Abstract

This research examines the internationalization process in Japanese education. The primary objectives of the research are to identify what Japanese education is actually attempting to achieve through the internationalization process and where the internationalization policy is likely to lead Japanese education. In order to achieve these objectives, this research uses a historical approach to study the public policy process. To address the current implementation phase, an analysis of the relevant educational programs and the relationship between the policies and programs is conducted. The major programs are: (1) Education for International Understanding; (2) Foreign Language Education; (3) International Student Exchange; and (4) Education for Japanese Expatriated and Repatriated Children. By considering the actual objectives and methods of the programs, the main goals and motivations of Japan's internationalization in education process are identified. In conclusion, the future trends in internationalization policy, which are likely to lead Japanese education, are discussed within the context of the prevailing schools of thought. By addressing both the stated policy objectives and policy implementation, the three primary objectives of Japan's internationalization in education process are identified: (1) developing human resource skills necessary for international contacts; (2) developing Japanese identity; and (3) international contribution. Furthermore, the trend towards internationalization in Japanese education has been driven by two broad sources of motivation: to develop practical skills and to address idealistic needs. In implementation, Japanese education has been primarily pursuing the internationalization measures demanded by economic and political leaders which aim at enhancing practical skills. On the other hand, there are two major problems which indicate that Japanese education is not realizing the ideal aspects of internationalization: (1) the emphasis on developing Japanese identity and consciousness; and (2) Japan's unwillingness to improve education for foreign children in Japan. This process of internationalization in education, however, is not likely to continue in its current form. The problems identified in each program indicate the need to further challenge the prevailing Japanese values and attitudes towards internationalization. The current policy for internationalization in Japanese education creates cultural friction, but there are no significant measures taken to solve this cultural friction. For internationalization to succeed, education, at both the formal and informal levels, must develop the values and skills commensurate with citizenship in a global society.