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M i n i s t r y o f F o r e i g n A f f a i r sMinistry of Education, Culture, Sports, Science and Technology

32

Japan’s Support for EducationMore than 100 million children are still out of school, and about 60%

of them are girls. Approximately 800 million adults are illiterate,

and two-thirds of them are women. In order to address these challenges,

the global community has been working together to provide all people

- children, youth and adults - with opportunities for basic education*

under the “Education for All (EFA)” movement since 1990.

For decades, the Government of Japan has extended its official

development assistance (ODA), with a particular emphasis on sup-

porting “nation-building” and “human resources development.” As a

cornerstone of nation-building and human resources development,

education is one of the priority areas of Japan’s ODA. At the G8

Genoa Summit in 2001, Prime Minister Junichiro Koizumi made an

appeal to the world leaders on the vital importance of education in

development, introducing a Japanese story about the “Spirit of One

Hundred Sacks of Rice.”**

In 2002, the Government of Japan announced the “Basic Education

for Growth Initiative (BEGIN)” at the G8 Kananaskis Summit, and has

actively contributed to the international efforts in achieving “Education

for All.” Japan has also actively supported higher and technical edu-

cation in developing countries, which is imperative to foster skilled

human resources needed for social and economic development and

enable developing countries to thrive in an accelerating global market

and knowledge-based society.

The universal aim is to enable all people in the world to enjoy

greater opportunities for education with good quality. Japan is com-

mitted to continue to provide support for education, responding to

the diverse needs of education sector in the developing countries.

* Basic education comprises education for acquiring the necessary knowledge and skills required bythe people to sustain their daily lives and education that meet their basic learning needs. Thescope of basic education varies with individual countries and cultures but it generally covers primary,lower-secondary, pre-primary, and non-formal (youth and adult literacy education, etc) education.

** “Spirit of One Hundred Sacks of Rice”“The prosperity of a country, the growth of cities—everything depends on people. Build schools anddevelop people of ability.” (From the play “One Hundred Sacks of Rice” by Yuzo Yamamoto)

In the early Meiji period, Nagaoka Domain, suffering from severe poverty, received a reliefpackage of hundred sacks or about six tons of rice from a neighboring province. One of theDomain’s chief executives, Torasaburo Kobayashi, suggested the rice should be used to generatefunds to build a new school, since it would be all gone within several days if it was distributed to localcommunities. As a result, quality human resources were developed at the school. The “Spirit of theOne Hundred Sacks of Rice,” a guiding principle from this episode, emphasizes that investment ineducation is most important for nation-building.

C O N T E N T SJapan’s Support for Education …………………………………………3

Why Support Education?……………………………………………………4

Global Efforts to Support Education …………………………………5

Japan’s International Cooperation Policies in Education and Their Features……………………………………………6

Japan’s Major Assistance in the World [Basic education] …………8

Japan’s Assistance : Case Studies …………………………………10

Basic educationEnsuring access to education …………………………………………10Improving the quality of education……………………………………13Improving the management of education …………………………16

Education in post-conflict and post-disaster situations / Education for human security …………………………………………18Promoting multi-sectoral approach …………………………………20Partnering for the progress………………………………………………21

Higher education/Technical educationHigher education ……………………………………………………………22Technical/Vocational education and training ……………………24Assistance for international students ………………………………26

In Kenya(photo : Kazuhito Hattori for JICA)Cover PictureLontan primary school students in Myanmar (photo : Kenshiro Imamura for JICA)

In Myanmar(photo : Kenshiro Imamura for JICA)

4

Aiming at poverty reductionOne-fifth of the world’s population lives on less than $1 a day. It is a momentous task

of the international community to realize a world without poverty and inequality. It iswell recognized that education is vital for making such a world a reality. However, a sig-nificant number of children in the developing world still do not have any access toschooling, with many of them needing to work to support their families. Childrenwithout education tend to remain in poverty.

Children from ethnic minorities, socially vulnerable background and rural areas areparticularly disadvantaged in their access to education. By acquiring basic knowl-edge and skills, poor and vulnerable children and adults can participate more actively inpolitical, social, and economic activities. They will be able to have more options in theirlives and more likely to find their way out of poverty.

Promoting human security and empowermentEducation also plays a pivotal role in promoting “human security.” “Human

security” is a perspective that places the focus not on states but on individuals, andensures “protection” against any threat to human existence and livelihoods. It also con-tributes to fostering a society in which people can live with dignity. The realization of“human security” requires “empowerment” of individuals, in addition to protecting theirlives, health and livelihoods.

“Empowerment” means that each individual is endowed with rights, ability, andchoices on economic, social, legal, and political issues, and is capable of overcoming var-ious inequalities. Education is a first step toward such empowerment.

Developing human resources for socio-economic developmentInvestment in education is important for raising personal income and developing

human resources needed for socio-economic development. In Japan, educationplayed a critical role in achieving post-war economic development. Equal opportunityin education was promoted for all people in Japan, contributing to the country’s economicdevelopment and its sustained economic growth with the reduction of poverty and socialdisparities.

Education is also an important tool for tackling various development challengesincluding such issues as public health and the modernization of agriculture.

Keeping up with the global economy and the knowledge-based society

At the end of the 20th century, the globalization of the economy has further accel-erated, and information and telecommunications technologies (ICTs) have dramaticallyprogressed. It is crucially important that developing countries develop humanresources needed for such knowledge-based society, positively using economicopportunities created in market economies, instead of being left behind in growing glob-al economy. At the same time, various global issues we face, such as environmentalissues, cannot be tackled without the coordinated actions of all global communitymembers, whether they are developed or developing, based on their knowledge and expe-rience.

Higher education and research institutions play a pivotal role in accumulatingsuch knowledge and experience and sharing them with one another on a global scale toaddress challenges common to all humankind.

Why Support Education? Global Efforts To

Support Education

5

Education for AllMore than 100 million children of primary-school age are still out of school and about

60% of those children are girls. Also, about 800 million adults were illiterate and twothirds of them are women.

At the World Conference on Education for All held in Thailand in 1990, theworld leaders reaffirmed their commitment to ensure that every person, whether childrenor youths or adults, should be able to benefit from educational opportunitiesdesigned to meet their basic learning needs. In 2000, 10 years after the World Con-ference on Education for All, the World Education Forum was held in Dakar, Senegal,which adopted the “Dakar Framework for Action - Education for All: Meeting our Col-lective Commitments.” The Dakar Framework document committed governments toachieving goals that include universal quality primary education by 2015.

Achieving goals The United Nations Millennium Summit held in September 2000 adopted the

Millennium Declaration, leading to the establishment of Millennium DevelopmentGoals (MDGs), aiming at poverty reduction. Two education-related goals - (i)Ensure that all boys and girls complete a full course of primary schooling by 2015 (goal2); and (ii) Eliminate gender disparity in primary and secondary education preferably by2005, and at all levels by 2015(goal 3) – are incorporated in MDGs, important targetsthat international society must work together to achieve.

In 2002, the Education for All-Fast Track Initiative (FTI) was launched as a globalpartnership to ensure accelerated progress toward the goal of universal primary educationby 2015. The low-income countries that demonstrate serious commitment to achieve thisgoal through the formulation of Poverty Reduction Strategy (PRS) and a soundnational education plan can receive support from the FTI.

With regard to higher education, UNESCO convened a World Conference onHigher Education in 1998. The conference reaffirmed the important role of higher edu-cation in contributing to development, and discussed many issues including the need toexpand higher education opportunities for women, modernize higher education insti-tutions and share knowledge across borders.

While these policies have been globally adopted, “Sector-Wide Approaches(SWAps)” are being introduced in many developing countries, to comprehensivelyaddress various issues faced by the education sector of each country. This approach isa method of working that brings together development partners to support the nationaleducation plans developed with the ownership of developing countries themselves.

Basic Education in the World　　　(Number of out-of-school children and adult literacy rate)

Source: UNESCO EFA Global Monitoring Report 2005

Central and �Eastern Europe�Adult Literacy rate�

�

Number of out-of-school children

(thousands)Boys：1,245 Girls：1,443

B G

99% 96%

Sub-Saharan Africa�Adult Literacy rate�

�



B G

70% 54%

Arab States�Adult Literacy rate�

�


(thousands)Boys：2.992 Girls：4.450

B G

73% 51%

Central Asia�Adult Literacy rate�

�


(thousands)Boys：169 Girls：222

B G

100% 99%

B G

71% 45%

South and West Asia�Adult Literacy rate�

�



B G

95% 88%

East Asia/the Pacific�Adult Literacy rate�

�


(thousands)Boys：6.159 Girls：5.835

B G

90% 88%

Latin America�and the Caribbean�Adult Literacy rate�

�



Arab States 7.2%

Central and �Eastern Europe �2.6% Central Asia 0.4%

East Asia and �the Pacific 11.6%

Latin America and the Caribbean 2.4%North America and Western Europe 2.3%

South and �West Asia 34.6%

Sub-Saharan �Africa 38.9%

The Ratio of Out-of-School Children by Region

Total�103�

（million people）�

In Niger (photo : Akio Iizuka for JICA)In Niger (photo : Akio Iizuka for JICA)

Dakar Framework for Action-Education for All1 Expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and

disadvantaged children.2 Ensuring that by 2015 all children, particularly girls, children in difficult circumstances and those belonging to eth-

nic minorities, have access to and complete free and compulsory primary education of good quality.3 Ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learn-

ing and life skills programmes.4 Achieving a 50 per cent improvement in levels of adult literacy by 2015, especially for women, and equitable access

to basic and continuing education for all adults.5 Eliminating gender disparities in primary and secondary education by 2005, and achieving gender equality in edu-

cation by 2015, with a focus on ensuring girls' full and equal access to and achievement in basic education of goodquality.

6 Improving all aspects of the quality of education and ensuring excellence of all so that recognized and measurablelearning outcomes are achieved by all, especially in literacy, numeracy and essential life skills.

6 7

Japan’s International Cooperation Policies in Education and Their Features

In 2002, the World Summit for Sustainable Development (WSSD) was held in Johannesburg, SouthAfrica, where Japan proposed making the 10-year period starting in 2005 the “United NationsDecade of Education for Sustainable Development (UNESD). UNESD was adopted at the UNGeneral Assembly and has officially been launched since January 2005. Japan has been actively pro-moting the implementation of UNESD and has been supporting a Prime Mover Project in the AsiaCooperation Dialogue of Japan / Enviromental Education. Japan also established the trust fund forUNESD for UNESCO, the leading agency of UNESD.

