Project Title

Textbook Development for Energy Efficiency, Energy Security and Energy Resiliency: A Cross-border Education Cooperation through Lesson Study 

Project Year

2015   

Project Number

HRD 03 2015A 

Project Session

Session 2   

Project Type

Standard 

Project Status

Project in Implementation   
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Project No.

HRD 03 2015A 

Project Title

Textbook Development for Energy Efficiency, Energy Security and Energy Resiliency: A Cross-border Education Cooperation through Lesson Study 

Project Status

Project in Implementation 

Publication (if any)

 

Fund Account

APEC Support Fund 

Sub-fund

ASF: Energy Efficiency 

Project Year

2015 

Project Session

Session 2 

APEC Funding

96,835 

Co-funding Amount

153,000 

Total Project Value

249,835 

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

Brunei Darussalam; China; Indonesia; Malaysia; Philippines; Russia; Chinese Taipei; Viet Nam 

Expected Start Date

01/01/2016 

Expected Completion Date

31/12/2016 

Project Proponent Name 1

Dr Maitree Inprasitha 

Job Title 1

Not Applicable 

Organization 1

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

Postal Address 1

Not Applicable 

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

Not Applicable 

Organization 2

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

Postal Address 2

Not Applicable 

Telephone 2

81-29 8538572 

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 produce the innovative textbooks in mathematics and science on the topic of Energy Efficiency (2016), Energy Security (2017) and Energy Resiliency (2018). On the topic of Energy Efficiency, this 2016 project engages in followings:

1) February Meeting in Japan: Studying science for Energy Efficiency and planning the teaching content at the secondary school levels among economies.

2) In relation to Energy Efficiency for economic growth, every participating economy engages in its lesson study project to produce the textbook at school level. As for cross-border education, it includes the practice to connect the classrooms among different economies. 

3) September Meeting in Thailand: Reporting the teaching programs of Energy Efficiency from every participating economy and develop e-textbook for mathematics and science at secondary level and for teacher education.

Relevance

Does school education support the energy efficiency?

In APEC, Energy Ministers meeting, the issues are explained as follows: The world’s energy supply and demand pattern has been changing. Global energy demand continues to rise steadily. The Asia-Pacific assumes a more prominent role as the center of world energy demand. Political environment and economic situation, fluctuations in the energy market, climate change, and public perception and acceptance exert huge impacts on energy policy making in the Asia-Pacific. Moreover, energy costs are crucial to the competitiveness of energy intensive industries in the region (Energy Ministerial Meeting, 2014).

Energy efficiency is necessary for sustainable development of APEC economies but also necessary for future creative economies which are produced by well educated people on it.

In school education, there are limited programs for Energy Efficiency in relation to environmental education such as ‘save the water’. Even though everyone agrees the saving the water on the context of ethics, there are few people who can explain what and how scientifically. In traditional science education, energy used to be limited the topic on Physics subject. On the other hands, on the current context of economical science and social engineering, energy efficiency is calculated by the cost. Currently, there is no program for school level to treat Energy Efficiency on this meaning. It means that school education does not produce human capital for Energy Efficiency. 

How can we implement and improve the Energy Efficiency education?

The Emergency Preparedness Education Project (HRD 03-2011, 05-2012, 04-2013) was not only achieved by 19 economies to study future predictive science of natural disasters and developed 40 e-textbooks for schools through lesson study but also established the APEC lesson study communities for emergency preparedness education in relation to mathematics and science which have been prioritised by every APEC educational ministerial meeting in Chile (2004), Peru (2008) and Korea (2012). Using the APEC lesson study communities on mathematics and science education, this project develops the textbook in mathematics and science for Energy Efficiency.

Objectives

The three-year projects aim to produce the innovative textbooks in mathematics and science on the topic of Energy Efficiency (2016), Energy Security (2017) and Energy Resiliency (2018). On the topic of Energy Efficiency, this 2016 project engages in followings.

1) February Meeting in Japan: Specialists (the active participants from travel-eligible economies and the speakers/experts from economies: including self-funds) from economies will study science for Energy Efficiency and will be able to plan the teaching content at the secondary school levels among economies.

2) In relation to Energy Efficiency for economic growth, every participating economy engages in its lesson study project to develop the textbook for school level. As for cross-border education, it includes the practice to connect the classrooms among different economies.

