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

本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考察的对象。这六个国家被分成三类，第一类是没有实现初等教育普及的国家：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，最后是以基础教育质量为主要政策主题的国家：菲律宾和斯里兰卡。实地研究的重点是基础教育和创新项目的现状，这些项目被用于国际合作项目。因此，在柬埔寨和老挝，基础教育的数量方面仍然存在问题。指出了学校设施缺乏和质量不高的问题。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附属学校组成的集群学校制度。在印度尼西亚和泰国，提供政策和方案不仅是为了改善初中教育的数量方面，而且也是为了提高质量方面。主要策略有社区参与、家长参与等。在菲律宾和斯里兰卡，为了提高基础教育的质量，主要的政策和方案是对教师进行职前和在职培训。根据实地考察的结果，应根据各国促进基础教育的程度来提供基础教育的国际合作。

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.