Jds the Project for Human Resource Development Scholarship in Uzbekistan 2023 Application Guidelines

part-time instructors) 
1,395 
Total Number of Alumni
： 
419,610 
Total Number of Administrative Staff (The 
Ritsumeikan Trust)
： 
1,393 
(Full-time staff: 720, Contract Staff: 673) 
Partner Universities & Institutions
：
463 universities and institutions from 68 countries & regions 
Number of Campuses
：
4 (2 in Kyoto; 1 in Kusatsu, Shiga; 1 in Ibaraki, Osaka) 
Number of Colleges:
16 
Number of Graduate Schools: 
21 
Number of Overseas Offices
：
6
(New Delhi, London, Beijing, Vancouver, Hanoi, Washington 
DC) 

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Ritsumeikan began as a private academy established in 1869 by Prince Kinmochi Saionji, an eminent international 
statesman of modern Japan and advocate of Freedom and Internationalism. In 1900, Saionji’s protégé Kojuro Nakagawa 
established the Kyoto Hosei School, an evening law school that was open to working people. With Saionji’s blessing, the 
name of this school was changed to Ritsumeikan Private University in 1913. At present, our Kinugasa and Suzaku campuses 
in Kyoto, as well as our Biwako Kusatsu Campus in Shiga, where the Graduate School of Economics is located, and our 
Osaka Ibaraki Campus in Osaka combined are home to about 36,000 students learning under the core educational 
philosophy of 
Peace and Democracy
. In order to nurture just and ethical global citizens, Ritsumeikan is working to foster 
creativity and the development of individual talents on a solid foundation of academic achievement. 
Achievements
：
Ritsumeikan University is one of 37 institutions selected to be part of the Ministry of Education, Culture, Sports, Science and 
Technology’s (MEXT) "Top Global University Project." The "Top Global University Project" is a government initiative offering 
financial support to public and private universities focused on comprehensive internationalization and becoming world-class 
research and education institutions. With our selection for this prestigious project, Ritsumeikan University will continue to 
serve as a model for globalization in education. 
Features of Graduate School
http://www.ritsumei.ac.jp/gsec/mped/ 
Since its establishment in 1950, the Graduate School of Economics at Ritsumeikan University has produced many 
outstanding graduates who have entered the business world, national and local governments, and various research 
organizations. Located near Lake Biwa, the largest lake in Japan, the campus offers a beautiful natural environment along 
with the highest level of facilities and equipment. The faculty of Economics has educated more than 50,000 students with 
independence and ability in business and administration. We feel proud that we have kept a prominent position among 
graduate schools and faculties of economics in Japan in terms of the quality of education and research.
Please refer to our website for detailed information. 
http://www.ritsumei.ac.jp/gsec/mped/
Features of the Program
http://www.ritsumei.ac.jp/gsec/mped/ 
Since 2001 the school has offered a program for international students that are taught in English. As of June 2023 the 
program has received 410 international students from 46 countries. It has proven popular with international students who 
enjoy taking courses in English in a Japanese academic setting, while working with their academic advisors on the writing 
and submission of their theses. The Master's Program in Economic Development (MPED), which started in September 2002, 
offers training in fundamental economics, including Microeconomics, Macroeconomics, Econometrics, and Applied 
Economics, conforming to international standards, and is taught entirely in English. This program accepts students from 
developing and developed countries who have strong interest in Japanese and Asian economic development and fosters 
knowledgeable professionals who can lead the international community. The aim of this program is to nurture talented 
individuals with wide-ranging interests who will become leaders in international society. 
Graduates of this program will acquire
：
1.
Economic knowledge and analytic skill at an international standard level;
2.
Specialized and wide-ranging insight on economic development and advanced capability at policy evaluation and 
infrastructure planning and management in developing countries; 
3. 
Communication skills required for international conferences, international organizations and international cooperation;
4.
Deep understanding and insight into the Japanese and world economies with capacity to do the following;
-
Engage in national government and state-enterprise planning, policymaking, economic analysis, and international 
relations. 
-
Be involved in the coordination of regional economic development through local government, NGOs and related 
international organizations. 
-
Be involved with economic research & education at universities and research organizations. 
-
Become an international public servant who plays an active role on the global scene. 

