Project Title

Emergency Preparedness Education: Learning from Experience, Science of Disasters, and Preparing for the Future (III) - Focus on Fire and Eruption 

Project Year

2013   

Project Number

HRD 04 2013A 

Project Session

Session 2   

Project Type

Standard 

Project Status

Completed Project   
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Project No.

HRD 04 2013A 

Project Title

Emergency Preparedness Education: Learning from Experience, Science of Disasters, and Preparing for the Future (III) - Focus on Fire and Eruption 

Project Status

Completed Project 

Publication (if any)

 

Fund Account

APEC Support Fund 

Sub-fund

ASF: Health and Emergency Preparedness 

Project Year

2013 

Project Session

Session 2 

APEC Funding

97,461 

Co-funding Amount

138,400 

Total Project Value

235,861 

Sponsoring Forum

Human Resource Development Working Group (HRDWG) 

Topics

Human Resources Development 

Committee

SOM Steering Committee on Economic and Technical Cooperation (SCE) 

Other Fora Involved

 

Other Non-APEC Stakeholders Involved

 

Proposing Economy(ies)

Japan; Thailand 

Co-Sponsoring Economies

Australia; Chile; China; Indonesia; Korea; Peru; Russia; Chinese Taipei 

Expected Start Date

01/01/2014 

Expected Completion Date

31/12/2014 

Project Proponent Name 1

Dr Maitree Inprasitha 

Job Title 1

Project Overseer 

Organization 1

Center for Research in Mathematics Education, Faculty of Education, Khon Kaen University 

Postal Address 1

40002, Thailand 

Telephone 1

66-43 203165 

Fax 1

Not Applicable 

Email 1

imaitr@kku.ac.th 

Project Proponent Name 2

Dr Masami Isoda 

Job Title 2

Project Overseer 

Organization 2

Center for Research on International Cooperation in Educational Development, University of Tsukuba, Japan 

Postal Address 2

305-8572, Japan 

Telephone 2

81-29 8537286 

Fax 2

Not Applicable 

Email 2

isoda@criced.tsukuba.ac.jp 

Declaration

Dr Maitree Inprasitha and Dr Masami Isoda 

Project Summary

The three year projects aim to develop the programs against disasters such as Tsunami and Earthquake (2012), Typhoon, Flood and Cyclone  (2013), Fire,Volcanic Eruption and Resume (2014, this project):

a)  Saving the school children from disasters: For the school management, the project develops the textbooks on the successful and un-successful cases to save our children during disasters with the use of visual materials and share the essential strategies of evacuations.

b)  Sharing scientific materials which should be taught in schools: To prepare teaching programs for developing safe society, the project develops the textbooks using data which is necessary to scientifically understand the mechanism and influence of disasters.

This third project on the year 2014 focuses on Fire and Volcanic Eruption. Planning meeting will be in February in Japan. From March to September, 2014, the specialists will engage lesson studies for developing the programs. In September in Thailand, the meeting for finalize the project.

Relevance

Disaster Education is necessary for every economy in order to save lives and to maintain economical conditions for sustainable development. Every year, every economy experiences a number of disasters threatening life and property. Within these years, several economies experienced strong earthquakes, floods and fires.  Some of these losses are huge and the number of people who affected by these disasters are in the order of ten thousands. Such huge disasters usually bring impacts at the regional level and affect the economical resources. Bush fire usually happens in the economies such as Australia, USA, Russia, and Indonesia. Volcanic Eruptions also happened in the economies such as Japan, Philippines and Indonesia. APEC Emergency Preparedness WG has been prepared for the general level and such achievement should penetrate to school level.

Governments set the hazard map for teaching evacuation program for disaster education because decision making in the emergency is necessary for survive. In Australia, schools have established regulations and methods of evacuation based on scientific knowledge as well as the supporting system in the bush fire. In Japan Kamaishi city’s board of education set the evacuation regulation based on scientific knowledge and began the disaster education from 2005. It well functioned in the Tsunami in 2011. Children evacuated independently and survived with their trained behaviour in schools.  As a result, it saved all children in the school at that moment.  On the other hands, we know a sad city: A school lost the 70 % children because it was developed on the land which cut out from the mountain. In Thailand against huge flood, most of people survived with emergency evacuation however a number of people passed away by the electric shock.  Scientific knowledge to prepare for disasters must be necessary for each of children and teachers to take appropriate decisions in the case of each type of disasters.

