EDU-Port Japan
Certified Projects and Supported Projects
Ministry of Education, Culture, Sports,
Science and Technology- JAPANMarch 20192017 EDU-Port Supported Projects
Teacher training system for basic experiment education in Myanmar
universities

Myanmar

Gifu University

P1



Building a new common legal education model for fostering jurists capableof supporting the design of “judicial systems based on the Japanese model”

Uzbekistan, Mongolia,
Vietnam, Cambodia,
Laos, Myanmar,
Indonesia

Nagoya University

P2



Disseminating of Japanese-style engineering education through support toestablish a four-year bachelor course in Mechanical Engineering at the Royal
University of Bhutan

BhutanKansai University

P3



Implementation of Global PBL program at Domestic and Overseas
Universities with industry-academia-government collaboration of the GTI
Consortium members

Southeast Asia

Shibaura Instituteof Technology

P4Introduction of Japanese-style career education that makes proactive,
interactive and deep learning in Vietnam and support for its teaching
methodVietnam

Educa & Quest Inc.

P5



“UNDOKAI” World Caravan Project

India

Japan Sports
Communications

P6



Problem solving in hospitals in Bangladesh using Design Thinking education

Bangladesh

Promotion ofInternational
Cooperation
Bangladesh（PICB）

P7

Exporting Japanese-style dance education “Creative Dance” that combines
body formation and art experience

Hong Kong, Romania,
Korea

Miyazaki C-Dance
CenterP8

2018 EDU-Port Certified Projects
Introducing Japanese style teacher training system on primary science
experiment with core science teachers and their network

Vietnam

Human resources development merging the best contents of Indian andJapanese vocational training in accordance with needs of enterprises

India



Enriching practice and research on Ecohealth education throughintroduction of Japanese style teacher training and research system

Laos

Shinshu University

P11

"Disseminating Fukui-style education to the world" by teacher training
collaboration project in Africa, Middle East and Japan

Africa, Middle
East

University of Fukui

P12



Implementing Japanese style physical education in the world for
Establishing teacher training system utilizing lesson studies in Peru

Peru

Hiroshima University

P13





Osaka Kyoiku University

P9

Partnership organizations
・KENIS LIMITED・GASTEC CORPORATION
・Osaka Science Education Network
Association (OSENA)O-HARA Gakuen

P10Partnership organization
・Tata Consultancy Services Japan, Ltd.
・SHOEI DRIVING SCHOOL
・Gakken Holdings Co., Ltd.
・JTEX Management Center Co.,Ltd.
・Nara Women’s University Secondary
SchoolIntroduction of robotics education program to Vietnam National University University of Engineering and Technology for Supporting educational
contents including curriculum and teacher training

Vietnam

Chiba Institute ofTechnology

P14

Disseminating practical Japanese-style vocational school education systemand curriculum for automobile mechanic in Myanmar

Myanmar

Giant Leap
International, Inc.

P15



Supporting kindergartens in Vietnam through teacher capacity development
and provision of information

Vietnam

Shogakukan-Shueisha
Productions Co. Ltd.

P16



Promotion of digital mathematic learning materials for primary school
students in the world

Sri Lanka

SuRaLa Net Co., Ltd.

P17

Solving social problems through enhancing health, welfare, andunderstanding on culture and manners starting from Japanese style foodand health education

Vietnam

Z-Kai Inc.
Z-kai Holdings Inc.

P18



Establishing Japanese-style curriculum management model by introducing
new textbooks and assessment

Papua New
GuineaIC Net Limited

P19



“School centered Community Revitalization” in the world for Sustainable
Development School Project in Bhutan

BhutanPlatform for Sustainable
Education andCommunity

P20

2018 EDU-Port Supported Projects
Supporting establishment of Japanese-style system for editing and utilizing
social studies textbooks by connecting publishing company and Teacher
Education College in Cambodia

Cambodia

Hiroshima University

P21Development of Japanese style pre-service training model for nursing
teachers based on school health system in Cambodia

Cambodia

Kagawa University

P22



Dissemination of Japanese style lesson studies based on study of teachingmaterials in primary and lower secondary school in Cameroon

Cameroon

Naruto University of
Education

P23



Global expansion model of Japanese-style sports education “Training themind and learning techniques, dissemination of Japanese culture by
instructing Judo in Argentina”

Argentina

Umemura Educational
Institutions
Chukyo University

P24

Practicing Japanese-style curriculum utilizing digital teaching materials
developed by Japan through connecting 2 centers in Cambodia with Japan

Cambodia

Uchida Yoko Co., Ltd.

P25

Developing digital teacher's guidebook based on Japanese-style science andmathematics textbooks and utilizing them for in-service teacher training in
Papua New Guinea

Papua New
GuineaGAKKO TOSHO Co.,Ltd

P26



Mizuno HEXATHLON program for introduction into public primary education
system in Vietnam

Vietnam

Mizuno Corporation

P27

In-service training for musical instruments to take root in music education in
VietnamVietnam

Yamaha Corporation

P28

"UNDOKAI World Caravan" Project "Organizing UNDOKAI in girls publicschools in Saudi Arabia"

Saudi Arabia

Japan Sports
Communications

P29



Exporting "Expressive Activity” (physical education) to promote Inclusive
Education in Laos

Laos

MIYAZAKI C-DANCECENTER

P30

Teacher training systemfor basic experiment education
in Myanmar universities(Myanmar)
Based on the request of the “Basic Experiment Science Education Improvement Project” atuniversities in Myanmar, Gifu University and Japanese teaching equipment manufacturers will cooperate
in the physics field (EPE : Experimental Physics Education). Through invitation/ dispatch to trainings on
Lesson Study to establish Active Learning, we aim to build a training system based on on-site
university staff which guarantees sustainable and high quality education, that can also be applied to othersubjects and elementary and secondary education, through our support for syllabus improvement,
experiment preparation, etc.

Implementation Structure
Gifu
Univ.
Text

Tools

PrivateCompanies

Contents & Outputs

・Shimadu
・Yagami・KenisMoU Universities
Mandalay
Yadanabon
Meiktila
YangonDagon

Training• Widely introduce teaching methods toenable learners to gain wider knowledge
and expertise effectively with selected
experiments.
• Training to introduce Active Learning intoexperiment classes.
• Investigation of educative effects of
Lesson Study among teaching staff, andfeedback to upgrade teaching method.

Training

Project Concept

On-site system ofTraining Support

Education Univ.
(26)

Training

Sci. & Art Univ.
(44)

Training
Engineering Univ.
(64)

National⚫ Combining similar experiments
Training
Workshop& developing new education tools(Apr.25ーMay 23)⚫ Pre Training of the 3 rd National WS on@：Yadanabon Univ., Lashio Univ.
the EPE⚫ Training 15 Lecturers from core 3 Univ.
(Nov.12-15) 【Fig. 3】 @Univ. Yangon(Jun.3ーJul.1) 【Fig. 1】
50 teachers from 9 universities
TA
Mandalay, Yadanabon & Meiktila@ Lower Myanmar⚫ Inviting 13 staff for training⚫ The 3 rd Nat’l WS on the EPE in Myanmar(Nov.1-10) 【Fig. 2】(Nov.16-20) 【Fig. 4】 @ Magway Univ.
Supported by
Nationwide broadcast by MRTVSAKURA Exchange program in Science
90 teachers from 35 universities
Training of Active learning & Lesson study from all over Myanmar

Fig.1 @ U. Mandalay Fig.2 @ Gifu U.

Fig.3 @ U. Yangon

Way Forward
・Setup the on-site Training Support System
・Extend model-based training to lower MM・Invitation & training at Gifu
・Support the national workshop on the EPE・Support the on-site training

Contact
1

Fig.4 @ Magway U.

Setup a sustainable on-site Training System
Training for all Sci. & Art Univ. (44)⇒Education Univ. (26)⇒Engineering Univ. (64)⇒Experimental SCIENCE Education (Chemi. & Bio.)

Provide broad knowledge andconsideration with experiments.

deeperGifu University, Graduate School of Engineering
Kazuma NAKAZAWA(+81-58-293-2246 nakazawa@gifu-u.ac.jp)

Building a new common legal education model for
fostering jurists capable of supporting the design of“judicial systems based on the Japanese model”(Uzbekistan, Mongolia, Viet Nam, Cambodia,
Laos, Myanmar, and Indonesia)
In order to actively accommodate the modernization experience of Japan into the nation-building process of Asian countries, and to provide theJapanese government with necessary technical tools for supporting the designing of a "judicial system based on the Japanese model" outside ofJapan, the project will build a new legal education model which can be utilized as a common method for the training of jurists who will becapable of contributing to the legal development of the countries concerned. The project will review the curriculum, teaching materials andteaching methods applied so far by the "Research and Education Center for Japanese Law (CJL)" established by Nagoya University outside ofJapan, and collaborate with a consortium networking universities and enterprises in Japan to further develop the relevant curriculum, materials
and methods so that they can be equally helpful and applicable to other institutions in the region.

Project Concept
Since the Japanese government has widely
contributed to the law making process inAsian countries in transition, its next logicalstep includes developing human resources
for operating such laws. The aim is to
share
the
Japaneseexperienceoftransplanting
foreignlegalsystems
considering their compatibility for the local
society.

Contents & Outputs⚫ Writing and revising updated teaching material
contents
Continuous discussions were held on what contents
should be included in textbooks to effectively teachJapanese law to students from countries withdifferent legal systems. Based on these discussions,
we have reconsidered the contents of two textbooks(Japanese History, Politics and Society, andJapanese Legal System) and initiated their rewriting.
Hence, the first draft of the Japanese History,
Politics and Society was completed in February 2019,
whereas the contents of the Japanese Legal System
is under finalization.

