|
|
|
|
* Atleast Project Title is Required.
|
Project No. |
HRD 05 2019
|
Project Title |
Informatics and Data Science Education Reform for Digital, Inclusive and Sustainable Society (InMside II)
|
Project Status |
Project in Implementation
|
Publication (if any) |
|
Fund Account |
General Project Account
|
Sub-fund |
None
|
Project Year |
2019
|
Project Session |
Session 2
|
APEC Funding |
94,310
|
Co-funding Amount |
179,083
|
Total Project Value |
273,393
|
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; Malaysia; Thailand
|
Co-Sponsoring Economies |
Australia; Chile; China; Indonesia; Korea; New Zealand; Papua New Guinea; Russia; Singapore; Chinese Taipei; United States
|
Expected Start Date |
01/12/2019
|
Expected Completion Date |
31/01/2021
|
Project Proponent Name 1 |
Masami Isoda (Japan) / Takashi Furudate (Japan)
|
Job Title 1 |
Director / Officer
|
Organization 1 |
Center for Research on International Cooperation in Educational Development, University of Tsukuba / MEXT, Japan
|
Postal Address 1 |
Not Applicable
|
Telephone 1 |
(81) 298537283
|
Fax 1 |
Not Applicable
|
Email 1 |
isoda@criced.tsukuba.ac.jp / hurudate@mext.go.jp
|
Project Proponent Name 2 |
Sofian Tajul Arus (Malaysia) / Maitree Inprasitha (Thailand)
|
Job Title 2 |
Director / Director
|
Organization 2 |
Curriculum Development Division, Ministry of Education / Institute for Research and Development in Teaching Profession for ASEAN, Khon Kaen University
|
Postal Address 2 |
Not Applicable
|
Telephone 2 |
Not Applicable
|
Fax 2 |
Not Applicable
|
Email 2 |
sofian@moe.gov.my / imaitr@kku.ac.th
|
Declaration |
Masami Isoda, Takashi Furudate / Sofian Tajul Arus / Maitree Inprasitha
|
Project Summary |
Building on the InMside-project (HRD 01 2018) for upper secondary schools, InMside II-project (HRD 05 2019) trains middle school curriculum developers to include Artificial Intelligence (AI) and Big Data into the APEC economies’ curricula for building Inclusive, Sustainable and Digital society under Integration 4.0 against 4th Industrial Revolution. The Informatics and Data Science Education Reform is driven by computational and statistical thinking. The project title was changed but kept the abbreviation. a) Research Meeting in Japan: Research the training modules and identify the theoritical framework for curriculum developers. b) InMside II Seminar for training in Malaysia: Invite all economies’ curriculum developers to present the reform on Informatics and Statistics curriculum for digital society. It includes keynotes and reports from economies, and plans their challenges for teacher training. c) Synthesis Meeting in Thailand: Elaborates the recommendations to APEC economies with models for teacher trainings, and enlarge the curriculum developers’ network. |
Relevance |
Relevance – Region: Curricula reforms and implementations are keys to develop the human capital and to ensure social mobility. The government curriculum developers who enact the reforms are necessary to ensure high-quality curriculum development and its implementations. However, they are not familiar with the innovative-urgent issues for Digital Society in relation to Artificial Intelligence (AI) and Big Data. The 2019 InMside-project (HRD 01 2018), which trained the upper secondary level developers produce the recommendation for upper secondary school curriculum within 2019. The 2020 InMside II-project (HRD 05 2019) focuses on Computational and Statistical Thinking for the reforms on the middle school levels. At the reform, the middle (lower secondary) school curriculum developers who are not major in informatics and are not familiar with the programming, have to establish curriculum and plan the teacher training program. However, as there are no informatics teachers or informatics subjects at the middle or lower secondary (junior high) school level, and there is necessity to introduce cording in existing subjects such as ‘Technology and Home Economy’ (a subject name). The developers should prepare the training programs that will assist and contribute to the capacity development of the middle school teachers by using such as cascade system. Accordingly, the project InMside II proposes to host the InMside II Seminar and two self-funded meetings, and produce recommendations for curriculum reforms and teacher training models that can be implemented at economy-levels. A