This project aims to produce teaching materials in terms of multilingualism and multiculturalism which is one of the most important concept in international international education based on the situation at schools and local community. We conducted survey on the multilingual and multicultural situation in Japan and foreign countries, educational practices and teaching materials.Based on these survey, we decided our teaching material's theme: "language and sensitivity"; "problems concerning language(s)"; language (Japanese) and culture; "meta-language skills" and "teaching materials in primary schools" and produced more than 40 materials. In addition, we have opened all materials we produced to the public through website

This project aims to produce teaching materials in terms of multilingualism and multiculturalism which is one of the most important concept in international international education based on the situation at schools and local community. We conducted survey on the multilingual and multicultural situation in Japan and foreign countries, educational practices and teaching materials.
Based on these survey, we decided our teaching material's theme: "language and sensitivity"; "problems concerning language(s)"; language (Japanese) and culture; "meta-language skills" and "teaching materials in primary schools" and produced more than 40 materials. In addition, we have opened all materials we produced to the public through website.

This project aims to produce teaching materials in terms of multilingualism and multiculturalism which is one of the most important concept in international international education based on the situation at schools and local community. We conducted survey on the multilingual and multicultural situation in Japan and foreign countries, educational practices and teaching materials.
Based on these survey, we decided our teaching material's theme: "language and sensitivity"; "problems concerning language(s)"; language (Japanese) and culture; "meta-language skills" and "teaching materials in primary schools" and produced more than 40 materials. In addition, we have opened all materials we produced to the public through website.

As a good practice of school-based network beyond national borders the Baltic Sea Project was mainly studied, its characteristics were identified through questionnaire and interviews. At the same time possibilities of establishing a similar kind of network in East Asia were examined through a joint project. Additionally present situations and issues of ASPnet schools in various countries and accreditation systems on them as well as cases of ESD practices were studied.

As a good practice of school-based network beyond national borders the Baltic Sea Project was mainly studied, its characteristics were identified through questionnaire and interviews. At the same time possibilities of establishing a similar kind of network in East Asia were examined through a joint project. Additionally present situations and issues of ASPnet schools in various countries and accreditation systems on them as well as cases of ESD practices were studied

The main points of our study are on teaching practice in Satsunai-kita primary school in Hokkai-do and the School Councils in Tsurugashima-city, Saitama. Results are following.
First of all, from our research in Satsunai-kita primary school, we know teachers and children need to make good relations of trust for school reformation. And to make such a trust, teachers need to comprehend children as their partners. That is to say, frequent dialogue between them is important. In Satsunai-kita primary school, teachers' zeal and_effort ensure the opportunity for dialogue in teaching practice at school Because this activity requires substantial time, it is called "teaching of waiting." But some parents worry about the activity because it seems not so efficient. Therefore, one of the challenges to continue this activity in this school is making relationships between school (teachers) and parents.
Secondly, as the research in the School Council in Tsurugashima-city, we conducted the inquiry survey. From the result, we know that at least the adult members think positively about the system of the council which is composed by the representatives of children, parents, community residents and teachers' participation. And as the effect of this council for the school reformation, to make relations between school, parents and community and sharing the information is the most mentioned statement in answers. In addition, the more concrete the effects are, the more needs the members of council feel for the system. We find that many adult members think positively about children's participation. And children participation is more likely to bear concrete effect.

The purpose of this study was to examine the situations and challenges of parent's and resident's (children's) participation in school administration since school advisor system has been able to set up because of revised enforcement regulatons of schoool education law in January 2000. This was proved those three things as follows ;
1 School advisor system was in effect of all prefecture schools in Gunmma, Gifu, Mie, Shiga, Oita, Kochi, Tokyo, Nagasaki and Okinawa at April 1st, 2001.
2 "Survey on the set up situation of school advisor (and similar) system"was conducted in six prefecture except Tokyo, Nagasaki and Okinawa. According to this survey, school has been discussed with advisor and reflected advisor's opinion into school administration on the issues of "school goal and educataonal plan", "school administration general", "school events"and so on. School was found school advisor to be meaningful.
3 However, there were many challenges. Firstly, the lack of regulations of the duty to protect privileged information caused contents of discussion to be limited. Secondly, school could not pay reward for advisor because the budget was insufficient. Lacking of the budget of carry on the plan, which proposed from advisor, may be this system ineffective. Thirdly, School had a difficulty in distinguishing school advisor from existing organizations such as PTA. It is possible that these challenges threat effectiveness of school advisor system and system itself without any urgent measures.
Although this tried to clarify the situations and challenges of school advisor system, it has not examined measure solviig challenges yet. A further direction of this study will be examined the measures and surveyed other areas. Additionally this study also did fieldwork in specific areas to find factors of eestablishing and importance of managing participatory system. Fieldwork will be conducted continuously and examined this.

