2002 Fiscal Year Final Research Report Summary
Comparative Study on Educational Assistance Policies and Practices in Selected European Countries and US to Developing Countries
| Project/Area Number |
12571013
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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 | 海外学術 |
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| Research Field |
Educaion
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| Research Institution | Hiroshima University |
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Principal Investigator |
KURODA Kazuo Center for the Study of International Cooperation in Education, Associate Professor, 教育開発国際協力研究センター, 助教授 (70294600)
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| Co-Investigator(Kenkyū-buntansha) |
SAWAMURA Nobuhide Center for the Study of International Cooperation in Education, Associate Professor, 教育開発国際協力研究センター, 助教授 (30294599)
NAGAO Masafumi Center for the Study of International Cooperation in Education, Professor, 教育開発国際協力研究センター, 教授 (10304461)
NINOMIYA Akira Graduate School of Education, Professor, 大学院・教育学研究科, 教授 (70000031)
HOTTA Taiji International Student Center, Associate Professor, 留学生センター, 助教授 (40304456)
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| Project Period (FY) |
2000 – 2002
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| Keywords | policies of educational assistance / practices of educational assistances / international solidarity / national interest / education for all / sector wide approach / self-reliance / human development |
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| Research Abstract |
This research project has first tried to capture philosophies and policies of educational assistance to developing countries in seven European countries and US as well as two international organizations (WB and EU), and also highlight their implementation mechanisms and practices (fifteen reports and two references (translations)). An attempt has also been made to follow the trends of thoughts on international development assistance (one report) as well as grasp characteristics of Japanese international cooperation in education (three reports).
Regarding international aid policies, it is now clear that understanding and consensus of people in a donor country are becoming increasingly important on rationales of international aid, while a variety of justifications have been advocated ranging from a universal value of "international solidarity" (Nordic countries) to a more national interest oriented justification such as international influence (France) and part of an international policy strategy (US). It is tr***at since the "Education for All" conference in 1990, most of the donor countries have put more emphasis on education, particularly basic education in official statements, but generally no significant increase has been observed in financial allocations to this area. Concerning aid practices, it is interesting to note that while such donor countries as UK and Nordic countries have stressed the importance of donor coordination by introducing the so called sector wide approach, big donor countries including US, France and Germany do not seem to be interested in this exercise. There has been a clear tendency in aid modality that more and more local expertise has been utilized rather than sending experts from donor countries.
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