To ensure the success of the 'CAMPUS Asia' initiative, which promotes quality-assured exchange between universities in Japan, China, and Korea, the Japan-China-Korea Committee for Promoting Exchange and Cooperation among Universities (organized in 2010) discussed quality assurance, for its collaborative educational programs. Concurrently, the agencies of the three countries confirmed quality assurance in exchange programs as a common challenge, and agreed to implement joint initiatives supporting 'CAMPUS Asia' from this perspective. The three agencies were Japan's National Institution for Academic Degrees and University Evaluation (NIAD-UE)1, China's Higher Education Evaluation Center of the Ministry of Education (HEEC)2, and the Korean Council for University Education (KCUE).

Specifically, from 2011, the three agencies have jointly reviewed quality assurance processes, and agreed to carry out quality monitoring of the 'CAMPUS Asia' Mode 1 programs (pilot phase). For these programs, the monitoring was conducted twice: the first from 2013‒2014, and the second from 2015‒2016. During 2018-2019, the three agencies jointly conducted "Monitoring+" for 'CAMPUS Asia' Mode 2 programs (full-fledged).

These monitoring activities aim to contribute to the quality enhancement of academic programs involving international collaboration, such as double degree programs. They focus on identifying good practices in the programs implemented by university consortiums, from the perspective of the quality of education. The dissemination of good practices, both domestically and internationally, contributes to further improvement of the quality of such programs.

Please see the following website for programs of 'CAMPUS Asia' Mode 1 and Mode 2.
CAMPUS Asia Consortia Website (CAMPUS Asia Office at Tokyo Institute of Technology)

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1 NIAD-UE changed its name to the "National Institution for Academic Degrees and Quality Enhancement of Higher Education (NIAD-QE)" on April 1, 2016.
2 HEEC changed its name to the "Education Quality Evaluation Agency of the Ministry of Education (EQEA)" in 2022.

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The complete text of the Common Quality Assurance Standards is presented, along with explanatory notes for each standard.
Additionally, "Examples of Supporting Documents" are presented as reference materials for conducting program self‑assessment using these standards, illustrating the types of evidence or supplementary documents that can demonstrate that each standard is met.

Excerpted from the Explanatory Notes to the Common Quality Assurance Standards, published in March 2026.

Common Quality Assurance Standards
- Enhancing Quality Collaboration for Inter-University Exchanges in Asia -

A. Fundamental Principles

The inter-governmental scheme by China, Korea, and Japan has been successfully promoting inter-university exchanges with quality assurance since 2011. In expanding this scheme throughout Asia, the Higher Education Institution (hereafter HEI) endorses the following fundamental principles and undertakes to implement them accordingly:

• The HEI undertakes to further enhance the international competitiveness of Asian universities and promote educational and academic exchanges that will serve as the foundation for mutual understanding and long-term harmonious relations within the region. Additionally, in line with the scheme, which aims to create a higher education community based on an international network of universities in Asian countries aspiring toward the peaceful development of Asia, the HEI, together with partner institutions, contributes to the realization of these objectives as a member of this framework.
• The HEI guarantees to provide programs under the scheme to enhance quality higher education in Asia by responding flexibly to societal changes, while complying with the relevant laws and regulations of each higher education system, and establishing appropriate structures and various types of support to ensure the continuity of students' learning.
• The HEI offers essential information regarding the available programs for students, who are considered as primary stakeholders, to make informed choices. It provides education in accordance with the students' interests and concerns, following student-centered principles and ensuring academic rigor.
• The HEI respects in full the principles of equality, equity, inclusiveness, diversity, and openness to the society.

B. Standards

The HEI undertakes to ensure maintaining and continuing to implement these standards as a participating HEI in international collaborative academic programs in Asia.

• 1. Establishment and Sharing of Objectives
  1.1 The HEI, with partner institutions, clearly defines the objectives of the program, the personality to be cultivated, and the expected learning outcomes in terms of students' knowledge, skills, and attitudes, and shares them among stakeholders. The HEI also considers the expected social impact of its programs upon setting objectives.

