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Through the SEAOHUN One Health Research and Training (OHRT) Awards Program, Dr. Rodel Jonathan S. Vitor and his colleagues at the University of the Philippines Manila embarked on a journey to transform veterinary biosafety education nationwide. What began as a series of online discussions soon blossomed into a vibrant community of 35 educators, practitioners, and policy-makers united by a shared vision: equip future veterinarians with the skills to safeguard animal, human, and environmental health. Project Implementation Journey In June 2024, a diverse group of faculty members joined six interactive webinars, unpacking modules from the Sandia Global Biorisk Management Curriculum. Between typhoon alerts and teaching deadlines, participants paused their everyday routines to debate real-life case studies: a laboratory near-miss in Cavite, improvised personal protective equipment in Agusan, and the latest CHED biosafety standards. These sessions were more than lectures—they were incubators for empathy, as colleagues traded stories of local outbreaks and laboratory challenges. Armed with these insights, the team launched a nationwide survey, gathering 77 responses from veterinary practitioners, public health officers, and university lecturers. The results pointed to critical gaps: waste-management simulations, shipping protocols for infectious samples, and clearer pathways for engaging local government units in biosafety policy. Rather than a static report, these data became the compass that guided syllabus design. In mid-September, 27 educators converged at UP Manila for an intensive two-day workshop. Over shared coffee and animated whiteboard sessions, they wove survey findings into a cohesive 12-week syllabus. One breakout group drafted a module on “Field Biosafety in Flood-Prone Areas,” drawing on recent leptospirosis outbreaks to bring theory to life. Another crafted assessment rubrics centered on role-play simulations of lab accidents. By workshop’s end, a unified biosafety course—complete with session plans, reading lists, and evaluation tools—stood ready for pilot testing in January 2025. Building One Health Knowledge and Skills Beyond technical content, the process deepened participants’ capacity for interdisciplinary collaboration. Lecturers who once taught in silos discovered the power of co-creating materials with epidemiologists and environmental health experts. A junior faculty member from Visayas recalled, “Drafting a policy brief on the Philippine Biosecurity Act alongside public health officers showed me how to speak policy-maker language.” These moments of cross-fertilization nurtured both the hard skills of curriculum design and the soft skills of negotiation, storytelling, and adaptive leadership. Empowering Educators and Strengthening Policy As the syllabus took shape, partnerships flourished. The Philippine Association of Veterinary Medical Educators and Schools (PAVMES) embraced the project, pledging to cascade the materials through regional workshops. Meanwhile, a synthesis of survey insights and workshop recommendations found its way into CHED consultations, helping align national guidelines with grassroots realities. Educators are not merely transmitters of knowledge—they have become advocates, bridging the gap between classroom best practices and national biosafety policy. Lessons Learned and Path Forward Several insights emerged from the journey: Inclusivity fuels ownership. Involving deans, municipal veterinarians, and students from the outset ensured the syllabus reflected diverse needs. Narrative anchors learning. Real-world anecdotes—whether of makeshift face shields or autoclave failures—kept the curriculum grounded and relatable. Flexibility sustains momentum. When a typhoon disrupted Internet access, session dates shifted; when survey responses lagged, friendly reminders kept engagement high. Looking ahead, the team will pilot the syllabus in three institutions—UP Manila, Central Mindanao University, and Visayas State University—from January to May 2025. A Training-of-Trainers program will follow, cultivating regional “biosafety ambassadors” who can adapt modules into Cebuano, Ilocano, and Hiligaynon contexts. Meanwhile, an online forum hosted by PAVMES will keep the syllabus “alive,” allowing educators to share new case studies, troubleshooting tips, and emerging research. Conclusion What began as a Zoom invitation has grown into a national movement. By weaving together virtual classrooms, candid surveys, and hands-on workshops, Dr. Vitor’s team has forged more than a syllabus—they have built a community committed to One Health. As students don new lab coats and step into field clinics in early 2025, they will carry with them not only protocols and rubrics but the collective wisdom of 35 change-makers who dared to collaborate across islands and disciplines. “Every lesson we teach today becomes a shield against tomorrow’s outbreaks.” Team Leader: Dr. Rodel Jonathan S. Vitor II, DVM, PhD, National Training Center for Biosafety and Biosecurity, National Institutes of Health, University of the Philippines Manila Team Members: Rohani Cena-Navarro , Researcher, University of the Philippines Manila, Jose Obedencio Jr. , Dean, Central Mindanao University Jan Mickaele De Leon , Program Manager, University of the Philippines Manila

In an era where human, animal, and environmental health are deeply interconnected, integrating One Health education into school curricula is a crucial step toward a healthier future. Recognizing this, SEAOHUN, SEAMEO TROPMED, and the Department of Education, with support from Chevron, have been working together to mainstream One Health education in the basic education curriculum of the Philippines. To understand the significance of this initiative, we sat down with Dr. Ma. Sandra B. Tempongko, Deputy Coordinator of SEAMEO TROPMED Network, Dr. Margarita C. Ballesteros, Director IV at the National Educators Academy of the Philippines, and ASEC. Georgina H. Yang, Assistant Secretary for External Partnerships and International Cooperation at the Department of Education of the Philippines to discuss how this project is shaping education, empowering teachers, and ensuring long-term sustainability. Dr. Ma. Sandra B. Tempongko, Deputy Coordinator of SEAMEO TROPMED Network Q: Why is integrating One Health education into school curricula so important? Dr. Tempongko: One Health recognizes that the health of humans, domestic and wild animals, plants, and the wider environment (including ecosystems) are closely linked and interdependent. Understanding of the interdependence of these three will facilitate early development of promotive and preventative behavior of everyone. School plays a key role in the development of positive attitudes and behaviors that can help them in making decisions later in life. One Health-themed lessons and perspectives train young minds to look more deeply into the causes of social and health challenges, in addition, students can bring these concepts home and to the greater community. Dr. Ballesteros:  Integrating One Health education into school curricula is crucial because it helps students understand the interconnectedness of human health, animal health and environmental health.  