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Biasiswa Global Leader oleh

Musashino University di Tokyo
INFO BIASISWA GLOBAL LEADER
Musashino University di Tokyo, Jepun menawarkan biasiswa kepada rakyat Malaysia
untuk mengikuti program ijazah 4 tahun. Universiti ini menawarkan biasiswa kerana
mereka ingin menarik enrolmen pelajar asing ke Fakulti Pengajian Global mereka. Ini
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jumlah pelajar asing dalam pendidikan tinggi.
Selain itu, universiti ini percaya bahawa kepelbagaian dalam kohort ini akan
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Pengajian dan Fakulti Pengajian menawarkan Perniagaan Global, kursus sarjana muda
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KRITERIA
Berumur sekurang-kurangnya 18 tahun pada 31 Ogos 2016.
Telah menamatkan 12 tahun pendidikan formal pada 31 Ogos 2016.

Mempunyai sekurang-kurangnya TOEFL iBT 61 atau IELTS Academic 5.5
atau yang setaraf.

AMAUN
S-100% pengecualian yuran pengajian dan Yuran Peningkatan
Pendidikan (Maks 10 pelajar)
A-100% pengecualian yuran pengajian (Maks 20 pelajar)
B-50% pengecualian yuran pengajian (Maks 25 pelajar)
C-30% pengecualian yuran pengajian (Maks 25 pelajar)
BIDANG YANG DIUTAMAKAN
Ijazah Sarjana Muda Perniagaan Global.
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Sila semak dengan Jabatan Perniagaan Global, laman web Musashino
University.
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TARIKH TUTUP
22 April 2016
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English
Chapter2Internationalization of Universities
and Their Local Contribution
Key Points of Chapter 2
Universities have been playing various roles, such as the
development of human resources who can take the lead in the
future of Japan, and contributions to society while searching for
truth through promoting advanced education and research.
Additionally, while the full-fledged knowledge-based society is
moving ahead, and the environment surrounding universities are
also changing in recent years, the expectation from society
towards universities is increasing more and more. Moreover, the
needs of society and students are diversified, as well. On the other
hand, with the aging society and low birth rate, the number of
population in our country is entering a phase of decline. Thus, each
university is required to clearly set out its own characteristics and
features more than ever before, especially with the rapid progress
of globalization in university education, cross-border movements of
students and teachers are increasingly seen in Western countries
and Asia, and active initiatives concerning international
competitiveness and collaboration are conducted. As a result, the
improvements in internationalization and global competitiveness of
universities in Japan are highly significant challenges.
Furthermore, one of the important social contributions by
universities is their contributions to the development of
communities. That is to be done by taking various measures in the
communities in coordination with local authorities and enterprises
and by their education and research that take into account the
needs of communities.
Thus, the internationalization of universities and their contribution
to local communities play important roles in contributing to society
while enhancing functions of universities even within the changes

in the environment surrounding higher education. This chapter
addresses these two initiatives.
Section 1 Internationalization of Universities

1Significance of Internationalization of Universities
1Roles and Internationalization of Universities

The advent of so-called knowledge-based society, in which new
knowledge, information and technologies increase in their
significance more and more as the foundation of activities in
various fields, such as politics, economics and cultures, is
enhancing the meaning of universities as the knowledge base.
As the globalization proceeds, enhancing functions of education
and research at universities by gathering researchers and students
from both within the country and abroad results in meeting
domestic expectation toward universities which conduct high-level
education and research, and education for cultivating qualities and
personalities required by the times we live in. At the same time,
such effort leads to contributions to the world by using knowledge
of universities to resolve the issues which international society
faces. That is to be one of the directions which universities in
Japan in 21st century should aim at.
The acquisition of new knowledge and its succession and
development require teachers who work toward them actively,
students to succeed it, and organizational approaches and
initiatives by universities to support them. While the movement to
obtain excellent teachers and students across national borders is
strengthened by the progress of globalization of economics and
society, competitiveness among international universities is also
noted. At leading universities abroad, it is not rare that 30 to 40
of all teachers have foreign nationalities, and that international
students occupy 20 to 30 of all students.
In Japan, it is required to contribute to national and international

societies while enhancing international competitiveness of
universities through conducting international-level education and
research by excellent students and teachers from both inside the
country and abroad. Especially in Japan, it is essential to promote
initiatives for internationalization of universities more actively due
to the geographical environment and language barriers compared
to Western countries.
In addition, the rapid progress of globalization is strengthening the
need for developing Japanese people who can be successful
internationally, at universities than ever before. Human resources
that acquired world-class professional skills in higher education are
expected to be the foundation of Japan's prosperity, which is
difficult to achieve without international ties, and then contribute to
the development of entire international society.
Organized effort of universities toward internationalization is also
essential. In recent years, several groups of universities establish
the international network to work in an all-out cooperation
internationally as the "knowledge base" toward the global-level
issues, such as environmental problems. Moreover, the movement
of creating the networking system for training human resources
that are developed collaboratively to meet the needs resulting from
the globalization is also increasingly seen.
As Japan has entered the stage of universal access to higher
education and the functional differentiation in universities is in
progress, universities in Japan are required to keep on
implementing various initiatives toward internationalization
organizationally and continuously as described above for improving
their education and research, strengthening international
competitiveness, and the promotion of social contributions at home
and abroad.
2Current Status and Issues of Internationalization of
Universities
1Current Status of Internationalization of Universities

In 2006, the number of exchange agreements by universities in
Japan with universities abroad exceeded 12,000. Also, the centres
at which universities give information for international students and
implement support for research abroad exceeded 200. Thus, the
cases of conducting active initiatives based on internationalization
strategies in each university, such as launching international
networking systems among universities, are increasing. Half of
universities in Japan position international relations as a major
element in their comprehensive plans at universities, and strive for
systematic internationalization. In addition, for instance, about 30
of universities both public and private establish a numerical goal
of the score of TOEIC, etc., for students.
The number of international students that Japan accepted was
about 124,000 in 2008, which was highest ever. The cases are
also seen, in which Japanese universities are improving their
international presence by conducting high-level educational
research in Ph.D., etc., for training researchers and collaborate
with a leading university abroad. Meanwhile, some universities not
only accept international students but also send teachers to
universities abroad, where those teachers take part in establishing
the curriculum while directly tutoring students and, thus, contribute
to the development of human resources.
Additionally, international quality assurance of universities become
a key issue amid increasing opportunities for students to study in
universities abroad, and some initiatives are taken at the levels of
international organizations and regional communities. The quality
assurance framework in Japan has high reliability consisting of the
Standards for the Establishment of Universities, the EstablishmentApproval System and the Quality Assurance and Accreditation
System as well as self-examination and evaluation of universities.
Furthermore, participating actively in initiatives for improving
international quality assurance makes it possible to enhance the
environment to accept international students and send Japanese
students abroad, while at the same time improving the quality of
higher education in Japan.
2Issues concerning internationalization of universities

As described above, the acceptance of international students and
cooperation among universities are increasing compared to the
past. However, the ratio of international students that Japan is
accepting is only 4 of them all over the world, which
demonstrates the low level of acceptance of international students
from the international point of view compared to 20 in the United
States and about 10 in each European nation. Also, the ratio of
foreign teachers at universities in Japan represents about 5,
which also low compared to western countries. According to
statistics by OECD, etc., the number of Japanese students who
studied abroad is about 80,000, and it is on the decrease for
students to the United States, though increasing in Asian countries.
Moreover, after studying abroad, the number of the students, who
acquired credits at universities abroad and were approved the
credits at universities in Japan, is about 3,000 annually. Although
the number of the universities in Japan which implement
educational coordination of the Double Degree Program1 with
universities abroad is increasing, the number in Japan is still about
70.
It is also pointed out educational programs which universities in
Japan offer are obscure compared to the ones at universities
abroad. The international competitiveness in university education
is considered to include the following elements: 1 the purpose
of education and research conducted at universities is clear; 2
education of quality which matches the purpose and contents is
offered; and 3 the academic degrees which are offered are
respected worldwide. The enhancement of the international
competitiveness is needed.
Therefore, in order to improve the education at universities,
universities first need to clarify the principles for conferral of
degrees, curriculum organization and implementation and
admission of students. They then need to take initiatives such as
the formation of systematical curriculum, the consolidation of credit
system, improvement of educational methods, rigorous evaluation
of learning results, and faculty development for teachers. The
Ministry of Education, Culture, Sports, Science and Technology is

also supporting such initiatives of universities Reference: part 2,
chapter 3, no.3 of section 1.
Universities are expected to take those points into account and
take timely initiatives for internationalization that take advantage of
their characteristics and distinctiveness to correspond to the rapid
globalization. In addition, as a nation, it is required to promote
continuous initiatives for internationalization at each university
while respecting their independence and autonomy based on
functional differentiation of universities.
2New Trends in Internationalization of Universities and Improvement of
International Competitiveness
1Basic Concept
The implementation of education that can be recognized
internationally and the initiatives for international educational
coordination activity with organizational consistency are considered
essential when universities continue to work on internationalization
based on their strategies. Promoting internationalization steadily is
expected through establishing a specific goal including the setting
of numerical targets in connection with the initiatives and achieving
them in universities, which aim at developing international
competitiveness.
1 Double Degree Program

