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Japan’s Higher Education Reform in Globalization Era
December 2010
KATO ShigeharuDeputy Director-General, Higher Education
Ministry of Education, Culture, Sports, Science and Technology (MEXT), Japan
Contents
• Basic Facts• Functional Differentiation• Systemized Education • Quality Assurance• Information Disclosure• Internationalization• Students Affairs
2
Contents
• Basic Facts• Functional Differentiation• Systemized Education • Quality Assurance• Information Disclosure• Internationalization• Students Affairs
3
Basic Facts 1• How many students studying in how many univ’s
– Population 127million– 18yr old population 1.22million– Univ’s entrants 0.61million → 50% entry rate– Students in univ’s 2.53million– Number of univ’s 737
• National, Public (Local gov’t), Private– National: 0.45million students in 86 univ’s– Public: 0.12million students in 75 univ’s– Private: 1.96million students in 576 univ’s → about 80%
4
5
16 18 20 21 22 25 29 31 33 33 33 36 38 39 41 42
60 60 61 61 61
4 5 6 6 68
11 12 13 13 1314 14 15 16 17 17 18 18 21
22 22 23 2425 25 25 24 23 22 21 19 17 14 13 12 11
15 18 18 19 20 20 22 22 21
2527 29 31
3435
36 36 34 34 34 33 3231 31 31 33 34
6060616060595959585756555452494847474441424241414141434342
11 788910
1818 1718181818
2525283033
5
34
111110109110113113
156
185
140
177
195197
190
200
249243
236
213
195
185
174
167162
156 154
162158
156 158161
164
172168
188 188193
201204 205
198
186
177173
168162
155151 151 150
146141
137133 130
124121 122 120 119
122117
119 118 119 117 117 116109
120
137
87
116
160156
93 96
10299
160
150
140136
132 133 134 133 133
140139 138 140
142145
152148
162165 165
170
177180 181
176
166159
155150
144
136133 133 132
128124
117 115107
0
50
100
150
200
250
300
1960 1965 1970 1975 1980 1985 1990 1995 2000 2005 2010 2015 2020 2025
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Entry Rate 1 (University + Junior College+ College of Technology+ Professional Training College)
Capacity(University+Junior College)
Applicant Rate directly from High School(University + Junior College)
University:49.1%Junior College:6.3%College of Technology:0.9%Professional Training College:20.6%
University:53.5%Junior College:6.6%
University:49.1%Junior College:6.3%
92.5%
77.6%
61.2%
56.2%
18-year-old bracket population
Plans of the last half of 70's
Plans of the first half of 80's
Plans of the last half of 80's
Plans afterFY1994
Concept after2000
(10,000 persons)
Students in the 4th gradeof Colleges of Technology
Students entering Professional Training Colleges
Graduates from High Schools
Students entering Universities
Students entering Junior Colleges
Entry Rate 2(University + Junior College)
(FY)
Declining 18yr old population; Entry rate exceeds 50%In Japan, the percentage of the 18-year-old population that entry into universities and junior colleges has steadily
increased since the Second World War, now exceeding 56%. If figures for enrolments in technical colleges and specialized schools are added, the total exceeds 77%.
Change in entry rate in Japan
● 18-year-old bracket population = Graduate from junior high schools and those who finished the first stage of secondary schools thee years before
● Entry Rate 1 = Number of proceeding to Universities, Junior Colleges, Colleges of Technology, Professional Training Colleges18-year-old bracket population
● Entry Rate 2 = Number of proceeding to Universities, Junior Colleges18-year-old bracket population
○ Number of Graduates from high schools = Graduates from high schools and those who finished the latter stage of secondary schools○ Applicant Rate directly from high schools = Number of applicants for universities, junior colleges
in high school graduates in the corresponding year18-year-old bracket population
○ Capacity = Number of enrollees to universities, junior colleges in the corresponding yearNumber of applicant to universities, junior colleges
Reference: School Basic Survey FY2009
6
Where do they study? : National, Public, Private Univ.
Entry rate enrolling into higher education institutions (including both 4-year university and 2-year junior college) has been
increasing gradually.
Number of 4-year universityNumber of students(undergraduate
course)(in 10 thousands)
National
Public Private Total National Public Private total
1999 99 66 454 619 47.6 8.8 188.5 244.9
2009 86 75 576 737 45.2 11.8 195.7 252.7
Change of number - 13 9 122 118 - 2.4 3.0 7.2 7.8
Number of 2-year junior college Number of students (in 10 thousands)
National Public Private Total National Public Private total
1999 17 52 480 549 0.8 2.2 33.8 36.8
2009 0 21 357 378 0 1.0 14.5 15.5
Change of number -17 -31 -123 -171 -0.8 -1.2 -19.3 -21.3
University (4 year)
Junior college (2 year)
Entry rate
38.2%
50.2%
+12.0%
Entry rate
10.9%
6.0%
-4.9%
MEXT “Basic Survey on Schools”
graduate school Number of students(in 10 thousands)
National Public Private Total National Public Private total
1999 99 45 319 463 12.1 0.8 6.2 19.1
2009 85 68 433 586 14.6 1.5 7.9 24.0
Change of number -14 23 114 123 2.5 0.7 1.7 4.9
Graduate school
Not including professional courses
7
The advancement rate enrolling in higher education in Japan is not so high, compared with other countries. The percentage
of entrants in the age of more than 25 years is exceptionally lower than the OECD average 20.6%.