training activity is scheduled for August, 2020 to develop the capacity of the curriculum developers in economies in relation to their curricula reform and its implementation. InMside II was recommended all APEC economies as a most necessary and beneficial project by the EDNET coordinator in HRD at SOM2 (2019) because InMside (HRD 01 2018) and InMside II produce and enlarge the reform network under EDNET. Relevance – Eligibility and Fund Priorities: InMside II directly contributes to the issues on the GPA funding priorities for 2019, namely “Digital Society”, “Sustainable Growth”, “Strengthening Inclusive Growth through Structural Reform and by Increasing Opportunities for Women and SMEs” and “Improving Connectivity and Deepening Regional Economic Integration (Integration 4.0)”. The contributions are as follows: First, providing and extending learning opportunities for the Digital Society. Digital Era with AI and Big Data enhances the literacy for Computational and Statistical Thinking. Computational thinking functions to alternate the necessary parts of job by computer and robot. Statistical thinking functions to critique ill-using of Big Data and make decision by using Big Data. The InMside II Seminar in 2020, Malaysia, is the key opportunity for government curriculum specialists to learn the latest development of educational tools and visible programming that will provide an avenue to develop their curricula with enhanced teacher training models on middle school education. Second, developing high quality inclusive curriculum for Strengthening Inclusive Growth through Structural Reform and by Increasing Opportunities for Women and SMEs (Small and medium-sized enterprises). Currently, Science, Technology, Engineering, and Mathematics (STEM) education (APEC Educational Ministers Statements, 2016) emphasized on informatics education for industry. The lower mathematics achievement of girls is an obstacle to challenges for higher income careers. However, Information, Communication and Technology becomes the strategy for those challenges through developing mathematical, statistical and computational thinking. These thinking are the new basic literacy for Inclusive Growth of SMEs. Third, producing teacher-training models for Sustainable Growth. InMside II produces the recommendations of curricula in every economy with the teacher training models to ensure a high quality teaching, which is necessary to develop human capitals for sustainable growth. Fourth, extending curriculum developers’ network directed for Regional Curriculum Standards that gears for Integration 4.0. InMside II enlarges the developers’ network from upper secondary informatics to all subjects on the middle school. Relevance – Capacity Building: InMside II trains curriculum developers, produces recommendations for curricula reform with the teacher training models and establishes the network to create future curriculum and standardization in APEC. Comparison with the InMside for upper secondary school, middle school curriculum does not have informatics as a taught subject but computational and statistical thinking is embedded in many subjects. Researchers prepare theoretical framework for curriculum and a set of tasks used for the training by sharing existed surveys on the weakness of teachers in computational and statistical thinking. At the InMside II seminar training, sharing the content knowledge for teaching is necessary and producing the recommendations for curriculum reform to every economy is meaningful for all economies. Models for teacher training facilitate the implementation. The enlarged network enables to continue the challenges from upper secondary school to middle school. |
Objectives |
The objective is to build the capacity of curriculum developers to produce recommendations for their curricula reform, teacher training, with enlargement of the network to support the APEC Education Strategy for 2030. The outcomes are the recommendations of curriculum on computational and statistical thinking with teacher training models, and the enlarged network of curriculum developers. It is evaluated by the number contributions in the InMside II Seminar and meetings which produce recommendations. In the InMside II Seminar, curriculum developers are trained through reporting and sharing their status and elaborating the recommendations.