The system in which universities offer a number of degrees to
graduated students who completed several degree programs
through the credit transfer system by several universities.
2Realization of Education with Quality Assurance
The quality assurance of education is the foundation. Thus,
besides the initiative in each university, enhancing quality
assurance as a nation is required.
Concerning the quality assurance framework at universities in
Japan, the Central Council for Education is now proceeding with

the discussion regarding quality assurance of universities.
Universities are required to take initiatives for quality assurance
including the clarification of educational contents based on such a
discussion.
The remarkable initiatives for internationalization at universities are
described below.
1Organization of courses in which one can acquire a degree
by taking only classes offered in English
With the progress of globalization, the number of universities which
implement classes in English and arrange courses in which
students can take a degree using only English is increasing. This is
done as part of education environmental arrangements for
international students.
In Japan, the number of faculties and universities from which
students can graduate by taking only classes in English is 5
universities, 6 faculties. Also, the number of graduate courses
which students can complete by taking only classes in English is
68 universities, 124 graduate courses Figure 1-2-1, and is
increasing. It is hoped that this trend will continue to increase.
Figure 1-2-1Implementation Status of Classes in English
Universities from which students can graduate by taking only
classes offered in English Undergraduate level
5 universities, 6 faculties
Public Akita International UniversityInternational Liberal Arts
Private Tokyo Christian UniversityFaculty of Theology
Private Sophia UniversityFaculty of Liberal Arts
Private Waseda UniversitySchool of International Liberal
Studies
Private Ritsumeikan Asia Pacific UniversityCollege of Asia

Pacific Studies, College of International Management
Universities in which students can complete their course by taking
only classes offered in EnglishGraduate level
68 universities, 124 graduate courses Among 589 universities,
681 graduate courses
Universities that hold classes offered only in English
Undergraduate level
2005: 176 universities national 42, public 16, private 118
Graduate level
Universities that hold classes offered only in English means
universities which offer one or more class in English except
classes for English skills at undergraduate or graduate level.
Universities that set some goals for English education
Source survey by the Ministry of Education, Culture, Sports,
Science and Technology
2Active Recruitments of Foreigners and Teachers with

Experiences Abroad
As globalization progresses, the movement to recruit capable
human resources regardless of their nationalities is on the rise at
leading universities in the world. In addition, those universities
often have the international coordination in the fields of education
and research. As a result, international experiences are essential
for teachers who work in such coordination.
At universities in Japan, it is clear that the presence of teachers
with international experiences will motivate Japanese teachers and
it will also improve the level of international education and research
and internationalize research environment. It will further improve
the language skills of students. Therefore, it is hoped that not only
teachers for language subjects but also capable foreign teachers in
their professional fields and teachers with international experiences
will be recruited. Moreover, appropriately valuing studies and
research experiences abroad is effective in order to motivate
Japanese researchers and students in their education and
research.
Some universities started to introduce an annual salary system,
invite well-known foreign researchers in flexible terms, and recruit
teachers internationally. It is required in the future to put in place
the organization of systems which capable foreign teachers and
teachers with international experiences can fully use their capacity
effectively through finely-turned handling, such as arranging
appropriate administration systems and translated-documents in
English.
3Building Organized and Continuous Cooperation
It was common for students to choose their schools by themselves
and study abroad in traditional overseas education. On the
contrary, in recent years the cases that domestic and foreign
universities arrange their educational programs and offer them to
students are increasing. While establishing the educational
programs between universities takes time, the purpose of the study
is clear, and the recognition of credits is also easy for students.
The cooperation has many advantages such as a shortened period

of study, to planned and consistent exchanges between
universities, etc. Therefore, an active relationship-building is being
attempted mainly among universities in Europe. Universities in
Japan too are expected to work on this even further in this regard.
1Introduction of Double Degree Program, etc. Figure 1-22
The number of universities which align their curriculum mutually
with universities in foreign countries, and conduct education and
research training in a certain period in each university is
increasing. As a result, the number of universities which introduce
Double Degree Program, etc., that eventually each university
confers a degree based on their cooperation with other universities
is increasing 2007: implemented at 69 universities, 158 cases.
Universities can expect synergetic effects by combining great
initiatives in other universities because of the program. Additionally,
the program provides the students with great benefits of taking
multiple degrees in a short period and building their careers
effectively. Active initiatives are hoped to be taken while
considering in the view of quality assurance continuously.
Figure 1-2-2 Condition of Introducing Double Degree Program at
Universities in Japan
Universities that introduce Double Degree Program with
universities abroad
The number of universities

Regions of partners of Double Degree Program
Regions of Partners
Asia
North America
Total
97
36
EU Others Total
21
Source: MEXT
2Participation to the International University Network
In recent years, cooperation and exchanges among universities
with consortium systems, and the formation of their network which
a number of domestic and foreign universities formulate
consortium and implement cooperation and exchanges based on
their agreement are carried out to take initiatives for projects of
education and research. Among universities in Japan too, the
movement of promoting strategic international cooperation through
establishing consortium by taking the leadership themselves,
developing and offering attractive educational programs and
participating in existing projects by universities is growing.
3Promotion of learning experiences overseas Figure 1-23
It is considerably important for more Japanese students to
experience learning overseas, such as studying abroad from the
point of view of developing human resources who can contribute to
global society. The progress of mobility of students and
researchers is promoted in EU because of ERASMUS Program
2. Some universities in the United States also have requirements
for students to have education and training opportunities overseas
by the time of graduation. Some universities in Japan too are
taking initiatives to have a requirement of studying abroad in a
certain period at college level.
To promote such a learning experience overseas, it is preferred to
implement the exchange-system studying abroad and to arrange
the curriculum in both universities from the perspectives of
reduction of the burden on students while assuring quality is. It is
also important for credit to be approved positively.
158
2 ERASMUS Program The European Community Action

Scheme for Mobility of University Students: ERASMUS
One of the exchange cooperation programs among EU member
nations in various fields of human resources development project,
and science and technology. The plan for building a university
network among universities in Europe and enhancing mobility of
students and teachers in EU member nations through
implementing ICPs Inter-University Co-operation Programmes.
Figure 1-2-3 Transition of the Number of Japanese People
Studying Abroad
Source: OECD The 2008 Education at a Glance, etc.

4Development of Campus Overseas
A number of initiatives of the offshore program in which universities
establish their campus overseas and develop degree programs
overseas like the ones at domestic universities are carried out at
universities in the United States and Australia today. The Ministry
of Education, Culture, Sports, Science and Technology has put in
place a system whereby Japanese university establishments
abroad are treated as part of the universities in cases that these
universities establish their own faculty, graduate department or
course abroad and that the Standards for the Establishment of

Universities and the relevant regulations are met. It is hoped that
universities will utilize this system and that it promotes their active
international development.
4Initiatives for Higher Education Offered Across Borders
As globalization progresses, the quality assurance of higher
education presents an international issue because of the increase
of opportunities for higher education across borders. The
Guidelines for Quality Provision in Cross-border Higher Education
was formulated by United Nations Educational, Scientific and
Cultural Organization UNESCO and Organization for
Economic Cooperation and Development OECD in 2005 to
improve quality of higher education and international mobility
based on the system of assuring the quality of higher education in
each country. The following international initiatives were also
launched. Additionally, the movements of community-level
coordination, such as the coordination with organizations in each
country which promote the quality assurance of higher education
and the formulation of the European Higher Education Area, etc.,
in EU are also seen. Japan strives to take the lead in creating an
international framework and to improve quality of institutions of
higher education in Japan while participating in the initiative for
international quality assurance actively.
1Support for evaluation of learning outcome in higher
education by OECD
Evaluating various qualities in higher education is essential with
the expansion of higher education and the progress of
internationalization in recent years. Particularly, as a recent trend,
various initiatives are taken not only for the initiative of so-called
input by universities but also of outcome gained through university
education.
In such a situation, OECD is to conduct the feasibility study on
AHELO Assessment of Higher Education Learning Outcomes
to support the improvement of evaluation methods of learning
outcome by governments, higher educational organizations and

quality assurance institutions. OECD is planning to begin detailed
discussion on its contents in the future.
This project is not for ranking each country or institutions of higher
education but for conducting a survey experimentally on the
feasibility of the evaluation for learning outcome with international
recognition in cultures and countries with different languages, and
of institutions of higher education in different environment.
Concerning the feasibility study, we are to carry out a survey on
students who are about to complete theirdegrees in relation to the
four fields below.
Generic Skills Strand- measuring critical thinking, analytical logic
and problem-solving skills
Discipline-specific Strand- measuring knowledge and skills of
engineering and economics
The Value-Added Strand- measuring added value which were
offered by institutions of higher education through measuring
occupational skills after graduation and academic abilities
compared to at the time of entering universities
Learning in context- measuring an indicator indirectly showing
the evaluation of learning outcomes, such as educational
environment that includes the ratio of students and teachers, the
number of books in libraries and counseling systems Japan
announced that we are going to participate in this project.
Specifically, on the engineering skills, we are planning to conduct
the feasibility study on some domestic universities.
2UNESCO Portal on Higher Education Institution
In recent years, an entity, which claims to confer a degree and
provides confusing designation similar to a true degree Degree
Mill in spite of disapproval as qualified universities is an
international issue. In response to this, UNESCO is promoting to
build the international information-network to offer latest, accurate
and comprehensive information of institutions of higher education
approved in each country in order to make it easier for students to

choose a university and to protect the rights of students. Japan has
been contributing to the implementation of this project actively. The
information on 23 countries including Japan is now posted
experimentally as of March in 2009. UNESCO considers the
expansion of the network operation in the future.
<Information posted>
List of institutions of higher education approved in each country
Information for international students
Higher education systems in each country, and the summary of
quality assurance system
3Designation of "Locations in Japan of a Foreign University"
The Ministry of Education, Culture, Sports, Science and
Technology can designate a Japan campus of foreign university,
which is fully confirmed by the embassy of its home country to be
formally recognized as educational institution according to the
school education system of its home country, as the "locations in
Japan that are formally recognized as educational institutions
offering courses of a foreign university, graduate school or a junior
college" called "locations in Japan of a foreign university", in
order to facilitate compatibility with the educational system in
Japan, which may include issues such as the eligibility of its
students/graduates for admissions or transfers to Japanese
universities. The designation means, however, neither the campus
is established with the Ministry's approval according to the School
Education Law in Japan, nor any qualification is given to graduates
from the campus. As of March 2009, six institutions are designated
as "locations in Japan of a foreign university."
5 Support by the Ministry of Education, Culture, Sports,
Science and Technology for Universities that Strive for
Internationalization and Improvement of International
Competitiveness

