ERIC ED352282: Higher Education in Japan.

25 Pages·1991·0.41 MB·English

by  ERIC

DOCUMENT RESUME
SO 022 029
ED 352 282
AUTHOR
Sato, Teiichi
Higher Education in Japan.
TITLE
Ministry of Education, Science, and Culture, Tokyo
INSTITUTION
(Japan).
PUB DATE
91
NOTE
25p.
PUB TYPE Descriptive (141)
Reports
EDRS PRICE
MF01/PC01 Plus Postage.
*Educational Administration; Educational Change;
DESCRIPTORS
*Educational Development; Educational Needs;
*Educational Planning; Educational Policy; Education
Work Relationship; Foreign Countries; Foreign
Culture; *Higher Education
IDENTIFIERS
*Japan
ABSTRACT
This paper presents a portrait of the higher
education system in Japan. After providing demographic information
about Japan, the document outlines the overall educational structure
through brief statements about kindergarten education, compulsory
education, the elementary school, the lower secondary school, upper
secondary education, curriculum, textbooks, universities and graduate
schools, junior college, colleges of technology, special training
schools, and miscellaneous schools. The recent development of higher
education in Japan, with a focus on governmental planning efforts, is
discussed, and statistical data on the number of higher education
institutions and students are given. A description of how the
university system has been able to respond to Japan's employment
needs is detailed. The University of the Air, which is concerned with
communications and media education, also is described, along with
recent reform efforts in higher education. The last two sections of
the paper concern, planning and the management of resources, and
international educational exchange efforts. (DB)
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Reproductions supplied by EDRS are the best that can be made
from the original document.
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U.S. DEPARTMENT OP EDUCATION
°Nice
of Educe bona, Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
.tc.Thom document has been reproduced II
received from the porton or orgarszelion
originating it
0 ;Amor changes have been med. to .mproe
reproduction Quaid y
Pomis of new or Opin. On' Slated in )hill
docu-
ment do not necessarily
rep/Silent othcial
OERI position or policy.
"PERMISSION TO REPRODUCE THIS
MATERIAL HAS BEEN GRANTED BY
tic-
14 I
I
TO THE EDUCATIONAL RESOURCES
HIGHER EDUCATION IN JAPAN
INFORMATION CENTER (ERIC)."
TEIICHI SATO
Deputy Director-General, Minister's Secretariat
( Higher Education Bureau )
Ministry of Education, Science and Cultur
JAPAN
BEST COPY. AVAILABLE
7
-:Lt\i- oLl -25J
2
HIGHER EDUCATION IN JAPAN
TEIICHI SATO
1. CONTEXT
(1) Introduction to Japan
Japan's total area is-377,835 square kilometers, occupying
about 0.3% of the earth's total land area.
million
stood
population
as of
Japan's
123
at
total
December 1989, making Japan the seventh most populous nation in
in recent years. The
the world. Population growth has slowed
annual growth rate averaged 0.7% in the 1980-86 period,
lower
than the world average of 1.7%. The rate has continued to drop.
The nation's birthrate was 10.2 per 1,000 in 1989.
As of 1988, Japan's population density was 324 persons per
square kilometer, one of the highest in the world.
The average life expectancy at birth for the Japanese had
increased and was 75.5 for males and 81.3 for females as of 1988.
This increase is attributed to the fact that infant mortality
rates
other
and and
deaths
from tuberculosis,
epidemics,
rate was
diseases
have
death
declined. average per
The
6.4
1,000 in 19g'9.
The age distribution of Japan's population is undergoing a
both death and birth rates
gradual
change
drop. In
1988
as
children(0
to
19.5% the
years) of
accounted
total
for
14
and the aged(65
adults(15 to 64 years)
for 69.2%,
population,
years and'older) for 11.2%.
Japan's foreign regidents totaled 984,455 as of the end of
The largest groups by nationality were Koreans(681,838),
1989.
Chinese(137,499),
Filipinos(38,925).
Americans(34,900),
and
Under current Japanese law foreigners with special skills are
permitted to work in Japan, but ordinary laborers may not.
economic
Real
Japan's
trillion.
stood
at *$2.8
GNP
1989
growth in 1989 was 4.9%. Its 1988 per-capita GDP stood at $23,190.
state
Japanese
in
The
of
be
economy
continues
a
to
The unemployment rate rarely rises avove
near-full employment.
in 1989 it stood at 2.3%. Workers in agriculture and other
3%;
primary industries constituted 8.0% in 1988. The percentage of
employment in the tertiary sector was 58.0% in 1988.
Japan is the world's third-largest trading country in both
exports and imports. In 1989 exports totaled $275.2 billion and
imports $210.7. billion. As a result the trade surplus was $64.4
world's
Japan accounted
for
billion. the
10.1%
of
In
1987,
exports and 6.4% of its imports, excluding the communist bloc.