Implementation Structure
Nagoya University
Graduate School of Law・CALE

Center for Japanese Law
Consortium
Executive
committee

Institutional
Members

Teaching
Material
Development
WorkingGroup

Individual
Members
Supporting
Members

Center for Japanese Law
Tashkent State
University of Law
National University ofMongolia
Hanoi Law University
Ho Chi Minh City
University of Law
Royal University of Law
and Economics
Laos National University
University of Yangon
Gajah Mada University⚫ Discussion on essay/ research plan writing
methodology
We have started regular meetings for hearing eachlecturer’s opinion on effective teaching methods andevaluation.
⚫ Study on the concept of legal education offered
to international students
A symposium was held in collaboration with the CJL
Consortium, to examine the concept of legal
education offered at Japanese universities forinternational students.

Way Forward
We will finalize the preparation of the upcoming textbooks (Japanese History, Politics andSociety, and Japanese Legal System). By continuing the cooperation between teachers of
the Japanese law and language, we will emphasize the particular aspects of each individual
foreign legal system and students' level of Japanese language.

Contact

Nagoya University, Center for Asian Legal Exchange
Makino Emi(+81-52－789－2325 cale-jimu@nagoya-u.ac.jp)

2

Disseminating of Japanese-style engineering
education through support to establish a fouryear bachelor course in Mechanical Engineering
at the Royal University of Bhutan(Bhutan)Over the last 50 years, the technology transfer in Bhutan through various technology transfer projects by Japan achieved
certain results. But areas such as equipment maintenance are not being conducted by Bhutanese people due to the lack ofmachine engineers. We have been in discussions with the Royal University of Bhutan, where only a four-year bachelorcourse in Power Engineering has been established at the science and engineering college, to improve the current situation
by establishing a four-year bachelor course of Mechanical Engineering in a few years. Since permission for establishmentof the department was issued in June 2017, we will provide support for implementation.

Project Concept

Implementation Structure

We assist Jigme Namgyel Engineering
College (JNEC) under Royal University of
Bhutan, to establish 4-year course of
Mechanical Engineering and foster
Mechanical engineers.
To achieve “Technical Education for PracticalUse”, we aim to introduce “Japanese-styleengineering
education
with
ScientificPrinciples and Practical Skill Learning”.

Contents & Outputs
Improvement of teaching ability forlaboratory work
After a technical official of JNEC had received
training from a dispatched Japanese teacher,he was invited to “Tokyo Metropolitan Collegeof Industrial Technology” by SECONEQ. Twoother teachers of JNEC will be invited astrainees. A surveyor and a professor ofthermodynamics will be dispatched.

Support for improvement of experimental
apparatus for students
Production and improvement of experimental
apparatus for students have been supported.
Especially, types of the 2nd order lag models arecovered such as electronic filter or mechanicalvibration system. 8 invited students and one
teacher of JNEC will study them in Feb 2019.
JNEC awarded letters of appreciation to
Kansai University and SECONEQ.

Way Forward
By presenting new points to be improved
and support plans for them as an out-line
shown in right figure, the goals to beattained are shared clearly. The support
system has been made stronger byincreasing collaborators.

Contact
3

Kansai University, Faculty of Engineering Sciences
Junichi KURATA(kurata@kansai-u.ac.jp）

Implementation of Global PBL Program at Domestic andOverseas Universities with industry-academia-government
collaboration of the GTI Consortium Members(Southeast Asia)
GTI (Global Technology Initiative) Consortium is an alliance of IAG (industry-academia-government)
collaboration and consists of more than 210 members. Utilizing this alliance, we aim to increase thenumber of IAG collaborative Global PBL (Project Based Learning) and transfer the know-how toorganize this program to domestic and Southeast Asian universities. IAG collaborative Global PBL
contributes to human resource development required by each university and country.

Implementation Structure

Project Concept✓ Implementation of IAG collaborative
Global PBL in domestic and Southeast
Asian universities✓ Human resource development with
IAG collaborative Global PBL

GTI Consortium
member

Theme setting from industry
IAG Global PBL

Planning
Implementation

Contents & Outputs

Participation

Sibaura Instituteof Technology

Conduct 12 IAG Global PBL programs
Ex.1 ） Developed a proposal of buildings
suitable for the city by referring land
information from the administration
Ex.2）Involved young working professionals
together with students to theprogram
Ex.3 ） Developed a proposal of “Kaizen or
improvement” for a factory inThailandEx.4）Involved industry members as
instructors of the program

Universities
Share know-how

Organize GTI Consortium Symposium
Under the theme of “IAG Collaboration for
Human
Resource
Development”,
GTI
Consortium Symposium was held where
examples of IAG Global PBL were reported
by faculty, student and industry members.
360 attendees from all over the world
including 12 delegates from 9 GTI
Consortium members of Southeast Asianuniversities participated the symposium.

Way Forward✓ To increase number of IAG Global PBL planned and organized events bySoutheast Asian universities✓ To implement 20 IAG Global PBLs in FY 2019.

Shibaura Institute of Technology, Global Section
Contact SEMBA and HORIGUCHI(+81-3-5859-7150 gti-consortium@ow.shibaura-it.ac.jp) 4

Introduction of Japanese-style career educationthat makes proactive, interactive and deep learning
in Vietnam and support for its teaching method(Vietnam)While the number of Japanese companies investing in Vietnam is increasing, the lack of understanding of Japanesecompanies is an issue in securing the talents of local people. By providing young people in local communities withcareer education programs in real society, we will realize proactive, interactive and deep learning, establish self-viewof one’s own career and promote deep understanding of Japanese companies. In addition, by teaching instruction
methods, the program aims to provide sustainable and wide-area training and job creation in Vietnam. The aim ofthese efforts is to contribute to the economic development of Japan and Vietnam.

Implementation Structure

Project Concept
Although the need to develop 21st century skills in Vietnam
is recognized, not many specific programs have beendeveloped. This project offers opportunities for students tolearn skills necessary for living in the 21st century. Students
work on problem-solving in groups, using Japanesecompanies as teaching cases, thus recognizing theconnection with society. This Japanese style education
program is designed with carefully thought-out learning
process, which is quest-type not traditional way of learning.

JAPAN

Edu ca & Qu est I n c.

Japanese Com pany
Providing teaching materials· Educational curriculum revisiondevelopment / design· Pilot event implementation

VIETNAMSem ecoEducat ion
Management
Support

Unive rsit y ·Ja pa ne sela ngua geschoolcooperation

Contents & Outputs“The 4th Quest Career in Hanoi 2018” was organized at the University of Hanoi on November 4, 2018. 5
Japanese companies based in Vietnam were invited: INOAC Corporation, H.I.S. Co., Ltd., Acecook
Vietnam Joint Stock Company, All Nippon Airways Co., Ltd., Daiwa House Industry Company, Limited.
They gave talks as lecturers on topics based on their own experiences such as companies’ mission,
dynamism and enjoyment in working, to 350 students who are studying the Japanese language. Afterthe talks, students were given an assignment by the companies to make a proposal of new business,
which should give a surprise to Vietnamese citizens, realizing the company’s mission at the same time.
The students worked on the assignment in the given 2 hours and gave presentations in Japanese on thesame day.
The winning team “The Happy” combined students of 3 universities (Hanoi Trade University, Hanoi
National University of Foreign Languages, ​and Hanoi University) and made a proposal to ACECOOK
Vietnam, received an award of 3 day-training to Japan from February 22 to 24, 2019. They made apresentation to the executives of ACECOOK Vietnam on Feb 22. They also made a presentation at theevent, “Quest Cup 2019 National Convention”, which targeted Japanese junior high and high school
students on Feb 23. This event in Hanoi attracted public attention and was broadcast by more than 20
TV networks in both countries including Vietnam Television.

Way Forward• To continue to provide the program including the above event.
• To establish an association in Vietnam among the companies which provide the program.

Contact5

Educa & Quest Inc.

Furukawa and Akamatsu(+81-3-6674-1234 oversea@eduq.jp)

“UNDOKAI” World Caravan Project（India）

The project will conduct "UNDOKAI" - a unique sports culture in Japan - at schools
around the world and convey the splendor of Japanese culture and the enjoyment ofsports. At the same time, through this activity, the project teaches students about things
such as teamwork and rules, trying your best, which have positive educational impacts.

Project Concept
Schools in India have a strong desire to
conduct UNDOKAI every year. Teachers
are eager to learn how to organize
UNDOKAI and use it in education. The
contents of UNDOKAI lead to theexcellent aspects of Japanese-styleeducation such as cooperativeness,discipline and responsibility.

Implementation Structure
Total Project Management
Mr. Takaaki Yoneji

SupportReportMinistry of
Education,
Culture, Sports
and Technology

Invite for
UNDOKAI

Embassy

Contents & Outputs
School: Kendriya Vidyalaya No.2- Delhi Cantt.
（Near A.P.S. Colony, Gurgaon Road, N.H.
No. – 8, Delhi Cantt. New Delhi – 110010)

Instruction

Project
Coordinator

Meeting &Communication
SchoolConduct
UNDOKAI

SchoolSchoolSchool : Kendriya Vidyalaya, Sec-2, R.K. Puram, Delhi(Near St. Thomas Church, New Delhi,
Delhi 110022 India)

Date :Dec 13, 2018 (Thur) at 13：30-15：00

Date :Dec 18, 2018 (Tues) at 9：00-12：00

Students：800（Grade 3-Grade 5）

Students：550（Grade 6-Grade 8）

Activities：Ball-toss game, Tug of war, Big Ballpassing, Relay

Activities：Ball-toss game, Tug of war, Big Ballpassing, Relay

Way Forward⚫ To conduct UNDOKAI 3 times at public schools and 2 times at private schools by
December 2019.
⚫ In 2018, the project established UNDOKAO Associations in India. The goal is toincrease the number of UNDOKAI year by year since local staff can conduct
UNDOKAI by themselves.

