESD curriculum of high quality, and actively sharedthose practices with the rest of Japan and other countries.
(4) In 2006, Kesennuma City entered into a collaborative agreement with Miyagi University of Education andhas jointly practiced, researched, and shared ESD. Later, this system developed into the Interuniversity
Network Supporting the UNESCO Associated Schools Project Network (ASPUnivNet) proposed by Miyagi
University of Education. After the earthquake, ties were also made with Kyoto University, Ochanomizu
University, and the University of Tokyo, and efforts were made to pioneer new fields of education, such as
disaster risk reduction. The city has endeavored to improve the quality of education toward reconstruction.
(5) In the process of advancing ESD, joint studies with overseas organizations have been conducted that utilize
programs such as the Fulbright Japan and ACCU, and teacher training and international forums have beendeveloped. In addition, ties have been made with UNESCO, the United Nations University, and OECD to
implement joint projects in an effort to foster international perspectives in children and teachers.
(6) As evidence of the ESD carried out to date at Kesennuma, the lives of many people were saved evenin the midst of the calamity of the East Japan Earthquake and Tsunami through the abilities of children,
teachers, and local residents, and great contributions were made to the subsequent recovery of schools andcommunities.
4.Future Perspective and Challenges
From now on, through the process of working toward reconstruction, the city will make the most of the lessons
learned from the disaster and strive to establish the following basic principles of ESD: (1) disaster risk reduction
education that fosters abilities for self-help and mutual-help collaborating with the community, (2) environmental
education that aims for harmony with nature, (3) regional heritage education that passes on hometown traditions
and culture, (4) international education that exceeds borders and shares learning, and (5) recovery education thatbuilds the future. With the goal of enhancing that education and recovering from the disaster, the city will work tofoster human resources who can tackle the creation and reconstruction of the region.
To do so, the city will construct a regional ESD consortium for sustainable initiatives.
CONTACT
Kesennuma City Board of Education
Adress：1-1,Uoichibamae, Kesennuma-Shi
Miyagi, Japan, 988-8502
TEL：+81-226-22-3441 FAX：+81-226-23-0943
MAIL：kyogaku@city.kesennuma.lg.jp

Miyagi University of Education
Adress：149Aoba, Aza-Aramaki, Aoba-ku, Sendai-shi
Miyagi, Japan, 980-0845
TEL：+81-22-214-3382 FAX：+81-22-214-3382
MAIL：rciue@adm.staff.miyakyo-u.ac.jp

United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report63Section 3

Good Practices in Japan

15. The Bio-regional ESD Model for“Manufacturing, Human Development, andFuture Creation”in the Ise-Mikawa Bay Watershed
Chubu Regional Centre of Expertise on Education for Sustainable Development (RCE Chubu)
Summary of Activities:
The Regional Centre of Expertise on Education for Sustainable Development (RCE Chubu) is a networkorganization for promoting ESD based in the Tokai-Chubu region and has approximately 80 group members(educational institutes, NPOs, governments, companies, etc.). The basins of the rivers that flows into Ise Bay
and Mikawa Bay, which covers nearly all of Aichi, Gifu, and Mie prefectures, is referred to as the Ise-Mikawa
Bay Watershed. This Bio-region is the target area for ESD activities. Within this framework, natural, social,and economic problems that hamper regional sustainable development are clarified, and a network is being
built to nurture human resources to solve these problems.
Under the theme,“Manufacturing, Human Development and Future Creation”, and with regard for regional
diversity and traditional knowledge, RCE Chubu is implementing a project to build a Chubu model foradvancing ESD with the goal of serving as a venue network for the 2014 UNESCO World Conference on
ESD. The management structure will have the chancellors of both Chubu University and Nagoya University
as representatives and the secretariat located at Chubu University. The steering committee, made up of 9groups and 16 individuals, is undertaking core operational tasks.

A chart of the each river basins and its
challenges

A watershed ESD lecture

Subcommittee activities

1.ESD Characteristics
RCE Chubu ESD activities are characterized by (1) the establishment of targeted activity areas, (2) themesthat take locality into consideration, and (3) the creation of a network of various entities. The targeted activity
areas utilized the concept of the Watershed Area as a Bio-region, with the area containing rivers flowing
into Ise Bay and Mikawa Bay designated as the Watershed Area. Various divisions within the Watershed
Area are thought to be a reason for the unsustainability of continued development. In addition, because thisregion is a global base for manufacturing, human development is carried out premised on the ESD theme of
manufacturing. In doing so, the aim is to create a structure that allows various players such as higher education,school education, companies, and NPOs to practice ESD from different perspectives, while at the same timecollaborating with one another. A sustainable future is believed to be built on the wisdom of the past andpresent, so the future is created with respect to regional and traditional knowledge.
2.Aims and Background of ESD Promotion
RCE Chubu is a network organization created in accordance with the start of the UN Decade of ESD and insupport of the aims of the United Nations University’s call for regional ESD bases. With Chubu University as
the managing entity, Nagoya University, Nagoya Open University of the Environment, and the Tokai-Chubu ESD
Citizen’s Promotional Committee established RCE Chubu in November, 2007, which was later acknowledgedby the United Nations University. Since then, other institutions such as Mie University, Gifu University, andEnvironmental Partnership Office Chubu (EPO Chubu) have been added to the steering body. It currently shares
64

United Nations Decade of Education for Sustainable Development (2005-2014) Japan Reportinformation and conducts collaborative activities on ESD with approximately 80 member groups for the target
area of Aichi, Gifu, and Mie prefectures.
The activity aims are to clarify environmental, economic, and social issues that hinder regional sustainable
development, and foster individuals who can take action to resolve those issues. Specifically, the following
initiatives are carried out.
(1) Practice education and mutual learning at all levels (formal, non-formal, informal)(2) Create a toolbox that assists ESD and includes research, networks, databases, teaching materials, andeducational methods(3) Nurture human resources that possess holistic and critical perspectives, can understand the relationshipbetween humans and nature, and spread ESD in the region
3.Achievements
Since its establishment, RCE Chubu has carried out activities to popularize and communicate ESD in theregion. During the 10th Meeting of the Conference of the Parties to the Convention on Biological Diversity(COP 10) held in 2010, it implemented international discussion projects. From 2012, it has succeeded in
implementing the following activities with the goal of creating a Chubu model to promote ESD.
(1) Establishment and management of subcommittees by entity
Separate subcommittees were launched categorized by i) Companies and NPOs, ii) school education, andiii) higher education. Research, discussions, model creation, and trials were implemented to explore how topromote ESD and the kind of mutual collaboration that can be conducted.
(2) Establishment and management of subcommittees by theme
Activities were implemented by laterally themed subcommittees categorized by iv) international
cooperation and v) traditions and culture. In addition to education on international understanding anddevelopment education, the iv) international cooperation subcommittee created learning opportunities andexplored new types of international cooperation, such as cooperation based on mutual understanding akinto multicultural symbiosis with non-Japanese living in the region. The v) traditions and culture subcommittee
carried out workshops to examine the creation of a sustainable society based on traditional and regional
knowledge entrenched in lifestyles, including traditional foods, festivals, and the old calendar.
(3) Implementation of ESD lectures on the Ise-Mikawa Bay Watershed
To encourage sustainable learning in each basin of the Ise-Mikawa Bay Watershed, ESD lectures were
held in collaboration with both public and non-public education institutes and activity organizations on
the upper, middle, and lower streams of the 11 major rivers flowing in Aichi, Gifu, and Mie prefectures. A
general forum was also held to share information on activities for the purpose of presenting ESD lecture
examples, and regional problems and resolutions in the 33 parts of the Watershed Area.
4.Future Perspective and Challenges
Given the activity outcomes of RCE Chubu over the past 7 years, and viewing the UNESCO World
Conference on ESD as a great opportunity, the venue will contribute to encouraging further collaboration among
various entities. Involvement will deepen with the RCE network, as well as with education institutes such as
UNESCO Associated Schools, boards of education, government agencies, companies, and NPOs. The creationof an ESD framework in the region after 2014 is an issue to be addressed in the future.
Moreover, RCE Chubu will continue to utilize connections with international RCE networks around the world,
contribute as much as possible to the Global Action Program advocated by UNESCO, and implement dialogues
for the creation of a sustainable society and promotion of ESD both within and without the region and Japan.
CONTACT Chubu Regional Centre of Expertise on Education for Sustainable Development (RCE Chubu)
Address：International ESD Center, Chubu University 1200 Matsumoto-cho, Kasugai-shi, JAPAN 145-0063
TEL： +81-568-51-7618 FAX: +81-568-51-1141
MAIL：office@chubu-esd.net

United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report65Section 3

Good Practices in Japan

16. Promoting ESD Independently Tackled by Children
Omuta City Board of Education, Fukuoka Prefecture
Summary of Activities:
Omuta City is located in the far southern edge of Fukuoka Prefecture. The land is blessed with nature,with the Ariake Sea to the west and mountains to the east connecting to the outer rim of Aso crater. As the“city of coal,”the city’s development centered on the coal industry, as it is home to Miike coalfield, whichin the past greatly contributed to the modernization of Japan. The city’s Heritage of Industrial Modernization
submitted by the government in the fall of 2013 as a UNESCO World Cultural Heritage Site under thetitle,“Sites of Japan’s Meiji Industrial Revolution: Kyushu-Yamaguchi and Related Areas.”The proposal iscurrently in the final stage of preparation for registration as a World Heritage site.
All 34 elementary, junior high, and special support schools in this city simultaneously became UNESCO
Associated Schools members at the start of 2012, and each school promotes ESD based on themes suchas world heritage studies and welfare studies. The board of education is striving to enhance UNESCO
Associated Schools through support for each school, exchange among schools, and communication outsideof the schools.
1.ESD Characteristics
All elementary, junior high, and special support schools in Omuta City strive for innovation based on various
themes that allows students to independently learn about people, things, and matters that are treasured historicalor cultural assets in Omuta. The children deepen understanding and interest in Omuta through their studies. The
schools also attempt to instill in the children a love for their hometown of Omuta, foster a spirit that respects
others and different cultures, and educate children to take action and communicate with the idea of creating asustainable society.
2.Board of Education initiatives(1) Omuta City UNESCO Associated Schools Children’s Summit
Each January, Omuta City holds a UNESCO Associated
Schools Children’s Summit, providing the opportunity to sharepractices carried out at different schools in the city. Not only doall schools present world heritage studies and hometown studies,but they also share and exchange ESD initiatives on topics suchas the environment, welfare, and careers. Presentations are madeChildren give a presentation at the summit

on stage and in the venue lobby, and many people including
parents and residents participate to see the summit presentations. The summit
garners a great response.
This initiative has become a chance for children as well as teachers, parents,
and residents to reaffirm the significance of ESD in Omuta.
(2) Volunteer activities related to the World Heritage
Children from the schools in the school district in which the nomination forWorld Heritage inscription is located serve as volunteer guides for the heritagesite and carry out volunteer beautification activities in and around the facilities.
They learn more about the merits of Omuta and Omuta town planning while
collaborating with local residents. In addition, a municipal project started in
FY2013 offers tours of historic spots to all children in the city so they can
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United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report

Volunteer guides

actually view the nominated World Heritage site. The tour teaches students about the merits of Omuta, andshares those merits with others within and without the city.
(3) The Omuta Exam for Children
Since FY2011, children from third grade have studied Omuta’s
treasured assets that appear in the Guidebook to the Omuta Exam forChildren. Twice a year they take an exam based on that guidebook.
Through this exam, the children learn more about their hometown anddeepen their interest in the city’s merits. There is a growing number ofchildren who take it upon themselves to study further.

