2022 Volume 44 Issue 2 Pages 155-160
Pre-entrance education is becoming increasingly important as a transitional stage between high school and university education since the diversification of entrance examinations and university entrants. However, there has been insufficient discussion on what is required for this type of education and how it should be connected to university education, when considering the characteristics of universities, faculties, responsible organizations, and targeted students.
In this paper, we report three cases of pre-entrance education programs by different responsible organizations and student target groups, analyzing the programs and their results. Positive evaluations in accordance to the objectives of the programs were obtained from all the cases. Additionally, the challenges in design of the program according to their characteristics were discussed and improvements proposed through follow-up verification.
The positioning of pre-entrance education was discussed in relation to its connection with university education, taking into account the characteristics of responsible organizations and student target groups. We suggest that the connection be classified according to the two axes of “academic or life connections” and “explicit or implicit connections in the university curriculum and system.” Additionally, it would be effective to consider what elements to focus on, incorporate, or remove in the pre-entrance stage because of resource constraints and in light of the classification.
