Exposición en la conferencia internacional del 24 de agosto "ENFOQUE ESTRATÉGICO PARA EL DESARROLLO DE CAPACIDADES EN EL MARCO DE LA COMPETITIVIDAD"

1. Strategic Approach for capacity building in the competitiveness framework
Standards Education (HRD)
in the programs of Korea and
APEC
Lima, Peru
24st August 2012
Donggeun Choi,
Chief Manager, International Standards Team, KSA
Guest Researcher, Standards Coordination Office, NIST

2. Donggeun Choi (PhD in Technology Innovation Management)
- Work, Education, Activities
 Works
 Guest Researcher, National Institute for Standards and Technology (NIST) (2012-)
 Chief Manager, Korean Standards Association (KSA) (2000-)
 Researcher, Korea Development Institute (KDI) (1999-2000)
 Education
 PhD in Technology Innovation and Management at Sungkyunkwan University (Feb 2012)
 Bachelor in transport engineering from Hanyang University (Feb 2004)
 Master in transportation management from Seoul National University (Feb 2000)
 Major Professional Activities
 Vice-Chair, International Cooperation for Education about Standardization (2012 – 2015)
 Project Editor/Initiator of Education Initiative, APEC Sub-Committee on Standards and Conformance (2007-2011)
 Korean Delegates, APEC Sub-Committee on Standards and Conformance (SCSC) (2004-)
 Secretariat, ISO TC204 Ad hoc workgroup on Ubiquitous-City Standards (2008-2009)
 Liaison, ISO TC204 Intelligent Transport Systems to APEC Transport Workgroup (2004 -2009)
 Project Editor, ISO 28682:2008 World Report for ITS Standards (2005-2007)
 Korean Delegates, ASEM Standards and Conformity Assessment (SCA) (2004-2008)
 Director, International Cooperation Committee, Society for Standards and Standardization (2011-)
 Advisory/Program committee, SIIT (Standards and Innovation on Information Technology) Conference 2011, 2013

3. Donggeun Choi (PhD in Technology Innovation Management)
- Major Publications
 Technology Innovation and Standards
 Research profiling for ‘standardization and innovation’ (Scientometrics/Springer, Jul 2011)
 National characteristics and competitiveness in MOT research: A comparative analysis of ten
specialty journals, 2000–2009 (Technovation/Elsevier, Jan 2012)
 Standards Education
 Standardization as emerging content in technology education at all levels of education
(International Journal of Technology and Design Education/Springer, Feb 2011)
 Standards Education Policy Development: Observations based on APEC Research (International
Journal of IT Standards and Standardization Research / IGI Global, Jul 2009)
 (APEC Guide 4) Teaching Standardization in Universities: Lessons Learned from Trial Program
(APEC, Oct 2011)
 (APEC Guide 3) Standardization: Fundamentals, Impact, and Business Strategy (APEC, Jun 2010)
 (APEC Guide 1) Case Studies of How to Plan and Implement Standards Education Programs and
Strategic Curriculum Model APEC (Asia Pacific Economic Cooperation)|March 30, 2008
 Patents and Standards
 Essential Patent in Standards: Concept, Currents, and Major Issues (in Korean) (Standard ITS, Dec
2011)
 Putting Corporate Strategy for Standards and Patent Together: At Different Steps of Technology
Innovation, R&D, and Standardization (in Korean) (Korean Industrial Intellectual Property, Apr
2009)
 Transportation and Standards
 World Report for Intelligent Transport Systems (ITS) Standards (APEC, Sep 2007)
 ISO TR 28682: 2008 A Joint Study - Joint APEC-ISO study of progress to develop and deploy ITS
standards

4. Contents
I. Korea – Overview in 2003-2012
II. Korea – University Program
III.APEC Initiative 2005-2011
IV. Annex. WiseStandard.org

5. I. Korea
- Overview in 2003-2012
① Public Sector Lead
② Systematic from Primary to Higher
③ Embedded into Formal curricula
④ Cooperation with Education
Community

