(1) On April 16, the first Japan-China-Korea Committee for Promoting Exchange and Cooperation among Universities was held in Tokyo attended by committee members from three countries (see Annex). In the Second Trilateral Summit (Beijing, October 10, 2009), Prime Minister Hatoyama had proposed to hold an intergovernmental expert meeting in order to discuss quality-assured exchanges. This committee meeting was held in order to realize his proposal.
Mr. Kan Suzuki, Senior Vice-Minister of Education, Culture, Sports, Science and Technology, Japan, sent his sympathy to China, in response to the earthquake disaster that struck Qinghai Province in April 14. He expressed his expectation for fruitful outcome through discussion in the committee, as it is necessary to provide quality assurance framework for international competition and cooperation, and to improve quality-assured exchanges.
This was followed by addresses from three co-chairpersons. Prof. Wu from China said integration process is going on in many fields including education in these three countries, and expressed his willingness to draw plans together for exchange among universities in the future. Prof. Seong from Korea said education is the source of development for human-being, and that today is the starting point for a new age of exchange and cooperation among three countries.
Prof. Anzai from Japan told this is the first time for the government sector there has been no project like this in the government for pursuing exchange with quality assurance, and expressed his expectation that this project will grow involving other Asian countries.
After these remarks, other committee members gave comments expecting further promotion of exchanges and cooperation, as well as enhanced practical procedures for exchange.
Following the discussion, agreements were made among the committee members as described below.
(1) Basic summary
Based on the agreement at the Second Trilateral Summit, developing exchange among universities with quality assurance in Japan, China and Korea is of great importance in implementing human resources development on a scale of the whole East Asian region as the economic activities in this region are becoming more and more interrelated.
(2) Title of the project
Through this project, it is expected that universities in Japan, China and Korea will become places where students and professors from diverse cultural and regional backgrounds will be able to come together, and the merits of each university will be realized. Considering the aforementioned, the title of the project has been determined as follows:
Title in English: “CAMPUS Asia”
(Collective Action for the Mobility Program of University Students)
Title in Japanese:「キャンパス・アジア」
Titles in Chinese and Korean: (described in the respective languages)
(3) Procedures
This committee meeting will be held in rotation in the three countries in order to steadily realize the project. The second meeting will be held in China in autumn 2010, and the third one will be held in Korea within the first quarter of the year 2011 at the latest, depending on the development of discussion in the working group (to be explained below). The issues to be considered immediately are as follows:
- Mutual understanding on an exchange programs and quality assurance
- Elaborating the guidelines for exchange programs including credit transfers and grading policies.
- Implementing a pilot program and identifying necessary support
- Mutual understanding for university evaluation, publishing a common glossary of quality assurance, information-sharing on university evaluation, visiting each other to find out about evaluation activities.
(4) Working groups
In addition to holding this meeting, a Working Group on the Exchange Program and a Working Group on Quality Assurance will be organized. The members of these WGs will be decided by the government, and for the Working Group on Quality Assurance, the representative in charge of the higher education policy of each of the respective governments and the Quality Assurance Agency Committee of Japan, China and Korea (established in March 2010) may possibly be members.
As closing remarks, Mr. Suzuki, Senior Vice-Minister, expressed appreciation to all of the committee members for their devoted contribution to the lengthy discussions, and stressed the importance of the activities by three counties for human resources development for all of the East Asian region and hoped for continuous cooperation from each of the members, as well as from the governments of China and Korea.
Annex
Japan:
Anzai, Yuichiro*
Chair of the University Council, and Executive Advisor for Academic Affairs of Keio University
Chubachi, Ryouji
Vice-Chair of Sony Corporation
Terashima, Jitsuro
Chair of Japan Research Institute, and President of Tama University
Hamada, Junichi
President of the University of Tokyo
Hirano, Shinichi
President of the National Institution for Academic Degrees and University Evaluation
Tokunaga, Tamotsu
Director General of the Higher Education Bureau, Ministry of Education, Culture, Sports, Science and Technology
China:
Wu, Boda*
Director of the China Degree and Graduate Development Center
Wang, Zhanjun
Deputy Director of the Higher Education Evaluation Center
Yang, He
Vice-Chair of Peking University Council
Zhang, Zhaodong
Trustee and Chairman of Founder Group Limited Corporation of Beijing University
Zhang, Xiuqin
Director-General of the Department of International Cooperation and Exchanges, Ministry of Education
Korea:
Seong, Tae-Je*
Secretary General of the Korean Council for University Education
Yun, Jong Yong
Executive Advisor of Samsung Electrics Co. Ltd
Lee, Hyunchong
President of Sangmyung University
Kim, Inn-Se
President of Pusan National University
Kim, Tae Wan
President of Korean Educational Development Institute
Song, Ki Dong
Director General of the International Cooperation Department, Ministry of Education, Science and Technology.