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Message for Applicants 
We are especially interested in recruiting students from the Kyrgyz Republic,
Republic of Uzbekistan, Republic of Tajikistan 
and Pakistan. Our aim, which we have largely achieved, is to attract succeeding cohorts of students from many countries, 
with varying work experience, all intent on learning economics and applying it to practical questions, while also experiencing 
life in Japan. Students from the Kyrgyz Republic, Republic of Uzbekistan, Republic of Tajikistan, Pakistan and other nations 
can help one another to learn and to enjoy the shared experience of expanding their knowledge. The Ritsumeikan University 
Master‘s Program in Economic Development (MPED) is for all students with high communication skills in English who desire 
to learn basic economics and apply it to their own specialized fields of study. Economics is a broad discipline that is widely 
applicable to government policy and business practice. MPED graduates are able to apply economic reasoning to public 
and private sector decision making. They are able to identify the true effects of policies and persuade others of the 
correctness of their analysis using empirical evidence and cogent arguments. Applicants should have a desire to use such 
abilities in their careers for the benefit of society. 

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Tokyo University of Agriculture and Technology (National) 
Graduate School of Agriculture 
◆
Program name 
International Innovative Agricultural Science Course,
International Innovative Agricultural Science Special Program
◆
Degrees: 
a. Master of Agriculture 
◆
Credit and years needed for graduation:
30 credits, 2 years 
◆
Address:
3-5-8 Saiwai-cho, Fuchu-shi, Tokyo
183-8509 JAPAN
Features of University
https://www.tuat.ac.jp/en/ 
The history of Tokyo University of Agriculture and Technology (TUAT) goes back to 1874 when it was Agricultural Training 
Institute and Silkworm Disease Experiment Section in the Ministry of Home Affairs. These two institutions had each own 
history and they were developed to Tokyo College of Agriculture and Forestry and Tokyo Textile College in 1944. Then, in 
1949, under the modern university systems, the two colleges were unified to Tokyo University of Agriculture and Technology. 
In 2004, TUAT was transformed to National University Corporation, Tokyo University of Agriculture and Technology. TUAT 
has two campuses: Fuchu Campus for Institute of Agriculture (Land area about 28 ha) and Koganei Campus for Institute of 
Engineering (Land area about 16 ha). Both campuses are easy to access from the central Tokyo. 
TUAT has two Undergraduate Schools: Agriculture and Engineering, three Graduate Schools for Master Courses: Agriculture, 
Engineering and Bio-Applications and Systems Engineering (BASE) and four Graduate Schools for Doctor Courses: United 
Graduate School of Agriculture Science (united with Ibaraki University and Utsunomiya University), United Graduate School 
of Veterinary Science (under Gifu University), Graduate School of Engineering and Graduate School of BASE. As of May 1, 
2022, the numbers of students in Undergraduate Schools and Graduate Schools including Master and Doctor Courses were 
3,778 and 2,037, respectively (not including number of doctor students of Graduate School of Veterinary Science). As of 
May 2020, the numbers of Faculties, and Staffs were 382 and 209, respectively. The number of graduate students per one 
Faculty is approximately 5. 
The ethics of TUAT is MORE SENSE, it means Mission Oriented Research and Education giving Synergy in Endeavors 
toward a Sustainable Earth. As well as stimulating knowledge acquisition in the field of science and technology, TUAT 
nurtures students' autonomous capabilities to explore knowledge, pursue objectives and resolve problems. TUAT also 
cultivates and produces preeminent researchers, engineers and highly-skilled professionals who are capable of establishing 
a symbiotic society and of contributing to human society with deep intelligence, broad cosmopolitanism and high ethics. 
TUAT promotes the creation of new first-rate knowledge through “mission-oriented research” varying from basic inquiries to 
technology applications in the fields of agriculture, engineering and the integration of both as mainstays supporting human 
society. With high ethics, TUAT fulfills social responsibility in the capacity of transmitting science and technology information 
towards the construction of a sustainable society where both human beings and nature can thrive in a symbiotic relationship. 
TUAT contributes to the Japanese advancement of science and technology by promoting cooperation and exchange with 
research institutions, industries and local communities. It helps to enhance, revitalize and develop industries and local 
communities by participating in the cultivation of academic culture and the creation of a foundation for scientific training. 
Through education and research activities that foster a healthy development of science and technology and by returning 
such achievements to society, TUAT strengthens academic and cultural exchange with foreign countries to construct a global 
symbiotic society, with an aim to contributing to maintaining international peace and improving the welfare of the human 
race. 