Technology is supporting to produce universities that correspond to
the globalization through prioritized support and environmental
arrangement for universities which strive for internationalization to
develop and recruit human resources who can contribute to the
world by developing international competitiveness and international
recognition of universities in Japan.
1Project for Establishing Core Universities for
Internationalization Global 30 Figure 1-2-4
In "Economic and Fiscal Reform 2008" Cabinet decision on June
27, 2008, the specific guideline for the"Global 30 30 Core
Universities for Internationalization", which selects a total of thirty
high quality universities out of all universities in Japan that will
function as core schools for receiving and educating international
students, was specified to promote bold internationalization of
education.
Additionally, in the framework of the "300,000 International
Students Plan" formulated on July 29, 2008, intensive support
to globalizing universities which allow students to obtain degrees
through English-only classes, etc. and developing systems of
universities to accept international students was included in order
to make universities attractive to international students.
To this end, 4.1 billion yen was allocated for the "Project for
Establishing Core Universities for Internationalization "Global
30"" in the budget of fiscal year 2009 at the Ministry of
Education, Culture, Sports, Science and Technology. This project
consists of three main initiatives:1development of a system in
which degree courses can be offered entirely in English;
2improvement of the environment to accept international
students; and 3promotion of strategic international
cooperation. Under the project, 30 universities are to be selected
as core universities among those with high quality education and
research in accordance with their mission and functions and a
welcoming environment for international students. 12 universities
will be selected in fiscal year 2009 of the first implementation year.
Figure 1-2-4 Project for Establishing Core Universities for

Internationalization Global 30
2Global COE Program

The Global COE Program provides funding support for
establishing education and research centers that perform at the
apex of global excellence with an eye to elevating the international
competitiveness of Japanese universities. The program works to
strengthen and enhance the education and research functions of
graduate schools and to foster highly creative young researchers
who, by experiencing and conducting research of the highest world
standard, will go on to become world leaders in their respective
fields. Established in FY 2007, the program was supporting 131
COEs in 40 universities as of the end of FY 2008.
3Support Program for Improving Graduate School Education

Reform
The Support Program for Improving Graduate School Education
works to foster highly capable young people who will go on to play
active roles in a wide range of academic fields and societal
sectors. It does this by supporting systematic initiatives taken by
universities to elevate graduate course curricula to a high
international standard. Ultimately, the program seeks to cultivate
an international education environment within graduate programs,
while improving their educational quality. Established in FY 2007,
the program was supporting 192 projects in 83 universities as of
the end of FY 2008.
3The 300,000 International Students Plan
1Introduction to international student policies

Concerning international student policies, we established National
Scholarship System for International Students in 1954 and have
been promoting the measures centered around this policy.
Additionally, we formulated the Plan to Accept 100,000 Foreign
Students in 1983 and have been implementing comprehensive
international student policies to accept 100,000 international
students the same level as the number of international students
in France in 1983 at the beginning of 21st century. As a result,
the number of foreign students who study at universities and other
educational institutions in Japan reached the target of 100,000 in
2003. The number of international students is 123,829 as of May 1
in 2008 Figure 1-2-5. However, the ratio of international
students remains 3.5 of all students at higher education
institutions in our country, which shows a low number compared to
the number of the international students and the ratio in advance
countries For instance, UK- 376,000 / 25.1, France- 263,000 /
11.8, the United States- 583,000 / 5.5.
Figure 1-2-5 Condition of Acceptance of Foreign International

Students in Japan
Source survey by Japan Student Services Organization

2 Formulation and promotion of the 300,000 International
Students Plan
As globalization progresses, while competition to hire excellent
human resources is occurring among countries, the initiative to
gather international students actively is also implemented in many
countries and higher educational organizations. Likewise, higher
education institutions in Japan need to develop highly qualified
education and research, which can be recognized internationally,
and contribute to science and technology promotion and human
resources development. Therefore, gathering more capable
international students strategically is required in order to maintain,
develop economy and society in our nation, and enhance
international presence of our country and higher education
institutions.
Against this background, the 300,000 International Students Plan
was issued at the prime ministers policy speech in January 2008
as the aim to open up our country to the world. The 300,000
International Students Plan addresses the guideline that Japan
needs to accept capable international students actively from
foreign countries.
The plan thereby intends to promote coordination with foreign

universities, and international exchange of teachers and students,
and thus to enhance international competitiveness through the
improvement of the level of education and research. Also, the plan
holds that many international students who graduated from
universities in Japan would contribute to build active economy and
society by utilizing their abilities at enterprises.
Based on the policy speech, the specification of the 300,000
International Students Plan was discussed and necessary
measures were summarized at International Students Special
Committee of the Subdivision on Universities of the Central Council
for Education. Moreover, the Ministry of Education, Culture, Sports,
Science and Technology and other relevant government ministries
and agencies Ministry of Foreign Affairs, Ministry of Justice,
Ministry of Health, Labour and Welfare, Ministry of Economy, Trade
and Industry and Ministry of Land, Infrastructure, Transport and
Tourism formulated the outline of the 300,000 International
Students Plan in July 2008 Figure 1-2-6.
According to the framework, accepting 300,000 international
students is aimed by around 2020. The framework also explains
that relevant government ministries and agencies implement the
measures by coordinating comprehensively and organically, and
promote the plan. It includes attracting foreign students to Japan,
improving their initial steps such as entrance examinations,
enrollment, and entry into Japan; smooth integration into university
life and society; and active post-graduation support in finding
employment in Japan.
Figure 1-2-6 Framework of the 300,000 International Students

Plan outline
4 Case of Characteristic Initiative in Universities
In universities today, various initiatives for internationalization are

taken while taking advantage of theircharacteristics. The
characteristic cases among them are introduced below.
1Double Degree Program
Keio University
Keio University formed a framework agreement with Ecoles
Centrale Group an association of engineering Grandes Ecoles
aiming at generalists education in 2005 and is implementing the
Double Degree Program. In this system, Japanese students study
during the first and the second year at Faculty of Science and
Technology,
Keio University. After that, they study in France when they are third
and fourth-year students. With the completion of the two-year

master course at Keio University after their return, the students can
obtain degrees from both Japan and France, one is Master
Engineering or Science from Keio University and the other is
engineering certification, equivalent to Master of Engineering, from
Ecoles Centrale. Students are also encouraged to take French
Language courses to improve their French skills before going to
France.
Also, in this program, strengthening international collaborations in
education and research with various organizations in France is
aimed through exchanging researchers as well as students.
Members of the inaugural class, who acquired the first Double

Degree 3 French
2Network among International Universities
The University of Tokyo
The University of Tokyo is participating in the international
consortium that consists of various regional frameworks, such as
AEARU The Association of East Asian Research Universities,
APRU The Association of Pacific Rim Universities and IARU
International Alliance of Research Universities. Among them,
IARU actively implements organized and continuous exchange
activities at various levels, such as summer programs for students,
joint research and workshops on various subjects led by
researchers, as well as meetings of presidents and executive staffs
who are in charge of international projects.
Additionally, the University of Tokyo collaborated with Hokkaido
University and Keio University in holding the G8 University Summit

on "Global Sustainability and the Role of Universities" in Sapporo
from June 29 to July 1 in 2008. Approximately 140 representatives,
including presidents/rectors from 35 universities in 14 countries,
mainly G8 countries, participated in the University Summit.
In this University Summit, the roles of universities in examination,
research and education to achieve sustainability of the earth were
recognized. Moreover, universities themselves promised to take
initiatives for the achievement of sustainability. They also adopted
the "Sapporo Sustainability Declaration" to urge the world leaders
who participated in the G8 Hokkaido Toyako Summit to deepen
their partnership with universities regarding the issue of climate
change and to ask for scientific and appropriate handling of the
issue. Additionally, the second G8 University Summit will be held in
Italy in 2009.
The universities that participated in the summit, including the
University of Tokyo, will make an effort to promote the initiative for
sustainability to other universities, and at the same time are
planning to promote measures at the policy level.
Furthermore, the University of Tokyo launched the G8 University
Council with the role of providing advice about the G8 University
Summit operation in order to implement the G8 University Summit
continuously, and is also in charge of its office.
G8 University Summit
Southeast Asia Engineering Education Development Network

