General remarks

In response to the increasing expectations for the human resource development functions of universities and colleges of technology (hereinafter referred to as the “KOSEN”), reorganize of these institutions is essential to develop the human resources that will drive Japan’s future. In addition, the articulation between education and society must be made more diverse and flexible so that people can continue learning and re-learning throughout their lives. In May 2022, the Council for the Creation of Future Education, chaired by the Prime Minister, compiled “The Ideal State of Universities and Society that Drive Japan’s Future (First Proposal)” and recommended the following specific measures be taken concerning universities and society, which are responsible for Japan’s future:
- Acceleration of reorganization of universities and other institutions that nurture human resources who will support the future
- Enhance support for learning in response to the new era
- Create an environment to promotes re-learning (recurrent education).
Overview of the Ideal State of Universities and Society that Drive Japan’s Future (First Proposal)
 

 



MEXT is promoting the following initiatives to implement the Proposal steadily.

1 Acceleration of Reorganization of Universities and KOSEN that Drive Growth Fields

（１）New funds for the acceleration of reorganization of universities and colleges of technology (KOSEN)

The accelerated progress of digitalization and the global trend toward decarbonization are expected to fundamentally transform the existing industrial structure and usher in a profound change in the nature of labor demand. On the other hand, the percentage of students majoring in science and engineering at universities is lower in Japan than the average in the Organisation for Economic Co-operation and Development (OECD) countries, and while the number of students in the science and engineering departments of many OECD countries is increasing, there is hardly any change in Japan. To achieve a “Virtuous Circle of Growth and Distribution” in education and the development of human resources, taking into account the megatrends such as digitalization and decarbonization, stable support is needed to enable universities and KOSEN that are responsible for fostering of highly professional human resources to engage in bold organizational restructuring with foresight proactively.
Therefore, the Ministry of Education, Culture, Sports, Science and Technology (MEXT) has decided to establish a new fund to provide flexible and continuous support for the development of highly qualified specialists who drive growth fields such as digital and green, so that motivated universities and KOSEN can embark on reorganize, such as transitioning faculties to include growth fields, with foresight.
 

 １）Current situation of highly professional human resources who drive the growth fields

The percentage of science and engineering students in Japan is lower than in many other countries, which has led to a shortage of human resources in growth fields such as digital technologies. Acceleration of reorganization of universities and KOSEN, which are responsible for fostering and producing highly professional human resources who drive the growth fields, has thus become an urgent issue.
As for higher education, the percentage of university students in Japan with a degree in the sciences at the undergraduate level is currently only 35%, which is low compared to many other countries. In particular, the percentage of students studying science and engineering at private and public universities is 14% and 20% of the total strength, respectively, which is low compared to 34% at national universities.

 
Women enrolled in science and engineering account for only 7% of all female undergraduate enrollments at the university, significantly lower than the OECD average (15%).
 

 
While the promotion of Digital Transformation (DX), which dramatically improves productivity and convenience, is required in all fields, including industry, education, and government, research shows that Japan will face a shortage of 545,000 advanced IT human resources by 2030 and it is also estimated that Japan’s digital competitiveness is low compared to other developed countries.
 

 
In light of this situation, the First Proposal of the Council for the Creation of Future Education identifies the need for reorganization faculties at universities and KOSEN to focus on growth fields.
 

2) Measures for Acceleration of Reorganization of Universities and KOSEN that Drive Growth Fields