* Co-chairpersons
http://www.mext.go.jp/english/koutou/1292773.htm
Thursday, April 22, 2010
Saturday, April 17, 2010
Universities in Japan, China, S. Korea to promote exchanges
Government officials and experts in academic circles from Japan, China and South Korea agreed Friday to create a framework of cooperation to help ensure the quality of university education.
Participants in the first such trilateral meeting agreed to hold working-group discussions on student exchange programs and credit transfer systems as well as how to share information about the university establishment standards and grading system in each country.
They also decided to hold the next meeting in Beijing this fall.
Japanese Prime Minister Yukio Hatoyama, who proposed promoting university exchanges at a summit meeting with his Chinese and South Korean counterparts last October, stressed the significance of Friday's meeting in Tokyo, saying in a speech during a reception, "Young people play a leading role for the future of Asia, so let's make this 'Campus Asia' program a success."
http://www.breitbart.com/article.php?id=D9F45OI00&show_article=1
Participants in the first such trilateral meeting agreed to hold working-group discussions on student exchange programs and credit transfer systems as well as how to share information about the university establishment standards and grading system in each country.
They also decided to hold the next meeting in Beijing this fall.
Japanese Prime Minister Yukio Hatoyama, who proposed promoting university exchanges at a summit meeting with his Chinese and South Korean counterparts last October, stressed the significance of Friday's meeting in Tokyo, saying in a speech during a reception, "Young people play a leading role for the future of Asia, so let's make this 'Campus Asia' program a success."
http://www.breitbart.com/article.php?id=D9F45OI00&show_article=1
Meiji University looks to Taiwan for top students
Representatives from Japan's Meiji University visited the College Entrance Examination Center last month to ask about the feasibility of using local proficiency test scores as the basis for admitting Taiwanese students, a spokesman for the center said Friday.
Taiwan was the third stop of the Japanese delegation's trip, which also took them to South Korea and China, aimed at recruiting senior high school students with outstanding academic performances, according to the spokesman.
The university representatives tried to gain a better understanding of whether the proficiency test scores can adequately reflect students' true proficiency and can be used to simplify the Japanese university's admissions process for Taiwanese students, the spokesman said.
The scholastic aptitude test only covers the first two years of Taiwan's high school curriculum and courses. They had hoped that there was a test in Taiwan covering all the courses offered at senior high schools, the spokesman noted.
Japan, Hong Kong and China are all planning to open their universities to recruit top Taiwanese high school graduates.
Approximately 1,000 Taiwanese obtain visas to study in Japan every year, with 60 percent of them studying for a bachelor's degree there, according to statistics compiled by the Ministry of Education.
Japan presently hosts about 120,000 foreign students and launched a program last year that hopes to increase the number of foreign students in Japan to 300,000 by 2020.
Meiji University ranks among the top six universities in Tokyo, trailing only behind Tokyo University, Waseda University and Keio University.
http://focustaiwan.tw/ShowNews/WebNews_Detail.aspx?Type=aALL&ID=201004160042
Taiwan was the third stop of the Japanese delegation's trip, which also took them to South Korea and China, aimed at recruiting senior high school students with outstanding academic performances, according to the spokesman.
The university representatives tried to gain a better understanding of whether the proficiency test scores can adequately reflect students' true proficiency and can be used to simplify the Japanese university's admissions process for Taiwanese students, the spokesman said.
The scholastic aptitude test only covers the first two years of Taiwan's high school curriculum and courses. They had hoped that there was a test in Taiwan covering all the courses offered at senior high schools, the spokesman noted.
Japan, Hong Kong and China are all planning to open their universities to recruit top Taiwanese high school graduates.
Approximately 1,000 Taiwanese obtain visas to study in Japan every year, with 60 percent of them studying for a bachelor's degree there, according to statistics compiled by the Ministry of Education.
Japan presently hosts about 120,000 foreign students and launched a program last year that hopes to increase the number of foreign students in Japan to 300,000 by 2020.
Meiji University ranks among the top six universities in Tokyo, trailing only behind Tokyo University, Waseda University and Keio University.
http://focustaiwan.tw/ShowNews/WebNews_Detail.aspx?Type=aALL&ID=201004160042
Sunday, April 11, 2010
Outline of the recent trends and developments in higher education system of Japan
Universities are facing higher expectations from society amid intensified international competition toward fully-fledged knowledge society, and it is indispensable for universities to foster human resources in various areas through ensuring quality assurance of education. Along with the advance of globalization in every field of society and economy, international cooperation and competition are advanced in university education. Cross-border higher education has also grown considerably, and therefore enhancing quality assurance internationally is an essential step toward better cross- border cooperation and exchange between universities.
This paper outlines quality assurance system of higher education in Japan at first. Then it describes international activities of Japan’s higher education institutions and their efforts for internationalization. At the end, it introduces Japan’s movement toward constructing the framework for exchange among universities with proper quality assurance in East-Asian region.
