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Book part
Publication date: 17 June 2016

Bong Gun Chung

The purpose of this chapter is to critically review the Korean Official Development Assistance (ODA) policy in terms of its context, actors, structures, and values so as to find…

Abstract

The purpose of this chapter is to critically review the Korean Official Development Assistance (ODA) policy in terms of its context, actors, structures, and values so as to find how these characteristics are reflected in the education ODA of Korea. Previous studies, documents of Korean Government, and ODA-related statistics are reviewed. Self-confident in being transformed from a poor recipient country to a DAC donor, Korean government emphasizes the so-called Korean ODA Model in sharing its economic development knowledge and experiences with the developing countries. Despite the coordination effort by Prime Minister’s Office, government ministries tend to pursue its own ODA policies, while the finance ministry and the ministry of foreign affairs play major roles. As a result Korean ODA is economy-oriented, fragmented, and uncoordinated in planning and implementation. This study has found that such characteristics of Korean ODA are also reflected in the education ODA. For instance, TVET and higher education are the priority, while basic education is neglected, and the education ministry has its own ODA policies and programs. Outside studies on Korean ODA policy is rather scarce, furthermore, critical reviews other than policy advocacy are hard to find, particularly in English. This study will be a good start for further ones to understand the Korean ODA policy including education.

Details

Post-Education-Forall and Sustainable Development Paradigm: Structural Changes with Diversifying Actors and Norms
Type: Book
ISBN: 978-1-78441-271-5

Keywords

Book part
Publication date: 17 June 2016

Shoko Yamada and Kazuhiro Yoshida

As the sole Asian country in the DAC donor community until South Korea joined in 2010, Japan has been struggling with the pressure to align with the norms and modalities of the…

Abstract

As the sole Asian country in the DAC donor community until South Korea joined in 2010, Japan has been struggling with the pressure to align with the norms and modalities of the community, while having a different history of aid from Western donors and desiring to be unique. This chapter untangles the domestic and international factors that have affected policy making and implementation of the Japanese Overseas Development Assistance (ODA), particularly in education, at different times in its history. The philosophical foundations of Japanese aid policies are examined in the changing political, economic, and social contexts from the 1950s up to the present.

As the Education for All paradigm took the stage, Japanese education ODA has shifted from the mid-1990s to the mid-2000s to primary education from technical and vocational education and training (TVET) and higher education. However, in the post-2015 process, the policies have swung back to give equal emphasis to TVET and higher education as to basic education, reflecting the global trend to make the agenda more comprehensive. While the convergence with the global trend is clear in Japanese ODA, the hesitant desire to be unique always forces Japanese ODA officials and scholars to discuss and try to demonstrate the “Japanese model” of development and aid.

The chapter also points out that the increased presence of other Asian donors in recent years has made Japanese ODA policies driven more by national interests than by global humanitarianism, which is clearly seen in the Development Cooperation Charter adopted in 2014.

Details

Post-Education-Forall and Sustainable Development Paradigm: Structural Changes with Diversifying Actors and Norms
Type: Book
ISBN: 978-1-78441-271-5

Keywords

Article
Publication date: 1 January 2014

Shoko Yamada

The purpose of this paper is to untangle the domestic and international factors that have affected policy making and implementation of the Japanese Overseas Development Assistance…

Abstract

Purpose

The purpose of this paper is to untangle the domestic and international factors that have affected policy making and implementation of the Japanese Overseas Development Assistance (ODA), particularly in education, at different times in its history.

Design/methodology/approach

The study is based on analysis of governmental policy documents and reports, minutes of ODA consultative meetings, and statistical data on Japanese financial and technical developmental assistance. The major methodology was discourse analysis of primary documents; secondary sources supplement this.

Findings

Japan was the first non-western Organisation for Economic Co-operation and Development-Development Assistance Committee (OECD-DAC) member and has always been in the ambivalent position of being both a DAC member and an Asian latecomer. As the Education for All paradigm took the ground, Japanese ODA to the education sector has shifted to the primary education from Technical and Vocational Education and Training and higher education from the mid-1990s until the mid-2000s. While the global trend is clear in Japanese ODA, it has always stressed the importance of establishing and demonstrating the “Japanese model” in ODA policy documents and practices. The sensitive balance between the demand to harmonize with mainstream aid modalities and the drive to demonstrate uniqueness characterize Japanese educational aid.

Originality/value

While many important works examined the decision-making mechanism and philosophies of Japanese educational ODA, this paper contextualizes governmental programs in the intersection between domestic factors – bureaucratic, political, and societal – and international influence. It clarifies the changing relationships between Japan and western and Asian countries in determining its agendas and directions from the 1960s to the present.

Details

Asian Education and Development Studies, vol. 3 no. 1
Type: Research Article
ISSN: 2046-3162

Keywords

Article
Publication date: 15 February 2008

Tun Lin Moe

This paper aims to investigate the relationship between official development assistance (ODA) and human and educational development in countries in Southeast Asia.

