National Institute of Technology, Akashi College

Decision of Institutional Certified Evaluation and Accreditation
The National Institute of Technology, Akashi College complies with the Standards for theEstablishment of Colleges of Technology and other relevant laws and regulations, and meets theStandards 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:
Designation as a global KOSEN model school for the National Institute of Technology Projectsince FY2014 to take the initiative in promoting the internationalization of KOSEN education as
well as its academic staff and students, with the Global Education Center playing a central rolein offering diverse study abroad programs (e.g., “Study Abroad Programs,” “Internship Programs,”
and “Spring Study Abroad”) with different purposes and periods in over ten countries by utilizing
the college’s partner schools, Japan Student Services Organization’s (JASSO) student study
abroad programs, Tobitate! (Leap for Tomorrow) Study Abroad Initiative, and “Study Abroad
Programs within Japan,” through which 134 students participated in these study abroad programs(including 46 students for field trips) in FY2017, with participants eligible for credit dependingon their study content, and the college also accepted 119 short-term international students inFY2017 and the enrollment of 14 MEXT scholarship students and other international students toconstantly promote exchanges with international students and conduct project-based learning(PBL) lessons and research activities in collaboration with short-term international students, withall these active student exchanges (sending and accepting) and other efforts leading to remarkableachievements in international education;
Implementation of staff development programs with various training activities, in addition toresponding to the college’s policies focusing on international education by, for example, offering
English conversation training, online English conversation lessons, and overseas training;
Establishment of creative education courses in all departments to develop students’ designingand problem-solving abilities, with instructions provided according to technical specialty andschool years in each department, and introduction of the “Co+work” courses with the theme ofindependence, collaboration, and creation as a required subject for the second-to-fourth years of
all departments, where students from different departments and school years are gathered into
teams to collaboratively pursue projects based on themes of their own choice, with these creative
teaching methods resulting in students more actively participating in academic presentations and1/2

various contests and demonstrating successful creativity-based performance;
Internships provided in addition to “Co+work” to cultivate students’ practical skills, during which
students learn firsthand the roles of engineers with practical skills through work experience atcompanies or organizations related to their specialized fields, with these efforts producing better
educational outcomes, such as students’ competency scores improving over the three years after
the introduction of “Co+work” and internship questionnaires indicating that students havesufficiently understood and accomplished the internship goals; andAn extremely high employment rate (the number of students employed divided by the number ofstudents seeking employment after graduation) for both the associate and diploma courses, withstudents employed in the manufacturing industry, construction companies, information andcommunications businesses, electricity/gas/heat/water supply companies, 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 associate and diploma
courses, with students advancing to the diploma courses at colleges of technology or engineering
technology and design faculties, engineering technology and environmental science academic
units, and other faculties/units at universities that are related to the students’ associate/diploma
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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