The Tamagawa Gakuen SGH Project has a point based certification system called “Tamagawa Super Global Leaders 48 (SGL 48)”. Tamagawa students are given points according to the number of SGH activities they participated in.

The top eight scoring students were awarded the Tamagawa Gakuen Super Global Leader 48 Award.

The students came to the stage all achieved excellent results in their exams and club activities received a certificate with a bright smile as they bite the joy of the year’s effort and results.

“When I became the chairperson for the Model United Nations, I did not feel I was doing well and I felt anxiety and confusion. However, with the support of my teacher and seniors, I was able to feel more successful. I found out what I am good at and what I am not good at.”
“I became more confident in discussions in English. The Tamagawa SGH program was an environment that helped grow my own ‘seed’ in my heart.”
“I was interested in the world’s refugee problems, so I took a test at a university where I could learn about them. I’m going to keep learning about refugees in university as well.”


The voices of the students who spoke while looking back on the SGH project were bright and confident and filled with hope for the future.

“I have been working on the SGH program and really believe in the students,” said Ms. Hamano, who has worked planning and managing activities as a SGH director.

“High school is a time when you worry about a lot of things. The instructors we invited has been building their careers by believing in themselves and being active on the international stage, but they used to feel lost just like the students. There are Students who are thinking about how to express their opinions while participating in the Model United Nations and how to ask questions directly to the instructors in the Global Career Course. As such, many students developed a bigger character by participating in the SGH activities
I think that the experience of being able to believe in yourselves will give the power to overcome challenges even if you run into walls. I makes me glad if the students believe in themselves and have a chance to find their future career path.”

The ceremony was a bright moment for the students who have been supported by teachers and exploring for a ‘global career’. The efforts put forth in the Tamagawa Gakuen SGH project remain even after the project ended.

Tamagawa Gakuen has received a designation of “Super Global High School (SGH)” and “Super Science High School (SSH) * 1” from the Ministry of Education, Culture, Sports, Science and Technology. Approximately 200 students are working on SGH or SSH programs and they jointly reported their research results for the year.

The presentation was composed of two parts; the first half was for three teams who conducted a research presentation in each of four classrooms. In the second half, 147 students from the 10th grade to the 12th grade, presented their posters.

About 50 visitors from junior high schools, high schools, universities and independent administrative corporations visited from across the country.

“I would like everyone to acquire an attitude to learn beyond the field of liberal arts and science and to develop the ability to explore questions that currently have no answers.”

At the opening ceremony, Professor Hasebe, Tamagawa Gakuen High School Education Director, conveyed the purpose of the meeting and the presentation began.

The three teams who worked on SGH made a presentation on their research topics, “Round Square International Conference 2018”, “The Relationship between Saudi Arabia and Iran from the View of Oil Prices” and “Current Status and Nature of Model United Nations in Japan”.

The students of the three teams presented their experiences during local visits, the outcomes and improvements of their own activities, considerations and suggestions on research content, and presented them.

“We implemented five measures to acknowledge the original purpose of holding the Model United Nations.”
“I realized that it’s important not only to transmit my own values unilaterally but also to accept other’s values.”

The words of the students who spoke about what they experienced themselves and the trial and error process they went through, was very persuasive. Many students were listening sympathetically.

“What do you think should be done in order to enhance the quality of the Model UN as it expands in the future?”
“While participating in round square, did you feel like your postures have changed?”

The students who were listening to the presentations asked questions concerning the research themes and contributed to the overall inquisitive atmosphere.

In the poster session in the second half, the students divided themselves into 11 classrooms and made presentations.
The presentation times were broken into three slots so that students could see each other’s presentations.

The 69 students working on the Tamagawa SGH program were divided into groups “African Studies”, “European Studies”, “Model United Nations” and “Round Square”.

They presented with themes like as “Is Japan’s ODA going to solve poverty in Africa?”, “What is fairness in conflict areas?”, “The Origin of Jewish persecution”, “Peace building after the war in Iraq” and so on. The students spoke about the things they studied, made suggestions for improvement, and gave their impressions on what they had done.

