BAN TO CHUC TRUNG GONGCUC DAO TAO, BOl DUONG CAN BO

*

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DANG CO NG SAN VIET NAM

Ha Noi, ngay ,j0 thang 8 nam 2021

THONG BAOTuyen sinh chircmg trinh hoc bong tien si tai Nha|t Ban nam 2022

Kinh gui: - Ban To chuc cac tinh, thanh uy trux thkoc Trung u’O’ng- Vu (Ban) To chuc can bo cac bo, ban, nganh, to chuc chinh tri xa hoi Trung irong

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» i rdir tuyen chirong trinh hoc bong tien si lanh dao cong toan 2022. Cu the nhur sau:

bao tuyen chon can bo•\

cau tai Nhat Ban nam

quoc te; nghien cuu

dir tuyen).

_ '1. Thong tin ve chu-omg trinfi

\ t \ r

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them ho so ban mem tbi dia chi email: buidang.thaol65@gmail.com.

trong vong 03 nam tai

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* Truong hop khong thuoc rfdi tuong du tuyen gom:

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Nhat Ban (tu thang 9/2022 den thang 9/2025);

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hiem y te trong thbi gian b Nhat Ban.

III. Ho so” dang ky du tuyen.

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tac dao tao, boi dubng

2

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cac don vi true thuoc de can bo, cong chuc, vien chtrc da:chuong tr in l i .^ /

hrung uong, Vu (Ban) To rung uong thong bao den

ng ky tham gia du tuyen

Noi nhan:- Nhu tren,- B/c Hoang Bang Quang (de b/c),- Phong HTBTBBNN,- Luu VP Cue.

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de nhr tuyen.

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PHU LUC 2

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(G thang 8 nam 2021 ciia g uong)

NAM

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Ten toi l a : ....................................................................

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dotieng

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co' quanLien he

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3

JICA

SDGsGlobal Leader

Course Brochure

SDGs Global LeaderThrough the SDGs Global Leader program in ta rg e t countries, JICA aims

government officials, academicians and leading human resources in various

influencing policymaking in the ir countries or contributing to socioeconomic

future, by providing a Master’s /Doctoral program in universities in Japan.

^ Objectives1. To develop high level human resources capable of contributing to and impl

decisions to tackle political and developmental issues in the relevant fields.

2. To establish and maintain positive medium- to long-term relations between the

Numbers of Target Countries by Region

CentralMiddle East and East Asia and Europe 3

South Asia 6

epnenting appropriate policy

arget countries and Japan.

Sub-Saharan Africa 49Latin America and the Caribbean 32

o fo s te r jun ior/m id-level

fields who are capable o f

development in the near

4

Southeast Asia 9

Pacific 14

Enrollment Capacity by Region (Tentative) | ■

,f«K Hj& w

' " V■> - ■’

"'fc! :

v v ..'

Southeast'Asia 24 32 33 43 43

Pacific 17 20 25 25 25

South Asia 7 8 5 5 5

Middle East and Europe 0 1 3 3 3

Central and East Asia 4 4 7 7 7

Africa 1 59 60 75 75

Latin and Caribbean 2 11 10 10 10

^Target participants1. Junior or mid-level Government officials / Prospective academicians / Personnel expected to help

formulate and/or implement policy for achieving Sustainable Developmental Goals.

2. Age: Under 40 as a general rule.

3. Educational Background: Hold a Bachelor’s degree fo r the Master’s degree eft for the Doctoral degree course as requisite qualifications.

4. Language: Adequate English language proficiency to complete the Master’s aijid/or Doctoral courses.

5. Others: Applicants must not be in receipt of or be scheduled to receive any other scholarships during the

course.

burse and a Master’s degree

1 I SDGs Global Leader

Course features1. R e s e a rc h in g and S tu d y in g a t H ig h - le v e l U n iv e rs it ie s in Ja p a n

Under the SDGs Global Leader, participants aspiring to obtain a Master’s

and/or Doctoral degree are eligible to apply to graduate schools having

concluded a Memorandum of Understanding with JICA, which includes a total

of 84 universities to date. JICA will share the relevant details of such

participating universities (graduate schools) with applicants every year. Pleasfe kindly choose from the

university list and find details of the coursework at each graduate school on the schools’ websites. Participants

wishing to deepen their understanding of Japan’s development experiences are ad/ised to study at graduate

schools offering the JICA Development Studies Program (JICA-DSP). Please see 2. below for more details.

