TB - El - Y/EL 13 
SOCIAL WELFAKE EDUCATION IB JAPAN’ 
PUBLIC HEALTH AND -ELFAKE MgETIi 
J4L<LW GHQ SCAB APO $00 
July 19^.8 
1. General 
a • Situation in Japan 
There are two important facts to be recognized concerning formal educa- 
tion for social work in Japan; (1) attempts have been made in the past to 
develop formal educational programs, and (2) established programs have been 
limited in scope. In order to understand the present situation, it is necessary 
to consider previous experience with social work education in Japan since some 
of the developments have been different from experience in other countries. 
Although the formal programs have been limited, they have operated in the past 
and it is hoped will provide a sound basis for possible future developments. 
It would not be sound to either ignore past experience or to give undue emphasis 
to these older programs. In this bulletin an attempt will be made to present 
briefly what previous Japanese programs have been. 
b. necessity of Formal Education 
In the growth of formal education for any profession it is usually 
possible to recognize three stages of development. These three types of train- 
ing may be labeled; (l) apprenticeship, (2) short courses including institutes 
and conferences and (3) formal education. All three types may be used at the 
same time or only one or two of the methods may he used. 
The earliest training program is usually non the job” or apprenticeship 
under which a new employee learns his job while working. Frequently this type 
--©f ,!on the jobn training is found to be not entirely adequate to give employees 
sufficient information and training to do their work. In order to supplerent 
instructions and information provided to employees by means of regular super- 
vision, it is usually found advisable to hold "short courses", conferences and 
institutes. For example, now employees may be given an orientation course last- 
ing a Week or longer before they actually begin working. The main character- 
istic of this type of training program is that the persons attending are 
employed and are being paid. Under the apprenticeship plan the employees are 
learning while working, but under the second type of program t oy are actually 
"off the job" while attending classes or conferences. 
The third type of training program is formal education by which is meant 
classes attended by persons who are usually not employed. When a particular vocation develops a definable body of knowledge which can be transnittea t' 
others through formal education, it is usually found advisable to establish 
a ’’training school” for the purpose of preparing persons who wish to enter a 
particular profession such as social welfare. In .many cases training schools 
are established which are not affiliated with a university or college. The 
need for such separate training schools is usually first recognized by the 
members of a particular profession and not by universities. The establish- 
ment of such schools results from tho interest of working persons who re- 
cognize the need for better preparation for those entering tho profession. 
Tho cooperation of university personnel is frequently available but.the 
impetus for tho creation of formal educational programs comes primarily 
from the field, T/hen separate schools have developed a definite curriculum, 
and have demonstrated a genuine need for the typo of training being given, 
ultimately it is found advisable for the course of study to bo provided as a 
part of tho regular curriculum of a university. Such affiliation usually 
results in broadening the education of persons preparing for a particular 
vocation and makes possible a bettor correlation between preparatory training 
and tho technical education which is subsequently secured. The ultimate goal 
is, therefore, university training, but this cannot be expected until tho 
basis for such training is adequately developed. 
A final stage is the recognition of tho necessity of utilizing all throe 
methods of training; in-service, short courses and formal oducation. At any 
stage of development there is usually an emphasis on the one particular 
method of training and the other methods arc neglected. The ideal situation, 
of course, is a rounded education and training program with balanced emphasis 
on in-scrvico training, off-thc-job training in conferences and institutes and 
formal oducation in schools and colleges. Tho establishment of universities 
and training schools cannot be expected to eliminate the need for adequate 
supervision and an adequate in-service training program, Tho ultimate goal 
is the stage whore proper, but not undue emphasis, is placed on all methods 
of preparing and aiding persons engaged in social welfare work to do their 
work effectively. 
In Japan it appears that social work training and education is now 
emerging into tho ora of formal education. There have been attempts in the 
past to establish formal education but such specialized education has not 
bocomo a part of the curricula of tho regular universities. There was a de- 
finite trend in Japan in this direction following the first world war which 
is indicated by an increased number of students in the universities who wore 
taking courses in sociology os preparation for tho field of social work. 
There was a decline in interest in social welfare education about 1930, al- 
though welfare and related programs wore developing rapidly. For example, 
the Poor Relief Law was passed by the Diet in 1929* and appropriations began 
in 1932; the Ministry of hoIfarc was created in 1937 and began operations in 
193B. That thorc was not a larger number of students has been ascribed to: 
(1) Tho fact that the social work field was not promising to ambitious young 
mon who woro educated to attach a high value to social status; (2) since about 
1929 there was in Japan a suppression of democratic ideas and a resulting 
fear of anything related to the word ’’social”. 