Objectives

The projects has been developing the program with teaching materials for APEC economies to teach teachers and children about disasters and how to save themselves from disasters such as tsunami and earthquakes (2012),and typhoons and floods (2013). In the year 2014, the project will focus on fires and volcanic eruptions such as scientifically, meteorological phenomena. In relation to following two tasks, the program with booklets on e-textbook format will be developed as for materials for schools through the lesson study approach. The materials will be used through the APEC lesson study project institutions and websites.

a)  Saving the school children from disasters: For the school management, the project develops the textbooks on the successful and un-successful cases to save our children during natural disasters with the use of visual materials and share the essential strategies of evacuations.

b)  Sharing scientific materials which should be taught in schools: To prepare teaching programs for developing safe society, the project develops the textbooks using data which is necessary to scientifically understand the mechanism and influence of disasters.

Alignment

On EPWG (Emergency Preparedness Working Group), 2008, APEC Leaders and Ministers welcomed the APEC-wide Strategy for Disaster Risk Reduction and Emergency Preparedness and Response in the Asia Pacific Region 2009 - 2015. In this context, an electronic library of school education material for disaster risk reduction was planned (EPWG, 2010). This project contributes this library with the collaboration of HRDWG wiki site and Institution network which was established by the past project (See Stakeholder).

The APEC Leaders' Growth Strategy 2010 determined that APEC will focus its efforts to “prepare for emergencies and natural disasters.” And “APEC will help economies to better understand disasters' economic and social costs” and ”APEC will identify gaps in disaster risk reduction approaches in the region and develop practical mechanisms.  This project approaches the risk reduction through school education.

The 5th APEC Education Ministerial Meeting Joint Statement (May 2012) agreed on the importance to “Continue to upgrade mathematics and science education capacity across the APEC member economies. Identify the best practices that ensure students are learning the foundation of mathematics and science and applying this learning to real-world issues, such as preserving the environment, reducing damage due to disasters, and achieving green and sustainable growth.” This project develops teaching materials about mathematics and scientific skills for disasters such as how to expect the area of fire depending on the location. This project also provides scientific programmes for disasters and how to conduct evacuation system based on the scientific knowledge with the support of teachers.

TILF/ASF Justification

This project fits into the Emergency Preparedness on the APEC Support Fund – Sub-Fund: Health and Emergency Preparedness. For the capacity building, the project develops the booklets with e-textbooks for all economies’ schools from the experience of disaster which explains good and sad cases based on scientific knowledge which are understandable for students in each school level.  In the year 2014, the project focuses on fire and eruption, and develops two types of booklets. A story and strategy booklet for emergency preparedness on fire and eruption is developed for administrators to learn success cases which are necessary for principal and teachers who lead to save children. Another type of booklet for getting meaningful scientific knowledge of fire and eruption is prepared for the classes of mathematics and science. Because mathematics is a required subject, mathematics class is the best opportunity to use scientific knowledge as for the problem solving situation against the metrological disasters. If we limited its learning as a part of earth science in high school, less than 10% students may learn it. If we teach it in mathematics, 100 % students can learn scientific knowledge of disaster. For developing the booklet which is used for the mathematics and science class, the project engages in the lesson study with the collaboration of major teacher training institutions in each economy. Booklets are developed for each primary, junior and senior secondary level. They are adopted into the local languages by the contribution of participating institutions. On this way, the booklets will be applicable in each economy.

Beneficiaries and Outputs

Outputs:

Major output (substantial): e-textbooks as for the materials for the saving the school children from disasters and the sharing scientific materials which should be taught in schools in English and other local languages.

Related output: Teaching programs to use the e-textbooks in the key teacher training institutions in economies  and the movement of lesson study to develop further materials in economies.

Beneficiaries: Policy Makers who prepare emergency preparation in Emergency Response units. School teachers and their children who prepare the disasters for saving their life. They adopt materials for their own local situations for themselves.

Stakeholders for Enlargement of the outputs to the Beneficiaries:

Stakeholders: Specialists who work or collaborate with the participating institutions. Under the specialists who are recommended from economies, following participating institutions work to develop booklets with lesson study methodology and distribute the developed program to schools in their own economies on their language. And push the movement to use the output in wider community.

