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Researcher information
Takako Suzuki
Associate Professor
International Social Development
Department of Multicultural Society
Faculty of Languages and Cultures
Last modified date：2023.11.22
Graduate SchoolAssociate Professor
International Social Development
Department of Multicultural Society
Faculty of Languages and Cultures
Last modified date：2023.11.22
Other Organization
Other
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https://kyushu-u.elsevierpure.com/en/persons/takako-suzuki
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092-802-5719
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| Academic Degree |
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Ph.D in Education and International Development, University of London
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Yes Doctor
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| Field of Specialization |
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Education and International Development
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| Total Priod of education and research career in the foreign country |
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10years00months
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My speciality is Education and International Development and I mainly conduct a field research in primary schools in rural areas of developing countries such as Africa, South Asia and South America to promote Education for All alongside the Sustainable Development Goals.
The reason why I address primary education is that I believe that it is the responsibility of all of the global citizens to provide at least four years of primary education to all of the children on the earth wherever they were born, while it should be the responsibility of each government to support higher than secondary education.
The origin of my interests in education and international development goes back to my experience of teaching Japanese in Brasil, when I was sent there as a volunteer by JICA. It was very hard for me to teach in such circumstances, as I was never trained to teach in rural schools in developing country. I needed to deal several levels of students at a same time. It was hard but I understood that it was avoidable due to the social condition of the rural areas.
Therefore, when I came back to Japan, I went to Graduate School of International Development in Nagoya University to study education and international development. Professor Yasushi Hirosato taught me the basis of Education and International Development. I was also trained to conduct field researches and to analyse the collected data. He led me to work at UNESCO PROAP in Bangkok as an intern and I involved the UNESCO education project as a part of the UNDP programme in Myanmar. I stayed in a rural village in Magway district for two weeks and conducted a research in a primary school to measure the impact of community participation on the access and quality of education.
Then I did my PhD at the Institute of Education at University of London (UCL), supervised by Professor Angela W Little. I participated the DFID research project named Multigrade Teaching Project. I researched on multigrade teaching in Nepal with some colleagues researching on Sri Lanka, Vietnam and Peru. I stayed in Nepal for two years and revealed the reality of invisible and hidden multigrade teaching of Nepal. I also evaluated the impact of the on the job training for multigrade teaching.
After obtaining the PhD, I was sent to Zambia as an expert by JICA. I contributed to implement education policies as a part of the joint government with the Ministry of Education and international agencies. I also drafted the Japanese policy plans to assist the education in Zambia and established an education project funded by JICA.
After coming back to Japan, I became an academic at Nagoya University, Kobe University and then Kyushu University. Here I mainly researched on primary education in Colombia. I believe the promotion and implementation for social development should be done by insiders and outsiders should only support them. Therefore I conducted an intentional joint research project with initiative of Colombians. I wanted to support Escuela Nueva prgramme of Colombia because it was well known good practice conducted by locals. We evaluated the impact of Escuela Nueva graduates in non-cognitive skills such as autonomous learning, self esteem and civic behavior through a follow up study for five years. After this project in Colombia ended in 2018, I look at Education and Coloniality in a case of New Caledonia.
Since 2015, Sustainable Development Goals (SDGs) do not limit its targets only developing countries but address all of the globe unlike Millennium Development Goals, my interests are also expanded beyond developing countries and now I am interested in education in Japan more than ever. I am currently working on multigrade teaching in Edo period before the current modern education system was introduced in Japan. I am also interested in out of standard school children in Japanese basic education, and try to learn from innovative schools such as those in Finland.
The reason why I address primary education is that I believe that it is the responsibility of all of the global citizens to provide at least four years of primary education to all of the children on the earth wherever they were born, while it should be the responsibility of each government to support higher than secondary education.
The origin of my interests in education and international development goes back to my experience of teaching Japanese in Brasil, when I was sent there as a volunteer by JICA. It was very hard for me to teach in such circumstances, as I was never trained to teach in rural schools in developing country. I needed to deal several levels of students at a same time. It was hard but I understood that it was avoidable due to the social condition of the rural areas.
Therefore, when I came back to Japan, I went to Graduate School of International Development in Nagoya University to study education and international development. Professor Yasushi Hirosato taught me the basis of Education and International Development. I was also trained to conduct field researches and to analyse the collected data. He led me to work at UNESCO PROAP in Bangkok as an intern and I involved the UNESCO education project as a part of the UNDP programme in Myanmar. I stayed in a rural village in Magway district for two weeks and conducted a research in a primary school to measure the impact of community participation on the access and quality of education.
