CULCON
Education Exchange Review Committee(ERC)
Final Report 2020
教育交流レビュー委員会 (ERC)
最終報告書2020

Published by the Japan CULCON Secretariat©Japan CULCON Secretariat

The United States - Japan Conference on Cultural and Educational Interchange (CULCON)
日米文化教育交流会議
Japan CULCON Secretariat 日本側事務局：
国際交流基金日米センター (The Japan Foundation Center for Global Partnership)〒 160-0004 東京都新宿区四谷 1-6-4 四谷クルーセ
Tel: 03-5369-6072 Fax: 03-5369-6044
U.S. CULCON Secretariat 米国側事務局：
日米友好基金 Japan-US Friendship Commission
1201 15th St. NW, Suite 330, Washington, DC 20005
Tel: (202) 653-9800, Fax: (202) 653-9802

Foreword
We are delighted to publish this report on student mobility between Japan and the United States since 2012
as co-chairs of the Educational Exchange Review Committee (ERC). The ERC was established by the U.S.-Japan Conference on Cultural and Educational Interchange (CULCON) in 2014. This is the ERC’s final report,
produced after six years of research, data analysis, and consultations with stakeholders. Midterm reports were
produced in the interim, but this is the first report we are publishing in each country.
We would like to thank both governments and the representatives of academic institutions and private sectorbusinesses from both countries who contributed to the common effort to achieve CULCON’s goal of doubling
student mobility between the two countries. In the report we examine the full range of student mobility statistics produced by stakeholders in each country. While the way these organizations count students traveling to
the partner country for study abroad differ and show more progress in some areas than others, the ERC sees theoverall trend as positive.
While the pandemic of COVID-19 gravely affected international student mobility across the world in 2020, weare hopeful that the positive trends described in this ERC report will serve as a baseline on which to build in
our common effort to encourage further international student mobility among the next generation, and that
this growth in student exchange will promote and strengthen our bilateral relationship in the coming decades.



December, 2020

Dr. Egawa Masako,

Dr. Len Schoppa, Jr.,

Co-chair, ERC, Japan CULCON Panelist
Professor,
Graduate School of Commerce、
Hitotsubashi University

Co-chair, ERC, U.S. CULCON Panelist
Director, Woodrow Wilson Department of
Politics, The University of Virginia

Contents
１． Executive Summary����������������������������������

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11�������������������������

17

２． U.S.-Japan Student Mobility: Summary of Current Data
３． Efforts to Promote Student Mobility

03

3.1 Efforts to Promote Student Mobility from the U.S. to Japan����������

17

3.2 Efforts to Promote Student Mobility from Japan to the U.S ����������

18

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21

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27

3.3 Efforts to Promote Mutual Student Mobility Between the U.S. and Japan
４． English Language Education Reform in Japan�����

29��������������������������������������

31

５． New Developments in Japanese Language Education in the United States
６． Internships



７． Career Paths: Where Student Mobility and Employment Intersect����������

35

８． Future Themes and New Developments �����������������������

37��������������������������������������

41

１０． Appendices��������������������������������������

43

９． Conclusion�����������������������������

44 �����������������������������������

49(1) Data Grids and Graphs(2) Reference������������������

52 �����������������������������

54(3) ERC Member List and CULCON Member List
(4) Glossary of Acronyms

All data is, unless otherwise stated, based on as of May, and some additional in December 2020.

03

1. Executive Summary
The U.S.-Japan Conference on Cultural and Educational Interchange (CULCON) serves to strengthen
the vital cultural, educational and intellectual foundations of the U.S.-Japan relationship, and to enhance connections between U.S. and Japan leaders inthose fields. The CULCON panelists acknowledge
the vital role people-to-people exchanges play instrengthening all aspects of the bilateral relationship,from security and trade to culture and education,and reaffirmed that exchanges are one of the key
pillars of the U.S.-Japan partnership. Precipitated bya sharp decline in the number of Japanese students
choosing study in the U.S. during the previous ten
years, CULCON established the Education Task
Force (ETF) in 2012; and charged it with examining
the quantity and quality of student exchanges. The
Task Force also studied ways in which the U.S. andJapanese governments, private sectors and academic
institutions were promoting and increasing exchange.
An additional catalyst was that although the numberof U.S. students in Japan had doubled during thatsame period, the number of U.S. students travelling
to Japan was still a relatively small number, especially commensurate with the importance of the U.S.-Japan relationship.
The ETF identified student mobility as a priority
issue and in May 2013, a Report and Recommendations, including the recommendation to double thenumber of U.S. and Japanese students studying ineach other’s country by 2020. After the ETF Reportand Recommendations were delivered to JapanesePrime Minister Abe Shinzo and U.S. Under Secretary of State for Public Diplomacy and Public Af-

fairs Tara D. Sonenshine, these goals were endorsed
during the April 2014 U.S.-Japan Summit Meetingand incorporated into the ‘Leaders Statement on
U.S.-Japan Bilateral Exchanges’ as an annex to the“U.S.-Japan Joint Statement: Shaping the Future of
the Asia-Pacific and Beyond”. In November 2014,
CULCON established the Educational Exchange
Review Committee (ERC) to undertake the periodic
review of the implementation of the ETF Recommendations.
Since 2014, the Educational Exchange Review Committee (ERC) has mounted a major effort to monitor and report on progress toward goals set by CULCON that would boost student mobility between
Japan and the United States. In response to the ETF
Recommendations, the governments, academia andnonprofit organizations in both the United States
and Japan have launched ambitious and innovative
initiatives to increase the number of students goingin each direction and to improve the value and longterm impact of their experiences. CULCON directed the ERC to continue its monitoring efforts from2012 until 2020, when it would officially conclude
its work. This report is the ERC’s Final Report.

04

1. Executive Summary(1) Student Mobility By The Numbers 1
for students studing in the U.S. for a year or moresince 2012 Spring according to JASSO. In particular,
the number of students participating in short-term
programs (including intensive English language programs) almost tripled, growing by 178% according
to Open Doors. The long-term decline in the total
number of Japanese students studying in the U.S.
for academic degrees since 2005 has not reversed,
but the curve has flattened (See Appendix Graph 4).
The following graphs summarize these trends:

The total number of U.S. students studying in Japanfor credit grew by 60%, and by 407% for short-term
program participating students according to theInstitute for International Education (IIE)’s OpenDoors report (those students may not necessarily beenrolled at Japanese universities) since 2012 Spring
to 2018 Spring. The positive trend is also confirmed
by Japan Students Services Organization (JASSO)
data, which show that the total number of U.S. students studying at Japanese universities and Japanese
language institutes in Japan increased by 31% from2012 Spring to 2019 Spring, and students enrolled inJapanese language institutes grew by 133%.
The total number of Japanese students for credit
studying in U.S. increased by 65%, and by 95%

U.S. Students Studying in Japan
2012Spring

9,000

2018Spring

60% INCREASE

8,000
7,000
6,000
5,000
4,000
3,000
2,000

407% INCREASE

1,000

133% INCREASE

0
Students Studying inJapan forAcademic Credit *Students Participating in
Short-Term Programs **Students Enrolled inJapanese Language Institutes **** Not necessarily enrolled in Japanese universities; Source; IIE/OD (1-1 in Appendices: Data Grid)** No data for 2013 Spring and 2018 Spring Source: IIE/OD (1-2 in Appendices Data Grid)*** Source: JASSO (2-4 in Appendices Data Grid)

1 For this report’s data analysis, it is important to note that the Institute of International
Education (IIE) and Japan Students Services Organization (JASSO), which collect dataon study abroad for the United States and Japan, employ different data sources (IIEgathers data from U.S. universities and JASSO from Japanese universities, as described in detail below) and different definitions for their terminology. Data from “Education at a Glance: OECD Indicators,” published by the Organization for Economic Co-

operation and Development (OECD), has also been used for this analysis.

1. Executive Summary

Japanese Students Studying in the United States
2012Spring

18,0002019Spring

178% INCREASE

65% INCREASE

16,00014,00012,00010,000
8,000
6,000
4,000
95% INCREASE

2,000
0Students Studying in the U.S.
for Academic Credit *Students Participating in
Short-Term Programs Without
Academic Credit **Students Studying in the U.S.
for a Year or More **** Academic credits approved by Japanese universities; Source; JASSO (4-a in Appendices: Data Grid)** Including intensive English language programs: Source: IIE/OD (3-8 in Appendices Data Grid)*** Based on agreements such as partnerships between universities: Source: JASSO (2 in Appendices Graph)

U.S.-Japan Mobility: Comparison of Trends
2012Spring

2018Spring / 2019Spring

18,00065% INCREASE

16,000178% INCREASE

14,00012,00010,00060% INCREASE

8,000
6,000
4,000
407% INCREASE

2,000

133% INCREASE

95% INCREASE

U.S. Students
Enrolled inJapanese Language
Institutes

Japanese Students
Studying
in the U.S.
for a Year or More

0
U.S. Students
Studying
in Japan for
Academic Credit

Japanese Students
Studying
in the U.S. for
Academic Credit

U.S. Students
Participatingin Short-Term
Programs

Japanese Students
Participating in
Short-Term
Programs
Without
Academic Credit

05

06

1. Executive Summary(2) Positive Trends
Using the 2012/2018-19 Spring metrics with bothcoutnries’ students for credit, it is not likely there
will be any doubling by the time 2020 data is available. However, there are compelling reasons for
optimism. First, large societal or “paradigm” shifts
have influenced student mobility during the review
period. These shifts have resulted in exponential
growth of short-term programming, including internships and other experiences that develop global
competencies with a direct application to career
pathways, which were not originally included in the2012 data. Second, the seeds sown by major efforts
in both countries to provide access to students who
may have been previously overlooked, use technology in innovative ways to enhance the international
experience; and provide additional resources, including financial, logistical and cultural, while beginningto show results, will come into full fruition in theyears to come.
(3) Paradigm Shifts
Since the ETF conducted its review in 2013, Japanand the United States have experienced major societal shifts. The permeation of information and communication technology into all aspects of economy
and society has drastically changed not only the way
industries and employment work, but also the way
people communicate and form public opinions,as well as political behavior. While globalization
accelerates, its opposition has developed and economic disparity has increased, leading to a rise of
populism. Another important change in the international landscape is the rise of China in the global
community. Finally, the COVID-19 pandemic has
had a profound impact on U.S. and Japanese society,although it is difficult to anticipate its long-term
effects.
These discontinuous changes, or “paradigm shifts,”
have several implications for international student
mobility: 1) both universities and students seemto understand more than ever the importance of
2 “What is Tobitate?” https://tobitate.mext.go.jp/about/study abroad, with the goal of creating a cohort of“global citizens” capable of meeting the challenges
of a global era; 2) students now have a more diverse
range of choices in international mobility in type ofprogramming, including summer programs, intensive language programs, faculty-led study tours, andinternships; and 3) the behavior and expectations ofstudents have changed significantly compared to the1990s, as there is now more pressure to find work
following completion of degrees, and technology
allows a level of communication that eliminates
some of the distance, and thus, independence, of thestudent experience.
(4) Sowing the Seeds
Major efforts in both countries are beginning toshow positive results and increases in the quantity and quality of student mobility are expected tocome into fruition in the years to come. Among themany extraordinary efforts, several stand out: The
Ministry of Education, Culture, Sports, Science andTechnology (MEXT), in cooperation with private
enterprises, launched the “TOBITATE! Ryugaku JAPAN” initiative (Leap for Tomorrow! Study Abroadfrom Japan), which offers grants to students goingabroad. As of January 22, 2020, 246 private firms,
organizations and individuals have donated approximately ¥11.8 billion to this initiative.2 Initiatives by
non-government entities, including those sponsoredby the Yanai Tadashi Foundation, have also provided scholarships to students enrolling in American
universities. Also effective have been Japanese government-sponsored scholarships for students enrolled in exchange programs and degree programs atpartner universities abroad. These efforts have morethan doubled both the number of eligible students
as well as the level of funding between 2012 and2016.
In an effort to attract highly-qualified foreign students to Japan more strategically, the Japanese
government launched Global 30, which provides
an international focus and instruction conducted
in English on Japanese campuses. The Government

1. Executive Summaryof Japan also established The Okinawa Institute of
Science and Technology Graduate University (OIST)
as a new, experimental institution with English as its
official language. More than half of the faculty andstudent body are non-Japanese.
MEXT is focusing its efforts on strengthening students’ communication skills in reforming its English
language instruction with a multi-pronged approach.
In FY2020, MEXT implemented new elementary
school curricula to provide more effective foreign
language instruction in elementary schools throughout the country. The JET Programme has an important role to play in improving communication
skills by utilizing JET-ALTs (Assistanat Language
Teachers). Reforms in Japan’s university entrance
exams are also putting increasing emphasis on
English language speaking skills. These changes willencourage preparation that focus more on practicalcommunication skills.
Although the demand for Japanese language education in the United States remains robust, there is anacute need for a new generation of Japanese language
teachers. Stakeholders in both countries, including
the American Association of Teachers of Japanese,
JET alumni groups, and the Japan Foundation arecollaborating to provide incentives for Japanese andAmericans to consider a career in Japanese language
education.
Stakeholders in the United States, including the
Department of State and the Japan-U.S. Friendship Commission (JUSFC), among others, are also
expanding their efforts to boost student mobility.
These organizations are instituting a number of newpolicies and funding programs to enable U.S. students to study in Japan. New non-degree opportunities such as internships or volunteer programs are
attracting students, providing a platform to enrichtheir career paths and giving them skills to be moreglobally competitive. It will be several years before
clear quantitative results are available for some of
the new programs; however, these efforts are sowing
the seeds for a future increase in student mobility.
A direct result of the ETF recommendations, the
TeamUp campaign promoted partnerships between

U.S. and Japanese universities as a way of providing
access to students who may have been previously
overlooked. This U.S. Embassy-funded initiative
targeted students at Historically Black Colleges andUniversities (HBCU’s), first generation college students and minority majority universities.
Collaborative Online International Learning (COIL)
is a virtual exchange program that utilizes videoconferencing and other online tools to promote international study. While COIL is a relatively new pedagogical innovation, its growth in the United States
and Japan and other countries has been exponential.
With an almost complete halt to travel during the
global pandemic, virtual communication and experiences are being offered at unprecedented rates.
The ERC expects one impact of the pandemic will
be a huge and lasting change in how technology andmobility intersect. Although ERC considers virtual
exchange to be innovative and potentially impactful,
it is not a substitute for an in-person experience inanother country.
Internships and a focus on post-study abroad employment has been an important focus of CULCON’s work in boosting student mobility. Comparedwith the United States’ long history of internships,
Japan has relatively few sections in its universities
that coordinate internships. In addition, the Japanese companies that plan and carry out internships
are, compared with their counterparts in the UnitedStates, under-developed. Even among companies
that host internships, the duration is short—a week
or even less—and the expectations of the internships
in Japan are different compared to the longer-term
internships in U.S. companies. Nonetheless, Japanese stakeholders have in recent years acknowledged
the importance of gaining work experience, and accordingly have embarked on a number of initiatives,
including efforts to prioritize the hiring of students
with international experience as well as international
students.
U.S. efforts to encourage American-style internships
in Japan have seen some success, including thosefrom members of the American Chamber of Commerce Japan (ACCJ). A JUSFC initiative, Nichibei-

