Kyushu University Academic Staff Educational and Research Activities Database
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Keiichi Yoshimoto Last modified date:2019.07.16

Professor / Educational and Social Plannning Studies
Department of Education
Faculty of Human-Environment Studies


Graduate School
Undergraduate School
Other Organization
Administration Post
Director of the Research Centre for Tertiary Education and Qualifications


E-Mail
Homepage
https://rteq.kyushu-u.ac.jp/en/index.html
Research Centre for Tertiary Education and Qualifications was established in August 2014, as the first centre in Japan to investigate all the sectors of tertiary education both domestically and internationally, at macro, meso and micro levels. Tertiary education has various institution sectors with traditional academic focuses and/or with innovative professional/vocational focuses, so it is critical to investigate the quality assurance through learning outcomes, which is now highlighted into the agenda of national qualifications frameworks globally. .
http://hyoka.ofc.kyushu-u.ac.jp/search/details/K000289/english.html
Phone
092-802-5208
Fax
092-802-5208
Academic Degree
ph.D (Education)
Country of degree conferring institution (Overseas)
No
Field of Specialization
Sociology of Education
Total Priod of education and research career in the foreign country
02years00months
Outline Activities
Since I have been appointed as faculty member, I am devoting myself to improve the relevance of higher learning with outside world. On research, I am engaging a wide range of research activities both inside and outside the university, most of which are related with current educational reforms. Some of major topics are 'education and career development', 'internship' 'graduates and employment'.
Research
Research Interests
  • "Promotion of quality assurance and improvement of vocational schools through vocational practice courses"
    keyword : 'tertiary education', 'qualifications framework' 'quality assurance' 'middle-level professionals' 'global standard' 'permeability'
    2013.07~2017.02.
  • Developmental research on Global Consortium for Middle-level Professional through Tertiary Education
    keyword : 'tertiary education', 'qualifications framework' 'quality assurance' 'middle-level professionals' 'global standard' 'permeability'
    2013.07~2017.02.
  • Developmental research on Global Consortium for Middle-level Professional through Tertiary Education
    keyword : 'tertiary education', 'qualifications framework' 'quality assurance' 'middle-level professionals' 'global standard' 'permeability'
    2013.07~2017.02.
  • Differentiation of Higher Education and Quality Assurance Framework through Career and Vocational Education
    keyword : university, junior college, professional training college, degree qualifications framework tertiary higher vocational education
    2013.04~2018.03.
  • Differentiation of Higher Education and Quality Assurance Framework through Career and Vocational Education
    keyword : university, junior college, professional training college, degree qualifications framework tertiary higher vocational education
    2013.04~2018.03.
  • Differentiation of Higher Education and Quality Assurance Framework through Career and Vocational Education
    keyword : university, junior college, professional training college, degree qualifications framework tertiary higher vocational education
    2013.04~2018.03.
  • Non-University Higher Education and Qualifications Framework
    keyword : university, junior college, special training college, degree qualification framework higher vocational education
    2009.04~2013.03.
Current and Past Project
  • Higher education and Competency Formation in European Countries and Japan
    –Interviews to employers -
Academic Activities
Books
1. @Jim Allen, @Yuki Inenaga, @Rolf van der Velden and Keiichi Yoshimoto, “Competencies, Higher Education and Careers in Japan and the Netherlands”, Kluwer Academic Publishers, 全268頁, 2007.04.
2. From Tandai to Community College.
Papers
1. K. Yoshimoto, Feasibility and Challenges on a National Qualifications Framework and Permeability in Education and Training System in Japan',, R. Latiner Raby, E. J. Valeau (eds.), "International Handbook on Comparative Studies on Community Colleges and Global Counterparts", Springer, 巻なし、印刷中, 2018.06.
2. Internship and the Two Principles of Continuity and Interaction – The Impact on Prevention against Unemployment in High school -
.
3. Evaluation of Educational Outcome through Graduates.
4. Diversification in Japan's Higher Education System: The Development of Special Training Colleges.
Presentations
1. 吉本 圭一, Structure and Challenges of Tertiary Vocational Education in Japan
, 10th Annual ConferenceAsian Academic Society for vocational Education and Training, 2014.10, In Japan, four institutional sectors are in charge of tertiary/higher education, i.e. ISCED 5 and higher as of 2011 revision; university, professional training college, junior college, and college of technology. Now a day more than half of high school graduates go on to university, and the university education is faced with more serious criticisms than before, due to the irrelevance of education toward economy and society, such as the increase of unemployed graduates. Contrastingly, a fifth of high school graduates chooses professional training college, but the sector is not socially fully esteemed compared with traditional university sector. Thus in order to strengthen tertiary vocational education, on the one hand the functional differentiation of 800 universities are required, and on the other hand policy measures to assure and encourage the quality of professional training colleges are being pursued. Further, policy debates have just started, in order to implement a new institutional sector focusing vocationally practical education and then to establish and develop the system of dual tracks permeable each other.
For vocationally practical education, it is important to consider whether the first “goals of education” for specialized or certain ranges of occupation - is clearly set as a focal point. The second, “methodology of education” that corresponds appropriately with that objective is needed. In other words, it is plainly “education through occupation,” which can be examined through the occupation-specific systematic knowledge and skills. In order to assure these methodology, the identical features of the teaching staff would be most critical. Then, third, the focus is on the “control of education”, or governance of how the goals and methodology will be developed in the actual educational process. In vocational education, it is precisely the relationship with stakeholders in the region, industry, and occupation that are vital in the process of planning, implementation, and evaluation of education.
Along with these frameworks, this paper examines both sides of the developments of reform in university and professional training college, and then considers current policy discussions on implementation of new institutional sector, by particularly focusing on qualifications and orientations of teaching staff, based on some empirical surveys’ results. The directions of discussions on teaching staff are very diverse; along the scholarship model of academic profession in university vs. focusing teaching staff with enough vocational experiences and adequate vocational competency; any types of teaching qualifications; approaches to teaching staff development,; role of full time staff and that of par-time staff; competencies of individual teaching staff vs. that of teaching organisation in the institute as large.
.
2. 吉本 圭一, Occupational Competency and Quality Assurance of Vocational Education and Training, International Conference, “Occupational Competency and TTQS---the Strategies that Promoting Human Capital for the Nation”, 2014.09.
Membership in Academic Society
  • Asian Academic Society for Vocational Education and Training
  • Consortium of Higher Education Researchers
  • The Japan Society for the Study of Career Education
  • Japan society of Internship and Work-Integrated Learning
Educational
Educational Activities
courses taught: sociology of education, higher education, internship in education, educational research methods, sociology of educational planning and methodology of sociology of education
Other Educational Activities
  • 2001.04.
Social
Professional and Outreach Activities
many expert committees organised by Ministry of Education, Culture, Sports, Science and Technology, e.g., 'Research committee on Internship' and 'Research committee for revision of national curriculum'.