A Study on Appropriate Methods of Overseas Fieldwork for Educating International Development Practitioners

最终的研究报告由五个部分组成。第一部分收集了各种外籍劳工案例的概述。它涵盖了作为GSID正式课程的中国OFW（2001年第1章），泰国OFW（2002年第2章），韩国OFW（2003年第3章），并报告了各种新的尝试和相关问题。OFW在中国遇到了一些困难，如在一个对OFW不熟悉的国家设立项目，官僚主义障碍，信息获取困难，报告了这些困难是如何克服的。泰国OFW推出了两项新计划。首先是程序设计，它模仿了援助机构从实地调查到撰写报告的程序。第二种是对学生进行矩阵式分组，不仅按学科分组，而且按实地研究地点分组。这些新方案提高了培训的质量，增加了培训的数量，但也加重了教学人员的负担。韩国OFW的特点是课程的灵活性，充分尊重学生的自主权，并有机会观察从发展中国家到工业化国家的过渡阶段。第四章介绍了国际发展高级研究基金会（FASID）的实地考察计划。第5章报告了柬埔寨实地考察的案例，学生人数较少，研究目的更具体。第6章以孟加拉国为例，探讨了以非政府组织为主的OFW的可能性。在第二部分（7-12章）中，从事OFW的教授就OFW的实际管理和学生评价方面的问题和建议进行了写作。第三部分是对外开放在教育课程中的意义研究。报告了OFW与GSID国内实地考察（DFW）之间的联系（第13章），海外实地考察在发展学校教育中的意义（第14章），英国的案例（第15章）。电视部分（第16章）概述了2003年10月由日本和海外专家参加的研讨会的结果。第五部分以2002年在泰国的海外劳工组织为例，说明对候选地点的初步研究访问和教材的编制。少

The final research report is comprised of five parts.Part I collects the overviews of various cases of OFWs. It covers the OFW in China (Chap.1,2001), OFW in Thailand (Chap.2,2002), OFW in Korea (Chap3,2003) conducted as formal curriculum of GSID, and reports various new attempts and associated issues. The OFW in China, encountered such difficulties as setting-up the program in a country new to OFW, bureaucratic obstacles, poor accessibility to information, reports how these difficulties were overcome. Thai OFW introduced two new schemes. The first was the program design which imitated the aid agency's procedure covering from fieldwork to report writing. The second was the matrix-type grouping of students not only by subjects but also by sites for field research. These new schemes enriched the quality and increased volume of the training, although the burden on the teaching staffs has aggravated. The OFW in Korea was featured by the flexibility of the program with due respect to studen … More ts' ownership and by the opportunity of observing the transitional stage from a developing country to an industrialized country. Chapter 4 introduces the fieldwork program, by Foundation for Advanced Studies on International Development (FASID). Chapter 5 reports the case of fieldwork in Cambodia with less number of students and with more specific research purpose. Chapter 6 takes up Bangladesh and looks into the possibility of OFW mainly assisted by NGOs.In Part II (Chap.7-12), professors engaged in the OFW write about problems and proposals concerning the actual management of the OFW and students evaluation. The Part III is the study on significance of OFW in educational curriculum. The Linkage between OFW and GSID's domestic fieldwork (DFW) (Chap.13), significance of the overseas fieldwork in the education at development schools (Chap.14), cases in UK (Chap.15) are reported. The Part TV (Chapter 16) gives the summary results of the workshop held in October 2003 with the participation of experts from Japan and overseas. The Part V explains the preliminary research visit to the candidate sites and the development of teaching materials, taking up the case of OFW in Thailand in 2002. Less