Silviase/jgov_v1.4_full_ann huggingface dataset:
that assure proper quality in advance, and the checking afterwards that constantly assure quality constantly, while respecting the diversity of universities. Thus, it has been assumed that this combination of systems is the most effective and efficient for quality assurance.

With regard to the three-fold quality assurance framework comprised of SEU, EAS, and QAAS, new issues have arisen as described below, and the government assumes that it is necessary to examine the role and relationship of these systems, thereby improving their application and enhancing the quality assurance mechanism on the whole.

### 2. Issues Concerning the SEU

## (1) Outline of the Standards

In Japan, the framework of the higher education system is stipulated in several laws such as the Article 7 of the Fundamental Law on Education (on the essence of a university), as well as the Article 83 (on the objective of a university), and Article 104 (on the right to grant degrees) of the School Education Law. In accordance with these, the SEU as a ministerial ordinance stipulates that it shall contain the minimum standards in order to establish a university.

In this sense, all of the relevant regulations that refer to the basic framework and the provision for universities (the School Education Law and its order and ordinance, the SEU (including standards for junior colleges and graduate school, as well as the ordinance on degrees, etc.) can be called “standards for establishing university” as a whole.

The structure of the SEU in this broad sense (from now on, all reference to the SEU should be interpreted this way as plural) can be divided into four elements as follows:

1. Regulations concerning the basic framework such as qualifications for admission, duration of study, and organization;

2. Regulations stipulating the minimum standards for human and material resources such as faculty, facilities and equipment;

3. Regulations stipulating the norm for educational activities in university;

4. Regulations for taking courses and requirements for graduation;

It should be noted that the SEU include not only minimum standards but also certain desirable goals and duties that do not have to be specifically attained.

## (2) Relationship between the SEU and the EAS

While the SEU are used for reference in the examination for approval, peer
review based on high degree of professionalism among experts is to be conducted largely, in order to properly consider the objectives of establishing university and conducting academic activities, in order to encourage applicants to enhance their plans.

However, the SEU sometimes cannot be used as precise criteria for examination as these standards have many abstract and qualitative elements. While detailed regulations for examination in the Advisory Council for the EAS (established within the Ministry) were formerly in effect to compensate for the abstract and qualitative elements, these stipulations were abolished by the de-regulation process such as creating more flexibility and establishing the principle that all universities would be approved as long as they meet the conditions stipulated in the concerned law. While this has contributed to certain results such as the prompt examination for approval for establishing a new college or school, or for making organizational changes, now it is necessary to check constantly whether peer review works well in deciding the desirable quality from academic standpoints.

Another issue comes from the fact that the SEU are constructed by assuming that it is possible to reach a certain level of mutual understanding between applicants and examiners on the concept of what a university should be. However, there are cases where it is difficult to examine certain applications, as more applicants from various backgrounds submit applications with completely new ideas. Since the standards have many abstract and qualitative elements, it is desirable to consider more specific criteria that can be effectively used in examination.

This is important also for realizing that the SEU would be applied as a autonomous guiding principles after approval.

Also, it is necessary to take certain information after approval, as most of the examination processes are carried out through written information, part of which is inevitably provisional when submitted.

### 3. Issues Concerning the EAS

## (1) Outline of the system

In order to establish a local-government or private university, the proposer must submit an application for approval to the Minister of MEXT, who in turn refers it to the Advisory Council for University Establishment, founded in the Ministry. This rule also applies to nationally founded universities.

The applicant must state the plan from establishment to the time when the first set of enrolled students is to graduate. The examination includes not only whether the proposal meets the standards in terms of its basic framework and minimum provision, but also whether the plan has enough content from which it can be highly
presumed that the plan could be concretely realized at the level stipulated in the SEU. In this sense, the application can be called a declaration that the university make every efforts to achieve what it states.

## (2) Essential Characteristics of the EAS

The approval for establishing a university is an administrative act in response to an application based on Article 4 of the School Education Law, and the examination is to be conducted on the submitted plan from establishment to the time when the first set of students is to graduate. The legal effect begins once approval is issued, but the inspection by the Council will continue despite substantial changes or non-fulfillment that might occur up to the time when the first set of enrolled students is to graduate, so that the substance of the approval is assured.

The scope of the EAS is limited to the establishment or change in academic organizations such as colleges and departments with regard to changing fields or types of degrees issued. Once the Council inspection ends when the first set of enrolled students is to graduate, university can effect minor changes, such as those involving faculty or curricula, at its discretion.

Therefore, it can be observed that the EAS functions to ensure that the approved university should provide persistently organized courses of study to confer specific degrees even after the approval.

