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About Me

  1. Tokyo YMCA International School prides itself on being a school of opportunity and diversity. We are known for high-quality education, attention to individual student needs, and our welcoming family atmosphere, which is open to all. The TYIS school culture is guided by the YMCA's core values of caring, honesty, respect, and responsibility. We guide our students to develop an awareness and appreciation of cultural acceptance and self-confidence. At TYIS we understand that there is more to student experiences than test scores and report cards. Students value the small details of daily life that they encounter every day. Details that are carried in experiences such as friendships, camps, library visits, service learning projects, science fairs, after-school clubs, and all other precious moments make TYIS a comfortable and safe place to be. TYIS is very proud to serve our community and create opportunities for students to enrich their lives. We look forward to welcoming your family and providing everything your child needs to succeed. The Tokyo YMCA International School offers an education based on academic excellence, caring, honesty, respect, responsibility, and the importance of community. We offer a viable, integrated curriculum coupled with international content standards, technology, and extracurricular programs. Enjoy the richness of hands-on experiences in the city and the countryside. The TYIS library is an integral part of our academic program. Students have access to library books daily and are carefully guided by teachers to select books within a particular grade level range to maximize reading comprehension and enjoyment. The library has over 5,000 picture books and novels in a variety of genres, most of these being marked and labeled as Accelerated Reader books. New books are added to the library regularly.TYIS students can enjoy swimming all through the year in YMCA’s indoor 25-meter swimming pool. A Shallow swimming pool is also available for younger grade students. Outside space for sports or even for just having fun is valuable to the students. TYIS students enjoy access to our rooftop soccer courts and often visit nearby neighborhood parks for outdoor activities. While English is the language of instruction, English fluency is not required for admission. Applicants entering Grades 1-5 who are not native speakers of English are screened during the application process to determine their English language proficiency. If the screening shows that the applicant is below grade-level ability in English proficiency, but can still achieve in the academic program, the student will be placed in the Academic Support for Kids (ASK) Program. ASK aims to reinforce English communication skills in an environment that supports the student as they progress towards English fluency. Students are grouped according to age and ability as much as possible. The ASK teachers meet regularly with homeroom teachers to provide extra assistance and insight into student performance in the classroom. TYIS provides a unique opportunity for parents who are interested in pursuing an international education for their children through the TYIS Spring Enrollment Program. This provides a smooth transition to enter TYIS from the Japanese public school calendar. This program runs for 3 months (April – June). The TYIS Spring Enrollment Program aims to support a smoother transition for students into the Grade 1 classroom and our English-based school environment. Students who attend this program will intensively study English. Also, the Student will have an option to attend the TYIS Summer Program. Based on English-language skills and performance, students from the TYIS Spring Enrollment Program will return to TYIS in August and will be retested. The result of retesting will determine if the student needs to be enrolled in ASK or not!
  2. West Tokyo Preschool (WTPS) is a private and independent Preschool for 3, 4, 5, and 6-year-olds. WTPS was established in 1972 by two teachers from the American School in Japan (ASIJ) and until 1977 was located at the Lutheran Seminary near ICU campus. It was then moved to the ASIJ campus. WTPS moved to its current location in 1983. WTPS was created to meet the needs of ASIJ teachers and the foreign business community near ASIJ. It has now expanded to include children of English-speaking multi-cultural families in the West Tokyo area. It was incorporated with and continues to maintain an American cultural atmosphere and celebrates and observes American holidays and customs. WTPS was formerly known as West Tokyo Nursery. In March 1990 its new name was adopted to reflect a more accurate description of the program. The West Tokyo Preschool prepares children to: Express effectively through verbal and non-verbal communication for social and academic purposes. Become literate in reading and writing the English language. self-confidence and self-awareness about themselves. self-awareness about their environmental surroundings. Develop an understanding and appreciate different ethnicities, cultures, gender, and values. Develop an understanding and/or awareness about communities. Become participants in contributing to the communities. Become effective and analytical thinkers and problem solvers. The lessons and/or activities provided in the classroom setting comply with these goals and meet the standards of the National Association for the Education of Young Children (NAEYC), Council of Exceptional Children (CEC), and Teachers of English to Speakers of Other Languages (TESOL). We believe in an open environment in which each child is free to investigate and experiment. Play is a child's way of learning. Through play, a child meets new challenges and gains an understanding of his/her environment. A trained teacher and assistant are with the children at all times. The curriculum offers a balance of individual and group activities designed to promote creativity, self-esteem, language development, cognitive skills, physical fitness, environmental awareness, and social skills. Summer visitation from WTPS graduates. With fond memories of preschool days and the fun they had. Here are a few of our graduates now attending school such as the University of Washington, Seattle, Tufts University, Hunter College, Claremont McKenna College, University of Nottingham, Boston University, achieving their lifelong goals.
  3. Kokusai High School was founded in 1989 as the first high school in Tokyo in which the whole curriculum is dedicated to international understanding. This year marks the 30th year of our endeavors. The most attractive feature of Kokusai High School is its diversity. Our students come from or return from over 40 countries, and those students make up one-third of all the students of this school, which is one good example of our diversity. Under the educational policy to develop a well-balanced international mindset, maturity, and the ability to reason in its students so that they are respected and trusted in the world, our school offers foreign language subjects and a variety of specialized classes in international understanding as well as general subjects. At Kokusai High School, our students from various cultural backgrounds are striving to attain their own future goals through everyday campus life. We were authorized as one of the International Baccalaureate (IB) World schools in May 2015, and we have commenced the IB Diploma Program in April 2016. The first students in the IB course graduated in March 2018, and have had successful outcomes in acquiring the IB Diploma and have been admitted to some of the top universities in the world. In this academic year, our school is achieving our missions as a Tokyo Global 10 school, a school promoting enrollment in higher education and promoting active learning designated by the Tokyo Metropolitan Board of Education as well as an IB world school. Many schools have been educating students for international understanding through various kinds of international events. The most prominent feature of our school is that we strategically organize a curriculum to develop students' international understanding through necessary knowledge, and skills in our daily class activities. Classes are well organized for each subject. Students are asked to write a report or participate in practical exercises and study. We invite specialized researchers, business people and so forth to make the classes more interesting and attractive. Teachers and students work hard together in creating this special class style. The curriculum is divided into three areas of cultural understanding, social understanding, and environment & communication arts. Many schools have been educating students for international understanding through various kinds of international events. The most prominent feature of our school is that we strategically organize a curriculum to develop students' international understanding through necessary knowledge, and skills in our daily class activities. Classes are well organized for each subject. Students are asked to write a report or participate in practical exercises and study. We invite specialized researchers, business people and so forth to make the classes more interesting and attractive. Teachers and students work hard together in creating this special class style. The curriculum is divided into three areas of cultural understanding, social understanding, and environment & communication arts. Many schools have been educating students for international understanding through various kinds of international events. The most prominent feature of our school is that we strategically organize a curriculum to develop students' international understanding through necessary knowledge, and skills in our daily class activities. Classes are well organized for each subject. Students are asked to write a report or participate in practical exercises and study. We invite specialized researchers, business people and so forth to make the classes more interesting and attractive. Teachers and students work hard together in creating this special class style. The curriculum is divided into three areas of cultural understanding, social understanding, and environment & communication arts. Many schools have been educating students for international understanding through various kinds of international events. The most prominent feature of our school is that we strategically organize a curriculum to develop students' international understanding through necessary knowledge, and skills in our daily class activities. Classes are well organized for each subject. Students are asked to write a report or participate in practical exercises and study. We invite specialized researchers, business people and so forth to make the classes more interesting and attractive. Teachers and students work hard together in creating this special class style. The curriculum is divided into three areas of cultural understanding, social understanding, and environment & communication arts. Sports Day is held every May after Golden Week at our school field. Students are divided into three teams of Red, White, and Blue and compete against each other through the Endan (musical cheering dance performance) and other athletic competitions. Our school festival is held over a weekend in mid-September every year. Each class and members of the school’s various extracurricular activity clubs, the school committee, and other volunteers plan a wide range of programs. Students start preparing for this festival from the middle of May and spend most of the summer making the festival a success. Please come and enjoy the biggest event of Kokusai High School!