Then I did my PhD at the Institute of Education at University of London (UCL), supervised by Professor Angela W Little. I participated the DFID research project named Multigrade Teaching Project. I researched on multigrade teaching in Nepal with some colleagues researching on Sri Lanka, Vietnam and Peru. I stayed in Nepal for two years and revealed the reality of invisible and hidden multigrade teaching of Nepal. I also evaluated the impact of the on the job training for multigrade teaching.
After obtaining the PhD, I was sent to Zambia as an expert by JICA. I contributed to implement education policies as a part of the joint government with the Ministry of Education and international agencies. I also drafted the Japanese policy plans to assist the education in Zambia and established an education project funded by JICA.
After coming back to Japan, I became an academic at Nagoya University, Kobe University and then Kyushu University. Here I mainly researched on primary education in Colombia. I believe the promotion and implementation for social development should be done by insiders and outsiders should only support them. Therefore I conducted an intentional joint research project with initiative of Colombians. I wanted to support Escuela Nueva prgramme of Colombia because it was well known good practice conducted by locals. We evaluated the impact of Escuela Nueva graduates in non-cognitive skills such as autonomous learning, self esteem and civic behavior through a follow up study for five years. After this project in Colombia ended in 2018, I look at Education and Coloniality in a case of New Caledonia.
Since 2015, Sustainable Development Goals (SDGs) do not limit its targets only developing countries but address all of the globe unlike Millennium Development Goals, my interests are also expanded beyond developing countries and now I am interested in education in Japan more than ever. I am currently working on multigrade teaching in Edo period before the current modern education system was introduced in Japan. I am also interested in out of standard school children in Japanese basic education, and try to learn from innovative schools such as those in Finland.
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Research Interests
- Primary Education in Rural Villages in Developing Countries
keyword : social reseach, rural areas, developing countries, primary education, EFA
1997.04～2021.03. - Establishment of Models for International Cooperation in Education
keyword : International Cooperation, Education, policies
2004.01～2014.03. - Multigrade teaching in rural primary schools in developping countries
keyword : Education and International Developmet, multigrade teaching, primary schools
1997.04～2012.03.
- Outcomes of primary education: the case of Escuela Nueva in Colombia
- A Project to address issues realted to a school lavatory
- Searcing for a new model for the sustainable development in education in Colombia
Books
Reports
| 1. | ＠鈴木 隆子, Improving education for all, Impact, 2021.04, [URL], • Evaluate the noncognitive skills of graduates from rural schools in developing countries • Analyse field survey work in Escuela Nueva primary schools, Colombia • Understand the impact of developing these skills for other education systems. |
Papers
| 1. | Takako Suzuki, Multigrade teaching before the modern school system in Japan: A case of Kangien in Edo period, 『言語文化論究』, vol. 47, 65-76, 2021.10. |
| 2. | Multicultural education in New Caledonia: Adaptation of local contents in a case study primary school . |
| 3. | Education and coloniality：In the process of independent movement in New Caledonia. |
| 4. | Takako Suzuki, Data collection process for non-cognitive skills gained by Escuela Nueva primary schools in Colombia, Studies in Languages and Cultures, 38, 99-111, 2017.03, [URL]. |
| 5. | Social Business and the ROぇ尾fUniversity: A Case of Grameen Caldas in Colombia. |
| 6. | 鈴木隆子, A comparative analysis of multigrade teaching in Japanese, Nepalese and Zambian primary schools, 言語文化論究, 28, 37-50, 2012.03, [URL], 日本、ネパール、ザンビアの複式学級の現状を比較し、途上国における複式学級の課題を明確にしようとするものである。. |
| 7. | 鈴木隆子, Cascade model for teacher training in Nepal, 言語文化論究, 27, 31-42, 2011.10, [URL], ネパールの教員訓練において適用されているカスケードモデルの効果について検証したものである。. |
| 8. | Community Participation and Primary School Improvement: A case study in Myanmar. |
| 9. | Effectsof the Cascade Model for In-service Teacher Training in Nepal. |
| 10. | Japanese Assistance for Education in Africa: The Case of Zambia. |
| 11. | Takako Suzuki, “From Sector Wide Approach to General Budget Support: The Impact of Political Shift in the Education Sector in Zambia” , Journal of International Cooperation Studies , Vol.17, No.1, pp.79-99, 2009.06, [URL]. |
| 12. | Takako Suzuki, “Multigrade teaching training in Nepal: The diversity of practice and the impact of training”, Journal of International Cooperation Studies , Vol.16, No.3, pp.123-141, 2009.02, [URL]. |
| 13. | Comparative Analysis of Multigrade Teaching in Japanese and Nepalses Primary Schools. |
| 14. | Takako Suzuki, “Multigrade teaching: Does it exist in Nepal? Abstract of a case study in Nuwakot District” , Education and Development 2000, Research Centre for Educational Innovation and development (CERID), pp.91-103, 2000.01. |
Presentations