|
Alignment |
Alignment - APEC: InMside II invites curriculum developers at the middle school to build their capacity for curriculum reform by focusing on Computational and Statistical Thinking for Digital Society with AI and Big Data, and also developing the teacher training capacity to realize the inclusive growth. These efforts are necessary to establish their network for developing the standardized curricula on human capitals under Integration 4.0. InMside II supports APEC-Chile 2019 priorities (the same as GPA) and the STEM education in digital era on APEC Educational Ministers’ statements in Peru (2016). Beyond the official project events, InMside I implemented four additional satellite workshops for total 1000 teachers under local governments and InMside II also do it. Alignment – Forum: The Action Plan for APEC Educational Strategy on HRDWG (2017) emphasizes the developing competencies based on needs of individuals, societies and economies via a collaborative and strategic approach, the encouraging policy discussions and the sharing of good practices using data and the targets for 2030 on: 3.1 Enhancing competencies, quality assurance frameworks as applicable for each economy; 3.2 Accelerate Innovation, as in Target 1) the use of educational and technological capabilities in teaching and learning processes, Target 2) Integrated Science, Technology and Innovation in Education and Pedagogical Practices, and Target 3) Increased government-industry-academia collaboration for R & D and innovation; 4.3 Increase Employability, as in Action 1) the Promotion of Collaboration between Government, Higher Education and TVET Institutions, Business and Education and Training Stakeholders, Action 2) Development of 21st Century Competencies for Work and Entrepreneurship, and Action 3) Smooth Transition from Education to Work. As in the above, the InMside II enhances the capacity development of curriculum specialists and develop teacher training models through collaboration. |
TILF/ASF Justification |
|
Beneficiaries and Outputs |
| Output #1: Research Meeting in Japan February, 2020, 3 days | Discuss and confirm the training schedule and program for the Seminar in Malaysia and set the theoretical framework for curriculum developers on their recommendation of curriculum reform at the InMside II Seminar in Malaysia. Training schedule and program: schedule and speakers Theoretical framework: reviewing research and development issues on computational and statistical thinking Direct beneficiary is the participants (curriculum developers) of InMside II Seminar. Title: Research Meeting Report, 4 pages, summarize the research meeting for the InMside II Seminar participants. It includes the schedule and assignments for InMside II Seminar, necessary theoretical terminology. | | Output #2: Training InMside II Seminar in Malaysia August, 2020, 4 days Training Seminar for curriculum developers | Curriculum developers’ reports for the reforms on Informatics and Statistics curriculum for digital society based on the assignments (current curriculum and ongoing teacher training). Keynotes and reports from economies and Research Meeting, and plan for their teacher training. Assignments: School system, curriculum and assessment system. Curriculum in relation to computational and statistics in your economy. Agenda: 1st day Keynote (input the trends of reform) and explanation of Framework (input based on Research meeting), 2nd day Presentation for computational thinking based on assignments on assignments, 3rd day Presentation for Statistical Thinking by participants based on assignments, 4th day Brain storming discussion for producing Recommendation to APEC economies and possible new views for teacher training which depend on every economy’s current situation. Direct beneficiary is the participants (curriculum developers) of InMside II Seminar. Title: InMside II Seminar Report, 10 pages, summarize the Seminar as the set of necessary ideas and perspectives for curriculum reform and category of teacher training for the participants of Synthesis Meeting and reports of ongoing teacher trainings in each economy. It referring the website to show the model and current status. | | Output #3: Synthesis Meeting in Thailand November, 2020, 4 days | Recommendations to APEC economies with models for teacher trainings are produced and enlarge the curriculum developers’ network for teacher training. Teacher training models: cascade system, training centre, days, training schedule, programing language and robots 4 days: 1st day Keynote and reports, 2nd and 3rd days elaboration of recommendation, 4th day is teacher training demonstration. Direct beneficiary is the member of network (include the past participants) Title: Synthesis Meeting Reports, 10 pages, summarize the recommendation and models for teacher training. Models of teacher training refers the website to show the examples. | | Output #4: Project Report December, 2020 | Recommendations and Teacher Training Models. Recommendation: reform issues and curricula content Teacher training modules: Every economy’s module and categorization. Creates a central with links to every Module presented at the event: it is a complete reference to the presentations. Direct beneficiary is curriculum developers in APEC Title: Project Report, include recommendations (4 pages) and teacher training (10 pages) for curriculum developers, and research meeting and InMside II Seminar reports (14 pages), It is the documents for curriculum developers in every economy for their economies’ curriculum reforms. | *For integration of information of the project in one website, Japanese PO develop one a core website by linking to the other two sites. Outcomes:
a. Outcomes through attending each of the events In relation to Output #1: Research Meeting in Japan. It provides the structure and schedule of Training InMside II Seminar In relation to Output #2: Training InMside II Seminar in Malaysia. It changes curriculum developers who are able to engage in curriculum reform for computational and statistical thinking and influence to set the necessary curriculum policy to develop human capital for digital society and provide the models for teacher training. In relation to Output #3: Synthesis Meeting in Thailand. It changes the content of curriculum through the elaborating the recommendation for curriculum reform b. Outcomes through Having access to the Report, Recommendations and the Teacher Training Models In relation to Output #4: Project Report. It provide the policy of curriculum reform and necessary components for teacher training which will be read by curriculum specialists in APEC economies when they are able to consider their reform directions and trainings. Beneficiaries: Research meeting in Japan: Researchers in National Institutes, Universities and Teacher Training Institutions for computational and statistical thinking. They must fit the following conditions: Qualifications: Researchers of National Institutions, Universities or Teacher Training Institutions for computational or statistical thinking Level of expertise: More than five years’ experience or PhD on computational or statistical thinking research. Roles/level of responsibility: Responsible for teacher education for computational or statistical thinking on their institution Gender: Firstly female recommended, secondly male recommended. PO will consider the total balance. Economies represented: PO invites the leading researchers used to be the representatives of economies at the past APEC Lesson Study Projects (2006-2018) and InMside Project (2019: HRD 01 2018) and so on. Government departments: Having experience to work for Curriculum Department or Teacher Training Department under the government. Training InMside II Seminar in Malaysia: Curriculum developers, a male and a female, are recommended from every economy who will implement further curriculum reform. They are users of their established recommendation and training module. Researchers and speakers are recommended from Project Overseers under the allowance of fora. Curriculum developers from each economy who participate in the InMside II Seminar mean the two persons who fit the following conditions in 1) and 3) for mathematics (statistics) and 2) and 3) for Informatics (programing and cording) related subject such as STEAM (Science, Technology, Engineering, Arts and Mathematics) and so on, and one female and one male: 1) the persons in mathematics who are leading and actually engaging in the development of economy’s curriculum standards in Mathematics for middle (lower secondary) level, and who must concern statistics education. *It is the person working for to develop Statistical thinking 2) the persons in Informatics (programming and cording) education who are leading and actually engaging in the development of economy’s curriculum standards in relation to Informatics for middle school level, and who also concern informatics education. In the case of lower secondary – middle school level, normally, there are no curriculum specialists for informatics even through programing and cording are taught. The curriculum specialists who have responsible for programming and cording education are appropriate. The curriculum specialists who have responsible for programming and cording education are appropriate. * It is the person working for to develop Computational Thinking 3) the persons who are actually working in economy’s curriculum standards development in member economies and are able to report for the InMside II Seminar, produce the recommendation for reforms and send their report to the training at the Synthesis meeting in Thailand in November 2020. For participations of the Seminar in Malaysia, participants must contribute for the assignments which will be distributed as a part of report through the website to shear every economy’s current status. They must fit the following conditions: Qualifications: Computational or statistical thinking specialists on junior secondary level who are working on demand of Curriculum Department in economy. Level of expertise: More than five years’ experience or