  4. Welcome to Tokyo International School, one of the most exciting schools in Japan, located right in the center of Tokyo. TIS is a nonprofit school, which is accredited by the Council of International Schools and the New England Association of Schools and Colleges. We are a fully authorized, International Baccalaureate World School, catering for students from Kindergarten 1 (four years old) to Grade 8 (fourteen years old). TIS is truly international with children and staff representing fifty-six nations. Our admissions policy ensures that we stay true to the international families which we serve and to the international ethos which we value. In partnership with parents, we successfully live our mission every day:‘to nurture confident, open-minded, independently thinking, well-balanced inquirers for global responsibility. The school’s mission is completely compatible with the goals of the two IB programs offered. When our students move on to other schools, we consistently receive feedback that they are confident, excellent communicators, participatory, collaborative, independent learners, and academically able. What I truly believe stands us apart from other schools, is that we successfully combine contemporary, yet rigorous teaching, learning, and assessment practices, with family-like relationships between teachers, students, and parents, creating a very special friendly climate - something that impresses and surprises our many visitors. Our students understand the concept of a global society, they take action on global issues and are encouraged to be leaders. Learning is focused, fun, engaging, challenging, and authentic with opportunities for students to be innovative and relate their learning to the world they will be employed in. TIS is an extraordinary school, with wonderful teachers and where we foster learning that pushes the boundaries of creativity, academics, and innovation. For more information about what makes Tokyo International School the school of choice, please browse this website. TIS is fully authorized to deliver the prestigious International Baccalaureate’s Primary Years Program and Middle Years Program. The two programs provide an internationally recognized education and prepare children for easy transfer to the IB Diploma or other education systems. For more information about the IB Programs and their transferability, please click here for the IB website and download this document to learn about IB education. TIS is not just any IB school, our commitment to the IB and our expertise in IB philosophy and teaching practice is deeply rooted at all levels of our organization. We are committed to developing IB leadership capacity in our faculty and as such we actively support our teachers to become part of the International Baccalaureate Educator Network. Our school is also an agreed teacher training center for the University of Tsukuba's IB Educator and Leadership Certificate programs. The International Baccalaureate (IB) Organization mandates the curriculum framework for learning at Tokyo International School. Our international program emphasizes deep, These include the recently developed Common Core State Standards from the U.S.A., the new Australian Curriculum, and ‘Development Matters’ the United Kingdom’s learning continuum for early childhood education. In addition to IB criteria, the Tokyo International School curriculum is also aligned to rigorous and innovative standards from national education systems. The purpose of assessment is to inform teaching and to improve learning. Assessment is a continual process. It involves reflecting upon learning, giving purposeful feedback about performances, and setting new learning goals. At TIS, our assessment is guided by a variety of standards. We use international academic benchmarks including the U.S.A Common Core and the learning outcomes prescribed by the IB. This facilitates rigorous teaching and learning take place. Individual goal-setting ensures each child is challenged to their potential. Learning intentions and success criteria for assessments are shared with students. Students are integral to their assessment and growth. Parents are informed of their child’s progress through extensive student reports and student/parent/teacher meetings. At conferences, and throughout the year students explain their progress using an e-portfolio with samples of their work in conjunction with their learning targets. Our Kindergarten1 classes have a maximum of 12 students. Children must be able to interact positively with both children and adults, have an appropriate degree of self-control and listening skills, and be fully toilet-trained before entry. Kindergarten 2 classes have a maximum of 18 students. From Grade 1 to Grade 8 we have a maximum of 20 students, with a maximum of five children who share a common language other than English. In each Kindergarten1-Grade 4 class, language support is available to a maximum of three students with no or limited English ability. In Grade 5, language support is available for students with limited English on a case-by-case basis. In Middle School students are expected to be proficient in English, only minimal support is available. Language support will take place during Japanese lessons until the support teachers deem the student ready to have support only inside the classroom and therefore to start Japanese. Students who have a strong grasp of the host country's language (Japanese) are required to speak, understand, read and write English at their grade level at the time of application. At least one parent is required to be able to communicate in English without the help of a translator. TIS Kindergarten 1 students have automatic enrollment into primary classes unless there are issues identified and addressed before March of their Kindergarten 1 year. Siblings of currently enrolled students have priority over other applicants when all other entrance criteria are met!
  5. Japan with its culture, convenience, public health system, and public safety is often regarded as one of the top places to raise a family, however high costs of living usually stand in the way of that. Particularly, the high costs of education often preclude families from sending their children to international schools. Many foreign families, especially long-term residents, struggle to find a viable school option for their children because the only two options available to them are Japanese schools or mainstream international schools. Japanese schools, while being very affordable, are not always a viable option for foreign families who prefer to give their children an education that expands beyond the boundaries of Japan. Historically, most international schools available in Japan have largely catered to the ex-pat community supported by companies that offered generous school allowances. However, the notion of a "privileged ex-pat life" as we know it has changed significantly in the past five years. An increasing number of foreign families now pay for their children’s education without the assistance of their employer. UST strongly believes that access to a good education should be a right, not a privilege. Families in Japan should have viable options of schools and educational systems available to choose from, without having it become a financial burden. This choice becomes especially important for international families that are raising their children in Japan, away from their countries, their extended families, and support systems. At UST, we truly understand the challenges of raising a family under these conditions. We have gone through the very same experiences first hand and that is how the idea of uniting families and educators to build a school that serves this very community was born. At UST, we feel the purpose of education is not only to ingrain basic skills required for participation in modern society but also an avenue to allow a child to develop in a multitude of facets. Education can encourage students to become positively contributing members within an ever-expanding global environment. A need for increasing ingenuity and creative problem-solving skills has never been more prevalent in the world market more than now. We believe it is important to start the development of these skills as early as possible to provide the greatest chance of success in later life. As part of UST’s Experiential Learning approach, we like to take learning out of the classroom and expose our students to a progression of age-appropriate experiences to help them take ownership of their learning, develop confidence in their physical abilities and build confidence in themselves in their relationships with others. Outdoor education offers opportunities for children to enjoy the first-hand experience outdoors, whether in urban green spaces in Tokyo or Japan's countryside. Some examples UST outdoor education program include building teamwork and interacting with the nature of an overnight ski trip or camping trip learning science through gardening or going insect and bird watching researching a social studies project on a field trip doing art sketches in the park or having a math class while using fallen leaves or acorns as manipulatives learning about social responsibility and environmental preservation by going on neighborhood clean-ups learning about compassion and making a difference by preparing rice balls for homeless people … the possibilities of active learning outside of the classroom are endless. Creativity is often utilized in the arts, where the notion of a “right” answer can be disputed with justification. The arts tend to promote the higher cognitive domains: analysis, synthesis, and evaluation. The visual, performing, and writing arts help students to develop their ideas through active thinking and problem-solving. Each step in these areas requires a student to analyze not only what he or she is doing currently, but the previous steps taken as well as future steps. UST applies these steps in the thinking process so that they can be applied to subjects outside of the arts. At UST children are encouraged to cooperate, collaborate and brainstorm, work in groups to come up with the best solution, as well as to support each other. One of the most important features of collaboration is that it not only creates more holistic results than individual work, but it also creates knowledge for a greater number of people. Collaboration in an international school setting becomes even more powerful as it brings culturally diverse perspectives into learning. Finally, we feel that a school should provide a safe place for children to take chances. That means a child should not be afraid of failure but should look for the opportunities in it. Oftentimes, students are afraid to take chances for fear of being wrong and this inhibits their learning as well as their self-development. Students need to learn when they do not accomplish a task how to reevaluate concepts that they might have had and build on them. When learning occurs in any form, there is no real failure at UST. UST provides a safe environment for social and academic growth on an individual level!
  6. Situated at the very heart of this dynamic, stimulating city, the BST community is warm and friendly and offers the highest standards of pastoral care. Having developed its reputation for high-quality holistic education over more than a quarter of a century, today’s school has more than 1000 students aged 3-18, representing over 65 different nationalities. This is an inclusive school, but academic standards are high. The English National Curriculum provides the basis for smooth progression and easy transition between the Primary and Secondary sectors, and examination results have been outstanding in recent years. Our experienced teachers, largely recruited from the UK, are consummate professionals who are always willing to go the extra mile to ensure that all students are offered the opportunity to fulfill their potential both in and beyond the classroom. The result is that, whether they are returning to continue their education in their home country, moving on to another international school, or seeking places at top universities around the world, BST students are invariably well-equipped to take the next step in their education. The British School in Tokyo was set up as a charitable trust in 1988 by a group of parents who wished their children to have a British-style education in Tokyo. The School was opened in 1989 on a site in Shibuya, central Tokyo, located next to and leased from, a well-respected Japanese private school, Shibuya Kyoiku Gakuen. In the early years of the School, the children were from ages 5 to 10 and the majority were British, in contrast to the situation today where the school provides education from age 3 to 18 and has over 50 nationalities, of whom over a third are neither British nor Japanese. To provide an outstanding British education in English to the international community of Tokyo. To care for our students, and to educate them following clearly stated values to bring out the best in every one of them and to help them to take the next step in their lives with confidence, conviction, and consideration for others. The British School in Tokyo will be a leader in the provision of a first-class, values-driven international education, based on the best of the English National Curriculum. We will have a reputation for excellence, with an emphasis on outstanding teaching, academic achievement, service to others, teamwork, and leadership. We are passionate about excellent teaching in every classroom. We recruit teachers only after watching them teach in their existing schools all over the world. Our teachers are innovative professionals at the cutting edge of best educational practice who provide a stimulating environment in the classroom that actively engages students and makes learning enjoyable and memorable. To maintain this level of excellence, teachers and teaching assistants take part in professional development and training throughout the year. Our teachers make a difference, in every lesson. As a result, we believe that at all levels students will get into their first choice of school, college, or university when leaving us. BST students have again produced outstanding results in the Sixth Form and at all the key stages in earlier years. Tests are taken in the Primary School at the end of Year 2 (age 6-7) and Year 6 (age 10-11). In Secondary School, IGCSE exams are taken at the end of Year 11 (age 15-16), and Sixth Form students aged 16,17, and 18 take AS exams (Year 12) and A levels (Year 13). The British School in Tokyo offers a limited number of bursaries that are intended to assist eligible families who are unable to afford the full fees. At present, the number of bursaries is limited to approximately 7% of the total student roll. This ratio may be varied in the future depending on the financial circumstances of both potential applicants and the School. To be considered for a bursary the student and the student’s family must fulfill the School’s normal admissions requirements and also meet the following additional criteria: There must be a demonstrable benefit to the student in receiving a British Education (as opposed to other systems of education available in Tokyo). There must be a verifiable inability of the family to pay the full amount of the fees the family will be asked to provide financial information sufficient to allow a detailed assessment to be made by the School this is likely to include, but not be limited to, annual tax returns and correspondence from employers a visit to the family home may be required any bursary granted will be subject to a reassessment of family means each year and maybe varied, depending on family circumstances. Priority will be given to families in which the main earner is employed full-time in the Education Sector or a not-for-profit organization such as a charity. BST makes extensive use of the rich historical, natural and cultural experiences available in Japan. Our children from Nursery upwards study the Japanese language. We maximize children’s real use of the language within the local community, taking advantage of speaking and listening opportunities right on our doorstep. For example, our Year 3 children interview people in the local area in Japanese about their hobbies, drawing on what they have learned in the classroom about describing their hobbies. The British School in Tokyo is a non-profit institution and tuition fees alone do not cover the cost of educating each student. Gifts to BST allow us to continue offering the many academic, sports, and cultural programs that have contributed to our “Excellent” grading by the Independent Schools Inspectorate. In recent years corporate and individual contributions have helped us to expand the school, refurbish and upgrade facilities at both campuses, and introduce several bursaries for eligible families who are not able to afford the full tuition fees. To continue expanding these programs, and guarantee our continued success, we depend on the generosity of our school community!