AUN/SEED-Net
This network is a framework of academic and educational
cooperation in the field of engineering among nineteen main
universities in ASEAN ten countries and eleven Japanese
Supporting Universities JSU. It is for the continuous
development of capability of participating universities in ASEAN
countries in order to provide qualified human resources for
industries through improving quality of research and education in
engineering field of participating universities by strengthening
human network among ASEAN countries and between ASEAN
countries and Japan. The following main activities will be
implemented: 1 the "Graduate Program" to enhance abilities of
faculty staff / faculty staff to be in member universities, and 2
the "Collaborative Research" to stimulate joint activities among
member universities and JSU. Following outputs has been
achieved through phase 1 from March in 2003 to March in 2008:
1 Upgraded faculty qualification through higher degree
acquisition 311 Masters and 134 PhDs, 2 Enhanced
graduate programs, 3 Joint activities and human linkage
developed between ASEAN and Japan through visits and
exchanges of faculty staff and research collaboration.
3Universities that Offer Degrees with Courses Only in English
Akita International University
Akita International University in Akita prefecture offers all courses
in English mainly in liberal arts education for acquiring knowledge
from a wide range of fields, such as social science, literary science
and natural science. An intensive English language program is
provided in the first year for the students to improve their English
skills in order to be able to handle the study in English. Moreover,
the university requires the students to study abroad for one year.
The credits that students obtained overseas are approved as
credits in Akita International University.
After their return, students are supposed to take comparison
research courses on the cases overseas and of Japan by using the

knowledge acquired through their study abroad. The initiatives at
the university are intended for students to be highly educated to be
successful internationally.
A class offered in English

4Universities Promote the Improvement of English Skills of
Teachers and Staff
Kyushu University
Kyushu University improves English teaching skills of young
teachers and also promotes internationalization of the university by
sending promising young teachers to partner universities and
offering the training for them.
Specifically, the university has been implementing the overseas
training program for administrative staff the seven-week English
training and the one-week internship since 2005 in coalition with
a traditional private university in Philippine Ateneo de Manila
University which offers all courses in English. Moreover, since
2008 based on the evaluation of the training program so far, the
Kyushu University chooses 10 teachers from professors, associate
professors, instructors and assistant professors under the age of
40, who announced their own study results in English more than
three times at international conferences or international
symposium; and the university offers them the practical
experiences of teaching method in English for four weeks to
improve their teaching abilities in English at Ateneo de Manila
University.
Training at Ateneo de Manila University.

5Recruitment of International Students by Utilizing Overseas
Offices
University of Tsukuba
University of Tsukuba opened the North African and
Mediterranean Centre for Research and Education in Tunisia of
North Africa in 2006 and has been conducting joint research and
academic exchange support with the country. Specifically, as the
hub of academic activities, the office coordinates joint research
agreements contracted by the University of Tsukuba and invites
local teachers to lectures at the graduate school as part-time
lecturers. It also supports academic exchanges and research
conducted in Tunisia by teachers and researchers of other
universities. Support is also given to Japanese students who take
Arabic Intensive Courses held by local language schools, sessions
of collaborative academic seminar with higher education
institutions in Tunisia. The office gathers local research information
too. Furthermore, as the hub of activities for studying abroad in
Japan, the office conducts the matching of Japan Bank for
International Cooperation JBIC Official Development
Assistance ODA Loan Scholarships with overseas students
who want to study in Japan, introduction of university life in studyabroad seminars and consultations for private overseas education,
and joint research. Thus, the office implements the initiatives as
the representative of Japanese universities in Tunisia.
Biotechnology and "one product in one village"Workshop

Tunis
Waseda University
Waseda University has established offices in eight sites overseas
Beijing, Shanghai, Taipei, Singapore, Bonn, Paris, New York and
Oregon. At the Beijing, Shanghai, Taipei and Singapore offices,
they are striving to reduce the burden on students and applicants
who want to study in Japan by providing services such as
conducting interviews using a telephone conference system,
providing study-abroad consultation, and handling of applications.
In addition, the Beijing office offers undergraduate education for
students participating in the Double Degree Program before their
coming to Japan in collaboration with Beijing University, thereby
providingsmooth support for taking courses.
In addition, these offices conduct research on local educational
systems for recruiting international students and provide support
for academic exchanges,students studying abroad from Japan,
sending students to short-term programs at Waseda University,
and public relations including study abroad seminars. They also
collaborate with local universities and Japanese language
institutions to host and support events for introducing Japanese
cultures.
Student studying abroad from Japan receiving consultation the

European Center in Bonn
5 Initiatives for Internationalization of Universities in Other Countries
Other countries in the west and Asia are conducting various

initiatives actively in response to globalization of universities while
at the same time taking into account the current conditions in each
country. The characteristic initiatives in EU, the United States, UK,
France, Germany, China and Korea are described below.
1EU
1 Summary
The Bologna Declaration which aims at building the common
system for improving the quality assurance of universities was
signed by ministers in charge of higher education in 29 countries of
EU in 1999. Since then, the initiative for establishing the European
Higher Education Area by 2010 are being taken as the Bologna
Process. In European higher education area, they are trying to
make it possible for students to select high-quality educational
courses from a wide range of fields. It is aimed also that evaluation
of degrees of students will be delivered smoothly beyond borders.
2 Specific Initiatives
Review of degree system
In the past, each country has its own degree system, but it is
being organized into three levels "Bachelor,""Master" and
"Doctor." At the same time, acquiring the "Joint Degree"3,
etc., across borders by using ECTS European Credit Transfer

System, etc., is being promoted.
Quality assurance
The "Standards and Guidelines for Quality Assurance in the
European Higher Education Area" was established in 2005. Also,
the "European Quality Assurance Register for Higher Education"
was set up in 2008. Consequently, quality assurance
organizations in each European country are listed.
Enhancement of mobility
The improvement of visa, residential permission, working system,
and the enrichment of scholarship beyond borders and the
management of pension are conducted to enhance mobility of
students and teachers in higher education institutions.
Response to activities of international evaluation of higher
education institutions
The initiation of the pilot project to prepare the Ranking Europe's
universities, in which universities will be evaluated from multidimensional perspectives, has been announced.
2The United States
1Summary
The Action Plan for Higher Education was announced in 2006.
The plan offered the proposals for the expansion of access to
higher education, the reduction of burden of school expenses, and
the improvement of accountability The evaluation of learning
outcome.
Also, the initiative to strengthen international competitiveness in
universities is implemented as the American Competitiveness
Initiative in 2006. It includes a plan for federal investment of 136
billion dollars for the next ten years for education and research.
3 Joint Degree
A number of universities organize one-degree program jointly
and offer the degree to students completed the program in their
joint names.
2Specific Initiatives
Quality assurance
The Higher Education Act was amended, and the definition of
so-called Diploma Mill was decided in addition to the updating
of federal scholarships and restrictive measures for the surge of
school expenses.
The "EU/US Higher Education Cooperation Program" between
US and EU is implemented. The program promotes development
of international curriculum for vocational training and language
training, implementation of education, and exchanges of
Promotion of study abroad
In recent years, while the number of universities which focus on
sending students to other countries is increasing, for example,
Harvard University considers overseas education as the
requirement of graduation of students, some universities strive
to acquire capable students by promoting scholarship systems.
3The United Kingdom
1Summary
The International Strategy for Education driven by Prime Minister
Tony Blair at the time was initiated in 1999. The offering of
opportunities for studying abroad and the building of strategic
coordination and cooperation with other countries were conducted,
which was successful. As a result, the new International Strategy
for Education 2 has been implemented since 2006.
Additionally, the budget for science and technology expanded from
5.4 billion to 6.3 billion ponds, and the budget for higher education
and skills expanded from 14.2 billion to 16.4 billion ponds because
of the Comprehensive Spending Review 2007-2010.
Review of degree system
In UK, the "Framework for Higher Education Qualification"
FHEQ is established to clarify the levels of various degrees
and the qualifications which higher education institutions offer.
The review of the degree system was carried out in 2008, which
considered the coordination with the "Framework of Qualification
for European Higher Education Area" FQEHEA in the
Bologna Process.
International student policies
The goals of this policy are raising the number of international
students to 70,000, acquiring 30,000 foreign participants to
continuous education, and doubling the number of countries
which send more than 10,000 international students to UK, until
2011.
4France
1Summary
The goal for 2012 in the fields of higher education, research and
innovation, such as aiming to have two universities among worldleading 20 universities, and 10 universities among leading 100
universities is set up based on the pledge of Sarkozy
administration.
Also, increasing annual spending by 26 for six years will raise
research spending to 24.0 billion Euro in 2010 to strengthen
international competitiveness in public institutions according to the
Research Pact 2004-2010.
Promotion of internationalization in the contractual policy
In concluding contracts between the government and a university
in every four years, which are the basis of the university's

budget, the item of "internationalization" is included into the
policy that the government submits, which promotes
internationalization of each university.
French government study abroad bureau "EduFrance" set up in
1998 reorganized in 2007 to "CampusFrance" has been
promoting acceptance of international students. The offices are
established at 103 sites in 74 countries around the world and are
providing information on studying in France.
5Germany
1Summary
The achievements of accepting 300,000 international students by
2012 and sending 100,000 students abroad are the goals
according to the "Action Program by German Academic Exchange
Service." In addition, it aims to send 50 or more of university
students to abroad for more than one semester and establish at
least 50 German study opportunities abroad by 2011.
The "Excellence Initiative for Higher Education" announced in 2005
decided to support a total of 1.9 billion Euro in collaboration with
the federal government and states to research universities and
central excellences in order to strengthen international
competitiveness.
The improvements of the programs for supporting the Double
Degree, the Joint Degree, and the establishments of courses,
in which students can take degrees in English, are promoted.
The policy covers the enhancement of International Students
Scholarship by German Academic Exchange Service, the
dissemination and promotion of assessment tests for admission
to universities for international students, awarding university