“I visited an settlement area in South Africa and talked to the local people, I learned that various elements of life such as education and labor are intricately intertwined and I felt the depth of the problem facing many people. In the future I would like to participate in the Japan Overseas Cooperation Volunteers to solve these problems.”
“When I looked into human rights issues, I was surprised by the high level of awareness of problems overseas and the number of actions being taken .In contrast to that, I felt that awareness was low in Japan and I would like to raise awareness.”

Students developed firm thoughts about their research as well as making it appeal tothe visitors.
The attitudes and preparedness of each student were conveyed to the listeners.

“There are areas where improvement of human rights problems is difficult because of religious and cultural issues, but how do you think it should be overcome?”
“Poverty is a distant problem for us, but what do you think we can do?”

The visitors not only listened, but also offered substantial questions.

“I believe that we should eliminate negative ways people are treated regardless of culture or religion.”
“I think that it is important to have the recognition that ‘we have prejudice’. Moreover, I would like to think about what I can do for myself.”

The presenters immediately responded to the questions with frank opinions.

Exchanges like these were done everywhere and it was clear everyone in the venue was very enthusiastic.

“In society, we need the power to find and solve problems, both SGH and SSH are efforts to acquire independence through exploration. Take advantage of what you have noticed, and continue to develop the ability to think and resolve issues by yourselves. “

In the closing ceremony, Mr. Miyazaki of the Japan Science & Technology Agency which supports SSH gave encouraging words to the students.

At the report meeting for teachers, held after the Student Research Presentation Meeting, it was reported that the Tamagawa SGH project’s efforts for 5 years led to significant results.

“The follow-up survey of graduates revealed that the proportion of those who wish to pursue work in international relations increased, not only for current students but also for students who had gone on to university.”

The students got further input and feedback from many people who have a wide variety of viewpoints developed over the year. These were things that they had thought about and experienced themselves. Their expressions were filled with a sense of accomplishment that can motivate them to continue working toward the future.

On this day, students from 21 schools, explained their research in presentations and poster sessions.
Three students from Tamagawa Gakuen participated in the “Presentation Division”. Their theme was “What we can do for the 2020 Olympic Games”.

The opening ceremony began at 10 in the morning.
In the venue, about 400 people gathered, including students, teachers, observers, staff, and teachers from Rikkyo University who acted as judges.
The hall was full of tension and exhilaration, and the students had high expectations for the day.

After the opening ceremony, the students moved to their assigned classrooms and proceeded with their presentations.

The venue held about 80 audience members, including the students from the 6 schools which were presenting.
Students checked their scripts and arrangements in the short time before the presentation, encouraging each other as they did.

The Tamagawa students made their presentation and they conveyed the outline of the activities they took part in and the results as well.

“Machida-shi where Tamagawa Gakuen is located was chosen as the host town of South Africa for the Tokyo Olympics and Paralympic Games in 2020. However, there were not many people in Machida-shi that they knew about that.”
The students explained what led to them starting their activities.

In the spring of 2017, the students realized that Machida citizens didn’t know about being the host town in 2020, so they embraced two ideas; “informing people that Machida City was selected as the host town for South Africa” and “teaching Machida citizen about South Africa”

3 students participated in an overseas study program called “African Studies”, where students learned about poverty and human rights in developing countries and they visited the Republic of South Africa. Also, the students tried to gain an idea of the understanding people in Machida had about South Africa.

Taking advantage of the knowledge gained, the students decided to implement the plan to teach people in Machida City about South Africa.

While receiving cooperation from various people inside and outside the school, the students exhibited a booth at an event in the town, which Machida City Hall organized. They succeeded in introducing South African culture to the citizens of Machida city.

“For now on we will keep collaborating with the city and we want to do more planning. After, we will pass this activity to younger students.”
In the end, the students showed the prospects of this activity and its appeal. The audience was appreciative of their efforts.

After their presentation, a question and answer session with the judges from Rikkyo University teachers was held. Students answered thoughtfully.

“I never knew at all, but I was surprised that there were such projects in Machida.”
Coincidentally, the students received impressions from Machida citizens who were watching in the venue.

“Because everyone in the team worked hard and the audience was receptive, we were able to make a good presentation. We really felt the importance of human connections this time. ”

Through presentations, the students once again looked back on what they have done. They smiled in accomplishment and relief, and shared that pleasure while praising each other’s achievements.

