Search the Community

Founded by parents and community members in borrowed facilities in 1964, NIS opened doors in our permanent home in Moriyama in 1968. In the 54 years since, much has changed - not only in the field of education but also here in the Chubu region. While NIS has kept pace with these changes, it is our founding philosophy that has remained a guiding constant. As a not-for-profit institution, NIS was formed with only one purpose – to meet the needs of the community we serve. This enduring truth remains with us as important today as we strive to cater to the increasingly diverse international community of Nagoya. Since opening our doors in 1964, NIS has served the needs of thousands of young students of the bicultural, international, and internationally-minded community of Nagoya. NIS serves students whose parents work in the international business community, as well as Japanese nationals and other long-term foreign residents of Nagoya. As an inclusive school, NIS enrolls students with diverse gifts, talents, and dreams. From this diversity of nationalities, backgrounds, and abilities, our community can celebrate and nurture different perspectives and ways of learning that benefit all students. At NIS, we are a community of educators, families, friends, and businesses working together in partnership to ensure the success and happiness of our students. By participating and involving our greater community, students can learn and grow in an environment that supports our mission. Our parents play a vital role in this process by supporting students at home and in the classroom, and by getting involved in Parent Partner-related activities that bring diverse perspectives and, in so doing, help our students develop a better understanding of themselves and their world. NIS staff are recruited from a global pool of candidates selected for their proven track record in education as well as for their qualifications and experience. A diverse staff, NIS teachers represent nine different nationalities and include veteran educators as well as those nearer to the start of their careers, and also includes those qualified as external examiners, workshop leaders, or consultants for the IB. With safety a priority, all NIS staff undergo child protection training and are subject to ongoing performance management – and as life-long learners, all NIS staff participate in professional development programs. NIS seeks to make our mission the reality for every student, in every classroom, every day – by design. Our teachers are dedicated to nurturing the talents and dreams of students who come from diverse backgrounds and abilities. Our students are the beneficiaries of the generous support of a dedicated group of volunteer Trustees and Directors who ensure that our facilities, finances, and programs work in concert with teachers and staff to provide the best possible foundation for learning and growth. Our curriculum is framed by the programs of the IB and accredited by the Western Association of Schools and Colleges (WASC) and the Council of International Schools (CIS). NIS has chosen the IB programs because we feel it best supports students to nurture the skills needed to both expand their knowledge and encourage them to critically analyze, reflect upon, appreciate and contribute to the world around them. While the curriculum is taught through the medium of English, we feel strongly about the importance of studying the Japanese language and the customs and traditions of Japan as a window to our regional culture. This is a difficult question to answer as many of our students have two passports and some even have three. For the 2014-15 school year, school-wide there are 34 nationalities represented with the largest groups of students from the U.S., Canada, Korea, and Japan (as of Sept. 1). Roughly 70% of all our students have non-Japanese passports. The number of children who have dual citizenship continues to rise, as does the number of Japanese “returnees” who have spent time abroad. NIS offers "ASAs" (After School Activities) for certain days in quarters 2,3 and 4. Since these activities rely on the particular skills of teachers or parents who are available, the type of activities offered to vary each quarter and each year. Parents are asked to pick children up shortly after the activities finish. NIS has a four-week summer program that offers a chance for students to engage in activities focusing on arts & crafts, drama, music, sports, games, science, media, culture, language, and leadership. NIS does NOT offer other evening or weekend remedial programs such as English or SAT prep courses. NIS accepts applications at all times of the year, and depending on availability students can enroll at any time. However, school policy regarding transferring seniors requires one full year spent at NIS as a senior. The school requires ample time to review the application and the transcripts submitted, and we ask for a minimum of two weeks between receipt of the application and an interview. To ensure a smooth transition for both the student and the class they will enter, the school requires some preparation time after the interview as well. Since many students enter the school at mid-year, we have found that it is important to not only properly inform any involved staff but also the applicant’s peers – their classmates. Typically the applicant will start 2-5 days after the family interview! View full school