Explanatory Notes
When a consortium develops and manages an inter-university exchange program, it is important that the participating institutions carefully define the program's objectives, the personality to be cultivated, and the expected learning outcomes, ensuring that these are shared among stakeholders. It is essential that expected learning outcomes be continuously recognized and prioritized within participating institutions throughout all stages of program implementation, including the review of assessment methods, sharing of results, curriculum design, student support, and internal quality assurance. The stakeholders referred to here primarily include students and faculty involved in the program, relevant institutional units, and partner institutions. They also encompass broader actors such as organizations and local communities related to the program. It is desirable that social impact of the program is also considered when setting objectives.
Examples of Supporting Documents
Agreements, memorandums of understanding (MOU), and other documents of agreement with overseas partner institutions Program website Symposium materials (including event invitations, program descriptions, etc., providing details on objectives and purposes)

• 2. Implementation Structure
  2.1 The HEI has made an agreement among partner institutions in which the basic policies of the program, such as the program management system, responsibilities toward students, and expense sharing, are documented.
  
  2.2 The HEI clearly states the operational structure of program implementation and relevant responsibilities as well as the support system provided by related organizations within the institution.
  
  2.3 The HEI has established an educational management system in which faculty and staff members involved collaborate and implement the program effectively and sustainably.
  
  2.4 The HEI appropriately establishes a program-coordinating function and maintains mechanisms for regular communication and coordination among partner institutions.

Explanatory Notes
To ensure effective program management, it is essential that all participating institutions be actively engaged and appropriately share values and responsibilities. In addition, a well-designed implementation structure must be established. The basic policies of the program should be thoroughly discussed among the participating institutions and formalized through written agreements. Each institution is expected to develop a comprehensive support system in collaboration with relevant internal departments, alongside a clear operation and accountability framework, and to establish an academic structure that enables involved members to work together effectively. Furthermore, mechanisms for regular communication and coordination among partner institutions should be in place to address day-to-day issues collaboratively. In addition, securing faculty members with international proficiencies and substantial expertise is essential. Support measures and mechanisms that encourage faculty members' active participation should be established to ensure sustainable management of the program.
Examples of Supporting Documents
Agreements, memorandums of understanding (MOU), and other documents of agreement with overseas partner institutions* Documents summarizing international strategies Program website* Documents on program implementation structures (including university-wide support systems) Documents on educational management systems of the program Documents on coordination functions of the program

• 3. Curriculum
  3.1 The HEI cooperates and collaborates with partner institutions to design a curriculum, including project advisory plans aligned with the program's objectives and expected learning outcomes.
  
  3.2 The HEI ensures to provide its curricula based on the cooperation among faculty members of partner institutions. The HEI is prepared to utilize various teaching methods effectively, encompassing online and hybrid, in addition to face-to-face education.
  
  3.3 The HEI provides detailed information on curricula and subjects such as course descriptions, language of instruction, lecture style, credits, student workload, expected learning outcomes, and grading methods. This information is included in the syllabus or other supplemental documents, while making the latest information available to students.

Explanatory Notes
It is essential that the curriculum be designed based on the program's objectives and expected learning outcomes defined in 1.1, and that it be reliably delivered through cooperation among the participating institutions. It is also important to establish a framework that enables the effective use of flexible and diverse teaching methods to ensure continuity in student learning. Furthermore, it is critical that detailed information on the curriculum and courses be clearly stated in appropriate documents and that the latest information be made available to students. When providing information, timeliness and accessibility are also important considerations.
Examples of Supporting Documents
Documents on the content of curricula (or research guidelines) and teaching methods Program overviews (brochures, newsletters, etc.) Syllabi, lists of courses Program application guidelines for students Documents on short-term exchange programs

• 4. Student Acceptance
  4.1 The HEIs jointly establish and implement policies for letting students join the program according to its objectives, with envisaged learning outcomes that students will obtain taken into consideration. The HEIs also endeavor to assure a balanced student mobility among partner institutions.
  
