Proposal for the Improvement of English Language Education
2009

October 2009
Foreign Language Research InstituteGunma Prefectural Women’s University

Preface
This proposal for the improvement of English Language Proficiency issued by theForeign Language Research Institute of Gunma Prefectural Women’s University is acontinuation of the previous two proposals of 2001 and 2005 respectively. It is theoutcome of discussions between interested parties representing many different aspectsof the education world both from Gunma and outside. It tackles four main areas.
English education in Japan is still beset by many serious problems the solutions towhich unfortunately remain far from clear. Although there has been a very noticeable
improvement in the English proficiency of a sector comprised of mainly younger people
who have a direct need to use English for their work or research, in Japanese society atlarge it is difficult to see any improvement in practical English skills. If one turns one’s
gaze towards the countries of Asia then, particularly in the cases of China and Korea,
we can see a rapid spread of English skills across society. If we then compare theforeign language skills of Asian students studying in America universities withJapanese students also studying abroad, then the inferiority of Japanese students
becomes painfully obvious.
Over the past few decades, Japanese society as a whole has become very inward
looking. Young people in particular seem to have lost the desire to go abroad,experience a different environment and experience things themselves. This is at least
partly explainable as a consequence of a prolonged economic recession. In recent
years as intellectual culture in society as reflected in the media has become more
impoverished, the sense of Japan and Japanese people as being part of a wider
international world has diminished. Against this background, it is becoming more andmore difficult for Japanese people to play an active role in the task of multi-national
negotiation and law making which our global society is making essential.
Of course anyone who wishes to work in the international world must have therequired level of professional expertise in their chosen field. However this specialized
knowledge and insight must be combined with the ability to communicate it accurately
and persuasively to people from other cultures otherwise it will come to nothing.
English is overwhelmingly the language of choice for international communication in
America, Europe and the Middle East. However while the need for Japan to have aneffective English language education has been recognized for many years, the goal still
remains a long way off.
If the English language skills of Japan are to be raised then it will probably require
Japanese society to embrace a culture which encourages more open discussion and-1-exchange of information in every field. In other words, an essential prerequisite for any
wide scale use of English is for the winds of change to blow through the whole ofJapanese society. In the field of education, the old style of teacher centered expositionneeds to be discarded so that teachers and students can discuss matters freely andopenly in Japanese. Unfortunately the Japanese language is currently in a state ofsome disarray. Probably because of the influence of television and related media,
there is a widespread use of language which is extremely puerile. We are being
inundated by a flood of strange and somewhat repellant katakana words. If as asociety we are unable to discuss matters in a clear and logical fashion, it is extremely
unlikely that we will ever be able to reach a level of English which can be usedinternationally.
The need for good communication skills in foreign languages in almost every aspect oflife and work has now become more widely recognized in every field. In Gunma, anincreasing number of companies are working at an international level, and more
localities are establishing ties with foreign countries. More foreigners are coming toGunma for work and research and as tourists. In the 21st century Japanese people inevery area of life will have to learn to live in increasingly multicultural environment.
Both at the national and the local level, language and cross cultural communication
skills will be essential.
In 2003 as part of a national initiative to develop Japanese people who can use English,
a number of schools were designated as Super English Language High schools.
Changes were made in the standard university entrance exam to include a listening
section. More recently, there have also been important changes in the new course of
study for elementary school up to high school. These changes will ensure that English
Activities become a compulsory part of the curriculum and that more English lessons
will be given at the junior high level. Of course we cannot expect such changes in the
education system to bear fruit overnight. In order to improve English proficiency, theappropriate measures need to be taken and implemented in a rigorous and determined
way at every level by all the relevant authorities using a budget which is adequate forthe task.
Gunma Prefecture has approached the task of improving English language proficiency
with great resolve focusing on the education system. In the four years which have now
passed since the second Proposal, expectations have been raised even higher for a more
effective system of English language education. It is important to retain the sense ofenthusiasm which characterized the initial approach to these problems and approach
this question of improving English language proficiency with a broad view so thatthese important measures may be put into place.
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It is vital that English language education maintains a careful balance of all four skills,
namely reading, writing, speaking and listening. In this respect the damage done byplacing an undue emphasis on simple spoken English in the postwar education systemneeds to be repaired. It is also important that English education be viewed as one
integrated system which begins at elementary school and progresses through junior,senior and high school levels to University. A particularly pressing problem is theneed for better training and qualifications for teachers working in elementary schools.
If this is not done and students are taught English in an inappropriately academic way,
they may end up disliking English from an early age. It is also important that the
many thousands of young foreigners from the English speaking world who come toteach on the ALT system are used in a more effective way.

