Home > Policy > White Paper, Notice, Announcement > White Paper > JAPANESE GOVERMENT POLICIES IN EDUCATION, SCIENCE, SPORTS AND CULTURE 1995 > Remaking Universities Chapter 2 Section 4 1

Junior colleges are institutions of higher education with programs lasting two or three years. Their purpose is to carry out in-depth teaching and research in specialized fields of learning and to foster the skills needed for work and life.

The junior college system was first established on a provisional basis in 1950. Initially there were 17 local public and 132 private colleges, for a total of 149. The number has increased steadily since then. When the system became permanent in 1964 there were 339 junior colleges, of which 29 were national, 40 local public, and 270 private. By 1995 the total had increased to 596 ( Figure 2.29).

The number of regular-course students increased from 13,800 in 1950 to 145,500 in 1965, 348,000 in 1975, and 489,300 in 1995 ( Figure 2.30). Statistics pertaining to the enrollment of female students over the same period show that the ratio of advancement to junior colleges increased from only 3% in fiscal 1955 and 7% in fiscal 1965 to 25% in fiscal 1995.

Junior colleges have become a major part of the educational sector. They account for 14% of institutions of higher education (universities, junior colleges, colleges of technology, and professional training colleges) and 13% of all students. There is considerable variation in the size, fields covered, and other characteristics of junior colleges. Their main features are that 84% are private and that 91% of students are female.

Since the establishment of the junior college system, such institutions have played an important role in higher education in Japan and have made a significant contribution to its development. They are especially important as providers of higher education for women.

The environment of junior colleges has changed considerably. In addition to advances in science and technology, there have been major social changes, including internationalization, the shift to an information-oriented society, and the transition to a lifelong learning society. Another important change has been the increasing preference of female students for specialized careers. As a result of recommendations in reports of the University Council, graduates of junior colleges may now use the title "associate." In addition, the Standards for the Establishment of Junior Colleges have been expanded, simplified, and made more flexible. Individual junior colleges are now implementing reforms in response to these changes.

There has been a rapid increase in the number of junior colleges that are introducing self-monitoring and self-evaluation systems as part of their reform process. As of fiscal 1994, internal regulations providing for self-monitoring and self-evaluation had been established in 392 junior colleges, or 68% of the total ( Figure 2.31). Curriculum reforms had been implemented in 375 junior colleges, and if institutions planning such reforms are included the number rises to 454, or approximately 80% of the total ( Figure 2.32). In addition, many junior colleges are developing syllabuses.

Specific examples of curriculum reform include the reciprocal recognition of credits gained at different junior colleges, the abolition of traditional general education subjects, and the establishment of basic education courses designed to meet students' new needs. Some junior colleges also share general education courses with the universities with which they are affiliated.

In order to play an even more important role in society, junior colleges need to review their educational and research activities on a continuing basis and apply their individual characteristics to the development of individualized educational activities that match the needs of students and society. For example, with more and more students choosing specialized careers, junior colleges need to expand and enhance their capabilities in the area of specialized vocational education. The growing sophistication and complexity of society are reflected in industry's demand for personnel with advanced knowledge and skills. One way in which junior colleges can individualize their activities is by responding to this social need.

Junior colleges are also responding to the needs of junior college graduates who wish to proceed to higher-level studies by establishing advanced courses and by making active use of universities' transfer admission system. In fiscal 1995 advanced courses were available at 170 junior colleges. Since the establishment of the National Institution for Academic Degrees there has been a rapid increase in the number of advanced courses submitted for the institution's approval so that graduates can be awarded bachelor's degrees.

Now that the era of lifelong learning has begun in earnest, junior colleges need to respond actively to the educational needs of a diverse range of students, including not only people in the traditional student age group but also workers, homemakers, and the elderly. Junior colleges also need to make themselves more open to society by working closely with the community and by providing access to their knowledge and information through extension programs, joint research, and other means.

Junior colleges have widely varying characteristics, but most are relatively small and have close links with the community. In the future they will need to take advantage of these characteristics by implementing reforms while monitoring the precise needs of the community and responding flexibly to them.