1. Quality assurance of higher education in Japan
The quality assurance framework in Japan has both the advantage of the prior regulations that assure proper quality in advance, and the checking afterwards that constantly assure quality constantly while respecting the diversity of universities. This assures that universities continue to assure quality internally while respecting the principle of independence and autonomy. Three key elements are;
i) Standards for establishing universities
This contains the minimum standards and desirable goals and duties of universities by various regulations. This helps all the stakeholders understand how Japanese universities should be and what they are like. This also makes general public believe that approved institutions are trustworthy organizations.
ii) Establishment- approval system
In order to establish a university or to change academic organizations with regard to changing fields or types of degrees issue, the proposer must submit an application for approval to the Minister of MEXT (Ministry of Education, Culture, Sports, Science and Technology). The Minister commissions the Advisory Council for University Establishment, founded in the Ministry. Peer review by specialists is conducted until first set of enrolled students are to graduate. This assures that application to establish universities meet the Standards for establishing universities, have enough possibility to accomplish what it states, and continue to provide programs.
iii) Quality assurance and accreditation system
All universities in Japan have to receive certified evaluation by one of the accreditation organizations certified by the Minster of MEXT once in 7 years. These organizations evaluate the systems of management, educational and research activities by peer reviewing based on the universities’ self-examination and evaluation. This system confirms whether the universities meet the Standards for establishing universities as well as encourages universities to improve its education and research quality.
The National Institution for Academic Degrees and University Evaluation (NIAD-UE) was established to contribute to further development of higher education in Japan. In order to raise the quality of higher education institutions, it acts as one of the accreditation organizations as well as an institution to offer information about Japanese reliable quality assurance system to the world. For example, it produces the Information Package which provides both basic and specific information on the Japanese quality system of higher education in an integrated way including glossary or overview of the system.
In Addition, NIAD-UE strengthens partnerships with overseas quality assurance organizations to provide helpful information about quality assurance and accreditation in the world for Japan’s education institutions, and also to assure and enhance its evaluation activities to an internationally acceptable level. For example, NIAD-UE works together with the Quality Assurance Agency for Higher Education
(QAA) in the United Kingdom and the Higher Education Evaluation Center of the Ministry of Education (HEEC) in China under the bilateral Memorandum of Understanding. NIAD-UE will also organize a conference among leaders of quality assurance agencies of Japan, China and Republic of Korea.
2. International activities of Japan’s higher education institutions and their efforts for internationalization
i) International activities of Japan’s higher education institutions
Japan’s higher education institutions are playing important role in international cooperation in higher education. Among their activities, one of the most remarkable projects is the Southeast Asia Engineering Education Development Network (SEED-Net) Project, in which Japanese member universities support ASEAN member institutions to produce graduates with master's and doctoral degrees of international standard in the engineering field in order to promote sustainable social and economic development in ASEAN countries.
Also, in the area of engineering, Japanese “Kosen” (college of technology), which has successfully fostered practical and creative engineers through internationally unique five-year engineering education from 15 years old and two-year advanced course, is highly admired both in Japan and internationally; the Kosen also focuses on international activities such as the project in Turkey to develop education and training system of automatic control technology.
In terms of multilateral cooperation, UMAP (University Mobility in Asia and the Pacific) promotes mobility of university students and staff in Asia and the Pacific region utilizing UCTS (UMAP Credit Transfer Scheme), which aims to make international student exchange more effective by ensuring credit compatibility. UMAP is a voluntary association of government and non-government representatives of the higher education sector in Asia and the Pacific consisting of 34-member countries and regions. In Japan, UMAP Japan National Committee, which consists of representatives of Japanese member universities, served as UMAP International Secretariat by 2006, and JASSO (Japan Student Services Organization) supports UMAP through scholarship which is offered to the students who study abroad under short-term study abroad program utilizing distinctive credit transfer system including UCTS.
ii) Project for establishing core universities for internationalization（Global 30）
MEXT has launched the “Global 30” Project for Establishing Core Universities for Internationalization, for the purpose of selecting universities that will function as core schools for receiving and educating international students. These core universities will play a major role in dramatically boosting the number of international students educated in Japan as well as Japanese students studying abroad.
- Teaching in English
- To develop a system in which degree courses can be offered entirely in English: establishing 33 undergraduate courses and 124 graduate courses over the next 5 years
- Internationally open recruitment of staff to teach specialized subjects in English
- Assignment of teaching staffs from overseas with fixed term
- To improve the environment to accept international students
- Support by specialized staff to international students in their daily life, employment search, and supplementary education: increasing the number of international students in selected universities to over 50,000 in 2020 from 16,000 as of 2008.
- To promote strategic international cooperation
- To establish an “Overseas Office for Shared Utilization by Universities” as the liaison for Study in Japan: establishing 8 cities in 7 countries; Russia, Tunisia, India (2 cites), Uzbekistan, Vietnam, Egypt, and Germany
- To expand student exchange programs based on exchange agreements between universities
In 2009, the following 13 universities were selected as Core universities.
