2023-2024 International Exchange Programme forPrimary and Secondary School Teachers
Programme Report안녕하세요

文部科学省委託

令和５年度

新時代の教育のための国際協働プログラム

2023-2024 International Coordination Programme for
Education in a New Age entrusted by the Ministry of
Education, Culture, Sports, Science and Technology-Japan (MEXT)Introduction
TableofContents

The Asia-Pacific Cultural Centre for UNESCO (ACCU) promotes regional cooperation and exchange in the fields
of culture and education in line with the basic principles of UNESCO, through cooperating closely with thepeople of Asian-Pacific region in order to contribute to the realisation of a peaceful and sustainable society inwhich cultural diversity is duly respected.

1

Introduction

3

Diversity of participants in 2023-2024 (region and school type)
Programme Overview and Achievement

ACCU launched its international educational exchange programme for teachers in 2001 to promote mutual
understanding and friendship among Asian-Pacific countries. Continuing successfully for over twenty years
uninterrupted, this programme was first implemented by UNESCO and the United Nations University (UNU)
before being taken over by the Ministry of Education, Culture, Sports, Science and Technology of Japan (MEXT)
in FY2018. Currently, Japan’s partner countries in this programme are Korea since 2001, China since 2002,
Thailand since 2015, and India since 2016 — having expanded from East Asia to Southeast and South Asia.
Since the programme's inception up to 2024, more than 4,400 teachers from those four countries as well as
more than 1,200 teachers from Japan have contributed significantly to the promotion of mutual understanding
and friendship among these countries in the field of education.
After conducting the programme mainly online from the latter half of FY2019 to prevent the further spread of
COVID-19 while keeping promoting international exchange, in FY2023 we brought back face-to-face exchanges fully for the first time in almost four years. As this was the first in-person exchange since the COVID outbreakand our circumstances had changed meanwhile in various aspects, we planned and managed the programme
in close cooperation with related organisations both in Japan and the other countries. In bringing back faceto-face interaction, we focused on deepening the exchange between overseas and Japanese teachers throughdialogue, with the help of various activities including visits to educational institutions and cultural facilities, exchanges with teachers and students, and home visits, while also setting a specific topic, such as “Cooperation
between School and Local Community”, for each subprogramme to enhance communication. On top of that, we
also used the method of online exchange that we had developed over three years, and in this way made strong
efforts to renew and further improve our programme.
After three years of not being able to travel abroad, in FY2023 we realised once again the importance of faceto-face interaction using the five senses and sharing the atmosphere of the place. At the same time, 2023 wasalso a year for us to test a new format of exchange by integrating online interactions that were not featured
often before the pandemic. Despite the challenges we may face in the future due to social changes expected invarious fields, we will continue to work with our counterparts in other countries and diverse teachers in Japanand abroad to create more desirable opportunities for international exchange.
Finally, we would like to express our sincere gratitude to all those involved for their generous support andcooperation in carrying out this programme.

6

Chapter 1. Japan-Korea Exchange

71-1. Korea-Japan Teachers’ Dialogue
2023 Invitation Programme for Japanese Teachers10

1-2. Invitation Programme for Teachers from the Republic of Korea

14

Chapter 2. Japan-China Exchange

152-1. Invitation Programme for Teachers from the People’s Republic of China

18

Chapter 3. Japan-Thailand Exchange

193-1. Invitation Programme for Primary and Secondary School Teachers from Japan22

3-2. Invitation Programme for Teachers from Thailand

26

Chapter 4. Japan-India Exchange

27

4-1. Invitation Programme for Teachers from India

30

Summary
Overview of This Year’s Programme

31

Appendix
Photos of this year’s programme

33

2023–2024 Invitation Programme Co-operating institutions and Co-operators, etc.
List of Related Organisations
Programme Organiser

March 2024
Asia-Pacific Cultural Centre for UNESCO (ACCU)

2

Diversity of participants in 2023-2024 (region and school type):

Incheon 2

ACCU places importance on providing opportunities of international ex-

77 overseas teachers participated in the invitation programme, and 30

change to be benefitted by all, by not limiting the demographics of the par-Japanese teachers participated in the invitation programme exchanges. The

ticipants and making sure those from rural areas are able to access themaps and graphs on this page show the diversity of the regions and school

programmes as well.

types of the teachers who participated in the programmes from the four

This year, 33 Japanese teachers participated in the dispatch programme,

exchange countries (Korea, China, Thailand, and India) and Japan.

Gyeonggi-do 7
Sejong 1

Daejeon 1

Gyeongsangnam-do 4

List of participants by region ※There are multiple participants who participated in more than two programmes.

Jeju-do 1

Seoul 7

Gangwon-do 2
Chungcheongbuk-do 1
Daegu 2
Busan 2Beijin 2

Hokkaido1
Miyagi
3

Hebei ⓾
Niigata3

Okayama1
Fukuoka
Oita
1
14
1

18

77

Miyazaki
16 2

Teachers from
Okinawa overseas

2

1High school

Integrated junior andsenior high school

School for special
needs education

Others

20

5

4

0

12

0

2

7

China

7

8

0

2

0

0

6

Thailand

2

0

0

8

0

0

2

Uttarakhand 1

Thailand

5

1

0

4

1

1

0

India

New Delhi 1

0

4

0

5

0

0

3

India

1

3

0

5

2

0

1

Rajasthan 1

Total

20

20

0

36

3

3

19

Korea

9

6

1

7

1

1

2

Thailand

2

2

0

2

0

0

0

Total

11

8

1

9

1

1

2

(Korean teachers)

13

32
18

(Chinese teachers)

29
13
1

32

1 typeExcluding teachers whose school
remains unknown(Thai teachers)(Japanese teachers)(Indian teachers)(Japanese teachers)

140

Dispatch Programme

TOTAL
Japan

■
4 Elementary school■
5 Junior22high school 32■ Compulsory education school■ High school■ Integrated junior and senior high
TOTAL
school■ School for special needs29
education
47■ Others

Suphan Buri 1

Compulsory
education school

Teachers from
Japan
Invitation Programme

4

1

22

Phrae 1

Korea

18

13

63
140
Teachers from

4

Kanagawa 2

Shizuoka 1

Tak 1

63

16

2

5

Aichi
7

Chiba
7

16

1

20
47

4

Junior high school

5

1

5 22

Saitama

Tokyo 14

14
18

Teachers
Teachers fromfromoverseasJapan

20

Nagano1

Elementary school

4

27

3

Teachers fromoverseas

2

Osaka
3

Gifu
1

Hainan ⓫lbaraki
4

27

77
63

5

77

Shiga
1

2

18
5

4

5

14

18

27

2

2

Hyogo

Gumma
1

(Japanese teachers)(Japanese teachers)

Sakon Nakhon 1
Nakhon Ratchasima 1

Chonburi 1

Bangkok 2

Phuket 1

Prachuap Khiri-Khan 1

Yala 1

Gujarat 4

Narathiwat 1
Uttar Pradesh 2
Asam 1
Jharkhand 2

4

Programme Overview
In line with UNESCO’s principles, the Asia-Pacific Cultural Centre forAge” entrusted by the Ministry of Education, Culture, Sports, Science and

UNESCO (ACCU), working closely with the people of the Asia-Pacific region,

Technology of Japan (MEXT).

promotes regional cooperation and exchange in the fields of culture andThis exchange programme aims to vitalise international exchange activi-

education in order to contribute to the promotion of mutual understandingties and promote international understanding in the field of education by

and the realisation of a sustainable society.

creating a learning environment based on international dialogue between

Since 2001, ACCU has been implementing international exchange pro-teachers. It offers opportunities for teachers to have exchanges with eachgrammes for teachers as they have a great influence on the children

other so that they deepen their understanding of different educational sys-in whose hands the future lies. In 2023, the “International Exchangetems, educational practices, and cultures. This would encourage them to

Programme for Primary and Secondary School Teachers” was conducted astransform themselves, and contribute eventually to the achievement of apart of the “International Coordination Programme for Education in a New

peaceful and sustainable society where cultural diversity is duly respected.

Achievements

Korea

China

Thailand

India

Total

Number of participants in dispatch programmes (Number of Japanese teachers who participated in the programme to visit other countries)
~2021

751

~2021

403

~2021

17

~2021

N/A

~2021

1,171

2022

17

2022

N/A

2022

15

2022

N/A

2022

32

2023

27

2023

N/A

2023

6

2023

N/A

2023

33

Total 795

Total 403

Total 38

N/A

Total 1,236

Number of participants in exchange meetings (Number of Japanese teachers who participated in exchange meetings with overseas teachers organised by ACCU)
~2021

8

~2021

12

~2021

72

~2021

86

~2021

178

2022

N/A

2022

16

2022

10

2022

15

2022

41

2023

6

2023

N/A

2023

12

2023

12

2023

30

Total 14

Total 28

Total 94

Total 113

Total 249

Number of host institutions in Japan (Number of educational institutions which hosted the visits of overseas teachers)
~2021

466

~2021

408

~2021

30

~2021

24

~2021

928

2022

2

2022

2

2022

5

2022

2

2022

11

2023

5

2023

4

2023

3

2023

3

2023

15

Total 473

Total 414

Total 38

Total 29

Total 954

Number of participants in invitation programmes (Number of overseas teachers who participated in programmes to visit Japan)
~2021

2,287

~2021

1,757

~2021

106

~2021

86

~2021

4,236

2022

49

2022

25

2022

15

2022

15

2022

104

2023

30

2023

23

2023

12

2023

12

2023

77

Total 2,366

5

Total 1,805

Total 133

Total 113

Total 4,417

Chapter 1

Japan-Korea
Exchange2023 Invitation Programme for Japanese Teachers
Korea-Japan Teachers’ Dialogue

Qualifications of Participants

Name

Each participant should be:1) A primary, secondary, or special-needs education school teacher, school
administrator, or education official in Japan
2) Highly motivated and willing to exchange his/her teaching experiences

Background
With regard to international exchange programmes between Japan andthe Republic of Korea, the “Invitation Programme for Teachers from Korea”
has been implemented since 2001 with the cooperation of the Ministryof Education, Culture, Sports, Science and Technology (MEXT), and a programme to dispatch Japanese teachers to the Republic of Korea has been
implemented since 2003 with the cooperation of MEXT and United Nations
University.
These programmes have been highly evaluated by the Korean government, and since 2005, the Korean National Commission for UNESCO (KNCU)
has been implementing the “Invitation Programme for Teachers from Japan”
as part of the “UNESCO Japan-Korea Teachers’ Dialogue Programme” withthe cooperation of the Ministry of Education of the Republic of Korea.
Through these programmes, a total of more than 3,000 Japanese andand to participate in international exchange throughout the programme

Schedule and Activities
Date
8th
July
(Sat)
15th
July
(Sat)
16th
July
(Sun)

Venuesfor the first time in four years, a hybrid programme was implemented, com-Japan

OnlineJapan

Haneda

Korea
Day 1

Haneda,Seoul

This year’s programme was implemented at the invitation of the Korean
National Commission for UNESCO (KNCU) as part of the “Internationalby the Ministry of Education, Culture, Sports, Science and Technology.