administration with excellent initiative for supporting international
students, and the promotion of activities for building careers of
6China
1Summary
As one of the six priority measures in the "2003-2007 Action Plan
for Rejuvenating Education," the "Further Promotion of Opening to
Foreign Countries for Education" was aimed to promote
international cooperation and exchanges of education, and support
the promotion of exchanges of high-level students and
researchers.
Moreover, in the "Eleventh Five-year Plan for Educational
Development" 2006-2010, it is aimed to raise public fiscal
expenditure on education as a percentage of gross domestic
product by 4 by 2010 in order to have a total of 30 million
students at higher education institutions and 25 enrollment ratio.
Introduction of educational resources overseas
The regulation on establishing schools, courses in collaboration
with educational institutions in China and foreign countries was
enacted to actively introduce excellent educational resources
overseas "Regulations of the People's Republic of China on
Chinese-Foreign Cooperation in Running Schools".
The project to send new 5,000 graduate students to universities
and research organizations overseas every year for five years
was initiated in 2007. On the other hand, the increase of the
number of returnees who studied abroad is promoted by bringing
capable human resources back to China, who are successful
abroad Sea-turtle Policy, by supporting the returnees who
want to start businesses and their short-term returns to China.
The number of international students accepted was over
190,000. With the aim of acquiring capable international students

by increasing the number of students receiving Chinese
Government Scholarship, the initiative to attract international
students for their studies in China is being promoted.
7Republic of Korea
1Summary
Recruiting top-class human resources from overseas is the major
policy issue to prevent the brain drain and the lack of labor power
in the future due to massive outpouring through international
student exchanges. Therefore, internationalization of universities in
Korea and the enforcement of international competitiveness are
urgent initiatives.
Lee Myung-bak administration highlighted the enhancement
projects for raising domestic higher education institutions to the top
level in the world through the initiatives, such as the "Development
of University Research Centers of World-Class Focusing on
Research Progress" and the "Training and Invitation of Human
Resources with World-Class Science and Technology". Those
were announced in the "Education Reform and Foundation of
Great Nation in Science Technology - Action Plan for Major
National Issues 2008 " in March 2008.
2Specific Initiative
Development of university research center
The Development Project of World Class University has been
launched since 2008 to develop research and educational skills
in domestic universities to the world level by inviting well-known
researchers overseas as professors, which will subsidize 825.0
billion won in five years.
The Study Korea Project was announced in 2004, which aimed
at increasing the number of international students in Korea to
50,000 by 2010. After that, the new goal of increasing the
number of the students to 100,000 by 2012 was set in 2008

because of the rapid increase of the students.
Section 2 Development of Community and University

1 Roles of universities in community development
In recent years, great expectations regarding contribution to the

community have been made of universities as the "knowledge
base" for the promotion of the development of community in highlydeveloped, globalized economy and society.
Under the amendment of Basic Act on Education in December
2006 and the corresponding amendment of the School Education
Law in June 2007, it highlighted the contribution of outcomes from
education and research to society extensively in addition to
existing academic research and human resource development as
the roles to be played by universities. It is becoming more
important for universities to contribute to the development of
society by carrying out those roles.
1Offering opportunities for university education
University Education in Japan is moving into the universal level
because of the increase of enrollment ratio to 55 2008 in
universities and community colleges. As of May 1 2008, the
number of faculty students was about 2.52 million survey by the
School Basic Survey 2008, and about 77 about 1.95
million of them attend private universities.
Looking at the ratio of faculty students at each institutions, students
of about 63 in national universities, students of about 55 in
public universities and students of about 22 in private
universities attend universities outside the three major metropolitan
areas. The result shows that as for national and public universities,
more students attend the universities outside the three major
metropolitan areas.
On the other hand, looking at the number of faculty students at
universities, about 290,000 students in national universities, about
60,000 students in public universities and about 430,000 students
in private universities attend universities outside the three major

metropolitan areas. As for private universities, the result shows that
most students attend private universities outside the three major
metropolitan areas Figure 1-2-7.
Furthermore, looking at the conditions of students at community
colleges in each area, about 43 of all students in community
colleges attend the colleges outside the three major metropolitan
areas. The result shows that community colleges play important
roles in offering opportunities of university education in community
Figure1-2-8.
Figure 1-2-7 Conditions of Faculty Students at Each Institution in
Each Area
National Public Private
Total
45
78
69
37
Three Major Metropolitan Areas
51,70 1,520,32 1,741,15
169,131
2
6
9
Other Areas
55
63
22
31
62,42
285,522
431,486 779,434
6
Figure 1-2-8 Conditions of College Students at Each Institution in

Each Area
National Public Private Total
Three Major Metropolitan Areas
23
59
57
Other Areas
77
41
43
Three major Metropolitan Areas mean Tokyo area Saitama,

Chiba, Kanagawa prefectures and Tokyo,Chukyo area Gifu,
Aichi and Mie prefectures and Kinki area Shiga, Kyoto, Osaka,
Hyogo, Nara and Wakayama prefectures
Source survey by the School Basic Survey 2008
In addition, looking at the ratio of students enrollment to
universities in the prefectures where they are from, the ratio is
about 36 outside the three major metropolitan areas. On the
other hand, the ratio of students enrollment to community colleges

in the prefectures where they are from is about 65 in public,
private, and community colleges outside the three major
metropolitan areas. The result shows that a community college
plays an important role as a close institution of higher education in
the community Figure 1-2-9.
Figure 1-2-9 Ratio of the Enrolment in Prefectures except Three
Major Metropolitan Areas
University
Community College
National
Public
Private
Total
38
46
35
36
65
66
66
Ratio of the Enrollment means the ratio of students who

attended universities which are in the same prefectures as their
high schools over the number of high school graduate students
who attended universities in each prefecture.
The three major metropolitan areas mean Tokyo area
Saitama, Chiba, Kanagawa prefectures and Tokyo, Chukyo
area Gifu, Aichi and Mie prefectures and Kinki area Shiga,
Kyoto, Osaka, Hyogo, Nara and Wakayama Prefectures
Source survey by the School Basic Survey 2008
2 Development of Specialized Human Resources that Support
the Community
Universities also play important roles in developing specialized
human resources who support the community. For instance, as to
the development of teachers who work in schools in the
community, about 53 of the enrolled students in the faculties of
education at 44 national universities in Japan are from prefectures
where the universities they attend are located, and about 62 of
university graduates found their job as a teacher at public schools
in the prefectures where the universities they graduated from are
located survey by the Ministry of Education, Culture,Sports,
Science and Technology in 2007. Moreover, in their selection of
students in 2009, eight national universities decided to allocate

places for students from the community the framework for
selecting undergraduate students from the high schools that are
located in the same prefecture. Thus, it is clear that universities
with the faculty of teacher training, especially those among the
national universities, play important roles in developing teachers in
the community Figure 1-2-10.
Also, the collapse of community healthcare is a serious social
issue. The development of specialized human resources related to
medical care, such as nurses in addition to doctors who are in
charge of the community healthcare is required; and great
expectations are being placed on universities and university
hospitals which have been offering higher medical services as core
hospitals in community and which send doctors to local medical
institutions. In each university, the allocation of places for students
from the community has been implemented from the point of view
of developing doctors that play important roles in the community
healthcare. As a result, the ratio of students who found
employment in the same prefecture as their university which they
graduated from rose from about 30 in 2003 to 35 in 2008.
Furthermore, the initiatives for developing perinatal care and
cancer treatment, and for the enhancement of emergency medical
systems have been taken in university hospitals as the ultimate
fort in the community healthcare Figure 1-2-11 Reference:
Part 2 Chapter 3 Section 2-3.
Figure 1-2-10 Employment Ratio of Graduated Students from

Faculties of Teacher Training in 2007, who found a Job at Public
Schools in the Same Prefecture as Their School
Source survey by Ministry of Education, Culture, Sports,

Figure 1-2-11 Ratio of Students Who Enrolled in Faculties of

Medicine in the Same Prefecture as Their High School

Additionally, many more universities are developing specialized
human resources who are associated closely with their community
apart from teachers and doctors. For example, Rakuno Gakuen
University, which establishes a course specializing in dairy
husbandry, the only one of its kind in Japan, develops human
resources specializing in dairy husbandry through practical
education and training in dairy farms; and many graduate students
from the university find employment at farms or at dairy product
related enterprises in Hokkaido and contribute to promote the dairy
husbandry industry in Hokkaido.
Meanwhile, University of the Ryukyu has been establishing
courses specializing in tourism since 2005 and develops human
resources who support the tourism industry, which activates the
economy in Okinawa based on the education and research on
Sustainable Tourism in consideration of influence on environment
by tourism.
Milk expression practice Rakuno Gakuen University
On-site practice at the Shikina-en, the world's cultural heritage

University of the Ryukyus
3Contributing Intellectual Resources of Universities to the
Community
Universities have responsibilities for providing intellectual
resources produced or reserved at universities to society
extensively.
Specifically, the measures taken are: 1 opening co-curricular
education the special selection for working members of society,
non-degree students, day-and-night lecture systems; 2
education activities outside the co-curricular education, such as
open seminars and lectures on demand to high schools Figure
1-2-12; 3, and for workshops outside the university; 4
opening institutions opening of library and gymnasium
Figure 1-2-13; and 5 collaborative, funded research and
industry-university cooperation activities of technology transfer
projects Figure 1-2-1417.
Each university is focusing on these activities depending on its own
uniqueness and characteristics.
Figure 1-2-12 Situation of Establishing Extension Courses

2007
Nation
Public Private
al
The Number of Universities that Established
Courses
The Number of Courses Started at
Universities
The number of Students
138
100
777
2,113 1,775 26,259

140,55 105,8 1035,8
7
47
15
The Number of Universities include university, community

college and higher professional school Source survey by the
Ministry of Education, Culture, Sports, Science and Technology
Figure 1-2-13 Situation of Opening Facilities 2005
Nation Publi Privat
al
c
e
The Number of Universities that Implemented
Open Campus
130
The Average Number of Days of Opening
288
89
629
247 195
The Number of Universities includes university, community

college and higher professional school Source survey by the
Ministry of Education, Culture, Sports, Science and Technology
Figure 1-2-14 Performance of University Ventures 2007
National Public Private
The Number of Universities
The Number of Ventures Established
87
25
103
1,214
103
568

college and higher professional school. National University
includes Inter-University Research Institutes.