The guidebook and exam questions

3.Achievements
According to a survey of students, the children are greatly interested in and concerned with ESD, and havebeen seen taking actions in their own way.
In addition, there has been considerable news coverage of these initiatives by newspapers and TV stations,and inquiries from both within and without Omuta City, which suggests that interest in the city as a whole has
increased.
4.Future Perspective and Challenges
Through the various ESD initiatives conducted throughout the city, the board of education hopes to further
children’s understanding of, and pride in, people, things, and matters in Omuta, as well as boost each child’s
awareness of themselves as an individual who furthers the creation of a sustainable society. The city believes
that the encouragement of love for one’s hometown and region, and the creation of a climate rich with thedesire to value them, will support and create the next generation in Japan and the world and foster global humanresources that live on this earth.

CONTACT Omuta City Board of Education
Address：2-3 Ariake-Cho, Omuta-shi, Fukuoka, JAPAN 836-8666
TEL: +81-944-41-2861 FAX: +81-944-41-2862
MAIL： n-koga@st.city.omuta.fukuoka.jp

United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report67Section 3

Good Practices in Japan

17. Seminar on Education on Sustainable Development (ESD) that Starts with Hometown Education—
Joint Research between Wakayama Prefectural Educational Center and Cooperating Schools
Wakayama Prefectural Educational Center Manabi-no-Oka
Summary of Activities:
For three years from FY2011–FY2013, Wakayama Prefectural Educational Center Manabi-no-Oka has
conducted joint research on ESD that focuses on hometown education. Ten schools are asked to cooperateeach year (11 schools in FY2011), while taking into consideration a balance of types of schools and theregion. The unique hometown education carried out by each school has been catalogued and examined from
ESD perspectives.
The schools’ initiatives have all been organized in the same format and uploaded to groupware managed
by the Center. Research reports and summaries of initiatives can be viewed at the following.
URL. http://www.wakayama-edc.big-u.jp/e_curriculum/link/esd/h23-25esd.html
Some of the ESD initiatives compiled at the FY2013 seminar

Taking ducklings for a walk that were
carefully raised for Aigamo duck farmingChildren learn how to make compost for
growing flowers and vegetables

Sophisticated replicas created with a 3D
printer for purposes such as protection ofcultural properties

1.The objectives of hometown education that incorporate ESD perspectives
Each year, the Wakayama Prefecture Board of Education issues the booklet, Policies & Focus of School
Education Instruction, which expresses the principles and orientation of school education instruction. 1) The
booklet notes hometown education as one of the focuses of instruction, and that each school carries out study
activities and hands-on activities that actively incorporate region-based education resources. Through these
activities, children realize the wonder of the region, and a love of hometown and rich humanity and sociability
are nurtured. Hometown education also aims to deepen understanding of Japan and the region’s traditions andculture, and cultivate human resources capable of respecting other countries’ traditions and culture. Hometown
education aims to foster in children an awareness that they are a member of an international society.
Believing that the principles of this hometown education and the principles targeted by ESD are essentially
identical, Wakayama Prefectural Educational Center Manabi-no-Oka aimed to promote ESD in the prefecture by
conducting research that catalogues the hometown education that is widely implemented in prefectural schools
using ESD perspectives and an ESD framework. The hometown education covered by this research makes
children aware of both regional merits and problems. For this reason, children are able to deal with problemsolving with a sense of ownership. Through these string of initiatives, the seminar aimed to foster actors who
can create a sustainable society.
2.Aims and Background of ESD Promotion
Japan is experiencing a growing population decline combined with an aging population and lower birthrate.
The situation is serious in Wakayama Prefecture where the population has continued to decline for 18 years
68

United Nations Decade of Education for Sustainable Development (2005-2014) Japan Reportrunning, dropping to 1 million in FY2011.2) Wakayama Prefecture also has a high aging rate that ranks 5th inJapan.3) Currently, 43.3% of cities, towns, and villages in the prefecture are underpopulated areas.4) Today,
when the future of rapid globalization is unclear, there is a pressing need to cultivate human resources withthe ability to live resolutely in order to overcome these problems and build a productive future in Wakayama
Prefecture. Therefore, there are increasing expectations placed on education.
Hometown education often addresses content that includes nature, history, culture, lifestyles, and industry inthe children’s hometown. The seminar adds ESD perspectives to associate regional people, things, and matterswith the construction of a sustainable society. By attempting to instill understanding of regional characteristics
and issues within the context of not only Japan, but also connections to the world as a whole, the endeavoraims to foster an attitude and desire in children to participate in society.
3.Seminar outcomes and issues
In three years of research, the Center was able to collectand catalogue 31 initiatives. Reports on practices at
each school were all organized into the same format anduploaded to groupware managed by the Center, thereby
facilitating sharing of each school’s practices and energizing
interaction.
The major outcomes and issues noted by the teachers thatparticipated in the seminar are shown on the right.

Outcomes:・Teachers confirmed that initiatives at schools often
include attitudes and skills valued by ESD.
・Study objectives were further clarified. Also, teachers
felt the studies expanded since the connections andrelationships to subjects and other practices were clear.
Issues:・Teachers realized that to build up ESD initiatives, thestudents must gain more capabilities in each subject.
・There is a need to restructure the yearly teaching plan
based on ESD perspectives.

4.Future Perspective
Reviewing the reports on implementation of practices shows that most elementary and junior high schools
carried out hometown education in the class of integrated study, and that senior high schools strongly express
subject characteristics in hometown education. Going forward, it is thought that there is a need to actively
introduce ESD perspectives into coursework and moral studies, as well as special activities. With the idea thatany kind of learning is invaluable, the desire is to promote initiatives that enable children to learn qualities andvalues that are appropriate to their role as creators of a sustainable society.
References:
1) FY2014 Policies & Focus of School Education Instruction, Wakayama Prefecture Board of Education
2) Results of a Wakayama Prefecture census as of October 1, 2013, Wakayama Prefecture Information Center
http://www.pref.wakayama.lg.jp/prefg/020300/suikei/2013_10/sui_1.html (as of May 8, 2014)
3) FY2013 White Paper on the Aging Population (full version), Cabinet Office, Government of Japan
http://www8.cao.go.jp/kourei/whitepaper/w-2013/zenbun/25pdf_index.html(as of May 8, 2014)
4) The Number of Underpopulated Cities, Towns, and Villages (by prefecture), National Federation to Promote
Independence in Underpopulated Regions
http://www.kaso-net.or.jp/kaso-db.htm#001 (as of May 8, 2014)

CONTACT Wakayama Prefectural Educational Center Manabi-no-Oka
Address：3353-9 Shinjyo-cho, Tanobe-shi, Wakayama, JAPAN 646-0011
TEL：+81-739-26-3494 FAX：+81-739-26-8120
MAIL：morita.kouji@wakayama-edc.big-u.jp

United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report69Section 3

Good Practices in Japan

18.Documenting Good Community-based ESD Practices in Asia and Building
a Network of Asian NGOs for ESD
Japan Council on the UN Decade of Education for Sustainable Development (ESD-J)
Summary of Activities:
The Japan Council on the UN Decade of ESD(ESD-J) is an NGO networking organizations and individuals
across a wide range of fields who are working on sustainable development and capacity building (see: www.
esd-j.org). ESD-J was established in June 2003 by NGOs and individuals who proposed the UN Decade ofESD (DESD) with the Japanese Government.
Since its beginning, ESD-J has emphasized promoting ESD and partnerships with NGOs in Asia throughbuilding an Asian regional network. In 2006, ESD-J launched the Asia Good ESD Practice Project (AGEPP),a three-year project (2006-2008) aimed at sharing experiences of community-based ESD practices andbringing NGO's together for their mutual learnings.
Working with NGOs in six Asian countries, ESD-J compiled 43 case reports, which were made available in
English and six Asian languages via a multilingual database. While implementing the AGEPP, ESD-J worked
on advocacy activities to send messages to the global community on the need to strengthen NGOs' roles andmore attention to community views in the process of building sustainable communities.
Following the AGEPP, ESD-J has been promoting a network of NGOs who could share, in their own words,
experiences and challenges they faced in implementing ESD in their communities and learn from one another.
Currently ESD-J is working on initiatives aimed at building the Asia NGO Network on ESD (ANNE) by 2014,
the final year of the DESD.

Website featuring 34 case reports by NGOs

Addressing the importance of Asian NGOs
and community-based ESD practices to theinternational community (Rio+20)

Empowerment of socially vulnerable groups
lies at the heart of sustainable community
development (initiative by CEE in India)

1. ESD Characteristics
Asian communities have been saddled with the challenge of many sustainability issues that community people,
especially women, children, the poor, small farmers, and indigenous peoples have to face. It is crucial towards
sustainable development in Asia for empowering them to play an active role in building their communities. ESD
in the context of community development is a process where local community people from diverse backgrounds
learn from one another and create a new, better community with sustainability knowledge that can be createdby integrating both modern scientific knowledge and indigenous practices. NGOs, in particular, play a big role inempowering and educating communities by tapping the innate strengths of different stakeholders in areas where
UN and government agencies cannot reach.
2. Aims and Historical Background of ESD Activities
Since its foundation, ESD-J has focused on partnering with NGOs in Asia to build an international, especially70

United Nations Decade of Education for Sustainable Development (2005-2014) Japan ReportAsian regional network. In the course of developing a network among Asian NGOs, the UN agencies,
researchers, ODA-related staff as well as international organizations, ESD-J came to realize how important it
was that NGOs in Asia share their experiences in implementing ESD and that the best way to promote ESD
was to bring NGOs together so they could learn from each other. With this in mind, ESD-J implemented the Asia
Good ESD Practice Project (AGEPP) from 2006 through 2008. By reviewing applications from NGOs in Asia,
the project selected organizations from seven Asian countries. Thanks to the insights gained via the AGEPP,
ESD-J is now working on initiatives aimed at building the Asia NGO Network on ESD (ANNE). The network willlink NGOs in the region and enable them to work together in implementing projects.
3. Achievements
Forty-three case reports from the participating countries were collected through the AGEPP and publishedin English. These reports and a summary have been translated into six Asian languages and made available
on the AGEPP's multilingual website (www.agepp.net/). In the process of compiling case reports, the AGEPP
participants discussed what ESD is really all about and the role of NGOs that they can play for implementing
ESD in the local communities. They shared ideas on making communities sustainable while empowering local
community people, especially women, children, the poor, small farmers, and indigenous peoples, and identified
the roles NGOs in breaking through the obstacles blocking the way to sustainable development. Discussions
among NGOs about their views and possible roles of NGOs on ESD in their own language resulted in theirempowerment and willingness to participate in international discussions on ESD.
The discussions through the AGEPP revealed how weak the presence of community development NGOs wasin the UNDESD initiatives. Aware of the problem, the AGEPP participants worked as advocates for ESD at theinternational community such as the G8 Hokkaido Toyako Summit (2008), the World Conference on ESD (2009),
the tenth meeting of the Conference of the Parties to the Convention on Biological Diversity (CBD COP10,2010), the United Nations Conference on Sustainable Development (Rio+20, 2012), etc. Their advocacy efforts
led to the forging of cooperative ties with the UN and other international organizations.
4. Future Perspective and Challenges
We, the AGEPP participants, have been moving forward with plans to establish the Asian NGO Network on
ESD (ANNE) by 2014, the final year of the DESD, through a field visit on the AGEOO site of Indonesian NGO
programs as well as strategic meetings in Tokyo and Bangkok. Rather than simply constructing a network for
networking purpose we made a conscious decision to create substantive benefits by learning experiences ofconcrete projects on the ground. We are currently carrying out a project to develop educational modules for the
NGO workers, based on the in-depth study of experiences gained through the micro-finance project targeting
women and indigenous peoples in poor farming communities in India, using one of the AGEPP case reports.
The biggest challenge we face now is securing sustainable funding needed to implement/continue substantive
projects on the ground.
CONTACT Japan Council on the UN Decade of Education for Sustainable Development (ESD-J)
Address：5-38-5-201 Nishinippori, Arakawa-ku, Tokyo Japan 116-0013
TEL: +81-3-5834-2061 FAX: +81-3-5834-2062
MAIL: anne@esd-j.org