Management institutions: Khon Kaen University (Thailand) and University of Tsukuba (Japan),

Governmental organizations: SEP(Mexico), Dept. of Education, NSW (Australia), Ministry of Education (Brunei Darussalam), Ministry of Education (Peru), SEAMEO RECSAM (Malaysia),SEAMEO QITEP (Indonesia),UP-NISMED (Philippines), and IPST (Thailand),

Teacher education institutions: MIOO (Russia), East China Normal Uni. North East China Normal Uni.(China), Hong Kong   Institute of Education (Hong Kong, China), Korean National University of Education (Korea), Valparaiso C. Uni.(Chile).

Dissemination

The project has the website for spreading and sharing the project achievement and the mailing list for communication each other. It also uses twitters and blogs for knowing people what going on.

The booklet for each school level and the booklet for administrators: 200 copies each

The booklets and e-textbooks are distributed through the following website at least:

CRICED, University of Tsukuba Site:
http://www.criced.tsukuba.ac.jp/math/apec/

CRICED dbook site for textbooks:
http://math-info.criced.tsukuba.ac.jp/museum/dbook_site/#e


CRICED knowledge management system under MEXT, Japan
http://e-archives.criced.tsukuba.ac.jp/en/

CRME, Khon Kaen University Site:
http://www.crme.kku.ac.th/Home_APEC.htm

APEC HRDWG Wiki Site:
http://hrd.apec.org/index.php/Main_Page

APEC EPWG Knowledge Management System:
http://oer.apecwiki.org/education/emergencyresponse

The e-textbook edition can be access from everywhere by free on the web and be edited by anyone if editors such as teachers use freeware d-bookPro which is an open source software distributed from  CRICED, University of Tsukuba by free. Thus, the e-textbook edition can be linked to any free and open sources such as videos and photos on the web. On this meaning, it has equipped the functions for the Open Education Resources which any one can improve it for his/her classroom. 

Further booklets developed by economies in local languages will be distributed from the websites by participating institutions.

After the project, lesson study activities will continue within specialists and participating institutions .Later, the book of the lesson study which integrates each effort after the project will be also published. Following is the book published based on the past project   http://www.worldscibooks.com/mathematics/8163.html

Meeting reports and final report will be distributed in the APEC HRDWG meeting and the EPWG meeting.

Gender

In most economies, most of elementary school teachers are female. Thus, on the previous lesson study project, the project encourages female teachers to engage in lesson study and develop the custom to lead the improvement. This project uses lesson study methodology and this movement is still continuing and enlarging. On this context, the project expected much participation of female teachers. On this meaning, the project is the activity to develop the women who lead the improvements.

Keynote speakers and specialists will be selected based on the considerations of gender balance.

The content of booklets such as pictures also considered the gender balance. It is expected to have adequate number of female participants in lesson study as most of school teachers are women. Mathematics and science is good subject for lesson study to encourage male and female teachers to present their endeavour.

Saving life is the good topic for mothers who birth babies. The project booklets include the how to save life. It is necessary information for human security. It is also meaningful for women who will lead this subject.

Work Plan

This project proposal for the year 2014 is the final project of the three years projects (2012-2014).

This project will use the past framework of the projects:

The APEC HRDWG lesson study project in mathematics (2006-2011) proposed by Thailand and Japan developed the movement of lesson study in the sequential works of multiyear project for teachers’ capacity development.  The project has been conducted by the major institutions in 19 economies and the movement of lesson study spreads into science and language education beyond mathematics.

The year 2012 project (APEC HRDWG project 04/2011A), the first year project, developed e-textbooks for earthquake and tsunami. The year 2013 project (APEC HRDWG project 05/2012A), the second year project, which focused on typhoon and flood, developed sample materials at February meeting, 2013 and the textbook developed by the lesson study in each economy will be presented in September, 2013 and published as the e-textbook within 2013. The year 2014 project, the final year project, will follow the succeeded works. After completion, the project will have a summary report on the outcomes of all of the projects under the topic and disseminate this information.

Final Year/ The year 2014: Focus on Bush Fire and Volcanic Eruption

Phase 1: Planning

January-March, 2014: Sharing experiences and scientific knowledge.

