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KOSEN’s Initiatives in Harmonizing and Internationalizing TVET
Matsumoto Tsutomu
Chair, Subcommittee on Global Strategy, Committee on Educational Reform,
Deputy Director, Center for International Exchange
National Institute of Technology
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1st year
2nd year
3rd year
4th year
5th year
1st year2nd year
1st year
2nd year
3rd year
4th year
1st year2nd year
1st year
2nd year
3rd year
Junior high school (100%)
1st year2nd year
College of technology
(0.8%)High school
(97%)
Junior college
(7.4%)
Other school
(25.6%)
Graduate course
(5.6%)
Advanced course
(0.08%)
University
(46%)
enter
transfer
transfer
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14
15
16
17
18
19
20
21
22
23
24
25
26
27
age
doctorate
masters
Outside candidates
Education Path in Japan
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Education Path in Japan
Main stream :
Primary School (6 years)
Junior High School (3 years)
Senior High School (3 years)
University (4 years) , Junior College(2 years) or
Vocational School (1-2 years)
Kosen Path (Vocational Training)
Primary School (6 years) => Junior High School (3 years) => KOSEN(5yrs + 2yrs)
Compulsory education
Student Population in Japan
A/Y 2012
• Junior High school 3,553,000 (Year1-Year3)
Average 1,200,000 per each grade
• KOSEN 58,800 (M:49300, F:9500) (5-year regular course)
12,000 per each grade
1 % of junior high school graduates enroll KOSEN
• University
390,000 enrolls Engineering Programs
Average 100,000 per each grade4
Ministry of Internal Affairs and Documentations
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What is Kosen?高等専門学校 : 高等(KOUTO)= Higher
専門(SENMON) = Profession学校(GAKKOU)=School
高等専門学校 => 高専(KOSEN)KOSEN has been categorized into higher education as same as univ.
Industrial field, manufacturing companies, demand s well educated engineer at 60’, both theory and hand on skill.
As manufacturing factories being set in overseas, many graduates have sent to overseas factories. So global human resource is high demanded.
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Mechanical Engineering 10800
Electrical & Electronics Engineering 12800
Information Technology 7200
Applied Science 6000
Civil Engineering & Architecture 7200
Maritime 1200
Others 400
6Ministry of Internal Affairs and Documentations
Main departments and number of students in Kosen
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Program accreditation by JABEE
1st year
2nd year
3rd year
4th year
5th year
JABEE(Japan Accreditation Board for Engineering Education).
Since 2005, JABEE has been a member of Washington Accord – an agreement which provides a mechanism for mutual recognition between signatory bodies of engineering education accreditation processes.
Colleges of Technology have been eager in getting accreditation of JABEE in order to ensure an internationally recognized quality assurance.
Accredited programs of Colleges of Technology correspond to the level of undergraduate engineering program at university.
※65 educational programs of 47 colleges of technology (from total of 55 schools) have obtained accreditation of JABEE
Advanced course
2nd year
Advanced course
1st year
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● Enrollment fee: 770 US$ 2,550 US$
● Tuition fee: 2,070 US$ / year 4,860 US$
● Text books:● Others:
Dormitory expenses: 360 US$ / month 1,000 US$
* A National University
College Dormitory
Tuition fee of KOSEN is 42 % of
the tuition of National University
KOSEN University *
§2.3 Expense comp. with University
Subsidize some 1000USD by government for first three years
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National Institute of Technology 51
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Distribution of KOSEN
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CURRICULUMN
Requirements:Liberal art 75 credits
Math, Physics, Chemistry, History, Social Science, PE etc
Engineering Subjects 82 CreditsFinal project, workshop, tutorial etc
Total Amount for graduation 167
Liberal ArtsEngineering EducationExperiments / Workshop Training
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Distribution of modules
2015年8月31日 11
Diploma
Course
Bachelor
Course
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19
20
17
18
16
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Experiments
Project practice
Manufacturing practice
Internship
Graduation research
ResearchEngineering design
Liberal Art Engineering Module
Age
Labs., Exercise, Practice
• These modules have been adopted for hands on skill training.Machine Operation(Drilling Machine, Lathe, Milling Machine, NC, CNC etc)
Solder dip, Wiring circuit, Analysis Confirmation Understanding of Theory using by model
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Student Project Work
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Discussion to design Movement and sensor of mobile robotProgramming for robot
Motor Control Software for Mobile Robot
Academic and Career Counseling
• 40% of graduates are taking further education.