2 It appears that at present in Japan the former interest of universities 
in social welfare and related fields has revived somewhat and it is believed 
that training for social welfare will eventually become a part of the curri- 
cula of many universities. It is hoped that thi§ development will bo stimu- 
lated by the Social Fork Education Committees established in Tokyo and Osaka. 
I.’hilc this development is in process, it will be important to emphasize that 
formal education will not be the solution to all welfare programs. Continu- 
ing attention will need bo given to the maintenance and development of 
in-service, on-the-job training programs and to the establishment of effective 
institutes and conferences for social workers following formal training, 
2, University Training 
a, Japanese organization 
In order to understand previous attempts in Japan to establish 
social welfare education it is necessary to comprehend the former educational 
system. The years of education wore based upon a 6-$-3-3 plan: primary 
school-six yearsj middle school - five years; "higher school" - throe years 
and university - three years. A university graduate, therefore, received a 
total of seventeen years of.schooling. Specialized training was usually not 
offered during the middle school years, but there were many technical colleges 
called "Semmon Gakko" which provided three years of training for graduates 
of middle school. 
The education provided by the Semmon Gakko was primarily intended to be 
"terminal" education in that students attending did not usually plan to 
continue their schooling beyond the 14th year. This type of education was 
subject to criticism since it was provided to students who had only eleven 
years of schooling and lacked sufficient academic background to prepare them 
for professional or technical education. 
The private universities admitted students who had completed a three 
year preparatory course usually called "Yoke" which is a part of the univer- 
sity. Graduation from a middle school was required for admission to a pre- 
paratory course. In other words the university offered c six-year curriculum 
consisting of three years of preparatory work (Yoka) and three years of study 
in the university proper. The public universities, formerly called "Imperial" 
universities, admitted graduates of the three year "higher schools" on the 
basis of competitive examinations, most of these higher schools were public 
but a few wore private. It is to be noted that the "higher schools" (koto- 
gakko) wore on the same level as the technical colleges (Semmon Gakko) and 
the preparatory course (Yoka) of the private universities; that is, there was 
a throe—year curriculum at the 12th, 13th and 14th years. 
The new system of education for Japan will provide education on a 
6-3-3-4 plan. Under this plan of organization, it is expected that some of 
3 the technical colleges (.Common Gakko) will be discontinued whilo others wIIj 
become universities (Dai Galcu), The now system will also require changes 
in the curricula of universities. The development of plans for professional 
education must bo done with consideration with the .basic changes taking place 
in the educational system. 
b. Utilvarsity Experience* 
There are at least twelve universities in Japan which offer courses 
in sociology which include lectures concerning- social welfare problems and or- 
ganizations. Four technical colleges (Common Gakko) including the Japan 
School of Social Work, offer formal social work education. It is estimated 
that a total of 7$0 students arc presently enrolled in those four colleges, 
A total of forty-eight (4B) women's colleges in, Japan offer welfare, child 
care or a combination of health and child care courses. Four colleges offer 
a welfare course, 27 offer health courses, two have child care courses while 
fifteen offer a combined health and child care course. Those courses arc in- 
tended to train public health nurses. A list of universities and colleges 
offering some social work training is set forth in Inclosurc 1. 
c. St. Lukes Hospital 
At the St, Lukes Hospital's College of Fursing, in Tokyo, subjects 
such as social aspects of nursing care and the social case work approach to 
nursing care arc included in the curriculum. Student nurses are required to 
take field work training in the Social Service Department of St. Lukes 
Hospital, The students who plan to become public health nurses take more of 
those subjects related to social work than other students. 
d. Sociology Courses 
The development of courses of study concerning social work frequently 
aro related to the study of sociology. Educational training in sociology, 
as well as in the other social sciences, frequently precedes the establishment 
of social work training and indicates to some extent the interest of univer- 
sities in social welfare problems. Tokyo University established a sociology 
course in the Literature Department in 1386, Nippon University in 1920 
offered a sociology course in the Law and Literature Department and Doshisha 
University, Kyoto, began such a course in the Literature Department in the 
same year, Rissho University in 1924, Koyasan University in 1926, Toyo Univer- 
sity in 1928 and Kansai Gaknin University in 1932 established sociology 
courses in the Literature Departments of their universities. In addition to 
tho universities there wore various colleges which established separate 
courses of study related to social work. The Japan Women's College in 1921 
began a welfare course in the Homo Economics Department; Moiji Gakuin started 
a social course in 1921; the Teachers* College of Wasoda University began a 
social education course in 1946, 
4 3 • Japan Social Work School 
a, Previous Traininp Course 
An example of earlier interest in Japan in specialized training 
for social welfare is the education program carried on by the Japan Social 
Y/ork Association. For a period of eighteen years, from 1927 to 1944* the 
association conducted a training school in Tokyo which was usually attended 
by ten persons each year. The association annually selected a group of young 
men and women who were recently university or college graduates and provided 
them with an additional year of specialized training. A total of approximately 
180 persons completed this training course, many of whom are now engaged in 
social work in Japan, The program was discontinued in 1944 because of the war. 