3) September Meeting in Thailand: Reporting the teaching programs of Energy Efficiency from ever participating economy and specialists (active participants/experts) develop e-textbooks for mathematics and science at secondary level and teacher education.

Through the development of the textbooks in three years, the projects will enlarge the APEC Lesson Study Network for challenging community for cross-border education, step by step.

Alignment

The three projects are engaging in lesson study to develop textbook on the themes of Energy Efficiency (2016), Energy Security (2017) and Energy Resiliency (2018) (priority: rank 2) at secondary school level in mathematics and science (HRDWG’s priority). Through the lesson study, it produces innovative methods to develop human capital on the matter of Energy Efficiency (rank 1). The project will make use of APEC Lesson Study Network. On the lesson study, we are engaged in the dialogue beyond a classroom through connecting the different economies’ classrooms. For knowing Energy Efficiency, we need other economies’ standing points. This produces the dialogue for cross-border education cooperation which directed people to people and institution to institutions connectivity (rank 1). Energy Efficiency on atomic energy plant is also related with emergency preparedness and disaster management (rank 1). Experience of the last projects on emergency preparedness education and future prediction education also adopted to this project.

TILF/ASF Justification

On the February Meeting in Japan, specialists from developing economies will study science for Energy Efficiency and plan the teaching content at the secondary school levels among economies with collaboration of all economies. They also provide necessary information about their growth and change of energy sources and systems. They are able to see the Energy Efficiency with their growing strategy in all economies beyond just their current social status.

After the February Meeting, specialists from developing economies will engage in the lesson study which includes the communications between classrooms in different economies. On this experiment, they develop the ability for cross-border education.

On the September Report-Meeting in Thailand, the project will produce a set of e-textbooks which includes their products that are able to use in their mother tag or national language. With learning together on the meeting, developing economies also revise their products, better.

Beneficiaries and Outputs

Outputs:

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. 

Final Products:

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/
http://math-info.criced.tsukuba.ac.jp/museum/dbook_site/#e
http://www.crme.kku.ac.th/detail_page/ApecIcer2014.html#    
(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.  

Beneficiaries: 

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. 

Management institutions:
CRME, Khon Kaen University (Thailand) and CRICED, 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), 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.

Dissemination

The number of output in the followings will be as same as the number of participating economies: In the past, minimum 10 and maximum 16 economies.

Activity I: 1) Reports on the current status of on the selected topic of Energy Efficiency.

Activity I: 4) Plans of the lesson study projects

Activity II: 5) Lesson plans and tentative textbook in mother language

Activity II: 6) Challenging practice of the model approach for cross-border education

Activity III: 7) 8) Reports of the teaching programs for Energy Efficiency from participating economies

Final: 9) e-textbooks produced from participating economies with lesson plans.

Following will be one.

Activity I: 3) Model approach for cross-border education

Final: 10) School network for cross-border education

Following will be six.

Activity I: 2) Keynote lecture ppt.

These outcomes will be distributed through the websites. Every participating institutions make announcements through their social media, too. Target audiences are teacher trainers, textbook developers, teachers and students. Trainers and developers adopt the products into their teaching program. Teachers use those materials in their classes for students for free however most necessary is their adaptation for their classroom in different setting.

Gender

In the past APEC Lesson Study Projects under the Network since 2006, the number of contributed women is larger than the men and the women also provides the model approaches and keynotes. Most of economies, the ratio of women teachers are larger. Thus women enrolls the stakeholders on this project.  Additionally, Education of Energy Efficiency is related with the home economy. Thus, it will be also influential to the parents who spend the most of time in their home.  On the 10. Work plan bellows, the Keynote Speaker 6 will be selected to establish the gender balance on the textbook on the context of the STEM education.

Work Plan

This project proposal for the year 2016 is the first project of the three consecutive projects (2016-2018).

The year 2016: Focus on Energy Efficiency 

Activity I: Planning

January-February, 2016: Sharing experiences and scientific knowledge.

February 4 days, 2016: Tokyo meeting (Japan) has following components.

1) Reports from participating economies on the current status of on the selected topic of Energy Efficiency.

2) Lectures by the experts on Energy Efficiency

3) Demonstrate a model approach which connect between classrooms beyond border,

4) Plans of the lesson study projects on the specified topic on Energy Efficiency by participating economies. 