It would also so bebeneficial if Japanese people who have experience living abroad could also be used in a
flexible way.
There is certainly no contradiction between a respect for Japanese and Japaneseculture on the one hand and learning a foreign language and culture on the other.
Indeed the study of both in parallel can only deepen the understanding of each. Basedon this foundation, if we can view English education as something which can only
flourish if the necessary intellectual and social preconditions are established, then we
will be able to create an environment which will motivate people to study English.

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I Creating an English proficiency which has a balance of all four skills
Any effective foreign language curriculum must include a balance of the four skills of
speaking, listening, reading and writing. Rather than trying to put undue weight ondeveloping any one skill, it is much more effective to develop all four skills in parallel
so that they may mutually reinforce each other.
Traditionally English education in Japan has put the strongest emphasis on
developing proficiency in reading and writing. However in recent years the pendulum
has swung in the opposite direction of speaking and listening. This imbalance should
be corrected so that a comprehensive English proficiency can emerge.
In order that these four skills can be acquired as part of a comprehensive English
proficiency, lessons should planned which include not just a focus on teaching one skill,
but should require students actively to use two or more of these skills together. A
variety of different teaching materials should be used so that students are able toimprove their ability both to understand and convey information. In this way, thegeneral English skills of students will develop based on a firm intellectual andlinguistic foundation.

1 Lesson style
The classroom should be a place where students listen carefully to each other andfeel able to express and debate different ideas in a spirit of free and mutual learning.
In comparison with other countries, Japanese classrooms still tend to be dominatedby the teacher with students having little opportunity to ask each other questions
and exchange opinions. This often leads to a rather passive style of learning andprevents students from developing their own ideas. It is very important that lessons
are created which require students to offer and exchange opinions in an active way.

2 Creative lesson planning
Lessons should be planned so that students are required to use two or more of thefour English skills. For example students could be asked to read a passage and thenpresent their opinions on it or to listen to a news broadcast and then put down theirimpressions in writing. Lessons should include regular pair and group work.
Students should be given the chance to debate and discuss matters. The amount oflesson time devoted to allowing students to learn how to think and express theirideas should be increased.

3 Variety of materials
The Internet, satellite broadcasts and English newspapers can be used to-4-

supplement content from the textbook. Lessons which use audio visual materials of
current events in English will also stimulate students’ intellectual curiosity. If there
is a greater use of material dealing with topics taken from such areas as Japanesepolitics, economics, science, history, literature and art, students will be able to gaina firmer grasp of Japanese culture as they explain these in English. At theelementary and junior high level, materials could be developed which arise fromlocal and natural environment.

As students advance in their school life, theyshould be encouraged to read essays and articles of cultural value to develop theirgeneral knowledge.

4 Evaluation methods
Evaluation of English proficiency should be transparent and include a variety ofcriteria. There should be opportunities to evaluate students’ skills in such activities
as interviews, speech and presentation. An effort made to ensure that no single oneof the four skills is given undue emphasis.

In lessons in which there arepresentations and discussions, it is important that the teacher observes carefully
the attitude and enthusiasm of the students and that appropriate feedback beprovided. In this way students will be more motivated to continue to study.

5 Reading aloud and recitation
Reading aloud and memorizing fine passages from English writing has been asomewhat neglected area recently but it is of great value and should be used. It
remains a very effective way to learn English expressions and how to combine themin sentences.

Using materials from speeches, essays and editorials fromnewspapers also allows students to increase their understanding of importantcurrent issues. The easy availability of audio materials on CD and other formats
make it easy for students to study them at home. Students should be encouraged totake part in speech contests where the results of their self study can be evaluated.

