著者

小川 未空 坂上 勝基 澤村 信英

出版者

国際開発学会

雑誌

国際開発研究 (ISSN:13423045)

巻号頁・発行日

vol.29, no.2, pp.5-20, 2020-11-20 (Released:2020-12-05)

参考文献数

79

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Over the last three decades, developing countries have been rapidly promoting the universalization of education with support from the international community. While significant progress has been made in universalizing access, especially at the primary level, quality education is not accessible to everyone, and expanding educational opportunities might further increase inequality. The current global education goal, which was adopted in 2015 as Sustainable Development Goal 4 (SDG 4) of the 2030 Agenda, has ambitiously shifted its focus to comprehensively addressing inequalities in access to quality education at all levels from pre-primary to tertiary.This article aims to provide an overview of recent policy trends and previous studies on education and social inequalities that countries face in their efforts to universalize education. First, the article clarifies the difference between“equality”and“equity”as well as the definition of these concepts that are relevant in the SDGs era. Second, theoretical and empirical studies on the topic are reviewed, encompassing an in-depth critical discussion around the social stratification research in both developed and developing countries. Finally, it proposes a new direction for educational development studies in the era of SDGs.The article highlights the importance of understanding inequalities in the process of universalizing education in the context of equity. While equality is defined as a neutral word to describe a specific situation, the term equity cannot be used without referring to the concept of fairness. In this sense, whether inequality is considered a problem would depend on the concept of“fairness”and whether society views a situation as fair or unfair, given the social and historical background of the inequality. To fully reflect the feature of SDG 4, this study suggests that educational development studies should explore the local population's perspectives on fairness and/or equity through case studies in developing countries.

著者

澤村 信英

出版者

広島大学教育開発国際協力研究センター

雑誌

国際教育協力論集 (ISSN:13442996)

巻号頁・発行日

vol.11, no.2, pp.151-162, 2008-10

著者

山本 香 景平 義文 澤村 信英

出版者

広島大学教育開発国際協力研究センター

雑誌

国際教育協力論集 (ISSN:13442996)

巻号頁・発行日

vol.16, no.1, pp.43-58, 2013-10

著者

羅 方舟 澤村 信英

出版者

国際開発学会

雑誌

国際開発研究 (ISSN:13423045)

巻号頁・発行日

vol.30, no.1, pp.147-163, 2021-06-30 (Released:2021-07-27)

参考文献数

45

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The number of students from Africa to China has been increasing rapidly, but there is a lack of study discussing their motivations and experiences in relation to this kind of student mobility, which is different from traditional models. The purpose of this study is to examine the motivations and experiences of African students in China by focusing on students' individual backgrounds, and discussing the reasons why China attracts African students. A case study was conducted at Xiamen University, a national university in Southeastern China, using semi-structured interviews with 12 students from Ghana, Nigeria, Tanzania, Zambia, and Rwanda.The results showed four types of motivation. For the first type, “second chance,” students see China as a more viable alternative to studying in Western countries. As there is little chance to gain scholarships in the latter, they eventually choose to go to China. The second type, “career enhancement,” refers to those who have work experience and are seeking to develop their careers through the acquisition of higher degrees in China. The third type, “language, culture and city interest,” refers to those who are interested in learning the Chinese language and culture, and the living environment in Chinese cities. For the last type, “family strategy,” the decision to study in China is part of a family plan to develop the family business.African students have positive and negative experiences in China. Positive experiences include the acquisition of cross-cultural understanding, the improvement of language skills and an increase in academic knowledge. Moreover, they appreciate the quality of education at Xiamen University and the speed of economic and social development in China. On the other hand, they encounter problems such as discrimination from Chinese people, and gaining access to internships and employment in China remains a challenge.English programs attract African students proficient in English, which contributes to student mobility from Africa to China. Also, various scholarship policies implemented by the Chinese government are an important incentive. Furthermore, deepening economic relationships between China and Africa are promoting students' career development. Finally, African students who gain positive experiences are willing to recommend their families and friends to study in China.