Tohoku University, University of Tsukuba, The University of Tokyo, Nagoya University, Kyoto University, Osaka University, Kyushu University, Keio University, Sophia University, Meiji University, Waseda University, Doshisha University, and Ritsumeikan University
iii) International student policy
As a part of the “global strategy” to open up Japan to the whole world and expand flows of people, goods, money and information between Japan and countries in Asia and other regions in the world, Japan aims to accept up to 300,000 international students by the year 2020. Efforts should be made to strategically acquire excellent international students, as well as to accept highly capable students, while giving due consideration to the balance of countries, regions and fields of study. Japan also continues to make intellectual contributions globally to other countries, including Asian countries. For this purpose, measures are taken systematically so as to rouse international students’ interest in studying in Japan. The plan is promoted through comprehensive and organic coordination among related ministries and agencies. Five categories of the measures are as follows;
a) Inviting international students to study in Japan – Offering incentives to study in Japan and providing one-stop service –
b) Improving introduction of entrance examinations, enrollment, and entry into Japan – Facilitating procedures for studying in Japan –
c) Promoting globalization of universities and other educational institutions – Creating attractive universities –
d) Improving the environment for accepting international students – Efforts to create an environment under which students can concentrate on studying without anxiety –
e) Promoting acceptance of international students in society after their graduation or completion of courses – Globalization of society –
3. Promoting exchange among universities with proper quality assurance
With regards to international quality assurance, in Europe, each country has made efforts to deepen social and economic cooperation and integration through building framework among European universities with quality assurance. UNESCO and OECD, on the other hands, endorsed ”Guidelines for Quality Provision in Cross-border Higher Education”, which aim to provide an framework for quality assurance in cross-border higher education based on mutual trust and respect for quality assurance system of each country. In Asia, discussion for effective exchange among universities begins in the countries including China, Korea and the ASEAN. In such a situation, Japan recognizes the necessity to begin high-level discussion for building framework in Asia for exchange among universities with quality assurance, considering the variety of universities and educational systems in Asia and the possibility that exchange among universities might contribute to the enhancement of regional cooperation in the East Asia.
On October 10, 2009 the 2nd Japan-China-Republic of Korea Trilateral Summit was held in Beijing, where the leaders adopted the joint statement on trilateral cooperation including exchanges among universities and agreed with Japan’s proposal to set up an inter-government committee with experts from Japan, China and Republic of Korea for investigating issues in promoting cooperation among universities with quality assurance, and to hold an international symposium on discussing quality assurance in the Asian region. Also, in the Chairman’s Statement of the 12th ASEAN Plus Three Summit (Cha-am Hua Hin, Thailand, 24 October 2009) and in the Chairman’s Statement of the 4th East Asia Summit (Cha-am Hua Hin, Thailand, 25 October 2009), the Leaders welcomed Japan’s proposal to hold the international symposium. These projects were also included in the New Growth Strategy (Basic Policies) (Cabinet decision) in December 2009.
In line with these agreements and plans, MEXT, along with authorities of China and Republic of Korea, is to hold the first meeting of the inter-government expert committee among Japan, China and Republic of Korea. In Addition, MEXT is to prepare for holding the international symposium
http://www.ond.vlaanderen.be/hogeronderwijs/bologna/forum2010/documents/JAPAN_recent_trends_and_developments.pdf
This paper outlines quality assurance system of higher education in Japan at first. Then it describes international activities of Japan’s higher education institutions and their efforts for internationalization. At the end, it introduces Japan’s movement toward constructing the framework for exchange among universities with proper quality assurance in East-Asian region.
1. Quality assurance of higher education in Japan
The quality assurance framework in Japan has both the advantage of the prior regulations that assure proper quality in advance, and the checking afterwards that constantly assure quality constantly while respecting the diversity of universities. This assures that universities continue to assure quality internally while respecting the principle of independence and autonomy. Three key elements are;
i) Standards for establishing universities
This contains the minimum standards and desirable goals and duties of universities by various regulations. This helps all the stakeholders understand how Japanese universities should be and what they are like. This also makes general public believe that approved institutions are trustworthy organizations.
ii) Establishment- approval system
In order to establish a university or to change academic organizations with regard to changing fields or types of degrees issue, the proposer must submit an application for approval to the Minister of MEXT (Ministry of Education, Culture, Sports, Science and Technology). The Minister commissions the Advisory Council for University Establishment, founded in the Ministry. Peer review by specialists is conducted until first set of enrolled students are to graduate. This assures that application to establish universities meet the Standards for establishing universities, have enough possibility to accomplish what it states, and continue to provide programs.
iii) Quality assurance and accreditation system
All universities in Japan have to receive certified evaluation by one of the accreditation organizations certified by the Minster of MEXT once in 7 years. These organizations evaluate the systems of management, educational and research activities by peer reviewing based on the universities’ self-examination and evaluation. This system confirms whether the universities meet the Standards for establishing universities as well as encourages universities to improve its education and research quality.