■Basic philosophies●Emphasis on a commitment by the governments of devel-

oping countries and support of ownership●Recognition of cultural diversity and promotion of mutual

understanding●Assistance based on collaboration and cooperation with

the international community●Promotion of community involvement and the utilization of

local resources ●Linkages with other development sectors●Utilization of Japan’s experience in education

■Priority areasAssistance for ensuring access to education

●Construction of school buildings and related facilities servingvarious needs

●Assistance for elimination of gender disparities (girls’ edu-cation)

●Assistance for non-formal education (promotion of literacyeducation)

●Active utilization of information and communication tech-nology (ICT)

Assistance for improving quality of education ●Assistance for science and mathematics education ●Assistance for teacher training●Assistance for improvement of school administration and

operationImprovement of management of education

●Enhancement of support for formulation of education policiesand education development plans

●Assistance for improvement of educational administration sys-tem

■New efforts by Japan1. Utilization of in-service teachers and establishment of

cooperation bases2. Promotion of wide-ranging collaboration with international

frameworks●Support to UNESCO●Support to UNICEF●Consideration on World Bank’s Fast Track Initiative●Participation in the Association for the Development of

Education in Africa (ADEA)3. Support for education for post-conflict nation-building

BEGIN：Basic Education for Growth Initiative（hundred million Yen）�

0

100

200

300

400

500

1999

2000

2001

2002

2003

2004

（number of people）�

0

500

1,000

1,500

2,000

2,500

3,000

3,500

4,000307.22

275.04

344.17

143.58

150.57

63.47

124.95

194.51

134.54

183.54169.76

148.89

Yen Loan (ODA )�

Grant Aid

Trainees accepted

JOCVs dispatched

Experts dispatched

（Year）�

Japan's ODA in Education

Japan Education Forum

In Mongolia (photo : Kenshiro Imamura for JICA)In Mongolia (photo : Kenshiro Imamura for JICA)In Mongolia (photo : Kenshiro Imamura for JICA)

(Full text : www.mofa.go.jp/region/africa/education3.html)

Japan’s own experience and its development cooperationpolicies in education

Japan has been promoting international cooperation in basic education based on BEGIN. Insupport of developing countries’ own efforts to achieve Education for All, Japan’s assistance places pri-ority on “ensuring equal access to education,” “improving the quality of education” and “improving themanagement of education.” The education sector in developing countries faces a number of challenges,including shortage of trained teachers, lack of textbooks and learning materials, insufficient number ofschool facilities, social environment that are not conducive to learning, and poor education management.Japan seeks to identify key issues concerning the education sector in each developing country and topursue a comprehensive approach for tackling these issues in line with the partner countries’ own strate-gies for education development.

In addition, in cooperation with the international community, Japan actively provides assistance ineducation in the post-conflict and post-disaster situations such as the reconstruction of school build-ings and the provision of textbooks and school supplies in cooperation with UNICEF and NGOs inAfghanistan, Iraq, and the tsunami-disaster areas.

While strengthening its support for basic education, Japan also actively supports technical and high-er education in developing countries, in order to enhance their capacities to thrive in the global econ-omy. Such supports include making technical education suitable to the needs of local industries andstrengthening their cooperation with local industry circles, as well as carrying out vocational trainingcombined with the provision of micro-credit for women to support their self-reliance. In the field of high-er education, Japan assists both quantitative and qualitative improvement of the higher education insti-tutions. Japan also supports the cross-border networking of higher education institutions.

Without developing countries’ self-help efforts, the assistance in education cannot work effectivelyor their results will not be sustained on a long-term basis. Therefore, Japan respects developingcountries’ ownership and supports their self-help efforts. For this purpose, Japan places priority oncapacity building to optimize assistance from Japan and to pursue their self-sustaining develop-ment.

Many aid organizations in the world are involved in assistance on education for developingcountries. Japan implements its educational assistance in cooperation with various partners such asNGOs, international organizations and other donor countries, based on comparative advantages andexpertise of each agency, in order to maximize the results of the assistance.

At the grass roots level, Japan Overseas Cooperation Volunteers have been providing assistance oneducational development in many developing countries. 226 Japanese in-service teachers havebeen dispatched as volunteer teachers to various developing countries over the four years. Moreover,in cooperation with Japanese universities and NGOs, “the cooperation base system” was estab-lished to systematize their knowledge and technical know-how in global cooperation in education.

The Japan Education Forum, jointly hosted by the Ministry of Foreign Affairs and the Ministry ofEducation, Culture, Sports, Science and Technology has been held every year since 2003, providingopportunities to share such knowledge and technical know-how with the international community.

Features of Japan’s assistance in education

Education is considered as one of the most critical factors that facilitated Japan’s modernization andrapid economic growth in the post-war period, which was called a “miracle.” Even in the Edo period(1603-1867), there was a wide diffusion of popular learning places such as “terakoya,” where childrenof the common people learned reading, writing and practical skills needed in daily life. This traditionaleducation system in the Edo period served as a foundation of a modern education system, which wassubsequently introduced and developed by the Meiji goverment during a relatively short period of time.

However, it was not an easy process to introduce and establish such modern education systems atthe beginning of the Meiji period (late 19th Century). For example, local communities were notnecessarily the supporters of this newly introduced education system and complained about thefinancial burden that they had to bear. In some local areas, there were uprisings by people againstschools and new education system, sometimes even leading to cases of schools being burnt down. Ittook about 40 years for Japan to achieve universal primary education after the introduction of amodern education system. In the post-war period, Japan worked hard to review its education system,train teachers and rebuild school facilities destroyed during the war. The development of the educationsystem became the foundation of Japan’s present socio-economic development.

The 100-year history of Japan’s experience in education can be shared with developing countriestoday and be positively utilized for their development and reconstruction. Based on its own experience,Japan actively supports education in developing countries. In line with the ODA Charter and the Medi-um-Term Policy on ODA, both of which form the policy basis of Japanese development cooperation,Japan places priority on education as an important sector to be supported.

Japan announced “Basic Education for Growth Initiative” (BEGIN) at the Kananaskis Summit in2002, identifying Japan’s strategy to support basic education in developing countries, giving due con-sideration to the Millennium Development Goals (MDGs) and the Education for All Dakar Frameworkfor Action, both adopted in 2000. Japan also announced that over 250 billion yen in assistance for edu-cation would be provided for low-income countries over the five years starting in 2002. By the end of2003, Japan has already provided assistance of approximately 105.1 billion yen through grant aid, tech-nical cooperation as well as contribution to international organizations such as UNICEF andUNESCO.

8

ボスボスニア・ヘルツェゴビナ�Bosnia-Herzegovina

Guinea-Project for Construction of Primary Schools in the City of Conakry

Sierra Leone-Children and Youth Development Project in Kambia District

Mali-Project for Construction of Primary Schools

Senegal-Education System Improvement Program-Project for Improvement of Educational Equipments for Elementary Schools

-Project for Construction of Classrooms for Elementary Schools

Mauritania-Project for Construction of Primary and Secondary Schools in Nouakchott and Nouadhibou

Ghana-Capacity Development in Educational Planning Project-Project to Support the Operationalisation of the INSET Policy

Benin-Project for Construction of Primary Schools

Niger-Project for Construction of Primary Schools in Dosso and Tahoua Regions

-Project on Support to the Improvement of School Management through Community Participation (School for All)

Nigeria-Project for Construction of Additional Classrooms for Primary Schools

Cameroon-Project for Construction of Primary Schools, phase III

South Africa-Project for Construction of Primary and Junior Secondary Schools in Limpopo Province

-Project for Construction of Primary and Junior Secondary Schools in Eastern Cape Province, phase II

Zambia-Project for Construction of Basic Schools in Lusaka, phase II

Angola-Project for Construction of Primary Schools in Luanda Province

レソト�Lesotho-Project for Construction of Primary Schools

ジプティ�Djibouti-Project for Strengthening Basic Education (Construction of Primary and Secondary School)

エチオピア�Ethiopia-Community-based Basic Education Impro-Community-based Basic Education Improvement Project vement Project -The Project on Increasing Access to Quality Basic Education through Developing ScAccess to Quality Basic Education through Developing School Mapping and StrMapping and Strengthening Microplanning in Oromia Region

-Project for Consolidation of Educational Television and Radio Recording Studios, phase I and II

-Community-based Basic Education Improvement Project -The Project on Increasing Access to Quality Basic Education through Developing School Mapping and Strengthening Microplanning in Oromia Region

-Project for Consolidation of Educational Television and Radio Recording Studios, phase I and II

ケニア�Kenya-Strengthening of Mathematics and Science in Secondary Education (SMASSE), phase II

Tanzania-Project for Development of School Facilities for Dar Es Salaam Primary Schools -Basic Education and HIV/AIDS and Life Skill for Out of School Children -Support to Primary Education in Drought Prone and Pastoralist Areas

Madagascar-Project for Construction of Primary Schools, phase II

Malawi-Strengthening of Mathematics and Science in Secondary Education in Malawi (SMASSE-Malawi)

-Project for Improvement of Domasi College of Education

Mozambique-Project for Reconstruction of the Xai-Xai Primary Teacher Training Center

-Reactivation of Quality Primaration of Quality Primary Education in Kosovo -School Rehabilitation in Kosovo-School Buses for Minority Students -Reconstruction of the Elementar-Reconstruction of the Elementary School “Pandelli Sotiri” in Oblic

-Reactivation of Quality Primary Education in Kosovo -School Rehabilitation in Kosovo-School Buses for Minority Students -Reconstruction of the Elementary School “Pandelli Sotiri” in Oblic

ヨルダン�Iraq-Project for Reconstruction of Primary Education-Project for Strengthening Primary and Secondary Education -School Rehabilitation Project

アフガニスタン�Afghanistan教育支援教育支援�広域広域での貧困基礎教育支援の貧困基礎教育支援�

-Back-to-School Campaign-Project for Construction of Basic Education Facilities (phase I)-Strengthening of Non-Formal Education Project -Strengthening Teacher Education Program (STEP)-Project on Support for Expansion and Improvement of Literacy Education -Primary School Construction Project in Nangarhar Province

イエメン�Yemen小中学校建設計画小中学校建設計画�-Project for Construction of School Facilities for Basic Education, phase I and II

-Broadening Regional Initiative for Developing Girls’ Education (BRIDGE) Program in am in Taiz Governorate-Project for Construction of School Facilities for Basic Education, phase I and II -Broadening Regional Initiative for Developing Girls’ Education (BRIDGE) Program in Taiz Governorate

ブルキルキナ・ファソ�Burkina Faso-Project for Construction of Primary Schools, phase III

東チモールール�East Timor-Project for Reconstruction of Primar-Project for Reconstruction of Primary Schools and Junior High Schools - 100 Schools Project: Impro Improving the Quality of Primary Education -Project for Reconstruction of Primary Schools and Junior High Schools - 100 Schools Project: Improving the Quality of Primary Education

Cambodia-Project for Construction of Primary Schools in Phnom Penh -Project for Improving Science and Mathematics Education -Project to Construct a School Building at Sansam Kosal Primary School, Phnom Penh City -Non-Formal Basic Education and Vocational Skill Training for Children and Youth at Risk

Myanmar-Strengthening Child-centered Approach (SCCA)

パキパキスタン�Pakistan-Punjab Literacy Promotion Project-Balochistan Middle Level Education Project

バングラデシュ�Bangladesh-Strengthening Primary Teacher Training on Science and Mathematics Project

-Project for Support to Intensive District Approach to Education for All

-Project for Improvement of Primary Education Through Second Primary Education Development Programme

(PEDP II)

