別添資料１

国際ワークショップ報告書パート１

Healthy and Safe Schools for the Post-COVID-19 Era in the
Asia-Pacific Islands
EDU-Port Japan supported by MEXT Japan

Online Consultation Workshop
ReportTable of Contents
Background ................................................................................................ 3
Objectives and Organization of the Meeting ............................................................................... 4

Agenda of the Online Consultation Workshop ............................................. 6
Expected Outputs........................................................................................................................... 6

Workshop Participants ................................................................................ 7
Results ...................................................................................................... 13
Matrix Summary of Results in Each Country ............................................................................. 15

Call to Action ............................................................................................ 18
Preamble ....................................................................................................................................... 18
The Joint Call for Action ................................................................................................................ 18

Way Forward............................................................................................. 19
Acknowledgements ................................................................................... 20
Research Team .............................................................................................................................. 20
International Partners ................................................................................................................... 20

References ............................................................................................... 22

Background
The COVID-19 pandemic, beginning in 2019, has been defined as a global public health crisis,
affecting both health and socioeconomic aspects. In the aspect of health, studies have shownthat the general population had increased levels of distress and symptoms of depression andanxiety during the early stages of the pandemic.1,2 Preventive measures implemented to control thevirus included social distancing, wearing of face masks, and lockdowns, forcing previous faceto-face activities to transition into working and learning remotely and online. This affected themental health of children, adolescents, and students.1
There are multiple domains in which the COVID-19 pandemic has affected the socio-economic
aspect globally. Investigating the global preventive measures taken to reduce the transmissionof COVID-19, this study analyzed the ecological domain, energy sector, society, and the economy.
They found that a 72-hour delay of collecting and disposing wastes from infected households
and quarantine facilities is crucial to control the spread of the virus. In addition, the study
reported that energy projects will be delayed and may cause uncertainty in the future.3
Researchers have reported that after analyzing the world economy, the COVID-19 pandemic
has caused reduced workforces, closed schools, reduced the need for commodities andmanufactured products, and increased need for medical supplies and food production. With
this, it is evident that good governance and policies should be made to rebuild and build
resilience from the impacts of COVID- 19 pandemic.4
Aside from its socioeconomic impacts, the COVID-19 pandemic has also severely impacted thehealth and education of learners globally. At the start of the pandemic in early 2020, as many as
148 countries were forced to close schools to curb the transmission of the virus, affecting morethan 700 million learners in the process.5 It has been more than one year since the pandemic
started and approximately 55 million learners worldwide are still affected by these school
closures. It has exacerbated the gap between low- and high-income families – children fromhigh-income families have the means to sustain an online learning environment, whereas
children from low-income families struggle due to limited access to digital devices, unstable orunavailable internet connection, and a home environment that is not conducive to online
learning.6,7The effect of prolonged school closures due to the pandemic is not only confined to worse
educational outcomes but it also has detrimental consequences to children’s health. Due toschool closures, children from low-income families cannot access healthy food that had been
provided by schools prior to the pandemic, leading to poor physical and mental healthoutcomes.6,7 The physical distancing and community quarantine measures that were
implemented to curb transmission of the virus also meant that children had lesser opportunities
for physical activity, leading to a sedentary lifestyle and potential weight gain. More time spentindoors and the shift to online learning during the pandemic also translated to longer screen time
for children,8 which has also been linked to childhood obesity.8 School closures have alsosignificantly affected the well-being and mental health of school children. Anxiety, depression, andpsychological distress were also reported,9,10 and children with attention deficit hyperactivity

disorder were documented to have worsening behavior during the pandemic.11 In addition, theimportant link between child abuse victims and school personnel has been disrupted by schools
abruptly closing and ending the school year, leading to decreased reports of child abuse cases.12
EDU-Port Japan is a public-private initiative to introduce Japanese-style education overseas thatis gaining attention worldwide. (www.eduport.mext.go.jp/en/about-en/summary-en/). Japan
has always been implementing the Japanese-style educational system that is recognized globallyfor its holistic approach to education that is grounded on a strong academic ability, withemphasis on humanity and maintaining a healthy body throughout their entire school life
through curricular and extracurricular activities. The teachers are also provided with acontinuous support system through systematic teacher training. Their graduates have beenrecognized by OECD because of their reading literacy and achievements in mathematics andscience. EDU-Port Japan has successfully implemented projects which benefited pre-school andprimary education children in low and middle-income countries such as Vietnam, Cambodia,
Indonesia, and the Philippines.
The COVID-19 pandemic has drawn special attention to school health such as handwashing, daily
health checks, and health education on accurate information on COVID-19 as well as educational
technology. However, prior to the application of the said concept to school health and education
technology, there is a need to analyze the policy environment in the education sector during the
COVID-19 pandemic vis-a-vis the implementation of the K-12 curriculum.

