Outputs of Activity I: February Meeting (Planning session in Japan)
Major output of this event is the plans of the lesson study for Energy Efficiency in participating economies. For the plans, it provides the workshops for knowing Energy Efficiency by invited speakers and for sharing a model approach on the cross-border education. It also provides the opportunities to share the final target of the projects.
1) Reports from participating economies on the current status of on the selected topic of Energy Efficiency.
The specialists are the specialists of lesson study and mathematics textbook under the APEC lesson study network. Firstly, they prepare their reports which provide the current their understanding of Energy Efficiency. In school, the meaning of it usually provided by Physics education.
2) Lecture slides by the experts on Energy Efficiency which become the base for lesson study and mathematics textbooks.
Experts on Energy Efficiency will provide the newest knowledge for Energy Efficiency which includes the perspectives for economic growth and sustainable developments.
3) A model approach produced by the teaching experiment of lesson study between Japanese class and a class from economies using TV conference system.
Lesson study is the tool for producing and sharing good practice.
4) Plans of the lesson study projects on the specified topic on Energy Efficiency by participating economies.
Plans of the projects (tool) is done under the collaboration under the APEC Lesson Study Network.
Outputs of Activity II: Lesson Study in participating economies under APEC Lesson Study Network
Major output is several lesson study activities in participating economies for producing e-textbooks. Under APEC Lesson Study Network, it is done by self-funds in every economies in their language.
5) Lesson plans and tentative textbook in mother language on the challenges of teaching for final textbook developments
School educations are done by local teachers in their language. They are able to participate the lesson study project (tool) under their research interest (collaboration).
6) Challenging practice of the model approach for cross-border education between economies.
Setting the practice on cross-border education between economies provides the opportunity for new networking (collaboration).
Outputs of Activity III: September Meeting (Reporting session in Thailand)
Reporting session is the event for producing the outputs.
7) Reports of the teaching programs for Energy Efficiency from participating economies
It provides a set of good practice (tool) for Energy Efficiency in English.
8) Discussion of best practices of challenges for cross-border education between economies.
It provides the base for the network (collaboration) for APEC cross-border education at school level.
After reporting session, the specialists revise their products as for final products
9) e-textbooks produced from participating economies with lesson plans.
It provides knowledge for school students on Energy Efficiency and teachers on the way of teaching.
10) School network for cross-border education as for the result of activity to participate cross-border communication on Energy Efficiency beyond every classroom.
It provides the base for APEC Cross-Border Education School Network (collaboration).
As well as past projects, products will be distributed through the websites which is linked from the APEC HRDWG wiki site: http://www.criced.tsukuba.ac.jp/math/apec/
(in process for the 2015 project meeting)
Outcomes: Firstly, the project of Energy Efficiency (2016) is the first year project under the three-year project. Thus, the first year project provides the following base for the second year project on Energy Security (2017) and third year project on Energy Resiliency (2018).
Specialists apply the knowledge on the e-textbook of Energy Efficiency and its teaching to engaging in the Energy Security and Energy Resiliency.
Using the APEC lesson study network, specialists engage in lesson study activity and enhance the APEC Cross-Border Education School Network.
Secondly, members of APEC Lesson Study Network are working in the leading institutions for teacher professional developments and specialists are working with the network. On this base, specialists engage in the following activity.
Specialists engage in teacher education using their developed textbooks.
Specialists produce the textbooks for their schools in their language.
Specialists use the Cross-Border Education Network on other topics and enhance the Network for the base for the Cross-Border Education in general at school level.
Direct beneficiaries who participates and engage in the project as specialists (include participants from the travel eligible economies)
Specialists (active participants from travel-eligible economies and experts from other economies) who use the APEC grant will be recommended from each economy at the first announcement:
The followings are the conditions of specialists (including active participants) 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 at the secondary school level at Activity II and make report (including e-textbook) at Activity III which includes cross boarder education.
Condition 4: The specialists can develop the textbook from the lesson study in Activity II.
Condition 5: When the specialists are recommended from economies, the economies must guarantee to implement their lesson study projects under the developed plan in the meeting at Activity I with their belonging institutions in each economy.
Condition 6: The specialist works or collaborates with the APEC Lesson Study Network in each economy, or must join for long-term development.
The priority is to invite one delegate from every economy based on the recommendation letter from every economy. In case no recommendations, the project overseers recommend (See the 6. Outputs and 7. Beneficiaries and the 11. Risks) from the APEC Lesson Study Network with the same condition and the priority because they have been leading lesson study activity in every economy and working with their governments. In case, the number of recommendations is beyond the budget, the project overseers may select by the same way. If there are space on the secretariat, we chose second person from the lists. In past experience, there is a few eligible economies who recommended two or more delegates. If the APEC secretariat and we find the space, we invite them, too.
Specialists who work in or collaborate with the participating institutions in APEC Lesson Study Network have their own lesson study community to work together since 2006. In every participating economy, they are the leaders of the project in their economies and work together with teachers for engaging in Lesson Study to produce their own textbook by their self-funds. On this system, following member institutions of the Network and their lesson study communities includes school teachers and students are also direct beneficiaries.
CRME, Khon Kaen University (Thailand) and CRICED, University of Tsukuba (Japan)
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), Ministry of Education (Chinese Taipei) and IPST (Thailand).
Teacher education institutions:
UPN (Mexico), MCCME (Russia), East China Normal Uni. North East China Normal Uni.(China), Hong Kong Institute of Education (Hong Kong), Korean National University of Education (Korea), University of Chile (Chile), Valparaiso C. Uni.(Chile), IRDTP, Khon Kaen University (Thailand).
The participating institutions have been making their efforts to involve more institutions in their economies and active participations of female and male researchers and teachers through their training programs, seminars and workshops.
Indirect Beneficiaries: Currently, Energy Efficiency in Physics education usually means just the ratio for the Energy using. On the context of sustainable development, it is used for alternate the ways of using energy or finding the ways to reduce the energy. It is the new topics in education which should be shared in APEC HRDWG by this project and the project propose the model content of teaching. Because of Direct Beneficiaries are leading institutions, the products are influential. Indirect beneficiaries also include Policy Makers in Education who prepare Energy Efficiency program. School teachers and their students who use Energy efficiently in their life. They adopt materials for their own local situations for themselves.
Cross-Border Education is on-going top issues at the higher education in APEC. Cross-Border Education on the secondary school level will come soon. The project provides a model for the next step for APEC HRDWG.
Developed e-textbooks on the projects will be distributed for free through the website. Under the influential of our specialists who are defined on the condition as the leaders of the mathematics curriculum, textbook development and teacher education in their economies, the content of e-textbooks will be revised and adopted into their economies and the institutions on their language.