SAKURA Exchange Program in Science

Activity Report on Open Application Course 2016

Table
of
Contents

Overview of Open Application Course 2016

P2

Activity Report ● University

P3

Yamagata University, Sophia University, Chuo University, Tokyo
University of Marine Science and Technology, Okayama University,
University of Kitakyushu, Kumamoto University, Tokyo Universityof Science, Shimane University, Kyushu University

Activity Report ● Technical College

P13

National Institute of Technology, Kisarazu College

Activity Report ● High School

P14

Ritsumeikan Junior and Senior High School, Hokkaido Sapporo
Kaisei High School

Activity Report ● Research Institute

P16

High Energy Accelerator Research Organization (KEK)

Activity Report ● Local Government

P17

Shizuoka Prefecture

Reference
1. Results of Open Application Course 2016P18

2. Participant Survey Results

P22

List of Acronyms
JST

Japan Science and Technology Agency

SSP

SAKURA Exchange Program in Science

SSH

Super Science High school

S&T

Science and Technology

SAKURA Exchange Program in Science
Overview of Open Application Course 2016
Through the open application course of the
SAKURA Exchange Program in Science(SSP),
Japanese organizations host youth from eligible
countries and regions for a short term, andconduct exchange programs in the fields ofscience and technology(S&T).

Students of eligible country/region in highschools, universities, graduate schools, andresearchers under 41 years old who have nevervisited Japan

1. Summary

4. Types of Exchanges

Three open calls were held in total for the
open application course 2 0 1 6 with 3 5* eligible
countries and regions in Asia and the PacificIslands. 4,2 1 5 young people from 6 0 5 sendingorganizations visited Japan, and 1 7 6 Japanese
receiving organizations coordinated with thesending organizations to implement 4 5 2
exchange programs.
Invitees belong to the alumni association of
SSP, and continue to communicate with otherparticipants.

A. Science and Technology Experience Course

Application and Implementation Status

Application

Implementation

First
Call

Second
Call

Third
Call

Total

No of organizations

126

121

75

195*2

No of programs

261

258

112

631

No of organizations

98

108

66

176*3

No of programs

166

200

86

452

*2 and *3: “Organization” refers to receiving organizations. Thet o t a l n u m b e r o f o r g a n i z a t i o n s e xc l u d e s m u l t i p l e a p p l i c a t i o n s o r
implementations from within the same organization.

2. Eligible Countries/Regions andNumber of Invitees in 2016

East Asia・・・・・・・・・・・ 4 countries and 1 region・ ・・・ 1,843
Southeast Asia・ ・・・・ 10 countries・・・・・・・・・・・・・・・・・・ 1,824
Southwest Asia・ ・・・ 8 countries・ ・・・・・・・・・・・・・・・・・・・・ 464
Central Asia・・・・・・・・ 5 countries・ ・・・・・・・・・・・・・・・・・・・・・ 57
Pacific Islands・・・・・・ 8 countries・ ・・・・・・・・・・・・・・・・・・・・・ 27(Person)2

3. Eligibility

Visiting youth participate in exchange programs
related to science and technology, as arranged
by Japanese receiving organizations.
Length of stay: Around one week maximum ten
days
B. Collaborative Research Activity Course

Visiting youth conduct short-term collaborative
research activities on specific topics at thereceiving organizations. Arrangements arem a d e by J a p a n e s e r e c e i v i n g o r g a n i z a t i o n s(including education/research institutions andcompanies that conduct educational researcha n d d e ve l o p m e n t a c t i v i t i e s i n s c i e n c e a n dtechnology).
Length of stay: Maximum three weeks
C. Science and Technology Training Course

Visiting youth participate in focused training,
conducted at Japanese receiving organizations,t o ho ne t echniques and ab ilit ies related toscience and technology. Arrangements arem a d e by J a p a n e s e r e c e i v i n g o r g a n i z a t i o n s(including education/research institutions andcompanies that conduct educational researcha n d d e ve l o p m e n t a c t i v i t i e s i n s c i e n c e a n dtechnology).
Length of stay: Maximum ten days

Exchange program by high school students from Indonesia and India, andoverseas students at Shizuoka Univ.(Jan 2017)

Activity Report

University(From Receiving Organizations)Indian Students Experience Organic Electronics of Japan
Yamagata University Faculty of Engineering (Course A)

June 13-18, 2016

With support from SSP, the Yamagata University Faculty ofEngineering invited one faculty and ten students from theIndian Institute of Technology Delhi and Amity University.
During the program, participants listened to explanations
and lectures about the latest organic electronics research,and visited research facilities and related companies.
The purpose of this program was for the participants
to experience organic electronics through the synthesisof organic electro-luminescence (OEL) material anddevelopment of OEL devices, and to consider life 20 years
later when organic electronics will be implemented, as
they collaborate with the university's students as leading
scientists of the future.
A seminar was held on the following day to further
their understanding of organic electronics. Professorsr e p r e s e n t i n g t h e Ya m a g a t a U n i v e r s i t y Fa c u l t y o fEngineering spoke about their cutting-edge research,followed by a tour of the Research Center for Organic
Electronics, which leads fundamental research on organic
electronics at the Faculty of Engineering, as well as the
Frontier Center for Organic Materials.

Creating an organic EL device

Visiting a company (Lumiotec Inc.)

Experience Efforts towards Practical Implementation
On the third day, participants synthesized and created
OEL devices, experiencing organic electronics researchwith their own hands. At night, the students from India
attended a social event with the Japanese students who
guided the experiments, sharing insights on each other’s
experiments and culture, as well as hopes for the future.
The group visited university-initiated ventures working with
OEL on the fourth day. There are many university-initiatedventures built near the Yamagata Univ. The participantslearned about OEL products and Japanese companies at
Takahata Electronics Corp., and actually went inside acleanroom at Lumiotec Inc. to view the process of OEL
lighting manufacturing.
The same afternoon, they visited the Innovation Center for
Organic Electronics (INOEL) and the “Smart Future House,”
in which empirical studies are conducted on application
methods, and were introduced to the INOEL’s research
and achievements. Through visiting research centers
focusing on application and empirical studies, we believethat participants were able to gain a tangible experience ofefforts being made towards practical implementation.
T h i s p r o g ra m i n t r o d u c e d t h e p a r t i c i p a n t s t o t h ecomprehensive research at the Yamagata Univ. Facultyof Engineering, as well as the process of industrialization
through venture companies. We hope that the Indian
students will take home what they learned and find ways
to develop research and new business globally.

Commemorative photograph in front of the “Smart Future House”

Day

Program1

ArrivalTravel from Tokyo to Yonezawa

2

Lecture (Introduction to cuttingedge research at Yamagata Univ.
Faculty of Engineering)
Visit to the Yamagata Univ.
Research Center for Organic
Electronics and Frontier Center
for Organic Materials

3

OEL material experiment
OEL device experiment

4

Visit to the Innovation Center for
Organic Electronics, Smart FutureHouse, and local companies
Travel from Yonezawa to Tokyo

5

Visit to the National Museum of
Emerging Science and Innovation(Miraikan)

6

Departure

Venue

Yamagata
Univ.
Faculty ofEngineering

National
Museum of
Emerging
Science andInnovation(Miraikan)

3

Activity Report

Academic Exchange with Chinese Graduate Students
Sophia University (Course A)
The Tielong Shen Lab of the Department of Engineeringand Applied Sciences at Sophia University’s Faculty of
Science and Technology invited Professors and doctoral
students from the National Institute of Governance at
Huazhong University of Science and Technology (HUST) in
China for academic exchange activities. As the participants
specialized in the social sciences, their discussions centeredaround environmental and social systems.
At Sophia University, Shen Lab members introduced theirresearch and gave experiment demonstrations using theengine test bench. The students from China seemed very
surprised at the test bench, which included advanced
process measuring and control instruments.
In addition, joint researchers from automobile
manufacturers gave a lecture on how the automobile
industry is approaching environmental challenges. In thislecture, participants learned the environmental potentialof automobile powertrains, including combustion control
research being conducted at the Shen Lab, as well as
the importance of approaching these issues from anengineering perspective.
The participants then introduced each other’s research withProfessor Huang Guangwei and his lab members at theGraduate School of Global Environmental Studies, Sophia
Univ. The participants seemed interested in the local
efforts of the Huang Lab towards environmental issues at
Wuhan, where HUST is located.
This was followed by a visit to the Zenpukuji River sluice
facility with the Huang Lab members. The Chinese students
seemed very impressed with the large-scale undergroundtunnel at the facility, and actively asked the facility staff
questions.