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TUAT has remained highly competitive by winning number of MEXT programs among top universities in Japan. TUAT was 
ranked top 62 by QS World University Rankings by Subject 2022 - Agriculture & Forestry, which resulted within the best 3 
Japanese Universities. In June 2021, TUAT has 161 affiliated universities and institutions in 41 countries. Table 1 and Fig. 
1 show the situation of international students in May 2022. 
Features of Graduate School
https://web.tuat.ac.jp/~ieas/index.html 
Graduate School of Agriculture, TUAT has been reorganized since the fiscal year 2019. Along with this reorganization, 
Department of International Environmental and Agricultural Science (IEAS), which was initially established in 1999, has also 
been developed as International Innovative Agricultural Science (IIAS) Program of International Innovative Agricultural 
Science (IIAS) Course in Department of Agricultural Science, Graduate School of Agriculture.
IIAS provides a multi-disciplinary master's course designed to train students and researchers to be at the forefront in the 
development of the limited natural resources while maintaining the healthy environment for achieving Sustainable 
Development Goals (SDGs). In recent years, intense human activities such as rapid industrialization and overexploitation of 
natural resources have been causing severe global environmental problems. These problems include environmental 
pollution, global climate change, natural disasters, drought, acid rainfall, desertification, tropical deforestation, soil erosion, 
water pollution, and environmental hormones. In addition, the exponential population growth coupled with global food 
shortages is the most pressing issue that demands utmost attention. To tackle these problems, a holistic approach to 
sustainable development is indispensable. We should develop appropriate policies for maximizing food production to 
improve the quality of human life, while avoiding the degradation of limited natural resources, and maintaining an ecological 
balance.
Lately, there is an increasing global awareness of environmentally friendly methods of food production. We recognize that 
the success of such methods depends on the integration of concepts and technologies from diverse disciplines, and that 
innovative and multi-disciplinary approaches can ensure such sustainable development. 
IIAS consists of three major research and education fields: International Environmental Rehabilitation and Conservation, 
International Biological Production and Resource Science, and International Development on Rural Areas. Their aims are 
shown in Fig. 2.
In newly introduced IIAS curriculum since 2019, we also have collaboration with the fields of applied animal science and 
applied biological chemistry. IIAS has two Master courses: Regular and Special ones. The regular course starts in April and 
the special one starts in October. All lectures are offered in English. IIAS members are currently conducting various 
international programs on agricultural development. 
Please see the detailed information in the following website. 
https://web.tuat.ac.jp/~ieas/ 
Features of the Program
https://web.tuat.ac.jp/~ieas/en/about_iias.html
JDS Fellows will be involved in the IIAS Special Program starting October. The Course primarily focuses at optimization of 
food production, conservation of the environment, and the restoration of degraded resources. We emphasize on integrating 
the technical merits of the various disciplines to develop holistic methods of resource development. Ecologically, culturally, 
and socially effective strategies will then be applied to actual rural problems through international technology transfer. 
IIAS Special Program aims at training engineers and scientists who have broader international views of “Environmental and 
Agricultural Science” and “innovative agricultural science” and wider knowledge in several disciplines such as sociology, 
ecology, agronomy, and engineering. Today, environmental policy is an important subject to the environmental and 
agricultural technologies
of our interest. We particularly focus on the policy-related studies in the fields of human, social and 
economic sciences with regards to the technological functions. 
Other examples of international programs in TUAT 
TUAT offers various international programs such as the following examples. 
1) STEP (Short Term Exchange Program) 
This is one-year exchange program for sister schools with the following objectives: 1) to provide international students with 
opportunities for education and research regarding the latest industry and technology in Japan, 2) to contribute to the 
development of science and technology through cooperative research and work with international students, 3) to promote 