ネパールール�Nepal-The Community-based -The Community-based Alternative Schooling Project (CASP)

-Project for Construction of Primar-Project for Construction of Primary Schools in Support of Education for All

-Community Lear-Community Learning Centres to Help Grass-roots Communityass-roots Community,Especially Women and other Disadvomen and other Disadvantaged Groups, to Regain Human Security / Dignity and to Enhance their Capacity for Human Security / Dignity and to Enhance their Capacity for Personal & Social Development Personal & Social Development

-The Community-based Alternative Schooling Project (CASP)

-Project for Construction of Primary Schools in Support of Education for All

-Community Learning Centres to Help Grass-roots Community,Especially Women and other Disadvantaged Groups, to Regain Human Security / Dignity and to Enhance their Capacity for Personal & Social Development

モンゴル�Mongolia-Strengthening the Planning Capacity for In-serve Teacher Training

-Teaching Methods Improhing Methods Improvement Project towards Children's Developmenten's Development

-Project for Development of Primary School Facilities, Phase II

-Rehabilitation of Boarding Schools and Provision of Refresher Training Course for Headmasters and aining Course for Headmasters and Teachers in the Dzud (natural disaster affecting livestock caused by severe winter conditions) –affected Gobi Desert Provinces

-Supply of Mimeog-Supply of Mimeograph to Promote School Educational Activities

-Strengthening the Planning Capacity for In-serve Teacher Training

-Teaching Methods Improvement Project towards Children's Development

-Project for Development of Primary School Facilities, Phase II

-Rehabilitation of Boarding Schools and Provision of Refresher Training Course for Headmasters and Teachers in the Dzud (natural disaster affecting livestock caused by severe winter conditions) –affected Gobi Desert Provinces

-Supply of Mimeograph to Promote School Educational Activities

スリランカ�Sri Lanka-Improving School Management to Enhance Quality of Education with Special Reference to Science and Mathematics

モルモルジブ�Maldives-Project for Reconstruction of the Third Primary School in Male hool in Male -Project for Reconstruction of the Third Primary School in Male

ラオス�Laos-Project for Construction of Primary Schools -Project for Impro-Project for Improving Science and Mathematics Teacher Training -Girl’s Education and Community Development for s Education and Community Development for Awareness Raising and Prevention of Girl Trafficking

-Project for Construction of Primary Schools -Project for Improving Science and Mathematics Teacher Training -Girl’s Education and Community Development for Awareness Raising and Prevention of Girl Trafficking

ベトナム�Vietnam-Project for Strengthening Cluster-based Teacher Training and School Management -Project for Improvement of Facilities of Primary Schools in Northern Mountain Region, Phase II

-Project for Strengthening Cluster-based Teacher Training and School Management -Project for Improvement of Facilities of Primary Schools in Northern Mountain Region, Phase II

フィリピン�Philippines-Project for Improvement of Educational Facilities -Third Elementard Elementary Education Project-Secondary Education Development and Improy Education Development and Improvement Project vement Project

-Project for Improvement of Educational Facilities -Third Elementary Education Project-Secondary Education Development and Improvement Project

パプアニューギーギニア�Papua New Guinea-Project for Enhancing Quality in Teaching through TV Program -Project for Enhancing Quality in Teaching through TV Program (EQUITV)

パプアニューギーギニア�Solomon Islands-Project for Rehabilitation of Schools in Provinces Affected by Ethnic Conflict -Project for Rehabilitation of Schools in Provinces Affected by Ethnic Conflict

パプアニューギーギニア�Vietnam/Cambodia-Support for Urban Youth at Risk: “House for Youth”

ホンジュラス�Honduras-Project for the Improvement of Teaching Method in Mathematics, phase II

ニカラグア�Nicaragua-Project for Rehabilitation of Basic Education Facilities in Managua -Project for Rehabilitation of Basic Education Facilities in Managua -Project for Construction of Primar-Project for Construction of Primary Schools’ Facilities-Project for the Improvement on Mathematics vement on Mathematics Teaching in PrimarPrimary Education

-Project for Rehabilitation of Basic Education Facilities in Managua -Project for Construction of Primary Schools’ Facilities-Project for the Improvement on Mathematics Teaching in Primary Education

Chile-Project on Improvement of Mathematics Education

Bolivia -Project for the Quality Improvement of Primary School Education (Child Centered Teaching Project)

Peru-The Project for Strengthening of Educational Management in the Rural Education Networks of Canas and Suyo

Grant Aid

Yen loan (ODA)

Technical Cooperation

Emergency Grant Aid

United Nations Trust Fund for Human Security

Grant Assistance for Japanese NGO Projects

International Reconstruction Fund for Iraq

Grant Aid

Yen Loan


Emergency

Human

Iraq

NGO

-Project for Construction of Basic Schools

ボスボスニア・ヘルツェゴビナ�Serbia and Montenegro

Morocco-Rural Secondary Education Expansion Project

Algeria-Earthquake-Affected Education Sector Reconstruction Project -Earthquake-Affected Education Sector Reconstruction Project

インドネドネシア�インドネドネシア�Indonesia-Regional Educational Development and Improvement Program

Indonesia/India/Fiji/Uzbekistan- School Earthquake Safety Project

�


Emergency (UNICEF)

Grant Aid




NGO

Iraq (UNICEF)

Emergency (UNICEF)

Emergency (UN-HABITAT)

Grant Aid


Human (UNICEF)

Human (UNDP)

Human (UNMIK/UNOPS)

NGO

Grant Aid

Yen Loan

Yen Loan



Grant Aid


Grant Aid

Grant Aid



Grant Aid

Human (UNICEF)

NGO

Grant Aid


Grant Aid

Grant Aid


Grant Aid

Grant Aid

Grant Aid



Grant Aid

Grant Aid


Grant Aid

Grant Aid


Grant Aid

Grant Aid

Grant Aid

Grant Aid

Grant Aid


Grant Aid

Grant Aid



Grant Aid


Grant Aid

Human (UNICEF)

Human (WFP)

Grant Aid

Grant Aid


Grant Aid

Grant Aid


Human (UNICEF)

Human (UN-HABITAT)


Grant Aid

Human (UNDP)


Grant Aid

Human (UNICEF)

Grant Aid


NGO

Human (UNESCO)

Human (UNICEF)



ホンジュラス�Mexico-Project for Improvement of Life of vement of Life of Women in Marginalized Communities in ginalized Communities in Urban Zone of Chiapas State, The United MeThe United Mexican States

-Project for Improvement of Life of Women in Marginalized Communities in Urban Zone of Chiapas State, The United Mexican States Technical Cooperation

ホンジュラス�Dominican Republic-Project for the Improvement of the Quality of Teaching in Mathematics in the Dominican Republic Technical Cooperation

ホンジュラス�El Salvador-Project for the Improvement on Mathematics vement on Mathematics Teaching in PrimarPrimary Education

-Project for the Improvement on Mathematics Teaching in Primary Education

ホンジュラス�Guatemala-Project for the Improvement of vement of Teaching Method in Mathematicshing Method in Mathematics-Project for the Improvement of Teaching Method in Mathematics

ホンジュラス�Colombia-In service Teacher Education and Training in Mathematics and aining in Mathematics and Natural Science

-In service Teacher Education and Training in Mathematics and Natural Science



Grant Aid

Grant Aid


Human (UNCRD)

Grant Aid

*2

*1*1

*3

*2

*1 UNMIK : United Nations Interim Administration Mission in KosovoUNOPS : United Nations Office for Project Services

*2 UN-HABITAT : United Nations Human Settlements Programme *3 WFP : World Food Programme*4 UNCRD : United Nations Centre for Regional Development

*4

Yen Loan

Yen Loan

Yen Loan

Human (UNICEF)

レソト�Uganda-Secondary Science and Mathematics Teachers' Project (SESEMAT)




9

Japan’s Major Assistance in the World [Basic education]

11

［Basic education］

10

In Nepal, the “Basic and Primary EducationProgram-II (BPEP-II)” was implemented duringthe period of 1999 - 2004, aiming at greateraccess, quality improvement and strengtheningeducational management capacity in primaryeducation. With the introduction of the program,the country’s net primary enrollment ratioincreased from 70% in 1999 to 84% in 2004.

However, both quality and coverage of educationstill remain as great challenges. Due to a seriousshortage of classrooms, many schools have nochoice but to accept a limited number of stu-dents, suspend classes in the rainy season andconduct class sessions outdoors. The Nepali

Japan's Assistace - Case Studies ●［Basic education］

Ensuring access to educationIn order to improve school enrollments in developing

countries, it is important not only to construct and rehabilitateschools but also to raise awareness of parents and communitypeople about the value of educating their children. Many low-income families are often discouraged to send their children toschool, because they cannot bear the cost of schooling orthey need their children to work.

Japan provides assistance to increase educational oppor-tunities to all children, through hardware assistance such asconstruction of classrooms as well as software assistancesuch as raising awareness of parents and community people andensuring their participation in school management. Japanseeks to promote community participation in school con-struction wherever possible, which ensures their “owner-ship” of the school and active participation in school mainte-nance and management.

In many developing countries, enrolments of disadvan-taged children such as girls, children from poor families and eth-nic minorities are particularly low, while disparity betweenurban and rural areas is also prominent. Thus, it is also

important to make special efforts to address such disparities.Girls account for 60% of out-of-school children in the world.Japan seeks to provide educational environments that aresafe and conducive for girls, through such measures includingproviding separate bathrooms for boys and girls when con-structing school buildings.

In rural areas where construction of school facilities anddeployment of teachers face a particular challenge, assis-tance for distance learning via television and radio is beingpursued. Non-formal education* is an effective way to pro-vide basic education to children and adults who never had achance to attend school or dropped out from schools. Japansupports literacy education by promoting community learningcenters - a kind of “Terakoya,” which were the civilian-runschools found throughout Japan in the Edo period (1603-1867). Thus, Japan also contributes to “The United NationsLiteracy Decade” starting in 2003.

Nepal Grant AidN e p a l

Towards the realization of “Education for All”

Morocco Yen Loan（ODA）M o r o c c o

Greater access to secondary education in rural areas

Niger is among the poorest countries in theworld. According to the UNDP (United NationsDevelopment Programme), the country’s grossenrollment ratio in primary education was 40%in 2001, close to being the lowest in the world.

Niger sets the goal of increasing the grossenrollment ratio in primary education to 91% by2013 in its “10-year education developmentplan.” Among many factors causing the lowenrollment rate, the two biggest reasons are theserious shortage of classrooms and the parents’low level of trust in local school management,which makes parents reluctant to send their chil-dren to school despite their desire to educatetheir children.

In dealing with the shortage of classrooms,development partners such as the World Bankand other donors, including Japan, are assistingNiger to construct about 20,000 classrooms. Todate, Japan provided 2,315 million yen as grant aidfor constructing additional 144 schools.

As for the reluctance of parents to send theirchildren to school, it is necessary to raise theirawareness about education and encourage their

Niger Technical CooperationN i g e r

School for All, School by All

Furthermore, the project has begun to havesignificant impact at the national level. Forinstance, the study manual developed for theproject has been utilized as the basis of Niger’s offi-cial study manual.

