@article{oai:repo.lib.tut.ac.jp:00000251,
 author = {クロダ, キヨヒコ and 黒田, 清彦 and Kuroda, Kiyohiko},
 journal = {雲雀野, The Lark Hill},
 month = {Mar},
 note = {P(論文), Education has become one of the major areas for aid-policies among developed countries and also international organizations such as UNESCO and World Bank. Since 1990, when the World Conference of Education for All was held, in Jomtien, Thailand, there have been several international forums and agreements to enhance and mobilize the world efforts to address long-standing educational issues, in particular, on basic education. Full access of all children to primary school and eradication of illiteracy are still most formidable ones on which strong emphasis was laid at the Jomtien conference and the following Dakar Education Forum in 2000. The six education goals defined at Dakar are the current major drive for international education communities and governments. The author agrees to a notion that this policy orientation, with clear future goals to be achieved by 2015, has positive political impact on educational and development policies of governments, and also it has to be considered as a 'must' for international organization like UNESCO to advocate in the light of securing basic human rights to education for all people. It should be, however, worth pointing that the current policy direction of EFA could not be relevant and supportive to education policymaking of the developing countries. In that regard, this study reveals negative sides of EFA policy in the following points; 1) Whether is it relevant for governments to pay attention only basic education, in particular, in the case of the states where education expansion has been already observed at secondary and higher education levels? 2) Would the uniformed approach as shown in the EFA six goals be applicable in the varied educational context in the world? 3) Are the current monitoring practice and developed indices to measure the achievement of EFA goals effective enough? 4) Isn't it likely that focusing only on basic education would lead to wider knowledge gap between developing countries and developed countries, in the situation where OECD countries investing more and more resources in 'Knowledge' activities? Would Education for Knowledge Economy (KEK) become more convincing notion than EFA? 5) BSD is also emerging as a major player in the international education policy. Can it be an emulator of EFA? In the end, the author concludes that there is a strong need to revisit and reformulate the idea of EFA to be a macroscopic educational policy which must be more comprehensive and has policy relevance with due consideration of varied nature of education in developing countries.},
 pages = {133--144},
 title = {国際機関による教育協力政策の動向と課題 : Education for All (EFA)か,Education for Knowledge Economy (EKE)か。それともEducation for Sustainable Development (ESD)か?},
 volume = {27},
 year = {2005}
}