Contact

NPO JAPAN SPORTS COMMUNICATIONS(fukushima@spocom.org) 6

Problem solving in hospitals in Bangladesh
using Design Thinking education(Bangladesh)

PICBangla

Although Bangladesh is a country with a large population, the medical system does not serve thepopulation efficiently. For example, problems in medical practice are the waiting time until
examination and the movement of patients up to receiving an examination. In this regard andwith the cooperation of Kyushu Institute of Technology and Kyushu University, students ofRajshahi University will actually design a hospital system using “Design Thinking”. In the first year,
they will establish methods for problem solving from observation, and in the second year they will
actually develop systems using IT and practice at hospitals.

Project Concept

Implementation Structure

The aim is to solve problems of medical
institutions in Bangladesh by using“Design Thinking”, a human-centeredthinking approach.
Students from Bangladesh are invited toJapan by using the Sakura Exchange
Program in Science.

Contents & Outputs
Bangladesh students were invited by using the Sakura Exchange Program in
Science in 2018 as well as 2017.

⚫ Problem solving using Design⚫ Group Discussion by Skype inThinking at Kyutech
advance
Lecture by Prof. Kurata
Prior to coming to Japan, issues wereGroup discussion by Associated Prof. Kato
discussed with students in a groupusing Skype.
⚫ Workshop on social business at ⚫ Facility tour
Kyushu University
Fukuoka citizen disaster prevention center
Lecture by Prof. Okada
Tateiwa Primary School
Workshop by Associated Prof. Asｈir
Iizuka Hospital

Way Forward
In order to support actual implementation of the problem solving proposals which
the students developed in Japan, we will follow up on their activities in Bangladesh
by using Skype, etc.

Contact
7

Promotion of International Cooperation Bangladesh(PICB) chairman E. S. Otabe(+81-948-29-7683 otabe@cse.kyutech.ac.jp)

Exporting Japanese-style dance education“Creative Dance” that combines body formation
and art experience(Hong Kong, Romania, Kong, Republic of Korea)
70 years ago, "a dance program" in school education was refocused from teaching materials to bringing out theindividual ability of “self-expression”, and this had produced what we know today as “Creative Dance”. In recent years,
it has been re-evaluated as a type of learning that contributes to abilities that AI is unable to match (body sensation,
innovation, etc.) and communication skills. Through cooperation with the Faculty of Education and Culture in
University of Miyazaki and the General Policy Division in Miyazaki Prefecture, this project aims to export Creative
Dance to regions with diverse values including Hong Kong, and to foster people who can contribute to the global
society while at the same time creating global values.

Implementation Structure

Project Concept“Creative dance/movement" (fusion of exercising
the body and art appreciation) is situated inphysical and health education in Japan.
Counterparts of this project commended Creative
Dance that “Learning method of Creative Dance isrevitalizing dance education in Hong Kong” Unlock
Dancing Plaza Artistic Director. "Going forward, I
would like to have Romanian dance education
seen as a form of Creative Dance“ Children's
theater Gong Theater Artistic Director.

Contents & Outputs◉ Export Creative Dance to 11 cities in 6
countries
Apr. Assembly of God Leung Sing Tak Primary
School, etc (Hong Kong)
May Hong Kong Japanese School Primary Section(Hong Kong)
Jul. Shinpyeong Middle School (Korea)
Shinjang Middle School (Korea)
Beijing Dance Camp (China)
Aug. Xiamen Dance Summer Camp（China）
International dance camp 2018
（Hong Kong）
Art Forest Early Childhood Education（Malaysia）

Sept. The Japanese School Singapore Primary
School Changi Campus (Singapore)Nov. Japanische Internationale Schule München(Germany)
Japanese School in Bucharest (Rumania)
Ion Creangă National College (Rumania)
Teatru Educational Replika (Rumania)
The GONG Theatre for Children and Youth(Rumania)◉ Poster presentation in Miyazaki City on our
EDU-Port Pilot Project (March 1-2)

Way Forward••••

To implement an international exchange camp program in Miyazaki between children of Miyazaki City andHong Kong to develop together.
To introduce Creative Dance to Japanese Schools and local schools in Italy and Hungary.
To hold educational forums on Creative Dance targeting artists and artistic educators who come to Japan forTokyo Olympic Games and Paralympic Games in 2020 as opportunities to export Creative Dance overseas.
To apply for Grants-in-Aid for Scientific Research in 2020 (Project title: Creation of National Brand"SOUSAKU-Dance").

Contact

MIYAZAKI C-DANCE CENTER・PIC Toyofuku(+81-90-6894-8414 npo.mcdc@gmail.com) 8

Introducing Japanese style teacher training
system on primary science experiment withcore science teachers and their network(Vietnam)This project aims at enhancing the capacity of teachers and improving students' understandingon science in Vietnam, by introducing school-based in-service teacher training which contributes
to quality primary science (experiments) education in Japan. The project develops experimenttraining packages and establishes training bases by utilizing Japanese experience to train corescience teachers and form their network.

Project Concept• This project contributes to competency
development of teachers concerning scienceeducation, as well as improvement ofscience learning of children by introductionof science experiments in Vietnam.
• The project provides packages of experimenttraining tailored to Vietnamese educational
content as an international contribution of
Osaka Kyoiku University.

Implementation Structure

Contents & Outputs
 Preparation•••

Analyzed the current situation of science education in
Vietnam, so that the content of Japanese-style training
was decided in cooperation with local teachers.
Translated the chapter related to experiments of science
textbook of national elementary school in Vietnam.
Developed packaged contents of units of battery andelectric circuit and flower structure based on Vietnamese
textbooks.

 Outputs
Date:
January 5, 2019 (5hs)
Place :
Department of Primary Education HCMUE
Participants: 20 Public elementary school teachers
26 Faculty staffs and undergraduate students
 Translation (Vietnamese-Japanese) was supported by
the Faculty of Japanese Languages Studies Staffs andStudents

Agreed19/19

 Contents

 Results of questionnaire① Experiment training course "Electricity utilization"
prepared by Yakushiji Takuya(2hs)(CST. Fujiidera Nishi Elementary Sch. Teacher)② Experiment training course "Observation of plant structure”
prepared by Kanagawa Hiroki(2hs)(CST. Osaka city Nawashiro Elementary Sch. Teacher)

Question “Do you want to apply what you learned today
in your class? ”
Obtained a lot of 16/19

Japanese-Style Science
ExperimentJapanese-Style Science
ExperimentObtained 3/19
Question “Have you obtained new ideas about scienceeducation? ”

Discussion

Material in Vietnamese

The training contents were highly evaluated and enjoyed by not only the elementary school
Way Forward • teachers
but also university staff and students. They strongly requested continuation of Japanese-style science education training.
• In a discussion after the training, we were asked for cooperation to establish a science laboratory at HCMUE's School Education
Faculty and to accept HCMUE staff at Osaka Kyoiku University for survey on laboratory installation, management and operation.
• Through the output in 2018, we saw strong interest of Vietnam side in Japanese education and their high motivation for
educational reform. We believe that the project in the next fiscal year will increase its significance. Osaka Kyoiku University is
considering organizational cooperation for science education in Vietnam.
• In the next fiscal year, we will provide new training contents including the contents of in-school training to share recognition ofimportance of experiment, and verify its effects.
• We would like to express our gratitude for interpretation and translation by Faculty of Japanese Languages Studies to carry out
the training smoothly.

Contact
9

Osaka Kyoiku Univ., Center for Science Education
Director Masanao Katagiri (Dr.)(+81-729-78-3253 renkei@bur.osaka-kyoiku.ac.jp)

Human resources development merging
the best contents of Indian and Japanese
vocational training in accordance withneeds of enterprises(India)The project purpose is to develop contents for human resources development to meet the needsof both Indian and Japanese enterprises. This project will conduct surveys to grasp the current
situation of local vocational training centers, their graduates, and their employers, and then try
out a Japanese style educational program in India to validate its effectiveness. The project aims
at creating new educational value by merging the excellent elements of Indian educational
contents and essence of Japanese's educational contents based on enterprise needs.

Project Concept

Implementation Structure

The project objective is to establish
human resources development contents
that satisfy needs of Indian companies
and Japanese companies in India, and tocreate a route for nurtured workers to findjobs at Japanese companies; and thereby
contributing to reduce I n d i a ' s l a b o r
s h o r t a g e . Also, t o strengthen therelationship of trust between Japan andIndia.

Contents & Outputs●Research about the needs of humanresources among Indian companies
and Japanese companies in India
By interviewing several local vocational
and training organizations, we found that
it is very important to ensure the value ofcertificates and their reliability, prior to
introduce Japanese-style vocational ethics.
Demand for Japanese language education
is increasing.

●Developments of contents related to
specific fields
As the result of interviews, two contents
that are related to automobile andJapanese language education are
considered to be developed.
●Creation of a route to find jobs at
Japanese companies in India
We visited local IT companies and
TATA Strive; and also, interviewed
Indian personnel with IT skills.

Way Forward●Development and provision of educational contents in accordance with local needs

found through research in 2018.
●Creation of employment route to find jobs at Japanese companies in India, andimplementation of vocational training for employees.

Contact

O-hara College of Business, Corporate Planning Division
Toru Yoshikawa(+81-3-6811-0572 toru.yoshikawa@mail.o-hara.ac.jp)10Enriching practice and research on Ecohealtheducation through introduction of Japanese styleteacher training and research system(Laos)
This project supports dissemination of Ecohealth education throughout teacher training colleges in Laos by teacher
training involving ICT and active learning, and also on the basis of knowledge and experiences by practice andresearch on environmental education and health education in Japan, stemming from lessons learned from tragic
victims of environmental pollution. Therefore, Ecohealth education, which is promoting health and sustainability using
Japan’s experience globally, aim to realize harmonious relationships between social development, ecosystem, human
livelihood and human health. This project is conducted in cooperation with some Japanese universities, teacher
training colleges and their affiliated schools in Laos. Training is conducted to enhance teachers‘ and students'
knowledge on Ecohealth, to motivate them to teach, and to improve their ability to plan and implement activities inschools and communities. This project also contributes to strengthening teacher training colleges' research function
for sustainable development of Ecohealth education in Laos.