As the population of 18-year-olds declines further, it is predicted that the number of students enrolling in universities will also decline in the future. Therefore, rather than aiming to increase the number of universities, MEXT has decided to implement measures for flexible and continuous financial support to motivated universities that were taking on the challenge of organizational restructuring, keeping in mind social trends, etc., while making maximum use of their existing resources.
To implement these measures, the second supplementary budget for FY2022 allocated approximately 300.2 billion yen for “Continuous Support through Funds for Acceleration of Reorganization of Universities and KOSEN that Drive Growth Fields”.
Specifically, there are two means of support.
The first is “support for reorganization aimed at specific growth fields through the transition of faculties, focusing on digital and green”. The fund will provide the expenses necessary for reorganization faculties, from the consideration and preparation stages until the year faculty transition is complete.
The second is “support for acceleration of reorganization of securing highly professional information technology human resources”. The fund aims to increase the number of highly professional human resources in the information technology field, which is facing an overwhelming shortage of human resources, and provide financial support to increase the number of students, especially graduate students.
The fund will provide support to universities and KOSEN through the National Institution for Academic Degrees and Quality Enhancement of Higher Education (hereafter referred to as “NIAD-QE”). For this reason, part of the Act on the National Institution for Academic Degrees and Quality Enhancement of Higher Education was revised during the 210^th Diet session to grant NIAD-QE the power of establishing funds in addition to its work of providing grants.

 ３）Future plans

In the future, MEXT will make the most effective use of the fund to actively support the reorganization initiatives of motivated universities and KOSEN.
The fund will be reviewed from the perspective of articulation between high schools and universities at all universities, including securing prospective applicants through cooperation with local high schools, reviewing entrance examination subjects to evaluate initiatives at the high school level appropriately, and developing curriculum through detailed needs assessments, and used to support initiatives at adopted universities and KOSEN.
Increasing the number of students in Japan’s growth fields require comprehensive efforts, not only through the fund but also through other measures, such as increasing the number of female students majoring in science, improving science education at the elementary and secondary education levels, and promoting faculty transitions.
MEXT will strive to develop human resources in the growth fields through these efforts.

 （２）Colleges of technology (KOSEN) education that meet the needs of the times

1)    Japan’s unique 5-year higher education institutions

Colleges of technology (KOSEN) are unique institutions of higher education in Japan that accept motivated youth who have graduated from junior high school and foster highly specialized human resources through a comprehensive five-year program. (Fig. 1-2-5) These colleges of technology (KOSEN) have grown significantly over time, and last year marked the 60th anniversary of their foundation. Colleges of technology (KOSEN) are higher education institutions that emphasize the development of practical and on-site skills based on the development of human resources that make the most of every individual’s capabilities and provide education that aims for the social implementation of the specialized knowledge and technologies acquired. These days, consideration is also given to STEAM education aimed at the social implementation of knowledge and technologies so that students can develop the ability to discern trends in local and international communities and ascertain what is required in the future. About 60% of the graduates from this program enter the workforce and are active as key players in the development of Japan’s industries and society. About 40% of the students either major in more highly specialized education for two years, transfer to a four-year university such as a University of Technology for more advanced education or study at overseas universities, opening up diverse career paths for themselves.
 

2) The world is watching “KOSEN”

Recognized overseas as “KOSEN,” Japan’s colleges of technology (KOSEN) are highly regarded by the international community and the industrial and educational worlds for their unique teaching methods and high-quality education.
From early on, KOSEN students are encouraged to participate in experiments, practical training, and skills practice in addition to lectures through initiatives that include the unique Robot Contest (Robocon), Programming Contest (Procon), Design Competition (Dezacon), English Presentation Contest (English Precon), Disaster Prevention Contest, Deep Learning Contest (DCON), and contest for female KOSEN students (GCON), the colleges of technology (KOSEN) foster engineers and entrepreneurs with flexible thinking, creativity, and initiative.
Through this unique kind of education, the colleges foster highly skilled engineers who are responsible not only for “monozukuri” (manufacturing), which Japan is well known for but also for “kotozukuri” (new value creation). For students to acquire the ability to take on various challenges in society, the colleges of technology (KOSEN) guarantee the quality of their education through the Model Core Curriculum (MCC) and achievement evaluations so that upon graduation from the program, students would have acquired the highly specialized knowledge and skills required by society as well as the practical skills that can be applied internationally.
Furthermore, various experiences at the male and female student dormitories and international dormitory allow students to acquire a cosmopolitan outlook and become engineers with a deep appreciation for culture and humanity, having plenty of can-do attitude, creativity, and practical skills.