著者

澤村 信英

出版者

日本比較教育学会

雑誌

比較教育学研究 (ISSN:09166785)

巻号頁・発行日

vol.2013, no.47, pp.63-75, 2013 (Released:2020-05-01)

著者

澤村 信英

出版者

広島大学教育開発国際協力研究センター

雑誌

国際教育協力論集 (ISSN:13442996)

巻号頁・発行日

vol.2, no.1, pp.75-88, 1999-03

被引用文献数

1

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Basic education is a priority area in Japan's foreign assistance in line with the mainstream of international aid policies in education. The International Conference on Education for All in 1990 greatly influenced educational aid. Japan has been exploring new aid modalities for basic education since the early 1990s. However, Japanese aid to basic education is still biased towards the hardware aspects of education like the construction of primary schools. The energies poured into aid to basic education in the 1990s appear less than those of around 1970, when Japan was actively involved in UNESCO's work and eagerly trying to act in international development and cooperation. The increasing volume of Japanese aid capital may have hindered its human and intellectual contribution.The Japanese Government has recently committed itself to placing priority on basic education on several international occasions. The country seems to be ready to give aid to basic education in terms of policy. Primary school construction projects have taken a lead in Japanese aid to basic education since 1990. But they have critical problems including the high cost of construction. School construction is not sufficient to increase the access to education any more than to improve the quality of education. Such an approach would be criticized as an anachronism and a waste of limited financial resources.Japan cannot be excused any more on the grounds that its aid system is different from other countries and organizations. Much more effort should be made to provide aid more effectively and efficiently in collaboration with other development partners. It is an urgent matter to change Japanese practices and to examine more appropriate approaches.In order to promote Japanese educational aid and enhance its quality, it seems important to increase the involvement of higher education institutions in Japan. Universities have potential to play a key role particularly in evaluation activities and may become generators to develop aid modalities more suitable for the current situations in developing countries.

著者

森 五郎 澤村 信英

出版者

広島大学教育開発国際協力研究センター

雑誌

国際教育協力論集 (ISSN:13442996)

巻号頁・発行日

vol.20, no.1, pp.17-29, 2017-10-31

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This paper examines the historical background of Tibetan refugee society and explores the features of a Tibetan refugee school located in the Ladakh region of North India. More specifically, it analyses the characteristics and role of such a school from the perspective of both Tibetan and local Indian students. Education is universally recognized as a pivotal means for children and adults to actively participate in the transformation of their societies. This denotation is further heightened when subjects are seeking shelter in a society which is itself impoverished for lack of physical and financial resources. The first Tibetan refugee school was established in India in 1960. At present the number of schools has increased to 73 both in India and Nepal and these schools accept not only Tibetan children but also local children from host countries. Yet, there is not much research which examines and analyses the essential characteristics of such schools with the socio-cultural context of a refugee community. Our research along with fieldwork over a period of three weeks in 2016 revealed that: (1) Protection and education of underprivileged children of Tibetan refugees within the school is imperative, (2) Providing children with Tibetan traditional education while offering modern education and varied life choices to the next generation is vital, and (3) For local Indian students, Tibetan schools may function as affordable low-fee private schools providing quality Tibetan education. Some issues Tibetan refugee schools face are particular to them as there are not many Tibetan schools which offer senior secondary-level education as a path to tertiary education. Also, there are areas of incompatibility between classical Tibetan pedagogy and modern education.本研究はJSPS科研費26257112の助成を受け実施した。

著者

山田 肖子 森下 稔 服部 美奈 黒田 一雄 日下部 達哉 大塚 豊 北村 友人 西村 幹子 小松 太郎 乾 美紀 鴨川 明子 澤村 信英

出版者

名古屋大学

雑誌

基盤研究(A)

巻号頁・発行日

2009-04-01

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本研究では、実践や学問観が多様化する比較教育学に関し、学問観を整理、マッピングするとともに、異なる研究アプローチを持つ者がチームでフィールドワークを行った。成果として、「比較教育学の地平を拓く:多様な学問観と知の共働」という本(分担者の森下稔氏と共編)を刊行した(平成25年3月、東信堂)。また、共同フィールドワークは、モルディブ国で4回にわたって行われ、その成果は平成25年2月に、モルディブ国における成果報告会で発表された。この報告会は、教育省主催で行われ、強い関心を集めた。モルディブ調査に関係した研究者が個別に論文を投稿したほか、25年度に繰り越した予算で和文での報告書も作成した。

著者

澤村 信英

出版者

日本比較教育学会

雑誌

比較教育学研究 (ISSN:09166785)

