EDU-Port Symposium FY2022 : Changes in Student Learning in the Post-COVID Era

Outcomes and Challenges of the Lesson
Studies in Health Education and Health
Checkup Activities in Laos and Nepal(Laos and Nepal)
Date: Friday, March 3, 2023
Venue: Zenkokutoshikaikan Building 2F

TOMOKAWA Sachi, Associate Professor
Faculty of Education, Shinshu University

Introduction of Japanese-style Education Using a Public-Private Collaborative Platform (EDU-Port Japan Project):Research on Japanese-style Education Overseas for Public Health and ICT Education

Verification research on the challenges andpossibilities for development of Japanese-styleschool health that contributes to the SDGs

琉球大学
ラオス国立大学教育学部
Faculty of Education, National University of Laos

トリブバン大学

UNIVERSITY OF
THE RYUKYUS

Tribhuvan University2⮚ Project overview and update
Aim:
Empirically examine the possibilities and challenges of how Japanese-style school
health can contribute to the achievement of the SDGs and the response to COVID-19.

Major activities:
1

Examine the achievements and challenges of Japan’s support of school
health activities in developing countries (document gathering and oral
survey)2

Grasp the current conditions of school health education, response to
COVID-19, and ESD (document gathering and oral survey)

3

Propose models to promote school health and ESD in developing
countries and Japan (verification research)
Development of health education materials & lesson study, healthcheckups in Laos, Nepal, and Japan

4

Share knowledge and feed it back to society and academy in Japan(bilaterally sharing knowledge, publishing journals, and building
networks)⚫ Changes in student learning
due to COVID-19, identified
on-site⚫ Opinions concerning learningin the post-COVID era⚫ Future outlook, expectations
for EDU-Port Japan, etc.
⚫ Achievements3

1. Achievements

2. Changes in student learning
due to COVID-19

3. Learning in the post-COVID
era

4. Future outlook / expectations
for EDU-Port Japan

Proposal to promote school health (support) and ESD in developing countries and JapanIn Laos, Nepal, and Japan, we have examined the possibilities of:Japanese-style school health educationcooperation and collaboration
between teacher-training schools and their affiliated institutions
ESD bytaking health issues as our entry point.
● What is “Japanese-style school health education”?

• Structured education (introduction, development, conclusion) for proactive, interactive, and authentic learning• The aim is to improve teaching skills using the lesson study approach● What is “cooperation and collaboration between teacher-training schools and their affiliatedinstitutions”?
It means enhancement of teacher-training schools’ education and research functions.

• Class development (teaching model development) and teacher-training through collaboration
between teacher-training schools and their affiliated institutions●What is “ESD by taking health issues as our entry point”?

• Teaching on health issues that are familiar to children and those of high priority

4➢ Empirical examination process
1. Development of teaching materials by researchers and experienced teachers in Japan,
Laos, and Nepal
Step1
2021-2022(online)Step2
2022-2023(in Laos and
Nepal)

i. Japanese researchers formulate teaching plans to develop core trainers.
ii. The instructor conducts a mock-up lesson in front of teachers with experience of teaching school health inJapan, who provide advice on teaching from the perspective of “proactive, interactive, and authentic learning.”iii. Teaching materials are revised and the methods to assess the teaching intervention effects developed throughtrilateral discussion with a view to the following.
a. Each country’s current status of theme-based teaching practices and facilities and their challenges
b. Consideration of the circumstances surrounding teaching plans that are unique to each countryc. The abilities that students should acquire at teacher training school (KAP)

2. Teacher training for teachers ofteacher-training schools

2. Teacher-training for junior andsenior high school teachers

Assessment based on a questionnaire survey before/after training and lesson appraisal throughdiscussion between a core trainer and the instructor.

3. Practice at elementary and junior/senior high
Step3
3. Practice at teacher-training schools schools affiliated with a university2022-2023(in Laos, Nepal, Assessment based on a questionnaire survey before/after training and lesson appraisal throughand Japan)
discussion between a core trainer and the instructor.

5➢ ESD x Japanese-style school health education:
Structure of developed teaching materials (teacher training)
Preliminary survey using a questionnaire

Introduction of ESD/relationship between ESD and themes/ability toacquire skills
Background and aim of lesson plans/points of assessment

Demonstration
lessonNote: Elementary andjunior high schools
conduct this part only.

