How the university has changed

　Even in the United States, where steady and empirical research on human abilities and academic abilities has been carried out, the reform of the university itself has been delayed.Many major universities began working on educational reforms, such as the introduction of active learning, around 1990.Due to the universal access of universities, undergraduate education is considered to be post secondary education rather than higher education, and education should be emphasized rather than research. After it came to be done.At that time, Japan experienced the collapse of the bubble economy, but was still confident in education.In primary and secondary education, which was proud of its superiority, Yutori education raged and university reform was delayed.

　It was the 2003 PISA shock that shook Japan. In the second survey, which began in 2000, it was widely recognized that Japan's academic achievement level was unexpectedly low.Actually, the first time was bad, but the media also overlooked it.This survey asks about the so-called PISA-type academic ability, thinking ability, reading comprehension, knowledge utilization and problem-solving ability, and it is revealed that Japan has neglected to reform until then. TIMSS (International Association for the Evaluation of Educational Achievement), which does not require practical use like PISA, still has an advantage, but it has dropped significantly compared to the 2s.I think you all know that criticisms of leeway have surfaced from this area and have reached the present.

　After leaving the National Institute for Educational Policy Research, I stayed at Japan Women's University for only five years, and then moved to Osaka University and then to Kansai. During this time, I was a member of the Ministry of Education several times every year.At the beginning of the 5s, I was purged by an executive of the Ministry of Education at that time because I was criticizing Yutori education, and I was temporarily unrelated to the administration of the Ministry of Education. He launched the Higher Education Support System Development Center (currently the Higher Education Research and Development Promotion Center) for the purpose of development, and in 1998 he also served as the director of the center.The center was modeled on the Derek Bok Center at Stanford University.In addition to teaching methods such as FD (Faculty Development) * 5 and active learning, which had a strong sense of resistance to Japanese universities, they also conducted research and development on university education courses and evaluation systems. ..However, it was not until the 2000s that Kyoto University, and the entire Japanese university, began to seriously work on educational reform.