  4.2 The HEI has clearly set up a process to let students join the program (including eligibility for application and recognition of qualifications) while paying attention to equity and transparency with the provision of accurate information for students' decision-making.

Explanatory Notes
The participating institutions are required to jointly formulate and implement policies for student acceptance in accordance with the program's objectives and expected learning outcomes defined in 1.1. It is also expected to ensure balanced student mobility among the participating institutions. Furthermore, it is essential to establish clear processes for student acceptance while ensuring fairness and transparency, and to provide accurate and timely information that enables students to make informed decisions.
Examples of Supporting Documents
Agreements, memorandums of understanding (MOU), and other documents of agreement with overseas partner institutions* Records of the number of exchange students Program application guidelines for students* Learning agreements/research plan forms Program website*

• 5. Student Support for Learning and Living
  5.1 The HEI agrees among partner institutions on the necessary learning and living support for students, based on the objectives and characteristics of the program. In addition, the HEI disseminates details of each area of support in an explicit manner to both prospective and current students.
  
  5.2 The HEI adequately provides the agreed learning support to students. Examples of learning support include an academic advising system such as the placement of teaching assistants, course guidance, language learning support, and sufficient research and learning environments through libraries, information technology, and laboratory facilities.
  
  5.3 The HEI adequately provides the agreed living support for students. Examples of students' living support include financial support, accommodation support, medical support, orientations, counseling, interaction with local communities, and risk management.
  
  5.4 The HEI encourages interactions among students and alumni within and outside the program.

Explanatory Notes
Learning and living support for both incoming and outgoing students should be provided in various forms at each stage of an exchange program--before, during, and after participation. Therefore, it is essential that the participating institutions share and agree on what types of support are needed at each stage and ensure that they are appropriately implemented. For prospective and current participants, the details of each support measure should be presented in an explicit manner, with due consideration given to timeliness and accessibility. In addition, establishing ongoing student counseling services would also be beneficial.
Examples of Supporting Documents
Agreements, memorandums of understanding (MOU), and other documents of agreement with overseas partner institutions* Program application guidelines for students* Program overviews (brochures, newsletters, etc.)* Program website* Campus guide book for students Documents showing the status of student and alumni exchanges

• 6. Learning Outcomes
  6.1 The HEI has appropriately established methods for measuring the learning outcomes as defined in 1.1 and shared the results of the measurements in a timely manner among partner institutions.

Explanatory Notes
Participating institutions are required to establish appropriate methods for measuring students' learning outcomes (such as knowledge, skills, and attitudes) as defined in 1.1, and to share the measured outcome appropriately among participating institutions. It is desirable that learning outcomes be measured systematically in terms of both subject‑specific and generic competences. Establishing a consortium-level framework for measuring learning outcomes is highly desirable. Furthermore, accumulating and analyzing medium-to long-term data, such as monitoring the impact of learning outcomes on graduates' career paths and employability, is considered highly beneficial.
Examples of Supporting Documents
Documents on the evaluation methods of learning outcomes (syllabi, survey of learning outcomes, rubric, etc.) Samples of learning artifacts created by students (reports, collections of work, portfolios) Analysis of students' submissions to domestic and international academic journals Overviews of student questionnaires and documents confirming the results

• 7. Credit Transfer and Degree Awarding
  7.1 The HEI promotes mutual understanding of the credit system of each institution and has made agreements on credit transfer and recognition.
  
  7.2 The HEIs have a collective understanding of each grading method and standard.
  
  7.3 The HEI provides information, without any delay, to students and their home institutions on their academic records, such as credits and grades, in a transparent and explicit manner. The HEI properly manages the academic records of students based on mutual agreement among partner institutions.
  
  7.4 In the case of degree-seeking programs, the HEI has established an appropriate review system, processes, and standards according to the types of degrees awarded. Particularly for joint degree and double degree programs, the HEIs have jointly arranged and properly managed the standards and assessment system based on mutual agreement according to the objectives of the program.

