Suchergebnisse

PurposeEducation for sustainable development (ESD) aims at changing the approach to education that integrates principles, values and practices of sustainable development, and needs to be incorporated into all forms of learning and education. The purpose of this paper is to review the way in which ESD has been developed at universities in Japan. The paper also seeks to examine major patterns of education and research related to ESD at Japanese universities.Design/methodology/approachThe authors adopted two research approaches: a review of literature and electronic resources, mainly the web sites of universities, to present the overview of ESD at Japanese universities; and a questionnaire survey which analyzed responses from 18 undergraduate programs and 14 postgraduate programs at Japanese universities.FindingsThe paper points out that the ESD implementation in higher education in Japan lacks coherence with other education reforms and is not linked with ESD at school and local levels. The paper also stresses that initial stages of ESD in Japan have prioritized environmental sustainability and have not yet adequately expanded to include wider issues concerning ESD. Moreover, the paper discusses that there is a lack of internal consensus to promote ESD and shared recognition inside universities, combined with a lack of effective guidance designed to enable students to acquire cross‐disciplinary perspectives.Originality/valueThere are many universities implementing ESD‐related programs and activities in various countries. Yet, there has not been enough study done to reveal the constraints/problems universities are facing to promote ESD. This paper's originality and value addresses this research gap.

Intro -- Series Editors Introduction -- Foreword -- Preface and Acknowledgments -- Contents -- Contributors -- Abbreviations -- Chapter 1: Japan´s International Cooperation in Education: An Overview -- 1.1 Purpose and Scope of the Book -- 1.2 International Education Cooperation in Japan´s ODA -- 1.2.1 Features of Japan´s Educational Cooperation in Comparison to Overall ODA -- 1.2.2 Previous Literature on Japan´s International Cooperation in Education -- 1.3 Chronological Overview of Japan´s International Cooperation in Education: A 65-Year History of Cooperation -- 1.3.1 The Emergence of Educational Cooperation in Japan: Early Focus on TVET and Higher Education (1950s-1970s) -- 1.3.2 Period of Hitozukuri Cooperation Under the Rapid Expansion of ODA (1980s) -- 1.3.3 Shift to Basic Education (1990s) -- 1.3.4 Period of Global Governance of Educational Cooperation (2000s and Thereafter) -- 1.4 The Development of Japan´s International Education Cooperation Through Basic Education, TVET, and Higher Education -- 1.4.1 Basic Education Cooperation -- 1.4.2 Technical and Vocational Education and Training (TVET) Cooperation -- 1.4.3 Higher Education Cooperation -- 1.5 Analytical Perspectives on Japan´s Educational Cooperation -- References -- Part I: International Education Cooperation Policy -- Chapter 2: Japan´s International Education Cooperation Policy Before 1990: Controversy and Hesitancy Toward Interventions for ... -- 2.1 Postwar Reconstruction and the Beginnings of International Cooperation in Education -- 2.1.1 The Beginnings of International Cooperation in Education -- 2.1.2 Starting of the Karachi Plan and Japan´s Involvement -- 2.2 Activities of the Ministry of Education and Review of ODA Policy -- 2.2.1 Efforts of the Ministry of Education on Educational Cooperation Projects.

This book presents policy debate and analysis of educational reform context, process, and capacity - mainly in Southeast Asian countries - and calls for a new political economy of educational reforms and capacity development. The conceptual/analytical framework addresses both the efficiency and equity dimensions of educational reforms, encompasses all the stakeholders in the process of educational reforms, and suggests whose capacity needs to be developed. Country cases, targeting Cambodia, Laos and Vietnam and featuring Southeast Asia/country experts as contributors, offer in-depth analyses of the dynamics of educational reform context, process and capacity, and examine efficiency, equity, and quality issues in basic and higher education. This book is a highly relevant source of information for education policy makers and planners, and will help researchers to understand the innovative way to analyse educational reforms and capacity development in developing countries.