文献一覧: 国際教育協力論集 (雑誌)

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.

2021-07-02 15:00:37
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1 0 0 0 IR Teachers Implementing an Educational Policy and Implications for Pupils' (Especially Girls') Access, Performance and Retention (SPECIAL ISSUE : Study Results of the Africa-Asia University Dialogue for Educational Development Network Second Phase)

著者: Chekaraou Ibro Goza Nana Aicha
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.15, no.3, pp.169-185, 2013-03

Based on a socio-cultural perspective on educational policy as practice, this study used interviews, classroom observations and document analysis to investigate the case of four teachers' implementing an educational policy and implications of their practices for first and second grade students' access to, performance and retention in school, especially girls. Results revealed that a) teachers interacted mainly with the pedagogical and the content knowledge; b) the classroom atmosphere was more collaborative and "student-centered"; c) teachers facilitated knowledge building from students' experiences; d) students became relaxed, inquisitive and responsible for their learning; e) girls participated in the classroom more often than boys while the repeater-rate was almost non-existent; and f) female parents and illiterate mothers became involved in their children's learning process (e.g. helping in homework, visiting school to inquire about their children's work). It is concluded that the teachers' interaction with the policy had positive implications for pupils' (mainly girls') learning.

2019-07-24 21:15:26
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1 0 0 0 IR Factors Affecting Female Students' Academic Achievement at Bahir Dar University (SPECIAL ISSUE : Study Results of the Africa-Asia University Dialogue for Educational Development Network Second Phase)

著者: Mersha Yeshimebrat Bishaw Alemayehu Tegegne Firew
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.15, no.3, pp.135-148, 2013-03

The main purpose of this study was to investigate the on-campus and offcampus factors responsible for female students' low academic performance and consequently high attrition. Based on review of the related literature, basic research questions were formulated. For data gathering, both quantitative and qualitative research methods were employed. The quantitative data were obtained through questionnaire. A pilot study was conducted to validate the instrument using 30 second year university students and was followed by the main study. The final version of the questionnaire was administered for 600 undergraduate students at Bahir Dar University. The qualitative instrument constituted of document analysis, student records, and interview. The SPSS 13.0 was used for data analysis. Statistical techniques such as Percentage, Cross Tabulation, Pearson Product Moment Correlation, t-test and Regression Analysis have been used for data analysis. Though the rate of attrition decreases, the number of female students' attrition has increased. The problems female students encountered constitute personal, university related factors, academic factors and economic factors. Previous academic background (high school) is one of the major factors for their low academic performance. The off-campus factors that affect female students' academic performance include family background, Disco and traditional Music Houses and economic problems. In conclusion, the majority of problems female students encounter and those factors that affect female students' academic performance are personal and the other problems are caused by the university environment.

2018-09-24 13:46:05
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1 0 0 0 IR インド北部ラダック地方のチベット難民学校 : その特徴と役割

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

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。

2018-04-11 22:31:47
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1 0 0 0 IR 国際教育協力における授業研究アプローチの可能性--ザンビアの事例をもとに

著者: 馬場卓也中井一芳
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.12, no.2, pp.107-118, 2009-10
被引用文献数: 4

2014-06-07 09:45:06
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1 0 0 0 IR コート・ジボワール共和国の教育改革の現状と日本の協力

著者: 堀田泰司
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.1, no.1, pp.125-135, 1998-06

2010-06-25 23:30:12
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