2018 Volume 21 Pages 59-91
Over the past five years, integrated high school and university articulation reforms in secondary education, university entrance examinations, and university education have been implemented in Japan. However, no firm vision for the university entrance examination has been developed yet, with multiple views on identifying and addressing the diversification of university students causing confusion. The university entrance examinations have changed, significantly affected by their historical background; however, certain degrees of association in these permutations as indicators reflect the diversity of university students - factors such as the number of students (applicants), university enrollment rates, and the number of universities. For example, if the number of applicants increases beyond the capacity of the university, the examination becomes highly selective; if the number of universities increases an appropriate placement based on the diversity of the students presents a challenge in terms of selection. Presently, with the declining birth rate and an upward trend in the rate of advancement to university, university education has entered the universal stage. However, under the current entrance examination reform policy, will students be considered in an era of full enrollment with emphasis on aspects of globalization in the Common Test for University Admissions? It is crucial to share the vision of the role the Common Test for University Admissions in advancing the high school and university articulation reforms in a precise manner amid the current trend of universalization.