➢ Introduction (ordinary experiences): Broach topics familiar to learners;
provide learners with clear learning tasks making them wonder why,build assumptions, and take problems as their own.
➢ Development (scientific approach): Learners learn proactively,interactively, and authentically (renewing their thinking throughcollaborative activities), looking closely at their own tasks.
➢ Conclusion (behavioral changes): Share authentic learning
experiences; set specific action steps achievable at school and home.

Find out what is good about students’ teaching plans and what is desired.
Discuss the need for theme-based teaching and points to note in teaching.
Post-survey using a questionnaire6➢ Developed teaching materials
Category

Theme

Comprehensive
sexuality
education

Major activities

Use of news and articles

・Discuss cases of discrimination around us.
・Read and discuss the notes written by individuals
who have experienced discrimination.

Mental healthmanagement

Stress appraisal using a balloon,
determine the top three recommended
methods for stress reduction

・Share personal tips on how to manage mental
health.
・Share information obtained from research andstudy.
・Choose the best three methods recommended byindividuals.

Vaccination(immunization)Role-play about the immune system

・Role play about physical changes due tovaccination

Discrimination

COVID-19

Teaching method

Menstruationteaching

Group work (case study)

Lifestyle-relateddiseases

Double burdenof malnutrition

Calculation of (BMI/ideal body weightcalculation), graph/chart reading

HandwashingpracticePlanning ofawareness
activities

Issue analysis and planning ofawareness activities by group work
(analysis and ranking of issues)

・Men and women jointly discuss support to beextended to women in menstruation.
・Introduction of the effects ofundernutrition/overnutrition on health.
・Measurement of height and weight, BMI
calculation
・Introduction of Nudge Theory
・Issue analysis, planning of awareness activities7➢ Assessment
Skills and abilities to acquire through learning(elementary and junior/senior high school students)

Skills and abilities to acquire as a teacher(Teachers of junior/senior high schools and students ofteacher-training institutions)

Knowledge

Knowledge on lesson content

Knowledge of considerations in teaching

Attitude/aspirations/interestAttitude toward a given theme

Attitude toward, aspirations for, and interest inteaching a given theme in class

Practice

Theme-based learning practice skills

Theme-related support for students

Self-confidence

Self-confidence in theme-based practiceSelf-confidence in teaching a given theme

Learnings to be achieved through Japanese-style education
Proactive learning

Did you proactively participate in class?

Interactive learning

Did you engage in communication with your teacher and other students?

Authentic learning

Did you discover in yourself any new way of thinking or other findings through dialogue with yourteacher and other students?

Seven competencies and attitudes to be emphasized in ESD
1.Ability to think critically
3. Ability to think in multidimensional and integrative ways
5. Ability to cooperate with others
7.Attitude to participate proactively

2. Ability to plan with anticipation of a future scenario
4. Ability to communicate
6. Attitude to respect relations and connections8➢ Teaching materials developed to promote handwashing practice
Aim
Introduction
Teaching
structure

Develop the ability to build specific education plans to promote handwashing practices
with reference to handwashing campaigns in Japan and other countries.
Importance of handwashing practice as a measure against COVID-19

Introduction of Nudge Theory and its practice examples

Development

Formulation of action plans on handwashing practice through group work

Conclusion

Presentation on action plans

Seven competencies
and attitudes to beemphasized in ESD

1.
2.
3.
4.
5.
6.
7.

Ability to think critically
Ability to plan with anticipation of a future scenario
Ability to think in multidimensional and integrative ways
Ability to communicate
Ability to cooperate with others
Attitude to respect relations and connections
Source: https://www.mext.go.jp/unesco/004/1339970.htm
Attitude to participate proactively
9➢ Development of teaching materials through collaboration between
Japan, Laos, and Nepal
Through discussion on the development of teaching materials, we have learned that access to water
resources is different between urban areas and rural areas in Laos and Nepal.
➡ Considering the water and sanitation facilities in these countries, some examples of practices forpromoting handwashing in water-scarce areas have been added.

New ways of handwashingwith less water, using the
Tippy-tap, a kettle, etc. are
introduced.

10➢ Effects and challenges of teacher-training in Laos
Before training

After training

Ave.

SD

Ave.

