| Takako Suzuki | Last modified date：2023.11.22 |
Associate Professor /
International Social Development /
Department of Multicultural Society /
Faculty of Languages and Cultures
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, School outputs of Escuela Nueva primary schools in Colombia: Based on the attitude and behaviour of fresh graduates, International Council on Education for Teaching (ICET) 59th World Assembly, 2015.06. |
| 10. | 鈴木 隆子, School outputs of Escuela Nueva primary schools in Colombia: Autonomous Learning of fresh graduates, International Conference on New Horizons in Education (INTE2015) , 2015.06. |
| 11. | 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. |
| 12. | 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. |
| 13. | ALTERNATIVE WAY TO SUPPORT SUSTAINABLE QUALITY EDUCATION FOR ALL: A CASE OF COLOMBIA. |
| 14. | ALTERNATIVE WAY TO SUPPORT SUSTAINABLE QUALITY EDUCATION FOR ALL: A CASE OF COLOMBIA. |
| 15. | 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.. |
| 16. | In searching for a sustainable educational development model: potentials and issues of social business . |
| 17. | In searching for a model for sustainable deducational development in Africa: potentials and issues for social business. |
| 18. | Kobe University, [URL]. |
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