United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report71Section 3

Good Practices in Japan

19.Moving Ahead toward a Sustainable Future
National Federation of UNESCO Associations in Japan (NFUAJ)
Summary of Activities:
Founded in 1947, the NFUAJ is a civil volunteer organization that works for international peace in the spiritof the UNESCO Constitution. Today it conducts activities in about 300 locations across Japan. When ESD
was launched in 2002, we decided to take a second look at our various educational and cultural initiatives inlight of sustainability and still are to this day.
The NFUAJ's educational initiatives have focused on promoting literacy in developing countries since 1989
as part of the Education for All (EFA) movement. Our ongoing domestic activities include building global
awareness among Japanese children as well as a scholarship program for some 3,000 children living in theareas impacted by the 2011 Great East Japan Earthquake.
Under our cultural programs, we work to protect and preserve World Heritage Sites as well as preserve
Japan's cultural and natural heritages in order to pass them on to future generations so they still can beenjoyed a hundred years from now.
In carrying out our new initiative to promote ESD, we work with the Japanese National Commission for
UNESCO to promote the UNESCO Associated Schools Project Network (ASPNet) and assist schools with
their ESD activities.

Teaching material, "Save Our Common
Treasures of the Earth - Our Precious
Environment"

NFUAJ ESD Passports

Planting trees

1. ESD Characteristics
Our ESD initiatives entail promoting UNESCO Associated Schools in line with the basic policies of UNESCO
and the Japanese National Commission for UNESCO. At the same time, we work with local UNESCO
Associations and UNESCO Associated Schools to facilitate community-wide ESD initiatives. Our ESD initiatives
since 2008 can be outlined as follows:(1) Promoting UNESCO Associated Schools
We have provided local Boards of Education and teachers with UNESCO Associated Schools workshops in
23 prefectures across Japan. This training underscores the significance of UNESCO Associated Schools and
ESD in addition to spelling out guidelines for implementing ESD.
(2) Providing ESD support for UNESCO Associated Schools
We provide UNESCO Associated Schools with an UNESCO Associated Schools plate, issue ESD
materials ("Save Our Common Treasures of the Earth"), subsidize ESD programs, as well as organize Study
tours to Germany and France for high school students.
(3) Turning local students into global thinkers
Aiming to provide young people with a global perspective, we issue“NFUAJ ESD Passports”to studentsof UNESCO Associated Schools and encourage them to participate in practical volunteer activities with acommitment to solving the problems facing their communities.

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United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report2. Aims and Background of ESD Promotion
Our goal is to work with local UNESCO Associations and UNESCO Associated Schools to enhance their ESD
capabilities. We specifically provide schools with teaching materials, visit schools to deliver lessons, organize
contests, and more. Encouraging students to participate in extracurricular and other volunteer activities via
the UNESCO“NFUAJ ESD Passport”program, we promote opportunities where they can learn about various
aspects of ESD through hands-on experience. Building ties among local governments, companies, universities,
and NPOs, the“NFUAJ ESD Passport”program also enhances local ESD capabilities. When the Japanese
National Commission for UNESCO decided that it would urge schools to affiliate themselves with UNESCO
Associated Schools and serve as bases for promoting ESD, it enabled us to paint a clear picture of what wewant to do. We had been stumbling to find a common vision and that decision really led us to discover betterways to promote ESD and enabled us to implement a number of specific strategies.
3. Achievements
Our ESD initiatives produced the following six results.
(1) More UNESCO Associated Schools
We inspired Boards of Education and schools to become affiliated with UNESCO Associated Schools
through UNESCO Associated Schools workshops and joint efforts with local UNESCO Associations.
(2) Distributed teaching materials worldwide
We printed 1,000 copies each of "Save Our Common Treasures of the Earth - Our Precious Environment"and "Save Our Common Treasures of the Earth - Our Precious World Heritage" and distributed them toschools. The materials were also made available on our website for downloading. Not only that, "Save Our
Common Treasures of the Earth - Our Precious Environment" has been translated into English and Chinese.
The English version was donated to schools in seven Asian countries while the Chinese version was donatedto schools in China.
(3) Motivated schools to improve ESD
We provided schools with subsidies for incorporating ESD into their curricula as well as UNESCO
Associated Schools plate. On top of that we organized a high school essay contest that sent winners toEurope as part of an international exchange program. At the end of the day, these programs worked inmotivating educators to enhance ESD at their institutions.
(4) Cultivated a global perspective
With some 20,000“NFUAJ ESD Passport”-carrying students regularly participating in local volunteer
activities, we inspired students to work on ESD and engage in voluntary initiatives throughout the year.
(5) Worked on solving problems to achieve EFA
We helped promote EFA in Cambodia, Afghanistan, Nepal, India, Laos, and elsewhere.
(6) Boosted environmental and cultural heritage conservation activities
Encouraging people to work on protecting their local natural environment and cultural heritage of theircommunity, we triggered the implementation of related initiatives.
4. Future Perspective and Challenges
While the Global Action Program on ESD will be launched in an effort to ratchet up ESD activities following
the UN Decade of ESD (DESD), ESD has really not taken root in people's minds. As we move forward to
expand our activities with a focus on promoting the NFUAJ ESD Passport program, we will leverage thestrengths of the initiatives we have implemented so far to realize ESD's objective of building a sustainable
future.
CONTACT National Federation of UNESCO Associations in Japan (NFUAJ)
Address：12th floor Asahiseimei-Ebisu Building., 1-3-1 Ebisu, Shibuya-ku, Tokyo Japan 150-0013
TEL: +81-3-5424-1121 FAX: +81-3-5424-1126
MAIL： nfuaj@unesco.or.jp

United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report73Section 3

Good Practices in Japan

20. HOPE: Education Weaving Hope for a Sustainable Future - Promoting
ESD in the Asia-Pacific Region Asia-Pacific Cultural Centre for UNESCO (ACCU)
Summary of Activities:
ACCU promotes ESD in its international exchange programs for teachers and education cooperation
programs.
Our international exchange programs for teachers focus on interactions with Republic of Korea, China, andthe United States through school visits, field activities, discussions, etc. that will facilitate ongoing exchanges
and joint projects.
Working to ensure that those without immediate access to educational opportunities will not be left out of
ESD, we promote ESD in the Asia-Pacific region with an emphasis on synergy with Education for All (EFA)
initiative and ESD into our Educational Cooperation Programme.
We provide assistance with programs in developing countries, nurture organizations dedicated to ESD,
conduct documentation, publish case studies, and organize a series of Asia-Pacific Forum in order to sharesuccessful experiences and put them into further practice.
A number of the projects we implement focus on the power of young people, including ESD-based
international disaster preparedness education programs for the students of UNESCO Associated Schools aswell as the ESD Rice project for international collaborative learning.

A Korean teacher teaching a class in Japan

HOPE evaluation mission in Viet Nam

International youth workshop on ESD anddisaster preparedness

1. ESD Characteristics
ACCU believes it is vital to promote ESD in both developed anddeveloping countries. We also enhance existing initiatives withsustainability in mind and create opportunities for various stakeholders towork together. We emphasize sustainability for the environment, society,economy as well as culture.
2. Aims and Background of ESD Promotion

Six countries currently participate in the
ESD Rice Project

The Educational Cooperation Programme for people in the Asia-Pacific region who lack access to education
began with the launch of a literacy program in the early 1980s. When the UN Decade of ESD (DESD) kicked off
in 2005, we launched ESD programs focused on non-formal education in developing countries including literacy
education. We then expanded the scope of our activities to include personnel exchange programs, which we had
been working on before the start of DESD. Our aim was to equip adults and children in both the developed anddeveloping world with the tools needed to work together on building a sustainable future.
Working under the ESD framework, we aim to accumulate knowledge and share information across nationalboundaries.

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United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report3. Achievements
We have been running exchange programs for teachers from Republic of Korea since fiscal 2000 and havedone the same with China since fiscal 2002. In addition to these programs is the Japan-U.S. Teacher Exchange
Program for ESD which was launched in fiscal 2009. As of March 2014, a total of 3,032 teachers were invitedfrom China and Republic of Korea to more than 650 schools in Japan, and a total of 643 Japanese teachersvisited China and Republic of Korea with the support of both governments. The teachers who participated inour exchange programs have contributed to promoting intercultural understanding and enhancing the quality ofeducation in each other’s countries. Under our Japan-U.S. Teacher Exchange Program for ESD, altogether 286
teachers in Japan and the United States have visited each other’s countries and cooperated in ongoing joint
ESD projects.
In the field of education cooperation, we have organized various forums focused on ESD for practitioners andresearchers in the Asia-Pacific region. The first such forum was the ACCU-UNESCO Joint Regional Seminarfor the Promotion of Education for Sustainable Development in Asia and the Pacific that we co-hosted with
UNESCO Bangkok in February 2006. Since then, we have implemented the Education Cooperation Programme
focusing on (1) how to connect non-formal community learning to schools to promote ESD; (2) linking ESD moreclosely with EFA as well as the roles played by UNESCO Associated Schools; and (3) establishing international
collaborative learning program themed on rice.
We have also provided support for community-based non-formal education and school ESD projects inten countries in the Asia-Pacific region through the ACCU-UNESCO Innovation Programme for ESD. These
initiatives have put us in close touch with ESD practitioners and researchers and have enabled us to work
together on developing and firmly establishing the HOPE framework.
HOPE is an acronym standing for“holistic, ownership-based, participatory/in partnership, and empowering”
and makes a point of putting global perspective in a local context.
The idea behind HOPE began in 2008 as an approach to evaluating educational programs in light of
UNESCO’s efforts to develop ESD guidelines, etc. The HOPE evaluation approach calls for the participation of
everyone involved, including learners, practitioners, and external evaluators. It aims to help all participants learn
from the evaluation process and acquire skills that they can then apply in future initiatives.
Through a questionnaire survey conducted among more than 1,000 learners, small group discussions, sharing
sessions, seven projects in seven countries employing the HOPE evaluation approach revealed that ESD
programs boosted their hopes for the future. This finding was included in UNESCO’s DESD monitoring report(Review of Contexts and Structures for Education for Sustainable Development: Learning for a Sustainable
World 2009).
In addition to evaluating ESD projects, HOPE has also been used for developing plans as well as analyzing
one country’s educational curricula. We are now looking at ways of applying this framework when looking at thequality of education with an eye to sustainable development.
4. Future Perspective and Challenges
We will continue to implement programs aimed at providing people who do not have access to education with
opportunities to learn and participate in developing a sustainable community/society as we facilitate exchanges
among teachers, educational institutions and schools.
We must build stronger links between ESD initiatives at educational institutions, including UNESCO
Associated Schools, and community-based non-formal education programs. Children and youth must play abigger role to bring any solution to the challenges facing local communities and the world today.
ACCU takes the framework of HOPE to new heights.
CONTACT Asia-Pacific Cultural Centre for UNESCO (ACCU)
Address：Japan Publishers Building, 6 Fukuromachi, Shinjuku-ku, Tokyo, 162-8484 Japan
TEL: +81-3-3269-4435 FAX: +81-3-3269-4510
MAIL： general@accu.or.jp, education@accu.or.jp, exchange@accu.or.jp