Nagoya Girls' School, the predecessor of Nagoya Women's University(NWU), was founded in 1915. Haruko Koshihara, the school founder, established "Kindness" as the guiding principle of the school and emphasized that women should devote themselves to their studies to become independent in society and contribute to cultural improvement. The school's founder's spiritual legacy lives on at Nagoya Women's Junior College (now NWU), which was established in 1950. Haruko advocated "equality between men and women through women's efforts" and stressed that, to that end, women needed to acquire a high level of culture and vocational ability and attain economic independence. The educational philosophy of our educational institution, based on "Kindness," is to build character and prepare highly cultured, kindhearted women with superior vocational ability. We maintain this philosophy and continue to prepare women for the future. The Koshihara Memorial Hall was built in 2009 for permanent preservation of the founder's footsteps and the history of the school. The Hall was opened as a place for teachers, students, and graduates to present their constant efforts and serve as a facility for extensive cultural exchange. Located in Japan's very heart, Aichi is linked by direct flights to many major cities across the globe. Its capital city, Nagoya, home to the prefectural government's seat, forms the center of one of Japan's three major metropolitan areas, alongside Tokyo and Osaka. Aichi has developed into an industry and technology industry represented by Toyota Motor Corporation, whose corporate headquarters are located here. Taken together, the economy, culture, and a wide range of industries in Aichi Prefecture serve as a significant driving force behind the economic might of Japan. The Hall has two functions. First, the exhibition area provides space for permanent and special exhibitions of historical materials such as the school's history, education, and folk customs. It is also used for work presentations by students and graduates. Second, the Hall on the second floor is used for lectures, plays, and concerts. The Department of Food Science and Nutrition educates students to become national registered dietitians who can contribute to the maintenance and promotion of health and the prevention and treatment of diseases from the perspective of food studies. Students acquire specialized knowledge and skills to be used in scientific fields. The Department of Life Studies and Environmental Science educates students about how to better live and contribute to a sustainable society. Students acquire specialized knowledge and skills in the fields of the living environment and apparel design. The Department of Home Economics and Business prepares students to become good family members who are equipped with knowledge and skills in home economics and professionals who can contribute to society through their business skills and services. The Department of International English prepares students to think critically in their mother tongue with a global perspective based on intercultural understanding. The Department trains students to become professionals with high-level English skills to communicate with people anywhere in the world. This primarily prepares students to become nursery, kindergarten, and elementary school teachers with specialized knowledge and education skills. Students taking this course of studies will acquire strong leadership abilities through their rich human and social experiences at NWU, which will prepare them for their role as educators. This primary prepares students to become nursery and kindergarten teachers with extensive basic and specialized knowledge about children's growth. This major also teaches students how to create the right childcare environment in the local community with their strong leadership. View full university

NUFS, which has more than 300 foreign teachers and students worldwide, has an international campus integrated into the following five domains: study abroad programs, active learning native speakers, career support, and an international campus. NUFS makes every effort to support individuals who can broadcast themselves confidently The most crucial point in learning at NUFS that we offer the educational style best suited to each student's ability, talent, and intention. The foundation of all our abilities lies in the Japanese language we are using every day, which is apparent in our culture and daily lives. Acquiring a firm foundation of Japanese is expected in parallel to learning foreign languages. At NUFS, we realize each student's hidden communication abilities and develop them to communicate correctly and indeed. NUFS is a renowned international university with 140 instructors who are native speakers of foreign languages (over 50% of all our instructors). Japanese students, foreign instructors, and students from all over the world are gathered at the NUFS global campus. Students are expected to absorb all of the knowledge available to them, including developing the four skills above. We Japanese are often prompted by compassion and are not good at speaking with a firm sense of purpose. However, our goal at NUFS is the development of practical and communicative language skills. We want to foster skills that allow students to deliver professional knowledge supported by rich culture. Question and answer style communication is not enough. Our goal is skills that facilitate creative discussion toward problem-solving.In any case, please do not be afraid of failure. Shyness is your enemy, and failure