6 Improving the English Language and teaching skills of Japanese teachers
The group which plays the most important role in developing the all round English
skills of students is without doubt Japanese English teachers. If students are tolearn how to give presentations and debate in English then it is vital that theirteachers have both excellent English and teaching skills. In order to develop theseskills, teachers should be encouraged to take part in workshops in Japan and to go
abroad to summer schools at universities organized for professional development.
If this is to become a reality, it is important that a budget be set aside to pay part ofthe costs of this training and employ substitute teachers. There should be athorough revision of the way in which teachers are trained at university so thatthey have the required English language and teaching skills.
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7 Choice of language in classroom
Within the limited amount of lesson time, it is important that everything is done toensure that as much English as possible is used. There will of course be times inwhich it is much more efficient to use Japanese. The language to be used in eachpart of the lesson should be appropriate for the particular activity and content.

8 English at university
At the university level, it should be made possible for students to study their major
in English. The number of lessons given in English and the amount of required
reading in English should be increased. This should apply not just for those fields
such as politics, economics, law, history and comparative culture but also for thesciences. More foreign lecturers who are qualified in these fields should also be
hired. The ability to teach their subject in English should also be an importantfactor to be considered when Japanese lecturers are appointed. If around a third of
all lectures were to be given in a major foreign language including English thenmore students from abroad would be able to study here without having to haveachieved advanced Japanese language skills prior to their arrival.

9 Entrance examinations
The content and form of the entrance examinations exert a very strong influence on
how junior and high school students are taught. The overall English proficiency
should be evaluated based on what students have studied at junior and high schoollevel. It is particularly important that that there be more questions requiring
listening skills so that there is greater awareness of listening, and that questions
which require more extended writing skills are included to evaluate expressive
powers. Interviews conducted in English should also be introduced across a variety
of majors where appropriate.

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II Motivation
There are extremely few occasions on which people living in Japan need to have any
contact with English in their everyday life. Even though it is often said that the ability
to understand and use English is one of the essential preconditions for successeconomically and socially, this seems in fact to exert a fairly limited motivating powerfor people to learn English. While there do exist a few places in Japan where thepercentage of resident foreigners is above 10%, the national average is only about 1.7%.
Given this background, if learners are to improve their English proficiency then theimportance of creating an effective learning environment which will motivate learners
to study English can hardly be overstated.

An effective way of doing this is forlearners to regularly experience the intellectual excitement of actually using English tounderstand each other and exchange opinions. It is therefore important that great care
and attention is given to creating situations where learners can have the chance to use
English in a natural way. Everything should be done to increase students’ motivation
by creating such situations not just in lessons but also outside school during the longvacations.

If students have the chance to meet people from different cultural

backgrounds, the new knowledge and experience gained from these encounters will
provide them with great intellectual stimulation and have a very positive effect on
their motivation to learn.

10 Cultural exchanges
Students should be given more opportunities to meet people from different cultural
backgrounds and so experience at first hand a multi-cultural environment. One
way to achieve this is to invite to school foreigners living in the locality, whether as
residents or as exchange students from various schemes. Inviting students fromother countries and having the chance to meet them face to face will greatly enrichand invigorate school life. If students have the chance to discuss matters withstudents of the same age from other countries they will be able to gain not justbenefits to their language development but will also be able to experience on an
individual level what living in a global society actually means.

11 Study abroad
Students at both the high school and university level should be encouraged to go
abroad on summer study abroad programs for a duration of at least one to twomonths. If students actually have the opportunity to go to an English speaking
country and have the experience of trying to exchange ideas in English, they will
be not only deepen their knowledge of other cultures but they will have a chance torealize the importance of being able to actively express ideas and information. The-7-

effects of such experiences will certainly translate to increased motivation to study
once they return to Japan. Both at the national and the local level, everythingshould be done to encourage more students to have such experiences both bymaking the relevant information available and where possible by providing
financial support.

12 Entrance examinations
Entrance examinations for high school and university naturally provide a verystrong motivation to learn. It is important to make full use of this opportunity.
When students prepare for such examinations they have to study English in aconcentrated way. It has often been pointed out that examination English
inevitably requires a certain very unbalanced approach. However it is certainly
true that even if the aim is to increase reading and writing skills, studying all four
skills in a balanced way is a much more effective method. Conversely, if you aretrying to develop the ability to use English accurately for communication you musthave a large vocabulary and a firm grasp of grammar. In this way it is clear thatentrance examinations if they are approached in the correct way can play animportant role in helping students to improve their general English proficiency.