| 1. | 鈴木隆子, Autonomous Learning gained by Escuela Nueva primary schools in Colombia: Comparison between Grades 6 and 9, Comparative and International Education Research Forum, 2019.09, 1 Title Autonomous Learning gained by Escuela Nueva primary schools in Colombia: Comparison between Grades 6 and 9 2 Author Dr. Takako Suzuki, Associate professor, Faculty of Languages and Cultures, Graduate School of Human Environment Studies, Kyushu University 3 Summary keywords: Autonomous learning, Colombia, primary education, Escuela Nueva 3.1.The research focus (i.e. statement of the problem(s)/research issue(s) addressed); Escuela Nueva (EN) of Colombia is one of the well-known excellent education programmes for rural schools. It promotes high quality education not only for high academic scores but also non-cognitive skills and behavior including autonomous learning. These skills are especially recently highlighted and required for the next generations to survive in the highly globalized society and sustainable development. Thus we aim to prove the effects of EN implementation on autonomous learning. 3.2. The research methods used (experimental research, case studies, questionnaires, etc.); This five-year international research tries to proof if this successful achievement is maintained years after graduation by longitudinal studies of its graduates. We evaluated the EN graduates’ attitude, when primary graduates became grades 6 and 9. We conducted the baseline survey in 2014 with 1,037 Grade 6 students at 19 secondary schools who have just graduated from primary schools (Gs 1-5) and now attending at conventional secondary schools in two rural departments. We constructed a questionnaire and measured their autonomous learning to understand how far graduates gained autonomous learning through primary schools. Then we distributed the same questionnaires to the same students when they became Grade 9 in 2017, and compared the results from 2014. 3.3.The results/findings of the research; As conclusion, we see the correlation between autonomous learning and EN implementation levels when they were Grade 6. Students graduated from higher EN implementing primary schools indicated more positive behavior and attitude in autonomous learning, particularly with the following four components: initiative, motivation and heterogeneity. When they became Grade 9, however, we did not see the correlations except initiative. 3.4.The main conclusions and recommendations In 2015, Sustainable Development Goals including education targets are declared and the entire world is now addressing these goals to sustain our planet. Non-cognitive skills and behavior are necessary to the next generations to sustain the global world. Thus investigating and identifying the good practice to acquire these skills contributes a lot to the education in this century and the future. 4. List of Author’ publications, articles in relation to the topic of the Forum 2017 Takako Suzuki, Chiaki Miwa, Mikiko Nishimura and Naoki Hatta “Non-Cognitive skills gained by Escuela Nueva primary schools” ‘Ruta Maestra’ Santillana, Bogota 2017 Data collection process for non-cognitive skills gained by Escuela Nueva primary schools in Colombia, Studies in Languages and Cultures, No. 38, Faculty of Languages and Cultures, Kyushu University, pp.99-111.. |
| 2. | Suzuki Takako, Autonomous Learning gained by Escuela Nueva primary schools in Colombia: Comparison between Grades 6 and 9, The 62th Comparative and International Society of Education, 2019.04, 1.Objectives and purposes Escuela Nueva (EN) of Colombia is one of the well-known excellent education programmes for rural schools. It promotes high quality education not only for high academic scores but also non-cognitive skills and behavior including autonomous learning. These skills are especially recently highlighted and required for the next generations to survive in the highly globalized society and sustainable development. Thus we aim to prove the effects of EN implementation on autonomous learning. 2.Main perspective or theoretical/conceptual framework The theoretical framework used for this research is the effective school model including “education inputs,” “education process,” and “education outputs.” In this framework, appropriate school inputs and process lead effective school outputs and then school outcomes should be maintained. As Escuela Nueva is a famous programme, a number of researchers and practitioners have been investigating it. However, while extensive researches have been conducted on “education inputs,” “education process,” and “education outputs” of Escuela Nueva, its “education outcomes” is rather limited. In our literature reviewed, international researchers have been proving its successful school outputs. Therefore, this research investigates how Escuela Nueva benefits the society and individuals after the graduation. 3.Research design and modes of inquiry This five-year international research tries to proof if this successful achievement is maintained years after graduation by longitudinal studies of its graduates. We evaluated the EN graduates’ attitude, when primary graduates became grades 6 and 9. We conducted the baseline survey in 2014 with 1,037 Grade 6 students at 19 secondary schools who have just graduated from primary schools (Gs 1-5) and now attending at conventional secondary schools in two rural departments. We constructed a questionnaire and measured their autonomous learning to understand how far graduates gained autonomous learning through primary schools. Then we distributed the same questionnaires to the same students when they became Grade 9 in 2017, and compared the results from 2014. 