Advance course, university
• 60% of graduates obtain job offers from industry.
Manufacturing, maintenance service, IT etc
All of them get it before graduates then career counseling is needed.
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Job Offer
Fig.5 Training Factory
1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008
0
5
10
15
20
25N
umbe
r of
em
ploy
ment
offe
rs p
er s
tude
nt
Year
Univercity
All CT
MCT
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Employment
Fig.5 Training FactoryEmployments
0.6%OthersPublic Service
Service
Wholesale,Retail
Electric/Gas/Water Supply
Transport/Information
Construction
Manufacturring
0.6%3%
14.1%
1.7%2.5%
14.9%
9%
54.2%
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Chapter 8 Features of KOSEN Education
(1) Start from “Age 15” Good for acquiring skills.
(2) “Scrupulous teaching”
1 Credit in KOSEN: 30 hours classroom
1 Credit in University:
15 hours classroom + 30 hours self-study
(3) Systematic “5 year Engineering education,"
balancing fundamental (theory and knowledge)
and experimental (including skill training)
learning, accompanied with Liberal Art.
Feature of KOSEN
History of International Relationships
Around 15 years ago : A very limited number KOSENs sent student to overseas as overseas study trip eg: English course.
2003AY :Kumamoto organized overseas study trip to Singapore.at Department of Electronic Control System, Year 4 students(40).This program had spread another course in Kumamoto.
2005 AY : Kumamoto Signed MOU with TP. 2006 AY: Kumamoto coordinated 10 colleges in Kyushu to sign MOU with
three polytechnics in Sin’pore. TP, RP, SPComprehensive MOU, so 13 Institutions signed one MOU.
Two programs were developed, such as ISATE for academic staff and Technical English Course for student, under this MOU.
20XX AY : Kumamoto signed MOU with VTC/IVE.
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Comprehensive International Agreements by
NIT
Electronic Engineering Polytechnic Institute of
Surabaya(EEPIS)(Indonesia)
Concluded in November 2012
Universiti Teknologi MARA (UiTM)(Malaysia)
Concluded in December 2013
Queens College of the City University of New York (CUNY)(USA)
Concluded in December 2013
Thai-Nichi Institute of Technology (Thailand)
Concluded in Apr. 2014
Office of the Vocational Education Commission,
Ministry of Educuation, (Thailand) (July. 2014)
• Universitas Gajha Mada, (Indonesia) (Nov. 2014)
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Comprehensive International Agreements by NIT
Polytechnics (Singapore)
Concluded in Sept.2009 with 3 polytechnics and expanded to all the 5 polytechnics in Sept. 2011 (Singapore, Temasek, Republic, Nanyang, Ngee Ann)
Active student exchange and international symposium(ISATE)
King Mongkut’s Institute of Technology Ladkrabang(Thailand)
Concluded in Jan. 2011
Active student exchange and International symposium(ISTS)
Vocational Training Council (VTC)(Hong Kong)
Concluded in Jan. 2012
Planning to expand student exchange with
9 campuses of Institute of Vocational Education(IVE)
5 universities (Taiwan)
Concluded in April 2012
(National United University,
National Taipei University of Technology,
National Kaohsiung First University of Science and Technology,
Cheng Shiu University,
and Chung Chou University of Science and Technology)20
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Multilateral Collaboration Program
• Global Leadership program
Cool Japan Seminar
ISTS
• MONODUKURI Camp (Project Work)
• ISATE(Sharing engineering Education Experience)
Cool Japan Seminar 2015
From April 25 to May 2, 2015in Hachinohe, Aomori, Japan
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Outline
Theme: One World: Revitalizing Tohoku
(1) When : April 25 - May 2, 2015(2) Where : Tanesashi Youth Outdoor Learning Center
in Hachinohe, Aomori, Japan
Tokyo
Hachinohe
Akashi
Sansha Taisai
Kabushima
Participants: 48 students
Malaysia 6 Singapore 10Indonesia 6Thailand 4Japan 22
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ProgamApril 25th Opening Ceremony and Orientation, Ice Break
Group meeting
April 26th Asaichi (Morning market)Keynote speech, Presentation of volunteer activities of
Hachinohe Visit Noda village, Group meeting
April 27th Workshop→Field work investigationWorkshop→Work in group, Group meeting
April 28th Workshop, work in groupWorkshop, Interim report, Group meeting
April 29th Workshop, work in groupWorkshop, Presentation practiceGroup meeting
April 30th Workshop→Final presentationWorkshop→ReviewFarewell party
May 1st ExcursionLake Towada, Mt. Hakkoda, and cherry blossom festival in
Hirosaki Castle
May 2nd Closing ceremony
Venue: Tanesashi Youth Outdoor Learning Center
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To revive from the earthquake disaster, and to develop sustainably as global city,
★Discover the issues
★Discuss the solutions
★Propose the plans
Workshop
WorkshopTheme: Revitalizing
Discusses the reconstruction with
multilateral viewpoints.