Moderate Entry Rate; Low Entry of Age over 25yrs
Based on UNESCO Institute for Statistics “Global Education Digest 2007 Comparing Education Statistics Across the World” Table 7 (ISCED 5A scor
(year 2005)
OECD database (2005). For Japan, the Basic Survey on Schools and other survey by MEXT for Japan
Advancement rate enrolling in higher education institutions
(year 2005)Percentage of entrants in the age of more than 25 years
85 85
55 5244 44
28
11
45
2333
97
77 7465 60 56 53 53
42 41 3731 28 26
79 78 77 7362 61 58 54 52 50 47 44 44 39 39 38 35 34
62 59
44 42 3729
0102030405060708090
100
Austra
liaNew
Zea
land
South
Kor
eaTha
iland
Japa
nPhil
ippine
sMala
ysia
Indon
esia
Jorda
nTun
isia
Egypt
Latv
iaPola
ndHun
gary
Russia
Slovak
iaLit
huan
iaEsto
niaRom
ania
Czech
Rep
ublic
Sloven
iaBulg
aria
Maced
onia
A lban ia
Turke
yNorw
aySwed
enIce
land
Finlan
dDen
markNeth
erlan
ds Italy
Israe
l
United
King
dom Malt
aIre
land
Greec
eSpa
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tria
Switzer
land
Fran
ceGer
many
Belgium
United
Stat
esArge
ntina Chi l
eBraz
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ayMex
ico
0.05.0
10.015.020.025.030.035.040.045.0
Icel
and
New
Zea
land
Sw
eden
Den
mar
k
Nor
way
Sw
itzer
land
Hun
gary
Aus
tral
ia
Finl
and
Uni
ted
Sta
tes
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veni
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epub
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Ger
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key
Gre
ece
Irel
and
Japa
n
(%)
(%)
OECD average: 20.6%
7
Basic Facts 2
• Financing structure– Self revenue
• Tuition and fees• Remuneration of attached hospital• donation
– Public support• Subsidy for basic operating expenditure• Subsidy for national univ’s facilities construction• Subsidy for organizational education & research reform
– G-COE, Global-30, Education GP, etc.• Grant-in-aid for scientific research, etc.
8
Basic Facts 3• Decline of government financial support
– Basic operating expenditure subsidy• National 6.7% decline in 8yrs. (2004-2012)
– 1.24 Trillion ¥ → 1.16 Trillion ¥– Covering 50% of revenue
• Private 2.9% decline in 4yrs. (2006-2009)– 0.331 Trillion ¥ → 0.322 Trillion ¥– Covering 10% of revenue
• Background: Fiscal situation of Japan– Public debt / GDP = 200% worst of G7– General Account 9.23 trillion ¥ in FY2010
• Revenue side: national bond issue>tax revenue• Expense side: 25% for payment & interest of national bond
9
Index of Change Between 2000 and 2007 in Public Expenditure on Higher Educational Institutions
OECD “Education at a Glance 2010” Table B3.3
10
Expenditure on Higher Education Institutions as a percentage of GDP
OECD “Education at a Glance 2010” Table B2.4
Public Expenditure
Private Expenditure
(OECD Average)
11
Public Funding for Universities in Japan
12 12
Basic Facts 4-1
• National Univ. Corporation System– 2004.04 Incorporated
• Mid-term Objectives / Plan for 7 yrs.– 2011.03 End of the 1st Mid-term– Verification of the 1st term
• Effect of Incorporation, Challeges• Public comment, hearing from university
management & stakeholders, site visit• Report compiled July 2010
13
Basic Facts 4-2• National Univ. Corporation System
– Verification Report (July 2012)• Effect
– Education reform and students service in progress– Collaborative research, research grant increased– Contribution to society increased– Concern on burden of educational duties on faculty– Exhausted with planning and evaluation– Research time and academic papers decreased– Decrease in young faculty and full-time employee
• Challenges– More powerful educational and research activity– Enhanced governance– Robust financial base
14
15
Features of National University Corporation System◆Organizations of National University Corporations
●The presidential selection committee shall select well-qualified candidates for president, with the participation of external experts
●More than one of trustees shall be appointed from outside the university
●Important matters shall go through Executive Board deliberations
●Managerial matters shall be deliberated on by the Administrative Council, which is composed of both external experts and internal
representatives
●Educational and research affairs shall be deliberated on by the Education and Research Council, which is composed of internal
representatives
Establish a decision-making system which can effectively utilize the expanded discretion of universities
◆Mid-term Goals and Plans
●Each university shall submit a draft of its mid-term goals for 6 years to the Minister of Education, and the Minister shall determine them with respect given to the draft