Objectives and Organization of the Meeting
The University of Ryukyus and EDU-Port Japan, supported by MEXT Japan, held an Online
Consultation Workshop on Healthy and Safe Schools for the Post-COVID-19 Era in the Asia-PacificIslands last January 26, 2022. The objectives of the meeting was to (1) to share and document
the experience and impact of school health policies, curriculum, and educational strategies
issued before and during the COVID-19 pandemic, and (2) to identify successful evidence-based
policies and programs that have been used to promote healthier and safer schools for the postCOVID-19 era at the country level and in different contexts. One of the goals is forrepresentatives of the member states to level off and find a common ground towards the
expansion of the implementation of the research on, “Healthy and Safe Schools for the PostCOVID- 19 Era in the Asia-Pacific Islands.”
In partnership with the University of the Philippines - Manila, Mataram University from Indonesia,
and the University of Guam, the workshop was graced with the presence of leaders from the healthand education sectors in Japan, Indonesia, Philippines, Guam, Fiji, Marshall Islands, Micronesia,
Palau, and Tonga.
This event was held in line with the countries’ commitment to the Sustainable Development Goals,
specifically, Goal 3 - Good Health and Well-being, 4 - Quality Education, and 17 - Partnership for theGoals.

The Welcoming Remarks were delivered by Kazuhiro Kogure, the Executive Director and the Vice
President of Planning and Research of the University of the Ryukyus. Messages of Support were thengiven by Takahisa Murakami, Director of the Office for International Strategy Planning, International
Affairs Division, Minister’s Secretariat of the Ministry of Education, Culture, Sports, Science andTechnology Government of Japan (MEXT-Japan), Naoko Nakama, the Program Officer of the Japan
International Cooperation Agency (JICA Okinawa), and Elli Sugita, the Associate Professor of the
Osaka University, UNESCO Chair in Global Health and Education Osaka University Center for
Infectious Disease Education and Research (CIDER).
The Aim of the Workshop was presented by Jun Kobayashi, the Project Leader from the Universityof Ryukyus and EDU-Port Japan supported by MEXT Japan. Then came the presentation of Regional
Guidelines on School Health by Josaia Tiko, the Medical Officer of the NCD Surveillance andPrevention of the Division of Healthy Environments and Populations of the World HealthOrganization Regional Office for the Western Pacific (WRPO-WHO). The Proposed Levels of Policy
Analysis was presented by Calvin S. de los Reyes, from the University of the Philippines - Manila, andHanae Okamoto, both from the University of the Ryukyus. The Proposed Standard of Curriculum
was presented by Akihiro Nishio, a Professor from the Gifu University and the University of Ryukyus.
All presentations can be seen in Appendices 1-1, 1-2, 1-3, and 1-4.
This was followed by the Consultation with Participating Countries which were led by the following:
1) Paul Dacanay (Micronesia), 2) Akio Nishio (Marshall Island), 3) Calvin de los Reyes (Palau), 4) Josaia
Tiko (Fiji), 5) Margaret Hattori-Uchima (Guam), 6) Ernesto R. Gregorio, Jr. (Philippines), 6) Cut
Waraini (Indonesia), and 7) Jun Kobayashi (Tonga).
After sharing the feedback from participants, the workshop ended with the Joint Call for Action,
wherein participants of this consultation workshop recognized and committed to their roles andobligations of ensuring healthy and safe schools in the post COVID-19 Era.
Each island country in the Western Pacific Region was called on to set up a mechanism to strengthen
the school health and nutrition program by allocating resources towards a healthy and safe schoolin the Post COVID-19 scenario.
Lastly, school health and nutrition policymakers and other stakeholders were then called on to
support collaboration and vertical partnership in health and education research to guide thedevelopment/enhancement of school health policies, programs, and services that will benefit thelearners, teachers, school administrators, and their surrounding communities.

Agenda of the Online Consultation Workshop
1.
2.
3.
4.

Introduction of Research Project (EDU-Port Japan)
Presentation of the analysis the contents of the K-12 curriculum related to hygiene, mental
health, nutrition/oral health, and ESD
Presentation of desk review of school health policies related to hygiene, mental health,nutrition/oral health, and ESD during the COVID-19 pandemic
Getting a consensus among participants from member states on the implementation of the“Study on Healthy and Safe Schools for the Post-COVID-19 Era in the Asia-Pacific Islands.”

Expected Outputs
It is expected that the online consultation workshop will contribute to:
1.
2.
3.

4.

The report will be incorporated in the overall findings that will inform the development of acollection of scientific articles on the topic of school health and safety;
Development of website that will map the school health-related policies in the region;
Identification of gaps in the evidence-based policies and programs needed to promotehealthier and safer schools for the post-COVID-19 era at the country level and in different
contexts; and,Concrete recommendations for the improvement of school health policies, curriculum, andeducational strategies to minimize future school closures and for a post-COVID-19 scenario
in the region.

The workshop guide for all facilitators can be found in Appendix 1-5.

Workshop Participants
The invited participants are listed below. Consultation was divided into 7 groups: Fiji, Guam,
Indonesia, Marshall Islands, Micronesia, Palau, Philippines. This was done through breakout sessions.
The list of participants in each breakout session is listed at Appendix 3-1.
Country

Position

Affiliation

Email address

Timoci B. Bure

Head

National
Education
Delivery (HNESD)

Mohammed Khalif

National
HealthPromoting School
Coordinator
School Health Team
Leader

Ministry of Education

Margaret Perez
Hattori-Uchima
Maria Sandra Minas
Cruz
Shenalyn KadusaleDeanmuchima@triton.uog.edu

Michelle
Camacho

Program Coordinator for
Curriculum andInstruction
District Psychologist

School of Health,
University of Guam
School of Health,
University of Guam
School of Health, University of
Guam
Guam Department ofEducation

Guam Department of
Education
Guam Department ofEducation

ntcepeda@gdoe.net

Guam Department ofEducation

jsanchez@gdoe.net

Faculty of Medicine,
Mataram University
Faculty of Medicine, Mataram
University
Faculty of Medicine,
Mataram University
Faculty of Medicine,
Mataram University

hamsukadriyan@yahoo.co.idfahrin.andiwijaya@unram.
ac.id
dianps.md@gmail.com

Fiji

Vaciseva Vuki

Service

Ministry of Healthtimoci.bure@govnet.gov.fj

mohammedkhalif66@gma
il.comkhalifm@who.int
vaciseva.vuki@gmail.com
vaciseva.vuki@health.gov.
fj

Guam

M.