The project sends an invitation to every economy for calling specialists with the announcement of meeting in December, 2015 and deadline is the January 5,, 2016. 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 energy science and its education are inter-disciplinary subject, the project also recommend to the economies to send various specialists to the meeting by their self-fund who are working in the area of APEC Expert Group on Energy Efficiency and Conservations (EGEE&C) or related research area. Four experts will be supported by Japan and Thailand self-funds. 

For bridging HRDWG and EGEE&C, the project invites speakers who will be specialized in the following subjects: 

Keynote Speaker 1: The expert of Energy Efficiency on applied mathematics or economy.

Keynote Speaker 2: The expert of Energy Conservation on applied mathematics or economy

Keynote Speaker 3: The expert of Lesson Study

Keynote Speaker 4: The expert of distance education to connect the different classrooms beyond boarder

Keynote Speaker 5:  The expert of Energy Efficiency who use the mathematical models to design the approach

Keynote Speaker 6:  How to establish the gender balance on the textbook on the context of the STEM education.

Keynote Speaker A: How to develop e-textbook using dbookPro. (Invited without honorarium) 

Those keynote speakers and invited speakers are main resource persons on this year. They provide necessary knowledge for planning the lesson study and necessary content for textbook at secondary level and also work as specialists as experts.

Major discussion on the meeting is to establish the topics for cross border education on the matter of Energy Efficiencies.

At the end of the first activity, the plans of lesson study are developed. It includes matching of schools to experiment beyond the border by the following process: Firstly, specialists from economies present their problems on Energy Efficiency. Secondly, they establish the topics for cross border education for solving those problematic issues with mathematics. Thirdly, matching the interest of economies for classroom experiment on the topics to develop the matched pair of economies and plan the lesson study for cross border education within every pair of economies on their selected topics. 

Activity II: Implementing

March-August, 2016: Engaging in the Lesson Study by self-funds.

5) Developing Lesson plans and tentative textbook.

6) Challenging practice of the model approach for cross-border education 

In each economy, the specialists engage in lesson study at school level. The theme of lesson study is Energy Efficiency for sustainable development. Mathematics is the most preferable subject because it’s usually taught every day in any school level and mathematics is necessary for knowing efficiency. Each specialist sets the laboratory school for lesson study with collaboration of participating institutions and develops textbook in their teaching language. On the process of lesson study in every participating economy, at minimum one class will be set for the cross-border communication. 

Activity III: Summarizing and Finalizing

September-December, 2016: Developing the recommended visual materials for teaching

          <September, 2016: Khon Kaen, Thailand, Development Meeting >

7) Reports of the teaching programs for Energy Efficiency

8) Discussion of best practices of challenges for cross-border education

9) e-textbooks produced from participating economies with lesson plans.

10) School network for cross-border education 

On the report meeting, each economy must present its developed textbook in English and the plan of implementation in each economy. On the meeting, the next year’s topic, Energy Security (2017), will be also informed and participants will have the new homework for the next topic. 

Developed e-textbooks for secondary level on Energy Efficiency will be uploaded the project websites. 

After Activity III, participating institutions is expected to lead the teacher education program for Energy Efficiency Education with using the textbooks. 

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

There are three major risks: 

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

This project develops the textbook 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 specialists who never experience lesson study and curriculum development.

For avoiding this risk, on this proposal, the project sets 6 conditions to select responsible specialists. In case the recommended specialists are not related with those institutions, project overseers ask them to collaborate with the institutions in Activity II: This is related with the second risk. 

Second risk is relation between specialists and institutions, which originated from the first risk. Activity II will be done by specialists with their self-funds 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 avoiding this risk, the project sets 6 conditions. 

Third risk is the obstacles for implementations in classrooms such as the digital and language devices. Especially, for cross-border education using English and for using TV-conference system through the internet, the project has to choose special experimental schools. The project provides model approach. However if it is very much special, it cannot adopt ordinal governmental school. For avoiding this risk, the model approach on the project will choose the simple way such as free TV conference system and easiest way instead of using very much innovative technology. 

Forth risk is the necessity of the polishing up the developed e-textbooks. On the presentation of Activity III, we invite the discussant to compare the achievements who give recommendations for improvements and confirm the revision as for the final products.

Monitoring and Evaluation

Activity I 

Indicator 1: The number of participating economies which make their reports at the planning meeting.

Monitoring Standard: The number of economies

              > 10: Succeeded,    >14: Well succeeded

Way of Assessments: In the past APEC projects, some eligible economies nominate participants after the deadline. However they could participate even though the efforts trying to invite more variety of economies. This is the first project. The number will increase on the next project as well as experience of the past projects.

