|
|
|
|
* Atleast Project Title is Required.
|
Project No. |
HRD 01 2009A
|
Project Title |
21st Century Mathematics and Science Education for All in the APEC Region: Strengthening Developing Economies and Gender Equity Through Standards, Assessments and Teachers
|
Project Status |
Completed Project
|
Publication (if any) |
|
Fund Account |
APEC Support Fund
|
Sub-fund |
ASF: General Fund
|
Project Year |
2009
|
Project Session |
Not Applicable
|
APEC Funding |
128,760
|
Co-funding Amount |
145,739
|
Total Project Value |
274,499
|
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 |
Not Applicable / Other
|
Other Non-APEC Stakeholders Involved |
|
Proposing Economy(ies) |
United States
|
Co-Sponsoring Economies |
Australia; Chile; Indonesia; Japan; China; Brunei Darussalam; Hong Kong, China; Peru; Malaysia; Chinese Taipei; Thailand; Singapore
|
Expected Start Date |
01/01/2009
|
Expected Completion Date |
31/12/2010
|
Project Proponent Name 1 |
Brian Fu
|
Job Title 1 |
Program Analyst, Policy and Technical Analysis Support, Policy and Program Studies Service, Office of Planning, Evaluation and Policy Development
|
Organization 1 |
U.S. Department of Education
|
Postal Address 1 |
400 Maryland Ave., SW, Washington, DC 20202-8170
|
Telephone 1 |
202-260-1467
|
Fax 1 |
202-401-4353
|
Email 1 |
brian.fu@ed.gov
|
Project Proponent Name 2 |
Akihiko Takahashi, Ph.D.
|
Job Title 2 |
Not Applicable
|
Organization 2 |
Not Applicable
|
Postal Address 2 |
Not Applicable
|
Telephone 2 |
Not Applicable
|
Fax 2 |
Not Applicable
|
Email 2 |
atakahas@depaul.edu
|
Declaration |
Not Applicable
|
Project Summary |
No longer is math and science only for mathematicians and scientists and engineers. In an ICT data-driven world in which data analyses are essential skills across a wide range of jobs, math and science is at the core of developing 21st Century skills. Math and Science continues to be a proposed priority of the APEC Education Ministers at the 2008 Ministerial, as it was at the 2004 Ministerial. Because some APEC industrialized members are among the world performance leaders in math and science, sharing effective practices from the world’s best performers can benefit the entire APEC region, especially developing economies.
In particular, many developing economies perform lower on international math and science assessments and would greatly benefit from these effective practices. For example on the international PISA assessment for 15 year-olds, the international average rank was 21, but the four developing APEC economies that participated in the OECD-PISA all ranked below the OECD-PISA international average ;
· International average(median) rank = 21
· Russian Federation rank = 31
· Thailand rank = 36
· Mexico rank = 37
· Indonesia = 40
By contrast, OECD-APEC economies such as Korea, Japan, and Hong Kong score in the top ten on OECD-PISA performance. Thus, through this project the developing economies will strengthen their math and science programs by learning best practices from the APEC high performing economies.
This mathematics and science project will also focus on the unfortunate pattern in many economies of girls not engaging and/or achieving in math and science fields at the same rate as boys. Recent research suggests that girl’s educational attainment can greatly help developing economies grow and develop.[1] The Women Leaders Network (which took place in Peru in May of 2008) recommended that the Human Resources Development Working Group "Develop an action plan to advance and promote: the education of women and girls in math and science; and enterprise skills, beginning at school level." The Women Leaders Network (which took place in Peru in May of 2008) recommended that the Human Resources Development Working Group "Develop an action plan to advance and promote: the education of women and girls in math and science; and enterprise skills, beginning at school level."
This three-year math/science project has an emphasis on strengthening math/science overall, but especially by improving math/science in developing economies and strengthening gender equity in math and science through :
· An online database of member math and science standards (what students should know); assessments (how to measure what students actually know) with annual updates built into the project, along with teacher training and professional development to deliver instruction to meet standards and rigorous assessments. Standards and assessments of non-English speaking high performers will be translated into English. Both compilations will focus on (1) transferring knowledge from APEC high performers in math-science to developing APEC economies and (2) addressing gender issues in standards and assessment and teacher instruction.
