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CHAPTER 2 SCHOOL SYSTEM AND EDUCATIONAL CONTENTS AND METHODS
3 Methods of Entrant Selection
(2) Selection of Entrants in Higher Education


The procedures for selecting entrants into institutions of higher education in selected countries are outlined in Table 2-8. In Japan, entrants are selected by each university on the basis of such various data as each applicant's record on the achievement tests, credentials about him sent from the upper secondary school and so on. In the U.S.S.R., nearly the same selection procedures as in Japan have been adopted. In France and the Federal Republic of Germany, any applicant who has passed the qualifying test for admission to the university is admitted to the university without sitting for any further test. In the U.S.A. and England & Wales, qualified entrants are selected by each university on the basis of applicants' records on tests administered by testing agencies other than universities.

Table 2-8. Entrant Selection Procedures to Universities (Undergraduate Courses)- International Comparison -

Next, the present state of entrant selection procedures in universities (daytime undergraduate courses) of Japan in 1972 and 1974 school years is shown in Table 2-9. It indicates that the credentials from upper secondary schools, records of achievement tests administered by universities and the results of the health examination are used as the data for entrants' selection in most cases. The number of university faculties adopting the method of selecting entrants on the basis of recommendation from the upper secondary schools has grown steadily, with the proportion or such faculties reaching around 50% for private universities. In about a half of national, local and private university faculties, both the credentials from the upper secondary schools concerned and the results of achievement tests are used in selecting qualified entrants, the former being referred to particularly when deciding which applicants, all of whom share the same rank in achievement tests should be accepted as a qualified entrant.

In the meantime, the solution of the multitude of problems that remain in the present university entrant selection procedures is viewed as an important task.

Table 2-9. Entrant Selection by Universities (Daytime Undergraduate courses)(1) Use of Various Selection Data(2) Student Admission on Recommendation

Table 2-9. Entrant Selection by Universities (Daytime Undergraduate courses)(3) Use of Credentials

Since the end of World War 2, the Ministry of Education has made various efforts for improvement of the entrance examination system by instituting scholastic aptitude and achievement tests, etc. On the basis of these experiences, the Ministry set up the "Council on Improvement of University Entrant Selection Methods" with the cooperation of university and upper secondary school personnel, and appealed to university authorities for gradual improvement of the selection method by conveying to the latter the results of the Council's research and deliberation. In reality, various efforts for improvement have been under way such as encouraging extensive use of the credentials for selection of entrants on the basis of recommendation from the upper secondary schools giving applicants practical skills or essay tests, and the like (Cf. Table 2-9).

In addition, the Council proposes five measures for the improvement of the entrance examination system from a long-range viewpoint, which include extensive use of credentials, implementation of a standard scholastic achievement test, elimination of the problems in the achievement tests given by universities, improvement of entrant selection procedures in universities and improvement counselling in upper secondary schools on students' future activity. Efforts for improvement of the entrance examination system for universities are being made in accordance with this proposal.

Above all, as regards the standard scholastic achievement test, which is the most important task for the immediate future, discussion has been under way since 1972 with the aim of promoting its earliest possible implementation. On the other hand, the National University Association has been continuing an energetic study and research on the planned implementation of the "standard first-stage achievement test for all national universities" with the assistance and encouragement of the Ministry of Education. This standard first-stage achievement test is designed to assess objectively the applicants' degree of scholastic attainment in upper secondary school. More adequate entrant selection than at present is expected to become feasible by combining it with evaluation, by means of the second-stage test, of applicants' comprehensive ability, ability to think and aptitude in their respective fields of specialization. Therefore, the early realization of this goal is expected to bring about needed reform of the entrance examination system in Japan.


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