b. Establishment of School 
In 1946 it was recognized that the sound development of welfare 
programs must include formal training for social welfare work. Under the 
sponsorship of the Ministry of Welfare, a welfare education committee was 
appointed in July 1946 tor the purpose of studying the situation and making 
recommendations. This committee consisted of representatives of the Ministry 
of Welfare, the Ministry of Education, public and private universities, 
members of the Diet, social welfare agencies and organizations. In accordance 
with the recommendations of this committee, the Japan School of Social Work 
was established in Movember 1946 under the management of the Japan Social Work 
Association, Although the school is operated by the Association, it is 
sponsored and largely financed by the Ministry of Welfare. Mousing facilities 
for the school wore greatly improved when in January 194B the school moved 
into the former Naval Museum located at 226, 3-chomc Hnraguku, Shibuya-Ku, 
Tokyo, 
c. Graduate Course 
The school offers a one year post-graduate course of study for 
college or university graduates or those who have had at least throe years of 
experience in social work. The student must have completed at least middle 
school. This course is not accredited by tho Ministry of Education at this 
time since there is no basis for such accreditation. 
d. Regular Course 
Tho throe-year course of study offered by the school is opened 
to any middle school graduate and is known as tho "regular course". On the 
basis of this course of study,tho school was approved by tho Ministry of 
Education in March 194-7 as a Technical College (Seramon Gakko) . It was consi- 
dered necessary to offer this regular course to persons with only middle 
school education (eleven years of schooling) because it was thought that students with more adequate academic preparation would not be interested in 
entering the school. Three years of study for such .students is considered 
necessary since the students have a limited academic background. Graduates 
of the three year "regular" course can be admitted to the one-year "post 
graduate" course without examination. 
e. Entrance Procedure and Costs. 
Students enter the school in April of each year and are selected 
on the basis of written, oral and physical examinations. It is expected 
that a total of one hundred (100) students will enter the school in April 
1949 - fifty students will be admitted to the graduate one-year course and 
fifty more to the three year "regular" course, (Applications for admission 
should be sent to: Japan School of Social V.ork, 226, 3-chome, Ilarajuku, 
Shibuya-ku, Tokyo), 
Tuition for the school is twelve hundred yen (¥1,200) per year for both 
the three year and the one year courses. Limited dormitory and boarding faci- 
lities are available at the school. In June 3-94-8 the cost of board at the 
school was 25 yen per day or 700 yen per month, but it is expected that this 
charge will have to be increased because of increasing food costs. It is 
estimated (June 194-8) that the average total expenditure by each student is 
three thousand (53,000) yen per month or a total expenditure of 530,000 per 
student for the entire school year (ten months at 53,000 per month). In the 
past many students have entered the school and have subsequently found it 
necessary to drop out for financial reasons. Many students attempt to support 
themselves by means of part-time employment, but in many cases outside work has 
prevented the student from giving sufficient time to his studies. 
Scholarships amounting to 53,000 per year are provided by the school for 
a total of five students. In some cases a half-scholarship amounting to 
51,500 per year is provided. Such scholarships, of course, merely enable the 
student to pay tuition. Some profectural government have found it advisable to 
provide scholarships for promising employees who wish to secure further social 
work education. It is expected that more students will be able to enter the 
school in April 194-9 by moans of scholarships provided by the profectural 
governments. 
f. Previous Graduates 
The first class of students entered the school in November 19f6; a 
total of 52 students, including four women, began the one-year course at this 
time. Of these 52 students a total of 38, including’ throe women, were 
graduated on 6 October 194-7. Thirty-throe of these students secured employment 
in various social welfare agencies, while the others continued their education, 
or did not accept social work employment because of illness or personal reasons. 
In April 194-7 a second group of students, totalling forty began the 
one-year course. Of this number a total of twenty-throe, including four women, 
were graduated on 26 March 194-8. This means that a total of sixty-one persons, 
including six women, have completed the one-year course. 
6 In Juno 194-7 tho first group of students to enroll in the throer 
course entered the school, A total of 52 students, including two women, 
began tho three-year course at this time. This class began their second 
year of study in April 1948. As of 1 July 1948, this class included only 
26 students or one-half of the total who entered. Lost of the students who 
dropped out did so because of financial difficulties. 