With the holistic approach, it will equip learners with the knowledge and skills to address global health challenges such as pandemics, climate change, food security among others. It will also help build awareness of preventive measures and responsible behaviors that can be passed on from learners, teachers to the community. ASEC. Yang: Many of the challenges we face today are interconnected. One Health Education promotes systems thinking – it allows us to see the connection of human health with animal health as well as planetary health. When we enable learners to understand these linkages, we allow them to have a better understanding of adaptive challenges and an ability to create more sustainable solutions. One Health Education serves as a very good case study and exercise in building critical thinking among learners – an essential skill that all learners must master. Ms. Margarita C. Ballesteros, Director IV at the National Educators Academy of the Philippines Q: How does teacher feedback shape the curriculum to ensure it fits their classrooms? Dr. Ballesteros: Since teachers are the ones implementing the curriculum daily, their insights help refine instructional materials, teaching strategies, and learning objectives. Regular teacher feedback creates a cycle of curriculum refinement, ensuring that teaching materials are relevant. Dr. Tempongko: Teachers’ feedback is very relevant in shaping a curriculum that fits the classroom as well as the students’ level of competencies. They are the ones inside the classroom and know best the motivation and interests of the students as well as effective strategies, teaching-learning activities, that will enable a positive learning environment for the students. ASEC. Yang: Teacher feedback ensures that content is appropriate based on local contexts and learners’ abilities. It also ensures that is it feasible given their available resources and time. It is necessary to even go beyond teacher feedback and engage teachers in every step of the way, including the initial stages of development. This will lead to stronger ownership and buy-in among teachers who are the front liners of delivering the curriculum. It will also ensure better learning outcomes and achievement of the learning objectives.   Feedback Workshop on Mainstreaming One Health Education in the Basic Education Curriculum in Pampanga, Philippines ASEC. Georgina H. Yang, Assistant Secretary for External Partnerships and International Cooperation at the Department of Education of the Philippines Q: What are the key factors in making this initiative sustainable? ASEC. Yang: Collaborative and participatory approaches in the development of modules and materials will help ensure that this initiative will be sustainable. In addition, engagement with local stakeholders such as city, municipal and barangay governments could help amplify the lessons and apply them in everyday life for learners to observe its impact and appreciate its value. Developing policies to institutionalize these efforts would also be useful. Dr. Tempongko: Based on experience, a number of key factors contribute to the sustainability of this initiative. Foremost is gaining the acceptance of policymakers by demonstrating its relevance and alignment with the national education agenda. The active participation of school officials in all related activities is crucial, as their engagement fosters long-term commitment. Equally important is ensuring that classroom teachers are both interested and competent, highlighting the need for continuous capacity building. Teaching and learning activities should be tailored to the appropriate grade-level competencies and supported by adequate reference materials. Additionally, establishing a strong mentorship and support system, especially in the initial stages of implementation, is essential to guide teachers and reinforce best practices. Dr. Ballesteros:  Sustaining an initiative that has created a good impact needs the following factors, alignment of such an initiative with the existing agenda of the administration, strong participation of multi stakeholders’ engagement- government and public private partnerships, accepted by the program implementors both national and local levels, available materials are ensured for the use of the schools and communities. Q: What are the next steps for expanding One Health education? Dr. Tempongko: The next step is actually to ensure that the reference materials/modules specifically the One Health concepts to be mainstreamed are aligned with the national curriculum and the competencies required for the entry points in the curriculum for each grade level. This alignment with the national curriculum and learning competencies will ensure that the recommended One Health concepts can be mainstreamed seamlessly in the national curriculum and will ensure the classroom implementation. Dr. Ballesteros: To effectively expand One Health education, a strategic multi sectoral approach is needed. The Deped should formally integrate One Health into the K-12 curriculum, strengthen multi-sector collaboration, partner with other national government agencies and engage universities, andresearch institutions. Capacity building for school leaders and teachers is also another step. ASEC. Yang: A learning and sharing forum among government and non-government partners could help in expanding the reach of this important initiative. To make this meaningful, a robust process documentation and data collection on the pilot implementation of One Health education should be done so that it could be analyzed in preparation for replicating it and scaling it up to other schools and divisions. The Curriculum and Teaching strand, which has been actively involved in the process could also recommend enhancements and tweaks to existing modules based on the learnings and lessons from the pilot. The training of teachers through the National Educators Academy of the Philippines could also enrich the insights on this initiative and expand its reach as well. These are all possible through the technical expertise of SEAMEO TROPMED and SEOHUN as well as the support of Chevron.   The success of this initiative highlights the power of collaboration and the dedication of schoolteachers, principals, government agencies, and organizations working toward a healthier future. With Chevron’s support, SEAOHUN and SEAMEO TROPMED’s collaboration, and the Department of Education of the Philippines ’s leadership, One Health education for all is becoming a reality—empowering schools, equipping students, and strengthening communities. This marks a crucial step in integrating One Health into schools, ensuring lasting impact for generations to come.