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the globalization of TUAT by fostering the relationship between TUAT students and international students, and 4) to give a 
better understanding of Japan to international students, and further develop competent individuals familiar with Japan is to 
enable them to work in international fields.
https://web.tuat.ac.jp/~steptuat/ 
2) ASEAN International Mobility for Students Program (AIMS Program) 
This program is specifically offered for Senior and Junior level undergraduate students. ASEAN International Mobility for 
Students Program (AIMS Program) is a government supported multilateral educational program in the ASEAN region, 
launched in 2010 by coordination of Malaysia-Indonesia-Thailand and in 2013 current members include Vietnam, the 
Philippines, Brunei and Japan. Please visit the web site below for more information. 
https://web.tuat.ac.jp/~intl/aims/index.html
Message for Applicants 
For Uzbekistan, the water management is the most important issue in sustainable agriculture. For sustainable development 
of agriculture, it is required to reconstruct the irrigation and drainage system for agriculture in arid land.
In order to deal with the water management and environmental conservation, solutions for sustainability should be promoted 
with public consensus on a holistic environmental science. JDS Program will motivate the students to apply such holistic 
environmental science in various practical scenes, particularly in water management engineering, natural resource 
management, and rural development in Uzbekistan. Our program of "International Innovative Agricultural Science (IIAS) 
Course" offers a platform for educating and training such fellows who will work in the central and local governments.
For strengthening of regional and community revitalization, our program will provide various aspects including conservation 
of natural and agricultural resources. We provide educations for local community development, international cooperation, 
and rural and agricultural industries. Students have opportunities for training as the interaction between natural sciences 
(water resources management, erosion control, and biological productions) and social sciences (e.g., economics and 
sociology).
In water management engineering and natural resource science fields, excellent research activities have been conducted 
by researchers in our university, and these researches are cooperated with several environmental issues such as slope 
stabilities and water quality issues. Professional knowledge and skills on soil and water conservation are provided for 
prospective students from Uzbekistan and Southeast Asian countries. 
International Innovative Agricultural Science Course (IIAS) aims at improvement, restoration, and conservation of the 
environment as well as development of high level agricultural production. The goal of education in IIAS is to establish a long-
term comprehensive view of innovative agriculture and environmental issues. Using the international collaboration network, 
the participants of the program carry out individual research projects related to the fields of agricultural and environmental 
science in a holistic and interdisciplinary way. Then, they will apply the outcomes for the solutions that are ecologically, 
culturally, and socially applicable in practical ways in developing regions. This IIAS program does not aim to train only 
uniform and specialized technicians in their fields, but aims to train a new type of human resources who profoundly 
understand the importance of holistic, interdisciplinary approaches. 
Since IIAS was established as Department of International Environmental and Agricultural Science (IEAS) in 1999, we have 
hosted many international students from Japan, South Korea, China, Vietnam, Cambodia, Laos, Thailand, Myanmar, 
Malaysia, Indonesia, Mongolia, India, Bangladesh, Nepal, Mongolia, Uzbekistan, Afghanistan, Iran, Kenya, Ghana, Brazil, 
etc. IEAS and IIAS alumni and students include 22 JDS fellows from Uzbekistan among 108 JDS fellows from Asian 
countries. They have been playing active roles related with agriculture and environmental fields. We train students to serve 
as leaders with “field-oriented” mind and skill sets so that they can identify environmental issues and propose effective 
measures for achieving sustainable development while cooperating with local and global stakeholders in the world. 

