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Faculty of Social Welfare Policy

Type of Student We Are Looking For

  1. People who are able to take the initiative to learn and act proactively toward a goal
  2. People who have a well-rounded character and respect for others, and who strive to learn together
  3. People who aim to utilize what they learn at the University of Kochi and contribute to the local and international communities


 Admission Policy

The Faculty of Social Welfare fosters human resources who have the ability to put welfare principles into practice proactively to address the various problems that are faced in social living, developing promising human resources who are able to contribute to the improvement of welfare in a broad range of areas in society, who have an empathetic mind and well-rounded character, who engage in teaching and researching specialized knowledge, practical knowledge, and practical skills related to contemporary welfare issues supported by a deep understanding of humanity and a respect for human rights.
Accordingly, the Faculty of Social Welfare seeks the following types of students.

  1. People who have the basic academic abilities related to subjects learned in high school (Knowledge/Cultivation)
  2. People who are interested in others, place value on cooperation, and are able to act flexibly (Understanding/Discernment/Expression)
  3. People who are able to take the initiative to identify and analyze issues(Understanding/Discernment/Expression)
  4. People who are interested in the welfare issues of families and the community, and want to learn methods to solve them (Determination/Motivation)
  5. People who want to cooperate with others to support people’s lives and create a better local community (Determination/Motivation/Cooperation)


Curriculum Policy

In order for the students to fulfil the Diploma Policy, the Faculty of Social Welfare has established General Education and Departmental courses.

1. General Education courses
(1) In order for the students to acquire what is needed to function within a society that is fair to all, we have sets of courses through which students learn communication skills (i.e. Literacy courses), foundational knowledge of various areas of study (i.e. Foundational courses) and issues concerning local communities as well as international society (i.e. Theme-based Education courses), knowledge and skills for maintenance and promotion of lifelong health (i.e. Health and Sports courses), and practical initiatives to deal with regional issues centering around local communities (i.e. University-Community Partnership courses).
(2) English Communication courses are mandatory in years 1 and 2. Among the University-Community Partnership courses, the foundational courses are mandatory; the applied courses are elective. Other courses are chosen based on one’s own interests.
(3) Classes are, as much as possible, kept to small numbers, and methods of Active Learning are employed. Classes are conducted in diverse styles based on the content and special characteristics of each individual course. Meticulous evaluation of study is also carried out.

2. Departmental courses
(Curriculum structure and educational content)
11 sets of Departmental Expertise courses are provided on the basis of consultation assistance to help the students acquire the specialized as well as practical knowledge and skills in social welfare studies - those are underpinned by values of human rights and social justice, which are also related to the fields of nursing welfare and psychiatric welfare. The courses forming each of the 11 sets are ordered sequentially in terms of developmental stages from the foundational stage to the stage of practical application. The sets for the foundational stage include Fundamentals in Social Welfare Studies, Social Welfare System, and Understanding the Mind and Body. The sets for the foundational and intermediate stages include Fundamentals of Consultation Assistance and Understanding Nursing Care Public Welfare. The sets for the application stage include Communal and International Social Welfare and Rehabilitation Assistance. The sets for the practical and advanced stages include Consultation Assistance Practica, Nursing Care Public Welfare Practica, Mental Health Welfare Practica, and Comprehensive Studies.

(Sequence for course registration)
Courses in the foundational stage, the application stage, and the practical and advanced stage are taken mainly in years 1 and 2, in years 2 and 3, and in years 3 and 4, respectively. We consider the eligibility for national examinations for Social Worker to be the fundamental qualification that proves that the student has mastered the knowledge and skills required to function in the realms of social welfare. In addition, courses are available for eligibility requirements for national examinations for qualifications as professionals in Nursing Care Public Welfare/Mental Health Welfare.

(Methods of instruction)
Each course, emphasizing Active Learning as an instructional method, is designed to develop by introducing pre-class assignments, post-class assignments, group discussions, reaction papers, etc. We make active use of small-size seminar-type and/or hands-on practical training type of classes especially in courses placed at the practical and advanced stage. This is intended to help the students establish and deepen the knowledge and skills they have learned in the foundational stage, and to acquire comprehensive knowledge and skills required of social welfare professionals and to develop an ability to explore the study of social welfare.

Specific goals are set for each course in line with the Department’s educational philosophy and objectives. These goals, together with criteria and methods of grading and evaluating, are made accessible to the students.
Multifaceted methods of evaluation are employed in accordance with the nature of each stage and each course. Grade evaluation for determining whether the student has acquired the capabilities required of a professional in the field of social work, is conducted in accordance with the evaluation indexes and criteria laid out for each course. We also strive to guarantee quality education by evaluating and improving the curriculum in light of the students’ evaluation results.


Diploma Policy

The Faculty of Social Welfare awards bachelor’s degrees to the students who, striving for the values, knowledge, and skills necessary for social welfare professionals aiming for a harmonious society, have acquired each of the following qualities.

(Knowledge and understanding)
1. The student is able to systematically understand specialized knowledge on social welfare, on the basis of extensive education upon which to the needs of people living in current society.
2. The student understands people’s lives from both human and environmental perspectives, and has acquired the practical knowledge to deal with issues concerning on the circumstances of individuals as well as those concerning social welfare in general.

(Ubiquitous and practical skills)
3. The student is able to grasp ever-diversifying and complicated welfare needs from a scientific viewpoint, and is able to understand the challenges of individuals in terms of their relationships to the society.
4. The student is able to exert communication skills in collecting and analyzing information necessary to solve welfare issues and examine the information in a logical way and from a number of angles whereby he/she can propose plans for tackling those issues.

(Attitude and orientation)
5. The student is aware of himself/herself as a member of society and is able to contribute to the peacefulness and quality of people’s lives while exercising appropriate use of his/her responsibilities and rights.
6. The student has gained the aspiration to independently deal with welfare issues in terms of human rights and social justice on the basis of the notion of normalization as his/her principal viewpoint.

(Comprehensive learning experience and creative thinking)
7. The student respects the sanctity of individuals and principles of welfare, and is able to creatively and scientifically develop towards the defending rights.
8. The student has a comprehensive outlook, and is able to pursue self-growth as a professional by putting social welfare into practice in collaboration with other professionals in such disciplines as public health, healthcare, and social welfare.