University ventures include ventures established in collaboration
with several universities. The Number of Ventures Established
means the total number.
Figure 1-2-15 Performance of Joint Research
National
Public
Private
137
38
154
13,654
766
1,791

The Number of Cases

college and higher professional school. National University
Figure 1-2-16 Performance of Funded Research 2007
National
Public
Private
140
50
281
10,584
1,162
6,779

The Number of Cases

college and higher professional school National University
Figure 1-2-17 Accredited TLO the number of offices
established as of April 1 2008
Cooperation
Only
National
Only
Public,
Only
Private
Wide-area
type
14
foundation
internal
organization
16
22
total
Accredited TLO means a technology transfer business with a

project plan accredited based on the Law on the Promotion of
Transferring Research Outcomes on Technology at Universities to
Private Businesses
Cooperation includes private limited companies and
consolidated companies.
Wide-area type means Accredited TLO ties up with a number
of universities.
Source survey by The Ministry of Education, Culture, Sports,
4Initiatives of Public Universities
Since public universities are established and managed by local
public organizations or public university cooperation, which local
public organizations form, they play a central role to provide
opportunities for higher education and as the intellectual and
cultural base in the community.
For example, the University of Shimane and Prefectural University
of Hiroshima established a number of campuses including
mountainous and depopulated areas, and offer opportunities to
receive higher education, and contribute to activate the local
community. Akita Prefectural University also contributes to activate
regional industry and economy by selling and consigning the
production of Japanese Sake and a university natto in collaboration
with local companies.
Under the various expectations from the community, the number of
public universities is increasing in both the number of universities
and students.
Figure1-2-18Transition of the Number of Universities and

Students at Public Universities
The Number of Students
1989
1998
2008
39
61
75
61,264
95,976
131,970
Source List of Japanese Universities, the School Basic Survey

Furthermore, the department at public universities consists of
humanities, social science to science, engineering and arts.
Especially in nursing and the healthcare system, 43 universities
about 57 of the total of public universities are designated as
nursing/health nurse schools by the Minister of Education, Culture,
Sports, Science and Technology 1, which shows the outstanding
development of fields needed highly in the community.
Additionally, in terms of community nursing, considerable
contributions are made to develop specialized human resources
who support community health as 57 of jobseekers of graduated
students from nursing system departments at public universities
were employed in the community. 2 Additional Notes: survey by
the Ministry of Education, Culture, Sports, Science and Technology
for both 1 and 2.
Public Universities which develop community-based activities are
expected to contribute to promote the development of society,
economy, and culture in each community in the future too.
Junmai-shu pure sake Yuki No Omoideby collaboration with

industries and universities
Daigaku Natto with soybeans which students cultivated in the

training
2 Initiatives of Universities to Contribute to Development of the Community
As the knowledge base, universities have roles and functions

described above. Moreover, universities are contributing to the
community by developing various initiatives in collaboration with
local public organizations through the achievement of such roles
and functions.
The initiatives for contributions in the community by universities in
collaboration with local public organizations, high schools and
companies are introduced below.
1Initiative in Collaboration with Local Public Organization
The coordination between local public organizations and
universities is being developed actively. For instance, the
initiatives, such as the implementations of open seminars,
occupational trainings, development of human resources,
requested by local public organizations, participation in regional
consortium advocated by local public organizations, and
establishment of departments and faculties requested by local
public organizations are being taken.
Moreover, the initiatives are taken through tie-ups between local
universities and local public organizations to form a hub for
producing excellent human resources who can contribute to the
community, and conducting joint research between universities and
local public organizations aimed at activating future local industries
and resolving regional issues Figure 1-2-19.
Figure 1-2-19 Transition of the Situation of Coordination by

Universities with Local Public Organizations
Universities include university community college, higher

professional school. National University includes Inter-University
Research Institutes.
Additionally, the initiatives are taken by universities to make social
contributions in collaboration with local public organizations. They
include: the collaborative implementation of an emergency drill with
community; conclusion of cooperation agreement with local public
organizations in case of wide-scale disaster, such as volunteer
dispatch; opening of school buildings as a evacuation site; an
offering the ground as a heliport; and local disaster prevention,
such as a building of the system offering the information of disaster
collaborated with local public organizations.
2Initiatives in Cooperation with High Schools
It is also considerably significant to develop intellectual interest of
pupils by taking advantage of intellectual resources of universities
in elementary and secondary education.
For the support to elementary and secondary education by
universities, it is important first to develop capable teachers at
departments of education. Furthermore, universities are developing
educational training actively in collaboration with each other and
with high schools in the community, for example, such as the
implementations of lectures on demand and open seminars for

high school students Figure 1-2-20.
3Initiatives in Cooperation with Industries
In order to activate the regional economy, it is essential to develop
practical human resources who can deal with requests in
diversified society, and support community with practical abilities
for creating new business with productive creativeness through
university education.
For the reason, in the practical environment in collaboration with
universities and industries, the initiatives, such as an internship to
companies, and the development and implementation of
educational programs are taken Figure 1-2-21.
Moreover, in the area of research, the initiative in which companies
in the community take advantage of intellectual resources
possessed by universities to contribute to activate community is
required, which lead to a new product development and industrial
creation. Therefore, the initiatives are taken for the development of
donated seminars by local companies, and joint research and
technology transfer in collaboration with university and company
Figure 1-2-22.
Furthermore, the initiatives to utilize vacant stores, for marketing
research, and to support to vitalize local shopping areas through
the dispatch of student volunteers by universities are taken
actively, as well.
Figure 1-2-20 Transition of the Situation of Coordination between
High Schools and Universities
Transition of the Situation of Coordination between High Schools
and Universities 1
Transition of the Situation of Coordination between High Schools

and Universities 2

Figure 1-2-21 Transition of Implementation of Internships at

Universities

Figure 1-2-22 Transition of the Situation of Coordination between
Universities and Small Business
Universities include university, community college, higher

professional school. National University includes Inter-University
Research Institutes.
Small Businesses mean Small and Medium Employers
specified in Paragraph 2 of the Small and Medium Enterprise Basic
Law Act No. 154 of 1963
3 Support for Universities that Contribute to the Development of the Community
The initiatives described above are considered to increase in their

importance in the future from the perspective of development both
in the community and universities. For that reason, our nation is
promoting the initiatives actively, such as the formation of
consortiums in the community by coordination of a number of
universities in the community, and responses to issues in the
community in collaboration with local public organizations and local
companies in order to promote the initiatives more. Our nation
supports the initiatives for contribution in the community by
universities in 2008 through the projects below.
1 Support Project for Strategic University Collaborations
The Support Project for Strategic University Collaborations was
launched in 2008. In this project, the initiatives are supported for
developing human resources in the community that collaborated
with universities, local governments and industries. They include:
the development, the implementation of human resources
development program, and the employment support in the
community and the initiative for the regional problem-solving
system in collaboration with a number of universities beyond the
framework of national-public-private in order to promote the
development of local industries and the creation of local cultures.
As an initiative for community-based coordination among
universities, private universities in the Hachioji area collaborate
with local governments, and support the initiative collaborated and
connected with 37 areas, such as the Advancement of University
Coordination and Practical Activities that Consist of Universities,