Objectives
1) To explore good practices in the field of ESD and GCED in schools (including ASPnet schools) and communities
2) To strengthen network-building among teachers in the Republic of Korea
and Japan
3) To contribute to the culture of peace in East Asia

Programme Activities
1) Learning about contemporary educational policies and issues in the
Republic of Korea
2) Exploring how ESD and GCED are used in schools (including ASPnet
schools) and local communities for creating community sustainability3) Observing classroom activities and communication between Koreanteachers and students by visiting ASPnet schools4) Identifying Korean cultural features through visits to cultural heritage sites
and Korean homes4) Actively involved in ASPnet activities, or in promoting Education for

17th
July
(Mon)

Korea
Day 2

18th
July
(Tue)
19th
July
(Wed)

Korea
Day 3

Seoul

Korea Gyeonggi-do
Day 4(Paju)

Pre-departure orientation• Arrival in Seoul

Interpreter

21
July
(Fri)
26th
August(Sat)
24th
January
(Sat)
2024
st

Japanese-Korean interpretation was provided throughout the official schedule.

Onlineteachers• UNESCO World Heritage Site Tour• Welcome dinner• School visit 1• Group programme review meeting• Home visit• School visit 2• Field visit

Reflection on the programme

Sharing of post-programme practices

Number of Participants
There will be a total of 30 participants, including ACCU and MEXT staff
members.

YANAI Eri

Ministry of Education, Culture, Sports,
Science and Technology (MEXT)-

29

ITO Tae

Asia-Pacific Cultural Centre for UNESCO (ACCU)-

30 SUGITO Takuma Asia-Pacific Cultural Centre for UNESCO (ACCU)-

Bringing back face to face interaction after almost four years, this year’s

Nameon the second day, the participants received a grand welcome at the recepSchool/Organization

1 IWATA Tomofumi Aichi Konan Kochinominami Elementary School

School Type/
Teaching subject

tion dinner in the evening. The dinner had a warm atmosphere as Japanese

Science

On the third day, the participants visited a primary school in Seoul, where

KORI Morihiko

Kobe City Compulsory Education School
Hata Gakuen

Science

3 YONEYAMA Chisato

Saitama Prefectural Urawa Girls’ Upper
Secondary School

Japanese
Literature

4

KAMO Atsushi

Tome Municipal Kagano Elementary School

Science5KONO Daiki

Oita Prefectural Oita-uenogaoka SeniorHigh School2

and Korean participants sang traditional songs from their respective countries.
the Japanese teachers gave a lesson to the children on traditional Japanesegames and held discussions with the Korean teachers to deepen mutual
understanding. Subsequently, the participants visited a Korean home as ahome visit, which was an opportunity to learn about the daily life, culture andcustoms of Korea. On the fourth day, they spent the morning observing a

World History

rare ecosystem in the demilitarised zone (DMZ) and the afternoon at a high

6 SHIMADA Takuya Chiba Prefectural Matsudo Kokusai High School

Englishschool in Gyeonggi Province, where they actively interacted with teachers and7 KOTOJI Fumikazu Yasu Municipal Chuzu Elementary School

All subjects

students. On the fifth and final day, after visiting the UNESCO Geopark, the

8 NEGISHI Kazunari Kami Agricultural High School

Japanese9

FUJII Mika

Joetsu City Higashihoncho Elementary
School (Joetsu University of Education,
Graduate School of Teaching and Learning)

10

OGAWA Akira

Kitakyushu Municipal Moji J.H.S.
Kusagawa Elementary School in Kadogawa
town, Miyazaki Prefecture

All subjects
Social studies

participants again went to the DMZ to deepen their thoughts on peace. At
the debriefing session in the evening, the Japanese teachers presented theirinsights and learnings from the five-day programme and expressed their gratitude to their Korean counterparts and staff.

EnglishAfter the completion of the programme in Korea, two follow-up meetings
were held online on 26 August 2023 and 27 January 2024. These meetings aimed to enable the participants to make the most of their experience

All subjectsof the programme in Korea while ensuring the sustainability of its effects.

13 TSUSHIMA Daiki Nobeoka High School

EnglishThe meetings provided an opportunity for the participants to discuss the

14 OKADA Tsugumi Higashi-Katsushika Junior High School

Englishimpact of the programme on them and how they had applied their experience in Korea to their educational practices at their respective schools.

15

SAKAI Takuo

Uchino Junior High School

Social studies

16

NIKI Atsuhiro

Misato Junior High School

Social studies

17 GYOBA Nichika Sanuma Elementary School

All subjects

Furthermore, the meetings also strengthened the network among the participants, expanding the possibilities for further collaborations.
As this year’s programme was held face-to-face for the first time in years,

18 TOMIYAMA Masami Ibaraki Prefectural Namiki Secondary School

Englishthe participants were reminded once again of the importance of in-person

19 HIRASAWA Kaori Yokohama Municipal Higashi High School

Social studies

interactions and experiences using all five senses. We also took advan-

20 HASHIMOTO Mari Tatsuta Hokubu Elementary School

Japnese/Mathtage of the experience gained from the past three years of online-based

21

SARAGAI Yuko Kobe Municipal Ryugadai Junior High School

22

ONO Ayaka

Takatsu Junior High School

Authorized NPO Cokreo no mori, Minoh
23 YAMAMOTO Kirin
Kodomo no Mori Gakuen

24 TAKASAKI Chisato Hyogo Prefectural Takarazuka-nisi High School
7

28

day and the opening ceremony and workshop on global citizenship education

Participant List

12 TOKURA Sayuri Minato Elementary School
OnlineEnglishofficers in education from all over Japan. Following the orientation on the first

11 TSUMAGARI Yasuo
Japan

27 KATSUMA Azusa Ohira Special Needs School

programme attracted 27 primary and secondary school teachers and public• Lecture

UNESCO Global Geopark
Korea Gyeonggi-do• Debriefing meetingDay 5 (Yeoncheon)• Closing ceremony and farewelldinnerSeoul,
Korea
Haneda/Arrival in JapanDay 6
KansaiJapan

EnglishSummary• Orientation• Visit to Biosphere Reserve/

20th
July
(Thu)

26 MAEDA Yoshitaka Osaka Prefectural Board of Education

Sustainable Development (ESD) or Global Citizenship Education (GCED)• Exchange meeting with Korean

Seoul

Social studies

in the Republic of Korea• Workshop• Opening ceremony

Collaborative Programme for Education in the New Era: International
Exchange Programme for Primary and Secondary Teachers” commissioned• Lecture by MEXT about education

activities on the programme itinerary

25 KATAGIRI Nobuyuki Yachiyo Board of Education

School Type/
Teaching subject

EnglishYogo (school
nursing)
All subjects

programmes this year and included online sessions before and after theface-to-face interactions, thereby offering a new form of interaction thatincorporates the merits of the two methods of interactions. We hope thatthe insights and learnings from the face-to-face programme will not betransitory but will have a long-term impact on the participants’ schools andP.E.

communities.
8

Korea

bining face-to-face exchanges and online pre/post sessions.

Activities• Orientation

Korean teachers have crossed the sea to date, and online exchanges havecontinued even after the spread of the new coronavirus infection. This year,

3) In good health and capable of completing all the scheduled events andSchool/Organization

Voice of Participants

Invitation Programme for Teachers
from the Republic of Korea• Participating in this programme, I strongly felt that international exchange

plays an important role in strengthening the bonds between people. I
learned that there are indeed many things you cannot understand unless
you actually visit the country, not just reading about it in books or on theInternet, such as its charms and characteristics, and the differences inthinking and atmosphere that you do not know until you get involved with

Backgroundthe local people.

In the 23rd Invitation Programme that took place this year, 30 primary• Thanks to this programme, I met many teachers with interesting values

and secondary teachers and educational administrators in the Republic ofand experiences that I would never have met if I had worked only for my

Korea were invited to Japan for six days, from 14th January to 19th January

current school. Interacting with people from different countries, municipal-

2024, at the behest of the Ministry of Education, Culture, Sports, Science

ities, and school types stimulated me to see my current workplace and theand Technology (MEXT) of Japan. Online meetings were held on 5th January

values I had taken for granted in a new light.

and 31st January, 2024. This year, teachers from the Republic of Korea• This programme made me realise the importance of stepping out of myand Japan with diverse experiences deepened their mutual understanding

comfort zone from time to time. Now I would like to organise exchange

through dialogue and collaboration on a theme: “Life-enriching Education:

programmes with other schools, little by little, as much as my circum-

The future potential of educational activities within and outside of schools”

stances allow, because I would like not only teachers but also students toby stepping out of their comfort zones and encountering “others”.