Explanatory Notes
When developing a credit transfer framework, it is essential for participating institutions to understand credit systems, grading methods and standards of each institution, and formalize agreements on credit transfer and recognition among the participating institutions while paying attention to the content and level of education to be transferred. In order for students to fully benefit from the credit transfer system, it is important to clearly specify in advance the courses that are eligible for transfer. For example, creating and making available subject comparison tables for credit transfer would assist exchange students in selecting courses, enable faculty members to verify course equivalency during credit transfers, and enhance the overall transparency of the program. It is essential that students' academic records be provided to students and their home institutions in a transparent and explicit manner without any delay. In addition, participating institutions need to manage academic transcripts and related documents appropriately, based on mutual agreement. In the case of degree-seeking programs, it is necessary to establish degree conferral policies and review systems in accordance with the objectives of each program and ensure their proper implementation.
Examples of Supporting Documents
Agreements, memorandums of understanding (MOU), and other documents of agreement with overseas partner institutions* Regulations/guidelines for credit transfer and recognition Regulations/guidelines for grading methods/standards Program overviews (brochures, newsletters, etc.)* Degree-granting program implementation status Regulations for completion requirements Documents outlining structures, processes, and standards for the evaluation of the relevant degrees

• 8. Continuous Quality Improvement
  8.1 The HEI has developed an effective and continuous internal quality assurance system including the appointment of responsible bodies for implementation to promote the quality improvement of the program.
  
  8.2 The HEI has established a mechanism that contributes to the improvement of educational management based on the information on students' learning outcomes obtained by the method described in 6.1.
  
  8.3 The HEI has developed procedures for internal quality assurance to identify issues through regular meetings among partner institutions and feedback from students and other stakeholders, and consider measures for the improvement of program management.
  
  8.4 The internal quality assurance system and procedures for the program jointly developed by the HEIs are functioning effectively.
  
  8.5 The HEIs jointly plan to consider various measures, including financial schemes and the availability of adequate human resources, to ensure sustainable operation of the program.

Explanatory Notes
To ensure the continuous improvement of the program, participating institutions should establish and effectively implement an internal quality assurance system and procedures, based on thorough consultation among institutions. Using information on student learning outcomes identified through the method described in 6.1, institutions should analyze the achievement of expected learning outcomes and identify areas for improvement through stakeholder feedback, including students. These processes should lead to ongoing enhancement of the program. Furthermore, to ensure the program's sustainability, strategies for securing financial and human resources should be developed collaboratively, and a long-term operational foundation should be established.
Examples of Supporting Documents
Documents confirming the program's internal quality assurance regulations and implementation structures Overviews of student questionnaires and documents confirming the results* Reports on internal quality assurance activities Documents providing evidence that efforts for improvements have been made in regard to challenges discussed among participating universities

*＝Previously mentioned document

• [NOTE]
  These Standards will be reviewed and revised as necessary every three to five years in response to the changing environment of higher education and inter-university student exchange.

• Please click here for Explanatory Notes in PDF file

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A. Fundamental Principles

The inter-governmental scheme by China, Korea, and Japan has been successfully promoting inter-university exchanges with quality assurance since 2011. In expanding this scheme throughout Asia, the Higher Education Institution (hereafter HEI) endorses the following fundamental principles and undertakes to implement them accordingly:

• The HEI undertakes to further enhance the international competitiveness of Asian universities and promote educational and academic exchanges that will serve as the foundation for mutual understanding and long-term harmonious relations within the region. Additionally, in line with the scheme, which aims to create a higher education community based on an international network of universities in Asian countries aspiring toward the peaceful development of Asia, the HEI, together with partner institutions, contributes to the realization of these objectives as a member of this framework.
• The HEI guarantees to provide programs under the scheme to enhance quality higher education in Asia by responding flexibly to societal changes, while complying with the relevant laws and regulations of each higher education system, and establishing appropriate structures and various types of support to ensure the continuity of students' learning.
• The HEI offers essential information regarding the available programs for students, who are considered as primary stakeholders, to make informed choices. It provides education in accordance with the students' interests and concerns, following student-centered principles and ensuring academic rigor.
• The HEI respects in full the principles of equality, equity, inclusiveness, diversity, and openness to the society.