PhD on computational or statistical thinking. Roles/level of responsibility: Responsible for curriculum development for computational or statistical thinking and teacher training on their economies. They must present their curriculum, training module for implementation and contribute to produce the recommendation in English because it is uploaded on the InMside website for APEC. Gender: Firstly female, secondly male. Government departments: Working for Curriculum Department or Teacher Training Department under the government. Synthesis Meeting in Thailand: The participants who attend Research Meeting and Training InMside II Seminar They must fit the following conditions: Qualifications: Computational or statistical thinking specialists on junior secondary level who are working on demand of Curriculum Department in economy. Level of expertise: More than five years’ experience or PhD on computational or statistical thinking. Roles/level of responsibility: Responsible for curriculum development for computational or statistical thinking and teacher training on their economies. They must present their curriculum, training module for implementation and contribute to produce the recommendation. Gender: Firstly female, secondly male. Government departments: Working for Curriculum Department or Teacher Training Department under the government. |
Dissemination |
Each meetings and InMside II Seminar is summarized on the website based on participants’ reports and speakers lecture, and Report. The number of contents depending on number of participated economies. The copyright of all output of this project is owned by the APEC Secretariat. As such, where there is any collaboration after the project is completed, proper permission to use the data or information generated from the project should be sought from the APEC Secretariat The target audience of Project Reports which distributes from APEC website, is curriculum developers who engage in the curriculum reforms in their economies. There are no outputs for selling in the outputs just after InMside II which copyright belonging to APEC. However, further activities after the project as for the further collaborations on the established network, textbooks, guidebooks and academic products such as journal papers are possible to produce by the members. These selling publications are necessary lube for further sustainable developments after the end of project. Eg. Past lesson study projects Network produced textbooks in Thailand (2010), Mexico (2013, free by the government), Papua New Guinea (2019, free by the government), Indonesia (2019, free by the government) and Chile (2020, free by the government) after the 2009 project. |
Gender |
Innovation and Technology is one of key issues on APEC. APEC, Innovation and Technology Gender is a major issue on InMside-project under the Gender Criteria on APEC: InMside enhance female curriculum developer’s’ skill, capacity building and leadership for Innovation and Technology. Thus, invited participants by using APEC grants are one male and one female. It will encourage economies to employ the staffs with consideration of gender balance. We also planning to invite Yoky Matsuoka who leads STEAM education and Gender as for Keynote. The ratio of male and female of whole participants and speakers on the InMside II Seminar (training) will be maintained by asking every economy to send two persons as one female and one male respectively. On APEC funds, it is 50 : 50. On self-fund, POs will make an efforts the ratio become closer to 50:50. PO will collect sex-disaggregated data for all speakers and participants (not only the APEC funded) at the project event. This data will be requested when submitting a Completion Report to the Secretariat when project ends. The ratios on the Research and synthesis meetings are embedded into the project report at a grace as well as the ratio of the InMside II Seminar. Exceptional case is self-funded participants who participate under the allowance of host economies. Even the case, total female ratio keep 30% or more. PO is committed to collect sex-disaggregated data for all speakers and participants (and not only the APEC funded) from the project event. This data will be included as part of the submission of the Completion Report to the Secretariat when the project completes and will serve to guide future POs on their own gender parity targets. |
Work Plan |