Project ConceptThis project implements education research, pre-service
teacher training and in-service teacher retraining based oncollaboration between Teacher Training Institutions and their
attached schools, utilizing accumulated know-how inJapanese education system, especially those of pre-service
teacher training and education research. Principal activities
are as follows: 1) teacher training, including teaching practicein attached schools, 2) retraining of in-service teachers byintroducing a system of in-house training in each school, and3) training and practitioner research for capacity-building on
education research, including collaborative research andparticipation in academic meetings, etc. Overall purpose of
the project is to realize sustainable Ecohealth education
through development of teaching materials, teacher training,and capacity-building of teachers in evaluation study ofpractices in schools.

Implementation Structure

Contents & Outputs

Activities carried out by the project in 2018 were as follows:
1) Development of a teacher training system and training materials with ICT: Procedures of preparation,
implementation processes, and outline of evaluation as part of a teacher training system were developed as well as sometraining materials with ICT.
2) Training of core-trainers and master-trainers: 5 teachers from research division of National Univ.(NUOL) and 4teachers from 3 Teacher Training Colleges (TTCs) were trained as core-trainer in September. 50 teachers from NUOL and 5
TTCs were trained as master-trainer in November/December. As a result of the trainings, demonstration lessons have been
conducted and plans for implementation of in-house training and teaching materials development were prepared in 3 TTCs.
3) Seminar for Ecohealth education dissemination in each TTC: A kick-off seminar was held in September withresponsible persons of NUOL and 8 TTCs, and 2 seminars for Ecohealth education dissemination were held at TTCs in
Salavan and Savannakhet.
4) Training and exchange of researchers: In Japan, we reported on the project at the workshop of Nagano prefecturalboard of education in November and at a debrief session in Shinshu Univ. in December. In Laos, we participated in the 12th
National Health Research Forum (international academic meeting) in October and reported on the achievement of the
project.

Kick-off meeing at NUOL (Sep.)

Way Forward

Teacher’s training ( Nov.)

Teacher’s training (Dec.)

Presentation by trainee

In 2019, the project aims to disseminate Ecohealth education from TTCs to their attached elementary and junior highschools. To this end, the project will train teachers from attached schools and provide the trained teachers with support sothat they will be able to conduct lessons of Ecohealth for their students. In addition, the project will conduct Ecohealtheducation for students in every TTC and encourage those students to practice Ecohealth education in attached schools. Also,
the project will organize a research seminar on Ecohealth education in NUOL to report and share project results.

Contact
11

Shinshu university, Faculty of Education, Dr. Sachi Tomokawa（+81-262-238-4167 sachitjp@shinshu-u.ac.jp）

"Disseminating Fukui-style education to theworld" by teacher training collaboration
project in Africa, Middle East and Japan(Africa, Middle East)
Formation of professional learning community / network for schools in the 21st century and teacher learning,which supports capacity development of teachers in Africa and Middle East regions. For that purpose, thisproject organizes international roundtables in both regions and sets up teaching development centers in
Malawi and Egypt. Furthermore, based on the knowledge gained through these activities, International
Teacher Development Center will be established as a center for practice sharing on lesson development andschool development which are two pillars that support school education in Japan.

Project Concept
School reforms are being prospected in African and Middle East
regions. However, they are barely progressing due totransmission approach of teacher education. Hence, this project isdesigned to apply professional learning communities, andJapanese education features to achieve the goals. Such features
are: (a) designing lessons from practice at base schools, (b)lesson studies as a result of collaboration among teachers, (c)presence of a coordinator to support teacher collaboration, and(d) strong collaboration between the school and the community.
By incorporating these features in the African and Middle East
contexts and collaborating with foreign partners, a newinternational model of professional development will emerge, andregional and international professional learning communities will
be cultivated.

Contents & Outputs

Implementation Structure
Project
Leader•Participating •Institutions ••••Collaborating Institutions •and Partners •
•
•
•
•

Name

Responsibilities

University of Fukui

Project Implementation and Coordination with Key
Organizations and Institutions; Main Project HeadJapan International Cooperation Agency(JICA)•

Fukui Prefectural Board of Education
Uchida Yoko Co., LTD.

••

Attached Kindergarten and Compulsory•
Education Schools of University of
Education
Nara Women’s University (Graduate School •Consortium)
Gifu Shotoku University (Graduate School •Consortium)
Nalikule College of Education•
Malawi Education Ministry of Science and •Technology Msalura Community Secondary
School (Base School)
JICA Malawi Office•
Ain Shams University, University of Cairo •Egyptian Ministry of Education, Partner•
Schools in Egypt
JICA Egypt Office•International Roundtables in Africa and Middle East
countries, and coordination for establishment andsupport of base school
Coordination with Fukui-based partner institutions
Ocular studies/investigation; Assistance on improving
the learning environment of partner institutions andbase schools
Acceptance of teacher trainees

Support for Fukui Roundtable
Support for Fukui Roundtable
Implementation of African Roundtable
Serve as a base school for research and study groups

Coordination in Malawi
Implementation of Egyptian Roundtable
Serve as a base school for research and study groups
Coordination in Egypt⚫ African Roundtable as a means of Strengthening
Teachers’ Professional Learning Community⚫ Investigation on existing situation of teacher
professional learning communities and school
environment in Egypt

The African Roundtable was attended by 300 educators(Math and Science teachers, regional and national trainers,
lesson study leaders and university lecturers) from all over
Malawi who shared their practices in small mixed groups.
In addition, it was a chance for them to exchange ideas
about the design and practices of inquiry-based learning.
The roundtable was an opportunity to think further on
their future practice.

To understand the current state of teacher profession in
Egypt, we visited and gathered data from Ministry of
Education of Egypt, JICA, Japan Embassy in Egypt, andvarious pioneer Egypt Japanese Schools (EJS). As a result,
we were able to confirm that establishing professional
learning communities and networks among teachers is anecessary foundation for development. Moreover, there
are already existing in-school trainings addressing theneeds of teachers.

Way Forward● We will establish African Roundtable that will allow ‘Collaboration among Coordinators’. In addition to
Malawian participants, we will urge coordinators and leaders from neighboring countries to participate toform collaborative organizations of coordinators supporting teacher professional learning communities.
● We will hold Middle East Roundtable for ‘Teacher Professional Learning Community’. The roundtable will
enable exchanges among teachers and principals of Egypt Japanese Schools on how to design lessons, andvarious practices of professional learning communities.

Contact

University of Fukui, Department of Professional Developmentof Teachers, Graduate School of Education
12
Tsutayo Kimizu (+81-77-627-9872 kimizut@u-fukui.ac.jp)

Implementing Japanese style physicaleducation in the world for Establishingteacher training system utilizing lesson
studies in Peru
(Peru)
Lesson hours of physical education in elementary school increased from 2 hours per week to 3
hours per week in Peru. One of the pressing challenges is to equip teachers for appropriate
lesson implementation. This project provides knowledge and skills of Japanese physicaleducation, and establishes in-service teacher training system utilizing lesson study to support
capacity development of physical education teachers in Peru.

Project Concept

Implementation Structure

Given that the number of hours forphysical education classes has
increased, it is urgently required toformulate a training program foreducational staff on how to conductclasses. This project aims to designa training system for p h y s i c a l
education teachers based on lesson
study in collaboration with Peruvian
specialists in physical education, andalso to promote the widespread useof this training system in Peru.

Contents & Outputs◎With the aim to hold a lesson study
in both cities of Arequipa and Cuzcoin 2019, visits were made toinvestigate the actual situation ofphysical education in local schools.
Ideas were exchanged with university
professors and other leading actors in
the field of physical education on how
to improve physical education lessons.

◎The first lesson study in Peru was held in the city of Lima with the
Department of Sports and Physical Education from the Ministry of
Education along with the National University of San Marcos andRegional Directorate of Education in Lima. Regional experts and school
employees in the field of physical education were also invited. Also,
conducted a review meeting after observing physical education classesof 2 junior high schools in Lima.
◎ The project was invited to the training sessions for physicaleducation teachers in Lima and made a presentation on teacher
training utilizing lesson studies.

Way Forward
To complete physical education teacher-training program utilizing lesson studies with theguidance of experts in Japan, and also in collaboration with physical education officials in
Peru. To support conducting similar activities not only in Lima City but also in other local
cities, promoting widespread use of the program in the country.

Contact
13

Hiroshima University, Graduate School of Education
Kazuhiko SAITO(+81-82-424-7151 saitoh@hiroshima-u.ac.jp)

Introduction of robotics education program to Vietnam
National University - University of Engineering andTechnology for Supporting educational contents
including curriculum and teacher training(Vietnam)
Based on a partnership agreement, Chiba Institute of Technology (CIT) supports Vietnam National University University of Engineering and Technology (VNU-UET) to establish Department of Robotics by providing
educational contents including curriculum and teacher training. By utilizing human resources development,
technology transfer, and industrial development, this project aims at making the department internationallycompetitive by introduction of Japanese-style education.

Implementation Structure

Project Concept
It is an urgent matter in Vietnam to develop
expertise in robotics. The project supports VNUUET to establish a robotics department by
providing know-how of the Department ofAdvanced Robotics, CIT. The curriculum is uniqueto let students practice in experiment classes firstto understand the importance of theory. The
project also includes development of robotics
laboratories and a machine shop and prepares thenewdepartment
for
academic/industry
cooperation.

Chiba Institute of Technology＊Department of Advanced Robotics＊Future Robotics Technology Center (fuRo)
Transfer of know-hows inestablishment of robotics
department, faculty training,development of laboratory, etc.

fuRo Works Co., Ltd.
Support inprocurement ofmaterials and othernecessaries for
robotics department

The Department of Robotics
Vietnam National Univ. – Univ. of Engineering and Technology

Contents & Outputs◎ Invitation of VNU-UET faculty members◎ Verification of the department operation

Three faculty members of VNU-UET wereinvited to CIT for three months. They learnt
not only the basics of robotics technologies but
also syllabuses and teaching methods of thefirst-year courses including laboratory courses.