Students learning at a newly built secondary school (©JBIC)

Government developed a new education pro-gram, “Education for All 2004-2009,” in order tofurther expand and improve primary education.

The “Project for Construction of PrimarySchools in Support of Education for All” hasbeen conducted since October 2003, to support theconstruction of classrooms and educationresource centers in 15 selected districts, whichwere selected based on needs, poverty levelsand access to schools. The Government ofJapan provided financial and material resourcesneeded for the school construction, while theactual construction work was carried out withthe active participation of local people. Children in a Japan-assisted primary school in Nepal

Yemen has one of the largest gender disparity inbasic education, according to the UNDP’sHuman Development Report 2004. While thecountry’s overall net enrollment ratio in primaryeducation is 67%, the ratio for female is only47%. Likewise, while the overall adult literacyrate is 49%, the rate for female remains as low as28%.

The Government of Yemen developed a 10-year national strategy, “Basic Education Devel-

Yemen Technical CooperationYe m e n

Promoting community-based girls’ educationopment Strategy” in 2002, aiming at providingchildren with greater opportunities for basic edu-cation, with particular emphasis on eliminatinggender disparity.

However, since the decentralization processin public administration has been introduced onlyrecently, the country faces a number of chal-lenges including the low level of planning capaci-ty of local education administrators, insufficientmanagement capacity of school administrators

Girls’ class in Taiz Governorate

participation in school manage-ment. To this end, the govermentis promoting the establishmentof school management commit-tees (COGES) comprising ofteachers, parents and communityrepresentatives.

JICA has supported a “Schoolfor All” project since January2004 with the aim to provide amanagement model for COGESand to enhance the capacity oflocal education administrators tosupport COGES activities. Theultimate aim of the project is tomake community members playa central role in school manage-ment.

In several districts, the community membershave already planned and implemented actionprograms to make their local schools better,which has contributed to improved learning envi-ronments as well as increased educationalopportunities for children.

Morocco’s efforts to expand and improvebasic education led to the great improvement of thecountry’s enrollment ratio in primary educationfrom 53% in 1990 to 90% in 2001. However,infrastructure development for secondary education

has failed to keep up with the sharp increase in thenumber of primary school graduates, therebyconstraining the national secondary schoolenrollment ratio to 63%. Particularly, a shortage ofsecondary schools in remote rural areas is aserious issue, where their enrollment ratio is only42%.

Another challenge is a low enrollment offemale children in remote rural areas that was33% compared with 79% in urban areas, in2001. In response to this challenge, one of the pri-orities of the educational sector in Morocco is toconstruct secondary schools in each municipality inrural areas, so as to increase enrollement in sec-ondary education.

Japan provided 8.9 billion yen to Morocco

Election of school management committee members

Critical importance of girls’ educationAbout 60 % of the world’s out-of-

school children are girls, exemplifyinghow serious the gender disparity is ineducation. Evidence shows that whenmothers are literate and educated, theybecome knowledgeable about healthcare practices, thus preventing themfrom becoming ill during pregnancyand childbirth, which in turn reduceschild mortality rates. It also contributesto reducing maternal mortality rates andlowering fertility rate.

Education provides girls and womenwith greater opportunities for work, helpthem participate in the socio-economicactivities and enable them to make deci-sions for themselves.

through the Japan Bank for InternationalCooperation (JBIC) to finance the “Rural Sec-ondary Education Expansion Project.” The pro-ject consists of constructing additional 101 sec-ondary schools as well as providing necessaryequipment and library facilities for these schools inthe rural areas of five regions.

Moreover, the project will contribute tostrengthening the management capacity of theEducation/Human Resources DevelopmentDistrict Academy, which is the implementingagency of the project. It is expected that theproject will propagate secondary education in thepoor rural areas and help reduce disparities inaccess to education between urban and ruralareas as well as between male and female children.

and low level of community involvement in educa-tion development.

JICA has been supporting “BroadeningRegional Initiatives for Developing Girls’ Educa-tion (BRIDGE) Program in Taiz Governorate” fromJune 2005 to November 2008. The project isexpected to establish a model for effective localadministration system in education that can pro-mote girls’ education initiated by schools andcommunities, through the activities jointly con-ducted by local education administrators, schooladministrators and community members.

*Non-formal education refers to the organized educational activities which take place outsideof the formal education system. Non-formal education includes literacy education foradults and youths, alternative education for out-of-school children, and health education amongothers.

Broadcast equipment practice

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The Government of Kenya has set a goal toachieve industrialization by 2020. Accordingly,the government faced an urgent need to improvescience and math education at primary and sec-ondary levels, to develop human resourcesneeded to support such industrialization. It is in thiscontext that Japan assisted a project for“Strengthening Mathematics and Science inSecondary Education (SMASSE)” for five yearsfrom 1998, providing in-service training in sci-ence and math in nine selected districts. Thephase II of the project is being conducted from July

2003 to June 2006. With discussion and exchange of ideas

between Japanese and Kenyan experts, the projecthas adopted a unique approach of encouragingteachers to conduct innovative lessons utilizingscience experiments and practices. This method oflesson innovation is called the ASEI (Activity,Student, Experiment, Improvisation) approach,aiming at making teaching and learning morestudent-centered. The project has also successfullyintroduced the PDSI (Plan, Do, See, Improve)method, which encourages teachers to con-

stantly fine-tune their curricula according to the stu-dents’ learning achievements and educationalneeds.

Kenya’s experience and achievements havegained great attention from neighboring coun-tries in Africa, and a regional cooperation net-work in education called “SMASSE-WECSA”was established in 2002. Currently, more than 30African countries participate in the SMASSE-WECSA, to conduct training and establishregional network on ASEI and PDSI approaches.The SMASSE-WECSA is recognized as one ofthe most important projects in the New Partnershipfor Africa’s Development (NEPAD) and also plays acentral role in science and math working group ofthe Association for the Development of Educa-tion in Africa (ADEA).

Improving the quality of educationMany developing countries face the challenge of improving

the quality of education in addition to increasing access toeducation. The contents of education are often not relevant to theneeds and social background of pupils. Many children whocomplete primary education still have problems in basic litera-cy and numerical skills. Also, a large number of pupils repeatgrades or dropout of schools before completing primaryschooling.

Low quality education is caused by multiple factors,including a lack of trained teachers, their low level of motivationand teaching skills, a lack of textbooks and learning materials,and irrelevant curriculum. Among these factors, the quality of

teachers has the biggest impact on improving the quality of edu-cation. Therefore, Japan provides support to establish amodel system for teacher training and promote such a modelsystem nationwide, particularly in science and math. Suchassistance is expected to improve teachers’ capacity to manageclass work and to enhance students’ learning outcomes.

Japan also supports the development and distribution oftextbooks and teaching guides for teachers. Moreover, inorder to address the issue of teacher shortage and their lack ofqualification, Japan works to provide assistance to teachertraining institutions.

Kenya Technical CooperationK e n y a

Promoting students-centered teaching and learning

Secondary students conducting science practices

“Terakoya” (“temple hut” in Japanese) refers tothe voluntarily run institutions found throughoutJapan in the Edo period (1603-1867). In theearly 19th century, the total number of theseschools mainly set up at local temples was said tobe as many as 15,000. They provided literacy andbasic education to the children of common people.It is believed that the Terakoya facilitated therapid development of the Japan’s modern educa-tional system in the subsequent century. Today,these Terakoya-type schools support literacyprograms in many parts of the world.

The National Federation of UNESCO Associationsin Japan (NFUAJ) started the World TerakoyaMovement at the time of the launch of the Inter-national Literacy Year in 1990. Since then, the Ter-akoya schools have been introduced in 43 countriesin the world, promoting community based literacyprograms with support from Japan.

Long-time civil war and the heavy bombing

Afghanistan Technical CooperationA f g h a n i s t a n

“Terakoya” supports post-war nation building

Vietnam JICA Partnership ProgramV i e t n a m

Literacy education for ethnic minoritiesIn Vietnam, efforts have been made to provide

non-formal education opportunities for thosewho never had a chance to receive formal educa-tion for various reasons, though CommunityLearning Centers (CLCs), run and managed bycommunity people. The CLCs have been in oper-ation since 1997 in Vietnam, with support from theNational Federation of UNESCO Associations inJapan (NFUAJ) and UNESCO Bangkok office.

However, the eight provinces in the northernmountainous region (Son la, Lao Cai, etc.) with var-ious socio-economic difficulties have been facing aparticular challenge in establishing such CLCs bythemselves, which made the establishment of

model CLCs in these provinces an urgent task.Under these circumstances, JICA, in cooperation

with NFUAJ, supported a “Project for Promotion ofCommunity Learning Centers in the NorthernMountainous Region” from October 2003 toJune 2005. The main aim of the project was toestablish a model CLC in each of the eight target-ed province, to provide non-formal education forlocal villagers, particularly adult illiterates andprimary school drop-outs. The project contributedto improving the standard of living of the people inthe targeted communities and spreading CLCs inthe region.

Girls at a Community Learning Center

operations in Afghanistan devastated the coun-try’s education systems, resulting in the two-thirds of the population being illiterate. JICA andNFUAJ have been supporting a “Strengthening ofNon-formal Education Project” (March 2004～March 2007), for the purpose of supportingCommunity Learning Centers (CLCs) based onthe Terakoya approach.

In the project, three CLCs wereestablished in Kabul, to serve as amodel for non-formal educationinstitution in the country. The centersprovide literacy programs for com-munity members, who have startedlearning how to read and writeeagerly.

Recognizing the importance ofcommunity members’ active partici-pation in the management of thecenters, the project also provides

training for elders as well as male and femalecommunity leaders. Moreover, the Terakoya-based centers serve as local libraries and meetingplaces for the communities. Vocational trainingclasses such as sewing classes are also beingprovided in the centers, in order to meet theneeds of the local people, who are striving tomake their living.

Non-formal education workshop

Teaching students the joy of learningJapan Overseas Cooperation

Volunteers (JOCVs) provide voluntaryservices at the grassroots level in over120 different occupational fields inabout 70 countries. Of all the opera-tions of JOCVs, the activities in the fieldof education and culture account for 45%. In particular, a number of requestscome from many developing countriesto dispatch JOCVs as science and mathteachers.

Many developing countries face aserious shortage of teachers in ruralareas. In addition, teacher training sys-tem is often not well established andmany teachers lack opportunities, forinstance, to carry out science experi-ments in laboratories. This results inpoor quality of science and math educa-tion in many developing countries.

JOCV science and math teachers areexpected to help make local studentsinterested in science and math subjects,while providing support for curriculumdevelopment and advice to local teach-ers.

Since 2001, the “Special In-serviceTeacher Participation Scheme” has beenintroduced to encourage in-serviceteachers of Japanese public schools toparticipate in JOCV activities, whiletheir occupational positions are guaran-teed during their volunteer activities.

