Enhancement of university reform and quality change of education:
The Current State of University Education Reform in Japan
March 24, 2014 Deputy Minister
Ministry of Education, Culture, Sports, Science and Technology
BANDO Kumiko MEXT
CDIO ASIAN REGIONAL MEETING 2014
I. Background to University Reform: The Current Situation and Issues Facing
University Education in Japan
1
Major Social Changes and Universities ○ Changes in population structure ○ Globalization ○ Increasing international competition ○ Establishment of an advanced information society ○ Changes in the structure of industry and employment ○ Increase in number and severity of global issues ○ Growing social and economic divides ○ Changes in local communities
Achieving sustainable development and creating a vibrant and diverse society Developing human resources with the required level of independence, collaborative abilities and creative talent to achieve that Universities have an increasingly important role to play, as a focal point for knowledge-building and human resource development 2
The Need for University Reform in Japan
・ Faced with a rapidly aging population and declining birth rate, dealing with major disasters and other such issues, Japan has become the world’s first “advanced country with new issues”. Strengthening industrial competitiveness is another key issue.
→ Universities are facing greater demands and expectations ・ At the same time however, Japan’s universities are facing some serious
problems, including delays in responding to globalization, a growing gap between society’s needs and university education, insufficient lifelong learning capabilities, and issues with university governance and finances.
We need active university reform, to strengthen universities’ capabilities in the face of a rapidly changing society.
3
Source: “White Paper on the Aging Society” (2013 edition)
◆Japan’s aging rate 1970 Aging rate: 7% (“Aging society”)
1994 Aging rate: 14% (“Aged society”) 2013 Approx. 1 in 4 people 2060 Approx. 1 in 2.5 people ◆Years required for aging rate to increase from 7% to 14%
Japan → 24 years
France → 115 years
U.K. → 47 years
○ Populations are rapidly aging throughout Asia (Japan, Korea, China) ○ The world’s attention is focused on Japan, as an advanced aging country (advanced country with new issues) and a
model super-aged society ○ Aging will continue to accelerate in the future, with 39.9% of the population aged 65 or over by 2060 (1 in 2.5 people)
4
Japan’s Aging Rate is Amongst the Highest in the World
107 139 164 189 224 284 366 471 597 717 900 1,160 1,407 1,519 1,646 1,879 2,179 2,278 2,245 2,223 2,257 2,385 2,401 2,336
309 338 376 434 516 602 699 776 892 1,109
1,301 1,407
1,517 1,560 1,749
1,733 1,479 1,407 1,495 1,645 1,600 1,383 1,225 1,128
5,017 5,517
6,047 6,744
7,212 7,581
7,883 8,251
8,590 8,716
8,622 8,409
8,103
8,018
7,682 7,341 7,084 6,773 6,343 5,787 5,353
5,001 4,706
4,418
2,979
3,012
2,843
2,553
2,515
2,722
2,751 2,603
2,249 2,001
1,847 1,752 1,680 1,655 1,583 1,457 1,324
1,204 1,129
1,073 1,012
939 861
791 8,412
9,008 9,430
9,921
10,467
11,194
11,706 12,105
12,361 12,557 12,693 12,777
12,806
12,752 12,660
12,410 12,066
11,662 11,212
10,728 10,222
9,708
9,193
8,674
4.9 5.3 5.7 6.3 7.1 7.9 9.1
10.3 12.1
14.6
17.4
20.2
23.0 24.1
26.8
29.1 30.3
31.6 33.4
36.1 37.7 38.8
39.4 39.9
0.0
5.0
10.0
15.0
20.0
25.0
30.0
35.0
40.0
45.0
0
2,000
4,000
6,000
8,000
10,000
12,000
14,000
1950 1955 1960 1965 1970 1975 1980 1985 1990 1995 2000 2005 2010 2012 2015 2020 2025 2030 2035 2040 2045 2050 2055 2060
Source: White Paper on Aging Society 2012 Cabinet Office
Over 75 years old 65-74 years old 15-64 years old 0-14 years old Population aging rate
(Unit: 10,000 people) (%) Estimated figure
(11.9%)
(12.2%)
(62.9%)
(13.0%)
(26.9%)
(26.9%)
(50.9%)
(9.1%)
5
total population(※)
※ Total population ：including uncertain age（1950-2010）
Japan’s Aging Society and Declining Birth Rate: Concurrent Increases in Total Population and Aging Rate
Share of GDP in 2030 (Estimated) Japan’s share of GDP is set to decline in line with its rapidly aging society and declining birth rate, and the growth of emerging economies.
