教育ODAの経験と課題

Japanese Experience and Issues on Educational ODA

牟田 博光

国際教育協力論集

Journal of International Cooperation in Education

[PISSN] 1344-2996

[EISSN] 1344-7998

[NCID] AA11281847

This study examines Japanese experience and issues on ODA in the area of education which are important in designing future ODA programs.

Issues related to the administration of projects: First of all, the nature of assistance must be assessed through sector analysis. Projects should be designed from a long term point of view, while aiming at maximum effects. The evaluation of efficiency is essential. What is also called for is flexible assistance based upon the needs of the countries and areas calling for assistance. It is important to provide not only hardware (structure for the improvement of educational situations) but also software (methods for managing the structure, including personnel development). It is also important to combine projects and to follow up the projects for enhancing the effects of the assistance.

Assistance in the educational area cannot be successful unless the target countries make long-term self-help efforts. It is important to enhance communities' interest in education, and make an environment where people in the community participate in educational activities. For example, having the residents participate in the project from the stage of constructing school buildings is effective in making them interested in the school education of the children and the maintenance of the school building.

Ideas and schemes reflecting the circumstances in Japan are called for in making a project successful. However, experiences in Japan are not always applicable to developing countries. It is necessary to form policy issues based upon the present status of the target countries.

Issues on policy development: While vocational education and higher education have been emphasized in educational aids, assistance in the area of basic education has to be expanded from the point of view of securing basic human needs. Assistance in basic education may involve hundreds of sites. As traditional methods would not be sufficient in managing assistance projects, new methodology for the management of assistance will be called for.

From the view point of maximizing the effects of assistance, it is important to offer comprehensive assistance, combining various assistance schemes. Cooperation with projects in other areas will also be effective. As a number of donor agencies carry on similar projects, it is natural that comparisons of their cost effectiveness are conducted. Traditional assistance projects lack the view point of social development. It has become necessary more than ever to cooperate with other donors. Evaluation standards for assistance projects should be global. Cooperation with other assisting countries will be necessary in the area of evaluation, too. As variety of assisting projects increases, it will be necessary to establish a system for registering personnel as well as to develop the capacity of such personnel.

教育 [ 370 ]

日本語

広島大学教育開発国際協力研究センター

Copyright (c) 1998 「国際教育協力論集」編集委員会

[ISSN] 1344-2996

[NCID] AA11281847