Through the SEAOHUN One Health Research and Training (OHRT) Awards Program, a multidisciplinary team at Universiti Putra Malaysia (UPM) led by Dr. Yu Choo Yee launched an innovative project to build real-time sequencing capacity for emerging zoonotic diseases. By blending hands-on laboratory training with bioinformatics, the initiative equipped 21 professionals from human health, veterinary, environmental science, and data analysis backgrounds—setting a new benchmark for integrated surveillance in Southeast Asia. Project Implementation Experience Our journey unfolded in three phases. First, between May and July 2024, a cross-sector working group drafted a One Health genomic surveillance module. Experts in molecular biology, virology, parasitology, and bioinformatics collaborated to develop case studies on avian influenza and Nipah virus, standard operating procedures for portable nanopore sequencers, and guided pipelines for genome assembly and phylogenetic analysis. Next, we procured reagents and consumables, leveraging a single-release budget to accelerate lab setup. A recruitment poster yielded 60 applications within 24 hours; 22 candidates were shortlisted to ensure 21 attendees. Finally, from 19–23 August 2024 in Selangor, Malaysia, participants immersed themselves in a five-day workshop featuring lectures, wet-lab sequencing runs, and data-analysis challenges—all designed to mirror real-world outbreak scenarios. Building One Health Capacities The program delivered tangible skill gains: Technical Mastery: All trainees successfully prepared sequencing libraries, managed runs on portable devices, and generated high-quality phylogenetic trees. Data Fluency: Hands-on bioinformatics sessions demystified base calling, variant calling, and outbreak tracing, with participants interpreting transmission networks from real datasets. Interdisciplinary Communication: Collaborative breakout exercises fostered dialogue between sectors, improving participants’ ability to translate genomic findings into actionable public health recommendations. Post-training assessments showed a 45% average score increase, underscoring the workshop’s impact on knowledge and confidence. Empowering the Next Generation Beyond technical skills, the project nurtured trainers and future educators. Postgraduates and science officers served as workshop facilitators, gaining supervisory experience and deepening their One Health perspectives. Back at their home institutions, participants have begun drafting proposals to replicate the workshop, ensuring that genomic surveillance expertise radiates outward from UPM into national public health laboratories and veterinary services. Institutional Integration & Policy Influence UPM has formally integrated the module into its postgraduate curriculum, enriching courses in epidemiology and laboratory science with real-time sequencing case studies. Meanwhile, trainees at a National Public Health Laboratory have adapted workshop materials to establish routine genomic monitoring, directly informing Malaysia’s outbreak preparedness plans. This alignment of academia, government, and community laboratories exemplifies how targeted training can reshape national surveillance frameworks. Lessons Learned & Future Directions Flexible Scheduling: Buffer periods in the timeline accommodated procurement delays, ensuring smooth workshop delivery. Streamlined Funding: A consolidated budget disbursement minimized administrative hurdles and expedited reagent orders. Stakeholder Engagement: Regular check-ins with lab managers, ministry officials, and community leaders kept the module relevant and practicable. Train-the-Trainer Model: Empowering facilitators fosters sustainability, enabling institutions to host future workshops independently. Looking ahead, we plan to expand this model across Malaysia’s regions and to neighboring Southeast Asian countries, building a resilient network of One Health genomic surveillance specialists. Conclusion The SEAOHUN OHRT Awards Program has demonstrated that immersive, technology-driven training can rapidly fortify a One Health workforce. By weaving together hands-on sequencing, bioinformatics, and interdisciplinary collaboration, this project has laid a scalable foundation for genomic surveillance—equipping Malaysia and the region to detect, analyze, and respond to zoonotic threats with unprecedented speed and coordination. Team Leader: Dr. Yu Choo Yee – Research Officer, Institute of Bioscience, Universiti Putra Malaysia Core Team Members: Prof. Dr. Zunita Zakaria – Veterinary Microbiology & Molecular Biology, UPM Assoc. Prof. Dr. Nurulfiza Mat Isa – Molecular Biology, UPM Prof. Dr. Chan Kok Gan – Next-Generation Sequencing, University of Malaya Prof. Dr. Syafinaz Amin Nordin – Clinical Microbiology, UPM Prof. Dr. Chee Hui Yee – Medical Virology, UPM Assoc. Prof. Dr. Nor Yasmin Abd Rahman – Veterinary Virology, UPM Dr. Nur Indah Ahmad – Veterinary Public Health, UPM Assoc. Prof. Dr. Tengku Shahrul Anuar – Parasitology, Universiti Teknologi MARA Dr. Ang Geik Yong – Genotyping & Sequencing, Universiti Teknologi MARA

A Climate-Smart, Community-Led Response to Zoonotic Threats Through the SEAOHUN One Health Research and Training (OHRT) Awards Program, a team from Diponegoro University led by Dr. Ir. Martini, M.Kes., launched a project to mitigate zoonotic disease risks in flood-prone Semarang, Indonesia. By integrating multisectoral collaboration and empowering women in the frontline, the project became a pioneering example of how local communities can lead in climate-informed public health strategies. This article summarizes the project’s goals, activities, lessons, and anticipated long-term impact. Project Implementation Experience The project began with mapping vector density and identifying environmental risk factors through 14 days of field surveys. High populations of mosquitoes and rats were found in areas with stagnant water, highlighting sanitation challenges intensified by climate change. GIS analysis helped predict zoonotic disease transmission patterns, which informed intervention zones. The project then convened cross-sector partners—including government agencies, academia, civil society, and media—through Focus Group Discussions (FGDs). These led to the creation of strategic plans and an Integrity Pact, and to piloting a new concept: 'Climate Smart Villages.' Building One Health Knowledge and Skills The SEAOHUN OHRT initiative enhanced both technical and soft skills for the project team. Members gained experience in environmental health surveillance, data-driven decision-making, stakeholder engagement, and communication. GIS modeling and data validation skills were particularly strengthened. Just