An introduction to research projects on smart cities
In addition, the Prof. Hiroaki Nishi Lab at Keio Univ.
introduced their research project on smart cities. This
project is going through a trial run at the local municipality,
and their explanation about social infrastructure in thenear future, based on their actual experiences, was very
interesting. He explained, “In order to build a smart city
at a larger scale, from a municipality to an entire country,
it is necessary to take a social systems theory approachin addition to conducting engineering research.” This idea
was a strong incentive for the participants towards their
future studies.
The group from the Huazhong Univ. of Science andTechnology specialized in the social sciences. Despite
the differing academic background from the Shen Lab,debating efforts towards environmental issues fromdifferent viewpoints seemed to help broaden perspectives.
We hope that what they learned from this program will be
a great contribution to their research activities.
4

October 16-25, 2016

Research exchange with the Dr. Huang Lab at the Graduate
School of Global Environmental Studies, Sophia University

Training with experimental facilities at Sophia University

Visiting the underground tunnel of the Zenpukuji Riversluice facility

Day
1
2

3

4

5

6

7
8
9
10

ProgramArrivalOrientation
Automobile engine, hybrid carcontrol experiment
Lecture by Dr. Huang, Sophia Univ
Visit to the Zenpukuji River sluice
facility
Lecture on high-efficiency control
technology of automotive control
systems
Lecture on emission performance
improvement technology for
automobile engines
Visit to the Nishi Lab, Keio University“The challenges of electric city
buses” Lecture by Dr. Masakazu
Sasaki, Former Director of Nissandiesel HEB bus development/Visiting
Researcher, Sophia Univ.
Debate with Shen Lab graduate
students
Visit to the Miraikan
Visiting the Panasonic Center
Visit to Asakusa and Tokyo Skytree
Mini training course on engine
control experiments
Lecture and social with researchers
from automobile manufacturers
Departure

Venue
SophiaUniv.
SophiaUniv.
Zenpukuji
RiverSophiaUniv.
YotsuyacampusKeio Univ.

SophiaUniv.

OdaibaAsakusa
HotelUniversity

Interactive Program with Sri Lankan Students on the Water Sector
Chuo University Faculty of Science and Engineering (Course A)

March 2-9, 2017

The Chuo University Faculty of Science and Engineering
received ten students and one faculty in the field of civilengineering from the University of Peradeniya, Sri Lanka.
Chuo University students also participated in the training
over seven days.
In the early morning of March 2nd, the group from Sri
Lanka arrived in Japan, and they received an introduction
to the program, followed by a lecture on the importanceo f l ear ni ng ab ou t “ wat er m an ag ement ,” t he ma i ntheme of this training, by Associate Professor Hiroshi
Yamamura. The group toured the lab in the afternoon,
visiting the Computational Mechanics Laboratory andobserving tsunami simulation using VR technology, as
well as research on water processing and water quality
measurement.
On the morning of the second day, the group received
lectures on water management in Japan. The first lecture
introduced phosphorus resource recycling systems using
sewage lines. The second lecture was by Professor Tadashi
Yamada, who explained the characteristics of Japaneserivers and past river management efforts. The latest riverplanning method that students were most interested in
was the “super floodwall.” Instructor Lashitha presented on“The current water situation in Sri Lanka” in the afternoon,
followed by two students each from the University of
Peradeniya and Chuo University introducing their own
research.

Overnight Study Tour to Chichibu
An overnight study tour to Chichibu, Saitama Pref., washeld on the third and fourth days. The group visited the
Urayama and Takizawa dams, located on the uppermost
stream of the Arakawa River, and learned about thefunctions and roles of dams. They stayed at a traditional
Japanese inn, with students from both universities
strengthening their friendship. In the afternoon on the
fourth day, they experienced the rafting down Nagatoro
River and traveled to Tone-Ozeki, where a Japan Water
Agency staff introduced them to water conveyance
programs at the Tonegawa River.
On the morning of the fifth day, the group toured the
Maezawa Industries Inc. factory, where valves criticalto water control are manufactured. In the afternoon,
they visited the “G & U Technology Research Center”
to learn about urban flood damage as well as the latest
technology and endurance tests for manholes. On the final
day, each group presented the results of their discussion
on the previous day. All participants contributed to thepresentations, and the Japanese students did their best topresent in English. The closing ceremony and sending offparty was held afterwards. All Students seemed reluctant
to say their goodbyes at the party.

Instructor Lashitha presenting on the current water
situation in Sri Lanka

Students listening to an explanation at the Urayama Dam(Arakawa River basin)

A thrilling water rafting experience at Nagatoro river

Day
1

2

3
4

5

6

7
8

ProgramArrivalOrientation, lab tour
Special lecture (Japan and water,
irrigation and flood control in the
Arakawa River systems)
Special lecture (The current water
situation in Sri Lanka)
Tour of Urayama and Takizawa
dams
Arakawa River hydrophilicity
facility experience (Nagatoro river
rafting)
Tour of Maezawa Industries Inc.
in Kawaguchi City and G & U
Technology Research Center in
Kawajima Town
Guidance and reference material
preparation for student joint
research presentations
Visit to Miraikan
Reference material preparation
for student presentations
Presentations, program recap,
farewell party
Departure

Venue
Chuo Univ.

Same asabove
Chichibu
City
Arakawa
River near
Nagatoro
Maezawa
Industries.
and G & U
ResearchCenterChuo Univ.
Miraikan

Chuo Univ.

5

Activity Report

Visiting the Great East Japan Earthquake Sites and Investigating Reconstruction
Tokyo University of Marine Science and Technology (Course A)

October 21-30, 2016

Tokyo University of Marine Science and Technology
invited ten students from five universities (The Univ. ofHong Kong, the National Univ. of Singapore, Thailand
Chulalongkorn Univ., Univ. Malaysia Sabah, and the
National Taiwan Univ.) to implement the Second Global
Exploration EAST Program. The invited students ranged
f r o m u n i ve r s i ty s e n i o r s t o g ra d u a t e s t u d e n t s , a l lspecializing in the sciences including fisheries, agriculture,and forestry.
The program aimed for participants to investigate thereconstruction process of the primary sector (agriculture,
forestry, and fishery) at sites of the 2011 Great East Japan
Earthquake. Research results were presented on the Tokyo
Univ. of Marine Science and Technology campus, as well as
for high school students at the Municipal Matsudo City HighSchool in Chiba Pref.

Expand the Knowledge through the Visit to theDisaster Sites
All participants were highly interested in the visit toKesennuma, in part because it was their first visit of aJapanese disaster site. While they were impressed by the
speed of reconstruction in Japan, the students also noted
the remaining challenges, and expanded their knowledge
as they exchanged opinions. In Morioka, they met withstudents from Morioka Chuo High School who had been
actively participating in overseas training since theEarthquake. The following day, the group learned about
the disaster had been like from the victims in Kesennuma.
The foreigh students learned much that differed from what
they saw on the news, gaining a more accurate picture of
the disaster site. They looked back on the disaster fromthe landscape of Kesennuma City and toured the fish
market to learn about the reconstruction process in thelocal fisheries industry. They also visited a lumber shop
and learned about the forestry industry in Kesennuma City
from its situation immediately after the disaster to today.
The students then visited seafood refrigeration facilities,
experiencing a freezer at -30 degrees, and learned about
shark fishing at Kesennuma Port, which sees the highest
catch in Japan.
After returning to Tokyo, the group visited a farm in After
returning to Tokyo, the group visited a farm in HadanoCity, Kanagawa Pref., which contributes to agriculturalindustry reconstruction at the disaster sites. There
they learned about the advanced aquaculture farming
efforts, followed by a visit to the Reconstruction Agency,
where they gathered information on the reconstruction
support policies. The students from Asia gained a deep
understanding of various efforts towards reconstruction byconnecting the dots, and expressed their wish to “becomea bridge between the two countries”.
6

Tour of forestry industry reconstruction at the disaster site

Visiting Morioka Chuo High School, Iwata

Tour of agricultural facilities installed in the disaster site
(Grandpa Dome)Day

Program1

Arrival“Asian students’ disasterreconstruction forum” at Morioka
Chuo High School
Visit to the Sanriku satellite of Tokyo
University of Marine Science andTechnology
Tour of primary industry sector sites
at Kesennuma.

2

3

4

5
6
7
8
9
10

Meet the Principal of Tokyo
University of Marine Science andTechnology, campus tour. Overview
of five Asian universities at
Introduction to Global Careers
Fieldwork of Tsukiji market
Visit to the Reconstruction Agency
Orientation
Fieldwork and research (Hadano
Plant Factory visit)
Visit to government agencies
Presentation preparations at
Municipal Matsudo High School
Presentation preparations
Exchange program at Municipal
Matsudo High School
Tour of Tokyo University of Marine
Science and Technology Tateyama
Station, kayaking. Farewell party
Departure

Venue
MoriokaCity

Kesennuma
City
Tokyo
Universityof Marine
ScienceandTechnology
Tokyo
Same asabove
Same asabove
Tokyo and
Chiba Pref.
Chiba Pref.