Nadine Cepeda
Julietta C. Quinene

Joseph Sanchez

Nursing Instructor
Student

Community Health andNursing Services
Administrator
DeputySuperintendentofCurriculumandInstruction

minasm@triton.uog.edu
kadusales@gotritons.uog.
edu
mmcamacho@gdoe.net

jcquinene@gdoe.net

Indonesia
Hamsu Kadriyan

Dean

Fahrin Andiwijaya

Professor

Dian Puspita Sari

Professor

Cut Warnaini

Professor

cutwarnaini@gmail.com

Dewi Ayu Murniati

Head

Wilya Isnaeni

Chief Head of HealthResources Department
Head of Health Human
Resources
Development Section
Founder

Wahyu Amri Fauzi

Muhammad Akbar
Rasfanzani
Siti Zuleha
Suriari Lestari

Pagesangan Public
Health Centre
Department of Health West Nusa
Tenggara
Department of Health West Nusa
Tenggara

dewikenzi@gmail.com

Digital Education
Community
Dinas Kesehatan
Provinsi NTB
Dinas Kesehatan Provinsi
Tenggara Baratakbar0310@gmail.com

anikwilya@gmail.com
wahyuamrifauzi@gmail.comkesgantb@gmail.com
Nusa

suriarilestari78@gmail.comJapan
Jun Kobayashi

Dean and Professor

Rie Takeuchi

JICA Special Advisor/Visiting
Researcher

Akihiro Nishio

Professor

Norie Wake

Senior Lecturer

Calvin de los Reyes

Senior Lecturer

Fumiko Shibuya

Master course student

Hanae Okamoto

Master course student

Hirono Sasaki

Master course student

TraceyElizabethClaire Jones

PhD Student

Sachi Tomokawa

Associate Professor,
Faculty of Education
Master course student,
Department of Psychology,

Marie Ueno

Department of Global Health,Graduate School of Health Sciences,
Universityof the Ryukyus
Department of Global Health,Graduate School of Health Sciences,
University of the Ryukyus
Health AdministrationCenter, Gifu
University
Department of Health Sciences,
Graduate School of Health Sciences,
Universityof the Ryukyus
Department of Global Health,Graduate School of Health Sciences,
Universityof the Ryukyus
Department of Global Health,Graduate School of Health Sciences,
University of the Ryukyus
Department of Global Health,Graduate School of Health Sciences,
Universityof the Ryukyus
Department of Global Health,Graduate School of Health Sciences,
Universityof the Ryukyus
Department of Global Health,Graduate School of Health Sciences,
University of the Ryukyus
Shinshu University
Shinshu University

junkobalao@gmail.com

zhuneilihui@hotmail.com

akio13e@yahoo.co.jp
waken@med.uryukyu.ac.jp

csdelosreyes2@up.edu.phfumiko.shibuya79@gmail.
com
lec_twilight@yahoo.co.jp

33hirono@gmail.com

davitrace2013@gmail.com

sachitjp@shinshu-u.ac.jp
sachitjp@hotmail.com
20ua301j@shinshu-u.ac.jp

Elli Sugita

Mika Kigawa

Kenzo Takahashi
Kumi Kobayashi(Marshall Islands)
Sachiko Takehara

Graduate
Schoolof
Humanities
and Social Sciences
Associate
Professor,
Department of Human
Sciences
Associate
Professor,
Faculty of Health andWelfareProfessor, Graduate
School of Public Health
Master course student,
Graduate School Public
HealthAssociate
Professor,
DepartmentofDentistry, Faculty of
DentistryTakeshi Akiyama

Osaka University

ellisugita@gmail.com

Kanagawa
Services

kigawa-c5s@kuhs.ac.jp

University of Human

Teikyo University
Teikyo University

kobakyumi@gmail.com

Niigata University

takehara.ohp@gmail.com

Nagano College ofNursing

takeshiak@naganonurs.ac.jp

Marshall Islands
Hillia Konou

Chief Nurse

Primary Health Carehkonou@gmail.com

Florence Peter

Professor

College of the
Marshall Islands

fpeter@cmi.edu

Paul Dacanay

Associate Professor

dackydocmd@gmail.com

Rudelyn Dacanay

Assistant Professor

COM/FSM- College ofMicronesia
COM/FSM- College ofMicronesia

Gardenia Aisek

Secretary

Education FSM

Jason Reiong

Deputy Director

Department of Education - Chuuk

Deanna Aizawa

Chief

Suda Umwech

Chief

DOE - Planning and Development
Section-Chuuk
DOE - School Support Division -Chuuk