13 Universities and tourism
If universities work together with local bodies and tourist organizations inlocations which are visited by many foreign tourists, it will provide an excellent
opportunity for students to use their English skills on a regular basis. Students
could be given the task of showing tourists around, writing web pages and making
sure that all facilities are foreigner friendly. Students should be encouraged totake part in such activities and could benefit by receiving credits for such work.

14 ICT (use of technology)
Information technology now makes it possible to increase the opportunities forpeople in distant locations to engage in real two way communication. Through theInternet we now have the chance to exchange voice mail and texts and even use
tele-conferencing. The two way nature of such communication makes it essentialthat each party work to understand the other thus providing a natural opportunity
to develop the key skills. Where the other party is not from an English speaking
country, there is an excellent chance for both to enjoy developing their skills
together and receive mutual encouragement and support.

15 Small classes
Ideally the number of students in English classes at junior and high school levelshould be under 20. Learning English is a skill like sport or music so it is vital that-8-

students have many chances to actually use it so that they can acquire theknowledge and skills necessary. Students should have lessons in small classes andbe given as much opportunity as possible to practice the active skills of giving andexchanging their opinions on a one on one basis.

16 Creating a center for English learning
Local bodies or universities should offer junior or high school students who areinterested in English the chance to improve their English skills on a regular basis
by giving them the opportunity to study in a concentrated fashion. Through suchstudy, students could be helped to develop high level skills of speaking and debate
as well as learning how to write well. The mock United Nations debate would be an
appropriate format for such concentrated study.

17 Katakana English
Recently our language is being used in an increasingly vulgar way and newly
coined words or words used in strange ways are being actively welcomed. One
example of this tendency is the way that words which are based on foreign words
are used by people in deliberately odd ways and have been accepted into generaluse. Words such as foro- or kuria have now become part of the everyday language.
Japanese people now think foro- can be used to mean ‘follow up’ and think kuria
can mean ‘solve’ when they speak English. Of course it may be difficult to avoid
using katakana words where there is no appropriate word in Japanese because theidea itself is not so familiar, for example aidenteti for ‘identity’ or gabanansu for‘governance’. However where there is already a perfectly good Japanese expression
in existence it seems pointless to go out of your way to introduce some foreigncoined word into an ordinary sentence. Such expressions will not only damage
the status of our language but will also damage the correct use of those words
when they are used in their natural foreign language context. It is important tomake everyone aware that English words used in a strange sense should not be
used in Japanese sentences and that English words should be used correctly intheir proper context.

-9-III English education at elementary school
It is extremely important to develop the ability to communicate effectively.

Theutmost efforts should be expended on ensuring that English education at elementary
school can achieve its goal of helping students to deepen their understanding of theculture and language both of our own country and of other countries. Those Japaneseelementary school teachers who are tackling this task with such energy andcommitment deserve our greatest respect.

However at the current state of theimplementation of this plan there remain some unresolved problems relating to boththe allocation of properly trained teachers and the number of hours allotted to thisplan. For these structural reasons, in spite of the efforts of teachers, it is difficult to saythat the current situation is meeting the expectations of students and their parents.
The first steps along the path to English proficiency are vital. We still need morethought about exactly who the best people to teach English are and what kind of
English education is likely to be the most effective.
If the goals are both to develop the ability to communicate effectively and to learn how
to use basic English, then making English a regular subject at elementary school fromthe 4th year with a minimum of two class periods a week seems to be a feasible plan. If
this plan is going to be effective then there must be enough teachers with proper
training. If these conditions are not met, the setting up of English as a school subject
will merely result in students developing a dislike of it at an early age. The teachingof foreign languages at elementary school has been successfully introduced in many
countries around the world including in Europe and America and, if Japan is prepared
to ensure that the basic conditions of introducing an effective program are met, there is
no reason why Japan should not introduce her own program of beginning English
education at the elementary school level.

18 The goals of the program
English at elementary school has the following 3 goals:
1. Through the use of both Japanese and English, to gain deeper knowledge of bothlanguages and cultures through hands-on learning, and to learn how tocommunicate effectively.
2. To become familiar with the basic sounds of English and learn usefulexpressions so that students can understand simple messages and use basic
English to express their ideas.
3. To learn the basic structures of English.

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19 Early start
The 4th year of elementary school is an appropriate time to introduce English
because students at this age have already reached a certain objective
understanding of their mother tongue and are open to new intellectual challenges.
Students at this age are very receptive to new sounds so this is the right age tointroduce activities which center on listening and producing new sounds.

