This school is an educational community based on Christianity.
Our aim is to raise up persons who search for truth,
respect themselves and others,
have the power of insight supported by accurate knowledge and rich sensitivity,
and participate actively in society.
A.D.Hail & J.B.Hail
In the late 1800s the Meiji government was very committed to public education. However, they felt that teachers should only teach about technology and factual information, but not about religion or philosophy or ethics. The Hails felt that Christianity is very important since God is the creator of all things and though he is invisible, he is our guardian. They believed that people should be equals and should respect each other’s humanity. They also felt the teaching of peace was important. Since the government did not allow this kind of teaching in public schools, they felt it was important to create a school where these principles could be studied. So, they built a mission school.
AE Garvin from Western Women’s University in the US founded the Osaka United Girls School. Her motto was “The fear of the Lord is the beginning of wisdom.” She wanted to educate young girls so that they could become good religious women, both in their homes and in society. She wanted to educated girls to work in society, doing the jobs that most people do not want to do. She felt that in addition to knowing how to reason and having educated minds, educated women also needed to have healthy bodies.
AE Morgan served as the president of Wilmina Girls School for 18 years beginning in 1893. She felt the goal of mission schools was not only general education but also Christian education because this kind of education was not taught in public schools. At Wilmina Girls School there were teachers who could give students useful training in a Christian atmosphere. “The object of mission school is not education but Christian education, these two words are united in one idea. Such results cannot be obtained by means of government school. In all we aim to form such minds as may recognize the obligation to work in some way and honor any honest work well done, while they also have power to see beyond the details of daily life. This is the aim of the school.”
Students who complete the required curriculum based on Article 108, paragraph 1 of the School Education Act*, are allowed to graduate. They should acquire the following:
- As a member of the educational community based on Christian education, students develop a humane identity, have high awareness of human rights, and are able to communicate based on their understanding others.
- Students are motivated to actively participate in society by learning about problems related to an international society and community in English and Japanese
- Students acquire knowledge, ability to understand, ability in foreign languages, and generic skills by working on themes related to the international and local communities.
- Students acquire the ability to collect information, analyze it, and report on it using various information sources and mediums.
- Students acquire the ability to produce logical sentences and master oral presentation skills in both Japanese and English languages.
- Students acquire expertise and skills related to their future careers.
- Students acquire communication skills in Japanese and English that can positively promote “dialogue” when they participate in society.
- Students are motivated to become aware of cultural differences and diverse values and to learn and live through fieldwork, volunteer work, extra curricular activities, and club activities.
Through the organic integration and development of English education, liberal arts education, and specialized education, students acquire wide and solid knowledge about various problems related to international society and communities. In order to achieve these goals, a curriculum that can develop the ability to think, to judge, and to take actions has been established. Further progress of globalization in various fields of society including the economy will be forecast in the future. Japan is faced with her own problems such as a declining birthrate and an aging population. Studying not only about Japan, each student demonstrates her awareness of various places in the world, including Asia where rapid development and change are anticipated. We will cultivate “basic personnel for society” so that they can contribute to society. Therefore, in our curriculum, students cultivate problem finding and solving skills through active participation and by having a number of practical seminar classes. In other words, it is an educational curriculum that emphasizes learning as in “What can we do in addition to only understanding knowledge”? The curriculum consists of three areas: “general English education”, “general education” and “specialized education”. In addition, each course is assigned a four-digit number, which corresponds to the degree of difficulty and the requirements of the course, allowing students to take courses according to the level of proficiency of individual students, regardless of students’ grade level. In addition, we have arranged an academic advisor and have prepared a support system so that students can obtain appropriate advice when selecting subjects. We also have a variety of programs for learning outside the classroom. Through various field work courses, semester study abroad programs, year-round study abroad programs (available only in the Women’s Global Leadership course), self-development programs, volunteer activities, etc., students can realize the difference of different cultures and values, and share their consciousness to learn together and live together.
The university is a place where students touch upon various knowledge and build a foundation to become independent, regardless of how society changes, by learning how to look at things with a multifaceted perspective and asking themselves how they would like to live. Along with this, the mission of Osaka Jogakuin University is to send out those who can collaborate with others using their leadership ability to actively commit to solving issues by applying their advanced English language ability cultivated throughout the four years and the knowledge about their specialized field (communication, international cooperation, or business).
