Teikyo University Faculty of Languages and Cultures Department of Foreign Languages Associate Professor Kekako Nishimukai

After graduating from the Department of German Faculty of Liberal Arts Faculty of Letters, Meiji University, he studied abroad in the UK. He completed a Master's degree in Sociology and Anthropology at the School of Oriental and African Studies, University of London, and obtained a PhD from the 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 became Senior Assistant Professor at Teikyo University's Faculty of Languages and Cultures. He is currently focusing on research into 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 causes are complex. While some are due to poverty, others are due to issues of access to school, or the loss of educational opportunities. Looking at the structure of families, particularly in rural areas, with multiple children, some children are able to attend school due to work at home. Furthermore, if the school is far away—several hours' walk away—it becomes difficult for children to safely travel to school during the rainy season. There's also the risk of accidents and incidents, and families who cannot afford to take their children to hospital for injuries or infections may choose not to send their children to school, weighing the costs against the quality of education they receive. Creating a safe learning environment is also an issue. For example, girls tend to miss school because they worry about menstruation and are concerned about the public's opinions in environments without adequate sanitation facilities like water and toilets. The same challenges exist for teachers, with some female teachers refusing to be posted to rural areas away from their families. Without female teachers at school who can provide easy access, girls are more likely to avoid school and achieve their academic goals. In addition, there are countless issues that affect the quality of education, such as teachers' Professor skills and qualifications.

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, to assess the evaluation of educational settings, we conducted a survey of teachers and students at high- and low-performing schools in a rural area of Ghana based on the results of the Basic Education Certificate Examination (CEEC) administered in English-speaking West Africa. The results revealed significant differences across many indicators. For example, high-performing schools demonstrate teachers' high motivation and attitude toward their classes, which leads to innovative Professor methods and instruction, and well-established supplementary learning environments. Training programs are also common, some led by the district and others organized by teachers themselves. Classes and events are also well-planned, creating quiz-style assignments and vocabulary and sports contests with awards for top students, motivating students to learn and attend school. In contrast, low-performing schools exhibited relatively few such practices, resulting in a decline in student motivation. Student survey results showed that low-performing schools had many demands on teachers, while high-performing schools overwhelmingly favored students who enjoyed attending classes. However, there were no significant differences between high-performing and low-performing schools in terms of teacher compensation structures, operating expenses, or other costs. Subsidies are determined solely by the number of students, and participation in supplementary lessons is optional. Moreover, surveys of parents show that they are positive about having their children take supplementary lessons for their future. It is becoming clear that differences in the quality of education also result from differences in the appropriate Professor skills, qualifications, and awareness of teachers, as well as differences in how 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.