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DDٓThe project will develop teaching guidelines and train teachers in physical education (PE) at primary schools in Uganda byconducting several workshops in order to improve the current situation in which PE incorporated in the curriculum is not taught as
desired. In the teaching guidelines, by applying the context of Ugandan primary schools as well as Japanese PE experience andknowledge, this project will develop guidelines which primary school teachers can utilize in their PE lessons. The contents of theteaching guidelines should match both the government educational goals and the reality on the ground. As for the workshop, it
will be held for teachers to acquire practical skills and knowledge of how to implement lessons using the teaching guidelines.
Through these activities, the project aims to establish a system where by primary school teachers can continue to conduct PE
lessons by themselves.

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In Uganda, teachers do not have a good understanding of how to teachphysical education; teaching skills are to be improved, and due to thelack of facilities and equipment, physical education is not taught in mostprimary schools. This being the case, in this project (1) primary school
teachers from Uganda and Japan will work together to create physicaleducation teaching materials and detailed lesson plans and to distributethem to the three districts in Uganda covered by the project; in addition,(2) workshops will be held aimed at improving the ability of Ugandanteachers to teach physical education, and lesson development andteaching methods making use of the teaching materials will be introduced
and discussed; and (3) the Ugandan teachers’ daily lessons will beobserved and reviewed, discussions held with the teachers regarding thestructure of and stratagems for the class, and teaching skills and support
will be provided to enable this to be put into effect in the next lesson.
Through this project, we aim to support Ugandan primary school teachersand elementary school teacher training schools in the three target
districts to take the lead in implementing physical education in Uganda on
an ongoing basis.

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2XWSXWV䐳 Completion and forwarding of teaching materials
and detailed lesson plans
Last year based on the format agreed with the Ugandan
working group, with input from the Ugandan side and incooperation with Japanese public primary school
teachers, teaching materials and detailed lesson plansfor netball were prepared and completed with theinsertion of illustrations. The completed teachingmaterials were forwarded to a professor at Kyambogo
University, a member of the working group, and fromthere distributed to other working group members.

Teaching materials
An evaluation section and illustrations were added to matchthe style of the Ugandan syllabus,PSOHPHQWDWLRQ6WUXFWXUH
Nippon Sport Science University(Teaching materials, workshops
and guidance)
Discussions on the holding of
the workshops/preparation ofteaching materials,
observation and review ofdaily lessons

Working groups (Kampala, Wakiso, Luwero districts)(Preparation of teaching materials, participation in workshops,
improvement of teacher’s teaching skills)
ʀTeachers at pilot schools
ʀTeaching staff of elementary school teacher training school
ʀCoordination Center tutors
ʀKyambogo University (Teacher education)(2) Preparation of video materials
The workshops that were originallyplanned to be held in Uganda had to becancelled due to the novel coronavirus
pandemic. This being the case, with thecooperation of a primary school in Japan arecording was made of a lesson carried out
in line with a detailed lesson plan. This
video was edited, copied to DVD and harddisc, and shared with the working groups
together with the teaching materials anddetailed lesson plans.

Detailed lesson plan
Description of a specific flow that Ugandan teachers withlittle experience of teaching PE can understand andapply to their lessons.

Report on theworkshops and statusof physical educationteaching in Uganda,
preparation of teachingmaterials/detailed
lesson plans and video
materials, and advice

Teachers in public primaryschools(Preparation of teachingmaterials)• Tokushima Prefecture(For lower grades)• Shiga Prefecture(For middle grades)• Hiroshima Prefecture(For higher grades)(3) Follow-up under the Coronavirus
pandemic
In July an attempt was made to hold a Zoom
meeting with the working groups to sharestatus reports and teaching materials, butthings did not go well due to the poor Internet
environment in Uganda and problems withindividuals’ devices. After that, status reports
were made regularly via SNS and email andsupport given in the creation of teachingplans and lesson preparations submitted by
the Ugandan teachers.

A game of netball
A game played using height-adjustable netball goals
handmade by a Japanese primary school teacher

Strategy time
Evaluation of problem-solving ability, which is also
included in the Ugandan syllabus:D\)RUZDUG 0HVVDJHIURPWKH3URMHFW

Judging from how other projects fared under the coronavirus pandemic, it became conspicuously clear that Uganda does not have an established Internet
environment. In order to ensure that the teaching materials and detailed lesson plans created jointly by Uganda and Japan, and the video materials, reachmore teachers and students, who are the teachers of the future, we will in the future provide support via SNS and email, with the working groups acting as ahub. In addition, with the expected spread of the Internet in the future, we hope to build a system that will enable PDFs of the teaching materials and detailed
lesson plans, and the video materials, that were created online with the cooperation of the Ugandan side to be shared, so that they can be viewed byteachers all over Uganda and put into practice in class.
At the same time that the new school term begins in Uganda in February, we are also considering setting up an opportunity for the members of the working
groups to gather to report and exchange views on the practical use of the teaching materials.

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Utilizing the know-how in social education practiced by the Hantagawa Community Center located in the city of Naha in Okinawa
Prefecture, and taking as our theme ‘Collaboration with the local community’ and ‘Promotion of community learning’, we aim togenerate educational innovation that links school education with social education. Our project will contribute to the resolution ofissues through the establishment of a leadership development system that supports learning and the actual operation ofJapanese-style community centers.

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3URMHFW3XUSRVH
The aim of this project is to create places where, in
addition to offering the functions of a Japanese community
center as a place for people to gather, learn and connect
with each other, Egyptian people can work together toachieve self-realization, and where they themselves cantake the initiative in practicing sustainable social education.
We will also aim to generate educational innovation bylinking school education and social education, which has
never been done before.

