The Platform for Future Co-Creation of UNESCO Activities(International Grassroots UNESCO Activities) FY2020

Preliminary Study on Possibility of Establishing
Non-governmental UNESCO Movement in Kiribati
Resource Persons Meeting Member List
Resource Person

Masao KUDOU

Board Memmber, National Federation of UNESCO Associations in Japan /Representative Director, Tohoku Regional UNESCO Associations Federation

Rumiko HIKICHI

Vice President, National Federation of UNESCO Associations in Japan /Advisor, Shiroishi UNESCO Associaton

President, Shiroishi UNESCO Associaton
Takurou YAMADA
Katsuo NISHIMURA Director-General, Shiogama UNESCO Association
President, Kesennuma UNESCO Association
Hideo ARAKI
Member, Kesennuma ESD/RCE Promotion Committee
Yumiko SATO
Member, Kesennuma ESD/RCE Promotion Committee
Ryo ASANO
President, Tomiya UNESCO Association
Hiroyasu ABE
ViceSuperintendent, Tomiya City Board of Education
Kouichirou NIKAIDOU
Tohoku University International Research Institute of Disaster Science /Aiko SAKURAI

The Platform for Future Co-Creation of UNESCO Activities(International Grassroots UNESCO Activities) FY2020

Project Report

Preliminary Study on Possibility of Establishing
Non-governmental UNESCO Movement in Kiribati
Sendai UNESCO Association

Professor,Toyo Eiwa University

AdvisorKiichi OYASU
Hiroyuki UEHARA

Director, Education Cooperation Department, Asia-Pacific Cultural Centre for UNESCO

Toshiaki IWADATE

Section Head, Environment Management Division,
Tohoku Regional Environment Office, Ministry of the Environment

Kazuaki HARADA

Senior Policy Coordinator, Resource Recycle Management Division,
Tohoku Regional Environment Office, Ministry of the Environment

Tomonori ICHINOSE

Director, Consortium for ESD and ASPNet Schools in Tohoku Region /Professor, Miyagi University of Education

Kuniyasu INOUE
Kentaro ONO
Yoshihiro AMAKO

Chief Executive Officer, Tohoku Region ESD Activity Support Center

Senior Coordinator for Climate Change and Marine Information,
Disaster Mitigation Department, Regional Headquarters of Tohoku Area,
Japan Meteorological Agency

President, Japan Kiribati Association (JAKA)
Deputy Director, Oparations Division, National Federation of UNESCO Associations in JAPANSendai UNESCO Association

SENDAI

5F Sendai Daiichi Seimei Bldg., 3-1-1 Kokubuncho, Aoba-ku,
Sendai City, Miyagi 980-0803, Japan
TEL: +81-22-224-2581 FAX: +81-22-302-3406
E-mail: sendai@unesco.or.jp URL: https://www.unesco.or.jp/sendai/

SendaiJAPAN

Republic of Kiribati

Achievements and Prospects

Objective
In the midst of global changes such as globalisation and climate change, the "2014-2021 UNESCO Medium-Term Strategy"
aims to "promote peace, dialogue, tolerance and mutual understanding between cultures" and "sustainable development" as a
global goal. As an activity goal in the local level, promotion of UNESCO activities with the participation of youth, education through(1) Activation of the UNESCO Activities in Kiribati●Actions and Achievements○Conducted 3 online interviews

Through these interviews, we were able to confirm that there is no Non-governmental UNESCO Activities and no UNESCO Association in Kiribati,
and the needs for exchanges with Japan and Non-governmental UNESCO Activities were also confirmed. In addition, we were able to since grasp
imagine of the “seeds” for establishment of Kiribati UNESCO Association to some extent. Therefore, in collaboration with Kiribati Ministry of
Education that manages the Kiribati UNESCO National Committee, Japan-Kiribati Association and its local partner in Kiribati (Himawari Enterprise)and others, it was found confirmation of specific "seed" to assist establishment of Kiribati UNESCO Association in FY2021 would be needed.

school activities, social education, etc., are identified for acquiring excellent activities and abilities necessary for daily living.
Although the Republic of Kiribati is blessed with beautiful nature and marine resources, it is currently at the frontline of theeffects of climate change and its sustainability is being threatened, in addition to the unique challenges faced by small island states.
Sendai UNESCO Association, which has a close relationship with Kiribati, has launched a project that emphasises mutual
understanding and education and partnership to achieve SDGs, including the Goal 13 ( “Take urgent action to combat climatechange and its impacts” ) in both countries. It is aimed to assist launchingof "Kiribati UNESCO Association (tentative name)" to suppor t youth
education and spreading the philosophy of UNESCO at educational
institutions including the UNESCO Associated Schools and relatedorganisations in Kiribati and to promote partnerships between the public
and private sectors to achieve SDGs. At the same time, activities forfostering youth who will be the bearers of a sustainable society with

