Full Text
MEXT
MEXT
Home > Policy > White Paper, Notice, Announcement > White Paper > JAPANESE GOVERMENT POLICIES IN EDUCATION, SCIENCE, SPORTS AND CULTURE 1995 > Remaking Universities Chapter 2 Section 3 1

PREVIOUS   NEXT
Remaking Universities: Continuing Reform of Higher Education
Chapter 2 How Universities Are Changing
Section 3. Opening Up Universities
1. Improving Accessibility



(1) Meeting the Need for Lifelong Learning

The demand for lifelong learning has reached an unprecedented level across the entire spectrum of society. Factors contributing to this trend include the expansion of leisure time, the need to acquire work-related knowledge and technology on a continuing basis, and changing public attitudes. It is vital that universities respond to this demand as institutions that are open to society.

To respond positively to society"s growing need for lifelong learning, it is necessary not only to provide more-diversified access to university education but also to develop flexible education delivery systems that reflect the requirements of a diverse range of students and to introduce innovative evaluation techniques for various learning formats. A number of systemic reforms have been introduced to achieve these aims, and universities are also working actively in this area.


A. Diversification of university entrance opportunities

a. Setting acceptance quotas for transfer students

:Traditionally, universities accepted transfer students only when there were vacancies. Now, however, there is growing demand for transfer admission from junior colleges and colleges of technology to four-year universities. In the past, requirements concerning faculty size and classroom space were based on total annual admission quotas, but in 1991 the Standards for the Establishment of Universities were amended to shift from this approach to one based on the total student quota in each faculty, including the quota for transfer students. This change has made it easier for universities to set admission quotas for transfer students.

In fiscal 1995 a total of 10,297 students transferred from junior colleges to universities, and 2,051 transferred from colleges of technology to universities. Both figures are double the totals for fiscal 1989.

b. Special selection procedures for adult students

:People who have joined the work force after graduating from upper secondary school, junior college, or university sometimes decide to enter universities for further education. Admission of these adult students is based on special selection procedures that differ from those applied to traditional students.

The University Council discussed special selection procedures for adult students in its September 1993 preliminary report, "Deliberations Concerning the Improvement of University Entrance Examinations." The report advocated the expansion of adult admissions for various reasons, including the need to provide diverse learning opportunities to meet adults" lifelong learning needs, in part as a way of easing competition for admission; the beneficial influence of adult students on the traditional student population; and the potential of adult students to revitalize universities.

In fiscal 1989 special selection procedures for adult students were being implemented by 93 universities, and 2,121 students were admitted under such procedures. In fiscal 1994 the numbers had increased to 207 universities and 4,199 students. The corresponding figures for graduate schools increased from 53 schools and 1,827 students in fiscal 1989 to 142 schools and 4,641 students in fiscal 1994.


B. Increased flexibility in education delivery systems

a. Introduction of day/evening courses

:Day/evening courses enable universities to respond flexibly to students" diverse lifestyles by providing not only evening courses but also programs that include both daytime and weekend classes. A number of universities have adopted this approach as a way of introducing greater flexibility into day courses in order to provide university education opportunities to adults and others who are unable to attend classes during the day on weekdays.

In fiscal 1994 day/evening courses were available at 22 national universities (27 faculties) and 5 private universities (7 faculties), for a total of 34 faculties in 27 universities. At the graduate level day/evening courses were offered by 60 national universities (108 graduate departments), 4 local public universities (4 graduate departments), and 28 private universities (37 graduate departments), for a total of 149 graduate departments in 92 universities.

b. Introduction of evening graduate courses

:The system of graduate education through evening courses, designed to facilitate graduate studies for adults and others whose free time is severely limited, was introduced in response to the growing need to study work-related knowledge and technology on a continuing basis.

In fiscal 1994 evening graduate courses were provided by 2 national universities (3 graduate departments) and 8 private universities (11 graduate departments), for a total of 14 graduate departments in 10 universities.

c. Introduction of the special register system

:This system provides adults and others with increased opportunities to study on a part-time basis and with appropriate evaluation of their study achievements. Under this system universities can award credits to students who are not formally enrolled but who take one or more courses, in accordance with rules specified by individual universities.

In fiscal 1993, 5,431 special register students were admitted to 253 universities (excluding the University of the Air). This was more than double the total in fiscal 1992.


C. Innovative evaluation methods of diverse learning achievements

a. The National Institution for Academic Degrees

:The National Institution for Academic Degrees confers degrees on people who are deemed, on the basis of evaluation of their learning achievements at the level of higher education, to have reached a standard equivalent to that of people who have completed degree programs in universities or graduate schools.

The National Institution for Academic Degrees can confer degrees under the following two circumstances:

(1) when a graduate of a junior college or college of technology has carried out studies at a university or in the advanced course of a junior college or college of technology approved by the National Institution for Academic Degrees and
(2) when a person has completed a course at an educational institution other than a university that is recognized by the National Institution for Academic Degrees as equivalent to a university or graduate school.