as important was learning how to build trust and coordinate with sectors that traditionally work independently. Empowering Women for Health Resilience The project’s highlight was the two-day women-led training conducted in November 2024, involving 35 participants from climate-affected areas. Sessions included presentations on zoonoses, disaster preparedness, climate adaptation strategies, and community engagement. Women learned to use eco-enzyme production, rainwater harvesting, and biopores as practical tools to enhance resilience. Pre- and post-tests showed significant knowledge improvement, and participants drafted action plans tailored to their community needs. Strengthening Institutions and Influencing Policy At the academic level, Diponegoro University incorporated case studies and data from this project into its public health curriculum. A policy brief and module were developed and presented to the Semarang Environmental Agency, which supported including health within its climate adaptation initiatives. The project is now influencing the design of integrated services and advocating for long-term health monitoring systems in Semarang’s climate plans. Lessons Learned and Future Directions This project underscored the value of early engagement with stakeholders and of adapting strategies to local contexts. Although challenges such as time constraints and data processing delays arose, the strength of the community partnerships sustained progress. The team plans to expand the Climate Smart Village model and advocate for national-level adoption of community-based, One Health-informed planning approaches. Conclusion The SEAOHUN OHRT Awards Program enabled a model that bridges climate science, public health, and community leadership. By centering local voices and data, this initiative not only addresses zoonotic threats but also strengthens resilience against future climate-related health crises. Indonesia’s example offers valuable lessons for the region and underscores the importance of community-driven, multisectoral collaboration in achieving sustainable health outcomes. Team Leader: Dr. Ir. Martini, M.Kes – Head of Epidemiology and Tropical Disease Department, Faculty of Public Health, Diponegoro University Team Members: Dr. K.M. Dra Ayun Sriatmi, M.Kes – Department of Health Administration and Policy | Lead on Health Management Systems Pangi, ST., MT – Department of Regional & City Planning | Geospatial Analysis Specialist Dianis Januar Khoirunnisa, SE.MM – Head of Natural Resources Economic Working, Regional Development Planning Agency | Sustainability Analyst Siti Rahayu, SKM – Epidemiology Postgraduate School | Survey and Data Analyst

In 2023, after nearly a decade of silence, Cambodia was again confronted by a familiar adversary: the highly pathogenic avian influenza virus H5N1. Sixteen human infections were confirmed, five of them fatal. These cases were not just statistics—they were lived realities for families in rural villages, poultry handlers, and overstretched local health officers. It was against this backdrop that our team, supported by the SEAOHUN One Health Research and Training (OHRT) Awards Program, launched a deep investigation into how Cambodia could better prepare for and respond to zoonotic outbreaks. Project Implementation Journey With support from the SEAOHUN One Health Research and Training (OHRT) Awards Program, the team embarked on a qualitative journey. The project was not a traditional top-down study, but rather a qualitative exploration shaped by community voices and practitioner experiences. We set out to conduct a situational analysis using the One Health framework, which calls for multisectoral collaboration across human, animal, and environmental health. Our main goals were to evaluate existing response systems, identify intersectoral gaps, and recommend practical improvements. To do this, we conducted 13 in-depth interviews with key informants at the national level—including officials from health and agriculture ministries, NGOs, and international partners—as well as two comprehensive focus group discussions with 22 frontline responders from Prey Veng and Takeo provinces. These provinces were chosen because they had been recent hotspots of H5N1 activity, making them critical lenses through which to understand both the risks and the responses.   Insights from the Frontlines Our data revealed both commendable efforts and serious shortcomings. Nationally, an inter-ministerial committee exists on paper to guide One Health collaboration—but in practice, operational planning remains disjointed. Surveillance systems are active in both human and animal sectors, yet they function largely in silos. Animal health officers often lacked timely access to human case data, and vice versa. There was no unified outbreak dashboard or routine cross-sector data sharing protocol. Most notably absent was the environmental health sector, which remains under-resourced and poorly integrated despite its essential role in zoonotic risk mapping and mitigation.   On-the-Ground Realities At the provincial and community levels, our focus groups painted a picture of dedication under strain. Health workers and veterinary officers in Prey Veng and Takeo recounted experiences of responding to suspected poultry outbreaks with minimal protective gear and inconsistent communication from the capital. Rapid Response Teams were activated but lacked adequate support to maintain investigations and community education. Village chiefs, often the first to receive outbreak rumors, spoke of confusion and fear among residents, especially when poultry culling policies changed mid-response. Subnational actors often improvised their own coordination systems—texting their counterparts, meeting informally, or relying on personal relationships to plug operational gaps.   Overcoming Barriers, Building Trust Before these voices could be documented, we had to navigate our own challenges. The ethical approval process was complicated by shifting institutional affiliations, and securing permission from local health departments took weeks of follow-up and face-to-face visits. High-level informants were cautious, some requiring multiple reassurances before agreeing to speak candidly. Yet, these early hurdles became foundational moments. They allowed us to build rapport, explain our purpose clearly, and clarify that our goal was not criticism but co-learning. As trust grew, so did the depth of our findings. Officials began sharing internal reports, field officers offered their own logs and maps, and students helped facilitate dialogues that might not otherwise have happened.   