In April 1948 two now groups of students entered the school. Forty 
students, including thirteen women, constituted the third class to begin 
the one-year course. The second class to enter tho third year "regular11 
course totalled sixty-one, including ten women. This means that in July 1948 
there was a total of 127 persons attending the school full time; forty in 
the one-year course, twenty-six in tho second year of tho regular course 
and sixty-ono in tho first year of the regular course. In addition a total 
of eighteen students who arc employed in welfare agencies arc taking courses 
as auditors. 
Although a total of sixty-one students have b-.cn graduated from tho one 
year course, it is to be noted that a large number of students have entered 
the school and have dropped out. Various studios have been made to determine 
the cause of this situation and it has been determined that tho main reason 
is economic. Efforts aro being made to insure tho more careful selection of 
students and to make it possible for capable students to stay in school. 
g. School Committee (Unei-iin Kai) 
Although the school is operated by the Japan Social York Association, 
a committee has been appointed uhich is responsible for developing and adopt- 
ing policies regulating the operation of the school. This committee or 
board consists (as of 1 July 19AB) of the following persons; hr. Y, Kasai, 
Vice-Minister of Welfare; hr, R. i atsuoka, President, House of Representatives 
hr. Y. Yonchara, Chief, Semmon Education Section and hr. K, Komada, School 
Inspector, Ministry of Education; hr. K, Okochi, Professor, Tokyo University; 
Mr. T, W kabayashi, Professor, Meiji Gakuin; Mr, T. ha.mao, President, 
Hakuiuji Kai (White Cross Association); Mrs, S. losbirni, Chief, Child Care • 
Section, Children's Bureau; Mr, S, Imaoka, Principal, Seisoku High School; 
Mr. K, ITanio, Former Vice-Home Minister; Mr. Kiraura, Research Committee, 
House of Councillors; Mr, T, Hera, President and Mr. T. Kishida, Director, 
Japan Minsci-iin Federation; Mr. S, Saito, President, Repatriation Relief 
Board; Mr. H, Aoki, Director and Mr. T. Akagi, Vice-Director, Mr. K. Maki, 
Mr. S. Tamigaua, Japan Social Mork Association; Mr, C. Kimura, Chief, Social 
Affairs Bureau, and Mr. T. Kojiraa, Chief, Children's Bureau, Ministry of 
Welfare; Mr. I. Yasuda, Chief, General Affairs Section, and Mr, M, Takata, 
Chief, Accounting Section, Ministry of Welfare; Mr, R. Mizuno, Chief, Mr, 
S. Matsumoto, and Mr, Y, Hayaasaki General Affairs Section, Social Affairs 
Bureau, Ministry of Welfare, h. Faculty and Staff 
Most of the faculty of tho school consists of part-time instructors 
who arc either employed in a welfare agency or are teaching in other univer- 
sities or colleges* Full time members of the faculty arc; Mr, K, Incoka, 
Professor and Director of the School; Mr. Y, Yamasaki, Professor, hr. I" * Ogav/a, 
Professor; Miss Y. Gomi, Professor; Mr, Y, Nakamura, Assistant Professor; 
Mr, Y, Washitani, Assistant Professor, One of the reasons for establishing 
a separate school of social work, rather than relying upon the established 
universities, was to secure specialists in tho various fields of social wel- 
fare as part-time faculty members. It appeared that no one university had a 
sufficient number of instructors in the fie}.d to provide a complete curriculum 
and it would be advisable to establish a separate school which could secure 
instructors from both universities and welfare agencies . 
i. Library Facilities 
Students of the School of Social Fork use the library operated by 
tho Social Fork Research Institute of the Japan Social Fork Association which 
is now housed in the same building as the school. This library contains 
approximately 30,000 volumes mainly on social welfare and related subjects and 
is regarded as one of the most complete libraries of its kind in Japan, In 
addition to tho books and periodicals published in Japanese, tho library con- 
tains a largo number of social work publications from tho United States and 
other countries. The library is also used by staff members of the Japan 
Social Fork Association, Social Fork Research Institute, Minsei-iin Federation 
and Ministry of Folfarc officials, 
A* Training Course for Juvenile Delinquent Workers (Kyogo Jigyo Shokuin 
Yosci Sho). 
