Published on 12 Mar 2012
Teaching and Learning Environments
BA in ELT
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In August 2010, Osaka University set up International College, the English curriculum and courses, as part of the Project for Establishing Core Universities for Internationalization, more commonly referred to as the Global 30 program.
The College aims to increase the competitiveness of Osaka University by providing an environment that makes it easier for international students to study in Japan and receive a high quality education and, thereby, nurture personnel who can play an active role in the competitive global arena.
Tokyo International University (TIU) , founded in 1965, is a fully accredited Japanese university which has a student body of 6,000, including more than 800 international students from over 20 countries. TIU also has its extension campus in Oregon, U.S. that provides one year study abroad program.
As of 2014, TIU launches a new English-based degree seeking program in two majors: "Business Economics" and "International Relations."
TIUA study program
You can spend approximately one year studying in the TIUA or Willamette University, living in a dormitory, with a lively range of club and volunteer activities.
Long-term overseas study
Students who pass the overseas study exam held annually in autumn are dispatched as exchange students on scholarships for a period of 1 to 2 years.
Overseas seminars are held in the U.S.A. and Australia during spring breaks, and the U.K., Canada, and Korea in summer breaks. The seminars also feature trips and communication with local residents.
Semester overseas study
The new system allows students to study for a half year (first or second semester). They can select a university by themselves, provided that specified requirements are satisfied.
Published on 30 Aug 2014
Dr. Gaurav Singh
Indira Gandhi National Open University, New Delhi - 68
List of universities in Japan
The list contains only universities or colleges, either four-year or two-year, that still exist today and are classified as "schools" according to Article 1 of the School Education Law. (See Daigakkō for universities that are not considered "schools".) Also, each university or college is listed in the prefecture in which its headquarters is located; not the location of their satellite campuses, etc. or that of some of its departments or divisions. For the list of universities that existed in the past or merged into another school, see List of historical universities in Japan.
† indicates a women's college.
A list of top ranked universities is available in the final section.
Published on Jun 4, 2013
[This video presented by Mike Greer, The Best Free Training website: http://www.bestfreetraining.net ]
This is a video tour of "Alison: A New World of Free Certified Learning." Alison is simply amazing! It provides 500 free courses, 60 million free lessons, over 4 million hours of study, as well as diplomas, certifications, teacher/supervisor tracking tools, and more.
From the website: "ALISON is the world's leading free online learning resource for basic and essential workplace skills. ALISON provides high-quality, engaging, interactive multimedia courseware for certification and standards-based learning.... The mission of ALISON is to enable anyone, anywhere, to educate themselves for free via interactive, self-paced multimedia. It is our belief that through ALISON, the cost of access to high-quality education can be removed....Through the ALISON learning platform we can assist people around the world in educating themselves, thereby creating a more equitable and sustainable global society."
(For more reviews of great free training and education resources, visit The Best Free Training website, http://www.bestfreetraining.net or watch the YouTube Tour here: http://youtu.be/QLche6io7Ew ) -- Or visit Mike Greer's WORTH SHARING at http://worth-sharing.net
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Massive Open Online Courses (MOOCs) have opened new doors for free online learning that lends itself well to ICT-related subjects. Meanwhile, employers seek candidates with relevant web skills. The Supply and Demand of MOOCs Infographic shows what skills are most in demand and what MOOCs are available that teach those skills, based on the results of a study conducted by the European Commission.
Top skills employers are looking for:
- Web and app design
- Domain-specific skills
- Programming languages
Top skills students want to learn:
- Web design
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Vocational Education and Training
Opening ceremony © UNESCO
Technical and vocational education and training (TVET) can advance sustainable development. In the past decade of promoting sustainability in TVET, the shift towards a greener economy has led to a better alignment of sustainable development and TVET policy and planning.
This is one of the ten key findings of the review of the Decade of Education for Sustainable Development (DESD) that ends this year. The final report of the decade, Shaping the Future We Want, assesses the impact of the decade on all levels of education and draws out the basis of the future work on Education for Sustainable Development (ESD). It was launched at the World Conference on ESD formally opened by the Director General of UNESCO Irina Bokova and His Imperial Highness, the Crown Prince of Japan, Naruhito in Nagoya, Japan on 10 November 2014.
The World Conference on ESD, held in Nagoya, Japan from 10-12 November 2014, celebrated the achievements of the decade and chalked out the next steps for scaling up efforts on ESD at all levels of education through the launching of the Global Action Programme (GAP). The GAP identifies five priority actions to pursue the aims of ESD:
- advancing policy,
- integrating sustainability practices into education and training environments,
- increasing the capacity of educators and trainers,
- empowering and mobilizing youth, and
- encouraging local communities and municipal authorities to develop community-based ESD programmes.
With green skills as one of the thematic priorities to align TVET with the post-2015 development agenda, UNESCO-UNEVOC and the Inter-Agency Working Group on Greening Skills and TVET (IAWG) facilitated a discussion on the Role of greening TVET to unlock the potential for sustainable development on 11 November 2014. The session was attended by about 60 ministerial and education representatives from government and non-government institutions, educationists, researchers and practitioners from international development agencies and the private sector.
This session elaborated on the skills requirements for supporting economies’, communities’ and societies’ green transitions. Presentations from the Energy Charter Secretariat, the Studio for Habitat Futures India and the Mauritius Sustainable Island project highlighted the differences in the nature of green skills and its demands: There is a need for low-, medium- and high-level skills in emerging industries that make the transition to high technologies, for example in the renewable energy sector, and especially in OECD countries. Low to medium skills are needed for greening the service-oriented traditional industries in informal economies, using local technologies, for example in small islands developing states (SIDS).
The discussions echoed messages of how TVET could serve as a conduit for implementing the Global Action Programme particularly through mainstreaming ESD into policies, championing teacher training and local community actions, analysing the value chain that links skills training with industry needs and developing ‘live curricula’ that illustrate the classroom- and work-based applications of green TVET and skills.
These reflections strengthened the call for action on the challenges TVET faces at the end of the ESD Decade:
- further alignment of education and SD sectors,
- furthering the work on ESD integration, and
- improving monitoring and evaluation.
The session was organized in collaboration with the Mauritius Institute for Training and Development (MITD), a UNEVOC Centre.
The conference closed with the adoption of the Nagoya Declaration by the 1000+ delegates from 140 countries. The declaration calls upon stakeholders to launch their GAP commitments, and implement and monitor actions within the framework of the five key action areas.
Page date 2014-11-24
Published on 14 Jun 2013
So, this was totally a last minute decision on what to talk about. I am interested in the various of Japanese language schools in Japan because I have strange interest in what I want to do in the future. When I found out about these Vocational Schools I was really happy. So the last two years I have been planning on how to get to Japan to go to these Vocational School. Since I know there are some people out there interested in learning a particular art and love Japan, so this is a way to combine two of your passions into one. Obviously you need to have a higher level of Japanese to studying at these schools, and this is more of a goal than stepping stone.
I didn't focus on tuition or anything because this is only an introduction to the Vocational schools.
Jikei Gakuen website: http://www.jikei.asia/com
My blog: http://chubbyfunsize.blogspot.com/
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