APCEIU published three types of research reports in order to review the key achievements of the Asia-Pacific Teacher Exchange for Global Education(hereinafter, APTE) in various ways ahead of the 10^th anniversary of the programme. The performance analyses aim to present specific improvements and directions of the programme.

○ 「Performance Analysis of 2020 Asia-Pacific Teacher Exchange for Global Education: Focusing on Global Competency of Participating Teachers in 2017-2019」

The study analyzed the global competency of APTE participating teachers and focused on the impact of participation experience on the competency of teachers who participated in the programme from 2017 to 2019. In addition, this study presents the effectiveness and sustainability of the programme after their participation. Remarkably, OECD DAC’s evaluation criteria(relevance, coherence, effectiveness, efficiency, impact, and sustainability) newly revised in 2019 were applied to analyze the programme and provide a direction for the development of the programme.

○ 「Performance Analysis of 2020 Asia-Pacific Teacher Exchange for Global Education: A Comprehensive Analysis of Multicultural Acceptability in 2016-2019」

The study analyzed the trends of the last four years(2016-2019) among the annual research results of the improvement of multicultural acceptability of APTE participants before and after participating in the programme. It was intended to identify the achievements of APTE comprehensively and to present ideas to enhance the effectiveness and sustainability of the programme. 

○ 「Performance Analysis of 2020 Asia-Pacific Teacher Exchange for Global Education: A Comprehensive Analysis of Online Multicultural Acceptability in 2020」

In 2020, APCEIU attempted new online educational exchanges to continue educational exchange amid the difficulty of exchanging teachers face-to-face due to COVID-19. Video lectures produced by alumni from partner countries(Philippines, Cambodia, Thailand, Malaysia, and Indonesia) were utilized as educational materials in the classrooms of 10 Korean schools. The study analyzed the achievements of the online educational exchange programme with participating teachers through students’ improvement of multicultural acceptability.