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International Symposiumon
Technology for Sustainability
https://sites.google.com/site/ists2015/
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Developing ISTS
ISTS2011 : ThailandKing Mongkutʼs Institute of Technology Ladkrabang (KMITL)
ISTS2012 : ThailandKing Mongkutʼs Institute of Technology Ladkrabang (KMITL)
ISTS2013 : Hong KongInstitute of Vocational Education, Vocational Training Council
ISTS2014 : TaiwanNational Taipei University of Technology
ISTS2015 : MalaysiaMara University of Technology
ISTS2016 : IndonesiaGadjah Mada University
Objective of ISTS
mentality
Challenge,
Positiveness,
Tenacity of
purpose
ability
Problem-identify-
ing & solving,
Communication,
Presentation
cognition
Creativity,
Logical &
Critical
thinking
attitude
Flexibility, Open
mind, Coopera-
tion, Enjoying
diversity
Global Leadership
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ISTS2015
Item 1
ISOC, International Student
Organizing Committee,
has organized the entire event,
mainly workshops.
The duration is extended to
eight days;
Aug.4,2015 ~Aug.11, 2015
Workshops as well as
academic presentation &
technical tours was held.
Item 2
Item 3
ISTS2105 Schedule
8/4~8/5Academic presentation• Authors were invited to submit original, unpublished papers on all aspects of
technologies for sustainability .
• The detailed is shown on the flier.
8/6Technical tour
• The campus tour and KL tour.
8/7~8/11Workshop
• “Make Someone Happy” Project
• Field trip for finding society issues, Klan river bridge, old village, primary school etc. After field trip, student found out issue, discussed and developed proposed idea.
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“MONODZUKURI” Camp
One team is mix.
Assignment is given to team.
Team should try to solve it.
Team work collaboration, communication skill,
problem solving
Having slightly contest (incentive)
Presentation is required.
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Global Human development is driven by technical challenge together with exchange student. During the challenge, all student stay at same accommodation such as dormitory. They can have special experience of live together under same room.
An Example of Exchange Program-- One week exchange program --
Day 1 : TravelingDay 2 : Ice Breaking,
Introducing exchange program,Explaining Project, Campus Tour
Day 3 : Mini Project WorkDay 4 : Mini Project WorkDay 5 : Factory Visit, SightseenDay 6 : Presentation of mini project work
Farewell PartyDay 7 : Traveling
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Timing & Venue : 21st – 28th March, 2009, At Kumamoto College熊本高専Participants : 21 KOSEN students, 9 Temasek Polytechnic Stundetns,
5 IVE(CW) students
Assignment:Lego Robot and control program by Java
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An Example of “MONODZUKURI” Camp
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An Example of “MONODZUKURI” Camp
Assembling Discussion on program
Make a programTest run
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392010 Temasek Poly
Presentation at TP, 2010 2010 Temasek Poly
A similar program at Temasek Polytechnic, Singapore
Thank You!