### 4. Issues Concerning the QAAS

## (1) Outline of the System

The QAAS (which came into force from 2004) requires that all universities in Japan are to undergo an accreditation process, once every seven years by certified agencies.

The objective of this system is to provide the mechanisms through which the conditions such as organizational management and academic activity in universities can be periodically checked afterwards, while securing that the involvement of the national government is as minimum as possible.

This system plays a role as accreditation, confirming that accredited universities satisfy the standards stipulated by the agencies that are certified by the Minister of Education, Culture, Sports, Science and Technology. The 2002 report by the Central Council of Education asserts that this system should make it possible for universities to undergo the accreditation process from the outside world and thus to improve its' quality. The result of the accreditation process is to be indicated by either general idea of "satisfactory in meeting the standards", "unsatisfactory in meeting the
standards" or "pending."

From a legal standpoint, the Article 109(2) of the School Education Law stipulates that all universities need to undergo quality assurance and accreditation, and failure to do so this would be considered as an act in violation. On the other hand, the act of accreditation itself is to be considered a non-administrative measure, as the standards for accreditation are independently set by each certified agency, though the basic concept is expressed by the ministerial ordinance.

## (2) Objective of the QAAS

Since the assumption of the quality assurance and accreditation system is to improve characteristic academic activities in each university, it should be reminded that all universities are to conduct self-examination and evaluation beforehand. In this sense, through the QAAS, it is important to check that universities prepare framework to use the self-examination and evaluation results positively in order to improve educational quality, while confirming whether the accredited university meets the minimum standards of the SEU through the checking process.

With regard to certified agencies, it is desirable for them to continue their efforts to make the QAAS’s essence and purpose, and the item to be checked through the QAAS ‘over all conditions in ‘education, research, organization, management, facilities and equipment’ as stipulated in the Article 109 of the School Education Law, concrete.

As the evaluation standards stipulated by the certified agencies must meet the SEU, it is recommended to specify which parts of their standards meet every element of the SEU (in fact, the certified agencies can set up standards that are stricter than the SEU). In this sense, the certified agencies need to show whether their standards require a higher level of quality than that specified in the SEU, especially when they go ahead to conclude the result of “unsatisfactory.”

Also, it should be remembered that the EAS not only checks whether the application meets the SEU, but also examines whether the necessary conditions are satisfied for realizing what is stated within the application. In this sense, it is necessary to cautiously reconfirm the plan when conducting the accreditation process for newly approved universities.

Though it should be noted that the legal frameworks of the ESU and the QAAS are different, it is important to consider a more coordinated application of these systems, in order to systematically manage the quality assurance framework.
• conducting by certified agencies accreditation on satisfaction of SEU, working also as encouragement to enhance quality of academic activities
大学設置基準（昭和三十一年十月二十二日文部省令第二十八号）（試訳）

Standards for Establishing Universities

(Ordinance of the Ministry of Education, Science and Culture No. 28 of October 22, 1956)

(Provisional Translation)

最终改正：平成一九年一二月二五日文部科学省令第四〇号

Final Revision: Ordinance of the Ministry of Education,

Culture, Sports, Science and Technology

No. 40 of December 25, 2007

※ 本英訳は事務局の試訳であり、法的効力は有していない

These are unofficial translations. Only the original Japanese texts of the laws and regulations have legal effect.

学校教育法第三条、第八条、第六十三条及び第八十八条の規定に基き、大学設置基準を次のように定める。

Based on the provisions of Article 3, Article 8, Article 63, and Article 88, the Standards for Establishment of Universities shall be established as follows.

第一章 総則（第一条—第二条の三）

Chapter I General Provisions (Article 1 – Article 2-3)

第二章 教育研究上の基本組織（第三条—第六条）

Chapter II Basis for Academic Activities (Article 3 – Article 6)

第三章 教員組織（第七条—第十三条）

Chapter III Faculty (Article 7 – Article 13)

第四章 教員の資格（第十三条の二－第十七条）

Chapter IV Qualifications of Professors (Article 13-2 – Article 17)

第五章 收容定員（第十八条）

Chapter V Admission Capacity (Article 18)

第六章 教育課程（第十九条—第二十六条）

Chapter VI Curricula (Article 19 – Article 26)

第七章 卒業の要件等（第二十七条—第三十三条）

Chapter VII Graduation Requirements (Article 27 – Article 33)

第八章 校地、校舎等の施設及び設備等（第三十四条－第四十条の四）

Chapter VIII Facilities such as School Sites and School Buildings and Equipment,

etc. (Article 34 – Article 40-4)

第九章 事務組織等（第四十一条・第四十二条）
Chapter IX Organization for Clerical Work (Article 41 and Article 42)

