Hajime MOCHIZUKI

In late May 2025, over a five-day period, through the Hyogo Prefectural Board of Education's “Try-YARU Week” program, Company A, a community-based business, hosted two second-year middle school students for workplace experience internships. Additionally, the author and Company A collaborated to conduct two special career education classes focused on “thinking about the future.” In the special classes, the author explained the “Basic Competencies for Working Adults” proposed by the Ministry of Economy, Trade and Industry in 2006, as well as the “Three Principles of the Omi Merchants” related to Company A's management philosophy, in a dialogue-based format. Finally, the two participants conducted industry research on the publishing and bookstore industry, which they were interested in. Through this career education program, both participants saw an improvement in their self-assessment of their basic competencies for working adults compared to before the program.

In June 2022, the “Basic Principles for Promoting Internships” (Agreement between Three Ministries) was revised based on an agreement between the Ministry of Education, Culture, Sports, Science and Technology, the Ministry of Health, Labour and Welfare, and the Ministry of Economy, Trade and Industry. As a result, only programs lasting five days or more (Type 3: General Skills and Specialized Application Type) can now be implemented as “internships.” The International Studies Department of the International Faculty at Osaka Sangyo University has been offering an “Internship” course since the 2022 academic year. However, starting from the 2025 academic year, the department is proceeding with curriculum revisions to align with the recent amendments to the Three-Ministry Agreement, including renaming the course to “Career Design 3” and revising the syllabus content. This report details these practical measures.

Since April 2016, the author has been involved in the preparatory work for the establishment of the Faculty of International Studies at Osaka Sangyo University, including the selection of destinations for long-term study abroad programs and short-term overseas training programs in English-speaking countries, as well as the conclusion of agreements with overseas educational institutions. Since the establishment of the Faculty of International Studies in April 2017, the author has been involved in the development and overall operation of long-term study abroad programs and short-term overseas training programs in English-speaking countries, with the cooperation of travel agencies. This paper reports on the development and operation of “long-term study abroad programs in English-speaking countries” and “short-term overseas training programs in English” aimed at achieving “safe and secure study abroad” in the post-COVID-19 era. It covers the development of new partner institutions in Australia, the first overseas dispatch program after the pandemic (a three-week English overseas training program in Australia in the spring of 2022), and long-term study abroad programs in 2023 (six months in the United States and six months in Australia). Finally, I explain the three types of travel contracts defined by the Travel Agency Act: “package tours,” “customized tours,” and “arranged tours.” I discuss how the scope of responsibility for the travel agency that undertakes the contract varies depending on the type of contract, using specific examples to illustrate the advantages and disadvantages of each.

Osaka Sangyo University's Faculty of International Studies was established in April 2017 and is now in its eighth year. Since April 2016, the presenter has been involved in preparatory work for the establishment of the Faculty of International Studies, including selecting destinations for long-term study abroad programs in English-speaking countries and short-term overseas training programs in English, as well as concluding agreements with overseas educational institutions. Since the establishment of the International Studies Department in April 2017, the presenter has been involved in the development and overall operation of programs for long-term study abroad in English-speaking countries and short-term overseas training programs in English, with the support of travel agencies. From 2020, the presenter experienced the cancellation of overseas programs and the shift to online training due to the COVID-19 pandemic, as well as the resumption of overseas study abroad and training programs post-pandemic. In universities, long-term study abroad programs in English-speaking countries and short-term overseas training programs in English require the development and operation of programs that prioritize the safety and health of participating students while being as affordable and comprehensive as possible. In this paper, I will report on the development and operation of English-speaking country dispatch study abroad and overseas training programs aimed at providing safe, secure, and one-stop student support, focusing on the 2022 spring English overseas training program (three weeks in Australia), which was the first overseas dispatch after the pandemic and involved the development of new partner institutions in Australia.

This report details the collaborative efforts between career center staff and faculty members in the International Studies Department of a newly established four-year university in 2017 to implement career education and support programs. During the first half of the 2020 academic year, when the first cohort of students graduated, the job placement rate was low. Additionally, the 2021 and 2022 academic years were significantly impacted by the COVID-19 pandemic. Despite these challenges, the collaborative efforts between faculty and staff in providing detailed career education and support proved successful, resulting in an employment offer rate (relative to job seekers) of 96.4% for the 2020 academic year (first cohort), 98.4% for the 2021 academic year, and 98.8% for the 2022 academic year.