●Each university shall draft mid-term plans and forward them for the Minister’s approval●With regard to mid-term goals and plans, the Minister shall listen beforehand to the opinions of the National University Corporation
Evaluation Committee
Set up and publicize mid-term (6-year) goals to clarify basic philosophy and priority areas at each university
◆Evaluations
●The National University Corporation Evaluation Committee shall evaluate the degree of achievement of mid-term goals each year and at the conclusion of the term for the goals
●Evaluations concerning education and research shall be carried out by the National Institution for University Evaluation and Academic Degrees, an independent administrative corporation
●Universities will have an opportunity to state their opinions before the evaluations are finalized
Improve the quality of activities and ensure accountability through third-party evaluations
15
16
External expertsconcerned withmanagement
Top-managementbased onprivate-sectorconcepts
National University Corporation SystemMinister of Education National University Corporation
Evaluation Committee
Evaluations・( )Ex-post facto checks
Establishment of mid-term goals,・Approval of mid-termplanAppointment of the university・
presidentIssuance of subsidies for management・expenses
Drafting the mid-term・goal and mid-term planof each universityProposal of a candidate・for president
( )RepresentativesDeregulation
Univer s i t y ' s→resposibility todetermine thebudget/organization
Setting upobjectives
Realizing strategic→operations
Encouraging→individualization
Non-civil servanttype personnel
Flexible personnel→system
Promot i ng→cooperation with theindustrial sector
Appoi nt i ng→f or e i gner s asuniversity president,etc.
( )Representatives
National University Corporation
President Selection Committee
More thanhalf to befromoutsidethe university
Internalrepresentativesconcerned witheducation and
research
Executive BoardAdministrative
CouncilEducation andResarch Council
Select, with the participationof non-university experts aswell, well-qualified candidatesfor president
President
Trustees
Mainly deliberate on()managerial matters Mainly deliberate on(
)educational affairsImportant matters go through(
)exective board deliberations
Schematic Diagram of National University Corporation System
17
Incorporation of each national university
Improvement of the process of selecting the president
People from outside the university participating in the management of universities
Introduce management techniques based on 'private-sector concepts'
Thorough disclosure of informationand evaluations
Select the non-civil servant typefor the status of personnel
Goals of the National Universities Incorporation
Increase autonomy and independence of university
administration
Enable dynamic and maneuverable decision-making in the management
strategy at each university
Create management systems that are open and accountable to society
Select a person with outstanding management capacities in addition to noteworthy achievements in education
and research as a president
Establish flexible personnel systems on the basis of the capability and
performance of personnel
Ensure accountability and improve the quality of activities through evaluations
Energetic and distinctive universities in a competitive environment
17
18
History of Incorporation of National Universities
◆National universities existed as a type of national organizations based on the “Law on the Establishment of National Schools”
◆Several reports proposed that the foundation form of national universities should be reviewed to increase autonomy and responsible independent in university administration
Report of the Central Education Council (1971)Third Report of the Ad Hoc Council on Education (1987)
◆April, 1999 Cabinet meeting decision
“Transformation of national universities into independent administrative institutions will be considered as one of the
reforms of universities with respect to university autonomy, with a conclusion by 2003.”
◆March, 2002 The Concerned Study Team in MEXT
The Final Report of ' A New Image of National University Corporations'
◆June, 2002 Cabinet meeting decision
“Incorporation of national universities (abbrev.) will be basically implemented from FY2004.”
◆July, 2003 The National University Corporation
Law was legislated
◆April, 2004 National University Corporation
system launched
18
Basic Facts 5• Managerial challenge of private univ.