Expected Students’ Vision
- A woman who believes in the philosophy of our university and has rich intellectual curiosity and a willingness to learn.
- A woman who develops communication skills, and respects different ideas and cultures.
- A woman who is willing to acquire advanced English ability and logical thinking ability and who is willing to work on problems faced by the international and local community.
Things that Should Be Acquired During High School Years
- Basic academic skills such as English, Japanese, social studies, science, etc.
- An attitude to believe in your own possibilities and to try to keep learning
- A mind trying to respect themselves and others
Examinee Selection Policy
Ippan Nyushi (General Entrance Exam)
This entrance examination is for students who have studied diligently and acquired basic academic skills in high school. Assessment is determined based on 1) the score of the written examination or 2) the score of an outside English proficiency test 1) Written examination Students are required to take either one of the following exams; a) English【Reading, grammar, and composition】or b) English【Reading, grammar, and composition】and Japanese【Contemporary Japanese】 2) Score of an outside English proficiency test; TOEIC L&R 500~, TOEFL iBT 52~, Official score of GTEC for Students 600~, GTEC CBT 880~
Ryugaku Keikensha Nyushi (Entrance Exam for those who have studied abroad)
This entrance examination is for students who have studied abroad for over a year (school year) while remaining enrolled as a student of a high school in Japan. This entrance examination is intended to welcome students who believe in our educational philosophy and content, and who want to make use of the knowledge and language skills cultivated through the cross-cultural experiences of studying abroad. Assessment is determined based on an interview test in English and Japanese, transcripts, and application documents.
Chugokutou Kikokuseito and Gaikokujin Tokubetsu Nyushi (Special Foreigner Entrance Exam)
We actively accept students with diverse cultural backgrounds from various countries and regions to enrich the international learning environment. This special entrance examination is intended for students who have transferred to grade 4 or above in elementary schools in Japan after living abroad. Assessment is determined based on an interview test in Japanese, transcripts, and application documents.
Kaigai Kikokusei Nyushi (Returnee Students Entrance Exam)
This entrance examination is for students with Japanese citizenship who have studied abroad for over 2 years (school year) including their final year at high school in foreign countries and have returned to Japan. This entrance examination is intended to welcome students who believe in our educational philosophy and content and want to make use of the knowledge and language skills cultivated through the cross-cultural experiences of studying abroad. Assessment is determined based on an interview test in English and Japanese, an essay in Japanese, transcripts, and application documents.
Gaikokujin Ryugakusei Nyushi (International Students Entrance Exam)
This entrance examination is intended for foreign students with Japanese and English skills who have reached a certain level of knowledge or have completed education outside of Japan which is equivalent to Japanese 12 Year Education. Assessment is determined based on a written test in English【Reading, Grammar, and Composition】, an interview test in Japanese, official transcripts, and application documents. Those who have TOEIC L&R 500~, or TOEFL iBT 52~ are exempted from the written test in English. Japanese Lanugage Proficiency Test N2 is required.
Transfer Exam for International Students
This entrance examination is for foreign students who are eligible to transfer in as a junior following qualifications stipulated by MEXT and who have completed the curriculum equivalent to high school in foreign countries. This entrance exam is intended to welcome foreign students who are eager to learn at OJU and who believe in our educational philosophy and content. Assessment is determined based on an interview test in Japanese, official transcripts, and application documents. Those who have TOEIC L&R 500~, or TOEFL iBT 52~ are exempted from the written test in English. Japnase Lanugage Proficiency Test N2 is required.
Graduate School of International Collaboration and Coexistence in 21st Century
Course of Peace Studies and Human Rights Studies Graduate School Entrance Exam (Doctoral Program & Master Program) This entrance exam is intended to welcome those who satisfy the entrance qualification for the master’s course and doctoral course stipulated by MEXT and who believe in our educational philosophy and content, and are willing to learn and research. All the courses offered in the Graduate School are conducted in English including the thesis, therefore applicants must have English proficiency over 700 in TOEIC or TOEFL iBT 75~. Assessment is determined based on an interview test in English and application documents.