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Message from the Dean

Yoshiki AOKI, M.D., Ph.D.

Dean, Graduate School of International Health Development

As stated in the Millennium Development Goals (MDGs), the awareness that resolving healthcare and medical issues is essential in promoting social and economic development in developing countries has taken root in recent years. Western countries have long been fostering specialists in healthcare and medical issues in developing countries, but in Japan, there has been no higher education institution dedicated to cultivating specialists in the field of international health. However, Japan is now committed to making a contribution in the field of international health, as is clear from the commitment made by Prime Minister Kan at the UN MDG Summit, held in September 2010. In addition, the successful establishment of the Japan Association for International Health Students Section shows a heightened interest in international cooperation in the fields of healthcare and medicine among the younger generation.

To help meet the needs of such times as these, Nagasaki University inaugurated its Graduate School of International Health Development (Master’s program) in 2008 - to foster the development of global health professionals equipped with the sophisticated knowledge and skills that are necessary to take on the grave healthcare issues around the globe. Our graduate school has already started to tackle these issues. It is named the “Graduate School of International Health Development” to emphasize the belief that health enhancement is a major key in achieving socioeconomic progress in developing countries.

We offer an original approach to education. Realizing that cross-cutting and interdisciplinary research strategies are necessary to tackle healthcare problems in developing countries - resulting from intricately intertwined factors such as poverty, undesirable living conditions, regional traditions and culture, and local disputes - we offer an educational program that organically links diverse disciplines, including international public health, tropical medicine, economics, cultural anthropology, and development studies. This has been made possible thanks to the presence of many experts and educators who are highly specialized in subjects related to international public health at Nagasaki University.

In October 2011, Nagasaki University concluded an agreement with the National Center for Global Health and Medicine (NCGM) in order to strengthen inter-university cooperation and partnerships for post-graduate education. Six researchers of the NCGM have accepted visiting professorships at Nagasaki University. The agreement will bring forth the further expansion and enhanced quality of the professional education at this facility. We are therefore an independent and interdisciplinary graduate school, with no associated undergraduate faculty, unlike conventional graduate schools. Many of our faculty members have abundant experience in conducting field research activities in developing countries, and because of this, students are able to receive realistic and dynamic lectures, as well as practical experiences. Of particular note, the courses that the Graduate School of International Health Development deems most important are the two practicum courses in developing countries: the Field Trip (for three weeks during the first year) and the Internship Program (for eight months during the second year). As of March 2012, a total of 30 alumni have been awarded the Master of Public Health (MPH) degree, and many of them are involved in international health programs in developing countries as WHO fellows, JICA experts, international health consultants, United Nations volunteers, etc. We know and are pleased that in the near future, the many graduates from this graduate school will flourish in their pursuit of improvement of the health and medical situations in developing countries.

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Graduate School Policy and Objectives The Graduate School of International Health Development aims to provide specialized knowledge and skills

to future international health professionals, so that they will be able to work cooperatively with the international community in order to deal with global health issues, thus contributing to the sound development of all nations.

Health problems persist around the world, and, in some cases, even worsen. The gap between rich and poor has widened against a backdrop of technological and industrial development, as well as economic globalization, while many of the poor suffer from malaria, tuberculosis, HIV/AIDS, and various tropical diseases. In addition, the mortality rate among socially vulnerable groups, particularly women and children, remains high. New worldwide health threats, such as SARS and the highly pathogenic bird flu, continue to emerge. Such conditions impact not only upon the physical health of individuals, but also upon the socioeconomic health of entire communities and nations. In order to deal more effectively with these situations, highly qualified people are required. Drawing upon Nagasaki University’s past achievements in human resource development, as well as research and cooperative efforts world-wide in tropical medicine, the Graduate School aspires to foster future international health practitioners who will serve humanity in diverse parts of the globe. Ideally, such professionals will be individuals able to perform such diverse tasks as conducting field studies, proposing workable solutions, formulating health development policies that meet global standards, and coordinating project operations.

Why was the Graduate School of International Health Development established in Nagasaki?

Nagasaki University (NU) established the Graduate School of International Health Development starting from

academic year 2008. Nagasaki University has always been active in international cooperation. For over twenty years, NU, mainly

through the Institute of Tropical Medicine and the Graduate School of Biomedical Sciences, has promoted research and human resource development in tropical medicine in Japan and developing countries. Recently, NU’s achievements in overseas research of many years have led to infectious disease research projects at the University’s overseas bases in Kenya and Vietnam, commissioned by the Ministry of Education, Culture, Sports, Science and Technology of Japan. In academic year 2006, a Masters course in Tropical Medicine was established within the Graduate School of Biomedical Sciences, to train physicians capable of international activities involving tropical medicine.

Meanwhile, the Institute of Tropical Medicine has been conducting a three-month training program in tropical medicine for over twenty years, acclaimed in and outside Japan for its significant role in imparting basic knowledge of that subject.

The Graduate School of International Health Development has come into being in response to changing societal trends and needs. The number of people acquiring bachelor’s and master’s degrees in international development and participants in international volunteer activities has been increasing, while many young people show a growing interest in working in the field of international cooperation. In reality, however, this field still lacks truly qualified professionals armed with a structured body of knowledge and expertise and who are prepared to work to bring about results. In the field of international health , those with a fundamental knowledge of public health and international development are scarce, and even scarcer are educational establishments offering a systematic program to train such future professionals.

This is why Nagasaki University, in line with its international strategies and drawing on its characteristics and past achievements, has opened the Graduate School of International Health Development, to develop human resources with a high level of knowledge and expertise capable of working in the field of international cooperation, handling, and in particular, global health issues.

Global health issues cannot be adequately tackled without linking them with problems of poverty, development and human security. Solutions to these problems must be formulated and adopted, with a consensus formed among all stakeholders, in consideration of political, economic, and social and cultural ramifications.

In view of this, the Graduate School of International Health Development is “independent” in that it is not exclusively associated with any one undergraduate faculty, and is interdisciplinary in its approach (even though its academic foundation is tropical public health), welcoming participation by specialists of diverse fields in collaboration with various organizations active in international cooperation including the UN, JICA, NGOs and private associations.

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Key Features of Our Graduate School Academic degree conferred: Master of Public Health (MPH) Duration of studies: Two years

Human Resource Development Goal:

We aim to nurture individuals with highly specialized practical abilities who are capable of contributing to overcoming global health challenges, particularly public healthcare problems in developing nations.

★ International Health Policy Advisor

International Health Policy Advisors must be highly-skilled professionals who exhibit excellent abilities to coordinate and negotiate with various stakeholders. Students who aspire to this career track can acquire comprehensive knowledge of international aid principles, approaches and policies that constitute worldwide trends. They can also foster their practical abilities through an internship in UN agencies or other globally active aid organizations. In so doing, they will be able to prepare for such careers as healthcare-related ODA policy advisors and UN health officers.

★ International Health Consultant

JICA and other global aid agencies do not hire people freshly out of college with no professional experience. Rather, they seek out those possessing solid work backgrounds at home or abroad. Students can maximize their employment opportunities thanks to their course work, as well as their required Graduate School internship. In this way, they can acquire valuable academic training, as well as professional experience.

★ Health-related International NGO Administrator

International aid organizations seek high levels of specialization, language skills and practical know-how, all of which are required for work within culturally diverse teams. Students in our Graduate School can acquire unique organizational management skills of a high global standard in preparation for a career abroad.