B. Standards

The HEI undertakes to ensure maintaining and continuing to implement these standards as a participating HEI in international collaborative academic programs in Asia.

• 1. Establishment and Sharing of Objectives
  1.1 The HEI, with partner institutions, clearly defines the objectives of the program, the personality to be cultivated, and the expected learning outcomes in terms of students' knowledge, skills, and attitudes, and shares them among stakeholders. The HEI also considers the expected social impact of its programs upon setting objectives.
• 2. Implementation Structure
  2.1 The HEI has made an agreement among partner institutions in which the basic policies of the program, such as the program management system, responsibilities toward students, and expense sharing, are documented.
  
  2.2 The HEI clearly states the operational structure of program implementation and relevant responsibilities as well as the support system provided by related organizations within the institution.
  
  2.3 The HEI has established an educational management system in which faculty and staff members involved collaborate and implement the program effectively and sustainably.
  
  2.4 The HEI appropriately establishes a program-coordinating function and maintains mechanisms for regular communication and coordination among partner　institutions.
• 3. Curriculum
  3.1 The HEI cooperates and collaborates with partner institutions to design a curriculum, including project advisory plans aligned with the program's objectives and expected learning outcomes.
  
  3.2 The HEI ensures to provide its curricula based on the cooperation among faculty members of partner institutions. The HEI is prepared to utilize various teaching methods effectively, encompassing online and hybrid, in addition to face-to-face education.
  
  3.3 The HEI provides detailed information on curricula and subjects such as course descriptions, language of instruction, lecture style, credits, student workload, expected learning outcomes, and grading methods. This information is included in the syllabus or other supplemental documents, while making the latest information available to students.
• 4. Student Acceptance
  4.1 The HEIs jointly establish and implement policies for letting students join the program according to its objectives, with envisaged learning outcomes that students will obtain taken into consideration. The HEIs also endeavor to assure a balanced student mobility among partner institutions.
  
  4.2 The HEI has clearly set up a process to let students join the program (including eligibility for application and recognition of qualifications) while paying attention to equity and transparency with the provision of accurate information for students' decision-making.
• 5. Student Support for Learning and Living
  5.1 The HEI agrees among partner institutions on the necessary learning and living support for students, based on the objectives and characteristics of the program. In addition, the HEI disseminates details of each area of support in an explicit manner to both prospective and current students.
  
  5.2 The HEI adequately provides the agreed learning support to students. Examples of learning support include an academic advising system such as the placement of teaching assistants, course guidance, language learning support, and sufficient research and learning environments through libraries, information technology, and laboratory facilities.
  
  5.3 The HEI adequately provides the agreed living support for students. Examples of students' living support include financial support, accommodation support, medical support, orientations, counseling, interaction with local communities, and risk management.
  
  5.4 The HEI encourages interactions among students and alumni within and outside the program.
• 6. Learning Outcomes
  6.1 The HEI has appropriately established methods for measuring the learning outcomes as defined in 1.1 and shared the results of the measurements in a timely manner among partner institutions.
• 7. Credit Transfer and Degree Awarding
  7.1 The HEI promotes mutual understanding of the credit system of each institution and has made agreements on credit transfer and recognition.
  
  7.2 The HEIs have a collective understanding of each grading method and standard.
  
  7.3 The HEI provides information, without any delay, to students and their home institutions on their academic records, such as credits and grades, in a transparent and explicit manner. The HEI properly manages the academic records of students based on mutual agreement among partner institutions.
  
  7.4 In the case of degree-seeking programs, the HEI has established an appropriate review system, processes, and standards according to the types of degrees awarded. Particularly for joint degree and double degree programs, the HEIs have jointly arranged and properly managed the standards and assessment system based on mutual agreement according to the objectives of the program.
• 8. Continuous Quality Improvement
  8.1 The HEI has developed an effective and continuous internal quality assurance system including the appointment of responsible bodies for implementation to promote the quality improvement of the program.
  