Cultivating New Leadership One of the most promising outcomes of the project was the inclusion of five public health and agriculture students as volunteer researchers. They didn’t just take notes—they coordinated logistics, helped moderate discussions, cleaned transcripts, and participated in thematic coding of the data. For many of them, this was their first field experience, and the One Health lens became more than theory. One student remarked, 'I never knew how many sectors had to come together until I saw how hard it was for them to even meet.' These students are now preparing their own mini-projects and theses rooted in the One Health paradigm. From Dialogue to Curriculum and Policy The lessons from this fieldwork are now being translated into formal education and policy recommendations. A case study drawn from our project will be presented in the upcoming outbreak investigation training for public health professionals in July 2025. In addition, elements from our findings are being incorporated into the Master of Health and Community Development (MHCD) course at the National Institute of Public Health. Policy briefs—focused on data sharing, environmental monitoring, and subnational workforce development—are in draft, with dissemination planned through inter-ministerial working groups and academic seminars.   Looking Ahead Cambodia’s One Health system, like many in the region, is a work in progress. But this project underscores that real change is possible—not just through major reform, but through deep listening, capacity building, and iterative action. Our key recommendations include decentralizing outbreak response authority, integrating environmental health actors more fully, and piloting a shared zoonotic data platform at the provincial level. We also propose a formal mentoring pipeline for students to engage with live outbreak investigations under supervision, ensuring both learning and sustainability.   Conclusion From policy corridors in Phnom Penh to poultry farms in Prey Veng, this project journeyed through the full spectrum of Cambodia’s One Health ecosystem. Supported by SEAOHUN, it was more than an academic exercise—it was a catalyst for practical insights, cross-sector conversations, and human-centered learning. The road ahead remains long, but with each interview, each shared lesson, and each empowered student, the foundation for a stronger, more integrated health system continues to grow.   Team Leader: Mr. Ngor Chamnab – National Institute of Public Health, Royal University of Agriculture Team Members: Mr. Chansovannara Soputhy – National Institute of Public Health Ms. Ban Naiheak – Royal University of Agriculture

Kampong Chhnang, Cambodia, 31 January 2025  – The Southeast Asian Ministers of Education Organization Regional Center for Technical Education Development (SEAMEO TED) and the Southeast Asia One Health University Network (SEAOHUN) successfully concluded the "Developing Teachers to Raise One Health Awareness at General and Technical High Schools in Cambodia" project with a closing workshop at Preah Bat Samdach Preah Borom Neat Norodom Sihamoni General and Technical High School. This milestone event concluded a six-month initiative dedicated to equipping teachers with the knowledge and skills to promote One Health awareness in schools and communities. At the ceremony, nine national teacher trainers received certificates of completion, recognizing their dedication to advancing One Health education. Additionally, the One Health Champion Awards celebrated outstanding teacher trainees from the three target schools, with Preah Bat Samdach Preah Borom Neat Norodom Sihamoni General and Technical High School securing first place, followed by Kampong Chheu Teal Demonstration General and Technical High School and Bavet General and Technical High School. This initiative, funded by Chevron, aligns with the company’s commitment to empowering communities through education and public health initiatives. The closing workshop was presided over by H.E. Prof. Dr. Bo Chankoulika, Under-Secretary of State, Ministry of Education, Youth and Sport (MoEYS), and brought together over 50 stakeholders, including representatives from Chevron, SEAOHUN, government agencies, and 10 general and technical high schools. H.E. Prof. Dr. Bo Chankoulika, Under-Secretary of State, Ministry of Education, Youth and Sport (MoEYS) Scaling Up One Health Education in Cambodia H.E. Prof. Dr. Bo Chankoulika,  Under-Secretary of State, Ministry of Education, Youth and Sport (MoEYS), presided over the closing workshop, emphasizing her strong support for scaling up the One Health initiative to all 22 general and technical high schools and beyond. She underscored the project’s significance for students, teachers, and communities and advocated for extending One Health awareness programs to MoEYS officials, particularly regarding food safety and the impact of unhealthy habits such as excessive alcohol consumption. She highlighted that One Health concepts align with Cambodia’s Pentagonal Strategy and MoEYS policies, including student health initiatives through school feeding programs and school food quality regulations. Additionally, she stressed the importance of mental health, advocating for its inclusion in future One Health projects. Reaffirming her commitment, she expressed interest in integrating One Health concepts into MoEYS' broader educational initiatives. Reflections on Achievements and the Path Forward Dr. Songheang Ai,  Center Director of SEAMEO TED and Project Manager, recapped the project's progress and achievements, emphasizing overwhelmingly positive feedback from evaluations. The initiative successfully conducted seven key activities, including a kick-off workshop, three school-based awareness sessions for teachers and students, and three community engagement activities. Participants deepened their understanding of One Health concepts, food safety, and zoonotic diseases. In closing, he called on Chevron and SEAOHUN to support the project's expansion to more schools. Ms. Teechawan Yanudom,  Chevron representative, reaffirmed Chevron’s commitment to being a partner of choice in supporting public health and education. She highlighted the development of a Cambodia-specific One Health module as a key achievement and expressed confidence that SEAMEO TED and its partners would build on this foundation for sustainable expansion. She thanked all participants for their dedication, recognizing the collaborative effort in raising One Health awareness. SEAOHUN representative Ms. Juthamanee Areeya  extended gratitude to SEAMEO TED and MoEYS for their leadership and ongoing support, emphasizing that integrating One Health into education is key to preparing future generations to tackle global health challenges.