Collaboration with international organizations located both within and outside of Japan

Development of practical abilities that can be readily applied in the field of international development aid ( 8-month internship in a developing country in Year 2)

Activities corresponding to individual student needs

Interdisciplinary approach covering public health, tropical medicine, social sciences, development policy and management taught by faculty with high levels of specialization and abundant practical experience

Obtainment of a Master of Public Health degree focusing on international health

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From Admission to Graduation

Educational Objectives Curriculum Support for Education and Research

Career orientation after graduation and acquisition of MPH

International Health- care Policy Advisor

UN agencies (WHO, UNICEF, etc), JICA program advisor, etc…

Health-related International NGO Administrator

Doctoral Program

International Healthcare Consultant

JICA, consulting firms, etc…

Tropical Medicine Public Health・Introduction of International Health

(Global Health) ・Basic Human Biology ・Tropical Medicine ・Environmental Health ・Public Health and Risk Control ・Epidemiology ・Statistics ・Child Health ・Reproductive Health/ Gender I ・Introduction to Health Ethics

Field Trip

Social Sciences・Cultural/Medical Anthropology ・Basic Economics for International

Development ・Quantitative Social Research Methods ・Qualitative Research Method, etc…

InternationalHealthcare Policy Management ・International Assistance ・Global Health Policy ・International Health Projects and Project

Management ・Humanitarian Health Assistance, etc…

Internship Program (8 months) ・NU’s overseas bases (Kenya,Vietnam) ・JICA offices, UN agencies, international

NGOs, etc. in developing countries

Research project report, Master’s thesis

Admission

Preferred candidate profile: current undergraduate students as well as those with a college degree or its equivalent and professional/volunteer work experience in JOCV, NGO, government agencies or private sector of at least a few years (regardless of country or post) or equivalent experience

Basics/Appl.

Academic approach to diverse socio-cultural environments

Basics

Understand status of healthcare issues in the tropics

Research

Complete practical research project reports

Practice

Develop practical abilities through field work

Application

Learn about policy making and project operations

Instruction about research

Peer review

Final examinations

Coordinated instruction by NU faculty, NU faculty in charge of internship, and host organization mentors

Visits and instruction by NU faculty in charge of internship

Seminar on international health development (instruction for research)

Reinforced educational support by tutorial system

International health communication (communicative English skills)

Synergy with other programs

Career development programs

Yea

r 1

Yea

r 2

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Modules and Teaching Staff

Modules Units Teaching Staff

Basic Modules

Introduction of International Health(Global Health) * 1 YasuhikoKamiya, Jun Kobayashi, Tamotsu Nakasa, Hidechika Akashi

Basic Human Biology *1 1 YasuhikoKamiya, Yoshiki Aoki

Tropical Medicine * 2 Yoshiki Aoki, Shigeru Katamine,Masaaki Shimada, Yoshio Ichinose, Masahiro Horio, Tetsu Yamashiro, Toyoko Nakagomi,

Environmental Health * 1 Kiyoshi Aoyagi, Noboru Minakawa, Maiko Sakamoto

Public Health and Risk Control * 1 Yoshisada Shibata

Statistics * 2 Sumihisa Honda

Epidemiology * 1 Satoshi Kaneko, Takesumi Yoshimura

Child Health * 1 Yasuhiko Kamiya, Sugiura Yasuo

Reproductive Health/ Gender I * 1 Akiko Matsuyama, Hideaki Masuzaki

Introduction to Health Ethics * 1 Itsuhiro Hazama, Yasuhiko Kamiya, Akiko Matsuyama, Jun Kobayashi, Miho Sato

Health Research Ethics *2 1 Kenji Hirayama

Demography *2 1 Masaki Matsumura

Health Education and Promotion 2 Jun Kobayashi, Sumihisa Honda, Kazuhiko Moji, Masashi Sugahara, Hideki Fukuda

Applied Modules

International Assistance* 1 Seiji Kato, Hidechika Akashi, Tsutomu Mizota

Global Health Policy * 1 Taro Yamamoto

International Health Project and Program Management * 2 Seiji Kato, Gen Inuo

Cultural-Medical Anthropology * 2 Ken Masuda

Basic Economics for International Development * 1 Takeshi Kudo

Microeconomics for International Development *2 1 Celia Lopez Umali

Macroeconomics for International Development 1 Takeshi Kudo, Masayuki Susai

International Health Program *2 2 Yasuhiko Kamiya, Akiko Matsuyama

International Health Project and Program ManagementⅡ *2 1 Jun Kobayashi, Tamotsu Nakasa, Hiroshi Ohara

Reproductive Health /Gender II *2 1 Akiko Matsuyama, Matsui Mitsuaki, Miho Sato

Humanitarian Health Assistance 2 Yasuhiko Kamiya, Nobuko Kurosaki, Kaname Kanai

Quantitative Social Research Methods 1 Masaki Matsumura, Hitoshi Murakami

Qualitative Research Method 1 Akiko Matsuyama

Public Health Surveillance System 2 Satoshi Kaneko

Practica

Field Trip * 1 Miho Sato

Internship Program * 3 Yasuhiko Kamiya, Akiko Matsuyama, Seiji Kato, Jun Kobayashi, Itsuhiro Hazama, Miho Sato

Seminar Seminar on International Health Development I * 2

Various members of above teaching staff Seminar on International Health Development II * 2

* Compulsory subjects *1 Elective subject for everyone except for those who have completed prescribed programs to acquire

Medical qualifications, etc. (hereinafter refers to licenses for physicians, dentists, veterinarians, pharmacists, nurses, hygienists, midwives, clinical laboratory technicians, clinical radiologists, physiotherapists, occupational therapists, dental hygienists, and national registered dietitians), or approved by the faculty council.

*2 Classes that are taught in English.

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Minimum credit points requirement 2012 Student with medical qualifications Student without medical qualifications

Division

Minimum credit points requirement

Minimum credit points requirement

Compulsory Elective Total Compulsory Elective Total

Basic module 11 3 22

12 2 22

Applied module 8 8

Practice 4 4 4 4

Seminar 4 4 4 4

Total 27 3 30 28 2 30

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Research Project Report (Master’s Thesis)

Research Project Report to be submitted for master's degree screening (Master Thesis) Flow of Research Project Report

Research Project Reports (Master’s Thesis) of the class 2012 Titles

Post-marketing effectiveness of rotavirus vaccine in Viet Nam

Frequency and determinants of errors in the reporting procedure by community health workers

Relationship between place of delivery and social support in Kericho, Western Kenya

"Harmful traditional practice" and behavior changes in rural Amhara, northwest Ethiopia

Caregivers' understanding of pediatric medication in Malawi

Factors affecting community health workers' activities in tuberculosis control in urban poor areas of Metro Manila, the

Philippines

Factors influencing effective utilization of family planning among low-income couples in Metro Manila, Philippines

A study on medical care-seeking of women during pregnancy and child-birth in northern Ghana

Do more people use bed nets after recognizing malaria vectors collected in their houses?

Factors influencing parental adherence to a long-term child health examination program in Ukraine for people affected by

the Chernobyl accident

Research Project Reports (Master’s Thesis) of the class 2011 Titles

Socio-economic factors and support system of children with disabilities and their families in rural area, Kenya

Which socio-economic factors affect breast feeding practices? A cross-sectional study in a rural area of western Kenya

Effects of health checkups on improving health promoting behavior with regard to lifestyle related diseases in Sri Lanka

An observational study of neonatal care and risk factors for neonatal hypothermia in Kericho, Western Kenya

Factors influencing mother’s neonatal health care in a rural area in Tanzania

[First year]Selection of guidance

professor

Drawing up Research Project Report

proposals

Internship Program/ Research Project

Report plan presentation

Ethical review of Research Project Report proposal

[Second year]Internship Program (practical training/research activities)

Peer review of Research Project

Report

Research Project

Report submitted

Research Project Report screening/

final exam

Completion (conferral of MPH)

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Quantitative evaluation of mental health status of local residents around radio-contaminated area after the Chernobyl

nuclear power plant accident

A study on the emergency medical services transport time for its determinants and its relationship with patient outcome

for emergency cases in Phnom Penh

Local etiology and treatment seeking for malaria and other febrile illnesses: a medical anthropological study of Palawan,

the Philippines

Prevalence and risk-factors for depression in Filipino residents in the environs of Tokyo, Japan

Research Project Reports (Master’s Thesis) of the class 2010 Titles

Factors affecting bed-net use in villages along Lake Victoria

Child bearing attitude and expected level of education for child in Bangladesh

Neonatal healthcare under medical pluralism in northwestern Bangladesh

Perception and practice regarding malaria in a tea-plantation community in northeastern Bangladesh