6
Share of GDP (market base) in 2009 (total size of market: US$ 55.5 trillion)
Share of GDP (market base) in 2030 (total size of market: US$ 107.0 trillion)
Note: Other Asia includes Indonesia, Malaysia, Philippines, Thailand, Singapore, Hong Kong, Republic of Korea and Taiwan Source: Survey on world economic trends, 2010, Cabinet Office
GDP Share
Percentage of Japanese Companies Engaging in Overseas Production (Manufacturing Industry)
The percentage of Japanese manufacturing companies engaging in overseas production continues to increase every year.
*Overseas production: Companies establishing and carrying out production activities at overseas production facilities
7
0
10
20
30
40
50
60
70
80
90
Source: Manufacturing Survey2012, Cabinet Office
Manufacturing（total) Material
Processing Other manufacturing
（％）
cf : Number of students in higher education (Cases:10000) 180 240 270 400 400 400
（10,000 persons）
Number of students in institutions of higher education has nearly doubled over the past decade.
Quantitative Growth of Higher Education Worldwide
8 1970 1980 1990 2000 2005 2007
Japan
Central Asia
Sub-Saharan Africa
Arab countries
Central and Eastern Europe, Central Asia
Central and Eastern Europe,
South Asia, Western Asia
South and Central America
Western Europe, North America
Eastern Asia, Pacific countries
(10,000 Persons)
International Comparison of University Enrollment Rate
96 9389
8480 77 76 76 74 71 68 65 65 65 63 63 60 60
56 54 52 51 49 47 44 43 42 4033 33
28
62
0
20
40
60
80
100
120
Aust
ralia
Icela
nd
Port
uga
l
Pola
nd
New
Zeala
nd
Slo
venia
Norw
ay
Sw
eden
U.S
.A.*
Republic
of
Kore
a
Fin
land
Nederland
Denm
ark
Slo
vak
Republic
Aust
ria
U.K
.
Cze
ch R
epublic
Isra
el
Irela
nd
Hunga
ry
Spain
Japan
Italy
Chile
Sw
itze
rland
Est
onia
Germ
any
Turk
ey
Belg
ium
Mexi
co
Luxe
mbourg
OEC
D a
vera
ge
Source : Education at a Glance 2012, OECD
The percentage of students advancing to university in Japan does not compare favorably with the OECD average
9
*United States: Including two-year institutions
Japan has fewer human resources with master’s degrees and PhDs compared to other countries
Number of people per million with master’s degrees (2008) Number of people per million with PhDs (2008)
International Comparison of Master’s Degrees and PhDs
0
500
1,000
1,500
2,000
2,500
3,000
3,500
U.K.
U.S.A.
Fran
ce
Repu
blic of K
orea
Japa
n
Germ
any
Source : MEXT
0
50
100
150
200
250
300
U.K..
U.S.A.
Repu
blic of K
orea
Fran
ce
Japa
n
Source : MEXT
10
Source: OECD
OECD Average39.8％、 Japan：16.6％
Percentage of Over-25s Advancing to Higher Education Institutions (International Comparison)
University-level higher education institutions: The percentage of students aged 25 or older in Japan (2%) is considerably lower than the average in other countries (approx. 20%)
11
36.8 34.1
32.6 32.1
26.4 25.9 25.1 24.7 24.6 24.2 23.2 22.8 22.0 21.5 19.5 19.0 18.4
15.6 15.0 14.8 14.4 13.8 12.0
8.3
2.1 2.0
0.0
5.0
10.0
15.0
20.0
25.0
30.0
35.0
40.0
Source: OECD, MEXT
※U.S.:40－64years old
Source: KANEKO Motohisa: College Manaement, Vol. 151, page 6, Jul. 2008 [2008] Source:：NSF science and engineering indicators2014, 2012,2010,2008
アメリカ
中国
日本
0
10,000
20,000
30,000
40,000
50,000
60,000
70,000
1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2010
アメリカ 中国 日本 インド 英国 韓国
(person)
57,405
48,987
16,760
10,542
18,750 18,730
U.S.