  7. Tokyo International Progressive School has changed its name to Tokyo International Progressive School (TIPS). Tokyo International Progressive School specializes in mentoring students in the Tokyo area who need individualized and personalized educational programs. Our dedicated and professional staff work hard to ensure the success of the student body. New students greatly appreciate the family atmosphere of the school which helps them feel comfortable in their new environment. Our staff specializes in helping students whether it is with various learning or emotional challenges, or difficulty in a large group environment. We hope that you will find a place within our community and invite you to take a look at our website and learn about our school. Aim Curriculum for Excellence is intended to help children and young people gain the knowledge, skills, and attributes needed for life in the 21st century, including skills for learning, life, and work. Curriculum for Excellence will offer better educational outcomes for all young people and will provide more choices and more chances for those young people who need them. This means a coherent and inclusive curriculum from grades 1-12 wherever learning is taking place, whether in schools, colleges, or other settings a focus on outcomes a broad general education time to take qualifications in ways best suited to the young person > more opportunities to develop skills for learning, skills for life and skills for work for all young people at every stage a focus on literacy, numeracy and health and wellbeing at every stage appropriate pace and challenge for every child ensuring connections between all aspects of learning and support for learning Learning should be made available in a range of ways including interdisciplinary learning and a range of opportunities that ensure a broad approach, enabling, for example, a coherent understanding of environmental issues. The curriculum framework sets out what a child or young person should be able to do and the experiences that contribute to their learning, rather than detailed definitions of content or prescribed hours of study. The aim of this Internet & Technology Acceptable Usage Policy (ITAUP) is to ensure that pupils will benefit from learning opportunities offered by the Tokyo International Progressive School Internet and technological resources safely and effectively. Internet and technology use and access are considered a privilege. Therefore, if the school ITAUP is not adhered to, this privilege will be withdrawn and appropriate sanctions, as outlined in the ITAUP, will be imposed. At TIPS we formalize significant relationships between our staff and students. Single grade groups meet once per day so that teachers, in the role of advisors and mentors, can monitor students’ progress from elementary to high school years. These groups stay intact from one year to the next, so that Teacher Advisors can coach their students academically and socially. Parents are comforted as they have an adult contact in the school that is closely associated with their child. Over time, teachers and students discuss their academic progress and potential career paths. Moving to a new school or country can be very stressful for families. Separating from friends and family, adapting to a new culture, and starting a new school can be both intimidating and difficult. The TIPS Personal Counselor, a professional psychologist, serves to support students from elementary to high-school years. Relational issues with other students and staff, challenging family circumstances, and emotional issues are all addressed by the Personal Counselor. The Counselor will strive to assist the students in overcoming these challenges. In our extracurricular program, TIPS students have an opportunity to play on representational teams in volleyball, basketball, and futsal. Our competitors are other international schools in Tokyo. The emphasis of our extracurricular program is to allow all those that wish to participate the opportunity to do so. The TIPS curricular Physical Education program supports our extracurricular athletic program. All TIPS students participate in Physical Education every other day for the entire year. Our PE program focuses on skill development, improving fitness levels, developing team play and sportsmanship!
  8. The International French School in Tokyo registers students from kindergarten through high school, with 55 different nationalities represented. Our school follows the French National Curriculum and prepares students for Brevet and French Baccalaureat. Our mission is to provide a high-quality educational program within the framework of multilingual education. We help students to develop self-confidence, respect for others, curiosity, and openness to different cultures. Most importantly, we strive to inspire a desire to learn. In Tokyo, the LFI Tokyo assures continuity in public educational services for French expatriate children while also contributing to the promotion of the French language and culture abroad, particularly by welcoming students of Japanese and many other nationalities. The LFI Tokyo offers a program of instruction by the French curriculum and includes significant linguistic and cultural components about the Japanese context. Diplomas and qualifications awarded by the school are identical to those conferred by institutions in France. The LFI Tokyo currently accommodates nearly 1380 francophone pupils of French or other nationalities. Our campus houses the primary school (with students beginning petite section at age three) and accommodates students through upper-secondary and terminal (age 18). Most courses are conducted in French, but foreign-language instruction (in Japanese, English, German, and Spanish) also constitutes an important part of the curriculum. French/English bilingual classes have been created in the primary school, while a bilingual Section européenne for Social Studies is on offer in lower secondary. Finally, the Option international du Baccalauréat (OIB) is available to Japanese-speaking and English-speaking students (opened in September 2017) in the upper secondary school. We recently relocated to a new facility with the highest of safety standards. The LFI Tokyo provides high-quality equipment and sports facilities on a 6 — acre — campus. 3 tennis courts 2 futsal pitches lA heated outdoor pool A 280-seat auditorium with professional quality equipment An athletics track A multi-activity sports center and a Japanese dojo. We are a private educational foundation accredited under Japanese law and established by French authorities (AEFE) and the Governorate of Tokyo on December 20th, 2005. It welcomes 1380 students (current as of September 2018). All students are French-speaking, regardless of nationality. Courses are taught in French (except certain bilingual French/English sections). Japanese language and literature are introduced in the lower primary years. Students are welcomed from the “petite section” (pre-kindergarten age 3) to Terminale (age 18). As an exam center, the LFI Tokyo prepares students for the Diplôme National du Brevet (DNB), as well as three streams of the Baccalaureat diploma (Littéraire, Economique et Social, and Scientifique). Additionally, the “Option international du Baccalauréat” (OIB) is available to Japanese-speaking students in the upper secondary school.