United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report75Section 3

Good Practices in Japan

21.Research and Capacity Building for Education on Sustainable Development,
Consumption, Lifestyles, and Responsible Living
Institute for Global Environmental Strategies (IGES)
Summary of Activities:
IGES works on a variety of ESD-related research and capacity development projects as part of initiatives
designed to support the UN Decade of ESD (DESD).
It is moving forward with a keen focus on monitoring and evaluating ESD, education for sustainableconsumption (ESC), as well as education for sustainable lifestyles and responsible living. Research conductedby IGES falls within the following areas:(1) Monitoring and evaluating ESD in addition to preparing country DESD progress reports(2) Augmenting the role of government in ESC(3) Supporting ESD and ESC curriculum development and learning skills(4) Building and operating a multi-national research network for ESD and ESC(5) Promoting education on sustainable lifestyles through non-formal and informal avenues of learning

Expert consultation on Strengthening
Monitoring and Evaluation of ESD in AsiaPacific (Bangkok, December 2012)

Four elements of the IGES framework for
ESD learning skills

East Asia Workshop on Education for
Sustainable Consumption and Promoting
Sustainable Lifestyles (Beijing, December 2010)

1. ESD Characteristics
IGES activities can be characterized by active participation in international joint research projects andinitiatives with a focus on the Asia-Pacific region at the national as well as regional level. Based on its expertisein ESD monitoring and evaluation, IGES provides various countries with support in developing policies aimed atenhancing their ESD initiatives. IGES has played an active role in DESD-associated international policymaking
processes related to lifestyles and education under the 10-Year Framework of Programmes on Sustainable
Consumption and Production (SCP-10YFP), as well as other international initiatives. It has also formed
partnerships with various organizations at the international (UNESCO, UNU-IAS, UNEP, etc.), regional (SEAMEO,
TEMM, PERL, etc.), and national level (environmental and educational ministries, etc. of various Asian andEuropean countries).
2. Aims and Background of ESD Promotion
The mission of IGES is to conduct research that will pave the way to a sustainable Asia-Pacific via low-carbon
and resource-saving economies. It keeps an active hand in relevant policy-making processes to ensure effective
policy proposals. IGES is at heart a change agent helping society to make the transition to sustainability andimprove the lives of people all over the region. Recognizing ESD as a vitally important tool, IGES implements
initiatives designed to achieve the following main objectives:(1) Strengthen frameworks for international agendas on education, sustainability, and development(2) Enhance ESD initiatives at the national and regional level(3) Provide capacity development and training opportunities for policymakers and practitioners of ESD
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United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report3. Achievements
Major outcomes of IGES activities include the following:(1) Leveraged IGES’ expertise in ESD monitoring and evaluation to support UNESCO-organized ESD training
and workshops(2) Took advantage of its location in the Asia-Pacific region to serve as a regional coordinator of international
networks and a facilitator of inter-regional joint research in addition to helping draft ESD and ESC country
reports and guidelines(3) Helped set the international agenda and develop programs during the process of discussing sustainable
development goals (SDGs) and the post-2015 development agenda
Major projects IGES was involved in during the DESD (2005-2014) include:
1. The“Study of Environmental Leadership Training Programmes in the World,”commissioned by the Ministryof the Environment (2008-2009)
2. The Environmental Consortium for Leadership Development (EcoLeaD), a project commissioned by the
Ministry of the Environment (2009-2010)
3.“Education for Sustainable Consumption (2009-2013),”a component of an IGES research project
4. Partnership for Education and Research about Responsible Living (PERL), regional coordinator(2010-present)
5.“Country Reports on ESD: The Five Cluster Countries of UNESCO Office, Jakarta (2010-2011),”a reportcommissioned by the UNESCO Office in Jakarta
6.“Monitoring and Evaluation of ESD in Asia-Pacific”(2011-2013), an IGES/UNU-IAS joint research project
7. The United Nations Environment Programme (UNEP) pilot project on the Institutional Strengthening of
Education for Sustainable Consumption (2011-2014), advisory committee member and consultant
8. UNESCO-APRBE’s Expert Consultation on Strengthening Monitoring and Evaluation of ESD in Asia-Pacific(2012), organizer
9.“Stocktaking on Sustainable Lifestyles and Education”(2014), a UNEP-commissioned report
4. Future Perspective and Challenges
Working with an eye to promoting education that will help realize a shift to a sustainable society, IGES makes
specific contributions to the Global Action Programs on ESD and Sustainable Lifestyles and Education (SLE)
Programme under the SCP-10YFP via research and advisement in the following areas:(1) Optimal policies, human resources, and techniques needed to implement ESD and SLE(2) Monitoring and evaluation techniques in the review cycle for ESD initiatives(3) Widely introducing the concept and process of social learning to planning and implementation of sustainable
development(4) Means for realizing transformative learning and qualitative change in the context of ESD
IGES will also expand its network of ESD and SLE researchers and practitioners in the Asia-Pacific region tostrengthen the science policy interface.
At the same time, it will give priority to enhancing capacity development programs in order to improve thetechniques as well as environment for implementing ESD.

CONTACT Institute for Global Environmental Strategies
Address：2108-11 Kamiyamaguchi, Hayama, Kanagawa, Japan 240-0115
TEL: +81-46-855-3700 FAX: +81-46-855-3709
MAIL： iges@iges.or.jp

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Good Practices in Japan

22. Building Sustainable Social Systems on a Solid ESD Foundation
Learning and Ecological Activities Foundation for Children (LEAF)
Summary of Activities:
LEAF focuses on working with citizens, businesses, and governments to implement hands-on educational
programs in Nishinomiya, which declared itself an Environmental Learning City in 2003. These programs are
aimed at preparing young people for the task of building sustainable communities as well as developing thesocial systems upon which community development lies.
Specific initiatives include (1) the Safety and Eco-guide Project that incorporates the lessons learned fromthe 1995 Great Hanshin-Awaji Earthquake (a community-based storytelling project designed to teach about
disaster preparedness as well as about the local environment and history); (2) the Eco-Card System and otherprograms designed to support environmental activities at the elementary school level with an eye to involving
communities, schools, and families; (3) environmental and ESD workshops for early childhood education
professionals, teachers, local residents, and businesses; (4) preparing study guides for nursery school,kindergarten, and elementary school teachers; (5) providing support for eco-community meetings; (6) Furusato
Walks, community walking tours organized jointly with multiple organizations; (7) establishing the Sustainable
Community Development Support Fund with an eye to connecting civic activities and communities; (8)urban woodlands (or satoyama) projects using farmland and forests found within urban boundaries; (9) joint
international projects in cooperation with the Japan International Cooperation Agency (JICA) and otherorganizations.

Sustainable community development and ESD

ESD support guide for infants and toddlers (published by
Nishinomiya City with planning and editing support from LEAF)

1. ESD Characteristics(1) Partnership programs to promote mutual learning
Our projects are systematically organized around the five focuses of the Environmental Learning City
Declaration action charter. Everything we do is geared to co-learning, participation and collaboration,
recycling, co-existence, and networking. We plan and run projects that create co-learning opportunities forall sorts of organizations, people of all ages, and various communities. These are projects where everyone,
including children and adults, citizens and companies, government and citizens, the international community
and Nishinomiya City residents, has an opportunity to learn from one another.
(2) Focus on ties (strategies, challenges, organization)
In working to build a sustainable society we’ve learned that if we simply hold an event or a class here
and there, the final picture will look like nothing more than a few dots spread out across a broad canvas. We
connect the dots to make the blueprint that will enable communities to build their own three dimensional
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United Nations Decade of Education for Sustainable Development (2005-2014) Japan Reportsocial system across space and time.
(3) Fostering a zest for living through farming experiences
In order to build a sustainable society we must have the tools to live independently, commune with nature,
talk with others, and work together. Our agricultural coop activities equip people with the tools they need toachieve those goals. Emphasizing the link between agriculture, forestry and fisheries, and consumers, wework on collaborative initiatives aimed at complete sustainability.
2. Aims and Background of ESD Promotion
Our ESD work in Nishinomiya City focuses on simultaneously implementing initiatives that embody our threeobjectives; i) putting pedagogical theory and methodology into practice; ii) enhancing human civilization; iii)
community development through participation and cooperation). We have worked on creating organic links
among these initiatives to weave them into the fabric of our community. Our environmental learning project,which started out as the Earth Watching Club (EWC) project in 1992, is now in its 22nd year. Over the years
we have continually looked for ways to incorporate the idea of education for sustainability (EFS), or ESD as it
is more widely known today, into our work. Since the integrated learning class was first introduced to the school
system, we have keenly focused on instilling a zest for life in our students. Rather than using one theme as aspring board to the next, this central focus serves as the foundation lying at the heart of every special themedclass that is taught. We view and implement ESD in light of an educational philosophy grounded in the belief
that“learning is living and living is learning.”Learning is a lifelong journey and we are continually moving
forward with an eye to working with the community, Japan as a whole, and the entire world in the 21st century.
3. Achievements
Today we in some way touch the lives of 190,000 people in Nishinomiya City via our projects and learningfacilities. Nearly 19% of public elementary school students have earned the 10 stamps, from their schools,
communities, and local stores, needed to be certified as Earth Rangers under our Eco-Card program, an
initiative for elementary school students that is now in its 16th year. Eco-Stamps are distributed to 2,000 adults
who form a local network that supports kid’s environmental actions. It’s a program that will soon span two
generations as we are already seeing some newly minted elementary school teachers who grew up carrying
Eco-Cards themselves. ESD workshops for new elementary and junior high school teachers as well as childcare
professionals have taken root and ESD is now part of the Education Road Map that the Board of Education
distributes to all teachers every year.
4. Future Perspective and Challenges
If the philosophy of ESD is to flourish in the school system, it will take hard work on the part of not only
teachers but everyone in the community. Every adult, including those in government and business, must
recognize their responsibility to educate the next generation and get involved in some way. Schools mustalso provide students with opportunities to learn from the real world by getting the community, especially thebusiness community, involved in initiatives that will equip children with the kind of abilities and perspectives
they need to make the most of ESD. Before we can reach the goal of sustainability, we must enable different
stakeholders to find some common ground where they can take responsibility and work together as a team to
educate our citizenry and build better communities for all.
CONTACT Learning and Ecological Activities Foundation for Children (LEAF)
Address：1-8-1 Kofuen, Nishinomiya, Hyogo 662-0832 JAPANTEL: +81-798-69-1185 FAX: +81-798-69-1186
MAIL： kodomo@leaf.or.jp
United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report79Section 3

Good Practices in Japan

23. Implementing ESD as Alternative Development and Education
Development Education Association and Resource Center (DEAR)
Summary of Activities:
The Development Education Association and Resource Center (DEAR) is an educational NGO with a
network of about 50 private organizations, including international NGOs, UN-related organizations, and local
civic organizations, as well as some 700 individuals. Since its launch in 1982, DEAR has been promoting
educational activities and participatory learning programs focused on Development Education that highlights
issues involving the global North-South divide, poverty, human rights, and the environment. Our goal is tocreate a fair society where everyone can live together. We aim to achieve this goal by raising awarenessabout global issues and cultivating the capacity and skills needed to participate in the process of solving the
problems facing the world today.
Specifically, we do everything from making policy recommendations to building international networks,
conducting research and studies, providing information, publishing, organizing workshops and lectures, etc.
Our learning objectives include respecting diversity, examining development issues from the roots up, looking
at the big picture to see how the challenges facing the world are interrelated as well as where we fit in, andimplementing our own homegrown solutions.
Working with an eye to realizing these objectives, we develop and promote the widespread use of teachingmaterials for development education, such as“The Trade Game”and“If the World Were a Village of 100
People,”in addition to conducting facilitator training at schools and elsewhere.

