Comparative Study concerning methods of International Cooperation for Basic Education in South-east Asia

这项研究的重点是南亚基础教育的国际合作。在南亚国家中，老挝、柬埔寨、泰国、印度尼西亚、菲律宾和斯里兰卡是实地研究的对象。这六个国家分为三类：第一类是尚未普及初等教育的国家：老挝和柬埔寨;第二类是正在普及初中教育的国家：泰国和印度尼西亚;最后一类是主要政策主题是基础教育质量的国家：实地考察的重点是基础教育的现状和国际合作项目中的创新项目。因此，在柬埔寨和老挝，基础教育的数量方面仍然是一个问题。指出了学校设施的缺乏和质量低下。为了解决这一问题，这些国家采取了由一所核心学校和五、六所卫星学校组成的集群学校制度。在印度尼西亚和泰国，提供的政策和方案不仅是为了提高初中教育的数量，而且也是为了提高初中教育的质量。主要的策略是社区、家长等的参与。在菲律宾和斯里兰卡，为提高基础教育质量，主要政策和方案是教师的职前和在职培训，根据实地研究的总体结果，应根据各国基础教育的促进程度提供基础教育国际合作。

This study focuses on international cooperation for basic education in South Asia. Among South Asia countries, Laos, Cambodia, Thailand, Indonesia, the Philippines, and Sri Lanka are the subject of field study. The six countries are categorized into three; the first the countries where the universalization of primary education is not attained : Laos and Cambodia, the second the countries where the universalization of lower secondary education is on the process : Thailand and Indonesia, and finally the countries whose main policy theme is the quality of basic education : Philippines and Sri Lanka.The field study is conducted on the focus with status quo of basic education and innovative programs which are utilized for international cooperation programs. As the result, in Cambodia and Laos, the quantitative aspect of basic education is still problem. The lack and low quality of school facilities are pointed out. As the solution of this problems, these countries adopt the cluster school system which consists of one core school and five or six satellite schools. In Indonesia and Thailand, the policies and programs are provided in order to improvement of not only quantitative aspect but also quality aspects of lower secondary education. The main strategies are involvement of community, parents, and so forth. In the Philippines and Sri Lanka, in order to improve quality of basic education, the main policies and programs are pre-and in-service training of teachers.As result of overview of field studies, international cooperation for basic education should be provided in accordance with the degree of promotion of basic education among countries.