SDN Landasan Ulin Barat, Indonesia For years, Ms Lorian L. Guanio, Principal of Patiis Elementary School in the Philippines, envisioned serving nutritious meals to her students – many of whom come from families with limited resources or knowledge about proper nutrition. Today, her dream is becoming a reality through the Promotion of Well-being in Schools in Southeast Asia Project, a regional initiative supported by Chevron and the Southeast Asia One Health University Network (SEAOHUN), and implemented by the SEAMEO Regional Centre for Sufficiency Economy Philosophy for Sustainability (SEAMEO SEPS). “I wish and dream of giving all of the 650 pupils (at my school) nutritious food that will support them in their daily activities in school. We will be serving nutritious breakfast to start their day right, every day,” Ms.Guanio said. Focusing on the direct correlation between children’s well-being and learning, Ms Guanio’s school received a grant of USD 3,000 to implement its six-month plan to improve her students’ nutritional lifestyles, by providing free nutritious meals for students, workshops with parents and collaborations with local communities. “We hope the healthy lifestyles will last beyond the six-month period,” she said. Five other schools from across Southeast Asia have also received grants through the Promotion of Well-being in Schools in Southeast Asia Project. Launched in June 2024, the project provided online training for schools serving vulnerable and underprivileged children, followed by a selection process for proposals from Southeast Asian schools. These proposals integrate the One Health approach and the Sufficiency Economy Philosophy. Patiis Elementary School, Philippines   Ban Pangmahan School, Thailand with a plan to educate food handlers about proper food preparation and to train their students, who are mostly from minority groups and hill tribe families, to keep their canteen clean and in line with hygiene standards. “Food quality directly impacts students’ health,” said School Director Mr. Danaiwat Manee. Sekolah Bimbingan Jalinan Kasih, Malaysia which aims to empower students as Health Heroes by organising family cooking contests and initiatives to improve eating habits. Sekolah Rendah Pehin Dato Jamil, Brunei Darussalam that is taking steps to promote healthy eating, reduce food waste, and connect the community through its Farm to School Meal Lunch program. Ban Pangmahan School. Chiang Rai, Thailand SD Negeri 2 Ulin Barat, Indonesia that is launching a nutritional education campaign with workshops, a herbalist club, and a healthy food menu app. All of their initiatives support sustainable agriculture. Smet Primary School, Cambodia which aims to tackle malnutrition head-on, closely monitoring students Body Mass Index (BMI), and working with health professionals to ensure lasting change. SEAMEO SEPS has also contributed one additional special grant to the  Aroyama Border Patrol Police School in Chiang Mai, Thailand. Ms Duriya Amatavivat, Director of SEAMEO SEPS said this was to celebrate the remarkable achievements of the school. The special grant recognises the school’s deep understanding of the local Black Lahu ethnic community and its efforts to engage them to tackle malnutrition, food security and sustainability. Smet Primary School, Cambodia The school plans to develop a lunch menu using produce that comes from its own as well as local farms. Teachers and coaches will help promote sustainable farming, proper food preservation and processing too to ensure ingredients are of good quality. “With this approach, we won’t have to source ingredients from faraway. Our costs will be lower, and local communities will become stronger,” Pol. Lt. Col. Dechavat Vongvai, the principal of Aroyama Border Patrol Police School stated. Sekolah Bimbingan Jalinan Kasih, Malaysia Ms. Zamira Kanapyanova, Chevron’s General Manager of Corporate Affairs for Eurasia Pacific , congratulated the winners at the 47th SEAMEO High Officials Meeting in November 2024 and commended them on their efforts saying that “The award that you received today is something that you really deserve, for all the work that you have done for your communities.” Dr. Tongkorn Meeyam, Executive Director of SEAOHUN , expressed her excitement about implementing the winning proposals and encouraged all to share their experiences to overcome challenges. She stated that “This project allows SEAOHUN to extend its impact beyond universities, inspiring healthier communities among younger generations.”