Day

Date
(2024)

1

14th -Arrival in Japan
January -Programme orientation 2(Sun) -Welcome reception

2

3

The objective of this programme is to deepen mutual understanding of
the educational systems, circumstances, and cultures of the two countries
through exchanges among teachers. This opportunity opened the door for
programme aimed to foster understanding, respect for diversity, and allow
teachers to pass their experiences and awareness on to the next generation,
and as a result, contribute to the realisation of a peaceful and sustainable
4

Programme Activities- Lectures on educational systems in Japan- Exchange and dialogue with teachers in Japan5- Follow-up meeting

9

Pre-Lecture about Japan’s Educational
System
Ms. KAKIZAWA Seina
Official, Office for International Planningand Coordination, Elementary andSecondary Education Planning Division,
Elementary and Secondary Education
5th
Bureau, MEXT
January(Fri) -Lecture about Community School(School-Community Partnerships)
Ms. KOIKE Sae
Unit Chief, Office for the Promotionof School-Community Partnerships,
Community Learning Promotion Division,
Education Policy Bureau, MEXT
-Programme orientation 1

Schedule

Group A-Visiting Kabukuri and Izu wetlands-School visit (Tome Municipal Kagano
Primary School, Miyagi prefecture)-Home visit

MiyagiPrefecture

Fukushima
Prefecture

17th
January(Wed) Group B:-School visit (Ono Town Ono Primary
School, Fukushima prefecture)-Welcome meeting for Korean delegatesvisited Fukushima prefecture

18th
January Group B(Thu) -Visiting Ono Town Board of Education
Group A and B-Reflection in Sendai city, Miyagi prefecture

Schedule and Activities
Date(2024)

Group A:
-School visit (Kami Agricultural HighSchool, Miyagi prefecture)
Welcome meeting for Korean delegatesth
16
January visited Miyagi prefecture(Tue) Group B:-School visit (Ono Town Ono Junior HighSchool, Fukushima prefecture)-Home visit

Group A
-School visit (Tome Municipal Kagano
Primary School, Miyagi prefecture)- School visitDay

Miyagi Prefecture

Korea

the teachers to transform themselves. Through this transformation, thesociety where diverse cultures are respected.

-Lecture about Cooperation between Schools
and Local Communities in Northeast Japan
Prof. ICHINOSE Tomonori
15th Division for Teacher Training
January (International Education), Department of(Mon) Education, Miyagi University of Education-Visiting Natori City Museum ofEarthquake Reconstruction and Lore

VenuesGroup A Group B

Move to each location

experience that realisation.

Objectives

Schedule

VenuesGroup A Group B

6

19th
January Departure from Japan
(Fri)

After

31st
January Follow-up meeting(Wed)

Miyagi Prefecture

OnlineNumber of Participants
30 teachers [including staff from the Korean National Commission for
OnlineUNESCO (KNCU) and the Ministry of Education].

Qualifications of Participants
The participants should be:1) A citizen of the Republic of Korea.
2) Highly interested in exchange with Japanese teachers and schools.
3) Actively participate in face-to face and online exchange programmes.
104) Highly motivated to engage in activities for mutual understanding andinternational exchange with Japan during and after the programme.
5) Highly motivated to share the outcomes of the programme with his/her
institution and eventually to the education of Korea.
6) Able to prepare the necessary equipment/device for online exchanges,
have an adequate Internet connection, and be able to operate a computerand manage applications.
7) A primary or secondary school teacher, school manager, or educational
administrator in Korea who has been recommended by his/her institution.
8) In good health and able to complete all activities throughout the programme.

Evaluation and Report
1) Each participant completed an evaluation form after departure fromJapan.

Title/
Teaching subject
19
RUE Ju Hee Sejong City Office of Education School Supervisor
20 SIM Seoyeon Dasanhangang Middle School
Social studies
21 SONG Hyunjeong Chirwon High School
EthicsIncheon Misong Elementary
All subjects
22 YOON Eunjin
School
Korean National Commission Senior Programme
23 KWON Songfor UNESCO
Specialist
Incheon Foreign Language
English24
AN Jinhwan
High School
25 BAE Dongyul Haengjeong Elementary School
Korean26 CHUNG Jinsun Seoul Global High School
Social studies
27 LEE Kee Kuen Somyong Girls High School
English28 KIM Jung Hye Seoul Shinyongsan Primary School
All subjects
29 LEE Geonhee Ministry of Education
EnglishKorean National Commission
Director
30 SEO Hyunsook
for UNESCO
Name

School/Organisation2) After the programme (after follow-up meeting)
Each Participant submitted the report regarding the outcomes from theprogramme and activities after the programme.

Summary

Kakui, director of Fram Natori, spoke about the situation and his feelings

field. In addition, we were impressed and inspired by how freely and power-

at the time of the Great East Japan Earthquake. His words describing thefully the children we met during our school visits and home visits (visits todisaster experience made the participants, while feeling a sorrow that cannot

ordinary Japanese families) were growing up, making us realise the impor-

be expressed in words, also think about in what ways they could apply thetance of support for the growth of children from the community as a whole.

lessons of the disaster to their own lives.

Furthermore, this programme has motivated both the Japanese and Korean

From 16th to 18th January, the participants visited Kami Agricultural HighSchool and Tome Municipal Kagano Elementary School in Miyagi Prefecture,teachers to maintain school-to-school exchanges, and they have alreadystarted preparing a long-term exchange plan.

and Ono Junior High School, Ono Elementary School, and the Ono Town
Board of Education in Fukushima Prefecture. The Miyagi Prefecture group
visited the Kabukuri and Izu wetlands with Mr. Masayuki Kurechi, president

Voice of Participantsof the Japanese Association for Wild Geese Protection, and Ms. Tomoko• The programme was very valuable because it provided opportunities to

Wakami, Chairman of Miyagikita UNESCO Association as lecturers, while thediscuss common problems that Korea and Japan are facing (e.g., low birth

Fukushima Prefecture group visited Natsui Suwa Shrine and the Furusato

rate, aging population, excessive workload of teachers and cooperation

Cultural Museum of Ono town. These visits broadened the participants’with local communities) and to consider various ways to solve them.

knowledge in various fields, including educational practices inside and out-

• This programme changed me in a certain sense as it reminded me of theside schools, culture, natural environment and agriculture. At each educa-

value and importance of face-to-face interactions. I would like to conducttional institution they visited, the participants were engaged in a wide variety

activities (programmes) like the ones I experienced in this programme atof activities, which, in addition to the general introduction of school char-

my own workplace and in my local community.

acteristics or locally focused matters, included a tour of the school and its• What was particularly impressive was the warm welcome and hospitality

This year’s Invitation Programme for Teachers from the Republic of Korea

club activities, class observations, an exchange class in which the Korean

given to us by the Japanese teachers. It was very meaningful for me towas designed around the theme of “Collaboration between Schools andteachers introduced the pupils/students to Korea and its culture, Japaneseexperience that we are able to connect with each other with a “heart forCommunities” consisting of both online and face-to-face programmes.

culture experiences such as making seasonal sushi rolls and rice cakes, aConsecutive interpreters (Korean–Japanese) were arranged throughout the

The theme was chosen to provide an opportunity to think about how local

presentation of the “Hometown Commercial” created by students as part of• I gained many insights into the theme of the programme, “Cooperation

programme.

communities and schools should work together as partners to address thecommunity learning, and exchanges between teachers were focusing on

between Community and School”. As I myself teach social studies, which

various education-related issues of concern amid the declining birth rate,

the exchange of opinions and dialogues between the Japanese and Korean

is closely related to children’s daily life and learning in the classroom, one

urbanisation, and globalisation in Japan and Korea. This time, 30 teachers

teachers. During the teachers’ exchange at each educational institution,of my concerns was how to connect the contents of the textbook to theirand public officers in education from various parts of Korea participated in

the participants discussed topics of mutual interest to both Japanese anddaily lives. Witnessing many examples in Japan where students were able

the programme, with face-to-face activities including visits to educational

Korean teachers, and considered common problems teachers face in bothto enhance their love for their hometown and sense of self-esteem notinstitutions and educational and cultural facilities in Miyagi and Fukushima

countries. Those topics included how to select teaching materials andonly by utilising local facilities at school, but also by learning through theirprefectures.

equipment, cooperation with families and local communities, how to deal

own activities in the community, I repeatedly thought that I would like to try

Interpreter

Name

School/Organisation

Title/
Teaching subject

Korean National Commission
Secretary-General
1 HAN Kyung Koo
for UNESCO
2 CHOI Eun Hye Haneulbit Middle School
Social studies
3
CHOI Soonju Wabu High School
English4 CHOI Soon Yang Yonggang Middle School
Moral ethics
5
HAN Jongo Nonsan Daegeon High School
EnglishGyeonggi Automotive Science
Automotive
6 HA Sang ChulHigh School
7 HYEONG Jinyeong Doraeul Middle School
Social studies
Special elementa8 JEONG Hye Ri Busan SungWoo Schoolry education
9
KIM Beomsik Kyunghwa Girls’ High School
EnglishGyeongsangnamdo Office ofHead
10 KIM Chulhwan
Education
Gangwon Myeongjin School for History, Social
11 KIM Jeong Hyeon
the Blindstudies
Gangwon State International
Supervisor
12 KIM Jinsook
Education Institute13
KIM Minsu
Wonhwa Girl’s High School
English14
KIM Taeeun Yumkwang High School
English15
LEE Jung Il
ShinSeong High School
KoreanGimhae Foreign Language
Japanese
16 LEE Seoyoung
High School
Kyungpook National University All subjects except
17
NAM Youjo
Elementary Schoolmusic and P.E.
18 PARK Juhee Jeseok Elementary School
Principal
11