20 Teachers
Junior high school English teachers and other teacher who have an English
teaching license should be sent to elementary schools to work in close cooperation
with the homeroom teacher. If there are two classes a week, one of those classes
can be led by the homeroom teacher and the other by the teacher who has an
English teaching license. Both teachers should share the planning of the lessons
and contribute their respective skills. Wherever possible, ALTs or other suitablepersons in the local area should be brought in to assist.

21 Training
If the program of English education at elementary school is to be successful then it
is vital that the teachers there receive adequate training. The extra burden being
placed on teachers should be recognized and time set aside to allow teachers tolearn how to teach English and how to work effectively with ALTs. Teachers should
be encouraged to watch excellent lessons. Teachers coming from junior high schoolor newly qualified teachers should receive training about the goals and methods ofteaching at elementary schools.

22 Use of the alphabet
The main emphasis for English education at elementary school should be on
speaking and listening but students in the upper grades should have the chance to
use the alphabet to write simple English words and phrases in accordance with
their developmental level. When visual materials such as picture cards are used,
words and phrases should be written on them so that students can begin to develop
an interest in the relation between sound and spelling.

23 Cooperation with junior high schools
English education at elementary school should be seen as the start of an integrated
program of learning which passes seamlessly to junior high. Teachers from thejunior and elementary schools of each school area should have the chance to train
together and to watch each other’s lessons to ensure that there is a natural flow
between the content of English at elementary and junior high levels.

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24 The importance of Japanese language education
It is now recognized that good levels of literacy in your mother tongue can actuallyplay a role in helping you develop communication skills a foreign language. If
Japanese students can communicate what they want to say in Japanese skillfully
and accurately, then it will be far easier for these skills to be developed in English.
It is also widely recognized that contact with another language can stimulate thevocabulary development in your own language as well as helping to increaseinterest in language itself. There is clear evidence that the learning of your own
language and a foreign can provide benefits and support for both languages
without causing confusion.

- 12 -IV ALTs and English Education
The Assistant Language Teacher (ALT) system has being fulfilling its dual role ofimproving the quality of English language education and promotinginternationalization at the local level. Placing native speaking teacher in theimmediate environment of Japanese students has been a particularly significant
contribution to English education. Now as the drive to increase the communication
skills in English continues, English will become a compulsory subject at elementary
school. This means that the ALTs sphere of activity will now extend beyond the juniorand senior level and into the elementary school level.
Against this background it is important to maintain the services of non-Japaneseteachers who can work well with Japanese teachers and have a high level of teachingability. At present the JET ALT system is only one of the many different employment
systems in place.1 However regardless of the particular contract, it is important that
ALTs have adequate opportunities to improve their teaching skills and that anenvironment is created in which the conditions of employment are improved so that theskills and commitment of ALTs can be used to the maximum. Both at the national andlocal level, a budget should be secured to retain such teachers. Japanese teachers
should treat ALTs as their colleagues and work together in a spirit of mutual learning
towards a common goal.

25 The role of the Japanese teacher
If ALTs are to be able to work to their full potential then the role of the Japaneseteachers in the school to which they are assigned is crucial. Where ALTs lack anadequate understanding of Japanese education and students it will be difficult forthem to realize their potential. To prevent this possibility, it is important that theJapanese teacher takes the lead and devotes sufficient time to talk to the ALT sothat both parties have a shared understanding of the underlying educational goals
and policies. Japanese teachers can also play an important role in encouraging
JET ALTs to take an active part in activities promoting international exchange
since their job is not only to teach but also help foster international understanding.

26 Training
There should be many opportunities for newly arrived ALTs to watch experienced
ALTs team teach and learn how to improve their teaching. These training
workshops should be held frequently at the local level and it should be possible toattend them with the minimum of administrative procedures. Once ALTs havegained some experience of teaching in Japan they should meet with Japaneseteachers and other ALTs to have frank and free discussions about the education
system and Japanese students.
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27 Exchange of information
All the various different organizations responsible for managing JET-ALTs, should
ensure that schools with ALTs and Japanese English teachers are better informed
about such matters as what the role of the ALT is and about the training seminars
which are available. In particular there should be much wider awareness that
CLAIR2 (Council of Local Authorities for International Relations) has alreadyproduced manuals and teaching materials for use by ALTs and Japanese English
teachers. There should also be better communication and feedback between schools
which have JET ALTs and CLAIR so that a more effective program can be
developed.

