Overview
Quality Assurance System
in Higher Education

JAPAN
Second edition

NIAD-UE
National Institution for Academic Degrees and University Evaluation© National Institution for Academic Degrees and University Evaluation

First edition printed and published 2009
Second edition printed and published in July 2014
1-29-1 Gakuen-Nishimachi, Kodaira, Tokyo 187-8587 Japan
www.niad.ac.jp

IndexI. Basic information on the country······································

2

II. The higher education system · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 3
1. Historical overview · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 3
2. Diagram of Japanese school systems · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 6
3. Types and sizes of major higher education institutions · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 71) Types and definitions · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 72) Number of higher education institutions by establishment type · · · · · · · · · · · · · · · · · · · · 83) Number of students by establishment type · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 84) Number of staff by establishment type · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 85) Standard course terms and school age · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 9
4. Student selectivity · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 10
5. University graduation (completion) and degree awarding requirements · · · · · · · · · · · · · · · 101) Number of credits · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 102) Graduation (completion) requirements · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 113) Degree awarding · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 124) Unified national examination and assessments of learning outcomes · · · · · · · · · · · · · · · 13
6. Agency responsible for higher education · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 13
7. Organizations related to higher education · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 13
8. Student participation in university administration and student organizations · · · · · · · · · · 13
9. Tuitions and admission fees · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 14
10. Student aid - major scholarship program · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 14
11. Student registration status at institutions · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 15
12. Information for international students · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 15
13. Higher education laws · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 15

III. The quality assurance system · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 16
1. Introduction · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 16
2. Types of major quality assurance systems in Japanese higher education · · · · · · · · · · · · · · 19
1) Approval system for establishment of universities · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 192) Corrective actions taken if a university fails to comply with laws and regulations · · · · · 21
3) Self-assessment · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 22
4) Certified evaluation and accreditation (CEA) · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 225) National university corporation evaluation · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 266) Other evaluation and accreditation· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 27
3. History of the Japanese quality assurance (evaluation) system · · · · · · · · · · · · · · · · · · · · · · 28
4. Laws and regulations pertaining to quality assurance (evaluation) · · · · · · · · · · · · · · · · · · · 31
5. Other topics · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 32

References · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 33

Overview of the Quality Assurance System in Higher Education: Japan1

I. Basic information on the country
Name of country/region

Japan

CapitalTokyo

Major language

Japanese(Primary teaching language: Japanese)

Population*

127,498,000(10th largest in the world)

Nominal GDP**

5,904,672 Million USD

Nominal GDP per capita**

42,983 USD

Public spending on education
as a percentage of total
government spending***

All levels of education: 8.9%

HE level: 1.8%

（OECD average: 13.0%)（OECD average: 3.1%)

Public spending on
education as a percentage of
GDP***All levels of education: 3.8%

HE level: 0.8%

（OECD average: 5.8%)（OECD average: 1.4%)

Spending per student at thehigher education level***

15,957 USD

Public spending on higher
education per student***

5,024 USD

Progression rate into higher
education****Higher education
overall1

Universities/
junior colleges

FY 2012

(a)

80.9%

57.2%

FY 2005

(b)

77.7%

52.3%

Change(a)-(b)

+3.2%

+4.9%

1

Indicates the progression rate into university undergraduate programs,

junior colleges, four-year programs at colleges of technology, andprofessional training colleges.
Organization of education
system***(6-3)-3-4 * See II-2. Diagram of Japanese school systems.

Academic year***April to March

Source:* Total Population as of October 1, 2012, Chapter 2: Population and Estimation, World Statistics 2013, Statistics
Bureau, Ministry of Internal Affairs and Communications** Nominal GDP in FY 2011, Chapter 3: National Economic Accounting, World Statistics 2013, Statistics Bureau,
Ministry of Internal Affairs and Communications*** International Comparison of Education Statistical Indicators FY 2013 Edition, Ministry of Education,
Culture, Sports, Science and Technology (MEXT) (2013)**** International Comparison of Education Statistical Indicators FY 2013 Edition and FY 2008 Edition, MEXT
(2013, 2008)

2

Overview of the Quality Assurance System in Higher Education: Japan

II. The higher education system
1. Historical overview
The modern Japanese school education system originated with the promulgation of the
Educational System in 1872.

The system was changed to reflect the democratization policies in

education immediately following the end of WWII. With the establishment of the Constitution in
1947, the Fundamental Law of Education and the School Education Law were enacted to ensure
equal opportunities in education.

The higher education system was consolidated into

‗universities‘ in line with the formulation of the 6-3-3-4 school year system.
The system for colleges of technology was established in 1962 to provide a unified 5-year period of
education for secondary school graduates in response to increased need for diverse humanresources brought by industrial and economic development.

In 1964, 2- to 3-year junior college

programs that were established temporarily in 1950 were made into a permanent system under the
School Education Law.
Japanese higher education made a quantitative expansion very rapidly, at a globally unprecedented
pace.

Private universities played a central role in this expansion.

National universities

accounted for 31.6% of all universities in Japan in 1955 but their percentage decreased to 14.4% in
2002.
The percentage of students who go to universities or junior colleges, which was 16.1% in 1966,
increased to 38.6% in 1976.

In the context of the universalization of higher education in the 1970s,

a major political challenge was raised about how to maintain and enhance the quality of higher
education.

The Central Council for Education, set up in the Ministry of Education, reported onreforms of the entire school education system in 1971.

The report recommended that the

government should secure quality by classifying higher education institutions, managing the sizeof all higher education institutions, and taking fiscal measures.

In response to theserecommendations, the government introduced the Private Education Institution Aid System anddeveloped a plan for higher education in 1975.
The Provisional Council on Educational Reform, which was formed in 1984 as the Prime Minister‘sadvisory panel, recommended that the government should take actions to make the existingeducation systems and laws that regulate them more flexible.

To foster the individualization,

sophistication, and diversification of Japanese higher education as a government educational
policy, the Council submitted some proposals including deregulation of the Standards for
Establishment of Universities, thereby enabling each institution to develop its distinctivenessunder its missions and objectives, and stressed university evaluation and disclosure of university
information as a means to ensure academic quality of higher education.

Overview of the Quality Assurance System in Higher Education: Japan3

In response to these recommendations, the Council for Higher Education was set up in the Ministryof Education in 1987 and conducted reviews of the entire higher education system from threeperspectives: 1) sophistication of education and research, 2) individualization of higher education,and 3) activation of university organization.
The Council for Higher Education published a report on a flexible graduate school system in
December 1988.

It then recommended the following actions in February 1991: deregulation of the

University Act to promote individualization of learning contents and methods, revision of theacademic degree system, implementation of self-assessment, management of graduate schools
from quantitative approaches, and establishment of new degree-awarding organizations.

These

efforts promoted university reforms.
Due to the shift to a knowledge-based society in the late 1990s, society expressed highexpectations for university education and research.