Indicator 2:

Monitoring Standard: All experts have their working plans after they go back.

Way of Assessments: The conditions to be experts are necessary for nomination process.

Activity II & III

Indicator 3: After the lesson study project in their economies, experts make their report of lesson study project with their developed textbooks.

Monitoring Standard: The number textbooks

> 8: Succeeded,          > 12:  Well Succeeded

Indicator 4: The number of experiments for the cross border communication between classrooms.

Monitoring Standard:  > 4: Well succeeded,    > 6: Succeeded

(The number becomes half because one cross border communication will be done by a pair of economies)

Way of Assessment: Activity II is done by self-funds. Project overseers support specialists to get the self-funds in every participating economy through reporting the success of the planning meeting. 

Evaluation Standards of the project:

Minimum achievement of the project is the textbooks for Energy Efficiency in English on Indicator 3.

Way of Assessment: The quality of textbooks will be controlled by the discussion by whole specialists on the planning session and the reporting session. 

Most of APEC economies do not use English for teaching mathematics and science. Compulsory education is usually done by local language. Teachers refer the textbook authorized by their governments and never refer English materials. This is the reason why we need the institutions Network under the APEC lesson study project. Every participating institutions engage in local language and specialist use both language.  After the final products are developed, every participating institutions encourage teachers to adapt the textbook into the local context. On this context, the developed e-textbooks are functioning as for the models for developing materials for teaching in every economy and every institution through their adaptation in their language, unusual in English on their curriculum.

Activity II is the key components for the products which is written by local language. On this context, minimum number of download will be 21 which is the number of participating institutions on the APEC Lesson Study Network. We should know that the e-textbook is a kind of website and can be seen through the web browser and cannot distribute the textbook-file itself.

http://math-info.criced.tsukuba.ac.jp/museum/dbook_site/#e

We can only count the number of access. Normally, the minimum number of access of the English edition will be the order of10 per month.

Linkages

Energy Efficiency related projects which focused on human capital development such as Green Growth and Employment USA (2011) on labour in HRDWG related with Energy Working Group (EWG). However they are not focused on secondary school level mathematics and science. APEC HRDWG Lesson Study Projects in mathematics (2006-2011) established the lesson study community in APEC and multi-year activities for enlarging the network. The institution network for lesson study was established. APEC HRDWG Projects (2012-2014) enlarged the community which includes science in emergency preparedness education and produced materials in e-textbook format on the web and APEC HRDWG Self-fund project (2015) for future preparation by mathematics. Those projects support the lesson study community in mathematics and science.

Under EWG, there are the APEC Expert Group on Energy Efficiency and Conservations (EGEE&C). EGEE&C and there are a number of projects on engineering. However, these projects are not adopted to school education. The source on the following site provide necessary information for this project.

http://www.egeec.apec.org/

Those matters are related with Ministries related with industry and environment, not the Ministry of Education. Through the inviting keynote speakers from Energy Efficiency, the project adopt the knowledge of experts into the school education. At the school education, the project secures the simple idea and mathematics for secondary school students instead of original information by the experts in the area.

The project also learns from the several achievements of various range of the governmental projects and the projects driven by non-profit organizations from every economy-wide-project such as National Girls Collaborative Project (NGCP) in relation to STEM in USA to the international organization such as the International Network on Gender and Sustainable Energy (ENERGIA). Especially, NGCP products on gender and textbook are closely related.  As for the collaborations within APEC, the project engages in cross boarder education through the connecting classroom using TV conference system on the specific topics of the solving the problems on Energy Efficiency based on the different situations of every economy and seek to develop the pan-pacific perspectives across the APEC economies. There are issues such as PM 2.5 in relation to using and selection of energy which are well known topic in APEC economies. The effect of projects includes recognizing the regional collaborations beyond the boarder.

Sustainability

There are two meanings of sustainability.

Firstly, this project is planned as the three-year projects which have different topics of each year:

This is the first year of the projects. The experience of the project on Energy Efficiency on the year 2016 will be adopted on the second year project on Energy Security and on the third year project on Energy Resiliency, including the establishment of methodology for cross-border education. Through the development of the textbooks in three years, the projects will extend the APEC Lesson Study Network to the challenging community on cross-border education. The first year project provide the model approach for cross-border education at secondary school level in APEC HRDWG which is currently focus on cross boarder education at university level. On this project setting, continuing the project to the next year ensure the sustainability of the project. 

