Japan’s International Cooperation in Education: History and Prospects (Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 63)

This book records the history of Japan’s international cooperation in education from the 1950s to 2020. It provides a crucial overview of the nearly 70 years since Japan began engaging in international cooperation in education in order to record and document these efforts that range from basic to higher education to technical and vocational education and training, and the large numbers of people involved in their respective areas of activity and specialization. The book provides useful indicators for exploring new forms of education cooperation in this age of global governance and beyond. The authors include not only researchers but also field practitioners, such as personnel from the Japan International Cooperation Agency and NGOs. Chapters 1, 3, 5, 9, 12 and 15 are available open access under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License via link.springer.com. Series Editors Introduction Foreword Preface and Acknowledgments Contents Contributors Abbreviations Chapter 1: Japan ́s International Cooperation in Education: An Overview 1.1 Purpose and Scope of the Book 1.2 International Education Cooperation in Japan ́s ODA 1.2.1 Features of Japan ́s Educational Cooperation in Comparison to Overall ODA 1.2.2 Previous Literature on Japan ́s International Cooperation in Education 1.3 Chronological Overview of Japan ́s International Cooperation in Education: A 65-Year History of Cooperation 1.3.1 The Emergence of Educational Cooperation in Japan: Early Focus on TVET and Higher Education (1950s-1970s) 1.3.2 Period of Hitozukuri Cooperation Under the Rapid Expansion of ODA (1980s) 1.3.3 Shift to Basic Education (1990s) 1.3.4 Period of Global Governance of Educational Cooperation (2000s and Thereafter) 1.4 The Development of Japan ́s International Education Cooperation Through Basic Education, TVET, and Higher Education 1.4.1 Basic Education Cooperation 1.4.2 Technical and Vocational Education and Training (TVET) Cooperation 1.4.3 Higher Education Cooperation 1.5 Analytical Perspectives on Japan ́s Educational Cooperation References Part I: International Education Cooperation Policy Chapter 2: Japan ́s International Education Cooperation Policy Before 1990: Controversy and Hesitancy Toward Interventions for ... 2.1 Postwar Reconstruction and the Beginnings of International Cooperation in Education 2.1.1 The Beginnings of International Cooperation in Education 2.1.2 Starting of the Karachi Plan and Japan ́s Involvement 2.2 Activities of the Ministry of Education and Review of ODA Policy 2.2.1 Efforts of the Ministry of Education on Educational Cooperation Projects 2.2.2 Report of the External Economic Cooperation Council and Enhancing of Technical Cooperation 2.3 Establishment of the Ad Hoc Council on Educational Cooperation for Asian Countries 2.3.1 Educational Cooperation Discourse of the Ministry of Foreign Affairs 2.3.2 Key Points of the Report of the Ad Hoc Council on Educational Cooperation for Asian Countries 2.3.3 Positioning of International Cooperation in the Report of Central Council for Education 2.4 Retreat of the Ministry of Education and the Management of Educational Cooperation Projects by JICA 2.4.1 Shortage of Qualified Experts in International Cooperation in Education 2.4.2 Establishment of the Japan International Cooperation Agency and Distant Relations with the Ministry of Education 2.4.3 Retreat of the Ministry of Education from Bilateral Cooperation Projects 2.4.4 Further Exaltation of Human Resource Development Cooperation Discourse 2.5 Conclusion References Chapter 3: The Evolution of Japan ́s International Education Cooperation Policy After 1990: Between the Discourse of Internatio... 3.1 Paradigm Shift in the Development and Expansion of Japan ́s ODA (1990s) 3.1.1 From Economic Growth to Human Development 3.1.2 Establishment of the International Framework for Education Development 3.1.3 The ODA Charter During the ODA Expansion Period 3.1.4 Emphasis on Basic Education and the Development of the Implementation System for Educational Cooperation 3.2 The Trend of International Development Frameworks and Japan ́s Education Cooperation Policy (Early 2000s) 3.2.1 The MDGs and Dakar Framework for Action on EFA 3.2.2 Progress of International Aid Coordination 3.2.3 New ODA Charter and the 2005 Medium-Term Policy on ODA 3.2.4 Strengthening the Enabling Conditions for Basic