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在校生・修了生の声 - 国際協力専攻 (平成18年度) English
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国際開発専攻 ・国際協力専攻 ・国際コミュニケーション専攻


在校生の声

国際協力専攻:博士前期課2年、Mohamed Shareef Asees

I am Mohamed Shareef Asees from Sri Lanka. I have been in GSID since 2003 first as a research student and then successfully qualified to the Master Course in 2005 and now in the second year of this course. Before I came here, I worked as a peace project coordinator for one year in the Center for Policy Alternative (CPA) which is a domestic peace oriented NGO funded by Norway government. I am interested in issues related to peace building as well as studies that deal with conflicts especially in developing countries. I decided to study here at GSID, in order to enhance my knowledge in the field of peace building and international development. My brother, who also completed his postgraduate studies at GSID three years back, was very influential towards my decision of choosing this school.

As far as international development is concerned, GSID can be considered as an ideal place to study with much more international atmosphere. The three departments, namely, DID, DICOS and DICOM deal with different aspects of the contemporary issues of the world. GSID is making its journey slowly and steadily towards the development with three departments including many foreign trained professors. GSID offers courses that are very relevant to development studies which pay great attention to the recent and burning issues and topics on globalization, peace building and poverty reduction. Moreover, the school also holds seminars, conferences and lectures by visiting scholars in collaboration with universities and other institutions from here and abroad. GSID offersgreat opportunity to our student community to learn interesting themes and to experience the valuable insights which are very useful for our research interests.

GSID is not just a place where both Japanese and foreign students study together but also a venue to gain new friends and adjust to different cultures of students from foreign countries. Students can also participate and share experiences through group activities such as OFW and DFW. This is also an ideal place to develop and improve our skills in presentation. With my active participation in group discussions and class presentation, I can say that I have improved a lot and gained more self-confidence.

inally, what makes GSID unique from other schools is that all students who have different educational background are welcome to pursue their studies here. I can assure all students that the professors are very friendly and kind and I’m proud to say that GSID is a school conducive to learning especially for students who aspire to broaden their knowledge in the field of international development.



国際協力専攻:博士後期課3年、Yond Rizal

The GSID has been becoming the locus for a multidisciplinary approach to international development since its establishment in 1991. It not only has been a place for conducting advance research on international development but also for training people for the outposts of international development. Since its establishment, the GSID has been developed in line with the growing international consciousness of Japanese government to play more important role on fostering a sound development in developing countries. The multidisciplinary approaches of development together with practical education that provided by the GSID has created big opportunities to have international cooperation with organization in the field of international development such as the ADB, IMF, World Bank, UNESCO, UNDP, JICA and JBIC.

The GSID has a friendly international atmosphere, which is rare to find in other schools or universities in Japan. Indeed, this is an international school with representation from around the world. The number of ryuugakusei (international students), mostly from ODA recipient countries, has been around half of the total number of the students. I believe this unique environment of the GSID is an advantage for establishing international networking not only for Japan but also for the GSID and its academia.


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