is a stepping-stone to success. In conclusion, NUFS's identity is "languages." They are spades to turn the soil, fruits of the earth. At the same time, they are the medium through which to enjoy such fruits. When you become a working member of society, leap forward, using this accumulation as a springboard. Your efforts and success will renew the splendid reputation and future of NUFS. Looking at society in recent years, we have entered an era of multilingual and multicultural coexistence in a globalized society. Thus, at NUFS, we are evolving education itself by introducing a new educational system in the School of Foreign Studies to redefine foreign languages' ideal university. The new system reconfirms English as an international language from cosmopolitan perspectives and places importance on eleven other foreign languages while focusing on plurilingualism and world-class liberal arts. To appreciate, understand, and accept various world cultures, students will learn about cultural diversity while studying English and eleven other languages. The School of Foreign Studies is striving to develop students as global human resources who will utilize their education and participate in the era of multilingual and multicultural coexistence. View full university

Where world-class education becomes a reality, since its foundation in 1953, Nagoya University of Commerce & Business has been dedicated to helping students create a path in life that is distinctly their own. The energy driving the mission of NUCB is the ambition and optimism behind a 'Frontier Spirit.' Our mission is to educate innovative and ethical leaders who possess a ʻFrontier Spiritʼ and create knowledge that advances business and society. Our students will have the ability to bridge the gap between New Asia and the rest of the world. To train business leaders and entrepreneurs who can contribute to the business world of tomorrow, we offer an advanced education and research environment throughout our educational institutes. Our university selects entrants, who can excel in an active learning environment. We evaluate students to strict standards to ensure high-quality education. Those who have completed a high school educational curriculum and acquired the required logical thinking and communication skills necessary for university study Those who can solve problems through sound judgment and reasoning. Those who have a broad perspective and respect for others with a willingness to learn in a diverse international community. In 2002, Nagoya University of Commerce & Business acquired AACSB International membership as the third educational institution in Japan. NUCB Business School has achieved accreditation of its undergraduate and graduate programs in 2006 and successfully maintained it to date. AACSB-accredited schools have better programs, better faculty, better students with higher overall GPAs, more international students, more employers that recruit from them, and graduates that receive better salaries. Click here to find out why an investment in an AACSB accredited school pays off. An organization's success and competitiveness depend upon its ability to embrace diversity and realize the benefits. Therefore to be a real asset, working well in diverse groups while also having overseas experience will make you stand out from the crowd. In 2018, NUCB ranked the best university in Central Japan by Times Higher Education World University Rankings (THE) based on "Internationality" metrics. This category helps students determine whether they will find themselves in a supportive and inclusive university environment full of global talent. NUCB also has an abundance of overseas programs that will not only build your confidence and expand your future possibilities, but it will be a life-changing experience. By experiencing different countries, languages, and cultures, you will be able to gain a broad perspective and a diverse set of values. View full university

As the only private “university” of the arts, NUA aims to cultivate persons of talent with rich sensibility and creativity and foster human resources who contribute to creating and developing art, culture, and human development. Many NUA alumni contribute to society as creators, performers, designers, and educators, utilizing specialized knowledge and professional skills they studied at NUA. Under provisions of the Basic Act on Education (Act No.120 of 2006) and School Education Act (Act No.26 of 1947), the purpose of NUA is to carry out education and research in specialized scholarship and arts concerning the arts and specialized knowledge on human development, to give liberal arts education, and thereby to foster human resources who can contribute to the arts, culture and human development in Japan. NUA aims to realize new values by cross-cutting academic engagement based on well-balanced educational concepts with intelligence and sensitivity. The university also intends to contribute to the local community and society by intensifying its effort into career education, strengthening cooperation with local governments and businesses, and developing education and research with the arts. The School of the Arts aims to foster human resources with excellent personalities who can contribute to the local community and society by carrying out education in specialized scholarship and arts concerning the arts and giving liberal arts education. The School of Human Development encourages its students to acquire sensitivity and ability to support children’s