ERIC Number: ED161477
Record Type: RIE
Publication Date: 1978
Reference Count: 0
What Educators Can Learn from Junior College Accreditation in Japan.
Klimes, Rudolf E.
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)
Descriptors: Accountability, Accreditation (Institutions), Administrative Policy, College Curriculum, College Faculty, Community Colleges, Course Descriptions, Educational Assessment, Educational Objectives, Educational Policy, Evaluation Criteria, Facility Inventory, Financial Policy, Government Role, Government School Relationship, Private Colleges, Two Year Colleges
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A