Structure of the Kagoshima Career Education Program and the Role of Each Subject : Essential Competencies

This article discusses the Kagoshima Career Education Program implemented at the Kagoshima University. This article focuses on how the essential competencies advocated by the Ministry of Economy, Trade and Industry are embedded in this educational program. The reason is that social demands for essential competencies are increasing. Although higher education institutions emphasize essential competencies, the study avoids the inference that educational methods have been established. Thus, the staff of the Institute for Comprehensive Education developed the Kagoshima Career Education Program as an educational program in response to the social demand for the development of essential competencies. This article outlines the intentions and ingenuity of development per class that compose the Kagoshima Career Education Program and discusses the contribution of the entire educational program to the development of essential competencies. 　Based on the aforementioned interests, this article is structured as follows. We begin with an overview of the undergraduate inter-disciplinary education programs of Kagoshima University for regional talents as bachelors and the Kagoshima Career Education Program. Afterward, we will discuss the characteristics of each major subject in the following order: Ⅱ : Career Design, Ⅲ : Essential competencies, Ⅳ : Challenge Business, Ⅴ : Regional Career Internship Preparatory Exercises/Regional Career Internships, and Ⅵ : Regional Career Internship Completion Exercises. These orders are in accordance with the course registration process of students. 　When discussing the Kagoshima Career Education Program, we approach it from the following points. The first is the basic information for each subject such as the format of classes, educational goals, and aims. Second, we will discuss the schedule and educational process regarding the structure of classes. Third, we will discuss the tools, teaching materials, and educational devices used in classes along with their educational effects. Fourth, the expected value of essential competencies is demonstrated using a radar chart. We will then explain the characteristics of each subject, focusing on essential competencies. 　Through these considerations, we intend to elucidate the method for developing essential competencies under the Kagoshima Career Education Program. The authors hope that the experience of Kagoshima University will be widely applied to higher education institutions. In addition, by elucidating the advantages and disadvantages of the Kagoshima Career Education Program, we will consider future issues for our program.