· A Conference on 21st Century Mathematics and Science Education for All in the APEC Region: Strengthening Developing Economies and Gender Equity Through Standards, Assessments, and Teachers
This conference will focus on transferring math/science knowledge from high math/science performers to the developing lower math/science performers and will have an entire strand on gender equity, in addition to considering the topic in a crosscutting manner. Conference topics include: 1.Identification of a common core of topics across math and science standards; 2. Mathematics and science standards’ impact on teacher development and training; 3. The use of online math and science assessments and designing math/science assessments to measure 21st Century problem-solving skills; 4. The transferability of best practices in math and science from high performers to developing lower performers. 5. Gender equity promising practices; 6. A cross cutting topic affecting standards and coursetaking would be comparing the comparative advantages of parallel, sequential and integrated approaches to design of math/science standards. 7. Recommendations to APEC for next steps in Math and Science Instruction, standards and Assessments.
· The online APEC Knowledge-Bank (KB) Wiki will house the standards, assessments, and teacher development/training information, and the impact on gender in these areas. The Wiki will allow for members to upload comparative studies of standards, assessments, and teachers to comment on Wiki project content, and will connect with other APEC math and science topics. Specifically, members from developing economies will learn from and be able to query members from high performing economies and all members can work collaboratively to address issues of gender equity.
· An APEC-wide Practice Guide on Encouraging Girls in Mathematics and Science to be hosted on apec.org and the online APEC Knowledge-Bank (KB) Wiki.
· A network of universities in the APEC region to support through research-based and applied activities the math-science priority area endorsed by Ministers at the 4th APEC Education Ministerial Meeting in Lima, Peru. This network will have a special focus on the issues of mathematics and science in developing economies and on gender equity.
|
Relevance |
This project responds to the 3rd APEC Education Ministers Meeting statement from Chile, which identified Math and Science as a priority area in 2004. The 2008 Ministerial Meeting in Peru continued the emphasis on Math and Science as a priority area that is essential in the APEC Ministers’ goal of preparing workers with 21st century skills—and concern for gender equity issues, stating:
“We recognize the need for our education systems to make special efforts to ensure equity and social inclusion. All students should be able to develop 21st Century competencies and skills, overcoming the varied disadvantages that can otherwise lead to lifelong underperformance. This principle should be a priority for all activities”
Facility with mathematics and science is key to success in a global economy driven by technological development and the use of information and data. Proficiency in mathematics and science are becoming prerequisites for success in any industry and is becoming essential to developing economies growth and competitiveness. However, international comparison studies have found achievement gaps between developing and developed economies as well as significantly different levels of achievement and practice in math and science education between the East and West.
In general, the Asian educational systems seem to excel in producing students with a strong grasp of mathematics and science content knowledge and include some of the highest scoring economies on the Third International Mathematics and Science Study (TIMSS). The Western systems have other strengths; they are successful in helping students develop problem-solving skills and the ability to apply knowledge to real life situations to build 21st Century competencies. Indeed, many Western economies are among the most scientifically innovative in terms of such indicators as new scientific patents and Nobel prizes. The pressing issue is how to combine the best of both systems (see Figure below).
The mathematics and science subgroup convened at the Xi’an Symposium suggested projects that will facilitate the inclusion of 21st Century skills into mathematics and science standards, assessments, policy, and teacher development.
Many developing economies that perform lower on international math and science assessments can greatly benefit from these effective practices. For example on the international PISA assessment for 15 year-olds, the international average rank was 21, but the four developing APEC economies that participated in PISA all ranked below the PISA international average;
· International average (median) rank = 21
· Russian Federation rank = 31
· Thailand rank = 36
· Mexico rank = 37
· Indonesia rank = 40
By contrast, APEC economies such as Korea, Japan, and Hong Kong score near the top in PISA performance and through this project the developing economies will strengthen their math and science programs by learning best practices from the APEC high-performing economies.
Additionally, at the meeting of the APEC Women Leaders Network (WLN), convened in Arequipa, Peru, in May of 2008, participants offered a series of recommendations to APEC Economic Leaders and Ministers to increase the economic opportunities of women. One specific recommendation stated: “Improve collection and analysis of sex-disaggregated data on trade and entrepreneurship and continue to commission research and case studies to monitor these outcomes.” This project does just that in the specific fields of careers in math and science. The WLN also recommended that the Human Resources Development Working Group “Develop an action plan to advance and promote: the education of women and girls in math and science; and enterprise skills, beginning at school level.”
|
Objectives |
All activities proposed in this project will be concerned with transferring practices from high-math/science performing economies to lower performing developing economies and on gender equity. These include:
A. Compile and translate the mathematics and science standards and assessments from the top performing members on international assessments into English and facilitate the transfer of these effective practices to developing economies. Disseminate collected standards, assessments, and analyses on the APEC Knowledge-bank Wiki and facilitate ongoing analysis through the wiki process of collaboration, allowing direct interaction between high performing and developing economies.
