SEAMEO-Australia Education Links Award 2018/2019

Announcement of Winner

The Southeast Asian Ministers of Education Organization (SEAMEO) Secretariat  expresses thanks to all educators who participated in the SEAMEO-Australia Education Links Award 2018  and announces the winning entry as follows:

“On-Going Project on Think Tales of the Borneo: Creating Story Thinkers in ESL Classroom”

Contact Person:  Mr Mohd Sirhajwan Idek Keningau Vocational College Teacher Locked Bag Number 4, 89009 Keningau, Sabah, Malaysia

The following are the top 10 entries listed down in no particular order.

These top 10 shortlisted will get the e-certificate from SEAMEO Secretariat and will be send to email.

No.	Proponent & Country	Position and Affiliation	Nature of Project	Project Title and Brief Project Description
1	Mr Dede Supriyanto Indonesia	Teacher Trainer PPPPTK TK PLB, Indonesian Ministry of Education	Proposal	Quality Education for Quality Life The estimation population of children with Multiple Disabilities with Visual Impairment (MDVI) in Bandung, Indonesia is 4.443+ based on Indonesian Bureau Statistic Centre and Perkins International (USA). However, only 20% of them are being schooled, and 80% are uneducated. This issue influenced by lack of trained teachers and lack of parental knowledge about education for their children. The Quality Education for Quality Life project is designed to address the needs of quality education in order to develop the highest potential of students with Bandung, Indonesia. The goal of this project is that children with MDVI in special schools in Bandung will gain quality educational services and more identified children with MDVI will be enrolled in schools. Furthermore, these schools will become models for other schools in Bandung and other regions in Indonesia. The project focus on improving teachers’ knowledge and skills on teaching children with MDVI, enhancing the participation of the parents and creating an accessible environment for children with MDVI to learn. The teachers, family members, caregivers and community based rehabilitation workers will optionally receive needs based training and technical assistance which will enable them to implement best practices in their classrooms, homes and communities.  The project will be held in Citeureup special school and Cileunyi special school in Bandung, Indonesia. The manifest of this project is the established of a program model for children with MDVI in each of the selected school..
2	Mr Randi Miranda Indonesia	Project Manager Ransel Buku	On-going	Bridging the Dreams of Rural Children in Central Kalimantan through Access to Education This project proposes to establish a facility that is accessible for young people coming from rural remote areas across the district of Murung Raya, Central Kalimntan province, to study at local senior high schools in the capital of the district, Puruk Cahu. This facility (referred to as the House of Opportunities) serve as a free accommodation center for school-aged children from remote villages where high school are absent. The facility will be built on the land donated by a community member and is located near two local senior high schools. It will be equipped with necessary facilities to support the activities of school children such as discussion room and mini library. Children in the neighbourhood will also be able to use the library The facility is designed as an integrated housing system where it does not only provide free accommodation to the children, but also ensures their self-sufficiency during the course of their study. To do so, the project will comprise of agricultural farming for the kids which aims at meeting their daily food supply such as vegetables and fruits. Where possible, the products can also be sold at local markets. This project will be our foundation’s long-term program to support access to education for the rural communities in the district. In its early implementation, the project will start with 10 to 20 children selected based on some criteria considering financial background, academic performance and other vulnerability indicators. Equally important, the project will strive to ensure a gender balance ratio between male and female children to access the project benefits. It is expected to be able to accommodate more children in the future.
3	Dr Tina Lim Malaysia	Dean of the Faculty of Social Sciences Quest International University Perak	Proposal	Refugee EnAblement Project (REAP) This project is entitled the ‘Refugee EnAblement Project’, or ‘REAP’ in short. According to the Cambridge Dictionary, 'enablement' is ‘the process of making someone able to do something, or making something possible’. Meanwhile, the acronym 'REAP' means ‘to obtain or receive something as a result of one’s own actions’. This project aims to help refugee communities to achieve a better quality of life and a brighter future. It involves a multi-pronged and multi-phased approach in helping the refugee communities in Malaysia, through early childhood, English language, health, nutrition and entrepreneurship education by the Quest International University Perak (QIUP) team consisting of lecturers and students from the Faculties of Business and Management, Social Sciences and Medicine. The action of assisting the refugees is encapsulated in the term ‘enablement’. In the first phase of this project, Quest International University Perak team of lecturers and students will consult Australian counterparts and local organisations in identifying best practices as well as planning and designing the strategies for teaching refugee children through play, teaching children and adults English language, conducting medical check-ups and workshops on health and nutrition education, as well as creating business incubators. The team that is in-charge will implement, monitor and evaluate the project, raise local and global awareness through active promotion and publicity. Through promotion and publicity efforts related to first phase, Quest International University Perak will then raise funds that will be channeled to the second phase where the refugees who have benefitted from Phase 1 will in turn themselves carry out a replica of Phase 1 for another community. This is encapsulated in the acronym of the project ‘REAP’.