| No | Time | Tasks | Deliverables | | 1 | December 2019 – January 2020 | Distribute the first announcement for Research Meeting (self-funds) in Japan and inform Training InMside II Seminar in Malaysia to get the participants and speakers which include their roles and assignments (Report of Curriculum and teacher training). And announce the information of schedule and venue to the contributors. Asking economy to nominate the curriculum developers by following the conditions of curriculum developers and gender issues. | First Announcement § Explanation of InMside II § Schedule of Research Meeting and Venue § Information for August InMside II Seminar | | 2 | 10-12 February 2020 HRD-EDNET at SOM1 2020 | Three days Research Meeting at February 10-12, 2020, to fix training schedule and program in Malaysia, and set the theoretical framework for curriculum developers on their recommendation of curriculum reform. Report the Research Meeting and announce the InMside II Seminar in Malaysia in August at HRD-EDNET meeting at SOM 1 in February and send the call for curriculum developers to economies. | Website for Research Meeting § Presentation files for modules § Framework PPT file for EDNET meeting | | 3 | April 2020 | APEC Project Monitoring Report based on February activity. | APEC Project Monitoring Report with Research Meeting Report | | 4 | May 2020 | Fix the list of participants for the Seminor in Malaysia and send the invitation letter with assignments. | Further (Second) Announcement for the InMside II Seminar § Schedule § Venue Assignments | | 5 | August 2020 | Venue in Malaysia, having four days InMside II Seminar to train curriculum developers: Invite economies’ curriculum developers to present the reform on Informatics and Statistics curriculum for digital society. It includes keynotes and reports from economies and Research Meeting, and plans their challenges for teacher training. | Website for InMside II Seminar § Presentation files § Reports for Assignments § Plans for trainings in economies | | 6 | September 2020 | Announce the third announcement for Synthesis Meeting in Thailand which ask assignments for teacher training. The participants of InMside II Seminar in August also asked to send the report for teacher training. | Third Announcement § Schedule § Venue Assignments for training InMside II Seminar Report | | 7 | November 2020 | At the four days Synthesis Meeting in Khon Kaen, Thailand, the recommendations to APEC economies with models for teacher trainings are produced and enlarge the curriculum developers’ network for teacher training. | Website for Synthesis Meeting § Presentation files § Reports for Assignments Synthesis Meeting Report (Draft) | | 8 | December 2020 January 2021 | Send draft of Project Report based on Synthesis meeting report send to Secretariat for review, finalization of document, endorsement of forum, and final submission. | Project Report: Recommendations Teacher training module (revised the draft of Synthesis Meeting Report) Annex 1, Research meeting report Annex 2, InMside II Seminar report | | 9 | March 2021 | Submission of the APEC Project Completion Report | APEC Project Completion Report | | 10 | June 2021 | Participation in the Long Term Evaluation of APEC Projects | | |
Risks |
Firstly, Difficulties of nominations from economies. It was related with gender conditions and mismatch the schedule. Curriculum developers usually manages their own meetings for curriculum reform in economy, and mathematics and cording responsible persons are usually male. Thus, in case, the economy cannot nominate any female at the first announcement, on the second nomination, POs seek the further recommendations and if not, only first one (male) is acceptable. Secondly, Shortage of participating economies at the InMside II Seminar to prepare the recommendation. Expected participants of the InMside II Seminar (training) do not come to the meeting because of economic status to buy the ticket. The SOM schedule was not clear and stabile at last Chile. Such matters become the reason why expected people could not participate in the InMside II Seminar. Thus, we do not have InMside II seminar at SOM 1 and set if in August. In case it is necessary, POs recommend the participants from POs side to the economy for their participations. In our experience, POs side buy tickets and re-inverse from the secretariat if it is possible for secretariat. Thirdly, the participants recommended from the economy come without preparations. In this case, POs change the schedule of presentations for providing them the time for preparations. Forthly, the InMside II symposium will set appropriate days in August and venue under the direct communication with Malaysia. Lastly, the problem of language. The curriculum is the matter of every economy and written in their language. Some curriculum specialists do not well at English. Thus, POs should ask every economy to send who can participate in the English program and write their report in English. However, POs also need to consider that they are able to work together with help of other participants. |
Monitoring and Evaluation |
