| CORKSCREW Diaries(米国編） |
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人と比べたりしちゃあいけないんだろうけど、 プレゼンがあんまし上手くいかなかった。 研究授業が上手く出来なったようなモンなんだろうな。 今日じゃなくて水曜日と言う選択も出来たのに、 ついつい早く終わらせたくて志願して今日やったのにこのザマだ。情けねえな。 でも、失敗は成功の糧。 本格的なプレゼンやったのなんてまだ2回目なんだろう。 これからもっといいものを作り出せるべく,戦いは続く。 クラスメートから折角頂いたフィードバックを恥を忍んで書き記すことにする。 Fromナカオ T-shirt is good. ﾅｶｵ~!! Motel×Lufthansaなんだからカッコいいに決まってるだろうが。しょうもないことかくな。Thanks. Sometimes you talk louder unnecessary. そうですか。強調しているつもりだったのですけど、むつかしいな。 ナカオさんしかしアナタ人がプレゼンしているときに明後日の方向を向くのはやめなさい(ｵﾏｴﾓﾅｰ(>_<)) From Merbek You should work a little on pronounciation. ううっ(T_T)そうだよな。そうなんだよ確かに。 ミュールベックは他にもちゃんと褒めてもくれてるけど、 もっとゆっくりくっきりはっきり話した方がいいのだろうか。 かれは明後日にはカザフに帰ってしまうがとにかくありがたく頂いておきます。コメント。 You were a little bit nervous. However, eye contact and body language were good. ナーバスに見えましたかそうですか。 そんなつもりは無いんだけど、良くないな。 場数をこなすことによってこれは解決出来ると思う。 後、やっぱりもう少しプラクティスしていけば良かったな。 ムリして早めに終わらせる必要は全くなかったと思う。 アイコンタクトは頑張りました。 でも、そのおかげで本文を見失って、若干パニックに陥ったのは否めない。 I think you should express more body language. アイコンタクトは頑張ったのだけど、 ボディーラングリッジはあんまり頑張れませんでした。 なんとなく、、、できんかった。恥ずかしいのよアレなかなか。 次は頑張ります。 You don't have to say sorry when you stunble at sentences. ニッポン人なんだよなあ、こういうところ。 アイコンタクトを頑張りすぎこういうことになりました。 次回はしっかり修正して、勝ち点３を狙いたいと思います。 (柱谷幸一じゃないけれども) まあ、やっぱり準備だと思います。ホントに。 Don't be nervous. Be more convenient. convenience じゃなくて confident な気はするんだけどね。 そんなにnervousだったかな、と思う。 ちょっと(じゃなくてかなり)緊張した気はしなくもない。 ああ、場数とプラクティスだな。 Thank you for all your feedbacks. I would like to improve my presentation. I have to have confidence during my stay in the States. プレゼン概要は以下。 ここに来るために作ったペーパーをリバイスしたもの。 Education for All (EFA) and Japanese cooperation “Education for all” is one of the main initiatives in UNESCO. In 1990, “World Declaration on Education For All” was adopted at the World Conference on Education for All in Jomtien, Thailand. It aimed to universalize primary education and massively reduce illiteracy before the end of the decade. After 10 years, in the quite tough situation to achieve the EFA. The World Education Forum was held in Dakar, Senegal in April 2000. In this conference, “Dakar Framework for Action” was adopted. The participants of the Forum reaffirmed their commitment to achieving Education For All by the year 2015. The main point of “Dakar Framework for Action” is as follows; (i) Improving early childhood education (ii) By 2015, all children, particularly girls, and children in difficult circumstances, have access to primary education (iii) Achieving a 50 percent improvement of adult literacy by 2015, especially for women. (iv)Eliminating gender disparities in primary and secondary education by 2005, and achieving gender equality in education by 2015. (v) Improving all aspects of the quality of education and ensuring excellence of all especially in literacy, numeracy, and essential life skills. This Dakar framework is the base of present EFA policies. The Current situation of the goal towards EFA by the "Dakar framework for Action" Next, I would like to present the current situation of the goal towards EFA by the "Dakar framework for Action" It refers to Education For All GLOBAL MONITORING REPORT 2005, UNESCO. The statistical proof is indicated. The number of children (under 12 years old) who do not go to school decreased in the world. 106,900,000(1998) → 103,500,000(2001). 103 million children do not go to school. In addition, about 800 million adults are illiterate. Among them, many are women and are suffering from poverty. 70 % of those problems are located within the nine nations of sub Sahara Africa, and Southeast Asia, particularly India, China, Bangladesh, and Pakistan. The cost of education has increased in many developing countries. On the other hand, the number of teachers is still lacking. However, the school attendance rate in 2005 is still 85%. If this progress continues at this pace, the school attendance rate will be only 87% in 2015. EFA’s goal is far from being achieved. The case of EFA in Afghanistan: Next, I would like to explain the actual situation in Afghanistan through the interview. In Afghanistan, 6 million people of the total population of 26 million are illiterate, and among half of those are women. The level of schools, teachers, and curriculum remains quite low as a direct consequence of the war. There is some progress in the maintenance of infrastructure and construction of schools. School attendance is also rising. However the securing of teaching staff remains a serious problem. An effective teacher's qualification system is yet to exist. Moreover about 80 percent of the teacher specializing in elementary or secondary education only graduated from elementary school. The low levels of teacher qualification prevent this country from implementing a new educational policy. So, there is a clear necessity for teacher training. For that purpose, a teacher educational cultivation institute should be established, and qualified teacher training staff is also essential. In this Regard, it is probably not feasible to consider directly adopting the same education system as Japan. However, it is important to tenaciously and continuously plant the basic thought that “learning is important”. A Future Concrete Approach for EFA I presented EFA’s current situation and case study in Afghanistan. Then, I would like to present a future concrete approach for EFA by Japan. The Importance of Personnel Training The international support being given by Japan should form a main part of a national strategy, and should make us more visible on the world stage. Therefore, there is a definite need for talented people who are able to coordinate this support. It is also necessary to establish a graduate school that teaches science, research, and development in developing countries. The Asia-Africa Young Volunteers Project In the current situation of rapid globalization, it has become important to secure the future of not only domestic students, but also the future of students from overseas. For our university, this is especially the case for Asian students. The foundation of the Asia-Africa Young Volunteers was announced by Japanese Prime Minister Koizumi during his keynote speech at the Asian-African Business Summit on April 17, 2005. It aims to promote Asia-Africa cooperation. This new scheme dispatches Asian youngsters to Africa aiming at youth exchange and human resource development at the same time. Kyoto University cooperates with the institution of Asia-Africa Young Volunteers, and has implemented the specialized education of international students from Asian countries. Expected outcome of our University’s contribution Our University will be able to make a great contribution in the field of personnel training through implementing the dispatch of specialists to establish a training organization. Additionally, we would also be able to accept students for expert training in science, research, and development. However, local instability or problems of communication may become a barrier. When we accept students, developing countries may not be able to send sufficient numbers of staffs to Japan because of cost. In such a case, it is necessary to educate talented people in stable and cultural similar neighboring countries. It is important to carry out contributions continuously, and tenaciously without a fear of failure. Although, of course the short-term result is important, it is essential to take a long-term view in the work. |
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