Core members of the project had visited VNU-UET
and observed a robotics class as well as theimplementation of overall curriculum. Sound andsmooth operation of the new department was
confirmed.

◎ Initiation of the robotics department◎ Holding a workshop

The new robotics department was opened at
VNU-UET in September 2018. Sixty selectedstudents have started learning robotics basedon the curriculum the project provided.

Way Forward

A workshop on robotics education and research
was held for university faculty members andstudents, high-school teachers and students, andrecruitment officers of prominent companies inVietnam in order to promote recognition of the
new department.

CIT will support VNU-UET in the following areas:■ Grade progression■ Laboratories■ Cooperation■ Graduate Program

Smooth introduction of laboratory courses for each grade.
Preparation of laboratory along with development of courses.
Recruitment of high-school students with potentials in robotics area andpromotion of cross-cutting cooperation with industries.
Establishment of a graduate robotics program at VNU-UET and reception of
graduates at CIT.

Chiba Institute of Technology
Contact Norio Koide (Director of Academic Affairs Division)(+81-47-478-0245 norio.koide@p.chibakoudai.jp)

14Disseminating practical Japanese-style
vocational school education system andcurriculum for automobile mechanic in Myanmar(Myanmar)
This project will develop human resources in accordance with National Skill Standard (NSS) at GLORY Career
Training Centre, Yangon, where Okayama Institute of Science and Technology implements automobile
mechanic courses by (1) creating internship opportunities for students in local industry, (2) conducting
seminars, and (3) developing curriculum based in accordance with NSS. This project aims at increasing thenumber of graduates studying in Japan and employed by Japanese companies, and establishing a highstandard automobile mechanic course.

The project aims to develop and make atrial use of a curriculum and instructional
textbooks based on the needs of the times
to train human resources with highlypractical skills in the area of automobile
mechanic in Myanmar. The goal is topromote and improve vocational training/professional engineering education andcreate job opportunities at the same time.

Implementation Structure
Automotive Industry Company in Myanmar(Local and Japanese Company)

Internship

Implement Automotive
Engineering Course basedon NSS Lv. 2 and higher

SpreadProject
Result

GLORY Career
Training Centre

SpreadProject
Result

Joint Promotional
Event/Seminar of NSS
and Automotive Industry@Yangon & @Mandalay
Project Scope/Activity

Automotive Engineering Course &NSS Lv.1 Certified Testing Centre[GLI*4 dispatches experts ]i.
SpreadProject
ResultOIST*3Co(Automotive Engineering Course)
G L op e
I s ratup io
Skilled Instructor
po n &
rts
Educational Materials
co
st
etc.
Skillful Expert

Loan Equipment

ii.

Create Educational Curriculum for
Automotive Engineering based on
NSS Lv. 2 and higher
Promote Japanese Automotive
Industry and its System

Giant Leap Inc.
n & sttio s coera ortop p pCo I su
GL

Cooperation

Project Concept● Held Seminars on Human Resource
Development in Automobile Industry
Conducted seminars in two big cities(Yangon and Mandalay) for 300 people
from different areas (i.e. government,
industryandacademia)
who
wereinterested in human resources development
as automobile mechanic. Topics introduced
included Japanese-style vocational training
system, changes made so far in Myanmar,
progress of NSS, etc.

MEXT*6 Certified Project

2018-2019 : First Phase of the Project

ExpertContents & Outputs

Support2020 - : Second Phase of the Project*1 NSSA : National Skill Standards Authority*2 MES : Myanmar Engineering Society*3 OIST : Okayama Institute of Science and Technology*4 GLI : Giant Leap International, Inc.

NSSA*1 + MES*2
JICA dispatches an expert to support
establishing NSS Lv.2 and higher

MLIT*7 Road Transport Bureau
JICA*5 Human Development Dept.

*5 JICA : Japan International Cooperation Agency*6 MEXT : Ministry of Education, Culture, Sports, Science and Technology*7 MLIT : Ministry of Land, Infrastructure, Transport and Tourism● Internship at Automobile-related
Companies
With the cooperation of 6 companies, 14
students received internship opportunities withthem.
● Develop Curriculum equivalent to NSS
Lv.2
Developed a curriculum for training automobile
mechanic, which is equivalent to NSS Lv.2 andwill use it in the associated schools.

Way Forward
To continue to spread the effectiveness of human resources development in
Myanmar through Japanese-Style Vocational Training System to all kinds of people
in government, industry and academia. The goal is to start a training course
equivalent to NSS Lv.2 in close collaboration with relevant authorities.

Contact
15

Giant Leap International, Inc., Michihiko SETOGAWA(edu-port@giantleap-intl.com)

Supporting kindergartens in Vietnam
through teacher capacity development
and provision of information(Vietnam)This project prepares kindergarten teachers who can practice Japanese style pre-school education
methods in Vietnam. It will provide kindergartens with support in both "soft" aspects (teacher training andinformation sharing) and "hard" aspects (advice on kindergarten design, safety design and playgroundequipment) under the brand name of "The ShoPro Method". This project aims at enhancing quality of preschool education in Vietnam through capacity development of kindergarten teachers.

Project Concept

Implementation Structure

The number of kindergartens is rapidly increasingin Vietnam due to the increase of double-income
households from economic growth. As a result,the poor quality of kindergartens has become anissue and child abuse by teachers is now a serious
social issue. Under such circumstances, highquality Japanese style education has caught muchinterest in the society. This project aims to solve
the quality issue of the local kindergartens byimproving teachers’ skills with the know-how of
Shogakukan-Shueisha Production.

Contents & Outputs― EDU-Port Certificate was handed over by Deputy Consul General, Consulate
General of Japan in Ho Chi Minh on October 27, 2018 at the reception oflaunching ShoPro Vietnam.
― Newly made contracts with two kindergartens .
― Participated in a Franchise Fair on 1st- 3rd Nov 2018 and introduced EDU-Port
as well as "The ShoPro Method“ as Japanese education method to investors.
― Conducted a training for Vietnamese staff at 8 Shogakukan Academy Nursery
Schools run by Headquarter in Japan in mid-November 2018. They learned both
soft and hard aspects such as Japanese way of childcare and facilities.

Way Forward⚫ The main focus of the project is training of trainers. We are conducting training both inVietnam and Japan within the framework of EDU-Port. After we are ready with the teamof trainers for Vietnamese teachers, we plan to expand the business to new kindergartens.
⚫ We plan various activities including educational activities for guardians, taking in mind to
widely introduce Japanese style pre-school education.

Contact

Shogakukan-Shueisha Productions Co. Ltd., Education Division
Atsushi Yasuda
16(+81-90-7942-6275 yasuda-atsushi@shopro.co.jp)

Promotion of digital mathematiclearning materials for primary school
students in the world(Sri Lanka)
This project provides tutorial schools and schools in Sri Lanka and other Asian countries withdigital learning materials, namely "Surala Ninja!" which motivates primary school students tostudy and enjoy interactive conversation with Japanese animation characters. It accustoms
students to self-study and to Japanese-style "discipline" and "manners", and enhances theirlearning achievement while improving teachers' skills to operate e-learning.

Project Concept

Implementation Structure

In primary education of Sri Lanka, there
are many cases that adopt Japanese styleeducation methods such as “100 Box
calculation", and parents and school
officials are highly interested in theJapanese education.
For elementary school students, we
conduct mathematics classes through elearning at local schools and tuition
centers. We aim that students acquirelearning habits and achieve desired resultwith Japanese style math education alongwith the instruction of discipline and selfreliant learning.

Contents & Outputs●Strengthening the operation of dispatched
tuition centers and schools●Promotion of understanding of
education in Japan for Sri Lankan trainers
Invited 2 Sri Lankan trainers to Japan withthe aim of strengthening the ability offacilitators to manage “Surala Class”. They
learned the operation know-how of elearning classes and teaching method inelementary school education by visiting to
Surala program introduced-schools andelementary school.

●Impact creation project through Japan
Festival (math contest)
Held Math events with the aim of raisinginterest in Japan and further motivation of
students learning by “Surala". Students
experienced Japanese games as well as 100
Box calculation contest.

Dispatch facilitators who received the trainingof trainers to schools to instruct classmanagement intensively.

Way Forward• To improve e-learning class management, trainers who received training in Japan and facilitators
continue discussion to introduce new operations such as “Class leader system“ observed in Japan.
• To aim to improve the basic academic ability of Math of school students by more than 20%
compared to before learning Surala. The basic academic ability is verified by the score ofcalculation test and 100 Box calculation test.

Contact
17

Surala Net Co., Ltd., Oversea Business Development Department
Tomoko Fujihira（+81-3-5283-5158 tomoko-fujihira@surala.jp）

Solving social problems through enhancing health,welfare, and understanding on culture and manners
starting from Japanese style food and health education(Vietnam)
To mitigate children’s health issues such as obesity and malnutrition in cities of Vietnam, this project provides
primary school students with Japanese-style home economics lessons including cooking activities. Reducing
obesity and enhancing health awareness contributes to Sustainable Development Goal 3 (Ensure healthy lives
and promote well-being for all at all ages). Starting from food education, this project aims at strengthening
relationship between Vietnam and Japan by enhancing mutual understanding of both cultures and introducing
Japanese-style discipline and manners.

Implementation Structure

Project Concept- This project aims at solving children’s obesity,
one of urban social problems, and enhancing
health awareness.
- ThisJapanese-stylefood
andhealtheducation project provides home economics
lessons
including cooking activities toprimary school students.
- To enhance mutual cultural understanding
between Vietnam and Japan, the project also
introduces Japanese-style discipline andmanners.

