CDIO ASIAN REGIONAL MEETING 2014

Enhancement of university reformand 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

I. Background to University Reform:
The Current Situation and Issues Facing
University Education in Japan1

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 withmajor 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Japan’s Aging Rate is Amongst the Highest in the World○ 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 amodel 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)◆Japan’s aging rate1970 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 foraging rate to increase
from 7% to 14%

Source: “White Paper on the Aging Society” (2013 edition)Japan→ 24 years

France→ 115 years

U.K.

→ 47 years

4Japan’s Aging Society and Declining Birth Rate:
Concurrent Increases in Total Population and Aging Rate
Estimated figure(Unit: 10,000 people)
14,00012,752
12,693 12,77712,806
12,66012,557
12,361
12,41039.4 39.9
12,105
12,06638.8
37.7
11,706
11,662
1,847 1,752 1,680 1,655 1,583 1,457
11,212 36.1
11,1942,001(13.0%)
1,324
2,249
1,204 1,129
10,467
10,7282,603
9,921
10,222
2,751
1,073
30.3
9,708
9,430
33.4
2,722
1,012
29.1
9,008
9,193
31.6
939
2,515
8,412
861 8,674
8,018 26.8
2,553
791
(62.9%)(9.1%)
2,843
8,103
3,012
7,682 7,341 7,084 6,773
24.1
2,979
6,343 5,787
8,409 23.0
5,353
8,622
5,001
8,716
4,706
8,590
20.2
4,418
8,251
(50.9%)
7,883
17.4
7,581
7,212
14.6
6,744
6,047
1,128
12.1
5,517
1,407 1,495 1,645 1,600 1,383 1,225
5,017
1,733 1,479
10.3(26.9%)
1,749
9.1
1,517 1,560
7.9
1,407
(12.2%)
7.1
1,301
6.3
1,109
5.7
2,179 2,278 2,245 2,223 2,257 2,385 2,401 2,336
4.9 5.3
776 892
1,646 1,879
1,519(26.9%)
699
1,407
309 338 376 434 516 602
900 1,160
717(11.9%)
597
471
107 139 164 189 224 284 366
1950 1955 1960 1965 1970 1975 1980 1985 1990 1995 2000 2005 2010 2012 2015 2020 2025 2030 2035 2040 2045 2050 2055 2060

(%)
45.0

total population(※)

12,00010,000

8,000

6,000

4,000

2,000

0

Over 75 years old

65-74 years old※ Total population ：including uncertain age（1950-2010）15-64 years old

0-14 years old

40.0

35.0

30.0

25.0

20.0

15.0

10.0

5.0

0.0

Population aging rate

Source: White Paper on Aging Society 2012 Cabinet Office5

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.

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)

GDP
Share
Note: Other Asia includes Indonesia, Malaysia, Philippines, Thailand, Singapore,
Hong Kong, Republic of Korea and Taiwan
Source: Survey on world economic trends, 2010, Cabinet Office6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（％）
90

Manufacturing（total)

Material

Processing

Other manufacturing

80
70
60
50
40
30
20
10
0

Source: Manufacturing Survey2012, Cabinet Office7

Quantitative Growth of Higher Education Worldwide
Number of students in institutions of higher education has nearly doubled over the past decade.
（10,000 persons）(10,000 Persons)Arabcountries
Sub-Saharan Africa

South Asia,
Western Asia

South andCentralAmerica

Eastern Asia,
Pacific countries

CentralAsia
Central and Eastern Europe,

Central and Eastern Europe,
Central Asia
Western Europe,
North America

1970

1980

cf : Number of students in higher education (Cases:10000)
180
240

Japan

1990

2000

2005

2007

270

400

400

400

8

International Comparison of University Enrollment Rate
The percentage of students advancing to university in Japan does not compare favorably with the OECD average

120
100

96 93

89

*United States:
Including two-year institutions

84

80

80 77

76 76 74

71 68

65 65 65 63 63

60

60 60

56 54

62
52 51 49

47 44

40

43 42 40
33 33

28

20

OECD average

Luxembourg

MexicoBelgium

TurkeyGermany

Estonia

Switzerland

Chile

Italy

Japan

Spain

Hungary

IrelandIsraelCzech Republic

U.K.

Austria

Slovak Republic

Denmark

Nederland

FinlandRepublic of Korea

U.S.A.*

SwedenNorwaySlovenia

New Zealand

PolandPortugal

Iceland

Australia

0

Source : Education at a Glance 2012, OECD

9

International Comparison of Master’s Degrees and PhDs
Japan has fewer human resources with master’s degrees and PhDs compared to other countries

Number of people per million with PhDs (2008)

Number of people per million with master’s degrees (2008)
3,500

300

3,000

250

2,500

200

2,000

150
1,500

n

ce

Ja
pa

of
K
lic
ub

Re
p

Source : MEXT

Fr
an

a
or
e

A.