07

08

1. Executive Summary

Connect, a clearinghouse for U.S.-Japan related employment opportunities, aims to bridge the divide
between university and employment.
The emphasis on increasing flexibility in academic
calendars in Japan is another effort that is making it
possible to increase U.S.-Japan mobility.
CULCON’s focus is primarily higher education, but
the ERC recognizes that a high school experienceabroad can motivate further study abroad at theuniversity level. Thus, the increase in International Baccalaureate programs, in particular, in bothcountries are welcome as they would produce more
future students who may go abroad to study.
(5) Challenges
After its lengthy and comprehensive examination ofefforts to promote student mobility between Japanand the United States, the ERC has identified thelargest remaining challenges as: 1) the lack of financial resources; and 2) the continuing need to make
U.S.-Japan study abroad attractive to students. It isalso important to note that the COVID-19 pandemic has had a profound impact on U.S. and Japanesesociety. Although it is difficult to anticipate thepandemic’s long-term effects on student mobility,
the short-term impact has been extraordinary.
The ERC recommends all U.S. and Japanese stakeholders work together to ensure that universities
and students have sufficient financial resources tosupport the growing levels of student mobility.
Both governments and private foundations areproviding scholarships to offset the costs of travel,living expenses, tuition, and program fees for individual students, although the demand far outstrips
the availability of funds. The ERC also encourages
investment in academic institutions themselves todevelop infrastructure to accommodate incominginternational students, prepare relevant courses andprograms, build dormitories, and establish counseling services for international students.
Today, an increasing number of Japanese students
choose to study in English-speaking countries oracademic institutions with programs taught in En-

glish in Asian and European countries rather thanthe United States. The higher cost of studying in the
United States contributes to this, as well as increased
exchange among Japan and Asian neighbors andEuropean countries. The ranking of U.S. students
in Japan declined from 9th in 2017 to 13th in 2019,
even as the number of students studying Japanese
language in the United States has grown relative toother languages in recent years. As discussed, there
has been significant growth in short-term student
mobility in both directions, and ERC encourages
leveraging this success by motivating those students
to participate in more immersive study abroad
programs (for a semester or year) or degree-seeking
programs. Japanese and U.S. public, private and academic sectors need to continue collaborative efforts
to appeal to the target students in both countries.
(6) Conclusion
The sharp drop in the number of Japanese students
studying in the United States was a main impetus tocreate the ETF, which later led to the establishmentof the ERC. For CULCON, the threat was clearthat a drop in the number of next generation of the
stewards of the U.S.-Japan relationship could threaten the quality of collaboration across all sectors ofsociety.
Universities around the world are endeavoring to develop global citizens and encouraging their students
to gain international experience. As a result, students
today have a wide range of choices for their international experiences, and the interests of students havebecome more diverse. Some of the short-term mobility programs may not be as academically rigorous
as full-year study abroad programs or degree-seeking
programs, but they are nevertheless important andvaluable. These programs may catalyze students toseek longer-term academic programs abroad, which,in turn, provide greater long-term impact in developing global competencies.
Thanks to the efforts of the governments, academic
institutions, and private sectors of both countries,
student mobility between the United States and1. Executive Summary

Japan has increased steadily since 2012. All positiveefforts point towards CULCON’s ultimate goalof creating a next generation that will continue tonurture and expand the U.S.-Japan relationship.
CULCON, however, recognizes that the work is far
from completed and encourages the continuation of
support to these efforts to increase more diversified
student mobility opportunities by stakeholders inboth countries.

09

10

2. U.S.-Japan Student Mobility: Summary of Current Data

2

U.S.-Japan Student Mobility:. Summary of Current Data

For this report’s data analysis, it is important to notethat the Institute of International Education (IIE)and Japan Students Services Organization (JASSO),
which collect data on study abroad for the UnitedStates and Japan, use different data sources (IIEgathers data from U.S. universities and JASSO fromJapanese universities, as described in detail below)
and different definitions for their terminology. Data
from “Education at a Glance: OECD Indicators,”
published by the Organization for Economic Cooperation and Development (OECD), has also beenused for this analysis.
The analysis uses IIE’s Open Doors Data (“ODData”), JASSO’s Data (“JASSO Data”), and OECD’s
Data. However, the OD and JASSO data are collected on different dates, making them essentially different. Thus, these figures are analyzed separately andnot directly compared. Described below are the datacollection methods used by the United States andJapan, as well as trends in the number of students
traveling to and from both countries.
Using “Spring 2012” as a baseline for the goal of
doubling student mobility (this report will referto the numbers in “Appendices: Data Grids andGraphs” using the notation “Spring,” followed by
the cited year), the progress made by both countries
is clear. While the ERC Interim Report 2018 pointed out that “the number of degree-seeking student
mobility in each other’s country remained at thesame level,” the number of “academic credit-seeking
students” have increased more than 60% in both
directions since 2012.

Key Figures in Student Mobilitybetween the U.S. and Japan (I)
U.S.-Japan Study Abroad for Academic Credit
2012Spring

18,0002018Spring / 2019 Spring

65% INCREASE

16,00014,00012,00010,00060% INCREASE

8,000
6,000
4,000
2,000
0
U.S. Students Studying in Japan
for Academic Credit*

Japanese Students Studying in
the U.S. for Academic Credit*** Not necessarily enrolled in Japanese universities; Source; IIE/OD (1-1 in Appendices: Data Grid)** Academic credits approved by Japanese universities; Source; JASSO (4-a in Appendices: Data Grid)

11

12

2. U.S.-Japan Student Mobility: Summary of Current Data

(1) Data Collection on U.S. Students in JapanThe OD Data is collected annually from U.S. universities. The figures here include U.S. students
studying in Japan who receive academic credits fromtheir home institutions, students participating in
U.S. faculty-led academic programs that are basedin universities or other institutions in Japan, as well
as students taking part in internship programs andvolunteer activities that are arranged through theirhome campuses. Accordingly, it does not include
those studying in Japan without being enrolled in
U.S. universities.
The JASSO Data is collected through organizations
that include Japanese higher education institutions
and Japanese language institutes. They include3: (1)non-Japanese students with student visas, who areenrolled in Japanese universities; graduate schools;
junior colleges; vocational schools (or schools
for specialized training); (2) Japanese educational
institutions that have preparatory courses for entering Japanese universities; and Japanese language
institutes; and (3) international students enrolled in
short-term programs, who are not necessarily pursuing an academic degree in Japan and not intending
to stay a full year, but are instead pursuing researchor transferable credits, coming to experience a different culture, or looking to acquire practical language skills. U.S. students whose visa status changed
through marriage to a Japanese national, for example, are not included.
(2) Data Collection on Japanese Students
in the United States
IIE’s OD Data, collected from U.S. universities,
tallies the number of international students officiallyenrolled in U.S. universities with non-immigrant
temporary visas. These include: (1) students pursuing degrees or certificate programs at U.S. universities; (2) non-degree short-term international students; and (3) students engaged in Optional Practical
Training (OPT). OPT is a form of training received
off-campus and generally entails a private firm offer3 https://www.studyinjapan.go.jp/en/_mt/2020/08/date2019z_e.pdf
4 https://www.studyinjapan.go.jp/en/_mt/2020/08/date2019z_e.pdf
5 The total of 3) and 4) in Appendices: Data Grid
6 Appendices: Data Grid 4)

ing salaried employment to a student whose studies
relate to the company’s work. In only rare instances
are students who are not officially enrolled reportedby the host university to IIE. Hence, the OD- Data
excludes the majority of those not officially enrolled in universities or residing in the United States
through means other than temporary visas.
The JASSO Data is collected through organizations that include Japanese universities, and tallies
the number of students at Japanese university whostudy at U.S. universities and other institutions.
They include: (1) students who study at partner
U.S. institutions based on exchange agreements; and(2) students who study at U.S. institutions without
exchange agreements (this includes short-term programs arranged by university departments, some ofwhich are for credit, or short-term language or academic programs administered by private companies).
Accordingly, students studying in the United States
who are not with institutions affiliated with Japanese
universities, are excluded. Since 2013, surveys havealso included students enrolled at technical collegesand vocational or specialized training schools.
(3) U.S. Students in Japan
According to the JASSO publication “Result on an
Annual Survey of International Students in Japan
2019,”4 the total number of international students
in Japan was 312,214 (as of May 1, 2019). Broken
down by country of origin, 93.6% of these students
came from Asian countries. Three thousand camefrom the United States, which comprises 1.0% of thetotal, and like the year before, ranks 13th in terms ofcountry and region. However, compared with “Spring2012” (2,289 students)5, the baseline number used in
the ERC report, it shows an increase of 31.1%. For“international students on short-term programs,”
the 1,748 students from the United States are 9.3%of the total, third after the number of students from
China and Korea. It is worth noting there were 156
U.S. students enrolled in Japanese language institutes
in 2012, with 3636, or more than double that number, by 2019.

2. U.S.-Japan Student Mobility: Summary of Current Data

The OECD has also been collecting data on education throughout the world. According to “Education
at a Glance: 2019 Edition,” in 2017, the percentage
of international students among all students inJapan was low (4%, compared to the OECD averageof 6%). Nonetheless, among non-English speaking
countries in the OECD, Japan boasted the fourthhighest percentage of international students, behind
Russia, Germany, and France.7 This is believed to bebecause of the multiple measures implemented by
MEXT and others, including expanding the numberof courses conducted in English, as well as supporting international students in their Japanese language
studies and job searches.
Amid projections that Japan’s population of 18-yearolds will fall by 30% by the year 2040, one of theJapanese government’s priorities is to attract moreinternational students. Among international students, the ERC believes it is important for Japan toincrease the number of students from the UnitedStates, a country whose population is three times
that of Japan, to maintain the diversity and stabilityof its universities and colleges. The ERC is hopefulabout an increase in U.S. students because student
interest in studying in Japan, including learning
Japanese, continues to grow.
Among U.S. students going abroad, more are choosing to go to Japan. According to the OD Data,
U.S. students studying abroad numbered 341,751 in
2017/18, an increase of 2.7%8. Fifty-five percent went
to Europe, with the most popular destinations being
the United Kingdom, Italy, Spain, France, Germany,and Ireland. China followed in seventh place andJapan was tenth. Nevertheless, while the numberof students who traveled to England, Germany, andChina decreased from the previous year, the number of students who traveled to Japan increased by
12.4%. Among the top 10 destination countries,
only Japan saw a double-digit increase.
The number of U.S. students going to Japan fell
dramatically after 2010 when there were 6,166 .
This is partially because programs for international
students were canceled across the country after theGreat East Japan Earthquake in March 2011. Howev7 OECD. “Education at a Glance: OECD Indicators” (2019 Edition). “Country Notes” p.2.
8 Open Doors 2019 Fast Facts.
https://www.iie.org/Research-and-Insights/Open-Doors/Fact-Sheets-and-Infographics/Fast-Facts
9 Appendices: Graph 5
10 Appendices: Data Grid 1-1
11 In this report, the fields included in STEM are: chemistry, engineering, computer sciences, information sciences, social sciences (anthropology, economics, psychology,

er, the number of students for acadmic credit recovered afterwards, and is showing a strong resurgence.
The “Spring 2018” figure reached 8,46710, a 12.4%
increase from the previous year, and a 60% increase
from “Spring 2012.” This was also the highest number ever recorded by OD Data.
One growing trend among U.S. students studying
abroad is their participation in internships andvolunteer activities, which do not provide academic
credits. Reliable data on this form of study abroad islimited, however. According to OD Data compiled
from 300 universities across the United States, close
to 500 students participated in activities without
academic credit. Since few universities in the U.S.
keep data on such activities, it is probable that the
number of students participating in such exchanges
is far greater than reported.
(4) Japanese Students in the United States
According to the OD Data released in November
2019, the number of international students studying in the United States increased slightly (0.05%)
to 1,095,299 from the year before. This marked thefourth consecutive year of increases and accounted
for 5.5% of the country’s entire population of students. This overall increase in the numbers could be
attributable to an increase in STEM students, whose
OPT term of stay was extended in 2016 from 17 to
24 months.11 More concerning is that the numberof newly registered students decreased by 11% to269,383 from 300,743 in FY 2015.
According to the OD Data, the number of Japanese students officially enrolled in U.S. universities
dropped sharply from FY 2003 to FY 2012. During
subsequent years, the pace of the decrease slowed,
but the most recent data of “Spring 2019” (18,10512
students) shows a 3.5% decline from the previous
year. Conversely, the number of Japanese students
enrolled in U.S. non-credit programs and intensive
English courses was 5,502 in “Spring 2012” but by“Spring 2019”it almost tripled to 15,305. According
to statistics compiled in2016 by MEXT from surveys by OECD, IIE, UNESCO and others, Japanesesociology), mathematical sciences, life sciences, geology, physics, astrology, as wellas fields such as the study of STEM education and learning. OPT stands for “Optional
Practical Training,” which provides temporary employment at a company after studying in the United States for a year or more.
12 The total of 6) and 7) in Appendices: Data Grid.

13

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2. U.S.-Japan Student Mobility: Summary of Current Data

students studying abroad numbered 55,969 in 2016
(an increase of 1,293 from the previous year), andthe United States was the number one destination(18,780, or a third of all Japanese students abroad).
This was followed by China (13,595 students) andTaiwan (7,548 students).13
JASSO Data tracking students studying in the United States as reported by Japanese universities, shows
steady increases. The number of Japanese students
in the United States through exchange agreementswith partner universities grew 43.6%, from 8,602
in “Spring 2012” to 12,350 in “Spring 2019.” The
number of Japanese students studying in the United States at academic institutions without student
exchange agreements grew 105% from 3,678 to 7,541.
Combined, these two categories showed a 62% increase from 12,280 to 19,891.
The FY 2018 survey indicates that the majority, or
10,080, of these students studied the humanities,
followed by students in the social sciences at 2,102.
Students who studied science and engineering totaled 3,531.14
It is noteworthy that before “Spring 2012,” thebaseline for this report, student mobility was plummeting. However, as the above data illustrates, since2012 there has been considerable progress in increasing the number of Japanese students studying in
the United States. One of the biggest increases has
been in short-term experiences (summer programs,
language training, internships, volunteer activities,etc.). Because these types of exchanges can motivate
students to consider taking part in longer international experiences later, on, the ERC encourages
these short-term experiences.
According to a FY 2018 survey on student exchange
agreements and the survey on students visiting theUnited States through other means, the UnitedStates remains the top destination for study abroadfrom Japan. However, there has been an increasein the number of students opting to study in other
English-speaking countries (Australia and Canada,
which are ranked second and third in the surveys).15
It is worth highlighting that the number of Japanese students spending one or more year abroad is
13 https://www.mext.go.jp/a_menu/koutou/ryugaku/1412692.htm (Japanese only)
14 Science and engineering fields here include; science, engineering, agriculture (veterinary medicine), agriculture (fields other than veterinary medicine), health (medicine
and dentistry), and health (fields other than medicine and dentistry).
15 https://www.jasso.go.jp/about/statistics/intl_student_s/2019.html

increasing when students participate in university
partnerships. However, it is clear that more students
will continue to participate in short-term programsor those without academic credit, rather than traditional study abroad programs of one year or more.
This is true of both Japanese students in the UnitedStates and U.S. students in Japan, and the following
key figures illustrate some of those examples.