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Hiroshima University (National) 
Graduate School of Biomedical and Health Sciences 
◆
Program name 
Division of Integrated Health Sciences, Program of Public Health
◆
Degrees: 
Master of Public Health
◆
Credit and years needed for graduation:
30 credits, 2 years 
◆
Address:
・
Biomedical and Health Sciences: 
1-2-3 Kasumi, Minami-ku, Hiroshima-shi,
Hiroshima JAPAN 734-8553 
Features of University
http://www.hiroshima-u.ac.jp/index.html
Hiroshima University (HU) was established by combining eight existing institutions in May 1949 under the National School 
Establishment Law. Later in 1953, the Hiroshima Prefectural Medical College was also added to the new HU. Some of these 
higher educational institutions already had brilliant traditions and histories of their own. Although these educational 
institutions suffered a great deal of damage due to the atomic bomb which was dropped on Hiroshima on August 6, 1945, 
they were reconstructed and combined to become the new HU. In addition, Graduate Schools were established in 1953. 
The new HU has risen from the ruins of war like a phoenix, which is in fact the University's symbol.
HU is located in the southwest part of Honshu, the largest island of Japan. Approximately 900 kilometers away from Tokyo, 
it takes 70 minutes by airplane, or 4 hours by Shinkansen (bullet train) to Hiroshima. HU has three campuses and the main 
campus, covering 252 hectares, is located in Higashi-Hiroshima, in a verdant area which is famous for sake brewing. 
Including campuses in Hiroshima, known as the International City of Peace and Culture, the University includes 12 schools, 
4
graduate schools, a research institute, a university hospital, and 11 affiliated schools.
HU aims to be a world-class hub of education and research, to foster excellent human resources to contribute to the 
community, and developmentally expand science. 
HU's mission of ongoing growth is based on the following five guiding principles:
1. The Pursuit of Peace
To develop intellectual attitudes which always seek peaceful solutions to the problems affecting society and the world at 
large.
2. The Creation of New Forms of Knowledge
To evolve new systems of study which surpass existing frontiers of knowledge and encourage intellectual innovation. 
3. The Nurturing of Well-Rounded Human Beings
To train graduates with well-developed and multifaceted personalities by means of an education which has breadth as well 
as depth. 
4. Collaboration with the Local, Regional, and International Community
To create a university with a strong international awareness which can efficiently disseminate knowledge on a worldwide 
scale, in collaboration with local and regional communities.
5. Continuous Self-Development
To maintain a constant readiness to re-examine established ways of acting, and a constant openness to improvement and 
innovation. 
HU has a long history of accepting international students from Southeast Asia. This commenced before World War II with 
students employed as high government officials devoted to the development of their home countries. As of May 2023, HU 
has over 15,000 students including 1,726 international students from different 85 countries. 

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Features of Graduate School
https://www.hiroshima-u.ac.jp/en/bhs 
Graduate School of Biomedical and Health Sciences 
Social needs caused by the rapid process of low birthrate and aging population are to overcome diseases such as cancer, 
cognitive impairment and circulatory illness which aged person are more likely to suffer from. It is important to take measures 
to innovate advanced medicine based on the development of life and medical sciences, and to maintain
・
promote human 
health from a new perspective. 
In current medical diagnosis, treatment team to conduct medical care for patients in collaboration of staff with special fields 
is widely enforced. Accordingly, it has become an urgent necessity to foster highly specialized personnel (medical/ dental 
doctors, dental hygienists, dental technicians, pharmacists, nurses, public health nurses, birthing assistants, 
physiotherapists and occupational therapists) capable of promoting highly-qualified diagnosis in a treatment team. 
Kasumi Campus, Hiroshima University as one of the prominent medical campuses in Japan, is equipped with facilities to 
provide sustained education from undergraduate to graduate programs. Highly specialized personnel trained in those fields 
are required to deepen relations with other fields for the basis of treatment team as well as to develop education
・
research 
in conjunction with areas in health and medical sciences. 
As a new institution making the best of human resources and functions at Kasumi Campus, Graduate Schools of Biomedical 
Sciences and Health Sciences were integrated into Graduate School of Biomedical and Health Sciences with 4 specific 
fields in medical and health sciences.
Principal purposes of the establishment are as follows: 
・
To train scientists who can take active roles in new or combined areas extended from the conventional education 
・
To activate research activities coping with scientific improvement and complexity 
・
To build more flexible educational
・
research systems such as development of major scientific projects aiming for creating 
new knowledge which used to be impossible with conventional two graduate schools; biomedical sciences and health 
sciences. 
Guiding Principles 
Putting on a great value on the guiding principles of Hiroshima University (Pursuit of peace, Creation of new forms of 
knowledge, Nurturing of well-rounded human beings, Collaboration with the local, regional and international community and 
Continuous self-development), our basic principles are as follows;
1. To promote fundamental research in medicine, dentistry, pharmaceutical sciences, health sciences 
2. To explore new areas of knowledge through exercising synthetic, scientific and advanced research 
3. To foster educators, scientists, highly specialized personnel who possess extensive knowledge and advanced skills 
4. To contribute to the development of human health, welfare and medicine, dentistry, pharmaceutical sciences
・
health 
sciences at a global level 
Master of Public Health (MPH) 
The course has a systematic curriculum which has compulsory and vocational courses divided in five fields according to the 
international standard of graduate Schools of Public Health. Through taking various courses including Health Statistics, 
Health Policy, Principle of Research Methodology and Ethics, Clinical Epidemiology, Health Service Administration, 
Environmental Health Sciences, Epidemiology and Biostatistics, students will acquire skills and abilities to control and 
estimate health conditions in the community, to operate disease surveillance and control, be familiar in designing clinical 
researches and help building policies for administration. 
I. Key Features of Education 
Education Programs in English 
We believe it is important to develop international professionals capable of writing academic articles and reports, 
communicating and conversing in English. Therefore, many lectures and seminars are provided in English, and our well-
organized curricula enable students to receive degrees through courses in English. 
Systematic and Interdisciplinary Curriculum 
We offers a systematic and interdisciplinary curriculum to produce specialists who can contribute to international 
development and cooperation in ways that cut across established academic disciplines. 