  8.2 The HEI has established a mechanism that contributes to the improvement of educational management based on the information on students' learning outcomes obtained by the method described in 6.1.
  
  8.3 The HEI has developed procedures for internal quality assurance to identify issues through regular meetings among partner institutions and feedback from students and other stakeholders, and consider measures for the improvement of program management.
  
  8.4 The internal quality assurance system and procedures for the program jointly developed by the HEIs are functioning effectively.
  
  8.5 The HEIs jointly plan to consider various measures, including financial schemes and the availability of adequate human resources, to ensure sustainable operation of the program.
• [NOTE]
  These Standards will be reviewed and revised as necessary every three to five years in response to the changing environment of higher education and inter-university student exchange.

• Please click here for the Common Quality Assurance Standards in PDF file

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What are Common Quality Assurance Standards?

Common Quality Assurance Standards are intended to serve as common reference points for all program stakeholders to explain the expected quality as well as methods for maintaining and improving that quality with the goal of promoting inter-university exchange with quality assurance within the broader Asian region. In particular, Common Quality Assurance Standards aim to provide a guideline for universities involved in exchanges to promote the mutual understanding of their respective educational environment and systems and to sustainably improve their quality while working together and complementing each other.

Essential Elements for the Standards

The following elements are essential to the Common Quality Assurance Standards.

• Consideration of Diversity
  Diversity does not only refer to the diverse countries of Asia, and it is essential to include in any standards due to the various types of exchange programs that have been established such as degree programs (including double/joint degrees), semester-level exchanges, and short-term intensive programs.
• Promotion of Flexibility
  In times of uncertainty caused by the pandemic and social changes, the standards should promote the provision of appropriate educational methods and support systems to ensure that students' learning is not interrupted.
• Support for Sustainable Quality Assurance
  Based on the basic principles of quality assurance, the standards should support university consortiums to further strengthen the structure, function of their quality assurance initiatives (their internal quality assurance mechanisms) and assist autonomous and sustainable efforts in program improvement and quality assurance.

Creating Common Quality Assurance Standards

The first step in creating common quality assurance standards incorporating these essential elements would be to collect and organize overseas examples of inter-university student exchange programs and guidelines/reference documents that summarize the qualities to be considered. A course is being set for the standards, specifically referring to the guidelines that have been agreed upon already at the government level and carefully considering the perspectives required. Moreover, the standards will be developed through cooperation and collaboration with the quality assurance agencies in Japan, China, Korea, and ASEAN countries.

Key Reference Examples

• Guidelines for Exchange and Cooperation among Universities in China, Japan, and Korea with Quality Assurance
  These guidelines were developed based on the discussions at the second meeting of the Japan-China-Korea Committee for Promoting Exchange and Cooperation among Universities in Beijing in 2010. They outline the expected actions by the governments, universities, and quality assurance agencies to promote quality-assured exchange and collaboration between universities in the three countries.
• ASEAN Plus Three Guidelines on Student Exchanges and Mobility
  These guidelines were adopted at the third ASEAN Plus Three Education Ministers Meeting held in Malaysia in 2016. They provide reference for the establishment and implementation of international student exchange programs in the region, notably the elements to include and information given to students.
• Joint Guidelines for Monitoring International Cooperative Academic Programs in 'CAMPUS Asia' (Second Edition)
  NIAD-QE jointly formulated these guidelines in 2020 with the quality assurance agencies in China and Korea. They provide a set of criteria in monitoring activities to improve program quality, by identifying the status of the academic programs offered by university consortiums in Japan, China, and Korea.

Since these three sets of guidelines present various elements from the viewpoint of establishing common quality assurance standards, we will focus on, for example, the characteristic items shown in the table below and utilize them.