As of April 1994 the National Institution for Academic Degrees had recognized 88 courses in 53 junior colleges and 21 courses in 9 colleges of technology under the first of these categories, and bachelor"s degrees had been conferred on 462 people by the end of fiscal 1994. In addition, a total of 9 courses had been recognized by the National Institution for Academic Degrees under the second provision, and bachelor"s degrees had been conferred on 3,446 people.

b. Accreditation of studies at professional training colleges and other institutions

:This system enables universities to award credits for studies outside universities, such as studies at professional training colleges and success in proficiency tests certified by the Minister of Education, Science, Sports and Culture, provided that the work completed is of university standard. The system was introduced as a result of the June 1991 amendment of the Standards for the Establishment of Universities. In recent years there have been a number of cases in which credits have been awarded for a variety of studies outside universities.


(2) Promoting Refresher Education

In recent years it has become increasingly important for workers to undergo education on a continuing basis in graduate schools and other institutions of higher education in order to acquire advanced knowledge and skills. In addition to the systemic reforms described above, this type of refresher education is being promoted actively through the following measures.


A. Promotion of coordination and cooperation between universities and industry

MESSC convenes the Refresher Education Promotion Council to foster understanding between universities and industry and to provide a forum for exchanging views and information. MESSC also disseminates information about refresher education through the production of pamphlets and information videos and the publication of guides concerning the admission of workers to universities and other institutions. In addition, MESSC conducts surveys on such issues as the aims and efficacy of companies " enrolling workers in universities and other institutions and distributes the findings to universities and other organizations.

A related activity is the organization of refresher education forums at national universities in various regions. These enable universities and industry representatives to discuss issues relating to the enrollment of workers.

In 1990 the Japan Federation of Economic Organizations (Keidanren) and other groups established the Trust for Fostering Advanced Engineers, which provides grants to universities and colleges of technology that are actively involved in refresher education. By fiscal 1994 grants had been provided to 14 universities and 4 colleges of technology.


B. Improvement of educational content and methods in universities

The Japanese Society for Engineering Education conducts research and surveys on behalf of MESSC to ascertain the content and methodology required to ensure that refresher education meets the needs of industry and workers. The findings are distributed to universities and other organizations for use as reference materials.

Universities are also improving their educational content and methods to provide education that will be attractive to people in the work force. Methods adopted in response to workers" needs and circumstances include small-group seminars, joint teaching with overseas universities via satellite links and other means, and the case-study method.

Since fiscal 1992 the National Institute of Multimedia Education, an interuniversity research institute, has played a leading role in practical research on the use of new media in refresher education, such as the use of satellite communications to link national universities with companies and other organizations. Under a trial program carried out in fiscal 1994 satellite communications were used to transmit lectures, while surface lines were used to transmit questions and answers. Participating lecturers included teachers at the Tokyo Institute of Technology"s Graduate School of Information Science and Engineering.


(3) Utizing the University of the Air

The University of the Air, established to meet the diverse learning needs of various sectors of society by offering a new system of higher education, began to enroll students in April 1985. In cooperation with the National Institute of Multimedia Education, which is an interuniversity research institute, and with the assistance of numerous national, local public, and private universities, it provides university education via television, radio, and other media.

The University of the Air has established the Faculty of Liberal Arts, which covers many fields of learning, to meet the varied learning needs of different sectors of society. Courses in this faculty are designed to enhance specialized knowledge in areas that relate to everyday life as well as to provide a well-rounded liberal arts education. These courses, which are not bound by the traditional frameworks of university disciplines, include "science in everyday life," "industrial and social studies," and "humanities and natural sciences." At present the university has an extremely varied student population of approximately 60,000 people, including workers, elderly people, and homemakers, who are enthusiastically studying subjects chosen according to their personal objectives from an extensive curriculum of over 300 subjects. In March 1989 the University of the Air produced its first crop of 544 graduates. By March 1995 a cumulative total of 6,679 people had graduated with bachelor "s degrees. As a member of the Asian Association of Open Universities (AAOU), the University of the Air is also involved in cooperation with universities of the air and other institutions in other Asian countries.

At present the broadcasts and student enrollment of the University of the Air cover part of the Kanto region. Preparations are underway to expand coverage nationwide via broadcasting satellites in order to respond to the growing sophistication and diversity of people's learning needs and to provide equal educational opportunity. The University of the Air is increasingly seen as a tool for providing workers and members of other sectors of society with the opportunity for university education and for ensuring flexible access to education at the university level. When nationwide coverage is achieved, the number of people participating in diverse learning activities as students of the University of the Air is expected to exceed 200,000.


PREVIOUS   NEXT
(C)COPYRIGHT Ministry of Education, Culture, Sports, Science and Technology

Back to Top   MEXT HOME