University

Students of the Pacific Islands Observe Waste Treatment Technology
Okayama University Waste Management Research Center (Course A) October 5-16, 2016
Despite the increasingly serious nature of waste problems
in the Pacific Islands, there is a lack of waste treatment
technologists or experts. While these island countries
prosper economically from tourism, large amounts of waste
are produced at tourist areas. As the waste is all buried,
it continues to pile up within the islands. On the lowland
treatment facilities, trash is carried by the waves of large
typhoons. In order to advance safe and appropriate waste
treatment and recycling, it is necessary to nurture thehuman resources that can properly manage the waste.
Based on these reasons, four undergraduate students
and two faculty members were invited to Okayama Univ.
from Samoa, Fiji, the Marshall Islands, the Solomon
Islands, and Micronesia. A waste management school washeld under the topic of “Rethinking waste treatment anddisposal in island societies.” Besides learning about generalwaste treatment techniques, the participants were able
to view actual treatment processes. There are islands ofmany sizes in the Seto Inland Sea, and by learning about
Japanese technology and awareness through observing thefacilities and activities, the participants may strengthen
their interest in studying in Japan. Below is a description of
the visits.

A tour of the Yamanoue final disposal place

A student presentation on the visit<Waste separation in Okayama City> For those fromisland countries, waste separation seemed to be a highlyinteresting civic activity. The students passionately
snapped photographs of citizen activities.
<Waste treatment and disposal facilities in Okayama City>
Compared to the waste treatment facilities in the PacificIslands, which smell strongly of garbage, the Japanesetreatment facilities are clean and sanitized.
<Shodoshima City Clean Center/Recycle Center>
Participants were interested in the machinery andoperation of the small incineration facilities. They seemed
to decide that recycling by hand and automation could beapplied to their home countries.
<Illegal waste disposal at Teshima> Visit to illegal
industrial waste disposal sites. The group listened tothe staff discuss its history and recovery efforts, andunderstood the importance of management and oversight.
<”Awaji” the Island of Future environment> AwajishimaIsland engages in various environmental activities including
recycling and energy conversion. The group received alecture on wind power and small hydropower generation,
as well as the “Nanohana Flower Project” and bamboo
recycling, and toured related facilities.
After the visit, the students made presentations on how
the technology and policies of waste treatment in Japan
could be useful in their own countries, closing the programwith meaningful discussion.

Commemorative photograph after the final discussion

Day

Program1

ArrivalPreparation of reports on waste
Welcome ceremony, orientation
Tour of waste separation andtreatment facilities
Lecture on the geography and historyof Okayama
About waste problems in island
countries (report)
Learning about urban cleaning at
Okayama Castle and Korakuen
Lecture on the waste treatment andrecycling technology of Japan
Tour waste processing facilities in
Shodoshima
Travel to Teshima. Observe illegal
waste disposal sites.

2
3
4
5
6
7

8

9
10
11
12

Venue
Okayama
Univ.

OkayamaCity

Okayama
Univ.
Shodoshima
Naoshima(Teshima)

Sumoto
City
Awaji
City
Awaji
Tour of waste recovery and treatment
Citysystem at Awajishima Island (2)OkayamaTravel to Okayama
City
Summary of waste treatment in island Okayama
Univ.
countries
Groupwork and presentation of waste Same asabove
management plans in each country
Departure
Visit Naruto City
Tour of waste recovery and treatment
system at Awajishima Island (1)7Activity Report

Participating in a Smart City Learning Program in Kitakyushu
The University of the Kitakyushu (Course A)

February 19-28, 2017

Receiving support from SSP, ten undergraduate andgraduate students, including four students from Hanoi
Architectural University in Vietnam, two from Dalian
Nationalities University, three from Chang'an University,and two from Qingdao Technological University in China,
were accompanied by one faculty member to participate
in the Smart City learning program at the Kitakyushu EcoFuture City. The program took place from February 19th to
28th 2017, over ten days.
Kiyakyushu City, the birthplace of modern industrializationin Japan, has been working on building an environmentallyfriendly city through cooperation between the public andprivate sectors. Under the theme of “creating a sharedsociety,” the city has implemented many environmental
policies, including electricity cogeneration and eco-friendly
apartments.
This program aimed to disseminate new Japaneseenvironmental principles and science internationally,
through educating the participants on the high-efficiency
energy management science used in the Kitakyushu Smart
Community project.

A view of the classroom

Visiting the Kogasaki super refuse power plant

In the lecture, students learned about energy management
systems that are clean, high-efficiency, and high-reliability.
These systems make maximum use of hydrogen andzero-carbon technology, which places importance on the
demand side of architecture and lowers the burden on theenvironment by effectively utilizing energy.

Visiting environment and energy facilities as
empirical study facilities
Kitakyushu City has been designated for the national
eco-town project in 1997, and has since been named
for the 2008 Kitakyushu environmental model city, 2010
Kitakyushu smart community development project, and2011 Kitakyushu City future city. It leads the national
environmental and energy fields in Japan.
The ten days went by very quickly, but the group was able
to visit facilities related to urban planning and lifestyles
for the Future City project, and received lectures onenergy management systems. We believe that this will
help students further their understanding of clean, highefficiency, and high-reliability energy production systems
and the smart cities that aim to implement them.
We hope that the Vietnamese and Chinese students who
visited Japan on this trip will become human resources
working towards the development of the environmental
industry, not only in their own countries but also in Asia asa whole.

8

Receiving a certificate of completion after the program

Day

Program

Venue

1

Arrival2

Orientation
Introduction to Kitakyushu Cityand its environmental efforts

Univ of
Kitakyushu

3

Mega solar power plant fieldtrip
Tour of sites such as Kitakyushu
City eco town, Kitakyushu
Hibikinada energy Park

Kitakyushu
City

4

Energy management systemdevelopment theory lecture

Univ of
Kitakyushu

5

Kitakyushu City Higashida smart
community site visit

Kitakyushu
City

6

Lecture on the ESCO projectand credit system development
through zero-carbon technology

Univ of
Kitakyushu

7

Kitakyushu science and Research
Park environmental energy
system site visit
Kogasaki super refuse power
plant site visit

Kitakyushu
City

8

Lecture on introducing an energy
conservation system

Univ of
Kitakyushu

9

Research presentations
Research summary and future
efforts

Same asabove

10

Departure

University

Pakistani Students Learn about Groundwater Resource Management
Kumamoto University (Course A)

January 17-25, 2017

The Kumamoto University College of Cross-Cultural
and Multidisciplinary Studies invited four young faculty
members and six graduate students from the COMSATSCIIT (Commission on S&T for Sustainable Development in
the South Institute of Information Technology), a leading
university in Pakistan, to participate in S&T international
exchange activities.
This program was on groundwater resource management
at Kumamoto City. Kumamoto City implements advanced
groundwater management systems for the conservationof groundwater, with considerations made for the overall
groundwater system, from the recharge to outflow stages.
These regional characteristics make Kumamoto Univ a
primary site for groundwater research. The students
learned much and seemed impressed from directly viewing
and experiencing the facilities.

A Short but Energetic Presentation and Discussion
During the training period, the students visited theuniversity research facilities and learned about generalgroundwater management. In addition, they traveledto the Aso region to receive a detailed lecture andlearn directly about the relationship between regional
agriculture and water resources. Afterwards, they toured
the water treatment and purification facilities in Kumamoto
City, gaining insight into groundwater resources in
the Kumamoto region, as well as efforts towards theirsustainable use.
In return, the research group from Pakistan gave special
lectures on “The role of information technology towards
resolving water environmental issues in Pakistan” and“About Pakistani culture.” The lectures were attended byuniversity and high school students from Kumamoto Univ
and Kumamoto City, as well as members of the public.
The short presentations and discussions in English heldamong university and high school students from Kumamoto
Pref., became wonderful opportunities for research
and academic exchange, as well as inspiration for the
future, for the students of both countries. As a receiving
Organization, the program became a rare opportunity
to become familiar with the culture of Pakistan, andcontributed to the globalization of Kumamoto Univ. itself.

On-site lecture on “Sustainable agriculture and Shirakawa
water resource in the Aso region”

Students from Pakistan receive a lecture on cutting-edge
science

Touring the “Magnesium Research Center” at Kumamoto
University

Day

Program1

Arrival, Travel to Kumamoto City

2

Introduction to Kumamoto Univ.

3
4
5

6

The COMSATS CIIT is the top university in Pakistan in theinformation field, and we believe there will be continued
academic and technological exchanges regarding theapplication of information technology towards water
disaster management (hydroinformatics).

7

We would like to express our gratitude towards those who
supported us in implementing this program, as well as the
young researchers and graduate students who actively
participated as a part of the international exchange.