Ethiopia Grant Aid E t h i o p i a

Promoting decentralized distance learningEducation in Ethiopia faces many challenges

including a shortage of teachers and textbooks, lownet enrollment ratio in primary education, andlarge disparity between urban and rural areas.Under these circumstances, distant learning isconsidered as one of the effective ways to providechildren with wider opportunities for basic educa-tion and to reduce regional disparity .

Although Ethiopia is a multi-lingual country,the distant learning programs had been broad-cast only in English until the “Education SectorDevelopment Program” was introduced in 1996.The program set out a new policy direction that pri-mary education should be provided in each locallanguage in line with the country’s decentralizationpolicy. Subsequently, distant learning programs

need to be made according to the specific curric-ula developed by different local educationdepartments and broadcast in respective locallanguages.

Japan supported the “Project for Consolida-tion of Educational Television and Radio RecordingStudios” and provided broadcast equipment ateight radio stations and two TV stations. Also,Japanese experts on radio/TV education pro-grams have been dispatched to support the pro-gram. Thus, the project has been contributing tothe establishment of a decentralized nationaldistance learning system, through the provisionof both “hardware” and “software” assistance.

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Various reports from UNESCO and other orga-nizations suggest that, although the average netenrollment ratio in primary education is above90% in the Central and South American region,basic education in the region still face manychallenges . These challenges include high repe-tition and dropout rates, large disparitiesbetween regions, social classes and races.

The Government of Honduras has set a goal thatall boys and girls of school age receive and com-plete six-year primary education by 2015. How-ever, the reality is still far from the target goal, withthe completion rate in 2000 being 31.6% due tohigh repetition and dropout rates.

Japan has been dispatching Japan OverseasCooperation Volunteers (JOCVs) to support textbookdevelopment and other activities in Hondurassince 1989. These JOCVs include Japanesepublic school teachers who leave school tem-porarily for volunteer activities.

Owing to the high reputation of JOCV’s activities,the Government of Honduras requested Japan to

Honduras Technical CooperationH o n d u r a s

Improving teaching skills in mathematicssupport teacher training programs in mathematics.In response to this request, JICA started an“Improvement of Teaching Methods in Mathe-matics” project in 2003, in order to improveteachers’ capacities in teaching math.

Under the project, teachers’ manuals andself-study workbooks for students in all sixgrades of primary school has been developed,while teacher training programs are being con-ducted using the newly developed manuals and theworkbooks. In 2005, the workbook has beenintroduced nationally as a government autho-rized textbook for primary schools.

The success achieved in this project hasattracted much interest from other donor countriesand organizations, which has led to enhancedcooperation with these organizations. One suchexample is the financial support from Swedenand Canada for the distribution of the teachers’manuals and students’ workbooks developedunder the above JICA-supported project nationwide,within the framework of the Fast Track Initiative

Bangladesh has been promoting compulsoryprimary education since 1990, aiming at achievinguniversal primary education. As a result, thegross enrollment ratio in primary educationimproved from 76% in 1991 to 96% in 1996.However, one-third of the enrolled students stillleave school before completion. In order toaddress this challenge, the Government ofBangladesh in cooperation with developmentpartners initiated the Primary Education Develop-ment Program-Ⅰ(PEDP-Ⅰ) from 1998 and PEDP-Ⅱfrom 2004.

In 2002, the Government of Japan provided252 million yen in grant to UNICEF to support the“Project for Support to Intensive DistrictApproach to Education for All (IDEAL)” within theframework of PEDP-Ⅰ. The grant supported the pro-vision of educational materials and teacherstraining manuals in order to improve the quality ofteaching and learning at classroom level.

In addition, field-level cooperation has beenpromoted between Japan Overseas CooperationVolunteers (JOCVs) and UNICEF’s IDEAL project. Forexample, the students’ workbooks in math,which were developed in cooperation withJOCVs, have been introduced in classroomactivities by UNICEF.

Bangladesh Technical Cooperation/Grant AidB a n g l a d e s h

Introducing child-friendly teaching method

Teachers learning enthusiastically at a training session

Since 2004, JICA has been supporting a“Project for Strengthening Primary TeacherTraining on Science and Mathematics” under theframework of PEDP-Ⅱ, focusing on the improve-ment of in-service teachers training (INSET) withparticular emphasis on strengthening teachers’practical skills in classrooms.

In 2005, Japan provided another 243 million yenin grant to UNICEF for the purpose of strengthen-ing community-based school management andproviding educational opportunities for sociallyvulnerable children such as children from low-income families, ethnic minorities and childrenwith disabilities.

Malawi Grant AidM a l a w i

Training secondary school teachers

Students at Domasi College of Education

Exhibition of learning materials

The Education for All (EFA)-Fast Track Initiative (FTI)In 2002, the Fast Track Initiative was

launched as a global partnership ofdonors and low-income countries toensure accelerated progress towards theuniversal primary education by 2015,stated in the Millennium DevelopmentGoals (MDGs) and the Dakar Frameworkfor Action.

The low-income countries that need

external support to achieve the goal anddevelop Poverty Reduction Strategy (PRS)and a sound national education plan canreceive support from the FTI. As ofSeptember 2005, sixteen low-incomecountries were endorsed by the initiative.Japan has given aid to 14 of the 16 coun-tries. In FY2004, Japan’s aid in basic edu-cation to these countries has doubled.

teaching at secondary schools do not haveteaching certificates for secondary education,making it difficult to pursue regular curriculum inmany secondary schools. Accordingly, training ofadditional secondary teachers including femaleteachers became an urgent task.

Domasi College of Education, the largestteacher’s college in Malawi, has a serious shortageof educational facilities and materials needed totrain secondary school teachers since it was initiallyestablished as a primary teachers’ college.

Against this background, Japan provided a grantaid for “the Project for Improvement of DomasiCollege of Education” in July 2004, to upgrade theschool facilities and provide the needed equip-ment.

It is expected that 480 qualified secondaryschool teachers including 120 female teacherswill be trained each year, contributing to theimproved quality of secondary education andincreased female students’ enrollment.

In Malawi, free primary education was intro-duced in 1994, resulting in a dramatic increase inenrollment. The expansion of primary education hasled to the increased demand for secondary edu-cation. However, the number of school facilities andqualified teachers in secondary education are farbelow a level that can meet the growingdemand.

In many cases, primary school teachers arehired as substitute secondary school teachers.Consequently, 65% of the teachers currently

(FTI).The project has also had a positive impact on

education in neighboring countries. The projectbecame one of the subjects discussed at theCentral America Education Ministerial Meetingheld in 2003. It was decided that the projectachievements would be introduced in othercountries in Central America through a launch of aregional cooperation network. In this way, morethan 15-year cooperation in math education byJOCVs in Honduras are now about to bear fruit inthe region.

The newly developed teachers’ manuals and self-study workbooks

A JOCV in a teacher training session

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Indonesia, which has been moving towardsuniversal primary education, currently places toppriority on providing compulsory secondary edu-cation. In response to such priority, JICA hasbeen extending various supports to establish andexpand a model system for secondary educationsince 1999, with the central focus on communityparticipatory school management.

Under the JICA-supported “Regional Educa-tional Development and Improvement Program”

Improving the management of educationImproving the management of education is essential to

increase access to education, improve the quality, reducedisparities in education, and maintain the positive resultsgenerated by such efforts. To this end, it is important to buildcapacities of education policy makers and service providers toimplement educational reforms effectively, understand andanalyze the situation of education accurately, and developpolicies based on such analysis.

Japan provides support to develop education policies and

plans in developing countries while helping them effectivelycoordinate various activities carried out by different developmentpartners. In many countries, education management arebeing decentralized from central to the local level, closer towhere actual teaching and learning take place. Japan activelysupports capacity building of local education administrators andschool administrators. Japan’s assistance include data man-agement and education analysis as well as decentralizededucation planning.

Indonesia Technical CooperationI n d o n e s i a

Community-oriented school management

Students in a sewing class

Vietnam attaches top priority to educationsector development in its national developmentprogram. The Government of Vietnam formulatedthe “Strategic Program for Education Develop-

ment 2001-2010” in 2001, setting the goals ofachieving a 99% net enrollment ratio in primaryeducation, increasing education spending perchild, quantitative and qualitative improvement of

teacher supplies, and expanding and improvingschool facilities.

However, lack of detailed action plans toimplement such strategy and lack of mechanism tocoordinate development partners had been aproblem. Moreover, there was an urgent need tostrengthen the capacities of local educationdepartments, which have responsibilities forteacher recruitment and school construction.

Against this background, JICA conducted a“Support Program on Primary Education Devel-opment” from July 2001 to March 2004, tostrengthen planning capacities of educationadministrators at provincial level to support theformulation of national education developmentplan, and to incorporate it in provincial educationplans. JICA also helped strengthen Vietnam’scapacity to coordinate the activities of differentdevelopment partners working in the educationsector in Vietnam.

Vietnam Technical CooperationV i e t n a m

Supporting education planning

Education planning workshop

In Afghanistan, progress made in post-conflictnation building processes led to a dramaticincrease in school enrollment. Efforts have alsobeen made to improve the quality of education. Forinstance, a new curriculum is planned to beintroduced at primary level, while the new textbookshave already been developed.

However, most of the in-service teachershave barely had any opportunity to study inteacher training programs, due to the country’s pro-longed civil war. Consequently, it is said thatapproximately 80% of the primary school teachersare not qualified to perform their duties properly.

JICA is supporting “Strengthening TeacherTraining Project” from June 2005 to June 2007, toproduce teachers’ manuals and teacher trainingmanuals for the new curriculum as well asimplement in-service training (INSET) usingthese manuals. The project is expected to con-tribute to improving teachers’ teaching skills andcapacities.

Also recommendations are planned to bemade on the provision of teachers’ qualification andthe development mid- to long-term strategy forteacher training.

Afghanistan Technical CooperationA f g h a n i s t a n

Institutionalizing teacher training

Workshop on teachers’ manual production

Phase Ⅰ and Ⅱ, education and school commit-tees have been established to formulate localeducation development plans, comprising repre-sentatives of parents and community people.

In addition, awareness raising activities forcommunities, teacher training and improvement ofschool facilities have been carried out, in support ofthe establishment of community participatoryeducation administration.

In order to expand the model system to the

other provinces, the “Regional EducationalDevelopment and Improvement Program” arebeing implemented since September 2004, withparticular emphasis on strengthening the capaci-ty of local education administrators. The pro-gram is expected to be completed in September2008.

Students using science and math learning materials

Japan took the initiative to establish the TrustFund for Human Security in the United Nations in1999, to help secure people’s lives, livelihood

and dignity in the world. The fund has been utilizedto support a number of projects including recon-struction of education systems in post-conflictsituations and education of children and youth atrisk.

In Cambodia and Vietnam, many youth havemigrated from poverty stricken rural area tourban areas searching for better lives. However,most of them have few or no opportunities foreducation and jobs and the number of youth livingon the street is increasing. They are at high risk ofexploitation, physical abuse, prostitution andhuman trafficking.

