A selection of a recipient from Brunei Darussalam has carried out by the Education’s Executive Selection Committee for the 5th Princess Maha Chakri Award 2023.

The selection started with the identification of eligible candidates that are among teachers/instructors or leaders of educational institutions who have received the ‘Excellent Teacher Award’ in conjunction with the Teacher’s Day Celebration, Brunei Darussalam held in the last seven (7) years [2015 – 2021’s recipient]. They also still actively involved in

1. still actively involved in teaching and working either in government or private education institutions
2. maintaining excellence in the field of education/service within the last five (5) years,
3. have served not less than 20 years and have at least 15 years of teaching experience, and
4. have a remaining of service not less than 10 years.

The selection of the top candidates is based on the evaluation result of all criteria in the following aspects

1. Quality of Teaching and Management.
2. Administration and Management of Schools / Institutions / Department / Units
   
3. Professional Development
   
4. Leadership Teaching / Education
   
5. Contribution
   
6. Personality / Discipline / Ethical Standards
   
7. Awards
   
8. Other Traits – include the following
   

National contribution in various forms including providing advisory, professional and research services, writing and publication for the development of education and society in Brunei Darussalam

1. Being actively involved in professional/educational organizations or bodies, welfare activities or in voluntary, community and/or religious work is an advantage.
2. Have excellent and commendable service record in schools / educational institutions, offices or society and clean from security filters any criminal cases.
   
3. Provide positive impact to improve the quality of life of the people especially the underprivileged.
   
4. Respect for the dedicated teachers from eleven (11) countries in Southeast Asia who have contributed to the development of education and human development. This includes contributions in education and the advancement of teaching by attending and presenting papers, sharing knowledge and skills in conferences, seminars, forums, and workshops at the national and international levels.
   
5. Supporting and promoting the profession of education. This includes being able to attract interest/trust of students/community towards the profession of education; and capacity as supervisor, operator, facilitator in educational programmes/activities.
   
6. Strengthen international relations in the field of education. This includes the following
   

• Contribute to education and teacher progress by attending or presenting papers, sharing knowledge and skills in conferences, seminars, forums and workshops, or being facilitators, mentors, consultants or referees in educational development and human development activities at the international level.
• Involvement or membership in professional activities of educational development and human development (including competition and exhibition activities) at the international level.
• Receive certificates/letters/badges of appreciation or recognition, and other awards and successes for professional involvement including guidance for competition activities or research or the sharing of knowledge and skills of students international

1. The result of the final selection and the name of the nominated recipient is sent for validation by the Permanent Secretary (Core) Education and the Minister of Education.
2. Minister’s Official Letter to His Majesty The Sultan of Brunei Darussalam to get His Majesty’s validation, approval, and consent.
3. The name of the nominated recipient is sent to PMCAF upon receiving consent from His Majesty The Sultan of Brunei Darussalam. Reference to the criteria for selection of the 2023 cycle.

Established by the Ministry of Education, Youth and Sport of the Kingdom of Cambodia, the nominees for selection shall score high in these criteria in the following core indicators

1. General Knowledge
• Master’s Degree or Equivalent Degree.
  
• Bachelor’s Degree or Equivalent Degree.
  
• Degree or Certificate of Teacher Education.
  
• Certificate of Upper Secondary Education.
2. General knowledge of Information and Communication Technology (ICT)
• Knowledge of using computer (Microsoft Offices)
• Conduct of online live teaching or broadcasting on various social media
  
• Provision of teaching videos, student worksheets, and other learning materials via Telegram, Messenger, Google Classroom, Google Meet or other social media
  
• Attendance in meetings, workshops, or online training; or competency in creating online links for other meetings
  
• Preparation of presentation and in-class teaching by using digital materials and tools.
  