  9. Curriculum: Cambridge International Tokyo Bay International School is a progressive school imparting high standards of education from early years to high school thereby empowering students to face the challenges of the 21st Century. TBIS will have a fun-filled teaching environment with qualified dedicated staff to ensure the development of each student. TBIS will be a very special school where everyone is seen as being important and valued for what they can contribute. Parents are seen as being vital in the learning of their children and we aim to work positively together at all times. Effective family-school partnerships are based on mutual trust and respect and shared responsibility for the education of the children and young people at the school. We at TBIS are encouraged by the prospect of MAKING our school a truly outstanding school and we look forward to meeting the challenges that lay ahead. Tokyo Bay International School would primarily emphasize building creative minds and lead the students to succeed in an uber challenging world. The amalgamation of diverse cultures and backgrounds will make the school and its students truly global by shaping the young minds to be more accommodating, knowledgeable, and understanding towards each other’s race and cultures’ etiquette and manners. Our objective is also to instill qualities like leadership, self-confidence compassion, and warmth for fellow beings which will help the students become good lifelong learners and healthy global citizens of the future. Our vision as an education body is to help attain every student their objectives and empower them by: Providing them a warm, healthy, and friendly environment to grow in. Introducing them to varied learning experiences will lead to challenging their creative and critical abilities. Helping them to assimilate and exhibit respect, self-discipline, tolerance, and excellence in academics. The institution and its educator’s paramount focus would be to: Nurture a safe environment for all. Encourage innovative mindsets and creativity in students. Educate students with integrity, independence and stimulate critical thinking from an early age. Provide transparency between parents and the school. We offer a comprehensive standard-based curriculum to foster the learning and growth of our diverse student body Kindergarten – Montessori Method along with integrated learning approach Graders – Cambridge International Curriculum Fine Arts Academy – A professional unit within the school will offer high-quality arts instruction to students
  10. K. International School Tokyo was founded in 1997 as a private, co-educational, non-denominational day school serving the international community of Tokyo from pre-kindergarten to Grade 12. In July 2000, KIST attained recognition as an educational corporation (gakoo hoojin) from the Tokyo Metropolitan Government and has grown to a population of around 660 students. KIST is fully accredited by the Council of International Schools (CIS) and delivers its educational program through the International Baccalaureate (IB) which provides independent international curriculum frameworks: the Diploma Programme (DP) is a widely recognized international high school curriculum used for entrance to universities around the world the Middle Years Programme (MYP) for Grades 6-10 and the Primary Years Programme (PYP) for students aged 3 to 11. Our original vision for the establishment of KIST was to provide a quality, holistic international education for children from diverse backgrounds and abilities to study together in a safe and secure environment without prejudice or injustice. Over the years, however, we have come to the realization that simply providing a safe environment for students from various backgrounds is not enough. As the founders of KIST, we are often asked why we decided to start an international school. Looking back, the first time it occurred to us was when we heard a young boy from Africa, crying from distress at being teased. It broke our hearts to hear his words: “Why is the color of my skin different? Why aren’t I Japanese?” It was from these beginnings that the seeds of thought began to form in our minds. Applications for admission to KIST will be considered for all children regardless of race, national or ethnic origin, religion, gender, or socio-economic background. As KIST does not employ a learning needs specialist, we are unable to accept applications for students with special needs. Applications from children with physical disabilities will be considered on a case-by-case basis according to the specific needs and whether or not the school environment can cater to such needs. As part of our commitment to maintaining a truly international student body, applications are accepted by students of all nationalities. Approximately 650 students representing around 45 nationalities currently attend KIST including approximately 20% American/Australasian/British/Canadian, 8% African/European/Middle Eastern/South American, 18% Indian/Pakistani/Bangladeshi, 29% Japanese, and 25% other Asian. A very high percentage of students have dual nationality. With regards to our curricular programming, upon evaluating various curricula from around the world, KIST chose to adopt the world-renowned International Baccalaureate’s Primary Years Programme (K1 to Grade 5), Middle Years Programme (Grades 6 to 10), and Diploma Programme (Grades 11 and 12) as the most appropriate curriculum frameworks for our school. These IB programs focus on the total growth of the child, affecting hearts, as well as minds, and addressing social, physical, emotional, and cultural needs in addition to academic welfare. KIST believes that the inquiry-based approach to education provides students with the opportunity to take responsibility for their learning. KIST recognizes that all teachers are language teachers and that language must be taught across the curriculum, not only in designated language activities. It is also recognized that each student is an individual with an individual learning style and individual needs. With regards to English proficiency, teachers tailor classroom activities to allow students to develop to their full potential. In addition to such differentiation, English language support is provided to students identified in need of such assistance. Before starting classes at KIST, students are pre-assessed by an English language support instructor or a relevant classroom/subject teacher using a standardized English language assessment, which is divided into the areas of reading, writing, listening, and speaking. The results of the assessment are used as the first indication of which level of support will be required from the classroom teacher and the instructor. While receiving English language support, student progress is assessed continuously through standardized reading level benchmarking, student work samples, participation in class discussions, and observations. Progress related to English language support is reported in a supplementary report sent home with each semester report. The school cafe, Cafe Tomato, provides an optional lunch service for students at all levels. All meals are prepared on-site daily by professional chefs using organic or near-organic produce as far as possible. The menu changes every two or three months depending on the term and is well balanced with a different type of main meal each day of the week. These include beef, pork, vegetarian, chicken, and seafood. Side dishes such as salad, rice, fresh fruit, soup, and bread are also provided depending on the type of meal. Drinks are not included however, filtered water is available at all levels. The cafe is unable to cater to children with allergies or special dietary requirements. To promote diversity, we strive to maintain a balance of nationalities at each grade level (from Grade 1 and above) as well as in individual classes. We also strive to maintain a balance of English language abilities between students at each level. We seek to ensure that the balance of nationalities and language groups is diverse while at the same time does not compromise the position of English as the language of instruction. Gender balance is also a consideration in all classes. Various other factors are also taken into consideration when reviewing applications for admission!
  11. To apply Buddhist ideals to the cultivation of well-educated, internationally-minded, and engaged individuals equipped with the intellect, character, and ethics to create peace and happiness for the world. Chiyoda International School Tokyo seeks to apply Buddhist ideas to the cultivation of well-educated, internationally-minded, and engaged individuals equipped with the intellect, character, and ethics to create peace and happiness for the world. Towards that end, Chiyoda International School Tokyo offers an advanced primary and secondary education curriculum that brings together a global spectrum of knowledge and wisdom to enable students to learn at a deeper level. Everyone at Chiyoda International School Tokyo works tirelessly to provide students with a transformative educational experience that will open their eyes to the world as lifelong learners. CHIST promotes the balance of UbT (Understanding by Technology) and UbC (Understanding by Communication). UbT is a type of learning in which the students can develop understanding by using educational ICT tools. UbC refers to direct communication with classmates, teachers, family, community, nature, literature, and all living things on the Earth without the use of technology. Through communication, students reconstruct and deepen their understanding of themselves and others. In these times, when the world is immersed with technology, communication without technology must be valued. These values are upheld in the CHIST classrooms. CHIST believes that the blending and balance of the two can produce a valuable new education in terms of 21st-century education. For example, students could use a tablet to make a short video to show what they learned during an inquiry unit and then present it to those in the school community. From start to finish students would be able to document and store the content they create in a user-friendly space. This single storage place then allows for the students themselves or their peers to review the product that was created, and give meaningful feedback. In addition to students reviewing their work together, they will also be able to invite their families to look at achievements that the student has made. It is through this type of activity that students can develop and present their understanding of the newly acquired information. With this cycle of creating opportunities where technology and communication are blended students will be actively engaged and gain more encouragement and knowledge thus wish to pursue further inquiry. Another challenge that the educators at CHIST have taken on is the blending of the Global Standard Curriculum and the Japanese National Curriculum. To create this unique curriculum, CHIST teachers will be using the framework and approaches that are typical of the Global Standard Curriculum and incorporate core parts of the Japanese National Curriculum. Our reasoning to blend the Japanese National Curriculum with the Global Standard Curriculum is because both are highly appreciated worldwide by both educators and families. It is then through this implementation of a blended curriculum that CHIST will be able to provide its students with a transformative educational experience leading them to be global citizens and most importantly lifelong learners!
  12. CIS was founded in 1999 by two of its present directors. Contact was established with the Department of Education of the Canadian province of Prince Edward Island to adopt that province’s curriculum at Canadian International School Tokyo (CIS). At Canadian International School Tokyo our commitment is to empower students to become effective, independent learners: confident in their abilities and principled in their actions.CIS - Tokyo is accredited by the Province of Prince Edward Island (PEI). The K-12 curriculum is presently used by the provincial ministries of public education in each of the 4 Atlantic Provinces and is fully accredited across Canada. Annual onsite inspections by the Department of Education in PEI are held. Please feel free to contact the International Education Coordinator, Mike Leslie, at the PEI Department of Education for further information regarding CIS’ status as an overseas school. CIS is also accredited by the Western Association of Schools and Colleges (WASC) in California and the International Baccalaureate Primary Years Program (K3-Grade 5). All CIS teachers must be certified by the Canadian province of Prince Edward Island (PEI). This certification requires each teacher to provide a statement of professional standing, a certified university transcript, and a current Criminal Record Check. This standard of certification indicates that all CIS teachers have achieved educational standards required for employment in a public or private school in Canada. In addition to classrooms, CIS has technology labs, music and art areas, a science laboratory, a resource center, fully supervised indoor and outdoor activity and play areas. The three-building school campus is a short walk from Osaki station. Students from Japan and many other foreign countries attend CIS. The classes are taught in English and focus on the written learning outcomes from the Department of Education in PEI. Small class sizes make it possible for each homeroom teacher to become an academic mentor and advisor for students as they work through the academic program. Teachers have high academic expectations for CIS students and provide support for students so that they can achieve their best. At CIS students feel safe, not only physically safe but safe enough to express their ideas, to consider, to reflect, to care, to suggest, and to congratulate. In this environment, the personality of every student can develop, and grow resulting in well-adjusted adolescents and adults. We will work together to ensure that this amazing community of learners provides a supportive learning environment for all students. The Primary Years Programme is a curriculum framework from the International Baccalaureate offered to students from ages 3-12. Students who go through the Primary Years Programme, or PYP, become self-motivated inquirers and internationally-minded members of their communities. The Primary Years Programme is a curriculum framework from the International Baccalaureate offered to students from ages 3-12. Students who go through the Primary Years Programme, or PYP, become self-motivated inquirers and internationally-minded members of their communities. In the final year of elementary school, Grade 5, students demonstrate their capabilities as PYP learners during the Exhibition. This is the culminating project of the Primary Years Programme which asks students to use what they have learned throughout their elementary years as they research, explore, and take action on global issues. During high school students complete a planned sequence of core and elective courses which can be selected to reflect a student's interests. Core and elective high school curriculum at CIS include courses in English language arts, mathematics, general science, biology, chemistry, physics, history, computer studies, Japanese, music, physical education, and art. Selection of certain elective subjects makes science/business and arts/business streams available as options for study. At CIS students will earn high school credits resulting in a Canadian academic high school graduation diploma. This academic graduation also provides students with post-secondary entrance requirements for many Canadian and other universities. Significant student personal academic counseling is provided as students make these course selections and begin outlining their post-secondary interests. Other opportunities at CIS include the provision of advanced placement (AP) exams, from the College Board of the United States in some grade 12 subject areas. These exams written in the spring of each academic school year can provide students with post-secondary academic credits and/or placement in many North American universities. As students move through this last phase of their secondary education at CIS there is increased emphasis on the accomplishment of the skills necessary for success at the post-secondary level. Teaching strategies, and student evaluation, provide a message to the students of the importance of organizational skills, emotional intelligence, and work ethic. Academic feedback and success enable students to discover their learning styles and prepare for the challenge of the post-secondary environment. CIS accepts new students in April of each year as well as in September. These students may require extensive language support. During these three months, this will be provided for each student. All new ENGLISH IMMERSION students are "embedded" in their age-appropriate grade-level classes. Students from grades K-6 participate fully in the IB PYP program units of inquiry. And grade 7-112 students attend all regular classes. Language support is provided for students using a variety of models depending on the needs of the student. The role of the Guidance Counsellor is to provide support for the school community, particularly students, their parents, or guardians. Guidance Counsellors are registered teachers and possess appropriate post-graduate qualifications. At CIS Tokyo, we have two libraries. In building A, the library is used by our students from grade K3/4 to grade 5. Students visit the library every week to take out and return books as well as to learn about information literacy. A favorite part of class visits to the library is read-aloud story sessions. Older students begin to develop and enhance their critical reading and research skills in preparation for their PYP exhibition at the end of grade 5. The middle school/high school library is located in building C and is used by students from grades 6 to 12. The library is open twice a week after school for students to borrow and return books. Both libraries offer a range of age-appropriate materials!
