DOCSLIB.ORG

Higher Education in Japan

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Higher Education in Japan Higher Education in Japan Higher Education Bureau, Ministry of Education, Culture, Sports, Science and Technology Contents Introduction 1. Current circumstances surrounding Japanese higher education (1) School system (2) Percentage of students enrolling in higher education institutions (3) Establishment status and number of higher education institutions (4) Incorporation of national and public universities (5) Development of private universities 2. Main issues surrounding university education 3. Development of quality assurance system (1) Establishment approval system (2) Quality assurance and accreditation system (3) Autonomous quality assurance activities 4. Enhancement of university education function (1) Enhancing undergraduate education (2) Realization of Graduate Education as "Schools" (3) Considering reorganization of the university system and its education centered on “academic degree program” (4) Introducing the system for sharing facilities and materials with researchers around the country 5. Internationalization of universities (1) Introducing classes in English (2) Framework of the “300,000 International Students Plan” (3) Developing 30 Universities as centers for internationalization (Global 30) 6. Current state and issues on public expenditure in universities (1) Types of funding for universities (2) Continuous support for education and research activities (3) Supporting internationally competitive projects and COE (Center of Excellence)/ GP (Good Practice) projects (4) Financial support to students (5) Recent trend in major financial support 7. Education from a Mid-to Long-term Perspective- Deliberation bills for the Central Council for Education(Sep.11,2008) - Introduction In the age of knowledge-based society and ongoing globalization, higher education institutions have been asked to play increasingly important roles. Under such circumstances, Japanese higher education has been highly appreciated. Excellent and diverse education and research activities have been promoted under the well-balanced coordination with the establishment approval system and the quality assurance and accreditation system, which is continually reviewed for more efficient system. In Japan, academic freedom has been respected, as the Constitution of Japan stipulates that every citizen shall be entitled to equal opportunities to receive education in accordance with concerned laws and according to his or her ability. Also, it should be emphasized that the Fundamental Law of Education stipulates that the independence, autonomy and the merits of education and research by higher education institutions shall be respected. This principle of self-governance has been assured by Japanese Supreme Court decision. This pamphlet aims to deliver current situation and some issues surrounding Japanese higher education, and we hope that the readers find the information contained here useful, especially for those in charge of higher education policies, as well as prospective students and professors who are considering coming to Japan. 1. Current circumstances surrounding Japanese higher education (1) School system In Japan, higher education starts upon completion of a total of 12 years of primary education (6 years in elementary school) and secondary education (three years respectively in both lower and upper secondary schools). Japanese higher education institutions include universities awarding bachelor’s, master’s, doctor’s and professional degrees, junior colleges awarding associate’s degree, and colleges of technology, where lower secondary school graduates are admitted and receive practical and creative completion education throughout a five-year period, and specialized training colleges (specialized schools) which offer specialized courses for the purpose of developing professional or practical abilities or to foster culture. Organization of the School System in Japan Correspondence Courses Correspondence School Normal Courses Year Age Graduate Schools Specialized Training College 24 Correspondence General Courses 18 Courses Specialized Miscellaneous Schools 23 Training Correspondence 17 College Courses Colleges of 22 Specialized Technology 16 Courses Specialized 21 Training 15 Universities College Upper Schools for 20 Secondary Special Needs 14 Junior Courses Education 19 Colleges 13 18 12 17 (Upper Part- Upper 11 Div.) Upper Secondary Schools time Sec. 16 Part-time Courses Dept. 10 Courses 15 9 Secondary 14 ． Schools Lower 8 ｄ Lower Secondary Schools Sec. 13 Ｅ (Lower Div.) Dept. 7 12 ｙ 6 ｒ 11 ｏ 5 ｓ 10 ｌ Elem- 4 ｕ Elementary Schools ent. 9 ｐ Dept. 3 ｍ 8 ｏ 2 Ｃ 7 1 6 5 Kindergartens Kinder. 