Education Support (in Japan) 3.3 Expanded Scope of Development Cooperation and the International Education Cooperation Policy in the SDG Era 3.3.1 Arrival of the SDG Era 3.3.2 Increase in Political Interest in the Reconstruction of Japan 3.3.3 Comprehensive International Education Cooperation Policy 3.3.4 Development Cooperation Charter and the New Education Cooperation Policy 3.3.5 Progress of Internationalization of Higher Education 3.4 Assessing What Characterize the Formulation of Japan ́s International Education Cooperation Policy 3.5 Conclusion References Part II: Basic Education Cooperation Chapter 4: Japan ́s International Cooperation in the Field of School Construction: Evolution Amid Changing Internal and Externa... 4.1 Introduction 4.1.1 Why School Construction? 4.1.2 Japanese Aid for School Construction Used in the Analysis for This Chapter 4.2 Transition of Japanese Aid in the Field of School Construction and the Internal and External Factors that Facilitate Such ... 4.2.1 1980s: Initial Stage of Japanese Aid for School Construction 4.2.2 1990s: Expansion of Japanese Aid to School Construction to Help Meet the EFA Goals 4.2.3 2000s: Reforms as a Response to Changing Internal and External Aid Landscapes as Well as the Diversifying Needs of Recip... 4.3 Features of Japan ́s Aid in the Field of School Construction and Future Outlook References Chapter 5: Improvement of Teachers ́ Classroom Practices for Quality Teaching and Learning: The Japanese Approaches 5.1 Introduction 5.2 The Dawn of Japan ́s Cooperation for Mathematics and Science Education (Mid-1960s-1970s) 5.2.1 Science Education Projects (Dispatch of Science Education Experts) 5.2.2 The JOCV Program (Dispatch of Mathematics and Science Education Volunteers) 5.3 Beginning of ``Hardware-Type ́ ́ Cooperation (1980s) 5.3.1 Provision of Textbook Printing Machines and Construction of Teacher Education Institutions 5.3.2 Technical Cooperation Program in Science Education in the 1980s 5.4 Beginnings of Technical Cooperation Projects in Mathematics and Science Education (1990) 5.4.1 First Technical Cooperation Project in Mathematics and Science Education 5.4.2 Characteristics of Mathematics and Science Education Projects 5.4.2.1 Child-Centered Lessons 5.4.2.2 Establishing Sustainable In-Service Education and Training Systems 5.5 Scaling Up Regional Approaches for Improving Teacher Capacity (2000s) 5.5.1 Rapid Expansion of Technical Cooperation Projects 5.5.2 Asia: Teacher ́s Guides 5.5.3 Africa: INSET in Mathematics and Science 5.5.4 Central America: Mathematics Textbooks and Teacher ́s Guides 5.5.5 Common Features Across Regions 5.6 Diversified Approaches for Improvement in Children ́s Learning (2010s) 5.6.1 Consistency and Coherence Between Curriculum, Textbooks, Lessons, and Assessment 5.6.2 Pre-service Teacher Education 5.7 Conclusion References Chapter 6: Capacity Development in Education Governance and Improvement in School-Based Management: The Japanese Approaches 6.1 Background 6.2 Japan ́s Support for Capacity Development in Education Governance and SBM 6.2.1 Before Full-Scale Implementation of Basic Education Development Projects 6.2.2 Implementation of Technical Cooperation Projects 6.2.3 Improvement of the System to Implement Technical Cooperation Projects 6.3 Activities, Outputs, and Outcomes of the Projects 6.3.1 Support to Enhance Education Governance 6.3.2 Support to Improve SBM 6.4 Characteristics of and Challenges for Japan ́s International Cooperation for Strengthening Education Governance References Part III: Technical and Vocational Education and Training (TVET) Cooperation Chapter 7: Japan ́s Governmental Assistance in TVET for Industrial Human Resource Development: Changing Patterns of JICA ́s Proj... 7.1 Japanese Hitozukuri Cooperation and TVET 7.1.1 The Importance of Revisiting Japanese Educational Cooperation Through TVET 7.1.2 Japan ́s Endogenous Aid Philosophy and Its Alignment with the Global Concept of TVET 7.2 Domestic and Global Policy Contexts That Determined the Characteristics of Japanese TVET Cooperation 7.2.1 Dawn of Japan ́s Government-Based Economic Cooperation: From Accepting Trainees in Japan to Implementing Tied Aid Project... 