6. * Korea’s Roadmap for Lifelong
Standardization Education
Consumer
Theoretical Biz/Practical Management
Application Application Developmen
Open
t
International Workshop
Standards
Standards Global
Leader
Skills Training
Writing Skills
Higher Strategic
Education Application
University
Secondary
Program
Concept
School
Basic
Standards
Primary Olympiad
Standards
School
in Daily
Life
Fun
Standards
Formal Education Post-Formal Education
Learn to know/Knowledge Oriented Learn to do/Skill Oriented/Biz Practices

7. Korea’s National Strategy (1)
• National Standards Master Plan II
– including two pages for education strategy
• 4-3. Training Standards Experts and building Experts
Network
– Establishing department of standardization in universities in
order to build education infrastructure
– Operating professional education for businesses
– Initiating private certification scheme for standardization
experts
– Utilizing IT & web technology to build manage standards
experts

8. Korea’s National Strategy (2)
• 4-4. Increasing Awareness about Standardization
and Strengthening Promotion/Education Activities
– Developing/Operating more centralized national standards
information network
– Spreading out standardization-mind among for
Primary/Secondary school students (teenagers)
– Extending standardization program in universities
– Conducting research and survey projects to estimate the
level of awareness and have feedback about standardization
policy
– Preparing systematic incentive systems for standardization
activities.

9. Education Stakeholders (1)
Society
(Industry
+ Consumers)
Education Standardization
Demand Needs/Use
Education Standards
Supply Development
Education/Research
about Standards
Education Standards
Community Community
Incentive/Funding
For Standardization

10. Education Stakeholders (2)
Standards Education
Law Actions Local-
KATS Policy Ministry Education
Authorities
Fund Content
Curricula (Text,
Module) Professor
Operator University
KSA Teachers’
Organizer School Networking
Teachers Students

11. Korea’s Activities for Lifelong
Standards Education
ITEM/YEAR 2003 04 05 06 07 08 09 10 11
4218 4015
Higher 982 4830 6681 6160 5948 5693
- (43-80) (41-81)
- classroom (11-11) (35-64) (46-87) (49-91) (48-96) (49-90)
Adv. Adv/Gr
COM Mech Three
- textbook Com
(R1)
EE
ENV
EE.R1
Cases
Secondary 639 534 888 774
217 240
- Olympiad 240 240 300 240
Ver1.0
- textbook, ToT Ver 0.5
(30) (36)
Primary 970 4318 4381 4000+
- classroom (11) (43) (43) Pilot
Text TOT. Pilot
- textbook (37) Anim. Dev.

12. Primary - Elementary School
‘Meet the Standards’ Program started in 2008
- Year 2008: 970 students in 11 schools
- Year 2009: 4,318 students in 43 schools
- Year 2010: 4,381 students in 48 schools
Guest teachers of standards experts
- To show that standards are a part
of everyday life
- To share standard-experience
with students
Textbook since 2009
- PowerPoint only in 2008
- “Standards in Dairy Life”
Chapter 1. Why standards?
Chapter 2. Our lives with standards
Chapter 3. Daily standards
Chapter 4. Our promise, standards

13. Primary - Elementary School (Changers over years)
Year 2008 2009 2010 2011
On- On- On- Pilot
Program
Demand Demand Demand Schools
PPT
PPT *Text
Text PPT +Text
+ Text Authorized
+Anim

14. Primary - Elementary School in 2011
- Above Expectation, More than Funding
Ministry/Authorities
• With + Teachers’ Association
Textbook Authorization
• Seoul City (3rd Level)
Pilot Schools
• Teachers’ Training (100)
+ Parents Workshop (100)
+ Extensive Class
for most students (1000)
+ Extensive Activities (100hrs)
• 9 schools

15. Secondary: Middle & High School:
- Annual Olympiad as well as Regular Curricula
Purpose
- To bring standards to the real life
- To explore the standards world
- To recognize outstanding achievement using standards
Strategy
- To encourage students to participate
in standardization activities
- To develop the standards education
course into the regular curriculum
- To compete for the “Standards Olympiad”
“Standards Olympiad” since 2006
- Around 1,000 students apply each year
Regular curriculum by 2011
- “Technology & Housework” for middle School
- “Engineering & Technology” for high School

16. 2. Korea
- University Program
Preparation from 2002
Course from 2004

17. University Education Program on Standardization(UEPS)
University and Campuses/Courses in UEPS
* These numbers are limited in the general course of university standards education.

