TY - CHAP
T1 - Japan’s International Cooperation in Education
T2 - An Overview
AU - Kayashima, Nobuko
AU - Kuroda, Kazuo
AU - Kitamura, Yuto
N1 - Funding Information:
Therefore, international education cooperation, as discussed in this book, consists of ODA projects and non-ODA projects. ODA projects include technical cooperation, grant aid, and ODA loans provided by the Ministry of Foreign Affairs (MOFA) and JICA (including JICA’s predecessors) in the education sector; the Japanese Government Scholarship Program for foreign students by the Ministry of Education, Culture, Sports, Science and Technology (MEXT); cooperation extended by the Ministry of Finance (MOF), MOFA, and MEXT in the education sector through collaboration with international organizations; and private industrial human resource development offered by the Ministry of Economy, Trade and Industry (METI) and the Association for Overseas Technical Cooperation and Sustainable Partnerships (AOTS). Non-ODA projects include education cooperation by NGOs. In addition to the support provided by these government agencies and NGOs, Japan’s international education cooperation encompasses diverse forms of educational cooperation offered by universities, private enterprises, religious bodies, philanthropists, and so forth. However, it is extremely difficult to grasp the overall picture of Japan’s international education cooperation when considering all of these types of cooperation. Therefore, this book focuses solely on the ODA projects of the government agencies and non-ODA projects of NGOs—in other words, projects that can be analyzed empirically.
Publisher Copyright:
© 2022, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
PY - 2022
Y1 - 2022
N2 - This chapter presents an overview of Japan’s international cooperation in education and introduces the objectives, scope, and analytical perspectives of this book. This book seeks to record the history of Japan’s international education cooperation from the 1950s to the mid-2010s and analyze the factors and rationales behind shifts in cooperation, as well as successes and challenges. The current chapter provides context by describing the overall trends in Japan’s international cooperation in education over the past 65 years. First, development cooperation for TVET commenced in the 1950s—the very earliest stage of Japan’s ODA—aimed at creating skilled workforce necessary for economic development. In the 1980s, the philosophy of hitozukuri (human resource development) became one of the guiding principles of Japan’s aid, which resulted in the further expansion of TVET programs. Second, Japan’s full-fledged basic education cooperation began in the 1990s under the global influence of the Education for All (EFA) movement and consisted mainly of school construction projects and mathematics and science education projects. Finally, in the area of higher education, Japan has been conducting large-scale scholarship projects for study in Japan and university development projects in developing countries. Since around 2000, these projects have been strongly influenced by global trends toward the internationalization of higher education. This holistic view highlights both the interdependence of basic education, TVET, and higher education cooperation over the course of their development and the distinct subsector level features of each component.
AB - This chapter presents an overview of Japan’s international cooperation in education and introduces the objectives, scope, and analytical perspectives of this book. This book seeks to record the history of Japan’s international education cooperation from the 1950s to the mid-2010s and analyze the factors and rationales behind shifts in cooperation, as well as successes and challenges. The current chapter provides context by describing the overall trends in Japan’s international cooperation in education over the past 65 years. First, development cooperation for TVET commenced in the 1950s—the very earliest stage of Japan’s ODA—aimed at creating skilled workforce necessary for economic development. In the 1980s, the philosophy of hitozukuri (human resource development) became one of the guiding principles of Japan’s aid, which resulted in the further expansion of TVET programs. Second, Japan’s full-fledged basic education cooperation began in the 1990s under the global influence of the Education for All (EFA) movement and consisted mainly of school construction projects and mathematics and science education projects. Finally, in the area of higher education, Japan has been conducting large-scale scholarship projects for study in Japan and university development projects in developing countries. Since around 2000, these projects have been strongly influenced by global trends toward the internationalization of higher education. This holistic view highlights both the interdependence of basic education, TVET, and higher education cooperation over the course of their development and the distinct subsector level features of each component.
KW - Basic education
KW - Higher education
KW - Hitozukuri
KW - Human resource development
KW - Human security
KW - Japan’s ODA
KW - NGO
KW - Scholarship
KW - TVET
UR - http://www.scopus.com/inward/record.url?scp=85127876557&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85127876557&partnerID=8YFLogxK
U2 - 10.1007/978-981-16-6815-9_1
DO - 10.1007/978-981-16-6815-9_1
M3 - Chapter
AN - SCOPUS:85127876557
T3 - Education in the Asia-Pacific Region
SP - 1
EP - 26
BT - Education in the Asia-Pacific Region
PB - Springer
ER -