The purpose of this study is to examine the concepts and features of K-fishbone analysis used in the AeLT program and to find suggestions. For this purpose, I analyzed the AeLT Training Manual and lecture PPT file and AeLT final reports. The procedure of K-fishbone analysis is as follows. First, specify the problem to be solved. Second, brainstorm the cause and factor of the problem. Third, cluster problems and elements with the same factors. Fifth, the branching branches (2nd branch , 3rd branch) extending from large thorns become the sub-cause. After all the causes of the problem have been identified, the causal relationship and the correlational relationship are analyzed. The cause of receiving the most arrows is the fundamental cause and the priority of the solution. K-fishbone analysis should 1) consider as many causes and sub-factors as possible through brainstorming and 2) by doing casual and correlation relationship analysis, help to ① determine the more critical factors of the problem, ② remove unnecessary elements that hinder the discussion, so increase concentration on the subject, and ③ in the situation of the lack of data and information, improve the analyst's understanding of the problem and its causes. Moreover 3) It is suitable for solving problems especially in developing countries. The implications of K-fishbone analysis are as follows. First, it can be effectively used in invitational training for policy makers in developing countries. Second, it will be more widely used in inquiry classes in the school. Third, it can be widely extended and utilized as a method of RCA.

The purpose of this article is to understand the status of education informatization in the Philippines based on trainee reports of the APEC e-Learning Training Program from 2007 to 2013. The entire number of the Philippines trainees was 60. 15 K-Fishbone analyses, project areas of interest, and purpose for participation in the training course were included in the scope of analysis. Specifically, this paper highlighted a trend in changing ICT policies and initiatives in the Philippines through K-Fishbone analysis. There were 3 major trend shifts in education informatization: the initial period (2007~2008) showed a Reversed Trapezoidal type, which then changed to Diamond type (2009~2011) and recently to Left Side Stingray type (2012~2013). Through the initial stage (2007~2008), education policy, an education integration system, motivation and HW, SW were all been equally important. During the interim period (2009~2011), supply of HW, SW and training received greater attention, followed by the demand for education policy and an education integration system in recent years (2012~2013). Finally, the analysis results of the K-Fishbone analysis proved that they fit well with the policies and initiatives implemented by the Philippines Department of Education.