18. UEPS – 4,015 students in 81 courses in 2011
Students participating in UEPS
Includes KSA sponsored programs only
8000
7000 7000
6681
6000 5948
5693
5000
4830
4000 4128 4015
3000
2000
1000 982
0
2004 2005 2006 2007 2008 2009 2010 2011
* These numbers are limited in the general course of university standards education.

19. UEPS: Core Attributes
General
• “University Education Program on Standardization’” started in 2004.
• Best practice program by university, expert group, KSA*, and KATS
• KSA: Korean Standards Association / SEDC: Standards Education D
evelopment Committee
• One-semester class for 2 or 3 credits (32~48 hr.) or on-line lecture
Lecture
• With a single unified textbook and
• a team-teaching methodology
• Case study-teaching by standards
• professionals from industries, standards
• agencies, academics and government
• Field trips to research institutes / labs / companies

20. UEPS: Core Attributes with Increasing Diversities
Core Attributes
• 2~3 Credits Per Semester
• Common Textbook
• Team Teaching Methods (50  340 Experts in Korea)
• Field Trips
Evolutions: Diversities per course/professor
• Major Specific Textbooks (EE/ICT, Env, Mech)
• Major Specific Case Studies (Science and Social Science)
• Advanced Program for Major/Subject Specific Programs
• Graduate School Programs
• Mentoring System
• Case Study Competitions
• Term Projects

21. UEPS: Evolution
Emerging Improving Innovating
• 2002-05 • 2005-10 • 2011-2015
• Common • Nationwide • Subject Course
Curricula • Text revision • Graduate School
• Common • Subject • APEC Pilot &
Textbook Textbook Case Studies
• APEC
Textbook

22. UEPS: Textbook ‘Future Society and Standards’
1ed 2003, 2ed 2007, (3ed 2012)
Ch 1. Standardization Overview
Ch 2. International Standardization
Ch 3. Industrial Standardization in Korea
Ch 4. Enterprises and Standards
Ch 5. Measurement and Reference Standards
Ch 6. Conformity Assessment
Ch 7. Standards & Intellectual Property Rights
Ch 8. Future of Standardization

23. UEPS: Online Course in 2007 (Open, Free in KSA website)
Lecture on the standardization On-line Courses
Course Intro.
Contents
Today’s theme
Lecture
Quiz
Review

24. UEPS: Course Evolutions require diverse contents
IPR Management
Patent Strategy
QC/QM Trade
Audit Regulations
STD
Engineering Legislation
Standards
Spec ST policy

25. UEPS: Subject Specific Textbook since 2008
Dual: University Program and Professional Training
 Purpose
- To Improve the ability for developing standards in the specific area
- To adapt their own business to standard-environment
 Audience: Specific experts, graduate students
 Subjects
- 1st step program(2008)
· Electric & electronic standardization
· Information standardization
- 2nd step program(2009-2010)
· Mechanics standardization
· Environment standardization

26. UEPS: Subject Specific Case Studies since 2011
For Graduate & Major-Specific Courses (secondary):
1) A Control Tool for Social Dynamics
2) Mobile Software
3) 4G Telecom & Mobile Broad Casting

27. UEPS: Common vs. Subject-Specific in 2004-2009
120
100
25 23
80
18 20
Major-specific
60
Common - all
14 40 41
Common - all
40 34 37
27
20
31 30
3 24 23
5 14
0 3
04 05 06 07 08 09

28. UEPS: Details of Subject-Specific in 2009
Major-Soc.Sci; Major-Med; 2;
1; 4% 9%
Major-Eng
Other; 3;
Major-EE; 9;
13%
39%
Major-IE; 6;
26%
Major-Mech;
2; 9%

29. **Thesis/Dissertations on standards in Korea
Rapidly increasing every decade
60
55
50
41
40
35
30
20
15 14 14
12
10
10 7
5 6 6 5
3 4
1 1 1 2 1 0
0
1960-80s 1990s 2000이후
Eng Soc.Sci Med.Bio Sci Life Hum Art/Spo