28 Evaluation
In order to improve the skills and motivate ALTs, the Boards of Education should
carry out an evaluation of their performance and the results should be acted on.
The workplace evaluation should include the opinions of the teachers who work
directly with them. ALTs should be given feedback based on the results of theirevaluation so that this feedback may help them to improve their teaching skills.

29 Terms and conditions
ALTs are currently working under a number of different employment contracts andconditions. However regardless of the details of their particular situation it seems
only fair that those who show excellent teaching skills and commitment should begiven better conditions and higher salaries. At the time of contracting to be ALTs,
young foreigners with specialist knowledge and experience should be given
preference. ALTs with experience and commitment should be given better terms
and conditions.

30 Employment as full-time teachers
At the end of their term of employment, ALTs who would like to continue to workin Japanese English education and who have the required teaching skills andcommitment should be hired as full- time teachers able to teach their classes alone.
In this way, ALTs with commitment would be able to have a goal for their future inbecoming a full time teacher. Foreign teachers who teach with Japanese teachers
over a period of time would be able to help students experience a new kind ofteaching style and give a fresh stimulus to Japanese teachers to reconsider theirown style.
1 ALTs who come to Japan on the JET programme are referred to as JET-ALTs, those who are dispatchedindependently to localities are called Non-JET-ALTs
2 CLAIR (Council of Local Authorities for International Relations) Body responsible for promotinginternationalization at the local level.

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Afterword
This Proposal was based on the ideas given by the members of the Proposal for the
Improvement of English Language Committee under the guidance of the director of theForeign Language Research Institute, Yasushi Akashi. It represents the outcome ofintense debate and discussion conducted by the members of this group. In addition, we
received valuable help from meetings with ALTs and from many interested parties who
gave their comments on earlier drafts of the proposal. We would like to express our
deep gratitude to everyone who was kind enough to offer their opinions on this
proposal at various stages of its production.
Each member of the committee was able to contribute to the final proposal by offering
insights from their particular individual standpoint. It goes without saying that not
every member is in full agreement with every part of the proposal, and that theopinions do not necessarily represent the ideas of the respective organizations to which
each of them belong. Although this proposal was made under the aegis of the Foreign
Language Institute of Gunma Prefectural Women’s University it does not claim torepresent the ideas of that University.
We are well aware that there will be many different opinions about this Proposal andthat it cannot claim to have dealt full with the issues raised. We are also aware thatmuch of the content restates and reemphasizes proposals already made in the previous
two Proposals. However we believe that it is of value for a proposal to repeat important
items. What is of particular importance is that the ideas contained within it werebased not on abstract speculation but on experience gained from people directly
involved in working in the actual educational settings of Gunma Prefecture. We would
be delighted if this Proposal were able to offer some pointers not just to those directly
involved in English education but also to everyone striving to ensure that Japan andJapanese people can play a more active role in helping to meet the many challenges
which now face our world.

Yasushi Akashi
Director,
Foreign Language Research Institute,Gunma Prefectural Women’s University- 15 -

Members of the Advisory Committee
Chairman:
Akashi Yasushi

Director, Foreign Language Research InstituteMembers:
Akio Suto

Member of Gunma Assembly

Nobuko Asakura

Member of Council, Gunma Prefectural Women’s University

Tsutomu Sato

President, JR East View Travel Service Co., ltd.

Yukihiro Kozuka

Director, General Affairs Division, Gunma Plant,
Fuji Heavy Industries Ltd.

Akira Mizokoshi

Professor, Tokyo Woman’s Christian University

Tadashi Yajima

Director, Compulsory Education Division,
Gunma Prefectural Board of Education

Yoshio Abe

Director, High School Education Division,
Gunma Prefectural Board of Education

Keizo Ogasawara

Principal, Chuo Secondary School

Hiroshi Aoki

Principal, Amagawa Elementary School

Hitoshi Ito

Principal, Onogami Junior High School

Takashi Sakazume

Assistant Director, School Guidance Counseling Division,
Ota City Board of Education

Teruhiko Fukaya

Professor, Gunma Prefectural Women’s University- 16 -