However, there was a major concern

regarding how the quality of higher education could be secured in the midst of the universalizationof higher education, a rapid decline in the college-age population, and the diversification of upper
secondary school education.
To address this concern and propose a comprehensive reform plan, the 1998 Council for Higher
Education Report stated the definition of the role of university education as ―cultivating aproblem-finding ability in learners.‖

It also recommended expansion of universities‘ discretion to

enable the development of distinctive education and research, creation of a management system attheir own discretion and responsibility, and development of a multi-factorial evaluation system.
In response to the report, government policies were formed as the basis of ongoing university
reforms, including restructuring of undergraduate programs by limiting the number of credits thatcan be registered and encouraging faculty development (FD), development of a professional
graduate school system, formation of a responsible management system such asadvisory group, and establishment of a third-party evaluation organization.
wereimplemented,

and

in

2004

a

national

university

president‘s

Structural reforms

corporation

systemandamunicipal/prefectural university corporation system commenced, and the Private School Law
intended to develop the school corporation system was revised.
The Central Council for Education published the reports ‗A Vision for the Future of Higher
Education in Japan‘ in January 2005 and ‗Graduate School Education in the New Age: Towards theDevelopment of Internationally Attractive Graduate School Education‘ in September 2005.

They

recommended the introduction of more rigorous criteria for student assessment and improvementin the content of graduate school education.
The government took actions to improve education in response to these recommendations in April
2008, e.g., clarifying assessment criteria and making FD activities mandatory.
In December 2006, the Fundamental Law of Education was revised substantially for the first time inabout 60 years, and the definition of a university was redefined.

4

Overview of the Quality Assurance System in Higher Education: JapanIn response to the revision of the Fundamental Law of Education, the Central Council for Education
published two reports in December 2008, ‗Building Undergraduate Education‘, and ‗Enhancing
Education at Colleges of Technology‘.

These two reports made recommendations for articulating a

policy on undergraduate education and enhancing education at colleges of technology in order tofurther promotion of educational reform responding to the amended Fundamental Law of
Education.

In January 2011, the Central Council for Education published the report, ‗Graduate School Education
in a Globalized Society‘, in which it made recommendations on further development of graduate
education in terms of degree programs and doctoral-level human resources, which are referred to in
the report, ‗Graduate School Education in the New Age‘.

The Central Council for Education published the report, ‗Towards a Qualitative Transformation of
University Education for Building a New Future – Universities Fostering Lifelong Learning and theAbility To Think Independently and Proactively‘ in August 2012, which suggested the shift from theteacher-centered composition of academic courses/programs to organized and systematic degree
programs.

Overview of the Quality Assurance System in Higher Education: Japan5

2. Diagram of Japanese school systems

Professional Training College(Specialized Training College,
Postsecondary Course)

Miscellaneous
Schools

Source: http://www.mext.go.jp/english/introduction/1303952.htm

6

Overview of the Quality Assurance System in Higher Education: Japan3. Types and sizes of major higher education institutions
1) Types and definitions
There is no legal definition for English translation of the qualifications listed below. These translations,however, are commonly used among the ministry‘s publications and higher education community in Japan.

Universities (大学 Daigaku)
Universities, as centers of science, shall cultivate advanced learning andspecialized skills, while contributing to the development of society by pursuing
the profound truth of things, creating new knowledge, and disseminating theiroutcomes throughout society.
Graduate Schools (大学院 Daigakuin)
Graduate Schools are designed to teach and study academic theories andapplications, and inquire deeply into them or cultivate knowledge andoutstanding ability in depth to engage in professions that require advanced
expertise, while contributing to the development of culture.
Professional Graduate Schools: (専門職大学院 Senmonshoku daigakuin)
Within the category of graduate schools, schools which are designed toteach and study academic theories and applications, and cultivate
knowledge and outstanding ability in depth to engage in professions that
require advanced expertise are defined as professional graduate schools.
Universities (undergraduate): (大学（学部）Daigaku (gakubu))
Universities are designed to impart knowledge broadly, teach and study
arts and sciences deeply, and to develop intellectual, ethical and practicalabilities.
Junior Colleges: (短期大学 Tanki daigaku)
Junior colleges can be designed to teach and study arts and sciences
deeply and to develop abilities required for occupations or practical life.

Doctoral Degree(博士 Hakase)
Master‘s Degree(修士 Shushi)
Professional Degree(専門職学位
Senmonshoku
gakui)
Bachelor‘s Degree(学士 Gakushi)
Associate Degree(短期大学士Tankidaigakushi)*1 Academic degrees are awarded to students who graduate from or successfully complete a program at a higher
education institution (university, graduate school, professional graduate school, and junior college) specified
in Article 104 of the School Education Law.
*2 NIAD-UE offers the way to degree attainment for people who have completed courses at educational
institutions other than universities in Japan that are recognized by NIAD-UE as providing educationequivalent to a university undergraduate program or a graduate school‘s master‘s or doctoral program.

Colleges of Technology (高等専門学校 Koto senmon gakko)
Colleges of technology are designed to teach arts and sciences deeply and todevelop abilities required for occupations.

Associate(準学士
Jun gakushi)

Professional Training College (Specialized Training College, Postsecondary
Course)Diploma(専門学校 (専修学校専門課程) Senmon gakko (Senshu gakko senmon katei))
Professional training colleges offer postsecondary course with the aim ofdeveloping professional or practical abilities or to foster culture. Under Japanese
regulations, graduates can transfer to universities or go on to graduate schools.

Advanced Diplomaor(専門士 or 高度専門士
Senmonshi or
Kodo senmonshi)*3 Specialized training colleges are schools for developing professional and practical abilities or enhancing thelevel of education. Training colleges are classified as follows:・ ‗Specialized Training College, General Course‘ (専修学校一般課程 Senshu gakko ippan katei)
・ ‗Specialized Training College, Upper Secondary Course‘ (専修学校高等課程 Senshu gakko koto katei)
・ ‗Specialized Training College, Postsecondary Course‘ (専修学校専門課程 Senshu gakko senmon katei)(Higher education level)
Among them, ‗Specialized Training College, Postsecondary Course‘ is called a ‗Professional Training College‘.
*4 Colleges of technology and professional training colleges award titles of qualification, not degrees.
*5 Titles (Diploma or Advanced Diploma) awarded by professional training college are awarded to graduates whocompleted a course approved by the Minister of Education, Culture, Sports, Science and Technology.

Overview of the Quality Assurance System in Higher Education: Japan72) Number of higher education institutions by establishment type (as of May 1, 2013)

Municipal/
Prefectural

National
Universities(Graduate schools)

Private

Total

Percentage ofprivate schools

86 (86)

90 (74)606 (464)

782 (624)

77.5%

-

19

340

359

94.7%

Colleges of technology

51

3

3

57

5.3%

Professional training
colleges

10

193

2,608

2,811

92.8%

147

305

3,557

4,009

88.7%

Junior colleges

Total3) Number of students by establishment type (as of May 1, 2013)

Municipal/
prefectural

National
Universities

Total

Total

Percentage ofprivate schools

614,783

146,160

2,107,929

2,868,872

73.5%

-

7,649

130,611138,260

94.5%

52,290

3,881

2,055

58,2263.5%

361

25,905561,064

587,330

95.5%

667,434

183,595

2,801,659

3,652,688

76.7%

Junior collegesColleges oftechnology
Professional training
colleges

Private4) Number of staff by establishment type (as of May 1, 2013)
Municipal/
prefectural

National
Universities
Junior collegesColleges oftechnology
Professional training
colleges
Total