2. J IC A D e v e lo p m e n t S tu d ie s P ro g ra m (J IC A -D S P )

This course gives participants the opportunity to gain insights into Japan’s modernization and development

experiences, which differ from those of Europe and the U.S., and its wisdom as a country having cooperated

to help developing countries progress after World War II. It also provides deeper insights into the Japanese

development experience, from which participants can learn and draw on knowlec

development work both at home and overseas. Participants are expected tc occ

after returning, as part o f efforts to foste r long-lasting bilateral relationships t etween each respective country and Japan.

Graduate schools offering the JICA-DSP are in our JICA-DSP website (https://www.j

university/index.html)

Apart from courses offered by universities, JICA provides a short-term introductory

se rie s which p rov id

ge that will support their

upy key leadership roles

ica.go.jp/jica-dsp/english/

JICA Development Studies Program

© Common Program Understanding the Japanese Development Experience

© Individual Programs

© Original Master’s /Doctor’s courses

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course and online lecture JICA scho la rs w ith

opportunities to learn thorn Japan’s history andgme them a bird ’s-eye Uew of Japan's politics,

governance and economy.

Economy and Japan’s

Example classes• International Political

Development Path

• Modern Japan in the iWorld

• Postwar Japanese Economy up to the 1980s

• Japanese Public Finance and Administration

m mPrologue jp | | | |

Chapter 1

Chapter 2

Chapter 3

Chapter 4

Chapter 5

Chapter 6

Chapter 7

YouTube : JICA Chanelhttps://www.youtube.com/watch?v=koZYF5xEtKA&t=450s

“Meiji Revolution : S tart o f Full-Scale Modernization”Dr. Shinichi Kitaoka, President, JICA

“Rise and Fall o f the Party Politics in Japan”Prof. Kaoru lokibe, the University o f Tokyo

“Japan a fte r World War II”Prof. Akihiko Tanaka, President, GRIPS

“Economic Growth and Japanese Management”Prof. Hiroyuki Itami, President, International University of Japan

“Educational Development in Modernization in Japan”Dr. Nobuko Kayashima, Senior Vice President, JICA

“From Asia and Japan to Japan in Asia”Prof. Takashi Shiraish, President, Prefectural University of Kumamoto

“A Japanese Approach to International Cooperation”Prof. Hiroshi Kato, international University o f Japan

„ Networking gathering for SDGs Global Leader participants

Once or twice a year, J1CA holds a networking gathering for

SDGs Global Leader participants to strengthen networks

among the participants, JICA members and universities involved in this course.

Departure orientation + JICA

About a month before the ir departure, JICA will hold a

departure orientation and reporting session to instruct on

departure procedures. A JICA certificate will also be presented to participants

in the course at the time of orientation.

to mark their participation

3. S p e c ia l S e m in a rs

JICA Regional departments provide some special seminars for SDGs

Global Leader participants. In 2019, we held a special lecture about

“ M a jo r and S ign ifican t R e form s th a t Japanese Leaders had

Implemented during the Meiji Revolution” by Dr. Kitaoka, JICA President

4. N e tw o rk in g a n d A lu m n i

The course provides opportunities fo r participants to consolidate and

sustain their relationships.

Once participants arrive in Japan, they get an arrival orientation by

JICA Headquarters and JICA Domestic offices as part of support to

help them se ttle into th e ir lives in Japan and deepen th e ir

understanding of the course concept.

Through regu la r fo llow -up and m on ito ring , bo th JICA and

universities closely support participants’ lives and study in Japan

throughout.