After all the presentations in the classrooms were over, the students participated as listeners in the “poster session section”.
The students deepened their insight into social issues by watching the presentations of other students and interacting actively with presenters.

After all the research presentations were given, prizes were awarded for the best. Unfortunately, the Tamagawa students did not get any prizes but all of the participants were all given a round of applause and everyone felt a great sense of accomplishment.

The students gained invaluable experience through their activities and learned more about the area where their school is located and the people who live there.

They appreciated the important bonds that were built by their actions and left Rikkyo under the glow of the Christmas lights set up there.

“I want the students to be able to use English naturally after touching “Practical English” through reading aloud, and I hope the students who present in English will have a confidence and other students who listen to it will become interested in learning English more.”

Since the contest, which started with the feelings of such a teacher of English department, counted five times this year, it became a regular event at this time of the year.

On this day, students from volunteers actively participated as management staff and supported the contest early in the morning with reception and construction etc.

” When I was at school, I had the native teachers watch my speach at my lunch break and after school. And when I was at home, I had my mother watch it too.”
The students carefully confirmed to the end so that they can demonstrate the results that have been prepared for about two months.
They waited for the start of the contest with a tense look.

On time, the curtain of the “recitation contest” finally opened.

Tenth students who first appeared in the relay form, eight people recited one scene of “Alice in Wonderland”.
Background slides were created by all 10th grade students in cooperation. They did a better performance with illustrations with a story as a motif.

The students made a unique presentation. For example, a student gestured while playing with a characters and another stuedent acted humorously the multiplication of “false sea turtle” and “griffon” by using the whole body.

The students enjoyed expressing the stories including a plenty of “verbal play”.

In the following 11th grade “Speeches recitation department”, eleven pupils challenged the recitation of modern-day famous speech such as Nelson Mandela, Lincoln, Mother Teresa, Emma Watson.

Judge’s native teacher also watched at the performance of each student earnestly and carefully.

The students performed in a real way while expressing the actual speech movement and tempo and put their strenggh into their speaches in order to present a message that they wanted to tell many people.

“I could grasp what Mother Teresa wanted to tell, and then thought that I wanted to disseminate to the world with the same feeling as her.”
“I tried to understand properly the meaning of Malala Yousafzai’s speech and practiced to tell everyone”

The students looked back at what they learned and gained in the process so far and felt a sense of accomplishment.

The students in the IB course participated as Presentation Division rather than as a recital.

They gave a presentation that they summarized by thinking on themes like “smartphone addiction” and “what I want to tell now”. They fascinated the audiences by presentations that demonstrated their full English ability.

All the programs were finished and the awards were given by the students who performed excellent performances.

The facial expressions of the students who received the certificate of commendation and supplementary prize shine with a fresh smile. All students who presented are full of fulfillment from the whole body.

Students put their thoughts on the messages in their selected sentences and gave them powerfully to the audience.

Facing many times with a difficulty expressing the words of English and speech, they got the confidence that they acquired “Practical English” and outgoing power that can be used in various future scenes from now on.

This forum was held jointly by Tsukuba University and the Ministry of Education, Culture, Sports, Science and Technology.
High school students presented solutions on global social issues and business issues in English. More than 500 students, teachers, international students and educational officials gathered at the Tokyo International Forum.

The forum began with the opening ceremony at 10 o’clock in the morning and proceeded with a poster session in the main hall and discussion sessions in 10 meeting rooms and was concluded with an awards ceremony.

Students confirmed the flow of the meeting. They moved to their places and started discussions and panel presentations.

The students from Tamagawa Gakuen first participated in a thematic workshop.

They selected “politics, diplomacy, international relations” from among 10 themes such as “human rights · gender” and “immigrants · refugees · multicultural symbiosis”.

When the students entered the conference rooms dedicated to the various themes, they made groups of 4 or 5 people.

The discussion that started after their self introduction was a bit awkward at first, but as the students of Tamagawa Gakuen listened to the instuctions from the moderator and grasped the concepts of the format, they were able to take leading roles in the discussions.

“Let’s talk about how Japan can improve relations with South Korea.”
Based on their knowledge of the international situations, the students actively facilitated the discussion by guiding the direction of the discussion or listening to the opinions of the other parties.

After the discussion, the students changed seats and discussed the next topic.
Ultimately, the students built ideas of “what we can do as high school students” and presented the groups’ conclusions.

