A stupid program. I am more scared with these sensationalists in the program who probably did not study seriously in the past than the presumably alarming facts.
Why do not they include the number of graduate students? Obviously these number probably increased or are stable. As far as I know there are quite many people are in PhD programs in other countries. That is what matters most in the US education. No need to watch this crap. Superficial stats do not solve any things.
Some highlights from “Higher Education in Japan Higher Education in JapanHigher Education” They should be able to write better English, though that is not the point of the report.
“Outline of measures for “300,000 International Students Plan”
1. To invite international students to study in Japan
>Motivation for studying in Japan and expansion of the one-stop service>
$ To actively provide information about studying in Japan.
$ To strengthen the consultative function for students willing to study in Japan.
$ To enrich overseas Japanese language education and other measures.
2. To improve entrances including entrance examination and admission to university and Japan
>To facilitate studying in Japan>
$ To strengthen universities’ abilities to provide information
$ To promote admission before students’ arrival in Japan.
$ To promote the settlement of various procedures before students’ arrival in Japan.
$ To have universities strictly manage their registrations and simplify immigration inspection etc. and other measures.
3. To promote the globalization of universities etc.
>To make universities more attractive>
$ To predominantly develop Universities as centers for Internationalization (30).
$ To increase courses conducted only in English.
$ To promote double degree programs, short-term overseas study programs and others.
$ To strengthen specialized organizational systems including universities etc. and other measures.
4. To create an acceptance environment
>Efforts to create an environment where students can feel at ease to concentrate on their study.
$ To make it possible to provide students with accommodation for a year or less after their arrival in Japan.
$ To improve and utilize the Japanese government scholarship student system etc.
$ To support and promote exchange activities with local communities, businesses, etc.
$ To enrich Japanese language education in Japan.
$ To give livelihood support to international students etc. and other measures.
5. To promote the social acceptance of students after graduation/completion.
>Globalization of the Japanese society>
$ Industry, government and academia cooperate to support students in seeking jobs or starting enterprises.
$ To consider clarification of the visa status and reworking of students’ permitted period of residence.
$ To enrich follow-up activities after students return to their own countries and other measures.
$ “Outline of measures for “300,000 International Students Plan”
The number of graduate students more than doubled in the past 20 years while the population of that age group decreased significantly. The older generation might question of the qualification and quality of these students. While younger generations argue that they are working harder and smarter, and the advance of technologies gives them greater advantage over their previous generations. This type of generational conflicts probably existed even before human started using fire if they lived long enough. All the generations think they are living in a special moment.
The number of Japanese who study abroad is not decreasing when the number of students is factored into the equation. Over all people are now studying many different places as the price of education in developed countries become prohibitively high. Despite constant political hostility between Asian neighbors, many Japanese find opportunities in these countries.
[PDF] 日本人の海外留学者数 … 76,464 ← 日本人の海外留学者数
What is Globish??? There are many definitions. I just collected information I can find on the net.
“It is designed for trivial efficiency, always, everywhere, with everyone.”
I wasn’t alone in noticing this change. In 2007 I came across an article in the International Herald Tribune “the worldwide dialect of the third millennium.” Nerrière, posted to Japan with IBM in the 1990s, had noticed that non-native English speakers in the Far East communicated in English far more successfully with their Korean and Japanese clients than British or American executives. Standard English was all very well for Anglophones, but in the developing world, this non-native “decaffeinated English”—full of simplifications like “the son of my brother” for “nephew,” or “words of honor” for “oath”—was becoming the new global phenomenon. In a moment of inspiration, Nerrière christened it “Globish.” about a French-speaking retired IBM executive, Jean-Paul Nerrière, who described English and its international deployment as
This is not the end of Babel. The world, “flatter” and smaller than ever before, is still a patchwork of some 5,000 languages. Native speakers still cling fiercely to their mother tongues, as they should. But when an Indian and a Cuban want to commission medical research from a lab in Uruguay, with additional input from Israeli technicians—as the Midwestern U.S. startup EndoStim recently did—the language they will turn to will be Globish.
The great PhD scam: Jordan Ellenberg
“We dangle our three magic letters before the eyes of these predestined victims, and they swarm to us like moths to an electric light. They come at a time of life when failure can no longer be repaired easily and when the wounds it leaves are permanent . . . “
This is a presentation given by Dr. Hisashi Kobayashi. I have extracted most of the text in English. Please read his original and check his web pages for more insightful comments.
Problems that Japan faces today
October 23, 2009
1) Declining Ranking of Japan’s GDP per capita:
2) Japan’s Deteriorating EducationJapan was a country with a well educated and highly motivated workforce, but not any
longer. English education is disastrous
2) Transform Japanese organizations open and global
3) Rapidly Declining Industrial Competitiveness.
Observations and analysis:
1) Japan’s industrial and education system worked well while Japan was in the imitation and catch‐up mode, but Japan kept this old system too long.
2) Japan’s leaders (industry, government and academia) did not recognize the importance nor made serious efforts to produce ideas that could create new industry and jobs.
3) Japanese institutions and organizations are closed and inward looking. Many of them do not have visionary leaders and lack the human resources that can create new ideas
and new business. Japan has been primarily good at perfecting known technologies.
4) Japanese universities and institutions do not make serious effort to attract and retain top talents from abroad.
5) A majority of young Japanese (men in particular) do not seem to have any great ambition, drive, or confidence. Who are to blame?
6) Japan has not taken seriously the critical importance of Ph.D. level education.
7) Lack of entrepreneurship spirit.
What should Japan do? Continue Reading
College instructors are living on food stamps and paid less than janitors. This cannot be good for college students, he argues.
Confessions of a Tenured Professor
May 11, 2010
By Peter D.G. Brown
“I must confess right off that I did not become a contingent labor activist until I turned 60, a mere six years ago. Until then, I was a fairly typical senior professor, passionately involved in teaching my students and interacting with my tenured colleagues on a variety of faculty governance committees. I have also pursued a fairly active research agenda. In addition to publishing my own scholarly articles, I have edited over a hundred books dealing with modern German literature, Jewish history and women’s studies. This year saw the publication of the third book I have written on Oskar Panizza, the 19th-century German author …
I’m sure my tenured colleagues would find it totally unacceptable if they could be told at the end of any semester that they should simply leave, that there was no value to their accumulated expertise, thank you, because the college wished to hire a fresh young face at a lower salary.”
It seems all the industries in developed countries are on the verge of a mass extinction. But science and engineer disciplines look more promising or do they?
I encountered quite interesting articles. I was aware of the risks involving in going to graduate school. At least no physics and mathematics professor I know recommended me to go to graduate school without talking about risks. Or probably no one really recommended me to go to grad school even though I never asked their advice either. They told us that you will see other people who just do any given tasks easily and make you think their brain are made of unknown materials etc. Also many books already informed me the hardships of graduate schools.
But it is quite nice to see some one writes so clearly about the danger of going to graduate in humanity. I am really not in humanity but many things are true in science as well.
Graduate School in the Humanities: Just Don’t Go By Thomas H. Benton
Just Don’t Go, Part 2
The Big Lie About the ‘Life of the Mind’
What to Advise Unemployed Graduates
Graduate School? Socrates Would Approve
An ‘Unsavory’ Appraisal of the Humanities Market
He described horrific life in graduate school, but life can be much worse than he described. Any case, no matter what people write, I would go to graduate school in science or engineer even if I had a chance to change my life completely. Of course I would plan it better than before. Depending on the topic of studies, scientists may show no sympathy to difficulties of graduates from humanity disciplines. Some of the topics they study seem to be just an extension of hobby, but the real value of education is hard to measure.