U.
K.

U.
S.

Ge
r

n
Ja
pa

ub

lic

of
K

or
e

ce
Fr
an
Re
p

U.
S.

ma
ny

0

a

0

A.

50

U.
K.

500

.

100

1,000

Source : MEXT

10

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%)
40.0
35.0

36.8
34.1

32.6 32.1

30.0

26.4 25.9

25.0
20.0

25.1 24.7 24.6 24.2

OECD Average39.8％、 Japan：16.6％

23.2 22.8

22.0 21.5

19.5 19.0 18.4
15.6 15.0 14.8

15.0

14.4 13.8

12.0
8.3

10.0
5.0

2.1

2.0

0.0

Source: OECD, MEXT
Source: OECD

11

International Comparison of PhDs and Graduate School
Attendance Rates According to Age GroupCountries all over the world, particularly the likes of China
and the US, are stepping up training for PhD humanresources with with outstanding qualifications and abilities,
in order to strengthen international competitiveness.

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.

Graduate school attendance rate according to age group in Japan and the USA

Number of people with PhDs in major countries(person)70,000アメリカ

57,405

U.S.

60,00048,987
中国

50,000Japan

40,00030,000日本
18,73020,00018,75016,76010,000
10,54201993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2010
アメリカ
U.S.

中国
CHN

日本
JPN

インド
IND

英国
U.K.

Source:：NSF science and engineering indicators2014, 2012,2010,2008

韓国
KOR

Total

21-24

25-29

30-39

40-60
※U.S.:40－64years old

Source: KANEKO Motohisa: College Manaement, Vol. 151, page 6, Jul. 2008 [2008]12

Overseas Study in Different Countries
700,000

600,000

500,000

中国
CHN

アメリカ
U.S.

インド
IND

韓国
KOR

日本
JPN

U.K.
英国

636,354
567,982
510,842

オーストラリア
AUS

451,526

457,366

404,664
381,330

400,000

300,000

200,000

271,284

181,684

191,321

160,920
174,629

100,000

131,138

78,151

70,92562,018
0

205,983

25,376
4,940
2001

87,98784,00179,45527,715
5,397
2002

129,627
106,236
89,271

74,551
28,4695,917
2003

223,534

139,223

98,10396,42382,94580,02325,691
9,377
2004

21,847
9,151
2005

241,791

262,416

260,327

270,604
211,038

148,116

162,221103,825

107,141

76,49275,15625,027
10,0482006

Source: U.S.A.= Open Doors, ohters= Education at a Glance, Institute for Statistics, UNESCO

26,136
10,008
2007

273,996
226,056

184,801

115,464

66,83328,712
10,206
2008

127,291

59,92332,048
10,5302009

136,592

58,06035,308
13,163201013

Percentage of Foreign Students According to Country
The percentage of overseas students in Japan is lower than the OECD average.