On the first day of the face-to-face part of the programme, we held awith issues faced by students, and the work environment for teachers. The

welcome reception for Korean teachers in Sendai, the attendees of which

Japan-Korea teachers’ exchange this year was an important opportunity for• Previously, I had the opportunity to learn about school life in Japan indi-

included several participants of this year’s “Korea-Japan Teachers’ Dialogue

the teachers, working hard continuously in the field of education, to recog-

rectly through an online exchange programme held at my school, but this2023 Invitation Programme for Japanese Teachers” as well as teachers fromnise and encourage each other.

time, through participating in the face-to-face exchange programme, I wassuch educational activities myself.

the host institutions. The reception was an occasion for the Japanese andAlthough the time was limited for both online and face-to-face exchanges,

able to learn a lot by directly observing how classrooms were set up in

Korean teachers to connect with each other, as they had conversations about

we were able to see how everyone involved with the programme became

Japanese schools, activities that students participated in on a daily basis,a variety of topics such as education and their own hobbies, and at one pointcloser to the Japanese and Korean teachers through direct interactions in theas well as the school lunch process.

even sang Japanese and Korean songs. On the following day (15 January),
Professor Tomonori Ichinose from Miyagi University of Education gave alecture on “Cooperation between Schools and Communities in Northeast
Japan”. The lecture provided an opportunity to think about the necessity of
opening schools to society, based on relevant factors such as the policies ofcooperation and collaboration between schools and communities that are
being promoted nationwide, educational reforms related to these policies,
and the current situation and practical examples of education in Northeast
Japan. In addition, in-service teachers who are enrolled in Miyagi Universityof Education’s Graduate School of Teacher Education also participated in thelecture, introduced their works and educational practices in the field and answered questions from the Korean teachers. Thus, the lecture was a valuable
opportunity to learn about regional cooperation from both the theoretical andpractical perspectives. After the lecture, the participants visited the Natori
City Museum of Earthquake Reconstruction and Lore, where Mr. Naomitsu
12

Korea

Participant List

students” that transcended language and border barriers.

Chapter 2

Japan-China
Exchange

13

Invitation Programme for Teachers
from the People’s Republic of China
Background
The first international exchange programme between Japan and Chinabegan in 2002 with the invitation of primary and secondary school teachers
from China.
Since 2003, the programme has evolved into the Chinese government’s
programme for Japanese teachers to visit China, and mutual exchanges
have continued to this day, with more than 2,000 Chinese and Japaneseteachers crossing the sea.
This year, the programme resumed face-to-face exchanges with thecooperation of the Ministry of Education, Culture, Sports, Science and

Date
Day
Venues
28th
November 3 Hokkaido Tomakomai
(Tue)
29th
Hokkaido
November 4
Tomakomai/Sapporo
(Wed)
30th
Hokkaido
November 5
Tomakomai/Sapporo
(Thu)
1st
December 6
Hokkaido/China
(Fri)

Name

4
5

Activities• Visit to school (1) andcultural site
• Visit to school (2)• Debriefing session• Visit to cultural site

• Departure to China

13
14
15
16

Education, and the visiting schools. Twenty-three teachers and staff mem-

Number of Participants

bers from the People’s Republic of China were invited to Japan.

17

23 teachers including other educational personnel from China

Objectives(1) A person who has been engaged in education to realise a peaceful andfriendship with Japanese teachers and students, and to foster the network

sustainable society including EIU, Peace Education, ESD, and GCED, oramong teachers through the activities conducted during the programme.

who is highly motivated to be engaged in that type of education and21
22plans to promote that type of education after participating in the pro-their learning to students, colleagues, and communities, and promote edu-

gramme.

cation to realise a peaceful and sustainable society, including the application(2) Primary and secondary school teachers or non-formal education centre

of education for international understanding (EIU), peace education, edu-

teachers including school managers or educational administrators incation for sustainable development (ESD) and global citizenship education

China who were recommended by his or her institution.
(3) Able to communicate in Chinese (Mandarin).
(4) In good health and able to complete all activities throughout the programme.
(5) National of the People’s Republic of China.

23

Summary

The participants visited Shimizu Primary School and the adjacent Kaisei
Secondary School on the third day, and visited Misono Primary School on
the fourth day. Those visits were ideal opportunities for both the Chineseand Japanese sides to deepen their mutual learning and dialogue throughactivities including observation of classes, viewing of students’ singing anddancing, introduction of schools and education in China by the Chinese participants, and presentation of examples of Chinese traditional culture such as
Chinese knots by the Japanese counterparts.
Visits to cultural facilities included the Space Station MIR Exhibition Hall,
the National Ainu Museum, and the Historical Village of Hokkaido (Kaitaku
no Mura). At those facilities, the participants were able to have meaningfulexperiences such as watching aerospace/science and technology training
for young people, as well as learning experientially about Ainu traditions,which is a valuable part of Japanese culture, and the lifestyle of Hokkaido
pioneers. On the last day, the participants had an opportunity to hear about
the SDGs activities of a company supporting ACCU’s overall activities. They
gained knowledge about not only education in Hokkaido, but a lot more,such as culture, history, and the environment there. As such, the programme
contributed to the strengthening of friendship between China and Japan aswell as to the deepening of their exchange in the future.

Voice of Participants• This programme is of great significance in deepening the friendship be-

tween China and Japan and their mutual understanding. Through theworkshops and visits to educational institutions, I felt deeply that the
China-Japan private exchange had such a friendly basis.
• I felt the enthusiasm and friendliness of the Japanese teachers and stu-

dents and was impressed by the students’ autonomy and independence.
I was also moved by the teachers’ sincere concern for every child and thefact that no one was left out.

This year’s programme, themed “Learning about the Education, Culture,• The relationship between teachers and students in Japanese schools is

History, and Environment of Hokkaido”, was attended by 23 teachers fromequal and harmonious, and they seem to have complete trust in each

China, mainly from Hebei and Hainan provinces, and offered opportunities

other, which is something we should learn from.

for dialogue and exchange not only at educational sites but also through• The most fundamental characteristic of Japanese basic education seemed- Visit schools and other educational institutions (observe classrooms, com-visits to cultural facilities, with the aim of promoting mutual understanding

to be its scientific and practical nature. Science is the link between themunicate with Japanese teachers and students, and learn good practices

between China and Japan.

national character and students’ physical and mental development, while

Evaluation and Reportof education to realise a peaceful and sustainable society).
- Attend exchange meetings with Japanese teachers.

On the second day, the day after their arrival, the participants attended
the opening ceremony and orientation, followed by a tour of the TomakomaiParticipants completed the evaluation form.

Fishing Port, which is connected to China by sea. Subsequently, they vis-

- Visit cultural heritage sites.
- Attend lectures on educational systems and related topics in Japan.

Schedule and Activities
Date
Day
Venuesth17
November Pre
Online(Fri)
26thNovember 1
China/Hokkaido
(Sun)
27th
November 2 Hokkaido Tomakomai
(Mon)
15

practise gives each educational item the most concrete form in reality.

Activities

ited the Tomakomai Board of Education, where they were warmly wel-Interpreter

comed by the superintendent and other members of the board, as well asConsecutive interpretation was arranged between Japanese and Chinese

by the Tomakomai City official mascot character Tomachop. In the session(Putonghua) participants during the programme.

“Current Situation and Challenges in Promoting Education in Tomakomai”,
they watched a presentation on Tomakomai-All9, an initiative created to• Orientation• Lectures on education system• Arrival in Japan• Orientation• Visit to Tomakomai city

education board

address the increasing number of issues that cannot be solved by individual

Participant Listand policy in Japan by MEXT

1
2
3

Name
School/Organization
ZHAO Yu
Ministry of Education
CHEN Xiaodong Sanya Education Bureau
The Sanya Branch School of
MI Qi
RDFZ

schools alone. The participants realised again the importance of regional
Teaching Subject
Physics

cooperation by learning about the initiative, which promoted actions suchas sharing issues on a school district basis, cooperation by related organisations, and the entire Tomakomai city working together in order to support
children throughout the community, thereby contributing to human resource
development to create a society of the future.
16

China

20

Japan, to learn from each other, to promote mutual understanding and

Additionally, after the programme, teachers are supposed to disseminate

18
19

Qualifications of Participants

The objective of this programme is to deepen the understanding about

Programme Activities

11
12

Technology, the Chinese Ministry of Education, the Tomakomai Board of(GCED) at the school level.

6
7
8
9
10

School/Organization
Teaching Subject
Sanya Tianjiabing Senior High
Biology
ZHAI Hongwu
SchoolHainan Overseas ChineseEnglishPAN Qing
Middle School
XING Cuirui
Sanya No.1 Primary School
ChineseLIN LanSanya No.9 Primary School
Science
CHEN Jing
Haikou Changtong SchoolMath
SUN Yang
Sanya Jinjiling Primary School
Math
WANG Huayi Qiongshan Middle School
Politics
Shuinan Primary School
ChineseLEI LiYazhou SanyaZENG YouSanya Education Bureau
China Education Association
XIAO Lanfor International Exchange
ZHANG Yu
Hebei Education Department
Tangshan Fengnan District
LIU Zhenhua Xugezhuang Town Yinfeng
Middle School
ZHAO Lifen
Qian’an Seventh Primary School
Math
Chengde County Fourth
ChineseCONG Jinhui
Primary School
The Fourth Middle School of
CHEN Zhifu
Moral education
Guangping County, Handan CityLYU Aiye
Shexian No.2 High School
ChineseShijiazhang City Hezuolu
ChineseQIN Wenya
Primary School
ChineseZHANG Yingwei Shijiazhuang No.2 High School
The Fifth Primary School
LIAN Tie
of Qinglong Manchu
EnglishAutonomous County
Hengshui Taocheng District
HAN Xiaohan
Education BureauChapter 3

Japan-Thailand
Exchange17

Invitation Programme for Primary andSecondary School Teachers from Japan

Name

superintendent of education or school headmaster.
(4) Be in good health and able to participate in the entire Programme, in-Since the start of the Programme to invite Thai teachers to Japan in
2015, 15 Thai teachers have visited Japan every year to deepen exchanges
with teachers and students. In recognition of these achievements, the Thaigovernment proposed the acceptance of Japanese teachers at a meeting
between the Japanese and Thai education ministers in 2017, which led tothe implementation of the “Invitation Programme for Teachers from Japan”
in 2018. In 2019, seven Japanese teachers were dispatched to Thailand,and exchanges between the two countries have continued online during the
COVID-19 pandemic.
In 2023, face-to-face exchange was reinstated and 6 Japanese teachers visited Thailand as part of the “International Exchange Programme for
Elementary and Secondary School Teachers” commissioned by the Ministryof Education, Culture, Sports, Science and Technology, with the cooperationof the Ministry of Education Thailand.