30. ** Thesis/Dissertations on standards in Korea
We may need more standards education programs
in Social Science sector as well
Life; 13 Hum; 7 Art/Spo; 6
Sci; 22 Eng; 73
Med.Bio; 63
Soc.Sci; 54

31. UEPS: Teaching Methodology Diversification
• Source: APEC Education Guide 1
31

32. UEPS: Course Evolutions
• Natural evolutions based on the needs of different
professors/schools
• Introduced in ISO, APEC, ICES members
Common Common Major Graduate
for all - Major Advanced Program
• Awareness • Major 1/3- • Major 1/2+ • Major specific
• Understanding • Major specific • Major specific PaperReview
• Impact Cases Standards • Major Specific
• Awareness • Major specific Term Paper
Term Project

33. Summary: Standards Education Activities
Number of People Participated in Programs
(unit: persons)
Program/Year 2004 2005 2006 2007 2008 2009 2010 2011
University 982 4,830 6,681 7,500 5,948 5,693 4,218 4,015
High & Middle
- - 119 270 240 240 300 240
School
Elementary 4,000+
- - 98 240 970 4,318 4,381
School Pilot
Business 287 329 150 249 181 150 406 (400)
151 85 321 353
Consumers - - - -
(1) (2) (4) (4)
Total 1,269 5,159 7,048 8,259 7,490 10,486 9,503 (10000)
* These numbers are limited in the regular courses.

34. Feedbacks from Students
• Overall Satisfaction with Improved
Understanding about Standards: 80%~97%

35. Remaining Challenges
Current vs. In Awareness to General vs. S
novative Job Relevant pecialized
Funded vs. S Training Teac
Intensive, De
elf-Sustaina hers vs. Tea
gree, Majors
ble m Teaching
Text vs. Cas
Com Text vs.
es, Cases, a
Special Text
nd Videos
* These numbers are limited in the regular courses.

36. Summary with some insights
Step-by-Step National Standards Education Initiatives
1) setting up a national strategy
• Based on National Standards Master Plan 2001-2005
2) securing reasonable funding and plan
• KATS funded, KSA operated long run initiative
3) having a responsible organization
• KSA long term project since 2003
4) building cooperative networking with the education community
• Ministry, Authority, Teacher’s Association
5) keeping continuous innovation.
• Innovate, or Perish (all projects)

37. 3. APEC Initiative
in 2005-2011
December 2011
KL, Malaysia
Republic of Korea
Donggeun Choi, Chief Manager, KSA
Project Editor, APEC SCSC Education Initiative

38. SCSC Education Initiative
- Three Phase Projects 2007-2011 -
 Proposing Economy: Rep. of Korea
 Co-sponsoring Economies:
 China, Indonesia, Japan, Singapore, Thailand, Peru, USA, Vietnam
Phase I Phase II Phase III
(2007~8) (2009~2010) (2011)
Case Study Textbooks Pilot School
Curricula Manual Guideline
Advisory Groups Meetings Meetings
Workshops and Workshops  Teachers’
Reference  Textbook Workshop
Collection Development Implementation
Case Studies Teaching Manual Guideline
 Curricula Development Pilot Schools
Development  Networking Lesson Book
38

39. SCSC Education Initiative
(2005)2007 - 2011
3 projects Phase 1 Phase 2 Phase 3
Guide 1 ★ Guide 3 ★
(Mar 2008) (Jun 2010) Guide 4 ★
4 publications Curricula
★ Guide 2 Textbook (Oct 2011)
(Jun 2009) Lessons
Outreach
2nd 4th 6th
7 meetings 1st 07.6 3rd 08.8 5th 10.2 7th
07.1 08.2 09.2 11.2
ANSI CoE
agenda Proposed
Agenda
SCSC ToR
05.9 06.11 Website (www.WiseStandard.org)
website 06.2
2005 2006 2007 2008 2009 2010 2011
Korea Vietnam Australia Peru Singapore Japan USA
39