After participants return to the ir countries, JICA overseas offices will keep

network between participants and JICA. JICA overseas offices will continue tq>

projects (jo int research and academic exchanges etc.) to be undertake

organizations as consulted by alumni. Information on JICA’s future projects an<| by JICA among SDGs Global Leader alumni.

in touch to maintain the

assist participants in any

by partic ipants in their

events will also be shared

5. J a p a n e s e L a n g u a g e L e a rn in g / C u ltu ra l a c t iv i t ie s

Each university provides international students with opportunities to learn

the Japanese language and engage in cultural activities.

JICA domestic offices in each region also has some programs via which

JICA participants can experience Japanese culture.

ng courses besides their

6, In te rn s h ip p ro g ra m

JICA provides opportunities fo r internships at governmental institutes

and companies to enrich participants’ academic and personal experiences duri university studies.

It is recommended that they participate in an internship program at public o ' private entities to build

networks during their stay in Japan. As a general rule, no reward or compensation should be paid to the participants or host organizations.

| 3 | SDGs Global Leader

JICA constantly invites i n various countries to

Applicants may select their university of choice from the List of Universities

having concluded contracts with JICA to accept participants, provided they

pass the entrance examination. As of 2020, JICA has concluded MoUs with 84

Japanese universities nationwide to accept participants under the scheme.

2. R e se a rch T o p ic s

Research Topics should help promote appropriate decisions on policy and their i

e fforts to tackle political and developmental issues in respective fields and

Developmental Goals in each participant's country.

Example: Adm inistration/Public Policy, Finance, International Politics, Regio International Trade/lnvestment, Disaster Risk Reduction, Maritime Issues etc.

Overview of how Japanese

implementation as part of

achieve the Sustainable

n a I Research, Business,

development experience

will be leveraged for developing countries.

As m entioned above, t h i ; course invites fu tu re

leaders from partner countries to Japan, and offers

them the o p p o rtu n ity to learn about Japan's

modernization and development experiences, which

differ from those of Europe and the U.S., as well as

giving insights into Japan's expertise as a post-war

donor country. A fter this course, participants bring

this expertise back to their country and apply it as

part of efforts to promote development.

e s s a g e f r o

Ms. Lintang Paramitasari Parnohadinungrat WibawaDeputy Director fo r Intra-Regional Cooperation in Asia-Pacific and Africa, Ministry of

Republic of Indonesia Graduates of G-Cube (PhD), National Graduate Institute fo r Policy

Foreign Affairs in the

Studies (GRIPS) in 2019

Universities and Research TopicsThe SDGs Global Leader scheme offers three types of long-term courses including

a Master's degree course (2 years), a Doctoral course (3 years) and a combined

Master’s/Doctoral course (5 years)*. An additional preparatory period as a

research student or credited auditor prior to the regular course may also apply.‘Course period may differ depending on universities

1. U n iv e rs it ie s

Through Japan's experience, students of Public Policy can learn how the Government facilitates national efforts to catch up on development vis-a-vis more developed countries. Emerging East Asian countries could leverage the Japanese experience, including how to implement good governance and evidence-based policy, to achieve long term sustainable growth.In this context, I feel very privileged to have been given the opportunity by JICA to learn first-hand from Japanese policymakers and academics.JICA has not only been generous enough to provide fellowships to pursue research and advanced studies on the top ic of Public Policy, has also provided additional experiences that help bring me up to speed on recent regional issues and encourages its scholars to participate in regional conferences that deploy experts frodiscuss the challenges faced by the region. Accordingly, being a JICA scholar has allowec) me to learn from the past as well as to look into the future.

Feedback from participants1. University 2. Study area 3. Research topic 4. Why chose the SDGs Global Leader 5. How Japanese Development. Experiences learned during the course can be applied in my homeland.

1. International University of Japan2. Public Management and Policy Analysis3. What Makes a Livable City? A Conjo in t Experim ent of

Multidimensional Attributes to Define Livability4. With 21 st century challenges in mind, SDG GLP responds to the

need fo r engagement in inclusive learning to devise holistic answers to current global issues. The program emphasizes research interests designed to expedite achievement of the Sustainable Development Goals. This is a particularly timely and relevant core objective, particularly fo r young government officials earmarked as future global leaders.