Against this background, Japan providedapproximately US$360,000 of the Human Securi-ty Fund for “Support Urban Youth at Risk: House forYouth” project, carried out by UN-HABITAT (UnitedNations Human Settlements Programme). Theproject provided street youths with opportunities forbasic education and vocational training, whilevarious awareness raising activities about drugabuse and HIV/AIDS as well as psycho-social

18 19

In Afghanistan, due to the prolonged conflict,education system was devastated and manypeople were deprived of opportunities for education,girls and women in particular. Under the Talibanregime, education and employment of womenwere banned. Enrollment ratio in primary educationwas 38% for boys and only 3% for girls in 1999.After the establishment of the Interim Govern-ment in 2001, UNICEF conducted “Back-to-School” campaign with the support from Japan toenable 1.78 million children to start school in thenew school year of March 2002.

Under the campaign, more than seven milliontextbooks, 18,000 blackboards, learning materialskits for children and teachers were provided.Moreover, teachers were trained and schoolbuildings and facilities were rehabilitated. Of thetotal budget of US$19 million, Government of

Education in post-conflict and post-disaster situations / Education for human security

Conflicts and natural disasters result in the devastation ofeducation systems and become major barriers to children’sfuture. At the stage of emergency relief, efforts need to bemade to send children back to schools as quick as possible, inaddition to protecting life and restoring health and sanitation. Atthe stage of reconstruction, rehabilitation of affected schoolfacilities, training of teachers, curriculum development andreconstruction of education systems should be promoted,laying the foundation for post-emergency nation-building.Also, vocational and skill training is important to supportemployment for those who lost their jobs and to foster skilledworkforce.

In the process of recovery to development, educationplays a critical role in fostering much needed human

resources. Also, education can promote mutual understandingbetween one another, serving as an important first step forachieving ethnic collaboration and peace.

Conflict and disaster leave a large wound in many chil-dren’s minds. Rebuilding school facilities and restoring a safeenvironment for children to go to school and setting a goal oflearning will provide them with hope for the future. Thus,psychosocial care for children is important in post-conflictand post-disaster assistance.

Education also plays a pivotal role in promoting humansecurity and empowerment, that is to say, provide protectionagainst all threats to human existence and livelihoods as well asempower all people to pursue living with dignity.

Educating children - the future of the country

Female students learning at a temporary classroom(Afghanistan) (©UNICEF)

Japan financed US$11 million with grant aid. As aresult of the campaign, enrollment ratio in pri-mary education increased to 67% for boys and 40% for girls in 2003.

In Iraq, three wars and more than 10 years ofeconomic sanctions devastated the country’seducation system, which once enjoyed a reputationfor being the best in the Middle East. Japan pro-vided US$ 42 million in aid to support UNICEF’s“Back-to-School” program in Iraq, providinglearning materials to six million students, reha-bilitating approximately 150 primary schools andproviding teacher training.

Japan also provided approximately 652 mil-lion yen for UN-HABITAT (the United NationsHuman Settlements Programme) to support therehabilitation of 200 primary and secondaryschools that were completely devastated in three

Three weeks after a massive tsunami devastateda dozen Indian Ocean countries, the Government ofJapan provided emergency relief aid of US$ 70 mil-lion to UNICEF’s emergency operations, of whichUS$ 25 million was utilized to support Indonesia.This contribution from Japan accounted forabout half of the resources requested by UNICEFTsunami Children’s Emergency Appeal.

The tsunami-affected children who lost theirfamilies and sources of income suffer from seriousphysical and psychological damage. UNICEF hasfocused on assistance to help such childrenreturn to their normal lives as quickly as possible.UNICEF provides tents to support the re-opening ofschools while opening Children’s Centers thatprovide affected children with psychosocial support.

Indonesia Contribution to UNICEF（Emergency Assistance）I n d o n e s i a

Psychosocial care for childrenIn Indonesia, temporary classrooms using

large tents for 430,000 students were providedthrough Japan’s relief aid. Also, recreation kitsfor psychosocial care of 107,000 children, aswell as “school-in-a-box” kits containing basiceducational supplies for approximately 110,000children were provided through Japan’s aid.

As a result of such prompt assistance, morethan 90% of the primary school students cameback to schools for their re-opening ceremonies inJanuary 26, 2005, about one month after thetsunami devastation.

The Government of Afghanistan has set aplan to rebuild the country’s higher educationsystem in line with the country’s “Rebuilding ofEducation Development Policy,” developed withsupport from UNESCO. The country’s prolonged civilwar destroyed the buildings and facilities of mosthigher education institutions while laboratoryequipment belonging to these institutions hadbeen looted. Also, the payment of salaries forthe staffers is often delayed due to tight budget forhigher education, making it difficult to hire newinstructors with high academic standards.

The Government of Japan provided 416 millionyen as grant to procure practice and laboratory

Afghanistan Grant AidA f g h a n i s t a n

Rebuilding higher education

Science class at University of Kabul

equipment for the University of Kabul’s Schools ofScience and Engineering, Agriculture, Veterinaryand Medicine and the Kabul University of Education.

Furthermore, as public-private cooperation,five women’s universities in Japan have beenworking together to jointly accept more than 10female Afghan lecturers every year for training.Also, academic partnership agreement has beensigned between the School of Agriculture of theUniversity of Kabul and a Japanese university,assigning several Afghan lecturers to be trained inJapan.

The Northern Algeria Earthquake in May 2003caused a serious damage across the region,leaving a total of 2,300 dead, 11,500 injuredand 1.8 million houses damaged.

School facilities were also heavily damaged,which forced many of these schools to resort tocontinue classes by using makeshift schoolbuildings, the damaged school buildings withquick repairs, or classrooms in the neighboringschools in case of complete collapse of schoolbuildings. A long distance commuting by stu-dents caused by such temporary measures ledto deterioration in the education environment.

Algeria Yen Loan（ODA）A l g e r i a

Rebuilding schools devastated by earthquake

Students and a rehablitated school building

Moreover, a serious shortage of classroomsand educational equipment caused by the earth-quake have forced many primary schools to goback into operating on a double-shift system thatthe Algerian government plans to abolish by2008.

Japan provided Yen loan of approxi-mately 2.9 billion yen throgh JBIC for the“Earthquake–affected Education Sector Recon-struction Project.” The loan will finance civil work forrebuilding 26 primary schools, as well as fourjunior and six senior high schools that were mostheavily damaged by the earthquake, together

Cambodia, Vietnam Trust Fund for Human SecurityCambodia / Vietnam

Support for urban youth at risk: “House for Youth”

Children in a life skill class (©UNESCO)Children with schoolbags provided (©UNICEF)

Afghanistan / Iraqwith education equipment for these schools.These new schools are all resistant to earth-quakes.

Afghanistan, Iraq Emergency Grant Aid・International Reconstruction Fund for Iraq

cities in southen Iraq, assisting the earlyresumption of these schools. These rehabilitationprograms are also expected to create newemployment opportunities for local communities.

care programs were carried out. In addition,capacity development seminars for social orienta-tion were conducted.

The Trust Fund for Human Security alsofinanced approximately US$610,000 for “Non-formal Basic Education and Vocational SkillTraining for Children and Youth at Risk” project inCambodia, which was implemented by UNESCOCambodia office in cooperation with five localNGOs. The project targeted about 3,000 children indifficult circumstances aged five to twenty fourincluding orphans, school dropouts and streetchildren, and provided them with opportunitiesfor literacy and math classes, capacity buildingin problem-solving and life skills. Also, vocationaltraining programs such as cosmetology, poultry,sewing and electric product maintenance wereconducted to help these children and youth topursue self-reliance and reintegration in thesociety. In addition, the project supported them togo back to formal schooling system whereeverpossible.

20 21

Recognizing the close linkage between healthstatus of children and their learning achieve-ments, the Government of Laos formulated the“National School Health Policy” in 2005. Thegovernment established school health promotioncommittees at central, provincial and district levels,aiming at strengthening the cooperation betweenschools and communities to enhance children’shealth and life skills, create healthy learningenvironment, and provide health services andnutrition as well as conduct disease control andprevention measures.

JICA conducted a “Project for StrengtheningHealth Service for Children” from 2002. The projectactivities included the implementation of sanitationcampaigns using songs by a popular Lao singerand picture story shows, human resources

Promoting multi-sectoral approachHealth and education are closely intertwined with each

other. Healthy life promotes effective learning, while obtainingknowledge about health and sanitation through educationcontributes to improved health conditions of students. Provisionof adequate safe water and sanitation facilities, health educa-tion and de-worming activities in schools can improve thehealth and sanitation status of children, while school feeding andawareness raisng about nutrition contributes to improvednutrition.

In the post-war period, Japan promoted school-basedhealth programs in addition to developing basic health infras-

tructures, training of quality health workers and promotingMaternal and Childhealth Handbooks. These measures con-tributed to the dramatic improvements in public health in ashort time, including reduction of child mortality rate.

Health and sanitation education in schools are particularlyeffective in controlling infectious diseases prevalent in devel-oping countries, such as HIV/AIDS, tuberculosis, malaria andguinea worms. Educating children about the positive healthbehavior such as washing hands and using safe drinkingwater greatly benefits the overall promotion of basic publichealth.

Laos Technical CooperationL a o s

development activities and pilot projects forparasite control in cooperation with theproject in Thailand. In the course of theproject, the development of the coun-try’s national school health policy hadgathered momentum and the actual for-mulation of the plan has been assisted byJICA.

Recently, JICA dispatched experts inschool health to support the policyimplementation and to strengthen thecapacities of school health promotioncommittees, as well as to enhance thecapacities of school principals andteachers for ensuring the sustainabilityof the activities.

In countries with serious food security situa-tion, many children from poor families sufferfrom hunger. Hunger deprives children fromconcentration and motivation to learn. Also, seriousmalnutrition is an obstacle to children’s physicaland intellectual development.

Japan has been actively supporting WorldFood Program’s school feeding program,through regular resources and food assistanceprograms earmarked for selected countries.School meals provide much-needed nutrition forchildren from poor families, boost enrollment,promote regular attendance and enhance stu-dents’ learning abilities.

In Angola, Japan used the Trust Fund forHuman Security to provide about 120 million yenthrough WFP for the school feeding activities in thetwo states, which were suffering from low schoolenrollments resulted from poverty for over threeyears since the end of civil war. At the targeted

schools, HIV/AIDS awareness program are alsobeing conducted, which is expected to contribute tothe enhanced HIV/AIDS prevention.

In Myanmar, Japan has been supportingbuckwheat cultivation as an alternative crop forpoppy in Kokang Special Ward located in a farremote area of Myanmar where ethnic minoritiesreside. Japan assisted the development and pro-duction of “buckwheat cookies” for the localmarket, which were used in school lunches byWFP, in view of the rich nutrients in buckwheat.Some reports suggest that school enrollmentimproved in the targeted area, thanks to schoollunches containing buckwheat cookies. Thus,the assistance in agriculture starting as part ofthe poppy-derived opium eradication activity, hasnow contributed to improving health and educationfor children in Myanmar.

