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Home > Policy > White Paper, Notice, Announcement > White Paper > JAPANESE GOVERMENT POLICICIES IN EDUCATION, SCIENCE AND CULTURE 1994 > PART II Chapter 4 Section 3 1

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PART II Recent Trends and Developments in Government Policies in Education, Science and Culture
Chapter 4. Toward Diversified Development of Higher Education
Section 3. Toward Sophisticated, Individualized, and Revitalized Higher Education
1. Directions for the Enhancement and Development of Higher Education


In a May 1991 report the University Council set forth the following policies for approaches to the development of higher education after 1993, in view of the shrinking of the 18-year-old population ( Figure II.4.2 ). The policies cover an eight-year planning period, from fiscal 1993 through fiscal 2000.

First, in terms of the direction of development, the council recommends that priority be given to the qualitative enhancement of higher education rather than its quantitative expansion. It identifies three especially important requirements: reinforcement of educational functions, promotion of world-class educational and research activities, and appropriate response to the need for lifelong learning.

The council also states that, in contrast with past approaches, there should be no quantitative targets for the scale of higher education. Its recommendations are based on three scenarios for the total number of entrants to universities, junior colleges, and the fourth year of colleges of technology in the year 2000 (scenario 1, 649,000; scenario 2, 667,000; scenario 3, 682,000). The council believes that it is appropriate for the time being to base efforts primarily on scenario 1 and that in general it will be necessary to maintain a conservative stance toward the establishment or expansion of universities and other institutions of higher education.

As far as regional distribution is concerned, the council states that special priority should be given to the development of higher education in core regional cities and their environs in order to rectify regional disparities in education. It calls for efforts to achieve balanced development of specialized fields and places special emphasis on the need to focus on human-resource development in specific fields in order to keep pace with social needs and the progress of scientific research.

With regard to graduate schools, the council states that the development of graduate education has been inadequate both qualitatively and quantitatively and refers to the need for rapid improvement in order to promote world-class education and research.


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