“If the World Were a Village of 100 People”
workshop

ESD seminar (Shodo Island)

Field trip (Wakayama)

1. ESD Characteristics
ESD lies at the heart of our development education initiatives and you can see it at work in everything we
do. If social equality and environmental justice are the bricks and mortar upon which sustainable development
rests, you could say we specialize in delivering the building blocks of social equality. We believe reaching theMillennium Development Goals (MDGs) is crucial to ESD. At the same time we keep environmental justicesquarely in our sights with educational objectives for sustainable development that include instilling a real
understanding of the close relation between development-related problems and global issues like environmental
destruction. We also work to raise awareness about efforts and initiatives aimed at overcoming development
problems while cultivating the capacity and perspective needed to help make a difference in the world. Taking aparticipatory approach to learning, we motivate people to get involved in social actions, like playing a part in thedecision-making processes for Agenda 21.
We view the concept of development in an alternative context that emphasizes community participation(participatory development), social development, and human development. Our view of development departs fromorthodox and standardized concepts. Development should never take a“one-size fits all”approach but instead
embody the diverse views of a society that encompasses different cultures, ethnic groups, and communities.
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United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report2. Aims and Background of ESD Promotion
As already noted, we believe ESD lies at the heart of all our initiatives. Following our participation in the 2002
Johannesburg Summit and the launch of the UN Decade of ESD(DESD), we have continually made a conscious
effort to focus on developing sustainable communities in line with the first guiding principle under Japan’s
action plan aimed at education for community development. We have repeatedly spotlighted the social backdrop
of increasingly serious challenges facing communities in Japan. This is a landscape that encompasses changing
local economies, communities affected by globalization, domestic poverty triggered by growing disparities aswell as broader issues of global poverty. We have also focused on making communities launching pads for local
initiatives with an eye to fulfilling one of our primary ESD learning objectives. Working against this backdrop, we
have tapped into our nationwide Development Education network to share the challenges facing communities
and initiatives implemented to overcome these hurdles via ESD seminars, workshops, and study sessions whichhave been made part and parcel of our operational plans.
3. Achievements
We implemented ESD initiatives in line with the key strategies outlined in our medium-term operational plan(2008-2012). These include initiatives taking a look at problems associated with globalization from a local
perspective, rebuilding an organic network with the community, and proposing Development Education and
ESD models to schools. All produced results in the form of extensive projects and deliverables. Specifically, we(1) organized ESD forums (shared challenges facing the community and actions taken with local development
education practitioners.); (2) developed an integrated curriculum for ESD/Development Education (hosted
a curriculum workshop and drafted a report); (3) built a network between Japan and the Asia Pacific region(organized exchange programs in Malaysia and Thailand for instructors of ESD/Development Education andinvited instructors to Japan for ESD seminars and workshops held in several locations across the country
to examine how the participatory development approach could be linked to community development); (4)implemented a training program for junior staff in cooperation with the Institute for Sustainable Development,
Education, and Promotion, a Thai NGO, (adapted DEAR instructional materials to the Thai context anddiscovered that the impact of globalization, a universally recognized phenomenon, is being felt by bothdeveloping and advanced countries); and (5) organized a study group for facilitators assisting the community(shared experiences and produced the“Facilitator Handbook for Solving Problems Facing the Community,”as
well as shed new light on the concept of spontaneous development).
4. Future Perspective and Challenges
As outlined above, DEAR has implemented and studied ESD with a focus on Development Education. In
order to promote ESD further, it is imperative that we work with civic organizations around the world thatengage in alternative education to take ESD to new heights. We must also build a stronger foundation formaintaining grassroots efforts. That means collaborating on civic learning initiatives geared toward education
on development, peace, human rights, and working to achieve multicultural harmony. We will also continue towork with NGOs to solve global development issues via our ongoing ESD efforts to realize a sustainable global
community through community-based educational activities.

CONTACT Development Education Association and Resource Center (DEAR)
Address：2-17-41-3F Koishikawa Bunkyo-ku, Tokyo 112-0002 JAPANTEL: +81-3-5844-3630 FAX: +81-3-3818-5940
MAIL： main@dear.or.jp
United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report81Section 3

Good Practices in Japan

24. ESD in Pollution-Damaged Areas
Center for the Redevelopment of Pollution-Damaged Areas (Aozora Foundation)
Summary of Activities:
Between 1950-1970, the Nishiyodogawa Ward in Osaka City suffered severe air pollution from factories
and automobile emissions, resulting in many people with respiratory illnesses. After victims won their 21year court case that began in 1978, polluters and victims have now agreed to take steps to redevelop
the pollution-damaged areas. Redeveloping pollution-damaged areas becomes possible when partnerships
between business, government, and citizens are rebuilt. With this goal, various activities have been
undertaken around community-building, environmental education, and archival history.
As part of these efforts, ESD activities were launched in 2007 to bring together elementary, juniorhigh, senior high, and university-level educational partners involved in environmental education in the
Nishiyodogawa area. Seeking to "build community-level connections," the Nanohana Project originallycentered on Osaka Nishiyodogawa High School has grown today to include activities that involved not only
educational partners but also government, business, and local shops as well.
Also, as part of efforts to communicate the experience of pollution, narratives that were focused mainly on
damage now incorporate other perspectives, such as those of government, corporations, schools, medical
professionals, and local communities. In short, pollution education has adopted an ESD perspective, as
seen in the exhibition panels "Joining Forces Against Pollution: Records and Testimony from the Osaka
Nishiyodogawa Area" and "Study Tour:
Understanding Pollution-Damaged Areas Today" (Toyama, Niigata, Osaka), and in the creation of acommunity cafe (Aozora Eco-Bar).
Building on this experience, study forums have been held since 2013 to promote collaborative networkbuilding between pollution archives across Japan.

Pollution Archives Collaborative Forum

Amagasaki Power Plant, Pollution Archives
Collaborative Forum January 22, 1963

Presentation at Kamioka Mining andSmelting during Pollution Study Tour

1. ESD Characteristics
Pollution divides communities. Divisions arise not only between victims and the companies that caused thepollution and government offices that failed to regulate it, but also within the community, in terms of perceptionsof pollution, between people who suffered damage to their health and those who did not. Different positions
produce different perspectives that can become prejudices that lead to discrimination.
Community-building in such an emotionally charged environment can be extremely difficult. One characteristicof ESD is the role it has played in helping to reconnect these divisions.
2. Aims and Background of ESD Promotion
Pollution-damaged area-redevelopment ideals share much in common with ESD principles. Given the UN
Decade of ESD, our previous "environmental education" has been translated into the terms of ESD and "newconnections" formed within this framework.
In the field of environmental education, our community activities over ten years beginning in 1996 achieved
results, for instance, through events for children, curriculum development, and bird-watching societies.
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United Nations Decade of Education for Sustainable Development (2005-2014) Japan ReportUnfortunately, however, these activities tended to become self-isolated over time. With the introduction of ESD
as a framework, however, it became possible to share thoughts and feelings about local community, as well as acommon purpose across individual activities. This nurtured a resulting awareness that education could serve asa site for local community coordination and it helped to advance coordination in local environmental education
as a means of collecting waste oil.
At the same time, the earlier "pollution education" focused on learning about past damage, making it difficult
to grasp the significance of the experience of pollution for the present and future. For pollution education to
be of use in sustainable community-building, learning needs to include not only the perspective of victims but
also those of corporations and government. By including various perspectives, it becomes possible to grasp
the complex issue of "pollution" in three dimensions, as well as to notice the issues that still exist in pollutiondamaged areas today and how difficult it is to resolve them.
Through the "Study Tour: Understanding Pollution-Damaged Areas Today," during which students visited
victims, polluter corporations, government, mass media, redevelopment NPOs and other such actors, they wereable to validate not only the depth of their learning but also the effectiveness of its impact on the communities
they visited.
The study tour also revealed that there is no exchange between local pollution archives in their educational
programs and that their very valuable initiatives are not being shared between them. Accordingly, we began
network-building to reconnect these pollution archives.
Locally in Nishiyodogawa, we launched a community cafe called the Aozora Eco-Bar. The idea came froman experiment, called Robadan (literally, "fireside conversation"), being used to redevelop the Aganogawa areathat we encountered during a study tour. Robadan in Niigata is an experiment to reconnect a community divided
over the Minamata pollution trials through a series of small, face-to-face conversations. In Nishiyodogawa, wehave designed it as place where people can meet to enjoy homemade meals while talking about various current
topics, such as everyday culture and local micro-history.
3. Achievements
Centered on "education" as our venue, we have successfully shown how it is possible to overcome differences,
reestablish relationships, and build a new future among residents in damaged areas despite deep, long-standing
divisions between victims and corporations.
Important changes have been seen in children who participated in ESD activities such as the Nanohana
Project. Despite the tendency for children to live within their own generation, these children successfully
improved their communication skills through interactions with various generations. And by coming into contact
with various local issues, their awareness of themselves as citizens was also heightened.
With respect to coordination between archives, we have taken the first steps toward uncovering the potential
to connect a wealth of global learning with memories of pollution in Japan from various perspectives thattranscend the positions of earlier opposition movements by victims on the one hand, and the government, whichis responsible for establishing archives, on the other.
4. Future Perspective and Challenges
Placing importance on both the future (the vertical axis) and the local community (the horizontal axis), as ESD
does, from the perspective of pollution, we have sought to uncover the potential for collaboration with polluter
corporations and the government. Making these achievements visible for everyone to see is our next step. The
history that runs from tragic pollution experiences through the redevelopment of those areas today is a history
that offers numerous hints for painting a sustainable future.
From any angle, the essential role played up until now by the coordinators who have connected individual
communities has been well noted. Currently, researchers at our foundation have been the ones to take on
this role, but the nature of the work makes it very difficult to operate as a business. To make education itself
sustainable, an important issue now is how to gain the support of government and business.