– 75% of revenue: tuition and fees• Public support: 10% of revenue
– 445 of private univ’s: capacity less than 1000 a class• scale merit unlikely
– 413 with entrants less than their capacity• Most of them located in less-populated area
– The smaller the size, more likely deficit• More than 60% of univ’s with less than 1000 students are in
deficit– Peer-review of fiscal situation and Peer-guidance of
management, including possible merger and close
19
20
entrants-capacity
15,312
12,695
7,333
2,656▲543▲807▲1,808
▲2,336▲2,250
▲215
▲823
(FY 2009)
Number of university 25 99 79 69 53 39 49 32 60 42 23 total:570
Percentage of fulfilling the number of students
to capacity87.9% 83.8% 87.4% 92.3% 96.6% 96.0% 98.3% 109.4% 110.0% 114.9% 111.9% 106.5%
(previous year ) (89.6%) (81.9%) (86.9%) (91.4%) (97.1%) (94.2%) (94.2%) (110.3%) (109.6%) (115.5%) (114.0%) (106.6%)
Percentage of applicants
0.1% 1.5% 1.7% 2.2% 2.1% 2.1% 3.5% 4.6% 12.2% 21.1% 48.8% 100.0%
(previous year) (0.1%) (1.6%) (1.5%) (2.4%) (2.1%) (2.2%) (3.6%) (4.9%) (11.6%) (20.5%) (49.4%) (100.0%)
Percentage of entrants 0.3% 2.4% 3.4% 4.5% 4.7% 4.1% 6.7% 6.5% 16.8% 20.4% 30.1% 100.0%
(previous year) (0.3%) (2.4%) (3.1%) (4.6%) (4.6%) (4.0%) (7.2%) (6.9%) (16.0%) (20.4%) (30.4%) (100.0%)20
Smaller private universities get less-than-capacity students
capacity entrants
(number of students)
Less than 100 More than 3,000
Scale of capacity for enrollment
Contents
• Basic Facts• Functional Differentiation• Systemized Education • Quality Assurance• Information Disclosure• Internationalization• Students Affairs
21
Functional Differentiation• Why functional differentiation
– Probable future decline in number of university students– Bleak outlook of public financial support– Large number of small-sized universities in less-populated area
• Illustration of differing functions (University Council 2005)1. World-class research and learning core2. Highly skilled professional training3. Wide-range of vocational training4. Comprehensive liberal arts5. Teaching and research focusing on specialized areas6. Regional hub for life-long learning7. Contribution for region, industry
• How to promote– Educational reform subsidy – National Universities’ 2nd Mid-term Objectives/Plan
22
MEXT Funding for enhancing teaching and learning (2010)World‐class research and learning core
Highly skilled professional training
Comprehensive liberal arts
Wide ranges of vocational training
Teaching and research
focusing on specific
specialised areas
Regional hub for life long learning
Contribution for region, industry
Strategic University Networking ProgrammeGlobal COE
University Hospital HR development
Japan‐China‐Korea Highly Professional Schools
Employability enhancing
Teaching & Learning Improvement
Re‐study support for mature students
Core Block Grant (for National and private universities)
Student Financial Support
Graduate Schools GP
Innovative IT Specialist
Industry‐HEIs collaboration
Cancer Professional training
23
MEXT Funding for enhancing teaching and learning (2011 plan)
World‐class research and learning core
Highly skilled professional training
Comprehensive liberal arts
Wide ranges of vocational training
Teaching and research
focusing on specific
specialised areas
Regional hub for life long learning
Contribution for region, industry
Leading University Programme
(PhD Courses)
Global COE
Global development reinforcement
Medical related
profession
Employability enhancing
Teaching & Learning ImprovementUniversity Networking for training for
regional and industry needs
Core Block Grant (for National and private HEIs)
Student Financial Support
for “Leading Graduate Schools”
Enhancing Teaching and Learning
24
Contents
• Basic Facts• Functional Differentiation• Systemized Education• Quality Assurance• Information Disclosure• Internationalization• Students Affairs
25
Systemized Education• Educational objectives for each course,
department, school– Knowledge, skill and attitude to be equipped with
through the study there • Admission, Curriculum and Diploma Policies
– Admission method and criteria– Systemized curriculum, specific faculty to undertake,
syllabus as a contract between faculty and students– Criteria and judging process for conferring degree
• Degree program as the axis of educational activities
26
Contents
• Basic Facts• Functional Differentiation• Systemized Education • Quality Assurance• Information Disclosure• Internationalization• Students Affairs
27
Quality Assurance 1
• On establishment of a university/school/department– Education Minister’s approval based on peer-examination
• Notification to the Minister, in case of establishment of school/department w/o change in the dicipline of degee
– Statutory standards: minimum requirement• Ex-Post Evaluation
– Internal self-evaluation– External accreditation once in 7yrs.