“It is desirable for high school students themselves to be able to directly influence politicians, but that is not usuallypossible, so what we can do now is to learn.”

Sometimes they struggled for words in English or couldn’t express their thoughts clearly, but the students of each group helped each other to make the presentations succeed. In the end, the students enjoyed interacting with each other and taking pictures with the group.

The students from Tamagawa Gakuen who finished the discussion session attended the presentation of a poster session in the hall.

“What I noted was the situation in the Middle East, I studied the relationship between Saudi Arabia and Iran”

In front of a large number of listeners, a Tamagawa student made a presentation on his chosen topic. His confident delivery and persuasive aguments appealed to the audience.

At the presentations by other school presenters, the students of Tamagawa Gakuen deepened their insight on various international issues by asking questions and discussing the topics.

After the poster session of all the schools, the “whole tournament” was held where all participating students discussed various topics.
The students of Tamagawa Gakuen prompted active discussions with their remarks, and the students showed good command of the issues.

In the award ceremony which concluded the forum, the Education Minister’s Award was awarded to the students of the school who performed notably well. The student was awarded a certificate of commendation and the right to study in Singapore.

“Because there were many topics in which Japan was included in today’s discussion, I thought that we should be interested not only from the perspective of Japanese people but also from Japan.”

“I have to improve my English a little more, but the forum was fun.”

The students looked back on what they learned by considering what kinds of things high school students across the country are thinking about. They also questioned and evaluated their own level of English proficiency?

The students learned more about their current position and got an important experience to consider their future and how they can act on a global stage.

“Come on together. To South Africa! 〜 Host town “South Africa Republic cheering PJT 〜” was the theme, the students opened a booth to explain the culture of South Africa and convey its’ appeal to the visitors.

This project began in the spring of this year.
Three students planning to visit the Republic of South Africa with “African Studies” explained about the host town, Machida, in a school in South Africa.

“I did not know Machida is the host town for South Africa during the Olympic Games in 2020.” said some people, but there were some people who were familiar with South Africa.”
The three students understood that and it made them want to explain about South Africa to the people of Machida..

Wondering how to spread awareness, the students found “Machida maru goto big project 18-20″.
This project is an initiative of Machida City to boost citizen activity, enhance the charm of the city and also, its’ vitality. They were able to receive support from this group and from there they were able to start planning.

At the end of October, a “challenge project” was approved by the “Machida maru goto big project 18-20″, the students’ decided to hold “Machi Cafe!”. The students would get a chance there to tell people in Machida City about the charms of South Africa.
From that point, the students the students prepared for about one month.

From 10 am on the day it opened, visitors gathered one after another at the students’booths and “Machi Cafe!” started.

There was a booth highliting interesting aspects of South Africa and a cross cultural connection started to form.
At that booth, the students carried out workshops on making Misanga’s and buttons Badge using the colors of the South African flag,
In addition, the students performed fittings of traditional folk costumes.

Students gave out madeleines with the South African specialty rooibos tea, which was co-produced with local cake shops.

People of various ages from small children to people in their 80′s visited the booth and they enjoyed learning about the culture and tradition of South Africa.

People asked questions like, “Was it safe to stay there?” “Did you have a change in your feelings?”
The visitors enjoyed asking questions about the students’South African experiences.

Explaining about their experiences, the students conveyed their feelings with a smile to the visitors.
The conversation was lively and enjoyable.

The event ended in great success at 4 pm.
The booths of the students were crowded with a lot of visitors and the cafe was full of laughter throughout the whole day.

One student commented “Before this, some people were not interested in South Africa and some had a negative image. Afterward they seemed to improve their image and were more interested in South Africa and they said that they want their children to go there. I was happy because they changed their opinions. ”

“More people came to visit than I thought, but no one knew Machida-shi was the host town of South Africa, but I was able to explain it.”

With their experiences in their hearts and minds, the students were motivated to spread the information that they had learned.

The teacher who supported the students said.

“The students themselves made the project from the scratch and prepared up to the point. Even if they hit walls, they were looking able to make breakthroughs and made the presentation a success.
The students also had difficulties preparing the sweets, but they negotiated directly at a pastry shop near the school and that helped them carry out their plan. ”
He was impressed by the student’s attitude.