growth and development in education and welfare by learning theory and skills in childcare and education, experiencing practical training, and cultivating artistic sensitivity. The school aims to foster nursery teachers, kindergarten teachers, and elementary school teachers who can contribute to the local community. The School of the Arts develops the right learning environment to foster specialists in Music, Art, Design, and Arts & Culture and to encourage students to acquire skills to see the Arts from a global perspective. SOA aims to train professionals capable of fully demonstrating their potentials in creativity, productivity, and expressivity to answer the demand from society and contribute to society across borders in the future. There are nine courses in the division, and the students are aspired to become performing artists, composers, music producers, sound engineers, music therapists, etc. The Art Division encourages its students to acquire an eye for art and to cultivate individuality and creativity. There are three courses in the division, and the students face themselves and discover their paths to choose through expression. The Design Division encourages its students to learn a design that colors every scene in society. There are 11 courses in the division, and the students aim to learn the significance of design and become creators capable of contributing to society with new ideas. Making liberal arts the theme, the Arts and Liberal Arts Division develops a new learning style and fosters human resources with new artistry and prospectiveness conforming to the age. The School of Human Development encourages its students to cultivate rich sensitivity and acquire professional skills through excellent practical training. The students are aspired to become professionals in childcare and education who bear the children’s future. View full university

Nagoya University has a 144-year history, dating from when the Temporary Medical School/Public Hospital -- the forerunner of today's Nagoya University -- was established in 1871. The University became the last Imperial University of Japan in 1939, and the educational reforms in 1949 led to the beginning of Nagoya University under the new education system. From that time to this day, the University has been pursuing steady development. With its free and vibrant academic culture, which has been passed down since its foundation, Nagoya University has been stepping up efforts to achieve two fundamental objectives stated in the Nagoya University Academic Charter established in 2000: "Nagoya University, through creative research activity, shall pursue the truth and produce results of scholastic distinction on the international stage," and "Nagoya University, through an education that values initiative, shall cultivate courageous intellectuals endowed with powers of rational thought and creativity." Our ability in world-class research has been proved by the fact that 6 out of the 13 Japanese people being awarded the Nobel Prize in the 21st century are our faculty members. Throughout its long history, Nagoya University has sent many people who can play a leading role in various fields of society out into the world, thus contributing to Japan and the world's development. With "contribution to society" as its primary goal, Nagoya University's faculty members are exercising their ingenuity to foster "human resources matching social needs that change with the times" and "those able to play a leading role in a wide range of fields in society." We aim to cultivate talented people who can exercise strong leadership in a rapidly changing world with great wisdom and reliable knowledge and skills. While working to strengthen research and educational abilities further, Nagoya University is also making university-wide internationalization efforts, gender equality, and social contribution. Regarding internationalization, Nagoya University has three perspectives: The first perspective is a shift from a unilateral perspective focusing on the West to multiple points of view. In particular, the Asian region, in which Japan is located, has a considerable potential to lead the world. Without cooperation and harmonious relationships with other Asian countries, Japan would have no future. Nagoya University has already expanded the number of projects to countries in Asia and other parts of the world and advanced in international collaboration year after year. The second perspective is the revitalization of interactive human exchange. Nagoya University currently has approximately 2,200 overseas students, which accounts for 14 percent of approximately 16,000 total students in the University. Meanwhile, the percentage of Japanese students who have studied abroad while enrolled at Nagoya University (regardless of the length of the study) is also increasing every year. In this way, we are actively promoting interactive human exchange both "from the world to Nagoya University" and "from Nagoya University to the world," to cultivate talented people with a global perspective and develop a network for them. The third perspective is the intensification of English-language education, which helps students internationalize themselves. While Nagoya University provides various kinds of English language programs for Japanese students, it also offers as many as 1,140 lecture courses in English. Further, the number of curricula that can be completed only in English is also on the rise. Nagoya University's campuses serve as a meeting ground