SD

P-value

3.6

1.3

4.6

1.2

<0.001

4.3

2.9

4.5

3.2

0.819

34.7

4.9

37.4

5.0

<0.001

37.7

4.0

38.6

2.2

0.17

20.5

2.6

21.9

1.8

<0.001

18.7

3.5

21.0

2.4

<0.001(n=50)

1. Knowledge of handwashing practice (7-score scale)
2. Knowledge of considerations in teaching the importance of handwashing practice(17-score scale)
3. Aspirations for and interest in teaching the importance of handwashing practice(45-score scale)
4. Attitude toward teaching the importance of handwashing practice (40-score scale)
5. Awareness of the necessity of teaching the importance of handwashing practice(24-score scale)
6. Self-confidence in teaching the importance of handwashing practice (24-scorescale)

Findings:
1. Scores have apparently improved in the following four aspects: 1. Knowledge of handwashing practice, 3. Aspirations for andinterest in teaching, 5. Necessity of teaching, and 6. Self-confidence in teaching.

2. “Knowledge of considerations in teaching the importance of handwashing practice” has not been adequately acquired.
11➢ Self-evaluation of the acquisition of abilities andattitudes emphasized in ESD
I didn't learn anything at all.

I've learned a few things.

I've almopst got it.

We were able to get it.

1.Ability to think critically
2.Ability to plan with anticipation of a future scenario
3.Ability to think in multidimensional and integrative ways
4.Ability to communicate

5.Ability to cooperate with others
6.Attitude to respect relations and connections
7.Attitude to participate proactively
0

20

40

60

80

100

Seven competencies and attitudes to be emphasized in ESD

Capabilities/attitudes assumed during development < capabilities/attitudes not assumed

12➢ Findings from teacher-training on handwashing in Laos
Nudge Theory and some examples based on
the theory are introduced.

⚫No considerations of Nudge Theory wereidentified in the students’ education plans.

-> Further understanding of Nudge theory is required.

● The education plans did not match theresults of analysis of the issues to beaddressed. The content was just a list ofdesires and hopes.
→Analysis of issues - understanding ofsolutions and prioritization are required.
Appropriate comments by the teacher on
the presentations are also necessary.

Education plans were made by each work group.
13➢ Educational activities in Nepal and Laos:
Teaching menstruation to first-year junior high school students● Boys and girls worked together better than
anticipated.

Women’s physical and mental stress during
menstruation and how to support them are
discussed by mixed groups of boys and girls.

● There were feasible support and infeasible
support identified. -> Prioritization is required.

●Activity instructions, group organization, and14time management issues

➢ Educational activities in Nepal and Laos:
Introducing ESD at a teacher training school● The introduction of ESD took more than 30 minutes (wassupposed to take 3 to 5 minutes)-> Appropriate time allocation is required.
☆☆☆ In Laos, the deputy dean of a school introduced ESD at agathering for the Faculty of Education, using new slides in
addition to the existing ones.
15➢ ESD×Japanese-style school health education: Challenges and achievement
By comparing practices in Japan, Laos, and Nepal,...

Challenges

Achievement

Reduce overall explanation time, appropriately
allocating time for each activity; give more
explanation of slides.
→Standardization to ensure the quality of
instruction

Manifestation of bottlenecks in theclassroom(Insufficient preparation, lack ofunderstanding of content(careful selection ofcontent to be taught)

Propose measures based on the analysis of
the current situation; prioritize content.

ESD, best suited to strengthen the capacities
countries seek!→ Positive about ESD
promotion

Explain the meaning and aim of lesson study

The view of teaching and education in eachcountry is highlighted(cultural background also influences)

Improve the skills to facilitate group work andpresentation.
（Measures to be taken when the speaker islimited）

An opportunity to think about what theessential teaching skills and roles of teachers
are
16
16

1. Achievements

2. Changes in student learning
due to COVID-19

3. Learning in the
post-COVID era

4. Future outlook /expectations for EDU-Port Japan➢ Changes in student-learning due to COVID-19, identified on-site
Laos: An oral survey was conducted targeting principals of approx. 30 elementary and junior/senior high schools in Vientiane,
Luang Prabang, Dongkhamxang, and Ban Keun.
Positive impacts

Negative impacts

Schools・Drastic improvements in the online learning environment
・Enhanced management by school management committees andprincipals; increased educational gap (online teaching, increase in gas
expenses, homework assignment, etc.)◆ Increased interest in and demand for measures against COVID-19◆Reaffirmation of the importance of children's health◆Soap, masks, and thermometers are provided by local governments.

・Schools are used as accommodation for CODIV-19 patients(Many teachers are infected in urban areas).
・Grave impact on school management (No tuition fees collected
for 2022)
・School health activities are temporarily suspended except formeasures against COVID-19.

Teachers

・More teachers in rural areas have side business.

・The number of classes increased due to staggered attendance・Increase in burden due to guidance on the selection ofsubjects and response to online teaching・Teachers living self-sufficiently are financially less affected;
cash revenue has significantly decreased particularly insightseeing areas.