$FWLYLWLHVVNaha City
Board of
Education

Advice and support as
the competent local
authority

Schools thathave introduced
Japanese-styleeducation

JICA Egypt

NPO 10000 Idobata
Kaigi & Egypt Team

Primary Education(Elementary andJunior Highschools)

Hantagawa
Community Center,
Naha City

International Exchange

Online learning

2XWSXWV

Coordinate classroom
research, community,
parents, NGOs, andteachers learning fromeach other

Schools thathave introduced
Japanese-styleeducation

Community
Center

Implementationof socialeducation /lifelong learning
Ain Shams University Local Community
Development Center
October 6 University and others
Teacher / Local community human resource
development program䖃 Establishment of a base in a model community center
1. A soft opening following interior decoration and painting by
volunteers in Cairo, the capital of Egypt. Workshops, lectures andcircle activities begin.
2. Due to the coronavirus pandemic, use of the general facilities iscurrently suspended.

䖃 Implementation of social education/ lifelong learning
1. Holding of workshops in clay modelling, patchwork, Japanese toys, etc.
2. Start of an interpretation circle (online lectures)
3. Community Center Monthly issued every month.
4. Case studies presented in community center seminars and in classes forsocial education supervisors
5. Development of an operating manual䖃 Human resource development programs at universities
Conduct public lectures and classroom researches at Ain Shams
University, leading to an agreement with Okayama University to
implement ongoing human resource development in a win-win
undertaking. Aswan University, Cairo University and October 6
University participated in online learning.

䖃 Online Japan-Egypt lectures
16 sessions were given in 2020. Leading speakers were Atsushi Makino(Professor, Tokyo University Graduate School), Tsuneya Sakurai (Professor,
Takasaki City University of Economics Graduate School), and Kiichi Oyasu(Manager, Education Cooperation Department, Asia-Pacific Cultural Centre for
UNESCO)

Online learning session

Clay modelling workshop

Getting the Egyptian Community
Center readyParticipants in the soft opening:D\)RUZDUG 0HVVDJHIURPWKH3URMHFW
Due to the coronavirus pandemic our planned visit to the Community Center in Cairo, Egypt had to be changed to an online program, but thanks toeveryone’s hard work the understanding of the essence of Japan’s social education and community centers that was achieved was greater than we
had expected. Encouraged by this, members on the ground in Egypt worked diligently in anticipation of the opening of the Taa Community Center,working together on everything from preparations to the soft opening. At the present time, circle activities and workshops are being held regularly. Withagreements between universities also in the pipeline, we have been able to link these with sustainable educational human resource development.
Going forward, we plan to push forward together with JICA Egypt Office to provide support for sustainable operations of centers.

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One of the characteristics of Japanese technical education is combining theories and hands-on skills.
In Bhutan, due to insufficient laboratories and equipment to conduct practical classes, it is often
difficult for teachers and technical staff to make students realize the effectiveness of technicaleducation. To achieve "Technical Education for Practical Use", the project supports collaborative
activities with communities and aims to develop human resources with strong interest in improving
technical skills.

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Through the Japanese style technical education,
Bhutanese teachers in JNEC will be able to• realize the importance of practical training.
• teach students practical training based onlearning sequence.
• work on improving the environment for
implementation of practical training.

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2XWSXWV

Development of manuals for practical survey
Teachers have not taught practical survey due tolack of survey knowledge, though they havesufficient surveying equipment. Therefore, last year
we produced and donated a basic surveying training
manual in English based on the surveying training
conducted in Japan and carried out a three-week
technical guidance. Although we were not able to go
to the site this year, we are working on a new
instruction manual with improved contents as acontinuation of last year's project.

Cover of text book drawn by agraduate of JNEC

Support for Higher Education
Graduate of JNEC has been studying Japanese at
Kansai University's Bekka course since the second
semester of last year. We accompanied her to theopen campuses of various schools to help her decide
on a career path. We also provided individual
guidance about the subjects of the entrance
examinations and helped her pass the exams. Followup to the site
We provided technical guidance for 3D printerremotely in response to requests from JNEC.

Video showing
h i 3D printeri t malfunction
lfti:D\)RUZDUG 0HVVDJHIURPWKH3URMHFW

A message asking what adjustments can bemade to a 3D printerDue to the spread of COVID-19, we were forced to give up on many of the project details, such as applying
for the “SATREPS,” an international science and technology cooperation program to address global-scaleissues, which is a collaboration between JST and JICA. In order to continue the project in the future, we willcontinue to discuss with our collaborators on technical guidance and educational environment improvement
based on wide-area social cooperation. We will also focus on developing human resources responsible forthe continuation of the project in order to build a continuous cooperative system in line with the growing
expectations for technical guidance.

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S
J
LQ9LHWQDPP ْ9LHWQDPPPٓWhile the number of Japanese companies investing in Vietnam is increasing, the lack of understanding towards
Japanese companies is an issue in securing local human recourses. By providing young people in the local
communities with real life-based career education programs, we will realize a proactive, interactive and deep learning,establish self-view of one’s own career and promote deep understanding about Japanese companies. In addition, by
teaching instruction methods, we aim to provide sustainable, wide-area training and job creation in Vietnam. Throughthese efforts, we aim to contribute to the economic development of Japan and Vietnam.

3URMHFW3XUSRVH

Although Vietnam recognizes the need to develop
21st century skills, there are not many specificprograms.
In this project, we can learn skills necessary for livingin the 21st century by utilizing Japanese companies
as teaching materials, and recognizing the connection
with society by problem solving activities throughgroup work. It is a uniquely designed learning process
originating in Japan, and is a quest based newJapanese style educational program, not thetraditional way of learning.