• Accreditation body certified by Education Minister• The body’s standards endorsed by Education Minister in the
certification process
28
29
Illustrative Scheme of Quality Assurance Framework in Japan
National Quality Assurance Framework
Standards for establishing universities (SEU)
Establishment- approval system (EAS)
Quality assurance and accreditation system (QAAS)
Working as legal framework for sustaining quality assurance and improvement of universities’academic activities
Universities
・conducts issuing degrees, admission process, constructing curricula appropriately
・publishes information
・self-examination and evaluation
Coordinated m
anagement
Assuring that universities continue to assure quality internally while respecting the principle of independence and autonomy
・stipulating minimum standards and desirable goals and duties of universities by various regulations
・assuring through peer review by specialists that application to establish universities meet the SEU, have enough possibility to accomplish what it states, and continue to provide programs
・conducting by certified agencies accreditation on satisfaction of SEU, working also as encouragement to enhance quality of academic activities
29
Quality Assurance 2• Brief History
– Up to 2003• Relatively rigid requirements for establishment
– Substantive peer-review of proposal for establishment
– 2004 onwards• Deregulation of establishment
– Pro-forma review of proposal for establishment• Introduction of statutory obligation of ex-post, third-party
evaluation (accreditation)– As a result of dereguration,
• more private universities have appeared• Teaching/Learning quality has become big issue
30
Quality Assurance 3• Standards for Establishing Universities (SEU)
– Minimum requirements– Univ’s obligation: meet them and improve itself– Standards of
• Basic organizational structure for education and research• Faculty structure, including quantitative requirements• Qualification for faculty• Student capacity• Curriculum• Completion requirement• Facilities and equipment, including quant’ requirements• Administrative organization
31
Quality Assurance 4
• Accreditation– Legal obligation 2004 onwards– Certified Accreditation bodies for Univ’s
• National Institute for Academic Degree and University Evaluation (NIAD-UE)
• Japan University Accreditation Association• Japan Institute for Higher Education Evaluation
– 1st 7yrs cycle finishing
32
Quality Assurance 5
• Challenge– Viewpoint of accreditation
• Minimum requirements (SEU) met?• Standards of certified body met?• Continuous improvement in quality of education?
– Linkage between functional differentiation– Degree program
• So far, QA system look at a university as a whole• Trial QA on degree program in progress in ASEAN
univ’s– International validity, acceptability
33
Contents
• Basic Facts• Functional Differentiation• Systemized Education • Quality Assurance• Information Disclosure• Internationalization• Students Affairs
34
Information disclosure• So far: piece-meal, step-by-step approach
– 1999 • SEU: Information disclosure in general term• Obligatory disclosure of self evaluation result
– 2005• SEU provided for:
– disclosure of educational program’s objectives– To set forth syllabus, standards for grading
• Comprehensive information disclosure, April 2011 onwards– Accountability to society– To improve educational activity– To show quality of its activity relative to global
standards35
Promotion of Active Information Disclosure
Set of information on all universities(A relevant regulation takes effect on 1 April 2011)
Set of information on universities placing special emphasis on international activities
(Published by the University Council)
1. Any university must provide information on:
1) Mission statement of education and research,
2) List of departments, academic courses and programs,
3) Faculty structure, No. of academic staff (m/f), highest qualification held, and lists of works,
4) Admission policy, No. of first year students and quota, No. of all students and graduates, and destinations of leavers (further study rates, employment rates with major industrial classifications) ,
5) List of modules and any other curriculum information,
6) Criteria of assessment and achievement,
7) Estate, physical infrastructure and any other information on learning and research environments on campus,
8) Tuition fees, accommodation costs and any other relevant costs, and
9) Students supports for academic work, career advice and spiritual support as well as support for international students and for disabled students.
2. Any university strives to provide information on what knowledge and skills are expected to acquire through their courses.
•No. of foreign academic staff•Productivity, lists of research outputs and citation counts•Student/staff ratio (full-time and part-time staff respectively)•Average class size•Completion rates and No. of degrees conferred
•Courses numbering such as 0-99 for introductory courses, and syllabi (compatible among related disciplines within a university) based on well-designed course policies•Opportunities of internship, international exchange, overseas training•Offering of “only in English” degree courses•International exchange programs and short-term study abroad programs based on University Exchange Agreements•Criteria for assessment of credit approval, degree approval, and grading (unified within a university)•Information for international students regarding employment and other destinations
•Identification of knowledge and skills expected to be acquired, and curricula enabling their systemic acquisition
36
Contents• Basic Facts• Functional Differentiation• Systemized Education • Quality Assurance• Information Disclosure• Internationalization
– Why?– How?– Emphasis on East Asian region
• Students Affairs
37
Why Internationalization of Japanese Universities
• Diversity: essential ingredient of higher education• Strong Demand for “Global Talents” in Japanese
industry
20.6
15.514.7 14.1
12.9
8.6
6.55.6 5.0 4.3