for students and researchers in Japan and worldwide, where they can interact with one another daily. Nagoya University is also actively engaged in promoting gender equality. To assist faculty members with children, the University has prepared nursery schools and an after-school childcare center, putting it ahead of other national universities in Japan. We have also increased the employment and support of female researchers, attracting talented female researchers around Japan. Female faculty members actively participate in international exchange programs and are highly valued by society. I believe their remarkable work will be a significant force to support Japan's future. Meanwhile, as a core university located in a region where the manufacturing industry is among the most advanced in Japan, Nagoya University receives high expectations from society. I think "contribution to local regions" and "internationalization" are not contradictory concepts but rather produce synergistic effects. In close cooperation with the nation, local governments, industry, academia, and citizens, Nagoya University is developing a wide range of partnership programs to create a vital region for the future and promote interaction with the world. Nagoya University is a future-oriented academic institution. There are no doubt many challenges, and difficulties in the future. However, I sincerely hope that our University members can step forward with courage and contribute, in cooperation with many different people in society, to Japan's development and a world filled with liveliness and hope. The University Libraries, consisting of the Central Library, Medical Library, and libraries in each school/graduate school, provide services as centers for academic information to support education and research activities. View full university

Nagoya Institute of Technology (NITech) was founded as the first national institution of higher education in central Japan to develop the region as Japan's industrial center. Maintaining respect for this historic mission and acting as one of the leading engineering institutes in Japan, NITech shall therefore make its fundamental mission is to developing revolutionary science and technologies, fostering rich human resources, and contributing to peace and social welfare of the future by acting as a source to produce and develop new industries and culture consistently. NITech shall respect practical and creative research activities based on its members' independent ideas, encourage global academic cooperation, and endeavor to create new values while believing in the unlimited possibilities of engineering beyond the constraints of conventional frameworks of engineering. NITech shall devote itself to foster leading human resources whose unique qualities and international minds possess the ability to develop new science and technologies based on engineering and change the world by exploring, creating, challenging, and taking action. NITech, as an open institute with a public mandate, shall emphasize harmony and cooperation with local and international societies and strive to make continuous efforts to realize a peaceful and prosperous society for the future. Nagoya Institute of Technology (NITech) has been growing as one of the leading engineering colleges in Japan, along with the remarkable development in science and technology fueled by Japan's central region's expansion and development. To realize further evolution in defiance of turbulent social circumstances, NITech has launched initiatives to achieve its Third Targets and Plans to carry out the University Reform Action Plan toward "Embarking on a New Role on the Global Stage based on Tradition." NITech aims to provide education that fosters lofty aspirations to shape a better future with science and technology. To this end, NITech nurtures human resources who have the wisdom to understand the development of history, culture, and society from a global perspective and put scientific and technological skills into practical application to help create a new society. In April 2016, we inaugurated new departments to establish an educational system that can fulfill society's needs and the industrial community for the development of talented human resources while also being entirely consistent with the existing academic framework. The Creative Engineering Program, a new six-year integrated undergraduate and graduate course, aim to nurture engineers and researchers with multidisciplinary perspectives and a new sense of values regarding science and technology and utilize these assets to create innovation in future society and industries using engineering technologies. In the context of society's ever-intensifying globalization, there is increasing demand from society and the industrial community to develop human resources who can play active roles in the international arena. To meet these demands, we will strengthen our global education by reinforcing our programs to help students improve their foreign language abilities and our study-abroad and overseas internship programs. View full university