B. Hold a conference on 21st Century Mathematics and Science Education for All in the APEC Region: Standards, Assessment, and Teachers A working draft of the conference agenda is attached. Special attention will be given to helping developing economies adopt best practices in standards, assessments, and teachers and achieving gender equity in math/science.
C. Develop an APEC-wide Practice Guide on Encouraging Girls in Mathematics and Science to be hosted on apec.org and the online APEC Knowledge-Bank (KB) Wiki.
D. Develop an official network of universities in the APEC region to support the math-science priority area endorsed by Ministers at the 4th APEC Education Ministerial Meeting in Lima, Peru through research-based and applied activities. The University network will specifically address strategies for developing economies to adopt high-quality standards, assessments, and teachers along with addressing gender-equity in math and science.
|
Alignment |
|
TILF/ASF Justification |
|
Beneficiaries and Outputs |
The intended beneficiaries of this project are ministers, policymakers, educators, and researchers (especially in developing economies) to inform policy and practice in standards, assessments, and teachers as well as how they affect issues of gender equity. Ministries and policymakers in developing economies will be able to compare their mathematics and science policies with respect to those of other economies, including high international performers. Educators and researchers will learn what works in the practical application of standards and assessment and in encouraging girls participation in mathematics and science. The project will be particularly beneficial to developing economies, since it will enable their Ministries to have access to the sound information on standards, assessments, and teachers in mathematics and science from high performing economies as well as information on how to address the obstacles that prevent women and girls from learning the mathematics and science needed to participate in the 21st Century global Economy.
The ultimate beneficiaries of this project will be APEC math and science students in developing economies especially girls. Reforms influenced by sound research and analyses will lead to more effective and relevant math and science standards and assessments for student learning.
-----------------------------
· An online inventory of mathematics and science standards will enable Ministries, policymakers, and researchers to compare their standards with those of high-performing economies on international assessments. Information on how the standards affect instruction with an emphasis on teacher development/training provides ministries with key implementation strategies.In addition, any issues affecting difference in achievement between boys and girls will be recognized.
· An online inventory of assessment items by difficulty level that will enable assessment developers and educators to develop challenging assessments equal to the performance of world-class economies in math and science.
· The mathematics and science conference will enable mathematics and science experts from developing economies to interact face to face with those from high performing economies to better identify common challenges and understand the reasoning behind changes in standards and assessments for all students to learn 21st century skills in math and science. Conference attendees will also have an opportunity learn about gender equity in math and science. The draft conference agenda is attached.
Specifically, the Conference will be on 21st Century Mathematics and Science Education for All in the APEC Region: Strengthening Developing Economies and Gender Equity Through Standards, Assessments, and Teachers. This conference will focus on transferring math/science knowledge from high math/science performers to the developing lower math/science performers and will have an entire strand on gender equity in addition to considering the topic in a cross-cutting manner. Conference topics include: 1.Identification of a common core of topics across math and science standards; 2. Mathematics and science standards’ impact on teacher development and training; 3. The use of online math and science assessments and designing math/science assessments to measure 21st Century problem-solving skills; 4. The transferability of best practices in math and science from high performers to developing lower performers5. Gender equity promising practices; 6. A cross cutting topic affecting standards and coursetaking would be comparing the comparative advantages of parallel, sequential and integrated approaches to design of math/science standards. 7. Recommendations to APEC for next steps in Math and Science Instruction, standards and Assessments. (A working draft of the agenda is attached.)
· A network of research universities in the APEC region will support the math-science priority area through scientific analyses and applied activities, such as teacher training, with special expertise in this university network on math/science in developing Economies and gender equity.
· The online Wiki clearinghouse will provide a dynamic way to maintain a dialog among Ministries, policymakers and researchers in the mathematics and science field including a special focus gender concerns and to allow direct interactions between math/science experts in high performing economies and developing economies.