The National Institution for Academic Degrees and University Evaluation (NIAD-UE) was established to contribute to further development of higher education in Japan. In order to raise the quality of higher education institutions, it acts as one of the accreditation organizations as well as an institution to offer information about Japanese reliable quality assurance system to the world. For example, it produces the Information Package which provides both basic and specific information on the Japanese quality system of higher education in an integrated way including glossary or overview of the system.
In Addition, NIAD-UE strengthens partnerships with overseas quality assurance organizations to provide helpful information about quality assurance and accreditation in the world for Japan’s education institutions, and also to assure and enhance its evaluation activities to an internationally acceptable level. For example, NIAD-UE works together with the Quality Assurance Agency for Higher Education
(QAA) in the United Kingdom and the Higher Education Evaluation Center of the Ministry of Education (HEEC) in China under the bilateral Memorandum of Understanding. NIAD-UE will also organize a conference among leaders of quality assurance agencies of Japan, China and Republic of Korea.
2. International activities of Japan’s higher education institutions and their efforts for internationalization
i) International activities of Japan’s higher education institutions
Japan’s higher education institutions are playing important role in international cooperation in higher education. Among their activities, one of the most remarkable projects is the Southeast Asia Engineering Education Development Network (SEED-Net) Project, in which Japanese member universities support ASEAN member institutions to produce graduates with master's and doctoral degrees of international standard in the engineering field in order to promote sustainable social and economic development in ASEAN countries.
Also, in the area of engineering, Japanese “Kosen” (college of technology), which has successfully fostered practical and creative engineers through internationally unique five-year engineering education from 15 years old and two-year advanced course, is highly admired both in Japan and internationally; the Kosen also focuses on international activities such as the project in Turkey to develop education and training system of automatic control technology.
In terms of multilateral cooperation, UMAP (University Mobility in Asia and the Pacific) promotes mobility of university students and staff in Asia and the Pacific region utilizing UCTS (UMAP Credit Transfer Scheme), which aims to make international student exchange more effective by ensuring credit compatibility. UMAP is a voluntary association of government and non-government representatives of the higher education sector in Asia and the Pacific consisting of 34-member countries and regions. In Japan, UMAP Japan National Committee, which consists of representatives of Japanese member universities, served as UMAP International Secretariat by 2006, and JASSO (Japan Student Services Organization) supports UMAP through scholarship which is offered to the students who study abroad under short-term study abroad program utilizing distinctive credit transfer system including UCTS.
ii) Project for establishing core universities for internationalization（Global 30）
MEXT has launched the “Global 30” Project for Establishing Core Universities for Internationalization, for the purpose of selecting universities that will function as core schools for receiving and educating international students. These core universities will play a major role in dramatically boosting the number of international students educated in Japan as well as Japanese students studying abroad.
- Teaching in English
- To develop a system in which degree courses can be offered entirely in English: establishing 33 undergraduate courses and 124 graduate courses over the next 5 years
- Internationally open recruitment of staff to teach specialized subjects in English
- Assignment of teaching staffs from overseas with fixed term
- To improve the environment to accept international students
- Support by specialized staff to international students in their daily life, employment search, and supplementary education: increasing the number of international students in selected universities to over 50,000 in 2020 from 16,000 as of 2008.
- To promote strategic international cooperation
- To establish an “Overseas Office for Shared Utilization by Universities” as the liaison for Study in Japan: establishing 8 cities in 7 countries; Russia, Tunisia, India (2 cites), Uzbekistan, Vietnam, Egypt, and Germany
- To expand student exchange programs based on exchange agreements between universities
In 2009, the following 13 universities were selected as Core universities.