Brad Mori

Director

MJ Martin

Health Educator

Moria Shomour

NCD Coordinator/RCCE
Focal Person
Chuuk WASH in HCF
Coordinator

Micronesia

Mahoney Mori

Environmental Protection Agency
Chuuk
DOHS -Environmental Health andSanitation Section - Chuuk
DOHS - Public Health - Chuuk
DOHS - UNICEF

rudelyndacanay@gmail.comrdacanay@comfsm.fm
gardenia.aisek@national.doe.fm
jasoreio@yahoo.com&
reiongjason@gmail.com
aizawad86@gmail.com
umwechsuda81@gmail.combrad_mori@hotmail.com
martinmj0@gmail.com
mshomour@gmail.com
mahoneymori@gmail.com

Quennie Amor Go

WinS Consultant

Joy Minda
Francisco Celestine

Kosrae WASH
CoordinatorPohnpei - EPA

Tulemsru Waguk

Director

Kosrae DoE

fanciscocelestine@gmail.comtedwagunk2@gmail.com

Weison WeitalManagement
Information Specialist
School's
Accreditation
Coordinator

National Departmentof Education
National Departmentof Education

weison.weital@national.doe.fm
dalidawsun@gmail.com

Yap Area Health
Education Centerpyou@fsmhealth.fm

Palau Community College

terryn@palau.edu

Palau Ministry of Health, MHHS
(Ministry of Healthand Human Services)
Ministry of Education

amerur@gmail.com
antonnette.merur@palau
health.org
rmechol@palaumoe.net

Palau Area Health Education
Center(Palau AHEC)

gregd@pihoa.org

College of Public Health,
University of the Philippines Manila
College of Public Health, University
ofthe Philippines Manila
College of Arts and Sciences,
Universityof the Philippines Manila
College of Public Health, University
ofthe Philippines Manila
Program Implementation andOutreach
Division,
HealthPromotion Bureau, Department of
HealthProgram Implementation andOutreach Division,
Department of Health
Department of Health, Center for
Health Development
NCR

ergregorio@up.edu.phDalihla Waltu

UNICEF FSMinHCFDHSA - Kosrae
Pohnpei EPA

Pius You

quennieamor@gmail.com
qgo@unicef.org
pjoyminda@gmail.com

Palau
Tarmau Terry
Ngirmang
Antonnette
Odeurengul Merur

Associate Prof, Nursing
ProgramDirector of Nursing

Ray Mechol

Director of Palau, Ministry of
Education
Executive Director

Greg Dever, MD

Philippines
Ernesto R. Gregorio,Jr.

Assistant Professor

Crystal Amiel
EstradaAssociate Professor

CalvinS.
losReyesM.

deMikaelaSalanguit

Lecturer

B.

Alfonso Regala

SamueleQuizonResearch Assistant

Chief

Anton

Reginald Santiago

Medical Officer IV

HealthPromotion
Education Officer

andcmestrada@up.edu.phcsdelosreyes2@up.edu.phmbsalanguit2@up.edu.pharregala@doh.gov.phsequizon@doh.gov.phreginald_santiago@yahoo.
com

Jeanette N. Atienza

HealthPromotion
Education Officer

Corazon Dumlao

Chief

Alejandro G. Ibanez

CESO VI, OIC

Schools
DivisionsSuperintendent, Division of City
Schools Navotas City

Gemma Villaluna

Chief

Gian Erik Adao

Education Program Specialist
II

Salita Salaysay

Principal

School Governance and Operations
Division, Division of City Schools
NavotasCity
Departmentof
Education,
MentalHealth Program
Navotas Elementary School,
Model
School in
SchoolHealth/COVID-19 Response

April Joy DavidTechnical
Coordinator
Healthy Ageing, Gender,
Equity and Human Rights

andDepartment of Health, Center for
Health Development
4A
SchoolHealthDivision,
Department of Education, Central
OfficeWorld Health Organization Regional
Office for the Western Pacific(WPRO-WHO)

jappyatienza@gmail.com

maria.dumlao@deped.gov.phdumlaomariacorazon@de
ped.gov.ph
dumlaomariacorazon@gm
ail.com
alejandro.ibanez@deped.g
ov.ph
navotas.city@deped.gov.phgemma.villaluna@deped.g
ov.ph
navotas.city@deped.gov.phgian.adao@deped.gov.phsalita.salaysay001@deped.gov.phnavotas.city@deped.gov.phadavid@who.int

Tonga
Hepeti Takeifanga
Ofa Tukia
Seinisiahi Toumoua
FifitaSenior Tutor Sister

Primary School division, Ministry of
Education and Training, Tonga
Health promotion unit, Ministry of
Health, Tonga
Queen Salote Institute of Nursing
and Allied Healthhtakeifanga@gmail.com