One student said, “I want to convey the ‘real’ South Africa to the people of Machida.”

On this day, the students changed the views of many people and succeeded with their project through trial and error. Through exchanges and discutions with visitors, the students actually learned even more from their trip and were able to translate their trip to a better connection with Machida.

A poster/information session was held on the theme “Research development with use of statistics”. About 150 education officials including teachers from other schools gathered from all over the country.

In the morning, the students introduced various initiatives they had worked on during Tamagawa Gakuen’s “Individual Research” class.

Students who participated in “African Studies”, “European Studies” and “Model United Nations” made presentations on what they had learned.
As the students conveyed the findings of the various types of research they did, the watching visitors were given a chance to rethink what is “ordinary” about different topics.
Having had experience visiting various countries and thinking about world issues in the Model United Nations, the students were able to provide informed views on the topics.

“To truly know about minorities and the issues facing them, I think that we need to actually get involved with them. I found people from the LGBT community quite open and easy to talk to, for example.”
This was a comment from a student whose presentation was entitled: “Can we eliminate discrimination from the world?” She introduced the things she learned from her relationships with people from the LGBT community.

“I think that there aren’t many people who have had the same experiences as you have had at your age. You have real feeling in your words”
Audiences were seriously impressed with the students’ enthusiasm to convey the truth as she saw it.

“Since dealing with poverty is a difficult thing, I would like to break it down into smaller aspects and explore micro-solutions to tackle the bigger problem.”

The students were able to back up their ideas with data and explain further research questions that could impact on their future studies.

Despite the venue being full of many students and other visitors, the students presented their ideas clearly and confidently.
The passion of “trying to face the international community as a single citizen” resonated in the hearts of many visitors.

In the afternoon, about 100 teachers gathered in the hall of the junior high school building.
Keynote lectures and practical reports on statistical education to nurture the statistical driven thinking skills necessary for fact based research were held.

The keynote speech was given by Mr. Kazuhiro Aoyama, who served as Associate Professor of Mathematics Education at the Aichi University of Education. The theme of the speech was about social backgrounds and their impact on statistical education and examples of classes that acquire statistical thinking skills.
He explained it by showing examples of government recommendations and corporate activities using statistics.

There were impressions given by teachers who thought things like; “I thought that we have to change today’s school education.”

Subsequently, practical reports by three teachers were given.

The first speaker was Kenji Kawai, a teacher at Okazaki Junior High School affiliated to the Aichi University of Education.
They experienced rain at many school events and a student jokingly asked “Is there rain bringer in this grade?” Mr. Kawai told the students how to statistically determine if there was a ‘rain bringer’ among them. The humor behind the statistically driven research helped the students enjoy what otherwise may be a dry bit of research.

Mr. Suzuki who is an 8th grade mathematics teacher at Tamagawa Gakuen (second grade of middle school) reported on math classes designed to nurture statistical thinking ability.
Statistical analysis was also introduced by the students who took the class.

The teacher who made the last report was Professor Goto who teaches “Research Methods” classes at Tamagawa gakuen. “Research methods” which fosters information management skills is a part of the exploratory learning process at Tamagawa Gakuen.
His presentation was about how students must research and verify their information with citations and these skills are taught during the class.

At the Q & A session and the information exchange meeting after the lectures / reports, a lot of questions were raised and enthusiastic exchanges of opinions was held.

The students conducted their research on their own chosen topics which embodies the idea of “autonomous self-study”. Teachers supported the students in this endeavor.

They conveyed the importance of “always pursuing exploration aiming for better education”.

【講師プロフィール】

（写真左より）

Kazuhiro Aoyama
In 2000, he graduated from Aichi University of Education Graduate School of Education studying mathematics. In 2005, he graduated from the School of Education at Tsukuba University. After working as an assistant professor at Aichi University of Education, he became Associate Professor in 2011. He later took charge of the Japan Mathematical Education Association at the Japan Science Education Association.

Kenji Kawai
He graduated from Aichi University of Education School of Education. Afterwards, he taught at various elementary and junior high schools. Since 2016 he has been a mathematics teacher at Okazaki Junior High School attached to Aichi University of Education.

All the high school students gathered in the gymnasium. Following the introduction of the presenter by the student host, the SSH research report started.