Development of community-based screening for cardiovascular diseases relevant to Sri Lanka: A cross-sectional study to select effective and feasible screening parameters-

Factors associated with diagnostic delay for tuberculosis patients in rural Bangladesh

A study on factors associated with mother's behavior in promoting child health among the semi-nomadic community in

Garissa district, north eastern Kenya

Factors affecting choice of location for childbirths in Mayoyao, Ifugao, the Philippines

Study of the socio-economic and sexual partnership between fishermen and female fish processors at Lake Victoria in

Kenya

Factors influencing the uptake of childhood immunization in Fiji: Special focus on postponement due to guardian-side

reasons

Case-based analysis of the process of scaling up: Findings from the reproductive health project in Madhya Pradesh, India

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Field Trip 【Purpose】

An approximately one-month field trip training is conducted to provide students with opportunities to visit and observe model districts for health improvement and related research projects (regarding infectious diseases, maternal and child health, regional healthcare system reinforcement, etc.) in developing countries, so as to deepen students’ insight and understanding of the practical importance of basic knowledge, and enhance their motivation for practical implementation.

Field trip destination (for academic years 2008, 2009, 2010, 2011 and 2012)：Bangladesh

Internship Program

【Purpose】 The eight-month Internship Program during the second year is the most important course in achieving the

education goal of this Graduate School. Students utilize the knowledge learned in the first year to acquire practical capabilities at the fields of Nagasaki University’s overseas research stations, international health science institutions which has academic partnership agreement with Nagasaki University, JICA, NGO, and elsewhere.

Of the eight months of internship, the first five months are spent on practical training at the dispatched location, with the last three months are spent on research activities at either the dispatched project region or a region of the student's choice.

【Internship destinations】

FY Organization/Project Country

Number of

students

dispatched

As of

May,

2012

JICA Strengthening Infectious Disease Prevention, Control and Response in

Amhara Region Ethiopia １

Plan Kenya

Kenya

１

Partnership for Child Development (PCD) Kenya Office １

UNICEF Kenya １

WHO Country Office Niger １

Community Health Program implemented by Dhulikhel Hospital (local

hospital) Nepal １

【Main training sites】 BRAC BRAC University (James P. Grant School of Public

Health) International Centre for Diarrhoeal Disease Research,

Bangladesh (Dhaka and Matlab) JICA Bangladesh Office and JICA Project Site UNFPA Ministry of Health and Family Welfare

「Field Trip Report 2011」compiled mainly by the students

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BRAC Bangladesh １

JICA Grassroots project: TB Control and Prevention Project in Socio-

economically Unprivileged Areas in Metro Manila, the Philippines

implemented by the Research Institute of Tuberculosis/Japan Anti-

Tuberculosis Association, Philippines Inc.

The Philippines １

Institut de Recherche en Science de la Santé (IRSS) Burkina Faso １

Population Services International (PSI) Lilongwe Malawi １

Savannakhet Provincial Health Department and Xepon District Health

Department Laos ２

FY

2011

Research Center of Radiation Medicine, Academy of Medical Sciences of

Ukraine Ukraine １

JICA Strengthening Infectious Disease Prevention, Control and Response in

Amhara Region Ethiopia １

JICA Grassroots Project: Enhancement and Capacity Building of Health

Service Delivery System and its Personnel through Community Based

Activities in Western Kenya implemented by Nagasaki University

Kenya

１

JICA Grassroots Project for Promotion of Maternal and Neonatal Care

Focusing on Breastfeeding in Kericho District, implemented by HANDS １

Partnership for Child Development (PCD) Kenya １

SHARE/Catholic Tokyo International Center (CTIC) Tokyo １

JICA Grassroots project: TB Control and Prevention Project in Socio-

economically Unprivileged Areas in Metro Manila, the Philippines

implemented by the Research Institute of Tuberculosis/Japan Anti-

Tuberculosis Association, Philippines Inc. The Philippines

１

WHO Western Pacific Regional Office (WPRO) １

WHO Country Office;

Nagasaki University Vietnam Research Station Vietnam １

NICCO Malawi Malawi

１

Malawi University; Ministry of Health １

FY

2010

JICA Grassroots Project for Life Saving Safety Network for the Social and

Economical Disadvantaged people in Western Phnom Penh implemented by TICO Cambodia １

JICA Project for Strengthening Management for Health in Nyanza Province;

JICA Grassroots Project: Enhancement and Capacity Building of Health

Service Delivery System and its Personnel through Community Based

Activities in Western Kenya implemented by Nagasaki University Kenya

２

JICA Grassroots Project for Promotion of Maternal and Neonatal Care

Focusing on Breastfeeding in Kericho District implemented by HANDS １

JICA Health Promotion and Preventative Healthcare Enhancement Project in

Sri Lanka implemented by Global Link Management Inc. Sri Lanka １

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Decentralized Subsidiary Health Services implemented by Tanzanian German

Programme to Support Health (TGPSH), GIZ/KfW Tanzania １

WHO Country Office The Philippines １

Nagasaki University Representative Office Belarus １

FY

2009

JICA Reproductive Health Project in the State of Madhya Pradesh (phase 2) India １

Nagasaki University Kenya Research Station

Kenya

１

UNICEF Kenya, Garissa Field Office １

Liverpool VCT, care and treatment １

JICA Health Promotion and Preventative Healthcare Enhancement Project in

Sri Lanka implemented by Global Link Management Inc. Sri Lanka １

BRAC Bangladesh ４

JICA Project for Strengthening Expanded Programme on Immunization in the

Pacific Region implemented by Nagasaki University Fiji １

JICA Maternal and Child Health Project The Philippines １

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Joint Graduate School Bureau of International Medical Cooperation, the National Center for Global Health and Medicine (NCGM)

In 2012, the Graduate School of International Health Development started a joint graduate school with the

Bureau of International Medical Cooperation, the National Center for Global Health and Medicine, located in

Shinjuku, Tokyo.

The purpose of this joint graduate school is to expand the range of educational and research activities taking

place, increase the students’ choice of fields, and promote professional development of students by conducting

research and education based on cooperation between the Graduate School of International Health Development,

whose purpose is to train people who are specialized in public health so that they can be active internationally,

and Bureau of International Medical Cooperation of the National Center for Global Health and Medicine, which

conducts many research-related and other projects overseas involving international cooperation.

The defining characteristic of this graduate school is that students participate in long-term internships and

conduct research in developing countries for eight months during their second year. This joint graduate school is

expected to promote internship and project studies in the programs operated by the Bureau of International

Medical Cooperation.

About the Bureau of International Medical Cooperation [Partially quoted from the NCGM website]

The Bureau of International Medical Cooperation, Japan was established as part of the National Center for

Global Health and Medicine (NCGM) to act as a base for international healthcare cooperation in Japan. Working

in cooperation with the World Health Organization (WHO), the Ministry of Foreign Affairs, the Japan

International Cooperation Agency (JICA), the National Hospital Organization, and other groups, the bureau

provides technical support, hosts trainees from developing countries, and conducts a range of other activities to

improve medical care and hygiene in developing countries.

The Bureau of International Medical Cooperation has undertaken a variety of technical cooperation projects in

Asian, African, and Latin American countries, and is currently involved in 23 projects. It also hosts many

trainees from developing countries and has thus far accepted a total of 2,500 people from over 130 countries.

Amidst the international uncertainty typified by recent terrorist activity, a shared global awareness of a new

concept is starting to emerge-the concept of "human security." The maintenance and improvement of the health

of people in developing countries is of paramount importance if the world is to achieve human security, and in

this sense, we are realizing a reaffirmation of the importance of international healthcare cooperation.The

National Center for Global Health and Medicine was originally established as an organization of the Ministry of

Health, Labor, and Welfare, but became an incorporated administrative agency in April, 2010. International

healthcare cooperation is one of the main pillars of the center's role as an incorporated administrative agency.