8

Private

Total

Percentage ofprivate schools

134,729

27,183

236,541

398,453

59.4%

-

758

12,551

13,309

94.3%

6,330

374

206

6,910

3.0%

418,672

59.5%

Not available
141,059

28,315249,298

Overview of the Quality Assurance System in Higher Education: Japan5) Standard course terms and school age
Standard course term

Graduateschools

Standard school age

Doctoral Program

3 years

24 years old and more

Master‘s program

2 years

22 years old and more

Professional degree
program

2 years (12 to less than 24
months)3 years for law schools
2 years for teacher education

22 years old and more

Universities (undergraduate)

4 years (6 years)

18 to 21 years old

Junior colleges

2 or 3 years

18 years old and more

Colleges of technology

5 years

15 to 19 years old

Professional training colleges

1-4 years

18 years old and more

*1 Graduates of junior colleges may, as determined by the Minister of Education, Culture, Sports, Science andTechnology, transfer to universities.
*2 Graduates of colleges of technology may, as determined by the Minister of Education, Culture, Sports,
Science and Technology, transfer to universities.
*3 Persons eligible for university admission, such as upper secondary school graduates and those who havereceived a Certificate for Students Achieving the Proficiency Level of Upper Secondary School Graduates,
who have completed a professional training college course (limited to courses that have a term of two or
more years with at least 1,700 hours of total school hours or at least 62 credits) may transfer touniversities.

Referenced articles
Paragraph 1 of Article 7 of the Fundamental Law of Education

Paragraph 1 of Article 68 of the School Education LawParagraph 1 of Article 83 of the School Education LawParagraph 1 of Article 99 of the School Education LawParagraph 2 of Article 99 of the School Education LawParagraph 1 of Article 108 of the School Education LawParagraph 1 of Article 115 of the School Education Law

Article 122 of the School Education LawParagraph 1 of Article 124 of the School Education Law

Article 125 of the School Education Law

Article 132 of the School Education Law

Overview of the Quality Assurance System in Higher Education: Japan9

4. Student selectivity
Basically, Japanese higher education institutions offer individual entrance examinations to selectstudents based on their own student admission policies.
With regard to the selection of students for university undergraduate programs and junior colleges,
the Ministry of Education, Culture, Sports, Science and Technology (MEXT) provides Guidelines for
University Entrance Examinations every year to promote appropriate student selection and further
improvement of selection methods.

Each university selects students based on the Guidelines.

The Guidelines offer guidance on the methods and timing of the selection process and mention theuse of the National Center Test for University Admissions (Center Test), which is designed to assess
applicants‘ basic academic abilities at the upper secondary school level.
All universities can use the Center Test, but it is not mandatory for university admission.
Consequently, there are a variety of student selection methods, e.g. the Center Test only,
combination of the Center Test and an original examination and interview, and an original
examination and/or interview only.
The Center Test is comprised of computer-scored paper tests (and an English listening
comprehension test) in 29 subjects of 6 subject areas.

Universities are allowed to select subject

areas and subjects as their application requirements.

5. University graduation (completion) and degree awarding requirements
1) Number of credits
Subjects are categorized into lectures, exercises, experiments, practical training or skill sessions.
Classes are included in any of these forms or in a combination of them, and credits are conferred
for successful completion of the classes.
The number of credits for each subject is determined at the institutional level based on thestandardized credit system in Japan.

Under the system, one credit is considered to be generallycomposed of a total of 45 hours of studying (15 to 30 hours for lectures and exercises and 30 to 45
hours for experiments, practical training and skill sessions).

In the case of skill sessions in artistic

fields and other subjects that require personal guidance the number of study hours for one credit
may be flexibly arranged.

Regarding class subjects such as graduation theses and graduation research, the number of credits
may be determined in light of the learning, etc., necessary for these activities.
a 10 or 15-week term.

Each class runs for

However, in case there is a particular educational need and the candidate isassessed as being able to achieve satisfactory educational results, the above-mentioned
restrictions will not apply.

10

Overview of the Quality Assurance System in Higher Education: Japan2) Graduation (completion) requirements(1) Universities
A minimum of 4 years of study with 124 or more credits for a bachelor degree* 6 years with 188 or more credits for medicine and dentistry
6 years with 186 or more credits for pharmacy (In regards to programs with the main purpose of fostering
practical, clinical-related skills）
6 years with 182 or more credits for veterinary medicine(2) Graduate schools
Master’s programs: A minimum of 2 years of study with 30 or more credits, receiving necessary
guidance on research, approval of a final dissertation or specifically assigned study, and success inan examination.
Doctoral programs: A minimum of 5 years of study (including 2 years of study in a master‘s
program) with 30 or more credits (including those collected in a master‘s program), receiving
necessary guidance on research, approval of a final thesis, and success in an examination.
* Doctoral programs may consist of a two-year first stage program and a three-year program thereafter.
Professional degree programs: A minimum of 2 years of study with 30 or more credits andcompletion of necessary academic programs.
* 3 years with 93 or more credits for law schools (There are exceptions for prior learners of law.)
2 years with 45 or more credits for teacher education(3) Junior colleges
2-year junior colleges: A minimum of 2 years of study with 62 or more credits
3 or more-year junior colleges: A minimum of 3 years of study with 93 or more credits(4) Colleges of technology
A minimum of 5 years of study with 167 or more credits*A minimum of 5 years and 6 months of study with 147 or more credits for shipping technology departments(5) Professional training colleges
Regarding daytime schools, the total number of classroom hours students must study in all of theirclass subjects must be at least equal to the number calculated by multiplying 800 credit hours by
the number of years in the course of study.

Regarding evening schools, the total number of classroom hours students must study in all of theirclass subjects must be at least equal to the number calculated by multiplying 450 credit hours by
the number of years in the course of study (in case the number of classroom hours comes to lessthan 800 hours, students must continue study until they reach a minimum of 800 hours).
*One credit hour in specialized training college is generally composed of 50 minutes.

Overview of the Quality Assurance System in Higher Education: Japan113) Degree awarding
Universities and junior colleges are authorized to award academic degrees when the Minister of
Education, Culture, Sports, Science and Technology approves the establishment of the institution
as having adequate quality as a degree-awarding institution.

Once the Minister approves theestablishment, the right to award academic degrees in the approved type and field rests with each
institution.
Graduate school

Master‘s Degree or Doctoral Degree

Professional graduate school

Professional Degree

University (undergraduate program)

Bachelor‘s Degree

Junior college

Associate Degree

In addition to higher education institutions mentioned above, the National Institution for Academic
Degrees and University Evaluation (NIAD-UE) is also authorized to award academic degrees.
NIAD-UE awards degrees in the following two schemes:

1. NIAD-UE awards bachelor‘s degrees to learners who have, after graduating from a junior college,
a college of technology or a professional training college, acquired academic credits to fulfill theprescribed requirements according to the NIAD-UE‘s criteria and have sufficient academic
attainments in the particular disciplinary field.

Credits can be earned by participating in anundergraduate program at a university in Japan as a non-matriculated student or in a NIAD-UE
approved advanced program offered by a junior college or a college of technology.

NIAD-UE

evaluates applicants‘ academic ability by examination of earned academic credits and a
submitted work such as thesis, work of art or musical performance.
2.