第十章 共同教育課程に関する特例（第四十三条－第四十九条）

Chapter X Special Provisions Concerning Inter-University Curricula (Article 43 — Article 49)

第十一章 雑則（第五十条－第五十三条）

Chapter XI Miscellaneous Provisions (Article 50 – Article 53)

## 第一章 総則

## Chapter I General Provisions

## 第一条（趣旨）

Article 1 (Purpose)

1 大学（短期大学を除く。以下同じ。）は、学校教育法（昭和二十二年法律第二十六号）その他の法令の規定によるほか、この省令の定めるところにより設置するものとする。

(1) A university (excluding a junior college; the same shall apply hereinafter) shall be established pursuant to the provisions of the School Education Act (Act No. 26 of 1947) and other laws and regulations and as specified by this Ministerial Ordinance.

2 この省令で定める設置基準は、大学を設置するのに必要な最低の基準とする。

(2) The standards for establishment specified by this Ministerial Ordinance shall be the minimum standards needed to establish a university.

3 大学は、この省令で定める設置基準より低下した状態にならないようにすることはもとより、その水準の向上を図ることに努めなければならない。

(3) A university shall endeavor not only to avoid falling short of the standards for establishment specified by this Ministerial Ordinance but also to further improve the level of its standards.

## 第二条 （情報の積極的な提供）

## Article 2 (Publishing Information)

大学は、当該大学における教育研究活動等の状況について、刊行物への掲載その他広く周知を図ることができる方法によって、積極的に情報を提供するものとする。

A university shall proactively provide information on the details of its academic activities, etc. by way of having it published or by other methods of widely disseminating such information widely.

## 第二条の二 （教育研究上の目的の公表等）

Article 2-2 (Publication of the Objectives for Academic Activities)

大学は、学部、学科又は課程ごとに、人材の養成に関する目的その他の教育研究上の目的を学則等に定め、公表するものとする。

A university shall define its purpose concerning the education and its other purposes of carrying out academic activities for each department or course in its school regulations, etc. and publicize them.

## 第二条の三（入学者選抜）

Article 2-3 (Selection of Entrants)

入学者の選抜は、公正かつ妥当な方法により、適当な体制を整えて行うものとする。

The selection of entrants shall be made by a fair and adequate method under a
properly developed system.

## 第二章 教育研究上の基本組織

## Chapter II Basis for Academic Activities

## 第三条 (学部)

## Article 3 (Colleges)

学部は、専攻により教育研究の必要に応じ組織されるものであつて、教育研究上適当な規模内容を有し、教員組織、教員数その他が学部として適当であると認められるものとする。

A college shall be organized in accordance with the requirements for each major in regards to its academic activities, and shall be of a size and with the content appropriate for carrying out activities, and the organization and numbers of its professors and other matters shall be deemed to be appropriate for a college.

第四条 (学科)

## Article 4 (Departments)

1 学部には、専攻により学科を設ける。

(1) A college shall establish its departments by major.

2 前項の学科は、それぞれの専攻分野を教育研究するに必要な組織を備えたものとする。

(2) Each department set forth in the preceding paragraph shall have the organization necessary to carry out its academic activities in the subject area of each major.

## 第五条 （課程）

## Article 5 (Courses)

学部の教育上の目的を達成するため有益かつ適切であると認められる場合には、学科に代えて学生の履修上の区分に応じて組織される課程を設けることができる。

A university may establish courses organized in lieu of departments, in accordance with the category of students' class schedules, when it is deemed to be effective and appropriate by which a college is able to achieve its purpose of providing education.

第六条 （学部以外の基本組織）

## Article 6 (Basic Organizations Other than Colleges)

1 学校教育法第八十五条ただし書に規定する学部以外の教育研究上の基本となる組織（以下「学部以外の基本組織」という。）は、当該大学の教育研究上の目的を達成するため有益かつ適切であると認められるものであつて、次の各号に掲げる要件を備えるものとする。

(1) An organization other than a college that can be the basis for carrying out academic activities as prescribed in the proviso to Article 85 of the School Education Act (hereinafter referred to as a "basic organization other than a college") shall be an organization which is deemed to be effective and appropriate in achieving said university's purpose of academic activities and which meets the requirements listed in the following items:

一 教育研究上適当な規模内容を有すること。
(i) The organization is of a size and has the content appropriate for carrying out academic activities;

## 二 教育研究上必要な教員組織、施設設備その他の諸条件を備えること。

(ii) The organization meets the conditions for faculty, facilities and equipment, and other matters necessary for carrying out academic activities; and

## 三 教育研究を適切に遂行するためにふさわしい運営の仕組みを有すること。

(iii) The organization has a management system suitable for carrying out academic activities in an appropriate manner.

