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Latest Information


March 23 2018 (Evaluation Result) Summary of the Final Evaluation Study Report, Secondary Science and Mathematics Teachers' Programme (SESEMAT) Phase III (PDF/111KB)
March 15 2018 (Evaluation Result) Summary of the Final Evaluation Study Report, Project for Human Resources Development for Heavy-Chemical Industry at Industrial University of Ho Chi Minh City (PDF/677KB)
February 7 2018 (Evaluation Result) Summary of the Final Evaluation Study Report, Project for Educational Resource Development in Science and Mathematics at the Lower Secondary Level (STEPSAM3) (PDF/528KB)
February 6 2018 (Evaluation Result) Summary of the Final Evaluation Study Report, Strengthening the Capacity of Teacher Training at Primary Teachers Training Institutes to Improve Classroom Teaching (PDF/345KB)
February 1 2018 (Evaluation Result) Summary of the Final Evaluation Study Report, Project for Strengthening of Mathematics and Science in Secondary Education (SMASSE) in Malawi (PDF/358KB)


Education is a fundamental human right that everyone must enjoy; it is an enabler for achieving all the other Sustainable Development Goals (SDGs). In addition, education lays foundations for a peaceful and inclusive society by fostering understanding of diverse cultures and values.

However, 58 million primary school-age children worldwide still remain out of school (UNESCO, 2015). It is estimated that at least 250 million children have failed to acquire basic literacy and numeracy skills (UNESCO, 2014). In addition, there are disparities in education due to the factors associated with poverty, gender, disability, ethnicity, language, and place of residence. Ensuring quality education for all children is high on the agenda.

Furthermore, global youth unemployment has been on an upward trend, with some 225 million not in education, employment, or vocational training (ILO, 2014). It is necessary to expand access to technical and vocational education and training and improve their quality.

While access to higher education has been improving steadily, with the gross enrollment ratio jumping 16% in 2004 to 29% in 2014 (UNESCO, 2015), the pace of developing the teaching force, upgrading educational facilities and equipment, and securing research funds is lagging behind, leaving significant challenges in terms of the quality of higher education and research.

To address these issues, guided by the Japanese government's education policy, and reflecting our commitment to the achievement of the SDG4 by 2030, JICA has set out the new position paper in education cooperation for the next five years. This position paper presents JICA's new vision for education cooperation: Learning Continuity. The vision aims to ensure learning continuity for all in our operations, regardless of education level or country circumstances. It also proposes to place the development of the individual at the center of our education support under the concept of human security, and to adopt cross-sector approaches. Furthermore, drawing on our experiences in implementing programs and projects, we will place a high value on three guiding principles: (1) trust, (2) mutual learning for knowledge creation, and (3) equity and inclusion. In close cooperation with our diverse partners, JICA will focus on the following four priority areas in our implementation: (1) quality education for learning improvement, (2) education for fostering equitable and sustainable growth, (3) education for knowledge co-creation in societies, (4) education for building inclusive and peaceful societies.

Conceptual Diagram of ‘Learning Continuity’



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