School Health Development Project for All Cambodian ChildrenNewsletterVol. 8Issued date: Octorber 24 , 2022

Japan Training
Message from Tokyo Gakugei University
Dr. KOKUBUN Mitsuru (Director of Tokyo Gakugei University)
To introduce school health as a new subject throughout Cambodia, it is an extremely important process to train teachers aswell as to create curricula and textbooks. And you, the participants here today, will be responsible for this process.
Our university is a key university for teacher training in Japan, with the mission of fostering highly knowledgeable, welleducated, imaginative, and practical educators, and has actively contributed to the development of international society andthe realization of world peace.
In this project, we will develop school health curricula, syllabus, and textbooks for primary and secondary school teacher
training programs, and continue to conduct training programs at teacher education colleges in Phnom Penh and Battambang,which represent Cambodia, to foster teachers who will be responsible for school health in the future.
We hope that you will further deepen your knowledge of school health by visiting our affiliated schools and various otherschool sites during this training in Japan. In addition to that, we expect you to become leaders in school health education inCambodia.

Dr. KAWATE Keiichi (Vice Director of Tokyo Gakugei University)
I believe that organizing your program “the school health education”, and developing this system of education in Cambodia,
is a very important, as well as very timely project. Of course, it is due to the current pandemic of Covid 19. In view of ourhard experience, we can fully recognize how important it is for students to learn health education, and to get a better
understanding of health and illness at school.
You have already published a school health textbook, “School Health for All – A Step to a Better World”. It states that
“Health is a human right”. I believe that this is a very important point. If you complete this project successfully, it will lead tothe health of the entire nation of Cambodia. And it brings about not only the prosperity of Cambodia but also thedevelopment of all Asian areas.
Now, I would like to introduce a bit of the role of our university in Japan. Next year, our university, Tokyo Gakugei
University, will celebrate the 150th Anniversary of its foundation in 1873. Till now, we have developed the Japanese teacher
education system and turned out a lot of highly qualified teachers in all of Japan. Given the advantage of this experience, wewould love to promote further the internationalization of our university. Dear Guests from Cambodia! On this occasion, if
we could deepen our academic exchanges, not only through this project but also through other new projects, it would bevery wonderful for both universities.
I believe that you will get new information and make an experience during your trip. I hope that your visit will be ameaningful trip for all of you.
International Division staff▼▼▼▼

From left to right, sitting, forth person: Dr.Kokubun (Director of Tokyo Gakugei University)
From left to right, sitting, fifth person: Dr.Kawate (Vice Director of Tokyo Gakugei University)

Presentation on the purpose of training and health issues in Japan
Dr. Asakura explained “The purpose of training in Japan” as below in the opening ceremony on 26th Aug.
① Observe the actual situation of schools in Japan (e.g., facilities and equipment, classes, school health and safety

initiatives, special needs education, infirmary(Hokenshitsu), duties of Yogo Teachers (school nurse teachers), andchildren's health and welfare issues).
② Understand not only the good points of schools in Japan but also the challenges they face. Furthermore, you will

discover what you would like to implement in Cambodia.
③ After completing the school health class of the elementary school course, the PTEC and BTEC lecturers will share what

they have learned from the experience of conducting the class.
④ Learn about dental health and first aid at school.
⑤ To understand the threat of nuclear war in Hiroshima and to consider theimportance of peace education based on past experiences in Japan and Cambodia.
⑥ Read through the draft of the Teacher's Guide as much as possible.
⑦ To share the experience of the Japan training program with your students andother TEC teachers, and to use this experience in your teaching activities at TEC.

Lectures from YOGO teachers

UENO MarieOn 27th August, the school health workshop was held in Tokyo
Gakugei University. 4 Yogo teachers delivered a presentation
about the school health activities in primary school, lower
secondary school, and secondary school. They also explained therole of teachers in order to support students’ development.
※Yogo teachers are special licensed educators who support
children’s growth and development through health education andhealth services in Japan.

Some slides in the presentation ▶ ▶ ▶

School Health structure
in Japan

HandmadeTeaching
Materials

Health ServiceSchool
Healthe.g. Health checkup, First aid, School
Safety check, Health Counseling.

HealthEducation

e.g. Health education in P.E, homeroom,and school events. Individual or grouphealth guidance.

OrganizationalActivities

e.g. school health committee, Parentteacher association, and school healthmeeting with stakeholders.

Presentation from TGU Students
The 2nd year students from Tokyo Gakugei University(TGU) delivered apresentation on their school life at TGU.
There are some TGU students who support the SHCC project and areinterested in Cambodia. In this SHCC project, TGU wishes to bring them toCambodia and have a culture exchange between TGU students andstudents in PTEC and BTEC.
Here is the message from 2 students who delivered the presentation.
KAZIWARA Ai (on the right side of the picture)
At first, I was nervous because it was first time that I met Cambodian peopleface to face. But, when I said ‘’ អរគុណច្រើន​- Orkun Jrern (thank you)‘’, theyanswered with a smile. I was very happy.
TANAKA Miu (on the left side of the picture)
I talked about my college school life and my major.
I was so nervous because it was my first time speaking in front of people fromCambodia.
Thank you for coming to Japan and listening to my speech.

Special Needs Education in Japan

UENO Marie

We visited several schools and observed how Japanese teachers educate students withdisability in the school.
At Mihara primary school in Hiroshima prefecture, there are some classes for children
with intellectual disabilities, and lectures visited each classroom and heard about howteachers handle the classes.
There is a playing room for students to dovarious activities such as trampoline, balltoss game, and exercise ball.
This room allowed students to releasestress or pressure or any mental issues
through playing. After they refreshthemselves they can concentrate on theclass again.
In the classroom for special needs
education, there is a partition for students
who are easily distracted by others such asnoise.
This partition helps student concentrate on
their learning. Teachers prepare theappropriate environment that allows themto learn comfortably.
In the special needs education school which isaffiliated to the Tokyo Gakugei University,students have a class where they can learn pottery.
Besides, they made some earning from thepottery they made. Lectures received the pottery
that students made as a souvenir.

