Reconsidering Japan’s International Cooperation in Education

Kazuo Kuroda*, Nobuko Kayashima, Yuto Kitamura

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapter


This chapter provides a crosscutting, comprehensive analysis of the factors defining Japan’s international cooperation in education over its 65-year history. These factors are examined from seven perspectives: (1) engagement and collaboration with the international community; (2) influence of Japan’s own historical experience; (3) structure and implementation of Japan’s international cooperation and assistance; (4) principle of self-help efforts; (5) philosophy of hitozukuri (human resources development); (6) approaches of human security, peace, and sustainable development; and (7) formation of a community of experts and stakeholders to build expertise in international cooperation in education. This analysis yields three policy implications for Japan’s future international cooperation in education. Firstly, Japan’s recipient-centered cooperation approach should appropriately utilize the Japanese educational experience to meet the needs and development stages of the recipient country. Secondly, there are opportunities for engaging with a broader range of stakeholders in the implementation of Japanese international cooperation in education. Finally, Japan should actively participate in the global governance of education. By discussing the historical factors influencing the philosophy and characteristics of Japan’s international cooperation and assistance in education, this chapter aims to inform future directions of Japan’s educational aid initiatives.

Original languageEnglish
Title of host publicationEducation in the Asia-Pacific Region
Number of pages19
Publication statusPublished - 2022

Publication series

NameEducation in the Asia-Pacific Region
ISSN (Print)1573-5397
ISSN (Electronic)2214-9791


  • Education for All (EFA)
  • Field-based approach
  • Global governance of education
  • Human security
  • Japan’s ODA
  • Millennium Development Goals (MDGs)
  • Peace and mutual understanding
  • Recipient-centered cooperation approach
  • Self-help effort
  • Sustainable Development Goals (SDGs)

ASJC Scopus subject areas

  • Cultural Studies
  • Education
  • Development


Dive into the research topics of 'Reconsidering Japan’s International Cooperation in Education'. Together they form a unique fingerprint.

Cite this