a. General 
An Important institution in Japan providing specialized training 
for persons engaged in or preparing for juvenile delinquency work is Musashino 
Ga leuin located at: Daimnon-Mura, Ki t a-Ad a chi-gun, Saitama-kon. A formal 
one-yoar course of study as well as.an in-service training program is provided 
by this school. The primary purpose is to provide training for employees of 
Juvenile Training and Education Homes (Kyogoin), Tho school is operated in 
conjunction with tho Musashino Gakuin (home for Juvenile Training and Education) 
which is a national institution operated by the Protection Section, Children’s 
Bureau, Ministry of folfarc. Dr, N, Aoki is superintendent of both school 
and tho home for juveniles, 
b. History 
In 1919 a training: institute for workers of Homes for Juvenile 
Training and Education (Kyogoin) was established by the Homo Ministry, A six 
months training course was offered to persons who wore middle school graduates. The institute operated for a period of throo years, when it was discon- 
tinued because of the lack of funds. During this three year period there 
was a total of 4-5 graduates. Intermittent "lecture meetings" were held by the 
Reformatory Education Society, These lecture meetings were not a regular 
course of study but intended to assist parsons working in juvenile instituti .a 
(Kyogoin), until a forty days training course was established in 1939, This 
training course was discontinued during the war. The new training program was 
begun in 194-T under the direction of the Ministry of YJolfaro, 
c, One-year Course 
The aim of the one-year course of study is not limited to employees 
of Homes for Juvenile Training and Education (Kyogoin) but is also aimed to 
provide training for any person engaged in child welfare work (such as child 
welfare officials and other employees of child welfare sections of profcctural 
departments of welfare). The training course includes rather intensive field 
work experience besides lectures and observation trips. 
d, In-Service Training Course 
Any person who has been engaged in reformatory work for at least 
two years and recommended by the prcfoctural governor may be admitted to the 
school for in-service training. Persons may also be admitted to the training- 
course by the Superintendent of the school. Persons taking this training 
course remain on the payroll of the institution whore they were formerly em- 
ployed, Dormitory facilities are provided free of charge, but a charge of 
¥22 per day is made for board. The length of time the person remains at the 
school depends upon the individual student, but usually is between two and 
six months. The training course includes lectures and observation trips. 
Before entering the school an application is submitted stating the 
phases of reformatory work in which the applicant is interested. The student 
stays at the school long enough to complete this study project. Applications 
may be submitted at any time and should indicate when the applicant wishes 
to begin the course, A maximum of fifteen students may be admitted at one 
time. In Juno 194S there wore only two students taking the course. This in- 
service training program is designed primarily for persons employed in homes 
for Juvenile Training and Education (Kyogoin), 
5, Social York Education Committees 
a. Purpose 
In order to develop a sound plan for the establishment of more 
adequate academic preparation for social welfare, it was necessary for persons 
in welfare agencies and educational institutions to mutually consider their 
problems. The Japan School of Social fork was created to provide specialized 
training as quickly as possible since there was an immediate need for trained 
9 personnel and it would take time for the universities to develop more adequate 
curricula. It was hoped, however, that the establishment of a separate school 
would not delay the universities in providing more adequate academic prepara- 
tion for social welfare. Turing the summer of 1947 a group of persons from 
various universitites and welfare organizations in Tokyo held a series of 
meetings. Tost of these persons had extensive experience in welfare fork in 
Japan and some were familiar, as a result of visits to the United States, of 
the programs of professional social work graduate schools in that country, 
Turing these meetings the matter of developing social work education was con- 
sidered and definite recommendations were drafted to be presented for consi- 
deration by university personnel. 
b. Tokyo 
The need for continuing consideration of the problems of social 
work education was recognized and in September 1947 a Japan Social Yifork 
Education Committee (Nippon Shakai Jigyo Konwa Kai) was organized under the 
sponsorship of the Japan Social Work Association, This committee consists of 
representatives of universities and welfare agencies. The committee meets 
once a month to discuss problems related to curricula in social welfare in 
universitities and related matters. It is expected that through this committee 
more specific recommendations can be made to universities which will be based 
upon sound academic standards end provide students with adequate training to 
prepare them to enter the social work field. 
c • Kansai Area 
There has been a great deal of interest in the Osaka-Kyoto-Kobe 
area in the development of education and training programs to prepare persons 
more adequately for social welfare work. Since it was impractical for repre- 
sentatives of this area to attend regular meetings in Tokyo, a separate group 
was formed consisting of representatives of universities and welfare agencies 
in these prefectures. The first meeting, called by the governor of Osaka Pre- 
fecture, was held in November 1947, Following this preliminary meeting a 
general meeting was held in December 1947 and attended by representatives of 
universities and welfare agencies. Action was taken to formally organize the 
Kansai Social ??ork Education Committee and to hold regular monthly meetings. 
Through sub-committees in Kyoto, Kobe and Osaka an attempt has been made to 
consider the problems of university and college curricula and to develop de- 
finite recommendations to present to universities. Due to the fact that the 
establishment of curricula is recommended that a one-yoar training course be 
established in the Kansai Area, This will be regarded as a temporary course 
which will, continue until universities are able to prepare students for the 
field of social welfare. 