89Lecture and mini-workshop
On-site lecture “agriculture andwater resource in Aso”
“River dynamics”
Special lectures by Pakistan team“Overview of Kumamoto Univ.
reconstruction project andcontributions from volunteers”
Japanese (Kumamoto) history andculture experience: “Kumamoto
Castle exploration”
Visit to Kengun watershed andKumamoto City central water
purification center in the morning
Visit to Ministry of Land,
Infrastructure, and Transport
Kumamoto Office, Kumamoto
Ground Water Foundation, andFuji Film Kyushu Co., Ltd. in theafternoon
Lecture on cutting-edge science/
tour of university researchfacilities“Magnesium Research Center”
Kumamoto Univ. study abroad
seminar, Certificate of Completion
ceremony
Departure

Venue
KumamotoCity
Kumamoto
Univ.
Same asabove
Aso County,
Aso City
Kumamoto
Univ.
Same asabove
Kumamoto
City

KikuchiCounty/Otsu Town

Kumamoto
Univ. Collegeof CrossCultural andMultidisciplinary
Studies9

Activity Report

Joint Research with Students from China, the Philippines, and Vietnam
Tokyo University of Science (Course B)

August 2-11, 2016

A total of nine students visited Japan, including three
students each from Zhejiang University in China, Mindanao
State University – Iligan Institute of Technology of thePhilippines, and Hanoi University of Science and Technology
in Vietnam. They stayed on the Kagurazaka campus of theTokyo University of Science. Eight of them were graduate
students, including those in doctoral programs, and one
was an undergraduate student.
The Tokyo University of Science received participants from
Zhejiang Univ with support from SSP in 2014 and 2015,
and we were able to further our relationship with them aswell as with students from the Philippines and Vietnam.

Students passionately taking part in the experiments

The Participants included students researching material
related to biological and environmental science, as wellas those focusing on theoretical research, physics, andchemistry. With a diversity of academic foundations, there
was also an element of cross-disciplinary exchange.
In this program, we held similar activities as in past years,
including joint experiments on campus, microorganism
sampling in the field, lab visits during open campus days,a visit to a venture company run by one of our graduates.
We also had a mini presentation on respective research
topics. The presentation was a last-minute event, but
the students seemed eager to create their presentationmaterial, resulting in an impressive session.

Sampling microorganisms (Shimoda City, Shizuoka Pref.)New Ideas through Program Participation
In the joint research held on campus, participants divided
into three groups, taking turns to experiment with cell
culture for behavior observation, various microscopic
experiments, and nanostructure production using carbon
nanotubes and biomolecules. In this process, we realizedthat some students were interested in the application
aspects, and instructed them to divide into three groups
to present on articles including topics presented by otherresearch groups. We saw new ideas develop in this mini
research presentation as well. As microorganism cultivation
takes time, the experiment will continue until next year.
However, experiments utilizing cells sampled the year prior
are almost ready to be presented.

Visiting the National Museum of Emerging Science andInnovation (Miraikan)

During the open campus days of the university participants
were able to efficiently view research examples acrossmultiple fields. Some students expressed interest in
studying abroad at laboratories in slightly different fields.
At the study abroad orientation, as most of the program
participants were graduate students in Master’s programs,
they were introduced to various Doctoral programs andstudy abroad programs after obtaining their Doctorate.
Although the visit was limited to ten days, we received
emails from students after their visit, expressing interest in
studying in Japan through Doctoral programs.
10

Day

Program

Venue

1

Arrival2

Orientation
Joint research (Umemura Lab)

3

Joint research (Umemura Lab)

4

Joint research (Umemura Lab)
Visit to venture company

5

Joint research (Umemura Lab)
Study abroad orientation

6

Sampling microorganisms at
ShimodaShimoda City

7

Sampling microorganisms at
ShimodaTravel to Tokyo

Shimoda City
Tokyo
University of
Science8

Visit to Miraikan*

Miraikan

9

Participation in Tokyo Universityof Science Open Campus

Tokyo
University of
Science10Departure

Tokyo
University of
ScienceUniversity

Exchange on Radiation Exposure Treatment with Kazakhstani Doctors
Shimane University Faculty of Medicine (Course B)
The Shimane University Faculty of Medicine held an
exchange program with the support of SSP under
the theme of “Nurturing medical experts to combat
international radiation exposure”. This time, we invited
Dr. Farkhad (cardiac surgeon), Dr. Yersyn (cardiovascularsurgeon and radiologist), and Dr. Aigerim (cardiovascularphysician) from Semey State Medical University, Republicof Kazakhstan. These three excellent young doctors anddoctoral students participated in the diagnosis of mammary
gland and thyroid diseases, as well as the diagnosis andtreatment of digestive system diseases at the Shimane
Univ Faculty of Medicine.
During the training, the participants observed the latest
medical technology at the operation room of Shimane Univ
Hospital. They learned about the latest medical technology
in Shimane Pref, focusing on thoracoscopic surgery
and heart bypass operation. On the Faculty of Medicine
campus, the group participated in a special lecture on
radiation exposure medicine for third-year students inthe medical program, and presented on the current stateof nuclear radiation at Semipalatinsk, Kazakhstan. In
addition, they participated in a surgery techniques class for
fifth-year students, helping to guide students on suturing,
ligation, hemostasis, and wound treatment.

Daily Participation in Outpatient Training andSurgical Operations
On January 26th, they also had presentations at the “4thInternational Shimane/Semey Symposium.”This international symposium considers internationalradiation exposure issues, and experts from Hiroshima,
Nagasaki, and Ukraine were invited this year to discuss
health issues after the Fukushima nuclear reactor disaster.
The three participants from Kazakhstan presented on thehistory, damage, and future efforts at Semipalatinsk. As
part of peace education, the participants visited Hiroshima
City, trained at an outpatient thyroid clinic, and visited theHiroshima Peace Memorial Museum at the Hiroshima Peace
Memorial Park.
While the training was limited to three weeks, the threeparticipants joined medical training at hospitals, almost
daily. In the morning they had outpatient training, and in
the afternoon, they took part in surgery in the operation
room, experiencing both university and regional hospitals.
In addition, they participated in six small medical
conferences as part of their lecture activities, training in
the latest medical information.
We hope that we will be able to improve our program andinvite the participants again based on our experiences thisyear, in order to help hone their medical techniques andcuriosity as medical researchers, contributing towards thenurturing of young leaders in Asia.

January 10-31, 2017

Surgical Operation training

Presentation at the “4th International Shimane/Semey
Symposium”

With young researchers carrying the future of internationalradiation medicine

Day

Program

Venue

1

Arrival in Japan2, 3

Surgery training

Ohda Medical
Center4

Visit to Hiroshima Peace
Memorial Museum

Hiroshima City

5

off

6-8

Surgery training

Ohda Medical
Center9

Training at Ohda Medical Center
Surgery training

Ohda Medical
Center10

Surgery training

Ohda Medical
Center11, 12off

13-15

Surgery training

Ohda Medical
Center16

Participation in the 4thInternational Shimane/Semey
Symposium

Shimane Univ.
Izumo Campus

17

Surgery training

Ohda Medical
Center18

Japanese culture experience in
Kyoto

Kyoto City

19

Vacation

20

Surgery training
Submission of training report

21

Travel from Ohda to Fukuoka
Airport, departure

Ohda Medical
Center11

Activity Report

University

Cambodian Students and Researchers Learn about Japanese Agricultuse
Kyushu University (Course C)

October 30-November 5, 2016

Nine students and researchers from the Agriculture
Engineering Bureau of Department, Ministry of Agriculture
Forestry, and Fisheries in Cambodia; and the Instituteof Technology of Cambodia were invited to an exchange
program at the Faculty of Agriculture of Graduate School,
Kyushu University over six days.
During this program, the latest research findings on
agricultural engineering technology aimed at sustainableagricultural production were introduced, and participants
visited sites where the technology was actually being used.
Faculty from Kyushu Univ. and Ritsumeikan Univ. gave
lectures on the latest research findings. The talks covered
diverse topics including agricultural technology such as
irrigation, drainage, and field of biomass, as well as crop
monitoring, rice harvest predictions based on agricultural
information, monitoring and sensor technology used forsmart agriculture implementation, post-harvest prediction
techniques such as Computational Fluid Dynamics (CFD, ananalysis method based on heat and fluid dynamics), andsocietal policies for the distribution of these technologies.
The group then visited a site that makes practical use of
carbide, learning about the current situation of Japanese
agricultural villages and forming relationships with thebusinesses that work there. In Fukuoka, the group visitedan organization dedicated to revitalizing communities
using a simple carbonization technology to overcome
the challenges of neglected bamboo forestry. They also
visited an organization that helps the handicapped workon these carbonization efforts, as well as an experimental
agricultural land that implements the carbon capture andstorage agriculture.

Visiting Kyoto to learn the carbon capture andstorage agriculture
The participants also headed to Kyoto, and visited the Hozu
Area at Kameoka City, which is leading the implementationof the carbon capture and storage agriculture in Japan. The
group interviewed the organization about their activities
and implementation results, followed by a visit to the sales
area.
The group also toured a site where existing carbonization
technology in Japan is actually being used. Some of thistechnology has the potential to be transferred to Cambodia.
The participants had the opportunity to exchange various
ideas with related researchers and technical experts.
During the training period, the Cambodian participants had
meaningful interactions with international and Japanese
students at Kyushu Univ., including a presentation session.
In particular, young researchers, students, and faculty fromrelevant organizations presented their research findings tofurther academic exchanges.
12

Chikurin Park in Ouma, Kitakyushu City

Classroom discussion (at Kyushu University)

Commemorative photograph with certificates of completion

Day

Program

Venue

1

Arrival, briefing

2

Opening ceremony
lecture (Periods 1-3)
Campus tour

KyushuUniv.