25-29 30-39 40-60
CHN JPN IND U.K. KOR
21-24
U.S. Japan
Total
Although there is hardly any gap between graduate attendance rates in Japan and the US in the 21-24 age group, there is a substantial gap in the 25-29 and 30-39 age groups.
International Comparison of PhDs and Graduate School Attendance Rates According to Age Group
Countries all over the world, particularly the likes of China and the US, are stepping up training for PhD human resources with with outstanding qualifications and abilities, in order to strengthen international competitiveness.
Number of people with PhDs in major countries Graduate school attendance rate according to age group in Japan and the USA
12
131,138
181,684
271,284
381,330 404,664
451,526 457,366
510,842
567,982
636,354
160,920
174,629
191,321 205,983
223,534 241,791
262,416 260,327 270,604 273,996
62,018
87,987 106,236
129,627 139,223 148,116 162,221
184,801 211,038 226,056
70,925 84,001 89,271
98,103 96,423 103,825 107,141 115,464 127,291 136,592
78,151 79,455 74,551 82,945 80,023 76,492 75,156
66,833 59,923 58,060
25,376 27,715 28,469 25,691 21,847 25,027 26,136 28,712 32,048 35,308
4,940 5,397 5,917 9,377 9,151 10,048 10,008 10,206 10,530 13,163 0
100,000
200,000
300,000
400,000
500,000
600,000
700,000
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010
中国 アメリカ
インド 韓国
日本 英国
オーストラリア
Source: U.S.A.= Open Doors, ohters= Education at a Glance, Institute for Statistics, UNESCO
CHN
IND
JPN
AUS
U.S.
KOR
U.K.
Overseas Study in Different Countries
13
Percentage of Foreign Students According to Country
15
大学型高等教育（主に学士課程・修士課程）
The percentage of overseas students in Japan is lower than the OECD average.
上級研究学位（主に博士課程）
（対象となる学校種は，国によって高等教育制度が異なるが，通常，大学の博士課程）OECD, 「Education at a Glance 2012」
OECD「Education at a Glance 2012」
（2010年）
（2010年）
％
OECD平均，２１．１％
Higher Education in University (mainly B.A. and M.A.)
21.8
17.616.5 16.1
12.410.6
7.14.8 4.4 4.4 3.8 3.3 3.2 2.9 2.6 2.0 1.8 1.4
6.5 6.4
0.0
5.0
10.0
15.0
20.0
25.0
Austra
liaU.K
.
Austri
a
Switz
erlan
d
New Z
ealan
d
Belgium
Canad
a
Swed
en
Denmark
Icelan
d
Hunga
ry
Nederland
Finlan
d
U.S.A.
Slov
ak R
epub
lic
Japa
n
Portu
gal
Spain
Slov
enia
Norway
Sou rce : Education at a Glance 2012, OECD
OECD Average: 7.8%
Higher Degrees (mainly Coctoral Degree)
48.3
41.737.2
28.7 27.824.2 22.3 20.8 20.5
12.28.0 7.3 7.1 5.8 5.7 4.7
18.5 17.3
0.0
10.0
20.0
30.0
40.0
50.0
60.0
Switz
erlan
dU.K
.
New Zea
land
Austra
lia
U.S.A.
Swed
en
Austri
a
Denmark
Canad
a
Belgium
Japa
n
Spain
Finlan
d
Slov
enia
Slov
ak R
epub
lic
Estonia
Hunga
ry
Norway
Sou rce : Education at a Glance 2012, OECD
OECD Ave rage : 21 .1%
14
Source: Survey on Education, Asahi Shimbun. January 2011 [2011]
When asked by a newspaper opinion poll if Japanese universities were capable of producing globally competitive human resources, or the sort of human resources required by companies and society, over 60% of the Japanese people responded negatively.
○ Do you think that Japanese universities are capable of producing globally competitive human resources?
○ Do you think that Japanese universities are capable of producing the sort of human resources required companies and society?