February 4 days, 2014: Tokyo meeting (Includes Volcano visit in a day) (Japan)>

a)  Save the school children from Bush Fire and Volcanic Eruption:
b)  Sharing the scientific materials which should be taught in schools:

The project sends each economy a call for specialists with the announcement of meeting. Within a few specialists who are recommended by each economy, the project selects one specialist from each economy who will be supported by the APEC funds and other specialists participate with self-funds. Because the emergent science and its education are inter-disciplinary subject, the project recommend to the economies to send various specialists to the meeting by their self-funds. And additionally, the staying cost for the maximum of 21 participants will be supported by Japan.

The followings are the conditions of specialists who will be invited by the grant of APEC:

- Condition 1: The specialists must be influential to the mathematics curriculum (including textbooks) from primary to secondary school.

- Condition 2: The specialists must be influential to the teacher education.

- Condition 3: The specialists can lead the lesson study from primary to secondary school.

- Condition 4: The specialists can develop the booklet from the lesson study.

- Condition 5: When the specialists are recommended from economies, the economies must guarantee to implement their lesson study projects under their belonging institutions in each economy.

-  Condition 6: The specialist works or collaborates with the participating institutions in each economy.

For the participation of workshop, every specialist must bring the information from each economy in relation to the above-mentioned a) and b).

For bridging HRDWG and EPWG, the meeting, the project invites speakers who will be specialized in the following subjects:

Keynote Speaker 1: The specialist of disaster science in the evacuation.
Keynote Speaker 2: The mechanism of bush fire
Keynote Speaker 3: The mechanism of volcanic eruption
Keynote Speaker 4: The influence of volcanic eruption

Keynote Speaker A:  Mathematical problem solving and modeling from elementary to secondary.
Keynote Speaker B:  Statistical problem solving from elementary to secondary.
Keynote Speaker C:  How to develop e-textbook using dbookPro. (no honorarium)

Those keynote speakers and invited speakers are main resource persons on this year. They provide visible materials such as videos and simulations which are allowed to use in the classroom from elementary to secondary school. And the specialists engaged in the workshops plan the lesson study in each economy and develop the materials for administrators such as principals and teachers and for children who learn in the classroom.  In each workshop, two moderators are selected and they must resume their activity and propose their assignment for the tentative booklets.

At the end of the first phase, the tentative booklets and the plan of lesson study are developed. It must be uploaded on the project website.

Phase 2: Implementing

March-August, 2014:
Lesson Studies for developing good practices in economies.
Adopt the shared scientific materials into the each economy's classroom
Produce sample materials for each economy from elementary to secondary school.  

In each economy, the specialists engage in lesson study in each school level. The objectives of lesson study for children are to learn emergency evacuation with scientific knowledge. Mathematics will be most preferable subject because it’s usually taught every day in any school level. Each specialist sets the laboratory school for lesson study with collaboration of participating institutions and develops two types of their booklets in their teaching language. Participating institutions will support lesson study activities and developing booklets under the support of each economy. Localization will be done based on the episode and problem situations in each economy. Checking list for implementation will be also developed for local setting in each economy.

Phase 3: Summarizing and Finalizing

September-December, 2014: Developing the recommended visual materials for teaching

September 4 days, 2014: Khon Kaen, Thailand, Development Meeting

a) Producing the materials for teaching through the meeting.
b) Developing the implementation plan for each economy

On this meeting, each economy must present its developed booklets and the plan of implementation in each economy. At least, the participating institutions show their plan of implementation in their teacher-training program. The moderators of each workshop will integrate materials.

Based on the reports from the moderators, the project develops and integrate the booklets and e-textbooks, and distributes them through the project website. Implementation plan from each economy will be also uploaded in the website. Same documents will be uploaded on the APEC HRDWG wiki site and the Emergency Preparedness Working Group database site.

After Phase 3, participating institutions is expected to lead the teacher education program for emergency preparedness for fire and eruption.

The achievement of the project will be also published from the publishers, World Scientific, on the Lesson Study Series in mathematics and science, later.

Risks

First risk is the availability of capable specialists who are recommended from each economy:

This project develops the booklet through the lesson study for enabling teachers to use it in mathematics classroom. In the past APEC project, there were economies which tried to recommend the different specialists every year. In this case, the specialists do not know how to work with lesson study and achievements of the past project. There were also economies which recommended the same specialists who were too busy and could not participate in the meeting every time or produce the product.

