Diploma Policy
In the Department of Education, we aim to understand lifelong human development based on a broad foundational knowledge and deep expertise in education. We explore educational practices and solutions to various issues from multiple perspectives. From the aspect of educational communication, we also aim to cultivate individuals who can proactively promote the transformation of current society and the creation of a sustainable society with a diverse range of stakeholders. To achieve this, the department’s educational goal is for students to acquire the following abilities.
- DP 1. Students will have basic knowledge and skills in a wide range of academic disciplines related to education. [University DP 1]
- DP 2. Students will be able to understand the significance of school education and the role of teachers and will have the knowledge and skills necessary to respond to changes in society and education. [University DP 1]
- DP 3. Students will be able to explain educational events and social issues in a logical manner using perspectives and methodologies based on a wide range of academic disciplines related to education. [University DP 2]
- DP 4. Students will be able to understand the potential of humans and society, and explore the ideal forms of education by linking specialized knowledge to educational practice. [University DP 2]
- DP 5. Students will have the ability to use specialized knowledge to educate and support learning in accordance with the life stages of learners. [University DP3, 4, 5]
- DP 6. Students will have an attitude of collaborating with others to improve social systems centered on education. [University DP3, 4, 5]
- DP 7. Students will have an attitude of continuing new learning for their own growth and role in a sustainable manner. [University DP3, 4, 5]
Curriculum Policy
Curriculum and Methodology
In the Department of Education, in order to cultivate students’ abilities, we have the following subjects: Educational theory, Educational methodology, Educational practice and Educational field training. Simultaneously students can take both Methodology subjects and Practical training subjects, through the organic reiteration of theory and practice.
Out curriculum consists of “Educational Theory,” “Educational Methodology,” “Educational Practice,” and “Educational Field Training” subjects, which are organized in a step-by-step and systematically, including introductory, basic, applied and advanced subjects. A graduation thesis is required as the culmination of the study in the Department of Education.
Educational theory subjects
We have the Subjects the basic knowledge and theory subjects; philosophy, history, sociology, psychology, etc. upon education, as well as subjects related to school education, lifelong education, international education, ICT education. Subjects related to "basic understanding of education" for teaching training courses are also included.
Educational methodology subjects
We have educational basic courses on methodology; literature research method, quantitative research methods, qualitative research methods in the 1-2 year. We have education seminars, in which we explore the current circumstances of education by linking educational theory with educational issues, social issues and educational practice in the 3-4 year. In these seminars students consider issues from various angles. Students will be able to cultivate their own theme in the graduation by group work and discussion upon many issues.
Educational Practice Subjects
Educational practice subjects are designed for students to acquire the skills needed to design and implement educational programs based on pedagogical theory and research findings. Through group work and fieldwork, students create and carry out their own educational programs, including school subject classes, extracurricular activities, and various programs for the general public. The curriculum includes reflective practices to help continually improve their educational methods. Courses related to "subject education methodology" for teaching training and the necessary subjects for obtaining a social educator qualification are included.
Educational Field Training Subjects
Educational field training subjects include practical training and seminars at school sites and within general society. In the first and second years, students observe school environments and assist in teaching and support roles, providing an early opportunity to determine their aptitude for teaching. Fieldwork subjects in social education and international education are also offered, allowing students to communicate with people from diverse cultural backgrounds and expand their perspectives. In the third and fourth years, students participate in "Teaching Practice" for teaching training courses and "Social Education Practice" for the social educator qualification. These courses lead to the acquisition of licenses and qualifications, while also helping students to develop their studies with a view toward their future career.
Subjects for the Achievement of Learning Outcomes
- DP 1. Educational Theory Subjects
- DP 2. Educational Theory Subjects
- DP 3. Educational Methodology Subjects, Educational Seminars, Graduation Thesis
- DP 4. Educational Practice subjects, Educational seminars, Graduation Thesis
- DP 5. Educational Practice Subjects, Educational Field Training Subjects, Qualifications Subjects
- DP 6. Educational Practice Subjects, Educational Field Training Subjects, Qualifications Subjects
- DP 7. Educational Practice Subjects, Educational Field Training Subjects, Qualifications Subjects
Admission Policy
The Department of Education is a department that seeks to understand human development throughout the lifespan based on a wide range of basic knowledge and deep expertise in pedagogy, and to explore educational practices and solutions to various issues from multifaceted perspectives. The department also aims to nurture individuals who can collaborative with a diverse range of stakeholders to proactively promote the transformation of current society and the creation of a sustainable society with education at its core, from the aspect of educational communication. The department seeks the following types of students.
The Types of Students the Department Is Seeking
- Students who are interested in a wide range of academic fields related to education.
- Students who are interested in the significance of school education and the role of teachers.
- Students who are interested in educational events and social problems.
- Students who are interested in the ideal nature of education.
- Students who are interested in supporting learning.
