Three Policies
On March 28, 3, the Director-General of the Higher Education Bureau of the Ministry of Education, Culture, Sports, Science and Technology issued a notice titled "Regarding the promulgation of a ministerial ordinance to partially revise the Enforcement Regulations of the School Education Law."
This revision is based on the educational philosophy of universities and colleges of technology, clarifying the image of human resources that should be developed, organizing an appropriate curriculum to realize it, and systematically and organizationally In order to better fulfill its mission, all universities, etc., are committed to their educational Based on the purpose of , we are required to formulate and announce the "policy for accreditation of graduation", "policy for organization and implementation of curriculum" and "policy for acceptance of new students" (three policies). .
Faculty of Education, Department of Education and Welfare "Three Policies"
1. Graduation Accreditation Policy (Diploma Policy)
In the Department of Education and Welfare (hereinafter referred to as "the Department"), students who have completed the course of the University, have earned 126 credits and fulfilled the compulsory requirements, will be educated from a global perspective and specialized in pedagogy and social welfare. A degree (Educational Welfare Studies) is conferred on individuals who have the ability to practice as an education and welfare specialist by comprehensively utilizing knowledge, skills, and the following six strengths and qualities.
(1) Autonomous and subjective attitude (autonomy)
Have a clear mission and goals as a teacher/social welfare worker, and be able to work autonomously and enthusiastically in education and social welfare work.
(2) Attitude to actively contribute to society (social contribution)
Based on social trends as a teacher and social welfare worker, acquire the practical skills required in the field of education and welfare, and be able to act responsibly for the local community and others.
(3) Ability to understand and accept diverse cultures and their backgrounds (diversity understanding)
As a teacher/social welfare worker, understand the diversity of backgrounds, attributes, values, etc. that people have, respect the other person's position, and cooperate/cooperate with the community, guardians, other occupations, etc. It can be performed.
(4) Ability to find and solve problems
As a teacher and social welfare worker, discover and understand problems related to issues in the field of education and welfare, utilize logical and practical knowledge and resources necessary for problem solving, and select appropriate research and practice methods.・Able to plan and act.
(5) Communication skills
Acquire the skills to communicate smoothly in the field of education and welfare as a teacher/social welfare worker, and be able to build relationships that respect each other's standpoints.
(6) Ability to utilize specialized knowledge and skills
Students will be able to comprehensively and comprehensively utilize the systematic knowledge and learning outcomes of pedagogy and social welfare that are required as teachers and social welfare workers according to the situation.
2.Curriculum Policy (Curriculum Policy)
In this department, in order to acquire the knowledge and skills listed in the "Diploma Policy", the four-year educational content is organized systematically, the educational method is devised, and the achievement status is evaluated. We will evaluate it.
1) Education content
The curriculum of this department systematically consists of basic education subjects, specialized education subjects, and other necessary subjects, and is organized so that students can learn step-by-step from the basics to applications.In addition, the university as a whole provides education to cultivate the ability to manage a "safe and secure" organization that is required in various fields.
In order to clarify the gradual organization of courses, all courses are numbered with symbols and numbers that express the content and degree of difficulty, and the curriculum system and the priority of courses are clearly indicated.
The contents of basic education subjects and specialized education subjects are as follows.
(1) Basic education subjects
Fundamental education subjects have two meanings: ``learning the foundation (education) of a way of life that looks beyond university graduation'' and ``learning the skills that should serve as the foundation for learning in university education''. and organize a curriculum to realize it.
- You will learn the knowledge necessary for studying at university, such as how to write reports and think critically.
- Students will think about the issues they face in their lives on the themes of human beings, society, and science, and acquire an education.
- Acquire the language, ICT (Information and Communication Technology), and sports skills necessary for a global society.
- Acquire the knowledge and skills related to data science required in a society where DX is progressing.
- Acquire an attitude of understanding and cooperating with different cultures.
- Cultivate career formation with an eye on the course after graduation.
(3) In the basic education subjects, students will acquire an understanding of a wide range of issues in modern society through the study of the three areas of “understanding of humans,” “society and life,” and “science and life,” centering on “human studies” as liberal arts. Learn basic perspectives and ways of thinking forIn addition, students learn career education subjects that make use of what they have learned to think about their own careers.