7.2.2 Growing Concern for Global Status of Japan (the Late 1960s-1970s) 7.2.3 ASEAN Hitozukuri Cooperation Project (the 1980s) 7.2.4 Impact of International Development Cooperation Regime (the 1990s-Early 2000s) 7.2.5 Hitozukuri Cooperation in Diverse Contexts (After the Late 2000s) 7.3 Trends of JICA ́s Project-Based Development Cooperation on TVET 7.3.1 Longitudinal Analysis of Financial Resource Allocations on TVET Projects 7.3.2 Trends of Regional Distribution of Technical Cooperation Projects on TVET 7.3.3 Comparison of Characteristics of Implemented Projects Across Different Periods 7.3.3.1 The 1950s-1970s 7.3.3.2 The 1980s-1990s 7.3.3.3 After the 2000s 7.4 Conclusion: Effects of Interactions Between Policy Contexts and Practices References Chapter 8: Private Sector-Led Cooperation in Industrial Human Resource Development: The Case of the Association for Overseas T... 8.1 Emergence of Public-Private Partnerships for Industrial Human Resource Development 8.2 Training Programs and the History of AOTS 8.2.1 Establishment of AOTS: Convergence of Initiatives from Multiple Organizations (the 1950s) 8.2.1.1 The Initiative of the Japan Machinery Federation 8.2.1.2 The Initiative of MITI 8.2.1.3 The Initiative of Asian Students Cultural Association 8.2.1.4 Establishment of AOTS 8.2.2 Expansion of Training Programs along with Japan ́s Rapid Economic Growth (the 1960s) 8.2.3 Increased Demand for Managerial Staff and the Start of New Training Programs (the 1970s-1980s) 8.2.4 The Peak Period of the Training Program and Subsequent Decline (the 1990s-2000s) 8.2.5 Expanding AOTS Former Trainee Network 8.3 Comparison of the Trend of JICA and AOTS 8.3.1 Trends in Target Regions 8.3.2 Trends in Target Industries 8.3.3 Factors Affecting the Programs of JICA and AOTS 8.4 Roles of AOTS in Industrial Human Resource Development References Part IV: Higher Education Cooperation Chapter 9: Japan ́s ODA for the Development of Higher Education Institutions in Developing Countries: Supporting Leading Univer... 9.1 Definition and Scope of International Cooperation for the Development of Higher Education Institutions Through Japan ́s ODA 9.2 Historical Trends in Japan ́s Cooperation for the Development of Higher Education Institutions 9.2.1 Beginning of Higher Education Cooperation (the 1960s-the Mid-1970s) 9.2.2 Rapid Expansion of Japan ́s ODA and Hitozukuri (Human Resource Development) Cooperation (the Mid-1970s-the 1980s) 9.2.3 Making Basic Education Assistance the Central Focus of Educational Cooperation (the 1990s-the Mid-2000s) 9.2.4 Diversification of University Development Cooperation Programs Under Higher Education Internationalization (the Mid-2000... 9.3 Characteristics of Japan ́s Cooperation for the Development of Higher Education Institutions in Developing Countries 9.4 ODA Participation of Japanese Universities References Chapter 10: Japan ́s ODA Scholarship Programs for International Students: Supporting Japan ́s Intellectual Contribution to the I... 10.1 Introduction 10.2 Changes in Japan ́s Policies and Programs in Accepting International Students 10.2.1 Acceptance of Japanese Government Scholarship Foreign Students (the 1950s-1982) 10.2.2 Increase in the Number of International Students and Development of the JICA Scholarship Program (1983-2003) 10.2.3 Recruitment of Highly Competent Students and New Direction of International Students Acceptance Policy in an Internatio... 10.3 Examples of Scholarship Projects for Development Cooperation in Education 10.3.1 ASEAN University Network/Southeast Asia Engineering Education Development Network (AUN/SEED-Net) Project 10.3.2 Higher Education Loan Fund Project (HELP) in Malaysia 10.3.3 Policy Features and Today ́s Significance of the ODA Scholarship Program for Foreign Students in International Cooperati... References Part V: Various Programs and Actors of International Education Cooperation Chapter 11: Japan ́s Evolving Partnerships with International Organizations in the Education Sector: A Retrospective Review fro... 11.1 Introduction 11.2 Japanese Rationales for Engagement with International Organizations: Evidence from ODA and Education Cooperation Policies 11.2.1 Political Neutrality of International Organizations 11.2.2 Knowledge and Expertise of International Organizations 11.2.3 Aligning with Global Aid Coordination Efforts 11.2.4 Mainstreaming Japan ́s Agenda 11.3 Evolving Partnerships with International Organizations: A Retrospective Review 11.3.1 Period 1: Nascent Engagement (1950s-early 1970s) 11.3.2 Period 2: Partnership Diversification (Mid-1970s-1980s) 11.3.3 Period 3: Responding to the Global Agenda (1990s-early 2000s) 11.3.4 Period 4: Soul-Searching (since the Mid-2000s) 11.4 Opportunities and Challenges 11.4.1 Long-Term Commitments as a Reliable Donor 