Japan's largest trading partner is the United States, which in
1989 purchased 33.9% of its exports and was the source of 22.9%
reasons Japan
For geographical and historical
imports.
of
its
also has very close trade ties with the neighboring countries
the Asian NIEs(South Korea,
from Japan
Exports
of
Asia.
to
Hong
accounted
Taiwan,
19.2%
for of
and Singapore)
Kong,
imports from the NIEs to Japan
Japan's total exports in 1989;
accounted for 12.9% of Japan's imports.
principle
Japanese
The
upholds
of
Constitution
the
equality
between
men
and Law
Labor Standards
The
women.
stipulates that men and women shall be paid the same wage for
the same
The Equal Employment Opportunity Law went
into
job.
effect in 1986. The law calls for equal opportunity for men and
women
and
in
job
recruitment, placement, promotion,
hiring,
though it contains no provisions to enforce compliance.
The two major currents of religion in Japan are Buddhism,
which was brought to Japan in the sixth century,
and Shinto,
which developed
nation's
Historically,
the
folk religion.
as
politically, and culturally, Buddhism has had a great influence
on the Japanese mentality.
has survived in
meanwhile,
Shinto,
form
the
traditional
beliefs
of
customs
and
and
such
in
practices as individual prayers and various rites and festivities.
4
(2) Outline of education in Japan
(a) Fundamental principles of education in Japan
Basic principle for education in Japan are provided for in
the Constitution of Japan enacted in 1946 and the Fundamental
Law of Education enacted in 1947.
The Constitution provides for the basic right and duty of
of
The
Law
receive Fundamental
people
education.
to
the
Education sets forth the basic national aims and principles of
in accordance with the
spirit of the Constitution.
education
relating
provisions
specific
system,
school
the
to
More
.
educational administration,. financial support and other matters
Education other
specified
many
Law and
are
School
the
in
education laws and regulations which were enacted on the basis
of the spirit of the Fundamental Law of Education.
education
Under
6-3-3-4
formal
system
these
laws
a
(a
basis
principles of
established
the
system) on of the
was
education opportunity
nine-year
such
of
education,
equal
as
against
compulsory prohibition
co-education,
education,
partisan political education.
(b) Elementary and secondary education
Kindergarten education
Kindergartens are non-compulsory schools
intended to help
infants develop their minds and bodies by providing them with
an appropriate educative environment. They cater for pre-school
children aged three or more.
Compulsory education
In Japan all children between the ages of six and 15 are
required by law either to attend both an elementary school and
a lower secondary school or to attend a special school for the
blind, the deaf or the otherwise handicapped.
elementary
The
intended
school
provide
children
to
is
between
with
elementary
of and general
the
ages
six
12
relevant stage of
education
suited
their mental
the
and
to
physical development.
secondau
lower
The
school providing
aims
children
at
.3
secondary
general
between
with
the
and
a
ages of
15
12
their mental
physical
education
and
suited
of
level
the
to
development, on the basis of the education given in elementary
school.
Upper secondary education
provides
children
upper
The
school who
secondary have
specialized
education with
completed
general
compulsory
and
upper secondary education.
courses may be broadly classified
Upper secondary school
latter may be
specialized. The
into
two and
general
types:
further classified
commercial,
agricultural,
industrial,
into:
fishery, fine arts and other courses.
upper part-time and
Some secondary offer
schools
young
correspondence wish
those
workers
who
courses
to
to
receive upper secondary education while working.
Curriculum
down
Ministry
lays
and Culture
Education, Science
of
the curriculum for all
national
school
standards
for
levels,
from
kindergarten
secure
secondary,
an
upper
as
so to
to
optimum national level of education based on the principle of
equal educational opportunity for all.
Textbooks
In accordance with the provisions of the School Education
all elementary and secondary schools in Japan are required
Law,
to use textbooks
the classroom teaching of
each subject.
in
Textbooks to be used in schools must be either those authorized
by
Ministry
the
and
Education, Science
or
Culture,
those
of
compiled by the Ministry itself.
(c) Higher education
Institutions
education
higher
Japan
in
include
of
and colleges
universities,
junior colleges
of
technology.
In
addition,
and
training miscellaneous
special
schools
school,;;
offering
advanced courses
may
counted
institutions
be
as
of
higher education.
Universities and graduate schools
Universities, centers
advanced
of
learning,
are
as
6
4
depth
intended
in in
research
teaching
conduct and
to
students
with
specialized
provide
disciplines
academic and
admission
advanced
for
require the
Uniersities
knowledge.
completion of upper secondary schooling or its equivalent. They
offer
years
lasting
years
courses
four for
(six
usually
medical, dental and veterinary courses).
A university may set tip a graduate school.
A graduate school offers master's degree courses
(lasting
(usually lasting
two years)
degree courses
and doctor's
five
dental or veterinary courses which
except for medical,
years,
successfully
last four
have
students who
Those
years).
completed these postgraduate courses may be awarded a master's
or doctor's degree under certain conditions.