Ms. Tha Sokea, one of the teacher trainees, explaining about the flier to the participants. In a world where human, animal, and environmental health are deeply interconnected, educating communities about One Health is more crucial than ever. Recognizing this, the Southeast Asian Ministers of Education Organization Regional Center for Technical Education Development (SEAMEO TED) and the Southeast Asia One Health University Network (SEAOHUN), with generous support from Chevron, joined forces to organize a transformative One Health Awareness Raising Activity at Preah Bat Samdech Preah Borom Neat Norodom Sihamoni General and Technical High School in Cambodia. Held on December 29, 2024, this initiative aimed to educate and empower local communities in tackling health challenges, with a special focus on rabies prevention. Building Awareness Through Education The event, held in Ka Ot Village, Peany Commune, Kampong Tralach District, Kampong Chhnang Province, attracted over 60 participants, including community members, students, teacher trainees, and representatives from SEAMEO TED and CAMOHUN. Its primary objectives were to enhance community understanding of One Health principles, particularly in relation to zoonotic diseases like rabies, and to strengthen the capacity of teacher trainees in delivering One Health education. Teacher trainees from Preah Bat Samdech Preah Borom Neat Norodom Sihamoni General and Technical High School played a pivotal role, serving as trainers to lead the activities. With the support of students who had previously attended a One Health Awareness Raising Workshop, they facilitated discussions and interactive learning sessions designed to make One Health concepts accessible and practical for the local community. Interactive Learning and Community Engagement The event was structured into two main segments: a morning workshop and an afternoon flier distribution campaign. During the workshop, participants gathered in the community meeting hall to learn about the fundamentals of One Health and its application to zoonotic disease prevention. A highlight of the morning session was a skit performed by students, demonstrating the impact of rabies and effective prevention measures. This engaging approach helped reinforce key messages in a way that resonated with the audience. In the afternoon, the focus shifted to community outreach. Participants were divided into four groups and tasked with distributing educational fliers on rabies prevention throughout Ka Ot Village. Armed with knowledge and resources, they engaged in direct conversations with community members, spreading awareness and practical solutions to prevent the spread of rabies. One of the students and two other local participants explaining about rabies measure to a local. A Collaborative Effort for a Healthier Future The success of this initiative underscores the power of collaboration in driving meaningful change. By involving teacher trainees, students, and community members, the project not only disseminated vital health information but also empowered future educators to continue advocating for One Health principles.This initiative is part of a broader effort to integrate One Health education into schools and communities across Cambodia. The One Health Awareness Raising Activity at Preah Bat Samdech Preah Borom Neat Norodom Sihamoni General and Technical High School is a testament to the importance of education in driving public health initiatives. By equipping communities with knowledge and resources, this program fosters a proactive approach to disease prevention and health promotion. As the project continues to expand, it holds the potential to shape a healthier, more informed future for Cambodia and beyond.

Students designed a Food Web of Wildlife Under the inspiring theme "Empowering One Health Innovators,"the SEAOHUN 2024 Student Summit brought together the brightest minds from across Southeast Asian and beyond. Held from 11 to 16 December 2024 in Kuala Lumpur and Perak, Malaysia, the summit celebrated the winners of the SEAOHUN 2024 Regional Student Competition. Thanks to the generous support of the U.S. Agency for International Development (USAID) and Chevron, and in collaboration with the Malaysia One Health University Network (MyOHUN), this transformative event provided a platform to learn, network, and innovate. The summit welcomed 39 student winners and their mentors from seven SEAOHUN member countries, along with winners from Bangladesh. With the addition of distinguished speakers from Malaysia and the USA, as well as a representative from USAID Regional Development Mission for Asia, the event drew a total of 56 participants from nine countries. Participants kicked off the summit with an exciting hop-on-hop-off city tour of Kuala Lumpur, immersing themselves in the city’s rich culture and cosmopolitan energy. The official launch on 12 December featured welcoming remarks from USAID RDMA, Chevron, SEAOHUN, and MyOHUN. Relocating to the serene Felda Residence Hot Spring in Sungkai, the summit delved into hands-on training facilitated by experts from MyOHUN. Key topics included: One Health & Wildlife Conservation: Exploring the critical integration of conservation and One Health principles. Unifying Forces: Mastering One Health Core Competencies: Covering essential areas such as policy, advocacy, and regulation. Inspiring Young One Health Innovators: Encouraging creative solutions to tackle global health challenges. Participants shared their reflections, highlighting the program's impact: Ms. Soben Sieng, a mentor from Cambodia , emphasized, “Ecosystem changes increase zoonotic disease risks and biodiversity loss. Scientists from human, environmental, and animal sectors must join forces for effective One Health approaches and wildlife conservation.” Ms. Fahmida Afrin Fariha from Bangladesh expressed, “This training inspired me to think creatively, communicate confidently, and see how One Health connects humans, animals, and the environment.” A highlight of the summit was the field visits to the National Wildlife Rescue Centre and Wildlife Conservation Centre Sungkai on December 14. These visits offered firsthand insights into wildlife conservation, the role of veterinarians, and practices like wildlife surveillance and data management. Ms. Wan Aimi Nabilah from Malaysia shared, “The visit to PERHILITAN deepened my understanding of balancing human activities with environmental health to prevent zoonotic diseases.” Similarly, Ms. Ninh Nguyen Thi from Vietnam reflected, “The summit provided invaluable knowledge essential for my future as a preventive medicine professional.” The summit concluded with a Prize-Giving Ceremony, recognizing exceptional participants with awards such as Best One Health Communicator, Best One Health Leader, and Best Mentor. Participants also shone in activities like the Food Web Challenge, Pitching Competition, Outdoor Games, andthe vibrant Cultural Night, which celebrated the rich traditions of all represented countries. The SEAOHUN 2024 Student Summit exemplified SEAOHUN's mission to nurture future One Health leaders. By equipping students with essential skills, knowledge, and networks, the summit empowers young innovators to tackle global health challenges collaboratively and sustainably.