4 Dept. 3 ○ Academic degrees awarded by higher education institutions and the standard periods required to obtain such degrees University Bachelor’s degree Four years Master’s degree Two years Graduate school Doctor’s degree Five years Professional degree Two years Junior college Associate’s degree Two or three years ※Of undergraduate courses, the standard period of those of medicine, dental surgery, pharmacy to nurture pharmacists, and veterinary science is six years, while the standard period of doctoral courses based on such undergraduate courses is four years. ○ Degrees awarded by higher education institutions and standard periods required to obtain such degrees College of technology Associate’s degree Five years Specialist’s degree Two or three years Specialized school High-level specialist’s degree Four years ※Degrees of specialist and high-level specialist shall be given to graduates of specialized schools that can meet certain standards designated by the Minister of Education, Culture, Sports, Science and Technology. (2) Percentage of students enrolling in higher education institutions In Japan, the percentage of 18-year-old population bracket students enrolling in universities and junior colleges has steadily increased since the Second World War to exceed 50% as of now. If the percentages of students enrolling in colleges of technology and specialized schools are added, the total percentage exceeds 70%. Judging from this situation, it is assumed that Japan has already entered the stage of universal access to higher education. ○Change in advancement rate in Japan ● 18-year-old bracket population = Graduate from junior high schools and those who finished the first stage of secondary schools three years before ● Advancement Rate 1 = Number of proceeding to Universities, Junior Colleges, Colleges of Technology, Professional Training Colleges 18-year-old bracket population (10,000 ● Advancement Rate 2 = Number of proceeding to Universities, Junior Colleges persons) 18-year-old bracket population ○ Number of Graduates from high schools = Graduates from high schools and those who finished the latter stage of secondary schools 300 ○ Applicant Rate directly from high schools = Number of applicants for universities, junior colleges 100% in high school graduates in the corresponding year Capacity(University+Junior College) 18-year-old bracket population 92．5% ○ Capacity = Number of enrollees to universities, junior colleges in the corresponding year Number of applicant to universities, junior colleges Advancement Rate 1 90% (University + Junior College + College of Technology 250 249 243 + Professional Training College) 77．6% 80% 236 University:49.1％ Junior College:6.3％ College of Technology:0.9％ 213 Professional Training College:20.6％ 204205 70% 200 201 198 200 197 Applicant Rate directly from High School 195 195 193 190 (University + Junior College) 18-year-old 188 188 186 185 185 61．2% bracket population 180181 University:53.5％ 177 177 176 177 60% 174 172 173 Junior College:6.6％ 170 168 56．2% 167 168 165 165 166 162 162 164 162 162 160 160 161 159 158 158 Advancement Rate 2 156 156 156 156 155 155 154 152 151 151 150 (University + Junior College) 150 145 148 150 150 144 146 50% 140 142 141 University:49.1％ 140 140 139 138140 136 137 136 137 133 134 133 133 133 Junior College:6.3％ 132 133 133 132 130 128 124 124 121 122 120 122 116 120 119 119 118119 117 115 117 117 117116 40% 109 113113 107 109110 110111 102 99 36 100 93 96 36 34 34 34 Graduates from High Schools 35 33 32 34 31 31 31 33 34 30% 87 34 33 29 31 30 28 Students entering 27 25 25 25 Professional Training Colleges 18 20 20 22 22 21 15 18 19 25 25 24 23 22 21 19 17 14 13 12 5 25 11 11 10 9 8 8 7 Students in the 4th grade 24 20% 22 22 23 21 of Colleges of Technology 50 17 17 18 18 18 18 18 18 18 16 18 17 60 61 15 55 56 595857 59 59 60 60 60 14 14 54 13 13 13 52 Students entering Junior Colleges 12 48 49 11 43 43 44 4747 8 42 41 41 41 41 42 42 41 60 60 61 61 61 10% 6 6 Students entering Universities 6 39 41 42 4 5 33 36 38 Plans of the Plans of the Plans of the Plans after Concept after 29 31 33 33 21 22 25 16 18 20 last half of 70's first half of 80's last half of 80's FY1994 