 ３）Fostering highly skilled human resources with the “ability to adapt”

In response to the development of science and technology and major changes in the social environment and industrial structure, there is a need to develop personnel who will create the future, i.e., highly-skilled human resources with practical and on-site skills and creativity as leaders of the new era, and who have the “ability to adapt” so that they can grow together with society while looking ahead to the future. Colleges of technology (KOSEN) will continue to be places of learning where the youth can grow to meet the needs of the times through brilliance and diligence as they take on diverse challenges of the new era brought about by globalization and changes in the industrial structure. In response to the international community’s demands, MEXT will also promote international contribution activities to expand “KOSEN” education globally.

 

(Photo: Robocon 2022)

This annual contest began in FY1988; KOSEN students fully use their ideas to build robots and compete with each other in various competition challenges in this contest. The 35th edition of the contest was held in FY2022 under the theme “Miracle☆Fly -Soar in the sky!-”. Students competed to show off the performance of the robots they built while pursuing technology and skills.
 
Organizers: Japan Federation of Kosen Association, NHK, NHK Enterprises, Inc.


(Photo: DCON2022 Grand Prize Winner National Institute of Technology, Ichinoseki College of Technology)
 
KOSEN students create works that utilize the “manufacturing technology” and “deep learning” that they have learned every day and compete based on the “business potential” of their works. The 3rd edition of DCON held in FY2022 saw 10 teams make it through the preliminary rounds to compete in the final competition, where they gave exciting presentations envisioning the commercialization of their work.
Organizer: Japan Deep Learning Association
 


(GCON2022 Grand Prize Winner (Minister of Education, Culture, Sports, Science, and Technology Award) National Institute of Technology, Okinawa College of Technology)
 
To increase awareness of the social value of girls in colleges of technology (KOSEN) and expand opportunities for their active participation, students compete with proposals that bring the “perspective of SDGs on solving social issues” to the technologies they study and research daily, which can lead to the development of innovative solutions. The first GCON was held in FY2022, with 10 teams passing the preliminary screening and giving presentations based on their ideas at the final screening committee.
Organizer: National Institute of Technology

2 Promotion of Recurrent Education

In the 100-year life era, continuous learning and updating of competencies and skills throughout life are important for enhancing individual career and life plans as well as for the sustainable growth of the industry. On the other hand, the First Proposal of the Council for the Creation of Future Education stated that investment by Japanese companies in human resources (as a percentage of GDP) is low compared to many other countries and that about half of all individuals do not engage in external learning or self-development. In addition, the percentage of adults enrolled in universities and graduate schools in Japan is lower than in other countries, and there is a growing need to promote recurrent education, including reducing the burden of cost and time at universities, etc., which are places for re-learning of adults. In light of these issues, MEXT has undertaken the following initiatives as part of its efforts to promote the re-learning of adults.