3.4 3.3 3.1 2.9 2.8 2.3 2.1 2.1 2.1 1.5
0
5
10
15
20
Au
stralia
Au
stria
UK
Sw
itzerla
nd
Ne
wZ
ea
lan
d
Be
lgium
Ca
na
da
Sw
ede
n
Ne
the
rlan
ds
Ice
lan
d
US
A
Hu
nga
ry
Fin
lan
d
Ja
pa
n
De
nm
ark
Slo
va
kia
No
rwa
y
Po
rtuga
l
Sp
ain
Ch
ile
%Percentage of International Students Percentage of Foreign Teaching Staffs
Japan 5.0%Yale (USA) 31.0%Harvard (USA) 29.5%Cambridge (UK)41.5%
Source: OECD “Education at a Glance” 2010
Source: QS Quacquarelli Symonds Limited, “Times Higher Education - QS World Ranking 2009 Top 100 Universities”;MEXT, “School Basic Survey (FY2009)”
38
“Global Talents” Meant in JapanConsensus Reached in an Industry-Academia member committee
• Those Who Can:– Think on their own;– Communicate effectively with colleagues and
customers of various background;– Mutually understand, putting themselves in the other’s
standpoint;– Overcome differences in values and characteristic
coming from cultural, historical background;– Take advantage of the difference to build synergy,
pulling out strong point of each team members; and– Create new values
39
How to globalize Japanese universities (1/2)
• More int’l students and faculty– 130 thousand students in 2010 ⇒ 300 thousand in
2020– 5 principal components: inter-Ministry cooperation
• Offer incentives and one-stop service for Study-in-Japan, in overseas
• Improving admission process and immigration regulation• Globalizing universities• Robust support to international students• Promoting employment in Japan, improving visa status
procedure
• Global 30 Program– Support to core universities for internationalization– 13 universities * 5 years(2009-13) 40
41
☆ Aim to welcome 300,000 international students by around 2020 as part of “global strategy”
☆ Strategically acquire international students of superior quality☆ Ministries and organizations concerned will work together comprehensively and organically
2.2.ImprovementImprovement ofof thethe initialinitial stepsstepsFacilitating study in Japan
○Enhance each university’s capacity totransmit information○Promote overseas exams prior to arrival in Japan○Encourage decisions prior to arrival in Japan○Reinforce universities’ enrollment administration
and streamline immigration and related procedures
4.4.CreationCreation ofof aa welcomingwelcomingenvironmentenvironmentEstablish environment conducive to dedicated studies
○Accommodations○Scholarships○Exchange between I.S. and Japanese○Japanese-language education○Counseling
5. 5. PromotPromote smooth social integration following e smooth social integration following graduatgraduationionGlobalization of society
○Provide job search support & support for entrepreneurs (industry-academia-govt.)○Clarify residence status, extend the length of permitted stay, etc.○Provide more comprehensive follow-up upon return to home country
MOFAMOFA
MOJMOJ
METIMETI
MHLWMHLW
MLITMLIT
MEXTMEXT
Point
○Proactively disseminate information○Reinforce advisory functions (student guidance)○Promote Japanese-language educationoverseas○Overseas offices actively collaborate to provide information and services
Motivating students to study in Japan, andthe development of a one-stop service
1.1.InvitationInvitations s toto studystudy inin JapanJapan
3.3.PromotionPromotion ofof thetheglobalizationglobalization ofof universitiesuniversities
Building attractive universities
○Develop core universities forinternationalization○Expand courses taught in English○Promote double degrees, short-term
programs, etc.○Reinforce specialized organizational structures such as universities
Industry Community
Cooperation
Go toJapan
Return to home country
Find employment
Disseminateinformation
宿舎
Framework of the 300,000 International Students Plan (outline)
Worktogether
Cooperation
〔 e.g. 〕
〔 e.g. 〕 Disseminateinformation
〔 e.g. 〕
Cooperation
CooperationSupport
〔 e.g. 〕
〔 e.g. 〕
42
Universities selectedas core universities
Core Universities for Internationalization: Global 30 In order to increase international competitiveness of Japanese higher education and to offer attractive and high-quality
education to international students, it is vital to develop some universities into cores for internationalization, where international students and faculty can enjoy high-quality education and research.
To this end, the Ministry of Education, Culture, Sports, Science and Technology is implementing the Project for Establishing Core Universities for Internationalization, in which universities out of all universities in Japan are to be selected and achieve specific goals with intensive support.
Select universities as core universities among those with high quality education and research in accordance with their mission and functions
and a welcoming environment for international students
【Teaching in English】・To develop a system in which degree courses can be
offered entirely in English. (Including development of English teaching materials and training of Japanese teaching staff)
・Internationally open recruitment of staff to teach specialized subjects in English. Assignment of teaching staffs from overseas with fixed term.
【To improve the environment to accept international students】・Support by specialized staff to international students in their
daily life, employment search. Supplementary education.・Introduction of fall (September) admission【To promote strategic international cooperation】・To establish oversea one-stop service centers to admit
international students・To expand student exchange programs based on
exchange agreements between universities.
Designation of universities as core universities for internationalization
To be designated as one of the core universities for internationalization and provide international students with good levels of education and research, universities should intensively work on the following:
○ To assign international teaching faculty.
○ To develop English teaching materials.
○ To assign support staff for international students.
○ To establish oversea centers. (Assignment of support staff, establishment of local offices, etc.)