Going forward, it is our intention to fulfill our role as Japan's core facility in the field of international healthcare

with the cooperation of related organizations and individuals.

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International Bases of the National Center for Global Health and Medicine (Overseas

Cooperating facilities / Base facilities)

The National Center for Global Health and Medicine (NCGM) implemented various healthcare cooperation

projects, including most importantly Official Development Assistance (ODA) in developing countries in Asia,

Africa, and Latin America. Conducting joint research, training, personnel exchange, case examinations, and

information sharing with facilities in developing countries, with whom the NCGM has built trusting

relationships, are quite valuable for improving health care in both of the involved countries. Through these

activities, the NCGM built its base in Vietnam at which NCGM maintains its international cooperation with

Vietnam, and have been implementing many projects, including joint research. In the future, NCGM plans to

broaden its international network, as well as strengthening cooperation, with related facilities in other countries.

■Vietnam Base, Laos Base, Bangladesh Base

http://www.ncgm.go.jp/kyokuhp/network/institution/index.html

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Interactive Student Exchange Program with Other Universities for Peace and Human Security in Southeast Asia (Campus ASIA/ Re-Inventing Japan Project)

【Background】

In 2011, Nagasaki University Graduate School of International Health Development (GSIHD) in conjunction

with other Japanese universities, including Osaka University, Hiroshima University, and Meio University,

formed a consortium to implement the Re-Inventing Japan Project. The aim of the consortium is to promote

exchange and cooperation among universities by building networks with higher education institutions among

ASEAN universities.

The consortium network comprises five ASEAN universities: De La Salle University (the Philippines), Payap

University (Thailand), Nanyang Technological University (Singapore), Syiah Kuala University (Indonesia), and

National University Timor Lorosa’e (Timor-Leste). Among its activities, this consortium carries out interactive

educational programmes for exchange students.

【Student Exchange Program】

There are two types of exchange program: short visit and semester.

Short Visit Program

Two-week study tours are tailored to show off regional characteristics and will be offered in a variety of learning

modes, including field visit, course work, discussions, and presentations.

Peace issues in Myanmar and Thailand, Payap University. (March 2011)

Post Tsunani Reconstruction and Peace Building in Aceh, Syiah Kuala University. (September 2012)

Human Security and Global Health, De La Salle University. (March 2013)

Semester Program

The collaborating universities exchange students for a period of six months to enhance students’ understanding

of peace and human security in Southeast Asia. The GSIHD supports students in their carrying out field research.

The GSIHD students can participate in an internship during their second year through their Counterpart

University. They will be supported for round-trip travel expenses and the costs incurred during their stay.

For more information, please visit: http://peace-hs.osipp.osaka-u.ac.jp

This project is approved and funded by the Ministry of Education, Culture, Sports, Science and Technology, 2011–2015. [Re-Inventing Japan 2011]

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Faculty

Name Research interests, messages to students, etc.

Prof. Yoshiki AOKI

I teach Tropical Medicine for the MPH program since I have conducted research projects on tropical parasitic diseases at the Nagasaki University Institute of Tropical Medicine for 40 years. Tropical diseases cause not only public health problems but also enormous socioeconomic damage to people living in developing countries. It is therefore essential to study the current situation of tropical diseases and their causes, related problems and possible solutions if you wish to work in the field of public health in developing countries. Our graduate school offers field-realistic lectures in tropical medicine taught by professors from the Institute of Tropical Medicine.

Prof. Kiyoshi AOYAGI

Tropical medicine generally concerns developing countries and the problems of community health and disease. In the class, we also cover the basic concepts of public hygiene, policies and problem-solving actions. In the process of health transition, many developing countries have an aging population with a growing number of patients exhibiting heart/cerebrovascular disease and malignant tumors, while traditional infectious diseases are yet to be overcome. In Japan, on the other hand, deaths from infectious diseases have declined, while non-infectious diseases such as heart/cerebrovascular diseases and malignant tumors account for 60% of deaths. We study Japan’s past public health policies and current and future public health measures so as to draw lessons for application to developing countries.

Prof. Yoshio ICHINOSE

At a laboratory set up at the Nagasaki University Nairobi Research Station in Kenya, research activities are under way focusing on bacterial diarrheal diseases. I teach lectures on bacteriology and bacterial diarrheal diseases represented by cholera, introducing cholera surveys and diarrheal disease studies currently being conducted by our research group. In the tropics, it is difficult to reduce incidence of such infectious diseases. Together with my students, I would like to consider the reasons for the difficulty, and the actual conditions regarding this issue. I would also like to discuss countermeasures actually taken in Japan to combat infectious diseases, from the standpoint of regional healthcare. I expect that you will understand what diarrheal diseases are like and how we can prevent and cure such diseases, and thereby regard tropical infectious diseases, which seem very distantly related to people in Japan, as a more familiar problem.

Prof. Celia LOPEZ UMALI

With the rapid globalization of the world economy many developing nations are now actively participating in global trade and investment. This has led to the growth of their economies and yet a reality check shows that poverty and income disparity still prevail in these countries. Given this, I hope to have fruitful discussions with the students about some of the pressing issues such as poverty, income disparity, population, environment and health that are still main concerns in developing countries. The course will adopt a problem and policy-oriented approach for the students to have a better understanding of these contemporary economic development problems and some possible solutions. We will also look into relevant and insightful case studies to help bridge the gap between theory and reality.

President of Nagasaki University

Shigeru KATAMINE

I am the president now, but I am also one of the people who were involved in planning the establishment of the Graduate School of International Health Development more than five years ago. The greatest joy for a university professor is to communicate directly with students in class, and I am sad that as president, I don't have very many opportunities to do so. The Graduate School of International Health Development is giving me such opportunities. In class, I intend to release my daily frustrations and enjoy it to the fullest. My specialty is virology. I will be lecturing about the mysterious relationship between viruses and humans. I hope to see you in class.

Prof. Seiji KATO

There is a saying “Vows made in storms are forgotten in calms.” Do you remember that the new influenza virus (H1N1 subtype) broke out in Mexico three years ago, and WHO raised the warning phase (of the time) to level 6? At the time I was working in Honduras, a neighboring country. I still remember clearly that a chill ran down my spine when I watched CNN (in Spanish) reporting that numbers of deaths were increasing every minute. I remember that I was relieved to hear when National Institute of Infectious Diseases of Japan and CDC released that the virulence of the virus is weak. And I still remember like it was yesterday that people were inspecting in the airplane in protective clothing at Narita Airport as a shoreline operation. There is no enclosed country or area in this world, and health problem of other countries are no longer their problem only. Since I have worked in the international cooperation for a long time, I can feel the economic growth in micro level such as rising nations in Asia like China, Indonesia, Vietnam, and natural resource corridor in Africa. However, everyone see that rising country like Mexico could not handle the new influenza virus properly. And also there are many people left behind the change in developing countries. I would like everyone to think about how to handle the health problems in developing countries through discussions in this school.

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Name Research interests, messages to students, etc.

Prof. Satoshi KANEKO

My study area is "fusion between epidemiology and current information technologies" and "application to practices for improving health"; Conducting studies based on the Health and Demographic Surveillance System in Kenya and Laos.

Prof. Yasuhiko KAMIYA

In development assistance, you must clearly position yourself as to how you support and how much you intervene, while in humanitarian emergency aid, you must make difficult decisions promptly. The more you are involved, the more you realize the hollowness or limits of some approaches to international cooperation, the gap between ideals and reality, and the importance of learning from people in the field. To develop your capability along with those in the field, not necessarily solely for your career development, it is important to learn and un-learn some of what you have studied. What are taught and learned at classroom differ from what happen and are implemented. Sharing our failures and reflections in the field would be for beneficiaries, not for our carriers. This course offers the chance where we can continue our self-development together, with multifaceted perspectives and a critical regard for ourselves, while being aware of the privilege of mutually teaching and learning.