4	Mr Mohd Sirhajwan Idek Malaysia	Secondary School Teacher Keningau Vocational College	On-Going	Think Tales of The Borneo: Creating Story Thinkers in ESL Classroom The goal of the project is to help the students become story thinkers of their own cultures, origins, languages by getting them to read stories, tell stories, write them and reflect upon the values and messages of these stories. The project was inspired from the dreamtime or dreaming stories of origin of the  Aboriginal and Torres Strait Islander cultures and histories. This project focused on the indigenous cultures of Sabah Malaysia located in an island of Borneo, like Kadazandusun, Bajau and Ilanun. The primary project consists of three aspects: (1) Familiarizing students with stories related to indigenous cultures native to our state, Sabah Malaysia of Borneo. (2) Encouraging them to share their stories orally based on their experience, memory or perspective. (3) Getting them to write their stories. With their consent, the stories can be published online and perhaps in print. Their stories and these strategies can be adapted to become a pedagogical approach in English language class and one of the objectives of this project is to design methods and materials that can be used to teach cultural stories. An on going research has been conducted on  the use of indigenous stories as teaching resource and the outcomes were positive as students became more engaged in telling their stories in English language. A series of workshops for teachers has been carried out several times so teachers can be more culturally competent while being able to explore students’ origins and cultures to increase their level of engagement in class. The plan also involves visits to cultural centres, places and interview people in order to gather more information in making this project more meaningful and successful. Materials like photos, videos, articles, painting and objects that can be linked to indigenous cultures may be used to stimulate discussion and interaction in the class for students to share their stories. As someone who belongs to one of the indigenous groups, I myself have written approximately 75 stories and poems and a special collection of these stories comprises of indigenous stories related to my own native ethnicity, Bajau, one of the main native tribes in Sabah. I uploaded them online n received great downloads and feedback. This is how I became passionate in pursuing this project and I would my students to tell and write their stories and we can get them published. This is crucial so so they can learn to be proud of their origin, embrace their culture and own their identity. Think Tales is the original name I gave to my collection of stories and poems that I started to write since 2011 and has been downloaded worldwide with that as its title. The word "Think" in Think Tales refers to how the stories stimulate their thinking skills to interpret, analyze and evaluate the meaning of the stories and the various aspects of their indigenous cultures. This helps them to deepen their understanding about indigenous traditions and histories, raise their awareness about their significance and appreciate its diversity and uniqueness.
5	Ms Avanti Vera Risti Pramudyani Indonesia	Lecturer Ahmad Dahlan University	Proposal	The Role of Traditional Games to Helping children in Early Years Overcomes Learning Difficulties on Social Interaction (Comparative Study Between Indonesia and Australia) Helping teacher to facing the children with learning difficulties on Social Interaction with tradisional games as a media. The traditional games can be the media for teacher to developing the aspect development on child. Basically traditional games emphasizes on playing in groups, even when the child is playing individually or alone. Traditional game activities can be used by children to cultivate social skills needed in their daily activities, even until they became human adult. The purpose of the traditional game is the elaboration of playing function in perceptive adaptations, which is play can reproduce and develop survival skills through learning social skills. The inability of children to carry out developmental tasks related to social interaction is a part of the problem of children learning difficulties in the early age range.
6	Ms Ratna Budiarti Indonesia	Manager for Research and Consultation Department Bintari Foundation	Proposal	Improving Waste Recycle Capacity of Waste Bank in Semarang City through Better Waste Handling in Household Level in Collaboration with KESAB Environmental Solutions (NGO) and Green Industries SA (South Australian Government) Indonesia is the second largest contributor of global marine debris that 80% is caused by leaking of inland waste management system. To address this problem, the Indonesian government has sought to impose stricter waste management and recycling regulations. Recycling is targeted to reduce 30% of total national solid waste in 2025. The national target is downscaled into city and district target. Semarang City generates more than 1,200 ton/day solid waste however only 69% is transported to landfill while less than 10% of waste is recycled and the remaining is disposed in improper areas and openly burned. Semarang City committed to comply with national recycling target by developing and expanding of recycling centers such as TPS 3R (recycling station), waste banks (community group who voluntarily separated and sell solid waste) and community composting groups. BINTARI Foundation cooperates with Environmental Agency of Semarang increase the fraction of recycle waste by introducing Extended Producer Responsibility. Funded by MWRP USAID, this program empowers waste recycling center to collect less value waste especially product packaging. However, with organic fraction close to 70%, to increase solid waste recycling fraction from less than 10% to 30% in 2025 is still an ambitious target. Moreover, BINTARI investigation indicates that many recycling centers have limited capacity in recycling due to waste from households are not separated. Operators of recycling centers spend a lot of time to collect insignificant valuable waste which mostly inorganic fraction. Without waste separation from households, target to increase recycling fraction to 30 in 2025 will unlikely be achieved. This proposed initiative is to improve the capacity of waste recycling centers to increase recyclable waste collection by: 1. Providing knowledge and references on efficient and effective waste handling and recycling mechanism from household level. The output is recycle center operator improve waste handling and collection including to give direction for waste separation for household. 