Our University is founded on the Christian spirit “Fear God, Love People,” and our goal is ‘to foster our ambitions and global awareness and prepare leaders who will contribute to society.’ “Fear God” means to be humble before everything that exists around you and to learn humbly. Also, “Love People” means to love one another, but this has been an eternal task for the human race. However, if we start giving and keeping on giving, we can get even a little closer to the goal of love. ‘Learning’ and ‘giving’ is not that easy. However, within these difficulties lie hidden the seeds of growth. We have eight departments covering 11 subjects, each developing a unique, diverse pedagogy, and the University as a whole is dedicated to providing legal, international human resources, civil small-group classes, career training with a high employment rate, cutting-edge information sciences utilizing information and communication technologies, and nationally-renowned regional consortium programs. Here, you will gain specialized knowledge, abilities, and fundamental skills necessary to be a productive member of society. But the most important thing is to have the power to forge yourself a new path when you come upon a wall where the skills and knowledge you have learned will not help you. This elemental power can be gotten from “Learning” and “Giving” behind our University’s spirit. This power will set an excellent foundation for building a fruitful life. Many Fields of Knowledge and Individuals within an Advanced International Educational Environment to the World. We support acquiring various national licenses and other qualifications for higher education and valid licenses for the future. The number of applicants to Nagoya Gakuin University has increased steadily since its relocation to Nagoya campus in 2007. With a background of 50 years of tradition and regional confidence, our graduates have gone on to obtain employment in blue-chip companies in various fields. View full university

Nagoya College of Music is committed to developing creative and skilled professional musicians. Undergraduate and graduate students are prepared for careers in music education, performance, composition, and music therapy. Nagoya College of Music provides opportunities for all majors to enhance their musical skills and knowledge through participation in various academic courses, performance studies, ensembles, and field experiences. Our wide range of programs offers students the flexibility to pursue varied interests. With our campus located in Nagoya, students are situated to take advantage of this great city's musical resources. Nagoya College of Music promotes the musical arts within the regional, national, and international communities. We train graduate students to be professional musicians with advanced expertise. We focus on the following four educational policies: cultivating profound musical expression, providing an ample number of visiting professors, improving and expanding each major, and encouraging the multidisciplinary pursuit of musical expressions from a broad perspective. Our graduate program is the fourth oldest among private music schools in Japan. Students take individual lessons to improve their necessary skills and to develop individual creativity. Subject matter includes the theory of piano performance and piano accompaniment, which will enhance students' performance abilities. Emphasis is placed on offering opportunities for performances at piano recitals and concertos. Students also study music composition and piano performance to improve their skills and creative expression suitable for the musical pieces they perform. Students may choose a minor or take lessons on a second instrument. Students improve their performance skills by playing in orchestras, brass bands, and wind ensembles. Playing in quartets, quintets, etc., will also enhance students' performance skills and the mastery of their instruments. The course offers intensive training to enhance students' skills, whether playing in an ensemble or soloist. Students polish their performance skills by playing various percussion instruments. They are introduced to the marimba, the tabor, and the gamelan, through which they acquire broad knowledge and experience. Students improve their performance ability through participation in orchestras, brass bands, or percussion ensembles. In addition to training in ensembles, students will also receive training to become soloists. They also acquire necessary and applied skills for performing Japanese classical music. Depending on their instrument choice, students study sangen, nagauta, and diverse types of shakuhachi music. We also provide opportunities to participate in ensemble performances with western musical instruments. Students learn basic and advanced techniques of voice performance and are given opportunities to perform on stage. Students may choose opera or art song training. They practice Italian, German, French, and Japanese songs as part of their training program. Students acquire singing and expressive skills for group and solo performances. Students receive private lessons on music composition. The private lessons' goal is to enhance each student's individuality while imparting extensive music composition skills, including techniques for composing their original works. Students deepen their understanding and knowledge of musical pieces through learning orchestration and techniques of playing many types of musical instruments. They share their work with students in other courses, enhancing interaction among students. Students improve their performance and creative skills by learning to utilize the versatility of electronic organs fully. Students study classical and popular music basics and then move up to composition, arrangements, and improvisation. Students also create their original pieces. They acquire a sense of rhythm and balance and the ability to give expressive