  13. The University of the Sacred Heart, Tokyo, has maintained its commitment towards Liberal Arts education since it was founded six decades ago. The current changes in society, along with the surge of unpredictable events in which people are required to survive the times by supporting one another, calls for an urgent need to educate the people to broaden their scope to be more flexible in making responsible decisions, which is what a Liberal Arts education is set to offer. The strength of such a curriculum will be an asset for the students not merely in their professional careers but the very source of power to lead a full life. The University of the Sacred Heart bases its educational principles on the spirit of Madeleine Sophie Barat, who founded the first Sacred Heart School in France. This energizing power (called the "spirit of the Sacred Heart") is common to all Sacred Heart Schools worldwide. Our policy is for the new students to choose which undergraduate department they wish to enter in the second semester of their first year to realize our founding educational principles. The students are given time to carefully select which major they would genuinely like to pursue from the nine programs: English Language and Literature, Japanese Language and Literature, Philosophy, History, Human Relations, International Studies, Psychology, Education, and Primary Education, offered in the Faculty of Liberal Arts. Ever since the tragic events following the March 11, 2011 earthquake, humanity has had to confront some basic questions. It is as if we are being told to reexamine those assumed values and systems that we had much depended upon. We hope that our currently enrolled students and those who will newly join the student community at such challenging times will seek and find their answers in their course of study at our University. The educational principles of the University of the Sacred Heart are based on the vision held by Madeleine Sophie Barat. She founded the Society of the Sacred Heart more than 200 years ago. We can perhaps compare the age of confusion following the French Revolution that she overcame to our current situation in Japan and worldwide. Our tradition has been to dedicate our services using our heads and hearts so that we are equipped with a keen awareness of others' needs for the betterment of society, and this traditional energy is what we call the Sacred Heart Spirit. In the years that you spend at the University of the Sacred Heart, we hope that as you pursue your studies, you will also equip yourself with this Sacred Heart Spirit, for it will bring happiness to you and those around you. For those considering enrolling, we sincerely welcome you to visit our Open Campus. We strongly encourage you to interact with our current students and to experience campus life at the University of the Sacred Heart for yourself. The University aims to develop in its students through their quest for higher learning and specialization: The creativity that opens up a new vision. The power of critical thinking. The ability to become fully educated, well-rounded human beings.
  14. EduCativ

    Tokyo Zokei University

    Tokyo Zokei University (TZU) was founded in 1966 by Yoko Kuwasawa and her supporters. In her book published for the university's tenth anniversary, she wrote as follows: "The idea of establishing the university occurred to me on the tenth anniversary of Kuwasawa Design School. Tokyo Zokei University is the first university ever in Japan with the word "Zokei" in its name. Using the word "Zokei," we express our thought and strong will toward education and research, which is focused on positively accepting the new consciousness of the society, which is heading toward the historical changes of art-style in the act of expression and broadening the boundary of expression. The word "Zokei" does not only refer to the visual form or an expression, as is generally understood, but it also indicates the standpoint to acknowledge "art" and "design" as a whole: Going beyond the boundary of synthesizing "art" and "design," "Zokei" is based on the viewpoint that we acknowledge all kinds of executions and expressions as a part of social performance. The progress of the Kuwasawa Design Research Institute inspired me to create a university where various problems concerning design directly connected to human life can be investigated. It was also my hope that the new institution would involve general education, including fundamental cultural, social, and natural sciences, and that a kind of applied science, i.e., the theory of Zokei, a broader concept of design and fine arts, would be researched and be established." "The idea was interdisciplinary. At the same time, I had a strong desire to elucidate the essence of modern Zokei by pursuing the connection between Zokei and pure art." The spirit of the founding of TZU is based on Yoko Kuwasawa's educational ideas, i.e., clarifying the meaning of modern Zokei and establishing the theory of Zokei based on a synthetic viewpoint, which can be recognized in her activities as a designer. In other words, Yoko Kuwasawa herself is the symbol of the spirit of the university and the basis of its educational ideas. In the prospectus of the university for the first year, President Yoko Kuwasawa wrote: "The purpose of the founding of the university was to synthesize design and fine arts into the broader concept of Zokei, to study and teach theories and application of Zokei, to master expert skills, to raise talented people with various individualities and to contribute to the creation of culture, the development of Japanese industry and social welfare." In "The Purpose of Education" in the prospectus of the university for the second year, Yoko Kuwasawa said: "Although there are various opinions on the meaning of design and fine arts, they are activities of Zokei which contribute to industrial production, visual communication and living environment causing more comfort and more efficiency to improve the quality of people's life. Therefore, design and fine arts are expressions responsible for society rather than mere self-expression, and designers and artists are indebted to civilization to resolve contradictions in modern society and industry." As her words "Design is not a matter of individuals, but a matter of the public and society" show, the concept of Zokei contains social work beyond individual expressions, and having social meaning is another concept the educational ideas of TZU are based on. In addition to its being synthetic and having social meaning, the concept of Zokei also contains one of the most fundamental forms of expression. As language is fundamental to the expression and communication of information for human beings, so are the activities of Zokei. The concept of Zokei embodies the fundamentals of communication, which is another concept the educational ideas of TZU are based on. The concept of Zokei is the philosophy of education of the university itself. Regarding "being synthetic," "having the social meaning," and "embodying fundamentals of communication" as essential factors of the concept Zokei, we are convinced that thinking about problems concerning "human beings and Zokei" and "society and Zokei" fundamentally and synthetically is the very basis of the education at TZU.
  15. Tokyo Woman's Christian University (TWCU) was founded in 1918 when an inauguration ceremony was held accepting seventy-six women. Since then, TWCU has consistently provided Japanese female students with precious higher education opportunities based on Christianity, emphasizing liberal-arts studies. More than sixty thousand students have graduated, and their activities in various fields have made TWCU's reputation reliable as one of the leading women's universities in Japan. On the occasion of the university's centenary, we would like to appreciate the ambitious vision of committed people to establish this prestigious institute of higher education and express our profound gratitude for their generous supports and devoted works. In the next one hundred years, we will remain faithful to the original mission and promote it more by ever-changing society and the environment surrounding women. Under the principles indicated in TWCU Grand Vision, our undergraduate studies have been developed into a "one-faculty and five-department system," which have started from April 2018, the year of our centenary anniversary. To enrich our liberal-arts studies, we have introduced new types of academic content and education methods in our system, such as problem-based-learning, fieldwork researches, research projects with professional alumnae, and intensive English training courses. TWCU believes that liberal-arts studies are essential for women to be positive and independent to play significant roles in the twenty-first century. Are we always eager to pioneer new frontiers of liberalism? Arts studies. TWCU will sincerely and energetically pursue the quest of" Whatever things are real" and keep up the spirit of "Service and Sacrifice." Tokyo Woman's Christian University's Grand Vision' has been created in commemoration of the 100th anniversary of the founding of the university as an institute of learning deeply rooted in the spirit of Christianity, and to nurture women who, as cultivated people with professional expertise, can make a constructive contribution to society and humankind as a whole in the 21st century. TWCU's Grand Vision is: To nurture women who, in the spirit of Christianity, can make a constructive contribution towards solving the problems faced by society and humankind as a whole. To educate women able to make their way in the globalized information society of the 21st century and play a positive role on the international stage. To devote significant effort to reform the university's content and education methods, such as will generate in our students, the independent will to learn and the desire to continue to learn throughout their lives. To develop and expand the university's liberal arts education, a field essential for fostering cultivated people with professional expertise is how it relates to contemporary society. To offer support in career designing, our students might establish themselves as women in careers that will sustain them for their entire future. To strengthen relationships with stakeholders and society in general and become a university with the approval and support of society as a whole. Maintain the right learning environment and offer facilities and equipment appropriate for higher education institutes in contemporary society. To strengthen financial support and expand opportunities for further education and research programs.