Junior colleges
Junior colleges aim at conducting teaching and research in
students
depth
developing
specialized in
subjects and
in at
or
practical
abilities
such
vocational
for
required
are
as
Junior colleges require for admission the completion of
life.
upper secondary schooling or its equivalent. They offer courses
lasting two or three years.
Colleges of technology
colleges
Unlike junior
or of
colleges,
universities
technology lower
completion
admission
of
require
for the
They are intended to conduct teaching in
secondary schooling.
specialized subjects in depth and to develop in students such
A college
for vocational
abilities
of
required
are
as life.
in engineering and
technology usually offers
courses
several
mercantile
marine five
course
duration
studies.
The
of
is
and five and a half years for
years for engineering courses,
mercantile marine courses.
Special training schools and others
In
addition
elementary
and
above-mentioned
the
to
secondary schools and institutions of higher education,
there
are
a
called
establishments
great
number educational
of
"special training schools" and "miscellaneous schools".
Special training schools are educational institutions of a
new type which were created in 1976.
5'
educational
Special
systematic
offer
schools
training
abilities
their
activities
aiming
develop
students
to
help
help
also
required vocational
and
daily
to
and
for
life,
improve their cultural standards.
They offer courses lasting at least one year.
TIle courses at special training schools may be classified
upper secondary courses admitting lower
into three categories:
upper
admitting
advanced
secondary
school
graduates;
courses
and other
Those
special
secondary
school
graduates;
courses.
training schools offering upper secondary courses may be called
while
those
secondary
training
"upper special
schools",
offering advanced courses "special training colleges".
Miscellaneous
and
give adults
schools
are
intended
to
young people a wide range of opportunities of education similar
schools
or
education
offered
secondary
formal
to
in
students
higher
provide
institutions
of
of
education. They
varied
knowledge
with required for their
ages
skills
and
vocational and daily life.
They offer such courses lasting at least three months as
dressmaking, cooking, foreign languages, etc.
The size of the higher education in Japan and its recent
development are indicated in following statistical tables.
Number of institutions (As of 1 May 1990)
Type of institution
Private
National
Total
Local
public
Universities
507
372
39
96
Junior colleges
498
54
593
41
Colleges of
technology
54
62
4 4
Special training
schools
2,953
182
166
3,301
Miscellaneous
schools
3,349
3,438
85
4
Number of students (As of 1 May 1990)
Private
Type of institution
Local
National
Total
public
Universities
64,140 1,550,534
2,133,277
518,603
22,647
Junior colleges
438,233
479,390
18,510
Colleges of
4,126
3,177
technology
45,627
52,930
746,224
27,805
Special training
17,433
791,462
schools
Miscellaneous
schools
418,812
6,731
425,625
82
A trend in the enrollment ratio for higher education
Year 1950
6.1%
1960
10.2%
1970
18.7%
33.5%
1980
1989
31.9%
(Note)
Enrollment ratio: Number of students enrolled in higher
education(excluding graduate courses)/
Population of the age group(18- to 21-
year -olds)
Number of students enrolled in higher education(excluding
graduate courses): Number of students enrolled in
universities(undergraduate courses),
and junior colleges, as well as in the
4th and 5th years of colleges of
technology
2. QUANTITATIVE EXPANSION
(1) Recent development of higher education in Japan
Higher education in Japan has made a rapid expansion since
1960's, and proceeded to an age of mass higher education.
rapid
promotion
such
course
of
of
the
However,
in
problems
expansion various
education,
higher
quantitative
of
arose such as concentration of universities and junior colleges
structure
course
the
of
cities,
imbalance
large
in
in
and unsatisfactory conditions of education and
specialization,
research at private higher education institutions.
in order to cope properly with such problems
Accordingly,
balanced
qualitatively
promote
quantitatively
and
and
to
planning
systematic
and
development higher
of
education,
administration are in progress since 1976.
A report was produced in March 1976 by a special committee
of the Ministry of Education,Science and Culture called the "Ad
Hoc Study Committee on Higher Education" on the first five year
in December 1979
and then another report
plan(1976-1980),
by
Chartering Sub-Committee
University'
of
Planning
the
the
plan
University Chartering
year
Council six
second
the
on
(1981-1986).
These plans pointed out that:
higher education should be broadly conceived to include
a.
only
education
not
universities,
junior
colleges
and
at
colleges of technology but also education at special training
schools and other various forms of education, and should be so
made as may be able to respond to diversified educational needs
including life-long learning.
planning. and
administration
universities
in
of
and
b.
junior
emphasis
Colleges,
placed. rather
should
on
be
qualitative substantialization than on quantitative expansion.
from
the
point
securing
appropriate
view
of
of
c.
geographical distribution of universities and junior colleges,
concentration
universities
large
cities
in
and
junior
of
and placement
colleges
should
restrained,
be
areas
in local
10
8