2000 0 0% 1960 1965 1970 1975 1980 1985 1990 1995 2000 2005 2010 2015 2020 2025 (FY) Reference: School Basic Survey FY2009 (3) Establishment type and number of higher education institutions ・In Japan, universities are divided into following three categories by its founding basis: national universities, which were originally established by the Japanese Government (currently established by national university corporations), public universities, which are established by local public entities or public university corporations, and private universities, which are established by educational corporations. ・Both national government and local governments are members of the public sector. However, while a national government represents
Load more

Recommended publications
  • Learning from Japan? Interpretations of Honda Motors by Strategic Management Theorists
    Are cross-shareholdings of Japanese corporations dissolving? Evolution and implications MITSUAKI OKABE NISSAN OCCASIONAL PAPER SERIES NO. 33 2001 NISSAN OCCASIONAL PAPER SERIES FULL LIST OF PAST PAPERS No.1 Yamanouchi Hisaaki, Oe Kenzaburô and Contemporary Japanese Literature. No.2 Ishida Takeshi, The Introduction of Western Political concepts into Japan. No.3 Sandra Wilson, Pro-Western Intellectuals and the Manchurian Crisis. No.4 Asahi Jôji, A New Conception of Technology Education in Japan. No.5 R John Pritchard, An Overview of the Historical Importance of the Tokyo War Trial. No.6 Sir Sydney Giffard, Change in Japan. No.7 Ishida Hiroshi, Class Structure and Status Hierarchies in Contemporary Japan. No.8 Ishida Hiroshi, Robert Erikson and John H Goldthorpe, Intergenerational Class Mobility in Post-War Japan. No.9 Peter Dale, The Myth of Japanese Uniqueness Revisited. No.10 Abe Shirô, Political Consciousness of Trade Union Members in Japan. No.11 Roger Goodman, Who’s Looking at Whom? Japanese, South Korean and English Educational Reform in Comparative Perspective. No.12 Hugh Richardson, EC-Japan Relations - After Adolescence. No.13 Sir Hugh Cortazzi, British Influence in Japan Since the End of the Occupation (1952-1984). No.14 David Williams, Reporting the Death of the Emperor Showa. No.15 Susan Napier, The Logic of Inversion: Twentieth Century Japanese Utopias. No.16 Alice Lam, Women and Equal Employment Opportunities in Japan. No.17 Ian Reader, Sendatsu and the Development of Contemporary Japanese Pilgrimage. No.18 Watanabe Osamu, Nakasone Yasuhiro and Post-War Conservative Politics: An Historical Interpretation. No.19 Hirota Teruyuki, Marriage, Education and Social Mobility in a Former Samurai Society after the Meiji Restoration.
    [Show full text]
  • Brief Introduction
    Brief Introduction Shenyang University of Technology (SUT) is an engineering oriented comprehensive university, with its subjects covering such seven areas, as engineering,science,economy, management, liberal arts, laws and philosophy. The predecessor Shenyang Mechanical and Electrical Engineering College founded in 1949 was renamed SUT in 1985, and it used to be affiliated with the State Ministry of Mechanical Industry. It has been built by the central government and the local government since 1998 and it was mainly managed by Liaoning Province. The core campus is located in the city of Shenyang, and the division Liaoyang Campus is in the city of Liaoyang. At present a new campus is being built in Shenyang Economy and Technology Developing Zone, and the core campus is going to move to the new campus in 2008.The university establishes 16 schools, 2 Teaching Departments, 1Engineering Practice Center and 1 independent college.There are 44 undergraduate programs and 18 special programs offered at SUT, and it si authorized for the conferment of and 18 special programs offered at SUT, and it is authorized for the conferment of bachelor degree, master degree and doctoral degree.49 subjects and the fields of subject are authorized for the conferment of master degree, and one A-Lever subject and 10 B-lever subjects have the conferment of doctoral degree. The university with post doctoral research centers of Electrical Engineering and Material Science and Engineering is the cultivation institution of the graduate students of MBA. It has state level key subjects of Electrical Machinery and Electrical Apparatus, as well as Liaoning Province level key subjects of Mechanical Manufacturing and Automation, Materials Process Engineering, and Apparatus and Control Theory and control Equipment.
