National Institute of Technology, Anan College

Decision of Institutional Certified Evaluation and Accreditation
The National Institute of Technology, Anan College complies with the Standards for the Establishmentof Colleges of Technology and other relevant laws and regulations, and meets the Standards for
Evaluation and Accreditation of Colleges of Technology set by NIAD-QE.
It fulfills all requirements defined as the Priority Evaluation Items in Viewpoint 1-1.
Good practices identified by the review committee include:
Introduction and promotion of a learning management system as a common base to promote theuse of ICT (information and communications technology) in education, contributing toapproximately 80 percent of the academic staff members using the system in FY2017, which has
reduced their workload and facilitated students’ self-directed learning, etc.;
One of the college’s visions for cultivating engineers declaring, “Our students are expected toacquire a degree as an internationally-minded engineer. We foster young engineers who have a
responsibility to both our society and the natural environment as a whole,” with this vision
promoted by utilizing external educational resources to sign academic exchange agreements with
14 overseas institutions in the United States, Germany, Vietnam, South Korea, Indonesia, Taiwan,
and New Zealand, which produced successful outcomes in FY2017, including sending 31
students to these overseas partner institutions and other schools for long-term internships while
accepting 11 international students as visiting researchers from partner institutions and 19 MEXT
Scholarship students and other international students;
The “Interdisciplinary Project” introduced as a college-wide approach to nurture students’creativity, aimed at developing interdisciplinary abilities in their fourth year of study withstudents from multiple courses gathered into teams and all academic staff members supporting
students’ self-directed learning as facilitators and advisors, with these efforts consideredremarkably effective based on student questionnaires on interdisciplinary abilities conducted
after the completion of the “Interdisciplinary Project” course, in addition to that, an increasing
number of teams led by fourth- and fifth-year students winning prizes in the College ofTechnology Programming Contest (Kosen Procon) and other competitions;
College-wide approaches to develop students’ practical skills, including “Internship” for fourthyear students and “The Coop Education” designed as an elective course for third- and fourth-year
students to attend job training at the same companies over a total of seven weeks during longholidays, with some achievements seen in acquiring various skills such as employment skills,
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technology execution skills, and problem-solving skills; andAn extremely high employment rate (the number of students employed divided by the number ofstudents seeking employment after graduation) for both the regular and advanced courses, withstudents employed in the manufacturing industry, information and communications businesses,
electricity/gas/heat/water supply companies, construction industries, and other employment
befitting of the engineers the college hopes to produce, and an extremely high rate of students
advancing to higher education (the number of students advancing to higher education divided by
the number of students wishing to advance to higher education) for both the regular and advanced
courses, with students advancing to the advanced courses at colleges of technology or engineering
technology faculties, science and technology academic units, and other faculties/units atuniversities that are related to the students’ regular/advanced courses.

This document has been translated by NIAD-QE with consent from the college of technology for thereader’s information only.

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