Tohoku University, University of Tsukuba, The University of Tokyo, Nagoya University, Kyoto University, Osaka University, Kyushu University, Keio University, Sophia University, Meiji University, Waseda University, Doshisha University, and Ritsumeikan University
iii) International student policy
As a part of the “global strategy” to open up Japan to the whole world and expand flows of people, goods, money and information between Japan and countries in Asia and other regions in the world, Japan aims to accept up to 300,000 international students by the year 2020. Efforts should be made to strategically acquire excellent international students, as well as to accept highly capable students, while giving due consideration to the balance of countries, regions and fields of study. Japan also continues to make intellectual contributions globally to other countries, including Asian countries. For this purpose, measures are taken systematically so as to rouse international students’ interest in studying in Japan. The plan is promoted through comprehensive and organic coordination among related ministries and agencies. Five categories of the measures are as follows;
a) Inviting international students to study in Japan – Offering incentives to study in Japan and providing one-stop service –
b) Improving introduction of entrance examinations, enrollment, and entry into Japan – Facilitating procedures for studying in Japan –
c) Promoting globalization of universities and other educational institutions – Creating attractive universities –
d) Improving the environment for accepting international students – Efforts to create an environment under which students can concentrate on studying without anxiety –
e) Promoting acceptance of international students in society after their graduation or completion of courses – Globalization of society –
3. Promoting exchange among universities with proper quality assurance
With regards to international quality assurance, in Europe, each country has made efforts to deepen social and economic cooperation and integration through building framework among European universities with quality assurance. UNESCO and OECD, on the other hands, endorsed ”Guidelines for Quality Provision in Cross-border Higher Education”, which aim to provide an framework for quality assurance in cross-border higher education based on mutual trust and respect for quality assurance system of each country. In Asia, discussion for effective exchange among universities begins in the countries including China, Korea and the ASEAN. In such a situation, Japan recognizes the necessity to begin high-level discussion for building framework in Asia for exchange among universities with quality assurance, considering the variety of universities and educational systems in Asia and the possibility that exchange among universities might contribute to the enhancement of regional cooperation in the East Asia.
On October 10, 2009 the 2nd Japan-China-Republic of Korea Trilateral Summit was held in Beijing, where the leaders adopted the joint statement on trilateral cooperation including exchanges among universities and agreed with Japan’s proposal to set up an inter-government committee with experts from Japan, China and Republic of Korea for investigating issues in promoting cooperation among universities with quality assurance, and to hold an international symposium on discussing quality assurance in the Asian region. Also, in the Chairman’s Statement of the 12th ASEAN Plus Three Summit (Cha-am Hua Hin, Thailand, 24 October 2009) and in the Chairman’s Statement of the 4th East Asia Summit (Cha-am Hua Hin, Thailand, 25 October 2009), the Leaders welcomed Japan’s proposal to hold the international symposium. These projects were also included in the New Growth Strategy (Basic Policies) (Cabinet decision) in December 2009.
In line with these agreements and plans, MEXT, along with authorities of China and Republic of Korea, is to hold the first meeting of the inter-government expert committee among Japan, China and Republic of Korea. In Addition, MEXT is to prepare for holding the international symposium
http://www.ond.vlaanderen.be/hogeronderwijs/bologna/forum2010/documents/JAPAN_recent_trends_and_developments.pdf
Tuesday, April 06, 2010
More universities offering majors in manga
For some people, manga may not stack up as a high-brow subject like Chinese classics or nuclear physics, but universities in Japan are increasingly offering courses on comic culture as part of their curriculum.
The first attempts to set up manga departments were greeted skeptically because universities were considered unsuited to fostering manga artists who needed creative ideas and drawing ability to be successful.
Despite the doubts, a few graduates of manga departments have moved on to professional careers.
The universities offer various courses to help prospective manga artists.
At Kobe Design University, a special class held in February offered students the opportunity to present their work to editors of manga magazines.
The one-on-one sessions often involved direct criticism of a student's work.
One editor said, "You have to make your story understandable to everyone."
Another student was told, "Your idea is a good one, but the story kind of fizzles out part of the way through."
Some students got teary-eyed during the session.
The special class was for sophomores majoring in manga in the Department of Media Arts of the School of Progressive Arts.
Since January, editors from at least 10 manga magazines have visited the campus for sessions with the students.
One traditional way manga artists have gotten a break has been to visit publishing companies and show their work to editors.
Those considered talented by the editors have had their work published, and others are often given advice on how to improve their work.
The special class was designed to train the students in selling their works to editors.
Not only do the students become accustomed to dealing with editors, they also receive advice from professionals.
Naoto Hashimoto, 20, appreciated the feedback he got by attending the special class.
"We are shown where we are weak and other things are pointed out that we may never have considered. I really appreciated being able to meet an editor."
Such practical help has benefited the first class of manga majors who graduated this spring. Of the 20 in that first cohort, 16 have won some kind of award for newcomers or have been in regular contact with an editor.
Eiji Otsuka, the professor in charge of the manga program, said, "While it is like a bonus, it is the result of thoroughly thinking about how a manga story develops and also about movie-like story lines and the relationship between a plot and characters."
The curriculum for a manga major is not easy.
Students have to produce the equivalent of about 400 pages of storyboard over a year. In every class, students are trained to create stories and characters.
There are also projects to create anime and movies.
Even students who entered as freshmen without ever having written a manga develop a certain level of skill after four years.
Some students have made their debut while still in university.
Masato Yamaguchi, 21, a junior in the Department of Manga of the Faculty of Arts at Tokyo Polytechnic University, had his work, "Uchu rescue" (Outer space rescue) published in the Shukan Shonen Magazine (Weekly youth magazine) Special by Kodansha Ltd.
It is the second time Yamaguchi's work has appeared in the magazine and he now is seeking serial publication.