- Students who have a willingness to work with others to develop a better society.
- Students who want to continue learning for their own development.
Academic Skills to Be Acquired by High School
- Basic academic skills in all subjects.
- Basic ability to think logically and to express their own
- Ability to communicate and cooperate with others
Based on the following basic policy, we conduct admission processes to judge whether candidates possess the above-mentioned academic skills.
- General Admissions
In the general admissions process, we assess whether candidates possess basic knowledge in the subjects required by each admission category, taking into consideration their logical thinking and expressive abilities as well.
- General Admission (Individual Selection)
Through a written examination, we assess whether candidates have acquired basic knowledge in (i) Japanese, (ii) a Foreign Language (English), and (iii) either Geography/History or Mathematics, while considering their logical thinking and expressive abilities. - General Admission (Using External English Tests)
By using external English tests, we evaluate whether candidates have acquired a balanced proficiency in the four English skills. Additionally, through a written examination, we assess whether candidates have acquired basic knowledge in (i) Japanese and (ii) either Geography/History, or Mathematics, considering their logical thinking and expressive abilities. - General entrance examination (1st round examination (three-subject type or four-subject type) using the Common Test for University Admissions).
Using the results of the Common Test for University Admissions ((i) Japanese, (ii) Foreign Languages and (iii) ONE subject from Geography/History, Civics, Mathematics Science and Infomation), it will be judged whether applicants have acquired basic knowledge in each subject and the logical thinking and expressive abilities. - General entrance examination (1st round examination (five-subject type) using the Common Test for University Admissions)
Using the results of the Common Test for University Admissions ((i) Japanese, (ii) a Foreign Language, (iii) THREE subjects from Geography/History, Civics, Mathematics, Science and Information), it will be judged whether applicants have acquired basic knowledge in each subject and logical thinking and expressive abilities. - General entrance examination (2nd round examination using the Common Test for University Admissions)
We assess candidates based on the same criteria as described in “Using the Common Test for University Admissions (three-subject type or four-subject type), First Half”.
- General Admission (Individual Selection)
- Comprehensive Selection
In the first stage of comprehensive selection process we use the internal application forms to understand candidates’ s efforts at high school and assess comprehensively their basic knowledge and skills, initiative, and the cooperativeness that they should have acquired by the end of high school. We also assess their independence and logical thinking, and expressive abilities through a task common to all departments. In the second stage, we assess the ability to read materials, think logically, and express their opinions in writing through an aptitude test. In addition, through an oral examination, we examine candidates’ reasons for applying to the Department of Education, interests in social issues, remarkable activities outside of academia, and desire to contribute to society. Through these investigations and examinations, we assess the candidates’ ability comprehensively.
- School Recommendation Selection
We judge candidates recommended by their high school principals as having the basic academic skills that they should have by the end of high school. In addition, through the application forms and oral examination, we assess comprehensively whether candidates have the motivation for study and research, the ability to express their opinions, communication skills, and cooperativeness.
- School Recommendation Selection (Recommendation from the Senior High School)
We assess candidates comprehensively recommended by the principal of the Senior High School Affiliated with JWU based on the application forms and oral examination. - Entrance examination by recommendation (from designated schools/partner schools)
We assess candidates comprehends recommended by the principal of the high school designated by the department (designated school/partner school) based on the application forms and an oral examination. - School Recommendation Selection (General Recommendation)
We assess the ability to think logically and express themselves in an essay for candidates recommended by the principal of a high school. We also assess the ability to communicate, express, and discuss with others in an oral examination. We assess them comprehensively, also taking into account their application forms.
- School Recommendation Selection (Recommendation from the Senior High School)
- International Students
We assess whether applicants have sufficient basic academic skills through the Examination for Japanese University Admission for International Students (EJU) in Japanese as a foreign language and comprehensive studies. Additionally, we comprehensively assess their motivation for learning, initiative, Japanese language proficiency, communication skills, and ability to participate in discussions with others through application documents and oral examinations.
- Transfer and Undergraduate
We assess whether applicants who have graduated from universities, junior colleges, and technical colleges (including prospective graduates), as well as those currently enrolled in other universities, possess specialized knowledge equivalent to the second or third year of university through an essay on education. Additionally, we comprehensively assess whether applicants possess sufficient knowledge of a foreign language, motivation for learning, initiative, communication skills, and the ability to participate in discussions with others through application documents (including an external English examination) and oral examinations.
- Members of Society
We assess applicants who are 22 years or older and satisfy the eligibility requirements for admission as stipulated by the University for members of society. Through an essay on education, we evaluate whether they possess the fundamental knowledge and skills expected to be acquired by high school, as well as the ability to think and make decisions as members of society. Additionally, we comprehensively assess whether applicants possess sufficient knowledge of English, motivation for learning, initiative, communication skills, and the ability to participate in discussions with others through application documents (including an external English examination) and oral examinations.
