Characteristics of Japanese-style Education Revealed through a Comparative Case Study: A Comparative Analysis among Vietnam, Zambia, Bangladesh and South Africa

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  • 比較事例研究からみる日本型教育の特徴
  • 比較事例研究からみる日本型教育の特徴 : ベトナム、ザンビア、バングラデシュ、南アフリカの比較から
  • ヒカク ジレイ ケンキュウ カラ ミル ニホンガタ キョウイク ノ トクチョウ : ベトナム 、 ザンビア 、 バングラデシュ 、 ミナミアフリカ ノ ヒカク カラ
  • ベトナム、ザンビア、バングラデシュ、南アフリカの比較から

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Abstract

<p> This study addresses the characteristics of Japanese-style education that emerge from the relationship between countries that have implemented Japanese-style education, such as Vietnam, Zambia, Bangladesh, and South Africa, and the Japanese side producing the education. Japan has experience in establishing new educational policies and practices, including imported education. The Japanese-style education that has developed through this history also considers what conditions can bring out sustainability in the partner country.</p><p> First of all, detailed case studies include Vietnamese lesson studies, Zambian lesson studies, Bangladesh peer tutoring, and a “Homework Project with Parental Support” in South Africa, in an attempt to highlight the characteristics of Japanese-style education through comparison between the national situations and the implementation of Japanese-style education in each case. In the case study of lessons in secondary education in Vietnam, the efforts of both countries established Japanese-style education and the pilot project produced excellent teachers through teacher contests. These results were applicable to the incentive system for teacher transfer opportunities, ensuring the sustainability of the pilot project. In the Zambian case study of secondary education as well, students' performance improved compared to the period before the pilot project. However since the pilot project system did not apply to the local circumstances, the project was not sustainable beyond the pilot period. In the pilot project of peer tutoring in primary education in Bangladesh, the implementation of Japanese-style education was effective, learning effects were improved, and mutual understanding among ethnic groups was deepened. However, the project team was not able to establish a system enabling development of the peer tutoring method within the country. In South Africa, the “Homework Project with Parental Support,” in which students did their science homework with their parents, improved parents' understanding of education in addition to improving students' science performance. The homework education culture in Japan was new to South Africa, but checking homework has been shown to burden teachers, leaving issues for dissemination to other regions.</p><p> Characteristics of Japanese-style education in international education cooperation through the comparative case studies of these four countries are (1) a history of ingenuity and development in Japan, (2) the cultural grounding of respect for education among Japanese educational stakeholders, and (3) efforts toward learning improvement based on spontaneous motivation in school teachers.</p>

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