$FWLYLWLHVV,PSOHPHQWDWLRQ6WUXFWXUH

2XWSXWV"The 5th Quest Career in Hanoi 2019" held at the Foreign Trade University on November 3, 2019
(Sunday), 350 Japanese studying students were given 4 companies representing Japan (INOAC
CORPORATION, ACECOCK Vietnam, All Nippon Airways, Mitsubishi Pencil As a lecturer, Japaneseemployees of the Industry), where they reported on the ideals and ideas cherished by the company,
based on actual examples, and the dynamism and fun of working. After that, the students were able tograsp the philosophy of the mission "‫( ٴٴ‬company name)" issued by the company and propose a
new business plan. The activity was two hours, and a proposed was made in Japanese at the end ofday. The winner was ”Polaris" team who proposed to ANA. As the supplementary prize, the teamvisited Japan from February 21st to 24th. On the first day, we made presentations to executives of
ANA. Presentation for Japanese junior high school students and high school students were held on
February 23 (Sunday). We also announced at the "Quest Cup 2020 National Convention" to makeproposals for the project.

Participated by 350 Vietnamese students studying
Japanese

Team of GP winner coming to Japan in
February:D\)RUZDUG 0HVVDJHIURPWKH3URMHFW• Continuation of events above.
• Stable and continuous supply of organizations and programs of Vietnamese local offices including ourown.

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Teaching approach often observed in Myanmar is memorizing educational contents by recital and rote memorization.
To transform such approach into 䇾Student-Centered Approach (SCA)” in which students themselves think and seek
for answers, it is quite important to change the mindset of teachers and enhance their capacities. The project
introduces simplified "IGO" and "Rugby" into primary schools, under the aims of enhancing teachers' capacities
by establishing a system where teachers and students communicate with each other and students develop theircreativity and concentration abilities.

,PSOHPHQWDWLRQ6WUXFWXUH

3URMHFW3XUSRVH• Conduct intensive resource training forteachers with only short-term teacher training
experience.
• Establish
appropriate
communication
between students and teachers with suitableauthority gradients.
• Encourage teachers to recognize theimportance of adequate leadership and obtainessential skills and personal transformation.

$FWLYLWLHVVARTIC 䠖Association for Renge-in
Tanjoji International cooperationzzzPartnership Agreementzz

2XWSXWVAs same as 2019, a total of 6 missions with
9 hours per each training (2 days)
was originally planned. However due to
COVID-19 pandemic, all trainings havebeen suspended. Therefore, the report isbased on 2019 activities.

Team building, making
a IGO board with members

Assessing issues on resource management of teachers
in Myanmar.
Establish Human resource Development Center‫ق‬HRDC‫ك‬Started training in November 2018

Started from internal Self Motivated suggestion system.
‫ق‬ANA Virtual Hollywood‫ك‬Participated teachers resource training and contributed
to the improvement of communication, leadership andteam building skills.

 DAY1 ٛLeadership Trainingٜ⋇ Ice braking game and Communication game‫ق‬verbal,
non-verbal)⋈ Leadership management and PDCA cycle
 DAY2 ٛIGOٜ
⋇ Rule explanation, individual and team competition⋈ Team building through IGO
ٛRugbyٜ⋇ Rule explanation and ball handling practice⋈ Recognizing PDCA through practical game match

Basic explanation of rugby
rule

IGO game matches

Playing a rugby:D\)RUZDUG 0HVVDJHIURPWKH3URMHFW• Since 2018, the training program has been conducted for primary school teachers in
Ayeyarwaddy district as a pilot program under the permission of the Ministry of Education,
Science and Technology (MEST) in Myanmar.
• We will propose to expand the program nation-wide to the MEST in the future.

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Q ْ$IULFDUHJLRQQٓThis project focuses on cultivating
lti ti professionalfil learningli communities
i
iti
and
d networkstk thatth t are essential
ti l ini 21st century learning andfor teachers’ continuous professional development in order to support the professional capital of teachers from African regions.
Such a vision can be achieved through (a) the expansion of initial roundtable initiatives organized in Malawi and Uganda to
become the ‘African Roundtable’, and (b) the creation of an international teacher professional development program incollaboration with Nalikule College of Education, Malawi. Furthermore, resulting professional knowledge will be utilized fortraining and workshops at the International Teacher Development Center, University of Fukui.

3URMHFW3XUSRVH

Efforts in reforming schools are widely spreading in African.
However, the old transmission approach practices in teacher
education are hindering its progress. This project categoricallyaddresses such issues by cultivating professional learning
communities and disseminating Japanese education features. In
particular, the features are: (a) designing lessons from practicesof 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 andthe community. By incorporating these features in African
contexts and collaborating with foreign partners, a newinternational model of professional development will emerge, andregional and international professional learning communities will
be cultivated.

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Initiatives in each countryz Malawi¾ Preparations for the Malawi Roundtable(January 2021-)¾ Discussions for the implementation of anInternational Teacher Professional
Development Program through Lesson Study(January 2021-)
z Uganda¾ Preparations for the Uganda Roundtable(January 2021-),PSOHPHQWDWLRQ6WUXFWXUH

Initiatives within Africaz Implementation of African roundtables¾ Approximately 110 people from the Ministry of
Education such as Uganda, Malawi, Zambia,
and Ghana held a web conference androundtable via Zoom (December 2020)
Global Initiativesz Practical research Fukui roundtable¾ A new international zone will be launched andwill be held via Zoom (February 2021)* Each activity is delayed due to the spread of the new coronavirus infection.

African Roundtable
嵤Opening Ceremony嵤:D\)RUZDUG
GAfrican Roundtable
嵤Sharing through Chatbox嵤

African Roundtable
嵤Sharing from Malawi嵤

African Roundtable嵤Watching Ugandan Class嵤

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levels (e.g. basic education, teacher preparation, schools, etc.)¾ Implementation of International Teacher Professional Development Program through Lesson Study with educational
institutions in each country‫ ٴ‬Message from the Project¾ A roundtable to exchange educational practices with educators from overseas, expand and reflect on its meaning isscheduled to be held in February and June every year.

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Our consortium is focusing on enhancing English learning methods. We show how ICT can beused in group-works and interactions. At the same time, video of their activities will be used aspart of further Home-Learning content. We also expect Japanese schools will join this project
under the banner of SDGs-4 by sharing some online content.