Prof. Masaaki SHIMADA

“Rather dubious!”… this was my first impression when I heard the name of our new graduate school. International? Health? Development? Doesn’t each of these words sound suspicious? So, if there is any meaning in the existence of this Graduate School of International Health Development, I suppose it is in the act of studying this dubiousness or suspiciousness seriously. This can be a tough task. I am not certain if I can be of any help, if I can work well with you, but at least I know I will do my best.

Prof. Masayuki SUSAI

I lecture on international development from the macroeconomic perspective. I will mainly cover the mechanism of economic development and its connection with the international economy, and intend to hold theoretical discussions on these subjects with you. I believe that it is important to acquire a solid theoretical foundation to have such discussions and then to work later in the field. It is also important to learn to confirm theories with actual data. For this, we will work on calculations using computers in class. I look forward to your active participation.

Prof. Masashi SUGAWARA

I teach the methodology and practice of health education. There is a saying that “Education depends on people”; the success of education greatly depends on educators, and educators play a role in nurturing independent people/citizens. When education is provided, however high the quality of educational materials, or however valuable given experience is, effects cannot be expected unless education is provided with a scientific background and a clear sense of purpose.

Prof. Kenji HIRAYAMA

I specialize in immunogenetics, and I am currently interested in research that contributes to the prevention and treatment of tropical infectious diseases with high morbidity and mortality. Specifically, my research focus is the elucidation of the pathogenic mechanisms of malaria, schistosomiasis and dengue fever, which can turn extremely grave, as well as the development of vaccines for these diseases. Developing vaccines and drugs has been my dream ever since I decided to be a doctor. However, it is next to impossible to carry out research on your own that can result in an actual pharmaceutical product. Such research should be pursued as a joint project gathering forces of research institutes, industries and universities, of a whole nation, or on an international network. For ten years or so, I have been involved in such a project with the WHO and other international organizations. This experience has taught me the importance of ethics, indispensable for pharmaceutical development. On the basis of my personal belief that medical research is necessary for better human life, I would like us to contemplate ethical issues and norms, which should be considered in pursuit of medical research, along with concrete examples.

Prof. Masahiro HORIO

Animals that harm the health of human beings by parasitizing on body surfaces or transmitting infectious diseases are called sanitary animals. Regrettably, all around the world, people that conduct research on sanitary zoology such as mosquitoes and ticks are becoming very rare these days. We ourselves are, in a way, an endangered species. Although I only have one lecture, I would like to use as examples the topics I researched in tropical countries, which are [1] Mosquitoes and infectious diseases, [2] Chagas disease and assassin bugs of Central and South Americas, and [3] Intermediate host (snail) of schistosome flukes, and introduce to you the biology of sanitary animals, the growth of pathogens, and countermeasures.

Prof. Sumihisa HONDA

Incidental ideas and ungrounded beliefs have to be excluded in overseas public health activities or international cooperation. You should learn sound knowledge of epidemiology to conduct a survey collecting reliable and valid information. You should also acquire sufficient expertise of statistical analysis to draw appropriate conclusions based on available data. During the two years in the Graduate School, you are expected to acquire such knowledge and expertise. I hope to continue learning myself, together with motivated and promising students.

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Name Research interests, messages to students, etc.

Prof. Hideaki MASUZAKI

Originally from Imari, famous for pottery of that name, I am currently a professor of obstetrics and gynecology at Nagasaki University. My specialization is obstetrics and gynecology in general, but I have been working in the area of fetal medicine for a long while. Previously, fetal diagnosis was mainly conducted by imaging using ultrasonography. Today, it is possible to locate fetal DNA or RNA in the mother’s bloodstream to collect fetal genetic information without causing pain to the mother. For me, fetuses are mysterious beings. They look like us, but they are more like extraterrestrials when you think of their delicateness and robustness. They prepare to join us in this world to take over the world from us. Why don’t we take care of them well together?

Prof. Akiko MATSUYAMA

The Nobel laureate Amartya Sen says the ultimate goal of development is the expansion of capacity, which is also the expansion of freedom. I believe that “Health Development” in our graduate school’s name implies health as defined within the framework of development challenges, active development of good heath, and the idea that development means the expansion of capacity. I look forward to working with you, who wish to build a society in which all people, in developed and developing countries, can enjoy good health and fully develop and put to use their full capacity.

Prof. Noboru MINAKAWA

You must go to the field first, and see the problems. In the field, you will have better understandings of the problems, and the solutions. If you maintain the presumptuous attitude that you have come to help, the local people will stay away from you. Instead, you are more likely to be helped and taught by the local people. I hope that you will develop the ability to think, learn and take action together with local people.

Prof. Tetsu YAMASHIRO

Infectious Diseases, once considered to be an issue of the past, remain on the agenda of major causes of mortality and years of life lost. Institute of tropical Medicine has been establishing the Vietnam Research Station (VRS) in the campus of National Institute of Hygiene and Epidemiology, Vietnam in order to combat those infectious diseases at the vanguard. A wide variety of research agenda have been studied in collaboration with Vietnamese scientists. We would like to make a good use of VRS as an on-the-job training facility for young scientists, undergraduate and graduate students who wish build their career in the field of tropical medicine and international health.

Prof.

Taro YAMAMOTO

This course combines tropical medicine, public health, and social sciences such as medical anthropology and development economics, healthcare assistance and medical and public health policies as applied in the field. To work in developing countries today, it is vital to learn to take action on the basis of knowledge in a wide range of academic disciplines like these and a deep understanding of yourself, be it a positive or negative view. The Graduate School will be your entrance to such knowledge, understanding and action before you make further progress. I await students having a flexible and free way of thinking.

Assoc. Prof. Takeshi KUDO

I have been studying the effect of the international currency system on the macroeconomic policies. The 19th-century economist Alfred Marshall spoke of the need for “cool heads but warm hearts” in dealing with social problems. We will provide you, who wish with warm hearts to resolve poverty and health problems facing people in developing countries, with the opportunity to acquire cool heads through lectures on specialized subjects that will form the basis for problem-solving. I would like to study with you, renewing my resolution that I had when I first decided to be a researcher in economics.

Assoc. Prof. Jun KOBAYASHI

Twenty years have passed since I got involved in international cooperation in the field of global health. I believe that on-site professionals need to have "a passionate heart and cool head". If you already have on-site experience, the next step is to try to define your experience in the academic context of global health, and to explain it to other people. If you are going in the future, think about what perspective you should have when seeing and experiencing the actual process. Let me hear your passionate hearts speak. I will guide you through such steps using my experience in making academic progress even when working on-site. My current research subjects include health systems strengthening in poor/remote area, school health programs, infectious diseases control such as malaria and HIV-AIDS, and health policy and its implementation. Instead of being trapped in my fields of expertise or in a field of health, I aim for innovation with the motto: “Contribute to what goes on on-site.” In an NGO, I have begun a project dealing with refugee health I also try to maintain the perspective of grass root movement.

Assoc. Prof. Maiko SAKAMOTO

I have been studying water problems regarding arsenic contamination of drinking water and sanitation in Bangladesh and India. Since my major is civil engineering, I consider water problems in developing countries as a problem of infrastructure conditions. When I’m in fields doing survey, I realize that infrastructure is definitely essential to our daily life, which we cannot easily imagine when we live a life in Japan. I give a lecture on technology transfer and infrastructure planning for sustainable acceptance of local users.

   

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Name Research interests, messages to students, etc.

Assoc. Prof. Toyoko NAKAGOMI

Ever since birth, we are constantly learning. Most of your life so far has been in classrooms; most of your experiences learned from textbooks. Without noticing, though, you have learned many things. If life is like that, why would you need university then? Universities are there to force you to focus and define your targets of learning, to help you find answers to the questions we have deliberately set, to draw conclusions, express them in words, present and place them in the broader perspective of the edifice constructed by your predecessors, and thus make them available as common assets to be shared with others. To accomplish this, you are allowed to free yourself from all the sundry obligations you might have, and given a time and place for your continued learning. I am sure that what you accomplish in university will prove invaluable later in life.

