University Education in England and Japan

Running head: ENGLISH
ENGLISH
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1ENGLISH
Title-University Education in England and Japan
In the era of knowledge-driven society along with enduring globalization, higher
education has been playing increasingly significant roles. Under these circumstances, the
England and Japanese higher education system have been immensely acknowledged (Sakman
2013). The purpose of the essay lies on the enlightenment of these two notable higher education
systems by focusing on their respective funding policies and quality assurance.
Higher education in England is referred as an autonomous system with self-governing
bodies active in providing education, research as well as scholarship (Hazelkorn 2015). The
higher education system further is said to be provided by varied types of institutions whereby, all
universities possess the legal authorization to develop their own courses and give recognition to
their own degrees and further verify the conditions based on which they are awarded (Wilkins,
Shams and Huisman 2013). While the Japanese higher education system has been considered as
an influential tool for the nation’s politics and cultural aspects. The funds of universities and
other graduate schools and colleges belong to the jurisdiction of the Ministry of Education
(Monbusho) (Jarvis 2014). It further establishes the minimum standards for all universities
considering the curriculum, amenities, degree and strength of the teaching faculty (Marope,
Wells and Hazelkorn 2013). Although several universities exercise their autonomous powers
regarding several disputes, but the Monbusho has great impact on the progress and development
of the Japan universities (Jarvis 2014). It is important to note that the universities in England
have been established by the Royal Charter and are being partly government aided (Sakman
2013). The regime has increased the cost of tuition fees for every new university student to the
amount of over £8,000 in 2016 and has further reduced the enduring direct public aid for
education in England (Lozano et al. 2013). However, this has altered the balance of higher