Diploma Policy

Master of Education

 

 The university has established the following Master Course diploma policy. It provides standards for the assessment and certification of learning outcomes.

 

  1. Students must have acquired the abilities described below and the prescribed credits in the university’s academic program. Specialists who help address contemporary diversified educational issues and improve education in developing countries must possess the following advanced theoretical and practical competencies:
    (1) an awareness of one’s societal responsibilities and the ability to actively and creatively engage in the education field and address educational issues while working with schools, societies (including global society), and households in one’s capacity as a specialist;
    (2) the ability to apply advanced knowledge and research practices of one’s field to address educational issues in society. Furthermore, the ability to share research findings with society;
    (3) the ability to, with the heightening educational capabilities of schools, societies, and developing countries in mind, reflect on one’s research topics/findings and continually learn in order to improve them.
  2. In the university’s academic program, students must have deeply investigated their research topic in a manner that accounts for the heightening educational capabilities of schools, societies, and developing countries; have written a thesis; and have passed the thesis defence and examination.

 

 

Professional Degree Course


  The university has established the following diploma policy for the Professional Degree Course. It provides standards for the assessment and certification of learning outcomes.
 

  1. Students must have spent two or more years in the Professional Degree Course, obtained the prescribed credits, acquired the advanced practice-oriented skills described below as educators, and developed professional qualities and abilities as teachers:
    (1) the practice-oriented ability to respond to diverse educational issues and develop new subject education practices, using both experiential knowledge of educational practice and wide-ranging specialized knowledge and skills;
    (2) the ability to engage in self-education as a teacher. In other words, the ability to reflect on one’s own educational practice and to independently and continually learn in order to improve as a teacher;
    (3) the ability to collaborate with other teachers and to invigorate educational activities in school organizations, not limiting oneself to one’s own educational practice.
     
  2. Students must conduct, in the university’s academic program, theoretical and practice-based research related to solving educational issues, compile their findings in a final research report, and pass the examination of their research report

 


 

College of Education


  Based on the philosophy that ‘education is the country’s foundation’, Naruto University of Education’s College of Education aims to ‘cultivate the foundational qualities and abilities required of teachers, as well as to educate students to be teachers who can engage in educational activities from a broad perspective, answer educational issues in society, and help improve education.’
  In order to achieve these goals, we have established the following diploma policy for the undergraduate program. It provides standards for the assessment and certification of learning outcomes.
  Students must acquire the prescribed credits in the university’s academic program as well as the qualities and abilities required of teachers, as described below.

 
(1) Human Qualities as an Educator
  Students must possess human qualities that provide the foundation of the teaching profession: a sense of mission, ethics, educational affection, an inquisitive mind, and broad learning. 
(2) The Ability to Collaborate
  Students must have interpersonal abilities, cooperativeness, and a social nature; be aware of their professional responsibilities as teachers; and be able to communicate in order to construct positive human relationships while demonstrating leadership within social groups that hold competing values. 
(3) The Ability to Support and Instruct Children
  Students must possess an ability to instruct individuals and groups, rooted in fairness and impartiality, as well as be able to smoothly support and instruct children while having a deep understanding of their situations. 
(4) The Ability to Nurture and Work in a Classroom
  Based on deep academic knowledge and an understanding of investigative methods, students must be able to understand subjects and disciplines; to conceive of, develop, and assess childcare and teaching; and to engage in appropriate educational planning, instruction, and assessment. 
(5) The Ability to Reflect
  Students must be able to continually reflect, assess, and improve their own teaching practices amidst changing societal situations.

 

 

 

LastUp:2021-06-03