3

Lecture (Periods 4-6)
Student presentations

Same asabove

4

Local site tour, Kitakyushu
Local site tour, Itoshima

Kitakyushu
City
Itoshima
City

5

Travel to Kameoka City, Kyoto
Prefecture
Local site visit to Kameoka City,
Hirakata
Tour of carbonization furnace

KameokaCity

6

Lecture at Ritsumeikan Univ.
Afternoon: Sightseeing in Kyoto

Kyoto City

7

Departure

National Institute of Technology College

International Workshop with Students from India and Nepal
National Institute of Technology, Kisarazu College (Course A) July 4-11, 2016
The Kisarazu National College of Technology invited four
participants from the Gandhi Institute of Technology andManagement (GITAM) in India and four participants from
Tribhuvan University in Nepal, including Supervisors.
The group arrived on July 4th and visited various researchfacilities on campus after the orientation on the secondday. They also observed the robot development processof a group planning to participate in the National Robot
Contest (Robocon).
On the third and fourth days, an “International Workshop
on Effective Engineering Education” was held, There wasa total of 40 workshop participants, including engineering
educators and technology researchers from Asian countries,
as well as SSP students, short-term study abroad students
and faculty from National United University in Taiwan,
and Kisarazu National College of Technology students andfaculty.

Diverse presentations and engaging Q & A atworkshopIn the beginning of workshop, President Maeno gave an
opening speech and a description of the overview andcharacteristics of technical college education.

Presentation by President Maeno on higher education in
Japan

Participating in an experiment on extracorporal blood
circulation (Takei Lab, Chiba Univ.)

Then, presentations were made by Dr. Netra Prakash
Bhandary of Ehime Univ on “The potential of collaboration
based on educational experiences in Nepal, India, andJapan”, by Prof. Ti-Kuang Hou of National United University
in Taiwan on “The current status and challenges ofengineering education in Taiwan”. Also, the three doctors
who were invited for SSP spoke about the current status
and challenges of engineering education in respective
country.
On the fourth day of the workshop, the above students aswell as students of Chiba University and National Instituteof Technology, Nara College participated in a poster session
with 56 submissions, leading to energetic discussions.
And next day, the students from India and Nepal visited
the Takei Lab at the Department of Mechanical Engineering,
Graduate School of Engineering, Chiba University, toparticipate in an experiment on detecting blood coagulationin extracorporal circulation devices.
The lab specializes in electrical measurements and flow
visibility, and the participants learned about the basic
development of hardware and software, applications tobiomedical engineering and multi-phase flow engineering,and the industrialization of this technology.
On the final day, the students from Japan, India, and Nepal
gave presentations on their exchange experience. The
students were motivated by the higher education and S&T
of Japan, and seemed strongly interested in studying inJapan.

Experiencing an earthquake of level 7seismic intensity (Honjo
Life Safety Learning Center, Tokyo Fire Department HQ)

Day

Program

Venue

1

Arrival2

Orientation
Participation in Kisarazu College
classes, lab visits

Kisarazu
College

3

International Workshop on
Effective Engineering Education

Same asabove

4International Workshop on
Effective Engineering Education

Same asabove

5

Visit to Faculty of Engineering,
Chiba University (Dr. Masahiro
Takei Lab, Division of Artificial
Systems Science, Department of
Mechanical Engineering)

Chiba Univ.

6

Visit to National Museum of
Emerging Science and Innovation,
Life Safety Learning Center at theTokyo Fire Department HQ

Tokyo

7

Written report, presentations

Chiba City

8

Departure13

Activity ReportThai and Japanses High School Studenrts Learn Together through Scientific Training
Ritsumeikan Junior and Senior High School (Course A) July 27-August 2, 2016
Nine students and two faculty members were invited from
the Mahidol Wittayanusorn School (MWITS), a leading
science high school in Thailand, to the Ritsumeikan SeniorHigh School. The Thai students gained a broad perspectiveon the science field through experiencing the advanced
S&T of Japan and going through scientific training to gain adeeper understanding of Japan.
After arriving at Ritsumeikan, the group received
orientation and a tour of the campus. They then worked on
biology experiments with the students of Ritsumeikan.

Exchange at Ritsumeikan Senior High School

On the second day, the participants received lectures by
Prof. Eric W. Cooper at the College of Information Scienceand Engineering, Ritsumeikan Univ. The morning lecture
was on the Professor’s area of specialization, color on the
web.
In the afternoon, the students made presentations onpresented what they wanted to research in the future,and received comments on their work. They also heard atalk on solar power generation by Prof. Hideyuki Takakura,College of Science and Engineering of Ritsumeikan, andvisited the solar power facilities on top of the ROHM PLAZA.

A lecture at the College of Information Science and Engineering,
Ritsumeikan University on “Searching for a research topic”

On the third morning, the students visited the Kyoto
University Museum and seemed fascinated by the researchmaterial on biology, archaeology, and other fields.

Rising Interest in Japan after Chatting with MWITS
Graduates
On the fourth morning, the students received a lecture
by Dr. Atsushi Yagi from the Graduate School Information
Science Technology at Osaka Univ. They learned that eventhough biological growth and movements seem chaotic,
there is an overarching order that can be realized in amathematical equation.
On the fifth day, they traveled from Kyoto to Tokyo. After
arriving in Tokyo, the group participated in a workshop at
Miraikan. The Thai and Ritsumeikan students divided into
three groups, and each group chose two topics that they
were interested in. They were to present on the topic thenext day.
On the sixth day, the group listened to a talk by Dr. Yuichi
Ogawa on the “Frontier of Nuclear Fusion Research” at
Univ. of Tokyo. They also listened to a lecture by Dr. Taro
Matsumoto of the National Institutes for Quantum andRadiological S&T, a graduate of Ristumeikan Senior HighSchool, on the ITER development process. After arriving at
the hotel, the students made presentations on their topics
as decided at the Miraikan.
On the last day, the Thai students said their farewells to
the Ritsumeikan students, expressing their hesitation to
return home and their hopes to visit Japan again.
14

Presentations on the Miraikan visit

Day

Program

Venue

1

ArrivalVisit to Ritsumeikan Senior HighSchool, exchange activities

Ritsumeikan
Senior HighSchool2

Learning about color on the webfrom Prof. Eric W. Cooper.
Lecture on solar power generation
by Prof. Takakura

Ritsumeikan
University
Biwako/Kusatsu
Campus3

Workshop at the Kyoto Univ.
MuseumSightseeing in Kyoto
Social with MWITS graduates in the
Kansai area

Kyoto Univ.,
Kyoto City
Ritsumeikan
Univ.
IbarakiCampus4

Lecture titled “Is math useful inthe study of biology?” by Prof. Yagi,
Osaka Univ.
Visit to NIFREL

Osaka
Univ.
NIFREL5

Travel to Tokyo by bullet train
Workshop at Miraikan

Miraikan

6

Lecture by Dr. Ogawa at Univ. ofTokyo
Lecture on the “ITER development
process” by Dr. Matsumoto of
National Institute for Quantum andRadiological Science and Technology

Kashiwa
Campus,Univ. ofTokyo,
other
areas

7

Workshop at the National Science
Museum
Departure

National
ScienceMuseumHigh School

Cross-Cultural Program with Thai and Vietnamese Students
Hokkaido Sapporo Kaisei High School (Course A)

August 18-25, 2016

Seven students and five faculty members (of which sevencame on individual funding) were invited to Hokkaido
Sapporo Kaisei High School from the Princess Chulabhorn
Science High School Phitsanulok of Thailand, as well as five
students and one faculty from Trần Đại Nghĩa High School
for The Gifted in Vietnam.
At night on the first day, the students attended a lecture
on “Next-generation solar cells using squid ink” by Prof.
Toshihiko Matsuura of the Hokkaido Univ. of Education. The
visiting students showed great interest in research utilizing
what would normally be thrown away, and asked numerous
questions.

Mount Usu workshop

For the Mount Usu workshop on the second day, Hokkaido
Sapporo Kaisei High School tailored a course that isnormally given as “Earth Science field observation” for theforeign students.

The Parachute-Making Program, a Popular Activity
for Students of Both Countries
On the third day, the students listened to a talk on theprinciples and operation methods of the electronic desk
microscope, then divided into country-based teams tocreate parachutes. The Kaisei Students who participatedas Hokkaido district representatives in the 5th “Science
Koshien” (the national competition of Science for students)
joined in. The students from Vietnam and Thailand had
been sent the material and rules for the competition
beforehand. The activity was highly popular with theparticipants from both countries.
On the fifth morning, five students and two faculty
members from the Seishin Gakuen High School of Ibaraki
Pref., fourth and fifth year students at the Sapporo Kaisei
Secondary School, and junior Cosmo Science Course
students from Hokkaido Sapporo Kaisei High School joined
in to learn about “The building and testing process ofscientific models” using the educational resource called“Black Box.” The faculty who taught these students fromthree countries and five schools was Specially Appointed
Associate Professor, Fumio Nakaya of Osaka Kyoiku
University.
On the sixth day, the participants visited the Institute of
Low Temperature Science at Hokkaido Univ. After a lecturearranged for the visiting students, another talk was given
by Hokkaido Univ. International Headquarters on the study
abroad program.
The Thai and Vietnamese students, Seishin Gakuen
and Kaisei students were divided into three groups on
the seventh day. After touring research facilities, thegroup returned to school for presentations. There waslittle preparation time, but everyone used computersand handwritten diagrams effectively to make clear
presentations.