Contents & Outputs•

Food and Health Lesson with cooking
Date: Dec. 12-13 / Jan. 16-17
Place: Japanese International School of Hanoi
and Kim Lien Primary School in Hanoi
Number of students: 80 students of grade 5
Themes:1.”What do we eat? Let’s investigate foods.”
2.”Let’s make a balanced meal. (What is abalanced meal?)”

•
•
•
•

Examined daily meals and social problems in
Vietnam.
Introduced three major nutrients and practiced
arrangement of food to overcome picky eating.
Provided knowledge about a basic balanced
meal for students, including a main dish andtwo side dishes.
Surveyed
students’changeonhealthawareness (with questionnaires and data
analysis).
Introduced Japanese-style lessons to teachers(with questionnaires and data analysis).

Way Forward
In order to promote Japanese-style food and health education in Vietnam and to solve social
problems, including obesity and malnutrition, we will conduct the activities below:• Cooperate with Ministry of Health, Ministry of Education and Training and companies in Vietnam.
• Localize teaching methods and materials.
• Sharing curriculum, teaching plans, educational materials (through Websites, etc.).
• Providing teachers with training and creating model of Japanese-style food and health education
program.

Contact

Z-kai Inc., Business Management Department
Masayuki Sogo(+81-55-976-8306 sougou@zkai.co.jp)

18

Establishing Japanese-style curriculum
management model by introducing
new textbooks and assessment(Papua New Guinea)
This project will develop an assessment tool to evaluate students' achievement in accordancewith new curriculum and textbooks that are newly developed through Japanese assistance. The
Project also introduces feedback sheets on assessment results to students, and schools toimprove their lesson delivery. Through this process, the Project applies the concept andmethodologies of “curriculum management” practiced in school education in Japan including
PDCA cycle of curriculum (development, implementation, evaluation, and improvement).

Implementation Structure

Project Concept
In Papua New Guinea, where the new curriculum islaunched, assessment on students’ learning isincreasingly important to evaluate the effects of the new
educational contents as well as to improve students’learning and teachers’ lesson delivery. This project bringsin the concept of Japanese “curriculum management”
through assisting PNG in the development of assessmentand feedback tools to students and teachers. The project
purpose is to further improve educational contents andactivities through the Japanese “curriculum management”
model.

Contents & Outputs
1) October 2018
• Held kick-off meeting with the officials of
the Department of Education (DoE) of
PNG to explain the project overview andwork plan. Obtained the consent from PNG
side.
• Conducted an orientation workshop withthe counterparts at the DoE
andexchanged opinions on the project plan.

↑Kick-off Meeting with executive officers
from Department of Education, PNG↑Orientation Workshop

2) December 2018
• Held a workshop to introduce methodologies
of test designing based on the concept ofcurriculum management, and transferredknow-how from Japanese school education.
3)~5) January & February 2019
• Developed preliminary assessment tools
including feedback sheets to be used atpilot schools in the Year 2019.
↑ Test Design Workshop 1)

Way Forward
1)
2)
3)
4)
5)

To analyze the results and discuss challenges that students and teachers faced.
To finalize feedback based on the analysis, and transfer the techniques of how to give feedback.
To hold debriefing sessions to stakeholders and each school to reflect on curriculum management.
To hold a wrap-up meeting in order to report project outcomes and discuss how to utilize themfor the improvement of learning activities, assessments and the curriculum.

Contact
19↑Test Design Workshop 2)

To hold workshops and conduct developed tests at pilot schools in 1st semester in 2019.

IC Net Ltd. ODA Department
Masako Tsuzuki (Ms.)(+81-48-600-2503 tsuzuki@icnet.co.jp)

“School centered Community Revitalization”
in the world for Sustainable Development
School Project in Bhutan(Bhutan)This project expands "School centered Community Revitalization (Sustainable Development School Project)"in Bhutan, which started from the small town of Ama, Shimane Prefecture and has spread all over Japan. This
project encourages schools and communities to foster "people who will be responsible for the future ofcommunity" by efforts such as project-based learning, community club activities, and 21st century style"TERAKOYA" (learning center). It contributes to create a new flow of people from urban to rural areas anddevelop sustainable communities.

Project Concept◉In Bhutan, the government holds up theidea of Gross National Happiness and tries
to conserve and promote culture andrevitalize communities. However, youth
culture rapidly becomes westernized andpopulation flows into cities.
◉This project conducts community club
activities and project-based learning after
school to foster people who will be
responsible for the future of community.

Contents & Outputs◉Conducted field study at potential
project sites and designed project.
(Jun., Oct., and Dec.)→Members from Shimane Pref. Gov., Ama
Town Hall, universities, and Nonprofit
Corporation visited the sites.
→Agreed on framework of the project with
the Ministry of Education, Works andHuman Settlement, GNHC, etc.
→Conducted workshop with teachers andstudents of potential project sites.

Implementation Structure
ShimanePref. Gov.
Oki-Dozen
Furusato
Miryokuka
Foundation

Oki-Dozen SeniorHigh School

Representative org.
Platform for
Sustainable
Education andCommunity
Ama Town
Hall
Participated org.

Japan Institute for
Bhutan Studies

Relatedorg.

Partner org.
Shimane Univ.

Approved
SpecifiedNonprofit
Corporation
Katariba
Waseda Univ.

◉Published English brochure of this project◉Welcomed students from Bhutan at OkiDozen Senior High School. Conduct
inquiry based learning in Bhutan.
◉Broadcasted the project by NHK Matsue
Branch (Jan. 8 and 10)

Way Forward• To apply for JICA Partnership Program• To dispatch experts to Bhutan and start project-based learning – Training for local
coordinators and teachers.
• To conduct overnight workshop on project-based learning with students of Bhutan
and Japan.
• To welcome trainees from Bhutan.

Contact

Platform for Sustainable Education and Community
Yu Iwamoto(+81-85-261-8866 info@c-platform.or.jp)20Supporting establishment of Japanese-style systemfor editing and utilizing social studies textbooks byconnecting publishing company and Teacher
Education College in Cambodia(Cambodia)
This project establishes a system for editing and utilizing textbooks in Cambodia, based on Japanese-style education.
It is textbook-oriented in Cambodian context, but realizes not only understanding of subject contents but also
children’s inquiry-based learning and teachers’ autonomous research on teaching materials. Its main activity ishuman resources development including curriculum and textbook development, editing and publication of textbooks,
and pre-service and in-service teacher training. This project aims at fostering editors who can plan and publish newsocial studies textbooks, and teachers who can utilize such textbooks.

Implementation Structure

Project Concept
Ministry of Education, Youth and Sport(MoEYS)
in Cambodia has been working on the quality
improvement in education by reforming school
curriculum and textbook, and new teacher
education system. This project aims at humanresource
development
inJapanese-stylesystem for editing and utilizing social studies
textbooks to realize teacher’s autonomous
research on teaching materials and children’s
inquiry-based leaning.

Contents & Outputs⚫ Sharing New Textbook Models with the
Local Textbook Publishing Company
In December 2018 and February 2019, five
new textbook models were shared with thelocal textbook company to localize thedesign principles of Japanese social studies
textbooks. The developed units are in
Geography【G6 and G9】, History【G6】, Moral& Civics【G6】 and Economics【G8】.

⚫ Implementation of Lesson Study at
Practical Schools of Teacher Education
College (TEC)
TeachingsupervisorsofHiroshima
Prefectural Board of Education guided
lessonstudy
incollaboration
with
Cambodianteachers
andtextbook
developers at practical schools of Teacher
Education College. In total, 83 participants
understood the effectiveness of new
textbook models. Also, the training provided
an opportunity for teacher educators of TEC
and teachers of the practical schools toshare the insights for better teaching andlearning.

Way Forward- By the end of 2019, the local textbook publishing company will localize the designprinciples based on nine Japanese models of social studies textbook.
- The effectiveness of new textbook models focusing on teacher education will beverified through lesson studies.
- The Department of Curriculum Development, MoEYS will develop a manual on
textbook publication and its utilization based on a series of training contents andprocesses including the outputs from JICA partnership program currently implemented.

Hiroshima University

Educational Vision Research Institute (EVRI)/Graduate School of Education

Contact Hisashi Kuwayama
21(+81-82-424-6783 kuwayama@hiroshima-u.ac.jp)

Development of Japanese style pre-service
training model for nursing teachers based onschool health system in Cambodia(Cambodia)
This project supports Ministry of Education, Youth and Sports, Cambodia to implement
pre-service teacher training for nursing teachers. Main project activities are training inJapan to introduce pre-service teacher training and roles of nursing teachers anddispatching experts to Cambodia.

Project Concept

Implementation StructureThis is a project to support the training of “healthteachers” under the School Health Policy to berevised by Ministry of Education Youth and Sports
in Cambodia (MoEYs).
This project tries to institutionalize the outcomes of
the JICA grass-roots project implemented since2017 by Kagawa University, Kagawa prefecture,
JICA and MoEYs, which established the school
health system, focusing on Japanese style school
health center.

Contents & Outputs
ⅰ:February 4-6, 2019：Visit to Cambodia for
information collection (JICA project)
ⅱ:February 18-24, 2019：School HealthTraining in Japan inviting Deputy Director of
School Health Department, MoEYs and Deputy
Director of Preventive Medicine Department in
Ministry of Healthⅲ：March 9-15, 2019：Visit to Cambodia for
information collection (jointly with JICA project)Outputs
1. The curriculum to foster health care teachers used
by Japanese medical schools of public universities isunderstood by the Government of Cambodia.
2. Japanese-style school nurse teacher training can beused in Cambodian-style teacher training.

Japanese faculty visit Cambodia <Kandar Elementary School>

Member of MoEYs and Kandar State, elementary school teachers to visit elementary and junior high schools attached to the
Faculty of Education in Kagawa University

Way Forward
To apply for EDU-Port Japan again in fiscal 2019 to secure funds.
To support to develop 3 models, which can be applied to the School Health Policy
which is to be revised in Cambodia: 1) high-quality school health room model, 2)
training model on school nurse activities, and 3) collaboration model between
school health room and local resources in Cambodia.