2. U.S.-Japan Student Mobility: Summary of Current Data

Key Figures in Student Mobilitybetween the U.S. and Japan (II)U.S. Students in Japan for Language Studyand Short-term Study（人）

2012Spring

2018Spring / 2019Spring

407% INCREASE

1,000
900
800
700
600
500
400

133% INCREASE

300
200
100
0

U.S. Students Enrolled inJapanese Language Institutes**

U.S. Students Participating in
Short - Term Progarams***** Source: JASSO (2-4 in Appendices Data)*** No data for 2012 and 2019; Source: IIE/OD (1-2 in Appendices Data)

Japanese Students in the U.S. for Long-termand Short-term Study（人）

2012Spring

18,0002019Spring

178% INCREASE

16,00014,00012,00010,000
8,000
6,000
4,000
2,000

95% INCREASE

0
Japanese Students Studyingin the U.S. for a Year or More**

Japanese Students Participating in Short - Term
Programs Without Academic Credit***** Based on agreements such as partnerships between universities: Source: JASSO (2 in Appendices Graph)*** Including intensive English language programs: Source: IIE/OD (3-8 in Appendices Data)

15

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3. Efforts to Promote Student Mobility

3

Efforts to Promote. Student Mobility

The main impetus to create the ETF (which later
led to the establishment of the ERC) was the sharp
drop, beginning in FY 2003, in the number ofJapanese students studying in the United States. For
CULCON, the threat was clear that a drop in thenumber of the next generation of the stewards of the
U.S.-Japan relationship could threaten the quality ofcollaboration across all sectors of society. From thisperspective, the ERC reviewed the following innovative initiatives being implemented in both countries
by governments, universities, private sector and notfor-profit organizations, among others.

3 - 1． Efforts to Promote Student Mobility
from the United States to Japan (Japan←U.S.)(1) Initiatives at Japanese Higher Education Institutions to Accept International Students
The Japanese government announced a plan toaccept 300,000 international students by 2020.
Understanding that the current global pandemic is
dramatically disrupting many of these programs,
the plan was designed to strategically attract
international students by strengthening the
global competitiveness of education and research
at Japanese higher education institutions.16 In
concrete terms, it is promoting the acceptance ofhigh-achieving international students through thefollowing measures:	Consistent collaborative support, fromrecruiting prospective students to follow-up
after students return to their home countries;	Helping to build comprehensive educational
programs (including Japanese language
education, career training, and mid- and longterm internships) at every university, so thatinternational students may find employment
in Japan; and16 Ministry of Education, Culture, Sports, Science and Technology. “The Plan to Welcome
300,000 International Students,” an outline released on July 29, 2008 by MEXT andother agencies.
https://www.mext.go.jp/a_menu/koutou/ryugaku/_icsFiles/afieldfile/2019/09/18/1420758_001.pdf
17 https://www.oist.jp/ja

	Strengthening scholarships that would help
attract outstanding international students.
The Okinawa Institute of Science and Technology
Graduate University (OIST) was established in 2011as a new, experimental institution funded mostly
by the Japanese government. More than half ofthe faculty and student body is non-Japanese, andits official language is English. Its Ph.D. program
can be completed in five years. In November 2019,
the OIST Foundation was launched in the UnitedStates with the aim of fostering U.S.-Japan relations
through science and technology. The education
offered at OIST is a starting point for a new formof U.S.-Japan technological relationship, and shows
promise as a new type of student mobility.17(2) Global 30 (G30)
In the five years from FY 2009 to FY 2013,
MEXT implemented a program at 13 universities
called “Global 30” (G30). This project focusedon globalization at universities, offering acomprehensive system where universties and

17

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3. Efforts to Promote Student Mobility

companies formed a network to share educational
materials and results, and provided support for the
strategic recruitment of top international students.
Supported by this project, Waseda University, forexample, facilitated the intake of international
students by establishing an office to administer
entrance exams for international students, building
new dormitories for them, and establishing a center
to strengthen their academic skills.
As a whole, the project increased the number ofinternational students from 6.8% at the beginningof the project in FY 2009 to 8.7% by its end in FY
2013. It also resulted in the establishment of 156
new degree programs in Japanese universities thatare taught entirely in English.
(3) Outreach by the Government of JapanIn April 2019, JASSO, with the cooperation of
MEXT and the Ministry of Foreign Affairs (MOFA),
established a comprehensive website promoting
study abroad in Japan, “Study in Japan.”18 The
website includes examples of career paths andfeatures individuals who have studied in Japan asrole models.
(4) Initiatives by the U.S. Department of StateThe U.S. Department of State’s “USA Study Abroad”
branch administers three programs that havecontributed to the increase in U.S. students studying
in Japan. The Benjamin A. Gilman International
Scholarship Program provided scholarships for 190
U.S. undergraduate students with financial needto study or intern in Japan in 2018/19, including
19 Critical Need Language Enhancement Awards
for the study of Japanese, making Japan the year’s
top destination in the region and the fourth mostpopular destination in the world for Gilman
Scholars. The Critical Language Scholarship Program
sent 26 U.S. graduate and undergraduate students
to Japan to study Japanese in summer 2019. The
Capacity Building Program for U.S. Study Abroad
awarded funding to Pacific University in 2019 todevelop study abroad programming in Japan.
The State Department’s website (https://studyabroad.state.gov) highlights for U.S. audiences
opportunities for U.S. citizens to participate inJapanese government programs and initiatives,
including the MEXT Scholarship Program. The
website also lists many other U.S.-funded programs,
such as the National Security Education Program’s
Boren Fellowships and the U.S.-Japan Fulbright
Program.
(5) Initiatives by Japanese Consulates and Embassy in the United States
Through its diplomatic offices in the United States,
MOFA disseminates information on study inJapan to U.S. students in a variety of ways. These
include school visits, booths at Japan-related events,
responding to inquiries by telephone or emails, andposting information on their respective websites.
In FY 2018, information sessions were held at 95
high schools and universities across the UnitedStates, which were attended by approximately 57,000
individuals.

3 - 2． Efforts to Promote Student Mobility
from Japan to the U.S. (Japan→U.S.)(1) University Initiatives toIncrease Student Mobility
As stated in the previous chapter, the number of Jap18 https://www.studyinjapan.go.jp/en/

anese students studying in the United States understudent exchange agreements with partner universities increased by about 44%, from 8,602 in “Spring2012” to 12,350 in “Spring 2019.” This is due, in3. Efforts to Promote Student Mobility

part, to each university’s efforts to globalize. Thoseefforts include: (1) “Top Global University Project,”designed to support the creation of “super global
universities” supported by MEXT programming
for ten years since 2014; (2) “Go Global Japan,” a
program that fosters global leaders with the skills
to develop the economy and society; and (3) “Inter-University Exchange Project,” which strengthens
universities’ efforts to expand throughout the world.
(The first item, (1) “Top Global University Project,”will be discussed in detail in Section 3-3 below)
The Japanese government has supported these efforts
by instituting scholarship programs for Japanese
students seeking degrees at international universities.
They also support Japanese students enrolled in
short-term programs facilitated through university
partnerships and other agreements at international
higher education institutions. In FY 2012, there wereapproximately 9,000 students receiving government
funds, and in FY 2016, that number had grown 2.6
times to 23,000. The total spent on these scholarships also more than doubled, from approximately¥3.1 billion to ¥6.8 billion in the same time period.19
In FY 2017, JASSO established a scholarship forstudents seeking a bachelor’s degree abroad. Thisscholarship provides a monthly payment of \59,000\118,000 (depending on the region) plus tuition. Up
to $10,000 is allocated for tuition costs, and cases
exceeding that amount are sometimes allowed, butcapped at ¥2.5 million. No limits are set on family
income at the time of application, but the family’s
income is sometimes considered during the selection process. In FY 2018, there were 45 scholarship
recipients, 20 of whom went to U.S. universities
including Swarthmore, Harvard, and Middlebury,
among others.20(2) Creating a Pipeline: Expanding Opportuni	ties for High School Students to Study Abroad
ERC’s focus is primarily on higher education, but
recognizes that a high school experience abroad canmotivate further study abroad at the university level.
MEXT offers a program to support high school
19 https://tobitate.mext.go.jp/about/case/
20 http://www.jasso.go.jp/ryugaku/study_a/scholarship/gakubu/index.html
21 https://tobitate.mext.go.jp/news/detail.html?id=154
22 https://ibconsortium.mext.go.jp/
23 https://kaiseigakuen.jp/wp/wp-content/uploads/2017/07/shinro30_5.pdf

students who participate in study abroad programs
sponsored by local governments, schools, companies, and others. This project supports about 1,500
high school students each year, and in FY 2018,
facilitated 123 high school students’ study in the
United States. In FY 2015, the “Tobitate! Ryugaku
JAPAN” program began a high school version, andin FY 2018, 171 Japanese high school students studied in the United States through it. These scholarships covered study periods ranging from 14 days to
one year.21 Since demand from high school students
is expected to increase in the future, it is the ERC’s
hope that more scholarships will be offered to thisdemographic.
Other recent trends include private high schools
converting to quarter systems to allow students’participation in short-term study abroad programs,
as well as an increase in schools that offer accredited
International Baccalaureate (IB) degrees. Schools inJapan that are accredited with IB—whose mission
is “to develop inquiring, knowledgeable and caring
young people who help to create a better and morepeaceful world through intercultural understanding
and respect”—have more than doubled in the past
five years, and now total 155 (as of March, 2020).22
The graduates of these IB programs are likely candidates to study abroad in the future. Other schools,
such as the renowned Kaisei Junior and Senior HighSchool, are not IB-accredited, but are beginning tosend graduates directly to U.S. universities, indicating a possible increase in the pipeline.23 Anothernoteworthy trend is that there are now 20 new integrated junior and senior high schools that are either
IB-accredited or IB candidates.24(3)	A n Innovative Initiative via Public-Private
Partnerships: TOBITATE! Ryugaku JAPANOn June 14, 2013, the Japanese cabinet formalized
the “TOBITATE! Ryugaku JAPAN Ambassador Program” as the third arrow in the quiver of the Abenomics initiative “Japan is Back!” The public-private
partnership was implemented to cultivate global
competencies in students. It aimed to send 10,000
24 https://istimes.net/articles/753

19

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3. Efforts to Promote Student Mobility

Japanese students abroad between 2013 and 2020,and collected close to ¥11.8 billion, donated by 246
private enterprises, organizations, and individuals.
The public, private and academic sectors coordinated to support students through practical programs inwhich the study abroad experience included internships and fieldwork. In order to improve the qualityof the study abroad experience and clarify the aimof it, these programs offer training before, during,
and after the study abroad experience, and createda cohort of Japanese students with a high quality
international experience.
The program is financed entirely with private funds.
University students receive ¥1.5 million for a ninemonth period, and high school students receive
grants of ¥500,000 for one month. Up to the present, approximately 8,000 students have participatedin the program and have contributed to fostering
younger students’ passion for studying abroad.25(4) Non-Governmental Initiatives:
New Scholarships
New scholarships for students seeking bachelor’s degrees from international universities after graduatingfrom Japanese high schools are described above. It
is also important to recognize scholarship programs
established by private companies. Examples of these
initiatives are available in Appendix: Reference 2.
(5) Broadening OutreachThe details of programs offered through “TOBITATE! Ryugaku JAPAN” have already been discussed
above in Section 3-2. (3), but its outreach activities
are also noteworthy. A website called “Ryugaku
Daizukan (A Big Picture Book of Studying Abroad)”
is operated by students who design their own study
abroad programs based on their individual goals.
It is a database of the personal experiences of over
1,400 students who have studied abroad with a target
audience of those who are considering studying
abroad.26 The “TOBITATE!” website also includes afeature called “TOBITATE! Channel,” which streams
25 https://tobitate.mext.go.jp/about/
26 https://tobitate.mext.go.jp/zukan/?_ga=2.237512834.364265140.1578475413-1258983705.1567494256
27 https://tobitate.mext.go.jp/about/tobitate-channel/index.html

interviews with prominent leaders and other students who have studied abroad.27 Students who study
abroad through TOBITATE! are required to become“Evangerisuto” (similar to goodwill ambassadors)
who promote studying abroad. For example, somestudents work with local businesses to hold information sessions, which provide various resources
to students who hope to have similar experiences.
Outreach activities for high school students include
information sessions that show study abroad as an
option and demonstrate how to remove potential
obstacles.
The ERC hopes that these opportunities allow
students to envision academic pathways where study
abroad connects the various stages of education. For
example, a high school student who participates in
the U.S.-Japan Council’s TOMODACHI Initiativeand spends two weeks in the United States, could
enter college and receives a full-year scholarship to
study in the United States through “TOBITATE!
Ryugaku JAPAN,” and upon returning to Japan, goback to the United States to pursue graduate studies
through a Fulbright scholarship.
(6) Initiatives by the U.S. Consulates and Em-bassy in Japan“A Broader View” is a U.S. Embassy Tokyo project
designed to inspire young Japanese people to study
in the United States by highlighting the stories ofprominent and inspirational Japanese people whohave experience studying in the United States. The
website currently includes interviews with more than
63 Japanese role models, including Prime Minister
Abe Shinzo, Nobel Laureate Omura Satoshi, Rakuten CEO Mikitani Hiroshi, TV personality Sekine
Mari, and jazz artist Uehara Hitomi. In addition tohosting the videos, the website offers information
and resources to help prospective students study in
the United States.