40. Phase I – Guide 1
Case Study and Curriculum Model
40

41. Phase I – Guide 1
Case Study and Curriculum Model
- university program comparison -
41

42. Phase I – Guide 2
SCATR Outreach Strategy
42

43. Phase II – Guide 3
Textbook for Higher Education
*Access Rank: 84,424 times (No. 1)
3000+ access/month
(June 2010 – July 2012: 25 months)
* Most Accessed publication since 21 June 2010 43

44. Phase II – Guide 3
Textbook for Higher Education
* Most Accessed publication since June 2010 (3 months accesses) 44

45. Phase III – Guide 4: Casebook
Published in Oct 2011
45

46. Phase III – Guide 4: Casebook
Universities with Major/Students
Ch. University
Major/Dep. Ba Ma PhD Students
(Economy)
01.CJLU (China) Biz Management 70
02.Chungang (Korea) Business 5 13 Work experienced
03.Diponegoro (Indonesia) Industrial Eng. 32
04.EWHA (Korea) MBA 10 Work experienced
05.HUFS (Korea) Industrial Eng 6 1
06.Hanyang (Korea) Business 4 6
07.Kookmin (Korea) Open for all 39
08. KNU.Educ. (Korea) Technology Educ. 12 4
09.Korea Un. (Korea) Elect. & ICT Eng (3) 3 2
10.NEU (Vietnam) Business - Quality 47
11.P.U.C.P(Peru) Quality Institute 19 1 Work experienced
12.Trisakti (Indonesia) Industrial Mgt 21 Work experienced
13.Waseda (Japan) Global Biz School 54 98 Distance learning
14.Yeonsei (Korea) International Mgt. 18 Multi-natinoal
Total: 468 Students in 14 Universities 251 191 26
46

47. Phase III – Guide 4: Casebook
Table of Contents
 Preface iii
 Chapter 1. International Trade and Standardization 1
 Chapter 2. IT Management and Standardization 16
 Chapter 3. Standardization 24
 Chapter 4. Technology Innovation, Intellectual Property 35
 Chapter 5. Management Strategy for Industrial Systems, with a 44
 Chapter 6. Strategies of Technology Innovation and Standardization 53
 Chapter 7. Future Society and Standardization 66
 Chapter 8. Research on Instruction Materials for Technology 81
 Chapter 9. Special Issues in Conformity Testing and Standardization 93
 Chapter 10. Standardization 106
 Chapter 11. National Infrastructure of Quality and International 116
 Chapter 12. Management of Technology and Innovation Strategy 146
 Chapter 13. Business and Global Standardization 163
 Chapter 14. Electronic Commerce and Standardization 173
 Chapter 15. 2011 Joint Education Workshop 189
 About the Editor and Authors 193
47

48. (sample) 01. CJLU: Student’s Project
(Practice in Standards Development)
48

49. 04. EHWA: MBA Student’s Case Study
- Android/iPhone; Blueray/HDDVD -
49

50. 08. KNUE: Teachers in Sec. School
- Teaching module development –
Designing Standardized Remote Controller
■ Problem Situation
Nick, a big fan of Yuna Kim …………..
"Why do I have the inconvenience of some many different remote controls?"
■ Conditions
◈ Solve the problem by using only the given materials .
◈ Availability of devices, i.e., TV, audio, DVD, and air conditioning is limited.
◈ The number of buttons must be less than 40.
■ Materials and Tools to be prepared
◈ Materials: Isopink(foamboard), Sorghan Straw, Pens
◈ Tools: Glue gun, Utility Knife, Ruler, Glue, Hot Wire Cutter
50

51. 11. P.C.U.P: Student’s Project
Student’s Best Work: EXPORTING OF ORGANIC GREE
N COFFEE TO THE UNITED STATES IN NORTH AMERICA
 CECOVASA has an expertise earned in
organic certifications, which nonethele
ss must be strengthened through good
agricultural practices to increase its pr
oductivity per hectare, without resorti
ng to the use of growth enhancers or c
onventional fertilizers.
 Highlighting the fact that CECOVASA's
partners belong to the ancestral Peruvi
an Quechua and Aymara communities,
who value communal work. These ethi
cal values and behavior standards favo
r the integration of their members and
limit idleness and fraud in both produc
tive and commercial activities.
51