●Outlook for Next Financial Year and Beyond○Confirmation of specific “seeds” to assist establishment of Kiribati UNESCO Association○(if the situation permits) visiting Kiribati to reach agreement in assisting establishment of Kiribati
UNESCO Association with the stakeholders and preparation of mid-long-term action plan
○Assisting establishment of Preparation Committee○Establishment of Kiribati UNESCO Association and reaching Collaboration Agreement with Sendai
UNESCO Association○Assisting and implementing teachers exchange and human resources development projects baseon the Collaboration Agreement（2）UNESCO Activities Showcasing Kiribati in Japan

global perspectives in Japan.

●Actions and Achievements

In 2020, amid Global COVID-19 Crisis, Kiribati and Sendai took a○Conducted lectures at 2 primary schools in Sendai City
○Preparation of lesson plan and teaching “Future of the World and Japan’ s Role (7-periods)” , alesson unit of the Social Studies for class 6 pupils, showcasing Kiribati.

bold Step of Hope for connecting to the future through partnership.

Visiting lectures and study programme preparation were conducted and both teachers and children responded very well. The value of theeducational program showcasing Kiribati was confirmed very positively. Due to the COVID-19 situation there were restriction to access to theclassroom and the programme discussion in person at the later stage. Therefore, VTR and YouTube etc were used for the delivery.

Republic of Kiribati○SDGs Workshop Showcasing Kiribati and the Cultural Exchange (online)

The Republic of Kiribati, located in the middle of the Pacific Ocean at the intersection of the Equator

Recommended by the Resource Persons Group, a workshop introducing daily life and culture of Kiribati was conducted. We were able to feel
Kiribati closer and grasped a picture of direct cultural exchange with Kiribati for later stage.

and the 180th meridian, consists of the Gilbert Islands, where the capital Tarawa is located, the Phoenix
Islands, which is a UNESCO World Natural Heritage Site, and the Line Islands, where the first islands to greet the rising sun in the world.
It is a country of 33 beautiful islands, scattered over a vast area of 5,000 km East to West. It became independent from the United
Kingdom in 1979 and has a very close relationship with Japan. The islands are made up of coral atolls and averages of only about 2
meters above sea level (excluding Banaba Island). It is a paradise island in the South Sea, which about 110,000 people (as of 2015) who
live in harmony with nature and are calm and love singing and dancing, call home. However, it is at the frontline of climate change, with

●Outlook for Next Financial Year and Beyond○Publicise the Kiribati Model Study Programme (tentative name)○Expand the Study Programme to higher schools○Cultural exchange at citizens level○Training and exchange between the teachers of both countries○Youth exchange mainly at the Associated Schools Network

the World Bank and other international organisations predicting that climate change could make these islands uninhabitable in the worst
scenario by 2050. (extracted from Japan-Kiribati Association)
While the Phoenix Islands being the largest marine protected area in the world designated as the UNESCO World Heritage inActivities

2021 and primary and junior secondary schools and a national senior high school, KGV/EBS, in capital Tarawa are registered as
UNESCO Associated Schools Network, no Non-governmental UNESCO activities are carried out and the UNESCO World Heritage as
educational material is underutilised.

Month(1) Vitalisation of
UNESCO Activities in
Kiribati(2) Vitalisation of UNESCO Activities Showcasing Kiribati in Japan
Meetings

Oct '20
FEDERATED STATESOF MICRONESIATUVALU

SendaiVANUATU

FIJI

New Caledonia I. (FRA)

Republic of Kiribati

Republic of Kiribati

Dec '20

SAMOA

TONGA

Cook Is. (NZL)

Jan '21

AUSTRALIANEW ZEALAND

Feb '21

Lesson Programme

23rd Project approval notified
16th: Sent a letter of request for interview 05th: 1st Update Meeting
to former Beretitenti Anote Tong
20th: 2nd Update Meeting
16th: Sent a letter of request for
30th: Section Meeting
support and facilitation
2nd: Received rsponse from former
Beretitenti Anote Tong