11.4.2 Coordination Gaps and Political Priorities among Ministries 11.4.3 Lack of Experts 11.5 Conclusion: The Need for Clear Objectives and Strategies References Chapter 12: Japanese NGOs for Education: From Service Providers to Change Agents 12.1 Definition of NGO 12.2 Overview of Educational Cooperation by Japanese NGOs 12.2.1 Profile of Japanese NGOs 12.2.2 Educational Cooperation by Japanese NGOs 12.2.3 Generations of Japanese NGOs for Education According to Inception Period 12.2.4 Case Studies on the History of Educational Cooperation by Japanese NGOs 12.2.4.1 NGOs Established Based on Values of UNESCO 12.2.4.2 NGOs Originally Established in Japan 12.2.4.3 NGOs Established as Offices of International NGOs in Japan 12.2.4.4 Network Organizations for NGOs for Education 12.2.5 The Characteristics of the History of Educational Cooperation by NGOs and Future Challenges References Chapter 13: Japan ́s ODA Loans for Education: Cooperation for Self-Reliant Development Through Human Resource Development and P... 13.1 Purpose and Target of This Chapter 13.2 Outline of Japan ́s ODA Loans 13.2.1 What Are Japan ́s ODA Loans? 13.2.2 Features of ODA Loans in Japan ́s ODA 13.2.2.1 Features of Japan ́s ODA Loan Projects in Partner Countries 13.2.2.2 Terms and Conditions of Japan ́s ODA Loans and Its Tying Status 13.3 Overview of Cooperation in the Education Sector Through Japan ́s ODA Loans 13.4 Political Incentive and Theoretical Basis 13.4.1 Political Incentive and Theoretical Basis That Promoted Utilization of Concessional Loans 13.4.2 Political Incentives and Theoretical Basis That Justified and Promoted Japan ́s ODA Loans in the Education Sector 13.4.3 Local-Cost Financing 13.4.4 Untied Tying-Status 13.4.5 Setting of Preferential Terms 13.5 Discussion 13.5.1 Type 1: Higher Education (Development of Centers of Excellence) 13.5.2 Type 2: Higher Education (Scholarship Loan Projects) 13.5.3 Type 3: Higher Education (Promotion of Mutual Exchange and Understanding) 13.5.4 Type 4: Primary and Secondary Education (Improvement of Policies and Institutions Through Nationwide Trials) 13.5.5 Type 5: Improvement of Policies and Institutions Through Fiscal Support 13.5.6 Effectiveness and Significance 13.6 Suggestions for the Future References Websites Chapter 14: Civil Participation for 50 Years: Japanese Overseas Cooperation Volunteers 14.1 Introduction: JOCV as Volunteering with Multiple Missions 14.2 Expansion of JOCV 14.2.1 JICA Volunteer Program and Participating Volunteers 14.2.2 Growth and Diversification of JOCV 14.2.2.1 Rise (from 1965 to around 1980) 14.2.2.2 Doubling (from 1980 to the Mid-1990s) 14.2.2.3 Diversity (from the 1990s to the Mid-2000s) 14.2.2.4 Shift (from the Mid-2000s to Around 2010) 14.2.2.5 Contribution to Japanese Society (from around 2010) 14.3 Figures and Trends of JOCV over 50 Years 14.3.1 More Education-Related JOCV 14.3.2 Features of JOCV in Five Periods 14.4 Conclusion: International Volunteers Keep Learning from Each Other References Chapter 15: Reconsidering Japan ́s International Cooperation in Education 15.1 Seven Factors Defining Japan ́s International Cooperation in Education 15.1.1 Engagement and Collaboration with the International Community 15.1.2 Influence of Japan ́s Own Historical Experience 15.1.3 Structure and Implementation of Japan ́s International Cooperation and Assistance 15.1.4 Principle of Self-Help Efforts 15.1.5 Philosophy of Hitozukuri 15.1.6 Approaches of Human Security, Peace, and Sustainable Development 15.1.7 Formation of a Community of Experts and Stakeholders to Build Expertise in International Cooperation in Education 15.2 Toward the Future of International Cooperation in Education 15.2.1 Meeting the Needs and Development Stages of Recipient Countries Through Japan ́s Recipient-Centered Cooperation Approach 15.2.2 Engaging with a Broader Range of Stakeholders in the Implementation of International Cooperation in Education 15.2.3 Actively Participating in the Global Governance of Education References Annex 1: Development of Organizational Structure of Japan ́s International Cooperation in Education from the 1950s to the 2010s Annex 2: List of Japan ́s International Education Cooperation Projects, 1950~2015 Annex 3: Exchange Rates of Japanese Yen to U.S. Dollar from 1950 to 2020 Correction to: Japan ́s International Cooperation in Education Correction to: Chapters 1, 3, 5, 9, 12 and 15 in N. Kayashima et al. (eds.), Japan ́s International Cooperation in Education, E... Index