11th grader Aoi Arai’s research theme was “Influence of fine particles on the solar spectrum”. He reported the result of his experiment, in which he proposed fine “atmospheric aerosol particles” can mitigate global warming by suppressing sunlight, while struggling with difficulty under certain conditions.

Yuka Shibuya, a 12th grader, from SGH introduced her report “South Africa’s Current Situation of Welfare for Disabled Persons”. Following a brief history of South Africa, she explained the situation and her feelings she when visiting there. She then talked about her thoughts on the future of South Africa.

The students at the venue listened to each presentation seriously. As the students were learning from their fellow students, their empathy and interest in the activities increased.

After the presentation, the question and answer session took place. The students interaction helped them understand the issues more clearly.

Mr. Yamada, the next lecturer, was watching the interaction of the students with a degree of curiosity.

Afterwards, Mr. Yamada was greeted with a welcome song and entered. ” I felt it was wonderful though I was a bit overwhelmed by the amazing atmosphere.” Mr. Yamada said with a gentle smile and relaxed atmosphere spread through the venue.

“First of all, how many of you know the name of ROHTO Pharmaceuticals?” A lot of hands come up in response to Ms. Yamada ‘s question.

commercials and photos of Rohto products were shown, Students made comments like, “This commercial is interesting, isn’t it?” “Oh! I use that!” and “It is also ROHTO’s! ” The students were drawn into Mr. Yamada’s story while realizing they had an actual connection to ROHTO.

“We are currently competing in the recreational medical business by gathering excellent researchers from abroad. We are concentrating on making Japanese companies, especially laboratories more global.”
“Our job is not solely to sell eye drops and skin care products but I think that our work helps people live long and healthy lives.

Mr. Yamada has actively expanded into new fields centering on skincare-related products since taking office as president in 1999 and has achieved record earnings for the company. His thoughts on the business that supports his success reached the students’ hearts.

Mr. Yamada introduced not only the company’s business but also his own younger days with humorous stories.
The pressure he felt succeeding to the company presidency, when he was skiing and became absorbed in the charm of nature and the mountains, events and frustrations he felt when he was studying at university.

The students felt courage in the stories of Mr. Yamada’s youth and appreciated his growth as an individual.

“This universe is unlimitedly wide, deep and full of wonder. I think there are a lot of things we do not understand and there may be things to worry about, but let’s face up to the things we do not understand. Every moment in our lifetime, we should be alive. ”
The message was full of the desire for the students to head towards the future with awareness.

In the question and answer session, students raised their hands quickly and wanted to ask a lot of questions. It was very exciting. Questioning things from Roto Pharmaceutical’s concerns to life troubles, students enjoyed the dialogue with Mr. Yamada.

“How can we live lives with awareness?”
“It is a feeling that everything is coming in. Some things you don’t want may be happening now, but they will benefit you.”
“Yes, the universe is wide! Do not worry!”
These were some of the things said at this time

When Mr. Yamada responded to the students, it raised a lot of laughs and the venue developed a very warm atmosphere.
The students received their own types of awareness.

About 15 students gathered at the roundtable discussion after the lecture and the students asked questions face to face with Mr. Yamada.

“Is there a good way to deal with things that go wrong?”
“I have no great leadership skills, but what is important to help people work together?
“I am indecisive, so I do not know what to believe and decide. How do you decide what to believe and what decisions to make, Mr. Yamada?”

Mr. Yamada responded to the questions and gave options and vision in order for the students to understand how to overcome their troubles.
The Students came face to face with their troubles were able to calmly assess them. Their faces changed to be more optimistic with this realization.

“Life is long. Let’s live this life without thinking about short term difficultly. Such a feeling was transmitted to the students from Mr. Yamada.
The students who broadened their view of life were able to better propel themselves towards the future, not being trapped by the troubles facing them.

While displaying various exhibitions and stage performances, the students showed the results of their efforts related to the school Super Global High School (SGH) program.

A record of the students’ activities, reports and photos was posted on panels in a classroom. Corners were set up for “African Studies”, “European Studies”, “Round Square” and “Model United Nations”.
Students who acted as guides invited visitors in and spoke about their experiences and thoughts.