· Sex-disaggregated data and evidenced-based syntheses of research into girls learning mathematics and science will provide education policymakers and practitioners with practical advice, statistics, and incentives to strengthen the participation and learning of girls in mathematics and science. Wherever possible, this project will work with economies and the private sector in economies to identify the number of women in career fields in mathematics and science areas, to greater demonstrate the need for more gender equity in those areas.
The Practice Guide posted on the HRDWG Wiki, online Knowledge Bank, and apec.org will provide a robust and interactive collection of research for Ministries, policymakers and researchers in the mathematics and science field focusing on developing Economies educational issues and gender concerns.
------------------------------
· A coalition of government officials, private sector think tank staff, and university researchers from several Economies are planning this project and will implement it, as well.
· APEC Ministries will be asked to include a broadly represented set of members of an Economy team that are likely to comprise government officials, representatives from teacher organizations, educators, researchers, and members of the private sector all of whom are affected by the themes of this project. Waivers from normal APEC financial rules is sought to allow government officials from travel eligible economies to participate with APEC funding assistance including advance payment of airfare and per diems, if needed.
· Travel Eligible Economies will be reimbursed for two conference attendees: a gender expert as well as a math and science education expert.
· Private sector leaders will be represented at the conference to highlight employer needs for employees’ math and science skills.
· A network of research universities in the APEC region that will benefit from the information they generate and share among one another will be involved in all aspects of the project. The university network will be encouraged to transfer best practices in math and science from high performing economies to developing economies. The project overseer will also encourage other organizations as proponents of math and science education to participate.
· Many of the parties involved in planning and implementing this project come from a formal evaluation background and will include a rigorous evaluation to be both formative (on-going throughout the project) and summative (a final review of the project’s effects).
|
Dissemination |
The project manager will work with the APEC Secretariat on a publications and outreach plan to make this project exemplary in its dissemination activities. Specifically, dissemination will be real and virtual. The real component will be the attendees at the math/science conference for 21st Century skills. The virtual component will make the results available through the APEC Knowledge Bank and the dynamic Knowledge Bank Wiki. Information about the posting on the Websites and the Knowledge Bank of Policy and Practice will be publicized. Publicity for the findings will be generated via linking to other websites and press releases to Economy trade papers. The new Knowledge Bank Wiki online collaboration space will be used to generate further content-development and activity. Wiki collaboration ensures sustainability by providing a collaborative space that can be continually updated after the official completion of the project. The copyright of any content produced on the Wiki after the end of the project will be managed by a Creative Commons license. The network of universities supporting the math-science priority will be a major stimulant to the on-line community working on the wiki. The PO has already begun dialogue with Sharudin Othman, Web Manager of the APEC Secretariat to improve the wiki and make it compatible with APEC standards. The APEC Web manager has already sent comments to improve the look and feel of the APEC Wiki to be compatible with APEC standards. The PO will work in coordination with the Web manager to implement these comments. In addition, Wiki contributors will be limited to nominated experts, per discussions with the APEC Secretariat.
In addition, their access to scholarly meetings will ensure that reports and presentations will be made at relevant international math and science meetings. The project manager will also reach out to math and science teacher organizations to contribute to and further disseminate project products. These organizations include the National Council of Teachers of Mathematics and the National Science Teacher Association in the United States and their counterparts in other economies.
|
Gender |
Participants may have an opportunity to learn how to address the obstacles that prevent women and girls from enrolling and succeeding in math and science courses by listening to presentations that include gender equity concerns, as well as a full strand of gender equity case studies and promising practices in math during the proposed conference, 21st Century Mathematics and Science Education for All in the APEC Region: Strengthening Developing Economies and Gender Equity Through Standards, Assessments, and Teachers
------------------------
· The Math and science theme is fundamental to the 21st Century Skills that are critical for all students and workers to find employment in the global economy, including women and girls. Mathematics and science instruction, standards and assessments are key to ensuring the success of all students including women and girls. The study on standards helps economies to ensure that boys and girls will be held to the same rigorous standards. The study on assessments helps economies to ensure equity in education across gender by providing a clear way to measure and account for this equity.