2. Assisting waste recycling center operator in educating households with efficient and effective waste collection and handling mechanism. Community is capable and practicing waste separation and good housekeeping in their houses. Implementation of this initiative will protect household from potential exposure from hazardous waste through waste separation and good handling in household. Overall, this project will also improve the economic feasibility of recycling activity in recycle center due to the increase of recycling fraction. The activities to achieve outputs are 1) training on effective waste collection, handling, and recycling for recycle center operators. This is to ensure that waste that has been separated in the household level is not mix up in the way to waste management system. 2) assisting household in waste separation and good housekeeping. This activity will offer several options for waste separation. This Project will be collaborating with KESAB environmental solutions (NGO) and Green Industries SA (South Australian Government). KESAB environmental solutions is recognized by the United Nations of Australia as a Non-Government Organization environmental sustainability educator to deliver training, education, engagement and management services to government, corporate, industry, municipal and community sectors.
7	Ms Sheryl San Andres Philippines	Program Chairperson for Teacher Education Universidad de Sta. Isabel	Proposal	Australia-Philippine Collaboration for Cultural-Based Education along Indigenous Instructional Materials for Early Childhood Care Education in the South East Asia This proposal highlights the collaboration between Australia and the Philippines along Culture-Based Education and Indigenous Knowledge. The proposal consists of three pronged activities. First, a research on the Indigenous Instructional Materials in Early Childhood Care and Education in Southeast Asia will be conducted through coordination with the Department of Education in the Philippines and the Ministry of Education in the member countries of South East Asia to nominate at least one urban and one rural school in Kindergarten which is an exemplar in terms of the use of Indigenous materials in teaching Kindergarten in their country. The research is aimed at identifying benchmarks and outstanding examples of Indigenous materials used in teaching Early Childhood Education in the South East Asia. The Indigenous Instructional Materials used by countries in South East Asia to be identified in the research will be published as one of the outcomes of the research. The second part of the project will consider providing Capacity building trainings to the teachers of the schools in the South East Asia which participated in the study through On-line classes and Webinar. Australia as our partner country will support the program by providing lecturers and trainers along Culture-Based Education for Kindergarten and Indigenous Knowledge.
8	Dr Safendrri Ragamustari Indonesia	Director School of Government and Public Policy Indonesia	Proposal	Asset-based Community Development (ABCD) Training for the Village Community at Hambalang Village, Bogor, West Java, Indonesia Asset-based Community Development (ABCD) is a popular approach for community empowerment being done in many countries. Australia is one the countries who has adopted this method. As an example, Newcastle University has used the ABCD approach for community service and learning through their Family Action Centre. Jeder Institute is another example of an Australian institute that uses the ABCD method to elicit the potentials within communities, instill confidence of members in the community to have positive contribution, and mobilize assets of the community to solve problems that they face. The School of Government and Public Policy Indonesia (SGPP) is interested in using the tools that have already been well developed in Australia to establish a learning and community service center in Hambalang Village. SGPP has decided to undertake this project to fulfill its institutional function of conducting education, research and community service. SGPP has chosen this village, which has an area of 2,447 hectares, because of several reasons. The first reason is because SGPP is located within the village. And as a member of the community, SGPP wants to be more involved in the betterment of it. The next reason is because SGPP identified that the villagers are currently facing uncertainty due to fundamental changes of land usage and ownership in the village. At the same time, the villagers, who previously were farmers (70% of the villagers were farmers, and are now without any jobs), do not have the knowhow to go through the transition. The project’s goal is to educate the villagers to have resilience in facing the changes using the assets that they have. ABCD training for the community of Hambalang Village will be started with a mapping of human resources (actors) and assessing the needs of the participants. Human resource mapping and assessment will be done by two SGPP faculty members and two SGPP students (Master students in the Master of Public Policy Program). The expected outcomes are: 1) the identification of certain people who have the potential to be change makers and have interest in following the ABCD training; and 2) identification of knowledge material that needs to be given in the training. From the two outcomes, a curriculum and training module will be prepared. Two SGPP faculty members will prepare the curriculum and module. The training will use conventional classroom sessions and field practices to map potentials and assets owned by the community. Priority will be given to villagers in sector 2 segment 5 of Hambalang Village, in which land conversion is happening at a higher rate. In addition, the location is also close to SGPP Indonesia Campus. The in-class training will be conducted for 2 days, while the field practice will also be conducted for 2 days. The results of the asset and potential mapping will then be used as the base for an intermediate training session for one day to prepare an action plan to mobilize the assets that are available in the community. The action plan will be practiced and communicated to the leaders of the community for one day. The last step of the training is to prepare a report of the whole training session (in and outside the classroom). In-classroom trainings will be conducted at SGPP Indonesia, and field practices will be conducted at Hambalang Village.