performances. Students receive training in conducting music therapy sessions with a wide range of clients and acquiring expertise in subjects related to music therapy. They learn the theories and techniques of music therapy, collect and record data, and report clinical work. They also learn how to deal with and help clients. Music therapy fieldwork takes place at facilities for the elderly and people with disabilities. Students can select their field of study from a wide range of choices to gain a broad knowledge of music, based on their interests. It is possible to change principal instruments at each grade level. Students can explore a wide range of possibilities, consult with professors, and then decide on their future goals. These courses foster abilities related to music in general, but with an emphasis on planning, production, and management in music fields. Students learn to become professionals who serve as liaisons between performers and audiences. Courses deal with the theory and practice of music production and management. Students participate in internships at professional orchestra concerts and musical events planning offices. View full university

Nagoya City University was established as a public university consisting of the Medical School and the Faculty of Pharmaceutical Sciences in 1950. However, its lineage stretches back to Nagoya School of Pharmacy, established in 1884, and Nagoya Municipal Women's Higher Medical School, established in 1943. As seen today, NCU has developed into a university comprising six schools and faculties (the Medical School, the Faculty of Pharmaceutical Sciences, the Faculty of Economics, which has commemorated the 50th anniversary of its foundation the School of Humanities and Social Sciences and the School of Design and Architecture, both of which have commemorated their 20th anniversary and the School of Nursing) and seven graduate schools (the Graduate School of Medical Sciences, the Graduate School of Pharmaceutical Sciences, the Graduate School of Economics, the Graduate School of Humanities and Social Sciences, the Graduate School of Design and Architecture, the Graduate School of Nursing, and the Graduate School of Natural Sciences). In April 2018, NCU will establish the School of Biology and Integrated Sciences (tentative name). A critical feature of NCU is its contribution to the cultivation of excellent human resources, promoting public health and welfare, and sharing the fruits of NCU's cutting-edge research with the world through its six schools' cooperative efforts faculties and seven graduate schools. In 2015, NCU observed the 65th anniversary of its establishment. On the memorial day of its foundation (October 28) in the previous year, NCU established the Charter of Nagoya City University to commemorate this milestone. Based on this charter, NCU formulated the Future Plan of Nagoya City University, envisaging its bright vision for 15 years in the future. This Future Plan upholds the following four directives: NCU in which citizens feel pride and affinity. NCU keeps developing together with Nagoya City. NCU keeps advancing on the world stage with a strategic perspective. NCU has a stable foundation for management. Based on these directives, NCU will make 52 sub-plans, divide the 15-year term beginning in 2014 into four phases, and carry them out successively. At the commemoration ceremony of its 65th anniversary, NCU announced the Future Plans of Respective Schools and Graduate Schools. These plans are characterized not only by painting visions of the future of respective schools and graduate schools and university hospital but also by setting up 17 sub-plans to be undertaken in a lateral and interdisciplinary manner across the university. Examples of representative approaches include NCU's establishment of the Course of Economics and Management in Health in the Graduate School of Economics in April 2016, and the Department of Clinical Medical Design in the Graduate School of Medical Science, and the Course of Clinical Psychology for School in the Graduate School of Humanities and Social Sciences in April 2017. By the time the Future Plans of Respective Schools and Graduate Schools are realized, Nagoya City will be significantly transformed with the Maglev Chuo Shinkansen in service. NCU will accurately grasp the social situation changes at home and abroad and persevere toward reformation. View full university

Nagoya Bunri University has its origin in the Nagoya Professional School of Nutrition, founded in 1956 by Kazumasu Takikawa. The school expanded in 1966 to become the Nagoya Junior College of Nutrition, and in 1999 to become Nagoya Bunri University. At present, there are two campuses, in Inazawa and Nagoya. The University consists of 3 departments in 2 schools, while the junior college consists of 1 department composed of 2 majors. Altogether there are 1400 students. The University had its roots in a school of nutrition, but now "Food, Nutrition, and Information Technology" are the three pillars of youth education. "Food" and "Nutrition" are the most fundamental aspects of human life, while "Information Technology" will gradually become more important in society as a means of communication in the future. With the mission of giving concrete form to its motto "The Spirit of Bunri Education," this University has produced many talented people and sent them out into the world. In the future as well, by developing as a university of "Food, Nutrition, and Information Technology," it will fulfill