10 6, Osaka School of Social Work 
As a result of the recommendation of the Kansai Social Work Education 
Committee, definite plans have been made for a school of social work to begin 
operations in Osaka in September 1948. A one-year graduate course in social 
work will be offered for a maximum of fifty students. Any person in Japan is 
eligible to be admitted to the school but it is expected that most of the 
students will come from the Kansai Area and western Japan, The course of 
study will be similar to the one year graduate course being offered by the 
Japan School of Social Work in Tokyo, The school will be located in the 
building formerly known as the Osaka Kyojo Kaikan (now the Osaka Social Wel- 
fare Hall - Shakai Kan) located at 2 Tojima-cho, Higashi-ku, Osaka City, 
7, General Problems 
a. There are several specific problems which have arisen during the 
establishment of plans for expanding training for social welfare work. Some 
of these problems are not peculiar to the welfare field but also affect other 
professional fields. No complete answer to these questions has as yet been 
discovered • 
b, Specialized School. In connection with the creation of the Japan 
Social Work School the most perplexing problem is 7/hether separate schools of 
social work should be established or whether the already established colleges 
and universities should be relied upon to supply persons with sufficient 
academic training to do welfare work. In the Kansai Area a similar question 
arose and it was finally decided that what was needed was a separate training 
school for the present and that further efforts should be made to encourage 
the development of more adequate courses of study •within the universities. 
The general attitude toward Technical Colleges (Scmmon Gakko) has been 
that such specialized schools should be eliminated and if they are to continue 
to operate, they should become regular universities (Taigaku), A separate 
school was created in Tokyo because it was recognized that it would take a 
long time to establish in regular universities curricula which would prepare 
students for the welfare field. It would be preferable to have the school 
affiliated with an established university but to-date such affiliation has 
not been possible. It is hoped that the Social Work Education Committe esta- 
blished in Tokyo and Osaka will continue to study the matter of academic pre- 
paration for sound welfare work and secure the establishment of curricula 
which will provide more adequate preparation. 
c. Specialized Training 
A fundamental question has been as to the advisability of pro- 
viding training for students who have had a limited education. Specialized 
technical or professional training should not be provided at too low a level; 
it would be preferable for students to secure a broad, balanced education. 
11 It has been recommended that as a general rule, specialized training be off r ‘ 
to the student who has at least 14 vears of academic training. This re commenda- 
tion is based upon the assumption that if a student who wishes to enter the 
field is able to secure not more than 14 years of schooling, it should be 
general and not technical training. For employees in public and private wel- 
fare agencies who have less than 14 years of schooling, it will bo necessary 
to provide an adequate in-sorvice training program which will enable the new 
employees to secure specialized knowledge while on the Job. 
d• Level of Education 
This problem is inter-related with the matter of specialized 
training. The basic problem lies in the fact that neither public nor private 
welfare employment offers financial and other remuneration sufficient to 
attract young persons who are able to complete university training. Students 
who are able to secure seventeen years of education usually decide to enter 
other fields. A partial solution to the problem will be the establishment of 
more scholarships for students who wish to enter welfare work. At the 'same 
time efforts' must be made to make welfare positions more attractive and secure 
financially so that more young persons will be interested in this type of pro- 
fessional work. 
e. Scholarships 
For the purpose of providing better personnel for welfare work, 
it seems advisable that welfare agencies, both public and private, provide 
scholarships for persons who wish to secure education in social work, Such 
a system would provide education for persons who have boon employed for a 
period of time and would enable them when deemed advisable to return to school. 
In many cases, however, persons employed by welfare agencies do not have suffi- 
cient previous academic training to enable them to enter the universities at 
a high enough level. 
Also, education officials maintain that the awarding of scholarships 
should be done by the universities and not be controlled by outside persons. 
In any case it seems clear that the educational Institution must establish and 
carry out their own admission policies and should not be influenced to admit 
students because they have been granted a scholarship by a welfare agency. 
These problems may be resolved through compromises and diverse approaches. 
It appears, however, that it will be necessary for welfare agencies, both 
public and private, to make it possible for young persons to secure more ade- 
quate education and training either by’granting scholarship s or loaves of 
absence (education leave) with pay. The underlying problem is in securing a 
recognition on the part of welfare agencies that they should employ persons who 
are qualified by education to perform their duties. Until there is a general 
acceptance of the importance of adequate formal education as basic preparation 
for welfare work, there cannot be a sound development of social work education 
or welfare programs. 