NIAD-UE awards bachelor‘s, master‘s, and doctoral degrees to those who successfully completea program at the NIAD-UE recognized educational institutions which have been established byministers other than the Minister of Education, Culture, Sports, Science and Technology andprovide education equivalent to a university undergraduate program or a graduate school‘smaster‘s or doctoral program.

NIAD-UE evaluates applicants‘ academic ability by examinationof earned academic credits.

Applicants for master‘s and doctoral degrees are required todefend their theses.

The assessment for granting the academic degrees is strictly conducted by the Committee ofValidation and Examination for Degrees of the NIAD-UE and the sub-committees for each specialized
field established under the Committee, both of which in principle consist of professors fromnational, public and private universities.

The quality of the academic degrees granted is ensured

based on this system.

12

Overview of the Quality Assurance System in Higher Education: Japan4) Unified national examination and assessments of learning outcomes
In respect of the individualization of universities and the fact that each university has the right toaward academic degrees, there is no unified national examination or assessment of learning
outcomes at graduation.

6. Agency responsible for higher education
Ministry of Education, Culture, Sports, Science and Technology (MEXT)
3-2-2, Kasumigaseki, Chiyoda-ku, Tokyo, 100-8959
TEL: +81-3-5253-4111

URL: www.mext.go.jp

MEXT is responsible for the development of creative people with rich character through thepromotion of education and lifelong learning, the promotion of academic, sports and culturalactivities, the comprehensive advancement of science and technology.
administrative affairs regarding religions.

It is also in charge of(Article 3 of the Law on the Establishment of the Ministry of

Education, Culture, Sports, Science and Technology)

Department in charge of quality assurance (evaluation) of higher education:
Higher Education Policy Planning Division, Higher Education Bureau

7. Organizations related to higher education
Japanese Society for the Promotion of Science (www.jsps.go.jp)Japan Science and Technology Agency (www.jst.go.jp)Japan Student Services Organization (www.jasso.go.jp)

National Center for University Entrance Examinations (www.dnc.ac.jp)

Major university/college associations


The Japan Association of National Universities (www.janu.jp)

The Japan Association of Public Universities (www.kodaikyo.org)

Association of Private Universities of Japan (www.shidaikyo.or.jp)



The Japan Association of Private Universities and Colleges (www.shidairen.or.jp)

Japan Association of Public Junior Colleges (http://park16.wakwak.com/~kotan819/)



The Association of Private Junior Colleges in Japan (www.tandai.or.jp)

8. Student participation in university administration and student organizations
There is no nationwide student union associated with university management.

Overview of the Quality Assurance System in Higher Education: Japan

13

9. Tuitions and admission fees*
1) Universities
Unit: JPY

Total
National**

Municipal/prefectural***Admission fee

Tuition817,800

282,000(in-region)(in-region)

770,355

232,422（out-of-region） （out-of-region）

Private****935,842

397,909

1,315,882

267,608

Other

535,800-

537,933-

859,367

188,9072) Junior colleges
Unit: JPY

Total
National**

Tuition--

388,013217,588

1,121,517

248,770

Municipal/prefectural***(Full-time department)
Private****Admission fee

Other
-

-

694,777

177,971*

Tuition: Yearly fee / Admission fee: At school entry (only for the first year)**

The standard amount indicated by the government. (National junior colleges do not exist now.)***

The average amount for FY 2013**** The average amount for FY 2012.

10. Student aid – major scholarship program (for FY 2013)
ScholarshipproviderInterest-freeloanJapan Student
Services
Organization(JASSO)Interest-bearing
loan

14

Applicableinstitution

Annual amount per
student (Unit: JPY)

Allowanceor loan

University

360,000 to 768,000

Loan

Graduate school:
master‘s program

600,000 to 1,056,000

Loan

Graduate school:
doctoral program

960,000 to 1,464,000

Loan

Junior college

360,000 to 720,000

Loan

University

360,000 to 1,920,000

Loan

Graduate school:
master‘s program

600,000 to 2,640,000

Loan

Graduate school:
doctoral program

600,000 to 1,800,000

Loan

Junior college

360,000 to 1,440,000

Loan

Overview of the Quality Assurance System in Higher Education: Japan11. Student registration status at institutions
The types of student registration status include ‗students‘ who enroll a formal academic program toobtain a degree, ‗non-degree students,‘ and ‗research students.‘

12. Information for international students
Japan Student Services Organization (www.jasso.go.jp) provides information, including a list of
universities in Japan, for international students.

13. Higher education laws
1) Laws governing higher education


Fundamental Law of Education (2006, Law No. 120)



School Education Law (1947, Law No. 26)

2) Laws and regulations related to approval of the establishment of Japanesehigher education institutions


School Education Law (1947, Law No.26) Article 3Standards for the Establishment of Universities (1956, Education Ministry Ordinance No.28)Standards for the Establishment of Distance Learning Programs at Universities (1981,
Education Ministry Ordinance No.33)Standards for the Establishment of Junior Colleges (1975, Education Ministry OrdinanceNo.21)

Standards for the Establishment of Graduate Schools (1974, Education Ministry OrdinanceNo.28)

Standards for the Establishment of Professional Graduate Schools (2003, MEXT OrdinanceNo.16)

Standards for the Establishment of Colleges of Technology (1961, Education Ministry
Ordinance No.23)Standards for the Establishment of Specialized Training Colleges (1976, Education Ministry
Ordinance No.2)

3) Laws and regulations pertaining to degree awarding

School Education Law (1947, Law No.26) Article 104

Rules for Degrees (1953, Education Ministry Ordinance No.9)

Overview of the Quality Assurance System in Higher Education: Japan15

III. The quality assurance system
1. Introduction
As stated in the Fundamental Law of Education (Paragraph 1 of Article 6, Clause 1) that ―theeducational institution that is established by law has a public character,‖ all Japanese educational
institutions are required to perform roles as public institutions and only limited bodies (thegovernment, local public organizations/prefectural governments, and school corporations) areauthorized to set them up.

In addition, an institution wishing to operate as an educational

institution must receive approval for establishment by undergoing an assessment.

These ex-antequality assurance measures throughout the system for approval of the establishment ofinstitutions are complimented by various ex-post quality-related systems for guaranteeing thequality of Japanese higher education.
The mission of universities is stipulated in the Fundamental Law of Education and the School
Education Law.
The Fundamental Law of Education states the ultimate roles of universities: ―Universities, ascenters of science, shall cultivate advanced learning and specialized skills, while contributing to
the development of society by pursuing the profound truth of things, creating new knowledge, anddisseminating their outcomes throughout society‖ (Paragraph 1 of Article 7).

This means that

universities are required to provide educational and research outcomes and to demonstrate theirperformance to society.

This law also provides the academic autonomy of universities: ―The

autonomy, independence, and nature of education and research of universities should be
respected‖ (Paragraph 2 of Article 7).
The School Education Law also declares the ultimate mission of universities as follows:―Universities, as centers of science, are designed to impart knowledge broadly, teach and study
arts and sciences deeply, and to develop intellectual, ethical and practical abilities‖ (Paragraph 1 of
Article 83).