Details of implementation
○Project for Establishing Core Universities for Internationalization
〔National Universities〕
-Tohoku University
-Tsukuba University
-Tokyo University
- Nagoya University
-Kyoto University
-Osaka University
- Kyusyu University
〔Private Universities〕
-Keio University
-Sophia University
-Meiji University
- Waseda University
-Doshisha University
-Ritsumeikan University
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Overseas Offices for CoOverseas Offices for Co--Utilization by Japanese UniversitiesUtilization by Japanese UniversitiesEstablish a “Overseas Office for Shared Utilization by Universities” as the liaison for Study in Japan; in 8 cities in 7 countries. Upon completion, these offices will provide comprehensive information on Japanese universities overall, including enrollment seminars, admissions tests, etc.Tunisia (Tunis) 〔University of Tsukuba〕, Egypt (Cairo) 〔Kyushu University〕, Germany (Bonn) 〔Waseda University〕, Russia(Moscow, Novosibirsk)〔Tohoku University〕, India(New Delhi)〔Ritsumeikan University〕、India (Hyderabad) 〔The University of Tokyo〕, Uzbekistan (Tashkent) 〔Nagoya University〕, Vietnam (Hanoi) 〔Kyoto University〕*The name in the 〔 〕indicates the operating university.
Overseas Office for Shared Utilization by Universities
Vietnam(Hanoi):Kyoto University
Germany(Bonn):Waseda University Russia(Moscow,Novosibirsk):
Tohoku University
Egypt(Cairo):Kyushu University
India(New Delhi):Ritsumeikan University
India(Hyderabad):The University of Tokyo
Uzbekistan(Tashkent):Nagoya University
Tunisia(Tunis):]University of Tsukuba
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Expansion of Expansion of ““Degree in EnglishDegree in English”” courses in Global 30 universitiescourses in Global 30 universities
Establish courses at the universities selected through which English-only degrees can be obtained: 33 undergraduate courses and 124 graduate courses over the next 5 years
32Ritsumeikan University
71Doshisha University
95Waseda University
21Meiji University
22Sophia University
21Keio University
335Kyusyu University
42Osaka University
191Kyoto University
95Nagoya University
172Tokyo University
63Tsukuba University
113Tohoku University
graduateUndergraduateUniversity name
7 12
72
29
115
33
123
33
124
0
20
40
60
80
100
120
140
160
(course)
2009 2010 2011 2012 2013
graduate
undergraduate
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Japanese Students Abroad
International Students in Japan
1,5722,1683,3864,1563,9774,653
5,9307,160
10,490
24,000
29,840
36,610
46,872
38,712
35,28233,974
29,264
13,160
13,01014,020
13,610
13,500
12,2609,050
7,0704,7454,350
13,360
18,050
15,070
42,215
45,960
46,49746,406
47,073
46,29245,531
45,27643,77042,843
40,700
46,810
40,835
0
5,000
10,000
15,000
20,000
25,000
30,000
35,000
40,000
45,000
50,000
1954
1959
1964
1969
1970
1971
1972
1973
1974
1975
1976
1977
1978
1979
1980
1981
1982
1983
1984
1985
1986
1987
1988
1989
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
Source:IIE, “OPEN DOORS”
Decreasing Japanese students abroad
Sharp decline of Japanese students in USA
• Study abroad for Japanese students– 75 thousand in 2007 ⇒ 300 thousand in 2020
• This is why MEXT plans two-way exchange program for 7,000 students
How to globalize Japanese universities (2/2)
Source: Acceptance: Surveys conducted by MEXT, JASSO Dispatch: Surveys conduced by OECD, IIE; UNESCO Statistical Yearbook, etc.