5. Having enrolled in the Public Management and Policy Analysis Program in IUJ, the theory and real-world practice shared by my teachers and colleagues encapsulated what future leaders must really work on to improve policy formulation and decision-making through sound analysis and evaluation. Class discussions also highlight best practices of Japan in sustainable development. This knowledge will play a key role in helping improve the outputs of my organization - the National Economic and Development Authority (NEDA) Regional Office XII, as we work to provide advisory services and technical support to policy-making bodies and government agencies.

Melissa Gabrielle H. Vargas Philippines / National Economic and Development Authority (NEDA)

JICA DSP in the International University of Japan Japan-Global Development program (JGDP)

JGDP is a joint initiative between the master's programs at the GSIR and GSIM, providing opportunities to learn universal development and growth logic across politics, economy, and management, with Japan's economic development and corporate growth as the main case materials.

1. Naruto University of Education2. Global Course in the field of Mathematics3. Utilizing Inquiry-Based Learning Instruction as pedagogy to improve

Critical Thinking aqd Problem Solving in Mathematics in Jamaica4. I chose the SDG's Global Leader Program because it offers

management.training and development in various fields. I seek to enhance my knowledge, experience and expertise on a global level and believe the SGD's Global Leader Program provides the perfect platform. I hope participating in this program will help me initiate change in the educational sector and contribute meaningfully to socioeconomic development, both in my country and the wider world.

5. The experiences 1 accumulate here help refine many analytical skills which I can apply in the teaching and learning process in Jamaica. My role as a graduate student in this program lets me learn about the Japanese schooling system, as well as interact with global policymakers, educational inspectors, curriculum and textbook makers, teachers and professors who offer wide-ranging knowledge, expertise and ideas. This helps my education progress and I see scope to adapt many of these ideas and contextualize them for the Jamaican education system and beyond.

Sheena Samantha Suckoo Jamaica / Ministry o f Education

JICA DSP in the Naruto University of Education Graduate School of Education Subjects offered :

- Study in International Educational Cooperation -Seminar on international Educational Cooperation -Characteristics and Development of the Japanese School

Curriculum

1. Ritsumeikan University2. Policy Science3. Education Infrastructure Planning and Implementation4. The program aimed to foster junior/mid-level bureaucrats and

leading candidates capable of influencing the policy-making processes of the ir countries or boosting socioeconomic development and that was ■ he main reason why I opted to take part. As this prestigious program was offered to different countries, I decided applying would be a must, not only to consolidate and refine academic knowledge bu t also fo r networking and sharing of ( xperiences with people from many countries worldwide.

5. The key aspect behind learning Japanese development experiences was the acade nic learning component. My studyprogram was Policy Scienc and exceptional tuition from theprofessors in Japan gave ne unprecedented opportunity to formulate policy and develop analytical skills in my professional career. Secondly, exposure to a range of organizations, events, people, infrastructure and government offices and the resulting observations and discussions gave me invaluable take-home experiences in a personal and professional capacity. I will leverage the insights I have learned in Japan in the interests of my country and the Japarese development experience is something that transcends e: planation.

Shahid IqbalPakistan / Government of Punjab, Planning & Development Department

Politics and Foreign Relations /

1. Waseda University2. Social Science

nese Economy / Socioeconomic

JICA DSP in Ritsumeikan University Graduate School of Economic

Development Economics / Japai survey

Graduate School of international Relations

Professional Training / Japar in East Asia / Japan in World History / Japanese Economy / Japanese Diplomacy / Japanese

Japanese Business Management

3.4.

Economic growth through info a The SDGs scheme is a world ladder fo r development that encompasses corrective ric hts fo r all and helps facilitate economic, social, human secui ity and international cooperation.

ental rights are significant and Therefore choosing the SDGs me how to move forward while

5.

All these and other fundam ultimate goals fo r the SDGs global leader program show: developing our countries.I have no doubt that trade rela and implementing effective pol

Japan’s experience in trade a and the East African region p area.

