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Naho Yoshikawa

Naho Yoshikawa, M.A.

  • Doctoral Researcher SNSF project
Raumbezeichnung
ZUB 4-418

Research Interests

  • Sociology of Education

  • Skills and Employment Policy

  • Social and Emotional (Non-Cognitive) Skills

  • Human Resource Development Policy in Africa

  • International Migration and Mobility

Professional Experience

Aug 2025 – Present

University of Zurich, Zurich:
Doctoral Researcher, SNSF project: The Japan Transnational Education and Career Panel Study (JTEPS): International Student Mobility and its Consequences

Apr 2023 – Jul 2025

Japan External Trade Organisation (JETRO), Tokyo:
Research Officer, Research & Analysis Department, Middle East & Africa Division / Business and Human Rights Working Group

Jan – Jun 2022

The Organisation for Economic Co-operation and Development (OECD), Paris:
Research Intern, Directorate for Education and Skills (CERI/IMEP), Study on Social and Emotional Skills (SSES)

Apr 2021 – Mar 2022

International Christian University, Tokyo:
Teaching Assistant

Oct 2018 – Apr 2019

Embassy of the Islamic Republic of Afghanistan, Tokyo:
Public Relations Intern

Jun – Jul 2018

Global Link Management Institution (GLMI), Kajiado, Kenya:
Data Collection Intern

Education

Mar 2023 International Christian University Graduate School, Tokyo: M.A. in Public Policy
Sep 2019 – Apr 2020 Universite Libre Bruxelles, Bruxelles: Exchange Year/Gyomu Super Japan Dream Foundation Scholar, Majored in International Law
Mar 2021 International Christian University, Tokyo: B.A. in Arts and Science, Majored in Education & International Relations

Grants, Awards, Honors

Oct 2022

Best Research Award, 30th Annual Meeting, Japan Society for Africa Educational Research
Awarded for presentation"Social Emotional Learning and School Climate in Rural Kenya: From Pupils’ Perspective"

Jun – Jul 2019

Research Grant, Japan ICU Foundation (JICUF)
Research on social and emotional learning in schools; conducted mixed-method research including interviews, classroom observations, and quantitative analysis in private and public elementary schools in Kenya