Residents, Governments, Aimed at Building Futuristics in Hachioji
which conducts educational research activities on the region.
In the initiative by coordination among universities in the Hachioji
area, students and teachers in the members conduct collaborative
studies and research activities of issues, which local governments
and community face, with regional residents collaboratively in the
fields of 1 communal industry promotion, 2 nature,
environment and tourism, 3 community, welfare and lifelong
learning, 4 internationalization. At the same time, the
achievements of the initiatives are shared with the residents in the
community extensively, and are to make local contributions in the
community. In addition, the University Consortium Hachioji
4 will be established by coalition of associations which
conduct the creation of a university town through this initiative.
2Program for Education Promotion in Response to the Relearning Needs of Adults
The Program for Education Promotion in Response to the Relearning Needs of Adults was started in fiscal year 2007. It utilizes
the education research resources at universities to respond to the
needs of re-learning of adults, and it provides support for
development and dissemination of excellent practical education
programs which contribute to reemployment and career
progression of adults. In fiscal year 2008, 34 projects were newly
selected and support is given to 160 programs, such as the
initiative for promoting to develop farmers with management skills
by Iwate University.
3Project for Practical Human Resource Development by
Industry-University Cooperation
The Project for Practical Human Resource Development by
Industry-University Cooperation was started in fiscal year 2005.
Support is given to the development and implementation of
educational programs in a practical environment by industryuniversity cooperation at universities to develop practical human
resources who can respond to requests from the diversified society

and create new business with rich creativity. In fiscal year 2008,
support was given to 60 initiatives, such as the initiative for training
the Eco-manufacturing Expert who would take the lead in
developing environment-friendly production systems and products
in collaboration with Musashino University and local enterprises.
4Flexibility of Donation by Local Public Organizations toward
the National University Cooperation, etc
With regard to donations from local public organizations to the
national university cooperation, etc., the restrictions on the
operation were alleviated in fiscal year 2007, and the part of the
Order for Special Measures for Promoting Reconstruction of Local
finances Cabinet Order No. of 333 of 1955 was amended in
March of 2008. Until then, donations by local public organizations
had been possible under certain requirements only on expenses
required for the implementation of research and development on
science and technology based on the requests from local public
organizations toward the national university cooperation, etc..
However, with this amendment, it became possible to give free
loans, voluntary dispositions and expense support to facilities for
certain human resource training including education for
students that contributes to the promotion of local industries, It
also became possible to give subsidies for the expense required
from the residents to provide medical care. In 2008, 23 donations
were made, such as the donation to Fukui University by Ono and
Katsuyama cities in Fukui Prefecture for medical coordination with
communal hospitals and university hospitals in relation to the
support for the regular examinations for pregnant women and
childbirth.
5Special Education and Research Expenses in the Subsidy by
the National University Cooperation for Operating Expenses
Technology responds to the needs of new education and research,
and takes measures like the Special Education and Research
Expenses to support the active initiatives intensively that

correspond to the characteristics and uniqueness in each national
university. As part of that measure, the Ministry also supports
educational and research activities in collaboration with local public
organizations and academic institutions by national universities.
Support is being given to initiatives, such as the Interdisciplinary
Research Project on Suicide Prevention in an aging society by
Akita University in collaboration with the community,and the
Contribution to Activation of Society and Economy in the
Community Educational Project for Supporting Revitalization of
Society and Culture in the Community which implements
experience-based projects and citizen participation-based
education for local residents by Kanazawa University.
4 University Consortium Hachioji

Established in April 2008 with the aim of creating an attractive
university town, which is to be achieved through the promotion of
joint research and lifelong learning, and the support for students
from abroad in collaboration and cooperation with 23 private
universities, such as Kogakuin
University, Meisei University, Tokyo National College of
Technology, Teikyo University, Tokyo Zokei University, Tokyo
Junshin Womens
College, Kyorin University, and Tama Art University in the Hachioji
area.
6Special Subsidies in the Ordinary Expense Subsidies for
Private Universities
Under the special subsidies in the ordinary expense subsidies for
private universities, the Regional Support Menu as a Knowledge
Base was established support for activating the knowledge base
in the community, social contribution projects in the community,
formulating a local educational consortium, local joint research,
and opening the facilities of universities. The Ministry focuses on
supporting the initiatives for regional contribution implemented by
private universities, community colleges, and higher professional

schools. In fiscal year 2008, the experimental laboratories at
universities were opened for elementary and junior high school
students. The total subsidy of 6.1 billion yen was given to 489
universities etc that implement experiments teachers and students
cannot experience anywhere else.
7Enhancement of Regional Innovation Systems
The following projects are implemented to improve regional
vitalization through science and technology mainly in universities
by building regional innovation system.
Development of a Regional
Cluster
Project for Creation of an
Intellectual Cluster
First Stage
Project for Creation of an

Intellectual Cluster
Second Stage
Focuses on the independence of

local public organizations and
aims at creating integration
Intellectual Cluster for technological
renovation with international
competitiveness by relevant research
institutions and companies with
universities and public research
institutions playing the central
role. FY 2002~2008. Has been
implemented in 18 regions nationwide
so far
Promotes the creation of worldlevel cluster powerfully from the
perspective of Selection and
Concentration in collaboration
with relevant ministries while
promoting the independence of
community, based on the
accomplishment of the first
stage. started in FY 2007,
implemented in 9 regions nationwide in
2008
City Area Promotion
Program for IndustryAcademia-Government
Joint Research
Aims at creating a cluster

capitalizing on the regional
characteristics even in small
scale local industries. started in
FY 2002, implemented in 30 areas
nationwide in FY 2008
Individual support toward

commercializing issues of
research and development with
regional characteristics
Comprehensive Support
Programs for Creation of
Regional Innovation
Develops coordination activities

connected with the community
mainly in JST Innovation Plaza
Satellites at 16 sites
nationwide, and
comprehensively supports a
range of activities from
excavation of seeds to research
and development toward
commercializing.
Formation of a centre for

producing human resources who
can contribute to regional
revitalization by using science
and technology
Funds for Promoting
Formation of Centers
for Fostering Human
Resources to Support
the Region program
Local universities etc. or a

network of local universities support
good initiatives that formulate the
Knowledge Base in the Community,
which produces excellent human
resources to develop the community
using science and technology in
collaboration with local public
organizations. started in FY
2006, adopted 13 cases in FY 2008

8 Promotion of the Application of Research Outcomes at
Universities for the Benefit of Society
Technology implements the following projects to contribute to
regional vitalization by supporting joint research based on research
outcomes at universities, and research and development for
technology transfer and promoting the application of research
outcomes at universities for the benefit of society.
Promotion of the application
of research outcomes at
universities, etc. for the
benefit of society
Project for the
Strategic
Development of
Industry-UniversityGovernment I-U-G
Collaboration
Support Center for

Technology Transfer
Promotes the continuous

development of the intellectual
property strategies, such as
creation, protection, and
application of the strategic
intellectual property from an early
stage of research and
development at universities with
driving force for creating
innovations, and enhances the
improvement of the quality in the
entire industry-universitygovernment cooperation activities
in Japan . started in FY 2008
Support for the strategic
acquisition of foreign patents, the
implementation of development
services and licensing of the
research outcomes from the
patents etc., and the training for
the human resources that form the
foundation of these activities. In

addition, comprehensive support is
given to technology transfer
activities at universities by
providing the support the tie-up
system to transfer into the next practical
step smoothly through evaluation and
analyses of application and
possibilities of research outcomes.
started in FY 2003
Collaborative
Development of
Innovative Seeds
Original TechnologySeeds Development

Program
Finds potential seed candidates in

basic research from the industrial
point of view in order to create
innovations from research
outcomes at universities. Also,
implements joint research and
development by industries and
universities at the Verification
Stage for verifying possibilities as
potential seeds, and at the
Development Stage to
determine the practicality of
verified seeds. started in FY 2006,
adopted 126 cases in FY 2008
Establishes each program in
response to conformations of
technology phase and technology
transfer in order to promote the
development for practical
application of the seeds.
Implements research and
development by delivering
competitive selection for
challenges compiled from public
offering, and promotes the
application of research outcomes
for the benefit of society. started
in FY 2005, adopted 45 cases in FY 2008

.
4Characteristic Initiatives by the Community and Universities
1Initiative of Kitakyushu Science and Research Park

Although Kitakyushu City has been developed as one of the
popular industrial cities because of the establishment of
Governmental Yawata Iron & Steel Works in 1901, the position as
industrial city has slipped in due to energy revolution since the end
of the war. Under such circumstances, the Kitakyushu New
University Vision, which is to assemble a number of national,
public, and private universities Kyushu Institute of Technology,
The University of Kitakyushu, and Waseda University in one
campus with the leadership taken by Kitakyushu City to promote its
revitalization as industrial city, was formulated in 1994. Also,
Kitakyushu Science and Research Park was established to
promote the transformation of the industrial structure in 2001 as an
advanced intellectual foundation which supports the industry
accumulated in the region with the environment and information
playing the central roles.
With the establishment of the Science and Research Park,
Kitakyushu Foundation for the Advancement of Industry Science
and Technology was instituted as the central institution which
promotes the integral operation of campuses and industryuniversity cooperation. The original initiatives in the institution,
which meets the needs of the community, are being taken, such as
providing the information on researchers, the presentations of
research outcomes in universities and industries, holding events
for industry-university cooperation that promotes exchanges and
Hibikino Salon, and the promotion for industry-universitygovernment cooperation research and development. Through
those initiatives, concrete results are being produced. The number
of companies that came to the park is 53 in seven years from
2001; the number of cases of joint researches rose from 93 to 273
annually; the number of applications for a patent rose from 53 to
248 in a total of seven years; and external funds acquired rose

substantially from 423m yen to 2,029m yen, which show
considerable increase. Especially in relation to the research and
development outcomes, new environmentally-friendly fire hydrant
have been developed in collaboration with a local company and hit
products including their related products have been produced with
sales performance of about 2.5 billion yen survey in March
2008. Thus, even of publishable examples of research and
development, about 40 products and technologies hopeful for the
future have been produced.
Kitakyushu Science and Research Park