▼School for Children withIntellectual Disabilities

School Visit

MASUKO Yuuka● Okumusashi Primary School and Lower Secondary School
Location: Nagasawa, Hanno-shi, Saitama 357-0203, Japan
Number of students: 74 from grade 1 to 6 in primary school (1 class in each grade)
49 from grade 1 to 3 in lower secondary school (1 class in each grade)*Grade 1-3 in lower secondary school in Japan equals to grade 7-9 in Cambodian study curriculum

The amount of student is small but all of students looks so happy to learn in thatschool. The school environment with nature is wonderful and the children are growing
up in a relaxed nature-friendly environment. The small size of the school was also
excellent in that it was less affected by Covid-19 infections. In addition, the school try
to apply student-center approach because of the size make it possible.

Physical Education class (Primary School)

Group photo with teachers

Poster about AED (Lower Secondary School)

Walk to the school● Oizumi Primary School (Attachment school of TGU)
Location: Higashioizumi, Nerima-ku, Tokyo 178-0063, Japan
Number of students: 577 from grade 1 to 6 (3 classes in each grade and 4 classes for students with disability)
The school is located in a middle of Tokyo, this is an attachment
school of Tokyo Gakugei University. The school has tradition andhistory, and the children were proactive in learning and participatingin school events. A large number of trainee educators from TokyoGakugei University were there for practice teaching, and we weresurprised at the number of them. This is indeed an attached primaryschool.
Class observation● Mihara Primary SchoolFirst Aid by Yogo
teacher

Location: In Hiroshima prefecture
Number of students: 484 from grade 1 to 6 (2 classes in each grade and 5 class for students with disability)
The school is located in Mihara city, Hiroshima, and sizeof the school is the biggest in the city. Unfortunately theday was no children because of warning of heavy rain in
Mihara city so they had to return home early, but we canhave plenty of time to discuss with teachers and learnt
many things from them. Local TV came to shoot our visit
and on the TV program in later. That was a great
experience for us.
Teaching materials
Asking the way to teach● School for Children with Intellectual Disabilities (Attachment school of TGU)
Location: In Tokyo
Number of students: 5 in kindergarten, 19 from grade 1 to 6 in primary school, 19 from grade 1 to 3 in lower secondaryschool, 28 from grade 1 to 3 in secondary school (1 class in each grade)
The school is also an attachment school of Tokyo
Gakugei University for children with intellectual
disabilities from kindergarten to high school. When weleave, high school student presented us cups which theycleated by themselves, it was so lovely moment.
Presentation by Yoko teacher

Cups handmade by students

Visit to Atomic-bomb dome and Hiroshima Peace Memorial Museum
What is Hiroshima Peace Memorial Museum?
Hiroshima Peace Memorial Museum was opened in 1955 with the aim of conveying the reality of the damage
caused by the atomic bomb to people around the world and contributing to the abolition of nuclear weapons andthe realization of lasting world peace, which is the spirit of Hiroshima. At 8:15 am on 6 August 1945, Hiroshima washit by the world's first atomic bomb. The city was almost completely destroyed and many lives were lost. Even
those who barely survived suffered great mental and physical trauma, and many "Hibakusha" are still suffering.
The museum collects and exhibits items left behind by "Hibakusha" and photos and documents showing thedevastation of the atomic bombing, and introduces the history of Hiroshima before and after the bombing and thesituation in the nuclear era. It also holds lectures by "Hibakusha" on their experiences of the A-bombing, and lentmaterials for peace education.
(citation：https://dive-hiroshima.com/explore/2675/)

Reflections by lecturers

In short, we learned that because of human war many
people was died in Hiroshima.
Having a long term affected on physical health and mentalhealth.
(Ms. Hour Khim and Mr. Pall Chamroen
School Health lecturers in PTEC)The most popular souvenir in our groupwas “Medals” with engraved names anddates.

Visit to The Nippon Foundation
We visit The Nippon Foundation on 2nd September.
Ms.Nomiyama held the workshop on the reflection of SHCC Japan training byusing the tool called “ORID”.
O​.R.I.DQuestions in the workshop

Objective question

What was the most impressive word?”

Reflective question

What did you feel happy/sad/surprised with?”

Interpretive question

Why did you feel happy/sad/surprised?

Decisional question

How will you apply it to your class tomorrow?

Lectures got reflections on their training in Japan based on the questions
from Ms.Nomiyama.

◀We were pleased tohave a greeting from theExecutive Director of The
Nippon Foundation, Mr.
Mori.

Japanese Culture and Customs

MASUKO Yuuka

In the first day of the Japan Training, I introduced some Japanesecultures and customs which I thought important to stay in Japan for
12 days. Because I thought that understanding Japanese culture andcustoms makes their Japan life more fun and more comfortable. The
main things Introduced were as follows:

Ms. MASUKO Yuuka, Local Project Coordinator• Manner of eating- Say “Itadakimasu” when you start eating- Holding a bowl in your hand is OK• Manner in a public transportation• How to use toilet with wash function• What is SHINKANSEN?
• ONSEN challenge!!!

Experience in Japan
National Museumof Nature andScience

Miyajima Island is aworld heritage

SHINKANSENTokyo ⇄ Hiroshima

We enjoyed Japanese foods!!!

On local TV

Rainy day in Tokyo
Buddha in Kamakura was bigger
than we expected

See you again, Japan!