SOLOMON
ISLANDS

Paris

Nov '20

TarawaBrochure / Report in English

30th: 1st Meeting

3rd: Confirmation of the Contract Date

7th: Received response from Kiribati
Ministry of Education
6th: Sent letter to UNESCO Oceania
Office in Apia, Samoa
30th: 1st online interview

7th: 1st Resource Persons Meeting
15th: 3rd Update Meeting
19th: Sendai UNESCO Office ICT Improvement
Meeting

7th: 1st English Brochure Preparation Meeting
15th: 2nd Engish Brochure Preparation Meeting
21st: 3rd English Brochure Preparation Meeting

6th: 2nd online interview
21st: 3rd online interview

9th: Sendai UNESCO Office ICT Improvement Meeting
28th: 4th Update Meeting
29th: Sendai UNESCO Office ICT Improvement Work

12th: 4th English Brochure Preparation Meeting

12th: 2nd Resource Persons Meeting● th: 5th Update Meeting● th: Public lecture on Kiribati

2nd: 1st Final Report Preparation Meeting
12th: 2nd Final Report Preparation Meeting

Final Report Submitted

23rd: 2nd Meeting

27th: 3rd Meeting
2nd: Visiting lecture at Yakata Primary School, Sendai City
16th: Visiting lecture at Dainohara Primary School, Sendai City
● th: Pilot lesson at Chomaigaoka Primary School, Sendai City

Online Interviews

Great expectations for future collaboration(Online interview on 21st January 2021)

Phoenix Islands Protected Area
=Contribution to the Earth and Mankind＝(Online interview on 06th January 2021)●I believe that Non-governmental
UNESCO activities to interact
with the young generation ofJapan and spread UNESCO's
philosophy within Kiribati are
extremely useful and have highneeds. I hope they will be
realised.

●I felt the utmost importance of resource conservation
because the waters of the Phoenix Islands are spawning
grounds for skipjack and tuna, and the stock of yellowfin
tuna and bigeye tuna has declined so significantly.
●While appealing to the world to give some sacrifice bychanging lifestyle to combat climate change, I thought it
was unfair that Kiribati would not make any sacrifice. We
therefore decided to declare the Phoenix Islands aprotected area and register it as a UNESCO World Heritage Site bysacrificing some of Kiribati's largest financial resources, the fishingrevenues, as a contribution to the Earth and Mankind.

●The primary school curriculum
was reviewed, and "Responsible
Citizenship Development”
including ESD and Global
Citizenship was introduced acrosssubjects.
●The UNESCO philosophy andprotecting vulnerable groups such as and women and children, and justice is a universal value. It will be
accepted by Kiribati.

●The skipjack and tuna resources in the Kiribati waters are not theproperty of Kiribati. We are only a custodian of these, and it is totallyirresponsible of custodian if we do not hand over these resources to thenext generation in a sustainable manner. We must not repeat the
mistake of resource depletion all over the world again.

●I believe there are no activities for UNESCO Associated Schools specifically or Non-governmental UNESCO
activities so far. Also, as far as I know, there is no international exchange at Kiribati Teachers College.

HE Anote Tong

●International exchanges not only for the students but also for the teachers and the students who aim tobecome teachers are very useful. I urge it will happen.
●Kiribati culture means Kiribati Dance. Since Kiribati Dance is performed at School Cultural Day from the primaryschool level, Japanese culture and performance exchange is one thing that I would like to see realised.
●Various projects are implemented in the field of education with the UNESCO Oceania Office. Currently, we arereceiving technical assistance for the development of Technical and Vocational Education and Training (TVET)
Programme and Educational ICT Master Plans. Officials from the UNESCO Oceania Office are regularparticipants of the annual Education Forum (donor conference in the field of education).
●In order to support women's capacity building and social advancement, and to increase their momentum, theGovernment encourages civil servants to wear locally made clothes (Mauri Wear) every Friday. Therefore,possibility of exchange/interaction in local handicraft making between the both countries can be very high.
●We will provide the maximum support. It would be very much appreciated if we could deepen collaboration in
the future.

Former Beretitenti (President) of the Republic of Kiribati

It’s a shame(Mottainai/E taonaba)(Online interview on 21st January 2021)●Many youths have few or none experience and/or directcontacts with foreign countries, the school dropout rate is
not very good, and sadly having difficulties in spendingm e a n i n g f u l t i m e b e c a u s e t h ey d o n o t h ave t h eopportunity. Quite a number of them run into alcohol anddelinquency, causing social problems.
●I believe it would be beneficial for these youths interacting with theyoung generation of Japan and to spread UNESCO's philosophy
throughout Kiribati to lead a meaningful life.
●There are many talented youths outside the academic field such as
singing and dancing, but there are few opportunities to make use ofthem. It is a shame (mottainai/e taonaba). There are many young
people who want to introduce Kiribati culture to foreign countries.