A competition to build “a parachute that lands slowly andaccurately” as a science and technology exchange activity

Workshop on “The building and testing process of scientificmodels”

Day
1
2
3
4

5

ProgramArrivalTour of Japan Steel Works
Muroran Plant
Evening lecture
Mount Usu workshop
Swap meeting, club activities
S&T exchange activity
Science Competition
Stay at the homestay sites
Workshop on “The building andtesting process of scientificmodels”
Lecture and experiment on
natural environments

6

Study on the crystallization ofsnow and ice

7

Research facilities visit
Group presentations

8

Visit to the Chiba Institute ofTechnology Tokyo Skytree Town
Campus

Venue
Japan SteelWorks
Muroran
Plant
Mount Usu
SapporoKaisei HighSchoolSapporoKaisei HighSchool
Hokkaido
University
Hokkaido
Univ.
National
Institute ofAdvanced
Industrial
Science andTechnology,
and others
Tokyo
Skytree15

Activity Report

Research Institute

Training at Cutting-edge Particle Accelerator Research Facilities
High Energy Accelerator Research Organization (Course B) July 5-14, 2016
A total of ten graduate students, postdocs, and one
guardian from the National Synchrotron Radiation
Laboratory (NSRL), University of Science and Technology ofChina, was invited to the High Energy Accelerator Research
Organization (KEK).
The SuperKEKB accelerator at KEK is an internationallyrenowned project, and participants can stand alongsideleading researchers on the site of cutting-edge
accelerator technology. The students received a lectureon accelerators, then went to directly view the accelerator
through the Tsukuba and Tokai laboratory tour. They
seemed taken aback by the massive size of the SuperKEKB
and J-PARC, and gained a tangible understanding of thedifferences between the equipment.
The central workshop of this program had the students
divide into small groups to work on different research
topics. While there is a limit to what anyone can learn
over a few days, we asked the workshop leaders to allow
as many opportunities as possible for participants to
speak with researchers. For participants aiming to become
researchers in the field of accelerator physics, it would beinvaluable to build a social research network for the future.

Lack of researchers in accelerator physics
On the final day, the students presented what they learned
and felt during their stay in Japan. Most participants
expressed their impressions and opinions on Japan, andhad highly favorable things to say about the country.
However, the results were somewhat different from what
the organizing staff had hoped for. These impressions
may have been influenced by the fact that many groups
had already presented on their experiences during theworkshops, but we realized that not everything can get
through to the participants.
At the same time, after asking the students to submit areport later on, we received papers of over 100 pages
within two days, making it apparent that participants
had made sincere effort. It was unfortunate that thissincerity could not be presented to the audience during
the student presentations, but this became an opportunity
as a receiving institution to reconsider our approach andyouth training methods, as well as our final presentation
methods.
There are multiple new large-scale projects being built in
the field of international accelerator physics, but the lack ofhuman resources in the field is becoming a serious issue.
Nurturing youth as the next generation of researchers
is becoming a highly important challenge, along with
conducting cutting-edge research. We strongly believe thatthe program contributed to training for the participants, aswell as joint research opportunities in the future.

16

Commemorative photograph with participants

Visiting the accelerator on the laboratory tour

The students present what they learned during the trip to
Japan

Day

Program

Venue

1

Arrival2

Orientation
Lecture

KEK TsukubaCampus3

LectureCampus TourSame as above

4

J-PARC (Japan Proton
Accelerator ResearchComplex) tour

KEK Tokai Campus(Tokai Village,
Ibaraki Prefecture)

5

Visit to Miraikan

Miraikan

6

Japanese culture
experience

KEK TsukubaCampus7

Training

Same as above

8

Training(One participant visited
FEL<Free Electron Laser>at the Tokyo University of
Science)

KEK TsukubaCampusNoda Campus,
Tokyo University of
Science9

Training
Report and presentation
Social activities

KEK TsukubaCampus10DepartureLocal Government

Mongolian Students Learn about Efforts by Industry/Academia/Government
Shizuoka Prefecture (Course A)

October 24-31, 2016

Shizuoka Prefecture received the support of the Mongolian
Ministry of Education, Culture, Science, and Sports toinvite eight high school students and one supervisor to visit
Japan. Shizuoka Pref. and Mongolian Ministry had signed
a memorandum on international exchange in August
2015, and had encouraged collaborations in the fields ofeducation, culture, and science.
The purpose of this invitation was to allow participants
to learn about health and longevity, a characteristicof Shizuoka pref., and learn about the latest research,technology, and efforts in the fields of health and medical
science.
Shizuoka Pref. has been leading three industrial cluster
projects: the eastern “Pharma Valley (medical and healthrelated industries),” the central “Food Science Hills (foodrelated industries),” and the western “Photon Valley(light and electrical technology-related industries).”
These projects are taken on by universities and research
institutions, companies, and government administration
offices across the region. We planned this exchange
program to allow participants to learn more about thisadvanced research in Shizuoka.

Experiencing cutting-edge technology in various
facilities
On the third day, the group visited the Faculty ofAgriculture at Shizuoka Univ., as well as the School ofMarine Science and Technology at Tokai Univ. At Shizuoka
Univ., the group visited research facilities for the stableproduction of good vegetables and learned about effective
cultivation methods through observing and touching thevegetables. After a lecture on food safety at Tokai Univ.,
the students took part in a fish processing experiment.
At the Univ. of Shizuoka on the fourth day, the participants
listened to a lecture on tea, a leading produce in Shizuoka,
and learned about the health benefits of tea ingredients.
The group visited four labs at the Faculty of Engineering,
Shizuoka Univ. on the fifth day. They learned about
the latest research, including studies on nano-level
manufacturing techniques using electronic microscopes.
This was followed by a visit to the Hamamatsu Univ.
School of Medicine, where the students gained handson experience with the latest medical instruments, suchas a navigation system for endoscopes, developed by theuniversity in collaboration with local companies.
Through this program, we received many comments fromthe students about their desire to study in Japan, andtheir decisions about future fields of study. We believe that
the Mongolian students could deepen their interest andcuriosity towards the S&T, and raise their awareness ofstudy abroad opportunities in Japan.

Facilities tour at the Faculty of Agriculture, Shizuoka Univ.

Fish processing experiment at the School of Marine Scienceand Technology, Tokai Univ.

Medical equipment experience at the Hamamatsu Univ.
School of Medicine

Day

Program1

Arrival, orientation
Learning about genomic researchat the National Institute of
Genetics (NIG)
Visit to the Museum of Naturaland Environmental History
Learning about regional industry
development activities at
Shizuoka Univ.
Lecture on food safety and fishprocessing at Tokai Univ.

2

3

4

Lecture at Shizuoka Univ.
Visit to Director, the Culture andTourism Dep. of Shizuoka Pref.

5Visit to labs at the Faculty ofEngineering, Shizuoka Univ.,
Visit to Hamamatsu Univ. Schoolof Medicine

6

Buddism experience

7

Morning service, zen experience
Visit to International Tea Festival

8

Departure

Venue
NIG
Museum of
Natural andEnvironmental
History
Shizuoka
Univ.
Tokai Univ.
Shizuoka
Univ.
Shizuoka
Pref. Office
Shizuoka
Univ.
Hamamatsu
Univ. Schoolof Medicine
Houkou-ji
TempleHoukou-ji
TempleShizuoka
Convention
Center17

Reference
1. Results of Open Application Course 2016
(1) Number of invitees by country/region
Category

Country/region

Note: There was a total of 5,519 invitees for SSP 2016. This number includes inviteesof the Open Application Course as listed below, as well as 1,062 high school students
and 242 government officials or other invitees.

