Although Japanese junior colleges differ from American junior colleges in that they are smaller, more often privately owned, have larger female enrollments, and offer a greater number of home economics and English courses, much can be learned from the Japanese accreditation system. An accreditation self-study eventually takes the form of an establishment application to the ministry of education; it attempts to show that educational goals for each department and course are supported by adequate resources and sound financial planning. The eight components of the application are: (1) a statement of institutional and instructional goals; (2) a policy statement on admissions, curriculum, faculty, administration, and master planning; (3) an overview of curriculum, offering a model and detailing major areas, courses and credits, and students' course plans by years; (4) a list of faculty members with personal information and teaching qualifications; (5) a facilities inventory of land, buildings, classrooms, and specialized areas; (6) an inventory of learning resources; (7) a financial statement; and (8) a statement of outcomes. A sample of the use of these components in a course description, as well as an evaluation of the strengths and weaknesses of this system of accreditation are provided. (MB)