Contact

Kagawa University, Faculty of Medicine
Hiroko Shimizu(+81-87-891-2240 hshimizu@med.kagawa-u.ac.jp)

22Dissemination of Japanese style lesson
studies based on study of teaching materials
in primary and lower secondary school in
Cameroon(Cameroon)
In Cameroon, pilot schools (primary and lower secondary schools) conduct lesson studies inscience and mathematics to introduce a competency-based curriculum. To improve the quality ofeducation in Cameroon, this project supports implementation of Japanese-style lesson studies
based on study of teaching materials (“KYOZAI KENKYU") and enhances its quality andcontinuity.

Project Concept

Implementation StructureThis project aims to improve learning of
Cameroon children through support for
consolidation and deepening the efforts of"Lesson study to promote learning among
teachers" who have practiced in Japan.
We will also consider the possibility of
introducing inexpensive and easy-to-use
learning materials developed in Japan withsupport of study of teaching materials.

Contents & Outputs☆Open forum for International Education in Naruto University of Education
Share the outline of this EDU-Port pilot project☆Consultation with the Ministry of Basic Education and the Ministry of Secondary
Education☆Implementation of workshop for science and mathematics school inspectors☆Support for holding a lesson studies workshop by school inspectors☆Examination of possibility of teaching materials development suitable for theactual situation in Africa

Way Forward• To observe the lesson study at the pilot schools with the school inspectors and monitor
the quality improvement of actual science and mathematics lessons for the student.
• To provide advice to teachers through school inspectors to improve the quality of lesson
studies.
• To examine the dissemination plan of lesson studies based on study of teaching material
in future.

Contact
23

Naruto University of Education, International Cooperation Centerfor the Teacher Education and Training (INCET)
Motomura(+81-88-687-6043 hmotomura@naruto-u.ac.jp)

Global expansion model of Japanese-style sports
education “Training the mind and learningtechniques, dissemination of Japanese culture by
instructing Judo in Argentina”(Argentina)
Foreign countries have expressed an interest in the method of instruction and code of honor of Japanesesports. This project aims at transmitting Japanese culture, history and the Judo spirit to Japanese communities
in Argentina and contributing to development of their society, by teaching Judo techniques, the methods ofteaching and practicing, and politeness to “judo” groups through Japanese student athletes and instructors.
The project also explores opportunities to expand the number of target countries and target sports.

Project Concept

Implementation Structure

Organizations
where
Japanese
student
athletes and instructors will be dispatched toteach respect “rei” (courtesy) and try to
succeed to instruct Japanese Judo focusing on
safety and technique. However instructors inArgentina who have not been trained in Japan
have limited experience, so this project aims
to enhance capacity of instructors and train
competitive players in Argentina.

Contents & Outputs
Dispatch period: Feb. 12– March. 11, 2019
Associated organizations:
・Centro Okinawense en la Argentina
・CeNARD (National team)・Banco Nación (Club team)・Rosario (Seminar)
・La Plata (Related to Japanese school)
Activities:
・Introduction of instructional methodsof Japanese Judo・Technical seminars
Output: Instruction to more than 100
instructors and players in 5 organizations

Dispatched members
Keisuke Miyake (Chukyo University)
・Lecturer of the School of Health and Sport
Sciences
・Head coach of the Judo Team・Performance-enhancement staff of JapaneseOlympic Committee (JOC)
Hiroaki Hayakawa (Chukyo University)
・Senior of the School of Health and Sport Sciences
・Captain of the Judo Team
Ryohei Yamamoto (Chukyo University)
・Senior of the School of Health and Sport Sciences
・Member of the Judo TeamWay Forward⚫ Exploring the possibility of providing instruction to other Japanese and local communities with awide range of generations, and introducing Japanese culture, history, and judo spirit.
⚫ In order to maximize the educational effects of dispatched students in Argentina, we provide
students with preliminary study to deepen knowledge and skills of Judo instruction and acquire
local language, etc. We put a system in place to organize reporting sessions by the students
after returning to Japan to encourage junior students to join this project.

Contact

CHUKYO University
Management Strategy Department, Shinji Matsuda(+81-52-835-7138 kikaku@ml.chukyo-u.ac.jp)24Practicing Japanese-style curriculum utilizing digitalteaching materials developed by Japan throughconnecting 2 centers in Cambodia with Japan(Cambodia)
This project conducts teaching method training for primary English by utilizing digital materials
developed by Japan. It provides learners with active learning and makes them appreciate what
they can do. This project is being conducted at both Siem Reap and Phnom Penh Teacher
Education College under academic-industrial alliance: JAPAN SOCIETY FOR EDUCATIONALTECHNOLOGY as a hub of consortium collaborating with academic institutes on ICT education.

Project Concept

Implementation Structure• As cooperation between universities andindustry: know-how of ICT education by
JSET and creating an educational
environment by Uchida Yoko.
• Teachers training of English for primaryschools in Siem Reap Provincial Teacher
Training College utilizing digital teachingmaterials developed in Japan.
• Applying ICT to help interactive learning.
• Active learning with sound, rhythm /video.

Contents & Outputs⚫ Implementation of lesson
patterns with video clips
On-site demo lessons. Learning by
watching activities and listening to video
clips. Pronouncing and dialogue bygroups. Developed Textbook for TESOL.
⚫ Internship Students
Students of Nihon Fukushi Univ. andKasani Univ. do the model lessons andinstruct active learning with video clips.

⚫ “Lesson Study” with Cambodianteachers and students
Evaluate Cambodian teachers class;instruction of pronouncing, applying ICT.
Discuss scenario of class with futureteachers of primary schools. Lesson Studywith audio.
⚫ On-Line session with Japan
Cambodia side shared their classroom
activities via SNS and discussed for thefurther improvement. This implementation
led to the clear goal to enhance interactive
learning.

Way Forward• To continue this project to 2019.
• To invite a teacher for New Education Expo 2019 in June and students to World
Youth Meeting in August to share how to enhance overseas Educational Projectwith digital Contents that is highly evaluated.
• To discuss potential export of Japanese qualified education advocated by Course of
Study and accelerate sharing worldwide educational know-how.

Contact
25

Uchidayoko Institute for Education Research
Satoru Hattori(+81-3-5634-6708 satoru-hattori@uchida.co.jp)

Developing digital teacher‘s guidebook based onJapanese-style science and mathematics textbooks andutilizing them for in-service teacher training in Papua
New Guinea(Papua New Guinea)
In Papua New Guinea, textbooks are developed by Japanese Development Assistance utilizing textbook
development technique of a publishing company. To implement quality lessons after the distribution of new textbooks,
this project tries out training for instructors of teacher training colleges and school teachers utilizing digital teacher
guidebooks. Digital teacher guidebooks provide teachers with timely visual model lessons to meet the needs of thisisland country and enhance learning achievement of students.

Implementation Structure

Project Concept
The PNG government has introduced a
new curriculum and is developing National
Textbooks that encourage teachers toprovide student-centered and problem
solving lessons with the aim to “deliver
quality education for all children andstudents.” To ensure that the lessons will
be implemented according to the new
textbooks, this project works together with
the Department of Education (DoE) todevelop models for Digital Teacher’s
Manuals and to provide training andguidance.

Contents & Outputs① To prepare work plans and samples for Digital Teacher’s Manual forpresentations.
② To hold a kickoff meeting with the DoE and an orientation workshop.
③ To consider and discuss videos to be created in PNG based on thesamples for Digital Teacher’s Manual.
④ To start revisions of the drafted Digital Teacher’s Manual for trial
use in pilot schools during fiscal year 2019.
(1) September and October 2018: Activities in Japan
Project members held meetings at the digital section of the editorial
department of Gakko Tosho Co., Ltd. to plan the Digital Teacher’s Manual.
They decided the tentative modules and prepared work plans. Samples of theDigital Teacher’s Manual were also developed based on the tentative
modules.
(2) October 2018: First Visit to PNG
Project members visited the Embassy of Japan in PNG and the JICA PNG
Office and asked for their understanding and support for the project. In
response to the request, they indicated their intent to cooperate on the project.

Project team paid courtesy call on Mr.
Nakajiama Japanese Ambassador for PNG

Way Forward

The Kick of Meeting with executive officers
from Department of Education, PNG

A kickoff meeting with the officials of the DoE explained the project
overview and work plans, demonstrated the samples of the Digital
Teacher’s Manual and obtained consent for the project purpose andactivities. There was an orientation workshop with the staff of theCurriculum Development Division and the e-Learning Division who would
be the project counterparts at the DoE. In the workshop, the participants
exchanged their opinions on the work plans and the Digital Teacher’s
Manuals.
(3) December 2018: Second Visit to PNG
Based on developing new National Textbook and the Teacher’s Manual,
the counterparts and project members identified the lessons and thecontent where teachers can prepare and teach more effectively if
supplementary video clips are available, including how to use experimental
instruments for science and tools for mathematics. Based on the results,
the content that would be incorporated as audiovisual materials waschecked.
(4) January and February 2019: Activities in Japan
These activities were to prepare the content that was decided to bevisualized during the visit in December, and to translate existing teaching
videos into English.

Project member demonstrated draft
Digital Teacher’ Manual at workshop

Project members discussed concepts
of Digital Teacher’ Manual at workshop⚫ Project members will verify the Digital Teacher’s Manual which will assists lessons of teachersand prepare co-development with the DoE.

By using the Digital Teacher’s Manual drafted and developed in fiscal year 2018, the project will try demonstrations in classrooms from fiscal
year 2019. These demonstrations will be conducted by the students of teacher training colleges. The project will also verify the drafted Digital
Teacher’s Manual in the schools that were selected by the DoE for use of the new National Textbooks. The project will reflect the results, hold acouncil to discuss the Digital Teacher’s Manual with teachers, the DoE and teacher training colleges, and to develop the national models for
Digital Teacher’s Manual which will contain the necessary information and be easy-to-use. Based on the discussion results, the project will
prepare co-development for National Digital Teacher’s Manual with the DoE.