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II. Special Education Programs 
We offers special education programs designed to improve the qualifications and skills of students who plan to work in the 
field of international cooperation. The main features of these programs are as follows. 
Formation of a Strategic Center for Global Internship (G.ecbo) 
HU is currently promoting the “Formation of a Strategic Center for Global Internship” (commonly known as the “G.ecbo 
program”) following the 2007 adoption of the Support Program for Improvement of Graduate School Education. G.ecbo is a 
practical education program that includes pre- and post-internship training designed to achieve viable outcomes from student 
internships. The following types of internships are available: 
(1) Overseas internships, in which students go to a university or organization outside Japan; 
(2) Domestic internships, in which foreign students go to a Japanese company or organization; 
(3) Third-country internships, in which students from developing countries go to institutions in other developing countries. 
Features of the Program 
https://www.hiroshima-u.ac.jp/en/bhs/department/m_program_of_public_health
Developing countries today are facing various difficulties, including rapid population growth, regional conflicts, deteriorating 
standard of living and environmental problems. Insufficient social infrastructure, particularly in education and medical 
conditions and technological level, impedes socioeconomic development in developing countries. 
Master of Public Health (MPH) 
Here this MPH course, we welcome applicants, such as healthcare professionals (including doctors, nurses, dentists, 
pharmacist, etc.) and staff in public health administration who desire to have the ability to operate EBM and people who 
would like to learn applied knowledge and techniques to solve problems related to clinical medicine, public health, and 
medical administration. 
As a goal, we desire our students to have the ability to operate EBM, acquire the techniques and abilities for disease control, 
knowledge and thinking skills for clinical research and epidemiological studies. 
Doctoral program aims to further develop the research, and lead the edge of teaching and research activities in educational 
development with due respect to the local contexts of the country. Moreover, the program aims to cultivate ability to conduct 
collaborative problem solving through international cooperation with global perspectives. 
The medium of instruction of the program is basically English. 
Message for Applicants 
Master course of Public Health (MPH)
In our course, we would like to train people to acquire advanced knowledge in Epidemiology and Biostatistics, and be familiar 
with research plans for clinical studies, epidemiological surveys, evaluation of health systems, operate disease surveillance, 
respond to public health emergencies and manage large epidemiological datasets. In addition, we hope health professionals 
and policy makers in our course to be able to not only to involve in their primary duties but also to be implicated in the 
education and training of other staff. We also hope that our students will be the next generation of public health leaders.

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Naruto University of Education (National) 
Graduate School of Global Education 
◆
Program name 
Global Education
◆
Degrees: 
Master of Education
◆
Credit and years needed for graduation:
30 credits, 2 years 
◆
Address:
748, Nakajima, Takashima, Naruto-cho, Naruto-shi,
772-8502 Japan 
Features of University
http://www.naruto-u.ac.jp/english/
Mission and Vision 
Higher standards for teachers have come to be expected today in Japanese society. As educators, teachers should have 
not only thorough understanding of the growth and development of human beings but also sufficient knowledge, ideas, 
background, methods and technique to teach effectively. 
Naruto University of Education was established on October 1, 1981 by the Japanese government to respond with a new 
approach to such social demands. The university is a new kind of University for teachers in that it is designed to retrain 
teachers from nation-wide schools through advanced course work and research in graduate programs as well as to produce 
elementary and secondary school teachers in undergraduate programs. In April of 1984, the first students were enrolled into 
the graduate program. The first students in the school education department entered in April of 1986. 
Features of Graduate School
http://www.naruto-u.ac.jp/english/ 
Admissions Policy  
The Graduate School of Education’s Master of Education program aims to educate people who can help address today’s 
various educational issues based on a broad perspective and specialized knowledge and who can improve the state of 
education in developing countries by applying their knowledge of the Japanese-style education system. 
We will admit applicants who aspire to become specialists, actively involved in improving education in schools, societies, 
and households, as well as in developing countries. Applicants should have a desire to address educational issues while 
actively and creatively working with schools, societies (including global society), and households; high-level research 
capabilities through which they can pursue advanced specialized knowledge; and the ability to translate this research into 
practice, by applying their findings in society and using them to solve concrete issues. 
Features of the Program
https://www.naruto-u.ac.jp/schools/global/outline/index_en.html
Curriculum Policy  
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 specialized 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. 

