For prospective students

The Lifelong Learning Infrastructure Management course was established in the University of Tokyo’s Graduate School of Education in 2007, following a restructuring of the Lifelong Educational Planning course. This restructuring was motivated in part by the transfer of educational administration studies, which had once formed part of the Lifelong Educational Planning course, to the Graduate School’s new Program for the Enhancement of School Education/Program for the Enhancement of School Education and Teacher Training, and was carried out in order to explore the possibility of constructing a new area of enquiry based on an understanding of the links between the fields of social education and library and information science.
Lifelong learning is concerned with the entire process of individual growth and development throughout the human life cycle, from a person’s birth and gradual maturation into adulthood, through to old age and death. Within this overall frame of reference, research in the Lifelong Learning Infrastructure Management course focuses in particular on the following theoretical and practical questions:

1) Exploration of new possibilities for organizations supporting lifelong learning
At present, organizations that support lifelong learning include community centers, libraries, museums, and lifelong learning centers. The Lifelong Learning Infrastructure Management course is composed of two different laboratories, the Social Education Laboratory, which primarily researches community centers, lifelong learning centers, museums, and similar organizations, and the Library and Information Science Laboratory, which primarily researches libraries and the media. The research and education activities of the course focus on these key areas, and will continue to do so.
Theoretical and practical research into public sector activities in support of lifelong learning is carried out from the point of view of education, economics, sociology, and information science. We look forward to the active participation in our work of specialists working in such public-sector organizations.

2) Throwing light on social linkages in the distribution of knowledge via research into lifelong learning
A variety of direct and indirect learning resources and learning environments exist within the lifelong learning process, such as: the activities of NPOs and NGOs working to promote environmental education, dietary education, international education and youth education; forms of social education carried out by corporations, such as distance education, the education and culture industry, and mass media activities; educational support activities related to institutes of learning such as schools and universities; regional activities by PTAs; the publishing industry and the mass media; and informational media environments on the Internet.
Both laboratories cooperate in carrying out research into these areas, from practical research emphasizing links with society to theoretical and basic research. This ultimately helps throw light on the processes involved in the social distribution of knowledge. We welcome individuals interested in taking on the challenge of helping develop this new field.

Entrance procedures

Entrance examinations for the Graduate School of Education’s Master’s program are held in September each year. The written component of the entrance examination for the doctoral program is held in September, and the oral examination in February. Entrance requirements for both programs are typically announced in May, and can be accessed from the Graduate School of Education’s Web site. These describe entrance requirements for the following academic year (in other words, to begin study in 2010, applicants should check the entrance requirements announced in 2009, and undergo entrance examinations in 2009).
There is also a separate system for accepting research students (kenkyuu-sei). For Japanese nationals, recruitment is carried out in February for entrance into the university the following April. For foreign nationals, entrance into the university is in either April or October, with recruitment carried out about six months in advance of these dates.

CAUTION:
The above information describes the entrance procedures in a typical year, and is subject to change. Applicants should check the Graduate School of Education’s Web site or inquire in person at the Graduate School of Education office in order to confirm the procedures for that year before proceeding with an application.