9	Dr Ikhfan Haris Indonesia	Lecturer Faculty of Education, Universitas Negeri Gorontalo	Proposal	Developing Effective Supervision Model for School Supervision in Special region (3T) in Indonesia School supervisors have an important role to play in supporting principals and teachers to improve the quality of education delivered in Indonesia’s schools, and in strengthening the capacity of principals and teachers to deliver on this goal. In Indonesia’s “3T’ areas” extremes of geography and lower levels of financial and human resource capacity are preventing effective supervision occurring. 3T’ areas is areas classified as remote (terpencil), disadvantaged (tertinggal) and on Indonesia’s borders or outlying (terdepan/terluar); as per Presidential Regulation No. 131/2015. Schools in remote and in the outermost areas may only receive one supervision visit per year – if at all. But if the Ministry’s aim to reduce disparity between ‘3T’ areas and the rest of Indonesia is to be achieved, the school supervisor function (as one key input to better schools) needs to be performing much more effectively than it is currently. This project is dealing with an establishing a conceptual effective supervision model for school supervision in special regions (3T) in Indonesia. The main objective of this project is establishing an effective supervision model for school supervision in special regions (3T) in Indonesia. By establishing the model, this research can be benefit and useful contributing in: (1) improving the quality of education service in special regions through effective and efficient supervision upon the delivery of education for each educational unit (school) according to the eight National Education Standards (NES) and (2) assuring the education deliveries/practices in special regions happen according to the Indonesian national laws and regulations. In addition, the research will examine and provide information on approaches to school supervision for remote, disadvantaged and border/outlying areas utilised in other countries and it may be adopted or adapted to the unique environment in the ‘3T’ areas in Indonesia. In designing the conceptual effective supervision model for school supervision in special regions (3T) in Indonesia, this research project uses Research and Development (R & D) approach by adapting Borg and Gall Model. This study employs questionnaire, structured observation and interview as well as document analysis/ review of literature and other documentation on school supervision models in remote, border/outlying and disadvantaged areas used in other countries as benchmarking against international school supervision practices. Anticipating that proposed school supervision models specific to 3T-type areas may not be readily identified in Indonesia, the research allowed for inclusion of general models of school supervision in other countries with similar geographic constraints, such as the Philippine and Australia, which has many schools located in rural or remote areas .
10	Dr Doria Abdullah Malaysia	Senior Lecturer / Senior Manager (Business Services) Transnational Education Division, UTM School of Professional and Continuing Education (UTMSPACE)	Proposal	The State of Play for Lifelong Learning in Southeast Asia Lifelong learning was introduced in the late 1960s by UNESCO as a concept to encourage continuous educational experiences throughout each person’s lifespan, and a fundamental force of transformation to society. Through lifelong learning, an individual’s education pathway is adaptive, responsive, and flexible, where he/she strives to acquire knowledge, values, skills and understanding throughout his/her lifetime, in order to cushion the impact of social, economic, and cultural change on individuals and organisations. The concept gained traction from the 1990s, where international policy agencies and national governments have called for lifelong learning as a policy instrument for societal development and growth. The SEAMEO Regional Centre for Higher Education and Development (SEAMEO-RIHED), in collaboration with the Ministry of Education Singapore, hosted the 2018 Southeast Asian Higher Education (SEA-HiEd) Forum on Lifelong Learning for Skills and Employability on 27 April 2018. During this forum, ministry representatives from the 11 member countries in Southeast Asia presented their policies, strategies, and practices of lifelong learning. It was found that the concept of lifelong learning is translated, pursued, and implemented differently across individual countries. Clusters of countries with various stages of development emerge; some have specialised focus on lifelong learning, while others are still making sense of lifelong learning as part of a broader educational agenda for the masses. Based on the country report presentations, it was also found that scholarship and general reporting on lifelong learning that is specific to Southeast Asia was scarce and lacking, presenting good opportunity to research and review the subject in greater detail. This project aims at reviewing implementation of lifelong learning in Southeast Asia, following up on the initial insights obtained by the author during the 2018 SEA-HiEd Forum. Focusing on the 10 member countries in the region, it reports on current implementation status, identifies challenges that undermine implementation, and recommends priority areas for consideration for individual countries, as well as across the region. It is argued that the agenda on lifelong learning for Southeast Asia is greater than the conventional notion on continuous learning, skills upscaling, and professional development. Lifelong learning widens access for education, preserves cultures and traditions that are unique to the region, and ensures growth of national economies, particularly the small and medium enterprises (SMEs), as they account for more than 96% of all enterprises and 50% to 85% of domestic employment. This project aims to be a short-term initiative that would lead on to more specific and long-term projects in the future. The proposed duration of study is 6 months, concentrating on gathering country-specific policies, strategies, and practices on lifelong learning in Southeast Asia. At the end of the study, a report detailing the state of play for lifelong learning in Southeast Asia is presented. The key stakeholder for collaboration is the SEAMEO-RIHED, with the UTM School of Professional and Continuing Education (UTMSPACE), an institute of lifelong learning in Malaysia, leading the project.