12 f. Additional Schools 
The suggestion is frequently made that more schools of social work 
should be established in Japan since there is a great need for trained wel- 
fare personnel.. At the present time, however, it does not appear advisable 
to start more independent schools of social work. To use the limited re- 
sources available, to begin more schools would probably result in Mspreading 
thin’1 the resources and hinder the development of sound, programs in the two 
schools now authorized. It will be sounder to use any funds available for 
social work education to support the schools now established in the two 
largest metropolitan areas in Japan, Osaka and Tokyo. Such funds can be used 
to provide scholarships to enable promising young persons to attend these two 
schools. At the same time it is expected that the regular universities and 
colleges will expand their curricula so that present students will secure a 
broader education which will provide a better basis for subsequent specialized 
training. Eventually the universities should be able to also provide the 
specialized training needed, by persons who intend to enter the field of social 
work. 
13 COLLEGES ANT UNIVERSITIES IN JAPAN WHICH OFFER COURSES OF STUIY IN SOCIAL 
WELFARE OR RELATED SUBJECTS 
Note: It is the purpose of this statement to list all colleges and universities 
in Japan which now offer courses in social welfare or related subjects. 
Also included are some schools which are not offering courses at pre- 
sent but have indicated an interest in developing this type of curricu- 
lum. Information available is probably not complete in many instances. 
1. Japan University 
Address; Misaki-cho, Chiyoda-ku, Tokyo, 
A private university with no religious affiliation, 
A sociology course in the Law Department and a religion cour.se in the 
Literature Department include subjects related to social work. Subjects given 
in the sociology course include outline and history of sociology, economics, 
criminal and civil law, social legislation, social work and statistics. The 
religion curriculum includes courses called: Introduction to sociology, social 
work, psychology, economics, protection of children, criminal and civil law, 
and social problems. 
2. Komazawa University 
Address: Fukazawa-cho, Setagaya-ku, Tokyo 
A private Buddhist University 
Subject related to social welfare are included in the sociology course 
in the Literature Department and also in the Buddhist course in the Technical 
College (Semmon-bu), Subjects offered include: sociology, applied sociology, 
social policy and welfare work, 
3,. Taisho University 
Address: Nishisugamo-machi, Toshiraa-ku, Tokyo, 
A private Buddhist University. 
Interest in establishing formal study of social work in Taisho Univer- 
sity began in 1917 when a Professor Yabuki returned from a trip to Europe and 
the United States where he observed social work activities. There was established 
in the university a Social Work Research Laboratory (Shakai Jogyo Kenkyu Shitsu) 
in cooperation with a Buddhist social work study group which had been organized 
in 1912, In 1918 a social work exhibition was held and scholarships were 
granted to students 7/ho wished to study social work. In 1921 a course of social 
work was established. In 1926 the social work course was included in the Buddhist 
course of the Technical College (Semmon-bu). Subjects offered included: 
Inclosure No. 1 Sociology, Child psychology, criminal psychology, family system, outline of 
social work, social policy, and children’s welfare work* In 1935 the social 
work curriculum lost its independence but a few courses in the field continued 
to be taught in the Buddhist course. Toward the end of China-Japanese war 
the name of the course was changed to "Welfare Work” course. The university 
plans to reestablish a social work course. It is hoped it will be inaugu- 
rated as an applied sociology course which v/ill include practical subjects 
related to this field. Similar subjects will be taught in the Technical• 
College (Semmon-bu). The difficulty of securing a ’’chief professor” has post- 
poned the establishment of an independent course, but the plan of giving 
lectures on subjects related to social work has been started. 
4. Kikkyo (St. Paul’a U nive rsity). 
Address: Ikebukuro, Toshima-ku, Tokyo 
A' private Episcopal University 
The university is composed of a literature and an economics depart- 
ment, The Economics Department offers courses in business administration 
and economics. The Literature Department has courses in Christian studies, 
English and American literature and sociology. The sociology course includes 
subjects related to social welfare. Related courses taught include. Voca- 
tional guidance, social psychology, social agencies, labor movement and Irbor 
unions, 
5, Tovo University 
Address: Haramachi, Bunkyo-ku, Tokyo 
A private Buddhist University, 
i 
A sociology course is given in the Literature lepartment. Informa- 
tion concerning social welfare matters is said to be included in this coufse. 
6, Kansai Gakuin University 
Address: Uehara, Nishinomiya, Hyogo-ken 
A private Christian University 
A sociology course is offered in the Literature lepartment and in- 
cludes some information concerning social welfare. Plans are being developed 
for the expansion of social welfare curriculum, 
7. Kovasan University 
Address: Koya-cho, Koyasan, Ito-gun, Wakayama-ken 
2 A private Buddhist University. 
As far as is know this University does not offer any social welfare 
courses at present but is considering the establishment of such a curriculum, 
8. Ryukoku University 
Address: Inokuma, Hichijo, Shimogyo-ku, Kyoto, 
A private Buddhist University 
9. Otani University 
Address: Karasuraa Gashira Kamigyo-ku, Kyoto 
A private Buddhist University, 
Subjects related to social work are offered in the Literature Re pert- 
inent, There is a sociology course for third year students of the Technical 
College (Semraon-bu). 