 （１）Support for the development of recurrent education programs at universities

MEXT implemented the “Project for Promotion of Recurrent Education to Support Job Hunting and Career Change with a Focus on Growth Sectors such as DX” in FY2022, which supports universities and colleges of technology (KOSEN) in developing and implementing recurrent education programs that meet the needs of adults and industry. A total of 57 programs have been adopted to date. Reskill programs are offered mainly for employed workers in the DX sector, and various other fields such as healthcare, nursing care, agriculture and forestry, tourism, and regional vitalization, and literacy programs are offered mainly for non-regular employees and unemployed persons. Nearly 1,950 participated in the programs, of which about 75% completed.
In implementing the project, many universities actively collaborated with local governments and businesses, from examining program design requirements to specific development, publicity and dissemination of the programs and presentations by practitioners, and approximately 80% of universities were able to secure students at 80% or more of their specified enrollment capacity. About 90% of the participants were satisfied with the program content, with some saying that the programs helped them gain specialized, advanced, high-level knowledge and skills and form external interpersonal networks. The programs also provided mainly non-regular employees and unemployed persons with job-hunting and career change support in collaboration with Labor Bureaus and Hello Work, helping them clarify their career prospects. In FY2023, through the “Project for Promotion of Recurrent Education to Produce Work-ready Human Resources in Growth Sectors,” MEXT will continue to support universities, etc., that develop and implement programs to meet the needs of society, including growth fields such as digital and green.
In FY2022, the Tokyo Institute of Technology and Kyoto University developed programs for adults under the “Development of Value-creating Human Resource Development Centers at Universities” project, which aims to develop educational programs for adults that link creative ideas with business through the development of design and art-based thinking and cross-disciplinary learning and develop centers.
Tokyo Institute of Technology, in collaboration with Tama Art University and Hitotsubashi University, has launched “Technology Creatives Program” (commonly known as “Tecre”) aimed at developing “cutting-edge human resources” with the ability and mindset to lead unprecedented new value creation. In FY2022, 20 engineers and designers from businesses formed the first batch of students and participated in the program. After establishing their visions and experiencing creative team building, the students worked as a team to explore questions and propose solutions for value creation. MEXT is also creating a network of value-creating human resources, mainly alumni, university teachers, and relevant businesses, to support leaders launching new activities inside and outside their organizations.
Kyoto University also offered 26 adults the program “Kyoto Creative Assemblage,” which is aimed at developing human resources capable of “observing and thinking,” “understanding,” and “creating new areas” in their own business fields and relevant societies and cultures. This program is a collaboration between Kyoto University, Kyoto Institute of Technology, and Kyoto City University of Arts, designed to foster creativity to actively reconfigure existing frameworks and create new worldviews through discussions on new value-creation ideas and methodologies that draw on the different specialties in the humanities, design, and art. MEXT is also working toward forming a consortium that will serve as an open forum where program alums will be involved as mentors to regularly discuss updates on program methodology and the latest trends in creativity. In FY2023, MEXT aims to improve the programs at the Tokyo Institute of Technology and Kyoto University, promote the programs in collaboration with companies and consider the development of systems necessary for sustainable implementation.

 

（２）Support for building recurrent education platforms that meet local needs

For universities to continue providing the recurrent education required by industry and society, it is necessary to understand and provide educational programs that meet those requirements and publicize and disseminate information on the programs to secure students. Performing these processes on a regional basis, rather than leaving it as the responsibility of individual educational institutions, makes it possible to provide effective and efficient programs, leading to establishing a system that continuously produces human resources to meet the region’s needs. Therefore, MEXT has allocated funds in the second supplementary budget of FY2022 for the “Project for the Development of Recurrent Education Platforms to Meet Regional Needs through Industry-Academia-Government Collaboration” to support university consortiums and local governments in their efforts to examine and identify human resource requirements dispersed throughout the region, consolidate educational content available at universities, and match these contents for publicity and dissemination, which will be implemented in FY2023. In implementing this project, it is expected that recurrent education platforms will be established through collaboration between industry, including local businesses and economic organizations, government, including regional financial institutions, prefectural governments, and labor bureaus, as well as educational institutions such as universities and colleges of technology (KOSEN), and that coordinators will be appointed to match local human resource requirements with educational content.
 

 （３）Examples of plans for implementing sustainable recurrent education at universities

For universities, etc., to develop and implement recurrent education programs on an ongoing basis, various know-how is required, from understanding the requirements of adults and businesses, designing program content, publicizing and disseminating information on the program to secure students, to following up with students during the program and collecting feedback to make improvements after they have completed the program. To share the knowledge of universities that have taken the lead in these initiatives and to promote initiatives for the development of recurrent education programs nationwide, MEXT has implemented the “Project for Establishment of a Sustainable Management Model for Recurrent Education Programs at Universities” since FY2020. The project involved preparing questionnaires and conducting interviews with students of recurrent education programs, companies, and universities. A collection of materials (guidelines) summarizing issues and points to consider in universities’ program development and implementation, etc., based on the benefits and challenges of providing and attending recurrent education programs, was compiled in FY2022. The guidelines also include several examples of actual program development, which will be disseminated to universities to promote further initiatives to develop and improve recurrent education programs.
 