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(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. 
Outline of Global Education Course 
Naruto University of Education has diverse experience of international educational cooperation and international exchange 
in field of teacher education through activities such as accepting short-term training by the Japan International Cooperation 
Agency (JICA) for regions and countries such as Africa, Oceania, Asia, Central and South America, dispatching experts to 
JICA projects, nursing leaders in Japanese language education and training of English teachers with diverse linguistic and 
cultural knowledge and abilities, along with research and educational exchanges based on university agreements. The 
Global Education Course, utilizing these experiences fully, trains “teachers who try to learn from the world, think with the 
world and teach in the world” with abilities to respond to cultural diversity and tackles educational issues with independence. 
◎
Field of international educational cooperation 
We train human resources to participate in international educational cooperation as experts and volunteers. Students 
conduct exercises on planning, implementing, monitoring and evaluating technical cooperation projects by the Japan 
International Cooperation Agency (JICA), on case studies of projects and on analysis of international trends of educational 
cooperation. In addition, through language exercises and field exercises, we aim to nurture people who have practical 
leadership skills and coordination skills necessary for international educational cooperation. 
◎
Field of intercultural understanding and English communication 
We cultivate human resources who have English ability to understand diverse cultures and to communicate. Students will 
study communication and linguistics, culture, literature, writing and presentation in English as a medium of expression from 
aspects of research and teaching practice. 
◎
Field of mathematics and science education 
In addition to deepening expertise on mathematics and science, we provide comprehensive guidance on mathematics 
education and science education from three directions: subject content, educational theory and educational practice. 
Through these learning, we develop human resources who can demonstrate their expertise, especially at international 
educational cooperation. 
Advantages to study in Global Education Course 
You can obtain Master’s degree in Education. 
You can conduct your study in your countries. 
You can discuss issues of education with professors and other international students. 
You can communicate with JICA short-term trainees from various countries because Naruto University of Education conduct 
short-term training several times a year. 
Message for Applicants
https://www.naruto-u.ac.jp/schools/global/outline/index_en.html
 
◎
Ms. Miki Kawamura 
After working at a public nursery school in Japan for five years, I worked in a kindergarten in Ethiopia as a Japan Overseas 
Cooperation Volunteer. My interest in education in Japan and international educational cooperation during my activities was 
my motivation to go to graduate school. Global Education Course allows me to spend time with international students and 
enjoy international exchange in my campus life. Of course, I can improve my English skills. Through the international 
exchanges, I learned about overseas and reviewed about Education in Japan, so there were opportunities to learn not only 
academic knowledge and skills, but also various practical topics. 
◎
Ms. Sheena Suckoo 
I am so passionate and honored to be able to extend my roles as an educator through research and higher knowledge 
offered here at the Naruto University of Education in collaboration with Japan International Cooperation Agency (JICA). I am 
learning so much already and I’m anticipating with excitement what is to come as my sensei Hiroki Ishizaka guides me on 
this learning journey. Jamaica kara kimashita. I seek to investigate the implications of Inquiry-Based Learning (IBL) 