By Category

By Course
A

B

C

Total

High
Schoolstudents

Undergraduate
students

Graduatestudents

Postdocs

Faculty

Researchers

Other

1,250

55

83

70

375

532

15

194

97

105

1,388

Republic of Korea

101

6

4

0

48

52

0

9

2

0

111
229

China
Taiwan

208

11

10

32

73

89

1

28

4

2

Mongolia

92

6

17

38

23

19

0

16

8

11

115

Indonesia

217

11

30

15

120

61

3

21

25

13

258

Thailand

367

36

90

69

202

114

1

64

29

14

493

Malaysia

214

41

25

15

108

112

1

31

8

5

280

Vietnam

252

19

72

30

169

55

4

55

27

3

343

Myanmar

133

16

32

0

53

41

0

50

29

8

181

Cambodia

49

2

17

0

30

11

0

13

3

11

68

Laos

20

0

14

0

17

2

0

9

4

2

34

Singapore

68

0

5

31

9

2

0

10

4

17

73

the Philippines

77

9

2

2

55

13

0

10

6

2

88

Brunei

3

0

3

0

0

1

0

3

0

2

6

East Timor

13

0

0

10

1

0

0

2

0

0

13

India

230

31

14

43

62

124

5

33

7

1

275

Pakistan

12

0

0

0

1

5

0

5

1

0

12

Bangladesh

24

1

19

0

7

30

0

6

1

0

44

Sri Lanka

35

3

8

0

0

6 Myanmar
0 181 4%
0

Nepal

31

4

16

0

Bhutan

23

0

0

0

16
24
Southwest Asia
1123(other)1890 4%
17

0

8

0

4

0

0

0

4

3

5

0Indonesia
0258 6%
00Southeast Asia
90(other)
2 269 6%
2
India 275 7%
1,427
1,321

0

0

0

0

Kazakhstan

11

3

18

0 East Asia00(other)226 5%
103
Taiwan
229
5%
8
9
6

Kyrgyz00

00

Tajikistan

0

0

0

0

Maldives

00

0

Pacific Islands *

27

0

0

10

Turkmenistan

0

0

10

0

Uzbekistan

15

0

0

3

3,472

254

489

376

Total

0

1

0

2

33

589

46

Central5 Asia 57
4 1.4%
51
0 Pacific 2Islands23
27 0.6%
0
0
0
0
China
1
1388
0
33%
0

0
Thailand
0
493
12%
261

0

27

0

32

0

0

0

0

0

10

6

15

208

4,215

*Pacific Islands: Fiji, Marshall Islands, Micronesia, Palau, Papua New Guinea, Samoa, Solomon Islands, Tonga

Malaysia 280 7%(2)Number of invitees (by region)
Southwest Asia(other)
189 4%
East Asia (other)
226 5%
Taiwan 229 5%
Indonesia
258 6%Southeast Asia(other)269 6%
India 275 7%
Malaysia 280 7%
Vietnam 343 8%

18
Other 208 5%

Myanmar 181 4%
Central Asia 57 1.4%
Pacific Islands
27 0.6%

China
1388
33%

Vietnam of
343invitees
8%(3) Number(by category)

Other 208 5%
Researchers
261 6%

Postdocs
33 1%

Thailand493
12%(Unit:Person)

High school students
376 9%High school students
376 9%

Faculty589
14%

Undergraduates
1427
34%
Graduate students
1321
31%(Unit:Person)

Statistical Data

(4) Number of Implemented Programs by receiving organizations● Universities/Technical Colleges/High Schools
Receiving Organization

1 National Institute of Tech., Tomakomai College
2 Hokkaido Sapporo Kaisei High School
3 Hokkaido Sapporo Keisei High School
4 Hokkaido Univ.
5 Muroran Institute of Tech.
6 Hirosaki Univ.
7 Iwate Univ.
8 Tohoku Institute of Tech.
9 Tohoku Univ.
10 Yamagata Univ.
11 Univ. of Tsukuba
12 Utsunomiya Univ.
13 International Univ. of Health and Welfare
14 Gunma Univ.
15 Takasaki Univ. of Health and Welfare
16 Saitama Medical Univ.
17 Saitama Institute of Tech.
18 Saitama Univ.
19 Waseda Univ. Honjo Senior High School
20 Kisarazu National College of Tech.
21 Chiba Institute of Tech.
22 Chiba Univ.
23 Meikai Univ.
24 Salesian Polytechnic
25 Shibaura Institute of Tech.
26 Tokyo Metropolitan Univ.
27 Sophia Univ.
28 St. Luke's International Univ.
29 Tamagawa Univ.
30 Chuo Univ.
31 Teikyo Univ.
32 The Univ. of Electro-Communications
33 Tokai Univ.
34 Tokyo Medical and Dental Univ.
35 Tokyo Univ. of Marine Science and Tech.
36 Tokyo Institute of Tech.
37 The Jikei Univ. School of Medicine
38 The Univ. of Tokyo
39 Tokyo City Univ.
40 Tokyo Metropolitan High School of Science and Tech.
41 Tokyo Agricultural Univ.
42 Tokyo Univ. of Science
43 Toho Univ.
44 Toyo Univ.
45 Nishogakusha Univ.
46 Nippon Veterinary and Life Science Univ.
47 Nihon Univ.
48 Hosei Univ.
49 Waseda Univ.
50 Azabu Univ.
51 Kanagawa Institute of Tech.
52 Kanagawa Univ.
53 Yokohama National Univ.
54 Yokohama City Univ.
55 Nagaoka Univ. of Tech.
56 National Institute of Tech., Nagaoka College
57 Niigata Univ.
58 Toyama Univ.
59 Kanazawa Institute of Tech.
60 Kanazawa Univ.
61 Japan Advanced Institute of Science and Tech.
62 Fukui Univ.
63 Yamanashi Univ.
64 Asahi Univ.
65 Gifu Univ.
66 Shizuoka Kita Junior and Senior High School↓ Continued to the next page

Single year

Multiple years

Number selected

Number selected

1
1
0
2
1
1
2
1
5
3
6
1
3
1
2
0
1
7
0
2
1
6
2
2
10
0
2
1
1
1
1
5
4
0
2
1
1
5
8
1
1
6
1
1
1
1
1
2
2
0
1
1
7
5
1
2
2
3
2
4
4
0
1
1
1
1

0
0
1
1
0
0
0
0
0
0
1
0
0
0
0
1
0
1
1
0
0
1
0
0
0
2
0
1
0
0
0
1
0
1
2
0
0
2
0
0
0
4
0
0
0
0
0
0
0
1
0
0
1
1
2
0
0
1
0
0
0
2
0
0
0
0

19

(Continued) Universities/Technical Colleges/High Schools
Receiving Organization

67 Shizuoka Univ.
68 Shizuoka Institute of Science and Tech.
69 Aichi Institute of Tech.
70 Daido Univ.
71 Chubu Univ.
72 Toyohashi Univ. of Tech.
73 Nagoya City Univ.
74 Nagoya Univ.
75 National Institute of Tech., Suzuka College
76 Mie Univ.
77 Kyoto Institute of Tech.
78 Kyoto Univ.
79 Doshisha Univ.
80 Ritsumeikan Univ.
81 Ritsumeikan Junior and Senior High School
82 Osaka Institute of Tech.
83 Osaka City Univ.
84 Osaka Univ.
85 Osaka Pref. Senri High School
86 Osaka Pref. Univ.
87 Osaka Pref. Univ. College of Tech.
88 Osaka Prefectural Tennoji High School
89 Kansai Univ.
90 Kansei Gakuin Univ.
91 Kobe Univ.
92 Hyogo Prefectural Kobe High School
93 Nara Women's Univ. Secondary Education School
94 Nara Institute of Science and Tech.
95 Wakayama Univ.
96 Tottori Univ.
97 Shimane Univ.
98 Okayama Univ.
99 National Institute of Tech., Tsuyama College
100 Notre Dame Seishin Junior High School/Girl’s High School
101 Hiroshima Univ.
102 Fukuyama Univ.
103 Yamaguchi Univ.
104 National Institute of Tech., Anan College
105 Univ. of Tokushima
106 Kagawa Univ.
107 Ehime Univ.
108 Kochi Prefectural Univ.
109 Kochi Univ. of Tech.
110 Kochi Univ.
111 National Institute of Tech., Kitakyushu College
112 Kitakyushu City Univ.
113 Kyushu Institute of Tech.
114 Kyushu Univ.
115 Univ. of Occupational and Environmental Health, Japan
116 Fukuoka Institute of Tech.
117 Fukuoka Dental College
118 Fukuoka Univ.
119 Saga Univ.
120 Nagasaki Univ.
121 Nagasaki Nishi High School
122 National Institute of Tech., Kumamoto College
123 Kumamoto Univ.
124 Sojo Univ.
125 National Institute of Tech., Oita College
126 Oita Univ.
127 National Institute of Tech., Miyakonojo College
128 Miyazaki Omiya High School
129 Miyazaki Univ.
130 National Institute of Tech., Kagoshima College
131 Kagoshima Univ.
132 National Institute of Tech., Okinawa College
133 Univ. of the Ryukyus
Total

20

Single year

Multiple years

Number selected

Number selected

6
1
1
1
1
3
1
9
1
1
1
3
1
2
1
2
3
6
1
9
1
1
3
2
6
1
0
1
1
1
5
19
1
1
5
1
4
1
2
2
3
1
1
2
5
5
8
9
1
1
1
1
3
1
1
1
11
1
1
0
1
1
11
1
1
1
1
332

1
0
0
0
0
0
0
0
0
0
0
0
0
2
1
0
0
2
0
0
0
0
0
0
2
0
1
0
0
0
1
2
0
0
0
0
0
0
0
0
0
0
0
0
0
3
1
1
0
0
0
0
1
1
0
0
0
0
0
1
0
0
4
0
0
0
0
52

