NANAE YASUKAWA | YOSHITAKA ABE | AYUMI OKA | SATOSHI KUSAKA |TAKUYA BABA

Conventional JICA training programs conducted in Japan had challenges in terms of application of learnings gained through the training to their respective countries and fields. On such an occasion, the spread of COVID-19 gave us an opportunity to explore a new way of training using online. Thus, this study aimed to explore the potentialities of international online training to strengthen capacity for mathematics curriculum development by using the case of JICA training. Online training had been conducted from October 2020 to February 2021 by Hiroshima University and 10 trainees from Ethiopia, Malawi, and Zambia participated. Training focused on developing the survey plan and its implementation in their respective place with colleagues under the advice of instructors, and examining recommendations for curriculum revision based on the evidence. In addition, trainees were encouraged to integrate the perspectives of continuous professional development as a mathematics curriculum specialist into their daily reflection. The online lectures with all the trainees were held three times and trainees and instructors continuously communicated via email and Zoom during the period between each training for further discussion. Through this training, trainees were able to concretize the process of making recommendations for curriculum revision based on the local evidence and they were also able to integrate the perspectives of professional development into their daily reflection while utilizing ICT. As for the potentialities of international online training, this case revealed that it is possible for trainees to continuously apply the learning gained from the training to their respective countries and fields.