Ms Reetina Katokita
DIRECTOR
Policy, Planning, Research & Development (PPR&D)
Ministry of Education●There are more young people who know the importance of group
activities rather than individual activities, and there are youths whoare voluntarily organising themselves. It would be great if we could
connect with these people.

Mrs Anita Yumemi Jong (right)
Himawari EnterpriseLesson Plan

Visiting Lecture

PurposeCreation of the school education programme to promote an education that enables individuals to undertakethe building of sustainable societies as stated on the preamble of New Curriculum Guidance.

Lecturer

Mr Kentaro Ono

TargetClass 5 and 6 pupils

OutputCreation of the Lesson Plan as a versatile programme.

Implemented

Drafting Assistance

Teacher in Sendai City volunteered to research

Advisors

Resource persons with specialised fields.

Class 6 pupils of 2 classes (58 pupils) of
Yakata Primary School, Sendai City, on 02nd
February 2021

ProgrammeSocial Studies for Class 6. “Future of the World and Japan’s Role (7-periods)”

Lessons period & schools February – March 2021, several primary schools in Sendai City

Class 6 pupils of 3 classes (98 pupils) of
Dainohara Primary School, Sendai City, on
16th February 2021

Message from the Lecturer
In the midst of the global crisis such as climate crisis thatposes our existential threats, COVID-19 etc., the children
nowadays will be the main stakeholders of the mid and the 2nd
half of the 21st Century. Climate crisis is a man-made crisis.
While Kiribati being the frontline country of the effect of theclimate crisis already experiencing many severe effects, Japanand the world as a whole are feeling the severities as well. It is
no longer a “someone’s business”.

Meeting（30 th November 2020, 23 rd December 2020, 27th January 2021）

5. Lesson Unit Structure (Relationship with Point of View)
Unit Name: “Future of the World and Japan’s Role”

Objective: In this Unit, the pupils will understand Japan plays an important role as a member of the United Nations for therealisation of a peaceful world. It will be achieved through understanding the work of Japan and the state of Japan's
international cooperation for the sustainable development of other countries by focusing on the issues of a global scale
and the issues that different countries of the world are facing, and the collaboration and cooperation for solving them.
Atlases, globes, and various materials will be used as reference for summarizing.

Independent, interactive and deep learning࠙Posing QuestionsࠚPosing question to find the Question
1. Find out relationship between Kiribati and
Grasp

Japan.
 Why did Japan assist building Nippon Causeway?

   2.

Children are completely caught up in the story of lecturer.

࠙Linguistic Activitiesࠚ

࠙Key wordsࠚ

Organise discussion to draw
attention to changes Japansaw the post-WWII period
and
how
Japan
reconstructed.

- Int’ l cooperation- ODA- Developing countries(assistance forreconstruction)

Research

Study Question
How Japan involves with the World to solve global issues"
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the Study Plan/Forecast.
UNESCO
4. What does the UN and Japan do to protect the global
Global Warming
environment?
Earth Summit
5. What does Japanese government and companies do toSDGssolve the global issues?
 
Questions to “Think and Understand”
Summarise

6.Summarise the relationship between Japan and rest of theworld and think about Japan’s role.
 Why does Japan provide int’l cooperation?

Questions to “Connect with Society”
Application

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7. What can we do for global peace and sustainable
development?

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Food Loss & Waste
CO2 emission(Preamble of Japan’sConstitution)(Pacifism)

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Organise discussion to JICA Volunteers
relate and summarise what
ODA (JICA)
they found out to thinkNGO
about Japan’s role.

Organise discussion to findout what Japan and thepupil should aim forachieving global peace andsustainable development.

Because the climate crisis is a man-made crisis, we
human beings should solve this crisis. And we, human beings
have ability solve this crisis. “The opposite of love is not hate
but indifference and ignorance”. To know is to care. If there is ahope, surely actions will follow suit. As the history tells us, thenature will respond to us positively if we do the right thing. We
can’ t lose hope for these children nowadays for them tocontinue having normal life on this sustainable Earth for many ahundred years to come.

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