World
HealthOrganization
Regional Office for the Western
Pacific (WPRO-WHO)World
HealthOrganization
Regional Office for the Western
Pacific (WPRO-WHO)

nozakis@who.int

World Health Organization Regional
Office for the Western Pacific(WPRO-WHO)

rlee@who.int

o.tukia@gmail.com
fifita.seinisiahi@gmail.com

WPRO-WHO
Shinjiro Nozaki

Josaia Tiko

Rachel Seungyun Lee

Complianceand
Risk
Management Officer Officeof the RegionalDirector
Medical
OfficerPrevention of
Non-communicable
Diseases,Divisionof
Healthy Environments
and Populations (DHP)
Consultant
DivisionofProgramme
Management

tikoj@who.int

Momoe Takeuchi

Country Liaison Office, WHO
Office Northern Micronesia

Semenson Ehpel

World Health Organization
Country Liaison Office forNorthern Micronesia (FSM,
RMI and Palau)
World
HealthOrganization
Country
Liaison
OfficeforNorthern Micronesia(FSM, RMI and Palau)
Partnership in TechnicalCooperation(PTC)
Country Support Unit /Division of ProgrammeManagement

Roan
Cabacungan

Bhel

Ogusa Shibata

World Health Organization Regional
Office for the Western Pacific(WPRO-WHO)
World Health Organization Regional
Office for the Western Pacific(WPRO-WHO)takeuchim@who.int

World Health Organization Regional
Office for the Western Pacific(WPRO-WHO)cabacunganr@who.int

World Health Organization Regional
Office for the Western Pacific(WPRO-WHO)shibatao@who.int

ehpels@who.int

Supporting Partners
Takahisa Murakami

The Ministry of Education, Culture,
Sports, Science andTechnology
MEXT, Government of Japan

Naoko Nakama

Director
Office for International
Strategy Planning,
International Affairs
Division, Minister's
Secretariat
Executive Director and Vice
President Planning, Research
Program Officer

Tsuchiya Katsunari

General Manager

Japan International
Agency(JICA Okinawa)
TA Networking Corp.

Carmina Guerrero

Consultant

TA Networking Corp.

Kazuhiro Kogure

University of theRyukyus
Cooperation

kogure@jim.uryukyu.ac.jp
Nakama.Naoko2@jica.go.jptsuchiya.katsunari@tan.com
carmina.guerrero@tan.com

Results
The reports from each country can be found at Appendices 2-1, 2-2, 2-3, 2-4, 2-5, 2-6, 2-7, listed
in alphabetical order of the country. The poster and the pictures from the workshop can beseen at Appendices 3-2 and 3-3.
The participants believed that school health promotion is necessary in their respective country.
The answer was a unanimous “yes”. School health promotion should be expanded to the secondary
level in areas when it’s offered in the primary level. There should be a focus on COVID-19, mental
health, obesity, and topics that impact the youth such as physical and sexual abuse. Healthpromotion should be integrated in the school health system. Non-communicable disease prevention
should start at an early age. Children are catalysts of change and health promotion in schools will
also have a positive impact in the community.
The preliminary results of the research endeavor entitled, “Study on Healthy and Safe Schools for
the Post- COVID-19 Era in the Asia-Pacific Islands: Japan, Indonesia, Philippines, and Guam” weregenerally well-received by the participants. They are clear and precise and can be implemented inother countries in the island countries in World Health Organization, Western Pacific Region (WPRO).
When using the experience of the three countries, however, policy differences among states must
be considered. For example, COVID-19 vaccines may be allowed for adolescents, but not for younger
children. In addition to this, the WHO framework is interesting to the participants who are looking
forward to the finished project. Guam can be one of an good example for its neighbors in the Pacific,
who need to address weaknesses in their education and health laws.
The participants believed that research on school health policy development and implementation
during the COVID pandemic is needed in their respective countries. While nurses and doctors arebusy, research is needed. Research on school health policy will check if policies are implemented
properly. It will also determine if further policies are needed or if they are appropriate to the state
where they are being enforced.
To extend the research endeavor, “Study on Healthy and Safe Schools for the Post- COVID-19 Erain the Asia-Pacific Islands” in other states in the Western Pacific Regions, a few research
institutions were identified. Permission must be secured from the Ministries of Health and
Education. There is a need for document reviews and ethics clearances, depending on the breadthof the research. The MoH will handle issues on staffing, ethics and the required clearances.
However, due to the limited number of human resources in their country, a few recommendations
were cited. A research company or agency may be required as well as a consultant who can assist
on the research. In Micronesia, the FSM has no capacity to conduct research that’s why othercountries must provide the resources.
In addition to this, the following research partners/collaborators were identified:
In Fiji, get in touch with Prof. Vanualailai of the University of South Pacific and Prof. Doland Wilsonof the Fiji National University.

In the Marshall Islands, get in touch with Ms. Sandy Davis, coordinator of school health training at
the Ministry of Education and Prof. Florence Peter of the College of Marshall Islands, who could
serve as the key contact person.
In Micronesia, get in touch with UNICEF, the WHO and the National Education body.
In Palau, get in touch with the Palau Institutional Review Board; Gaafar J. Uherbelau, Minister of
Health and Human Services.
The participants identified training program/s on school health in Japan that could be developed
and conducted. There should be COVID-19 management at the school level, for personnel from the
Ministries of Health and Education who handle COVID1-9 cases. Students and parents must be
educated on the risks of getting COVID-19 in the school setting and how to prevent infection. In
addition, there should be training on how to help students take care of their mental health, sexual
health, as well as WASH and diabetes. Non-communicable diseases must also be tackled.
There should be training on how to implement the research as well as capacity training to implement
it. In the end, there should be measures in place to ensure that Pacific neighbors continue to shareknowledge and best practices on how to initiate, implement and establish policies.
More specifically, how the curriculum should stress the importance of health and nutrition, evenafter the students have graduated from school. As well as training on life skills such as selfawareness, empathy, decision-making, problem-solving, critical thinking, effective communication,interpersonal relationships, emotional control, and stress management. The training should also
include educators and school personnel. More pressing issues such as bullying, internet addiction
and suicide must be tackled.
The participants mentioned support needed from JC-GSHR for school health other than researchand training. Facilities and infrastructure in school are needed such as school health kits, youth carehealth kits, proper tools for gathering and keeping medical records, screening facilities and a pilot
project for a healthy canteen. Hospitals need support managing mental health cases, particularly
ADHD. JICA volunteers can be on the ground to help teach proper nutrition in schools. Participants
cited the example of Colgate International in supporting the health curriculum through oral healthpromotion.
The summary of each country report can be seen in the next section.

