Kyushu University, “Research on School Evaluation and Educational Improvement in Specialized Training College” commissioned by the Ministry of Education, Culture, Sport, Science and Technology

“Non-University Higher Education and Qualifications Framework”

coordinated by Keiichi Yoshimoto: Grants-in-Aid for Scientific Research (A)

“Comprehensive Research on Junior College Education and Community Stakeholders”

coordinated by Emiko Abe: Grants-in-Aid for Scientific Research (B)

# EQ International Seminar, “The Functional Differentiation and Quality Assurance of Higher Education System —Approaches from Non-University Sectors”

This is an international seminar comprising the collaborative implementation of three research projects: "Research on School Evaluation and Educational Improvement in Specialized Training College", which is being conducted at Kyushu University as a project commissioned by the Ministry of Education, Culture, Sport, Science and Technology (MEXT); "Non-University Higher Education and Qualifications Framework" (2009 - 2013) coordinated by Prof. Keiichi Yoshimoto funded by the Grants-in-Aid for Scientific Research (A); and "Comprehensive Research on Junior College Education and Regional Stakeholders" (2009 - 2013) coordinated by Prof. Emiko Abe, President of Nagasaki Junior College, funded by the Grants-in-Aid for Scientific Research (B). We invite guests with deep knowledge of these topics from within Japan and from abroad to discuss the results of researches on ensuring and improving the quality of higher education, with perspectives from non-university higher education including junior colleges (Tanki daigaku) and professional

training colleges (Senmon Gakkou), at five sessions and one special session.

As is clearly raised in the 2011 Report of the Central Council for Education, “Career Education and Vocational Education in Formal Education,” it has become a vital educational issue in Japan today that we establish a “framework that specializes in vocationally focused education.” I believe that this report clearly presents the framework and orientation that are common with the research framework of our research group on “Higher Education and Qualifications.” That is, I would like to note that this report presents models corresponding to the framework of three dimensions of vocationally focused education by our research group—“goals of education,” “methodology of education,” and “control of education”—as the models of a unique “framework” different from the “university-type” “academic education framework,” which has been the assumption of traditional research university, based on the awareness that such framework is essential in order to enhance and improve vocational education at the level of higher education. In addition, while further examination of the expression “frameworks” being used is necessary, I do not aim merely to point to them as the “system” of types of the schools and the like, but rather I would like to take them as “functions” focused on the educational program units. I set the theme of “functional differentiation” for this seminar so that it includes discussion of points that could not necessarily be understood as “systemic and institutional differentiation.”

For the vocational education that we will examine here, it is important to consider whether the first “goals of education” for debate - the objective of “education and training for specialized or certain ranges of job” - is clearly set as a focal point. The second, an “methodology of education” that corresponds appropriately with that objective is needed. In other words, it is plainly “education through occupation,” which can be examined through the occupation-specific systematic knowledge and skills, the method of communicating this knowledge and skills, and the identical features of the teaching staff. Then, third, the focus is on the “control of education” of how the goals and methodology will be developed in the actual educational process. Today, the leadership of the university president is called for as “the governance” of higher education. Attention is also turning to the relationship between the administration and faculties, and between management and external stakeholders. In vocational education, however, it is precisely the relationship with stakeholders in the region, industry, and occupation that are vital in the process of planning, implementation, and evaluation of education.

Our research group has explored the functional differentiation of the “goals,” “methodology,” and “control” in higher education, through a variety of research projects.

In the first session of this seminar, in line with the overall theme of “functional differentiation” and “vocational education”, we will have keynote lectures on global