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3URMHFW3XUSRVH• Develop new methods to enhance ICT
Education under COVID-19 pandemic.
• Online regular seminars to deepen global
relations that enrich Cambodian teachers’ skills todevelop digital contents.
• Develop digital contents under the collaboration
two Cambodian universities.
• Improve Video clips for kids who cannot commute,and utilization in classroom.
• Applying ICT to induce interactive learning.

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2XWSXWVz Zoom seminars with Japan*Online seminars have been held due to
Covid19. *Collaborative presentation withJapanese students. *5 teams joined theconference WYM.
z ICT Education
ICT
utilization
changeslearning
outcomes. Cambodian Teachers paid
more attention to learning outcomes suchas PPT files and presentation video clips.

Online Demonstration:D\)RUZDUGGz JP students’ SGDs activity
University and Junior High school students
developed video clips for studying English forchildren in Cambodia.
z The power to develop contents
Under the collaboration of Japanese
professors, Cambodian teachers andstudents tried to produce English video clips
suitable for self-learning at home.

Online Seminar

Achievement presentation

Site Contents

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• Cambodia MoEYS policy‫؟‬Stable utilization of ICT to implement “ Learner Centered Education.”• New ICT education Strategy: With Corona After Corona implementation in schools.
• To discuss potential export of Japanese-style education advocated by Course of Study, MOE.

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ND"Education Continuity Plan (ECP*)" and "Digitalization of Education" play important roles under thecurrent circumstances where schools have stopped operations due to potential risks in Sri Lanka.
*ECP is a concept defining schools take necessary preparations to be able to continue operations in case of
emergency with predicting any potential risks (COVID-19, terrorism, natural disaster, etc) in the coming
future.
In this context, this project an initiative to promote digital learning and disseminate ECP in Sri Lanka.
It also plays as a catalyst to connect educational institutions between Japan and Sri Lanka.

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The schools in Sri Lanka havebeen closed for a long time due tothe spread of COVID-19.
This project aims to raiseawareness and promote newconcept of “ECP” through theeffectiveuseofe-learningmaterials.
Also, it promotes “Digitalization of
Education” by strengthening thecooperation between education
officials in Japan and Sri Lanka.

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2XWSXWV‫ٴ‬EdTech online seminar
EdTech online seminar was held on the themeof "How Schools need to change with/after
COVID-19" with participants from 31 Sri Lankanelementary schools. The education officials,
education experts, and school officials met in
one place and had fruitful discussions on therole of schools under/after COVIS-19.

‫ ٴ‬Special online training for Sri Lankanteachers
We conducted special online training for the
principal and teachers in a school in Sri Lanka.
With the cooperation of Japanese schools,
good example of school operation under
COVID-19 were shared.

Special online training
For Sri Lankan teachers:D\)RUZDUG
GEdTech online seminar‫ق‬Guest speakers‫ك‬

EdTech online seminar
EdTech online seminar‫ق‬Opening remark by MEXT‫ق ك‬National Institute of Education‫ك‬

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the momentum to promote “Digitalization of Education" is now growing. As an EdTech
company, we will further accelerate this change.

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This is a project where students and teachers from Malawi and Japanese local areas (Yamaguchi Prefecture) interact throughonline/offline with each other.
We will share not only the teaching method of the subject, but also the class-management method of Japanese school(Japanese style education), so that even if there are 100 students per 1 teacher in Malawi, they can manage classes efficiently.
In addition to our training on how to use ICT for teachers, through the online communication programs between Malawi andJapanese students, we will motivate them to practice the Japanese style education that we will export.

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The purpose of this project is to support the improvement of thequality of education in Malawi and to develop human resourcesable to solve problems actively.
In particular,⋇ Conducting search-style Web interaction between students⋈ Holding online teacher-to-teacher sessions in Japanese-styleclass management methods⋉ Conducting ICT skills training for Malawi teachers$FWLYLWLHVV,PSOHPHQWDWLRQ6WUXFWXUH

2XWSXWV䐟 Search-style Web interaction between students
The thirteen members of the Student Committee in Tonda
Junior High School and six pupils from Kaphuta Primary
School engaged in Web interaction on three occasions.
Following an introduction by the Japanese side of theStudent Committee system and the role it plays, students
from both schools shared the committee activities that could
be undertaken by Malawian students. With these activities as
their model, at Kaphuta Primary School a ‘hand-washingactivity’ will implemented with the purpose of improving pupil
hygiene.
䐠 Online teacher-to-teacher session in Japanese-styleclass management methods
A test to check equipment connections and the internet
environment was carried out in advance to enable thisproject to take place using equipment at the school. In the
online teacher-to-teacher session, on the subject of student
committee activities as class management activities led by
the students, opinions were exchanged as to from whatviewpoint the teaching staff should provide guidance andsupport, using the example of how the ‘hand-washingactivity’ was promoted.

Commemorative photo of students who
took part in the interactions:D\)RUZDUGG䐡 ICT skills training for Malawi teachers
ICT skills training was carried out online for the teaching staffof the Kaphuta Teacher Training Center which is responsible
for coordination on the Malawi side. While sharing screens
online, basic instructions were given on such matters as how
to use a personal computer, how to set up Zoom, and how tocheck net speed. The lecture was also given on what to dowhen the line was lost during an online interaction.
䛆 Summary 䛇
In cooperation with the Board of Education regarding thisproject, public awareness activities aimed at other schools andregions were carried out. By introducing the contents of thisproject to the Principals’ Association of Shunan City andencouraging observation of the student-to-student Webinteraction and online teacher-to-teacher sessions, we wereable to recruit more schools and teachers as colleagues to
explore together the appeal of education in Japan.