Matrix Summary of Results in Each Country
Healthy and Safe Schools for the Post-COVID-19 Era in the Asia-Pacific Islands(Online Consultation Workshop Response Matrix)
Question
Summary

Fiji

Guam

Indonesia

Q1
Need for school healthpromotion?

Q2
Comments on Japan, Indonesia,
Philippines, Guam Report

Q3

Q4

Q5

Q6

Need for research?

Necessary research process

Contact Persons

Training needs, target participants Support needs

Yes.
1) Currently focusing on
Yes.
primary school level; need to 1) Clear and precise
MoH or MoE ethics (depending on
Nurses and doctors are busy inexpand to secondary;2) Implementation from government to school
research) approval necessary even for
COVID-19 treatment, but2) Need to identify issues
level [will be helpful in Fiji]
document reviews
research is needed.
during COVID-19 (mental
health, WASH, diabetes)

N/A

-

N/A

Yes.
Pandemic has interrupted
learning, even at its third year.
Misunderstanding about
policies and procedures create
learning gaps.

1) COVID-19 management at schoollevel, community level (for MoH,
MoE staff in charge of COVID-19)
2) Health education curriculum(National level staff or MoE in charge 1) Capacity training after Japaneseof curriculum development)
government introduce school facilities
1) Prof. Vanualailai, University of 3) Handing mental health issues(e.g. toilets) and training for
the South Pacificduring COVID-19, online
sustainable maintenance2) Prof. Donald Wilson, Fijiconsultation with students, how to2) Implementation research (e.g.
National University
take good care of mental healthmonitoring of implementation,
among students (National level staff evaluation of the impact of
from, MoH, MoE, MSW)
implementation)4) Risk communication (fear ofsending children to school due to
COVID-19)
5) Mental health, WASH, diabetes
1) Nurses created slides for GDoE
employees at the beginning of theschool year, they used much WHO
1) Structured curriculum in mental
resources. Due to the constanthealth domain is lacking, continuouschanges during the pandemic andcurriculum is lacking for all gradewith many policy changes, we needlevelsto make sure it does not hamper2) Specific courses are limited due tooperations and safety
a available teachers who can teach2) Curriculum on all four of thethe course
research study topics is needed.
3) Colgate international provides aCurrent curricula in Guam focuses
helpful health curriculum on oralon the core areas, but not enough on
health/health care package
health or nutrition as priority is toprepare students for life after highschool.

1) For curricular policy change it needs
to be adopted by the board. Courses get
approved by a Joint Board committeethat includes teachers/board members. N/A[There is a need to] do a pilot.
2) Research goes through the Research
Planning and Evaluation Division.

(1) The policy implementation on school
health especially in during the Pandemic havebeen carried out consistently and covers
many aspects (dental health, nutrition,
infection control, etc.)
Response not required but(2) In practice, the monitoring process is still
Response not required but discussed.
discussed.
inadequate. Sometimes, penalties for
Letter of permission to conduct research(1) Research is necessary to
negligence are as far as a formality.
must be sent to DoH or local healthevaluate policy implementation,(3) Suggestion: add data collection fromoffices, addressed to the head ofeffectiveness, and involvement
schools that have implemented the latest
department. Research can beof parents/communities inprototype curriculum (focusing on life skills).
undertaken through BRIN schemes.
implementation.
(4) Currently, the elementary school
curriculum is using a thematic approach
where one part is interrelated with another.
Both policy and curriculum analysis are
considerably robust.

Q7

N/A

Life skills including self-awareness,
empathy, decision making, problem
solving, critical thinking, effective
communication, interpersonal
relationships, emotional control, andcoping with stress [needs to be
integrated into schools].Target
should be educators and school
health personnel, to increase ability
and capacity to understand school
health.

Facilities and infrastructures such as
School Health kit, Youth Care HealthService kit, Consultation and
Education media, proper medical
record tools to be used in youth orfamily , health rapport, screening
facilities, and a pilot project on healthy
canteen.

MarshallIslands

Yes.
1) Integration of school healthsystem (health policies,
vaccination, COVID-19
prevention) is implemented in
Marshall Islands. Serious
problems include stunting andobesity

1) MoH will handle ethical, staff,
1) Marshall Island will be able toclearance issues.
join.

