Could Japan Be a Good Math & Science Teacher for Africa?

Nagao Masafumi

国際教育協力論集

Journal of International Cooperation in Education

[PISSN] 1344-2996

[EISSN] 1344-7998

[NCID] AA11281847

This paper presents an ‘experience-sharing' model of technical cooperation as a way to explain the increasing Japanese technical assistance to African countries for their math and science education development over the last several years. The distinguishing features of this model are the symmetric relationship between the technology supplier and recipient, the centrality of learning function and the importance of managing the cultural factor. The model contrasts with the usual technology transfer model of technical cooperation based on the supposed technological superiority of the supplying country, and takes account of the possible advantages offered by the Japanese assistance in math and science education as well as the revealed weaknesses associated with it. An illustration of the model is provided by Japan's technical assistance to a secondary math and science teacher retraining project in South Africa.

教育 [ 370 ]

英語

広島大学教育開発国際協力研究センター

Copyright (c) 2004 「国際教育協力論集」編集委員会

[ISSN] 1344-2996

[NCID] AA11281847