巻号頁・発行日

no.30, pp.129-144, 2004

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Achieving universal primary education (UPE) is one of international development goals. In the light of this goal, the Kenyan Government introduced a policy of free primary education (FPE) effective in 2003, when the new government came to power. Although some other countries have introduced FPE, its introduction has not been based on careful planning and preparation. It is often introduced as a political decision. This has marginalized the role of research and professionals. The article is a report on a case study of critical analysis of implementing FPE policy in Kenya, and implications for the achievement of UPE are explored.Many sub-Saharan African countries gained independence from colonial rule in the early 1960s. School enrolment ratios have since then steadily increased. However, African economies stagnated, particularly in the late 1970s and 1980s. Enrolment ratios did not improve, and at the same time there was a decline in the quality of education. One third of out-of-school children are in sub-Saharan African countries; hence achieving UPE is always a priority in their national plans. Malawi and Uganda attempted to attain UPE by implementing an FPE policy, but this resulted in further lowering education quality. Class-sizes became larger, particularly in the lower grades. There was a shortage of classrooms and teachers to accommodate the dramatic increase in the number of pupils.The Kenyan Government spends almost 40 per cent of its current national expenditure on education. Education indices such as primary school enrolment ratios of the country are good in comparison to those of other developing countries. However, the Kenyan education system is characterized by inefficiency in terms of the utilization of teachers and high grade repetition and dropout rates. The Kenya National Union of Teachers (NUT) has strong power in the political arena, and teachers in Kenya are relatively well paid in comparison with those in neighboring countries. However, the enrolment and completion rates in primary education have been declining in spite of an increase in educational budgets. Drastic measures need to be taken to reform the education system as a whole.The impact of FPE in this country has been huge. The number of pupils in 2003 increased by 15-20 per cent, compared to that of 2002. The gross enrolment ratio is now 104 per cent. Kenya is therefore now categorized as one of the few well-performing countries in achieving the UPE goal. Quality, however, is still problematic. At the school level, FPE has had a negative impact, as the money received is supposed to be used for purchasing learning materials as per the government's instruction. This conditionality sometimes hampers effective school management, as needs are different from school to school. Second, the participation of parents and their contribution to schools have understandably decreased, as they do not pay any fees or levies. Third, the average academic performance of pupils is likely to become worse, as the new admissions are primarily from poor families.FPE is highly dependent upon international donor assistance; hence its sustainability is questionable. This is counter to the current idea of self-help and recovering from aid-dependency syndrome. It is right for the government to take responsibility for primary education; however, in a situation where the education system is not functioning efficiently, limited national budgets cannot be utilized effectively. The beneficiaries should be pupils, but high quality of education in an era of rapid expansion of enrolments cannot be attained and sustained when motivation for learning is low. The provision of low quality education may only make children in primary schools victims of miseducation.Many countries have laws which state FPE as a long-term development goal. In Kenya, various inefficiencies and problems in the education system need to be overcome before children are able to benefit from FPE. The decline of enrolment ratios in the 1980s and 1990s often resulted from introduction of cost-sharing policy in education. Also, reducing the families' monetary burden for their children's schooling is supposed to be one important factor to encourage schooling. For FPE to have an impact, many other factors, including traditional values and the curriculum content, need reviewing in order to remove obstacles to learning. Schools need to have viable learning activities. What is critical for them is to have access to quality education. Quantitative expansion alone is inadequate and qualitative improvement is a prerequisite for FPE.Kenya may find it difficult to achieve universal quality primary education unless there is continuous involvement of and contribution from the community and from parents. Kenyan society traditionally has a spirit of 'harambee' (self-help), which forms the core of education culture there. Arguably, it is now important to find ways to strengthen such spirit and also to re-examine the role and value of schooling from the viewpoint of families, rather than that of schools and teachers. To do this, it is necessary to pay particular attention to the impact of FPE on individual pupils rather than on the nation as a whole.

著者

黒田 一雄 勝間 靖 岡田 亜弥 北村 友人 澤田 康幸 山田 肖子 米澤 彰純 浜野 隆 小川 啓一 澤村 信英 杉村 美紀 吉田 和浩 園田 茂人 鈴木 隆子

出版者

早稲田大学

雑誌

基盤研究(A)

巻号頁・発行日

2006

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本研究の成果は、政治経済社会のグローバリゼーションによって、従来国家(ナショナル)のレベルにおいて主な政策決定がなされてきた教育においても、世界的(グローバル)もしくは地域的(リージョナル)なレベルでの政策の立案や実施の重要性が増しつつあることを明らかにしたことである。これらの成果は、様々な国際会議や出版を通じて、日本や国際社会の国際教育交流・協力・連携の実践・政策過程に対して、実際にインプットされた。