3. Professional competencies
• Understanding of policies in education strategic plan (ESP)
• Leadership, management, classroom facilitation and student motivation
  
• Competency on teaching skills
  
• Knowledge on foreign languages (English=5 points; French=4 points; and any language of Asian countries=3 points)
  
• Profile and experience of teaching of at least 5 years
  
• Having analytical skills and information explanation
  
• Preparation and conduct of demonstration teaching class.
4. Leadership and Management
• Judgement with properness, transparency and justice
• Motivation of students to support community and social​ affairs
• Preparation of classroom administration books
• Monitoring and evaluation on student learning achievements
• Management of teaching and learning process
• Provisions of personal accountability and improvement, and student motivation
• Facilitation and motivation for student engagement in learning
• Implementing Standard Operation Procedure (SOP)
5. Research and Critical Thinking
• More research on new teaching methods and techniques
• Attendance of technical meeting and development of teaching and learning support materials
• Preparation of lesson plans
• Preparation of mind mapping in teaching and learning process
• Research on ways to support slow learners
• Support students in researching
• Creation of experienced portfolio on effective teaching methodologies and share or promote them for other teachers
• Use of talent and innovation to make more active classroom.
6. Communication Skills
• Good relationship with students, other teachers, school management, parents or guardians, community, and local authorities
• Providing regular feedbacks to all parents or guardians
• Participation and exchange of teaching and learning experiences
• Understanding of emotion and needs of all students
7. Student Learning Achievement
   
• Consistency of between students’ knowledge and grade
• Dropout rates to be lowered below or equal to national rates
  
• Completion rates to be increased equal to or upper nation rates
  
• Support to slow learners and orient high-talented learners
  
• Students have critical thinking skills
  
• Increase of awarded outstanding students at the provincial level or national level
  
• Support, management and care of students’ textbooks
  
• Promotion of self-study of students.
  
8. Classroom observation
   
• Use of lesson plans properly
• Use of teaching and learning support materials
  
• Use of teaching methods (tactics)
  
• Explanation of teaching contents
  
• Students’ practices
  
• Student learning assessment
  
• Preparation of students’ activities
• Teacher-student interactions
• Students’ learning outcomes are achieved based on lesson objectives
• Satisfaction of students to participate in learning activities with teacher
• Cultivation of thinking skills, good habits, and ability of students
• Linkage between theories with daily life of students and other subjects
• Effective classroom management
• Skills and behaviors of teacher in teaching, facilitation, and student motivation.
9. Professional code of ethics
   
• Follow school discipline, self-accountability, and professional code of ethics in teaching
• Good living morality and ethic, good solidarity, virtue, and justice
  
• Loyalty with respective institution (school), retaining confidence of school, and enhancing learners-based
  
• No discrimination and no violence
  
• Management and maintenance of materials and tools for teaching and learning properly
  
10. Children/Youth Development
    
• Consultation in process of forming Children/Youth Counsil
• Participation in study club and scouts
  
• Encouragement and leading in social activities
  
• Participation in children/youth training activities.

Reference to the criteria for selection of the 2023 cycle.

The Ministry nominated Mrs. Ade Putri Sarwendah as PMCA Awardee 2025 by following criteria

1. Teacher that has good motivation and innovative approaches in supporting the learning of students with special needs.
2. Teacher also actively involved and contributes to activities related to special needs which organised by the Ministry of Primary and Secondary Education
3. Teacher is able to communicate in English both speaking and writing.

The Directorate General of Teacher, Education Personnel, and Teacher Education of the Ministry of Primary and Secondary Education is responsible for teacher selection process.

CRITERIA AND SELECTION PROCESS

Eligibility Criteria and Standards for the Selection of Outstanding Teachers

1. Must be a teacher who has received an honorary title, a senior teacher, or a specialist teacher officially recognized by the Ministry of Education and Sports
2. Must demonstrate outstanding performance in teaching at the school or community level
3. Must have at least 15 years of teaching experience
4. Must be a dedicated teacher who shows high commitment and selflessness, devoting personal effort to teaching and guiding students to participate in various activities that bring recognition to the school and the nation
5. Must have notable achievements in contributing to community building and development in the area where they reside
6. Must have a well-organized portfolio documenting achievements throughout their teaching career, including certificates of recognition and photographs of teaching-related activities

Ministry of Education, Malaysia Nomination & Selection Process for PMCA Candidate

1. Nominations* – All state education departments & Divisions of the MOE. *Based on set criteria by MOE

2. Short Listing of Candidates- Review of candidates’ application form, resume, and records as well as certificates of achievements.