Assoc. Prof. Ken MASUDA

I have been carrying out anthropological fieldwork on tradition and modernization process in an agro-pastoral society, the Banna, in Ethiopia of northeast Africa since 1993. Watching a small remote society connect with, and getting swallowed by a globalization reveals both positive and negative aspects of “development”. I explore the ideal relationship between traditional culture and society, modernization and development through the anthropological approach to international healthcare.

Assoc. Prof. Masaki MATSUMURA

It is possible to approach the subject of development from myriad perspectives. I myself have been tackling with the subject of development from a sociological perspective. Using sociology as a basic tool, I teach demography and quantitative social research in this program. I hope that studying at this graduate school, which offers academic training not only in public health but also social sciences, will enable you to develop the interdisciplinary perspectives required for international health development.

Senior Lecturer Hideki FUKUDA

In the field of international health development, interest in oral healthcare seemed small. Is oral healthcare really such an insignificant and uninteresting field? Think about it. In all places in the world, no matter how harsh the conditions are, people eat things. To live is to continue eating. To eat, the mouth must be healthy so that one can chew food well without pain or discomfort. This cannot be accomplished without improvement in basic hygienic habits such as washing hands and brushing teeth, as well as modifications in health behavior focused on diet. The field of oral healthcare is the foundation that supports health. We who are involved in medicine have always looked through the mouth into the bodies of people. I would like you students to, instead, use your opportunities to look through mouths to discover the health and lifestyles of people all over the world.

Assist. Prof. Miho SATO

I would urge students to set your own personal goals that you aim to achieve in two years in addition to obtaining the MPH degree. Having career goals as well as picturing yourselves in 10 to 15 years will certainly be helpful. Two years pass by quickly. I wish each one of you to make the most of what the Graduate School of International Health Development offers to its students.

Assist. Prof. Itsuhiro HAZAMA

I have been conducting anthropological studies on the worldview and livelihood structure of pastoral peoples of northeastern Uganda since 1998. Right now, I am seeking the concrete description method of their lives as they see it, based on these fundamental research materials. Mobile things are counted, and immobile things are measured. Feeling, instead of thinking. These are fragments of the basic participant observation method of ecological anthropology. Some place more importance on "quality" than "quantity," and "thought" than "feel." However, I like these fragments because I feel they prevent the decline of knowledge acquired in the field.

Assist. Prof. Yuko MATSUOKA

We often realize there is a big gap between the knowledge and theory we learn and the real practice in the field. Instead of burying our heads in the sand from the reality, I would like to bridge the gap by providing encouragement for you to take note of what you gain from the field to fill the void of relating theory and practice. The new knowledge gained can easily contribute to make the daily life of a mother in a remote village better.

   

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Name Research interests, messages to students, etc.

Visiting Professor Partner Graduate

School Hidechika AKASHI

The world is big, however, this international/global health society is small? International/Global health seems to be a marginal field of many specialties, such as medicine, public health, economics, journalism, business administration, education, regal, and so on. However, it is the interesting field because it is the mixture of different specialties. You can choose whatever you want to study and work in this field.

Visiting Professor Partner Graduate

School Hiroshi OHARA

Since graduation from university, my work has been focused on infectious diseases from various aspects including clinical medicine, basic research, and travel medicine. Formerly I had a lot of opportunities to work in Africa, but after starting activities in National Center for Global Health and Medicine, Asian countries such as Vietnam, Nepal, and Myanmar have been major collaborative countries, where I have been engaged in infectious disease control, community medicine in relation to core hospitals, medical education, etc. Recently, I have been carrying out researches closely related to infectious disease control based on intimate relationship that has been created through technical cooperation projects in above mentioned countries. Particularly, I am much interested in nosocomial infection control in developing countries and causative factors of emerging & reemerging infectious diseases. It will be my great pleasure, if my experiences and networks with overseas medical institutions are utilized in the Graduate School works in Nagasaki University.

Visiting Professor Partner Graduate

School Tamotsu NAKASA

You can find out many things when you go abroad to the healthcare scene to aim for the international health. You will find out that there is a world that is vastly different from Japan, and want to work something out to improve the situation. The opportunities to see some activities of international cooperation in health are easier than you think, and many people desire to work for the same purpose. However, it is extremely difficult to solve these problems in real world. International health is an extension of helping people who are poor and discriminated. However, we cannot solve the problems just by prevention for bacteria and virus transmission that cause the illness. There are many factors to influence people’s death. It requires not only medical aspect, but also management skills and social nature. I recommend you to proceed the way of international health like such.

Visiting Associate Professor

Partner Graduate School

Yasuo SUGIURA

I am interested in maternal, newborn and child health (MNCH), local health development, school health and international health policy. The more I work for international health, the more I realize important things are not found in indicators and/or outcomes but hidden behind the outcomes. It seems to me that one taking a step forward in this field needs to share not only the way to outcomes but also the way around the outcomes.

Visiting Associate Professor

Partner Graduate School

Mitsuaki MATSUI

I have been working in the field of maternal health. Pregnancy and childbirth is basically physiological process. At the same time, there are pathological aspects in some cases. The two issues, physiology and pathology, must be taken into account in maternal health. However, only pathological phenomenon is focused, as it is stated as “Every pregnancy is a risk”. Therefore, there is huge misuse of medical interventions observed, both in the developing and industrialized countries. We should always find out an optimal point in the between, though the point is variable. There is no “magic bullet” in the field of public health. We consider together how we can change this world.

Visiting Associate Professor

Partner Graduate School Hitoshi

MURAKAMI

My areas of research have been mainly centered around epidemiological study (using clustered sampling survey in particular) of vaccine preventable diseases in developing countries, with which most of my academic publications are related. Currently, I intend to establish a statistical method to relevantly analyze complex sampling data, thus my recent inputs to the Japan Association for International Health (JAIH) focus on this subject and I will undertake lectures on this topic in The Nagasaki University. I am also interested in service delivery mechanisms and financing of community health in which I have a couple of past publications. Currently, I am in a new research project of a multi-country comparative (and mostly qualitative) analysis of community health services in developing countries and Japan.

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Name Research interests, messages to students, etc.

Lecturer Gen INUO

I hope that you in the School will develop your own practical principles and skills based on knowledge and expertise. By taking part in future fieldwork in and outside Japan, you will be expected to acquire the ability to conduct projects in a reasonable and effective manner, be it a health project or research project (this sounds quite natural, though actual projects usually run into irrational obstacles); and the ability to make the most of your creativity beyond your own cultural norms.

Lecturer Kaname KANAI

As a doctor working in a governmental ministry (MHLW), I am going to explain the procedure for dispatching a medical team overseas including the roles of team members. Since my registration for the Japan Disaster Relief (JDR) Medical Team in 1998, I was dispatched three times by the Japanese government in response to large-scale disasters occurring overseas. Subsequently, I have remained deeply involved in our medical team's detachments as a member of the General Coordination Committee of the JDR scheme. The three missions of the medical team that I joined were to Turkey during the 1999 Earthquake in south-east region, to Sri Lanka after the Sumatra earthquake and Tsunami in December 2004 as part of the second team, and to the southern delta region affected by high tide in Myanmar's hurricane in May 2008. During the Myanmar mission, I was involved in the process from the preliminary surveys and the coordination with the Myanmar government to working as the leader after the medical team's arrival. I usually lead an ordinary life as a government employee but I feel no resistance towards going overseas on short notice, since I spent a year in the USA as an exchange student with American Field Service (AFS) when I was a senior high school student.

Lecturer Nobuko KUROSAKI

I would like to help materializing the dream of people who are challenging in this school with the wish to make international contribution to the field of medical and health development. After 20 years of being a doctor, I have experienced over 10 missions as a surgeon of “Médecins Sans Frontières”. In the past 10 years, many people like you have joined the group, and work is becoming versatile. During the earthquake disaster in 2011, Japanese people appreciate the assistance keenly. Let’s give a value to our long life by going over the hurdle and experiencing the fulfillment of accomplishing the same goal with people in a place where environment and facilities are not sufficient and helping people with your skill and strong will.