CONTACT Center for the Redevelopment of Pollution-damaged Areas in JAPAN（Aozora Foundation）
Address：Aozora Bldg. 4th floor, 1-1-1 Chifune, Nishiyodogawa-ku, Osaka-shi, Osaka, Japan 555-0013
TEL：+81-6-6475-8885 FAX：+81-6-6478-5885
MAIL：webmaster@aozora.or.jp

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Good Practices in Japan

25. Mopet Sanctuary - Restoration of Ainu Rights in Okhotsk-Monbetsu and
ESD Sapporo Freedom School "YU" (NPO)
Summary of Activities:
Our ESD initiatives in Monbetsu City, a port town located in northeastern Hokkaido facing the Sea of
Okhotsk, began in January 2009 when we hosted an ESD leadership meeting in Sapporo. That meetingfeatured an Ainu speaker, Satoshi Hatakeyama, who talked about the sea, the fishing industry, and his
perspective as an Ainu.
In September of that year, we organized an ESD tour in the Okhotsk-Monbetsu area, providing some 30
participants from inside and outside Hokkaido with an opportunity to observe a wide range of community
building initiatives taking place in Monbetsu. In February 2010, we hosted a workshop in Monbetsu City
entitled "Toward a Sustainable Monbetsu." During the workshop we shared our vision of restoring the Ainu
people's rights while conserving and effectively using Monbetsu's natural environment (the sea, rivers andforests). We called it the Mopet Sanctuary Vision and formed a network to help us move ahead with an eye torealizing that vision.
Not long ago a stretch of land along the upper reaches of a Mobetsu River tributary, which falls within thescope of our Mopet Sanctuary Vision, was unfortunately turned into an industrial waste landfill. Working with
the Pollution Review Board and the industrial waste company we were able to resolve the landfill issue. That’s just one example of the kinds of activities we engage in, from organizing citizens to conduct environment
research along the river to sharing our insights with organizations in Japan and around the world, as well as
running workshops designed to instill a better understanding of Ainu history and culture.

Satoshi Hatakeyama speaking at a meeting

Studying aquatic organism in a Mobetsu
River tributary

Fishing for salmon the traditional Ainu way

1. ESD Characteristics(1) Rediscovering local history
ESD takes a look at not only what your community is like now but also how it has changed over the years.
Hokkaido saw its communities grow under the government's development and immigration policy that was put
into place at the beginning of the Meiji period (1868-1912). Yet as the ancestral home of the Ainu people
it has an even richer history that stretches back far beyond that. Exploring and shedding new light on local
history is crucial to the future of Hokkaido's communities.
(2) Restoring indigenous people's rights in light of local culture and environment
Today indigenous people across the world are fighting for their rights. Recognizing the Ainu as its
indigenous people, Japan has begun moving forward with a new policy aimed at restoring their rights. If any
movement to restore Ainu rights is to take hold, it must be rooted in the local communities. We must nurturean understanding and sense of ownership that is shared equally among everyone in the community.
(3) Challenging conventional development norms and meeting with stakeholders
As the concept of sustainable development takes root, conventional forms of development are coming
under increasing fire. Yet conventional development practices that damage our precious natural environment
and the values of a local culture born from a unique historical context still prevail over our communities. ESD
must address these practices, propose more sustainable forms of development, and provide opportunities
84

United Nations Decade of Education for Sustainable Development (2005-2014) Japan Reportwhere stakeholders can make their voices heard.
(4) Rebuilding and restoring traditional cultures and livelihoods
The interactive relationships and spiritual ties with nature that are often found in indigenous cultures havesignificant implications for building a sustainable society. Their values and spirituality must be incorporated
into our real-life social relations and livelihoods.
2. Aims and Background of ESD Promotion
Located in Hokkaido's Sapporo City, Sapporo Freedom School "YU" is an educational center made by thepeople for the people. Having learned that the UN Decade of ESD was to start in 2005, we saw similarities
between ESD and our public education programs and set to work on developing initiatives focused on local
communities and the challenges they face.
These initiatives include local workshops held across Hokkaido, ESD leader meetings, and field tours that
open a window on the culture and history of the Ainu people.
Working with an eye to realizing the Mopet Sanctuary Vision, our Monbetsu program aims to restore the rightsof the Ainu people while conserving as well as utilizing this area's unique natural environment. We look forward
to seeing the rebirth of a sustainable local community where everyone can look beyond the differences that
separate them and live together in harmony.
3. Achievements(1) After working via the Pollution Review Board to seek reconciliation over the construction of an industrial
waste landfill, a pollution prevention agreement was signed between the local Ainu and the industrial waste
management company. As key stakeholders in any development project implemented on their ancestral
homeland, the Ainu must be a part of any future development process.
(2) Our seminars and workshops have laid a foundation for local elementary and junior high schools to build
upon with the incorporation of Ainu studies in their curricula. During a February 2011 workshop in Monbetsu
City, entitled "Look Around You to See the Future," local Ainu residents and teachers worked on developing
an Ainu studies program. If similar initiatives are implemented beyond Monbetsu, it will expand the horizonsof more students who will have the opportunity to learn about the history and rights of the Ainu people atschool.
(3) Another key ingredient to the success of these initiatives was the mix of Ainu and non-Ainu (i.e. the"Japanese" majority), local communities, NGOs, and researchers from Sapporo and Tokyo all pulling together
to make it work. When it comes to the issue of minority rights, the path to harmonious coexistence lies on aneven playing field where the majority and the minority can stand together on an equal footing.
4. Future Perspective and Challenges
Salmon and whale, two species that are deeply connected with the Ainu, hold the key to the future. Salmon
is an important fish essential to the Ainu diet and economy. Natural runs and spawning salmon are observed
along the Mobetsu River every year. Wild salmon management and conservation are now front and center inthe biodiversity conservation spotlight. The Ainu, who have traditionally caught salmon in fresh water, must
participate in the management and conservation of wild salmon.
Whales are also important to the Ainu economy, and records indicate that whaling has long been part of
traditional Ainu culture. Although whaling is a sensitive issue in the international community today, whale
hunting by certain indigenous peoples is permitted by the International Whaling Commission (IWC), which
prohibits commercial whaling. In fairness, the IWC should consider granting whaling rights to the indigenous
people of Japan as well.
We hope to tie our Ainu and citizen-centered initiatives with public sector initiatives to create a bond that will
strengthen our efforts aimed at restoring Ainu rights and build communities where people from different ethnic
backgrounds can live together in peace and harmony.
CONTACT Sapporo Freedom School "Yu"
Address：Aiseikan Bldg. 6th floor, Minami 1 jou Nishi 5 chome, Chuo-ku, Sapporo-shi, Hokkaido JAPAN
060-0061
TEL：+81-11-252-6752 FAX: +81-11-252-6751
MAIL:syu@sapporoyu.org

United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report85Section 3

Good Practices in Japan

26. International Collaborative Learning between Children from Around theWorld: Art Mile International Intercultural Mural Exchange (IIME) ProjectJapan Art Mile (JAM)
Summary of Activities:
Japan Art Mile (JAM) supports on-site international collaborative learning initiatives in schools throughout
Japan whose goal is to nurture future generations so they can take pride in the traditional cultures of theirown country while thinking and acting independently from a global perspective to collaborate with people
around the world to achieve global harmony and peace.
The Art Mile International Intercultural Mural Exchange (IIME) Project (MEXT/MOFA-sponsored project) is
an international collaborative learning program that enables schools in Japan and schools overseas to engage
in interactive learning on a shared topic using ICT in order to jointly produce a single mural (large 1.5 m x 3.6
m picture) as one of the learning outcomes.
This learning program is ideally suited to ESD because it is project-based learning that transcends national
borders. To date, a total of 28,780 school-age students from 57 countries and regions have participated in

Teleconference with an elementary
school in Australia

Creating a mural at a junior “Symbiosis,”a mural completed together with an Indonesian juniorhigh school in Uganda
high school

1. ESD Characteristics(1) IIME learning objective
The learning objective of IIME is to cultivate human resources capable of solving problems from a global
perspective collaboratively with people around the world. Through learning undertaken collaboratively
between schools in Japan and overseas about topics such as the environment, culture, peace, international
understanding, the program supports the ESD goal of“reorienting values and behaviors to achieve asustainable future.”(2) Strengths developed through IIME
Through IIME, students develop strengths in 1) intercultural understanding, 2) self-cultural understanding,3) communication, 4) information utilization, 5) interpersonal relationships, 6) collaboration, 7) active
self-motivated learning, 8) expression, and 9) art appreciation. By developing these strengths throughcollaborative learning with peers around the world, students develop the ESD-oriented values of respect forpeople, respect for diversity, non-exclusion, equality of opportunity, and respect for the environment, as well
as strengths in systematic thinking, criticism, and analytical skills.
(3) From“Think Globally, Act Locally”to“Act Globally”
Students engaged in international collaborative learning through IIME do not simply acquire knowledge.
By making a statement to the world while jointly producing a visible product for their peers around to see,students develop the ability to think globally and act globally.
2. Aims and Background of ESD Promotion(1) Activity aims
IIME aims to nurture future generations capable of building a peaceful, sustainable society for the future
in collaboration with people around the world by connecting students to their peers in the world with real
86

United Nations Decade of Education for Sustainable Development (2005-2014) Japan Reportfriendship, enabling them to experience what it means to learn together collaboratively and work together tocreate something tangible.
(2) Introduction of ESD
The Art Miles Mural Project was started in 1997 by a former United Nations official. The project brings
people from all parts of the world together to create murals in the name of world harmony and peace. In
2001, UNESCO designated the project under the International Decade for a Culture of Peace. To date, ahalf million people from 125 countries have participated.
JAM’s Art Mile International Intercultural Mural Exchange (IIME) Project was developed in 2006 as anindependent project based on the Art Miles Mural Project. It is an international collaborative learning programthat puts ESD principles into action by connecting schools in Japan and overseas via the internet. Through
IIME, JAM has provided support to participating schools the world over to make their learning fruitful.
3. Achievements(1) Global reach
IIME has grown to become a truly global project, with a total participation to date of 860 schools and28,780 students from 57 countries and regions. In 2014 alone, a total of 104 schools and 5,178 students
from 28 countries and regions participated in the program.
(2) Changes in children’s consciousness
Children who participate in IIME develop a sense of pride in their home countries as they come to see theirhome regions and national cultures in a new way, while at the same learning to understand and respect theworld’s diverse cultures. Discovering that the world shares problems in common, they learn to ask what they
can do and then take action beginning with the things around them. Furthermore, they develop“confidence”
in collaborating with people around the world and learn to think about their own future“way of living”from a
global perspective.
(3) JAM support for learning
When implementing IIME with overseas schools that have different school systems, breaks incommunication and other problems can arise during the program. JAM provides participating schools withvarious forms of support to ensure international collaborative learning can be undertaken smoothly in formalclasses. JAM has a system in place to respond quickly to problems as they arise. To date, all participating
schools have completed the program.
4. Future Perspective and Challenges(1) Future PerspectiveChildren will be the ones who build a peaceful, sustainable future. What children experience through theprogram -- connecting with the world, making friends, learning together, and producing something tangible-- will help them as adults to become human resources capable of collaborating with people of the world tobuild a peaceful, sustainable society. JAM aims to further extend IIME globally as an ESD learning program
through the ASPnet network.
(2) Challenges
For countries to introduce IIME into their country’s schools and implement international collaborative
learning through ASPnet requires an organization with the ability to support teachers as JAM does. JAM
intends to cooperate actively with ESD organizations in these countries, for instance, by sharing its
accumulated know-how with them.