For avoiding this risk, on this proposal, the project sets 6 conditions in the Work Plan to select responsible specialists. The condition 6 is asking to work with the participating institutions which have already implemented the lesson study methodology. Fortunately, the Ministry of Education in each economy recognizes the importance of lesson study under the influence of APEC projects over the last 7 years. In every economy, there are appropriate specialists are existed in the participating institutions which are written in Stakeholders. The institutions know the lesson study approach very well. In the announcement, those institutions’ names will be described. In case the recommended specialists are not related with those institutions, project overseers ask them to collaborate with the institutions in Phase 2: This is related with the second risk. 

Second risk is relation between specialists and institutions, which originated from the first risk. Phase 2 will be done by specialists with their self-grants from each economy. In the case that specialists who are recommended by the government do not work or have no grant for working, the project has to ask the implementation to the participating institutions instead of the specialists.  For enabling this, the project will encourage the cooperation between the participating institutions and specialists from the first announcement. For phase 2, the project uses mailing lists, twitters and blogs. Some of them are done in local language as well as official website in English.

Third risk is the obstacles for implementations in classrooms such as the digital and language divides. The project chose the mathematics class as for teaching the booklets because it is the major literacy subject in each school level. Mathematics is the subject for problem solving. In the case of the Earth Science, it is only learned by the high school students. Even if the booklets are developed and distributed through the website for free in English as for the product of the project, there are schools with no Internet connection, and teachers and students who do not use English. For overcoming the risk, the project set the specialists who must influence the textbooks and works with the teacher training institutions to reach teachers and lesson study methodology to reach teachers by/for themselves. Teacher education is usually done by their local language. Local language booklets are developed by each specialist in economy in Phase 2 in the Work Plan by its own grant. Those related products in each economy are useful beyond the third risk. On this meaning, Phase 2 is very much important for the project even if it is done by the self-fund in each economy. Thus, project overseers ask each specialist to develop the action plan in Phase 1 and explain the format of the booklet which will be reported in Phase 3. If necessary, the project will obtain the copyright such as the news papers for distribution.

Minimum activities of the project is supported by the APEC and Self-grants from Thailand and Japan.  In Phase 2, in each economy, project overseers ask specialists to develop the good collaboration system among educators, scientists and government officials. In the HRDWG meeting, project overseers ask each participating economies to develop the network. In the past APEC Lesson Study projects, it succeeded. The HRDWG meeting has been functioning to develop it.

Monitoring and Evaluation

Phase 1

Indicator 1: The number of participating economies which send their specialists to the Tokyo meeting.

Monitoring Standard: The number of economies:

> 12: Well Succeeded because it means that the economies have a wish to study and adopt even if they do not have the huge bush fire and volcanic eruption.
>  5:  Succeeded if we compared the number of economies which met the huge bush fire and volcanic eruption

If the economy does not recommend the specialist, the project selects the specialist from the economy on the conditions of the Work Plan for pushing the participations from each economy.  

Indicator 2: The tentative booklets which are developed by the Tokyo meeting.

Monitoring Standard: Two booklets are developed as samples in English.

Meeting report including tentative booklets is developed and distributed each specialists and government official at HRDWG meeting in order to implement Phase 2 and receive the middle term evaluation as well as the outcome of the initial meeting. The comments from the government official are important for improvement of the quality.

Phase 2

The lesson study activities with two tentative booklets by each specialist in each economy are encouraged through the mailing list. Each specialist uploads their achievement of lesson study on the project website even if it is written by local language. Mailing list and the website are good monitoring tools for project overseers for knowing what is going on in each economy.

Phase 2 & 3

Indicator 3: The developed tentative booklets are translated into local languages though lesson studies.

Monitoring Standard: The number of booklets

> 8: Well succeeded.
> 5:  Succeeded

Indicator 4: The number of the action plans to use the booklet.

Monitoring Standard: The number of action plans

> 8: Well succeeded.
> 5: Succeeded

Indicator 5: The quality of final booklets: It will be improved through the lesson study in each economy and discussion in workshops in final meeting.

Monitoring Standard: The booklets are developed for each school level and a booklet for administrators is also developed with e-textbooks.

Evaluation Standards of the project:

Minimum achievement of the project is the final booklets in English. Because the APEC grant and self-grants from Thailand and Japan is only used to develop the minimum achievement. Other achievements including the booklets in local languages are developed by self-funds in each economy. Thus, if the project developed the final booklets in English as for sharable teaching content as the result of Phase 3, the project is regarded as well succeeded because it is within reach of the APEC project.