    [Show full text]
  • Brewer, Florence B. TITLE the American Community College
    DOCUMENT RESUME ED 389 384 JC 960 032 AUTHOR Cohen, Arthur M.; Brewer, Florence B. TITLE The American Community College. Third Edition. The Jossey-Bass Higher and Adult Education Series. INSTITUTION ERIC Clearinghouse for Community Colleges, Los Angeles, CA. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. REPORT NO ISBN-0-7879-0189-X PUB DATE 96 CONTRACT RR93002003 NOTE 539p.; For the second edition, see ED 309 828. AVAILABLE FROM Jossey-Bass, Inc., 350 Sansome Street, San Francisco, CA 94104 ($38.95). PUB TYPE Books (010) Information Analyses - ERIC Clearinghouse Products (071) EDRS PRICE MF02/PC22 Plus Postage. DESCRIPTORS Adult Education; *College Administration; *College Curriculum; *College Faculty; College Instruction; *College Role; *Community Colleges; Compensatory Education; Educational Finance; Educational History; Educational Objectives; Futures (of Society); General 'Education; Governance; Liberal Arts; Student Personnel Services; Teaching Methods; Two Year Colleges; *Two Year College Students; Vocational Education ABSTRACT This book provides a comprehensive overview of community college education in the United States, emphasizing trends affecting two-year colleges in the past decade. Chapter I identifies social forces contributing to the development and expansion of community colleges and the continuing changes in institutional purpose. Chapter 2 examines shifting patterns in student characteristics and goals, reasons for the predominance of part-time attendance, participation and achievement among minority students, attrition issues, and the most recent data on student transfer rates. Chapter 3 utilizes national data to illustrate differences between full- and part-time faculty and discusses issues related to tenure, salary, workload, faculty evaluation and preparation, moonlighting, and burnout. Chapter 4 reviews modifications in college management stemming from changes in institutional size, the advent of collective bargaining, reductions in available funds, and changes in governance and control.
    [Show full text]
  • Modesto Junior College (MJC) MJC Reserves the Right to Refuse Student Access to the Following Uses the Following Definitions of Terms
    MODESTO JUNIOR COLLEGE YOSEMITE COMMUNITY COLLEGE DISTRICT 2004-2005 435 College Avenue Modesto, California 95350 www.gomjc.org Modesto Junior College Catalog is published annually each June by the Office of Instruction at Modesto Junior College, Modesto, California. Price: $3.00. Modesto Junior College is accredited by the Accrediting Commission for Community and Junior Colleges of the Western Association of Schools and Colleges, (3402 Mendocino Avenue, Santa Rosa, CA 95403 (707) 569-9177 FAX: (707) 569-9179), an institutional accrediting body recognized by the Commission on Recognition of Postsecondary Accreditation and the U.S. Department of Education. Publication Staff: Catalog Design: Irene Nunez-Pippin and Letitia Senechal, Content Management: Letitia Senechal, Photos: Wes Page, Jerry Morris, and David Todd President’s Message From the President... Offi ce of the President Greetings and welcome to Modesto Junior College! It is our hope that this catalog will provide you with the information you need to help you make informed decisions about your academic career here at Modesto Junior College. As a student at Modesto Junior College you will discover outstanding faculty, staff, and administrators who are unconditionally committed to academic excellence, personal enrichment and diversity. Modesto Junior College offers a wide range of academic and vocational programs. Our academics are rigorous and our vocational programs utilize the practical learn by doing philosophy. We are committed to providing our students with the highest quality of education possible. For more than eighty-three years, Modesto Junior College has played a unique and vital role in educating students of all ages and backgrounds. We continue to work hard at providing our diverse community with a healthy, enjoyable learning environment.
    [Show full text]
  • Multicultural and Multiethnic Education in Japan
    Educational Studies in Japan: International Yearbook No.4, December, 2009, pp.53-65 Multicultural and Multiethnic Education in Japan NOMOTO, Hiroyuki* In Japan, the Ainu people have been living mainly in Hokkaido and many Koreans continue to live since the end of the World War Two. Since 1990’s, the number of migrant workers has increased rapidly. In this sence, Japanese soci- ety has been multicultural and multiethnic. However, those minority groups have been strictly discriminated against in Japanese society and in schools, they have not been given opportunities to multicultural and multiethnic education. Against the ignorance of their culture and language, those minority groups established their own schools apart from existing school system to educate their children with pride of their own culture and language. Today those interna- tional and ethnic schools have an important role in providing foreign children with alternative education. Then, those schools have to be supported financially by the Government. The struggle of the Ainu people to establish their own school should be also supported by the Government, since the Ainu people have been recognized as an indigenous people by the Japanese Government. With globalization, the number of foreign students has rapidly increased in public schools. In order to respond to the educational needs of those chil- dren, the educational authorities have begun to provide them with special pro- grams for teaching Japanese as a Second Language (JSL) and with native language instruction. Concerning JSL programs, the period of the program should be extended to more than 5 years. It is too short to develop cognitive/academic language proficiency (CALP).
