Hiroshima University (HU) was established by combining eight existing institutions in May 1949 under the National School Establishment Law. Later in 1953, the Hiroshima Prefectural Medical College was also added to the new HU. Some of these higher educational institutions already had brilliant traditions and histories of their own. Although these educational institutions suffered a great deal of damage due to the atomic bomb which was dropped on Hiroshima on August 6, 1945, they were reconstructed and combined to become the new HU. In addition, Graduate Schools were established in 1953. The new HU has risen from the ruins of war like a phoenix, which is in fact the University's symbol.
HU has a long history of accepting international students. This commenced before World War II. As of May 2016, HU has over 15,000 students including nearly 1,000 international students from different 70 countries.
The Graduate School for International Development and Cooperation (IDEC) was established in April 1994. Our goal is to train experts who can address various pivotal issues for the international society. In particular, IDEC has worked on various challenging issues faced by developing countries through international environmental cooperation, international educational cooperation, and international peace cooperation. These three areas are mutually interrelated, and complement each other.
To achieve our goal, IDEC has been accepting many international students. Most of them come from Asian and African countries. As of March 2016, IDEC has 1,806 alumni from 63 countries.
Key Features of Education
(1) Education Programs in English
We believe it is important to develop international professionals capable of writing academic articles and reports, communicating and conversing in English. Therefore, almost all lectures and seminars are provided in English.
(2) Systematic and Interdisciplinary Curriculum
IDEC offers a systematic and interdisciplinary curriculum to produce specialists who can contribute to international development and cooperation in ways that cut across established academic disciplines. IDEC offers integrated education and research programs in economic development, international affairs, cultural dynamics, engineering, biology, peace studies, educational development, regional studies, Asian cultures and interdisciplinary programs to develop global perspectives.
Special Education Programs
IDEC offers special education programs designed to improve the qualifications and skills of students who plan to work in the field of international cooperation. The main features of these programs are as follows.
(1) Global Environmental Leaders Special Education Program
GELs special education program has been implemented in IDEC to foster young leaders who are capable of identifying problems and formulating strategic solutions at the national or local level through interdisciplinary and international perspectives. The needs for global environmental leader are increasing against recent complex environmental issues. The GELs program has two core courses: International Environmental Cooperation Studies for expanding interdisciplinary view and Practical Seminar on International Cooperation Project for developing communication skills with experts in different field. We also provide several trainings such as summer course where students can acquire practical technology and knowledge so that they can swiftly respond to the needs and trend of international society. Certificate of completion is conferred upon satisfying the requirements of the program.
To date, more than 100 students have joined this program. They are now taking a leading role in government, academia and research institutions and private companies all over the world.
For more details, go to
(2) Formation of a Strategic Center for Global Internship (G.ecbo)
From 2010 the "Global Internship Program Office" was placed under the authority of the International Center as a university-wide organization, and IDEC is continuing to promote the G.ecbo Educational Program. G.ecbo is a practical education program that includes pre- and post-internship training designed to achieve viable outcomes from student internships. The following types of internships are available:
For more details, go to http://www.hiroshima-u.ac.jp/en/en-gecbo/
Developing countries today are facing various difficulties, including rapid population growth, regional conflicts, deteriorating standard of living and environmental problems. Insufficient social infrastructure, particularly in education and medical conditions and technological level, impedes socioeconomic development in developing countries.
Therefore, it is of the utmost urgency that we nurture young researchers and planners who are experts in their specialized areas and have willingness to contribute to international cooperation. Through its innovative educational program, IDEC aims to provide educational opportunities for students to learn about the interdisciplinary and practical subjects necessary for international development and cooperation, including economics, environmental science, engineering, ecology, agricultural science, pedagogy, sociology, international politics and peace science. The school as a gathering with international characters offers a special place where the students with different expertise from various countries with different cultural, social, educational, political, and economical backgrounds are able to foster closer ties each other and share the common agenda and goals in international development and cooperation.
JDS Fellows will belong to Educational Development Course in the Division of Educational Development and Cultural and Regional Studies.
Division of Educational Development and Cultural and Regional Studies
This division takes an interdisciplinary approach to study issues of educational development and regional cultures in Asian and African countries, focusing on the various regional cultural characteristics and the dynamics of educational development. Along with historical and cultural relations and methods of interaction between people from different cultures, this division studies the development of educational systems that promote sustainable cultural and educational development. These diverse topics are studied from the perspective of international educational and cultural cooperation.
Department of Educational Development
Educational Development Course
Educating next generation in the society takes one of the essential parts of achieving sustainable development in the developing world. In specific terms, some of the most urgent imperatives include developing effective curriculum and instruction, building a functioning educational system and training human who can manage the system, and education both current and future teachers. The Educational Development Course is actively working toward educational development in developing countries through theoretical and practical research in the field of human resource development, educational system and curriculum development, etc.
Since we had some experiences in some JICA projects in Cambodia, we can provide practical and effective problem solving method in terms of the educational development for the future Cambodia through the research guidance. Since we have rich experience in JICA project and accepting students, we will be able to conduct pin-point lecture and research for the JDS students.
Minimum of 30 credits through course work;
Submission of a master’s thesis.
All students need to decide research topic and supervisors (one head-supervisor and two sub-supervisors) at the beginning of the first semester. Under the head-supervisor’s advice, students will choose subjects to enroll and start preparations for a master’s thesis.
