By I-Hsuan Cheng, Sheng-Ju Chan
This booklet offers an Asian viewpoint at the well timed, pressing questions of ways foreign schooling relief and improvement may still movement ahead and what improvement roles Asia should still play, specially following the tip of the UN Millennium improvement targets (MDGs) and schooling for All (EFA) in 2015. to respond to those questions, 4 separate yet interwoven components, which learn and anchor schooling MDGs and EFA rules and practices via varied case experiences of donor states, recipient states, and states with a twin and transitional position in Asia, are addressed. at the foundation of the analyses, a clearer and urban path for successfully and sustainably extending overseas schooling reduction and improvement past 2015 will be derived.
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Extra resources for International Education Aid in Developing Asia: Policies and Practices
Sample text
Y. (2013). Confucius Institute project: China’s cultural diplomacy and soft power projection. Asian Education and Development Studies, 2(1), 22–33. , & Lahiri, S. (2009). Foreign aid as prize: Incentives for a pro-poor policy. Review of Development Economics, 13(3), 403–415. , & Oh, S. (2010). Private foundations, philanthropy, and partnership in education and development: Mapping the terrain. International Journal of Educational Development, 30(5), 460–471. Tilak, J. (2014). South-South cooperation: India’s programme of development assistance—Nature, size and functioning.
International aid in general and educational aid in particular have also transitioned from the concepts and practices of aid provided in parallel with trade to aid provided for trade. The United Nations (UN) acknowledges the importance of trade to overall world development, but stresses that human development (empowering and equipping human beings with education, health, and other social infrastructures) is a necessary precondition of economic growth. Stemming from the human rights rationale, UN-system agencies have launched global-scale programmes of human 28 I-H.
The report also considers international trends such as collaboration with international organizations and post-conflict nation-building, but the overall recommenda- 4 Japan’s Educational Cooperation Policies and Its Implications for a Post-2015 World 45 tions are related to domestic resource mobilization such as use of in-service teachers, community involvement, and promotion of international development cooperation in universities. Thus, preparation of this policy document involved not only ODA implementing agencies such as JICA and Japan Bank for International Cooperation (JBIC) but also prefectural boards of education, universities, consulting companies, and numerous surveys and hearings.