Additionally, characteristic initiatives by the universities in the
Science and Research Park are also being taken.
Kyushu Institute of Technology, the University of Kitakyushu, and
Waseda University play the central roles in the Project for Creation
of Intellectual Cluster the first stage: FY 2002-2006, the central
institution: Kitakyushu Foundation for the Advancement of Industry,
Science and Technology, in which the Science and Research
Park area was selected. They thus contribute to the formation of
Kitakyushu human techno cluster, which works on the creation of a
new environmental industry with System LSI Technology and
Nano-sized Census Technology in collaboration with other
universities and companies. Furthermore, those universities are
positioned as the core universities in the Project for Creation of an
Intellectual Cluster the second stage, FY 2007-2011, in which
Fukuoka, Kitakyushu, and Iizuka areas were selected.
Moreover, the three universities received support from the
Strategic Support Project for Universities to develop by
collaboration the human resources that meet the needs of

industries beyond the framework of university organizations. They
established Kitakyushu Science and Research Park Joint Graduate
School in Car Electronics Course in 2009. In the future, further
contributions to the community are expected.
Thus, it is obvious that Kitakyushu Science and Research Park is
one of the examples that the coordination between the community
and universities is successful in that it is greatly contributing to the
development of Kitakyushu City, which spans into the future. It is
being done by creating new businesses, the advancement in the
regional industries, and the training for high-level human resources
in close collaboration between the universities in Kitakyushu City
and the Science and Research Park, and relevant enterprises.
The atmosphere of a training seminar in
Kitakyushu Science and Research Park Joint Graduate School in

Car Electronics Course
2Initiative of YURNS Yamagata University Research
Network System
Coordinator training
The Yonezawa City where Yagata University Faculty of
Engineering is located is the industrial complex with second largest
industrial value of shipments of information-communication
mechanical equipment. It also has been taking initiatives of
industry-university collaboration from the past and has the history
of being the pioneer in the ventures that have spun off from in
universities. In 1948, the Institute of Regional Industry Research
was established, in which all professors in Faculty of Engineering
were its officers. Since then, YURNS Yamagata University
Research Network System was organized in 1989. The
institution aims to promote interdisciplinary joint research within the
university to advance the industry-university-government
coordination, funded research, and joint research. The number of
members today is 38 in Faculty of Engineering and the total is 48
including other faculties. The activities through free exchanges of
thoughts by teachers are conducted beyond the occupational
hierarchy. They are also holding a summer seminar with Yonezawa
Electronics Industrial Association, during which presentations of
research seeds are given, and they participate in the meeting for
promoting industry-university-government collaboration in
Yamagata Prefecture that coordinates research at universities and
companies. Additionally, after the launch of YURNS, the Center for
Collaborative Regional Research that aimed to resolve issues at
universities by taking into account the needs of companies was
established in 1992. In 1999, VBL Venture Business
Laboratory, which aimed at the commercialization of research
seeds at universities by companies, was established in 1999.
As one of the recent new initiatives, the Project for Dispatching
Technical Advisor by Yamagata University Faculty of Engineering
was launched in 2008, which sends teachers in Faculty of
Engineering to companies once a month regularly and provides
technical consultation. Currently, 19 teachers are sent to 16
companies. This initiative started in response to requests from
companies. The university, however, hopes that it will have its
positive effect as faculty development, and it is to utilize the
understanding by the teachers about the universities role required

by companies for research activities.
Furthermore, as part of the initiative of Industry-University-Finance
Collaboration, in which financial institutions that provide funds to
companies understand the philosophies of companies and their
technical capabilities and support industry-university collaboration,
finely-tuned support is given toward the issues faced, such as the
improvement of management capabilities and business
succession. The activities, such as training coordinators for
personnel in financial institutions, personnel exchanges between
universities and financial institutions, and the development of
financial commodity, are conducted to develop human resources
as outlined in the above initiative.
Currently, 91 coordinators have finished the training, and 43 people
among them were certified as coordinators.
Moreover, the certified coordinators work in their base at university
after finishing their regular work in financialinstitutions.
3Initiative of University Consortium Ishikawa
The Certification Ceremony for Industry-University-Finance

Collaboration Coordinators in 2007
University Consortium Ishikawa, established in 2006, is a
federation that consists of higher education institutions to which
20 universities belong as of March 2009, all local governments in
the prefecture and economic organizations. Consortium Ishikawa
engages in various initiatives for 1 coordination among higher
education institutions, 2 coordination between higher
education institutions and junior high and high schools, 3

coordination between higher education institutions and the
community. The Ministry of Education, Culture, Sports, Science
and Technology also supports the initiatives through the strategic
support project for universities.
As for the project related to coordination with the community, open
lecture projects etc, designed to offer the opportunities of lifelong
learning are being implemented. Its characteristic initiatives include
the Project for Supporting Research Seminars on Regional
Issues and the Promotion Activities for Student Projects Designed
to Contribute to the Community.
The Project for Supporting Research Seminars on Regional
Issues is a project which asks for suggestions from both the
community and the affiliated universities about the issues that the
community faces; and it promotes the improvement of practical
problem-solving skills of students and vitalization of community
through collaborated initiatives by seminars of the affiliated schools
and the community to resolve the issues. The number of the
suggestions from community is increasing year by year. 19 projects
were adopted in fiscal year 2008, such as the research on the
public transportation reform in depopulated regions and the
development of the support system for the areas with mentally
disabled people.
The Promotion Activities for Student Projects Designed to
Contribute to the Community is a project which plans the
exchange promotion between students and residents in the
community by matching motivation of students about social
participation with the regional needs with the aim to vitalize
experimental activities through volunteer activities in extracurricular activities and coordination with the community within the
curriculum. In fiscal year 2008, support is being given to 10
activities that contribute to the community, such as the continuous
promotion for traditional events in the community and the activities
for tradition and dissemination of dialects by clubs of students.
Through those projects, the achievements are being made, such
as the movement to ask for the support of universities by
community while universities are more actively involved with the

community.
Case of Support Project for Regional Issue Research Seminars
revival of local egetables and branding strategy
Kanazawa University Faculty of Law, Seminar on Intellectual
Property Law Professor Otomos seminar is implementing a
number of investigative research projects for reviving local
vegetables, which have stopped being produced due to
depopulation and people leaving farming, and for establishing their
brand. Specifically, in collaboration with residents in the community
and local organizations, the seminar participated in cultivation
activities and developed new cultivation methods to increase the
sales and save labour power, and also developed new food
preparation methods that utilize the characteristics of materials and
new processed products, which contributed to revive the cultivation
of local vegetables.
Furthermore, support is being given to the acquisition of regional
group registration marks for local vegetables; and initiatives are
being taken, such as the invention of sweets using local
vegetables, and the establishment of ventures that have spun off
from universities, which conduct from processing to sales, thus
leading to continuous initiatives not just during the term of adoption
of the project.
The atmosphere of harvesting Sawano burdock the regional

vegetable
The atmosphere of selling the processed products of Sawano

burdock
Lifelong Learning Policy Bureau Policy Planning and Coordination

Division
Lifelong Learning Policy Bureau Policy Planning and Coordination
Division

-- 22 04 -
100-8959 2 2
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English

Biasiswa Global Leader oleh

Telah menamatkan 12 tahun pendidikan formal pada 31 Ogos 2016.

atau yang setaraf.

Pemberian Pengajian Tunku Abdul Rahman 2016

Biasiswa YTM Talent-A 2016

Skim Pengecualian Yuran IUKL 2016

Tabung pendidikan Permodalan Darul Takzim 2016

Biasiswa Kecemerlangan Sukan Kementerian Pendidikan Tinggi 2016

Keputusan permohonan biasiswa kejuruteraan JPA keluar hari ini

Malaysia setaraf dengan Jerman dalam pendidikan

India tawar biasiswa dalam bidang perubatan tradisional

Jadual SPM 2016 sudah keluar!

Skim Pengecualian Yuran IUKL 2016

Biasiswa Kecemerlangan Sukan IUKL 2016

Biasiswa Jim Duncan University of Aberdeen 2016

while enhancing functions of universities even within the changes

Section 1 Internationalization of Universities

1Roles and Internationalization of Universities

In Japan, it is required to contribute to national and international

1Current Status of Internationalization of Universities

2Issues concerning internationalization of universities

Ministry of Education, Culture, Sports, Science and Technology is

1 Double Degree Program

Japan, the Central Council for Education is now proceeding with

Private Ritsumeikan Asia Pacific UniversityCollege of Asia

2Active Recruitments of Foreigners and Teachers with

The cooperation has many advantages such as a shortened period

The number of universities

2 ERASMUS Program The European Community Action

Source: OECD The 2008 Education at a Glance, etc.

course abroad and that the Standards for the Establishment of

outcome by governments, higher educational organizations and

approved in each country in order to make it easier for students to

The Ministry of Education, Culture, Sports, Science and

Figure 1-2-4 Project for Establishing Core Universities for

2Global COE Program

3Support Program for Improving Graduate School Education

1Introduction to international student policies

Figure 1-2-5 Condition of Acceptance of Foreign International

Source survey by Japan Student Services Organization

The plan thereby intends to promote coordination with foreign

Figure 1-2-6 Framework of the 300,000 International Students

4 Case of Characteristic Initiative in Universities

In universities today, various initiatives for internationalization are

and fourth-year students. With the completion of the two-year

Members of the inaugural class, who acquired the first Double

University and Keio University in holding the G8 University Summit

Southeast Asia Engineering Education Development Network

research courses on the cases overseas and of Japan by using the

A class offered in English

Training at Ateneo de Manila University.

Biotechnology and "one product in one village"Workshop

Student studying abroad from Japan receiving consultation the

Other countries in the west and Asia are conducting various

etc., across borders by using ECTS European Credit Transfer

in every four years, which are the basis of the university's

to universities for international students, awarding university

190,000. With the aim of acquiring capable international students

number of the students to 100,000 by 2012 was set in 2008

Section 2 Development of Community and University

In recent years, great expectations regarding contribution to the

in private universities attend universities outside the three major

Figure 1-2-8 Conditions of College Students at Each Institution in