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Education and Development: Theory, Policy, and Practice
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This course introduces key theories, policies, and practices that shape the relationship between education and development. Students will examine how education contributes to social and economic transformation, explore the roles of various development actors (NGOs, governments, multilaterals, and the private sector), and analyze cross-cutting themes such as health, gender, and technology. Drawing on the instructor’s field experience in NGO, government agencies, and consulting firms, the course bridges theory and practice while helping students critically reflect on their own societies.
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Across 15 sessions, this interdisciplinary course explores global and local perspectives on education and development. Students will learn through lectures, discussions, case studies, and film analysis, examining how educational policies and practices intersect with broader issues such as poverty, health, equity, and governance. The course emphasizes active learning: students will conduct their own research on developing countries, participate in group reflections on their home contexts (Japan, the U.S., or others), and present applied analysis linking theory to practice.
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development, education, globalization, international relations, international cooperation
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第1回
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Section 1-Foundations
What is Development
: Students explore competing definitions of development—economic growth, human development, and well-being. Through discussion and an icebreaker (“What does development look like to you?”), students reflect on their own assumptions about development.
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第2回
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Education and Development Theories
: This session introduces key theoretical perspectives (modernization, human capital, dependency, capability approach). Students compare how each theory explains the role of education in social and economic change.
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第3回
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Global Agendas in Education
: Students examine global education frameworks such as EFA, MDGs, and SDGs, with attention to SDG 4. The class discusses how global goals are translated—or distorted—at the national and local levels.
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第4回
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Education Realities in LMICs (individual presentation)
: Students investigate the education situation of a developing country of their choice using online sources (videos, NGO reports, media articles). They identify key challenges (access, quality, equity, financing) and share findings through short group presentations. (Assignment 1)
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第5回
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Section 2-Actors
Development Actors: NGOs and Government Aid, Multilaterals, and Private Sector
: This session introduces the roles of NGOs, governments, bilateral donors, multilateral agencies, and private-sector actors in education. Students discuss differences in mandates, incentives, and power relations.
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第6回
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Who is doing What, How, and Why?
: Building on Session 5, students present and discuss how different actors operate in their chosen country (Assignment 2)
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第7回
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Project Design, Monitoring & Evaluation
: Students learn the basics of project design, logical frameworks, and monitoring & evaluation. The class connects abstract theories to how education projects are planned, implemented, and assessed in practice.
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第8回
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Section 3-Cross-cutting Themes
Education, Health, and Well-being
: This session explores how health and education interact, including nutrition, school feeding, and child well-being.
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第9回
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Equity, Gender, and Inclusion
: Students examine how education systems reproduce or reduce inequality, focusing on gender, disability, poverty, and marginalization. The session introduces intersectionality as an analytical lens.
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第10回
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Decentralization and School Governance
: This class examines decentralization, community participation, accountability, and school-level governance.
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第11回
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Education, Technology, and Innovation
: Students explore how technology (ICT, ed-tech, AI) is used in education for development, while critically examining risks related to inequality, access, and ethics in both developing and developed contexts.
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第12回
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Education and Social Change in Students’ Own Contexts
: Students analyze an education-related social or developmental issue in their own society (Japan, U.S., or home country), discussing how education contributes or fails to contribute to social change. (Assignment 3)
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第13回
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Section 4- Applications & Reflections
Film Project Group Presentations
: Students present group analyses of The Boy Who Harnessed the Wind (or another approved development-related film), linking characters, scenes, and contexts to theories and themes from the course.
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第14回
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Ethics and Power in Development
: This session addresses ethical dilemmas, power asymmetries, positionality, and unintended consequences in education and development practice. Students discuss real-world cases and reflect on responsibility and agency.
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第15回
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Reflections and Career Pathways
: The final session synthesizes learning across the course and reflects on how students’ understanding of education and development has evolved. Career pathways and guidance for the final paper are discussed.
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Student evaluation is based on five cumulative section assessments and one final integrative paper. Each section concludes with either a short paper or presentation that builds upon the previous one, guiding students toward a comprehensive understanding of education and development in one chosen context.
1. Participation 20%
: Active participation are essential in this discussion-based course. Students are expected to attend all classes and participate actively in discussions, group work, and peer feedback.
Participation is evaluated based on preparation, engagement, and contribution to group activities. Quality of engagement is valued more than the quantity of speaking.
2. Assignment 1 (Foundations) 10%
: Students select one developing country, summarize its education realities (key issues, policies, and SDG 4 status) in one page, and share briefly within a small group in Session 4. (Format: 1-page summary + 3-min group presentation)
3. Assignment 2 (Actors) 15%
: Using the same country, students analyze the roles of different actors (NGOs, bilateral, multilateral, private sector) and describe how these organizations address national education challenges.
4. Assignment 3 (Cross-cutting Themes) 15%
: Students examine an education-related social issue in their own context (Japan, USA, or home country). They submit a short analytical paper and present insights in Session 11.
5. Assignment 4 (Film Project- Group Work) 15%
: Group analysis of The Boy Who Harnessed the Wind—identify key themes and connect to theories and frameworks studied in the course.
6. Assignment 5 (Final Integrative Paper) 25%
: Students synthesize all four previous assignments into one coherent final paper, revising and expanding earlier sections. 1,500–2,200 words (approx. 5–8 pages, double-spaced, excluding references).
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Preview (Before class):
Students are expected to complete assigned readings, short policy briefs, or video materials before each class. For selected sessions (e.g., country research, actor analysis, and film analysis), students should prepare basic notes or guiding questions to contribute meaningfully to class discussions and group work.
Review (After class):
After each class, students should review key concepts discussed in class and reflect on how they relate to course themes and assignments. In particular, students are encouraged to revise and refine their ongoing assignments based on class discussions and feedback, as all major assignments are cumulative and contribute to the final integrative paper.
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1. This course welcomes students from any discipline; no prior background in development studies is required.
2. Active participation in discussions and group work is essential.
3. Be prepared to engage with diverse perspectives and reflect on your own assumptions about “development.”
4. There will be opportunities to interact with students from University of Hawaii, Manoa online.
5. There is no required textbook for this course. Students who wish to deepen their understanding are encouraged to consult selected books, articles, policy reports, and films related to education and development. Specific readings will be suggested throughout the course.
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Development as Freedom
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Amartya Sen
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Global Education Monitoring Report
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UNESCO
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World Development Report: Learning to Realize Education's Promise
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World Bank
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Why nations fail
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Acemoglu & Robinson
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The elusive quest for growth
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Easterly
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