权益分类	功能权益	普通用户	{{item.name}}会员
{{category.name}}	{{benefitItem.name}}

Comparative Study on Educational Assistance Policies and Practices in Selected European Countries and US to Developing Countries

部分欧美国家对发展中国家教育援助政策与实践的比较研究

基本信息

批准号：
12571013
负责人：
KURODA Kazuo
金额：
$ 8.32万
依托单位：
Hiroshima University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (B)
财政年份：
2000
资助国家：
日本
起止时间：
2000 至 2002
项目状态：
已结题

项目摘要

This research project has first tried to capture philosophies and policies of educational assistance to developing countries in seven European countries and US as well as two international organizations (WB and EU), and also highlight their implementation mechanisms and practices (fifteen reports and two references (translations)). An attempt has also been made to follow the trends of thoughts on international development assistance (one report) as well as grasp characteristics of Japanese international cooperation in education (three reports).Regarding international aid policies, it is now clear that understanding and consensus of people in a donor country are becoming increasingly important on rationales of international aid, while a variety of justifications have been advocated ranging from a universal value of "international solidarity" (Nordic countries) to a more national interest oriented justification such as international influence (France) and part of an international policy strategy (US). It is tr***at since the "Education for All" conference in 1990, most of the donor countries have put more emphasis on education, particularly basic education in official statements, but generally no significant increase has been observed in financial allocations to this area. Concerning aid practices, it is interesting to note that while such donor countries as UK and Nordic countries have stressed the importance of donor coordination by introducing the so called sector wide approach, big donor countries including US, France and Germany do not seem to be interested in this exercise. There has been a clear tendency in aid modality that more and more local expertise has been utilized rather than sending experts from donor countries.

本研究项目首先试图捕捉七个欧洲国家和美国以及两个国际组织（世行和欧盟）对发展中国家教育援助的理念和政策，并重点介绍其实施机制和实践（15份报告和两份参考文献（译文））。还试图遵循国际发展援助方面的思潮（一份报告）以及把握日本国际教育合作的特点（三份报告）.关于国际援助政策，现在很清楚，捐助国人民对国际援助的理由的理解和共识正变得越来越重要，而各种各样的理由被提倡，从“国际团结”的普遍价值（北欧国家）到更注重国家利益的理由，如国际影响力（法国）和国际政策战略的一部分（美国）。自1990年“全民教育”会议以来，大多数捐助国在官方声明中更加重视教育，特别是基础教育，但总的来说，对这一领域的财政拨款没有明显增加。关于援助做法，值得注意的是，虽然联合王国和北欧国家等捐助国强调了捐助方协调的重要性，采用了所谓的全部门办法，但包括美国、法国和德国在内的大捐助国似乎对这一做法不感兴趣。在援助方式方面有一个明显的趋势，即越来越多地利用当地的专门知识，而不是派遣捐助国的专家。