Children waiting on line for school meals

School Feeding Program(WFP)Supporting children’s learning by school feeding programsSupport for School Feeding Programs [World Food Programme (WFP)]

Partnering for the progressMaximizing the impact of education assistance requires

wide partnership with partner governments, citizens, interna-tional organizations, other donor countries, non-governmentalorganizations (NGOs) and the private sector.

Japan seeks to provide assistance in education in line withnational education sector plans developed by partner countries.Japan also actively cooperates and coordinates with otherdevelopment partners to promote the efficient implementationof its cooperation activities.

To foster collaboration with international organisationsworking in educaton sector such as UNESCO and UNICEF, Japanprovides various trust funds and general contribution to theseorganizations.

Partnership with NGOs is an important strategy. Japanassists local and international NGOs that are active in educationdevelopment through “Grant Assistance for Grassroots andHuman Security,” and Japanese NGOs with “Grant Assistancefor Japanese NGOs.”

M o n g o l i aProviding poor children with early childhood education

The Japan NGO Network for Education(JNNE) was established in January 2001 tobuild networks among Japanese NGOsworking in the field of education. The majoraims of JNNE are to give policy recommen-dations to governments and internationalorganizations, conduct research activitieson educational cooperation, conduct vari-ous awareness raising activities such asthrough seminars, and strengthen thecapacities of NGOs.

The Ministry of Foreign Affairs has meet-ings with JNNE regularly to exchange

information and opinions on cooperationpolicies and strategies in education assis-tance.

The Ministry of Foreign Affairs assists anumber of development and humanitarianprojects undertaken by Japanese NGOsthrough the “Grant Assistance for JapaneseNGO Project.” The Grant was establishedin 2002, by merging Grant Assistance forGrassroots Projects and the GrantAssistance for Supporting NGO EmergencyActivities.

This new grant scheme partially covers

the expenses for NGO personnel and con-ducting meetings, supporting the smoothand effective operations of NGOs activities.

In FY 2004, the Ministry of ForeignAffairs provided 1.04 billion yen to 72 pro-jects in 32 countries carried out by 46Japanese NGOs under this grant. The pro-jects supported by the grant include the“Project to Construct a School Building atSansam Kosal Primary School” in PhnomPenh, Cambodia, by Japan Team of YoungHuman Power (JHP).

Working with Japanese NGOs

UNESCO plays a leading role in promoting therealization of EFA Dakar Framework for Actionadopted at the World Education Forum (Dakar,Senegal in April 2000).

Since 2000, Japan has supportedUNESCO’s various EFA activities through theJapanese Funds-in-Trust for Capacity-Buildingfor Human Resources. The total amount ofJapan’s assistance for UNESCO’s EFA relatedactivities through this trust fund amounted tomore than US$13 million to date. The projectsupported with the trust fund includes; Strength-ening National Capacities in Educational Plan-ning and Management for the Implementation ofEducation for All in Pakistan; In-service Training ofBasic Education Teachers in Yemen; HumanResources and Institutional Development in theNigerien Educational System; Strengthening theEFA Coalition and Emerging Partnerships in Viet-nam; and Literacy and Non-formal Educa-tion Development in Afghanistan (LAND Afghan) .

Also, Japan assists EFA activities in Asia and thePacific region carried out by UNESCO Bangkokoffice through the Trust Fund for the Education forAll Programme that was established in 2002.

The major activities include: 1) expansion andimprovement of pre-school and non-formal edu-cation; 2) expansion and improvement of formaleducation; 3) support to develop national EFAaction plan; 4) establishment of global network; and5) evaluation activities.

Supporting UNESCO’s effortsfor “Education for All” (EFA)

Children at a sanitation campaign event

Children at the child development center

Strong linkage between health status and learning achievement

Mongolia Grant Assistance for Grassroots and Human Security

Many poor families in Ulaanbaatar, the capital ofMongolia, live in the 10th ward in the Songi-nokhairkhan district, located on the north side of thecapital city. In recent years, due to heavy snow anddrought, poor farmers in rural areas havemigrated to the city, leading to the drasticincrease in residential population in the ward.

The Child Development Center established in1999 with participation of local community is theonly kindergarten in the ward that provides pre-school education for 50 local children, most ofwhom come from the lowest-income families.Though it has received an increasing number ofapplications for admission, the center is toosmall to accept more than 50 pre-school chil-dren due to the limited facilities.

Few children without pre-school experience

can keep up with classwork in primary school,and many dropout from school. To support childrenwho have no opportunity for preschool educa-tion, the center conducts a visiting school tour toeach low-income family’s Gel (a Mongolian tradi-tional tent house). However, such an alternativeschool is difficult to pursue in an efficient manner.

Against this background, Japan providedgrant assistance for grassroots human securityof approximately 5.44 million yen for “The Projectfor Extension of the Child Development Center inSonginokhairkhan District of Ulaanbaatar City,”in order to expand the center. The newlyexpanded center can accept more applicants foradmission, providing pre-school education forthe increased number of local poor children.

region.Yen loan was provided for the project to

upgrade school facilities and equipment, trainlecturers and administrators from the Chinesetargeted universities in Japan andcarry out joint research projectsbetween Japanese and Chinese uni-versities. The project’s activitiescover 167 universities in 19provinces, municipalities andautonomous areas in the inlandregion. Since the start of the project,695 university staffs had already visit-ed Japan by May 2005.

The project has been contributing topromoting mutual understandingbetween the two countries and pur-suing their joint activities to tackle

ASEAN University Network / SoutheastAsia Engineering Education Development(AUN/SEED-Net) is a network for cooperation ineducation and research, consisting of 19 univer-

sities from 10 ASEAN member countries and 11support universities in Japan. The project isbeing carried out from 2001 to 2006, with thepurpose of establishing the network itself andimproving the research and education capacityof the participating 19 ASEAN universities in thefield of engineering, through the cooperationwith Japanese universities.

The main activities of the project are the creationof a network of researchers and teachers ofhigher education institutions specializing in engi-neering education in the ASEAN region, the provi-sion of support to pursue advanced studies(Masters in ASEAN and PhDs in both ASEAN and

Japan), as well as research support and organiza-tion of academic workshops and seminars.

This cooperation network was first proposedat the 1997 Japan-ASEAN Summit Meeting. Itwas based on the idea that in order to overcomethe economic crisis experienced by the ASEANcountries, a new network of institutions specializ-ing in engineering education should be created.

23

［Higher education/Technical education］

22

Indonesia has started establishing polytechnicinstitutes (technical college) for training qualitymiddle-level technicians since the early 1980s,in line with the country’s national policy onindustrial development. Japan assisted theestablishment of the Polytechnic Institute ofSurabaya in 1986 with grant aid. Technicalcooperation has also been provided to supportthe “Project for Polytechnic Institute ofSurabaya” from 1987 to 1994, aiming at devel-oping teaching materials in electronics engineeringand information engineering, training instructorsand improving school management.

In order to disseminate the experiencesgained at the institute, the Third Country TrainingProgram* for teachers of higher education institu-tions in other countries in Asia was launched in

1993. Since 1999, a new project on “Strengthen-ing of Polytechnic Education in Electric-relatedTechnology” was launched, aiming at creating afour-year teacher training course in electric-related fields (electricity, electronics, telecom-munications and information) and a three-yearcourse in information technology.

In FY 2001 and 2002, grant aid was againutilized for the construction of school facilitiesand the procurement of educational and laborato-ry equipment. Today, the third country training hasbeen extended to cover Africa, and the Asia-Africa cooperation in the related fields is underway.


Higher educationIn the age of accelerated globalization of economy, the

critical role of higher education has received renewed recog-nition. Higher education institutions in developing countries arerequired to change positively in this new global environment.For instance, higher education institutions are expected todevelop human resources needed for knowledge-based society,serve a society as a whole, promote the culture of lifelonglearning and strengthen networks with industry circles.

Japan supports the expansion and improvement of highereducation in developing countries, through improving the

contents of learning and methods of teaching, upgradingfacilities, reducing disparities and improving school manage-ment, particularly in such fields as engineering, agricultureand business administration. Moreover, in response to therecent trend of globalization in university education, Japanpromotes global education and research networks, dispatchesteachers from Japanese universities, exchanges teachersbetween Japanese universities and those in partner countriesand carries out distant learning by optimizing informationand communications technology.

Indonesia Grant Aid/Technical CooperationI n d o n e s i a

Training technicians in electronics/telecommunications engineering

Laos has been making a steady transition to themarket economy system since 1986. In order tofacilitate such transition, the National Universityof Laos was established in June 1995, whichhas the first ever faculty of economics and businessmanagement in the country. JICA conducted aproject for “the Faculty of Economics and BusinessManagement, National University of Laos” sinceSeptember 2002, to support this new faculty.

The project activities included the develop-ment of curriculum, textbooks and syllabus toboost the academic standard of the faculty aswell as the improvement of school managementincluding student and library management. Inaddition, faculty members have been sent to uni-versities in Japan to study at master and doctoraldegree programs, in order to strengthen theirresearch capacities.

As part of the project, lecturers andresearchers of Kobe University were temporarily dis-patched to the faculty while distant learning pro-grams were also provided from Japan.

Laos Technical CooperationL a o s

Training future leaders in the global market economy

With the prevalence of primary and secondaryeducation whose enrolment ratio reached 98%in 2003, China has set its next goal of increasingthe enrollment ratio in higher education such asuniversities and graduate schools. Although17% enrolment ratio in higher education wasachieved in 2003, it still remains low compared to51% in Japan and 38% in Thailand.

“The Inland Human Resources DevelopmentProject” was started in 2001, to improve bothquantitative and qualitative aspects of highereducation in the inland region that is far behindother regions in terms of level of development.The support is expected to contribute to boostinglocal economies, promoting a market economysystem and developing quality human resources inthe field of environmental protection in the inland

China Yen Loan（ODA）C h i n a

Cooperation between Japanese and Chinese universities

ASEAN Technical CooperationA S E A N

Engineering network between Japan and ASEAN

Seminar participants

The Polytechnic Institute of Surabaya won the 2001NHK Robot Contest (in the category of university).

According to a survey, about 80% of newgraduates from the faculty were employed within sixmonths, while about 80% of the 100 organizationsand firms that responded to the survey indicatedthat they would be keen to employ the facultygraduates.

Students learning at a Faculty of Economics and Business Management, National University of Laos

Human resources development workshop in Xian (©JBIC)

* Training implemented by JICA, aiming at enabling adeveloping country to transfer the skills it has acquiredthrough technical cooperation provided by Japan to otherdeveloping countries.

various global issues, while the advanced know-how and academic resources of the Japaneseuniversities are expected to be optimized for thegreater good.

25


24

The Japan-Senegal Vocational Training Cen-ter was established with grant from Japan in1984, in line with Senegal’s national policy toachieve industrialization by moving towards theeconomic structure based on light industry from theone relying on primary products. Technicalcooperation to train middle-level technicians hasbeen provided to the centre, and the one foradvanced-level technicians has also startedsince 1999. In addition, the center has beenaccepting trainees from neighboring countriessince 1992.

