このエントリーをはてなブックマークに追加
ID 49135
本文ファイル
著者
Yoshida, Kazuhiro 教育開発国際協力研究センター 広大研究者総覧
抄録(英)
Education 2030 adopted in September 2015, as fourth of SDGs emphasizes quality education, above all, learning outcomes. Meanwhile, aid increasingly uses results-based financing, moving away from conventional projects in favor of program approach in line with principles of Paris Declaration on Aid Effectiveness, although evidence suggests that budget support has failed to achieve learning improvement. Emerging approaches to the new education agenda are characterized by emphasis on system and assessment.
The paper covers issues of educational development and aid after Jomtien World Conference on Education for All of 1990 and (1) re-contextualizes significance today of SDG4 and clarify challenges, (2)examines features and identifies gaps of the ‘mainstream approach’ of international cooperation for educational development, in comparison with existing and emerging alternative approaches, and (3) present actions needed to ensure policy-implementation-results linkage that will more likely achieve learning improvement and its outcomes.
内容記述
Group B: Quality of Education and Educational Policy
This article is an extended version of Yoshida, K. and van der Walt, J.L. (2017).
掲載誌名
CICE叢書6 Africa-Asia University Dialogue for Educational Development : Final Report of Phase IV Research Results : Toward Achieving the SDG4 : Contributions of African and Asian Researchers
6巻
開始ページ
77
終了ページ
96
出版年月日
2019-06
出版者
広島大学教育開発国際協力研究センター
NCID
言語
英語
NII資源タイプ
紀要論文
広大資料タイプ
単行書の章
DCMIタイプ
text
フォーマット
application/pdf
著者版フラグ
publisher
権利情報
Copyright (c) 2019 広島大学教育開発国際協力研究センター
関連情報URL
部局名
教育開発国際協力研究センター
他の一覧