Other achievements are achievements in each economy which are supported by self-funds in each participating economy. They show how the projects are meaningful and influential for each economy. First other-achievement is the booklets developed in the local language by each economy by their self-funds. Those are also recognized the additional products of the project and can be uploaded on the website. The quality of those local booklets in each economy self-funds will be kept and improved through the comparisons with other economies at Phase 3 meeting. Second other-achievement is number of the teacher education programs by participating institutions which use their developed materials as a part.

Linkages

The project is proposed from the Human Resource Development Working Group (HRDWG) and focused on school education because the emergent preparation for disaster is the basic skills for living. Emergent Preparedness Working Group (EPWG) is relevant fora.

EPWG was established 2007. EPWG forums provide participants with the opportunity to share experiences, lessons learnt, tools and the latest thinking related to disaster preparedness, thereby helping to enhance regional cooperation and preparedness efforts. There was limitation for sharing those necessary information in each economy. And now, it is in the process of developing the data base for sharing. Especially, the APEC Open Educational Resources offer various materials for freely used including emergency preparations:
http://oer.apecwiki.org/education/emergencyresponse

However there is no materials within reach for mathematics education.

The project results contribute to enriching the data base. EPWG does not have good connection to school education. Therefore, it needs to connect to HRDWG which has rich experience and connection to school teachers.

For contribution, the project engages in the following activities:

Firstly, the first circular should be distributed though both fora. Secondly, the lead shepherd of the EPWG will be invited to the second meeting. Thirdly, the project overseers of the project will participate the EPWG meeting in the year 2014 for report. Fourthly, the project asks the EPWG to support the lesson study in each economy.  Through those four activities, the connection will be done from the inter-fora on APEC to local level in each economy. It must be good support for the EPWG enable to work at the schools.

This project is planned on the bases of APEC Lesson Study Project in Mathematics (2006-2011) which are highly evaluated at the Educational Ministerial Meeting Joint Statements (May, 2012) and the year 2012 project focused on Tsunami and Earthquake. It used lesson study approach. Lesson study is the activity done by teachers to improve teaching methods and develop curriculum. It has influenced other HRDWG projects such as language and sheared in APEC economies.

Every APEC economy has risk to meet disasters and is necessary to prepare them for its economical growth as well as for human security. Thus, the emergency preparation education is important. Disasters do not happen so many times in each economy but if it happens we lose huge number of life. In APEC, every year we have similar disasters in different economies. Thus, APEC is the best organization to share the experience and preparing for disasters. On this reason, APEC is the best sources for this project.

On this demands, HRDWG wiki site has prepared the links for Disaster Risk Reduction Resources:
http://hrd.apec.org/index.php/Disaster_Risk_Reduction_Resources

Using these resources on APEC, the project develops the booklets which enable teachers to teach risk reduction in classrooms.

Many APEC economies are rising economies. APEC economies have been economically growing well and shifting to the Trans-Pacific Partnership (TPP). For the economical sustainable development, APEC such as EPWG has been trying to reduce the economical risk for various deserters. APEC educational ministers enhanced the importance of scientific knowledge for Emergency Preparedness (May, 2012). On this reason, this project focus on Emergency Preparedness. On the other hands, in the world, there are a number of underdeveloped economies which are necessary to be supported by other economies and UNESCO/UNICEF. The UNICEF usually runs the projects for those economies which focus on emergency relief works. The project is trying to support the economical sustainable development of APEC economies and the achievement of the project will be a good model for underdeveloped economies and UNESCO/UNICEF. On this reason, APEC is the best source for this project.

Sustainability

There are two meanings of sustainability.

Firstly this project is planned as the three year projects which has different topics each year:

This is the third year of the projects and including the finalizing for the products.

Secondly, The sustainability of the project is supported by the lesson study methodology and e-textbook materials. The project uses the lesson study methodology. In Phase 2 of this project, specialists of the project engage in lesson study and develop the booklets of their local language with strong support by the teachers. On this context, the participating institutions and teachers get the ownership for using the booklets. Participating institutions will continuously use the booklets for teacher education and teachers will engage in the lesson study continuously because the booklets are their products. On the lesson study methodology, stakeholders (including the participating institutions) engage in the lesson study and teacher education institutions can improve their teacher education programs with their developed booklet even after the project because they can publish it by e-textbook with freeware dbook.