  16. Tokyo University of Information Sciences was established in 1988 by Tokyo University of Agriculture Educational Corporated and was the first private university to use "information" in its name. Our goal since our establishment has been to create a workforce rich in compassion, possessing large-scale knowledge of informatics to meet society's needs. The founder of Tokyo University of Agriculture, Takeaki Enomoto, was a groundbreaking politician who served as Minister of Education, Foreign Affairs, Agriculture and Commerce, and Communications. He also was a scientist who believed in the importance of pouring energy into "practical science," or science with practical applications. At Tokyo University of Information Sciences, we follow Enomoto's pioneering lead, educating people who can make breakthroughs for the future through technology. Therefore, our educational philosophy is "Contemporary Practicality." Our educational philosophy is "Practicality," as we continue to follow Enomoto's footsteps and pursue development in contemporary society. We endeavor to be a university that also develops emotion and creativity, as is reflected in our teaching philosophy, "Independence and Cooperation." At present, we provide a Faculty of Informatics, Faculty of Nursing, and Graduate School of Informatics Master Course/Doctor Course. Our maxim is "Break Through to the Future," and our educational philosophy is "Practicality." We continue to follow in the footsteps of Meiji-era Viscount Takeaki Enomoto, the founder of the Tokyo University of Agriculture, by developing the two concepts of pioneering spirit and practicality to assist in constructing modern society. Our teaching philosophy is based on "Independence and Cooperation." We will continue to provide research systems, curricula, and student assistance to help students grow while making scientific developments and finding solutions to current social issues. At present, our society is aging while undergoing ongoing digitalization. We want to educate people who can construct the future on both a local and global scale while meeting today's needs.
  17. With its Faculties of both Engineering and Arts, Tokyo Polytechnic University produces graduates to create "new types of value" through technology and creativity. The University originated as the Konishi Professional School of Photography, founded in 1923 to train technicians and researchers in photography, cutting-edge expressive technology. The school was a pioneer in combining self-expression through photography (art) with photographic techniques (technology). Afterward, it developed into the Tokyo Junior College of Photography and later became the Tokyo College of Photography, receiving its present name in 1977. In this way, the school has been a leader of progress for over 90 years. Our current society is in a time where art and technology are merging more and more. Within these trends, we are set apart by our pursuit of multidisciplinary science, or "hybridization of study fields." Our University has campuses in both Atsugi City, Kanagawa Prefecture, surrounded by nature and commanding a view of the Tanzawa Mountains, and Nakano Ward, Tokyo, an international information center. The Atsugi campus has facilities and equipment for cutting-edge research, drawing researchers from around Japan and the world as a place of learning and scholarship at the highest international level. The Nakano Campus is a cultural and industrial center of the media art on which our nation prides itself. It is furnished with state-of-the-art facilities for studying media art and the functionality to act as a base for information sharing. With an awareness that education is based on students' growth, we always keep in mind the philosophy of "putting students first" and strive for them to truly feel glad that they chose our school and achieved real growth. We also endeavor to awaken intellectual curiosity that makes students interested in their studies, something that every individual has inside; we always aim to encourage students' growth. We emphasize that Tokyo Polytechnic University is an incredibly unique school in Japan in that it possesses Faculties of both Engineering and Arts. This uniqueness and the great potential is an attractive feature not found in other schools. We believe we can contribute to the quality of people's lives through both art and technology by bringing together individuals who wish to challenge themselves to create something new. "Learning is fun, and creating things is interesting." Tokyo Polytechnic University is a place where students can truly understand the meaning of this statement. As we near the 100th year since our school's inception, our teaching staff will continue to create the kind of learning environment that stimulates people's intellectual curiosity.
  18. EduCativ

    Tokyo Seiei College

    Tokyo Seiei College, which opened in 2005 with Seitoku Junior College of Nutrition - an institution with a long tradition of training and educating nutritionists - as its parent organization, has two Departments in the Faculty of Health and Nutrition: the Department of Administrative Nutrition and the Department of Food Sciences. Tokyo Seiei College originated as an educational institution for "food and nutrition" when Seitoku Nutrition Senior High School was established and then designated by the Minister of Welfare as a nutritionist training facility. Seitoku Nutrition Senior High School changed its name to Seitoku Nutrition Vocational School. Due to this and efforts to provide a liberal arts program for a well-rounded education in addition to a vocational curriculum, the school acted as a parent institution to establish Seitoku Junior College of Nutrition. Seitoku Junior College of Nutrition produced a large number of graduates from the time of its founding, and the institution earned wide-ranging public recognition and renown as a nutritionist's college. Furthermore, the college divided the Food Dietetics Department into two majors to expand graduates' employment opportunities: the dietary nutrition major for training nutritionists and the food science major for training mid-level technicians in the food industry. With these two programs as the basis, Tokyo Seiei College opened as an educational institute of food and nutrition comprising one Faculty and two Departments (the Department of Administrative Nutrition and the Department of Food Sciences in the Faculty of Health and Nutrition) and aspiring to provide its students with advanced techniques and expertise. Based on the abovementioned history and traditions, we have established our college philosophy to foster promising human resources who can succeed in food and nutrition in the future. The objective of education at our college is to have our students acquire techniques and skills founded on specialized knowledge and practice related to nutrition and food, based on the latest information on "food and health," and foster "food experts" who are successful in society, while responding to society's needs. Today, global standards worldwide are being proposed to maintain the durable prosperity of human beings, where one of the topics is the stabilization of "food and lifestyles," which incorporates a wish towards good health. The energy of the young generation, equipped with a strong will and flexible creativity, is further sought after in the future world of food and health. We wish is for everyone to leap into society and contribute significantly while learning together on " health," "nutrition," and "food," which are keywords that are common throughout the world, through our classes in which every student's face can be seen. Our campus is full of expectations for the young generation.
  19. Tokyo Denki University (TDU) was founded in 1907 by two young engineers who played active roles in the industrial world, Seiichi Hirota and Shinkichi Ogimoto, to concretize their sublime idea, "Promoting engineering education is indeed the foundation for the development of a nation." Through its reliable and diligent academic culture, TDU has been fostering students for more than a century with the mission, "Development of Human Resources Who Contribute to Society by Technology." TDU also provided quality instruction based on the two educational maxims: "Respect for Practical Study" and "Students First." TDU continues to cultivate excellent human resources to meet society's needs, changing with the times to make significant contributions to Japan's science and technology development. Since its founding more than a century ago, TDU has made significant contributions to society, especially in science and technology. Our mission is to continue this good tradition of cultivating highly advanced and specialized engineers and researchers who exemplify our founding spirit, "Respect for Practical Study," in action. This is the motto of Yasujiro Niwa, widely known as the inventor of phototelegraphic transmission facsimile (The fax machine) and one of the ten greatest inventors in Japan, as selected by Japan Patent Office. He was also the first president of TDU and its graduate schools. His phrase has been adopted as TDU's fundamental educational and research ideal and guiding light. Niwa's words mean that a comprehensive technology embodies the engineer's character and ideas. Thus it is critical to cultivating engineers who can pursue the essence of technology and create new values with a broad vision. In retrospect, the twentieth century was an era in which Monozukuri, that is, "craftsmanship in manufacturing," enriched all our lives. Now, nearly two decades since the turn of the century, we must apply that same standard of excellence to producing materials and minds – minds that are prepared to "Make knowledge become a reality" in a new way of contributing to society. This century's most crucial factory floor will be in IoT, where goods, knowledge, and ideas are inseparable. Therefore, we need engineers and researchers who can ensure that people who live in the IoT remain safe and secure and who can enrich people's lives by building wisdom and sensibility into everything produced, fostering Monozukuri within both "head and heart." The educators who guide our graduates recognize this trend and know they are responsible for nurturing the young people who study at TDU. They should also emphasize how vital respect for people with different cultural backgrounds is since the world will become more borderless. Therefore, multicultural interaction will become much more frequent and inevitable in this movement. They understand that what should be learned, what goals and dreams should be realized, and what we should contribute to society must harmonize with cyberspace. In this century, TDU will go through rapid and profound changes. To make our next 100 years shine, it is crucial that "all those who come to TDU regard the change and harmony as food for the mind, and keep contributing to society." To that end, TDU continues to position itself for the future and is ready to launch you toward the next 100 years.