3. Review of Short-listed Candidates- Endorsement & final shortlisted candidates for on site assessment by Focal Person.

4. Final Evaluation- On site evaluation of finalists through classroom observations, pupils’ progress and development as well as contributions to the community by a panel comprising Directors of the MOE Divisions.

5. Final Review & Decision- Review of the onsite evaluation results for final consideration prior to the selection of the candidate for Malaysia by Focal Person

Selection Criteria for PMCA Candidate

1. At least 10 years of teaching experience and 5 years of service prior to retirement.
2. Demonstrate a prominent level of integrity and consistent professional excellence
3. Innovative and has made a significant impact in engaging pupils in learning.
4. An inspirational role model to other teachers.
5. Recipient of national-level and/or international-level awards or recognition within the past three years.
6. Active community involvement.
7. Has published works in related areas of expertise

Criteria and Selection Process

1. In accordance with an official letter from the Ministry of Education of Mongolia, a selection process was organized among pre-school, primary and secondary school, and vocational and technical education school teachers to choose the best participant from Mongolia for the “Princess Maha Chakri Award” in 2025. The Ministry instructed to publicly announce the selection of the best participant.
2. In line with this official directive, the announcement for the first stage of the selection process was publicly posted on the Facebook page of the General Authority for Education. /Contents of the announcement and poster / The Ministry of Education of Mongolia continues to develop its cooperation with the “Princess Maha Chakri Award” Foundation of the Kingdom of Thailand.

1. This foundation operates to contribute to education, human development, and ensuring the right to education for children with special needs in Southeast Asian countries. It also works to recognize and support the professional development of teachers in pre-school, primary and secondary school, vocational and technical education schools in cooperative countries, highlighting their achievements and strengthening international relations in the field of education.
2. This year, Mongolia plans to select and nominate one teacher who has made significant contributions to education, human development, and ensuring the right to education for children with special needs, and whose support has made a tangible impact on life and work.
   
3. Therefore, we invite teachers who meet the above requirements to submit their materials to the provincial or Ulaanbaatar city Education Departments by February 7, 2025, to participate in the selection process.
   

Selection Process

1. Teachers from (49) Basic Education Schools in Myanmar which have been implementing PMCA programme were asked to apply for 2023 PMCA Award
2. Those teachers were asked to participate in an in-person interview. During the interview, they were asked to demonstrate their English language skills, their computer skill, their knowledge about ASEAN and PMCA, and elaborate on the school activities they have participated in.

1. The first three teachers who have got the highest marks in the interview were proposed by the Department of Basic Education. They were selected and approved by the Ministry of Education.

Remark : reference to criteria for the section of the 2023 cycle.

Criteria and Selection Process

Princess Maha Chakri Award Screening Committee Criteria

1. Participation in community and civic movements most especially where education is least accessible.
2. Innovation in teaching has benefited in communities where he/she has taught.
3. Ability to inspire, promote, and sustain the development of students and fellow teachers through their decision.

Criteria and Selection Process

1. Singapore’s Princess Maha Chakri Award (PMCA) selection rides on our President’s Award for Teachers (PAT) selection process. The call for PAT nominations begins in October of the preceding year and it ends in January of the year of the award. The selection process is between February and July.
2. In 2024, more than 11,625 nominations were received from 325 schools and institutions. The nominations come from school leaders, teachers, parents, as well as former and current students. 18 candidates, endorsed by their respective school principals, were shortlisted for the PAT Selection Interview. The Selection Panel also decides on Singapore’s nomination for the PMCA from the pool of shortlisted candidates.
3. The Selection Panel for the Singapore’s 2025 PMCA nominee was chaired by Mr. Patrick Tay, Chairman of Government Parliamentary Committee (GPC) (Education) and comprised the Permanent Secretary (Education), the Second Permanent Secretary (Education), Director-General of Education, a former Principal of a Post-Secondary Education Institution and two COMPASS (Community and Parents in Support of Schools) members.