This law also states that, ―universities should contribute to social development bycarrying out educational research to accomplish this mission and disseminating their outcomesthroughout the society‖ (Paragraph 2 of Article 83).
To ensure that the quality of Japanese universities is suitable for their mission as stipulated insuch laws, several quality assurance frameworks have been legally established, including:The approval system for establishment of universities (Article 4 of the School Education Law);
and

Certified evaluation and accreditation (Paragraph 2 of Article 109 of the School Education Law).

The certified evaluation and accreditation system was adopted in accordance with the revision of
the School Education Law in 2003 and has been enforced since April 2004.
Before launching a major review of its education policy, the government applied a ‗control policy‘
concerning the quantitative scale of universities, and, therefore, did not, as a general rule, allow

16

Overview of the Quality Assurance System in Higher Education: Japaninstitutions to establish new campuses in the central areas of big cities such as Tokyo and Osaka or
to increase the total capacity of their students.
establishment of universities.

This was a control policy concerning the

In response to the recent reform of regulations since 2003,

however, the control of the establishment of new universities was deregulated in all subject areas
excluding those related to doctors, dentists, veterinarians and seamen, to allow universities tobuild flexible organizations so that they promote their individualization and take account of socialand economic changes.
As a result of deregulation, the policy in approving the establishment of universities has beenreexamined and the deliberation procedures have become simpler.

Firstly, simple conformancewith related regulations has become the basic principle of the approval assessment.

Thus, theestablishment of a university may now be approved if it is judged that it fulfills the basic
requirements stated in laws such as the Standards for the Establishment of Universities.
reference points for the approval assessment have been streamlined.

Secondly,Previously, internal

regulations prescribing strict rules concerning athletic fields, the number of books in the library,
and the age of the academic staff, etc., used to be referred to besides the Standards for the
Establishment of Universities.

However, these rules have been abolished in the course of

deregulation, thereby making requirements for approval much simpler.

Thirdly, a notification

system was adopted, replacing the previous policy of advanced deliberations being mandatory forthe establishment of every faculty or department.

In this system, it is not necessary to undergo

the approval process, and a simple notification of the changes is all that is required in the case of
the establishment of faculties or departments that do not greatly deviate from the existing
academic fields.
These policy reforms and deregulation processes regarding university establishment facilitatedpreparation of ex-post facto checking systems for assuring the quality of universities, certified
evaluation and accreditation was added as a major quality assurance system besides a systematic
self-assessment.

In addition, the Minister of Education, Culture, Sports, Science and Technology

was authorized by law to take corrective actions in his/her capacity against a university if it fails tomeet laws and regulations.

The actions include a recommendation for improvement, an order tochange, and an order to close a department or an entire institution.
To summarize, ‗ex-post checking/evaluation‘ may now be taken into account as well as ‗ex-ante
restrictions‘ as an approach to assure the quality of universities.
Incidentally, seeing the need to create educational institutions that meet the needs of students as
consumers, the Japanese government began to allow stock corporations to establish universities
following the enactment of the Act on Special Districts for Structural Reform.

As a part of theongoing review of Japanese higher education, drastic reforms of the quality assurance system foruniversities have been carried out and put into practice since 2003.

Meanwhile, many issues andproblems have appeared as the globalization of higher education advances and the number ofhigher education institutions increases due to the government‘s deregulation policy.

Overview of the Quality Assurance System in Higher Education: Japan

17

For example, the Minister of Education, Culture, Sports, Science and Technology has given
recommendations to some newly established universities operated by stock corporations pointing
out that their lesson content was nothing more than that employed at preparatory schools.
Higher education institutions have widely been facing difficulty in recruiting students.
Specifically, 67.5% of universities and 47% of junior colleges did not reach their fixed enrollment
capacities in FY 2008.
Thus, as the types of higher education institutions diversify due to the government‘s deregulation
policy, there has often been concern regarding the quality of their teaching and research
performance, casting doubt on their ability to achieve the ultimate mission of universities stated in
the Fundamental Law of Education and the School Education Law.
In order to address these issues, extensive discussion was made in the Subdivision on Universitiesof the Central Council for Education, focusing on the future of Japanese university education.

Itspanel members recognized the necessity to establish an official and comprehensive quality
assurance

framework

comprisedofuniversity

self-assessment,

theStandards

for

the

Establishment of Universities, the approval system for the establishment of universities, certified
evaluation and accreditation, and a public funding system for enhancing the quality of Japanese
universities.

18

Overview of the Quality Assurance System in Higher Education: Japan2. Types of major quality assurance systems in Japanese higher education


Approval system for establishment of universities

Corrective actions taken if a university fails to comply with laws and regulations



Self-assessment (mandatory under the School Education Law) Certified evaluation and accreditation (CEA)Institutional CEA: institutional level (university, junior college, and college oftechnology)

CEA for professional graduate schools: academic unit level National university corporation evaluation
Besides these legally determined systems, there are several non-legally stated voluntary initiatives
developed by organizations outside higher education institutions, such as the Accreditation
System for Engineering Education in Japan (refer to p.27).

1) Approval system for establishment of universities
Purpose and roles
The government guarantees the approval system. Its purpose is to protect students‘ rights tostudy, and to assure that the quality of every university is adequate as an institution that awards
internationally compatible academic degrees.

In the case of a newly established university,

approval is granted if it is judged to meet certain standards.

Scope of approval
Government approval is required for:

Establishment of a graduate school (academic unit/major);Establishment of a university (faculty/department);Establishment of a junior college (department); and

Establishment of a college of technology (department).

In the case of the establishment of faculties or departments that do not greatly deviate from theexisting academic fields, it is not necessary to undergo the above approval process, and a simple
notification of the changes is all that is required.

Frequency
There is no established expiration date or frequency of approval.

Overview of the Quality Assurance System in Higher Education: Japan19

Process
An application for the establishment of an institution such as a university is submitted to the
Minister of Education, Culture, Sports, Science and Technology.

In response to a request from the

Minister, MEXT‘s Council for University Chartering and School Corporation examines theapplication in light of relevant standards such as the Standards for the Establishment of
Universities.

Examination results are reported to the Minister, and the Minister makes a final

decision regarding approval.
The Council for University Chartering and School Corporation, comprised of approximately 400
academics and experts possessing abundant knowledge and experience, undertakes theinvestigations.
The investigations are carried out by the Council‘s subcommittees: the subcommittee on university
chartering examines education and research, and the subcommittee on school corporation
examines financial and management systems.

In the case of the establishment of a university, theexamination process runs for approximately seven months through document analysis, interviews,
and site visits.

For approval of newly established departments, the process usually takes about

five months.

Examination criteria
As for examining aspects of teaching and learning, the Standards for the Establishment of
Universities are mainly employed.

The Standards comprise:

Chapter 1 - General provisions

Chapter 6 - Academic programs

Chapter 2 - Educational and research structure

Chapter 7 - Graduation/completion requirements

Chapter 3 - Academic staff organization

Chapter 8 - Facilities and equipment

Chapter 4 - Eligibility criteria for academic staff

Chapter 9 - Administrative organization

Chapter 5 - Student capacity

Chapter 10 - Miscellaneous provisions

Follow-up
In order to contribute to the maintenance and improvement of the academic level of each
university and encourage its spontaneous improvement, the Council monitors through written
reports, interviews, or site-visits whether the university conducts education and research asplanned until the year in which it produces its first graduates.