Lecturer Yoshisada SIBATA

To solve health problems in developing countries, it is necessary to elucidate various health risks surrounding people and assess their health impact. In this course, we will learn the basics of epidemiological approaches relevant to this process. I believe that success or failure in international cooperation can largely depend on how fast the parties involved can form ties of mutual understanding and trust, while recognizing each other’s differences in culture, history, daily customs, economic situations and so forth. To arrive at this stage, your passionate commitment to tackling challenges is the primary prerequisite, while the language barrier is relatively easy to overcome. I look forward to working with you toward our goal.

Lecturer Tsutomu MIZOTA

Good health, common sense and specialization: these are what are required of those who work in international organizations. Add high-level specialization and management skills, and you will be perfect for the job. In 1984, I found the expression “human security” in the UN Economic and Social Council report and introduced it into Japan translating it as “ningen-no-anzenhosho,” ten years before the UN Human Development Report 1994 introduced the notion of human security. Today, human security requires young Japanese professionals capable of global activities, particularly in the areas of medicine, public health and education. In our MPH course, which started FY 2008, the teaching faculty members are closely involved to ensure quality in education and research. I myself contribute through the course “International Assistance,” covering both bilateral and multilateral cooperation, drawing on my 15-year working experience UN HQ and its technical agencies. We can mutually motivate each other to improve our abilities including communication skills.

Lecturer Kazuhiko MOJI

The world is full of contradictions and irrationalities. Imagine you come from a poor African or tropical Asian family. How would you avoid disease and survive? What would you eat? What would you do to stay alive? If you had no schooling and were illiterate, would you be able to live despite society’s disdainfulness? The starting point in international health development is saying to yourself, “for those people in poor countries, living itself is already a great achievement. As for me, who live in a blessed environment, what am I doing to make a difference?” Our answer is that we can learn and think, developing ourselves as useful human resources and take up our responsibilities according to our capacity. I hope that toward this goal the faculty and students can work together to make our graduate school a truly significant place.

Lecturer Takesumi

YOSHIMURA

When a student, I founded the Tropical Medicine Society of Kyushu University, with my colleagues, and since graduation, I have been active in the fields of preventive medicine, public health, and international health based on epidemiology. Through my academic life, my major activities have been the community health service in remote areas in Okinawa, the epidemiology of Yusho disease, cancer epidemiology, epidemiology of the Onchocerciasis in Guatemala, radiation epidemiology, population-based cohort studies, occupational health, and international collaborative research. Based on my own field experience, I would like to introduce you the joys and hardships of epidemiological research activities realistically. I hope that all of you will become cosmopolitan with a solid Japanese identity, through overseas activities and epidemiological research activities.

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Messages from Current Students Kumiko  GOTO    1st  year  student,  Graduate  School  of 

International Health Development  

For  two  years,  I  worked  as  a  Japan  Overseas  Cooperation Volunteer  in Ghana working on AIDS countermeasures. After  I returned,  I became a Kyushu Overseas Cooperation Volunteer and worked on a developmental education assistance project. During my project, I reviewed my two years of experience as a volunteer and decided to go back to school because I wanted to work  in the  field of  international health again. My background is not the medical field, so it is a brand new experience for me to  learn  about  tropical  aspects  of  such  fields  as  medicine, epidemiology,  and  medical  anthropology.  It  is  also  a  great  opportunity  for  me  to  consider  the  health  problems  of developing  countries  from  various  angles.  I  greatly  appreciate  every day with  enthusiastic  teachers who  are willing  to listen to my concerns for hours and also appreciate spending time in school with classmates from various backgrounds. In the second year, a long‐term internship and research are included in the curriculum. My hope is to work in Africa again, so I would like to work hard in acquiring knowledge from classes during the first year and put it to use in practice. 

Mariko NIINO 1st year  student,  Graduate  School  of 

International Health Development

I have always wanted to work abroad. I participated as a 

nurse  in  Japan  Overseas  Cooperation  Volunteers  in  Laos 

after working  in a hospital as a nurse  for  six years. After  I 

came back to Japan, I was hesitant about choosing to go on 

to a graduate  school  for nursing. However,  I  learned  from 

my  experience  in  Laos  that  health  problems  consist  of 

various  factors  having  social,  economic,  and  cultural 

aspects.  Considering  this,  I  decided  that  I  want  to  learn 

about how to create a health system in an area where many 

people have health problems  and how  to  improve  the health  level of a whole  region.  I have heard  that professors  at 

Nagasaki University have specialized knowledge and vast experience, as well as being active, not only on campus, but also 

internationally, in various regions. I applied for this school to have a good learning experience in order to prepare myself 

to work in the international health field. At this graduate school, I have met many people who have a similar wish and it 

has been a great experience so far. I would like to make the two years a great learning experience while appreciating the 

great teachers and classmates whom I am able to meet. 

Wataru  MATSUMOTO    1st  year  student,  Graduate  School  of 

International Health Development

Since I do not have any experience working abroad, there are 

many  things  that  I  am  learning  for  the  first  time.  I have been 

putting in all my effort every day when doing homework and am 

barely keeping up with the classes. However, I enjoy my classes 

every  day  and  feel  invigorated.  My  classmates  have  various 

experiences.  Hearing  from  them  and  seeing  their  serious 

attitude in tackling projects is very stimulating.  

The schedule for the next two years is very hard and includes 

not  only  taking  classes,  but  also  doing  a  long‐term  internship 

and  project  studies.  However,  this  is  a  great  environment  for 

learning and I am excited by having this great experience.

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Naomi AMAIKE   2nd year student, Graduate School of  International 

Health Development  

People can make a decision, have the courage to throw away what they  have,  and  can  change  their  beliefs  to  accept  new  concepts because  of  their  will‐defined  fundamental  beliefs    During  my experience  as a nurse  in  Japan Overseas Cooperation Volunteers,  I had  many  opportunities  to  describe  my  surroundings  using  my personal awareness, my field senses, and my sympathy . Here, on the other  hand,  I  have many  opportunities  to  train myself  to  view  a situation calmly from various points of view. I am active in Kenya and am  seeing  the  connections  among  various  things  that  I  have  been feeling while learning the basics of various academic subjects at this school. I have heard that only in Japan and South America, public health is taught in the major language spoken in the country 

(Japanese for Japan and Spanish for South American countries). Although language is an obstacle in the actual field, one of the reasons that we can understand public health more deeply and acquire the necessary knowledge is that classes are not taught in a foreign language, such as English. However, this school offers an internship program where we can learn closely from strong professors. It is a great opportunity, not only in terms of language, but also as a review of the knowledge we acquired in the classroom through actual experience. In the process of applying first‐year classroom knowledge, we have the chance to put knowledge to use by selecting, judging, and applying it to actual circumstances in a way that maximizes our  abilities.  I would  like  to  learn  various  things  from  the  internship process,  and  so  gain  confidence  and  increase my communication abilities.

Yoshimi TSUCHIYA  2nd year student, Graduate School of International Health Development

Hello. It has been a week since I started my long‐term internship in the 

provincial department of health in Laos. Although it has been a short time, 

I had many moments when I realized that what I have learned in my first 

year is useful. This school offers lectures in a wide variety of fields in small 

classes.  It  is  a wonderful  environment where we  can  ask questions  and 

talk  about  our  concerns  with  experienced  professors.  I  have  never 

previously had any experience related to public health. I had some worries 

about whether  I would be able  to apply what  I have  learned  in practice 

while  I was  learning the wide variety of subjects at this school. However, 

now that I am actually in the field, I realize that I have more perspectives 

than previously. I often notice that what I am seeing  is related to what my professors have said and what was written  in 

the material  that was given. Because of  these  things,  I  can  actually  “compare what  I  see  in  front of my eyes  to other 

events”. Of course, what I need to produce from this  is a challenge for me, and I am in the midst of training right now. I 

truly wish that  I could give something  in return every time  I sense the warmth of my professors  in Nagasaki and here.  I 

would like to maximize this opportunity as a student and do what I can during this time. 