A professor at the manga department, Jun Hatanaka, himself has published manga works.
"There are some people who say manga artists cannot be developed at a university," Hatanaka said. "However, if a classmate is published, others in the class will be motivated to also make a start. It is important to provide such a forum for students."
Yamaguchi spends time in a drawing room on campus to create his manga. He and other regulars of the drawing room share their opinions of each other's work.
Department head Masaru Kikuchi said, "The world of manga artists is one in which not even 10 percent of those who want to become one actually do so. For that reason, we also try to expose our students to other jobs related to the manga industry, such as editors and original authors."
In a course on manga and business, students are asked to come up with ideas for using manga in new business ventures.
A 2009 graduate of the Character Creative Arts Department of Osaka University of Arts who goes by the pen name of Toko Yurikawa knows that the path to becoming a manga artist is not easy.
After graduation, the 23-year-old moved to Tokyo to try and break into the business.
She visited publishing houses with her portfolio, having learned in university how to set up appointments and greet editors.
Her current creative style of depicting subjects from her daily life in essay form was also established after receiving advice in university.
"I was taught everything I needed to know," Yurikawa said. "The rest is up to me."
The university also offers courses on passing the certification test for color coordinators as well as classes in data processing and English.
Support in finding a job is also provided. The Character Creative Arts Department also has programs in anime and video games and related courses in those programs.
Some manga majors have a change of heart and enter different fields.
At least 10 universities offer majors or courses on manga and animation.
The pioneer was Kyoto Seika University, which established what is the only manga faculty in Japan in 2006. The faculty is fairly large. It has a capacity of 200 students per year.
When the predecessor to Kyoto Seika University began as a junior college in 1968, it was already offering classes on manga.
They were upgraded to manga courses in 1973 and a manga department was established in 2000.
The central government's white paper on education took notice of the university's endeavor "as one doing research on manga as a scholarly field."
In the 2010 school year, a master's program in manga studies starts at Kyoto Seika.
"As a university, we want to provide a path that will allow graduates to become connected to society," said Keiko Takemiya, head of the manga faculty.
One example is more practical manga that covers everything from company histories to pamphlets provided by hospitals to patients to help explain certain diseases to educational materials that explain traditional arts and crafts.
The university creates such manga after receiving orders and has set up a business operation for that purpose. Graduates are recruited to draw the manga and between 50 and 60 orders are received a year.
Last spring, Kentaro Takekuma, a manga editor, joined the faculty as a professor.
Takekuma had been teaching manga at Tama Art University since 2003. Since 2008, he has been regularly self-publishing a magazine to provide his students with a forum for their work.
"Universities are different from publishing houses because they do not have a medium," Takekuma said. "Beginners can be developed if they have a forum for expression."
Universities offering manga courses are using different methods to widen their appeal.
Manga majors at Bunsei University of Art have Tetsuya Chiba as their professor. He is famed for his "Ashita no Joe" (Tomorrow's Joe) boxing manga.
Chiba's motto is to work up a sweat at least once a day, instead of being cooped up in a room. He often takes his students outdoors to play catch. The parents of his students, many of whom are his fans, appear more happy about such efforts than the students.
Editors have their own opinion about how effective universities are.
Shoji Maruyama, a deputy managing editor of the monthly magazine "Comic Zero-Sum," has helped with university courses and accepted submissions from graduates.
"Universities are a place where it is possible to come into contact with talent so I will happily go if asked," Maruyama said. "People who have studied manga in university create works based on their own thinking. That is attractive. I think more graduates will become professionals."
However, Yukitoshi Sakaguchi, who is in charge of university entrance information at the Yoyogi Seminar cram school, believes only those programs with true value will survive.
http://www.asahi.com/english/TKY201004050323.html
The first attempts to set up manga departments were greeted skeptically because universities were considered unsuited to fostering manga artists who needed creative ideas and drawing ability to be successful.
Despite the doubts, a few graduates of manga departments have moved on to professional careers.
The universities offer various courses to help prospective manga artists.
At Kobe Design University, a special class held in February offered students the opportunity to present their work to editors of manga magazines.
The one-on-one sessions often involved direct criticism of a student's work.
One editor said, "You have to make your story understandable to everyone."
Another student was told, "Your idea is a good one, but the story kind of fizzles out part of the way through."
Some students got teary-eyed during the session.
The special class was for sophomores majoring in manga in the Department of Media Arts of the School of Progressive Arts.
Since January, editors from at least 10 manga magazines have visited the campus for sessions with the students.
One traditional way manga artists have gotten a break has been to visit publishing companies and show their work to editors.
Those considered talented by the editors have had their work published, and others are often given advice on how to improve their work.
The special class was designed to train the students in selling their works to editors.
Not only do the students become accustomed to dealing with editors, they also receive advice from professionals.
Naoto Hashimoto, 20, appreciated the feedback he got by attending the special class.