  20. Tokyo Women's Medical University (TWMU) is a medical university with modern and sophisticated educational, clinical, and research foundations for over one hundred years. Tokyo Women's Medical University was founded in 1900 by Yayoi Yoshioka as Tokyo Women's Medical School. Her conviction that medicine is a suitable profession for women and the philosophy that medical professionals need to be sincere and compassionate in every way have prevailed over the 117 years of the school's history. Our mission is to uphold her conviction and philosophy to the context of present-day medical education, research, and practice. Our undergraduate schools (Schools of Medicine and Nursing) have been dedicated to educating women, whereas postgraduate (Graduate Schools of Medical Science, Nursing, and Joint graduate school of Tokyo Women's Medical University and Waseda University) and professional educations (Specialty and Subspecialty in Medicine, Nursing and other medical professions) are open to both genders. Traditionally all of our undergraduate schools, Schools of Medicine and Nursing, are devoted to developing women's professions. Our graduate schools, faculties, and hospitals are open to both genders. The uniqueness of TWMU derives from the founder's strong volition to establish women's professions. Her conviction, "sincerity and compassion," enlightens is our commitment to medical services and care provided to our clients. Our medical school curriculum applies a unique learning program based on learner-centered education, and the 6-year curriculum articulates our commitment to excellence. The medical school was awarded the "Good Practice in the Higher Education" in 2003. The university was awarded the "Center of Excellence" (COE) in research for regenerative medicine in 2003. Other necessary and clinical researches are undergoing in graduate schools and medical research institutes. We invite you to explore our university further while looking at the different pages of the website. Please do not hesitate to contact us if you have any questions. Ten clinical institutes provide a wide range of medicine, including community-based medicine and highly specialized medicine. All clinical sites are practicing patient-centered medicine, which is an expression of the founder's belief. Together, TWMU is academia committed to better healthcare for society. The commitment has been unchanged since its foundation, while the achievement has been build-up for the future of medicine. Our medical and nursing educations must continue to improve to provide the highest professional education available. In the international external evaluation of the medical school in 2012, the school was recognized to surpass the global standards of medical education set by the World Federation for Medical Education. Graduate schools aim to train academic professionals who will contribute to the future of medicine. The university is also a site of basic and clinical research. Our research institutes include the Institute of Advanced Biomedical Engineering and Science. The fusion of engineering and medicine fosters unique and internationally recognized research in tissue engineering and regenerative medicine. Our sincerity in research, the extension of the founder's belief, is to provide outcomes that contribute to patients' welfare. Patient-oriented and high-quality medical practices are at the core of our services. Tokyo Women's Medical University is a site of medicine challenges for a better practice of "Sincerity and Compassion" in the global era.
  21. Tokyo University of Pharmacy and Life Sciences was founded in 1880 as the Tokyo Pharmaceutists School, Japan's first private educational institution to train pharmacists. In over 130 years, the school has produced countless graduates who have helped advance pharmaceutical science, the pharmaceutical industry, and education in Japan. The School of Life Sciences was established in 1994, the first school of its kind in Japan, greatly expanding education and research in this field. A system was established to pursue molecular and cellular level research in biotechnology and the life sciences that fully embody the university's original pioneering spirit and philosophy of humanistic education. We aim to educate individuals to become rich in spirit, able to see the world with a broad-minded perspective and contribute to the welfare of humanity and world peace through the fields of pharmacy and the life sciences. The university's Latin motto is Flore Pharmacia! Flore Scientia Vitae! ("May Pharmacy and the Life Sciences Flourish!") Our primary educational philosophy is to enable students to develop the ability to think for themselves by carrying out a wide field of experiments and research. At the same time, we put great effort into training, emphasizing well-grounded ethics to complement highly specialized knowledge and skills. The School of Pharmacy's educational philosophy is to provide knowledge and teach the skills needed to be a pharmacist working in the medical profession. We aim to foster broad-minded, compassionate individuals who can contribute to the welfare of humanity. Naturally, a pharmacist needs the correct pharmaceutical knowledge and appropriate skills. But to fulfill his or her responsibility as a medical professional, the pharmacist must protect the patient's health and life-based on this foundation by providing the patient with respectful medical care. The School of Pharmacy offers practical training through a six-year curriculum that integrates Basic Pharmacy and Clinical Pharmacy courses. Also, the graduate school Master's Program and equivalent level graduation thesis research help students to develop problem-solving skills and expertise as medical professionals. Established as Japan's first educational institution dedicated to training and research in the life sciences, the school has consistently been a pioneer in these areas. We take an interdisciplinary approach to unlocking the knowledge held in the fundamental mysteries of life. Studies in major scientific fields are pursued insofar as they relate to living organisms. The School of Life Sciences' educational philosophy fosters talent in individuals who develop a broad base of specialized knowledge and learn how to apply that knowledge with exceptional problem-solving skills. Students learn to utilize a wide range of knowledge related to living organisms to find solutions to various issues. Studies draw upon diverse subjects in biology, chemistry, and physics and extend to applications in molecular biology, medical science, and the environment. The university's campus is approximately 27 hectares (67 acres) in size. Surrounded by abundant greenery, the campus includes educational and research facilities, community facilities for students, sports facilities, and more—everything a student could need. There are over 70 classrooms and lecture halls of varying sizes, for small classes to full school assemblies. Each is equipped with a projector and other equipment to enable their use for seminars, public talks, and symposia, in addition to regular classes. There are also lecture halls specifically for computer literacy education and laboratories for chemistry, biology, analysis, and pharmaceutical studies. The university began offering a major in Clinical Pharmacy Studies in 1976 and set up the Master's Program in Clinical Pharmacy Studies in 1981, leading Japan as the first university in the country to offer clinical pharmacy studies at the graduate level. The School of Pharmacy has provided high-level education for over 30 years, focusing on training clinical pharmacists. This program provides the opportunity for experiential learning before engaging in real-world clinical practice. The pre-clinical pharmacy practice facilities completed in September 2008 have the floor dedicated to practical training. Students spend approximately one-month training, engaging directly with patients, filling prescriptions, and learning aseptic dispensing methods. The facilities contain a model pharmacy, aseptic dispensary, mock hospital ward, and so on. These pre-clinical pharmacy practice facilities are exceptional in both quality and range.
  22. The Tokyo University of Agriculture and Technology (TUAT) is a distinguished university in Japan dedicated to science and technology. TUAT focuses on agriculture and engineering that form the industry's foundation and promotes education and research fields that incorporate them. Tokyo University of Agriculture and Technology was established in 1949, and its history traces back over. More than 130 years to the roots of its predecessor organization's foundation in 1874. The TUAT Faculty of Agriculture and Faculty of Engineering respectively originated with the Agricultural Education Center of the Naito-Shinjuku Branch Office of the Industrial Encouragement Department, Ministry of Home Affairs Silkworm Disease Experimental Section, Ministry of Agriculture and Commerce founded in 1877. With this background, TUAT has developed as a unique science and technology institution based on agricultural science and engineering, two scientific fields that support the fundamentals of human society, agriculture, and industry. Academic and research activities conducted at TUAT across a broad range of areas can construct a secure and safe society and create and develop new industries. TUAT education and research aim to pursue further the truth based on free ideas and produce learned researchers, engineers, and highly specialized professionals who uncompromisingly reflect on the influence science and technology have on the Earth, society, and humanity. To this purpose, the university herein sets forth the Tokyo University of Agriculture and Technology Charter as its principles and goals. Due to the rapid population increases and the accompanying surges in energy usage, our world faces various problems. Conversely, Japan's population is shrinking, and we are approaching an era with a superannuated society. To resolve the numerous challenges found both in Japan and around the world, we believe it is imperative to preserve the environment and ensure food safety and promote scientific and technological innovation. TUAT engages in research focusing on three critical keywords—the environment, energy, food, and research in peripheral domains. Our graduate schools include the Institute of Agriculture, Institute of Engineering, Graduate School of Bio-Applications and Systems Engineering, United Graduate School of Agricultural Science, and Leading Graduate School. Our faculty members and graduate students cooperate to promote cutting-edge research. TUAT has long emphasized the importance of collaboration between industry and academia and focuses on implementing practical science. The ratio of external funding in our overall budget is one of the nation's highest. TUAT also maintains high figures for the number of collaborative research projects and research funds per faculty member. We naturally put great effort into education, aiming to produce world-class graduates. Our programs are designed to cultivate talented individuals who possess both deep expertise and a broad knowledge base. In addition to supporting various educational activities for students, TUAT provides extensive aid to students studying overseas and those engaged in collaborative research. TUAT has concluded academic exchange agreements with over eighty leading universities outside Japan. TUAT welcomes superior international students and researchers to enrich education and research through global exchange. To ensure our educational programs' high quality, we will continue to promote reform and innovation to make our university even better. We will utilize our characteristics and expertise in agriculture and engineering's key academic fields to enhance the university and promote innovation that generates fresh discoveries and unique knowledge. A great many challenges lie ahead, but if TUAT faculty and students come together as one to take on these challenges, harness the knowledge we have accumulated, and come up with new ideas, we will surmount them. TUAT will continue to move forward to enrich Japan and the world and create a brighter society. The rapid expansion and deepening of knowledge and the profound transformation of technologies and social systems they inspired are significant factors characterizing the 20th century. Today, in the 21st century, such changes not only continue to occur but seem to accelerate. The production and transfer of highly sophisticated knowledge (academic and research) have not only come to possess an unprecedentedly considerable significance for individuals, communities, and nations. However, they have also become indispensable in cultural, economic, and environmentally sustainable developments throughout society. Amid this, universities play a central role in academic and cultural developments through their leading-edge academic and research activities. Their presence and role as leaders of such developments are ever-more significant.