(5) Be able to actively participate in the exchange of ideas and cultural(1) To provide an opportunity for participants to share their ideas and educational practices in order to promote exchange between Japanese andThai teachers and staff(2) To deepen understanding of Thailand by gaining knowledge of the educational situation in Thailand(3) To build a network between Japanese and Thai teachers and staff inorder to promote cooperation between schools(4) To strengthen ties between Japanese and Thai teachers and staff.

Programme Activities(1) Visits to schools and other educational facilities(2) Interaction and exchange of opinions with Thai teachers and students at
educational sites

Venue

Activities
Orientation (2)Near Naita
Orientation by ACCU
airportActivities for participants
Departure from Tokyo (Narita)
3rd
Arrival in Bangkok
Thailand
Bangkok
September
Programme orientation by Thai
Day 1
(Sun)
Ministry of Education
4th
Visit to Debsirin School
Thailand
Bangkok Courtesy visit to Ministry of
September
Day 2
Education Thailand
(Mon)
5th
Nakhon Visit to the Demonstration School
Thailand
Ratchasima of Nakhon Ratchasima Ratchapat
September
Day 3Province University(Tue)
Visit to Korat Fossil Museum andKorat Geopark (“UNESCO World
Geopark”)
6th
Nakhon Sung Noen School
Thailand
Ratchasima Visit to Train Office’s House
September
Day 4Province Wat Thammachak Semaram/(Wed)
Visit to Geosite, Khao Chan Ngam
Cave & Prehistoric Paintings/ Yai
Thiang Cuestath7
Thailand Saraburi
Kaeng Khoi School
September
Day 5Province(Thu)
Programme evaluation meeting at
the Ministry of Education Thailand
8th
Visit The Grand Palace andThailand
Bangkok
September
Wat Pra Kaew (Emerald Temple) /
Day 6
(Fri)
Wat Arun (Temple of Dawn)
Departure from Bangkok (evening)
9th
September FlightJapan
Arrival in Japan
(Sat)
28th
OctoberJapan
OnlineFollow up meeting(Sat)(3) Visits to educational and cultural facilities

Schedule and Activities
Date

28
August
(Mon)

Venue

th

Japan

OnlineActivities
Orientation (1)A lecture about the Educational
Situation in Thailand
Dr. MAKI Takayoshi
Associate Professor,
Graduate School of Humanand Social Sciences,
Hiroshima University
Orientation by ACCU
Self-introduction, etc.

- 6 teachers involved in elementary and secondary education in Japan

Qualifications of Participants(1) Have Japanese citizenship.
(2) Have not participated in this Programme in the past (except for FY2021
and FY2022).
(3) Be primary and secondary education faculty members (including educational administration staff) who have been recommended by their

19

Summary
The applicants were selected from amongst dozens of applicants from all

Programme to students, schools, and the community after they return toover Japan. The selected six Japanese teachers visited Thailand this year

their home countries.

accompanied with one official from MEXT and ACCU respectively.

(7) Be able to contribute to the promotion of educational exchange between
Thailand and Japan in the future.

Prior to their dispatch to Thailand, the participants learned about the Thai
educational situation and carried out team-building activities online. They

(8) Be able to maintain the discipline of group behaviour and actively participate in the Programme on their own initiative.

also took on their respective roles and prepared for cultural classes to beheld at the Thai school while still in Japan.

(9) Understand that this is an exchange Programme with a country with

There were a variety of activities during their stay in Thailand. In additiondifferent customs and culture, and be flexible to accommodate sudden

to a courtesy visit to the Ministry of Education Thailand, the programme in-changes in the Programme.

cluded visits to a variety of schools: a national boys’ school; a university-af-(10) Be able to communicate smoothly via e-mail and LINE, and enter andfiliated school with a kindergarten and primary school attached; a municipal

submit necessary information in the prescribed format using Microsoft

school under the jurisdiction of the Ministry of Interior that collaborates with

Word/Excel.

a UNESCO Global Geopark; and a public middle school. In particular, the visit(11) Have a daily conversational level of English.

to the UNESCO Global Geopark in Nakhon Ratchasima Province (Korat) was(12) Be able to prepare and use a PC and communication environment

one of the unique activities that characterised the education and culture-ori-

required for online access.

ented programme. The Geopark had internationally valuable geosites as wellas educational facilities such as a museum and schools, and the importanceof this site was explained with its relationship to Fukui Prefecture in Japan

Evaluation and Report

also taken into account. In addition, educational activities were conductedUpon their return to Japan, the participants submitted the following reportsby the local community to protect the land, which had various values, fromto ACCU in the prescribed form.

development and to use it most appropriately in the future. The content of(1) First Participant Report

those activities included elements of educational learning for the promotionof nature conservation in partnership with schools.

Report mainly on the achievements during the Programme

During the school visit, there were occasions for the Japanese teach-(2) Second Participant Report* Mainly reports on efforts and results after returning to their home countries

ers to give lessons to Thai students. Their lessons were divided into threegroups with the themes of “learning Japanese sports (karate and judo)”,“discussing SDGs”, and “experiencing Japanese culture (origami and cal-Interpreter

ligraphy)”. The Japanese teachers demonstrated their respective strengths

Consecutive interpreters (Thai-Japanese) were generally arranged through-to introduce aspects of Japan to Thai students. Thai students studying inout the Programme.

the Japanese language course seemed to further enhance the overall students’ interest in and curiosity about Japan. During the cultural exchange,
the Japanese delegation danced to “Koi Suru Fortune Cookie” and they end-

Participant List
School/Organization
Okayama City Sonan Junior
1 TAKESHIMA Jun
High School
2

GOTO Yukihiro

Hokkaido Oketo High School

3

ASAMI Yukio

Osaka City Kami Junior HighSchool4

Owada Minami Elementary
NAKANO Ayaka
School- 1 each from the Ministry of Education, Culture, Sports, Science andTechnology (MEXT) and Asia-Pacific Cultural Centre for UNESCO (ACCU)-(6) Be able to take a role in communicating what they learned during the

Name

Number of Participants

Teaching Subject

5 NEGISHI Ayaka Omama High School
6 KAWADA Masatoshi Moriya Elementary School
Ministry of Education,
7 NAMATAME Yumi Culture, Sports, Science andTechnology (MEXT)

ed up dancing together with the Thai teachers and students at the venue.
Teaching Subject
English/Integrated
Studies
Home economics& Welfare
Health andPhysical Education
All subjects except
gymnastics,musicand English
EnglishEnglish-Through not only having conversations but also dancing to the music andhaving fun together, the Thai and Japanese participants became closer both
physically and mentally.
The Japanese participants used the network they gained from the programme to continue actively communicating with those in Thailand after
returning to Japan, and organised a number of exchange events among
teachers, students and schools, which are: the three-school exchange between Sung Noen School, Sonan Middle School (Okayama) and Hokkaido
Oketo High School (Hokkaido); the exchange between Kaeng Khoi Schooland Ohmama High School (Gunma); and the one between Debsirin Schooland Moriya Primary School (Ibaraki). The teachers are also making efforts
to spread the results/achievements to the local communities by utilisinglocal resources (local radio, PTA association, public lectures, etc.) as wellas those available at schools. The seeds of understanding of and exchange
20

Thailand

Objectives

Date
2nd
September Japan(Sat)

ITO Taecluding online sessions.
exchange activities during the Programme

Background8

School/Organization
Asia-Pacific Cultural Centre
for UNESCO (ACCU)Invitation Programme for Teachers
from Thailand

with Thailand are sprouting and taking root.

Voice of Participants• This programme has increased my interest in, attachment to, and famil-

iarity with Thailand considerably. I was able to reunite with old friends andmeet good people who were motivated and interested in Japan-Thailand

Backgroundfriendship exchange, which gave me a lot of energy. I am now realising

The programme, which started in 2015, has continued online exchanges

once again the effectiveness and importance of the preparation-on-the-during the COVID-19 pandemic. In the 9th Invitation Programme this year,

spot-following-up learning process in learning about the country with

12 Thai teachers involved in primary and secondary education were invitedwhich one is to interact.

to Japan for seven days from 2 to 8 October 2023. Meetings were also

• It seemed to me that the development of collegiality fosters psychologicalheld online on 25 September and 26 December 2023. The programme hassafety and creates a warm school atmosphere, which is similar to what wecontributed to more active mutual exchanges between the two countries.

