visual impairment in Sudan
6. Conclusions
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Appendix1: Proile of the Participants
Number Sex Proile
1 Male
He was in his late twenties. He studied in the blind school at primary level and studied in a regular school at the secondary level. After he graduated a university, the Faculty of Art, he is working at the blind school.
2 Male
He was in his late twenties. He studied in the blind school at primary level and studied in a regular school at the secondary level. After he graduated university, Faculty of Language, he is working at the blind school
3 Male
He was in his early thirties. He studied in the blind school at primary level and studied in a regular school at the secondary level. After he graduated university, Faculty of Art, he is working at the blind school
4 Male
He was in his late ifties. He lost his sight at after completing education. He has served as a teacher at the blind school for more than 30 years. He recruited other participants for this research.
5 Male
He was in his early thirties. He has studied in regular schools throughout his experience. He inished his master in economy and works in the NGO where the researcher worked. He coordinated the interviews for this research.
6 Female
She was in her early thirties. She was sighted until the ifth grade. She studied in the blind school for two years and re-entered to the regular school. After she graduated university, Faculty of religion, she is employed. (The vocation was not mentioned.)
7 Female
She was in her early twenties. She studied in the blind school at the primary level and studied in a regular school at the secondary level. She graduated university, Faculty of art, and she is employed. (The vocation was not mentioned.)
8 Female
She was in her late thirties. She studied in the blind school in another Arabic speaking country. She came back to Sudan at the university level Now she is working in the blind school.
9 Female
She was in her late thirties. She studied in the blind school at the primary level and in a regular school at the secondary level. After graduating university, she is working at the blind school.
10 Male He was in his late thirties. He has studied in regular schools through his experience.
He studies in another country.
Appendix2: Indicative Questions for Discussion:
● What kind of education have you had so far?
● Please tell us your story about your favorite memory of education.
● Please tell us your story about what you did not like in your education.
● When did you feel education is open for you?
● Please tell us your story when you felt the education is open for you.
● When did you feel education is closed for you?
● Please tell us about your story where you felt there were dificulties in education.
● What made it dificult for your education?
● What are the helpful things in your life which you obtained from education?
● Please tell us about the moments when you feel that the education was worth it for you.
● What was not useful in education?
● What are the important things to do, to be or to have to live in Sudan as a person with a visual impairment?
● Please tell us what makes your life valuable?
● Please tell us anything make the lives of people with visual impairment in Sudan dificult.
● Please tell us any example.
● What do you recommend for blind children to obtain in education?
【第17回】
