Graduate School of Education (Professional Degree Course)

Admission Policy

The Graduate School of Education (MEd in Teaching and School Leadership) is seeking individuals who have acquired the following abilities.

Profile of Prospective Students

We are seeking individuals with a strong sense of mission and a passion to be involved in education, a broad interest in the current state of education, a desire to work on issues in education, and an aim to acquire educational Implementation Ability and to continue to improve it. We also seek individuals who are working to become influential participants in school development, and in-service teachers aiming to play a guiding role in their communities and schools.

Abilities Expected of Prospective Students

【Implementation Ability】

Prospective students should have not only knowledge and skills in their own specialty, but also the ability to face challenges with an understanding of other subjects, to see from a school-wide perspective, and to take action to solve those challenges.

【Inquiry Ability】

We seek students with the ability to think about how to apply educational theories in practice, and to clarify educational methods, issues, and problems in children’s learning, development, and physical and mental health.

【Communication Ability】

For those who wish to enter our program as new graduates (currently undergraduate students), they can deepen their understanding of teaching, of schools, and of children from a wide range of experiences that convey the joy of learning. For those who wish to enter the program as in-service teachers, they can deepen their understanding of improving children’s desire to learn, and can respond to various issues in schools and the community from their experience as teachers.

【Specialized Ability】

We seek students with the ability to utilize knowledge and skills in their own specialty, as well as learn skills in teaching, school management, student guidance, etc., in the development of their practice.

【Liberal Arts Ability】

Prospective students should be able to continue learning to refine their judgment based on universal standards and norms while sharing thoughts with others and having an interest in the affairs of the school and local community.

Screening Policy for The Graduate School of Education (MEd in Teaching and School Leadership)

We conduct entrance examinations using varied, inclusive application requirements to evaluate a diverse range of students.

Screening Method for The Graduate School of Education (MEd in Teaching and School Leadership)

We measure academic ability or suitability for study at our university through one or a combination of methods including academic tests, interviews, and review of submitted documents.

Screening Process

The professional degree program conducts entrance examinations in three phases: the first in September, the second in February, and the third in March. Successful candidates are admitted in April. To evaluate a diverse range of applicants, we conduct admissions selection processes with varied application requirements.

・Recommendation-Based Admission (First Phase)
Evaluations are based on interviews (including oral examinations) and review of submitted application documents. In the interviews (including oral examinations), faculty members comprehensively evaluate applicants on their basic understanding of education, ability to articulate their thoughts, Implementation Ability as a teacher, specific motivation to solve issues, and their ethical perspective as a teacher. Document reviews (including statements of purpose and research papers) assess the applicant’s ability to think about solving issues and improving and advancing current conditions in school education.
・General Admission (First, Second, and Third Phases)
Evaluations are based on short essays, interviews (including oral examinations), and review of submitted documents. In the interviews, faculty members comprehensively evaluate applicants on their basic understanding and articulation of educational concepts, Implementation Ability as a teacher, specific motivation to solve issues, and their ethical perspective as a teacher. Short essays and document reviews (including statements of purpose) assess the applicant’s thinking and motivation toward solving issues and improving and advancing current conditions in school education.
・Admission for Current Teachers (Self-Recommendation) (First Phase)
Evaluations are based on interviews (including oral examinations) and review of submitted documents. In the interviews, faculty members comprehensively evaluate applicants on their basic understanding of education, ability to articulate their thoughts, Implementation Ability as a teacher, specific motivation to solve issues, and their ethical perspective as a teacher. Document reviews (including statements of purpose, research papers, reports on educational improvement, and records of research achievements) comprehensively evaluate the applicant’s ability to think about solving issues and improving and advancing current conditions in school education, as well as their thoughts and motivation as mid-level leaders or school leaders involved in community and school building.
・Admission for Current Teachers (Second and Third Phases)
Evaluations are based on short essays, interviews (including oral examinations), and review of submitted documents. In the interviews, faculty members comprehensively evaluate applicants on their basic understanding and articulation of educational concepts, Implementation Ability as a teacher, specific motivation to solve issues, and their ethical perspective as a teacher. Short essays and document reviews (including statements of purpose, research papers, and reports on job performance) comprehensively evaluate the applicant’s ability to think about solving issues and improving and advancing current conditions in school education, as well as their thoughts and motivation as mid-level leaders or school leaders involved in community and school building.

Prior to Enrollment

Current undergraduate students hoping to enroll should actively participate in courses and practical training at their undergraduate institutions. They should deepen their understanding of how to apply educational theories to practice, how children learn and develop, and how to promote the physical and mental health of children. Moreover, they should gain a broad range of experiences, such as actively participating in volunteer activities, to convey the joy of learning.

For those hoping to enroll as in-service teachers, they should deepen their thinking about applying theories related to education and instruction to practice, and accumulate experiences as a teacher in communities and schools, such as improving the learning motivation of children and responding positively to various issues they confront.