Output #1 Research Meeting in Tokyo in February 2020: The number of participants in the meeting and the number of uploaded contents on the web, and Research meeting report for theoretical framework and model module. Evaluation criteria: A number of experts: minimum 7, maximum 21 A number of participating economies: minimum 7, maximum 21 Output #2 InMside II-project InMside II Seminar for Curriculum Reform in Malaysia in August: the number of participating economies and reports from economies on the web, and InMside II Seminar report. Evaluation criteria: A number of participants: minimum 18, maximum 42 A number of participating economies: minimum 12, maximum 21 A number of reports for assignments: minimum 12, maximum 21 Output #3 Synthesis Meeting in Khon Kaen (Thailand): The recommendations for curriculum development and implementation on the web, and Synthesis meeting report Evaluation criteria: A number of participants: minimum 10, maximum 21 A number of participating economies: minimum 8, maximum 21 A number of training models: minimum 6, maximum 21 *APEC standard evaluation form is used for the questioners. Project report based on Synthesis meeting report integrates all other reports at a glance. Within the 6th month after the project report, teacher training part will be monitored in the case of Thailand, Malaysia and Indonesia. Curriculum. |
Linkages |
The InMside is a consecutive three-year project from upper secondary (InMside I; 2019), to middle (InMside II; 2020) and primary school (InMside III; 2021) and invite other fora such as Women and Economy. It is recognized as a most necessary project for EDNET (2019). It is the successor of the Lesson Study (LS) project (Japan and Thailand; 2006-2018) which influenced to UNESCO and ASEAN guidebooks. In the 2018 HRDWG projects for Digital Society, “Digital Workforce Development: Leveraging Digital and Distance-Learning Technologies to Build a 21st Century Workforce through Improved Career and Technical Education (USA)” provides InMside II the necessity of curricula reforms. “Workshop on Leveraging Digital Technology to Improve Education Quality in Rural and Remote Areas (Indonesia),” “APEC e-Learning Training Program (Korea),” and “Observatory of Best Practices with ICT (Peru),” “Quality Assurance in Online Education (Australia)”, “7th APEC Conference on Cooperation in Higher Education in Asia-Pacific Region (Russia)”, and “InMside II Seminars for Basic Education Reform in APEC: Experiences from PISA and TALIS (China)” are the projects supporting ICT-application. TALIS by OECD provides InMside II the necessity of model meaningful for teacher training. These achievements for STEM and ICT education are studied at the research meeting in Japan. |
Sustainability |
Sustainability will be realized by the extension of the APEC Curriculum Developers Network from upper secondly school level (2019; InMside I, HRD 01 2018) to lower secondary school level (2020; InMside II, HRD 05 2019). It is the network to push the curriculum reform and teacher training in every economy. To ensure its extension, the following efforts are planned by the project overseers: Firstly, the InMside II project includes to share and plan the teacher training models. Secondly, the project InMside continue the year 2021 for primary levels. On this continuity, the network ensure to share the past project activities and enhance. Project impact is measured by the establishment of the Network, curriculum reform and teacher training models on every economy’s schedule. After the 2020 year project, the POs plan to submit the report to the research journal and call for the contribution to the book to share the reform directions to ensure the sustainability of the network activity. |
Project Overseers |
#2 Research Meeting (Japan) and represent all program: (PO) Masami Isoda, Prof/PhD, Director of the Center for Research on International Cooperation in Educational Development (CRICED), University of Tsukuba, 3058572, Japan. isoda@criced.tsukuba.ac.jp He was a curriculum committee member in mathematics of Japan, an advisor of ASEAN (SEAMEO) and Papur New Guinea for curriculum development, and received awards on his outstanding achievements such as the Minister of Education on the Educational Software in Japan (2005), Best book of the year on the Natural Science in Japan (2010), h.c. PhD (KKU, 2011) in Thailand, and h.c.Prof (USIL, 2014) in Peru, and he has been the project overseer on APEC lesson study project (2006-2018); (GO) Mr. Tsuruoka Taijiro , Mr., MEXT, 100-8959, Japan. t-tsuru@mext.go.jp #4 InMside-project InMside II Seminar (training) (Malaysia): (PO) Director, Curriculum Development Division, Ministry of Education, Malaysia He has been working for the Curriculum Development in the Ministry of Education and he became a head of Division. #6 Synthesis Meeting (Thailand): (PO) Maitree Inprasitha, Assoc.Prof/PhD, Vice President of Education and Director of the Institute for Research and Development in Teaching Profession for ASEAN (IRDTP), Khon Kaen University, 40002, Thailand. inprasitha_crme@kku.ac.th He is chairs of curriculum and teacher education committees in Thailand, the president of Thailand society of mathematics education, and awarded as the best teacher in Thailand (2014) and he has been the project overseer on APEC lesson study project (2006-2018); (GO) Saran Vajraphai, Mr., The Office of the Higher Education Commission, 328 Si Ayutthaya Road, Ratchathewi, Bangkok, THAILAND 10400 saran.vaj@mua.go.th. |
Cost Efficiency |
|
Drawdown Timetable |
|
Direct Labour |
|
Waivers |
|
Are there any supporting document attached? |
No
|
|
Attachments
|
|
|
|
|
|
|
|
|
|
|