10, Keio University 
Address: 2-chome, Shiba Mita, Minato-ku, Tokyo 
A private university without any religious affiliation. 
Subjects related to social work including social research, social 
planning, housing problems and community organization are given in Economicfs 
Department. 
• Tokyo University 
Address: Motofu ji-cho, Bunkyo-ku, Tokyo. 
This is a government university with no religious affiliation. 
Subjects related to social work are taught in the sociology course 
of the Literature Department, 
12. Rissho University 
Address: -4-chome, Higashi Osaki, Minato-ku, Tokyo 
A private Buddhist University 
Subjects related to social work are given in the sociology course in 
the Literature Department and in the religion course in Technical College 
(Semmon-bu), Outline of sociology, history of sociology, outline of economics, 
outline of welfare v/ork, social investigation, social policy, statistics, 
history of economics, are some of the subjects offered. 13• Doshlsha University 
Address: Higashi Iru Karasuma Imadogawa, Kamigyo-ku, Kyoto 
A private Christian University 
Sociology courses in the Literature and Theology Departments include 
subjects related to welfare work. The subjects offered in the sociology course 
include sociology, welfare laws, social hygiene, social problems, social 
psychiology, industrial psychiology, the principles of administration of 
welfare work. The Theology Department teaches sociology, social philosophy, 
political science, principles of economics, principles of social work and 
history of Christian social work, 
1A. Mei.1l Gakuin 
Address: Imasato-cho, Shirogane, Minato-ku, Tokyo. 
A private Christian university, 
a. A "social course" designed to train young men for work in 
government social bureaus and private social service agencies was inaugurated 
in the college in 1928, This was a three year course given to students who 
had completed middle school between 1931 and 19A3, a total of 157 students 
were graduated. There was a total of twelve students in the first graduating 
class and fourteen in the second. Six graduates from each of these classes 
wont into social work. In 1937 there were 56 graduates but only six were 
engaged in social work. In 19A1 of the total of 96 graduates, only 25 were 
engaged in social work, proper, ten were in labor administration and 21 in 
journalism. When the "social course" was called a "Welfare Course" beginning 
in 19A2, and subjects related to the welfare of the general public we re 
taught, the number of applicants greatly increased, 
b. After the end of the war in 19A5 the name of the Welfare course 
was changed back to "social course". There are approximately 250 students 
enrolled at present in the three year curriculum, 
15. Japan Women's College (Nihon Joshi Daxgakko) 
Address; Takada Toyokawa-cho, Bunkyo-ku, Tokyo, 
A private women's college without any religious affiliation, 
a. In 1921 a four-year social work course was established in the 
school. Two curricula of study were possible: child welfare snd industrial 
welfare which included women's labor problems, recreation and factory law. 
4 In 1933 a third curriculum was established as a part of the Home Economics 
course which included throe years of study but less specialization in social 
work. In 1943 an administrative course was established with emphasis on study 
of labor problems. In 1946 an expanded course of study in social welfare was 
approved. Students were to be admitted in April 1947. 
b. There is at present a home economic course and a welfare course 
in the home economics department. The welfare course is of three years dura- 
tion and includes a study of such subjects as: sociology, outline of social 
work, current social problems, child care, statistics, social psychiology, 
case work, social investigation and economics. There is also a one-year post 
graduate course which includes study of general welfare and child welfare. 
16, Vvaseda Universitv. Teachers1 College 
Address; Tozuka-cho, Shinjuku-ku, Tokyo 
A private university with no religious affiliation. 
A social welfare course includes material concerning social work. 
17, Kobe Women1 s College 
Address: Montoyakushi, Nishinoraiya, Hyogo Prefecture 
Plans are being developed to establish a broader social science curri- 
culum which will include courses in welfare subjects, 
18, Seiwa Girls’ School Graduate Course (Seiwa Joshi-Gakuin Senko Ka) 
Address; Okadayama, Nishinoraiya, Hyogo Prefecture 
A private chrisitian school. 
A social work training course began in April 194B to give training 
to those who are going into social work, especially child welfare work and those 
who are entering the field of religious education of children and young people 
at school or church. 
The qualifications for entering the school are either graduation from a 
woman1s technical school (Semmon Gakko) or graduation from a nursery teachers’ 
training school which gives more than two years of training. The applicant must 
also be a Christian or one who intends to become a Christian. 
Subjects offered include religious education, social work, child welfare, 
child psychology, education of pro-school children, bible, music and field work. 
5