Students enjoying interaction

Online teacher-to-teacher session

ICT skills training in progress

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In fiscal 2020, through the sharing of this case with the Primary Schools Principals’ Association and Junior High Schools
Principals’ Association of Shunan City, we were able to create a foundation from which to spread the project to primary andjunior high schools throughout the city. Taking the activities at Tonda Junior High School as our example, together with theteachers and Shunan City Board of Education, we will help more schools throughout Yamaguchi Prefecture to engage in online
interaction with overseas schools. In addition, we will support the implementation and improvement of the special activities inMalawi and build a model for student-led committee activities.

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ْ9LHWQDPPٓThis project trains kindergarten teachers in Vietnam in the practice of Japanese-style pre-school education
methods. It will provide kindergartens with support in both "soft" aspects (teacher training and information
sharing) and "hard" aspects (advice on kindergarten design, safety design and playground equipment) underthe brand name of "The ShoPro Method". This project aims at enhancing the quality of pre-school education in
Vietnam through skill development of kindergarten teachers.

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The number of kindergartens is rapidly increasing in
Vietnam due to the increase of double-income
households from economic growth. As a result, thepoor quality of kindergartens has become an issue
and child abuse by teachers is now a serious social
issue. Under such circumstances, high-quality
Japanese style education has caught much interest in
the society. This project aims to solve the quality
issue of the local kindergartens by improving
teachers’skillswith
Shogakukan-Shueisha
Production Method (SPM).

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嵣Moving to online trainingThe
coronavirus
pandemichas
temporarily made it difficult to dispatch
Japanese experts to Vietnam, and weplan to switch gradually to online training.
At the present time, Japanese experts
have also travelled to Vietnam and arecarrying out training efficiently using a
combination of online and offline work.
(January 2021)

Online training session 1• Increase in the number of contracted kindergartens
Currently we have contracts with about 13 kindergartens.
Each kindergarten is communicating on SNS andelsewhere that they are proactively incorporating Japanesestyle preschool education and childcare methods, and this is
attracting the attention of those involved in otherkindergartens.
In addition, due to the coronavirus pandemic somekindergartens have seen a drop in attendance, leading to anincrease in the number of enquiries to ShoPro (ShogakukanShueisha Productions Co., Ltd.) from kindergartens wishing
to set themselves apart from the others. (as of January 2021)

Online training session 2

In a contracted kindergarten 1

In a contracted kindergarten 2:D\)RUZDUG 0HVVDJHIURPWKH3URMHFW
Going forward, we would like to continue our efforts to improve the quality of education and childcare in thekindergartens and nursery schools of Vietnam.
In addition, as we are expanding our connections with local kindergartens and government agencies
responsible for childcare, we are currently considering collaboration with manufacturers and distributors
wishing to sell wholesale to kindergartens and nursery schools. If you are interested, please contact us.

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Pٓ“Forestanet” is an interactive webs
websitesite amonga
JapJapanesepane
ese teachersesttoo sharesha theirtteaching methods (e.g.,
how to write on the blackboard, sample handouts, etc.), classroom management skills (e.g., how tomaintain classroom environment, how to develop students' capacity, etc.) and others. This projectprovides Vietnamese teachers and students with those contents by translating them into the local
language. In addition, the project develops a Vietnamese version of the “Forestanet” system to encourage
information-sharing among local teachers.

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3URMHFW3XUSRVH
We will deliver practical content created in highquality Japanese-style educational settings to meetthe needs of the Vietnamese government for"universalization of education and improvement ofquality of education".
In addition, in response to the needs of Vietnameseteachers to "eliminate qualitative and quantitative
disparities between regions," we will build a content
sharing platform between Vietnamese teachers thatutilizes ICT and is region-independent.

$FWLYLWLHVV<Japan>Japaneseteacher<Vietnam>Interact

Post /Browse
Practical
examples ofJapanese-styleeducation
Copyright confirmationn/partial editing

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Vietnameseteacher
Post/Browse

translation

Practical
examples ofJ
Japanese-styleeducation

Practice inVietnam(1) Build a system for the Vietnamese version of"Forestanet"-Developed a system in collaboration with Kaopies Co., Ltd.,a local Vietnamese corporation, and released the Vietnameseversion of "Forestanet“ (October 2020)(3) Update content to meet local needs-Conducted hearings to the faculty members of Ho Chi Minh
City University of Pedagogy. We asked them to share
feedback on the content and issues in the field of local
education and updated the contents before publishing.

(2) Select, translate, and post practical examples ofJapanese-style lessons-With the cooperation of Japanese elementary school teachers,
we created video content of Japanese-style lessons.
The editing was supervised by a former JICA mathematics
education expert.

(4) Dissemination to Vietnamese teachers using SNS-Created a Vietnamese community page on Facebook.
Shared the content posted on the Vietnamese version ofForestanet (November 2020)

Vietnam version Forestanet release

Practice of Japanese-style class (video)

Appeal using SNS and its reaction:D\)RUZDUG 0HVVDJHIURPWKH3URMHFW[Expansion of contents]-In addition to practical examples of Japanese-style education, Vietnamese teachers will post lesson plans thatrefer to Japanese-style education. By disclosing them to Japanese faculty members and creating exchanges withlocal faculty members, we aim to revitalize the sites in both directions between Japan and Vietnam.
[Correspondence in COVID-19]-We will make the best use of the characteristics of the online service and aim for further expansion even in thesituation where the corona pandemic continues.

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Utilizing the know-how of the direct operated nursery school, the company has developed its own "child-caremethod" suited to the "age model" of infants, and its "operation procedure" including independent assignment system
for infants such as morning meetings, as well as "learning content" such as English and STEAM required by the
global community in the future. This educational business model is expanding into Indonesia and other countries.

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Develop Japanese-style childcare according to
the age model of infants (focusing on infant
independence, not cramming) in Indonesia. By
developing learning contents necessary for
globalization, we will provide nursery school
education as a package of "education + childcare".
We aim to establish a local childcare worker
qualification system by expanding the model
locally and improving the skills of local childcare
workers.