2 学部以外の基本組織に係る専任教員数、校舎の面積及び学部以外の基本組織の教育研究に必要な附属施設の基準は、当該学部以外の基本組織の教育研究上の分野に相当すると認められる分野の学部又は学科に係るこれらの基準（第四十五条第一項に規定する共同学科（第十三条及び第三十七条の二において単に「共同学科」という。）に係るものを含む。）に準ずるものとする。

(2) The standards for the number of full-time professors and the area of the school buildings for a basic organization other than a college, and for attached facilities necessary for carrying out academic activities at a basic organization other than a college shall conform to such standards for colleges or departments in their fields that are deemed to be equivalent to that of the said basic organization other than a college (including standards pertaining to inter-university colleges prescribed in Article 45, paragraph (1) (simply referred to as "inter-university colleges" in Article 13 and Article 37-2)).

3 この省令において、この章、第十三条、第三十七条の二、第三十九条、第四十六条、第四十八条、第四十九条（第三十九条の規定に係る附属施設について適用する場合に限る。）、別表第一、別表第二及び別表第三を除き、「学部」には学部以外の基本組織を、「学科」には学部以外の基本組織を置く場合における相当の組織を含むものとする。

(3) In this Ministerial Ordinance, except in this Chapter, Article 13, Article 37-2, Article 39, Article 46, Article 48, Article 49 (limited to the case where it is applied to attached facilities pertaining to the provision of Article 39), Appended Table 1, Appended Table 2, and Appended Table 3, a "college" shall include a basic organization other than a college and a "department" shall include the relevant organization in the case where a basic organization other than a college is established.

## 第三章 教員組織

## Chapter III Faculty

## 第七条 （教員組織）

## Article 7 (Faculty)

1 大学は、その教育研究上の目的を達成するため、教育研究組織の規模並びに授与する学位の種類及び分野に応じ、必要な教員を置くものとする。

(1) A university shall, in order to achieve its purpose of academic activities, have the necessary professors in accordance with the size of its academic organization and the types and fields of degrees it confers;
## Article 10 (Professors in Charge of Classes)

第九条 削除（平成十八年三月文科令一一号）

２　大学は、教育研究の実施に当たり、教員の適切な役割分担の下で、組織的な連携体制を確保し、教育研究に係る責任の所在が明確になるように教員組織を編制するものとする。

(2) A university shall, when carrying out academic activities, secure an organized coordination system under the appropriate division of roles among its professors, and formulate faculty so as to clarify where the responsibility for academic activities lies.

3 大学は、教育研究水準の維持向上及び教育研究の活性化を図るため、教員の構成が特定の範囲の年齢に著しく偏ることのないよう配慮するものとする。

(3) A university shall give consideration to ensuring that the age structure of professors should not be heavily unbalanced within a certain age group, so as to maintain and enhance the levels of its academic activities and promote its academic activities.

4 大学は、二以上の校地において教育を行う場合においては、それぞれの校地ごとに必要な教員を置くものとする。なお、それぞれの校地には、当該校地における教育に支障のないよう、原則として専任の教授又は准教授を少なくとも一人以上置くものとする。ただし、その校地が隣接している場合は、この限りでない。

(4) A university shall, when providing education at two or more school sites, have the professors necessary for each of these school sites. Each school site shall have at least one or more full-time professors or associate professors, in principle, so as not to impede the education at the said school site; provided, however, that this shall not apply if these school sites are adjacent to each other.

第八条 削除（平成十八年三月文科令一一号）

Article 8 Deleted (Ordinance of the Ministry of Education, Culture, Sports, Science and Technology No. 11 of March, 2006)

Article 9 Deleted (Ordinance of the Ministry of Education, Culture, Sports, Science and Technology No. 11 of March, 2006)

## 第十条　（授業科目の担当）

1 大学は、教育上主要と認める授業科目（以下「主要授業科目」という。）については原則として専任の教授又は准教授に、主要授業科目以外の授業科目についてはなるべく専任の教授、准教授、講師又は助教（第十三条及び第四十六条第一項において「教授等」という。）に担当させるものとする。

(1) A university shall have full-time professors or associate professors, in principle, take charge of classes deemed to be essential from an educational standpoint (hereinafter referred to as "essential classes") and endeavor to the next possible to have full-time professors, associate professors, instructors, or assistant professors (referred to as "professors, etc." in Article 13 and Article 46, paragraph (1)) take charge of classes other than essential classes.