Source: “Life and thinking of junior & senior high school students”,Japan Youth Research Institute, Feb. 2009
“I want to study abroad”
“Society is too complex for me to engage”
Japan USA China Korea
Japan USA China Korea
Yes
Yes
No
No
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International Students Coming to JapanAs of May 1 2009Total:132,720
516(0.4%)
1,050(0.8%)
2,575(1.9%)
122,464 (92.3%)
923(0.7%)
1,159(0.9%)
4,033(3.0%)
North America
South AmericaOceania
Asia
Middle and Near East
Africa
Europe
Source : Japan Student Services Organization( JASSO)
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2007Total: 75,156
Japanese Students Abroad
North America
South AmericaOceania
Asia
Middle and Near East
Africa
Europe
4,207(5.6%)
5(0.0%)
35,585(47.3%)
23,002(30.6%)
12(0.0%)
12,345(16.4%)
Sources : OECD ”Education at a Glance,” IIE (U.S.) “ Open Doors,” and others
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Emphasis on East Asian Region• Many int’l students from East Asia
Other, 456Other, 548
USA, 279USA, 172
ASEAN, 166 ASEAN, 178
Korea, 66 Korea, 78
China, 148
China, 298
0
200
400
600
800
1000
1200
1400
2000 2009
• Rapid globalization of economic activities in East Asian region
Unit: billion dollar
Chart: Import and Export of Japan (total amount)(converted at ¥83 to $1)
China 79,082Korea 19,605Taiwan 5,332Vietnam 3,199Malaysia 2,395Thailand 2,360Indonesia 1,996Other Asia 8,495
104, 019(78.4%)
9,950(7.5%)
122,464(92.3%)
Growing Trade between Japan and East Asian Countries
43.5%
13.5%
34.2%
25.0%
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New Policy Initiative• Former Prime Minister Yukio Hatoyama’s
proposal to enhance university exchange with QA in East Asia– Japan-China-Korea summit (October 2009 in Beijing)– ASEAN+3 and EAS summit (October 2009 in Cha-am Hua Hin)
• Japan-China-Korea committee for university exchange (April 2010 in Tokyo)– CAMPUS* Asia launched in April 2010 meeting of trilateral
promotion committee*) Collective Action for Mobility Program of University Students
– Pilot programs start expected during 2011• International symposium on University
Exchanges in East Asian region– March 2011 in Tokyo– Organized jointly with China and Korea
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International Symposium on Exchange among Universities with QA in East Asian Region
(proposal)
• March 17-18, 2011 in Tokyo, Japan• Co-sponsored by Japan, China and Korea• Topics
– Issues in and possible measures for the promotion of university exchanges with QA
– Credit-transfer, joint programs, networking universities and QA agencies
– Deeper mutual understanding of each nation’s QA framework and system
– Idea of East Asian Community from the perspective of university exchange
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Contents
• Basic Facts• Functional Differentiation• Systemized Education • Quality Assurance• Information Disclosure• Internationalization• Students Affairs
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Students Affair 1
• Tuition and Fees– National 536 thousand ¥/yr– Private 848 thousand ¥/yr
• High dependence on household and scholarship
• 1/3 of students supported by semi-public loan– Average debt 2.9 million ¥ for under-grad– 3.8 million ¥ for grad
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Relationships between Average Tuition Fees and Proportion of Students Who Benefit from Public Financial Support
OECD “Education at a Glance 2010” Chart B5.3
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Students Affairs 2
• Bleak prospect for job opportunity– Job supply/demand ratio: 1.26 for March 2011
• Big corporate 0.57• S/M corporate 2.16
– Job getter/job seeker ratio• 91.8% April 2010: second worst
• Batch employment of newly graduated– If you fail, less likely to get job in a second try
• Early and prolonged job hunting– Less time & interest in class → less aptitude
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International Students Affairs• Housing
– JASSO and univ’s housing for 1/4 of int’l students • Scholarship
– MEXT scholarship recipients: 10thousand– JASSO scholarsip recipients: 10thousand
• Job opportunity– 60% of int’l students in Japan seek job in Japan – 9 thousand int’l students get job in Japan, out of 36
thousand, after completing their study• 70% of them to go workplace with less than 1000 workers;
40% with less than 50 workers• Top 4 job area: 1. interpreter & translation; 2. sales; 3.
information processing; 4. foreign business
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Conclusion 1
• University reform– Expectation from Society– Policy Orientation– Autonomy and Spontaneity of University– Accountability of Universities
• Global perspective– Global citizen– Open up Universities: internationalization– Int’l collaborative education w/QA
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Conclusion 2• If I were in university management, I would keep
in mind:– Define your stakeholders carefully, specifically– Make clear to your stakeholders what you are going
to do– Welcome their evaluations– Feed them back to improve quality of your activity– Always be aware of where you stand in the world;
your strength and weakness– Information disclosure: foundation of the process– Your students are your product, as well as
stakeholder of utmost significance
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The world’s trends in higher education: ”For whose interest are we doing this?”
1. Funding from public sources will continue t o decrease2. Tenure including full-time faculty position will continue to decline and
online courses continue to increase3. Globalization of higher education will grow stronger and the current 3
million students studying overseas will multiply exponentially4. An institution’s historical admissions formula will go out of whack, as
students will apply to more schools across regions and place multiple deposits
5. Recruitment of high quality students will get tougher and more challenging with globalization but also countries and companies realize that their talent pipeline starts with the quality of students universities graduate
6. Parents and companies will demand more accountability from university in terms of learning outcomes, curriculum relevancy, and Return on Investment from the exorbitant tuition that keep going higher and higher
7. Many universities will go bankrupt and there will be an increase in M&Aactivity
8. With all of the above, universities will be forced to reconsider their raison d’ etre or mission, to answer the seminal question, “For whose interest are we doing this?”
By Go Yoshida, Nagoya Univ58
Thank you谢谢
E-mail: [email protected]: http://katoshigeharu.air-nifty.com/blog/
(Only in Japanese)
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