    [Show full text]
  • PARIS JUNIOR COLLEGE District Service Plan for Delta, Hopkins, Hunt, Lamar, & Red River Counties and Fannindel & Honey Grove Isds
    ® PARIS JUNIOR COLLEGE District Service Plan For Delta, Hopkins, Hunt, Lamar, & Red River counties and Fannindel & Honey Grove ISDs Expansion of the Paris Junior College District to include the balance of Lamar County, Delta County, Hopkins County excluding the Como-Pickton and Saltillo School Districts, Hunt County excluding the portion of Terrell ISD in Hunt County, Red River County excluding the Avery ISD, Fannindel ISD, and Honey Grove ISD would result in the following property tax rate, services, and programs for residents of the above area. As required by Texas Education Code Section 130.065(c), Paris Junior College hereby publishes this service plan for the territory considering annexation. TAX RATE lines. The maximum debt service tax rate that the board may offer • The most recent maintenance and operation property tax rate ad- for voter approved bond referendum elections is $0.50. opted by the board is $0.1773 per $100 assessed property valua- • Exemptions: Seniors (over 65) and surviving spouse = $10,000. tion. This rate applies to the current taxing district which includes • Tax Freeze: Taxes frozen for seniors (over 65). the City of Paris, Paris ISD and the former Cunningham ISD. The college has demonstrated a very stable tax rate over the past decade. TUITION SAVINGS (See Chart) • The college district currently has $0.00 tax rate per valuation for • All counties or school district residents agreeing to annexation Debt Service from voter-approved bond referendum elections. would receive in-district tuition and fees. For 2016-2017, in-dis- • The maintenance and operation property tax rate will be set at trict tuition is $55 per semester credit hour (SCH).
    [Show full text]
  • Distinctive Features of Japanese Education System
    Distinctive Features of the Japanese Education System “Thus there is a general belief that a student’s performance in one crucial examination at about the age of 18 is likely to determine the rest of his life. In other words: the university entrance examination is the primary sorting device for careers in Japanese society. The result is not an aristocracy of birth, but a sort of degree-ocracy” (OECD, Reviews of National Policies for Education: JAPAN. 1971 p.89) What are the distinctive features of the Japanese education system? Explaining the characteristics and features of the Japanese education system to readers from other countries is not an easy task. In the process of educational development, Japan modeled its system after the developed countries in the West, and introduced many elements of the school system from those countries. Japan has a well-developed educational system in which the structure and function has much in common with many other industrialized countries. However, it is possible to identify some characteristics that are particular to the Japanese system. In the tradition and culture of Japan, some parts of the education system often function differently from those in other countries. In its social context, some functions of the education system have been excessively exploited, and other functions have been relatively disregarded. At the same time, distinctive features represent both the strengths and weaknesses of the Japanese education system. While with the passage of time some features have changed, other features have remained unchanged for many decades. As a point of departure, we discuss one notable work treating this topic.