 （４）Initiatives for the appropriate evaluation of recurrent education outcomes

While (1) through (3) mainly focus on support for universities, etc., providing recurrent education programs, it is also important to communicate the appeal and effectiveness of recurrent education at universities to adults and businesses interested in recurrent education.
According to a survey of companies conducted in March 2021 as part of the “Study on Establishment of a Sustainable Management Model for Recurrent Education Programs at Universities”, approximately 10% of companies have sent their employees to university programs over the past five years. Approximately 40% of companies answered that they do not utilize universities because they do not know what kind of programs are offered at universities. According to the Ministry of Health, Labour and Welfare’s (MHLW) “FY2021 Basic Survey of Human Resources Development (Individual Survey)” (June 2022), adults faced challenges in pursuing self-development, such as “difficulty in finding appropriate education and training institutions” and “difficulty in obtaining information on courses, etc.” Based on these results, it is essential to actively disseminate information to encourage adults and businesses to utilize higher education institutions such as universities and colleges of technology (KOSEN) for recurrent education.
For this reason, MEXT launched a portal site, “Manapass” that provides information useful for adult learning, in FY2020, providing information on programs offered by universities, etc., for adults, interviews with adults who are engaged in recurrent education and serve as role models, and information on financial support such as education and training benefits that can be utilized by students attending recurrent education programs at universities. Searches can be narrowed down to programs designed to make it easier for adults to attend, such as programs offering classes online or on evenings and holidays.
In FY2022, in addition to creating a special feature page on “Manapass” providing information on programs for adults as well as the skills that can be acquired through these programs developed under the “Project for Promotion of Recurrent Education to Support Job Hunting and Career Change with a Focus on Growth Sectors such as DX,” MEXT also listed programs offered by private companies on the website. To enhance awareness of programs offered by universities, etc., MEXT has collaborated with MHLW’s “job tag (Japanese version of O-NET),” a website that provides vocational information, and the Ministry of Economy, Trade and Industry’s (METI) “Manabi DX,” a website that provides information on digital skills programs. In addition, a function has been added to attach open badges to “My Page” to facilitate the visualization of academic background. Preparations are also underway for system integration between “My Job Card,” a website for creating, saving, and updating job cards online provided by MHLW, and “Manapass” (integration is scheduled to begin in FY2024) to promote the use of academic background in career development, including job-hunting activities. From FY2023 onward, MEXT aims to improve the convenience of “Manapass” by improving the dissemination of information that encourages adult learning, such as information on newly developed programs underway at universities, etc., and by developing online community functions.
 


When communicating the appeal of recurrent education at universities, etc., it is essential to verify its effectiveness and impact on society and visualize the results more concretely. Through the “Package Project for Research and Dissemination Aimed at Social Implementation of Recurrent Education” to be implemented in FY2023, MEXT will conduct a survey to ascertain the outcomes and impact of recurrent education on adults who have attended recurrent education programs and businesses that have developed human resources, develop indicators that can be used to evaluate such outcomes and their impact, and will work to raise awareness of the importance of recurrent education and promote its spread.