The monitoring includes

requesting a university to provide progress reports concerning the recommendations previously
pointed out at the time of its approval, and give information about its academic courses/programs,
academic staff organization, and progress of other establishment plans.

In the case the Council

identifies improvements that need to be made, it will notify the university of them and encourage
necessary actions.

The progress of newly established universities is made public through MEXT‘sofficial website.

20

Overview of the Quality Assurance System in Higher Education: Japan

Publication of results and measures for ensuring transparency
Applications and results of examinations are made public through MEXT‘s official website.
In the approval process, applicants have an opportunity to revise their original plans in light of thecomments from the Council and make further explanations.

2) Corrective actions taken if a university fails to comply with laws andregulations
Overview (purpose, roles)
Following the revision of the School Education Law of 2003 and other related regulations, theauthority was given to the Minister of Education, Culture, Sports, Science and Technology to takecorrective actions in his/her capacity against a higher education institution if it fails to comply
with laws and regulations including the School Education Law and/or the Standards for the
Establishment of Universities.

The traditional single action of issuing an order for the closure ofan entire institution has been replaced by three gradual measures: 1) a recommendation forimprovement; 2) an order to change; and 3) an order to close a department or an entire institution.

Applicable unit
The entire institution or academic unit (e.g. faculty, department)

Frequency
There is no expiration date or frequency of actions.

Process
The autonomy of universities should be fully taken into account when taking any actions.

Prior toactions, the Minister should consult with the Council for University Chartering and School
Corporation.

The Council, with its abundant knowledge and experience, considers necessary

actions in a fair and careful manner.

Publication of results and measures for ensuring transparency
The Minister may request a university to submit reports and materials as documentary evidence inconsidering necessary actions.
Information on corrective actions is made public through MEXT‘s official website.

Overview of the Quality Assurance System in Higher Education: Japan21

3) Self-assessment
Overview (purpose, roles, process, publication of results, and measures for ensuringtransparency)
Self-assessment is a systematic assessment for universities and other higher education institutions
to check progress in light of their own goals and objectives, discover areas of excellence or areas inneed of improvement, and enhance the quality of their activities based on published assessment
results.

Self-assessment was first stipulated as a ‗task‘ that universities should strive toimplement under the revised School Education Law of 1991.
publication of its results became mandatory.

In 1999, self-assessment and(Regulations concerning self-assessment andpublication of its results are now stipulated in the School Education Law following its revision in
2002.)The scheme of self-assessment was developed against a background of the expectationthat universities would have the prime responsibility for assuring the quality themselves under
their academic autonomy.

Applicable unit
Although the School Education Law states that every university, junior college, and college oftechnology is obliged to conduct self-assessment and publish its results, no applicable unit islegally determined.

Each institution conducts self-assessment at the institutional level and,

where needed, at the academic unit level.

Frequency
There is no expiration date or frequency for self-assessment.

4) Certified evaluation and accreditation (CEA)
Overview (frequency)
CEA is a mandatory evaluation system in which evaluation and accreditation organizations
certified by the Minister of Education, Culture, Sports, Science and Technology (called certified
evaluation and accreditation organizations) conduct evaluation of the progress of education andresearch of universities, junior colleges, colleges of technology, and professional graduate schools,
based on their own standards for evaluation and accreditation.

Universities, junior colleges, andcolleges of technology are obliged to undergo the evaluation at least once in every seven years, andprofessional graduate schools at least once in every five years.

Purpose and roles

To develop education and research of universities and other higher education institutions
and to assist in demonstrating their performance to society through periodical third-party
evaluation.



To contribute to the individualization of education and research through multidimensional
assessments based on individual criteria developed by evaluation organizations.

22

Overview of the Quality Assurance System in Higher Education: Japan

Applicable Unit
Institutional level: University, junior college, and college of technology
Academic unit level: Professional graduate school

Process, publication of results, and measures for ensuring transparency
The certification process begins with applications from organizations wishing to be certified
evaluation and accreditation organizations.

After receiving reports from the Central Council for

Education, the Minister confers certification as an evaluation and accreditation organization when
the applicant body is judged to fulfill certain criteria concerning their standards, methods, andframework for evaluation.

Information on certified organizations is made public throughgovernment newspapers.
Evaluation and accreditation results are reported to targeted institutions and the Minister, andmade public to society.
Targeted institutions have an opportunity to make remarks/objections about evaluation results
prior to finalization of the process.

Judgments on the evaluation process
Each organization creates its own evaluation standards and uses these standards in judgment.
While the standards are required to meet the basic/minimum stipulations stated in related laws toensure a fair and appropriate evaluation process, how they are exercised in each evaluation is left
to the discretion of the organizations.

Follow-up
In light of the purpose of certified evaluation and accreditation, necessary actions in response toevaluation results depend upon the self-initiative of each institution.

However, the Minister may

take corrective actions if the university is judged to fail to comply with laws and regulations basedon unsatisfactory evaluation standards and request it to submit reports and materials as
documentary evidence in considering necessary actions.

The actions include a recommendation

for improvement, an order to change, and an order to close a department or an entire institution.

Overview of the Quality Assurance System in Higher Education: Japan

23

Reference:

Institutional Certified Evaluation and Accreditation Organizations (as of April 2014)
National Institution for Academic Degrees
and University Evaluation (NIAD-UE)

Japan University Accreditation Association(JUAA)

Japan Institution for Higher Education
Evaluation (JIHEE)

Japan Association for College
Accreditation (JACA)

Universities (Certified on January 14, 2005)
Colleges of technology (July 12, 2005)
Universities (August 31, 2004)
Junior colleges (January 25, 2007)
Universities (July 12, 2005)
Junior colleges (September 4, 2009)
Junior colleges (January 14, 2005)

Standards of Certified Evaluation and Accreditation (as of April 2014)

NIAD-UE

JUAA

JIHEE

Standard 1

Mission of the University

Mission and Goals

Mission and Objectives, etc.

Standard 2

Teaching and Research

Educational andLearning and Teaching

Structure

Research Structure

Academic Staff andFaculty Members andManagement, Administration

Teaching Supporting

Faculty Structure

and Finance

Educational Program,Self-Inspection/ Evaluation

Standard 3

Staff
Standard 4

Student Admissions

Instruction andOutcomes
Standard 5

Academic Programs

Student Admissions

Standard 6

Learning OutcomesStudent Services

Standard 7

Facilities and Student

Educational andSupports

Research Environment

Internal Quality

Social Cooperation andAssurance System ofSocial Contribution

Standard 8

Teaching and LearningStandard 9

Finance and Management

Administration and
Financial Affairs

Standard 10

24

Public Information on

Internal Quality

Teaching and Learning

Assurance

Overview of the Quality Assurance System in Higher Education: Japan

Certified Evaluation and Accreditation Organizations for Professional Graduate Schools*(As of April 2014)
Japan Law Foundation

Law schools (Certified on August 31, 2004)

NIAD-UE

Law schools (January 14, 2005)
Law schools (February 16, 2007)
Management (April 8, 2008)

JUAA

Public policy (March 31, 2010)
Public health (July 4, 2011)
Intellectual property (March 29, 2012)Management (October 12, 2007)