3. Efforts to Promote Student Mobility

3 - 3． Efforts to Promote Mutual Student Mobility Between
the U.S. and Japan (Japan ⇔ U.S.)
Since the 1970s, when student exchange systems began to appear in Japanese and U.S. higher education
institutions, agreements between partner institutions
in both countries have flourished. But a paradigm
shift has allowed new opportunities for the twocountries to collaborate on student mobility, including programs targeting new types of students, as wellas those using innovative technologies.
Even for exchanges based on the model of university
partnerships, there are numerous examples of innovative solutions to issues such as unequal numbersof prospective students due to requirements basedon “equal tuition exemptions.”(1) TeamUp
Following the release of the CULCON Education
Task Force report and recommendations in 2013,
the U.S. Embassy Tokyo launched the TeamUp
Campaign, which is implemented by the U.S.-Japan
Bridging Foundation.28 This was in response to theneed to promote active, mutually beneficial partnerships between U.S. and Japanese universities, andextend the range of institutions included. The campaign’s goal is to increase the number of U.S. andJapanese undergraduate students studying in eachother’s country by expanding agreements among
institutions of higher learning in both countries. It
has the following major components:
	TeamUp RoadMap: a comprehensive online
resource on creating and expanding partnerships;
	TeamedUp Familiarization Tour: an opportunity for U.S. institutions, especially those thathave limited access to U.S.-Japan mobility,
to travel to Japan to meet potential Japanese
partners;

28 https://teamup-usjapan.org/about/
29 https://tgu.mext.go.jp/en/index.html

	TeamUp Micro-Grants: an opportunity for
U.S. institutions to design an individualized
program to travel to Japan to meet potential
Japanese partners;
	TeamUp Innovations Initiative: an opportunity to support and educate stakeholders
about innovations in student mobility, suchas virtual/in-person hybrid exchange; and	TeamUp Awareness Drive: convening influential stakeholders, speaking at key conferences,and hosting networking opportunities.
TeamUp also initiated a collaboration with Sister
Cities International, in which two grants were competitively awarded to small and medium-size sistercity pairs to enhance their university partnerships.
(2) “Top Global University Project”
MEXT launched the “Top Global University Project” in FY 2014 to reform and globalize Japanese
universities, improve the international compatibility
and competitiveness of higher education in Japan,
and develop the infrastructure for cultivating global
competencies in future employees29. Ten years offinancial support was pledged for 37 universities (ofwhich 13 are Type A institutions, vying to compete
in the world’s top 100, and the other 24 Type B).
The overall goal is to improve the structure andorganizational culture of universities to be morecompatible on a global scale. Measures include: increasing foreign faculty and administrative members
and classes taught in foreign languages; improving
the foreign language skills of administrative staff; developing degree-seeking courses taught only in foreign languages, including English; and strengthening
coordination with overseas universities, increasing

21

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3. Efforts to Promote Student Mobility

the number of both international students accepted
and Japanese students sent abroad.30(3) Joint Degree Programs
In 2014, MEXT partially revised articles of the Standards for the Establishment of Universities to allow
Japanese universities to confer joint degrees withpartner universities abroad. This was done, in part,to enable universities to create high-quality joint
degree programs that would attract top international
students, as well as motivate top Japanese students tostudy overseas.31
Joint degree programs can provide a high-quality
academic opportunity with added value, offering
more advanced, innovative, and attractive resources.
Such degrees also deepen the ties between the partner institutions.
In June 2017, an international coherent curriculum
was approved for the first time between U.S. andJapanese universities. This was for the joint degree
program, launched in FY 2018 and called “JDP,”
between American University’s School of International Service and Ritsumeikan University’s Collegeof International Relations. JDP students study for
two years at Ritsumeikan University and two years
at American University, and earn a joint degree32.
The ERC encourages further developments like thisbetween Japanese and U.S. universities.
(4) Short-Term Study at Japanese Universities

One example is Shiga Prefectural University, which
offers a six-week summer intensive program for eight
credits, enabling international students to learn Japanese, experience Japanese culture, and interact with
Shiga University students.33 The U.S. State Department sends students every year to participate in thisprogram. Upon successful completion, students earn
the State Department’s Critical Language Scholarship (CLS), whose credits received over eight weeks
are equal to a year’s worth of study during a normal
academic year.34
Another unique example is a six-week, three-credit
course offered by Nagoya University’s automotiveengineering department, which utilizes local industry resources. Since establishing its G30 (Global30) international program, Nagoya University has
increased its English language courses and welcomed
more students from partner institutions, including
those from the U.S.35(5) University Mobility in Asia and the Pacific(UMAP)
Founded in 1991, UMAP is a voluntary associationof government and non-governmental representatives of the higher education (university) sector in
Asia and the Pacific Rim. It seeks to enhance cooperation among higher education institutions andincrease mobility of university students and staff.
Similar to the European Erasmus system, UMAP has
three primary programs:36

Many universities in Japan have teamed up with
their U.S. counterparts to develop summer programs
that give American and Japanese students the opportunity to live and study together as well as gain academic credit. Among these are Princeton University
and the University of Tokyo as well as UC Berkeley
and Meiji University. Other Japanese universities
offer summer programs for credit, such as an intensive Japanese language program at Shiga Prefectural
University, and an automotive engineering programat Nagoya University, which utilizes local industry
resources.

	Program A is a multilateral exchange program in which participating UMAP member
universities/institutions send and receive two
students per semester and waive their tuition.

30 Examples include: To increase the number of foreign instructors and other staff, Hokkaido University amended its hiring guidelines and made it a policy to always recruit
teachers from around the world. To strengthen the foreign language skills of its administrative staff, the Tokyo University of Foreign Studies provided practical training
on topics such as technical terminology that might appear in contracts written in English—and as a result, the staff’s capability in administration work in English andother languages improved.
31 Japanese and foreign universities draw up a shared curriculum (International Partner-

ship Curriculum), and those who complete the program are awarded a degree withcredits earned at both institutions, as well as a diploma that lists the names of bothschools.
32 http://www.ritsumei.ac.jp/ir/eng/jdp/4year_plan/
33 http://www.usp.ac.jp/english/kouryu/summer/
34 https://clscholarship.org/languages/japanese/2017/hikone-japan
35 https://www.engg.nagoya-u.ac.jp/en/nusip/index.html
36 http://umap.org/programs/

	Program B is a bilateral student exchange
made between any two UMAP members thatwish to exchange more than two students.
	Program C is a short-term (one to eightweeks) exchange program between UMAP
members that usually takes place between

3. Efforts to Promote Student Mobility

July and September.
Participating universities/institutions are encouraged
to use the UMAP Credit Transfer Scheme (UCTS)
to transfer credits earned abroad to students’ homeinstitutions. This is similar to the system widelyused among European universities. Japan is a well-established member of UMAP, with more than 100
participating universities. The current Secretariat has
been housed at Toyo University since January 2016.
The U.S. has recently joined UMAP, but currently
has only two participating institutions. This system
offers potential for an increase in U.S.-Japan mobility.
(6) STEM Education in a New Era
In the ERC midterm report that was submitted atthe 2018 CULCON, the U.S. members presented its
world-class STEM education as an important reason
the United States is attractive as a study abroad destination, and the Japanese members discussed recent
developments in fostering STEM talent in both the
public and private sectors. This current report will
discuss developments since then and other details inAppendix: Reference 1.
The ERC is aware that liberal arts, such as arts andculture, design, and philosophy, are now being reevaluated as factors that are crucial to the sustainable
development of technology. With the goal of making a super smart “Society 5.0” a reality, the Government of Japan aims to use technology to solve
problems, even while continuing to focus on humancapabilities.37 This will affect future employment,
which is a factor for students considering studying
abroad. Instead of skills that may be replaced by
AI in the near future, it will be important for study
abroad to include cultivating non-cognitive abilities.
Both Japanese and U.S. CULCON members advocate for careful consideration of resource allocation(both in personnel and budget) as important for theliberal arts as well as for STEM fields.

37 https://www8.cao.go.jp/cstp/society5_0/index.html(7) Collaborative Online International Learn-ing (COIL) or Virtual Exchange
Collaborative Online International Learning (COIL)
is a virtual exchange program that uses videoconferencing and other online tools to promote international study. COIL courses bring together students
and teachers in one or more countries to engage
in coursework with fellow students in other countries. By participating in such courses, students candeepen their understanding of partner countries,
heighten their ability to adapt to other cultures,and prepare themselves for in-person study abroad
programs. Although CULCON considers virtual
exchange as innovative and potentially impactful,
it is not a substitute for an in-person experience inanother country.
While COIL is a relatively new pedagogical innovation, its growth in the United States and Japan andother countries has been exponential. According toa nationwide survey that the American Council on
Education (ACE) conducted in 2016, a third of U.S.
universities now integrate online technology into
international learning. For further details, please see
Appendix: Reference 2.
With an almost complete halt to travel during the
COVID-19 pandemic, virtual communication andexperiences are being offered at unprecedented rates.
The ERC expects one impact of the pandemic to bea huge and lasting change in how technology andmobility intersect.
(8) Kizuna Across Cultures (KAC)
Kizuna Across Cultures (KAC) was established in
the United States in 2012 as a virtual exchange program, and has had more than 10,000 student participants. While KAC is primarily a digital interface
program, in 2017, with donations from the U.S.
government and Sasakawa Peace Foundation USA, as
well as support from The Japan Foundation Center
for Global Partnership (CGP), KAC held its firstin-person “Global Classmate Summit.” The summit
was held again in 2018 and 2019. Six students each

23

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3. Efforts to Promote Student Mobility

from the U.S. and Japan were chosen from among
participants in the previous year’s KAC virtual program. During the week-long summit, these students
engaged in several activities in Washington, D.C.
Upon returning to their hometowns, participants
visited each of their schools and communities topromote the program. Their testimonials as summit
participants were shared with nearly 10,000 young
people. This is a prime example of program that
includes face-to-face interaction as an essential component of virtual study abroad.38(9) Japan-U.S. Friendship Commission
An independent U.S government agency establishedin 1974, the Japan-U.S. Friendship Commission(JUSFC) continues to be an important resource forpromoting student mobility. In recent years, JUSFC
has increased awards to Japan Studies and innovative programs, including faculty-led summer andsemester programs to institutions such as Kapiolani
Community College, Moravian College and Elizabethtown University, as well as the Association ofAmerican State Colleges and Universities (AASCU).
These programs have significantly increased U.S.-Japan student mobility, especially among non-traditional students, students at public and private universities, and those among underserved populations.
(10) Flexibility in Academic Calendars
Since MEXT revised its laws and regulations in 2007
and 2013 to allow for more flexibility in academic calendars, several of Japan’s major universities,
including Keio, the University of Tokyo and Waseda, have revised their calendars. The majority ofuniversities in Japan follow a two-semester system,
but the semesters do not correspond to the calendar
used in most other parts of the world, including theUnited States. The change in regulations in FY2013
made it possible for universities to implement aquarter system, which can facilitate the globalizationof universities and provide a more diverse academic
experience. The new schedule affords the following
38 https://kacultures.org/progress
39 https://japanuniversityrankings.jp/topics/00068/index.html
40 The beginning of first semesters vary according to country: February in Australia;
March in Korea; April in India; June in Thailand; August in Singapore; September in the
U.S., and so forth.

advantages: (1) because universities can match thetiming of breaks and vacations with schools overseas, both students and faculty can take advantage
of opportunities for international experiences; (2)holding classes multiple times per week allows formore focused study, increasing educational effectiveness; (3) it is possible to take a two-month leave ofabsence during only one term, which allows participation in volunteering and other activities. For those
universities in Japan that have implemented thequarter system, student mobility rates have risen.39
Over 100 universities have sought innovative approaches, providing three-, four-, or even six-termschedules, or dividing a two-semester system withbreaks in each semester. For example, University ofTsukuba has implemented a “six-module, two-semester system,” in which each module is five weeks, andthree modules equal one semester. With this schedule, combining summer vacation with a break during
the spring module clears three months for study
abroad. In 2016, Chiba University introduced a sixterm academic year, building upon a quarter system,and providing the option to take classes during what
was previously their summer and spring breaks.
With their calendar now closer to what is used byschools overseas, the window of opportunities forinternational students to study at Chiba University
increased from two to six.40
More universities are welcoming international
students by allowing them to begin their study
in months other than April. In 2011, 243 colleges
accepted 1,974 students into undergraduate departments at times other than April, and in 2017, 254
schools accepted a total of 2,794 students. At the
research level, in 2011, 275 schools accepted 5,613
students, and in 2017, 325 schools accepted 8,323
students41.
These modifications have made it easier for Japanese
students to study in the United States during theirsummer break. Conversely, U.S. students whose firstsemester is from August to December and second
semester is from January to May, find it difficult to
study in Japan for one semester. If they follow thecalendar at Japanese universities, they may return
41 https://www.mext.go.jp/content/20200428-mxt_daigakuc03-000006853_1.pdf Page.25

3. Efforts to Promote Student Mobility

home in the middle of the semester at their home
universities and must wait several months for the
next semester to begin.
The ERC encourages U.S. and Japanese universities
that have partner institutions to take a more flexible
approach. This includes implementing a system inwhich international students can adjust their test
dates and return to their home university before thebeginning of the next term, or take their final exams
at their home universities.

25

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4. English Language Education Reform in Japan

4

English Language Education. Reform in Japan

Acquiring practical English skills is one of thebiggest challenges in Japanese education. According
to a FY2017 survey (results were announced in 2019)of senior high schools and other institutions on
the state of international exchange, 71% of students
who hoped to study abroad cited “a desire to improve language ability” as motivation, and 47.6% of
students who expressed no desire to study abroadcited “the language barrier” as the deterent. Thus,
one of the most important components of expanding mobility between Japan and the United States is
improving practical English skills. To this end, theJapanese government has implemented the following
measures:(1)	English Language Education in Elementary,
Junior and Senior High Schools
MEXT’s new curriculum guidelines focus on communication skills as the most important competence.
With the school year beginning in April 2020, elementary schools are implementing new curriculum
guidelines. MEXT’s goal is to ensure that substantive
foreign language education begins in the elementary
school grades at all of the nation’s schools.
The Japan Exchange and Teaching (JET) Programmeand its Assistant Language Teachers (ALT), which
employs native speakers of English or other languages to support Japanese teachers teaching foreign
languages, are crucial in the new MEXT framework.
The JET Programme is implemented by the Government of Japan, including the Ministry of Internal
Affairs and Communications (MIC), MOFA, andMEXT with the cooperation of the Council of Local
Authorities on International Relations (CLAIR).
JET was established in 1987 through the cooperation
42 https://job-haku.com/afterjet/en/
43 https://usjetaa.org/chapters/of four countries, including the United States. It hasenriched foreign language education and contributed to international exchange at the local level, as
well as globalization at the regional level. Thus far,approximately 70,000 JET participants have worked
in Japan, among them 45,000 from North America (the United States and Canada). Currently, JET
participants are being accepted in 1,000 local governments, including 45 prefectures and 18 cities withpopulations that exceed 500,000. The total numberof participants in FY 2019 was 5,234, and over halfof them (2,958) were ALTs from the United States.
CLAIR conducts career fairs for JET participants
who wish to find other employment in Japan after
their JET tenure is over.42 The independently run
JET Alumni Association (JETAA) recently celebrated its 30th anniversary and has 52 chapters throughout the world. JET alumni returning to the UnitedStates have the choice of participating in one of 19
local chapters and/or USJETAA, the national organization in Washington, D.C.43 The ERC is encouraged
that USJETAA has been actively working to promote
English language teaching in Japan and Japanese
language teaching in the United States as a career
option for JET alumni.
(2)	University Entrance Exams Placing Greater
Emphasis on Communication Skills
To appropriately assess the foreign language communication skills of university applicants, MEXT
recommends the use of results of examinations such
as EIKEN (Test in Practical English Proficiency)
or TOEFL (Test of English as a Foreign Language).
This was included in admissions guidelines that
MEXT sent to all universities in May 2015.