4.Analytical methods This study reveals how EN graduates gained autonomous learning throughout their EN primary school experiences, and how they maintained it throughout the secondary education. Their primary schools are categorized into four levels according to the degrees of EN implementation. The answers related to autonomous learning are analyzed in the relation with the four EN implementation levels. The collected data was analyzed through factor analysis, analysis of variance, and correlation analysis. 5.Results and conclusions As conclusion, we see the correlation between autonomous learning and EN implementation levels when they were Grade 6. Students graduated from higher EN implementing primary schools indicated more positive behavior and attitude in autonomous learning, particularly with the following four components: initiative, motivation and heterogeneity. When they became Grade 9, however, we did not see the correlations except initiative. 6.Significance of the study In 2015, Sustainable Development Goals including education targets are declared and the entire world is now addressing these goals to sustain our planet. Non-cognitive skills and behavior are necessary to the next generations to sustain the global world. Thus investigating and identifying the good practice to acquire these skills contributes a lot to the education in this century and the future..  |
| 3. | Suzuki Takako, Autonomous Learning gained by Escuela Nueva primary schools in Colombia: Comparison between Grade 6 and Grade 9’ School outputs of Escuela Nueva primary schools in Colombia: Autonomous Learning of fresh graduates, Multigrade teaching international symposium, 2018.11. |
| 4. | Suzuki Takako, Autonomous Learning gained by Escuela Nueva primary schools in Colombia: Comparison between Grade 6 and Grade 9’ School outputs of Escuela Nueva primary schools in Colombia: Autonomous Learning of fresh graduates, International Conference on New Horizons in Education (INTE2018) , 2018.07. |
| 5. | Takako Suzuki, Chiaki Miwa, Mikiko Nishimura and Naoki Hatta, Non-cognitive skills and future expectations: From the tracer study of Escuela Nueva in Colombia, 第53回日本比較教育学会, 2017.06. |
| 6. | Takako Suzuki, Non-Cognitive skills gained by Escuela Nueva primary schools in Colombia: Autonomous learning, self-esteem and democratic behavior of fresh graduates , The Third International Congress of Escuelas Nuevas (III CIEN), 2016.11. |
| 7. | Takako Suzuki, Non-Cognitive skills gained by Escuela Nueva primary schools in Colombia: Autonomous Learning of fresh graduates , 16th World Congress of Comparative Education Society, 2016.08. |
| 8. | Takako Suzuki, Non-Cognitive skills gained by Escuela Nueva primary schools in Colombia: Autonomous Learning of fresh graduates, 60th Comparative and International Society of Education, 2016.03. |
| 9. | 鈴木 隆子, ALTERNATIVE WAY TO SUPPORT SUSTAINABLE QUALITY EDUCATION FOR ALL: A CASE OF COLOMBIA, アジア比較教育学会, 2014.05. |
| 10. | 鈴木 隆子, ALTERNATIVE WAY TO SUPPORT SUSTAINABLE QUALITY EDUCATION FOR ALL: A CASE OF COLOMBIA, 58th Comparative and International Society of Education, 2014.03. |
| 11. | ALTERNATIVE WAY TO SUPPORT SUSTAINABLE QUALITY EDUCATION FOR ALL: A CASE OF COLOMBIA. |
| 12. | ALTERNATIVE WAY TO SUPPORT SUSTAINABLE QUALITY EDUCATION FOR ALL: A CASE OF COLOMBIA. |
| 13. | 鈴木 隆子, Alternative way to support sustainable quality education for all: a case of Colombia, XV WCCES congress （世界比較教育学会）, 2013.06, Education for all is one of our global issues and we have been working on it for decades. As international assistance has been traditionally considered as one of the international and political affairs, multinational organisations and bilateral governments have taken initiatives, but recently the role of private sector is getting significant. More than 70% of the capital flow into developing countries in 1970s was made by public sectors. In 2003, however, it remained only 20% and the rest of 80% was from private market including BOP and social business, according to Deiglmier (2011). Compared with particular short term projects conducted by governments or public institutions, the money flow along the market may have some potential to bring sustainable development of a whole area, because the money flows into a whole society and its effects sprinkle down to the bottom. In Colombia, some of recent activities for promoting quality education for all have been shifting from charity to business models. In this study, taking examples of two institutions, Escuela Nueva and Grameen Caldas, their latest business activities to improve rural education are described and the current issues and further directions are discussed based on a field study conducted in 2012.. |
| 14. | In searching for a sustainable educational development model: potentials and issues of social business . |
| 15. | In searching for a model for sustainable deducational development in Africa: potentials and issues for social business. |
| 16. | Kobe University, [URL]. |
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Educational Activities
Education and International Development (postgraduate), English (undergraduate)
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Professional and Outreach Activities
Promoting international cooperation with University of East Anglia (May, 2010).
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