高校生によるSDGsグローバル対談(2026.08.06)　遊具贈呈式とカンボジア探究学習発表会

Main ideas, concepts, and lessons

• Purpose of the event (SDGs Global Dialogue / ESD-based exchange)

  • High school and university students from Japan, Taiwan, and other countries share research and learning results related to:
    • Cambodia’s education environment
    • Children’s lives
    • International cooperation
  • Organizers emphasize the project is not just about delivering goods (e.g., playground equipment), but an ESD (Education for Sustainable Development) activity.
  • Core principle: respect local voices, culture, and lifestyles and learn together with local partners.
  • Vision: connect with Cambodian public elementary schools and aim for the project to be operational in 2025, driven by students’ learning and dialogue.

• Context: Cambodia’s education disparity (especially urban vs. rural)

  • Educational inequality is linked to historical collapse/limitations of education infrastructure, including impacts from the Pol Pot regime.
  • This results in different outcomes between:
    • Urban areas
    • Rural areas
  • A key lesson highlighted by students: what people in Japan/elsewhere may consider “normal” is not necessarily available elsewhere.

• Method shift: from one-way aid → shared learning

  • Students explicitly ask:
    • How can sending equipment be transformed from a one-way process into a shared-learning activity?
  • Their answer focuses on:
    • Learning the local challenges
    • Doing charity fundraising with partners
    • Visiting/engaging with people locally (and conducting online exchange)
    • Reflecting together and continuing collaboration beyond the donation event

• Playground equipment as an entry point for learning and wellbeing

  • The project frames play as supporting:
    • physical activity
    • cooperation, rule-following, and taking turns
    • experiencing challenge and joy
  • A safe, play-enabled school environment is presented as contributing to children’s healthy growth and wellbeing.

• Peace education framing

  • Speakers connect the work to peace-building:
    • peace beginning in people’s hearts
    • cooperation and mutual assistance
    • moving forward without repeating past resentments
  • UNESCO-related ideas appear multiple times, tying the activities to ESD/peace education and “bridge-building” between Japan and Cambodia.

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Detailed “methodology” / instruction-like flow

A) Structure of the event (what happens in sequence)

1. Begin the SDGs global dialogue broadcast from Cambodia.
2. Present the plan:
   • equipment installation ceremony at a Cambodian elementary school
   • junior high school “exploration learning” session
3. Students present “Level 3 activities,” including:
   • what they studied about education/children in Cambodia
   • what questions they raised
   • how those questions led to support activities
4. Local and academic/community representatives provide greetings and context.
5. Students describe:
   • what was built/installed (e.g., swing set, renovated well, other facilities)
   • cultural exchanges (traditional sports; Japanese culture such as matcha tea)
6. Perform a “ceremony” tied to expansion/operation (described as an “increase/expansion” action).
7. Closing remarks:
   • summarize what international cooperation means (not unilateral giving; listening and co-learning)
   • thank local schools, communities, organizations, and participants

B) Student-led plan for turning donations into shared learning

1. Step 1: Research local conditions
   • Identify Cambodia’s educational infrastructure issues and urban/rural disparities.
2. Step 2: Formulate a core question
   • “How can equipment support become shared learning rather than one-way aid?”
3. Step 3: Engage in fundraising with partners
   • Run charity sales (e.g., confectionery at festivals).
   • Partner schools mentioned include:
     • Saitama Prefectural (Gaya Kita) High School
     • Motoyama/Ichimura-related partner high schools in Taiwan (referenced in subtitles)
4. Step 4: Use proceeds for specific support
   • Send playground equipment to Cambodian schools.
5. Step 5: Ensure ongoing interaction and reflection
   • Don’t stop at “deliver goods.”
   • Continue exchanges and reflection after installation.
   • Include direct interaction through:
     • local visits (where possible)
     • online learning sessions with people “on-site”
6. Step 6: Build a longer-term international collaboration vision
   • Support multiple schools over time.
   • Maintain dialogue and mutual understanding across cultures.

C) Examples of what was installed / demonstrated (as “evidence” of the approach)

• Swing set (built in 2019)
• “Despair”/equipment area described for 2024 (subtitles unclear, but framed as restarting/activating an item for daily use)
• Well renovation (“Demon of the South”)
  • renovated in 2019
  • 2026 described as a “good luck” moment
  • linked to encouraging children’s joy, challenge-taking, and social play
• Cultural exchange examples:
  • Traditional Taiwanese sports/game (feather cutting / kicking-feather game)
  • Japanese culture introduction (matcha tea tasting; “Japanese waves” mentioned, subtitles unclear)

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Speakers / sources featured (as named or clearly identified)

Host / presenter

• Sato Kawase (司会/host; introduces and moderates)

Students and school representatives (by affiliation)

• Students from Saitama Prefectural Tanikita High School
  • Present on fundraising and learning in Cambodia
• “China”
  • Represents Motoyama Commercial High School Peace Bridge Volunteer Group (Taiwan)
• Students from Taiwan National Headquarters Commercial High School
  • Referred to in connection with the “China” speaker and subsequent Taiwan student participation
• Students from Ichimura
  • Ichimura Gakuen / Ichimura High School mentioned multiple times
• Students from Saitama Prefectural Machikita High School
  • Final student recap
• Students from National Benxin Commercial High School
  • Taiwan; final student participation
• Additional student/participant voices appear, but are not consistently clearly named due to subtitle errors.

NPO / community / project staff

• Daiichi Kato
  • Representative of NPO R3
• Matsuno
  • Professor, Nagoya University of Economics, UNESCO ESD Promotion Office

Academic / UNESCO/ESD-related roles

• Itaru
  • National lecturer at the UNESCO ESD Promotion Office, Nagoya University of Economics
  • Presented as “Professor Matsuno” / “Itaru” in subtitles
• Apex’s guide number 3
  • Subtitles suggest a guide/participant named Panma is involved; details are unclear

Other named leadership

• Wayama
  • Principal, Nagoya University of Economics
• Mr. Daiichi Kato
  • Appears again during the “increase ceremony” segment

Organizations / programs mentioned (as sources/affiliations)

• UNHCR Association
  • Referenced via UNHCR fundraising context
• UNESCO
  • ESD promotion / peace education framing
• Peace Sprint Project
• Ichimura Gakuen / Ichimura High School
• NPO R3
• Cambodian elementary school / local village
  • Rompaen Thom village, Siem Reap area