Curriculum Policy

Human Welfare Department:

Social Welfare Course, Social Welfare Major

This is a unique curriculum that provides the basic education required of specialists, while providing students with professional training in their fields of expertise.
Students, in their 1st and 2nd years, study basic educational subjects to learn the foundations of human understanding. They get the opportunity to think about things from a wide range of perspectives and cultivate a rich-sense of humanity, while acquiring a deeply refined education. In addition, students also get to nurture a "welfare mind" through practical education, such as activities that contribute to the local community.
The 2nd and 3rd years of the curriculum provide students with the subjects required of social workers. They learn expertise in various fields of welfare as well as the techniques used in social work. By integrating welfare systems and policies, students acquire the professional knowledge and techniques to carry out consultations and assistance activities.The 3rd year also provides students with the chance to merge their knowledge and skills through real-life social welfare training activities at administrative agencies, medical institutions, and social welfare facilities such as those for the elderly, disabled, and children.
Furthermore, the 3rd and 4th years of the curriculum give students the opportunity to consider what area of welfare to work in. They can choose from among the Children, Disabled, and Elderly Assistance Course, Civil Servant and Welfare Management Course, and Medical and Mental Health Welfare Course. Our unique curriculum cultivates social workers and psychiatric social workers that are distinguished by their high degree of expertise.

Social Welfare Course, Care Welfare Major

This curriculum aims at cultivating care professionals who possess the knowledge and techniques in care giving and social welfare by fostering a wide range of knowledge and understanding of humanity, while nurturing the human perspective expected of care givers.
Students, in their 1st and 2nd years, study basic educational subjects to learn the foundations of human understanding. They get the opportunity think about things from a wide range of perspectives and cultivate a rich-sense of humanity, while acquiring a deeply refined education. In addition, students also get to nurture a "welfare mind" through practical education such as activities that contribute to the local community. Furthermore, since the curriculum of the Care Welfare Major requires that students take the national examinations for Care Welfare Worker and Social Worker certification before graduation, students learn specialized subjects from the 1st year onward in order to acquire both of the national certifications, while also being providing with practical care giving training, which consists of 1 week during their 1st year and 6 weeks during their 2nd year.
The 2nd and 3rd years of the curriculum arrange for the students to take specialized care welfare subjects as well as subjects required for expertise in social welfare. The 3rd year also provides for 4 weeks of care giving training and 4 weeks of social work training, which is essential for social workers. The Care Welfare Major nurtures the students' practical skills in care welfare and social welfare through a total of 15 weeks of training during the first 3 years of the curriculum.
Furthermore, the 3rd and 4th years of the curriculum give students the opportunity to exhibit their cultivated knowledge and techniques in graduation research work, while also giving them the chance to consider what area of care giving and welfare to work in. The end goal of the curriculum is to develop highly specialized care welfare workers and social welfare workers.

Psychology Welfare Course, Psychology Welfare Major

This curriculum focuses on developing students’ knowledge of psychology in the field of welfare and education and nurturing the ability to address problems in human relationships.
In their 1st and 2nd years, all students enrol in foundational social welfare and psychology courses. They also learn the counselling theory and skills necessary for providing mental support to the elderly, people with disabilities and others in the community needing such consultative care.
During the 3rd and 4th years, students put their foundational knowledge gained in their first two years into practice during training at welfare and educational facilities. Also, students who are interested have the opportunity to obtain qualification in the field of psychology as a certified psychologist in order to provide workplace and other counselling. In addition, they may acquire a teacher's license in the field of education for teaching at junior and senior high schools and at special support schools and as they aim to become teachers with a welfare education specialization.
Over their four years of education and research at university and training in welfare and educational facilities, students acquire a specialization in both social welfare and psychology, nurturing a welfare mind so that they can contribute to a wide range of welfare related fields and provide support in the activities of local welfare organizations, educational institutions, and administrative agencies.

Children’s Future Department

Children’s Future Course

The curriculum follows the concept of a “Circulatory Learning Process,” aimed at cultivating the ability to continuously develop one’s skills as a student and a childcare worker.
he distinguishing features of the curriculum are the three pillars of its foundation, namely, "Learning for Children", "Learning from Children", and "Learning with Peers". Subjects in the course are mutually related to and arranged according to each pillar, allowing students to aim toward the achievement of a "Circulatory Learning Process", while they continuously and steadily gain experience in their pursuit to learn about themselves.
More specifically, subjects related to general knowledge and education, as well as the pursuit to understand human beings, are arranged according to the "Learning for Children" pillar, while subjects that provide the practical skills to acquire specialization as childcare workers are arranged according to the "Learning from Children" pillar. Furthermore, in order to guarantee that students master the content of these subjects, they take other specialized subjects in which they communicate, think, and act together, providing a basis for the "Learning with Peers" pillar. The result is a systematic approach to learning that ties the pillars together.
In particular, subjects related to the "Learning from Children" pillar aim to provide substantial practical experience working at childcare facilities in order to foster talented young people who can meet the diverse needs of childcare. Therefore, students take subjects that provide training to help them obtain certification. The above mentioned childcare facilities include two integrated kindergartens and childcare centers, operated by the same private institution that operates the university, as well as other facilities related to childcare support services and administrative agencies. These facilities are utilized to provide the students with a rich arrangement of subjects such as "Childcare Mind Practice Course", "Introduction to Childcare Practice", "Childcare Internship", and "Childcare Support Training".