Undergraduate Education in Asia: The Cases for the Development of Additional Programs

This book explores the characteristics and developments of undergraduate education in Asia, focusing on Additional Programs. Although undergraduate education varies between countries, the curricula have traditionally been designed for specialized fields and professions. However, universities are responding to changing environments such as globalization; the emerging knowledge-based society; the dynamics of democratization; and the expansion of higher education scale. It leads them to revise their regular curricula and to introduce Additional Programs that promote activities that are not included in the regular curricula. In our study, Additional Programs are divided into two types: supplementary and enrichment. The former examples are remedial education and learning support for poor academic performance students, and the latter ones are programs that strengthen research capabilities and supporting acquisition of qualifications or licences. We observe similarities and differences regarding Additional Programs and consider the philosophy of education reform in South Korea, China, Taiwan, Vietnam, India, the United Arab Emirates and Qatar. The study provides a more comprehensive understanding of undergraduate education in Asia. In conclusion, these countries all develop Additional Programs, both supplementary and enrichment, beyond their regular curricula without regard to scale of undergraduate education or the regime. On the other hand, differences between the developments are found, which reflect the status of undergraduate education, the political situation, the economic system, social demand, and the university’s educational philosophy.序章 研究目的と分析の視点　南部広孝…1 第1 章 韓国における付加的プログラムの展開　全京和…11 第2 章 中国における教育課程改革と付加的プログラムの展開　南部広孝…23 第3 章 台湾における付加的プログラムの展開と役割　廖于晴…35 第4 章 ベトナムにおける付加的プログラムの展開　白銀研五…49 第5 章 インドにおける付加的プログラムの展開　渡辺雅幸…63 第6 章 UAE・カタールにおける付加的プログラムの展開　中島悠介…75 終章 付加的プログラムの展開から見たアジアの大学教育　中島悠介・南部広孝…8

Research on Academic Degree Systems in Late-comer Countries

Many countries have modeled their higher education system after those of developed countries. Further, due to the effects of globalization, more people are obtaining their academic degrees in foreign countries. Academic degrees are proof of giving and receiving an established degree of higher education, and maintaining confidence in this arrangement is important to both conferring and receiving sides. Furthermore, in the modern global age, people have become more concerned about the international applicability of academic degrees. Countries that copied their higher education system from the other countries can be called late-comer countries. Hypothetically, late-comer countries’ academic degree systems have the following features: (1) in using developed countries as their model, academic degrees have to meet a certain international standard; and (2) from looking at the historic social conditions of each country, higher education has to be adapted to unique needs of its context. In summary, this book aims to: (1) clarify how late-comer countries, including some East Asian countries, have implemented their academic degree system; and (2) examine the differences in higher education among late-comer countries. This book discusses the academic degree system in South Korea, China, Taiwan, Vietnam, India, Egypt, and Brazil. In addition, it examines in each the: (1) types of degree, (2) conditions for the right to confer degrees, (3) categories of degree conferring institution, (4) degree conferring system and the accreditation process in the degree conferring institution itself, (5) and the recent trends in terms of reforms to higher education.序章　 研究の背景と目的… 南部広孝 1 第１章　韓国における学位制度… 石川裕之・全京和 7 第２章　中国における学位制度… 南部広孝 21 第３章　台湾における学位制度… 廖于晴・南部広孝 33 第４章　ベトナムにおける学位制度… 関口洋平 45 第５章　インドにおける学位制度… 渡辺雅幸 57 第６章　エジプトにおける学位制度… 中島悠介・内田直義 69 第７章　ブラジルにおける学位制度… 田村徳子 83 終章　後発国における学位制度の導入と変容… 楠山研 9

<Notes>Japanese Higher Education Institutions' Response to the Information Society --Focusing on the Introduction and Certified Status of the Mathematical, Data Science, and AI Programs--

This paper aims to clarify the characteristic of the Mathematics, Data Science, and AI programs (The MDASH Literacy programs) by analyzing related policies and the response of higher education institutions. In conclude, to cultivate talents who can respond to the change of information-oriented society, Japanese higher education institutions offered courses related to the MDASH Literacy consciously. However, the resources, scale, and institutional frameworks are different in these institutions. Secondly, most of the MDASH Literacy programs are in the transition stage without being well-developed. In other words, the institutions established the new MDASH literacy programs for all students cautiously. Furthermore, some of them offered the programs by modifying the existing information science subjects or reincorporating several subjects corresponding to the model curriculum. According to the offering status of these programs, it can be supposed that though each higher education institution realized the importance of introducing the MDASH literacy programs, there is no surplus for them to establish new courses, hire the specialized faculties and reorganize the educational organizations