CONTACT Japan Art Mile
Address：2-16 Ohmachi Ako-city, Hyogo, JAPAN, 678-0205
TEL：+81-791-43-5629 FAX: +81-791-43-5640
MAIL:jam@artmile.jp

United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report87Section 3

Good Practices in Japan

27.Bridging Private Companies and NGOs via ESD
Keidanren Committee on Nature Conservation (KCNC)
Summary of Activities:
KCNC was established along with the Keidanren Nature Conservation Fund in 1992, the same year theUnited Nations Conference on Environment and Development (a.k.a. the Earth Summit) was held in Rio deJaneiro. In 1996, KCNC became the first industry organization to officially join the International Union forConservation of Nature (IUCN).
Since its foundation, KCNC has provided NGOs around the world with support for their nature andbiodiversity conservation projects. Over the years it has worked to enhance and strengthen partnerships
between private companies and NGOs while promoting nature and biodiversity conservation initiatives in theprivate sector. KCNC has also provided special support for nature conservation and restoration in Japan's
disaster-stricken Tohoku region.
With the dawn of the UN Decade on Biodiversity in 2011, KCNC is picking up pace as it moves forward toreach the Aichi Targets adopted at the Tenth meeting of the Conference of the Parties to the Convention on
Biological Diversity (COP 10) held in Aichi Prefecture.

On-site monitoring of KNCF-supported project (2012, Laos)

KNCF-supported Projects by Category (1993-2013)

1. ESD Initiatives and Achievements
ESD equips people with the knowledge and skills needed to build a sustainable society. KCNC activities are
all deeply rooted in ESD.
(1) Supporting NGO initiatives
Over the past 22 years about 3.3 billion yen has been granted to some 1,100 NGO projects through the
Keidanren Nature Conservation Fund (KNCF). These have been wide-ranging projects covering everythingfrom environmental education to natural resources management, forestation, rare species protection, various
research projects, and more. Developing human resources and gaining a good understanding of local
communities and governments for environmental conservation is crucial to implementing effective projects
on a long-term basis. Each year, a mission headed by KCNC's chairman visits overseas project sites toassess the progress of KNCF-supported projects and interact with local NGOs and residents all with an eye
to making ongoing improvements to the NGO assistance program. The mission also meets and engages
in discussions with local leaders and government officials in an effort to promote a better understanding of
nature conservation activities and facilitate their implementation. At the same time representatives from88

United Nations Decade of Education for Sustainable Development (2005-2014) Japan ReportKCNC-affiliated companies visit project sites in Japan to increase mutual understanding between NGOs andprivate companies.
(2) Promoting partnerships between companies and NGOs
KCNC organizes and holds“NGO project report meetings”and“business-NGO exchange meetings”tofacilitate dialogues, interactions, and partnerships between private companies and NGOs. These meetings
provide a forum for highlighting initiatives implemented by private companies and NGOs as well as joint
projects between them. KCNC uses the opportunity to drive home the importance of partnerships andspotlight crucial initiatives.
(3) Promoting private sector initiatives
In promoting awareness of the Declaration of Keidanren on Nature Conservation (2003) and the
Declaration of Biodiversity by Keidanren (2009), KCNC hopes companies will implement their own custommade environmental management systems. It strongly suggests companies to do everything possible tominimize environmental risks associated with their operations. Companies are encouraged to conduct
employee training that underscores their reliance on both internal and external ecosystem services. They arealso urged to provide hands-on training that enables employees to experience the natural world in a way thatwill appeal to their individual views of nature with an eye to raising awareness about ecosystem services.
KCNC also encourages companies to work on environmental initiatives involving people other thantheir employees. Suggested activities include: (1) using company-owned forests to provide environmental
education for families; (2) trial promotions of environmentally-friendly products; (3) incorporating
environmental workshops and special class visitors into the elementary school curriculum; and (4) promoting
environmentally-friendly business practices at subsidiaries, affiliated companies, etc.
At the same time COP 10 was held, KCNC launched its Japan Business and Biodiversity Partnership. It's
designed to provide the Japanese business sector with a framework for implementing nature and biodiversity
conservation initiatives. KCNC promotes partnerships by sharing relevant case studies and experiences aswell as hosting seminars on the latest topics of interest. KCNC also works with the International Union forConservation of Nature (IUCN) and other organizations to provide updates on the latest international trends.
(4) Support for Japan's Tohoku region
The Japan Committee for the UN Decade on Biodiversity (UNDB-J) selected 100 books to help nurturechildren's understanding and awareness of biodiversity and enhance environmental education. KCNC
supports this initiative and donates UNDB-J recommended books and bookshelves to areas hit by the Great
East Japan Earthquake. Books and bookshelves were donated to facilities in Iwate Prefecture's Miyako Cityand Miyagi Prefecture's town of Shichigahama in April 2014.
2. Future Strategies
Sustainable environmental conservation and restoration rests upon the efforts of all stakeholders, no matter
how small they may be. Those efforts can be multiplied if companies, NGOs, employees, local communities, andchildren, who represent the future, come together to share information and learn from one another. KCNC willcontinue working to make a brighter tomorrow in light of the principles of ESD.

CONTACT Keidanren Committee on Nature Conservation
Address：Keidanren Kaikan
1-3-2, Otemachi, Chiyoda-ku, Tokyo, 100-8188 Japan
TEL： +81-3-6741-0981 FAX：+81-3-6741-0982
MAIL：kncf@keidanren.or.jp

United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report89Section 3

Good Practices in Japan

２８．社会的課題の解決に向け自ら考え行動する人づくり「ＣＳＯラーニング制度」

28. CSO Learning Scholarship Program Teaching People to Solve Society’s
損保ジャパン日本興亜株式会社
Problems
Sompo Japan Nipponkoa Insurance Inc.
＜活動の概要＞損保ジャパン日本興亜グループでは、グループ経営基本方針に「社会的責任の遂行」を掲げ、Summary of Activities:
グループＣＳＲビジョンでは「未来に向けた対話を通じてステークホルダーと積極的に関わりAt
the heart of the Sompo Japan Nipponkoa Group's basic management policies lies a commitment tobeingsocially responsible. Our basic CSR policy states: "In addressing corporate social responsibility as the
あいながら、高い倫理観のもと国際的な行動規範を尊重し、気候変動や生物多様性などの環境
Sompo Japan Nipponkoa Group, we respect international regulations and norms of conduct and undertake
問題、人権やダイバーシティ、地域社会への配慮などを自らの事業プロセスに積極的に組み込
business by high ethical standards while actively engaging stakeholders through forward-looking dialogue.
Weむとともに、社会に対して透明性の高い情報を積極的かつ公正に開示していきます」と宣言しintegrate broad environmental and social considerations into our core business operations, including
tackling
environmental challenges such as climate change and biodiversity loss, respect for human dignityています。グループでは、これまでにも持続可能な社会の担い手を育むためのさまざまなプロ
and diversity, and proactive community involvement." Working in line with that policy, the Sompo Japan
グラムを展開してきました。
Nipponkoa Group has implemented various programs cultivate to prepare young people for the task of building
また、損保ジャパン日本興亜環境財団（以下「環境財団」という。
）を通じて、「木を植えるa sustainable
society.
True
to our motto of "fostering people who plant trees,"
theOrganization、Group works withcivil society organizations
人を育てる」をモットーに、ＣＳＯ（Civil
Society「市民社会組織」。ＮＰＯ(CSOs), also known as non-profit organizations (NPOs) or non-governmental organizations (NGOs), to provide／ＮＧＯを包含）とのパートナーシップのもと、今回紹介する「ＣＳＯラーニング制度」のほ
programs that cultivate people to work in the environmental field.
か、1993年に開始し企業とＮＰＯの共同のさきがけとなった、日本環境教育フォーラムとの協These
programs,
delivered through the Sompo Japan Nippon Koua Environment Foundation, include
the働事業である「市民のための環境公開講座」などを展開し、環境分野で活躍する人材の育成に
CSO Learning Scholarship Program featured in this article, as well as the Public Seminars on theEnvironment. The latter is a program launched jointly with the Japan Environmental Education Forum in 1993
力をいれています。
and one of the first joint initiatives between a private corporation and an NPO.

全国合宿

All Japan Camp

ワークショップ

Workshop

田んぼでの活動

Planting rice in a paddy

1.
Characteristics of the CSO Learning Scholarship Program, a Practical ESD Initiative
１．「ＣＳＯラーニング制度」のＥＳＤ実践プログラムとしての特徴
Launched in 2000, the CSO Learning Scholarship Program has been providing university undergraduate and本制度は 2000 年に開始し、今年で 15 年目になります。大学生・大学院生が環境分野や市民活動に

graduate students with opportunities to participate in internships at NPOs and NGOs engaged in environmental
60to名を関or 関わるＮＰＯ／ＮＧＯ団体にインターンシップとして参加する仕組みです。公募により約
civic activities for 15 consecutive years. About 60 students selected from across Japan are sent
35
東・関西・愛知・宮城の４地区の35団体に派遣し、８ヶ月間の活動を支援するため、活動１時間あたorganizations in four different regions of the country, including Kanto, Kansai, Aichi, and Miyagi. The scholarshipprograman eight-month paid internship where students are paid 800 yen for every hour they spend
り 800includes
円の奨学金を支払います。具体的な活動内容は、セミナーの企画運営、出版物の作成、自然体
engagedin internship activities. The program covers a wide range of activities, including planning and running験活動など、多岐にわたります。
seminars,
preparing publications, outdoor experiences, and more.
また、地区ごとに毎月開催する「定例会」は、各派遣先での体験を共有し、共通の問題についてデMonthly meetings are held in each area to provide interns with the opportunity to share their experiencesィスカッションを行うなど、同じ志を持った仲間と深く関わることのできる機会となっています。長and discuss common issues with an eye to building strong ties with like-minded peers. The long internship
期間のインターンシップでは、互いの交流を重視しており、体験からの気付きが学びをさらに促してprogram focuses on bringing participants together so they can learn from each other's experiences. It's a great
おります。各団体の代表者や担当者から団体の成り立ちや取組の意義・理念などをお聞きできる機会
opportunity
to hear CSO representatives and staff talk about how their organizations came about as well as

自分の派遣先とは全く異なったタイプのＣＳＯを覗くことも貴重な経験となっております。
theでもあり、
mission andvision they are working towards. This window on the inner workings of different CSOs offers
invaluable
insights.
There is also a biannual All Japan Camp that brings every student intern from all four areas
年に２回の全国合宿では、全国４地区の学生が一堂に会し、ＣＳＯでの活動の共有はもちろん、ワ
togetherand gives them a chance to talk about their CSO activities with others. It also brings people together
ークショップや課題を通じて仲間と語り合い、それぞれの将来や地球環境の未来についてじっくりとwith their peers, through workshops and assignments, in which they can envision their future and the future
想いを巡らす機会となっています。学生を受け入れる団体にとっては、団体の意義や理念を語り、若of the global environment. The CSO Learning Scholarship Program enables those CSOs participating in the90