 

SEAMEO-Australia Education Links Award 2018 Evaluation Committee

The Evaluation Committee consists of experts and representatives from the Australian Government, SEAMEO Secretariat, SEAMEO Regional Centres, and UNESCO

Name	Position & Organization
Ms Sylvia Schmidt	Senior Policy Officer Partnership Development /Access Branch International Group Australian Government Department of Education and Training
Ms Phunyanuch Pattanotai	Programme Director SEAMEO RIHED
Dr Noel Hidalgo Tan	Senior Specialist in Archaeology SEAMEO SPAFA
Prof Dr Ma Sandra B Tempongko	Deputy Coordinator SEAMEO TROPMED Network
Jun Morohashi	Head of Executive Office & Regional Programme Coordinator UNESCO Bangkok
Dr Ethel Agnes Pascua Valenzuela	Deputy Director for Programme and Development SEAMEO Secretariat

Secretariat: Ms Anti Rismayanti Programme Officer III, SEAMEO Secretariat, Bangkok, Thailand For more information, please contact the SEAMEO Secretariat Mom Luang Pin Malakul Centenary Building

920 Sukhumvit Road, Bangkok 10110, THAILAND Tel +66(0) 2391-0144, Fax +66(0) 2381-2587 Email: anti@seameo.org or secretariat@seameo.org https://www.seameo.org or the Ministry of Education and SEAMEO Regional Centre in your country.

 

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About SEAMEO-Australia Education Links Award (SAELA)

Click for full detail

About SEAMEO-Australia Education Links Award (SAELA)

SAELA seeks to acknowledge and reward innovative projects or proposals that demonstrate one or more of the following:

1. Effective and inspiring efforts of individuals, groups of people, education institutions or organizations to improve education cooperation and linkages across the SEAMEO region and between SEAMEO member countries and Australia;
2. Recognition of diversity of individuals and sectors in promoting cross-border partnerships on education and thereby inter-cultural understanding;
3. Support to integration/regionalization of education while promoting the importance of and respect for local wisdom;

The innovation will be in the field of education cooperation between Australia and Southeast Asia.