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Mechatronics Engineering Education
Goal : Educating mechatronics engineer
Related discipline1. Electrical and Electronic・・・Peripheral device and its interface
circuit, Sensor interface, Actuator drive circuit, filter circuit
2. Computer and Information technology・・・micro processor, digital circuit design, programming etc
3. Automatic Control ・・・Feedback Control, PLC, Digital Signal Processing
4. Mechanical Engineering・・・Mechanics, Kinematics, Machine Element, Material Mechanics, etc
Proposed Curricula
複合的技術を応用するステップアップ型ものづくり教材
Small Mobile Robot (eg: Line Tracer)
Electric/ElectronicsMicroprocessorSoftware
Automatic Control
Mechanics
Growing up
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Example of Curricula
Year 1 : Using CdS Celland Relay Cuircuit
Progress Line Tracer
Year 3 : Using Lego Digital Circuit and Optical Sensor
Year 4- 5: Control by Micro processor
Line Tracer Controlled by MPU
Fig. 1 Example of Line Tracer
Size 160W×182L×78H mm
Weight 370g(Without Battery)
Electric Power AAA 6PC (7.2V) NiC
Wheel Diameter 56mm
トレッド 112mm
Steering Wheel Steering
Motor Drive PWM
Speed(MAX) 400mm/s
Sensor Infrared LED Refrector
Distance
Sensors127mm
MPUH8/3052F
(ROM 512KB,RAM 8KB)
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Summary
• KOSEN (Institute of National Colleges) has 51 Colleges and 55 Campuses
• 52,200 students
• 3,864 academic staffs
• Most of the academic staffs have doctoral degree like University staffs
• High research activities
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Student Dormitory
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47Single room Two Sharing room
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Laundry Room Shower booth
Bath Room, Japanese style
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8. Comments from the Participants
Overall
(2)What have you learned in the Cool Japan Seminar?
● Global leadership
● Being more appreciative to my teammates all around me
● Histories, Cultures
● Facts of new things about the companies that teach me to think differently
Presentation skill
● Thinking about the possibility
● We should always try to cover each others’ weaknesses
● The information about the LNG
● About Black garlic
● How it is like to work effectively as a team from many different countries
● Hachinohe method to survive the Great Japan Earthquake
● Good communication and Cooperation within a group is essential to greater
efficiency
● How to figure out the solution towards the issue and deal with the people
● Respect culture
● How to manage group with different language
8. Comments from the Participants
CJS is very awesome! I have met many new friends
besides my old friends,….
In the future, I will work with Proton (Malaysian Car
Manufacturer). It is a company who has great link and many
projects with Honda Japan. For example, the next car
model is a co-operation between Proton and Honda. I have
experience of dealing or organizing program and attend
meeting with Japanese professors and students. So, the
company will trust me to help them in the project with
Japanese companies as I know a bit on how the Japanese
work and also how committed the Japanese are.
Thus, it is important for my future in the company and my
future as a whole. Thank you for your warm hospitality and
your great concern to the Muslim students. Love you guys!
(Malaysian student)
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8. Comments from the Participants
The CJS was a very enlightening experience. …
in this seminar, because of the grueling workshop, I had to
communicate with others in order to complete the task
given. Because of this, we held may discussions where my
input was mandatory. The workshop pushed me to talk,
letting me form many bonds I would not have otherwise. ….
In this seminar, I learnt a lot. I learnt that the good
communication is essential to good teamwork. I also learnt
that the presence of a leader is important to keep things in
line and to delegate tasks to his, or her, team members.
Only that way can there be effective synergy in the group to
improve quality and efficiency of the work done. This
seminar exercised my leadership skills. (Singaporean
student)
8. Comments from the Participants
It is a very great experience to be one of the participants in
CJS because this program can helps to enhance the
participant skills that are needed for being a global leader.
For me, the most meaningful moment is being together with
the other participants in every sessions of the program. It
makes me have many friends from other country.
In conclusions, I think that this seminar should be continued
in future for the next young generation. This program
benefits the participants in many ways. For the suggestion,
this seminar should have improvement in terms of the travel
time from one place to one place. . (Malaysian student)