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Universities are now clarifying their educational philosophies and putting those philosophies into practice through the development of individualized and fulfilling educational activities. They are also striving to meet social expectations by improving their educational and research activities. The curriculum reform efforts of universities up to July 1993 are outlined in Table II.4.1. In addition, universities are increasinglyimplementing measures that are more individualized than in the past.

Universities have responded to the abolition of quantitative regulations concerning traditional general education by clarifying the philosophies and objectives of their educational activities at the undergraduate level and by striving to build an internal consensus. Universities are implementing a variety of concrete measures in line with these philosophies and objectives, including the restructuring of general education, the refining and structuring of specialized education, and the reform of foreign language education to emphasize practical language skills. In the context of these efforts, universities are also taking an interest in the way in which their curricula interrelate with selected subjects of upper secondary school students and curricula of graduate schools. In addition, national universities are making organizational changes, including the restructuring of general education departments, to enhance the effectiveness of links between general and specialized education.

Table II.4.1 Cirriculum Reform Efforts (July 1993)

A major feature of the current reform is that it encompasses not only curricula but also educational methods. For example, more and more universities are preparing and publishing improved syllabuses ^* that provide information not only about course requirements but also about detailed aspects of course planning and evaluation methods. Universities are also working to develop educational methods, such as developing and using new textbooks, that make courses more attractive to students by standardizing moves toward university reform through training seminars for new teachers, improving course content through the introduction of course evaluation by students, and establishing their own centers to carry out research and development on educational methods. Other efforts made by many universities to improve their educational methods include the expansion of small-group education through such innovations as the utilization of small groups in combination with lectures or university-wide programs, the development of dialogue- or debate-style teaching and the increased use of seminars, and the incorporation into courses of hands-on activities, such as volunteer activities.

Among the innovations that have attracted considerable public interest recently are Gunma University's formulation of detailed syllabuses using a uniform format for all faculties and the development of new textbooks of English and general education at the University of Tokyo.

Many universities have already implemented the special register system introduced under the revised Standards for the Establishment of Universities. The number of universities offering such a system had reached 168 by April 1993. In October 1993 the Standards for the Establishment of Graduate Schools were amended to extend the system to graduate schools. In addition, in fiscal 1994 a total of 149 departments in 92 graduate schools were offering day/evening programs for master's degree courses.

In recent years a growing number of graduates of junior colleges and colleges of technology have been seeking access to further higher education through transfer admission to four-year universities. Universities are increasingly establishing special admission quotas that allow transfer admission as third-year students. More and more universities are also introducing special selection systems for adult applicants. By fiscal 1993 a total of 183 universities (34.5% of all universities) were administering such selection systems. Many universities are responding to society's learning needs by actively promoting admission of adult students through the development of innovative selection procedures that reflect the abilities and aptitudes of adult applicants.

In March 1992 a research and survey group within the Ministry of Education, Science and Culture produced a report titled " Promotion of Refresher Education .^* " The Ministry is now actively implementing the following measures on the basis of this report.

Various groups, such as refresher education promotion councils and refresher education forums, are being formed at both the national and the regional levels to contribute to better understanding between universities and industry through dialogue and the exchange of information.

Efforts are being made to inform the public about refresher education through the preparation and distribution of pamphlets, guidebooks, and promotional videos. In addition, information about the admission of workers by various universities is supplied to workers and businesses, and surveys are conducted to provide universities with information about the numbers of workers assigned by their companies to undergo further education and about the demand for such education.

The Ministry of Education, Science and Culture has commissioned the Japanese Society for Engineering Education to conduct research and surveys concerning the content and methods needed to provide refresher education that will meet the needs of businesses and workers. The results are being provided to universities and other institutions of higher education.

In 1990 Keidanren (Japan Federation of Economic Organizations) and other business organizations founded the Trust for Fostering Advanced Engineers to provide subsidies to institutions offering refresher education. By fiscal 1993 subsidies were being provided to 11 universities and 3 colleges of technology.

Self-monitoring and self-evaluation requirements have been introduced under the revised Standards for the Establishment of Universities and other regulations. Many universities have already established internal systems for this purpose, and an increasing number are compiling and publishing reports and performance charts concerning their educational and research activities.

Some universities are approaching this task with considerable enthusiasm, using methods that focus on educational activities or involve questionnaire surveys of students and alumni. A number of universities are seeking to gain greater objectivity through evaluation by outside experts. How to link the results of monitoring and evaluation to improvement and enhancement of universities' educational and research activities will be a key issue in the future.