United Nations Decade of Education for Sustainable Development (2005-2014) Japan Reportinternship program to share their mission and vision with the students and spread the word about what they are
doing among the younger generation. In passing the torch to the next generation the program breathes new life
into the entire NPO/NGO sector.
2. Aims and Background of ESD Promotion
The CSO Learning Scholarship Program has two objectives. One is to give environmentally aware students anopportunity to think about environmental issues and building an ideal civil society with an eye to encouraging
them to look at the big picture and take an active role in society. The other is to give CSOs working to solve theproblems facing our society a helping hand.
The Sompo Japan Nipponkoa Group's initiatives aimed at overcoming the challenges facing the world today all
started in 1992. That's when Yasuo Goto, then president of the Yasuda Fire & Marine Insurance Company (which
was later merged into Sompo Japan) went to Rio de Janeiro to participate in the United Nations Conference
on Environment and Development (a.k.a. the Earth Summit) as the head of the Japan Business Federation's
mission. Based on his belief that companies of the future must have both virtue and power, Goto establishedthe Global Environmental Office, making the company one of the first in the financial industry to addressenvironmental issues. The Sompo Japan NipponkoaGroup focuses keenly on developing human resources in theenvironmental field through programs that enable young people to experience the roles played by CSOs. Above
all, Sompo Japan Nipponkoa believes that people are the key to building a sustainable society.
3. Achievements
As of the end of fiscal 2013, 783 students had completed the program since its launch in 2000. Somehave chosen career paths that have led to jobs with private corporations, NPOs, and NGOs, or in the field ofagriculture while others have moved on to engage in environmental work in the public and private sectors. We
have heard from many students who completed the program and they've all said that participating in the program
was a major turning point in their lives that directed them to chosen career paths and lifestyles. Some of them
have noted that the program provided them with a meaningful experience that helped broaden their outlook
on the future and the world. On top of that we are seeing a ripple effect as word of their positive experiences
reaches the ears of friends and younger students.
The CSOs participating in the internship program have also been pleased, commenting that the students
we send them are always very capable, highly environmentally conscious, and of great help. They say the
hardworking interns have played a crucial role in helping them fulfill their mission and have shed new light indiscussions the meetings.
4. Future Perspective and Challenges
The way we view environmental challenges has evolved since the program was first launched and the
problems facing us today are more diverse and complex than ever before. Working against this backdrop, we
believe it's vital that we interact and dialogue with diverse stakeholders. We, as Sompo Japan Nipponkoa Group’s,
will further harness on work toward a sustainable society by building stronger ties with CSOs and taking anotherlook at our relationships with them in order to enhance corporate-CSO partnerships.
CONTACT
Sompo Japan Nipponkoa Insurance Inc.
Sonpo Japan Nipppnkoa Environment Foundation
Address：1-26-1 Nishi-Shinjuku, Shinjuku-ku, Tokyo, JAPAN 160-8338
TEL：+81-3-3349-4614 FAX：+81-3-3348-8140
MAIL: office@sjnkef.org
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Good Practices in Japan

29. Supporting the Development of the Children Who Are the Future of Africa
Sumitomo Chemical Company, Limited
Summary of Activities:
Sumitomo Chemical has been working with the NGO, World Vision Japan, since 2005 and Plan Japan,
since 2010 to provide support for education in Africa. It has provided support to a total of 16 projects forthe construction of elementary and junior high school buildings, teachers’ residences, girls' dormitories, foodservice facilities, sanitary equipment, and other auxiliary facilities in 10 countries.
1. Background of ESD promtion, and ESD Characteristics
Sub-Saharan Africa, the part of the African continent lying south of the Sahara, is the poorest region in theworld. There the spread of malaria, a mosquito-borne infectious disease, is one of the biggest factors hampering
the continent’s development. Every year more than 200 million people around the world develop malaria andapproximately 630,000 people die from the disease. Ninety percent of those deaths occur in Africa and most of
the victims are children under the age of five living in the Sub-Saharan region. Malaria also deprives countless
people of the opportunity to work and attend school while incurring high costs for medical treatment. It all results
in a vicious cycle of poverty from which it is difficult to escape.
That's why Sumitomo Chemical developed the Olyset™ Net, an insecticidal mosquito net that helps preventthe spread of malaria. Saving children from the deadly grip of malaria, the Olyset™ Net is working to eradicate
the disease that has long impeded the development of Africa. In 2001, the World Health Organization (WHO)recommended the Olyset™ Net as an effective tool for malaria prevention. Since then, the Olyset™ Net has been
distributed to more than 80 nations, mainly in Africa, via WHO, the United Nations Children’s Fund (UNICEF),
and other UN bodies. The results have been positive with reported declines in malaria infections, including
parasite carriers, in areas where the net was introduced.
Like this, Sumitomo Chemical is contributing to the prevention of malaria through our Olyset™ Net businessand at the same time, it is supporting the education of Africa by using a portion of proceeds from the Olyset™
Net business since 2005. This was based on the idea that in order to achieve the sustainable developmentin Africa, it is important not only to eliminate diseases such as malaria but also to improve the inadequate
educational system of the region.
2. Achievements
Our initiatives launched in 2005 have expanded and gradually produced results, including improved school
attendance and reduced dropout rates. The schools we have worked with, say they can really see a difference.
Shapei Primary School in Kenya notes that enrollment has grown from the 290 students who attended before
the project started in 2005 to 379. At Kyakijuuto Primary School in Uganda, school officials say“Often times
we had to stop class because of rain. That put a real damper on the students' performance which sunk below
the average. The new school building has put a stop to that and now everybody is able to study to their heart's
desire.”The improvements made at Kyakijuuto Primary School in Uganda, included separate lavatories forteachers, boys, and girls as well as a rainwater storage tank. Both students and teachers appreciate the hygienic
upgrades.
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United Nations Decade of Education for Sustainable Development (2005-2014) Japan ReportIn Kenya the Maasai people traditionally consider girls who reach their 12th birthday to be of marrying age
and no longer in need of any formal schooling despite the country's commitment to eight years of compulsory
education. To discourage girls from dropping out of school, we built a girls' dormitory at Shapei Primary School
located in an area that is home to a number of Maasai communities.“My house is 20 km away from school, so
it was really tough to walk to and from school every day. The new dormitory has made it much easier. Now I canstudy as much as I like and I’m getting better grades than ever,”says a girl who lives in the dormitory.

Students from a primary school that was given support

3. Future Perspective and Challenges
In fiscal 2014, two new initiatives are underway in Tanzania and Senegal.
In May 2014, we have also conducted a fundraising activity involving all employees of Sumitomo ChemicalGroup from around the globe where we plan to donate desks, chairs, textbooks, and dictionaries to two primaryschools we built in Mali and Malawi between 2010 and 2012.
Sumitomo Chemical is committed to moving forward with initiatives aimed at creating a better and safer
learning environment for children across Africa.

CONTACT Sumitomo Chemical Company, Limited
CSR Office
Address：2-27-1 Shinkawa, Chuo-ku, Tokyo, JAPAN 104-8260
TEL：+81-3-5543-5107 FAX：+81-3-5543-5814
MAIL：01132001D3@yb.sumitomo-chem.co.jp

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Good Practices in Japan

30. "For the Next Generation," A Sony Community Engagement ProgramSony Corporation
Summary of Activities:
Aiming to make his company socially responsible, Sony co-founder Masaru Ibuka made“the promotion of
education in science among the general public”one of the primary goals in Sony’s Founding Prospectus hedrew up in 1946. Recognizing children as the hope for the future, he set up the Sony Fund for the Promotionof Science Education to support elementary schools in the pursuit of science education excellence. Following
in Ibuka’s footsteps and guided by its“For the Next Generation”CSR philosophy, Sony continues tosupport science education for children and undertakes community engagement around the world in pursuit ofsolutions to global issues.

Storytelling in Malawi

Sony Science Program workshop

1. ESD Characteristics
It is the core corporate responsibility of Sony Group to the society
to realize the sustainability through innovation and sound businesspractice, with following in footsteps of our co-founder, Masaru Ibuka.
That means harnessing the power of our products, technologies,
innovation, employees, and partnerships with our stakeholders to make
ESD a reality.

Sony's Community Engagement Policy and Focus

2. Power of Science for the Next Generation
The Sony Science Program is a science education program for children that Sony has run for more than five
decades. It provides children, tomorrow's leaders, with hands-on learning opportunities in science that will foster
logical thinking, curiosity, and creativity. Sony believes that cultivating these qualities in children will help themto solve environmental problems, poverty and other major global challenges that lie ahead as they move forward
to create a better world for all.
Sony engineers and employees serve as instructors for Sony Science Program workshops. Designed to teachchildren about the principles of cutting-edge science and technology, these workshops feature fun experiments
and hands-on experiences using Sony products and services. Currently more than 15 types of workshops arebeing offered in 11 different countries and areas, including Japan along with countries throughout the rest of
Asia as well as Central and South America. In addition, Sony/Taiyo Corporation, Sony's special subsidiary,
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United Nations Decade of Education for Sustainable Development (2005-2014) Japan Reportoffers inclusion workshops. Designed to make participants aware of the varied individuality of each and every
one of them, and to deepen mutual understanding through this experience of diversity and inclusion, theworkshops act to heighten the interest and joy in creating things, regardless of whether or not the participants
are challenged by disabilities. Sony also conducts workshops at schools and other venues in areas affected by
the March 2011 Great East Japan Earthquake jointly with Save the Children Japan in order to support recovery
efforts. In fiscal 2013, about 5,500 people participated in these workshops worldwide.
Additionally Sony operates interactive science, technology and entertainment museums in Japan, China, andthe United States.
In fiscal 2013, Sony ExploraScience in both Tokyo and Beijing along with Sony Wonder Technology Lab in
New York attracted approximately 450,000 visitors.
On top of all that Sony hosts a wide range of programs around the globe, including career-oriented classes
focused on professions that use the power of technology and entertainment to benefit society, science contests,
and more. Through these programs Sony strives to foster the capabilities of today's youth, the leaders of
tomorrow.
3. Documenting Folktales for the Next Generation
Focusing on the Millennium Development Goals (MDGs), which seek to resolve global development
challenges, such as ensuring the right to education, Sony conducts various activities in cooperation withinternational organizations and NGOs.
In 2012, Malawi National Commission for UNESCO, Global Future Charitable Trust (GFCT), and Sonylaunched the Malawi Folktales project in southern Africa's Republic of Malawi. The project is designed to
document folktales that have long been handed down orally over generations throughout the country using Sonyaudio-visual recording equipment and then passing them on to children of the next generation. Some 16 different
languages are spoken in Malawi by a diversity of ethnic groups, each with its own stories that are handed
down from generation to generation. Folktales and story-telling play an integral role in the lives of Malawians.
They are used to educate children and deliver moral lessons for all. And yet because they are circulated withincommunities by word of mouth, they are seldom recorded in print or audio format. This oral tradition is vanishingwith the aging of community figures, and with changes in lifestyle..
Sony is providing audio-visual recording equipment and technical training to local engineers with an eye tosafeguarding this precious intangible heritage. The project aims to finish collecting a total of 240 folktales ineight communities by December 2014.
4. Future Perspective and Challenges
Sony will continue to leverage the power of its products, technologies and services to take ESD to newheights as it lives up to public expectations that continually evolve in line with changing concerns of internaland external multi-stakeholders.

CONTACT CSR Section, Corporate Communication and CSR Dept, Sony Corporation
Address：1-7-1 Ko-nan, Minato-ku, Tokyo, JAPAN 108-0075
TEL：+81-3-6748-2155 FAX: +81-3-6748-2157
MAIL： corporate-social-responsibility@jp.sony.com

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