In the past APEC lesson study project, the system to publish the books from the publisher after the few years of the end of the projects was also established. Achievements from the lesson study activities after the project will appear on the websites and be published from the lesson study series in mathematics and science such as World Scientific Publishers. The series editors are the same as the project overseers. The publicity will encourage teachers' lesson study activity continuously. These are reason why the previous project, the APEC lesson study project in mathematics, is highly evaluated in HRDWG.

In the past APEC lesson study project, project overseers listened a lot of advice from the government officials at every HRDWG meeting to develop better project work and set advisors in academies and some government officials. In the 5th education ministerial meeting statements, the project managing institution, Khon Kaen University and the University of Tsukuba are applauded by the ministers by their contribution of its sustainable development. The steering committee of lesson study was also established to continue lesson study activities which aimed to push the movement through the publication of specialists and teachers' activity. Participating institutions networks were also established to enhance the collaborations. On their efforts, two books are now in printing and two books are preparing. On this new project, the project overseers will reorganize those systems for the sustainable development of the emergency preparation and enhance the continuous rich publicity. On this productive system, lesson study activity for emergency preparedness education will be kept and enlarge.

Project Overseers

Maitree Inprasitha graduated from Sri Nakharin Wirot University and Chulalongkorn University, Thailand and took Ph.D from the University of Tsukuba, Japan and currently Dean of Faculty of Education in Khon Kaen University. He is Director of Mathematics Education, Center of Excellence in Mathematics, Thailand. He has been managing lesson study project in Thailand. He was the chair of East Asia Congress of Mathematics Education in 2013. His open approach is influenced in APEC economies.

Masami Isoda graduated from the University of Tsukuba and took PhD from Waseda University, Japan. He was the visiting scholars of Cornel University, University of Melbourne and University of Grenoble, and awarded the honorary PhD from Khon Kaen University. He is the chief editor, Journal of Japan Society of Mathematical Education. He published his books in English, Spanish, Russia and Japanese. He was awarded by the Minister of MEX, Japan (2005) and by the Japan Publishers Association (2010).

Both of them have been leading the APEC lesson study project in Mathematics since 2006 under the demands from APEC economies. They have been collaboratively working with specialists in APEC economies and develop the movement of lesson study. They developed the institution network for lesson study in APEC economies and established the lesson study series published by the World Scientific on the achievement of lesson study in the world.

Cost Efficiency

The project only uses the APEC grant for the planning meeting in Phase 1 and the reporting meeting in Phase 3. Implementation is done by the self-grants and effort in each economy. The project applies the lesson study methodology which encourages teachers to work by themselves based on their wish. The project support teachers who have a wish to challenge and enlarge the movement through the lesson study. On this context, each economy only uses the minimum cost for self-grant because teachers are already employed by the economy and work by themselves based on their interest without any special grant to work. All products are shared based on the movement of lesson study by teachers. The project minimizes the cost of per dim by selecting the reasonable hotel with support of local volunteers.

Drawdown Timetable

Not Applicable.

Direct Labour

Not Applicable.

Waivers

Not Applicable.

Are there any supporting document attached?

No 
Attachments
Version: 7.0 
Created at 18/09/2013 17:11  by Lucy Phua 
Last modified at 27/03/2015 15:40  by Lucy Phua 
Version HistoryVersion History

Project No.

Project Title

Project Status

Publication (if any)

Fund Account

Sub-fund

Project Year

Project Session

APEC Funding

Co-funding Amount

Total Project Value

Sponsoring Forum

Topics

Committee

Other Fora Involved

Other Non-APEC Stakeholders Involved

Proposing Economy(ies)

Co-Sponsoring Economies

Expected Start Date

Expected Completion Date

Project Proponent Name 1

Job Title 1

Organization 1

Postal Address 1

Telephone 1

Fax 1

Email 1

Project Proponent Name 2

Job Title 2

Organization 2

Postal Address 2

Telephone 2

Fax 2

Email 2

Declaration

Project Summary

Relevance

Objectives

Alignment

TILF/ASF Justification

Beneficiaries and Outputs

Dissemination

Gender

Work Plan

Risks

Monitoring and Evaluation

Linkages

Sustainability

Project Overseers

Cost Efficiency

Drawdown Timetable

Direct Labour

Waivers

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