In this research, the actual conditioner community movements for safe and sustainable community was investigated. Community movements in Tokyo, Kyoto, Kobe, and Yubari-city aiming at disaster-preventive, well-being, sustainabie and vigorous local culture were taken up as targets of field studies. Moreover, investigation was simultaneously done about the conditions and the cultural backgrounds for such local activity being attained.
While the organizing processes and the backgrounds of the collective movements were modeled as several patterns, knowledge was acquired about the thought typically conceived by leaders of these movements.
Moreover, stricken areas, such as the Great Hanshin Earthquake and an eruption- calamity of Mt.Unzen Fugen, were investigated for measuring the potentiality of calamity-response and crisis management of the community. According to those factors listed below, they were patterned as some typical local types.
(1) socioeconomic composition and density of population.
(2) social damage resulted from calamity, and the chain of the social influences.
(3) reaction of local residents and their collective activities.
(4) consciousness of safety culture.
(5) social system, such as crisis management system, etc.
The social process from right after the calamity to restoration and reconstruction stages in each type of local community was depicted in model. Furthermore, investigation at the Mikura-area of Nagata, Kobe-city was done in detail.
As a conclusion, local people were obliged to decide their strategy for family living in a quite early stage of restoration and reconstruction processes with receiving the pressures that vary with each type and position in the social stratification. Without the local collective efforts functionning effectively and successfully in a quite early stage, a local resident's agreement for community reconstruction and future neighbourhood planning was becoming more and more difiicult to make because of loss and disruption of social cohesion.

As a result of this study we found ‘seeds'for fruitful educational society in the countries with which this study dealt Alternative forms of development were in progress in the countries which have gone through radical reform in education Such systems as quality control function in the way that they do stop widening gap of educational opportunities in a societyIn Australia, though they face various difficulties of disputes between local administration and alternative schools, interesting cases such as publicly-run Waldorf schools can be seen.In Asian countries they seek to find how to create publicly-run privately-operated schools as well. However, at the same time they deal with various types of problem. In Korea an alternative school were pending in court, and in Taipei another experimental school was at issue and nearly closed down. In Japan, there are innovative cases of schools or facilities supported by municipal ordinance. On the other hand, it is not difficult to see ‘pitfalls'for such practices to be trapped in atop-down administrative reform.Apart from these individual cases, there are themes in common among various nations. One of the most important topics is relationships between ‘public sector' and ‘private sector'. Questions posed are what and how the inner should guarantee and what kind of public good the latter create. Collaboration between these sectors are an urgent matter. Again we have found fruitful practices on this as well. Cases particularly from New York City and New Zealand should be worthwhile mentioning

2005年からの「国連・持続可能な開発のためめ教育の10年」の始まりに伴い、国際、地域、国家、準国家、地方レベルにおいてESDをテーマとする取り組みが数多く行われてきている。しかし、環境・社会・経済の領域にわたる多様な課題を扱うというESD本来の包括的な性質上、曖昧で具体性を欠くという一面を呈してきている。ESDの実践として紹介される事例においても、従来の環境や開発の問題を扱う教育との差異は明らかでなく、ESDの本質が見えてこない。そこで、本研究では、ESDの独自性やあり方を根幹から問い直すことを試みた。理論面においては、本研究は「つながり」をキーワードにESDの独自性について検討した。そこでは、近代化の過程において、人と自然、人と社会、人と人など、あらゆる「つながり」が分断され、全体性という感覚を失ってきたという共通認識に立ち、全体性に向けた「つながり」の再構築の営みをESDとして価値づけている。さらに、事例研究においては、上記の理論に拠りながら、「つながり」の再構築及び全体性という課題が見出されるものをESDの実践として国内外に求めた。国内事例として、栃木県にあるこころみ学園及びココ・ファーム・ワイナリーにおける福祉と経済の両立の実践、そして水俣における人と自然、人と人の「つながり」の回復への取り組み、また高等教育のESDの実践として宮沢賢治の思想を取り入れた岩手大学のプロジェクトを調査した。海外事例として、祖先との「つながり」を再構築するヒューマニタリアン・スクールの「ファミリー・クラブ」の実践(ロシア)、震災後に設立された持続可能な村「ベリキョイ」における「イメジェ」(共同作業による助け合い)の取り組み(トルコ)、「ゆとり」「つながり」「わかちあい」を大切にしたリシヴァリー・エデュケーションセンターの教育実践(インド)、環境と経済、都市と農村の「調和」のとれた発展を目指すエコビレッジの実践(中国)を調査した。本研究の成果は、今後、国内外で開催されるESDに関する国際研究集会における資料としても活用される