ABEST21
Intellectual property (October 31, 2011)
Japanese Institute of International
Accounting Education (JIIAE)

Accounting (October 12, 2007)

Japan Institute of Midwifery Evaluation

Midwifery (April 8, 2008)

Foundation of the Japanese Certification
Board for Clinical Psychologists

Clinical psychology (September 4, 2009)

The Institute for the Evaluation of Teacher
Education

Teacher education (March 31, 2010)

Japan Accreditation Board for Engineering
Education (JABEE)Information technology, innovation for design andengineering, embedded technology, nuclear
technology (March 31, 2010)

JIHEE

Fashion business (March 31, 2010)

Institution for Beauty Business Evaluation

Beauty business (July 31, 2012)

Japanese Institute of LandscapeArchitecture

Landscape architecture (July 31, 2012)* In the case some academic areas of professional graduate schools do not undergo evaluation for particularreasons (because related evaluation and accreditation organizations for the specific fields do not exist inJapan, for example), they are required to be assessed by overseas evaluation organizations that the Minister
designates as internationally recognized organizations conducting fair and appropriate evaluations, makeevaluation results public, and report them to the Minister.

Overview of the Quality Assurance System in Higher Education: Japan25

5) National university corporation evaluation
Overview
National university corporation evaluation is performance-based evaluation of national university
corporations and inter-university research institute corporations in respect of their attainment of
mid-term objectives, mid-term plans and annual plans for education, research and management.
The National University Corporation Evaluation Committee is entirely responsible for thisevaluation.

The committee appoints NIAD-UE to undertake evaluation on their attainment of

mid-term objectives for education and research.

Purpose and roles
National universities have traditionally played a central role in the well-balanced development ofJapanese higher education and academic research by: promoting academic research andorganizing graduate schools; developing talented people considering the balance of developmentin academic fields; providing higher education to both urban and local areas; and contributing toregional development and ensuring access to higher education.
However, national universities, formerly positioned as internal organizations of MEXT, were facedwith some challenges.

For example, it had become difficult for them to respond to the rapid

growth of society because they were not independent bodies and were unable to make decisionsindividually.

To address these challenges, all national universities were incorporated with the

beginning of the national university corporation system in April 2004.

National universities are

expected to develop their individuality and competitiveness within higher education as
autonomous, independent and flexible organizations.
The purpose of national university corporation evaluation is to demonstrate the progress ofnational university corporations to society, and to use the results of evaluation in allocating
financial resources to the corporations appropriately.

Frequency
Evaluations are conducted every fiscal year and at the end of a six-year mid-term objectives period.

Process
The National University Corporation Evaluation Committee is comprised of up to 20 experts
appointed by the Minister of Education, Culture, Sports, Science and Technology.
may set up subcommittees and working teams.

The committee

It conducts reviews on the progress of mid-termplans for corporations based on their performance reports submitted every fiscal year.

Then, itevaluates their overall attainment of mid-term objectives in respect of the results of reviews andthe features of each corporation.

26

Overview of the Quality Assurance System in Higher Education: Japan

Judgments in the evaluation process
Each national university corporation‘s mid-term objectives vary according to its features andcharacteristics.

The committee therefore conducts reviews and makes judgments about

university corporations individually.

Follow-up, publication of results, measures for ensuring transparency
The results of the annual review reported to each corporation at the end of the fiscal year are used
in identifying a corporation‘s strengths, making improvements and enhancing their activities.
Evaluation results of all mid-term objectives are used in developing the next mid-term objectives.
The results of the national university corporation evaluation affect the rate of governmental grants
allocated during the next period of mid-term objectives.
Evaluation and review results are made public.

Information on the evaluation including meeting

agendas, minutes and evaluation reports are also available from MEXT‘s official website.

6) Other evaluation and accreditation
Evaluation and accreditation systems in Japan are as given above in ―2. Types of major quality
assurance systems in Japanese higher education.‖ (p.19)

These systems can be organized asfollows:

Evaluation and accreditation based on Article 109 of the School Education Law(1) Self-assessment(2) Institutional CEA(3) CEA for professional graduate schools

National university corporation evaluation based on Article 35 of the National
University Corporation Law(1) Evaluation at the conclusion of each academic year
(2) Performance-based evaluations during the mid-term objectives period

While each of these evaluation and accreditation systems is established by law, evaluation andaccreditation is also carried out regarding education in specialized fields as an independent
initiative of institutions concerned.

Other evaluation and accreditation(1) Accreditation of engineering programs (engineering, science, and agriculture)
This is a professional accreditation system under which the Japan Accreditation Board forEngineering Education (JABEE) conducts examinations as to whether engineering education
programs offered by higher education institutions fulfill the level expected by society, based

Overview of the Quality Assurance System in Higher Education: Japan27

on uniform standards established in cooperation with the academic and industrial
communities, and confers the status of accreditation on successful programs.
(2) Evaluation of pharmaceutical education programs
This is a system implemented by the Japan Accreditation Board for Pharmaceutical Education(JABPE).

Trial evaluations were conducted in the 2011 academic year and full evaluations

began in the 2012 academic year.

Evaluations of six-year undergraduate pharmaceuticaleducation programs are carried out once every seven years to guarantee the quality ofpharmaceutical education institutions.
(3) Evaluation of education programs for rehabilitation therapists and midwifery
The Japan Council on Rehabilitation Education (JCORE) was established in 2012.
evaluates

programs

that

train

speech-language hearing therapists.

physicaltherapists,

occupational

JCORE

therapists,

and

The Japan Institute of Midwifery Evaluation conducts

field-specific evaluations of midwifery education and maternity practices in addition tocertified evaluation and accreditation of midwifery graduate schools.
(4) Developments relating to field-specific evaluations of medicine, dentistry, and nursing
As a project subsidized by the Ministry of Education, Culture, Sports, Science and Technology,
universities in the applicable fields are cooperating to consider the establishment of a basis
for evaluation systems specialized in medical education, dentistry education, and nursing
education.

3. History of the Japanese quality assurance (evaluation) system
April 1947

The new university system was launched upon the School Education Law coming into

force.
July 1947

The Japan University Accreditation Association (JUAA) was established under thesponsorship of universities, based on guidance given by the CIE (GHQ Civil Information and
Education Section).
January 1948

Its University Standards were developed.

The University Establishment Committee was set up within the Ministry of

Education.
June 1952JUAA conducted evaluation of the qualification of universities and approved 38

universities for membership.
October 1956
April 1986

The Standards for the Establishment of Universities were developed.

The Provisional Council on Educational Reform report ‗The Second Report on Education

Reform‘ requested universities to carry out self-assessment.
February 1991
compiled.

28

The Council for Higher Education report ‗Improvement of University Education‘ was

It requested the government to deregulate the University Act (to make regulations on

Overview of the Quality Assurance System in Higher Education: Japansubjects, graduation requirements, and academic staff organizations more flexible) and to
introduce a self-assessment system.
June 1991

The Standards for the Establishment of Universities were revised.

was deregulated, making the university approval system more flexible.