Key Examples for Reference

Guidelines	Characteristic items	Reference points
Guidelines for Exchange and Cooperation among Universities in China, Japan, and Korea with Quality Assurance	Criteria for each stakeholder group Student-centered principles Establishment of internal quality assurance mechanisms	Focus on criteria for higher education institutions Consideration of student-centered perspectives Reference to initiatives to improve quality through internal quality assurance mechanisms
ASEAN Plus Three Guidelines on Student Exchanges and Mobility	A balance between inbound and outbound students Specifics of student-life support	Attention to sustainable balance Consideration of the importance of wide-range student-life support
Joint Guidelines for Monitoring International Cooperative Academic Programs in 'CAMPUS Asia'	Structure and design based on actual examples of'CAMPUS Asia' programs Detailed criteria Emphasis on the collaborative nature of the programs Standards for degree programs	Balanced framework of criteria Elements required for degree programs

Other Examples for Reference

Examples of AIMS* programs mainly in the ASEAN region are also collected [*student exchange programs promoted by SEAMEO-RIHED (Southeast Asian Ministers of Education Organization Regional Centre specializing in higher education and development)]. Furthermore, Erasmus+ programs funded by the European Commission to support education, training, and youth exchanges within and outside Europe, are another example for reference.

In addition, evaluation criteria within the screening guidelines for the 2021 Inter-University Exchange Project are used as reference points.

Other Examples for Reference

Documents	Characteristic items	Reference items
The AIMS Program Operational Handbook (Second Edition): Preparation Checklist	Details on students' learning and life support Agreed credit transfer between member higher education institutions within each consortium Support for participation in alumni networks	Consideration of the details of student support Agreement on credit transfer within each consortium
Erasmus Charter for Higher Education 2021-2027 Guidelines	Principles of non-discrimination, transparency, and inclusion Detailed support measures comprehensively covering all fields	Reference to elements requiring compliance by European higher education institutions seeking to engage in inter-university exchanges
2021 Inter-University Exchange Project screening guidelines	Offer online and blended/hybrid education and focus on ensuring its quality Establishment of alumni networks External evaluation framework	Reference to different methods of education in the post-pandemic society

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Universities from Japan, China, Korea, Indonesia, Laos, Malaysia, Singapore, and Thailand are participating in 20 programs.