● Corporations
Receiving Organization

Single year

Multiple years

Number selected

Number selected1

Tohoku Tabunka Academy Foundation

2

0

2

The Takeda Foundation

1

0

3

Remote Sensing Technology Center of Japan

1

0

4

Education and Science Development Organization

1

0

5

Institute of Energy Environment Science Education Promotion

1

0

6

Japan Overseas Forestry Consultants Association

1

0

7

International Zenrin Association

2

0

8

Japan-Thailand Economic Cooperation Society

2

0

9

The Japan-China Society

20

10 Tokinohane

10

11 KOIBUCHI College of Agriculture and Nutrition

10

12 Association for Communication of Transcultural Study10

13 Japan China Medical Association

10

14 Development Association for Youth Leaders

30

15 Asia-Pacific Cultural Centre for UNESCO

1

0

16 International Center for Environmental Technology Transfer

20

17 International Lake Environment Committee Foundation

10

18 Hiroshima International Center

20

19 Fukuoka Asian Urban Research Center

20

20 Japan International Science and Technology Exchange Center

40

21 Japan-Malaysia Association

1

0

22 National Institute for Environmental Studies

1

0

23 Forest Research and Management Organization

1

0

24 National Agriculture and Food Research Organization

1

0

25 RIKEN

2

0

26 National Institute of Radiological Sciences

10

27 National Center for Global Health and Medicine

1

0

28 National Institute of Advanced Industrial Science and Technology (AIST)

6

1

29 Japan Agency for Marine-Earth Science and Technology (JAMSTEC)

2

030 High Energy Accelerator Research Organization (KEK)30

31 National Institute of Informatics (NII)1

032 National Institute for Fusion Science, National Institutes of Natural Sciences

40

33 Research Institute for Humanity and Nature, National Institutes for the Humanities
Total● Private Companies
Receiving Organization

1

0

57

1

● Local Governments/Other
Single year

Multiple years

Number selected

Number selected

1

IPFront Inc.

1

0

2

Nippon Koei Co., Ltd.

10

Receiving Organization

1

Ishikawa Prefecture(Gakuto Ishikawa International
Communications Committee)

Single year

Multiple years

Number selected

Number selected

1

0

3

Yamashita Sekkei, Inc.

1

0

2

Fukui Pref.

1

0

4

Cathay Tri-tech., Inc.

1

0

3

Shizuoka Pref.

1

0

5

Horiba, Ltd.

1

0

4

Mie Pref.

1

0

5

0

5

Fukuoka Pref.

Total

Total

1

0

5

0

Implemented Organizations: 176 (Single year: 167, Multiple years: 36)
Implemented Programs: 452 (Single year: 399, Multiple years: 53)

21

Reference

2. Participant Survey Results
Survey target

SSP participants in Open Application Course 2016 (including supervisors)

Survey method

Written responses to survey distributed after program completion

Number of Respondents

4,147

Gender Composition

Male: 51%

Female: 49%

1）Were you satisfied with visiting Japan toparticipate in the SSP exchange program?

2 ）Would you like to visit Japan again?

Average 9 0% Average 9 0%
Fairly satisfied Fairly satisfied
Neither
Dissatisfied 3 0%
Dissatisfied 3 0%215 5%
215 5%
9 0%
Yes, I do.
470
11%

Very satisfied
3,920
95%

Very satisfied
3,920
95%

3）If you answered“1. Strongly agree”

or“2. Agree”on Question 2), howwould you like to visit Japan again?

Other
Company561
employee14%
255 6%

Researcher
1,799
43%

Other
561
Student14%
1,522
37%

Student
1,522
37%

Researcher
1,799
43%

No, I don’t.
1 0%

Yes, I do.
470
11%

Yes, I do strongly.
Yes, I do strongly.
3,667
3,667
89%
89%

4）Would you like to receive information about

Japanese science and technology or studying
abroad in Japan after returning home?

Neither
116 3%
Company
employee
255 6%

No, I don’t.
Neither190%0%Neither
No, I don’t.
116
25 3%
0%

Yes, I do.
1,023
25%

No, I don’t.
25 0%Yes, I do.
1,023
25%

Yes, I do strongly.
Yes, I do strongly.
2,983
2,983
72%
72%

5）Comments
SSP helps young scientists to broaden their
networks. You can also learn about aspects
such as hospitality, tradition, and science andtechnology in Japan. The things I learned in thisprogram will not only be useful for my own life,
but for the development of my home country.
(Bangladesh, Graduate Student, Male, 25)

SS P a l l o w e d u s t o s e e t h e d e v e l o p m e n t o f
Japan, and was a good opportunity for us tolearn about the difference between China andJapan. By talking with Japanese, I strongly feltthat education forms the foundation of national
development. I was highly satisfied with myexperience in the program.
(China, Undergraduate Student, Female, 20)

I was able to learn many things through SSP.
By participating in this program, I found that
Bhutan and Fukui had a “high level of happiness”
in common. We also experienced advancedt e c h n o l o g y, a n d l e a r n e d t h a t s c i e n c e a n dtechnology play a significant role in national
development.

(Bhutan, Undergraduate Student, Female, 20)

22

I believe that students can help bring about
national development in any country, and ideas
for innovation can stem from learning about othercountries. Participating in this program can help us
gain new technology and ideas, and influence our
future careers.
(India, Undergraduate Student, Male, 20)

Survey ResultsIndonesia is an island country, so technical experts
have the responsibility to protect our shores.
Learning about oceanography in this program
furthered my motivation to become a capable
technologist who can protect our land.
(Indonesia, Undergraduate Student, Female, 21)

We w e r e t a u g h t b y t h e b e s t i n s t r u c t o r s i nJapan in our respective fields. This experience
was priceless, and every single day was truly
enjoyable. From our arrival in Japan to ourdeparture, I never had any disappointments.
(Malaysia, Undergraduate Student, Male, 21)

D u r i n g t h e p r o g ra m , I f e l t i n f l u e n c e d a n d
supported by the passionate and proud
expressions of the participants from Japan andother countries. I was able to experience sciencein a tangible environment that went beyond
textbooks, while learning about the spirit ofscientists.
(Philippines, High School Student, Female, 18)

There were many occasions when I was alsoable to learn from program participants of othercountries. I learned how to listen to opinions andrespect others.
(Sri Lanka, Graduate Student, Male, 29)

Learning about waste management, I had
imagined the facilities to be overflowing with
waste, but the reality was completely different.
I was surprised at how safely the waste wasbeing processed in Japan. While there were someprocessing facilities that may be difficult to build
at home, the 3R process (reuse, recycle, reduce)
is definitely something we should implement. I
also realized that waste management and climatechange are equally important, and I hope to use
what I learned here after graduation.
(Marshall Islands, Undergraduate Student, Male, 21)

My experience in Japan was the best time I haveever had. I gained new knowledge and new
friends while learning about Japanese culture. I
learned many things when visiting the wastewater
processing facilities, which is a huge issue inMongolia. I had an invaluable experience in Japan.
(Mongolia, Graduate Student, Female, 32)

Participating in this program is the best experience
I have had in my life. I hope to bring my new ideas
back home and make them useful for daily life.

(Nepal, Undergraduate Student, Female, 21)

I was able to learn about Japanese culture andtechnology through this program, and it wasalmost like seeing new horizons open up for me.
I hope to take what I learned in Japan, and use it
towards making the world a better place.
(Thailand, Undergraduate Student, Male, 22)

Through participating in this program, I rekindled
my passion towards robotic development. Working
with my teammates to construct a robot wasan amazing experience. It was the first time I
gained friends from other countries. I had beenplanning to study abroad in the U.S., but I beganconsidering Japan as an option.
(Taiwan, Undergraduate Student, Male, 21)

I had an invaluable experience in Japan, theland of the rising sun. In my home country,
Vietnam, Japan is known as a wonderful place. I
had numerous “wow!” experiences upon actually
coming here. Japanese culture is rich and diverse,
and I was interested in how this culture is being
passed down across generations.
(Vietnam, Instructor, Female, 32)

Learning about water management at Kumamoto
Prefecture was particularly interesting. I would
like to teach others in my home country, Pakistan,that effectively reusing underground water helps
prevent floods and leads to water conservation,
while also improving the volume and quality of tap
water.
(Pakistan, Graduate Student, Female, 29)

I was moved by many things in Japan, and every
moment was precious. The friendly people,
surprising technology, even the breeze felt
good. I learned about the term “value” in Japan.
Understanding how the Japanese value culture andidentity was the most precious experience I had.
(Papua New Guinea, High School Student, Female, 17)

Exchange program between Tokyo Metropolitan University and university
students from the Philippines (October 2016)23

Japan-Asia Youth Exchange Program in Science

SAKURA Exchange Program in Science
Activity Report on Open Application Course 2016
Written and published by
Japan-Asia Youth Exchange Program in Science Promotion Office
Japan Science and Technology Agency (JST)5-3 Yonbancho, Science Plaza Chiyoda-ku, Tokyo 102-8666 Japan
Tel: +81-3-5214-0095

E-mail : ssp.press@jst.go.jp

URL : http://www.ssp.jst.go.jp/EN/index.html

2017 Printed in Japan