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4. English Language Education Reform in Japan

According to data made available in December 2019,
there were a total of 786 universities in Japan.44 As
of January 2020, according to a survey conducted by
the Japanese Language Proficiency Test Association(which administers EIKEN), 389 universities utilized
EIKEN or other tests as part of their admissions
procedures. 45
Private sector English proficiency tests were to be
implemented as part of university entrance exams byApril 2020, but in November, 2019, the Minister of
MEXT postponed this deadline, and instead established a “Conference to Investigate the State of University Entrance Exams” to study how the four skills
in English proficiency (reading, writing, listening,and speaking) can be evaluated through common
entrance exams or individual exams at each university.
(3) Courses Taught in English
at Higher Education Institutions
English language skill and confidence using thelanguage are essential to promote study abroad. At
the universities selected to implement MEXT’s “TopGlobal University Project,” described above, thenumber of courses conducted in foreign languages
has almost doubled from 21,948 in FY 2014 (whenthe project began) to 43,871 in FY 2018. MEXT isaiming for a total of 55,298 such courses by the year
2023. Foreign language courses that count towards
degrees numbered 680 on May 1, 2014, and grew
approximately 1.6 times to 1,058 by May 1, 2019.
MEXT aims to increase this number to 1,226 by theyear 2023.46
Japanese universities that provide degrees throughclasses conducted in English are increasing. In 2017,
this number had grown to 63 departments at 37
universities. This includes the 13 universities thattook part in G30,47 such as the University of Tokyo,
whose College of Arts and Sciences offers PEAK
(Program in English at Komaba)48.
Recently, more Japanese universities are offering
innovative curricula that teach English language
skills specifically as preparation for study abroad. A
44 https://www.mext.go.jp/content/20191220-mxt_chousa01-000003400_1.pdf
45 https://search.eiken.or.jp/qualification/exam/?p=university
46 https://tgu.mext.go.jp/goal/index.html
47 https://www.mext.go.jp/component/a_menu/education/detail/_icsFiles/afieldfile/2017/03/30/1383779_01.pdf
48 https://www.mext.go.jp/content/20200428-mxt_daigakuc03-000006853_1.pdf Page 48

great number of Japanese universities offer courses
in the skills necessary to take classes conducted in
English, particularly in writing and presentation.
There are also some Japanese universities that adopt
content-based models, emulating foreign language
teaching methods in the United States. In addition
to the usual skills of reading, writing, listening, andspeaking, the curricula includes skills such as negotiation, presentation, and coordination/facilitation.

5. New Developments in Japanese Language Educationin the United States

5

New Developments in
Language Education. Japanesein the United States

In the immediate postwar period, the study of Japanese
language in the United States was limited to a small
number of students on a few college campuses, but student interest in the language grew rapidly in the 1970s,
aided by funding for both programs and students fromsources on both sides of the Pacific. As documented in
the triennial survey conducted since 1958 by the Modern
Language Association (MLA), enrollments at colleges
and universities have increased, from 844 students in
1958 to 68,810 in 2016.
At the pre-college level, major growth in Japanese language study began in 1980, and has continued to show amostly upward trend since then. But there have been ups
and downs, reflecting the more volatile environment of
K-12 education in the United States. Many programs inhigh schools (and earlier levels) are struggling; student
interest in Japanese culture and language continues to behigh, but institutional and administrative barriers to all
foreign language programs are growing. At the pre-college level, decisions on funding and curriculum are madeat a local level; support and funding for foreign language
education are unstable in many local school districts,
and this instability can result in program closures, budget cuts, and a general lack of support.
As mentioned earlier, the decrease of Japanese language
teachers in the United States is something that CULCON has been concerned about since the beginning of
the 2000s. CULCON established JLEC in 2015, about
the same time this decrease was announced as part of
The Japan Foundation’s survey on Japanese Language Institutes Abroad. In the survey conducted in FY 2018, preliminary results indicate that Japanese language teachers
have increased. Nevertheless, some trends seem harmful
to the field. As older Japanese language teachers retireand budgets in foreign language education shrink, somefull-time posts at educational institutions have been cut,replaced by multiple part-time teachers.
49 https://www.mla.org/content/download/110154/2406932/2016-Enrollments-Final-Report.pdf
50 https://www.jflalc.org/jle-j-leap
51 https://www.allex.org

On the optimistic front, initiatives such as aid programsby The Japan Foundation have held at bay the downsizing or elimination of Japanese-language programs. The
MLA survey in 2016 showed that, amid a general decline
in the study of all foreign languages in the United States,
Japanese is one of two languages of which the numberof students is increasing.49 This demonstrates that U.S.
students’ desire to study Japanese remains strong.
A several-pronged approach is being used to increase
the number of Japanese language teachers. One is totrain young teachers from Japan to teach in the UnitedStates. Two existing programs are J-LEAP, supported by
The Japan Foundation50 and the ALLEX Teacher Training Program51. Both programs give intensive training inpedagogy and the school culture of the United States,
after which the trainees are sent to U.S. high schools
or colleges to work with U.S. teachers in team-teachingarrangements. These programs have been successful, but
because the trainees are only able to receive visas to workin the United States for two years, after which they must
return to Japan, they are only short-term solutions.
Another approach is training more native English-speaking teachers to teach at the high school level. The JET
Programme is a key source of momentum for this movement; JET alumni are often attracted to teaching Japanese by their experiences teaching in Japan and learning
Japanese. For these teachers, advanced-level language
instruction is often needed, but there are no legal barriers for them to take up careers as teachers in U.S. publicschools.

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5. New Developments in Japanese Language Educationin the United States(1)	The Japan Foundation’s Survey on Japanese
Language Education Abroad(2018 Survey)
The Japan Foundation’s Survey on Japanese Language Education Abroad is conducted to determine
the state of Japanese language education at institutions abroad.52 It looks at the number of schools
offering Japanese language courses, their locations,the number of students and instructors, as well as
the objectives and challenges in studying Japanese.
According to figures reported in the latest survey
conducted in 2018, 77,323 instructors at 18,661
institutions in 142 countries and regions (a record
number) offered Japanese language education to
3,851,774 students. The United States ranked fifth forthe number of educational institutions (following
Korea, Indonesia, China, and Australia), showing a
1.1% drop from the previous survey conducted in2015. The United States ranked sixth for the numberof instructors (after China, Korea, Vietnam, Indonesia, and Taiwan) with 4,021, marking an increaseof 127 (3.3%) compared to the previous survey. The
number of Japanese language learners in the UnitedStates ranked eighth (following China, Indonesia,
Korea, Australia, Thailand, Vietnam, and Taiwan) at
166,905, down 2.4% from the previous survey.
(2) New Laws
In June 2019, the “Law to Promote Japanese Language Education,” which was drafted by a bipartisangroup of Japanese diet members belonging to the
National League for Promotion of Japanese Language Education, was announced and implemented.53
The policies formalized by this law include not
only the expansion of Japanese language education
opportunities for non-Japanese speakers living inJapan, but also those for Japanese language learners
overseas, including the United States. By implementing the law’s policies comprehensively andeffectively, the law aims to achieve a vital and inclusive society that respects diverse cultures, promotes
exchange between Japan and other countries, and52 https://www.jpf.go.jp/j/project/japanese/survey/result/dl/survey2018/Report_all_e.pdf
53 https://www.bunka.go.jp/seisaku/bunka_gyosei/shokan_horei/other/suishin_houritsu/1418260.html

helps maintain and develop friendly relations.
In tangible terms, Article 18 of the law states thatthe expanded opportunities for Japanese language
learners abroad include: support for Japanese language instruction in various regions, training forJapanese language instructors, the development andprovision of teaching materials, support for Japanese
Language Institutes, and support for those who wish
to learn Japanese or study in Japan. Article 19, which
discusses support for children of Japanese ancestry
who live abroad, includes those who were raised in a
Japanese speaking household or “inherited (Keisho)”
the Japanese language because of a Japanese parent. Through Article 27, the Government of Japan
has established a “Conference to Promote Japanese
Language Education” and those above basic principles became formally announced on June 23, 2020
in order to further promote the Japanese language
education overseas.

(3)	Informal Discussions on Japanese Language
Education by the Embassy of Japan in the
United States of America
In October 2018, the Embassy of Japan established a“Japanese Language Roundtable” to exchange information and views with Japanese language education professionals in the D.C. region. The Embassy
understood that expanding and enhancing Japanese
language education in the United States would help
increase Japan supporters and experts, and ultimately strengthen the foundation of U.S.-Japan relations.
By June 2020, the group had met seven times. Hearing directly from teachers who are on the front lineof education, these informal gatherings addressedsome of the themes CULCON had been discussing, including the urgent need to cultivate the next
generation of Japanese language teachers. The ERC
is hopeful these discussions will lead to concretemeasures implemented by both governments and, inturn, raise the morale of the current teaching community.

6. Internships

6. Internships(1) Overview
In the United States, internships have long playeda central role in the education of undergraduate
university students. As a recent study by the National Association of Colleges and Employers (NACE)
Center for Career Development and Talent Acquisition observed:
High-quality internship experiences are increasingly
understood to be an integral part of an excellent
undergraduate education. Prominent educationalorganizations advocate for internships as a pathway
to career success for undergraduate students, and abody of research documents the positive relationshipbetween college internship experiences and student
preparation for career success.54
NACE connects more than 8,100 U.S. college career
services professionals at nearly 2,000 colleges anduniversities nationwide, more than 3,100 university relations and recruiting professionals, and thebusinesses that serve this community. As part ofits mission to be the leading source of informationon the employment of the college educated, NACE
conducts periodic surveys of internships and conducts other research and advocacy in support ofthe promotion of student internships in the UnitedStates.
Student internships in the United States take various
forms, but generally seek to integrate knowledge
and theory learned in the classroom with practicalapplication and skills development in a professionalsetting. They also provide opportunities to students
to gain valuable applied experience and make connections with potential employers, and to employers
54 Townsley, E., Lierman, L., Watermill, J. and Rousseau, D. (2017) The Impact of Undergraduate Internships on Post-Graduate Outcomes for Liberal Arts. Retrieved fromwww.naceweb.org/job-market/internships/the-impact-of-undergraduate internshipson-post-graduate-outcomes-for-the-liberal-arts/

to guide and evaluate talent. Because of the long
history of student internships in the United States
and their widespread adoption by educational institutions and employers, there exist well-establishedcriteria for these programs. The program developed
by Temple University discussed below is representative of a successful internship program organized by
a U.S. educational institution with the cooperationof employers.
Compared with America’s long history of internships, Japan has relatively few sections in its universities that coordinate internships, and the Japanesecompanies that plan and carry out internships are,compared with their counterparts in the UnitedStates, under-developed. Furthermore, even among
companies that host internships, the duration isshort—a week or even less—and compared with U.S.
companies that offer longer internships, outcomesare less clear.
That said, Japanese stakeholders have in recent years
acknowledged the importance of gaining work experience, and accordingly have embarked on a numberof initiatives. At present, many companies in Japan
have an internship system for Japanese university
students, and these give a positive influence on society’s awareness that such work experience is part ofa university student’s life and relates to a student’s
future employment (to be discussed later in section
7.1). Economic entities in Japan recognize the valueof hiring students with experience studying abroad
as well as international students.
On April 1, 2019, the Keizai Doyukai (Japan Association of Corporate Executives) established as a
general corporation “The Keizai Doyukai Council
to Promote Internships.” Linking companies, universities and colleges of technology, the system organiz-

31

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6. Internships

es 26 member companies and 18 universities to offer
four weeks of study in the regular curriculum for
credit.55
In addition, the Keidanren (Japan Business Federation) is instituting a “Keidanren Tourism Internship”
to nurture top level personnel to ensure the futureof the tourism industry as a pillar of the Japanese
government’s growth strategy. To this end, 13 firms
participate, providing classroom learning and 10
days of working experience for both undergraduate
and graduate students at institutions such as Rikkyo
University and Tokyo Metropolitan University. 56By
coordinating internships between businesses anduniversities, programs such as these have the potential to prosper and grow, and the ERC anticipatesthat they will greatly contribute to the promotionof student mobility between the United States andJapan.
(2)	Corporate-Supported Internship Programsin JapanIn 2016, the American Chamber of Commerce inJapan (ACCJ) and the Keizai Doyukai established a
new program to promote domestic internships tailored to the needs of Japanese students. The ACCJ
established a portal on its website where ACCJ
member firms are able to offer internships specifically targeted to Japanese students returning from an
exchange program in America.57
The first goal of this program is to support CULCON’s aim of doubling student mobility between
the United States and Japan, but ACCJ member
firms use this portal for added value to advertise andrecruit participants for internship programs at theirown companies.
In the first year that ACCJ began its program, 13
member firms participated, including many wellknown companies active in Japan such as AIG,
Amway, and Merck. Reflecting the high level ofstudent interest in this internship opportunity,
ACCJ’s portal drew considerable traffic, its assemblysite becoming the most widely accessed page. In one
three-month period, the portal had attracted over
55 https://www.doyukai-internship.or.jp/
56 http://www.keidanren.or.jp/journal/times/2019/1219_07.html
57 https://www.accj.or.jp/accj-internship-portal.html

700 unique visitors. It has been two years since theproject started operating, and with the growing number of member firms using the portal, ACCJ aims
to strengthen the portal activities by more widely
advertising its internship opportunities to Japaneseand U.S. university communities.
One example of a direct outcome of the ACCJ
portal is Amway Japan’s internship program, which
was initiated in 2017 in support of ACCJ’s goal toencourage more young Japanese to pursue a global
education. In partnership with ACCJ and the U.S.
Embassy, Amway Japan also hosted an annual halfday seminar on global careers, attended by approximately fifty summer interns working in global companies in Tokyo. Since 2017, Amway has expanded
the program from 2 to 6-7 interns annually, recruited both through the Portal and in person at the
Boston Career Forum. Amway has also broadened
its goals for the program to include recruitment for
post-graduation employment with the company.
Temple University Japan Campus and the AsianStudies Program at Kansai Gaidai University havewell-established student internship programs as partof their curricula for international students studying
at their institutions in Japan. These programs havethe support of a large number of employers in Japan(primarily non-Japanese companies), and have beena vital tool to enhance the study in Japan by American and other international students.
The Temple University Internship Program is anacademic internship course offered for credit tostudents in a number of departments at the university. All of the approximate 250 international
business majors at Temple University are required
to complete an internship during their tenure at theschool. The university also offers students throughout the school the opportunity to do internships
on a non-credit basis. Approximately 80 companies
participate as employers in the Temple University
program.
The Kansai Gaidai Internship Program is available
to participants in the school’s Asian Studies Program. The program provides international students
with the opportunity to work in both a business6. Internships

firm and an educational institution, in internships
running generally from two weeks to two months.
In its most recent year of operation in 2019, 14 educational institutions and 22 employers participatedin the program. Japanese companies in the financeand manufacturing industries were represented,
such as Sumitomo Mitsui Banking Corporation and
Komatsu Ltd. Schools at elementary, junior highand high school levels participated. In its last yearof operation, more than 50 students participatedin internships that the university arranged at these
Japanese schools and businesses.
In the last five years, the program has hosted over
220 internships for international students at theKansai Gaidai University. After graduating fromtheir home universities, some of these students havereturned to Japan and begun employment, in partdue to their experiences in the internship program ..58(3) Innovative Internship Programs for JapaneseStudents in the United States
In FY 2015, MOFA implemented “Japan Internshipfor the Development of Young Leaders (IDYL), aninternship program for Japanese students, graduate
students, and researchers at U.S. institutions, including think tanks and congressional offices. As of
FY 2019, 139 students (including graduate students)
and 13 researchers have participated in the IDYL
program. The program’s aim is to develop a next
generation of U.S.-Japan specialists by offering theopportunity to develop a broad network of contacts
in addition to the skills necessary to work in the
United States. One student was especially thankful
for support from her home institution, Showa Women’s University, which gave her credit, thus enabling
her to complete her studies on time. This support
from the university side is a best practice that the
ERC hopes others will replicate so that more students will participate in these programs.