Total: 20 programs

Program Type	University (Core Institution)	Project Title	Partner Institutions
Continuing/ CA* Plus (*CA: CAMPUS Asia)	Chiba University, Shibaura Institute of Technology	SDI-A: Social Design Initiative in Asia	Zhejiang University (China) Yonsei University (Korea) Mahidol University (Thailand) King Mongkut's University of Technology Thonburi (Thailand) University of Technology Malaysia (Malaysia)
Continuing/ CA Plus	The University of Tokyo	BESETO＋NUS Platform for the Double Degree, Exchange and Online Learning Programs on International and Public Policy Studies in Asia	Peking University (China) Seoul National University (Korea) National University of Singapore (Singapore)
Continuing/ CA Plus	Tokyo University of the Arts	Asian Animation Education Network: Establishment and Management	Communication University of China (China) Korea National University of Arts (Korea) Silpakorn University (Thailand)
Continuing/ CA Plus	Tokyo Institute of Technology	Joint Education and Research Programs of Top Asian Science and Engineering Universities (T²KN Consortium)	Tsinghua University (China) Korea Advanced Institute of Science and Technology (Korea) Nanyang Technological University (Singapore)
Continuing/ CA Plus	Tokyo University of Marine Science and Technology	OQEANOUS Plus: Education program fostering advanced professionals who can create technology and its application in the strategic development for sustainable utilization of the ocean	Shanghai Ocean University (China) Korea Maritime and Ocean University (Korea) Chulalongkorn University (Thailand) Kasetsart University (Thailand) University of Malaya (Malaysia) IPB University (Indonesia)
Continuing/ CA Plus	Nagoya University	Human resource development to support legal and policy platforms for deepening "jus commune" in East Asia and disseminating it to ASEAN and the World	Renmin University of China (China) Tsinghua University (China) Shanghai Jiao Tong University (China) Sungkyunkwan University (Korea) Seoul National University (Korea) National University of Singapore (Singapore)
Continuing/ CA Plus	Osaka University	Nurturing of medical and public health research leaders to solve health problems in global societies	Peking University (China) Tsinghua University (China) Shanghai Jiao Tong University (China) Tianjin University of Traditional Chinese Medicine (China) Guangdong Pharmaceutical University (China) Yonsei University (Korea) Mahidol University (Thailand)
Continuing/ CA Plus	Kobe University	Multidisciplinary Education Program for Careers on Risk Management Experts	Fudan University (China) Korea University (Korea) Chulalongkorn University (Thailand) National University of Laos (Laos)
Continuing/ CA Plus	Kyushu University	Cooperational Graduate Education Program for the Development of Global Human Resources in Energy and Environmental Science and Technology -Expansion to ASEAN-	Shanghai Jiao Tong University (China) Pusan National University (Korea) University of Technology Malaysia (Malaysia)
Continuing/ CA Plus	Kyushu University	Cooperative Educational Program for Fostering Human Resources to Lead Sustainable Development of Recycle-Based Zero-Emission Urban and Architectural Environment in Asia	Tongji University (China) Pusan National University (Korea) National University of Singapore (Singapore)
Continuing/ CA Plus	Nagasaki University	Asia Intercollegiate Cooperative Project for Nurturing Global Leaders in Sustainable Infrastructure Development	Shandong University (China) Sungkyunkwan University (Korea) Nanyang Technological University (Singapore) National University of Laos (Laos)
Continuing/ CA Plus	Waseda University	Social Innovation Program for Promoting Dialogue of Civilizations and Fostering Cultural Intelligence in Contemporary Asian Societies	Peking University (China) Korea University (Korea) Nanyang Technological University (Singapore)
Continuing/ CA	Ritsumeikan University, Ritsumeikan Asia Pacific University	Korea-China-Japan Joint Campus program to foster global leaders for East Asia	Dongseo University (Korea) Guangdong University of Foreign Studies (China)
New/ CA Plus	Tohoku University	Multimodal Global Leaders Development through Asian-Model Dentistry Consortium	Peking University (China) Sichuan University (China) Seoul National University (Korea) Yonsei University (Korea) Chulalongkorn University (Thailand) University of Indonesia (Indonesia)
New/ CA Plus	University of Tsukuba	Development Program for Professionals in Educational Policy Management Contributing to Solving Global Issues	East China Normal University (China) Korea National University of Education (Korea) Khon Kaen University (Thailand) University of Technology Malaysia (Malaysia) Bandung Institute of Technology (Indonesia)
New/ CA Plus	University of Yamanashi	A³I： Real Problem Solving Driven Artificial Intelligence Education Program	Hangzhou Dianzi University (China) Pukyong National University (Korea) University of Malaysia Perlis (Malaysia)
New/ CA Plus	Nagoya University	Fostering Human Resources for C-Zeroization in Asia Countries	Shanghai Jiao Tong University (China) Korea Maritime and Ocean University (Korea) Chulalongkorn University (Thailand)
New/ CA Plus	Hiroshima University	International Collaborative Human Resources Development Program in Asia to Foster Inclusive Minds	Beijing Normal University (China) Changchun University (China) Hankuk University of Foreign Studies (Korea) Indonesia University of Education (Indonesia) Kasetsart University (Thailand)
New/ CA Plus	Nagasaki University	Asia Fisheries and Marine Environment Leaders Program (AFIMA Leaders Program)	Ocean University of China (China) Pukyong National University (Korea) University of Malaysia Terengganu (Malaysia)
New/ CA Plus	Rikkyo University	The Asian Consortium for Excellence in Liberal Arts and Interdisciplinary Education (The ACE)	Seoul National University (Korea) Peking University (China) National University of Singapore (Singapore)

The list of selected programs (in Japanese)(Japan Society for the Promotion of Science)

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