Teikyo University Faculty of Language StudiesDepartment of Language Studies Associate Professor Kenkako Nishigata

After graduating from the Department of German Literature, Faculty of Liberal Arts, Meiji University, studied abroad in England. Completed the master's program at the Graduate School of Sociology and Anthropology, Faculty of Oriental and African Studies, University of London, and obtained a doctorate from the Graduate School of Social Policy, Institute of Education, University of London. After working at a think tank, he has been a researcher at a Japanese university since 2010. In 2016, he was appointed as a Senior Assistant Professor the Faculty of Language Studies, Teikyo University. Focusing on research on basic education in Sierra Leone and Ghana in Africa.

Educational support for developing countries by the international community has been provided since World War II. In 1960, the World Education and Regional Conference was held under the leadership of UNESCO (United Nations Educational, Scientific and Cultural Organization) to discuss the dissemination of education in Asia, Africa, Latin America and Arab countries. At this conference, it was adopted to achieve the dissemination of free primary education by 1980. As a result, primary school enrollment has more than doubled in Asia and Latin America and tripled in Africa, with some success, albeit not fully spread worldwide. After that, continuous efforts to support education will continue. With the goal of providing basic education such as reading, writing, and calculation to all people, we hold regular World Education Forums to evaluate efforts and achievements, confirm new issues, and set goals. While interacting and cooperating to achieve EFA (Education for All). In 2015, the United Nations adopted the MDGs (Millennium Development Goals). The field of education has also received a great deal of tailwind, and as we approached the target achievement deadline of 2015, remarkable results were achieved, and the quantitative spread of primary education was made in developing countries as well. Currently, about 90% of children around the world go to elementary school.

Of course, not all have been solved, and the challenges are piled up. There are still many children as vulnerable groups, and the quantitative dissemination when broadening the horizons of secondary and higher education is halfway. There are also problems such as the learning outcomes that many children who have completed primary education should have not achieved, and the transition to secondary education.

The factors are complex. In some cases due to poverty, there is the problem of access to schools, that is, the loss of educational opportunities. Especially when looking at the family structure in rural areas, when there are multiple children, some children may or may not be able to go to school for home work. Also, if the school is far away, such as a few hours on foot, it will be difficult for children to safely attend school during the rainy season. There is also the possibility of being involved in an accident or incident, and even if a child suffers an injury or infectious disease, the quality of education received at school and the balance of the quality of education received at the school may not be taken into consideration at homes where the household cannot afford to go to the hospital. .. A learning environment where you can learn with peace of mind is also an issue. For example, female students tend to take a rest because they are worried about their surrounding eyes due to menstrual problems in an environment without sanitary facilities such as water and toilets. The challenges of the school environment are the same for teachers. In particular, female teachers may refuse to move to rural areas away from their families. If there are no female teachers at school who are familiar counselors for female students, it will lead to factors that make them far from school, and it will be difficult to reach the level of learning achievement. In addition, there are endless issues that affect the quality of education, such as the Professor skills and qualities of teachers.

In Ghana, education is based on decentralization, and school management is carried out in an autonomous manner by a school management committee consisting of principals, teachers, PTAs, community representatives, county council representatives, graduates, etc. in cooperation with the county. increase. Subsidies are allocated according to the number of students, and the operating funds are transferred in a lump sum once a year. The per capita subsidy, which used to be around 100 yen per person per year, is now about 200 yen per person due to complaints that it is too small. The subsidies are used for various purposes such as purchasing teaching materials and preparing for exams, as well as improving the environment including improvement of school facilities, but some programs cannot be covered by such funds. One example is supplementary lessons. This is a common problem in developing countries, but there is a problem of curriculum development that there is too much learning content, and it is often not possible to digest it by class time alone. Therefore, some schools provide supplementary lessons, but this cost will be borne by the parents separately. Although there is a free system, there are multiple other costs incurred by children receiving education, and the financial status of the family and parents' awareness of education affect their children's learning outcomes.

Previously, in order to investigate the evaluation of educational settings, we based on the results of the basic education completion certification test conducted in the English-speaking countries of West Africa. We conducted an awareness survey. Then, many indicators showed significant differences. For example, in schools with high grades, the high motivation and attitude of teachers for lessons leads to ingenuity in Professor methods and teaching, and the environment for supplementary lessons is also maintained. Training is also active, some are county-based, while others are school-specific and organized by teachers. Classes and events were also devised to create quiz-style assignments, hold vocabulary and sports contests, and commend high-ranking students, creating motivation to motivate children to go to school. On the other hand, there were relatively few such practical examples in the lower schools, and some students were less motivated to learn. Looking at the results of the student questionnaires, the overwhelming majority of children at lower grade schools say that it is fun to go to the classroom and take lessons, while there are many requests for teachers at higher grade schools. However, there is no difference in cost such as remuneration system for teachers and operating expenses between upper schools and lower schools. Subsidies are determined by the number of students, and participation in supplementary lessons is voluntary. What's more, parents surveys show that they are willing to get their children supplemented for the future. Differences in the quality of education are also becoming apparent due to the appropriate Professor skills and qualities and awareness of teachers and differences in the way schools are run.

Studying African education is also a real-time witness to the “educational development process”. In order to increase students' motivation to learn, it is important for schools and parents to create a "learning environment", but in developing countries, the economic situation of families, social educational awareness, national finance, and post-graduation The environment surrounding children is more unstable than in developed countries, as multiple themes shown in the SDGs are deeply intertwined, such as the structure of society and industry where you can choose your course, and human rights issues. Free primary and secondary education is just the start. In order to improve the quality of education so that children can acquire learning outcomes, it is essential to accumulate tremendous efforts backed by the awareness and enthusiasm of all stakeholders. Roles such as supporting developed countries and studying abroad will become even more important. Supporting education around the world is the development of human resources who will create the future, and is almost synonymous with increasing the possibility of building a new sustainable society as shown in the SDGs.

Of course, the international community is already moving, and young powers are also actively acting. Volunteer activities such as Japan Overseas Cooperation Volunteers, for example, are widespread in developing countries, as well as major global efforts by international organizations, developed countries, companies and NGOs to promote the achievement of SDGs. People who participated in the activities from Japan are called "teachers" in Africa and other places, and people from various backgrounds work hard to become a bridge between people and a bridge between countries. I was happy and proud to hear that dozens of graduates of our university have participated in the Japan Overseas Cooperation Volunteers. Thanks to these grassroots activities, the local people are very close to the Japanese people. Young people are also the ones who become teachers locally. Learning among young people and exchanges that transcend nationalities and cultures will help the educational field in the future. Teachers are one of the respected professions in Ghana. There are many students who aim to become teachers. Local teachers are far from high salaries, and some people have a difficult life. However, many are passionate about teaching work, and schools with such teachers perform better, and students are more interested in the work of teachers. Education is what "people" face "people" above all. I feel that the rich potential created by education can only be nurtured in a society where thoughts are inherited.