Secondly, even if the second year project will not funded by APEC, we may need to ensure the sustainability of the project. There are following two ways: 

First way is the strategy to ensure to use the products which is already embedded in the project. In Activity II of this project, specialists of the project engage in lesson study and develop the textbooks of their local language with strong support by the teachers. On this context, the participating institutions and teachers get the ownership for using and revising their textbooks. Participating institutions will continuously use and revise the textbooks for teacher education in their language and teachers will engage in the lesson study continuously because the textbooks 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 textbook even after the project because they can publish it on the web by themselves with freeware dbookPro. On the globalization of education, connecting classroom beyond difference of economies are also good challenges as for the establishment of a step for cross boarder education at high school level. 

Second way is establish autonomous academic system to ensure the sustainability as for the activity after the project. All achievement of the project are distributed for free through the website. After the end of project, the achievements of project itself will be continuously distributed for free by the first way. At the same time on the second way for further development, project overseers and specialists encourage the next research beyond the product of the project for further publications on the related topics. Through the reference of the further project, the achievements (free contents) become referable on the academies. After the project, Project overseers push the further development and publish it in the lesson study series by the books and the Journal papers. Those further publication also encourages teachers to establish the further projects after the APEC project. Academic activity is also the next activities. The APEC lesson study projects in mathematics have been highly evaluated in HRDWG on this academic system on this sustainability.

In the past APEC lesson study project, project overseers obtained a lot of feedback 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 Lesson Study Network was established to continue lesson study activities which aimed to push the sustainable developments of the projcets. Participating institutions networks were also established to enhance the collaborations. On their efforts, two books are published and two books are in process. It takes more than five years after the projects because it is done by the self-funds after the end of every project.  Additionally, the project overseers are the council members on the World Association of Lesson Study, an international academic society in general education research and the research products by the members of the Lesson Study Network is also reported on annual meeting. Especially, on the year 2015, project overseers engage in the host of its annual meeting and most of plenary sessions are done by the sustainable efforts of the specialists. On this new project, the project overseers will use those systems for the sustainable development after the free distribution of the product on the project of Energy Efficiency. On this productive system, lesson study activity for Energy Efficiency education will be kept and enlarge after the end of the project itself.

Project Overseers

Maitree Inprasitha, PhD., Assistant Professor of Khon Kaen University, graduated from Sri Nakharin Wirot University and Chulalongkorn University, Thailand and took PhD from the University of Tsukuba, Japan and currently Dean of Faculty of Education in Khon Kaen University. He is the Director of Mathematics Education, Center of Excellence in Mathematics, Thailand. He has been managing lesson study project and leading teacher education and curriculum reforms in Thailand. He is the organizer of the International Conference of the World Association of Lesson Study in 2015. His open approach is influenced in APEC economies.

Masami Isoda, PhD., Professor of the University of Tsukuba, graduated from the University of Tsukuba and took PhD from Waseda University, Japan. He was the visiting scholars of Cornell University, University of Melbourne, University of Grenoble and Khon Kaen University, and awarded internationally as the honorary PhD from Khon Kaen University (2010), the honorary Professor of Universidad San Ignacio de Loyola, Lima, Peru (2014) and also awarded nationally by the Minister of MEXT, Japan (2005) and by the Japan Publishers Association (2010). He published his books in English, Spanish, Russia, and Japanese.

Both of them have been leading series of the APEC lesson study projects 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

Not Applicable.

Drawdown Timetable

Not Applicable.

Direct Labour

Not Applicable.

Waivers

Not Applicable.

Are there any supporting document attached?

No 
Attachments
Version: 3.0 
Created at 07/12/2015 16:33  by Lucy Phua 
Last modified at 12/01/2017 09:59  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

Are there any supporting document attached?

hdFldAdmin

Project Number

Previous Fora

Secretariat Comments

Reprogramming Notes

Consolidated QAF

Endorsement By Fora

PD Sign Off

Batch

Forum Priority

Committee Ranking Category

Committee Priority

PDM Priority

Priority Within Funding Category

Monitoring Report Received

Completion Report Received

PMU Field 1

PMU Field 2

PMU Field 3

On Behalf Of

Proposal Status

Originating Sub-Forum

Approval Status
Attachments
Content Type: Standard Proposal
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