Steven Mugenyi Rwanda / Ministry of Public Service and Labor

trial employment in Rwanda.

ions, benchmarking, formulating, cy, developing human capital are

the major factors that Rwanda should exploit while partnering Japan. Trade is a crucial factor fo r all developing countries.

id technology can help Rwanda omote steady progress in this

JICA DSP in Waseda Universi r Graduate School of Asia-Pacf! Subjects offered :

-Japanese Experiences in Intern; ■ of the Sustainable Development

-Japanese Development Exp Context: In Support of the Su: (SDGs)

:yic Studies

tional Cooperation: In Support Goals (SDGs)

eriences in the International stainable Development Goals

5 | SDGs Global Leader

^ Application procedure for Autumn Enrollment

October November December January February-June

j j p - ~ ‘g

*]f applicants pass the entrance examination and are formally approved as JICA

scholars by JICA.

July-August August-October

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thi

Prospective candidates seeking to enter the course must firs t be officially nomin

country’s government, then screened as candidate applicants by JICA. Following

will be conducted by each university to confirm the eligibility to apply for each uni\

considering the pre-screening results from the universities, JICA will approve offici

apply for the universities under the Program. The applicants must follow each univer

After receiving a Notification of Acceptance from the universities, JICA will formally

the SDGs Global Leader Program.Should you have any inquiries about SDGs Global Leader applications under JICA

contact your nearest JICA Overseas Office.

EH Expenses to be borne by JICA

,ated and approved by their

s procedure, pre-screening

ersity of their choice. Upon

al JICA Applicants who may

sity’s Application Procedure.

: pprove JICA scholars under

sHpT ~r~" ' «*• £ ;

. CLL ...... ............1. J.-V1. .;... .rAfeaSofe-v,___i----l__

Tuition (official examination fees, entrance fees, course fees)

Living Allowance

Airfare

Outfit Allowance

Moving Allowance

Research Support Expenses

Actual costs

143,000-148,000 JPY per month (Apprij):

Actual costs

106,000 JPY (Approx.)

Up to 164,000-224,000 JPY (Approx.)

Actual costs (Up to 360,000 JPY per ye^r)

October

DSP scheme, please kindly

" 1 __ i l l

^ How does it differ from other Scholarship program?

0 In addition to the living allowance, tuition etc., JICA provides “Research

support participants’ academic activities such as purchasing books, a

and travelling fo r field research. Also, as mentioned on pages-2 and 3

activities with which participants can learn about Japan’s development

networks among participants under this program as well as with JICA st;

Support Expenses" to

ttending conferences

we offer some extra

xperiences and build

afffs.

^ Is there any networking site to connect with other participants or Alu

0 We have a (private) Facebook group for SDGs Global Leader participant:

Headquarter staff for the link.

^ Does JICA have other scholarship programs, apart from this one?

© Please visit our JICA-DSP website fo r details of other scholarship progra https://www.jica.go.jp/jica-dsp/english/index.html

rini of this program?

Please ask JICA

m

^ Can JICA cover the related cost of English Exam to proof my English score?

© Once applicants pass the first screening by JICA, expenses for IELTS/TOreimbursed by JICA (proof of payment is needed fo r reimbursement). Pie

JICA overseas office beforehand.

EFL will bease consult with the

^ Is it possible to apply for more than two universities?

We allow applicants to submit application documents for a maximum of

V

JICA. Following consultation with JICA, are ultimately only receive JICA a

one university. We highly recommend checking university website to see

professors to help in applicants' research field before they apply.

:hree universities to

pproval to apply to

if there are relevant

Japan International Cooperation Agency (JICA)HeadquartersNibancho Center Building, 5-25 Niban-cho, Chiyoda-ku, Tokyo 102-8012, Japan

JICA Website : https://www.jica.go.jp/english/index.html

JICA Development Studies Program (JICA-DSP) Website : https://www.jica.go.jp/jica-lJsp/engiish/index.html

* “SDGs Global Leader" is a program under JICA-DSP.