Schedule and Activities
Date

Day

Venues

25th
September
(Mon)

Pre

Onlinehave in Japan. I was impressed by their ingenuity and efforts to create an
independent learning attitude among students.
• I was able to have a variety of cultural experiences, even though it was thefirst time I actually went to an Asian country other than Japan, not knowing
what to expect at all. The programme was full of surprises and discoveries
for me, for example it was surprising to actually see that things that werecommonplace in Japan were often not so in Thailand.
• Through my participation in this Thailand programme, I was able to experi-

Objectives(1) Thai teachers intensify their knowledge of the Japanese education system and scholastic circumstances.
(2) Thai teachers are exposed to Japan (a different environment/culture/people) by stepping out of their comfort zones and encountering “others”.
(3) Thai and Japanese teachers are exposed to diverse values and ways offelt that I wanted to share my experiences with my students and encour-thinking through dialogues to promote mutual understanding and friend-

age them to look to the world outside Japan and think about things fromship.

a broader perspective.
So, I started sharing my experiences with my students in class and otherdaily-life occasions, and have already found that my effort had a positiveeffect on them, as they became more interested in Thailand and began to(4) Participants are empowered to reflect on their educational practices andinitiate action through shared insights and learnings.
(5) Build a network of both Thai and Japanese teachers who participated in
the programme.

think positively about the future with a broader perspective.
• I realised that there were many things I did not know about the Japanese

education system when I tried to ask questions about education in

Programme Activities

Thailand, so I think that experience overseas can be a trigger to learn- Attend lectures on the Japanese education system, etc.

more about Japan.

- School visits- Give classes to Japanese students and interact with them
- Exchange and dialogue with teachers in Japan

2nd
October(Mon)
3rd
October(Tue)
4th
October(Wed)
5th
October(Thu)
6th
October(Fri)
7th
October(Sat)
8th
October(Sun)
26thDecember
(Tue)

1

2

3

4

5

Aichi
prefecture, - Arrival in Japan- Programme orientation 2
Gifu
prefecture
Nakatsugawa - Magome-juku
City,- School visit 1-1 (Misaka Junior
Gifu Prefecture High School)
Nakatsugawa
School visit 1-2 (Misaka Junior
City,
High School)
Gifu Prefecture- Visit to local Kabuki theatre
Aichi
prefecture, “TOKIWAZA”- School visit2 (Kasahara
Gifu
Elementary School)
prefecture
Konan city,
School visit 3 (Aichi Prefectural
Aichi
Bihoku High School)
prefecture

6

Aichi
prefecture

Educational Exchange Meeting(Peer exchange)

7

Aichi
prefecture

Departure from Japan

After

OnlineFollow-up meeting

Number of Participants
12 teachers and educational administrators

21

22

Thailandence first-hand how wonderful international exchange was, and I strongly

Activities- Lecture about Japan’s
Educational System
Ms. KAKIZAWA Seina
Official, Office for International
Planning and Coordination,
Elementary and Secondary
Education Planning Division,
Elementary and Secondary
Education Breau, MEXT
- Lecture about on the Initiatives ofthe Ministry of Education, Culture,
Sports, Science and Technology(MEXT) on the promotion of ESD
Ms. MISHIMA Hana
Unit Chief (ASPnet, ESD, PR)
Office of Director-General forInternational Affairs- Programme orientation 1

Qualification of Participants

Teachers from Japan

The participant should be:

Name(1) Highly interested in Education and culture of Japan.
(2) Highly interested in interacting with Japanese teachers and schools.
(3) Highly motivated to engage in activities for mutual understanding andinternational exchange with Japan during and after the programme.

12(4) Highly motivated to share the outcomes to his/her institution and even3

tually to the education of Thailand.
(5) A national of Thailand.
(6) A primary or secondary school teacher, school manager or educational

4administrator in Thailand who has received recommendation by his/her5

institution (including educational administrator and educational special-

6

ist).
(7) In good health to be able to complete all activities throughout the pro-7

School/Organisation

Kochino Minami Elementary
IWATA Tomofumi
SchoolItoigawa Municipal Itoigawa
ASAHI Hitomi
Elementary School
Hyogo Prefectural Sanda
TANAKA Hiroko
Shounkan S.H.S.
Aichi Prefectural Meiwa
FUJISAWA Yoko
Senior High School
KACHI Masahiko Kasahara Elementary School
Aichi Prefectual Aichi High School
KUSHIDA Shinichiroof Technology and Engineering
SUZUKI Yosuke Shizuoka Seiko Academy

8 KUBOTA Suzuka Nakano Risshikan High school

gramme (including online sessions).

Kasugai Maruta Elementary
SchoolIbaraki Prefecture Ishioka
10
ITO Hiromi
Special Needs School
Kochino Minami Elementary
11 TERAZAWA Yuko
SchoolToyota Municipal Misato
12 NIKI Atsuhiro
Junior High School
9 KIMURA Shunsuke

Evaluation and Report(1) About the programme (soon after the programme)
Each participant completed an evaluation form before departure fromJapan.
(2) About making the most of the programme experience

Title/
Teaching Subject
Science
LibrarianEnglishEnglishple of a school where important perspectives on education in Japan can be

was preparation for classes by the school and teachers, classroom atmo-

found in terms of the relationship between the children and teachers andsphere, and stories about teaching students. What I liked the most was

educational philosophy.

the visit to the science museum. The time I spent there was very valuable

At Bihoku High School, Aichi Prefecture, there was a class tour that included art, home economics, calligraphy, English, classical literature, phys-

for me. We saw fossils from all over the world and watched a high-quality
science show.

ical education, information, geography, mathematics, music, and physics.

• The programme had a wide variety of activities. In the academic part, we

In the class on making African musical instruments, the Thai teachers paid

were able to see classes at primary, middle, and high schools, while inparticular attention to the design of the class that aims to foster international

the art and culture part, we learned about Japanese art and culture, andunderstanding by introducing different musical cultures. In the cross-cultur-

through this programme we developed a love of Japan, fostered a sense

al understanding class, students debated in groups in English on the themeof identity, and created connections between the schools.

Principal“Why is the elephant important in Thailand?” At the exchange meeting be-• It was good to connect with teachers from various schools because when

Physics

tween teachers and students, one Thai teacher asked if any of the students

I had questions after the visit, I was able to ask them to solve them. The

were interested in studying abroad in Thailand and four students raised

Japanese teachers gave us a lot of useful information.

EnglishGeography
History Civics
Science
All subjects
EnglishSocial Studies

their hands in response, an interaction which could hopefully be the seed offurther successful exchanges with Thailand in the future.
One of the “Cultural Experiences” during the programme in Japan was• The Thai teachers and the Japanese students worked hard to communi-

cate with each other during the cooking activities, so even in a short time,
we were able to get to know each other.

a walk around Magomejuku, a post station on an old highway, an activity
to learn about the area of the host school. Mr. Tomoyuki Nakatani, vice

Japanese teachers at the host schools:

principal of Misaka Junior High School in Nakatsugawa, volunteered as the• Through conversations with the Thai teachers, I developed a desire to en-

guide. Another cultural experience activity was a soba (buckwheat noodle)

gage in international exchange using English. I was also able to foster anmaking session using locally grown buckwheat seeds. This was an opportu-

overseas connection, so I would like to create opportunities to interact withnity to learn about soba, one of the characteristic foods of Japanese cuisine

programme and activities after the programme.

Heritage.

them again if possible.
• This was a very good event, as some of the students from the English classvisited by the Thai teachers said, “I want them to come again!” Although

Summary

The pair exchanges between Thai and Japanese teachers were held

there were anxieties at first among the teachers who were to welcome

in Nagoya on the day before Thai teachers returned home. While walking

the guests, when they actually came it was all good since there was an

We put even stronger emphasis on the significance of in-person ex-

around the city, the pairs of teachers engaged in education in Thailand andinterpreter and the visit itself was not burdensome. It was a wonderful ex-

Consecutive interpreters (Thai-Japanese) were arranged during the ex-changes between people from different countries, appreciating the concept

Japan talked with each other. In Aichi Prefecture, with its abundance of edu-

perience for both the children and the teachers, broadening our worldview.

change programme. Thai subtitles were provided in the videos and lecturesof “encounters” that had been a focus of ACCU activities since the pre-cational and cultural facilities, they took buses and trains to visit local places• It was a good opportunity for us to start revitalising international exchangedelivered in Japanese.

vious year. The programme this year was held under three main themes,

they wanted to, having time to get to know each other. They communicated“International Exchange at School”, “Cultural Experience”, and “Pairusing translation apps and other tools because there were no interpreters

Exchange with Japanese Teachers”.

available for this pair exchange. This activity offered a fun experience ofJapanese teachers who participated in the pair exchange activity:

Interpreter

Participant List
Teachers from Thailand
Name

School/Organisation

PHUMMAI Phutanaphat Takpittayakhom School
SRIPOR Amornrat
Maryvit Bowin School
CHAROENCHAI Winulas Sungnoen School
BOTO Nur-ehsan
Darussalam School
TANTINIMITKUN Taweetip Kuiburiwittaya School
BULAH Je-ana

Satriyala School
Sakon Nakhon Phattana
KAEWMA Anuwat
Sueksa School
PUTSADEE Wipharat U-Thong School
Srinagarindra the Princess
WONGSAWAT Benjawan
Mother School, Phuket
JAIWONG Kasamaporn Anuban Phrae School
SIRIPRAPA Patsri
Ministry of Education
KWANTINPU Kanokwan Ministry of Education

23

Title/
Teaching Subject
Director
Principal
MathBiology
Science /Chemistry
EnglishEnglishThai teachers visited public primary, middle, and high schools forconnecting with a person from a different country despite occasional diffi-• In order to accept diversities such as the diversity of values in the field of“International Exchange at School.” They had a one-and-a-half day visit toculties. We hope that this experience will be a stepping stone for teachers to

education, I think it is necessary for teachers themselves to be exposed to

Misaka Junior High School in Nakatsugawa, in which they engaged in a wide

open doors to the world and explore new possibilities in educational prac-

diverse values and to accept them naturally. To this end, it would be goodvariety of activities, including a school tour and introduction of the school

tice. As we have already seen that some of the “encounters” in the activity

to have opportunities to find differences interesting and experience theand local community by students, a cooking experience of local cuisine,developed into further exchanges later, this one-day pair exchange has afeeling of wonder in knowing something new to us.

observation of club activities; para-sports experience in wheelchairs, a Thailot of potential.