    [Show full text]
  • I the Glenville Mercury
    AND REMIND YOU: Glenville Merchants l>ellei'Te The Glenville Mercury You-r P.a tron&&e. Meet Thea I1 and Gree-t Tilem;You'll Enjoy .b:. I · Official Weekly Student Publication of Glenville State Teachers College <·---------- Gle nville, Weat VirgiDia_, Tuesday, Fe<bruary 22, 1938. Price Three Ceall Pioneer Speaker GCLUB DANCE TO I D~~~~~~~~<><;_lf~~~F- ALBERT LEVY SAYS AMERICA IS I BE HELD HERE ON I TIM!: INTERMISSION FINEST REPUBUC HE HAS EVER . FRIDAY MAY 13 F,.s,.::;new w~:;:::.: .''·.,u, BEEN IN• GUEST SPEAKER HERE ' It::!.i~ m't!nt betwe<>n hah•es, ti:.c Col- ~ • --- ."1.'le fltudents ar:d f:lculty a re n 1.1111- · ----- • -.--- 1 ,Jaaae. Ro~te•a TeD· Pre&~dent Guy Bennett Says Ed Iina ling the childish antics of two. H d S · Council Bnnga G e rman Stad-- Piece Clbiunbet- ()rd>eotra M~aw 'a Band of East year-old Domenid ; Nocida, son of OnOt€ entor ent to Aasembly; OetUel c.....ma Ltverpool Will Play Mz·. and ~ 1 - 3 • Carmt>n Noeida, ol Garrett Preaides TO BE 2-PARTPROGRAM WILL ELECT QUEEN j Cle;:~e~day night, when ~he Pio- REVIEWS HISTORY --- ince~ had finishe-d their first •i>..alr a- .A.. inioa Pri~ WiD he 75 aad 40 E G. RoLrt.o-u • h Woll S. against. Concor.!, little Donamick Sa1• Nati.-e La11d Hu Alwa1• a­ ee .... Tickeb .. Sal• Tbvr•day A•l.:ed to Pre•ide Over I~\O bbled out ()n the 1\oor, snuled, Focal Poi111 for New lde.a ..... Fri•T Coro-hoa Ceremoay not!ch.alaJ'>t'y, p1ekcd up a ball la r - • e.d Cro.,..eda J ..u Rokrt Gillette, distin- The date for the tenth annual G ~=~n~~c ·h~n:::lt p~::e~:~s~he'~ :~.
    [Show full text]
  • The Influence of Politics and Culture on English Language Education in Japan
    The Influence of Politics and Culture on English Language Education in Japan During World War II and the Occupation by Mayumi Ohara Doctor of Philosophy 2016 Certificate of Original Authorship I certify that the work in this thesis has not previously been submitted for a degree nor has it been submitted as part of requirements for a degree except as fully acknowledged within the text. I also certify that the thesis has been written by me. Any help that I have received in my research work and the preparation of the thesis itself has been acknowledged. In addition, I certify that all information sources and literature used are indicated in the thesis. Production Note: Signature removed prior to publication. Mayumi Ohara 18 June, 2015 i Acknowledgement I owe my longest-standing debt of gratitude to my husband, Koichi Ohara, for his patience and support, and to my families both in Japan and the United States for their constant support and encouragement. Dr. John Buchanan, my principal supervisor, was indeed helpful with valuable suggestions and feedback, along with Dr. Nina Burridge, my alternate supervisor. I am thankful. Appreciation also goes to Charles Wells for his truly generous aid with my English. He tried to find time for me despite his busy schedule with his own work. I am thankful to his wife, Aya, too, for her kind understanding. Grateful acknowledgement is also made to the following people: all research participants, the gatekeepers, and my friends who cooperated with me in searching for potential research participants. I would like to dedicate this thesis to the memory of a research participant and my friend, Chizuko.
    [Show full text]
  • PLANNING YOUR EDUCATION Planning
    PLANNING YOUR EDUCATION Planning Your Education GENERAL INFORMATION GUIDANCE CLASSES: COUNSELING SERVICES ESSENTIAL TO PLANNING You may already know what you Lorena Dorn, Dean of Counseling & Student Services want to accomplish while enrolled at MJC East Campus, Student Services Building MJC, or you may be trying to explore Room 226 your options and may be unsure Phone: (209) 575-6080 of what is necessary to reach your Website: www.mjc.edu/counseling goals. MJC offers Guidance classes Counselors: which are designed specifically to Kim Bailey, Leticia Cavazos, Pam Crittenden, help you identify your goals and to Alida Garcia, Marcos Garcia, Tina Giron, Dana plan accordingly. Guidance classes are Hanlon, Eric Ivory, Hanna Louie, Pam Loyd, taught by MJC counselors who are Theresa Maldonado-Ballance, Eva Rivera-Jara, informed about education and career Mary Silva, Barbara St. Urbain, Dean Tsuruda, options that await successful MJC Linda Wong students. The purpose of Guidance Support Staff: courses is to assist you in reaching your Donna Yarnal, Administrative Secretary goals as quickly as possible. Elaine Thornton, Administrative Assistant EDUcatIONAL PLANS An Educational Plan is developed with a counselor to provide you with a map ACHIEVING YOUR GOALS that lists courses and support services We all have unique interests and goals. that are required or recommended for You may be attending Modesto Junior successful completion of your goals. College for any number of reasons. It is to your advantage to develop an MJC offers courses in an array of Educational Plan as soon as possible. disciplines that can prepare you for Guidance courses offered by the skilled trades, specialized careers, job Counseling Center are designed advancement, and transfer to four-year to assist students in developing colleges or universities to further your Educational Plans.
