●Diplomatic Viewpoints(1) Diplomatic Importance●Development Viewpoints(1) Relevance of Policies(2) Effectiveness of ResultsBackground, Objectives, and Scope of the EvaluationSummary of Evaluation Results(3) Appropriateness of Processes(2) Diplomatic ImpactChief EvaluatorAdvisorConsultantEvaluation PeriodPeriod of the Evaluation StudySeptember 2021 to March 2022Field Survey CountryEducation cooperation has been positioned as one of the priority areas in Japan’s development cooperation. Thus, the Government of Japan formulated the “Learning Strategy for Peace and Growth,” as a sectoral development policy in education that was guided by the “Development Cooperation Charter” formulated in 2015. The policy stipulates that “a third-party evaluation of this policy should be carried out at an appropriate time in order to utilize the results for planning and implementing a future education cooperation policy, as well as to achieve accountability to the public.” Since it has been six years since the implementation of the education cooperation policy, this evaluation was carried out for this purpose.The policy has been positioned as an education development policy of the Development Cooperation Charter approved by the Cabinet in February 2015. It was formulated based on the Sustainable Development Goals (SDG) 4, which has set forth efforts to address the educational challenges faced by partner countries. The policy has also incorporated areas of comparative advantage in Japan’s education sector, and has been consistent with the needs of partner countries owing to the fact it was developed after sufficient consultations with practitioners of education cooperation and NGOs. (Evaluation Result: Highly Satisfactory)Japan’s bilateral assistance for education amounted to more than US$3.1 billion over the five years from 2015 to 2019, which was about 75% of the previous five years. However, in terms of outcomes of its cooperation, it was confirmed that Japan’s contributions to resolving educational issues and achieving educational goals in partner countries and the international community were satisfactory. Since 2020, new initiatives such as the digitization of teaching materials, and the implementation of on-line classes and * Ratings: Highly Satisfactory; Satisfactory; Partially Satisfactory; UnsatisfactoryDr. ISHIDA YokoProfessor/Director, Center for the Study of International Cooperation in Education, Hiroshima UniversityDr. KURODA KazuoProfessor/Dean, Graduate School of Asia-Pacific Studies, Waseda UniversityInternational Development Center of Japan Inc.FY2015 to FY2020El Salvador, Madagascar (online survey)training were confirmed to have begun to ensure learning continuity, although they were greatly affected by the spread of COVID-19. (Evaluation Result: Satisfactory)MOFA Recognition of this policy from partner governments, other donor agencies, and Japan’s overseas establishments is not high. In contrast, the governments of partner countries are well aware of individual education projects, and appreciated that assistance is from Japan. As a result, it seems that Japan’s education cooperation has contributed not only to addressing the educational issues of the partner countries, but also to building better bilateral relations and the enhancement of Japan’s presence.Japan’s education cooperation has met the development needs of partner countries. The cooperation has been provided on the ground, working together with local counterparts. Therefore, the trust and expectations from those countries are high, and it can be concluded that the approaches of Japan’s cooperation have contributed to strengthening bilateral relations. For example, a head of a state personally expressed formulated this policy, having individually sought advice from relevant ministries, JICA, universities, international organizations, NGOs, private companies, and other stakeholders. At the implementation stage, officials from Japan’s diplomatic missions, JICA, and other organizations formed an ODA Task Force, which regularly conducts information-sharing with partner countries on the formulation of aid policies and development projects, and monitors the progress of the projects. Cooperation with other donor agencies and diverse aid modalities were also applied to meet diverse assistance needs. However, since the implementation period and targets of the policy were not set, there has been room for improvement in monitoring and evaluating the implementation of the education cooperation policy. (Evaluation Result: Satisfactory)Evaluation on Japan’s Education Cooperation Policy15Annual Report on Japan’s ODA Evaluation 2022
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