2016 年 25 巻 1-2 号 p. 47-55
This paper discusses the development of global governance with a view of “Education quality”. It analyzes international agendas, based on the global governance and the effects on the quality of education at school level in developing countries. As a case study, it focuses on the inclusive education in Malawi, one of the most poverty-stricken countries in Sub Sahara Africa. Malawi is introducing Inclusive education to include all children, especially children with disabilities, following a decision of global governance targeting EFA and Education for 2030.
From the results of the field research, it is clear that the quality of education has been sacrificed and teachers are suffering from introducing inclusive education in Malawi. Making matters worse, it has added to the vicious cycle of teachers' attrition rate getting worse which further causes the quality of education to worsen. Local people, including teachers, appreciate the principle of inclusive education, but teachers and schools have no idea how to include children with disabilities, and they are not able to include successfully. However, the factors that cause these negative effects is not only the global governance, but also the process from global governance to the local level including for example the dysfunction of regional governance, the Malawi government's inept policy governance and poor school management. If regional governance provided an “African model of inclusive education”, each country could adjust it to suit their financial condition and local context of education. However, the Malawi government just followed a global agenda without reflecting on local conformities. They introduced inclusive education without enough preparation to supply teacher trainings, a large enough number of teachers supply and teaching materials. Whereas Global governance might be able to provide global target, principles and ideal concepts of education the Regional governance of each country needs to adjust them for local contexts.