Yes.
1) COVID-19 related topics
are not incorporated incurriculum. COVID-19 impact
among the youth (obesity,Yes.
physical/sexual abuse,
1) (Suggestion) Invite people knowledgeable 1) Policies are not implemented
addiction) [need] to be taught
in policy making
as it should1) Items needed for research:
to youth.
2) [In Marshall Islands], policies may be2) Lack of policies to address-Research company/agency
2) NCD prevention should
different from state to state; national
COVID-19 challenges-Consultant that can assist in that typestart at an early age.
Micronesia
government has a policy but states also have 3) Umbrella policies isof research
3) Children are catalyst to
their own. Example, DoE of one of the states important, but uniqueness of2) FSM has no capacity to conductchange and can improve
did not allow distribution of COVID-19
each state should beresearch so other countries must
health not only in the school
vaccines to children and adolescents at
considered.
provide.
but also of the community
school sites.
4) Review of policies at each4) Before COVID-19, somestate needed
students cut physicaleducation [class] in order topass other subject such as
math and science, but
become obese.

1) Not aware of JC-GSHR, not surewhat support is needed.
2) Marshall Islands' school health1) Ms. Samdy Dismas at MoE isissues include: COVID-19 prevention
coordinating school healthand information, diabetes and obesity
training with MoH this year tocontrol, nutrition.
Training needs need to behelp deal with COVID-19 at
3) As for mental health, there is notconfirmed, but should include NCDs
schools.
enough care for ADHD. The
in addition to COVID-19 (it may be2) Prof. Florence Peter ofhospitals, who handle mental health,good to involve doctors and nurses)
College of Marshall Islands could
is not in collaboration in with schools.
be keyperson (registered but did3) Food and nutrition issues: not
not attend workshop)
many schools have cafeterias,
Vegetables are often imported andexpensive. Closure of airports
affected procurement of foodstuffs.

1) UNICEF, WHO, National
Education

1) Mental health, physical, mental,
sexual abuse.

1) Connecting with other neighboring
countries, knowledge sharing andmanagement
2) How to initiate, implement, andestablish policies
3) Continue this relationship and stayconnect

Palau1) Understandable.
2) (Suggestion) To hear it from moreelaborately explained from each countries'
representatives.
2) WHO framework was interesting;challenging [process] but admirable; looking
Yes.
forward to the finished product.
Yes.
1) Evaluation or revision of
1) Needs to be strengthened 4) Palau MoH minister through the WHO
existing policies is necessary.
and maintained for the future. Miniters of Health Meetings, will be part ofapproval process.
5) Guam is a well developed Pacific Island
country, another less developed Pacific Island
would demonstrate the Pacific-Island-wide
weakness in school health laws, practices,
etc.

Philippines N/A

1) There is a consensus that the policy andcurriculum analysis is helpful in creating amore comprehensive review of school healthin the region.
2) There is need to emphasize timeline fordesk reviews (new policies are not yet
available online)- Joint Memorandum Circular (DepEd DOH)
- Joint Initiative Order (CHED, DSWD,
N/A
DepEd) for healthy learning institutions-Health Promotion Framework Strategy
3) There is a need to engage curriculum
experts (DepEd) for curriculum analysis; there
is a spiral implementation of curriculum4) Include colleagues in the final validation in
the school level (principal or teacher) to
capture the challenges in the implementationsof the grassroots

1) Any research must be applied to (inwriting): MAFE AND MoE2) NIRB (for human related research)
resides in IRB seated within MoH andresearch must go through board forapproval. Not a difficult process if there
1) Palau Institutional Review
is a national counter-part. (Dr. Dever
Board: Gaafar J. Uherbelau,
was former IRB chairman)
Minister3) Partnership of MHHS and MoE forof Health & Human Services,such research is very possible.
MHHS, Republic of Palau
4) Consent forms are part of the IRB(g.uherbelau@gmail.com).
review process for research application.
5) Palau's annual school health survey
includes pediatrics, behavioral health.
(Suggestion) It may be good to fund afacilitator (subject matter expert) toassist in the research methodology.

N/A

N/A

List of Questions
Q1: Do you think that school health promotion is necessary in your country in the future?
Q2: Earlier you have seen the results of the analysis of the school health policies in Japan, Indonesia, Philippines and Guam by levels of implementation. Is the analysis clear and easy to understand?
Is this something that will be helpful in decision making in your country?
Do you have any comments or suggestions?
Q3: Do you think that research on school health policy development and implementation during the COVID-19 pandemic is needed in your country?
Q4: If the research is to be conducted, which research institutions in your country should we partner with? Please list the research institutions in your country and their contact person. If not, this research group will contact you directly.
Q5: Please briefly describe the process involved in doing such research, e.g. permission from the ministry, consent taking, etc..
Q6: If a training program on school health in Japan will be developed and conducted, what kind of content would your country need? Who should the training participants from your country be?
Q7: Check if there is any other support needed from mainly JC-GSHR for school health other than research and training??
For list of abbreviations, and participants during breakout sessions, please see next page.
注1) To clarify sentence construction, words in "[ ]" brackets have been added but not included in the minutes.