58 https://www.kansaigaidai.ac.jp/asp/academics/kgip/program/

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58 https://www.kansaigaidai.ac.jp/asp/academics/kgip/program/7. Career Paths: Where Study Abroad and Employment Intersect

7

Career Paths:
Study Abroad. Whereand Employment Intersect(1)	The Relationship between Studying Abroadand Employment in Japan
Japanese employers have long organized their process of recruiting college graduates in an intensive
and condensed period each academic year. If a
student misses this window of opportunity because
study abroad periods overlap with the recruiting
season, it can limit his or her career opportunities.
CULCON has thus devoted efforts to ensuring thecollege calendars and study abroad program dates do
not conflict with recruiting periods. There has also
been a great deal of discussion about whether Japanese companies value applicants who have studied
abroad. However, according to a survey conductedby the Keidanren in March 2015 (“Questionnaire
on Initiatives for the Cultivation and Utilizationof Global Talent”), businesses highest priority isuniversities “encouraging Japanese students to study
abroad.”On April 22, 2019, at “Joint Conference of Industry
and Academia on the Future of Japanese Universities
and Hiring,” the Keidanren issued an “Interim Report and Joint Proposal.” The biggest issue of concern was not the hiring schedule of businesses, butrather, how mid- and long-term hiring practices anduniversity education could be improved in order tocultivate talent who can play an active role in international society and lead Japan’s future. To prepare
for Society 5.0, which the Government of Japansees as the ideal society of the future, all university
students must acquire not only specialized knowledge, but also the basic components of information
science and a broad education that transcends thedivision of humanities and science.
Companies expressed regret that they had not con59 https://www.nikkei.com/article/DGXMZO44016780R20C19A4MM0000/

veyed clearly to society and universities what concrete skills and experiences they look for in potential employees. They indicated that the conventional
system of hiring new graduates en masse and providing lifetime employment was clearly nearing its end.
In other words, as the talent that companies seek
becomes more diverse, it is necessary to re-examine
hiring practices. An evident shift is that students nolonger “join a company” (becoming a staff member),but instead “find a job” (working only for that specific job). Based on this awareness, the Keidanren’s
joint conference has formed teams that include “TheSubcommittee to Cultivate Human Resources forSociety 5.0” and “The Subcommittee on Forms ofInternships and Future Hiring Practices,” in which
they propose to be more proactive about hiring
international students and Japanese individuals who
have studied abroad. They also mentioned their
desire to employ more graduate students as theirglobal activities expand. The Conference concluded
the joint proposal by expressing their hope that, as
universities, students, businesses, the country, local governments, educators, and society as a wholewidely share this awareness, they can foster talentthat will sustain Japan into the future. Following
this meeting, Executive Chairman of Keidanren Nakanishi Hiroshi announced that member companies
have reached an agreement with universities to begin
hiring throughout the year, ending the conventional
practice of mass hiring in the spring.59(2) Nichibei Connect
In 2019, JUSFC launched “www.nichibeiconnect.
com” (#NichiBeiConnect), an exciting website for
Americans and Japanese who have lived, worked or

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7. Career Paths: Where Study Abroad and Employment Intersect

studied in one another’s country, with free resources
to build pathways for professional development andremain engaged with Japan and the United States.
The website houses updated, searchable information
about jobs, internships, scholarships, and fellowships related to U.S.-Japan relations. Users register asopportunity seekers or as contributors. The purposeof the resource is to help clarify and build career
paths for someone interested in some aspect of the
U.S.-Japan relationship. This program is the result of
discussions of the CULCON Next Generation Task
Force.

8. Future Themes and New Developments

8

Future Themes and. New Developments(1)	Trends in Studying Abroad: Toward Shorter
Terms at Younger Ages
In 2012, when the Educational Task Force (ETF)
that preceded the Educational Exchange Review
Committee (ERC) was inaugurated, there was a senseof crisis in the face of a sharp, 10-year decline in thenumber of Japanese students in the United States
and U.S. students in Japan. Economic conditions,
including the collapse of Japan’s bubble economy
and the recession in the United States, dealt a clear
blow to student mobility. However, CULCON instead treated the stagnation as an opportunity, and it
agreed to review student mobility in terms of both
quality and quantity. While highlighting a numberof priorities, CULCON has monitored changes indetail, and has continued to promote the development and growth of student mobility.
During the ETF’s work, “study abroad” was definedas degree-seeking studies of at least a year. Since
then, due to various paradigm shifts, opportunities to study abroad have diversified. This includes
programs where faculty members from home universities accompany students abroad, foreign language
study courses, and internships (regardless of whether
universities have any partnership agreements). Beginning in 2013, IIE has included in its data visits toJapan for volunteer activities that do not result inany academic credit. With this change, in addition
to study abroad programs lasting a year or more (including those that offer credit), the ERC recognized
the importance of short-term studies of a semesteror less, as well as summer intensive courses that offer
no credit60 and agreed they should be included in its
review, which was expanded from “study abroad” to“student mobility.” Since one of CULCON’s mis60 The Japan side is gathering this data from visas requested by not only universities andgraduate schools, but also junior colleges, technical junior colleges, and Japanese
language institutes.

sions is to cultivate the next generation of stewardsof the U.S.-Japan relationship, the ERC recognizes
the need to broaden its scope to a wider range ofparticipants.
Along with shorter periods of study abroad, another
trend is that students who have an interest in or participate in exchange programs have become younger.
One contributing factor may be Japan’s “TOBITATE!
Ryugaku JAPAN,” an innovative public-private partnership that began to provide study abroad scholarships for high school students in FY 2015. Theinteraction of Japanese and American high school
students may lead to further participation in exchange programs at the university level. CULCON
considers this trend good news.
(2) Sowing the Seeds for “Doubling by 2020”
As of August 2020, when this report was prepared,
CULCON’s proposal to double the number ofstudents studying abroad has not yet been achieved.
However, through the various social changes statedearlier, CULCON is confident that interest in the
United States and the English language have notdecreased among Japanese youth, and American
youth’s interest in Japan and the Japanese language
have continued to grow.
In order to increase the number of U.S. students
who wish to study in Japan, the most strategic
efforts should be various initiatives that support Japanese language education, and increase the numberof Japanese language learners throughout the UnitedStates. This includes encouraging the Japanese-Language Proficiency Test (JLPT), which The JapanFoundation currently conducts with AATJ.
Massive Open Online Courses (MOOC), which

37

38

8. Future Themes and New Developments

provides university classes online, have been growing rapidly, especially in the United States.61 This
also proves very useful in promoting international
exchange. The University of Tokyo’s “Studying at
Japanese Universities,”62 made available throughCoursera, has received high praise from international students as a guide to studying at Japanese universities. Waseda University is planning to enhance theselection of Japanese language courses it provides
through edX.63 The ERC sees the value of MOOC
to be used as a platform, among others, to show
the world the high level of research and education
at Japanese universities, including language education. These types of technological innovations can
support new measures in education, which are now
needed more than ever in the face of the COVID-19
pandemic.
Many Japanese political leaders have studied in the
United States, which illustrates the importance ofstudying in the United States in people-to-people
exchange between the two countries. Among current
cabinet members, six have studied in the UnitedStates, including Prime Minister Abe, who attended
the University of Southern California. More thanfifty diet members have also studied in the UnitedStates, and a significant number of heads of local
governments did so as well.64 If participants in global experiences such as sister city exchanges were added to this list, the level of political leadership with
U.S. experience is noteworthy. There are leaders withan even deeper exposure to the United States, who
understand the importance of bilateral relations, andespecially the U.S.-Japan alliance. ERC encourages
leaders who have studied in each other’s countries
to occupy important positions in government andother places of influence.
In each of the sections discussed above, this report
has laid out tangible steps and proposals to further
increase exchange between the United States andJapan. Among them are measures which, up until
now, would have been very difficult to implementin Japan, including: teaching English in elementary schools, offering courses taught in English at
Japanese universities, and an announcement from61 As of 2019, Coursera is said to be used by 47 million people, and edX by close to 20
million people (according to the Wikipedia articles of each).
62 https://www.coursera.org/learn/study-in-japan
63 https://www.edx.org/course/steps-in-japanese-for-beginners1-part3-2
64 Young, Joseph (U.S. Chargé d'Affaires ad interim to Japan). Op-ed in Asahi Shimbun,
December 5, 2019.

economic groups to prioritize hiring global talent
who have studied abroad. These changes should help
motivate Japanese people to study abroad.
(3) Challenges
After its lengthy and comprehensive examination ofefforts to promote student mobility between Japanand the United States, the ERC has identified thelargest remaining challenges as: 1) the lack of financial resources; and 2) the continuing need to make
U.S.-Japan study abroad attractive to students. It isalso important to note that the COVID-19 pandemic has had a profound impact on U.S. and Japanesesociety. Although it is difficult to anticipate thepandemic’s long-term effects on student mobility,
without a doubt, the short-term impact has been
extraordinary.
The first challenge is ensuring that universities andstudents have sufficient financial resources to support the growing levels of student mobility. Academic institutions need to develop infrastructure
to accommodate those students, preparing relevant
courses and programs, building dormitories, orsetting up counseling services for international
students. Those are especially challenging and costly
for Japanese universities, where most of the academic programs/courses and administrative systems are
based on the Japanese language. Although government expenditure for academic institutions are being
scrutinized in both countries65, financial support foruniversities should be sustained and expanded sothat they can invest in international student mobility. The ERC also recommends all U.S. and Japanesestakeholders work together to ensure that universities and students have sufficient financial resources
to support the growing levels of student mobility
since the demand for scholarships far outstrips theavailability of funds in both countries.
The second challenge is to sustain and grow the level of interest American and Japanese students havein studying abroad on the other side of the Pacific.
Today, an increasing number of Japanese students
choose to study in English-speaking countries or
65 OECD. “Education at a Glance: OECD Indiators”(2019 Edition). TableC2.3, p.288

8. Future Themes and New Developments

academic institutions with programs taught in English in Asian and European countries rather thanthe United States. The higher cost of studying in the
United States contributes to this as well as increased
exchange among Japanese and Asian neighbors andEuropean countries. Similarly, the ranking of U.S.
students in Japan declined from 9th in 2017 to 13thin 2019, even as the number of students studying theJapanese language in the United States has grown
relative to other languages in recent years. As discussed, there has been significant growth in shortterm student mobility in both directions, and ERC
encourages leveraging this success by motivating
those students to participate in more immersive
study abroad programs (for a semester or year) or
degree-seeking programs. Japanese and American
public, private and academic sectors need to continue collaborative efforts to appeal to the target students in both countries.
Although there are good reasons for Japanese students to diversify their study abroad destinations, apossible
contributing factor to this trend is the ris¥
ing relative cost of study abroad in the United States.
U.S. institutions sometimes require international
students to pay “fees” for student activities, university transit, student health, and other student services,on top of the tuition they pay to their home institutions.66 The fact that Japanese universities havebeen growing their number of exchange partners in
Europe and Asia, where universities do not chargethese fees, at a faster rate than they have grown thenumber of US partnerships suggests that this difference in fees may be a factor that is affecting Japanese
students’ choice of study abroad destination.67 Since
the growth in fees may be discouraging Japanese students from studying in the United States, the ERC
flags the need to provide extra resources to addressthese added expenses, while encouraging all stakeholders to develop creative solutions.