Criteria and Selection Process

1. Focus on student success: The teacher must have an observable impact as a mentor for students, which culminates in long-term academic student success, specifically in tertiary graduates and/or contributing community members. The Ministry of Education, observed that Mr. Francisco is dedicated to supporting and helping his students, and received several recommendations from ex-students who have gone on to graduate from university, or move back to the area solely to ensure that their own children become students at Mr. Francisco’s school. All have cited the important role that Mr. Francisco played in the success of their adult lives, even though he had not taught them since grade 6. This achievement is underscored by the continued operation and growth of the school since 2003, despite persistent resource limitations, resulting in increased student enrollment and participation.

2. Community engagement: The teacher must have an excellent relationship with the community and engage positively with parents, families and other members of the educational community. The Bee’dan Filial school has maximized limited resources to create meaningful opportunities for community and parental involvement, leading to enhanced communication between families and educators, by creating an inclusive environment that encourages parental participation. Parents and community members strongly support the school, helping to bring water from a water source that is over 2 kms away. They also have ensured that there is a kitchen for cooking school meals, and maintenance and fencing to the school when necessary. The school is a prime example of how community engagement can ensure school safety and security. The community members living in housing near the school keep an eye on the building and its resources, ensuring that nothing is lost. Perhaps even more importantly, they also take responsibility for ensuring that students are safe both on the way to and from school, as well as when they are in school. Recently the community has worked collaboratively with the school to establish a school garden.
3. Use of Mother Tongue to Ensure Effective Early Grade Literacy and Numeracy: Keeping with the Ministry’s 2024-2026 focus on early grade literacy and numeracy, the teacher must be able to ensure high levels of early grade literacy and numeracy, especially in rural areas where students may not have sufficient mastery of the target language of instruction. This school has consistently scored the highest in early grade reading assessments and early grade numeracy assessments since at least 2014. This is a huge accomplishment, especially considering that the school teaches in a multiclass situation, and that students all have a home language that is not either of the languages of instruction. Additionally, teachers at this school have a home language which is different from the students’, yet also not one of the official languages of the country. Even though the school is not involved in the Ministry’s small Multilingual Education project, they have consistently used mother tongue to ensure mastery in reading and mathematics, as well as comprehension in reading and academic content areas. Additionally, by grade 4 students are also proficient in the two official languages of the country – Tetun and Portuguese. Mr. Francisco has been a major contributor to the consistent high performance of students in this school, as he teaches at all levels as well as supports his teachers in pedagogy and curriculum.
4. Child Centred teaching approach: The teacher must have a strong and demonstrated theoretical and practical capacity for using an inclusive teaching pedagogy and a child- centered approach. Bee’dan has consistently used the National Curriculum for Basic Education, as per national directives, to ensure classes that are child-centered, experiential and full of active learning. Classrooms are well-organized, with student schoolwork displayed prominently in the rooms and availability of reading materials through classroom libraries. Students with special needs receive more targetted approaches, including learning recovery programs.
5. Relationship with other staff: The teacher must have mutually respectful relationships with other staff, and be a supportive team player. If the teacher is also a school leader, the staff must be assiduous and the school well-organized. All teachers interviewed in this school have spoken very highly of Sr. Francisco, and wholeheartedly appreciate his contribution to both their professional development and to the school. The school starts punctually at 8:00 every day, even though the teachers all live far away. Additionally, strict rules are in place to ensure maximum organization and effectiveness, which all the teachers were involved in making and actively approve. The school is well-organized, with all documentation in place, and timely communication with the central school director, as well as relevant municipality and national staff.
6. Professional Development: The teacher must actively seek opportunities to increase his or her knowledge and capacity as a teacher. Sr. Francisco has actively attended professional development trainings since independence. Additionally, he has been actively involved in several school-based programs. He has been generous in sharing his skills as a municipal trainer to other teacher and school leaders, while at the same time continuing to work responsibly in his own school. Sr. Francisco is an inquisitive and active participant in trainings of all kinds offered by both the Ministry of Education, as well as other partner organizations.