Changes in Faculty Qualification Assessment in Taiwan

This paper discusses changes to the system of faculty qualification assessment in Taiwan. We analyzed the background and reasons for adopting diverse standards into qualification assessment of faculty promotion. The adoption of these standards at each type university were analyzed, and a case study was performed based on the analysis. The results of the analysis indicated that the Taiwanese government has gradually deregulated the authority of faculty qualification assessment to more universities. However, diversity is still emphasized by the government. This characteristic has become more definite after adopting the diverse standards into faculty qualification assessment. Originally, the universities considered the role of faculties regarding research, education, and social contribution with research as the central role. After adopting diverse standards, universities began to consider the role of faculties with other than education or social contribution as the central role. Therefore, it is possible to diversify the role of faculties by allowing them to decide their role based on their own characteristics

台湾における高等教育多様化の論理

京都大学0048新制・課程博士博士(教育学)甲第21985号教博第238号新制||教||185(附属図書館)京都大学大学院教育学研究科教育科学専攻(主査)教授 南部 広孝, 教授 杉本 均, 准教授 服部 憲児学位規則第4条第1項該当Doctor of Philosophy (Education)Kyoto UniversityDGA

Changes in Ideas on University Education in Taiwan in light of the Open University Degree Conferral Controversy

This paper aims to clarify the changes in ideas on university education in Taiwan through analyzing the reasons why Open University couldn't confer degrees in the 1980s, and the subsequent movement toward the right to confer degrees in 1993, by analyzing the amendment of "University Act" and the enactment of relevant laws' proceedings. The content and purpose of university education have transformed from training professional talents into a variety of talents, which can be seen as a trend of deregulation of criteria of education. In addition to above, in order to contribute to social development, the access to university education has been broadened and the route to adults has been established. Thus university education can be provided to more people. In summary, the criteria of university education has changed from a restrictive view as training professional talents to a non-restrictive one as providing education to more people. Therefore, as long as the university-level knowledge can be conveyed, it can be recognized as university education

The Influence of Extension Education in Taiwan on the Introduction and Reform of Night Schools

This paper aims to clarify the historical and institutional reasons behind the expansion of extension education in Taiwan through analysis of relevant laws, institutions, policies, and history of night schools in Taiwan. There are three main findings in this paper. First, each expansion of education policy coincides with a focus on the existing working population, allowing for broader access to extension education. Second, extension education is subject to fewer regulations than education at large in Taiwan. This deregulation of extension education affords universities more autonomy and has also contributed to the expansion of extension education in Taiwan. Third, following the lifelong education policy adopted by the Taiwanese government in 1990, a framework for recurrent education was established and integrated into extension education, bringing further empowering extension education within the administrative system. Furthermore, universities have responded to the government’s lifelong education policy by expanding programs for recurrent education. This institutional preparedness in tandem with the universities’ development strategy has been conducive to the development of extension education in Taiwan. In summary, extension education in Taiwan is not only a part of the recurrent education system, but also an important agent in the management of social needs for higher education

<Article>Teacher Training for Promoting Students' Independent and Interactive Deep Learning:Comparison of teacher training standards between Japan and Taiwan

This study aimed to clarify the ideal way of training student teachers who can respond to the formation of students' abilities and intelligence by conducting a comparative analysis of Japan's "Core Curriculum for Teachers Training" and Taiwan's "Teacher Training Curriculum Standards." Our findings highlighted three strategies for developing teacher training programs that focus on students' independent and interactive deep learning as follows. First, the formation of practical knowledge of teachers should not only be implemented within the practical training course but also systematically integrated into the overall teacher train program. Second, the diversity of educational methods and related indicators must be ensured. Third and most importantly, teachers must proactively explore and act independently on educational issues, and theories and education methods should be the foundation of the training. Thus, given the diversity of students and unpredictability of the educational field, the ideal way of training teachers is to regard teachers as educational innovators. Their independent participation in teacher training programs should be encouraged, as well as in the formation of abilities and attitudes regarding practical application, collaboration, and exploration in education

<Article>Comparative Study of the Unification of Kindergarten and Nursery Schools Policy from the perspective of the Institution -Focusing on the role of Taiwanese "Kindergartens" and Japanese "Certified Centers for Early Childhood Education and Care"-

This paper aims to clarify the difference and the issues of the Unification of Kindergarten and Nursery Schools Policy (Unification Policies) between Japan and Taiwan by analyzing the integrated-childcare-institutions, Taiwanese kindergartens and Japanese Certified Centers for Early Childhood Education and Care (Certified Centers). These institutions were introduced under the implementation of the Unification Policies. The background, purpose, institutional framework and the status of integrated-childcare-institutions were examined in this paper for exploring the research questions. The above examinations raise three different points of Unification Policies between Japan and Taiwan. First of all, Japan and Taiwan adopted the traditional system differently within implementing Unification policies. Secondly, although Japan and Taiwan's Unification policies both introduced integrated-childcare-institutions for responding to education needs diversely, Taiwan put emphasis on organizational reform for enhancing the function of institutions. On the other hand, Japan mainly pays attention to increase the options between institutions. Lastly, the early childhood system was considered differently between Japan and Taiwan. Japan tends to create a more flexible system to support raising children. However, Taiwan's early childhood education system is expected to offer quality education rather than to support raising children. To sum up, it is necessary to implement Unification policies from a more comprehensive perspective and think about how to respond to the various needs of the early childhood education system