(XNUMX) In the KUISs basics subject group, students will adapt to university through first-year education, and acquire basic study skills at university and communication skills after entering society.
(XNUMX) In the Common Basics course group, we aim to acquire basic communication skills, including foreign language courses and information-related courses such as ICT utilization.
(XNUMX) In language education, classes are organized based on proficiency in English education, and the progress is confirmed using external tests on a regular basis, aiming to develop communicative English skills that match the student's own learning progress.
⑤ All students take an overseas program (global study) in their second or third year as an experiential learning experience abroad. increase.
⑥ All students are required to choose service learning or internship as experiential learning in the community in the first year. increase.
(XNUMX) All students must take “Evaluation and Practice I” and “Evaluation and Practice II”, and based on their knowledge and understanding of the significance and importance of evaluation, they will conduct self-evaluation of their own learning achievements. It is required to be able to explain to a third party.
(2) Specialized Education Subjects
Regarding specialized education, a group of basic subjects common to the Department of Education and Welfare, a group of core subjects (major core subjects) that form the core of the two majors (child studies major, welfare studies major), and linking core subjects to further developmental learning It is organized into three subject groups, which are development subject groups.
Students select a major/course at the end of their first year, and take subjects in line with the educational goals of the chosen major/course.
1) Child Studies Major
・Education and childcare course
Students acquire the knowledge and skills necessary for childcare workers, and acquire practical skills that enable them to play an active role as professionals through practical experiences such as practical training and internships.
・Education specialized course
Students acquire the knowledge and skills necessary for teachers at elementary schools and special support schools, and acquire practical skills that enable them to play an active role as professionals through practical experiences such as practical training and internships.
・Elementary English course
Students will acquire the knowledge and skills necessary to be an elementary school or junior high school teacher, gain practical experience such as practical training and internships, and acquire the practical skills that will enable them to play an active role as a professional with a global perspective who can teach English.
2) Welfare major
・Social Welfare Course
Contribute to a society where we live together, acquire the knowledge and skills necessary for social welfare professionals with a global perspective, and acquire the practical skills to play an active role in the welfare field through practical experiences such as practical training and internships. .
・Welfare and childcare course
We aim to acquire the knowledge and skills necessary for specialists in child and family welfare, and to acquire practical skills to play an active role in the welfare field through practical experiences such as practical training and internships.
① Subjects necessary for obtaining qualifications and licenses that can be obtained in majors and courses, such as obtaining nursery teacher qualifications, kindergarten teacher licenses, elementary school teacher licenses, special support school teacher licenses, and qualifications for taking the national examination for social workers are systematically and systematically placed from the second year.
(XNUMX) Special support education-related subjects, English education subjects in primary education (elementary English education research, pronunciation guidance), and disaster prevention specialist qualification-related subjects, etc., in order to develop practical skills required in the field of education and welfare. We encourage students to take
2) Teaching methods
Incorporating the perspective of active learning, we practice educational methods that enable students to learn actively.The main methods are as follows.
(1) Adopt an educational method that emphasizes active learning.
In order to enhance the ability of independent learning, we will enhance high-impact practices and implement educational methods that incorporate active learning, mainly in specialized education subjects.
(2) Provide evaluation feedback.
In specialized education subjects, the timing of assignments for out-of-class learning and the consistency and continuity of assignments will be assessed, and feedback will be given during the term for formative evaluation.
(3) Incorporate experiential learning to develop problem-finding and problem-solving skills.
Set up experiential learning opportunities such as service learning, internships, and global studies.By discovering problems in the real world and proposing solutions to problems using knowledge and skills, students will make use of their experiences in their next learning.
(4) Adopt an educational method that uses ICT systems.
Use e-learning system and e-portfolio system.
The e-learning system is used for preparation/review, quizzes, submission of reports, etc.
You can store your learning outcomes in your e-portfolio, manage your own learning outcomes, support your goal achievement, and use it to set your next goal.
(5) Using the learning route map, students will make their own plans and proceed with their studies.