Criteria and Selection Process

1. being currently a teacher or educator or educational manager who is directly teaching or managing at schools

2. Be dedicated, with outstanding achievements and a positive contribution to the development of local education
3. deserving international recognition for his/her support and development of teaching professional and educational development, including wider international cooperation in the field of education
4. Pro-active in teaching and/or management/administration of the school (priority given to candidate who can speak English)

Selection Process

1. Upon receipt of the invitation letter from the Princess Maha Chakri Award Foundation in 2024, the International Cooperation Department of MOET reported to MOET Leader for guidance.
2. The Department of Personnel and Organization has selected the best candidate from the list of excellent teachers in 2024 in Viet Nam: Mrs. Nguyen Thi Thu Lan, Principal of Ward 5 Kindergarten, Ho Chi Minh City for the 6th Princess Maha Chakri Award.
   
3. MOET Leaders have approved the nomination.
   

Criteria and Selection Process

General Criteria

1. Must be Thai nationality and living in Thailand.

2. Is or was a basic education or technical vocational teacher in a public, private, or local government school/institution.
3. Is or was an off-campus teacher teaching students in basic education
4. Has been teaching continuously for at least 12 years. In the case of school administrators, he/she must have continuous teaching hours in subjects at the basic education level. Evidence of work performance can be verified. If there are periods when teaching is not performed, it should not exceed 1 semester or 4 months, and this will be counted as continuous experience.
5. Is not a part-time teacher.
6. No misconduct or lack of good morals.

Specific Criteria

1. Is the teacher who has made significant impact on the student’s lives, uplifts the teaching profession and dedicates him/herself to fulfill mission of teaching toward student’s success. 2. Is a teacher who contributes to education and is a role model to other teachers. Has been teaching or involves in learning management. Has significant development in education in the country and the region.

Eligible Nominator

The Princess Maha Chakri Award Foundation Committee sets up the Committees for selection process. In this regard, there are a number of Committees with the following procedures:

1. Provincial Selection Committee
• The Governor of each province appoints the Provincial Selection Committee comprising members from various agencies concerned.
• The committee reviews and selects teachers nominated with the information contained in the nomination form and support documents.
  
• The number of nominated teachers is considered in proportion to the population in each province.
  
• Public hearings will be organized in case there is an objection to the shortlisted candidates.
  
• The Provincial Selection Committee then submits the nomination to the Central Selection Committee.
  
2. The Central Selection Committee
• The Central Selection Committee reviews the names and outstanding achievements of teachers selected by the provincial selection committee and the public and private sector organizations. Twenty teachers are selected based on documents and evidence received from the provincial selection committee and the public and private sector organizations. Other appropriate methods may also be used, such as on-site observation, in-depth interviews, teaching observation, or participation in activities.
3. Consideration and decision-making
• The central selection committee visits the shortlisted candidates and interviews related stakeholders such as students (alumni and current students), fellow teachers, school principals, parents and community members. The committee then nominates the best candidate to receive the PMCA award. The final endorsement of the nominated candidate is done by the Princess Maha Chakri Award Foundation Committee chaired by HRH Princess Maha Chakri Sirindhorn.

Observations/Evaluation

The members of the Selection Sub-committee that go to the school sites have to observe and interview all concerned such as students (alumni and current students), fellow teachers, school principals, parents and community members. Then the members of the Sub-committee select three most outstanding teachers from 20 candidates and submit the nomination to the Central Selection Committee and the Academic Committee for endorsement. Only one candidate is awarded the PMCA teacher, the other two teachers receive Kunakorn Awards and the 17 remaining teachers are awarded Yingkhun Teachers where as the rest candidates are awarded Kwan Sit Teachers. Lastly, the Princess Maha Chakri Award Foundation Committee calls its meeting to approve the nominations as proposed