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instruction on Mathematics and to gather an understanding of how Japan utilizes IBL instruction in their educational system. 
My aim is to adopt this model for the Jamaican education system in order to optimize learning and improve the poor 
performance that we currently see in Mathematics. I am falling in love with Japan already and I am so eager to experience 
this beautiful place and make lifelong memories and great friendship. Arigato gozaimasu! 
◎
Mr. Francisco Ramos 
I feel really grateful with the opportunity that JICA has given me to study in the Naruto University of Education. I want to do 
my best and learn as much as I can. I would like to help my country, El Salvador, by using all the knowledge and capabilities 
that I can develop during the master. The improvement of the mathematic learning of Salvadoran students and support the 
mathematic education policies from the Ministry of Education of El Salvador are my aims. I hope I can contribute, at least a 
little, in the improvement of education for our Salvadoran students, and invest what JICA and this University valuably provide 
me in my professional and academic training. 
◎
Ms. SHANG Yanmei 
I've always admired teacher profession since childhood. In college, I majored in Japanese language. After graduating, I 
could not abandon my dream to become teacher was inevitably, so I decided to study Japanese language education and 
culture at Naruto University of Education. Here in Naruto, I fully enjoy not only classes related to Japanese language 
education, but also practical training activities. In addition, there is a supplementary Japanese language class for 
international students every week, so when I want to see real classes of Japanese language, I can do it. It is very thankful 
for me to be able to observe classes of veteran teachers. If you want to be involved in Japanese language education in 
future, why don't you study with us at Naruto University of Education? 
◎
Mr. Shintaro Noguchi 
Since I majored in Japanese language education for Japanese students at undergraduate school and mainly studied 
Japanese language itself, I decided to become a teacher of Japanese language education for non-Japanese, instead of 
being a teacher in public schools. Immediately after enrollment in Naruto University of Education, I was often confused by 
the difference between Japanese language education for Japanese and Japanese language education for non-Japanese, 
but learning Japanese as a second language by taking various classes such as Japanese language education research and 
language acquisition / development theory, I have realized the fun and difficulty of teaching for foreigners. I think good thing 
about Naruto University of Education is that we can study together with international students in the same course. 
◎
Ms. Hellen Wamingi (graduated in March 2019) 
I am privileged and honored to be a recipient of the JICA scholarship to be in Naruto University of Education from the country 
Papua New Guinea. The university has a world class education and research facilities with very supportive professors and 
tutors. I am willing to make to golden and a life time opportunity to learn the unique Japan history, culture and education that 
will help me to improve the so called many problems my country is facing in terms of education particularly in the teacher 
training section of the ministry of education. 
◎
Mr. Théophile Nsengimana (graduated in March 2013) 
Thanks to Japanese Government through Japan International Cooperation Agency and the Government of Rwanda, I am a 
Lecturer, teaching Biology related courses and how to teach Science specifically Biology in College of Education-University 
of Rwanda. Studies on International Teacher training and Mathematics-Science Education that I have studied from Naruto 
University of Education-Japan is significant to what I am currently doing as a Science Teacher-Trainer and Educator as I 
was supposed to contribute to the Improvement of Mathematics and Science Teacher Education. In future, my focus is 
science education specifically science curriculum implementation as I am conducting a PhD in that area. 
◎
Ms. Titik Sutanti (graduated in March 2013) 
Hello, my name is Titik Sutanti. I’m from Indonesia. I am a teacher trainer for mathematics teacher in Center for Development 
and Empowerment for Mathematics Teacher and Education Personnel (CDEMTEP) or in Bahasa called Pusat 
Pengembangan dan Pemberdayaan Pendidik dan Tenaga Kependidikan Matematika (PPPPTK Matematika) located in 
Yogyakarta, Indonesia. I was graduate student in the International Education Course Department of Naruto University of 
Education from 2011 to 2013. Studying at NUE gave me a lot of useful knowledge and experience both in pedagogic and 
content knowledge that was beneficial to my career in PPPPTK Mathematics. Starting from designing until evaluating the 
lesson, developing learning media, collegially observing other teachers’ lesson in lesson study circle to improve our lesson, 
etc. We also learn about education system in other countries to broad our knowledge on how education is run in other 
countries. All of those are related to my job as a teacher trainer who train mathematics teacher in Indonesia both 

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pedagogically and content knowledge. I’m very grateful to have opportunity to be part of International Education Course as 
its graduate student. Congratulation for the new chapter of International Education Course with the new name as Global 
Education Course. Wish you all the best. 
◎
Ms. Yang Bei Bei (graduated in March 2015) 
Everyone, I was an international student, who completed a master's degree in an international education course in 2015. 
Now I work at ANA in Beijing as a passenger transport agent. When I was enrolled, it was in the International Education 
Course (corresponds to the current Global Education Course), where people from different countries, occupations, and ages 
gathered. Thanks to studying for two years in this course with such "diversity", I became able to understand intercultural 
communication. In my current job, I meet a variety of passengers, and every day is of cross-cultural communication. If you 
are interested, please make good memories in this course and play an active role in future workplace. 

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