  23. EduCativ

    Tokyo College of Music

    Tokyo College of Music celebrated the 100th anniversary of its founding in 2007. The oldest private music institute in Japan, TCM, has contributed significantly to the development of Western classical music at home. It created the first symphonic orchestra in Japan, which was performed on Pacific Ocean steamers from 1912 to 1929. Over the years, Tokyo College of Music has taken great strides in strengthening its faculty and staff and expanding the facilities of the school. Now the College boasts a highly qualified and distinguished faculty of more than 440 with the entire student body, under the umbrella of Tokyo College of Music, of over 2000 students. This includes 1,500 undergraduates, 130 postgraduates, 220 high school students, 80 kindergarteners, and 100 Music Preparatory School students. The College's facilities include an 806-seat 100th anniversary Hall, B-studio with a baroque style pipe organ, J-studio, Synthesizer Lab, a recording studio, a Traditional Japanese Music House, Gamelan Performance Studio, library, and practice rooms. The Tokyo College of Music Symphony Orchestra has a long tradition and excellent reputation both nationally and internationally. Each year it holds concerts at the Tokyo Metropolitan Art Space and benefit concerts for UNICEF. Internationally it has performed in over 30 cities in Europe, the U.S.A., and China. The Tokyo College of Music Chorus has been actively performing with professional orchestras both nationally and internationally. With the Japan Philharmonic Orchestra, TCM Chorus has performed Beethoven's Symphony No. 9 in d-minor, "Choral" every year since 1979. Other pieces performed under this collaboration include Stravinsky's Symphony of Psalms (Symphonie de psaumes)(conductor: Junichi Hirokami), Mozart's The Great Mass in c-minor (Große Messe in c-Moll) (conductor: Alexander Lazarev), and Verdi's Messa da Requiem (conductor: Kenichiro Kobayashi). With the NHK Symphony Orchestra, they have performed Mendelssohn's, A Midsummer Night's Dream (Ein Sommernachtstraum), (conductor: Jun Märkl) and Mahler's Symphony No. 2 c-minor. "Resurrection" (Auferstehung)(conductor: Markus Stenz). Its performance of Haydn's Die Schöpfung under the baton of Junichi Hirokami had the honor to be chosen to be the second most memorable performance of all NHK Symphony Orchestra's concerts during the year 2005. TCM Professor Emeritus and violist Toshiyuki Uzuka launched String Ensemble Endless in 1990, offering an excellent opportunity to perform in a string ensemble outside of school. Since then, Endless performs annually at various music venues in Tokyo such as Tsuda Hall, Suntory Hall (Blue Rose), Casals Hall, and Toppan Hall, garnering critical acclaim in each performance. Its repertoire spans from classical to contemporary with music by Mozart, Schubert, Mendelssohn, Tchaikovsky, Respighi, Bloch, Yasushi Akutagawa Toru Takemitsu. The ensemble has recorded with Somei Sato on the CD Toward the Night, hitting the London music charts. Tokyo College of Music is an institute with a long tradition. For 100 years, the College has been playing a leading role in Western music education in Japan. Our commitment is to provide students with an outstanding education that enables them to contribute significantly both nationally and internationally throughout their musical lives. Allow me to take this opportunity to introduce our new president, concert pianist, Prof. Minoru Nojima. Tokyo College of Music is an institute with a vibrant environment. Students are busy with their instrumental training, academic studies, and extensive performance experiences. To develop the students' artistic potential fully, a liberal arts education is vital for undergraduates. It shows them how diverse elements influence music. We strive to prepare them as individuals with a broad perspective. In this vibrant atmosphere, the students inspire and challenge each other to further their understanding of music and increase their joy and love for this beautiful art form.
  24. Tokyo International University was founded in 1965 with a focus on business and commerce. Upon earning accreditation from the Ministry of Education (MEXT), the college has grown into a private university that encompasses five undergraduate and four graduate schools. Also, TIU has been sister schools with Willamette University in Salem, Oregon since the beginning, and has also developed deep relationships with other renowned universities worldwide. Staying consistently true to its educational philosophy of "nurturing truly international-minded people," TIU is continuously expanding its practice-oriented international education. The University boasts a highly international learning environment: of TIU's approximately 6,500 students, roughly 1,200 are international students from over 60 countries worldwide. Tokyo International Universityʼs E-Track Program began in 2014 with the primary focus of providing students from worldwide with the opportunity to earn a 4-year Bachelorʼs Degree with majors in Business Economics and International Relations in an all-English curriculum from the heart of Japan. Studying together with students from over 60 different countries under the counsel of international faculty that facilitate a truly global atmosphere, E-Track classes allow for developing a close student-professor relationship. Besides, TIU provides career guidance for students looking for internships and job opportunities in Japan at its well-staffed career development office on campus. All you need is an interest in Japan, and TIU's E-Track Program will help you on your way to success.' To encourage and uphold an optimal education fitting of the 21st century, TIU provides its students with state-of-the-art technology and learning facilities for their educational journey to success. Designed as a multipurpose English learning center, the English Plaza provides a casual atmosphere for students to pursue writing and language studies assistance. Appointments with academic advisers are booked all electronically via your computer or smartphone. The Plaza also fills the role of an international exchange hub, hosting seasonal events and activities year-round. This bountiful resource is jointly home to the Global Teaching Institute and runs entirely by TIU student interns. Whether you are looking to buckle down on your research paper, hang out with friends and play games, or seek casual advice from an English teacher, the English Plaza is an excellent place for you to call home. As one of the newer additions to TIU, the Japanese Plaza has a relaxed environment that is perfect for international students to meet Japanese classmates and teachers for a chance to utilize the skills they have learned in the classroom. The Japanese Plaza is also home to numerous cultural events, from Tanabata to shadow. There are always Japanese teachers and interns on-site to help international students tackle a challenging new grammar concept or practice their language skills informally. The TIU classrooms are all stocked up with state-of-the-art equipment to ensure the smooth acquisition of the challenging concepts and new ideas that come up in classes. Professors can utilize microphones, big-screen TVs, or projectors and pull-down projection screens in every classroom on campus. Also, loan-out MacBook Pro computers are available daily at the English Plaza, and the entire campus is decked out with free WiFi. In addition to outstanding classroom equipment, TIU also has a spacious computer lab complete with scanners and printers, copy machines, two different cafeterias with affordable and tasty options, convenience stores on each of its campuses, as well as visiting catering trucks to add even more culture and variety to the lunch menu. All official school documents can be gathered through the machines outside of the International Exchange Office for an easy and smooth experience throughout your studies at TIU.
  25. Tokyo Christian Institute is founded on the Biblical, historical and orthodox rule of faith, which was consistently revealed in both the Old and the New Testaments, expressed in the Ancient Church's Ecumenical Creeds, and proclaimed in the Reformation. In response to various challenges, including those stemming from certain aspects of the Enlightenment and liberal theology, contemporary Evangelical faith has endeavored to defend this historic faith and practice the piety of belief. The articles which are the basis of this Evangelical faith, are the following: The Bible, which consists of 66 books of the New and Old Testaments, was written by each writer under the Holy Spirit's perfect inspiration. Thus in the original writings, there is no error, and it contains all that God desires to reveal to human beings concerning salvation. The Bible is the single and absolute standard for faith and practice. The living and true God is eternally existent in three persons – Father, Son, and Holy Spirit. God created all things, visible and invisible from nothing, the same being subject to His absolute sovereignty. Adam was created in God's image in the right relationship with God, but was tempted by Satan and sinned against God's will, thereby incurring both the pollution and punishment of sin with the result of both spiritual and physical death. Therefore, all human beings are born with a sinful nature being sinners in thought, word, and deed. The Lord Jesus Christ is true God and true man. According to the Scripture, he was begotten by the Holy Spirit and born of the Virgin Mary, died on the cross for the sins of the world, was buried, and was raised again on the third day. He ascended to heaven and sat at the right hand of God, where he executes his ministry as a high priest for us. Because of the substitutionary death of our Lord Jesus Christ, all who believe in Him are forgiven of their sins and justified by faith, and redeemed from the penalty and dominion of sin. There is no other way to salvation. The Holy Spirit is a person whose ministry is to convict and regenerate sinful human beings, making them children of God, empowering them for a life of holiness and service, and conforming them to the image of Christ. The church universal is the body of Christ, and all who are born again by the Holy Spirit become members thereof, Christ being the head. In a manner befitting Christ its head, the church on earth should maintain the purity of faith and life and, according to His command, should preach the Gospel to every creature. Our Lord and Savior, Jesus Christ, is coming again personally, bodily, and visibly. He will raise bodily the just and the unjust, one to everlasting blessedness and the other to everlasting punishment, after which He will renew all things and deliver the kingdom to God the Father. What is Tokyo Christian University: It is the premier evangelical university in Japan. Is the only evangelical institution accredited by the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT), an accreditation that is recognized around the world. Offers a bachelor of arts degree, majoring in theology. Provides a Christ-centered liberal arts education for both men and women in Asia. Educates the heart and the mind for leadership, service, evangelism, and mission. Unites students from all over the world who live, learn, and serve with a high purpose; Christ is all and is in all. Rests in a park-like setting and "green zone" city near Narita International Airport and downtown Tokyo.
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