Comments such as:
“The residences of rich and poor people are clearly separated by this road.”
“There are stray dogs in the area where the poor live and cars driving too fast. That is very dangerous” were heard.

Students who took part in “African Studies” and visited South Africa explained what they felt while there and explained about some of the problems there. Visitors listened carefully to their earnest words.

In the section introducing ‘Round Square’, items created during workshops were exhibited.
Many people were stopping their feet in the panel, which was written ideas to collect clothes to deliver to refugees and in a filter that cleans muddy water, a design drawing, in a picture recording the state under construction.

In the exhibition about “environment” which is one of the themes of the SGH program, the students devised a way for visitors to think about environmental issues related to them.

The students wanted to share their feelings with many people and to create a better would together. In all of the exhibition corners, the visitors could feel their passion.

Students communicated with visitors and conveyed their experiences through various media.
Along with the “pride” of learning in the SGH program, they were able to deliver their feelings about the world to the visitors.

4 students from, Tamagawa Gakuen and Ochanomizu University Senior High School which are SGH designated schools and 19 Japanese university’s students participated in the event.
They discussed the theme of “fairness” as one of the SDGs with senior officials from UNICEF headquarters.

All dialogue was conducted in English and everyone was committed to ensuring smooth communication.

“To achieve the 2030 Agenda for Sustainable Development, the power of creative young people is needed, so we would like to hear a lot from you today.” Stefan Swartling Peterson, UNICEF Chief of Health said in his opening remarks.

Continuing, Mr. Kotaro Koki, the manager of the Ministry of Foreign Affairs International Cooperation Bureau for Global Issues said “I would like to cooperate with experienced UNICEF workers and young people who have creativity to come up with ideas for a better society.”
With that, the event started in a calm and relaxed way.

First of all, the session began with an introduction of the activities of the university students which were focused on “fairness”.
The Japan University Football Association and the organization “UNiTe”, which was launched mainly by the students of the University of Tokyo, talked about their activities.

The Japan University Football Association explained its’ contribution to th “HIKARI project”, which included the desire “to be someone’s light”. In addition, it fundraising done for UNICEF called “Team UNICEF × JUFA – ONE GOAL ONE COIN -” which aimed to donate 500 yen per goal in the association’s season.

The student organization UNiTe explained about their activities on the “EMPOWER PROJECT” spreading the “Magenta Star”.
The “Magenta star” is a symbol designed to help make shy Japanese people feel more at ease supporting people with disabilities, pregnant women and other groups facing difficulties.

After hearing these versatile ideas, the UNICEF were impressed.

Next, a presentation was given by Carla Haddad Mardini, the Director of the Public Partnerships Division and Junko Kuniwa, a Representative of UNICEF’s Myanmar Office.

Ms. Mardini explained how UNICEF supports children, showing a model called the “co-creation process.” Ms. Kuniwa reported on the current situation in Myanmar and the results of investigations done using the social messaging tool “U-Report”.

As the participating students heard these stories that they would not hear normally, they were able to expand their perspective of international contributions and contributors.

In the question-and-answer session after the presentation, students from Tamagawa Gakuen asked several questions. “How can you change the cultural way of thinking in countries where children are not being protected?” Students exchanged opinions on different activities to help understand how best to address the issues.

After the presentation, a discussion was held that led from the question “What actions are necessary from young people to eliminate inequality?” “What kind of activities would you like to take part in with UNICEF?”

Some comments and questions that were asked were things like “Should we appeal to the governments of each country, or should we work like a grassroots campaign? What should we do as young people?” “How does UNICEF appeal to people and provide support?” ” I’m interested in various social issues, but should I just focus on one? ”

To those questions and opinions from the participants, the UNICEF staff responded, quoting their experiences and advice received from their superiors.

“To achieve the goals of the SDGs requires your strength, everyone’s activities are leading to changes for children in the world”
Geert Cappelaere, UNICEF Regional Director for the Middle East and North Africa gave the closing message saying, then the event ended. Afterwards, participants and the UNICEF staff continued to discuss various topics and exchange opinions.

By learning about the way of thinking of people who work at the forefront of global problem solving in an international organization, the students were able to build enthusiasm for global issues.
In order for everyone to create a fair and happy world, the students became aware of things they could do as young people and the experience led to a deepening of their understanding of the world.