66 Some American universities instruct international students to buy the “basic insurance package” offered on campus, even if students already have health insurance(covering all accidents, illnesses, and more) through their home universities.
67 The number of university partnership for student exchanges increased from 19,102 in2012 to 41,626 in 2018 (118%) between Japan and the foreign countries, while theagreements between Japan and the U.S. showed less increase from 2,662 to 4,526
by 70%. Likewise, the number of exchanges students based on these university partnerships between Japan and the foreign countries increased from 53,991 to115,146(128%), while that of between Japan and the U.S. was from 12,286 to 19,891 (62%increase). See Appendices Graph 1

39

40

9. Conclusion

9. Conclusion
The sharp drop in the number of Japanese students
studying in the United States was a main impetus tocreate the ETF, which later led to the establishmentof the ERC. For CULCON, the threat was clearthat a drop in the number of next generation of the
stewards of the U.S.-Japan relationship could threaten the quality of collaboration across all sectors ofsociety.
Thanks to the efforts of the governments, academic
institutions, and private sectors of both countries,
student mobility between the United States andJapan has increased steadily since 2012.
The total number of U.S. students studying in Japanfor credit grew by 60% according to OD Data(thosestudents may not necessarily be enrolled at Japanese
universities). The positive trend is also confirmed by
JASSO data, which show that the total number ofU.S. students studying at Japanese universities andJapanese Language Institutes in Japan increased by
31%68.
The total number of Japanese students studying
in U.S. increased by 65% according to JASSO. In
particular, the number of students participating inshort-term programs (including intensive English
language programs) almost tripled, growing by 178%
according to OD Data. The long-term decline in the
total number of Japanese students studying in the
U.S. since 2005 has not reversed, but the curve has
flattened69.
According to OD Data, Japan is ranked 8th, following Vietnam and Taiwan, in the number of students
studying in the United States. The number of Japanese students accounts for 1.7% of all international
students in United States, which is approximately
1/20 of Chinese students and 1/3 of Korean students. U.S. students account for only 1.0% of all
68 Appendices Graph 3
69 Appendices Graph 4

international students studying in Japan, which puts
the U.S. ranking at 13th according to JASSO Data.
Those statistics demonstrate that there is room togrow student mobility in both directions and the
ERC encourages stakeholders in the United States
and Japan to continue to focus on bilateral student
mobility to solidify the relationship between thetwo countries.
The statistics demonstrate a positive trend, eventhough the total number of students fell short of
CULCON’s goal of doubling the student mobility
between the two countries by 2020. The ERC isespecially encouraged by robust growth in shortterm student mobility such as summer programs,
intensive language programs, study abroad programs,
faculty-led academic programs, and internships.
Universities around the world are developing global citizens and encouraging their students to gaininternational experience. As a result, students today
have a wide range of choices for their international
experiences, and the interests of students have become more diverse. Some of the short-term mobility
programs may not be as academically rigorous as
full-year study abroad programs or degree-seeking
programs/courses, but they are nevertheless important and valuable. These programs catalyze students
to seek longer-term academic programs abroad,which, in turn, provide greater long-term impact indeveloping global competencies.
All positive efforts point towards CULCON’s ultimate goal of creating a next generation that willcontinue to nurture and expand the U.S.-Japan relationship. CULCON, however, recognizes that thework is far from completed and strongly encourages
the continuation and expansion of these efforts toincrease student mobility opportunities by stake-

41

42

9. Conclusion

holders in both countries.
Although this report primarily focused on our
mission to follow up on the goal of bilateral student
mobility in quantitative measures, ERC recognizes
that the quality of experiences is immensely important. Indeed, international experiences (including
short-term experiences) are ideal for developing
competencies for reconciling tensions and dilemmas
and for taking responsibility , two of the three transformative competencies identified in the OECD
report. International experiences also nurture socialand emotional skills, such as empathy and respect
for others, which are emphasized by the same reportas becoming essential as classrooms and workplaces
become more diverse . Those aspects of personal
growth are likely to be greater in longer term programs that place the onus on students to navigate ina foreign social and higher education setting, than in
short-term programs with defined contents or faculty-led programs that provide scripted experiences,
escorting students to all or most of their destinations.
For this reason, ERC emphasizes the importance ofbilateral student mobility with ownership by students themselves who will lead the future bilateralrelationship. CULCON’s mission is to elevate andstrengthen the vital cultural and educational foundations of the U.S.-Japan relationship. The binational
advisory panel works to ensure that the best of new
ideas for cultural, education and intellectual activity and exchange are implemented as operational
programs. The ERC has advanced the mission andencourages JASSO and IIE/Open Doors to continue
tracking student mobility experiences by type andlength to understand the current status. The ERC
also encourages CULCON and its stakeholders tocontinue to support various student mobility programs, including those for younger students, between the two countries.

10. Appendices10. Appendices(1)

Data Grids and Graphs(2)

Reference(3)

ERC Member List and CULCON Member List

(4)

Glossary of Acronyms

43

44

10. Appendices(1) Data Grids and Graphs
Change(fromBaseline)

Percent
Change(fromBaseline)

n/a

3,184

60%

922

n/a

740

407%

2,516

2,596

2,637

504

24%

379

453

432

473

179

61%

298

329

343

325

344

84

32%

972

1,164

1,240

1,265

1,364

1,360

262

24%

192

177

200

220

270

336

363

207

133%

1,409

1,480

1,313

1,532

1,641

1,698

1,780

1,748

339

24%

739

1,264

1,137

1,187

1,711

1,778

1,771

2,001

1,262

171%

U.S. Students
in JapanBaseline
numberType of academic experience abroad

Spring2012

Spring2013

Spring2014

Spring2015

Spring2016

Spring2017

Spring2018

Spring
2019

5,283

5,758

5,978

6,053

7,145

7,531

8,467

n/a

182

597

459

508

860

2,133

2,083

1,975

2,223

2,428

a) U
 ndergraduates seekingdegrees

294

317

291

315

b) Graduates/post-grads
seeking degrees

260

270

292

1,098

1,080

156

1

OD
Data

Students
studying abroad foracademic credit① (Not necessarily enrolled in Japanese
universities)(From the previous fall to summerthat year)(Student
enrollStudents who are in Japan
ment datawith programs that do notaccordingoffer credit
to U.S. uni- ②(Work, internships, volunteer abroad
versities)
etc.,)(From the previous fall to summerthat year)

Students enrolled in Japanese
universities and other institutions with student visas(As of May 1st that year)

2

③

JASSO
Data

(Interc) U ndergraduates /Gradunational
ates not seeking degrees
student
enrollStudents enrolled in Japanesement acLanguage Institutes withcording to④
Japanese
student visas
higher ed(As of May 1st that year)
ucation inStudents enrolled in shortstitutions
and otherterm study abroad programs
entities)⑤ with student visas(not necessarily seeking degrees) (Asof May 1st)R E F

Students of short-term study
tours without student visas(less than 6 months; no credit
received) (From April 1 the previous
year to March 31 that year)①
Students studying abroad
for academic credit● OD Data [Japan←U.S.]：
Student enrollment dataaccording toU.S. universities.’● JASSO Data [Japan←U.S.]：International
student enrollment according toJapanese higher education institutions
and other entities③ c)
Undergraduates /Graduates
not seeking degrees④
Students enrolled in Japanese
Language Institutes with student
visas

Note: The above figures are based on the general rules and do not exclude exceptions.

Students participating in work, internships, volunteer activities, etc.

②
Students who are in Japan with
programs that do not offer credit⑤
Students enrolled
in short-term study
abroad programs（less than 1 year）③ a) and b)

Undergraduates and Graduates seeking degrees③
Students enrolled in Japanese
universities and other institutions
with student visas

10. Appendices

Change(fromBaseline)

Percent
Change(fromBaseline)

16,589-1,784

-10%

9,190

9,001

-358

-4%

2,967

2,918

2,875

-1528

-35%

5,234

5,271

5,144

4,713

102

2%

1,416

1,447

1,501

1,516

-77

-5%

11,258

10,977 12,576

13,511

12,607 15,305

9,803

178%

460

1,060

1,198

1,073

1,038

830

n/a

n/a

8,602

10,355

11,005 12,434 12,383 13,140 12,683 12,350

3,748

44%

3,678

5,067

5,789

Japanese Students
in the U.S.

Baseline
numberType of academic experience abroad

Spring2012

Spring2013

Spring2014

Spring2015

Spring2016

Spring2017

Spring2018

Spring2019

18,373

17,93817,876

17,77917,644

17,333

17,252a) Undergraduates seeking
degrees and certificates

9,359

9,126

9,155

8,877

9,285

9,095

b) Graduates/post-grads seeking
degrees and certificates

4,403

3,944

3,562

3,290

3,125

c) Students enrolled in short-term
programs and not seeking
degrees

4,611

4,868

5,159

5,612

⑦ Practical Training (OPT)

1,593

1,630

1,458

1,285

Students participating in
non-credit programs or intensive⑧ English study programs(From5,502

10,047835

Students studying at U.S. universities (From the previous fall to

45summer that year)

3

⑥

OD
Data

(Students
enrolled
in U.S.
universities with
non-immigrant
temporaryvisas)

Students engaged in Optional(From the previous fall to summerthat year)

January to December the previous
year)
R E F

Short term experience
TOMODACHI*

Students studying in the U.S.
through university partner⑨ ships and other agreements

1,081(From April 1 the previous year to
March 31 that year)

4

JASSO
Data

6,335

6,293

7,074

6,844

7,541

3,863

105%

12,280 15,422 16,794 18,769 18,676 20,214 19,527

19,891

7,611

62%

the previous year to March 31 thatyear)

Total of ⑨＋⑩⑪ (which is also the total of d) + e)
below)d) Students studying abroad
for academic credit approved by Japanese universities (From April 1 the previous

9,471

11,727

12,744 14,859 14,369 15,836 15,188 15,643

6,172

65%

2,809

3,695

4,050

1,439

51%

year to March 31 that year)
R E F(Student
enrollment
data fromJapanese
universities andother institutions)Students studying in the U.S.
without university partner⑩ ship agreements(From April 1e) Students studying abroadwith programs for which
academic credit is not
approved by Japanese
universities(From April 1 the

3,910

4,307

4,378

4,339

4,248

previous year to March 31 that
year)
*TOMODACHI: At present, there are no aggregate numbers available for short-term experience in either direction. We include TOMODACHI here as an example of a short-term program that is successfully introducing Japaneseand U.S, youth to the other country. This program was created in response to the 3/11/11 disasters in Japan.

c)Students enrolled in short-term programs and notseeking degrees

7)
Students engaged in OPT⑥
Students studying at
U.S. universitiesa) and b)
Undergraduates and Graduates seeking degrees andcertificates8)
Students participating in non-credit programs or
intensive English study programs● OD Data [Japan→U.S.]：
Students enrolled in U.S. universities
with non-immigrant temporary visas.;● JASSO Data [Japan→U.S.]：
Student enrollment datafrom Japanese universities
and other institutions.

⑨Students studying in the U.S.
through university partnerships and other agreements⑩
Students studying in the
U.S. without university
partnership agreements⑪

d) and e)Note: The above figures are based on the general rules and do not exclude exceptions.

8,316

46

10. Appendices

1. Japanese Exchange Students at Postsecondary Institutions(Number of students)(Number of agreements)

140,000

Number of University Partnership Agreements, Worldwide

120,000

Japanese Students at Higher Ed Institutions

50,000

Number of University Partnership Agreements, with the U.S
115,146

Japanese Students Studying in the U.S.

81,21980,00065,37360,00040,00020,000040,000105,301
96,853100,000

17,177
8,316

No data because of triple
disaster

10,133

2,521

2010

2011

30,00038,26453,99136,30235,00084,45669,86941,626

In processof gathering
data

19,102

19,982

22,37015,00024,792

15,422

16,794

18,76918,676

20,214

19,527

2,662

2,652

2,875

3,184

3,841

4,347

4,526

2012

2013

2014

2015

2016

2017

2018

12,28025,00020,00031,92942,32045,00019,891

10,000
5,000
0

2019

（Year)*

Source : MEXT "Survey on inter-university exchange agreements with overseas universities,“ JASSO, "Study on Japanese students studying abroad through agreements“* The year is from April to March of the previous fiscal year.

2. Japanese Students at U.S. Postsecondary Institutions
Number of University Partnership Agreementswith the U.S.
Students Studying in the U.S.

(Number of students)

25,000★

(Number of agreements)

Students Studying in the U.S. for Less than One MonthStudents Studying in the U.S. for One Month to One Year

5,000

Students Studying in the U.S. for More than One Year
18,76920,00015,422

15,0002,521

No data because of triple
disaster

10,133

10,000

8,316

5,249

5,000
0

★

2,836
228

2010

2,662

2,652

12,280
7,639

5,209
★

4,235
673

2011

6,531
★

★

7,400

8,495
★

7,719

3,841

19,527
20,214

3,184

9,499
★

8,753

4,500
19,891
In processof gathering
data

18,676

16,794
2,875

4,347

4,526

4,000
3,500
3,000

9,784
★

8,320

10,863

10,338

★

★

8,465

8,484

11,379

2,500
2,000

★

7,853

1,500
1,000

5,438
311

345

537

2012

2013

2014

458

476

2015

2016

809

652

608

500
0

2017

2018

2019

（Year)*

Source : MEXT"Survey on inter-university exchange agreements with overseas universities and overseas bases", JASSO "Study on Japanese students studying
abroad based on agreements"* The year is from April to March of the previous fiscal year.

10. Appendices3. U.S. Students in Japan (Jasso)(Number of students)

3,500

U.S. Students in Japan
U.S. Students at Postsecondary Institutions
U.S. Students at Japanese Language Institutes

3,000

2,786

2,932

3,000

2,648
2,423

2,500

2,289

2,000

2,133
1,596

2,275

2,083

2,152

2,428

2,516

2,596

2,637

2,223
1,975

1,500
1,456

1,000
500
156

192

177

200

220

270

336

363

140

2011

2012

2013

2014

2015

2016

2017

2018

2019

0
（Year)

Source : JASSO, “"Survey of foreign student enrollment status” Data is taken on May 1 of each year

4. Japanese Students Studying Worldwide and in the United States
Japanese Students Studying Worldwide
Japanese Students Studying in the U.S.

(Number of students)

90,00080,00080,02375,15676,49270,00066,83359,92360,00030,00020,00010,00038,712

55,94658,40854,67660,13858,06050,00040,00057,501

55,96954,91235,282
29,26433,974

24,842
19,966
21,29019,06019,334
19,56819,06418,753
18,78018,10502006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 （Year)
Source :Source :Japanese Students Studying Worldwide: OECD “Education at a Glance,” UNESCO, IIE “Open Doors,” China Education Ministry, Taiwan
Education Ministry. The break between 2012 and 2013 is due to the change of gathering data in OECD and UNESCO. After 2013 thenumber shows students who migrated from another countries for the purpose of studying abroad and enrolled in the higher education
institutions.
Japanese Students Studying in the U.S.: IIE “Open Doors”

47

48

10. Appendices(Number of students)

35,282

5.Japanese Students Studying in the United States/
U.S. Students Studying in Japan

35,000Japan to U.S.

33,97430,000U.S. to Japan
29,26425,00024,84220,00019,966
21,29019,334
19,56810,000
5,000

5,784
5,708

6,166

4,134
5,283

5,978

18,105

7,531

6,053

5,758

18,753
18,78019,06415,0005,012

19,060

8,467
7,145

0
2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 （Year)
Source : IIE, “Open Doors”

10. Appendices(2) Reference(1)	Initiatives by Non-Government Entities: New
Scholarship Programs
The Yanai Tadashi Foundation established a fouryear scholarship to sponsor 20 Japanese students at
30 of America’s top liberal arts colleges. Every year,
students receive a maximum of $70,000 each. As of
2019, a total of 62 students have received the scholarship.70
HLAB is a for-profit company that was createdin 2011 by Japanese students studying at Harvard
University. It conducts a week-long summer programin Japan for Japanese high school students, so thatthey are better prepared to study at U.S. universities.
HLAB has a relationship with the Yanai Tadashi
Foundation scholarship mentioned above. In addition, inspired by the way U.S. liberal arts colleges
foster global talent through their dormitories, HLAB
manages its own dormitory in Japan. Please see
HLAB’s website for more details: https://h-lab.co.
Scholarships for short-term study abroad are also
being established. The U.S.-Japan Council (USJC),
a U.S.-based nonprofit organization, established agrant to sponsor student exchange between the U.S.
and Japan. This was based on a 10 million dollar
endowment from Toshizo Watanabe (Chairman,
the Toshizo Watanabe Foundation). USJC recruits,
selects, and supports scholarship recipients, who arethen considered to be participants of the TOMODACHI Initiative, a program USJC administers tofoster future leaders who contribute to U.S.-Japan
relations. Recipients of this scholarship study at an
institution of their choice for a semester or a year
(grants have a maximum amount of $25,000).71
Receiving funds from the United States-Japan Foundation, the S&R Foundation and the Washington,
D.C. Chapter of the Kyoto University Alumni
Network support the Kingfisher Global Leadership
Program. This two-week program supports graduate
and undergraduate students at Kyoto University
who aim to build a global career. It enables them tostudy at international organizations and visit various
institutions, businesses, and foundations in Washington, D.C.72
70 https://www.yanaitadashi-foundation.or.jp/scholarship/
71 https://www.usjapancouncil.org/watanabe-scholarship/
72 https://sandrfoundation.org/programs/kingfisher-global-leadership-program
73 Nikkei Shimbun. “Supporting Study Abroad Through Foreign Currency Accounts.” January 31, 2018.