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2. Original teaching materials
Develop hint cards for each category linked tothe "WALLET" curriculum. The content will besuitable to the local context, such as
surrounding animals and plants, color of cars,
color of food, etc. (Scheduled to be completed
in May 2021)

1. Curriculum development of basic
education with educational elements
A curriculum based on five categories will be
conducted for 30 minutes every day, andstudents will learn about one theme per week.
<Basic education: WALLET>
We support children to develop the following
five elements through the act of "Laughing"⋇ Watching⋈ Activating⋉ Listening⋊ Expressing⋋ Thinking

3. Local personnel training
Training is provided once a week to local
educators from the Japanese side, focusing on
the WALLET curriculum. While encouraging
the understanding of the purpose and aim ofeach curriculum, training is conducted using
video sharing so that it can be implemented
effectively. The verification process began in
December 2020.

:D\)RUZDUG 0HVVDJHIURPWKH3URMHFWThis year, due to the large-scale social restriction (PSBB) measures taken by the Indonesian
government against COVID-19, the verification of some content development will be delayed to next
year. In the last three years, the number of newly opened local nursery schools (daycare center) has
increased. While grasping more and more local "needs", we will spread high-quality Japanese-stylechildcare and construct a human resources development system towards the establishment of achildcare worker qualification system.

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PٓThrough the meetings with Ministry of Education and Training in Vietnam, physical education teachers training anddemonstrations in schools, Mizuno aspire to introduce our 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 lacking in providing children the opportunities to practice movements such as“running”, “jumping” or “throwing” under the limitation of time allocated to the classes. Furthermore, we aim to sharethe joy of exercise with the children, to decrease health problems relating obesity and contribute to in sustaining
healthy lives of the Vietnamese people.

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The needs of physical education classes in Vietnam elementary
school education are1)To teach children different kinds of movements efficiently
within the 30 minutes of physical education class.
2)To enhance children’s physical strength and athletic ability3)To decrease health problems relating obesity4)To contribute to health enhancement
By introducing Japanese-style Education, not only do we meet
the
needs
above,
but
we
can
also
improvejudgement and communication skills in a mid-long term.

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1. Official Agreement to adopt Mizuno
Hexathlon Program into Vietnam Primary
School Education Curriculum.
8th,

2018, in the presence of the
On OctoberPrime Ministers of Japan and Vietnam, Mizuno
and Vietnam Ministry of Education and Training
have signed a memorandum of cooperation to
adopt Mizuno Hexathlon Program into Vietnam
Primary School Education Curriculum.

Big smiles with Mizuno Hexathlon

2. Consensus Building with the Vietnam Ministry of
Education and Training
With the signed memorandum of cooperation as our foundation,
Mizuno and Vietnam Ministry of Education and Training havestarted to discuss and plan the details of introducing Mizuno
Hexathlon Program to the physical education program in Vietnam.
With the support of Vietnam Ministry of Education and Training,
Mizuno will start to conduct Hexathlon workshops from January
2019, for 252 teachers selected from the 63 provinces all overVietnam.
In addition, Mizuno and a local Vietnam textbook company are
working to build consensus for the sales of Mizuno Hexathlon
Equipment by March 2021.

Agreement ceremony of Memorandum of Understanding:D\)RUZDUG 0HVVDJHIURPWKH3URMHFW
In order to realize a global sustainable society,
We Mizuno will continuously endeavor to prosper “SDGs business” withthe sprits of “Justice above profit”.

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In cooperation with the Ministry of Education
tion (MOE)(MO in Egypt,
Egypt theEgyt project introduces interactive trial
lessons with Japanese-style instrumental music education at 10 Egypt-Japan Schools (EJS) and trainings
for teachers to foster students’ non-cognitive skills including cooperation, self-esteem, discipline andmotivation, which are prioritized by the Egyptian government. Through these activities, the project aims tocontribute to achieving the SDGs Goal 4: “Ensure inclusive and equitable quality education and promote
lifelong learning opportunity for all”.

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3URMHFW3XUSRVHz Examination of a method to measure theeffect of instrumental music education on
students' non-cognitive skills- To conduct a trial of Japanese-styleeducation using recorders at 10
EJS schools- Teacher’s training that develops
interactive classroom management skills$FWLYLWLHVV

2XWSXWVz Revised teachers’ manual- Revised the content of the teachers’ manual by including elements about non-cognitive skills,
such as reinforcing interactive activities (teacher-students / students-students)- Translated it into Arabicz Selection of 10 pilot schools- Selected 10 schools from not only Cairo but also local cities to deliver high-quality
instrumental music education to local cities by taking advantage of online methodsz Online teacher training seminar (8 times)- Implemented recorder training for EJS teachers, using online learning platform prepared by
MoETE- Start recorder classes for 2nd and 3rd grade students from April 2021 or later

Photo courtesy: Egypt-Japan school

Textbook “Music Time” in Arabic

10 pilot schools

Online teachers’ training (Egypt)

Online teachers’ training(Japan):D\)RUZDUG 0HVVDJHIURPWKH3URMHFW
We’d like to continue to collaborate with MEXT, MOFA, JICA and EJS Supervisor (ALLJAPAN) in order to realize "high quality instrumental music education for all” in public
education in Egypt with aiming to inculcate instrumental music education into theeducational curriculum.

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HVThe project provides Japanese-style pre-school education in English to local and internationalchildren in the Philippines to foster humanity with balanced “solid academic ability, rich humanity
and a healthy body”. Furthermore, the project trains teachers to conduct Japanese-style preschool education in English and expands this educational model to other Asian countries.
Through these activities, we are aiming to contribute in achieving the SDGs Goal 4: “Ensure
inclusive and equitable quality education and promote lifelong learning opportunity for all”.