List of subjects offered in 2016 academic year is attached. Students will choose subjects mainly from “Educational Development Course” but also can select some subjects offered by other 4 courses (Development Policy Course, Development Technology, Peace and Coexistence Course, and Cultural and Regional Studies Course) as free electives. (URL: http://home.hiroshima-u.ac.jp/idecp/en/ED/class/index.html)
Environmental Management Technology
Economic Development and Policy
|Developing Designing Ability
Graduate Writing I
Graduate Writing II
|Development Sciences I
Development Sciences II
|Morphology of Contemporary Standard Japanese||2|
|Education in Japan||2|
|Theory and Practice of Educational Research I||2|
|Theory and Practice of Educational Research II||2|
|Planning for Educational Development I||2|
|Planning for Educational Development II||2|
|International Cooperation in Education||2|
|Human Resource Development for Education||4|
|Developmental Education and Education for International Understanding||2|
|Gender and Educational Development||2|
|Science Education Development||4|
|Foundation of Curriculum Development for Science Education||4|
|Mathematics Education Development||4|
|Basic Education for Development in Mathematics||2|
|Information and Communication Technologies in Education||2|
|Concepts and Issues in Motor Control||2|
|Education for Ethno-Languages||2|
|Culture for Ethno-Languages||2|
|System of Curriculum Development in Japan||2|
|Education for Understanding of the Natural Environment I||2|
|Education for Understanding of the Natural Environment II||2|
|Development of Basic Ability for Science and Technology I||2|
|Development of Basic Ability for Science and Technology II||2|
|Development of Higher Education||2|
|International Exchange in Education||2|
|Language Education and Media||2|
|Introduction of Statistical Analysis in Education I||2|
|Introduction of Statistical Analysis in Education II||2|
|Contrastive Study of Languages and Cultures||2|
|Structures and Types of Expressions among Languages||2|
|Fundamental Theory of Practice in International Cooperation in Education||4|
|Case Studies of International Cooperation in Education||2|
|Basic Education and Development||2|
|Theory and Practice of Curriculum and Instruction I||2|
|Theory and Practice of Curriculum and Instruction II||2|
|Comparative Education in Developing Countries||2|
|Special Needs Education and Inclusive Education||2|
|Education for Peace Society||2|
|Foundations of Education||2|
|Fieldwork Methodology in Educational Development||2|
|Local Curriculum Development||2|
|Global Citizenship Education||2|
|Development of Early Childhood Care and Education||2|
|Project Evaluation Methodology in Education Development||2|
|Seminar on Educational Development||8|
|Seminar on Curriculum Development||8|
|Seminar on Basic Developmental Education||8|
|Seminar on Language Education||8|
|Seminar on Higher Education and International Exchange||8|
|Seminar on International Development Cooperation in Education||8|
|Seminar on Human Resource Development for Education||8|
|Seminar on Development of Early Childhood Care and Education||8|
|1) Common subjects I･II(required electives)||6 credits (4 credits required from Common subjects I)|
|2) Subjects specified by the supervisor (required)||12 credits or more|
|3) Seminar (required)||4 credits or more|
|4) Free electives outside of the subjects specified by the supervisor
and may be subject taken at another graduate school (elective)
|Total:||30 credits or more|
Students need to decide their research topic and supervisors (one head-supervisor and two sub-supervisors) at the beginning of the first semester. Under the head-supervisor's advice, students will choose subjects to enroll and start preparations for their master's thesis.
|Research on mathematics education development in international perspective, and development and analysis of lessons in other subjects|
|Comparative policy studies of educational development in developing countries, and the study of global educational exchanges in higher education|
|Theories, Systems, and Practices of Special Needs Education, Inclusive Education, and Social Inclusion|
|Ethno- linguistic studies on the Mongolian languages of Gansu and Qinghai Provinces, China|
|Science education, principles of science curriculum, and development and analysis of lessons in other subjects|
|Content-based Science Education (Physics Education), International Cooperation in Science Education|
|Curriculum Development in Mathematics Education, Historical Research of Mathematics Education|
|Practical researches on Promoting International Cooperation in Educational Development|
|Study of Intrinsic Motivation and Outcome Measurement of Education Officers and Teachers through International Cooperation Projects|
|Cross-linguistic comparison of structures in expressions and exploration on cultural reflection in them|
|Educational planning in developing countries and international cooperation for education|
|Comparative study of relationship between social, economic structure fluctuation and education in developing countries|
|Studies on Human Resource Development for Education (teacher education) in Asian countries, Comparative Education|
|Comparative Studies of Local Curriculum Development, Management and Evaluation, Comparative Education|
|Studies of Educational Development in Basic Education, Comparative and International Education|
|Studies on the effects of early childhood education in developing countries, International cooperation in early childhood care and education|
|Education Policy in developing countries, Teacher education and school-based management with community participation in Africa|
Professors who will cease regular teaching within the standard completion period of the thesis.
Educational Development course of IDEC provide with broad interdisciplinary courses and develop high problem solving skills on the practical problem. Firstly, the faculty members of IDEC have been involved many international cooperation projects for educational development. It allows for us to accumulate a lot of experiences and knowledge and to identify the practical needs of the developing countries. Some professors have been involved for the mathematics and science education project in Bangladesh since 2004. Since 2008, three of the faculty members were involved another science education project (STEPSAM 2) for Cambodia as consultants. In some other science and mathematics projects, such as SMASSE in Kenya, several professors were worked as consultants. Professors from Center for the Study of International Cooperation in Education (CICE) are also conducting some cooperation projects and research projects. Therefore, the IDEC has a lot of experiences and knowledge to how to develop the education in developing countries.
The educational development course has been accepted many students from Myanmar from upper secondary school, teacher training college, and ministries. The successful applicants are as follows:
1) High English language proficiency
2) Clear reason for study in Hiroshima, or Japan (We strongly suggest previous investigation about research theme in our program, and the applicants can explain why they cannot study in any other places).
3) Logical and empirical thinking