１．日時：㆓₀㆒⓺年4月㆓㆓日（金）㆒叅時₀₀分 ～ ㆓叅日（土）㆒叅時㆒₀分 ２．場所：名古屋大学 国際開発研究科侸 8階 オーディトリアム ３．プログラム
4月㆓㆓日（金）
㆒㆓:叅₀-㆒叅:₀₀ 受付
㆒叅:₀₀-㆒叅:㆒₀ 開会の辞
㆒叅:㆒⓹-㆒叅:叅₀ 「中央アジアにおける高等教育の地域統合化」ラジャイ綼良（早稲 田大学大学院アジア太平洋研究科M2）
㆒叅:叅₀-㆒叅:㆕⓹ “Educational Stakeholderʼs Perceived Perceptions on the Effectiveness of Remedial Teaching on Automatic Promoted Learners in Namibian Primary Schools.” Shikampeni Evangelista Christine（国際基督教大学アーツ・
サイエンス研究科M1）
㆒叅:㆕⓹-㆒㆕:₀₀ “Teaching English Using Media on the Shade of Critical Pedagogy.” Abd
El Wahab Amira（国際基督教大学アーツ・サイエンス研究科M1）
㆒㆕:₀₀-㆒㆕:㆒⓹ 「アフリカに対する中国の教育援助―ケニアにおける 子学院の事 例―」絪 （大阪大学大学院人間科学研究科M1）
㆒㆕:㆒⓹:㆒㆕:㆓⓹ （休 ）
㆒㆕:㆓⓹-㆒㆕:㆕⓹ “What Is Educational Need in Developing Country? A Case Study of
Mozambique.” 田 （広島大学大学院国際協力研究科D3）
㆒㆕:㆕⓹-㆒⓹:₀⓹ “How Do Zambian Children Recognise Numbers?” 中和渚（東京未来大学）
㆒⓹:₀⓹-㆒⓹:㆓⓹ “Linking Local Identity Acquisition with Formal Education Participation:
Special Focus on Pastoral Maasai Children in Southern Kenya.” Tian
XiaoJie（京都大学大学院アジア・アフリカ地域研究科D3）
㆒⓹:㆓⓹-㆒⓹:㆕⓹ “Assessing the Impact of NGOs Working in Education on Primary School-aged Street Children in the Democratic Republic of Congo, Kinshasa Province.” Loleka Yungu Bernard （神戸大学大学院国際協力研究科M1）
㆒⓹:㆕⓹- ㆒⓺:₀⓹ 「ケニア・ナイロビの低学費無認可私立校の実態と学校運営の特徴
―キベラ・スラムにおける初等学校の事例―」澤村信英（大阪大学）
㆒⓺:₀⓹-㆒⓺:㆒⓹ （休 ）
㆒⓺:㆒⓹-㆒柒:㆕⓹ 特別企画セッション「アフリカにおけるリテラシーと技能」
馬場卓也（広島大学）、福西隆弘（アジア経済研究所）、
田口晋平（国際協力機構）
㆒⓼:叅₀- 情報交換会（於 南部食堂 2階）
㆒₀月㆓⓹日（土）
₀⓽:叅₀-₀⓽:㆕⓹ 「マラウイにおける不就学児童の教育戦略」川口純（筑波大学）
₀⓽:㆕⓹-㆒₀:₀₀ “Perception of Science Teachers on Pedagogy Following Their Attendance to Continuous Professional Development (CPD) Trainings: A Case Study of Strengthening of Mathematics and Science in Secondary Education (SMASSE) INSET Malawi.” Mpaso Cedric （広島大学大学院国際協力研 究科M1）
㆒₀:₀₀-㆒₀:㆒⓹ “Alternative Prepared Teachers in Low Performance School -A Case Study on Teach for Thailand.” Gao Xi（早稲田大学大学院アジア太平洋研究 科M2）
㆒₀:㆒⓹-㆒₀:叅₀ 「ケニア初等学校における教員の授業形態と教育観―教室内の日常 的な実践に着目して―」 野麻 （大阪大学大学院人間科学研究科 M2）
㆒₀:叅₀-㆒₀:㆕⓹ 「制度化するイスラーム教育：ブルキナファソの事例から」清水貴夫
（広島大学教育開発国際協力研究センター）
㆒₀:㆕⓹-㆒₀:⓹⓹ （休 ）
㆒₀:⓹⓹-㆒㆒:㆒⓹ 「ケニア共和国の初等学校における授業研究の課題―６年間のフォ ローアップ調査から見えてきたこと―」米澤義淘（ 門教育大学）
／三 義弘（ 門教育大学大学院国際教育コースM2）
㆒㆒:㆒⓹- ㆒㆒:叅⓹ “Analysis of Reading Comprehension Skills in Primary School in Malawi by Using Item Response Theory: Identifying Item Difficulties and Discriminations, and Reading Habits.” 谷口京子（名古屋大学PD）
㆒㆒:叅⓹-㆒㆒:⓹⓹ 「ケニアにおける中等学校の増加と発展が生徒の学習にもたらす影 響―農村部の人口過密地域を事例に―」小川未空（大阪大学大学院 人間科学研究科D1）
㆒㆒:⓹⓹-㆒㆓:㆒⓹ 「タンザニアにおける就学行動の要因―就学児と不就学児の分析―」
小林千尋（名古屋大学大学院国際開発研究科D1）
㆒㆓:㆒⓹-㆒㆓:叅⓹ 「スーダンの視覚障害者の教育を開くICTの可能性と課題」福地健太郎
（JICA北海道）／モハメド・アブディン（東京外国語大学）
㆒㆓:叅⓹-㆒㆓:⓹⓹ （休 ・審議）
㆒㆓:⓹⓹-㆒叅:₀⓹ 表彰・講評
㆒叅:₀⓹-㆒叅:㆒₀ 閉会の辞
委 員：小林千尋（名古屋大学D1）、長島美紀（名古屋大学M2）、
近藤菜月（名古屋大学D2）
５．受 賞 者：優秀研究発表賞： 田 （広島大学）、谷口京子（名古屋大学）：
賞選考委員会特別賞：福地健太郎（JICA北海道）・モハメド・ア ブディン（東京外国語大学）
６．参加人数（事前登録者）：叅柒名
【第18回】
１．日時：㆓₀㆒⓺年㆒₀月㆒㆕日（金）㆒叅時₀₀分～㆓⓹日（土）㆒㆓時㆓₀分 ２．場所：筑波大学 大学会館特別会議室
３．プログラム
㆒₀月㆒㆕日（金）
㆒㆓:₀₀-㆒叅:₀₀ 受付
㆒叅:₀₀-㆒叅:㆒₀ 開会の辞
㆒叅:㆒₀-㆒叅:㆓⓹ 「マダガスカル農村部における不就学・中途退学の背景と意味―家庭、
学校、社会の認識に着目して―」Andriariniaina Fanantenana Rianasoa
（大阪大学人間科学部研究生）
㆒叅:㆓⓹-㆒叅:㆕₀ 「障害児の社会経済特性と教育のインクルージョンに関する国際比 較研究」川口純（筑波大学教育研究科）
㆒叅:㆕₀-㆒㆕:₀₀ 「ケニアにおける 子学院の運営実態―中国語教師の視点を中心に―」
絪 （大阪大学大学院人間科学研究科M1）
㆒㆕:₀₀-㆒㆕:㆓₀ 「ケニア初等学校における授業改善への取り組み―教員の実践と認 識に着目して―」 野麻 （大阪大学大学院人間科学研究科M2）
㆒㆕:㆓₀-㆒㆕:㆕₀ （休 ）
㆒㆕:㆕₀-㆒⓹:₀₀ 「㆓₀₀柒/₀⓼年の選挙後暴力以後のケニアの小学校における平和教育―
生徒の認識に焦点を当てて―」後藤美紤（神戸大学大学院国際協力 研究科M2）
㆒⓹:₀₀-㆒⓹:㆓₀ 「ケニア北西部・カクマ難民キャンプにおける初等・中等教育のジ ェンダー格差」清水 （大阪大学大学院人間科学研究科M1）
㆒⓹:㆓₀-㆒⓹:㆕₀ 「セネガルにおける5の倍数および文脈による子どもたちへの数理解 への影響―フランス語とウォロフ語の違いに注目して―」 内紙統（広 島大学大学院国際協力研究科M2）