インド・アンドラプラデーシュ州における初等教育計画に関する一考察

初等教育援助のあり方をめぐって

抄録

The growth of primary education in developing countries is essential for the development of society. However, the priority given to assistance for primary education is low. One of the reasons lies in difficulties inherent in primary education assistance. The purpose of this paper is to consider the effectiveness of primary education assistance through an analysis of APPEP (Andhra Pradesh Primary Education Project).
Before discussing APPEP, I examine the conditions related to primary education in Andhra Pradesh, A.P. is relatively backward in primary education, and the dropout rate in primary school is quite high (55.68% in 1993-94), even though the number of schools is not very small (1 school/5.59 km²). This suggests that the reason children leave school or don't go to school is not that they don't have a school to which they can commute, but that they don't feel it is necessary to go to school. We can point out two factors responsible for this. First, the quality of education is low. Second, children are an important source of labor in society.
APPEP is supported by ODA from the U.K., both technically and financially. Phase 1 was carried out in 1984-87, a bridging program was carried out in 1987-89, and Phase 2 started in 1989 and will be completed in 1996. This paper discusses mainly Phase 1 of this project.
The objectives of APPEP are:(1) improving human resources by enhancing the quality of the work of teachers and supervisors, and (2) providing new primary school classrooms of improved quality. Programs based on each purpose are called the Human Resource Development Programme (HRDP) and the School Building Construction Programme (SBCP).
HRDP offered training programs to teacher educators, inspecting officers, and primary school teachers. HRDP was carried out through 6 kinds of training course or meetings. There are six principles in HRDP:(1) providing learning activities, (2) promoting learning by doing, (3) developing individual, group and class work, (4) recognizing individual differences, (5) using the local environment, and (6) creating an interesting classroom.
SBCP offered 155 classrooms in 68 schools. The classrooms scheduled for construction were bigger than normal in order to do group work.
The result of Phase 1 shows there were substantial changes in school practice. The number of dropouts decreased in the schools which were providedclassrooms through SBCP. At the time the research was done however there seemed to be less evidence that HRDP had an effect on decreasing dropouts.
The significance of APPEP is:(1) the idea and constitution of HRDP provides a model for regional based local primary education projects, (2) it shows a multiangled approach to qualitative improvement of primary schools, and (3) it is a project based on a long term view and implemented step by step.