 

（５）Establishment of a base that contributes to promoting the acceptance of working adults at higher education institutions

With the revision of the School Education Act in December 2007 to further promote the provision of the establishment of a base for various learning opportunities for working adults, universities, etc., are offering major programs in addition to degree programs for students. Certain cohesive learning programs (certification programs) for working adults have been established, and certificates of completion are now issued based on the School Education Act to those who complete this program. Under this system, to further promote recurrent education in response to the growing social needs, the Enforcement Regulations of the School Education Act, etc., were partially amended in August 2019. It is now possible to award credits for studies related to course certification programs to promote a credit accumulation system and issue a certificate of learning aimed at improving the social evaluation of the study of systematically established course subjects in regular degree courses. In addition, in June 2020, system reforms such as making the recognition of credits earned before admission more flexible to promote recurrent education at graduate schools were made, and in April 2022, giving award credits for studies related to certification programs was also made possible.
MEXT hopes that universities will utilize these systems to proactively provide various learning opportunities that meet the diverse needs of working adults.
In addition, many national, public, and private universities have entrance examination categories for working adults who are re-learning, where working adults are selected based on their special qualities. During the selection of university entrants in FY2022 (implemented in FY2021), 530 universities and 1,323 faculties have admitted working adults, and efforts are being made to expand the number of working adults entering the university.
Furthermore, as an initiative for the colleges of technology (KOSEN), National Institute of Technology (KOSEN), Maizuru College has formed a university-industry collaboration consortium (REIM Industry Academia Collaboration Consortium) to promote recurrent education in infrastructure maintenance in the “Sustainable Industry Academia Collaborative Human Resource Development System Construction Project”, and work is being carried out to develop practicing teachers who will become lecturers of recurrent education programs. In addition, recurrent education bases set up at affiliated colleges of technology (KOSEN) (Fukushima, Nagaoka, Fukui, and Kagawa) are not only providing the trained practitioner teachers with opportunities to serve as lecturers in recurrent education programs and regular courses but efforts are also being made to develop human resources in the field of infrastructure maintenance.

 （６）Re-learning support for high school dropouts, etc.

MEXT has been implementing “Project to Promote Step-up Support through Local Learning” since FY2017 to support students in re-learning to acquire the academic ability equivalent to graduating from high school. This project supports the efforts of local governments to provide academic counseling, study support, employment support to high school dropouts, etc., in collaboration with organizations like local high schools, NPOs, local youth support stations and Hello Work. In FY2021, Sapporo City, Gunma Prefecture, Aichi Prefecture, Masuda City, Kochi Prefecture, and Oita Prefecture were selected, where nearly 5,000 people used study consultation and study support. In addition, many of the users could take the high school graduation certificate exam or the high school entrance exam, or could start job hunting. There were positive responses from people who said that resuming their studies helped them improve their self-confidence and build relationships with others. Even in FY2022, Sapporo City, Gunma Prefecture, Aichi Prefecture, Kyoto Prefecture, Kochi Prefecture, and Oita Prefecture were selected, and continuous study support is being implemented to help the candidates become socially independent.

 （７）Support for women to re-learn

To support the social participation of women of various ages, MEXT implemented the “Project to Support Learning and Social Participation that Aligns with the Diverse Challenges of Women” in FY2022 in collaboration with related organizations and built a model that comprehensively supports women’s challenges, such as developing learning programs, fostering awareness of career advancement and career change, and enhancing consultation systems etc. The event was held by 3 universities: the University of Yamanashi, Fukuoka Women’s University, and Kyoto Women’s University. In a survey, 100% of the participants answered that the course was useful for career advancement. To promote the active participation of women, “re-learning” will continue to be promoted to advance women’s careers etc.
In addition, MEXT adopted a program to promote women’s activities as part of its “Project for Promotion of Recurrent Education to Support Job Hunting and Career Change with a Focus on Growth Sectors such as DX” in FY2022. Programs were developed and offered to give priority to women who often leave the workforce due to life events and to raise awareness of business skills and career development to encourage them to find a job, change careers, or start their businesses. These programs have received high levels of satisfaction from participants, with comments such as “My small world made me feel like I wanted to take on the next challenge”, “It reminded me of my need for continuous self-improvement”, etc.
 

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