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 We will contribute to the development ofearly childhood education in the Philippinesand other Asian countries by opening earlychildhoodeducation
facilities
that
incorporate the best aspects of Japanese
early childhood education while considering
the local characteristics and introducing
early childhood education in English.
 We will also focus on recruiting and training
teachers so that we can practice andcontinue to provide education that fosters awell-balanced human nature and characterin terms of knowledge, virtue, and body,
including dietary education.
 The goal is to develop many earlychildhood education personnel in English
and to expand the program to other Asian
countries.

$FWLYLWLHVV

2XWSXWV Sharing and understanding of the advantages and other concepts ofJapanese-style early childhood education with potential partners
 Since we were unable to visit the Philippines due to the pandemic, wetranslated the kindergarten education guidelines and childcare guidelines
into English, then shared concrete images of the guidelines throughYouTube and other media.
 Continued discussions with potential partners via Zoom meetings.
 English translated documents¾ Guideline for kindergarten education and its commentary¾ Nursery School guideline

Potential Partner:D\)RUZDUG 0HVVDJHIURPWKH3URMHFW
 Due to COVID-19, face-to-face classes are not possible in the Philippines. The resumption of visits to
the Philippines is also uncertain.
 Delays are unavoidable, but we are doing our best in preparation and are working to realize the project
as soon as things return normal.

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WHDFKHUVLQ,QGRQHVLDD ْ,QGRQHVLDDٓThe aims of this project
ct are (1) to develop and improve the textbookk ass well as the teachers’
teacherss’ guidebook
guidebo for the new subject
gui“Environment” in elementary and junior high schools in South Tangerang, Indonesia, and (2) to retrain school teachers throughworkshops for environmental education. This project is carried out in close cooperation with the Curriculum Center of the Ministryof Education and Culture in Indonesia. Through the workshops, it is aimed to improve the teaching ability of teachers forinteractive lessons, not only in “Environment”, but also in other subjects, based on the “Lesson Study” method of Japan.

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In cooperation with the Curriculum Center of the Ministry of
Education and Culture in Indonesia, by means of training inIndonesia and Japan we will prepare a teachers’ guidebook
for the subject ‘Environment’ in junior high schools in South
Tangerand, Indonesia, develop the textbook for‘Environmental Education’ in primary and junior highschools, and retrain teaching staff. We will support
Indonesia's transformation from a knowledge-crammingclassroom to an interactive classroom. In addition, in order toimprove the teaching skills of teaching staff, seminars orworkshops will be held to introduce the Japanese-style‘Lesson Study’ method.

$FWLYLWLHVV

2XWSXWV䖃 Preparation of a teachers’ guidebook for’Environment’ in junior high schools in South
Tangerand
Preparation of the teachers’ guidebook for the
subject ‘Environment’ was completed by means ofremote discussions and guidance from Japan.
䖃 Efforts to improve teaching of the subject byteachers at primary and junior high schools inSouth Tangerand by carrying out training
Through a remote link between Japan andIndonesia, we observed and supported an online
lesson by teachers and carried out a transfer ofeducational skills.

Teachers’ guidebook
for the subject‘Environment’䖃 Holding of seminars to introduce Japanese-style ‘Lesson Study’
A seminar was held with the support of the Ministry of Education andCulture, online with the Bureau of Education, aimed at teachers andeducation directors not only in South Tangerand but also in the cities ofBogor and Balikpapan. Further, in Kupang City on the island of Timor andthe Tabanan Regency of the island of Bali, via a remote link between
Japan and Indonesia and with lecturers invited from partnershipuniversities in Indonesia, a face-to-face hybrid-style seminar was held liveon Zoom and YouTube aimed at the Bureau of Education and teachers. In
January a seminar to introduce teachers’ guidebook for the subject‘Environment’ and Japanese-style ‘Lesson Study’ will be held for students
aiming to become teachers and attending State Islamic University Syarif
Hidayatullah Jakarta and Diponegoro University, with which IEPF has
concluded an MOU.

Lesson study was adapted from Japan toIndonesia

Online and face-to-face hybrid
seminars

Lesson study introduction booklet:D\)RUZDUG 0HVVDJHIURPWKH3URMHFW
•
•
•
•
•

IEPF has concluded MOUs with many Indonesian national universities and is promoting the transfer of educational
techniques to local education authorities.
In the promotion of environmental education and ‘Environment’ as a school subject, we have placed emphasis oncooperation with the Ministry of Education and Culture.
During the crisis brought about by the coronavirus pandemic, we have attempted to implement Lesson Study remotely, andhave expanded remote work.
Through this project we were able to make headway in exchanging information with the Embassy of Japan in Indonesia,
and as we go forward, we hope to continue to promote this exchange of information.
We hope to expand outcomes of this project to the remote islands together with JICA, and thus to contribute to theachievement of SDGs.

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P ْ9LHWQDPPٓThis project dispatches experts (university professors or Japanese attorneys atlaw) to Vietnam Japan University (VJU) and Vietnam-Japan Cooperative Center(VJCC) in order to provide Vietnamese students and employees of Japanesecompanies with lectures concerning commercial laws.

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We will show the ideal way of law education
including comparative law perspective andthe theory behind the law. The purpose is toprovide an opportunity to think the legal
theory that will lead to "good governance"such as the rule of law and lead to thedevelopment of society.

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Di
Dispatches
experts
Provide lectures

2XWSXWVThi year, travelThisttra l b
betweent
Japan and
Vietnam was restricted due to the newcoronavirus infection, so in this project, wepostponed
the
implementation
after
dispatching experts to Vietnam, and thelecturer gave lectures from Japan online.
The lecture was held on September 7, 2020.

Seven lecturers from the Japanese side
participated in the lecture. We gave
lectures on corporate law, financial law, civillaw,international
economiclaw,
international trade law, and international
labor law. There were more than 100
participants from the Vietnamese side,
including online.