52. 12. Trisakti: Lessons Learned Univ.
- Innovation, practical work, IPR -
 Innovation and standardization can be not also topics but a course or even and
an Institute for Innovation and Standardization. Countries in the Asia Pacific re
gion should propose establishing this program.
 Innovation and Standardization will be more interesting and important if it is
also practiced in real life. Therefore, it is advisable to create an applicable cour
se, such as giving students the opportunity to do practical work (about one mo
nth) in the industry that has implemented the standard.
 It is recommended to put a book on Standardization together. Another importa
nt aspect to consider in making these books is the local wisdom of each countr
y when developing its standardization
 Some important topics that need to be added included intellectual property st
rategy, standards and the value chain, and community participation for develo
ping standards activities. It is recommended to establish an education forum f
or Standardization (APEC forum for Standardization) to develop further educ
ation goals and practices for Standardization learning.
52

53. (sample) 01. CJLU: Student’s Project
(Practice in Standards Development)
53

54. 01. CJLU: Lessons Learned
- internship/video/case studies-
 The students expressed strong satisfaction about the conte
nts; they want to have much more time for internship or pr
actice, if possible, for the next class.
 It will be much helpful in the future if videos about standa
rdization can be played in the classroom.
 Many students are interested in this class; thus my univers
ity is considering teaching this course to other majors or di
sciplines.
 The students and the teachers liked reading the APEC boo
k, and they suggested that APEC should organize professor
s to write a series of books about standardization and espe
cially publish a book of case studies on standardization
54

55. 04. EHWA: MBA Student’s Case Study
- Android/iPhone; Blueray/HDDVD -
55

56. 04. EHWA: Lessons Learned
- Case/Career/Practioners -
 School: Management vs. Engineering This issue means which school is better to offer t
his course. Possible synergy effects is expected with other MOT (Management of Technol
ogy) courses
 Teacher: Academia vs. Practitioners Combination between academic disciplines and p
ractical experiences are desirable
 Administrative support Supports for teaching materials (e.g., textbook, cases) and for n
ew prep are necessary.
 Network of disciplines Unique discipline vs. Case study of standardization from multip
le perspectives …
 Degree Undergrad vs. Masters … Is this course appropriate for undergrad students or m
aster’s students?
 Association How can we collaborate to offer better courses on technology standard and
standardization to students?
 Reality Class lecture vs. Experiences … Class lecture may not be the only way to deliver
the knowledge for technology standard and standardization.
 Dream Career path vision for students … Can this course provide enough vision for stud
ents to develop their career in technology standard and standardization?
56

57. 08. KNUE: Teachers in Sec. School
- Teaching module development –
Designing Standardized Remote Controller
■ Problem Situation
Nick, a big fan of Yuna Kim …………..
"Why do I have the inconvenience of some many different remote controls?"
■ Conditions
◈ Solve the problem by using only the given materials .
◈ Availability of devices, i.e., TV, audio, DVD, and air conditioning is limited.
◈ The number of buttons must be less than 40.
■ Materials and Tools to be prepared
◈ Materials: Isopink(foamboard), Sorghan Straw, Pens
◈ Tools: Glue gun, Utility Knife, Ruler, Glue, Hot Wire Cutter
57

58. 10. NEU: Lessons Learned
- Textbook, Case, ToT, Undergraduate/ English -
 The APEC’s text book and teaching materials have been evaluated as good
teaching resources. Concepts presented in the text book are suitable and ca
n be adopted for teaching students at undergraduate levels. Case studies an
d ideology behind each case are meaningful to students and supported the
concepts presented.
 After each class, students have been asked to provide examples to illustrate
some of the concepts learned. However, since most students have not been
working, so they don’t have any experiences to solve the problem.
 Through this pilot program, inexperienced lecturers were trained and self-f
ulfilled with their teaching methodologies. This text book provides lecturer
s richer information on their teaching topics.
 Although, this text book is a good source for teaching, it was written for hig
her education, and at the view of international perspectives. Therefore, lect
urers need provide their own examples and cases relating to Vietnamese si
tuation to make their lectures more meaningful to undergraduate students.

