| Project/Area Number |
22310153
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| Research Category |
Grant-in-Aid for Scientific Research (B)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Area studies
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| Research Institution | Kyoto University |
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Principal Investigator |
OSHIKAWA Fumiko 京都大学, 地域研究統合情報センター, 教授 (30280605)
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| Co-Investigator(Kenkyū-buntansha) |
KUSAKABE Tatsuya 広島大学, 教育開発国際協力研究センター, 准教授 (70534072)
SASAKI Hiroshi 広島大学, 総合科学研究科, 准教授 (50322780)
USHIO Naoyuki 順天堂大学, スポーツ健康科学部, 准教授 (10302358)
ITO Takahiro 広島大学, 国際協力研究科, 准教授 (20547054)
MINAMIDE Kazuyo 桃山学院大学, 国際教養学部, 講師 (80456780)
MURAYAMA Mayumi 日本貿易振興機構, アジア経済研究所新領域研究センター, 次長 (10450454)
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| Co-Investigator(Renkei-kenkyūsha) |
KUROSAKI Takashi 一橋大学, 経済研究所, 教授 (90293159)
YANAGISAWA Haruka 東京大学, 名誉教授 (20046121)
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| Project Period (FY) |
2010 – 2012
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| Project Status |
Completed (Fiscal Year 2012)
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| Budget Amount *help |
¥17,550,000 (Direct Cost: ¥13,500,000、Indirect Cost: ¥4,050,000)
Fiscal Year 2012: ¥4,940,000 (Direct Cost: ¥3,800,000、Indirect Cost: ¥1,140,000)
Fiscal Year 2011: ¥5,590,000 (Direct Cost: ¥4,300,000、Indirect Cost: ¥1,290,000)
Fiscal Year 2010: ¥7,020,000 (Direct Cost: ¥5,400,000、Indirect Cost: ¥1,620,000)
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| Keywords | インド / バングラデシュ / 学校教育 / 学歴 / 教育改革 / 格差 / モビリティ / 国際研究者交流 インド、バングラデシュ / 教育 / 学校制度 / 教育産業 / 私立学校 / 学歴社会 / 雇用 / 学校 / 低授業料私立学校(LFP) / 教育NGO |
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| Research Abstract |
The recent educational development in South Asia, especially that of India and Bangladesh, is characterized by rapid expansion of non-governmental providers of school education including private schools, both recognized and unrecognized, and schools managed by NGOs and religious organizations. Our main findings are:(1) although this trend has activated expectation to education among the various sections of people who had little access to formal education,(2) disparity among the schools is increasing than decreasing,(3) non-elite education of secondary to higher level does not necessary promise better access to job market.In other words, disparity of education is still crucial issue in the educational development in this region. The educational reforms which are undertaken now in both countries try to regulate the relationship between various providers and the government, stressing responsibility of the latter to improve quality and equality in education.
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