Online Lecture:D\)RUZDUG 0HVVDJHIURPWKH3URMHFW

Flyer

This year,
Therefore, we chose toyear because
becausse of COVID19,
COVID19 there were many difficult matters.
maconduct using online methods, but as a result, we were able to obtain more participants thanever before. On the other hand, there is also a difficulty in grasping the degree ofunderstanding because we cannot interact face-to-face with the participants. We would like toconsider conducting in a combined manner, so that we can take advantage of face-to-faceand online methods.

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DD岨In Rwanda, after the occurrence of one of the “largest tragedies of 20th century,” the Rwandan Genocide, its people
have started to make their way gradually toward reconciliation and coexistence, while still being traumatized by the
impact of the genocide. In order to rebuild peace and produce human resources who will be the bearers of the future,
the project aims to establish the Japanese style UNDOKAI (Sports Day) in the school curriculum of Rwanda. We
aim to create a model school where teachers and students understand the significance of Undokai and can hold it on
their own, and from there expand it nationwide.

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In Rwanda, after the occurrence of one of the “largest
tragedies of 20th century,” the Rwandan Genocide, its
people have started to make their way gradually toward
reconciliation and coexistence, while still being
traumatized by the impact of the genocide. In order torebuild peace and produce human resources who willbe the bearers of the future, the project aims toestablish the Japanese style UNDOKAI (Sports Day) inthe school curriculum of Rwanda. We aim to create amodel school where teachers and students understandthe significance of Undokai and can hold it on their own,
and from there expand it nationwide.

$FWLYLWLHVV

2XWSXWVWorld Online Undokai, Rwanda vs Japan- Linking up for the future beyond national borders –On October 6, 2020, an online undokai was held in theform of a Zoom meeting.
A total of 50 people, 8 from Rwanda and 42 fromJapan, participated.
It was a great opportunity to promote mutual
exchanges through a range of sport games and tolearn each other’s culture, for example, through dance
performed by Rwandan participants.

Dance with rhythmical steps
performed by people with baskets
on the head

Green leaves brought in in agoods borrowing race

Let’s Learn about the World – Rwanda Consider the Future of Children
Held on July 10, 2020
Having Ms. Towari Marie Louise of an NPO “Think
about Education in Rwanda,” as the guest, participants
could hear about the situations in Rwanda. Ms. Louise
kindly answered a lot of questions asked by participants
and offered them an opportunity to learn about Rwanda
in more depth.

Valuable stories told by
Ms. Marie Louise in her fluent
Japanese

Commemorative photo of allparticipants!

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Although traveling to Rwanda is not possible currently due to the Covid-19 pandemic, we can see it as anopportunity to foster a new cultural change for online communication as a means of global communication.
When schools open again in Rwanda, we would like to further expand online Undokai in collaboration withschools in the country. In Japan, we plan to provide more opportunities for people to learn about Rwanda.

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World Vision Japan has been implementing a remedial education program in Irbid, the northern part of Jordan, where
host a number of Syrian refugees. In the program, we introduce classroom activity, club activities and school event inreference to special activities in Japanese schools. Through these activities inspired by Japanese education model,
the program aims to contribute for the improvement of life skills and strengthening the resilience of Syrian refugee
and Jordanian children as well as the mitigation of sense of discrimination against people with different nationality
and the promotion of social cohesion.

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In schools with double-shift system in Jordan, there
are issues such as stress behaviors, bullying anddiscrimination among children due to theshortened school hours and lack of opportunities
Jordanian and Syrian refugee children cancommunicate with each other. This project aims at
promoting conflict-affected children’s life skills suchas responsibility, cooperativeness and social
cohesion through the classroom activities and school
events based on Tokkatsu in Japanese schools.

ᅜ㝿NGO䝽䞊䝹䝗䞉䝡䝆䝵䞁World
Vision䝽䞊䝹䝗䞉䝡䝆䝵䞁䞉䝆䝱䝟䞁
World Vision Japanᮾி஦ົᡤ
Dispatch䝥䝻䝆䜵䜽䝖䞉
Project䝬䝛䞊䝆䝱䞊
Managerὴ㐵

Project஦ᴗ⟶⌮䛾Support䝃䝫䞊䝖

Sophiaୖᬛ኱Ꮫ
Universityᑠᯇኴ㑻ᩍᤵ
Prof. Taroᴗົጤクዎ⣙䛻䜘䜛እ
Komatsu㒊ᑓ㛛ᐙ䛸䛧䛶䛾ຓゝ
External

advisorWorld Vision
Syria䝽䞊䝹䝗䞉䝡䝆䝵䞁䝶䝹䝎䞁஦ົᡤ
Response
Office in Jordan⌧ᆅ䛻䛚䛡䜛஦ᴗᐇ᪋$FWLYLWLHVV

Project implementation

2XWSXWV

Home-based recreation activity
We recorded and delivered videos of home-baserecreation activities instead of the plannedclassroom activities during the school closuredue to COVID-19. 582 children have participatedin the activity so far. Children can see each otherremotely through the video of other children
working on the activities, which were taken anduploaded to the class SNS group by the parents.

Little helpers at home
Instead of classroom activity such as ‘leader of the day(Nicchoku)’, we conducted ‘Little helpers’ as home-based
activity, which promote children to try to do small housechores with family. We support children to promote theirmotivation and responsibility as well as equipping parents
with capacity to care their children appropriately.
Online safety information sessions
Instead of planned school-based safety sessions, wedelivered safety information sessions about online safety,
highly requested by parents, as well as health and stresscare under COVID-19 to 582 pairs of children and parents.

Art work from home-based activity

Children in ‘Little helper’ activity:D\)RUZDUG 0HVVDJHIURPWKH3URMHFW
Schools still have been closed in Jordan and it is uncertain when the planed events such as school trip andschool festival would be available to be conducted. Therefore, we are now planning to conduct online
competitions for children with 4 domains, drama, drawing, sports and reading. This will provide opportunities topromote social cohesion among Jordanian and Syrian refugee children even online, with careful consideration in
activity design and implementation.

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