One Health Student Camp at Sarasart Witad Suksa Schools With the support of Chevron through SEAOHUN and in collaboration with Kasetsart University (KU), a transformative initiative is shaping the future of health and sustainability education in Thailand. The One Health Core Competency (OHCC) program equips students with the tools to tackle critical health and environmental challenges, nurturing a generation of informed and empowered leaders. Recent activities have highlighted the positive impact of this collaboration. Representatives from KU, SEAOHUN, and Chevron visited three schools to witness how One Health concepts are being integrated into the classroom. These visits showcased how education can inspire students and teachers to make a tangible difference in their communities. At Bangkok Christian College, the launch of the Health Innovation & Smart Library and the No Drug One Health Project marked exciting milestones in health education. Students proudly presented their creative projects at a One Health exhibition, demonstrating how classroom lessons are transformed into real-world solutions. At Princess Chulabhorn Science High School, students shared STEM-based projects focused on addressing health problems within their communities. Teachers explained how One Health principles have encouraged students to think critically and collaborate to overcome these challenges. At Sarasas Witaed Suksa School, students and teachers explored how STEAM (science, technology, engineering, arts, and mathematics) aligns with One Health concepts. Students shared innovative projects that combined these fields, highlighting teamwork and creativity. Teachers noted how these activities not only help students understand global challenges but also foster personal and academic growth. These school visits clearly demonstrated the power of the partnership between Chevron, SEAOHUN, and KU. Students are not just learning facts; they are discovering how their actions can create positive change. Teachers are guiding young leaders to understand and address some of the world’s most pressing health and environmental issues. This collaboration reflects a strong commitment to both education and sustainability. By bringing together the expertise of SEAOHUN, Kasetsart University, and Chevron, the initiative fosters critical thinking, teamwork, and creativity. Together, this partnership is helping to shape a better future, where education and environmental stewardship go hand in hand.

We are thrilled to announce that our school has been selected as one of the six winners in the Promotion of Well-being in Schools in Southeast Asia Project! This initiative, supported by Chevron , and in partnership with the SEAMEO Regional Centre for Sufficiency Economy Philosophy for Sustainability (SEAMEO SEPS), aims to enhance student well-being through improved nutrition and community engagement. Our proposal focuses on ensuring that the food provided to our students is not only nutritious but also clean and free from contaminants. We plan to educate food handlers on proper food preparation and train students to maintain a hygienic canteen environment. With the grant of US$3,000, we will implement our six-month plan starting this December, aiming to create lasting healthy lifestyle habits among our students. We extend our heartfelt gratitude to Chevron, and SEAMEO SEPS for this incredible opportunity. We are committed to working closely with our local community to make this project a success and to promote the well-being of our students. For more details, please read the full article here at the comment below: https://www.nationthailand.com/news/asean/40044347 https://www.khaosodenglish.com/sponsored/2024/12/24/breaking-barriers-southeast-asian-schools-empower-communities-through-nutrition-and-care/

SEAOHUN is committed to taking action in the global fight against antimicrobial resistance (AMR) during #WAAW2024. We’re excited to showcase the powerful results and impactful findings from last year’s AMR projects, funded by USAID through the SEAOHUN One Health Research and Training (OHRT) Awards Program. Throughout the week, we’ll be sharing one project each day to highlight the dedicated efforts of faculty members and health professionals across Southeast Asia in combating AMR. Insights from our SEAOHUN 2023 OHRT Award recipients on their impactful experiences addressing antimicrobial resistance (AMR) in Southeast Asia. “This awareness training has successfully enhanced the capacity of in-service animal and human health professionals to ensure that appropriate knowledge and skills on AMR stewardship could protect animal, human, and environmental health.”   - Dr. Bunna Chea “This project has contributed to the country in controlling AMR with the One Health approach. The SRI-AMR application is a digital AMR recording system that can be used for integrated cross-sectoral surveillance activities.” - Dr. Dwi Sutiningsih “This program allowed us to translate our ideas and knowledge associated with our professional competencies to give benefits to our community by increasing their quality of life and saving future lives from antimicrobial resistance.” - Dr. Efta Triastuti “This program is valuable and helpful for us to have an opportunity to do research about antibiotic residues in food. The project results gave necessary information for policies on reduction and prevention of antibiotic residues in meat.” -Dr. Bamphen Keomoungkhoun “This opportunity has enabled me to collaborate with international partners and contribute to educating younger generations about AMR, fostering a holistic approach to addressing health challenges that transcend human, animal, and environmental health." - Dr. Zulkhairul Naim Bin Sidek Ahmad “The SEAOHUN OHRT Awards transformed my approach to environmental research. It provided the tools and knowledge necessary to explore the complex relationships between water quality and antibiotic resistance.”  -  Dr. Nopadol Precha “My dream to turn basic research into real application which may contribute to reduce the use of antibiotics in aquaculture has come true. Thanks to SEAOHUN OHRT Awards Program.” - Dr. Dang Viet Quang “As a public health professional and university lecturer, I'm constantly seeking ways to serve and build healthier communities. This project directly aligns with that mission, providing me with an exciting opportunity to translate theory into practice.” - Dr. Binh Thang Tran