Entry for SAELA consideration can be either:

1. Existing project on education cooperation between Australia and Southeast Asia
2. Proposal on education cooperation between Australia and Southeast Asia that could later be implemented in the Southeast Asian context, possibly in cooperation with SEAMEO.

Winning project or project proposal is:

1. Innovative and demonstrates development and/or implementation of an idea, a tool, a model or initiative that helps improve education cooperation between Australia and Southeast Asia.
2. Effective and highlights positive results of education cooperation between Australia and Southeast Asia such as:
• transfer of new ideas between countries
• expansion of educational opportunities
• improvement of education quality
• formation of long-term people-to-people links
• promotion of mutual understanding
3. Dynamic and involves various individuals and sectors in the promotion of cooperation in education between Australia and Southeast Asia

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Examples of Eligible Entries

Entries should present excellent examples of education-related initiatives (either ongoing or proposed) in Southeast Asia and with participation of a country or countries in Southeast Asia and Australia. Entries could be (but not limited to) the following:

• capacity development for teachers
• support for development of curriculum and educational materials
• research consortium
• advocacy and networking
• media collaboration
• community-based development work

Initiatives and proposals should demonstrate the links created or to be created between a country or countries in Southeast Asia and Australia. Examples of these are cooperation in providing technical expertise, adopting/adapting noteworthy practices, technology transfer, and others.

Proposals however should not be activities that might be more effectively supported through the Australian Government’s Australia Awards scholarships program such as scholarships and research in Australia. For proposals of this nature, see australiaawards.gov.au.

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Who can enter?

1. SAELA is open to any national (individual or organisation) of a SEAMEO Member Country: Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, the Philippines, Singapore, Thailand, Timor-Leste and Vietnam.
2. The entrant must be at least 18 years old.
3. Never won any SEAMEO Awards for the past three years.
4. Staff members of the SEAMEO Secretariat, SEAMEO Regional Centres and their employees and families are not qualified to compete for this Award.
5. By submitting an entry, the applicant gives SEAMEO Secretariat and the Australian Government permission to use the information submitted including photos for publication and publicity purposes.

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How to enter?

1. Entrants must complete an Online Entry Form at http://link.seameo.org/form-saela2018 Neither printing nor manual mail is required.
2. Follow closely the instructions in the online entry form.
3. A confirmation email will be sent to entrant’s registered email address immediately after submission. Acknowledgement email for the receipt of your entry will also be sent by SEAMEO Secretariat.
4. The online entry form allows for editing and update, and can be done before the deadline.
5. The deadline for submission of entries is at 23.59hrs, 27 Sep 2018 (+7 UTC).

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Assessment Criteria and Selection Process

1. SAELA Evaluation Committee consists of experts from Southeast Asia and representatives from SEAMEO Secretariat, SEAMEO Centres, the Australian Government, SEAMEO’s partner organisations like UNESCO, and other relevant bodies with expertise in educational fields.
2. The evaluation will be based on the merit of the proposal as indicated by:
• Innovation, practicability and originality
• Scope for replication and expansion
• Value for money and sustainability
• Benefit and relevance to Southeast Asia and linkages to Australia through the transfer of new ideas, broadened educational opportunities, improvements to education quality, formation of long-term people-to-people links and improvements to mutual understanding to the benefit of all parties.

Details of the Award

1. Winner will receive a grant of AUD$10,000, to support activities of the winning project.
2. Entrants must specify proposed use of the grant in the entry form. It can be for participation in conferences; delivery of training courses; academic exchange programs; cooperation between education institutions; internship programme; expansion of an existing project; purchase of project-related materials and equipment; or other related activities.
3. Winner is expected to submit a report to SEAMEO after the conclusion of the Project, including information on how the grant money was used.
4. Winner will receive the grant and Plaque of Recognition at the 41th SEAMEO High Official Meeting, 28 – 29 November 2018 in Bangkok. A round-trip economy air ticket from his/her home country will be provided, including pre-determined accommodation and stipend to receive a plaque of recognition.
5. For a winning entry developed by a group or organization, only one representative will be invited to the Awarding Ceremony.
6. Winner will be notified by the SEAMEO Secretariat. Information on the awarding ceremony and winner’s attendance will be provided.
7. SAELA Rules and Regulations can be modified or amended without prior notice, by the Organisers.

Timeline

Further information please contact:

Ms. Anti Rismayanti Programme Officer for Information & Development SEAMEO Secretariat, Bangkok, Thailand Email: anti@seameo.org; saela@seameo.org