The center, which enjoys a great reputationfor being the best vocational training center inSenegal is now recognized as one of the threebest vocational training centers in Francophone

Technical / Vocational education and trainingTechnical and vocational education and training play an

important role not only in increasing one’s income but alsodeveloping human resources needed for socio-economicdevelopment. A quality work force attracts foreign invest-ment that promotes diversification and sophistication of localindustries, strengthening their competitiveness in a globalmarket. Technical and vocational education and training alsohelp increase employment and entrepreneurial opportunities foryouth, leading to stability and self-help development ofdeveloping countries.

Japan has been providing assistance for upgrading voca-

tional training institutes and equipment, supporting technicaltraining, giving necessary advice to such institutes and helpingimprove school management, developing carriculum suitable formarket needs, training instructors, and enhancing partner-ship with local industrial circles. These vocational traininginstitutes are further developed and used as the regional centersto accept trainees from neighboring countries and promoteSouth-South cooperation. Recently, Japan supports theincome generating activities of these institutes helping themoperate on a sustainable basis.

Senegal Grant Aid/Technical CooperationS e n e g a l

Precision machinery practice with a Japanese expert

In Uzbekistan, which is in transi-tional period from socialist economyto a market economy, the agricul-tural sector is one of the mostimportant industries, accountingfor 40% of employment and 30%of the GDP. Thus, the develop-ment of agriculture sector andthe improvement of agriculture-related education are two ofthe most important tasks that thegovernment has to address.

Uzbekistan has been pursuingeducation reform that includesthe introduction of compulsorysenior secondary education. Aspart of the reform, the govern-ment has been trying to expand

Uzbekistan Yen Loan（ODA）U z b e k i s t a n

Transferring the practical know-how of Japanese agricultural high schoolsand improve vocational education particularly in thefield of agriculture.

To support such efforts of Uzbekistan, Japanprovided a Yen loan of 6.3 billion yen throughJBIC, for the “Senior Secondary Education Pro-ject.” The loan supported the country’s 50 agri-cultural schools through the provision of educationalmaterials such as science laboratory equipment andtractors. Training courses for school principalsand senior administrators in charge of schoolmanagement were also conducted both in Japanand Uzbekistan.

In Japan, the trainees from Uzbekistan learnedknow-how in school management, crop cultivation,dairy husbandry/veterinary and food processing. Inparticular, training such as dairy production and civilengineering machine operation utilizing theadvanced technology impressed many trainees.Agricultural practice using a tractor (©JBIC)

Africa.As an aftercare program for the technical

cooperation, training materials for four depart-ments of the center - electronics, industrial elec-tronics, electronics engineering and automobilemechanics - were provided from July 2002 toDecember 2003, in addition to the acceptanceof trainees in Japan and dispatch of Japaneseshort-term experts to the center.

These efforts have contributed to the center’shigh placement rate of approximately 80% in2004. The director of the center is keen to continueto accept trainees from neighboring countries,saying that “Senegal is a country with the spirit ofwelcoming guests and we are confident that wecan promote South-South Cooperation.”

In Uganda, a shortage of skilled workerscaused by the country’s prolonged civil war was ahuge obstacle to the country’s industrial andeconomic development. In responding to suchneeds, JICA supported “Nakawa VocationalTraining Institute Project” in the capital Kampalafrom May 1997 to May 2004.

Major objectives of the project were to developa training system at the Nakawa VocationalTraining Insitute, establish and carry out voca-tional training courses, improve instructors’teaching capacities, and establish committees topromote cooperation with local industry.

The institute has also started conductingincome generating business utilizing schoolfacilities, in order to generate a part of its runningcost. The project also supports entrepreneur-fostering training at the institute, in cooperation witha “Micro, Small and Medium Enterprises Develop-ment Project” carried out by United NationsIndustrial Development Organization (UNIDO).

In order to extend the institute’s training

capacity acquired under the project, support hasbeen provided to conduct in-service training tothe instructors from other vocational schools in

Uganda Technical CooperationU g a n d a

A School generating income and fostering entrepreneurs

Machinery practice at the Nakawa

Vocational Training Institute

In Vietnam, many foreign-capitalized firmshave started business operations and industrial-ization has been accelerated. Under such cir-cumstances, the country faces an urgent needto improve the level of skilled laborers. “Project forStrengthening Training Capability for Technical

Vietnam Technical CooperationV i e t n a m

Professional attitudes and skills meeting local industrial needsWorkers in Hanoi Industrial College” has beencarried out since 2000, to develop and conducttraining courses to nurture machine technicians atthe Hanoi Industrial College, one of the leadingschools in northern Vietnam.

In addition to the regular training courses, the

Turnery practice

college has started providing short-term trainingprograms for employees of local factories as well astaking manufacturing orders from private firms.Through these activities, the project greatlyenhanced the school’s capacity to understandthe local business needs and develop its trainingprograms according to such needs, further facili-tating the good and trustworthy relationshipswith the local industry.

The students who completed the trainingcourse supported by the project have acquirednot only specialized technical expertise but alsoproper working attitude and ethics as well ashigh motivation to manufacture quality products.Accordingly, they are enjoying a high reputationamong local industry circles including localJapanese-affiliated firms.

South-South cooperation in vocational training

Uganda as well as neighboring countries inSoutheast Africa, which is expected to contribute toimproving their teaching capacities.

27


26

Malaysia has set itself the goal of becoming adeveloped country by 2020. To achieve thisgoal, the country has placed priority on furtherexpanding and improving higher education insti-tutions as well as fostering human resourcesdevelopment in the field of scientific researchthrough the promotion of overseas education.

The “Higher Education Loan Fund Project II(HELP-II),” a project that supports Malaysian stu-dents who wish to study abroad, has beenimplemented with an ODA loan provided throughOECF (Overseas Economic Cooperation Fund),following the project I (HELP-I) that started in1992.

The study under HELP I consists of 2-yearpreparatory study in an educational institution inMalaysia and 4-year undergraduate study inJapanese universities after their entrance exami-nation.

Assistance for international studentsIn the globally inter-linked economy and society, the

exchange of international students contributes to buildingclose human networks and promoting mutual understanding andfriendly relationships between Japan and foreign countries.Also, it is considered a part of “intellectual internationalcooperation” to upgrade the levels of education and academicresearch work both in Japan and in foreign countries, andsupport quality human resources development in developingcountries.

As a member of the global community, Japan seeks toprovide young people overseas who are expected to playleadership roles in the future, with a greater opportunity tostudy and research in Japan.

Based on “Plan to Accept 100,000 Foreign Students”,Japan has advanced various policies to increase the number offoreign students studying in Japan, including planned devel-

opment of systems to accept Japanese government scholarshipstudents, support for privately financed foreign students, andenhancement of education and research guidance given toforeign students.

The goal of accepting 100,000 students was achieved inMay 2003, and the total number of accepted foreign studentsreached about 117,000 in 2004.

Since 1999. the “Project for Human Resource DevelopmentScholarship” has been carried out, to support the nationbuilding efforts of developing countries. The project is imple-mented jointly with Japan and the government of developingcountries, which work together to identify the field of studies,recruit and select students. In 2004, 243 foreign studentswere accepted by higher education institutes in Japanthrough this project.

Malaysia Yen Loan（ODA）M a l a y s i a

In the phase II, a “twinning” program wasintroduced at undergraduate level. In the “twining”program, a part of university education is providedin Malaysia, and these credits earned areacknowledged by Japanese universities lettingMalaysian students transfered to the 2nd year.Thus, “twining” system contributes to makingthe period of their stay shorter and reducing thecost accordingly.

With great cooperation and understandingfrom Japanese universities, the project has beensupporting Malaysian students’ study at universitiesof science and technology in Japan in a sustainablemanner. In the five-year period starting from2001, approximately 300 Malaysian studentshave been transferred to Japanese universitiesby using the twining program and their academicperformance has been receiving a high reputa-tion.

Number of foreign students studying in Japan

0

20,000

40,000

60,000

80,000

100,000

120,000

1983 1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 (year)

Total number�

Privately financed foreign students�

Japanese government scholarship students�

Foreign government sponsored students

（number of students）�

10,428 12,410

9,2672,345

798

15,009

11,7332,502

774

18,631

14,6593,077

895

22,154

17,701

3,458

995

25,643

20,549

4,118

976

31,251

25,852

4,465

934

41,347

35,360

4,961

1,026

45,066

38,775

5,219

1,072

48,561

41,804

5,699

1,058

52,405

44,783

6,408

1,214

53,787

45,577

6,880

1,330

53,847

45,245

7,371

1,231

52,921

43,573

8,051

1,297

51,047

41,273

8,250

1,524

51,298

41,390

8,323

1,585

55,755

45,439

8,774

1,542

64,011

53,640

8,930

1,441

78,812

68,270

9,173

1,369

95,550

85,024

9,009

1,517

109,508

98,135

9,746

1,627

117,302

105,592

9,804

1,906

7,4832,082

863

The Japanese government scholarship student system

The Japanese government scholarship stu-dent system is comprised of seven programsprovided for the following types of students :Research students, Trainee teachers, Scholar-ship students of Young Leader's Program(YLP),Undergraduate, Japanese studies/Japanese culturestudies students, College of technology studentsand Senshu-gakko (Special training college) stu-dents. 0 500 1000 1500 2000

China �

Thailand�

Indonesia�

Vietnam�

Bangladesh�

The Philippines�

Malaysia�

Mongolia�

Brazil�

Cambodia�

�

1,810�

622�

600�

530�

440�

315�

255�

240�

220�

151

number of students (FY2004)

International Student LoanFor enhancing human resouces capacities to

develop and implement economic and develop-ment policies as well as to advance industrializa-tion, Japan has provided a total of 59.1 billionyen in loans to three countries : Indonesia, Thailandand Malaysia.

Indonesia

Malaysia●Higher Education Loan Fund Project (Ⅰ)●Look East Policy Project●Higher Education Loan Fund Project (Ⅱ)

Thailand ●Japan-Thailand Technical Transfer Project

Website for development assistance in education●The Ministry of Foreign Affairs of Japanwww.mofa.go.jp/policy/oda/category/education/index.html

●BEGIN（Basic Education for Growth Initiative）www.mofa.go.jp/region/africa/education3.html

●Ministry of Education, Culture, Sports, Science and Technologywww.mext.go.jp/english/index.htm

● Japn International Cooperation Agencywww.jica.go.jp/english/

● Japan Bank For International Cooperationwww.jbic.go.jp/english/index.php

●UNESCO（EFA）www.unesco.org/education/index.shtml

●World Bankworldbank.org/education/

●UNICEFwww.unicef.org/

● Association for the Development of Education in Africa (ADEA)www.adeanet.org/

Studying abroad efficiently with mutual acknowledgement of degree credits

●Science and Technology Manpower Development Project●Professional Human Resources Development Project (Ⅰ)●Professional Human Resources Development Project (Ⅱ)

Students in a practice session (©JBIC)

Ministry of Foreign Affairs of JapanEconomic Cooperation Bureau

2-2-1 Kasumigaseki, Chiyoda-ku, Tokyo 100-8919, JapanTel +81-3-3580-3311

www.mofa.go.jp/policy/oda

November, 2005

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