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Creating a Hub for Import / Export of the Educational System

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Creating a Hub for Import / Export of the Educational System CORE PROGRAM REPORT Creating a Hub for Import / Export of the Educational System – Exploring the Possibility of Keihanna, an International Educational City – International Institute for Advanced Studies CORE PROGRAM REPORT Creating a Hub for Import / Export of the Educational System – Exploring the Possibility of Keihanna, an International Educational City – International Institute for Advanced Studies Table of contents[ Summary ............................................................... ⅰ～ⅱ Introduction ................................................................. 1 Introduction................................................................................................ 2 1. Role of education in the community ...................................................... 2 2. Education as an export industry ............................................................ 2 3. Keihanna as an international educational city ...................................... 3 4. Research Objectives and Reports ........................................................ 3 Chapter 1 New Trends in Transnational Higher Education ....................... 5 1. Global trend in study abroad ................................... 6 2. Transnational Higher Education: "Study abroad without traveling abroad” 7 3. The second phase of transnational higher education in Japan ...... 9 Chapter 2 Free Zone and International Branch Campuses in Dubai - Are they House of Cards? - .......................................................... 13 1. Introduction ................................................. 14 2. Definition of International Branch Campuses and Key Question .... 14 3. Outline of the Higher Education System in the UAE and Dubai ..... 15 4. Development of International Branch Campuses in Dubai ......... 16 5. Conclusion ................................................. 17 Chapter 3 Educational System in India ........................................ 21 1. Introduction ................................................. 22 2 Educational System in India ................................... 22 3. Recent Reform Trends ....................................... 25 4. Conclusion ................................................. 25 Chapter 4 Educational System in Indonesia ................................... 29 1. Introduction ................................................. 30 2. Basic information ............................................ 30 3. Outline of Education ......................................... 33 4. International Education Cooperation with Indonesia .............. 38 5. Conclusion ................................................. 39 Chapter 5 Establishment and Operation of "Foreign Educational Institutions" in the Republic of Korea .......................................................... 43 1. Introduction ................................................. 44 2. Education in South Korea .................................... 44 3. Policies to attract foreign education institutions .................. 46 4. Establishment and Operation of Foreign Educational Institutions ... 48 5. Conclusion ................................................. 51 Chapter 6 Possibility of Establishing Offshore Schools at Upper Secondary Education Level in Taiwan ................................................... 53 1. Introduction ................................................. 54 2. Taiwan’s educational system and the dissemination of education at each level 55 3. Number of Students at Each Level in Taiwan and Students who Study Overseas 56 4. Institutional framework for the establishment of offshore schools ... 58 5. Case Studies ............................................... 59 6.Conclusion .................................................. 60 Study Group Meetings ....................................................................................................... 62 Members of the study group .............................................................................................. 63 International Institute for Advance Studies (IIAS) .............................................................. 64 Notice: The English in this report was machine translated from the original Japanese before undergoing post-editing by human translators. In the event of any discrepancies between this translated document and the Japanese original, the Japanese original shall prevail. Summary Introduction (from page 1) Shigeru Takami This chapter introduces the idea underlying the theme of "Creating a Hub for Import / Export of the Educational System : Exploring the Possibility of Keihanna, an International Educational City" from the 3 viewpoints of the role of education in the community, education as an export industry, and Keihanna as an educational industry hub. The purpose of this study and the outline of the report are described as follows. Chapter 1 New Trends in Transnational Higher Education (from page 5) Hitoshi Sugimoto In recent years, the international expansion of higher education institutions around the world has been remarkable, mainly in Europe and North America. In addition to accepting students from foreign countries, the institutions also acquire students by establishing branch campuses and cooperating with partner institutions in host countries. In these arrangements called transnational higher education, many students nowadays are taking courses abroad without traveling abroad. While countries where the providing universities are located can expect additional revenue by the education service export, host countries, where branch campuses or affiliated schools are located, can attract world-class universities at relatively low cost. Japan has lagged behind in this trend of transnational higher education. Although some pioneering projects exist, they depend heavily on Japanese government subsidies. Since 2004, however, several Japanese universities have taken on new challenges to achieve commercially profitable international expansion, and are entering the second phase of Japan's transnational higher education. Chapter 2 Free Zone and International Branch Campuses in Dubai - Are they House of Cards? (from page 13) Yusuke Nakajima In the Emirate of Dubai, located in the United Arab Emirates, branch campuses of 25 foreign universities(International Branch Campuses; IBCs) are deployed as of 2019. These were considered to have developed under the market principle in the free zone where economic regulations were relaxed, and therefore, there were many discussions that showed concerns about the substantial education, research environment, and continuity. However, since the latter half of the 2000s, the system related to the administrative operation of IBCs and quality assurance has been improved, and the movement to establish or reorganize IBCs has now settled. As a result, the focus of related research is on "understanding individual phenomena related to IBCs " Of course, from the point of view of the main campuses and the home country, maintaining the equality and prestige between the main campuses and the branch campuses is still an important issue. However, from the point of view of the host country, it is also important to deepen the understanding of the IBCs in line with the individual actors surrounding them, in that "how IBCs are integrated into its own society and system" is also important. Chapter 3 Educational System in India (from page 21) Masayuki Watanabe The purpose of this paper is to outline the educational system in India. India, with a population of more than 1,300,000,000, has been experiencing remarkable economic growth in recent years, and the quantitative expansion of education, particularly in the compulsory education stage, is progressing. India, on the other hand, has a federal system, and each state is in principle responsible for education. However, one of the characteristics there is that the central government is also taking various measures, such as the promulgation of the National Curriculum Framework. As of May 2020, under the leadership of Prime Minister Narendra Modi, India is aiming at establishing "National Education Policy (Draft) for 2019.” It is expected to be the first major educational reform in about 30 years. i Chapter 4 Educational System in Indonesia (from page 29) Kentaro Shimada The purpose of this paper is to outline the educational system in Indonesia. One of the characteristics of the educational system in Indonesia, which is geographically and culturally diverse, is that general schools coexist with Islamic schools. Religious education is systematically incorporated, and an emphasis is placed on citizenship and character formation. Educational reform in recent years aims to ensure fairness as well as quality. Indonesia is in particular in need of assistance in the area of higher education and human resource development in the industry, as democratization was promoted in the early twenty first century and economic growth is expected. Indonesia is Japan's largest recipient of assistance, and has continuously received assistance in various fields from basic education to higher education. Indonesia has been actively accepting Japan’s “lesson study." In recent years, private companies have accelerated their expansion in educational exchanges and in the education industry. Chapter 5 Establishment and Operation of Foreign Educational Institutions in Korea (from page 43) Jeon Kyounghwa This report introduces the establishment and operation of "foreign educational institutions" in South Korea as an example of the acceptance
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