58

59. 11. P.C.U.P: Student’s Project
Student’s Best Work: EXPORTING OF ORGANIC GREE
N COFFEE TO THE UNITED STATES IN NORTH AMERICA
 CECOVASA has an expertise earned in
organic certifications, which nonethele
ss must be strengthened through good
agricultural practices to increase its pr
oductivity per hectare, without resorti
ng to the use of growth enhancers or c
onventional fertilizers.
 Highlighting the fact that CECOVASA's
partners belong to the ancestral Peruvi
an Quechua and Aymara communities,
who value communal work. These ethi
cal values and behavior standards favo
r the integration of their members and
limit idleness and fraud in both produc
tive and commercial activities.
59

60. 12. Trisakti: Lessons Learned Univ.
- Innovation, practical work, IPR -
 Innovation and standardization can be not also topics but a course or even and
an Institute for Innovation and Standardization. Countries in the Asia Pacific re
gion should propose establishing this program.
 Innovation and Standardization will be more interesting and important if it is
also practiced in real life. Therefore, it is advisable to create an applicable cour
se, such as giving students the opportunity to do practical work (about one mo
nth) in the industry that has implemented the standard.
 It is recommended to put a book on Standardization together. Another importa
nt aspect to consider in making these books is the local wisdom of each countr
y when developing its standardization
 Some important topics that need to be added included intellectual property st
rategy, standards and the value chain, and community participation for develo
ping standards activities. It is recommended to establish an education forum f
or Standardization (APEC forum for Standardization) to develop further educ
ation goals and practices for Standardization learning.
60

61. 13. Waseda: Lessons Learned
- Distance Learning: 4 Campuses -
 This course design was effective to give general knowledge for introdu
ction of standardization education.
 At begging the lecture, the course prepared for the guideline of lecture
contents. Each lecturer was also able to confirm the lecture contents of
other speakers through common server.
Lectre in Nishi-Waseda Campus Distance Learning System
61

62. 2007-2011 Period Completed
 Korea, KATS and KSA, is pleased to report that
the SCSC Education Initiative for 2007-2011 has
been satisfactorily completed
4 Deliverables (Guidelines)
 7 Meetings/Workshops
 1 Information portal (www.wisestandard.org)
 Contributes to building common grounds to
introduce and implement education programs
about standardization in the region.
62

63. APEC Standards Education 2012-2016
- Under Discussion: Case Studies -
Needs
• The needs for Case Study developments has been co
ntinuously raised from our education workshops an
d phase III trial programs
Topics for Case Study Series
• 2013: Standardization and Innovation
• 2014: Standardization and Trade
• 2015: Standardization and Business Strategy
• 2016: Standardization and National Governance
63

64. III.Annex. WiseStandard.org
2011 WSC Academic Day – Session 2
29th June 2011 – Hangzhou, China
Donggeun Choi (Mr.)
Secretariat, ICES
Project Editor, APEC SCSC Education Initiative
Chief Manager, Korean Standards Association

65. WiseStandard?
Wise means:
• Sensible (decisions and judgments)
• Toward (Standardization)
• Make Wise / Educate (Standardization)
WiseStandards.org is..
• A website assisting ‘wise standardization’ activities

66. Main Page

67. 97
Education Case
Library

68. 19
Lessons Learned
Library

69. 2379
Reference
Library

70. Meeting Documents
(APEC SCSC & PAGE)

71. Meeting Documents
(APEC SCSC & PAGE)

72. Searching Results
: Innovation

73. Useful Links:
- Org.
- Personal Publications

74. We always welcome
Your contribution

75. Plz Register Yourself!

76. Future Cooperation with YOU!
Sharing Korea’s Experiences
• Special workshop/seminars
• Training of Trainers
Joint Programs
• Case Study Developments
• Joint Events (International Essay Competitions)
• Exchange Students
Cooperation with ISO and ICES
• ISO regional workshops (Asia, Africa, South America)
• Support in ICES activities (2015 host, Moving Forward)
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