2509

Abstract

Purpose

This paper aims to investigate the relationship between official development assistance (ODA) and human and educational development in countries in Southeast Asia.

Design/methodology/approach

In the study described here, empirical evidence was used to investigate the relationship between ODA provided between 1990 and 2004 and its impact on the human and educational development of countries in Southeast Asia.

Findings

A review of efforts made over the past 15 years in providing developmental aid reveals that there still remain gaps in the human development dimensions – income, education, and health – within and between countries. Second, real gross domestic product and foreign direct investment have significant associations with human and educational development, while, at the aggregate level, ODA has a significant positive association only with human development. Third, ODA that is targeted to support socio‐economic development has a significant relationship with human development. Fourth, ODA allocated to unspecified levels of education, or post‐secondary education, shows a significant association with human development, while ODA provided for basic education, secondary education and post‐secondary education has a significant relationship with educational development.

Research limitations/implications

The study focuses on countries that have a medium level of human development, namely Cambodia, Indonesia, Malaysia, Myanmar, Thailand, Philippines, Laos and Vietnam.

Practical implications

The findings and results are useful guidelines for major stakeholders, including donors and the governments of recipient countries, for designing aid systems and effectiveness.

Originality/value

This paper draws the attention of donors and the governments of recipients to the effectiveness of aid and its targets.

Details

International Journal of Social Economics, vol. 35 no. 3
Type: Research Article
ISSN: 0306-8293

Keywords

Article
Publication date: 1 January 2014

Bong Gun Chung

The purpose of this paper is to critically review the Korean ODA policy in terms of its context, actors, structures, and values so as to find how these characteristics are…

Abstract

Purpose

The purpose of this paper is to critically review the Korean ODA policy in terms of its context, actors, structures, and values so as to find how these characteristics are reflected in the education ODA of Korea.

Design/methodology/approach

This study modifies and adopts the analytical framework of contingency, agency, structure, and ideology in historical sociology of education. Previous studies and documents of Korean Government are reviewed to find the relevance to the above analytical framework.

Findings

This study has found that the characteristics of Korean ODA policy, such as economic orientation, are reflected in the education ODA practices.

Originality/value

Studies on Korean ODA policy is rather rare, moreover, critical reviews are hard to find, particularly in English. This study will be a good start for further ones to understand the Korea ODA policy.

Details

Asian Education and Development Studies, vol. 3 no. 1
Type: Research Article
ISSN: 2046-3162

Keywords

Book part
Publication date: 17 June 2016

Shoko Yamada

This chapter highlights the characteristics of Asia through the analysis of policy-related documents by five donor countries, namely Japan, South Korea, China, India and Thailand…

Abstract

This chapter highlights the characteristics of Asia through the analysis of policy-related documents by five donor countries, namely Japan, South Korea, China, India and Thailand. It will also examine the roles played by regional bodies such as the Southeast Asian Ministers of Education Organization (SEAMEO) and ASPBAE (the Asia South Pacific Association for Basic and Adult Education) as the horizontal channels influencing aid policies in respective countries. Together with the analysis of the national and organizational policies, the regional process of building consensus on the post-2015 agenda is examined, with a particular focus on the Asia-Pacific Regional Education Conference (APREC) held in August 2014.

The analysis reveals that the region has two faces: one is imaginary and the other is functional. There is a common trend across Asian donors to refer to their historical ties with regions and countries to which they provide assistance and their traditional notions of education and development. They highlight Asian features in contrast to conventional aid principles and approaches based on the Western value system, either apparently or in a muted manner. In this sense, the imagined community of Asia with common cultural roots is perceived by the policymakers across the board.

At the same time, administratively, the importance of the region as a stage between the national and global levels is recognized increasingly in the multilateral global governance structure. With this broadened participatory structure, as discussed in the chapter ‘Post-EFA Global Discourse: The Process of Shaping the Shared View of the ‘Education Community’’, the expected function of the region to transmit the norms and requests from the global level and to collect and summarize national voices has increased.

Details

Post-Education-Forall and Sustainable Development Paradigm: Structural Changes with Diversifying Actors and Norms
Type: Book
ISBN: 978-1-78441-271-5

Keywords

Article
Publication date: 26 March 2024

Duc-Anh Le, Chau Ngoc Dang, Long Le-Hoai and Viet Quoc Hoang

Official development assistance (ODA) education projects have played a crucial role in improving education and training fields in developing countries, but are often facing…

Abstract

Purpose

Official development assistance (ODA) education projects have played a crucial role in improving education and training fields in developing countries, but are often facing several considerable challenges (e.g. long implementation time). Thus, this study aims to identify critical success factors (CSFs) in ODA education projects and investigate the influences of CSFs on ODA project performance measured by 11 nonprofit outcomes (NPOs).