"We are shown where we are weak and other things are pointed out that we may never have considered. I really appreciated being able to meet an editor."
Such practical help has benefited the first class of manga majors who graduated this spring. Of the 20 in that first cohort, 16 have won some kind of award for newcomers or have been in regular contact with an editor.
Eiji Otsuka, the professor in charge of the manga program, said, "While it is like a bonus, it is the result of thoroughly thinking about how a manga story develops and also about movie-like story lines and the relationship between a plot and characters."
The curriculum for a manga major is not easy.
Students have to produce the equivalent of about 400 pages of storyboard over a year. In every class, students are trained to create stories and characters.
There are also projects to create anime and movies.
Even students who entered as freshmen without ever having written a manga develop a certain level of skill after four years.
Some students have made their debut while still in university.
Masato Yamaguchi, 21, a junior in the Department of Manga of the Faculty of Arts at Tokyo Polytechnic University, had his work, "Uchu rescue" (Outer space rescue) published in the Shukan Shonen Magazine (Weekly youth magazine) Special by Kodansha Ltd.
It is the second time Yamaguchi's work has appeared in the magazine and he now is seeking serial publication.
A professor at the manga department, Jun Hatanaka, himself has published manga works.
"There are some people who say manga artists cannot be developed at a university," Hatanaka said. "However, if a classmate is published, others in the class will be motivated to also make a start. It is important to provide such a forum for students."
Yamaguchi spends time in a drawing room on campus to create his manga. He and other regulars of the drawing room share their opinions of each other's work.
Department head Masaru Kikuchi said, "The world of manga artists is one in which not even 10 percent of those who want to become one actually do so. For that reason, we also try to expose our students to other jobs related to the manga industry, such as editors and original authors."
In a course on manga and business, students are asked to come up with ideas for using manga in new business ventures.
A 2009 graduate of the Character Creative Arts Department of Osaka University of Arts who goes by the pen name of Toko Yurikawa knows that the path to becoming a manga artist is not easy.
After graduation, the 23-year-old moved to Tokyo to try and break into the business.
She visited publishing houses with her portfolio, having learned in university how to set up appointments and greet editors.
Her current creative style of depicting subjects from her daily life in essay form was also established after receiving advice in university.
"I was taught everything I needed to know," Yurikawa said. "The rest is up to me."
The university also offers courses on passing the certification test for color coordinators as well as classes in data processing and English.
Support in finding a job is also provided. The Character Creative Arts Department also has programs in anime and video games and related courses in those programs.
Some manga majors have a change of heart and enter different fields.
At least 10 universities offer majors or courses on manga and animation.
The pioneer was Kyoto Seika University, which established what is the only manga faculty in Japan in 2006. The faculty is fairly large. It has a capacity of 200 students per year.
When the predecessor to Kyoto Seika University began as a junior college in 1968, it was already offering classes on manga.
They were upgraded to manga courses in 1973 and a manga department was established in 2000.
The central government's white paper on education took notice of the university's endeavor "as one doing research on manga as a scholarly field."
In the 2010 school year, a master's program in manga studies starts at Kyoto Seika.
"As a university, we want to provide a path that will allow graduates to become connected to society," said Keiko Takemiya, head of the manga faculty.
One example is more practical manga that covers everything from company histories to pamphlets provided by hospitals to patients to help explain certain diseases to educational materials that explain traditional arts and crafts.
The university creates such manga after receiving orders and has set up a business operation for that purpose. Graduates are recruited to draw the manga and between 50 and 60 orders are received a year.
Last spring, Kentaro Takekuma, a manga editor, joined the faculty as a professor.
Takekuma had been teaching manga at Tama Art University since 2003. Since 2008, he has been regularly self-publishing a magazine to provide his students with a forum for their work.
"Universities are different from publishing houses because they do not have a medium," Takekuma said. "Beginners can be developed if they have a forum for expression."
Universities offering manga courses are using different methods to widen their appeal.
Manga majors at Bunsei University of Art have Tetsuya Chiba as their professor. He is famed for his "Ashita no Joe" (Tomorrow's Joe) boxing manga.
Chiba's motto is to work up a sweat at least once a day, instead of being cooped up in a room. He often takes his students outdoors to play catch. The parents of his students, many of whom are his fans, appear more happy about such efforts than the students.
Editors have their own opinion about how effective universities are.
Shoji Maruyama, a deputy managing editor of the monthly magazine "Comic Zero-Sum," has helped with university courses and accepted submissions from graduates.
"Universities are a place where it is possible to come into contact with talent so I will happily go if asked," Maruyama said. "People who have studied manga in university create works based on their own thinking. That is attractive. I think more graduates will become professionals."
However, Yukitoshi Sakaguchi, who is in charge of university entrance information at the Yoyogi Seminar cram school, believes only those programs with true value will survive.
http://www.asahi.com/english/TKY201004050323.html
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