The Japanese People are not Satisfied with University Education at Present
15
Difference Between Companies’ Expectations for Human Resource Development and Actual Activities at Universities and
Graduate Schools (Sciences)
Companies’ Focus at expectations university ①Comprehensive acquisition of knowledge in specialist field 65% 85% ②Training students to gather knowledge and information and think 55% 50% for themselves ③Acquisition of basic knowledge in other fields related to specialty 34% 59% ④Education with an emphasis on real-world implications in addition 31% 16% to theory ⑤Experience tackling specific challenges as part of a team 23% 17% ⑥Improved abilities in terms of international communication and cross-cultural understanding ⑦Spreading knowledge around the world through general education 11% 14% ⑧Useful education with an emphasis on practical considerations 11% 3% ⑨Practice in debating and presentation skills 10% 25%
Source: “Survey Results on Corporate Requirements for Human Resources” Keidanren (2004) (520 companies were asked what they expect from universities and graduate schools, from the standpoint of recruiting technical human resources, and told to select up to three criteria. 16 university science departments and graduate schools were then asked which criteria they particularly focus on, and told to select up to three.)
16
Class & experiments
2.9
Preparation for class 1.0
Graduation thesis 0.7
Reading books 0.8
Club activities 0.9
Part-time job 1.8
Students' Activities for 1 day in Japan (Total: 8.2 hours)
Source： • The University of Tokyo Center for Research on University Management and Policy（CRUMP) ”Japanese University Students Survey 2007” (全国大学生調査2007年）Number of Samples: 44,905 students http://ump.p.u-tokyo.ac.jp/crump/
• NSSE（The National Survey of Student Engagement）
nothing 0.3%
nothing 9.7%
1-5 hours 15.3%
1-5 hours 5.1%
6-10 h 26.0%
6-10 h 18.4%
11~ h 58.4%
11~ h 14.8%
0% 20% 40% 60% 80% 100%
USA
JPN
Study Time for Classes (per 1 week) University Freshmen (United States and Japan)
Study Load of University Students
Average study load of Japanese students 4.6 hours/day; less than that for American students.
17
Tuition Tuition-related study Thesis 4.6 hours
II. Developing Human Resources for a Changing Era and University Education Reform
18
Trends in University Reform in Japan
○ On the subject of university education in a changing era, MEXT’s Central Council for Education has published a policy report calling for a qualitative turning point in higher education, with the aim of empowering people to continue lifelong learning and think independently (2012).
MEXT has formulated a “Plan for Implementing University Reforms”, one of the top priorities of which is to reach a qualitative turning point in higher education (2012).
○ The Abe administration meanwhile has made rebuilding education a key policy
priority. The Cabinet “Council for the Implementation of Education Rebuilding” has made a series of recommendations, to promote university reform and education in line with globalization, and to reform university entrance
examinations (2013). Human resource development is also a key component of the government’s
economic growth strategy, prompting calls for university reform and the development of global human resources.
19
“Towards a Qualitative Turning Point in Higher Education for a New Future: Universities that Empower People to Continue Lifelong Learning and Think Independently”
Central Council for Education Policy Report (2012)
Vision for society A mature society that actively draws on outstanding knowledge and ideas to develop, and that continues to maintain fair and stable growth → “A model of independence, collaboration and creativity underpinned by knowledge”
Vision for society and required capabilities
Required capabilities ・ Cognitive capabilities, including critical and rational thinking, to identify solutions to
“unsolvable” issues ・ Ethical and social capabilities, to perform duties, demonstrate teamwork and
leadership,and fulfill social responsibilities ・ Creative and conceptual capabilities based on extensive and ongoing academic
experience ・ “Gakushiryoku”(the ability reguired for university graduates → see slide ㉑）for an
unpredictable era, including the education, knowledge and experience to make correct decisions in the face of unexpected difficulties
20
“Gakushiryoku” (2009 Central Council for Education Policy Report
“Establishing Curriculum-Based Education for Bachelor’s Degrees”)
The ability to cultivate oneself and act as a good citizen, something that all bachelor’s students should learn irrespective of their major. ○ Knowledge/understanding ・Multicultural and cross-cultural knowledge and understanding ・Knowledge and understanding relating to culture, society and nature ○ Versatile skills ・Communication skills ・Numeracy skills ・IT literacy ・Logical thinking ・Problem solving ○ Attitude/direction ・Self-management ・Teamwork, leadership ・Ethics ・Social responsibility as a good citizen ・Lifelong learning ○ Extensive academic experience and creative thinking The ability to effectively use acquired knowledge and skills, and to apply them to resolving issues independently
21
Stakeholder in Society （Parent, companies, Local authorities NPOs etc.）
University
Trust Support
Student
・Degree programs ・Improving Learning-support environment
Participation(Experiential Education, Internship)
Establishing a Positive Cycle Towards a Qualitative Turning Point in Curriculum-Based Education for Bachelor’ Degrees
・Sending graduates into society ・Providing information
Qualitative turning point through senior high school and university education
Increasing/securing quality study time in order to establish independent
learning
Monitoring academic results Methods of measuring academic achievement, using rubrics, etc.