Children・Mentally healthy. No obesity, bullying, etc. are observed.
・Elementary school students are more willing to study than before.

・Increase in dropouts due to economic difficulties particularly atjunior/senior high schools in sightseeing areas
・Increase in educational inequity, affecting the rate ofadvancement to junior/senior high schools particularly in local
areas
・Sharp drop in enrollment to universities

Impacts of the Ukraine crisis on economy -> Increase in gas expenses and other prices17

1. Achievements

2. Changes in student learning
due to COVID-19

3. Learning in the
post-COVID era

4. Future outlook /expectations for EDU-Port Japan➢ Changes in student-learning due to COVID-19, identified on-site
Nepal: An oral survey was conducted targeting approx. 20 central and local government officers.
Schools

Positive impacts

Negative impacts• Drastic improvement in online teaching and the internet
environment• The National Teacher Training Center (NCED) has developed
more than 3,000 online learning programs, which are available
on Radio, TV, YouTube, and other media.
• Higher priority is given to handwashing and basic
sanitation; the governments are considering the adoptionof vaccination.
• New textbooks to be released describe more about COVID19 infections.

• School health activities have been suspended except formeasures against COVID-19; it will continue to be difficult to
distribute deworming medicine, iron supplements, women’ssanitary products, etc.
• Schools are used as accommodation for COVID-19 patients;
consequently, parents do not allow their children to attend
school to avoid infection.
• It has become difficult to manage the free distribution of
women’s sanitary products while school is closed.
• Peer learning opportunities cannot be provided.
• Private school teachers are at the risk of loosing their jobs,
which also affects their mental health.

Teachers
Children• Children’s hygiene practices have improved; more children
wash their hands with soap.

• Children are addicted to the internet and smartphones.
• Children are feeling more isolated and stressed; their physicalactivities have declined; and their communication with othershas significantly decreased.
• Loss of interest in school and learning, decline in academic
abilities (particularly in reading and writing)18➢ Educational activities in Japan:
Teaching mental health and menstruation at an affiliated school

XX is in menstruation. What can we do for her?
Please describe your group’s support ideas below.

A computer is provided to each
student to learn school health.
Group work using the Google Spreadsheet

Parents attending a school
health meeting19➢ Educational activities in Japan: Teaching at a teacher-training
schoolTeaching evaluation using a Google
Form: survey on teaching practices
and school needs

ICT-based school healthlesson using the Mentimeter

Mock class and reflection
to improve the ability to teach school health20➢

Major Research Achievements in 2021-2022, Internationalization of Japan, and Proximity to Japan inTarget Countries●Research Achievements: A total of 8 research reports, at the Japan Society of School Health Sciences,
International Society of Health and Medical Sciences, Nagano Society of Physical Education, and others.
●Practice in Japan and reporting at the meetings: Nagano Prefecture Education Research Meeting, teacher
certification course, Shinshu University graduate school, undergraduate classes, attached elementary schools,
elementary schools in Nagano City
● Study tours in Laos by university students: 1 month in September 2022 (6 students), 17 days from December
to January 2022 (8 students) Total 14 students
In total, over 40 schools experienced health checkup activities, exercise instruction (jump rope), and health education.
Japanese teachers: more than 20 Laotian teachers: more than 500 Laotian teacher training institute students: more than 200
Children measured: 11,000 in total

Teaching about the significance of health checkups
in school

Developing a class-based health checkup system21

1. Achievements

2. Changes in student learning
due to COVID-19

3. Learning in the
post-COVID era

4. Future outlook /expectations for EDU-Port Japan➢ Future outlook/expectations for EDU-Port Japan

School

Laos

Nepal

Request to support online-based
school health monitoring &supervision and data management(DX x school administration x
school health)Re-recognition of the importance of school
healthRequest for support to strengthen practice andresearch (ESD x health education -> qualitative
improvement of education)

Teacher

Support for the improvement of teaching
techniques using ICT (Health Education x ICT)ChildrenRequest for educational support for children's obesity and thinness, mental health,etc.
(health screening activities x healthy food x health equipment, ex weight scale)Researcher

Enhancement of research capabilities related to empirical & action research→ Academic: Dissemination through academic papers, strengthening of researchers'
networks, Public: use of media and SNS
Observation of classroom research (training in Japan)*Contribute to rethinking and improving education in Japan!
Inquiry-based learning x International cooperation (health & environment)

22

Thank you so much foryour attention