In 2013, UNESCO raised an alarm about the learning crisis. This is also the theme in the World Development Report 2018: Worldwide, hundreds of millions of children reach young adulthood without even the most basic life skills. Even if they attend school, many leave without the skills for calculating the correct change from a transaction, reading a doctor’s instructions, or interpreting a campaign promise—let alone building a fulfilling career or educating their children.
The Education Commission’s report, The Learning Generation, also pointed out that: Education in many countries is not improving and children are instead falling dangerously behind; 263 million children and young people are out of school, and the number of primary-school aged children not in
school is increasing. For those children who are in school, many are not actually learning. In lowand
middle-income countries, only half of primary-school aged children and little more than a quarter of secondary-school aged children are learning basic primary- and secondary-level skills. Without a doubt, we need to address this learning crisis. But who is responsible for ensuring quality education and real learning?
Very often, one of the first responses is the school. This is where parents send their children to learn after all. The entire school system, including the principals, teachers, administration, curriculum, school culture and environment, as well as the government in the background, are key factors in the
education of a child. Nonetheless, there are advocates who contend that schools cannot be the only
ones held accountable for the education of their students.
Countless studies have shown that parents and families play critical roles in their children’s education. There are things that families can and ought to do, such as preparing the children to enter school, providing them with experiences beyond the walls of formal education, and nurturing them to become responsible, moral and mature citizens in partnership with the school principals and teachers.
Ultimately, we have to recognize that education is a shared social responsibility since our future lies in the hands of our children and the generations to come. This implies that communities – of all types
and categories6 – have a duty towards their education too. Research findings have linked the involvement of parents, families and communities in education to better academic performances, more regular school attendances, reduced dropout rates and increased enrolment in higher-level education programmes.
It does take a village to raise a child. By working together, schools, families and communities who care about the children under their guardianship can create a better learning environment to provide meaningful and effective programmes and opportunities for children to learn and grow. Today, the model of parental involvement is no longer limited to mothers volunteering in schools and organizing
fundraising events. Rather, the school-family-community collaboration includes extended family members, caregivers, community groups and the private sector working as a team to enhance student
leaning and achievements.
The Wenhui Award
Emphasizing the capacity of education and the human innovative spirit to address and resolve pressing issues and problems, the UNESCO Asia-Pacific Programme of Educational Innovation for Development (APEID) and the National Commission of the People’s Republic of China for UNESCO established the Wenhui (文晖) Award for Educational Innovation in 2010.
The Wenhui Award embodies two important elements of educational innovation. Wen (文) refers to all facets of civilization and culture, including wisdom, knowledge, moral and ethics, and encompasses the desire for learning and inquiry. Hui (晖) symbolizes the creative and radiant force of education that allows civilization and culture to flourish. Taken together, the Wenhui Award personifies the power of education in promoting learning and allowing individuals and cultures to innovate and grow.
This Award will serve to improve the access to and quality of education and training, especially to those most in need. Given the challenges facing education, it is necessary to strengthen the commitment of individuals and institutions to continuously innovate and enlighten people.
For 2018, the theme of the Wenhui Award is Innovations in School, Family and Community Collaboration for Quality Education. It is in line with the Sustainable Development Goal 4 - Education 2030 Agenda to ensure inclusive and equitable quality education and promote lifelong earning opportunities for all, as well as UNESCO’s vision of education to provide and enhance quality learning opportunities particularly to those most disadvantaged, vulnerable and marginalized.
Two individuals or institutions from the Asia and Pacific region will be selected by a jury of distinguished educators. The winners will each receive a Certificate of Excellence and prize money of US$ 20,000. Certificates of Merit may also be awarded to individuals or institutions that have demonstrated commendable innovative practices. The results will be announced through a variety of channels to share the achievements of the winners and awardees.
What are the objectives of the Award?
The specific objectives of the 2018 Award are to:
What is in the Award?
The Award shall be conferred on two individuals or institutions in recognition of their commitment and outstanding efforts in the development of educational innovations according to the theme of the year. The two winners will receive a Certificate of Excellence and prize money of US$ 20,000 each. Certificates of Merit may also be awarded to individuals or institutions that have demonstrated commendable innovative practices.
Who is eligible for the Award?
Individuals or institutions from UNESCO Member States in Asia and the Pacific region that have designed and implemented significant educational innovations in the professional development of teachers leading to improved access to, and quality in, education and skills development will be eligible for the Award.
To qualify for nomination for the 2018 Wenhui Award, the candidates shall possess the following
qualifications or attributes:
What are the evaluation criteria?
The emphasis of the Wenhui Award is on innovations in school, family and community collaboration, not scientific inventions. In line with the theme of the 2018 Award, Innovations in School, Family and Community Collaboration for Quality Education, innovations that can demonstrate real changes in values, mindsets, practices, behaviours and skills of students will be positively assessed. More specifically, the entries will be evaluated according to selected criteria, such as:
How to apply for the Award?
The Award organizers are calling for nominations from governments, educational institutions, international organizations, non-governmental organizations and individuals in Asia and Pacific countries following the procedure below. Nominations shall be submitted to the Award Secretariat at UNESCO Bangkok through the National Commissions for UNESCO, UNESCO Offices and other organizations associated with UNESCO, using an official Award Application Form available online at http://bangkok.unesco.org/content/wenhui-award-2018 Each nomination must be accompanied by the following attachments:
Conditions of entry
Closing date for nominations 27 July 2018
Announcement of winners End of September 2018
Award ceremony To be confirmed
Visit the Award website bangkok.unesco.org for details, including
For further information, contact:
Wenhui Award Secretariat
920 Sukhumvit Road, Prakanong
Bangkok 10110, Thailand
Tel: (66-2) 391-0577
Fax: (66-2) 391-0866
About the Organizers
The Asia-Pacific Region counts for almost two thirds of the world population. In serving the 46 Member States and 2 Associate Members in the region, UNESCO has to take into account the diversity of the countries in terms of their size, culture, socio-economy status and environment. Supported by a network of a Regional Bureau for Education in Bangkok, a Regional Bureau for Science in Jakarta, five Cluster Offices (Almaty, Apia, Beijing, New Delhi and Tehran), and seven National Offices (Dhaka, Hanoi, Islamabad, Kabul, Kathmandu, Phnom Penh and Tashkent), UNESCO works to promote peace and human development through education, sciences, culture and communication, by facilitating international co-operation, setting common standards and fostering the dissemination of information.
The Asia-Pacific Programme of Educational Innovation for Development (APEID) is a regional inter-country cooperative programme based in the UNESCO Regional Bureau for Education in Bangkok, Thailand. APEID’s mission is to contribute to sustainable human development through the design and implementation of educational programmes and projects, mainly at the post-primary level of education and focusing on educational innovation for development. In January 2016, APEID was restructured and incorporated into the Section for Educational Innovation and Skills Development (EISD) to meet changing contexts, priorities, needs and challenges in the region.
The National Commission of the People's Republic of China for UNESCO was established in February 1979. It acts as an agency of coordination, consultation, liaison and information, in addition to mobilizing and coordinating partnerships with government institutions, academic circle and civil society to contribute to the realization of UNESCO’s objectives and implementation of its programmes.
The Chinese Society of Education (CSE), the first and also largest academic educational organization in China, was founded on 12 April 1979. Since then, the CSE has developed into the nation’s leading academic educational organization which exerts a great influence on China’s academic education, encouraging reforms and innovations. It has facilitated a nationwide, wellorganized professional educational system covering all curricula and disciplines of basic education as well as relevant teaching and educational work.
Attachment : Application Form_Wenhui Award 2018