· The conference will explicitly examine gender equity concerns in math and science. For example, are there steps taken to ensure that assessment questions include topics that are of interest to girls as well as boys? Statistics will be gathered on the relative participation of girls and boys in the taking of basic and advanced mathematics and science courses across Economies. The conference will include findings from research on results that demonstrate how to encourage girls to fully participate in math and science. Educating and training both genders in math and science is fundamental to the success of the APEC region and of every member Economy. Research syntheses undertaken through this project will pay special attention to the teaching of girls, especially the integration of content with higher order thinking skills and their need for economic self-sufficiency. Data will be disaggregated by race/ethnicity, poverty level, and gender.
|
Work Plan |
The methodological tasks carried out will disaggregate the data by gender and gender issues, wherever feasible. A risk here is that the gender equity frame of the work might be under-emphasized. These include:
1. Data collections from APEC Member economies will enable economies to submit their official standards and assessments electronically for entry into the HRD Knowledge Bank and discussion at the Conference. The primary risk has to do with the decentralized nature of many education systems in APEC. These systems will not have a single set of standards or assessments. The PO will work with individual economies to find a unique solution for each situation.
2. Comparative Analyses will employ accepted frameworks from which to show the similarities and differences among standards and assessments in APEC economies. For example, the standards framework will look at features of grade bands, topic coverage, topic sequencing, and content aligned with 21st Century competencies. We will also solicit case studies of standards implementation through teacher development/training. The gender-equity comparisons will be based on a research-driven framework to compare gender-equity practices in math/science across different APEC economies. The primary risk is the difficulty in making direct comparisons on data elements due to differences in the way economies define and use complex mathematical terms. Challenges arise when different economies use the same terms to describe different things or when different terms describe the same things. This will be managed by creating a clear glossary to guide experts and researchers in the collection and analysis of standards and assessments.
3. Research experts from a network of universities in the APEC region will undertake analytic activities to support the math-science priority area. Risks include the decentralized nature of using a network of universities and keeping their activities aligned. This will be managed by providing constant leadership and guidance from the US Department of Education project lead through management and communication with online technology.
4. At the conference, experts will share their best ideas from the APEC region on developing standards and assessments to prepare all students with the math and science skills for the 21st Century. The primary risk will be in defining best ideas and practices. This will be managed by providing clear guidance on what constitutes good evidence of an effective practice.
5. The online wiki technology will allow members to easily update standards and assessments. Risks include researchers not knowing how to use wiki technology. This will be managed by providing a brief session demonstrating how easy it is and continuous support in using advanced features.
6. Experts will be invited to share case studies of the current situation of participation by girls and women in math and science classes and fields of study/work as well as the research from their academic communities related to these findings.
Conference findings and case study information on best practices in math/science standards, assessments and teachers with a special focus on developing members and gender equity will be synthesized into one APEC Practice Guide. This Guide complies with the APEC publications guidelines. The Practice Guide and accompanying resources will be linked from the Doing What Works website and added to the APEC website, APEC Wiki, site and Knowledge Bank website. Risks include the difficulty in collaborating to create a practice guide that can be applied in all APEC economies due to differences in each economy. For example, cultural differences as well as differences between developed and developing economies present differing challenges in creating gender equity in educational attainment. The PO will manage this by ensuring that as many experts from as many different economies possible can contribute and collaborate.
-----------------------------
All member economies will be asked and urged to participate. Special efforts will be made to obtain participation of developing economies and economies with gender equity concerns in math and science.
|
Risks |
|
Monitoring and Evaluation |
A. Compile Standards and Assessments for dissemination/collaboration on the
wiki especially to Economically Developing Economies:
Standards:
· Current Status: A pilot Wiki has prepared an initial collection of mathematics and science standards for the Xi’an symposium that included translations of standards from high-performing economies on international assessments and the collection of standards currently available from all English-speaking economies.
· End-of-Project Target: Update annually the current set of math and science standard from APEC members by annually contacting economies for revisions. Create a robust online math and science Wiki clearinghouse that houses the above information of APEC member mathematics and science standards and effective practices for encouraging girls to learn mathematics and science along with key international articles policies and practices. The Wiki approach will allow for continual updating as members produce new studies, standards, and assessments and facilitate the transfer of best practices from high-performing economies to developing economies.
Assessments:
· Current Status: A sample of US, New Zealand, and Japanese mathematics assessment items by difficulty level are currently available. These were collected for the Xi’an symposium where members rated the additional collection of assessment items a high priority.