    [Show full text]
  • Author Abstract
    DOCUMENT RESUME ED 275 620 SO 017 832 AUTHOR Leestma, Robert; Bennett, William J.; And Others TITLE Japanese Education Today. A Report from the U.S. Study of Education in Japan. Prepared by a Special Task Force of the OERI Japan Study Team: Robert Leestma, Director.., and with an epilogue, "Implications for American Education," by William J. Bennett, Secretary of Education. INSTITUTION Office of Educational Research and Improvement (ED), Washington, DC. PUB DATE Jan 87 NOTE 103p.; Other Task Force members: Robert L. August, Betty George, Lois Peak. Other contributors: Nobuo Shimahara, William K. Cummings, Nevner G. Stacey. Editor: Cynthia Hearn Dorfman. For related documents, see SO 017 443-460. PUB TYPE Reports - Descriptive (141) EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS *Asian Studies; Comparative Education; Educetion; Educational Change; *Elementary School Curriculum; Elementary Secondary Education; Foreign Countries; *Japanese; *Secondary School Curriculum; Teacher Education IDENTIFIERS *Japan ABSTRACT Based on 2 years of research, this comprehensive report of education in Japan is matched by a simultaneously-released counterpart Japanese study of education in the United States. Impressive accomplishments of the Japanese systemare described. For example, nearly everyone completes a rigorouscore curriculum during 9 compulsory years of schooling, about 90 percent of the students graduate from high school, academic achievement tends to be high, and schools contribute substantially to national economic strength. Reasons for Japanese successes include: clear purposes rooted deeply in the culture, well-defined and challenging curricula, well-ordered learning environments, high expectations for student achievement, strong motivation and effective study habits of students, extensive family involvement in the mission of schools, and highstatus of teachers.
    [Show full text]
  • Middle Rio Grande Law Enforcement Academy
    Middle Rio Grande Southwest Texas Law Enforcement Academy Junior College 2401 Garner Field Road PH: (830) 591-4158 Uvalde, Texas 78801 Fax: (830) 591-4159 *** LAW ENFORCEMENT ACADEMY APPLICATION CHECK LIST *** APPLICANT NAME: ___________________________________ DATE OF BIRTH: _____________________ ADDRESS: ____________________________________________ PHONE # _____________________________ CITY: ________________________________________________ STATE: ________ ZIP CODE: ___________ DRIVERS LICENSE # __________________________________ STATE _______________________________ EMAIL: _______________________________________________________________________________________ 2021 2021 / 2022 2021 UVALDE ALPHA CLASS EAGLE PASS - BRAVO CLASS UVALDE CHARLIE CLASS SPRING ACADEMY NIGHT ACADEMY FALL ACADEMY (January 11 - May 28, 2021) (August 09, 2021 – May 27, 2022) (August 09 - December 17, 2021) M Mandatory Orientation Mandatory Orientation Mandatory Orientation January 08, 2021 / 8am-5pm August 05, 2021 / 5pm-10pm August 6, 2021 / 8am-5pm 1. _____ TSI Assessment Exam ___________________________________________________ Reading Score / Writing Score Date 2. _____ Academy Application for Admission 3. _____ Complete SWTJC On-Line Application for Admissions https://www.applytexas.org/adappc/gen/c_start.WBX 4. _____ Complete, print, and submit Personal History Statement (TCOLE) https://www.tcole.texas.gov/sites/default/files/FormsAppsPubs/Personal-History-Statement_TCOLE_08-12-2020.pdf 5. _____ Complete Academy Liability Waiver - (Must be signed by student
    [Show full text]