Contact

GAKKO TOSHO CO.,LTD. Editorial Department
Susumu Komazawa(+81-3-5843-9445

susumu.komazawa@gakuto.co.jp)

IC Net Ltd. ODA Department
Masako Tsuzuki(+81-48-600-2500 tsuzuki@icnet.co.jp)26Mizuno HEXATHLON programfor introduction into public primaryeducation system in Vietnam(Vietnam)Through the meetings with Ministry of Education and Training in Vietnam, physical education teachers training anddemonstrations in schools, Mizuno aspires to introduce its proprietary developed exercise program Hexathlon to all the public
elementary schools in Vietnam. Mizuno believes this will contribute to improve the physical education classes in Vietnam, of
which currently lacks to provide children with opportunities to practice movements such as “running”, “jumping” and “throwing”
under the limitation of time allocated to lessons. Furthermore, the aim is to share joy of exercise with children, to decrease healthproblems related to obesity and to contribute to Vietnam people’s health.

Project Concept

Implementation Structure

The needs of physical education class in Vietnam
elementary school are1) To teach children different kinds of movements
efficiently within the 30 minutes of the class.
2) To enhance children’s physical strength andathletic ability.
3) To decrease health problems related to obesity.
4) To contribute to health enhancement.
By introducing Japanese-style Education will not
only meet the above needs, but also add value by
improving judgement and communication skills in
mid to long term.

Contents & Outputs
1. Official Agreement to Introduce Mizuno
Hexathlon Program into Vietnam Elementary
School Education Curriculum.
On October 8, 2018, in the presence of thePrime Ministers of Japan and Vietnam, Mizuno
and Vietnam Ministry of Education and Training
concluded a memorandum of cooperation to
introduce Mizuno Hexathlon Program into
VietnamElementary
School
Education
Curriculum.

2. Consensus Building with the Vietnam Ministryof Education and Training
Based on the signed memorandum of cooperation,
Mizuno and Vietnam Ministry of Education andTraining have started to discuss and plan the details
to introduce Mizuno Hexathlon Program to physicaleducation program in Vietnam. With the support ofVietnam Ministry of Education and Training, Mizuno
started to conduct Mizuno Hexathlon workshops
from January 2019 for 252 teachers selected fromthe 63 provinces all over Vietnam. In addition,
Mizuno and Vietnam Ministry of Education andTraining have agreed to train 5,000 Vietnamese“Evangelists” of Mizuno Hexathlon by August 2019.

Way Forward
Establish Competitive Advantage of Mizuno Hexathlon Program in Vietnam Primary Schools
With the support of Ministry of Education and Training, Mizuno will work towards minimizing problems and risks
for smooth introduction of Mizuno Hexathlon program to Elementary School Education Curriculum.
Mizuno will focus to do further research on physical education classes in schools outside the cities, and build thesystem which will properly implement Mizuno Hexathlon program to elementary school classes.
Also, Mizuno will work towards protecting all trademarks and intellectual properties related to Mizuno Hexathlon,
to prevent risks such as counterfeit products.

Contact
27

MIZUNO Corporation, Corporate Planning Office
Seigo Morii (smorii@mizuno.co.jp)

In-service training for musical instruments
to take root in music education in Vietnam(Vietnam)
Since 2016, the project has been promoting introduction of musical instruments education in new
primary and secondary education curriculum (2019) in Vietnam. It aims at contributing to Sustainable
Development Goal 4 to "Ensure inclusive and equitable quality education and promote lifelong
learning opportunities for all ” through in-service teacher training under cooperation with Ministry of
Education and Training (MOET), Vietnam.

Implementation Structure

Project Concept■Establish a training system for musicteachers who can teach musicalinstruments in cooperation with
MOET to prepare for implementationof new national curriculum.
■Musical Instruments:
Recorder (for students)
Portable Keyboard (for teachers)

Promotion by“Team-Japan”

Contents & Outputs
1. In-service teachers’ • Based on the MOU between MOET
and Yamaha, in-service training fortrainingmusic teachers at 100 schools in 10
cities was conducted.
• A Japanese instructor taught in 10
cities from Aug. to Dec. 2018.
• So far, students in 173 schools in 10
cities join in Recorder Club activities.
2. Pre-service
teachers’ training

Way Forward• Yamaha concluded MOU with Hanoi
National University of Education(HNUE) and started a course of“Teaching method of instrumental
music” from Aug. to Dec. 2018.
• 63 students of music course in HNUE
learned the way of teaching withmusical instruments.
• New project is being conducted incollaboration with Japan External
Trade
Organization(JETRO),
Yokohama National Univ. and theJapanese School of Hanoi.

■In-service teachers training will be conducted for music teachers of
100 elementary schools in 2019 based on the MOU with MOET.
■Video for the course of “Teaching method of instrumental music” will be
prepared and introduce the course to other universities.

Contact

Yamaha Corp., AP Sales Division
Yuji Otake(+81-53-460-2039 yuji.otake@music.yamaha.com) 28

"UNDOKAI World Caravan" Project"Organizing UNDOKAI in girls public schools
in Saudi Arabia"(Saudi Arabia)
In 2017, girls were permitted to attend physical education lessons in public schools of Saudi
Arabia. This project supports "UNDOKAI" (sports day) in Saudi Arabia to deliver the joy ofphysical exercise to female students to support them to like physical exercise. At the same time,through this activity, the project informs teachers about leadership and teamwork which are good
features of Japanese style education.

Project Concept

Implementation Structure

At public schools in Saudi Arabia, physicaleducation for girls was just permitted. Support
Therefore, the plan is to introduce the fun
aspects of sports to inexperienced teachers
Ministry ofand students through UNDOKAI. At the same
Education,
Culture, Sports
time, the aim to inform them about leadershipand Technology
and teamwork which are the good features ofJapanese style education.

Total Project Management
Mr. Takaaki Yoneji

ReportInvite for
UNDOKAI

Embassy

Contents & Outputs

Instruction

Project
Coordinator

Meeting &Communication
SchoolSchoolConduct
UNDOKAI

School⚫ To conduct UNDOKAI at public schools in Saudi Arabia, we had planned tosupport management of UNDOKAI to be conducted at Riyadh Japanese Schoolon November 10, 2018; however, we postponed the plan to the next year due
to a visa problem.
⚫ The following preparations were made in 2018:➢ Information collection from Embassy of Saudi Arabia in Tokyo.
➢ Information collection from EDU-Port seminar focusing on Middle East area.
➢ Information collection of Japanese companies based in Saudi Arabia.
➢ Communication with the principal of Riyadh Japanese School.

Way Forward① To support management of UNDOKAI to be held at Riyadh Japanese School in Nov 2019.
② To invite school teachers and education officials to observe UNDOKAI at Riyadh Japanese
School.
③ To conduct UNDOKAI either at a private boys school or an international school where Saudi
Arabian students are also enrolled.
④ Ultimately to conduct UNDOKAI at public girls schools.

Contact
29

NPO JAPAN SPORTS COMMUNICATIONS(fukushima@spocom.org)

Exporting "Expressive Activity”(physical education) to promote
Inclusive Education in Laos
(Laos)"Expressive activity" in physical education in Japan is an important and effective element of
Inclusive Education which appreciates "individualities of body and movement". This project is
conducted in cooperation with Kanazawa Seiryo University which researches inclusive physicalactivities and NGO Asian Development with the Disabled Persons which supports persons withdisabilities in Laos, to contribute to development of inclusive schools and communities in Laos.

Implementation Structure

Project Concept••

By introducing “Expressive Activity”, whichis effective and useful for inclusive
education, the aim is to provide a newvalue and develop a new model to create
inclusive society which accepts diversity
and promotes mutual understanding in
Laos.
We give our full support to SDGs’ mission of"Realization of a world where no one is left
behind."Contents & Outputs◉Choreography of
Lao fashion Week 2018
（September）
Laos Fashion Week is the largest international
fashion event in Vientiane. ADDP planned the
fashion show so that athletes (students) withdisability, together with top-class models, walked
down the runway. The dance company NAMSTROPS,
which works within the worlds of art, sports, andeducation, worked with the models (people withdisabilities) on pose choreography, performance, andhow to walk the runway. Through the live
performance, MIYAZAKI C-DANCE CENTER and
ADDP appealed Expressive Activity and its effect on
inclusive education to the people in Vientiane.

◉ Cooperation with JETRO (December)Through JETRO Miyazaki, we worked with JETRO Vientianetorecruitparticipants(international
enterprises,organizations, etc.) for our open lessons held at the local
schools (see below).
◉ Program in Vientiane (February)
In order to improve teachers’ skills and abilities, we
conducted Expressive Activities lessons which are not partof curriculum in 2 schools in Vientiane that accommodate
students with special needs: Pasai elementary school (forstudents with visual impairment and intellectual disability)
and Piawat middle/high school (for students with visual
impairment, physical disability, developmental disorder,
and autism). We also had a discussion with 3 other local
schools for activity in 2019.

Way Forward•••

To conduct open lessons of Expressive Activity and dance at 3 schools where we carried out
discussion this year: Sikai middle school (for students with visual impairment), Sapantonelementary school (for students with autism), and Sabaidi elementary school (for students withintellectual disability and hearing impairment).
To participate in Lao fashion week 2019.
To organize "School Dance Festival in Laos" (tentative) which anyone can participate in, no matter
if they are living with disability or not. This will lead to the 20th Miyazaki International Disabled
Persons' Art and Culture Festival.

Contact

MIYAZAKI C-DANCE CENTER・PIC Toyofuku(+81-90-6894-8414 npo.mcdc@gmail.com)

30

ml-eduport@k-rc.co.jp