2 大学は、演習、実験、実習又は実技を伴う授業科目については、なるべく助手に補
助させるものとする。

(2) A university shall endeavor, to the extent possible, to have assistants assist in a subject's accompanying exercises, experiments, practical training or skills practice.

第十一条 （授業を担当しない教員）

Article 11 (Professors who Do Not Conduct Classes)

大学には、教育研究上必要があるときは、授業を担当しない教員を置くことができる。

A university may have professors who do not conduct classes when it is necessary for academic purposes.

## 第十二条 （専任教員）

## Article 12 (Full-time Professors)

1 教員は、一の大学に限り、専任教員となるものとする。

(1) A professor shall be a full-time professor only at one university.

2 専任教員は、専ら前項の大学における教育研究に従事するものとする。

(2) A full-time professor shall be engaged in academic activities solely at the university set forth in the preceding paragraph.

3 前項の規定にかかわらず、大学は、教育研究上特に必要があり、かつ、当該大学における教育研究の遂行に支障がないと認められる場合には、当該大学における教育研究以外の業務に従事する者を、当該大学の専任教員とすることができる。

(3) Notwithstanding the provision of the preceding paragraph, a university may appoint a person who is engaged in duties other than the provision of academic activities at said university as a full-time professor at said university, when there is a special necessity for academic activities and it is deemed that it does not impede the academic activities at said university.

## 第十三条 （專任教員数）

## Article 13 (The Number of Full-time professors)

大学における専任教員の数は、別表第一により当該大学に置く学部の種類及び規模に応じ定める教授等の数（共同学科を置く学部にあつては、当該学部における共同学科以外の学科を一の学部とみなして同表を適用して得られる教授等の数と第四十六条の規定により得られる当該共同学科に係る専任教員の数を合計した数）と別表第二により大学全体の収容定員に応じ定める教授等の数を合計した数以上とする。

The number of full-time professors at a university shall exceed the total of the number of professors, etc. specified in Appended Table 1, in accordance with the types and sizes of colleges established in said university (for a college that has an inter-university college, the total of the number of professors, etc. obtained by applying the same table by deeming a college other than the inter-university college of said college to be a single college plus the number of full-time professors for said inter-university college obtained pursuant to the provision of Article 46), plus the number of professors, etc. specified in Appended Table 2, in accordance with the total admission capacity of the university.

## 第四章 教員の資格

Chapter IV Qualifications of Professors
## 第十三条の二（学長の資格）

Article 13-2 (Qualifications of Presidents)

学長となることのできる者は、人格が高潔で、学識が優れ、かつ、大学運営に関し識見を有すると認められる者とする。

A person who is permitted to be the president of a university shall be a person of virtuous character and of knowledge and experience who is deemed to have insight concerning university management.

## 第十四条 （教授の資格）

## Article 14 (Qualifications of Professors)

教授となることのできる者は、次の各号のいずれかに該当し、かつ、大学における教育を担当するにふさわしい教育上の能力を有すると認められる者とする。

A person who is permitted to be a professor shall be a person falling under any of the following items who is deemed to have the educational abilities suitable for taking charge of the education offered by a university:

一 博士の学位（外国において授与されたこれに相当する学位を含む。）を有し、研究上の業績を有する者

(i) a person who has a doctor’s degree (including degrees equivalent thereto that have been conferred in foreign countries) and who has research achievement;

二 研究上の業績が前号の者に準ずると認められる者

(ii) a person who has research achievement deemed to be equivalent to that of the person set forth in the preceding item;

三　学位規則（昭和二十八年文部省令第九号）第五条の二に規定する専門職学位（外国において授与されたこれに相当する学位を含む。）を有し、当該専門職学位の専攻分野に関する実務上の業績を有する者

(iii) a person who has a professional degree prescribed in Article 5-2 of the Ministerial Ordinance on Degrees (Ordinance of the Ministry of Education, Science and Culture No. 9 of 1953) (including degrees equivalent thereto that have been conferred in foreign countries) and who has practical achievement in the major of said professional degree;

四　大学において教授、准教授又は専任の講師の経歴（外国におけるこれらに相当する教員としての経歴を含む。）のある者

(iv) a person who has a career working as a professor, associate professor, or full-time instructor at a university (including a career working as a teacher equivalent to these in foreign countries);

五芸術、体育等については、特殊な技能に秀でていると認められる者

(v) a person who is deemed to have special skills in arts and sports, etc.; and

六 専攻分野について、特に優れた知識及び経験を有すると認められる者

(vi) a person who is deemed to have excellent knowledge and experience, in particular, in his/her major.

第十五条 （准教授の資格）

Article 15 (Qualifications of Associate Professors)