The University Act

Self-assessment was

stipulated as a task that universities should strive to implement.
October 1998

The Council for Higher Education report ‗A Vision of Universities in the 21st Century‘

requested enhancement of the existing self-assessment system (i.e. indicated the need for
publication of assessment results and verification by external persons) and introduction of athird-party evaluation system (with the establishment of third-party evaluation organizations).
September 1999

The Revised Standards for the Establishment of Universities stated that

self-assessment and publication of assessment results should be mandatory and that universities
should strive to implement verification by external parties.
April 2000

National Institution for Academic Degrees was reorganized as NIAD-UE.

July 2000 (to March 2004)

NIAD-UE conducted trial university evaluation of national andmunicipal/prefectural universities.
August 2002

The Central Council for Education report ‗Establishment of a New System pertaining

to the Quality Assurance of Universities‘ requested reviews of the existing approval system forestablishment as well as the introduction of a new third-party evaluation system (certified
evaluation and accreditation) and corrective actions against universities failing to meet laws andregulations.
November 2002

The Revised School Education Law mandated the review of the approval system,

the introduction of the certified evaluation and accreditation system, and the development ofregulations concerning corrective actions and of a professional graduate school system.

(The

certified evaluation and accreditation system was initiated in April 2004.)
As a result of the major revision of laws concerning the establishment of a university (e.g. theStandards for the Establishment of Universities), simple conformance with related regulations has
become the basic principle of the approval assessment.

It was also decided that the additional

standards which had thus far been prescribed as internal regulations in the Ordinance of the Council
for University Chartering and School Corporation should be abolished and that approval should bebased on laws above the level of notification.
March 2003

The standards for establishment of professional graduate schools were developed.

July 2003

The National University Corporation Law was enacted and national universities wereincorporated in April 2004.
April 2004

The certified evaluation and accreditation system was introduced.

January 2005

The Central Council for Education submitted the report ‗A Vision for the Future of

Overview of the Quality Assurance System in Higher Education: Japan

29

Higher Education in Japan,‘ requesting the classification of universities by their functions,appropriate use of the approval system, and enhancement of the certified evaluation andaccreditation system.
September 2005

The Central Council for Education report ‗Graduate School Education in the New

Age: Towards the Development of Internationally Attractive Graduate School Education‘ requested
enhancement of learning contents in graduate schools and assurance of their quality by introducing
a new evaluation system.
December 2006

The Fundamental Law of Education was revised to specify the basic roles ofuniversities.
April 2008

NIAD-UE conducted the evaluation of education and research of national university

corporations and inter-university research institute corporations, commissioned by MEXT‘s National
University Corporation Evaluation Committee.
April

2008

The

National

University

Corporation

Evaluation

Committee

conducted

performance-based evaluations of national university corporations and inter-university research
institute corporations during the mid-term objective periods.

December 2008

The Central Council for Education report ‗Building Undergraduate Education‘

requested clarification of the policy of undergraduate education, enforcement of self-assessment,
and development of the internal quality assurance system.

January 2010

The Council for the Coordination of Certified Evaluation and Accreditation

Organizations was established by ten certified evaluation and accreditation organizations.

June 2010

The Amendment of the Ordinance for Enforcement of the School Education Act clarified

the information that universities need to publish regarding education, research, and other activities.

August 2011

The ‗Interim Report on the Announcement and Application of Educational

Information by Universities‘ by the MEXT‘s Collaborators Meeting recommended the development of
a common structure for publishing and application of educational information using a database.

August 2012

The Central Council for Education report ‗Towards a Qualitative Transformation of

University Education for Building a New Future – Universities Fostering Lifelong Learning and theAbility To Think Independently and Proactively‘ requested the increase and securement of learning
time and the shift to organizational and systematic curricula.

30

Overview of the Quality Assurance System in Higher Education: Japan4. Laws and regulations pertaining to quality assurance (evaluation)
 Fundamental Law of Education
 School Education Law
 School Education Law Enforcement Ordinance School Education Law Enforcement Regulations
 Rules for Degrees
 Standards for the Establishment of Universities Standards for the Establishment of Distance Learning Programs at Universities Standards for the Establishment of Graduate Schools
 Standards for the Establishment of Professional Graduate Schools
 Standards for the Establishment of Junior Colleges Standards for the Establishment of Distance Learning Programs at Junior Colleges Standards for the Establishment of Colleges of Technology
 Standards for the Establishment of Specialized Training Colleges
 Ministerial Ordinance Providing Details Required to Apply Standards Provided in Paragraph
2 of Article 110 of the School Education Law

 The Law on Coordination of Graduate Law School Education and the National Bar
Examination

 National University Corporation Law
 Act on the General Rules for Incorporated Administrative Agency
 Act on the National Institution for Academic Degrees and University Evaluation
 Private School Law
 Act on Organization and Operation of Local Education Administration
 Act on Local Incorporated Administrative Agencies
 Act on Special Districts for Structural Reform Measures pertaining to Exceptions to a Ministerial (MEXT) Ordinance Provided in Paragraph 3
of Article 2 of the Act on Special Zones for Structural Reform and a Ministerial Ordinance
Providing Applicable Projects

 Law on the Establishment of the Ministry of Education, Culture, Sports, Science andTechnology

 Ordinance of the Council for University Chartering and School Corporation

Overview of the Quality Assurance System in Higher Education: Japan

31

5. Other topics
University ranking
There are rankings of higher education institutions in the private sector of Japan—e.g., theuniversity ranking based on the level of difficulty in passing entrance examinations of universities
released by the entrance examination supporting service sector and the subject level ranking
developed by the media.

Meanwhile, the public sector has traditionally voiced negative opinions

toward university rankings.

Some universities, however, began to react to the world university

rankings positively from the viewpoint of international competitiveness.

32

Overview of the Quality Assurance System in Higher Education: JapanReferences

Ministry of Education: 120 Years’ History of the Educational System, 1992

The Council for Higher Education, Ministry of Education: The Council Report ‗A Vision of
Universities in the 21st Century‘, 1998



Ministry of Education, Culture, Sports, Science and Technology (MEXT): International
Comparison of Education Statistical Indicators FY 2008 Edition, 2008



Ministry of Education, Culture, Sports, Science and Technology (MEXT): Guidelines for
University Entrance Examinations 2009-2010



Ministry of Education, Culture, Sports, Science and Technology (MEXT): International
Comparison of Education Statistical Indicators FY 2013 Edition, 2013



Statistics Bureau, Ministry of Internal Affairs and Communications: World Statistics 2013,2013



Japan Student Services Organization (JASSO): Student Guide to Japan 2013-2014

Websites

Ministry of Education, Culture, Sports, Science and Technology (MEXT): www.mext.go.jp

Statistics Bureau, Ministry of Internal Affairs and Communications:www.stat.go.jp/index.htm

Japan University Accreditation Association (JUAA): www.juaa.or.jp

Japan Accreditation Board for Engineering Education (JABEE): www.jabee.org

Japan Student Services Organization (JASSO): www.jasso.go.jp/

National Institution for Academic Affairs and University Evaluation (NIAD-UE):
www.niad.ac.jp

Overview of the Quality Assurance System in Higher Education: Japan

33

Overview of the Quality Assurance System in Higher Education
Japan

Second Edition

Published by:
National Institution for Academic Degrees and University Evaluation
1-29-1 Gakuen-Nishimachi, Kodaira, Tokyo 187-8587 Japan
www.niad.ac.jp