APAIE 2016 in Melbourne
Exploring Long-term Impact of Study Abroad andFostering a Global Minded Workforce

Kazuo Kuroda, Ph.D. （黒田一雄）

Professor, Graduate School of Asia-Pacific Studies
Dean, International Affairs Division
Waseda University

P ossible policy objectives forprom otion of international students m obility
1. International Understanding/International Peace
Based on the spirit of the Constitution of UNESCO “Thatsince wars begin in the minds of men, it is in the minds ofmen that the defenses of peace must be constructed”
The ethos of the Fulbright Program“Study abroad for peace” concept appears in many
international education/ student policies throughout theworld.

22. Nurturing “Global Citizen” and “Regional Identity”
Nurturing Global Citizenship has been historicallyrecognized as one of the most important outcomes ofinternational student mobility.
→With the increasing pressure of global problems requiring
common/international collaborative solutions, nurturing GC
is becoming an urgent issue for education.
Creation of “People’s Europe” and promotion of “European”
identity have been recognized as main objectives of intraregional mobility in Europe in the process of Europeanintegration. →Also for the East Asian context.
→Not denying national identity, but formulate healthy multiple
identities from national to regional and global.
3The Kuala Lumpur Declaration
First East Asian Summit (in 2005)• Article 6 – We will enhance people-to-people exchange aimed atdeveloping a "we" feeling.
• Article 7 – We will encourage the sharing of ideas through greaterinteraction between students, academicians, researchers, artists,
media, and youths among countries in East Asia.
• Article 8 – We will conduct regular exchange of intellectuals, membersof think tanks, religious personalities and scholars, which will benefit
East Asia and the world through deeper knowledge and understanding
so as to fight intolerance and improve understanding amongcultures and civilizations.
44Sustainable Development Goals (2015-30)
Goal 4. Ensure inclusive and equitable quality education andpromote lifelong learning opportunities for all
4.1 By 2030, ensure that all girls and boys complete free, equitable and quality
primary and secondary education leading to relevant and effective learning outcomes
4.2 By 2030, ensure that all girls and boys have access to quality early childhood
development, care and pre-primary education so that they are ready for primaryeducation
4.3 By 2030, ensure equal access for all women and men to affordable and quality
technical, vocational and tertiary education, including university
4.4 By 2030, substantially increase the number of youth and adults who haverelevant skills, including technical and vocational skills, for employment, decent jobs
and entrepreneurship
4.5 By 2030, eliminate gender disparities in education and ensure equal access to alllevels of education and vocational training for the vulnerable, including persons withdisabilities, indigenous peoples and children in vulnerable situations
4.6 By 2030, ensure that all youth and a substantial proportion of adults, both men
and women, achieve literacy and numeracy
5Sustainable Development Goals (2015-30)

4.7 By 2030, ensure that all learners acquire
the knowledge and skills needed to promotesustainable development, including, among
others, through education for sustainable
development and sustainable lifestyles,
human rights, gender equality, promotion ofa culture of peace and non-violence, global
citizenship and appreciation of cultural
diversity and of culture’s contribution tosustainable development
6

Source: ATC21S (2013)7

Thank you!

8