授業の目的 【日本語】
Goals of the Course(JPN) | | |
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授業の目的 【英語】
Goals of the Course | | This course aims to increase students’ understanding on the concept and trend of partnership mechanism, and the gap between the ideal and practice of partnership in the educational development field.
This course introduces the global and local practice of partnership in the field of educational development, and possibly the introduction of international student assessment and/or household survey data as a product of global partnership of educational cooperation. After discussing the practice of global funding mechanism and programme implementation at the international level, the course further sees how the partnership for the educational development functions and formulates within a country. The course gives case studies of complexity and challenges of making functional partnership and coordination mechanism in the field of education, and discusses the causes of these challenges in terms of aid mechanism and country’s context.
Participants are divided by several teams and each team make a presentations on the partnership of specific organizations in a country throughout the semester. |
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到達目標 【日本語】
Objectives of the Course(JPN) | | |
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到達目標 【英語】
Objectives of the Course | | | At the end of this course, students are expected to be able to understand and explain the historical trend of partnership mechanism including international financial aid mechanism in the area of international educational development and the difficulties of practical aid coordination at both international and national level. |
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授業の内容や構成
Course Content / Plan | | Session 1: -Introduction and Overview
Knowledge
Session 2: -Formulation of international educational development framework
-Education for All to Sustainable Development Goals (Review)
Session 3: -What is the Partnership? (Definition of the Partnership)
-Why is the Partnership Important? (Rationale of the Partnership)
Session 4: -Risk and Benefit of the Partnership
-Historical Movement of the Partnership for the Education for All
Session 5: -EFA-Fast Track Initiative (EFA-FTI)
-Global Partnership for Education (GPE)
Session 6: -The Coordination and Partnership within the United Nations
- Case of UN Management Reform: Delivering as One Initiative
Discussion
Session 7&8: -Student Presentation on Case Study of Aid Agency and Partnership
Theory
Session 9: -Community and Partnership
-Contradiction in SDG4 and Socioeconomic Perspectives
-Increase in the role of Community and NGO in SDGs age
-Benefit and Limitation of the Partnership with Community/NGO
Session 10: -Socio-Ecological Approach and Partnership
-Concept of socio-ecological model
-Behaviors of stakeholders and partnership
Session 11 & 12: -Exchange theory in the partnership
-Concept of exchange theory
-Formula and case study of the partnership in the exchange theory
Experience
Session 13 & 14: - Simulation of formulating the partnership in a country (Role play by all participants)
-Guidance, Sharing documents, Discussion within each role (team)
-Discussion (role play) as a coordination meeting of a country
Session 15: -Review of the role play and wrap up of the course |
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履修条件・関連する科目
Course Prerequisites and Related Courses | | | There is no precondition to take this course. |
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成績評価の方法と基準
Course Evaluation Method and Criteria | | Grades are based on every class’s participation (20%), Presentation (30%), and final individual paper (50%).
Credit is given to C- or C (where applicable) or higher grade for each criterion. |
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教科書・参考書
Textbook/Reference Book | | Textbooks: No specific textbook will be used in this course. Lecture materials will be provided in each session if necessary.
References:
- Bailey, F. & Dolan, A. (2011) 'The Meaning of Partnership in Development: Lessons in Development Education', Policy & Practice: A Development Education Review, 13, 30-48.
- Mputu, H. & Lawale, S. (2004) ‘EFA flagship initiatives: multi-partner collaborative mechanisms in support of EFA goals’, UNESDOC Digital Library.
- King, K. (2004) ‘The External Agenda of Educational Reform: A Challenge to Educational Self-Reliance and Dependency in Sub-Saharan Africa’, CICE Hiroshima University, Journal of International Cooperation in Education, Vol.7, No.1, pp. 85-96
- UNESCO. (2002) ‘An International strategy to put the Dakar Framework for Action on Education for All into operation’, UNESDOC Digital Library. |
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課外学習等（授業時間外学習の指示）
Study Load(Self-directed Learning Outside Course Hours) | | Preparation for individual/team presentations will be requested.
Reading assignments may be given. |
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注意事項
Notice for Students | | | Active participation in discussion and activities during each session is expected. |
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使用言語
Language(s) for Instruction & Discussion | | -Lecture and discussion will be conducted in English.
-Each student will make presentation on the partnership during the course and participate in the role play on the partnership formulation mechanism of a country.
-There might be reading materials which students themselves have to photocopy and to cover the copy charges.
-Course schedule may be changed depending on the progress of courses and participant’s specific interests |
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授業開講形態等
Lecture format, etc. | | 対面で実施します。
Classes will be held in-person. |
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遠隔授業（オンデマンド型）で行う場合の追加措置
Additional measures for remote class (on-demand class) | | |
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