• It was a great opportunity to understand different cultures and customs

food cooking experience, a visit to Japanese teachers’ classes, school lunch
and cleaning, classes taught by Thai teachers, and exchange meetings between Japanese and Thai teachers. It is a small school in the mountains

through real people. Such understanding would lead to respect for diver-

Voice of participants(excerpts)

sity on an emotional level, not just on an intellectual one. After all, having
friends or knowing people in different countries is important for building

with only 38 students who are growing up under the careful guidance andThai teachers:international cooperation and empathy. So, as a first step, I think we should

watchful eye of the teachers. During the Thai teachers’ visit, the students• I was impressed by the host schools’ warm welcomes, systematic activi-

promote international exchange that actually involves people. Online ex-ties, punctuality, disciplined students, and sanitary environment. I was alsochanges are also convenient, but as people inevitably talk in turn, it is

moved by the activities that allowed the students to demonstrate their abil-difficult to have a situation where chats are happening here and there.
However, I felt again that such chat situations are actually necessary for

actively communicated with them without hesitation.

EnglishAt Kasahara Elementary School in Tajimi, which is recognised by MEXT

Japanese

as a Special Curriculum School, English classes begin in the first grade, andities, the environment and atmosphere of Japan, and the Japanese food.

the Thai teachers joined a sixth-grade English class. Using a tablet, the stu-

• It gave me the idea of sending Thai students as well as teachers to Japan

EnglishDirector
Foreign
Relations Officer

activities, which is a unique feature of our school.

dents explained about Japan in English to the Thai teachers. The students,
who are studying at the school that recognises the good qualities of eachin the future to participate in learning exchanges.

making friendships.
• I think the most significant thing was that we were able to have cross-bor-

activity that impressed me the most was the exchange with ader dialogues and exchanges with the common characteristics of “being

individual, freely and fully enjoyed communicating with the Thai teachers,

Japanese teacher, my partner in the activity, for a total of six hours on 7

involved in education” and “nurturing children who will create the future”.

expressing themselves with their whole body. The Thai teachers seemed

October 2023. We exchanged views on culture, lifestyle, living, transpor-

The programme also gave me insight into my own views on education andimpressed by the children’s energy and enthusiasm. This was a good exam-

tation, travel, geography, and more. What I found particularly important

what I could do in the future.

• The

24

ThailandEach Participant submitted the report regarding the outcomes from the“Washoku”, which has been registered as a UNESCO Intangible Cultural

Chapter 4

Japan-India
Exchange25

Invitation Programme for Teachers
from India
BackgroundIn 2016, the international exchange programme between India andJapan, called the ‘Invitation Programme for Teachers from India’, began inclose cooperation amongst the Ministry of Education (MoE), Government ofIndia, Centre for Environment Education (CEE) and the Ministry of Education,
Culture, Sports, Science and Technology of Japan (MEXT). This year, ACCU
organised the 8th programme and inviting twelve teachers and other educational personnel from India for eight days.

Date
Day
20th
September 4
(Wed)
21st
September 5
(Thu)
22nd
September 6(Fri)
23
September
(Sat)

7

24th
September(Sun)

8VenuesTochigi
Tokyo
Tokyo

The objective of this programme is to deepen the understanding about

Visit to junior school and high school
(3)

Tokyo

- India–Japan teachers exchange
meeting- Debriefing session and closing
ceremony

Japan, to learn from each other, to promote mutual understanding andfriendship with Japanese teachers and students, and to foster a network

Tokyo(Haneda)Departure from Japanamong teachers through the activities conducted during the programme.
Additionally, after the programme, teachers are supposed to disseminate
their learning to students, colleagues, and communities, and promote edu-

Number of ParticipantsParticipants from India: 12 primary and secondary teachers and administra-of education for international understanding (EIU), peace education, educa-

tors (including CEE staff)

tion for sustainable development (ESD), and global citizenship education

Japan participants (9/23 exchange meeting participants): 12 elementary(GCED) at the school level.

and secondary school teachers and administrators)

Qualification of Participants- Visit schools and other educational institutions (observe classrooms, com-

Participants from India

municate with Japanese teachers and students, and learn good practices(1) A person who has been engaged in education to realise a peaceful andof education to realise a peaceful and sustainable society).

sustainable society including EIU, Peace Education, ESD and GCED, or- Attend exchange meetings with Japanese teachers.

who is highly motivated to be engaged in that type of education, and- Visit cultural heritage sites.

plans to promote that type of education after participating in the pro-- Attend lectures on educational systems and related topics in Japan.

Participants submitted a report on their activities and results after returning
to India.

Interpreter
Consecutive interpreters (English–Japanese) were arranged throughout the
programme.

gramme.

Date
13th
September
(Wed)
17th
September
(Sun)
18th
September
(Mon)
19th
September
(Tue)

Day
Pre

VenuesOnlineteachers including school managers or educational administrators in
Activities-Programme orientation for pre-departure-Lectures on education system andpolicy in Japan by MEXT

1

Delhi

Departure from India (night flight)

2

Tokyo
(Haneda)Tochigi-Arrival in Japan-Orientation-Move to Tochigi

Tochigi

Visit to junior high school (1) /cultural sites

3

India who were recommended by her or his institution.
(3) Able to communicate in English.
(4) In good health and able to complete all activities throughout the programme.
(5) National of the Republic of India.
Participants from Japan only should be:(1) Those who are interested in interacting with Indian faculty and staff.
(2) Those who are able to participate in the programme from start to finish,
and who are able to communicate and interact proactively with otherson their own initiative.

Evaluation and Report(1) Post-evaluation

27

School/Organization
Teaching Subject
Honjou Municipal Honjouhigashi
Math
10 FUKUDA Hayato
Elementary School
Ibaraki Prefectural Namiki
Social studies
11 ISHIMOTO Yuko
Secondary School
Tokyo Metropolitan Higashikurume
12 FUJINO Akihiko
World history
Sougou High School

Summary
Twelve teachers and educational administrators from across India participated in this programme. The programme focused on exchanges with

Participant List

Japanese teachers and students through visits to secondary schools in

Participants from India

Utsunomiya, Tochigi Prefecture, and the Tokyo metropolitan area.

Specialisation/
Teaching Subject
Centre for Environment
Environment
1 PANICKER Archana
Education and Planet School
Education
2
DAVE Gayatri Centre for Environment Education
EE and ESD
English,Block Resource Centre, Basic
Environmental
3 RATHORE Nandini
Education Department
Science
Social Science,
4 GOGOI Karabi Balya Bhawan High School
English,Geography
5 MISHRA Shipra Tata Workers Union High School
Science
Science, Maths,
PAL Chetan
Kunjad Primary School
6
Sanskrit
Rajendrakumar
Kasturba Gandi Balika
English7
SUNDI Shristi
Awasiya Vidyalaya
EVS , Maths and
THAKUR Vandana
8
Rachna School
Science
Chandansingh
ANTIL Monika
Gyan Mandir Public School
Science9
Lamba
Government Higher Senior
10 MALI Sarupa Ram
EnglishSecondary School
11 YADAV Anita Delhi Public School
English12 KAUR Gurpreet Sri Dasmesh School
Biology
Name

School/Organization

The participants stayed in Utsunomiya from 18 to 21 September to visit
Ichijo Middle School and Yonan Middle School located there. At Ichijo Middle
School, a welcome ceremony was held with all students attending. The
Indian participants were very moved by the warm welcome, which included
a kendo (Japanese sword martial art) demonstration by the principal as an
introduction to traditional Japanese culture and a brass band performanceby the students. Following that, the participants visited classes. During thevisit, they asked various questions not only about the classes but also about
things unfamiliar to them including posts on the wall and equipment in theclassrooms. The participants also enjoyed the student-guided tours of local
temples, shrines and other cultural facilities, deepening their understandingof the local culture.
The visit to Yonan Middle School next day consisted mainly of various opportunities for the participants to deepen exchanges with the students. For
example, the Indian participants gave the students Indian yoga and Indianmathematics classes as well as an introductory lecture about Indian schools
and local cultures. They also participated together with the students in music, chemistry, physical education, and calligraphy classes. The students
at the classes taught by the Indian participants seemed to enjoy learning
new information about Indian yoga, mathematics, local communities andschools, as well as interacting with the teachers. Other activities included
an exchange meeting with Japanese teachers, where the participants from

Participants from Japan

both countries actively exchanged views and opinions about the situation ofName

education in both countries, while the Indian participants asked questions(2) Primary and secondary school teachers or non-formal education centre

Schedule and Activities

Name

1
2
3
4
5
6
7
8
9

School/Organization
Teaching Subject
Saitama Prefectural Koshigaya
TAKAHASHI Shinichi
EnglishKita Senior High School
Kobe Municipal Ryugadai
EnglishSARAGAI Yuko
Junior High School
IWAMI Rika
Uekusa Gakuen University
EnglishYokohama Municipul Higashi
Social studies
HIRASAWA KaoriHigh School
Minamiboso Municipal
EnglishISHII Makoto
Tomiura Junior High School
Chiba Prefectural HigashiEnglish
OKADA Tsugumi
Katsushika Junior High School
Kanagawa prefectural Arima
EnglishFUJIMURA KeimaHigh School
Saitama Prefectural Urawa
Japanese
YONEYAMA Chisato
Girls’ Upper Secondary School
literature
Ibaraki Prefectural Namiki
EnglishTOMIYAMA Masami
Secondary School

about Japanese education that arose from their two-day school visit.
In Tokyo, the participants visited Tokyo Metropolitan Hakuo Senior HighSchool and its attached Hakuo Junior High School. At those schools, theparticipants engaged in various activities, such as observing as well as
giving classes, and an exchange meeting attended by teachers from bothcountries. The participants who observed classes on Japanese culture, suchas tea ceremony, flower arrangement and calligraphy, which were part ofthe schools’ regular education, showed great interest in the school policythat provided learning opportunities with a first-hand Cultural experience inthe classroom to pass on traditional culture to the next generation.
In addition to the visits to the above schools, there was a Japan-India
educational exchange meeting in which Japanese teachers who applied
individually also participated. At the meeting, small group discussions were
held on the theme of “Significance of Engaging in Dialogue with Diverse
People”. During the discussions, the participants exchanged opinions about
28

India

cation to realise a peaceful and sustainable society, including the application

Programme Activities(2) Activities after returning home

-Reflection meeting-Free time/Visit to cultural sites

Tokyo

rd

Objectives

Activities-Visit to junior high school (2) /cultural sites-Move to Tokyo

Participants filled out the evaluation form provided by ACCU.

the significance of dialogue with diverse people in the field of education
in a society that is expected to be increasingly diverse and uncertain, andSummary

also discussed how each participant would like to act as an educator in the
future.
Throughout the programme, the participants seemed to be stimulated
by a variety of new information they obtained using all the five senses but
would not have been able to through online exchanges. On top of that,
immediately after returning to India, they started using the network connecting the Indian and Japanese participants, created through the exchange
activities in Japan, to continue having exchanges online. It will be exciting tosee how the participants’ experiences in this programme will be reflected intheir educational practices in the future.