· End-of-Project Target: Collect from all APEC members and translate into English a set of sample mathematics and science questions by difficulty level (e.g., hard questions that only 20 percent of students answer correctly). Non-English-speaking members will receive project funding for translating the sample questions into English. Economies will be asked to submit percent correct for each item collected. Assessments will be examined for gender neutrality and whether wording and contexts is appropriate for developing economies.
B. Conference on APEC 21st Century Mathematics and Science Education for All
· Current Status: A preliminary analysis of the similarity and differences between 9 economies’ math and science standards was presented at the APEC Education Symposium in Xi’an.
· End-of-Project Target: The conference, which includes an explicit emphasis on gender equity implications, will focus on: 1.Identification of a common core of topics across math and science standards; 2. Mathematics and science standards’ impact on teacher development and training; 3. The use of online math and science assessments and designing math/science assessments to measure 21st Century problem-solving skills; 4. The transferability of best practices in math and science from high performers to developing lower performers. 5. Gender equity promising practices; 6. A cross cutting topic affecting standards and coursetaking would be comparing the comparative advantages of parallel, sequential and integrated approaches to design of math/science standards. 7. Recommendations to APEC for next steps in Math and Science Instruction, standards and Assessments.
C. Develop an official network of universities in the APEC region to support the math-science priority area endorsed by Ministers at the 4th APEC Education Ministerial Meeting in Lima, Peru through research-based and applied activities that will focus on transferring best practices from industrialized to developing economies.
· Current Status: the US recently helped host a meeting of universities from the APEC region on October 27, 2008 to discuss possible collaboration in math and science education.
· End of Project Target: develop collaborative APEC project activities for an official network of universities in the APEC to support mathematics and science education.
D. Development of APEC Practice Guide on Gender Equity in Math and Science and Sharing of Research Findings and Recommendations
· Current Status: The U.S. has completed a U.S.-focused Practice Guide that could serve as the model for the APEC Practice Guide. In addition, this U.S.-focused Guide is being shared and explained in various multi-media formats through the U.S. Department of Education-run website called Doing What Works and through the Wiki Online Knowledge Bank.
· End-of-Project Target: Complete an APEC Economy-focused Practice Guide
summarizing effective practices for encouraging girls to learn mathematics and science along with key international articles policies and practices. This material will then be posted on the APEC Wiki and Online Knowledge Bank to be available for educators in all economies. The Wiki approach will allow for continual updating as members produce new studies or change standards and assessments.
|
Linkages |
· The Gender Focal Point Network (GFN) . GFN promotes issues that support gender equality where relevant to the APEC process. To achieve full and equal participation of women and men the GFPN provides policy advice on gender issues to APEC fora. GFN has a special interest in mathematics and science education because these are fields in which there are longstanding gender issues. The GFN will be asked to review and send participants to the math and science conference, as well as provide a luncheon speaker on the issue of mathematics and girls.
· The Women Leaders Network. As discussed above, the WLN has recently issued a number of recommendations to the HRDWG and this project is explicitly designed to address their math and science concerns. Explicit and continued coordination with the WLN will continue to inform and improve this project and ultimately its impact on the women and girls in APEC Economies.
· The Industrial Science and Technology (IST) Working Group objective includes “human resource capacity building” in science and technology. The HRD WG will discuss ways to coordinate math and science education activities with IST WG
------------------------
APEC is the appropriate institution to fund this project because:
· APEC economies include some of the highest performers in the world in math and science and the APEC developing economies will benefit from the transfer of their sound practices
· APEC has an explicit concern for gender equity issues in the region.
· Math and science are key skills to develop for APEC economies to be economically competitive.
· The project emphasizes a regional strategy and builds a core of regional knowledge, especially through the assistance of a network of research universities in the APEC region.
· The analysis and papers resulting from this project will help economies strengthen their math and science programs through benchmarking against the standards and assessments of high performers with strategies on how to implement standards through teacher development/training. The findings and the resulting plan will reside on the APEC HRDWG Knowledge Bank and website as well as the Knowledge Bank Wiki
· This work should inform efforts to develop the next generation of APEC leaders.
|
Sustainability |
|
Project Overseers |
|
Cost Efficiency |
|
Drawdown Timetable |
|
Direct Labour |
|
Waivers |
No request for a waiver is being made. (Waivers from normal APEC financial rules is sought to allow government officials from travel eligible economies to participate with APEC funding assistance)
|
Are there any supporting document attached? |
No
|
|
Attachments
|
|
|
|
|
|
|
|
|
|
|