著者

奥村 惠介

出版者

アジア教育学会

雑誌

アジア教育 (ISSN:18822088)

巻号頁・発行日

vol.13, pp.26-39, 2019 (Released:2020-04-23)

被引用文献数

1

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This paper explores how Indonesian Students on Reparations Agreement (ISRA) experience the International Students Institute (ISI) in Japan and how the experience has had an impact on the development of their Japanese language education. Despite the long relationship between Indonesia and Japan, there is limited research on the topic of the ISRA. The original plan of the Indonesian government was to dispatch 500 students to Japan for five years. In reality, since 1960, 389 students have visited Japan for six years. Their mission has been to learn about Japan's newest technology and economic growth. At the same time, the Japanese government began to actively admit foreign students, without having in place the admissions systems, facilities, or Japanese learning materials for these students. Following a one-year Japanese language course at ISI, these foreign students entered national or private universities. However, their Japanese language skills were not adequate to understanding university-level lectures. Based on requests from the universities, the ISI and Ministry of Education (ME) sought to improve Japanese language text books and the other materials required for foreign students to learn Japanese. The ISRA program had an important early impact on the development of Japanese language education.

著者

奥村 惠介

出版者

日本国際教育学会

雑誌

国際教育 (ISSN:09185364)

巻号頁・発行日

vol.25, pp.36-49, 2020 (Released:2020-09-08)

参考文献数

14

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The purpose of this study is, firstly, to clarify the admissions system of Indonesian students under the Reparations Agreement signed between Japan and Indonesia in 1958, and secondly, to paint life-histories of these students based upon interviews conducted during a two-month stay in Indonesia in July and September, 2017, and between February and March, 2018 with seventeen informants. These students’ mission was to acquire knowledge of the newest technology as well as to learn the origin of and discover the reasons for the rapid economic development of Japan after the Second World War, for the purpose of founding the new independent state of Indonesia and for the modernization of that country. After 1960, the Japanese government admitted a total of 389 students, eighty percent of whom were science majors and twenty percent humanities majors. These students learned mainly Japanese language for one year, and, after that, were admitted for four more years of study to national and private universities according to their major. This research is based on the cooperation of seventeen ex-student informants who were introduced through PERSADA (An association of Indonesian alumni of Japanese universities) in Jakarta, Indonesia. The survey emphasizes interviews, rather than employing macro or quantitative methods. While staying in Japan, these students learnt not only new technology, but also gained many opportunities to observe Japanese society. Meanwhile, in the Indonesian motherland, political and financial confusion—for example, the 9/30 Incident against the communists which tipped the balance of political power from Sukarno to Suharto, had been occurring throughout the 1960s. As a result, these students sometimes were not all able to successfully or smoothly resume life after returning to their mother country. Findings of this research are as follows; 1) The admissions system of Indonesian students under the Reparations Agreement had been spearheaded mainly by Dr Kusnaeni and Dr H.Enoch Amangku, who had both studied at Japanese universities. 2) Informants emphasized that it is important for Indonesia to develop discipline such as that found in Japanese society for the purpose of founding the independent new state of Indonesia as well as for its modernization. A lack of discipline and ethics causes delays in national development, widespread corruption, decline of the will to work, and so on. Even now Indonesians are suffering from such delays. 3) In addition, after the passing of more seventy years since Independence in 1945, even today it is still the case that Indonesia continues to suffer from conflict between traditional values (Islam, Adat) and modernization. 4) Darma Persada University, established in 1986, was founded by graduates of Japanese universities, mainly former Indonesian students under the Reparations Agreement who have since been pouring their energy into developing ties between Japan and Indonesia.

著者

奥村 惠介

出版者

アジア教育学会

雑誌

アジア教育 (ISSN:18822088)

巻号頁・発行日

vol.13, pp.26-39, 2019

---

This paper explores how Indonesian Students on Reparations Agreement (ISRA) experience the International Students Institute (ISI) in Japan and how the experience has had an impact on the development of their Japanese language education.Despite the long relationship between Indonesia and Japan, there is limited research on the topic of the ISRA. The original plan of the Indonesian government was to dispatch 500 students to Japan for five years. In reality, since 1960, 389 students have visited Japan for six years. Their mission has been to learn about Japan's newest technology and economic growth.At the same time, the Japanese government began to actively admit foreign students, without having in place the admissions systems, facilities, or Japanese learning materials for these students. Following a one-year Japanese language course at ISI, these foreign students entered national or private universities. However, their Japanese language skills were not adequate to understanding university-level lectures. Based on requests from the universities, the ISI and Ministry of Education (ME) sought to improve Japanese language text books and the other materials required for foreign students to learn Japanese.The ISRA program had an important early impact on the development of Japanese language education.

著者

奥村 惠介

出版者

日本国際教育学会

雑誌

国際教育 = Journal of international education (ISSN:09185364)

巻号頁・発行日

no.25, pp.36-49, 2019-09