The flow of learning for four years is shown in the learning flow chart.In addition, the curriculum map shows the subject system for each major.Students refer to learning flowcharts and curriculum maps, consider their career path after graduation, and formulate a four-year plan, which is expressed on a learning route map.We will check the execution of the plan from time to time, and aim to achieve the target while revising the plan if necessary.
(6) Self-assessment and reflection.
Over the course of four years, students create an e-portfolio, a comprehensive tool for goals, records, and evaluation.Furthermore, at the end of each semester, students will self-evaluate their level of achievement of the KUISs learning benchmarks, and through interviews with advisor faculty members, they will deepen their “reflection.”
(7) Prepare for employment exams and national exams.
Employment exams for teachers and childcare workers, and national exams for social workers, etc., require external tests and e-learning to promote self-learning and continuously monitor results in order to confirm the ability of specialized knowledge. do.In addition, time will be set aside for employment exams and national exam preparation by department faculty, and a step-by-step employment exam preparation program will be implemented from the second year.
3) Educational evaluation
The evaluation of each subject and the six goals listed in the Diploma Policy will be conducted according to the following concepts and methods.
(1) Summative assessment at the end of each semester, using formative assessment.
In each subject, tests, reports, presentations, etc. are used to evaluate learning outcomes.Reports and presentations are evaluated using rubrics.Evaluations are also conducted during the semester to determine the level of understanding of students and to set up supplementary lessons or to provide feedback to students (formative evaluation).At the end of the semester, a comprehensive overall assessment is conducted (summative assessment).Grading will be conducted in a multifaceted and comprehensive manner by combining these evaluations.
(2) Check your progress by regularly checking the KUISs learning benchmark.
Once every six months, students conduct self-evaluation using evaluation indicators (KUISs Learning Benchmark Rubrics) that determine the degree of achievement of the abilities and qualities listed in the policy for graduation certification and degree conferment. I will ask you to confirm.
(3) At the end of the second year, we will confirm the acquisition of basic specialized knowledge through an achievement confirmation test.
At the end of the sophomore year, a "Achievement Confirmation Examination" will be conducted to check whether the level of the specialized compulsory subjects up to that point has been completed and whether the basic level required for graduation research has been acquired. and ask for their approval.
(4) Graduation research confirms the acquisition of specialized knowledge at the time of graduation.
Graduation research (a compulsory subject) is conducted on the four-year learning outcomes, and a comprehensive evaluation is performed by multiple faculty members using evaluation rubrics.In addition to the cumulative GPA stipulated in the course regulations and the number of credits earned up to the third year, students are required to pass the above "Achievement Confirmation Exam" as a prerequisite for graduation research.
3. Policy regarding acceptance of new students (admission policy)
In this department, the following knowledge, skills, abilities, and objectives necessary for receiving the education stipulated in the Diploma Policy and the Curriculum Policy are provided. We are looking for someone who is conscious and motivated.
[Knowledge and skills]
(1) Acquire a wide range of high school curricula.
(2) Japanese proficiency (reading comprehension, level 3 of the Kanji test) and expressiveness (summarizing content according to the task), which are the foundation for learning specialized knowledge and skills in education, childcare, and social welfare. ability, the ability to read and summarize sentences, etc.).
(3) Basic English proficiency (level 3 of Eiken).
(4) Basic mathematics skills (mathematics I, mathematics A level).
[Thinking ability, judgment ability, expression ability]
(5) Be able to think logically about various issues related to education, childcare, and social welfare based on knowledge and information, and explain the results.
[Attention to learn in cooperation with various people with independence]
(6) Willingness to pursue a highly specialized job in the fields of education, childcare, and social welfare.
(7) Have experience in extracurricular activities, volunteer activities, etc. at school, and be willing to participate in activities and learning in collaboration with other people, and be able to complete assignments.
(8) In group study at school, students will be able to collaborate with others to collect and organize the information necessary for a given theme and make their own proposals.
(9) Be able to selectively collect information based on themes and organize it in a structure that is easy for others to understand.
[Pre-enrollment education]
(10) Be able to complete the e-learning program to acquire the necessary basic knowledge required for pre-enrollment education.
