Curriculum Policy

Master of Education


  Considering the university’s philosophy and aims, the curriculum will be constructed and implemented based on the following foundational framework in order to educate people who can help address contemporary educational issues with expertise, as well as those who can help improve education in developing countries.
 

(1) Curriculum
  The curriculum will be comprised of specialised studies that, in light of today’s diverse education and education-related issues, aim to help students acquire expertise and research abilities relevant to professionals cultivated in each discipline and to heighten students’ leadership abilities to address contemporary educational issues while cooperating with schools, societies (including global society), and households.
(2) Education: Implementation
  A collaborative educational system will be constructed in which teachers teaching in the curriculum, based on a full understanding of today’s diverse education and education-related issues, will share perspectives and information on the theoretical and practical competencies required of specialists who help address such issues.
(3) Education: Assessment
  Attainment targets will be established in each class in accordance with the Master program’s philosophy and aims. Students will be informed of these attainment targets and assessment standards and methods, and assessed with grades. Furthermore, students will also assess classes. We will work to ensure the quality of education by evaluating and improving the curriculum based on the results of these assessments.

 

Professional Degree Course


  In order to meet the university’s philosophy and aims as well as the Professional Degree Course’s educational objectives, the curriculum will be constructed and implemented based on the following foundational framework.
 

(1) Curriculum
  A systematic curriculum will be constructed comprised of general studies, specialized studies, and practical studies so that students can engage in organically connected learning, which involves (1) acquiring specialised knowledge related to the teaching profession and educational school subjects, (2) learning that fuses educational practice with theoretical study, and (3) learning that enables students to continually engage in and reflect upon their educational practice throughout their life. The curriculum will be suited for the following kinds of professionals that engage in a wide range of careers: new teachers with wide-ranging practice-oriented skills, new teachers particularly adept at subject education, mid-level leaders who can play a central role in addressing various school issues, and leaders who can improve organisations from a higher-level perspective.
(2) Education: Implementation
  Education will be carried out through a collaborative system in which the university’s teaching faculty, with an awareness of their mission to educate high-level professional teachers, will share perspectives and information on the practice-oriented teaching abilities required of school teachers. Furthermore, in addition to creating an environment in which students learn from each other by sharing experience, knowledge, and wisdom from their diverse careers, a support system will be instituted through which students can acquire the qualities and abilities that enable them to continually learn throughout their careers as teachers.
(3) Education: Assessment
  In accordance with the university’s philosophy and aims, attainment targets will be established in all classes in order to educate advanced professional teachers. Students will be informed of these attainment targets and the standards and methods used for grade-based assessment. Based on the attainment targets, the university’s teachers and students will both assess whether the latter have acquired the knowledge and skills expected of advanced professional teachers. The curriculum will be assessed and improved on the basis of the results of these assessments, thereby working to ensure the quality of education.

 

College of Education


  In order to satisfy the university’s philosophy/aims as well as the undergraduate educational objectives, the curriculum will be constructed and implemented based on the following foundational framework.

 
(1) Curriculum
  A core teacher education curriculum will be constructed allowing students to acquire reliable practice-oriented teaching abilities that are rooted in a rich general education, human qualities, and specialised knowledge regarding education and teaching subjects.  With ‘the discipline of educational practice’ as its core, the curriculum will unfold, connecting university classes and actual instruction in educational settings. Class subjects will be linked, with ‘the discipline of educational practice’ serving as an axis. 
(2) Education: Implementation
  Education will be carried out using a collaborative system in which the university faculty, with an awareness of their mission to educate students to be teachers, will share perspectives and information on the practical teaching abilities required of school teachers. All teaching faculty will work together to implement a system that helps students heighten their awareness of themselves as members of society and acquire the qualities and abilities required of teachers. This will occur in a learning environment in which, through university life as a whole (including extracurricular activities and employment support), students can learn from each other and actively engage in their studies. Furthermore, in order to ensure that students grow into teachers who continually learn, students will keep a record of their learning and its outcomes, and by continually reflecting on their practice-oriented educational abilities, they will be able to grow and clearly identify the issues that confront them.
(3) Education: Assessment
  Intended outcomes will be established in accordance with the university’s philosophy/aims, and students will be informed of them along with the criteria and methods used for grade-based evaluation. Furthermore, criteria will be established that assesses, based on the knowledge and skills acquired in classes and extracurricular activities, students’ acquisition of the qualities and abilities required of teachers. By evaluating and improving the curriculum based on such assessments, we will work to ensure the quality of education.

 

 

LastUp:2019-08-06