Overview of This Year’s Programme
A New Era of International Exchange for Teachers

Voice of Participants• This programme has broadened my knowledge of Japanese educationand culture. It was also very stimulating to know the experiences of the

For the past three years, ACCU’s international exchange programmes for teachers were conducted mainly online

various people I met during the programme. (Indian participant)due to the impact of the COVID outbreak, but face-to-face exchanges have fully resumed this fiscal year. In the• I learned a lot of new ideas from the interactions with the Japanese stu-course of planning and managing this year’s exchange programme for teachers, we realised once again that there

dents and teachers. After returning from Japan, I immediately put into

were different ways of learning for participants according to the format of the programme. This means that thepractice at my school the various ideas I learned and was able to maketriggers (hooks) for participants’ learning can differ and vary.

positive changes. (Indian participant)

To be specific, when online the sole focus of participants’ attention is the screen, and the information they can• One of the things that I learned from the programme and changed myobtain is rather limited. When face-to-face, on the other hand, participants have access to a much wider variety ofprevious impression of India was the fact that the Indian and Japanese

information in the space where they are present. For example, when an Indian teacher was observing a class at ateachers shared the same viewpoints and goals. When we discussed

Japanese junior high school as part of the programme, he happened to find a class-duty roster for students posted

self-affirmation and self-efficacy, some Indian teachers told me that theyin the classroom, which strongly attracted his interest and drove him to start learning the Japanese-style classroom

were also making efforts to help their students develop a sense of self-af-

management. Although the duty roster itself had nothing to do with the class he was observing, it inspired him in a

firmation. They also described educational practices that I would like to

way that the management had not specifically intended, thereby turning out to be an example of numerous learning

adopt to use in my classes in Japan. (Japanese participant)hooks available to the participants.
The fact that various learning opportunities lie in activities when face-to-face suggests that, in a sense, the widthof interest and the degree of motivation of the participant play a bigger role in making most of the in-person format
in comparison with the online one. Face-to-face also requires different methods of communication from those foronline. There is more information available on the spot in a face-to-face meeting than in an online meeting, and it
is possible to see how each other is doing clearly and get a feel for each other’s feelings. Furthermore, the optionof having a chat during coffee breaks and other short breaks is a unique feature of the face-to-face format, which
can help participants get to know each other better.
While the face-to-face format has those advantages, ACCU is trying to create exchange programmes using bothformats, drawing on our experience in running online exchanges during the pandemic. For example, this year’s
programme added online sessions before and after the face-to-face exchanges. It produced several positive effects
as a result, including the enhancement of participants’ sense of purpose even before the programme began, theforming of relationships among the participants, and smoother connection between the learning gained from thepost-programme review workshop and the subsequent changes in participants’ views and actions. On top of that,the development of online interaction tools during the pandemic has created an environment in which face-to-faceinteraction could continue even after the completion of the programme. This has also contributed to the realisationof a new form of international exchange utilising past and recent experiences, rather than simply returning to theway it was before the pandemic.
In the future, too, ACCU will continue to seek a more fulfilling way of international exchange while flexibly responding to the changes of the times.

29

30

Photos of this year’s programme

31

M emories of international exchange322023–2024 Invitation Programme Co-operating organisations and co-operators

List of Related Organisations● Invitation Programme for Teachers from the Republic of Korea● Ministry of Education, Culture, Sports, Science and Technology (MEXT)

Mr. NEGISHI Kazunari, Principal, Kami Agricultural High School

Mr. KITAYAMA Koji

Mr. NIKAIDO Koichiro, Principal, Tome Municipal Kagano Elementary School

Director, International Affairs Division, Minister’s Secretariat

Mr. ARIGA Jinichi, Superintendent of Education, Fukushima Prefecture Ono

Ministry of Education, Culture, Sports, Science and Technology (MEXT)

Town Board of Education

Mr. MIZUNO Toshiaki

Mr. TOMIOKA Yasunari, Principal, Ono Town Ono Junior High School

Director, Office for International Cooperation,

Mr. KOARAI Shinsuke, Principal, Ono Town Ono Elementary School

International Affairs Division, Minister’s Secretariat

Prof. ICHINOSE Tomonori, Division for Teacher Training (International

Ministry of Education, Culture, Sports, Science and Technology (MEXT)

Education), Department of Education, Miyagi University of Education
Mr. KURECHI Masayuki, President of Japanese Association for Wild Geese
Protection
Ms. WAKAMI Tomoko, Chairman of Miyagikita UNESCO Association
Mr. KAKUI Naomitsu, Director of Fram Natori● Invitation Programme for Teachers from the People’s Republic of China
Mr. FUKUHARA Isao, Superintendent of Education, Tomakomai Board of
Education
Mr. NAKAJIMA Tsutomu, Tomakomai City Misono Elementary School
Ms. IMURA Tomomi, Principal, Tomakomai City Shimizu Elementary School
Mr. HOSOBE Yoshitomo, Principal, Tomakomai City Kaisei Junior High School
Ms. ITO Takako, Manager, Sustainability Social Innovation, FAST RETAILING
CO., LTD.

● Invitation Programme for Teachers from Thailand
Mr. YOSHIDA Tomoki, Principal, Misaka Junior High School
Mr. KACHI Masahiko, Principal, Kasahara Elementary School
Mr. NAYA Mamoru, Principal, Aichi Prefectural Bihoku High School
Mr. GOTO Koki, Vice-Principal, Aichi Prefectural Bihoku High School

Ms. KAMOSHITA Yuko
Senior Specialist, Office for International Cooperation,
International Affairs Division, Minister’s Secretariat
Ministry of Education, Culture, Sports, Science and Technology (MEXT)
Ms. YANAI Eri
Officer, Office for International Cooperation,
International Affairs Division, Minister’s Secretariat
Ministry of Education, Culture, Sports, Science and Technology (MEXT)
Ms. Ogawa Konomi
Officer, Office for International Cooperation,
International Affairs Division, Minister’s Secretariat
Ministry of Education, Culture, Sports, Science and Technology (MEXT)● Overseas Partner Organisations• Korean National Commission for UNESCO(KNCU)• Ministry of Education of the People’s Republic of China• China Education Association for International Exchange• Ministry of Education Thailand• Ministry of Education Government of India● Invitation Programme for Teachers from India• Centre for Environment Education (CEE)

Mr. MASUYAMA Takayuki, Principal, Utsunomiya City Ichijo Junior High● Overseas Cooperating Organisations

SchoolMr. TEZUKA Hiroyuki, Principal, Utsunomiya City Yonan Junior High School
Mr. IKEDO Shigeki, Principal, Tokyo Metropolitan Hakuo Senior High SchoolJunior High School● Korea-Japan Teachers’ Dialogue 2023 Invitation
Programme for Japanese Teachers
Mr. TANAKA Mitsuharu
Specialist
Overseas Education Research Unit II
Analytical Research PLanning Division
Education Policy Bureau
Ministry of Education, Culture, Sports, Science and Technology● Invitation Programme for Primary and Secondary School
Teachers from Japan
Dr. MAKI Takayoshi
Associate Professor• Embassy of the Republic of Korea• Royal Thai Embassy• Department of Education

Embassy of the People’s Republic of China in Japan• Embassy of India

Programme Organiser
Asia-Pacific Cultural Centre for UNESCO (ACCU)
1-32-7F Publishers Club Bldg. Kanda Jimbocho, Chiyoda-ku, Tokyo 1010051 JAPAN
Tel: +81 03-5577-2853 Fax: +81 03-5577-2854
Email: accu-exchange_ml@accu.or.jp URL: https://www.accu.or.jp/en/
Mr. TAMURA Tetsuo, Director-General
Mr. KURIBAYASHI Tadashi, Director, International Educational Exchange
Department

Graduate School of Human and Social Sciences

Ms. ITO Tae, Chief, International Educational Exchange Department

Hiroshima University

Mr. SUGITO Takuma, Programme Specialist, International Educational
Exchange Department
Ms. HASUMI Shihoko, Programme Officer, International Educational
Exchange Department33

2023-2024 International Coordination Programme for Education in a New Age entrusted by
the Ministry of Education, Culture, Sports, Science and Technology-Japan【MEXT】
International Exchange Programme for Primary and Secondary School Teachers

March 2024
Edited and Published by Asia-Pacific Cultural Centre for UNESCO (ACCU)
1-32-7F Publishers Club Bldg. Kanda Jimbocho, Chiyoda-ku, Tokyo 101-0051 JAPAN
Tel: +81 03-5577-2853 Fax: +81 03-5577-2854
Email: accu-exchange_ml@accu.or.jp URL: https://www.accu.or.jp/en/©2024 Asia-Pacific Cultural Centre for UNESCO (ACCU)