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This chapter discusses and analyzes the diffusion of the inclusive education concept as a norm of educational policy in developing countries by taking up primary school system in Malawi as a case. For the last two decades, international trends in education for pupils with disabilities have been shifting from "special" or "integrated" education to "inclusive education". Inclusive education was originally launched through the Salamanca Statement, adopted at the World Conference on Special Needs Education in 1994. Adoption and widespread ratification of the 2006 Convention on the Rights of Persons with Disabilities provides the legal basis for this concept. Also, the SDGs, which embrace "inclusive" as a key term in the overarching Goal 4, significantly promote the diffusion of this concept in educational policies in both developed and developing countries. Our research is based on extensive fieldwork; seven classroom observations, 137 questionnaires and numerous interviews with key stakeholders including teachers, principals and parents. Based on this data analysis, the chapter discusses the complexity of diffusion of the norm of inclusive education from international to national, national to local, and suggests a more careful promotion of the new concept in educational practices, while fully acknowledging the achievement and potentials of inclusive education.

Abstract
Education in general, and specifically higher education, plays an important role in the development process of all nations. Institutions of higher education have an important responsibility to support knowledge-driven economic growth strategies. This paper investigates the strategies of how by applying technologies on a large scale—with close attention to quality—virtual education can help higher education to find a way through the crisis of access, prohibitive cost, and lack of flexibility that we find all over the developing world. By addressing various issues related to planning, implementation, and quality with proper strategies, virtual education can provide immense opportunity to reduce the North-South knowledge gap and also to promote the development of the developing world. This paper reviews various issues related to promotion and quality control in virtual higher education and addresses possible strategies with general considerations of Africa and Asia.

Education in general, and specifically higher education, plays an important role in the development process of all nations. Institutions of higher education have an important responsibility to support knowledge-driven economic growth strategies. This paper investigates the strategies of how by applying technologies on a large scale-with close attention to quality-virtual education can help higher education to find a way through the crisis of access, prohibitive cost, and lack of flexibility that we find all over the developing world. By addressing various issues related to planning, implementation, and quality with proper strategies, virtual education can provide immense opportunity to reduce the North-South knowledge gap and also to promote the development of the developing world. This paper reviews various issues related to promotion and quality control in virtual higher education and addresses possible strategies with general considerations of Africa and Asia. (Afr Asian Stud/DÜI)

Poverty and Ideologies: How the Welfare State Gained Political Support in Britain -- Global Health Diplomacy to Combat Communicable Diseases and to Promote Universal Health Coverage in Achieving the Sustainable Development Goal 3 -- The Historical Development of SDG4: Evolution of the Global Governance of EducationThe Historical Development of SDG4: Evolution of the Global Governance of Education -- Education in SDGs: What is Inclusive and Equitable Quality Education? Education in SDGs: What is Inclusive and Equitable Quality Education? -- The Role of Higher Education in Achieving the Sustainable Development Goals The Role of Higher Education in Achieving the Sustainable Development Goals -- Social Impacts of Infrastructure Construction: Sociological Approaches to Development.

This Open Access book provides eight problem solving lectures for sustainable development for people, peace, and partnerships. Those are three of the five keywords for the Sustainable Development Goals (SDGs): people, the planet, prosperity, peace, and partnerships or "the 5Ps". Each of these lectures is classified into one of the keywords for SDGs and based on the history of social thought, human development, law, education, sociology, and peace studies. Further, each lecture delineates the essence of each discipline when it is practically applied to development studies. This book, Sustainable Development Disciplines for Humanity, along with its sister volume related to the planet and prosperity, Society, will be useful in studying development. Interdisciplinary research is necessary to achieve the SDGs advocated by the United Nations. Hence, it is essential to learn the basics of individual disciplines, as they each offer ample knowledge fostering problem solving through the accumulation of existing research. This and its sister volume are the first comprehensive textbooks summarizing the essence of each necessary discipline to approach development studies from an interdisciplinary perspective. In developing countries, this book will provide access to development research for readers aiming to further develop their own nations. Moreover, in developed countries, the book will provide access to problem-solving research for readers seeking holistic solutions to complex social problems.

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.

AbstractMotivationChina does not participate in the development co‐operation reporting mechanism of the Organisation for Economic Co‐operation and Development's (OECD) development co‐operation reporting mechanism, nor does it voluntarily publish overseas development finance data. Despite recent quantitative research on China's foreign aid to other sectors, such as health, no precedent exists for quantifying China's international education co‐operation (IEC).PurposeThis article will use AidData's Chinese Official Finance Dataset (AidData 2.0) to estimate the IEC using the OECD's internationally standardized definitions of development finance and frameworks for classifying IEC projects.Approach and methodsWe thoroughly examined all types of IEC projects, including official finance projects other than those that meet the definition of official development assistance (ODA). In our comparative analysis of educational aid between China and traditional donors, we focused on ODA‐like projects and examined the number of projects and funding amounts to determine China's IEC priorities.FindingsThe result shows that, between 2000 and 2017, China's IEC commitments totalled 1,524 education‐related international projects, representing 12% of the total international finance project portfolio, most of which are in Africa. Compared to the OECD framework, China prioritized higher education (n = 784, 51%) and education facilities and training (n = 244, 16%). An estimate of cumulative funding between 2000 to 2017 showed that China was the 10th largest donor of education aid to African countries, behind France, the World Bank, Germany, the United States, the EU, the United Kingdom, Canada, Japan, and the Netherlands.Policy implicationsThe findings of this study help our understanding of China's IEC finance. With China's involvement in education development aid growing in recent years and donors looking for solutions to developing countries' debt crises, this will allow for more effective collaboration, co‐ordination, and resource mobilization for both donor and recipient countries.