Higher Education in University (mainly B.A. and M.A.)
25.0

21.8

20.0
15.0

17.6

大学型高等教育（主に学士課程・修士課程）

16.5

％

16.1

（2010年）
12.4

10.6

10.0

6.5

7.1

6.4

OE CD A v era g e: 7.8%
4.8

5.0

4.4

4.4

3.8

3.3

3.2

2.9

2.6

2.0

1.8

1.4

Sl
ov
en
ia
No
rw
ay

Sp
ai
n

Ja
pa
n
Po
rtu
ga
l

U.
Sl
S.
ov
A.
ak
Re
pu
bl
ic

Ca
na
da
Sw
ed
en
De
nm
ar
k
Ic
el
an
d
Hu
ng
ar
y
Ne
de
rla
nd
Fi
nl
an
d

Au
st
ri a
Sw
itz
er
lan
Ne
d
w
Ze
al
an
d
Be
lgi
um

U.
K.

Au
st
ra
lia

0.0

S o u r c e : Education at a Glance 2012, OECD

Higher Degrees (mainly Coctoral Degree)
60.0
50.0

OECD「Education at a Glance 2012」

上級研究学位（主に博士課程）
48.3（2010年）

41.7

40.0

37.2
28.7

30.0

27.8

24.2

22.3

20.8

20.5

18.5

17.3

20.0

12.2

10.0

O ECD Ave r age : 2 1 .1 %OECD平均，２１．１％
8.0

7.3

7.1

5.8

5.7

4.7

15

S o u rc e : Education at a Glance 2012, OECD

Es
to
ni
a
Hu
ng
ar
y
No
rw
ay

Sl
ov
en
ia
Re
pu
bl
ic
Sl
ov
ak

Fi
nl
an
d

Sp
ai
n

Ja
pa
n

Ca
na
da
Be
lgi
um

De
nm
ar
k

Au
st
ri a

Sw
ed
en

U.
S.
A.

Ze
al
an
d
Au
st
ra
lia

U.
K.

Ne
w

Sw
itz
e

rla
nd

0.0

14

（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」

The Japanese People are not Satisfied with University Education at Present
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 arecapable of producing globally competitive
human resources?

○ Do you think that Japanese universities arecapable of producing the sort of humanresources required companies and society?

Source: Survey on Education, Asahi Shimbun. January 2011 [2011]15

Difference Between Companies’ Expectations for Human
Resource Development and Actual Activities at Universities andGraduate Schools (Sciences)
Companies’
expectations①Comprehensive acquisition of knowledge in specialist field②Training students to gather knowledge and information and think
for themselves③Acquisition of basic knowledge in other fields related to specialty④Education with an emphasis on real-world implications in addition
to theory⑤Experience tackling specific challenges as part of a team
⑥Improved abilities in terms of international communicationand cross-cultural understanding⑦Spreading knowledge around the world through general education⑧Useful education with an emphasis on practical considerations⑨Practice in debating and presentation skills

Focus atuniversity

65%
55%

85%
50%

34%
31%

59%
16%

23%

17%

11%
11%
10%

14%
3%
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, andtold to select up to three.)16

Study Load of University Students
Average study load of Japanese students 4.6 hours/day; less than that for American students.
Study Time for Classes (per 1 week)
University Freshmen (United States and Japan)

Students' Activities for 1 day in Japan(Total: 8.2 hours)

nothing
9.7%
JPN

Part-time job
1.8

6-10 h18.4%

1-5 hours
5.1%

11~ h
14.8%

Class &
experiments
2.9

Club activities
0.9
USA

Preparation for
class
Reading books
1.0
0.8
Graduation thesis
0.7

TuitionTuition-related study
Thesis
4.6 hours

1-5 hours
15.3%

6-10 h
26.0%

11~ h
58.4%

nothing
0.3%
0%

20%

40%

60%

80%

100%

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 ofSamples: 44,905 students http://ump.p.u-tokyo.ac.jp/crump/• NSSE（The National Survey of Student Engagement）

17

II. Developing Human Resources for a Changing Era
and University Education Reform18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 andeducation 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 thedevelopment 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 and required capabilities
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”
Required capabilities
・ Cognitive capabilities, including critical and rational thinking, to identify solutions to“unsolvable” issues
・ Ethical and social capabilities, to perform duties, demonstrate teamwork andleadership,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 allbachelor’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 toresolving issues independently
21

Establishing a Positive Cycle Towards a Qualitative Turning Pointin Curriculum-Based Education for Bachelor’ Degrees
Stakeholder in Society（Parent, companies, Local authorities NPOs etc.）

Trust
SupportParticipation(Experiential Education, Internship)

University

・Sending graduates into society
・Providing information

・Degree polices
・Curriculum editing and implementation policies
・Student acceptance policies

Increasing/securing quality
study time in order toestablish independent
learning

・Degree programs
・Improving Learning-support
environment

Monitoring academic results
Methods of measuring academic
achievement, using rubrics, etc.

Student
Qualitative turning point through senior high school anduniversity education
Structuring curriculums
Consolidation and coordination
between syllabuses, numberingand subjects

Improving educational methods
Active learning, etc.
Assessing results more
rigorously
GPA, etc.

Improving educational
capabilities amongst teaching
staff
Faculty development, educationbased assessment

Comprehensive academic
management
International compatibility

Overseas universities, etc.

Trust

22

Urgent priorities for universities in order toreach a qualitative turning point in higher education○ Presidents, deans, specialists and other members of staff need to work as a team toestablish a “reform cycle”, with the aim of reaching a qualitative turning point basedon each university’s degree policy.
→ Structuring curriculums (P)→ Dividing roles between teaching staff and providing organized education throughcooperation (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 improveeducational methods, training specialist staff, etc.
23Plan for Implementing University Reforms:
Establishing Universities as the Engines of Social Reform(June 2012)
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 newacademic 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 assurance24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 aroundglobally 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 stages25

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 andprofessional training colleges in the next five years
5. Reforming university governance and establishing solid financial foundations in order to reinforce
management26