its mission as an institution of higher learning. In "The Spirit of Bunri Education," the "cultivation of human beings," in other words, (human) education is emphasized. For that purpose, contact between individuals with different personalities is essential. In settings for such contacts, such as classes, seminars, the library, club activities, and so on, by ʻmeeting," ʻlearning,ʼ ʻteaching,ʼ conversing,ʼ and ʻdebating,ʼ each studentʼs individual abilities are polished. This interaction of contrasting personalities, as well as studentsʼ individuality, is the basis of developing capable individuals. We aim to foster healthy young people for mind, body, and thought, shaping society in the future. In "The Spirit of Bunri Education," perfecting oneʼs knowledge and skills through the study is also mentioned. Deepening studentsʼ knowledge and helping them acquire specialized technical skills is also an essential task for our University. Japan is experiencing shrinkage of population and long-term economic stagnation, and the countryʼs future path will not be smooth. Raising general populationʼs knowledge and abilities is the only means of solving such problems. The establishment of a state based on the education of youth is becoming more and more critical. Over the past half-century, Takikawa Gakuen has sent many young people out into the world with a high level of technical skills as nutritionists or other types of specialists. In the future, the University will continue to fulfill its mission of educating the next generations of talented men and women with a high level of abilities and skills in the fields of "Food," "Nutrition," and "Information Technology" who can become socially and professionally independent. In you, as young students, various undiscovered possibilities exist. Based on our universityʼs three distinct ʻpillars,ʼ we wish you to develop your individuality fully and hidden abilities, acquire something precious, and grow into citizens who can actively contribute to society. View full university

Chukyo University celebrated its 60th anniversary in 2014. Umemura Educational Institutions, the university's parent organization, marked its 90th anniversary in2013. These two milestones represent a strong legacy that we will build to make further strides in the future. As a roadmap, we have drafted "Next 10: Change, Challenge, Chukyo University," a long-term plan that outlined our direction and strategy for the decade started from the academic year 2014. Founded in 1954, Chukyo University is a comprehensive university with eleven undergraduate schools and eleven graduate schools, including professional schools of law and business. Starting in spring 2015, the School of Contemporary Sociology started to offer four majors. In this and other ways, Chukyo University continues to make strides forward. The Nagoya campus now boasts the headquarters building, Library and Academic Hall Building, which were completed in spring 2013, and the center Building commemorates the university's founding's fortieth anniversary. The International Center supports international student exchange programs and provides information and instruction to students. The expansive Toyota Campus, situated in a beautiful, natural environment, attracts Japan's top skaters. It features an ice arena that is the National Training Center for figure skating where Mao Asada, an Olympic medalist, and Kanako Murakami train along with other top athletes. Chukyo University is a part of Umemura Educational Institutions made up of five educational organizations. Since Umemura Educational Institution was founded 92 years ago by Seiko Umemura, it has been headed by Seimei Umemura, Kiyohiro Umemura, and Eiji Ogawa. Today, the university faces a host of challenging and unprecedented issues, and it is not easy to predict what the future holds. To guide us as we move forward, we have launched "Next 10," our long-term vision policies for the next decade. This initiative gives top priority to our students and their needs. It focuses not only on"what to do" but also on "how" and "with whom." It asks the faculty, students, and staff to do their best in their respective capacities. Do our best! This is not a passive education in which students attend class, receive instruction, and graduate. It means ensuring that students acquire knowledge and skills in a self-aware manner (progress from "learning" to "studying"), think for themselves, and lead an active student life. We are creating a place where students can develop their abilities and potential and feel challenged independently. We will also step up efforts to globalize the university. The pivotal mission of the Chukyo University International Center (CUIC) is to create a diversified, dynamic, and supportive community on campus and beyond in an attempt to instill in our students the values, perspectives, and behavior of sound global citizens. The International Center hosts several programs and events in the Lounges. When not in use, exchange students gather in the Lounges to study and socialize with other Chukyo students. Since the Lounges are open to all students of Chukyo University, any student can take advantage of the space where s/he can feel what it would be like to be in a global community. We will continue to be at the forefront of trends in education, stay true to our progressive tradition of boldly facing challenges, and remain attentive to the world and community around us as we pursue the originality of Chukyo University. View full university