Design/methodology/approach

A comprehensive literature review and expert interviews were conducted to compile a list of 35 potential success factors for ODA education projects. Using a survey questionnaire, 143 valid responses were collected from practitioners joining ODA projects in Vietnam. Various statistical methods (e.g. mean score method, Spearman rank correlation test, analysis of variance test, factor analysis and regression analysis) were used to analyze the collected data.

Findings

This research identified seven CSFs for ODA education projects in Vietnam: comprehensive project management competency (C1), clarity and compliance in project execution (C2), transparency and committed funding (C3), external context conditions (C4), well-controlled design and project management procedures (C5), preparations in equipment and complexity insight (C6) and punctual site delivery (C7). Furthermore, the results of regression analysis indicated that comprehensive project management competency (C1) and transparency and committed funding (C3) could significantly affect various NPOs.

Originality/value

This study offers significant insights for practitioners (e.g. project managers) to improve ODA projects’ performance and effectiveness in the education and training sector of a developing country context (like Vietnam).

Details

Journal of Engineering, Design and Technology , vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1726-0531

Keywords

Book part
Publication date: 17 June 2016

Shoko Yamada

This chapter will situate the global paradigm shift toward Post-Education-For-All (Post-EFA) not only in the policy trends in the field of international education development, but…

Abstract

This chapter will situate the global paradigm shift toward Post-Education-For-All (Post-EFA) not only in the policy trends in the field of international education development, but also in the academic context of international relations and comparative education.

The chapter highlights three dimensions which characterize the paradigm shift; namely, discourse on norms, diversifying actors, and the changed mode of communication and participation in the global consultation processes. The existing formal structure of the EFA global governance is based on multilateralism which recognizes sovereign nation-states, representing national interests, as the participants. However, such an assumption is eroding, given that there is a growing number of state and nonstate actors who influence decision-making not only through conventional formal channels, but also informally. Urging the revision of theories of multilateralism, the chapter introduces the attention given to nontraditional donors and horizontal networks of civil society actors in this volume.

The introduction also shows that that the widening basis of participation in the global consultation processes on post-EFA and advanced communication technology have changed the ways in which discourse is formulated. While the amount and the speed of exchanging information have been enhanced and different types of actors have been encouraged to take part, it also obliges scholars to adopt innovative methods of analyzing discourse formation.

The chapter also demonstrates the importance of the focus on the Asia-Pacific region, which is composed of diverse actors who often underscore Asian cultural roots in contrast to Western hegemony. By focusing on the discourse, actors, and the structure through which the consensus views on the post-EFA agenda were built, the volume attempts to untangle the nature of the post-EFA paradigm shift, at the global, Asia-Pacific regional, and national levels.

Details

Post-Education-Forall and Sustainable Development Paradigm: Structural Changes with Diversifying Actors and Norms
Type: Book
ISBN: 978-1-78441-271-5

Keywords

Book part
Publication date: 11 May 2007

Karen Mundy

Education for all has become a rallying call among heads of states, international organizations, corporate leaders and transnational advocacy groups. Implementation of EFA goals…

Abstract

Education for all has become a rallying call among heads of states, international organizations, corporate leaders and transnational advocacy groups. Implementation of EFA goals has also expanded, and today enjoys both new volumes of aid spending and new modes of aid delivery. This chapter considers why the global promise of EFA has moved beyond international rhetoric to action, and explores what the current EFA movement can tell us about the prospects of rights-based and redistributive forms of global governance.

Details

Education for All
Type: Book
ISBN: 978-0-7623-1441-6

Article
Publication date: 1 January 2014

Shoko Yamada

This purpose of this paper is to provide the context in which this special issue is published. This special issue highlights the matters related to the Asian countries which…

230

Abstract

Purpose

This purpose of this paper is to provide the context in which this special issue is published. This special issue highlights the matters related to the Asian countries which provide assistance to developing countries for their advancement of education. There are an increasing number of donor countries which are formerly recipients of development assistance. Their emergence as donors is changing the landscape of international educational development. Being outside of the self-regulating community of traditional donors, they bring different logics and motivations to this field that often go beyond the frame of meaning making among traditional donors. Asia-Pacific region is unique in the sense that it has both traditional and new types of donors. The former group includes Japan and the USA, while the latter has Korea, China, India, and many others.

Design/methodology/approach

As the introduction to the collection of articles which introduce characteristics of diverse donors (traditional and nontraditional) in the Asia-Pacific region, this paper discusses first, changing the normative framework toward the target year of achieving Education for All goals, which is 2015; second, the background for the nontraditional donors to increase their presence and the changed landscape of international educational development; and third, commonalities and differences among Asian donors in terms of their philosophies, structures, and histories.

Findings

This paper maps out the locations of each Asian donors discussed in the respective country cases to follow and highlights some Asian characteristics.

Originality/value

The findings would hint at the presence of principles and logics of educational cooperation which cannot be fully grasped by applying widely diffused western notions of educational development.

Details

Asian Education and Development Studies, vol. 3 no. 1
Type: Research Article
ISSN: 2046-3162

Keywords

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