An innovative program by a private bank provides
an example of a unique perspective. Mitsubishi
Tokyo UFJ Bank worked with Kokugakuin University to establish a scholarship fund for Japanese
students studying abroad. It invests profits fromdollar-denominated deposits. Since the principal
stays untouched while the interest income of thefund is dispersed in dollars, there is no loss resulting
from fluctuations in foreign exchange rates. Whileinterest rates remain very low in Japan, this method
allows universities to diversify the way they manage
their funds and ultimately increase students goingabroad.73(2) STEM Education in a New Era
The Government of Japan is focusing on workforce
development in order to strengthen the quality andensure the quantity of talent in science and technology. To effectively nurture innovative talent inparticular, the government is aiming to strategically
foster personnel by asking the private and public
sectors, as well as academia, to list fields that needpeople, as well as the roles and responsibilities thatare in demand. MEXT has designated schools thatoffer advanced education programs in science andmathematics as “Super Science High Schools (SSH)”
and continue to support them.
SSTEM education at institutions of higher education
have also expanded globally. For example, at the
select universities referred to as “Top Global University Project,” talented minds in STEM are being
trained to not only gain excellent technical expertise
but also become global leaders. Sophia University is
actively working to establish degree programs wheremathematics, science, and engineering are taught inEnglish. Sophia is preparing to welcome more international students to its graduate program in Global
Environmental Studies, as well as its undergraduate
Green Science and Green Engineering programs.
The following are further examples in Japan.
The University of Aizu, which was established in
1993 as the nation’s first university specializing incomputer science, created an internship program in

49

50

10. Appendices

Silicon Valley. This offers students the opportunity
to confer with Silicon Valley engineers and develop
their own systems.74
Meanwhile, Tohoku University has forged close ties
with prominent foreign universities, creating programs that facilitate international collaboration with
graduate schools at the cutting edge of research. This
includes the University of Chicago (spintronics),
Penn State University and the University of Hawaii(environmental and earth science), Case Western
Reserve University (data science), the University ofCalifornia, Berkeley (astrophysics), and the Massachusetts Institute of Technology (MIT; engineering).
Through these programs, Tohoku University aims tonurture talented people with world class vision andresearch capability, who can also create new knowledge, be innovate, and take on global problems.
As mentioned previously, the establishment of the
OIST Foundation in the U.S. is expected to create a
new type of academic exchange between the U.S. andJapan. At institutions such as Kyoto University andTohoku University, OIST has also opened summer
programs focusing on biology or robotics engineering, and is accepting undergraduate students fromabroad. These programs offer the opportunity to not
only study cutting-edge science and engineering but
also conduct experiments in research laboratories,
and are popular among U.S. students.
A summer program entitled “East-Asia Pacific Summer Institute” (EAPSI) is especially noteworthy asa successful example of collaboration between the
U.S. and Japan. This is a joint effort by the U.S.
National Science Foundation a (NSF) and the Japan Society for the Promotion of Science (JSPS).
In this program, young Ph.D. students or post-doc
scholars from the United States spend two months
in the summer to learn about Japanese culture andresearch systems, as well as work under scholars andresearchers at Japanese universities and other institutions. Since 1990, 1,787 students have participated inthis program. Due to circumstances at the NSF, theprogram is on pause since 2018, but the JSPS plans
to independently select up to 10 American graduate
students to participate in the program in 2020.
74 https://www.u-aizu.ac.jp/sgu/info/event/post.html
75 https://www.mext.go.jp/a_menu/koutou/kaikaku/sekaitenkai/1408256.htm

A scientific perspective is indispensable in solving the complex problems of modern society. It is
all the more important to have an education thatblends science and the humanities. In the U.S.,
the concept of STEAM, which adds the arts (A) to
traditional STEM fields, is becoming more popular.
At discussions with the CULCON Next Generation
Task Force, Sports was added to the mix to produce
STEAMS (STEM + Arts + Sports). As Artificial
Intelligence (AI) and the Internet of Things (IoT)
develop further and we head toward the era of Society 5.0, both the United States and Japan should
consider what sort of curricula we should devise forstudents who are digital natives.
(3)	Collaborative Online International Learning(COIL)The U.S. Embassy in Tokyo, ACE, and MEXT arecollaborating to develop a multi-year initiative thatuses COIL to connect students in Japan and the U.S.
The U.S. Embassy has provided a multi-year grant to
ACE to serve as a “platform” for this initiative. ACE
provides expertise and assistance to select U.S higher
education institutions, and works with Kansai University, its counterpart that builds the platform on
the Japan side.
Through its “Inter University Exchange Project”(mentioned previously), MEXT has provided financial support for five years beginning in FY 2018.
This supports Japanese “universities that use COIL
education with U.S. partner universities and build
cooperative programs that include mutual credit
recognition and grades assessment.75
In-person exchanges by students will be a formalcomponent of some of the COIL partnerships with
ACE. But part of the appeal of COIL programs isthe potential to bring the U.S.-Japan partnership tohistorically underserved students.
Combining COIL with existing exchange programs
is expected to give rise to first-rate international
education programs between partner universities inJapan and U.S., ensuring the quality of factors that
include credit recognition and grade assessment.

10. AppendicesThis project would provide international education opportunities to more students, and promote
U.S.-Japan interuniversity exchanges as well as theglobalization of universities.
For example, one of the universities selected on theJapan side, Nanzan University, conducts student
exchange programs with eight U.S. partner universities. By December 2019, two years since it began
the COIL program, Nanzan had already exceeded its
goal for the third year, using COIL in 25 subjects toreach more than 700 students in Japan and the United States. Linking COIL classes with study abroad,the university is also sending Japanese students
abroad and receiving international students (as ofDecember 2019, about 150 students participated in
the program).
Additionally, Sophia University, Ochanomizu University, and the University of Shizuoka have formeda coalition to jointly launch what is called “Collaborative Online International Learning Programs
toward Human Security and Multicultural Coexistence.” Based on remote learning and exchange projects that use COIL, the coalition works with 10 U.S.
institutions, including Boston College and Seattle
University. International students at two universities
in Tokyo participate in internships through businesses and organizations in Shizuoka (facilitated by
the University of Shizuoka), advancing international
exchange at the local level, and linking business withacademia in new ways.
TeamUp, the aforementioned public-private partnership that promotes collaboration between educational institutions in Japan and the U.S., is also building
partnerships through COIL. TeamUp is focusing its
efforts on hybrid models that include an in-personcomponent. Participating students work on projects
together virtually, and have the chance to work faceto-face before, during, or after the project.

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10. Appendices(3) ERC Member List and CULCON Member List
Educational Exchange Committee members as of May 18, 2020
JAPAN
Dr. Egawa Masako
Co-chair

Professor, Graduate School of Commerce and Management, Hitotsubashi
University; Japan CULCON Panelist

Dr. Nishihara Suzuko

Chairperson, NPO Research Institute for Japanese Language Education

Ms. Hasegawa Tomoko

Director, Education & CSR Bureau, Keidanren (Japan Business Federation)

Mr. Miyamoto Takuto

Director, Office for International Cooperation, International Affairs Division,
Minister’s Secretariat, Ministry of Education, Culture, Sports, Science andTechnology (MEXT)

Dr. Kawase Kazuhiro

Director, Cultural Affairs and Overseas Public Relations Division Minister’s
Secretariat, Ministry of Foreign Affairs (MOFA)

Mr. Ota Takafumi

Director, , Information Service Division, Student Exchange Department, Japan
Student Services Organization (JASSO)

UNITED STATES
Dr. Len Schoppa, Jr.
Co-chairDirector, Woodrow Wilson Department of Politics, The University of Virginia;
U.S. CULCON Panelist

Ms. Peggy Blumenthal

Senior Counselor to the President, Institute of International Education (IIE)

Mr. Anthony Koliha

Director, Office of Global Education Programs, Educational and Cultural Affairs Bureau, U.S. Department of State

Dr. Susan Pharr

Edwin O. Reischauer Professor of Japan Politics, Harvard University; former
ETF and U.S. CULCON Panel

Mr. David Sneider

Partner, Simpson Thacher & Bartlett LLP; U.S. CULCON

Ms. Susan Schmidt

Executive Director, American Association of Teachers of JapanesePrevious members
JAPAN

Mr. Kiso Isao

President, Chiba Institute of Science; Japan CULCON Panelist

U.S.

Ms. Margot
Carrington

Minister Counselor for Public Affairs, U.S. Embassy Tokyo10. Appendices

CULCON Membership as of May 1, 2020
U.S. CULCON
Chair
Dr. Sheila A. Smith

Japan CULCON
Chair

Senior Fellow for Japan Studies
Council on Foreign Relations (CFR)

Ambassador

Kato Ryozo

Former Ambassador to the UnitedStatesVice Chair
Dr. Kubo Fumiaki

Panelists

Professor, Graduate Schools for Law
and Politics, University of Tokyo;
President, Japanese Association for
American Studies

Panelists

Dr. Edward Lincoln

Lecturer
George Washington University

Mr. Agawa Naoyuki

Distinguished Visiting Professor, Doshisha University

Dr. Patricia Maclachlan

Professor of Government and AsianStudies and the Mitsubishi Heavy Industries Professor of Japanese Studies
University of Texas

Mr. Akita Hiroyuki

Commentator, Nikkei Inc. Nikkei(“Japan Economic Journal”)

Dr. Deanna Marcum

Managing Director
IthakaDr. Egawa Masako

Professor, Graduate School of Commerce and Management, Hitotsubashi
University

Dr. Samuel Morse

Howard and Martha Mitchel Professorof the History of Art and Asian Languages and Civilizations
Amherst College

Mr. Okawara Akio

President/CEO, Japan Center for International Exchange

Dr. Leonard J. Schoppa, Jr.

Director, Woodrow Wilson Department of Politics
The University of Virginia

Dr. Shimatani Hiroyuki

Executive Director, Kyushu National
Museum

Mr. David Sneider

Partner
Simpson Thacher & Bartlett LLP

Ms. Tsuka Hiroko

Acting Executive Director, Center for
Global Partnership / Managing Director The Japan Foundation

Dr. William Tsutsui

Former President, Hendrix College
Public Sector Members

Mr. Mimura Akio

Chairman, the Japan Chamber ofCommerce and Industry Senior Advisor/Honorary Chairman, Nippon Steel& Sumitomo Metal Corporation

Ex-Officio Panelists

Ex-Officio Panelists

Hon. David R. Stilwell

Assistant Secretary of State for East Asianand Pacific Affairs
U.S. Department of State

Mr. Suzuki Kazuhiro

Director-General, the North American
Affairs Bureau, Ministry of Foreign
Affairs;

Hon. Marie Royce

Assistant Secretary of State for Educational and Cultural Affairs
U.S. Department of State

Ms. Shino Mitsuko

Director-General for Cultural Affairs,
Ministry of Foreign Affairs

Hon. Robert King

Assistant Secretary of Education for
Post-Secondary Education
U.S. Department of Education

Ms. Oyama Mami

Director-General for International
Affairs, Ministry of Education, Culture,
Sports, Science, and Technology.

Honorary Member
Hon. Caroline Kennedy

Advisors
Former U.S. Ambassador to Japan

Mr. Aso Yutaka

President & CEO, Aso Corporation and
Aso Cement Co., Ltd.

Mr. Sato Teiichi

Former Ambassador to United Nations
Educational, Scientific and Cultural
Organization (UNESCO)

Mr. Makihara Minoru

Senior Corporate Advisor and Former
Chairman, Mitsubishi Corporation;

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10. Appendices(4) Glossary of Acronyms
AATJ

American Association of Teachers of Japanese

ACCJ

The American Chamber of Commerce in Japan

ACE

American Council on Education

AI

Artificial Intelligence

AIG

American International Group, Inc.

ALT

Assistant Language Teacher

CGP

The Japan Foundation Center for Global Partnership

CLAIR

Council of Local Authorities on International Relations

CLS

Critical Language Scholarship Program

COIL

Collaborative Online International Learning

CULCONU.S.-Japan Conference on Cultural and Educational Interchange

EAPSI

East Asia and Pacific Summer Institute

EIKEN

Test in Practical English Proficiency

ERC

Educational Exchange Review Committee

ETF

Education Task Force

G30

Global 30

IBInternational Baccalaureate

IDYL

Japan Internship for the Development of Young Leaders

IIE

Institute of International Education

IoT

Internet of Things

JASSO

Japan Student Services Organization

JDP

Joint Degree Program

JET

Japan Exchange and Teaching Programme

JETAA

JET Alumni Association

JET-ALT

JET- Assistant Language Teacher

JLEC

Japanese Language Education Committee

JSPS

Japan Society for the Promotion of Science

KAC

Kizuna Across Cultures

MEXT

Ministry of Education, Culture, Sports, Science & Technology in JapanMIT

Massachusetts Institute of Technology10. Appendices

MLA

Modern Language Association

MOFA

Ministry of Foreign Affairs of Japan

MOOC

Massive Open Online Courses

NACE

National Association of Colleges and Employers

NSF

U.S. National Science Foundation

OD

Open DoorsOECD

Organization for Economic Cooperation and Development

OIST

Okinawa Institute of Science and Technology Graduate University

OPT

Optional Practical Training

PEAK

Program in English at Komaba

SGU

Top Global University Project

SSH

Super Science High Schools

STEAM

STEM + Art

STEAMSSTEM + Art + Sports

STEM

Science, Technology, Engineering and Math

TOEFL

Test of English as a Foreign Language

UNESCO

United Nations Educational, Scientific and Cultural Organization

USJBF

The US-Japan Bridging Foundation

USJC

The US-Japan Council

USJETAA

United States Japan Exchange & Teaching Programme Alumni Association

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