1) Evidence based policies on safety
and health practices for schools.
2) MoE staff/teachers/principals'
1) JICA volunteers who are skilled inmanagement
3) Production, practical consumption taching nutrition in school settings,
and have experience in curriculumof local foods should be
development and teacher training
strengthened; In school healthwould be helpful in promoting nutrition
surveys, BMIs indicate 1/3 oflearning in Palau schools.
students among grade 1 to 13 areoverweight or obese
4) Bullying, internet additction,suicide are equally important

1) National/sub-national level havedifferent capacity needs.
-School Heads level: Managing
Health Convergence Activities with
DepEd
-School Health personnel: Disease
Prevention and Control, Health andNutrition provision-Bureau level for DepEd/subnational
level for DoH: Policy, Research,
Monitoring, and Evaluation;
2) Food safety
3) Funding for existing training
programs and portable handwashing facilities
4) Graduate school (MS, PhD)
opportunities

Call to Action
As a conclusion to the workshop, the following call to action was made for the participants.

Preamble
In support of our respective country’s commitment to the Sustainable Development Goals
particularly on Goals 3 - Good Health and Well-being; 4 - Quality Education; and 17 Partnershipfor the Goals;
We, the participants of the Online Consultation Workshop on Healthy and Safe Schools for the
Post- COVID-19 Era in the Asia Pacific Islands; organized by the University of the Ryukyus, Edu-PortJapan
A diverse group of governments, United Nations agencies, academic institutions, and civil society
organizations have come together to participate in the said workshop: Hereby affirm ourcommitment to the following issues:●

Health and education are fundamental human rights of school-aged children and theirfamily members.

●

The known beneficial impact of School Health and Nutrition programs on the well-being
and educational achievement of children in a sustainable future;●

The importance of cross-sectional partnership in the design, implementation, andevaluation of research-based school health and nutrition policies, programs, and services
towards healthy and safe schools;●

Each country has its own unique conditions and thus the need to contextualize researchand training capacity building

The Joint Call for Action
Therefore, we the participants to this consultation workshops on Healthy and Safe Schools for the
Post COVID-19 Era in the Western Pacific Islands held on January 26, 2022, recognize and commit
to our roles and obligations of ensuring healthy and safe schools in the post COVID-19 era.
Moreover, we also call on…
Island Countries in the Western Pacific Region to set up a mechanism to strengthen the school
health and nutrition program by allocating resources towards a healthy and safe school in the Post
COVID-19 scenario.
School health and nutrition policy-makers and other stakeholders to support collaboration andvertical partnership in health and education research to guide the development/enhancement ofschool health policies, programs, and services that will benefit the learners, teachers, school
administrators, and their surrounding communities.

Way Forward
We are starting the policy research on Micronesia, Marshall Islands, Palau and Fuji through literature
review at first in collaboration with JC-GSHR, CPH, University of the Philippines and University of
Guam. Japan Consortium for Global School Health Research (JC-GSHR) will also assist in obtaining
permission from the ethics committees in each country for policy implementation studies.
JC-GSHR will submit a report to the Japanese Ministry of Education, Culture, Sports, Science andTechnology (MEXT) in February, and apply for a continuation project after April. The continuing
project will collaborated with WHO,WPRO and JICA Okinawa as official partners, aiming to finalize
the level of policy formulation in the island countries and to clarify challenges in policy
implementation. The development of the project in non-island countries in WRPO will be discussedwith WPRO and other partners in the future.

Acknowledgements
Research Team
University of the Ryukyus• Jun Kobayashi (Dean and Professor, Department of Global Health, Graduate School of Health
Sciences)• Rie Takeuchi (JICA Special Advisor/Visiting Researcher, JICA Okinawa / Graduate School of
Health Sciences)• Akihiro Nishio (Visiting Professor, Department of Global Health, Graduate School of Health
Sciences; Professor, Health Administration Center, Gifu University)• Norie Wake (Senior Lecturer, Department of Health Sciences, Faculty of Medicine)• Calvin de los Reyes (Senior Lecturer, Department of Global Health, Graduate School of Health
Sciences)• Fumiko Shibuya (Master course student, Department of Global Health, Graduate School of
Health Sciences)• Hanae Okamoto (Master course student, Department of Global Health, Graduate School of
Health Sciences)• Hirono Sasaki (Master course student, Department of Global Health, Graduate School of Health
Sciences)
Shinshu University• Sachi Tomokawa (Associate Professor, Faculty of Education)• Marie Ueno (Master course student, Department of Psychology, Graduate School of Humanities
and Social Sciences)
Osaka University• Elli Sugita (Associate Professor, Department of Human Sciences)
Kanagawa University of Human Services• Mika Kigawa (Associate Professor, Faculty of Health and Welfare)
Teikyo University• Kenzo Takahashi (Professor, Graduate School of Public Health,)• Kumi Kobayashi (Master course student, Graduate School Public Health)Niigata University• Sachiko Takehara (Associate Professor, Department of Dentistry, Faculty of Dentistry)

International Partners
INDONESIA - Mataram University• Hamsu Kadriyan (Professor, Faculty of Medicine)• Dian Puspita Sari (Faculty of Medicine)• Cut Warnaini (Faculty of Medicine)• Fahrin Andiwijaya (Faculty of Medicine)

•
•
•
•

PHILIPPINES - University of Philippines Manila
Ernesto R. Gregorio, Jr. (Assistant Professor, College of Public Health)
Crystal Amiel M. Estrada (Associate Professor, College of Public Health)Calvin S. de los Reyes (Senior Lecturer, College of Arts and Sciences)
Mikaela B. Salanguit (Research Assistant, College of Public Health)••

GUAM (USA) - University of GuamMargaret Hattori-Uchima (Dean and Assistant Professor, School of Nursing and Health Sciences)
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