Improving educational methods Active learning, etc.
Assessing results more rigorously GPA, etc.
Improving educational capabilities amongst teaching
staff Faculty development, education-
based assessment
Structuring curriculums Consolidation and coordination between syllabuses, numbering
and subjects
Overseas universities, etc.
Comprehensive academic management
Trust International compatibility
・Degree polices ・Curriculum editing and implementation policies ・Student acceptance policies
22
Urgent priorities for universities in order to reach a qualitative turning point in higher education ○ Presidents, deans, specialists and other members of staff need to work as a team to
establish a “reform cycle”, with the aim of reaching a qualitative turning point based on each university’s degree policy. → Structuring curriculums (P) → Dividing roles between teaching staff and providing organized education through
cooperation (D) → Evaluating academic results based on assessment tests, and assessing teaching
staff based on educational activities and curriculums (C) → Improving curriculums and educational methods even further (A)
○ Establishing a basic shared awareness of the need for “curriculum-based education programs for bachelor’s degrees”, implementing extensive FD to help improve educational methods, training specialist staff, etc.
23
I. Reestablishing universities’ functions in a rapidly changing society (1) Reaching a qualitative turning point in higher education and reforming university entrance exams
・ Transforming university and graduate school education in order to develop human resources capable of learning, thinking and acting independently
・ Encouraging relearning amongst adults, in line with changes in industrial structure and new academic needs
(2) Developing human resources in line with globalization (3) Establishing universities at the heart of local regeneration – COC (Center of Community) concept (4) Improving research capabilities: Producing world-leading research results and innovations
II. Improving and strengthening university governance in order to reestablish universities’ functions (5) Reforming national universities (6) Establishing systems and foundations to facilitate university reform (7) Establishing financial foundations and allocating funding evenly (8) Rigorously implementing university quality assurance
Plan for Implementing University Reforms: Establishing Universities as the Engines of Social Reform
(June 2012)
24
Third Proposal of the Council for the Implementation of Education Rebuilding: “University Education and Global Human Resource Development for the
Future” (May 2013)
As universities are set to play an even greater role in creating a society based on knowledge, they need to improve educational and research capabilities in terms of both quality and quantity.
1. Creating an educational environment in line with globalization
・ Forging ahead with internationalization and creating an educational environment based around globally competitive universities (Ten universities in the world top 100 within the next ten years)
・ Doubling the number of Japanese people studying overseas to 120,000 and increasing foreign students in Japan to 300,000, to enable all enthusiastic and talented students to study overseas
・ Improving education in line with globalization, from elementary and secondary education onwards
2. Creating educational and research environments to encourage innovation as a driving force in society
・ Formulating a “Strategy for Developing Human Resources in Science and Engineering” with sights set on the next 10-20 years
・ Improving graduate school education, by establishing structured curriculum-based education for PhD degrees, extending beyond the confines of specialist fields
・ Reinforcing science and mathematics education at the elementary and secondary education stages
25
3. Strengthening educational capabilities to produce accomplished students who will benefit society
・ Improving academic management, by reaching a qualitative turning point in educational methods (tuition incorporating practical activities, etc.), increasing the amount of time students spend studying, and establishing organized education
・ Reinforcing education with an emphasis on interacting with the society, by improving career-based education, medium- to long-term internships and other experience-based tuition
・ Providing practical educational programs based on local human resource development needs
4. Improving relearning options for adults
・ Developing and implementing tailor-made educational programs, to enable acquisition of advanced vocational knowledge, essential knowledge for switching careers into new growth areas, etc.
・ Providing support for adults, with the aim of doubling numbers in adult education at universities and professional training colleges in the next five years
5. Reforming university governance and establishing solid financial foundations in order to reinforce management
26