Shoichi  MASUMOTO    2nd  year  student,  Graduate  School  of 

International Health Development 

I started at this school after working as a physician for five years in Japan. Since  the  first and  second  training  to be a physician was  so busy, this next two years seems like such a luxurious time. Right now, I  can  spend  time  studying  things  that  I want  to  learn  and  receive guidance from professors who are specialized in various fields. What I  take  from  this  is  up  to  me,  but  it  has  been  an  eye‐opening experience every day to encounter various perspectives for the first time.  Also,  the  curriculum,  with  its  heavy  emphasis  on  the  field, which  this  school offers  is  very attractive.  Since  I did not have any experience working  in a developing country,  it was quite significant for  me  to  experience  the  public  health  system  and  development situation  of  Bangladesh  during my  short‐term  field  trip.  From  April  2012,  I will  start  the  long‐term  internship  in  the Philippines. This  internship program during  the  second year  is a major  selling point  for  this graduate  school.  I am very excited that it will impact me greatly going forward. After graduation, I hope that I can return something to society from these two years of experience.

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Messages from Graduates

Makiko IIJIMA, graduated in March 2012 

Before  I started at this school,  I felt  like the world was full of things that  I did not know. After  I graduated,  I still do not know anything about  the world.  I  feel  like  the world  that  I  do  not  know  has  expanded.  Many  different  types  of  people  have completely different awarenesses. Even with those differences, the world keeps going. That is it. But that is why it is interesting. I want to know more. I want to explore the things  that  are  not  going well.  At  Nagasaki  University,  there  are many  interesting people, both students and professors. The past two years seemed like a small project with a group of 11 students with an aim to trying to obtaining MPH degrees. It was a valuable experience  to be able  to meet and  talk  to people who  live  in a completely different region than me.  There  are  various perspectives  in  this unknown world,  and we  all have  to  live  in 

different places while believing in ourselves. However, whether or not we know about these perspectives makes a huge difference. I have gained some hints on what I need to think about and what to believe and with what goal in this world from everyone I met in the past two years, and I was able to move forward a bit. With this in mind, I am thinking what I am going to do next.

Eriko SASAKI, graduated in March 2012 

Because  of  my  experience  as  a  pharmacist  in  Japan  Overseas Cooperation Volunteers, I decided to come to this school to acquire a comprehensive perspective.  I studied very hard for the past two years.  The  classes were  very  interesting.  I  remember  that  I was completely drawn into the enthusiastic and realistic lectures. It was difficult because  I needed to  learn  from various  fields, but  I  feel a sense of accomplishment.   I  conducted  research  activities  during  the  long‐term  internship, which  is  one  of  the  aspects  of  this  school. My  research  was  to measure  the  level  of  understanding  of  pediatric  medical  care among parents  in Malawi.  It  started with going  through  the  local ethics committee, and went on to the hiring of research assistants and data  collection  in  the  field.  Throughout  the whole process,  I 

was  supported  by  the  professors,  office  staff,  and  the  local  joint  researcher.  Though  difficult,  it was  a  fulfilling  and valuable  experience  for me. At  the  same  time,  I was  able  to  find  answers  to  the  questions  that  I  had  in mind  as  a volunteer and got to know the enjoyment of research.   It  is an asset for me to spend the two years studying with unique students while we helped one another, and  I have gained a broad and objective view of situations  from various angles.  I would  like  to keep on  trying hard and open up opportunities for the future. 

Mayo ONO, graduated in March 2012 

One of the most valuable things that I experienced during the two years of the master’s program was the acquiring of the perspective of cultural  and  medical  anthropology.  Prior  to  my  enrollment  in  this graduate  school,  I  forced my  values  upon  the  local  people where  I implemented my project and  felt  irritated  that  things did not go as  I expected.  There  are  various  cultures  in  the world,  and  they  change over time. If the project does not suit the culture, lives, and customs of the people, it will not be accepted, or may even worsen the situation. When I went to Kenya during my second year to do field research and an  internship on  a project  related  to maternal  and  child health,  the aforementioned  perspective  that  I  learned  during my  first  year was very useful. It became keenly obvious that I need a broader point of view in conducting activities in reproductive health, which is my specialty. I am proceeding with my education in the doctorate program now. With more competent skills and knowledge in epidemiology and statistics, I would like to conduct research in the field again. I recommend that you also find your own significant point of view through the curriculum of this school. 

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Career/Education Paths of Graduates （As of May 1st for each year）

Class of 2012

Position, Affiliation Country

Field Research Coordinator, Médecins Sans Frontières Nigeria

Associate Researcher, Global Link Management Inc.

Japan Specialist Staff, IC Net Limited

Healthcare Manager, JICA Kansai

Medical Doctor, Kitasato Institute Medical Center Hospital;

Short-term Consultant, WHO Vietnam Country Office Japan, Vietnam

Yangon Office Coordinator, Bridge Asia Japan Myanmar

Doctorate Student, Graduate School of Biomedical Sciences, Nagasaki University Japan

Class of 2011

Position, Affiliation Country

Community Health/Operational Research Advisor, JICA Project for Strengthening Management for Health in Nyanza Province

Kenya

Acting Office Representative, Zambia Country Office, Japan Anti-TB Association (JATA) Zambia

Program Officer, HANDS (Health and Development Service)

Japan

Pharmacist, Kenko Kyodo Pharma Corp.

Prefectural Government Officer, Fukushima Medical University

Research Assistant, Research Institute for Humanity and Nature

Special Fellow of Health Leadership Development Initiative, WHO Western Pacific Regional Office (WPRO)

The Philippines

Doctorate Student, Graduate School of Biomedical Sciences, Nagasaki University Japan

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Class of 2010

Position, Affiliation Country

Public Healthcare Specialist, JICA Grassroots project for safer pregnancy/delivery sustained

by the local community in Chibombo District implemented by TICO Zambia

Project Specialist, JICA Health Promotion and Preventative Healthcare Enhancement Project in Sri Lanka implemented by Global Link Management Inc.

Sri Lanka

JICA Expert, JICA project for Strengthening of Activities of Survey and Control for Chagas Disease

Nicaragua

JICA Expert, JICA Integrating Health and Empowerment of Women in the South Region Project

Jordan

Program Advisor (Health), JICA Kenya Office

Kenya Coordinator - HIV Testing and Counseling, United Nations Development Programme

Intern, Community Action Development Organization (CanDo)

Project Coordinator/Acting Office Representative, Association for Aid and Relief (AAR) Tajikistan Office/Morioka Office

Tajikistan

Short-Term Volunteer, Japan Overseas Cooperation Volunteer Program, JICA Malawi

Doctorate Student, Graduate School of Biomedical Sciences, Nagasaki University Japan

As of now, there are 30 graduates who finished the master’s program in three classes.

Students who have found new employment due to the expiration of the contract with their previous employers.

Position, Affiliation Country

Assistant Professor, Graduate School of International Health Development, Nagasaki University

Japan

JICA Associate Expert

East Timor Project Coordinator, Services for the Health in Asian & African Regions (SHARE)

Timor-Leste

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Research Environment

Study Hall Students in the Graduate School of International Health

Development can share the study hall on the first floor of the

Institute of Tropical Medicine with Tropical Medicine

students of the Graduate School of Biomedical Sciences

(master’s program), and students of the Three-month Course

on Tropical Medicine and Related Studies.

Admission and Tuition fees

Admission fee: 282,000 yen ・Tuition fees: 535,800 yen (academic year 2012)

■ Exemption from the admission and tuition fees

Students who meet certain conditions designated by the University regarding their academic

performance and financial situation may apply for exemption from (or delayed payment of) the

admission and tuition fees. Selected applicants can benefit from this system.

Financial assistance Nagasaki University students are eligible to apply for student loans or scholarships offered by Japan

Student Services Organization (JASSO), local governmental bodies and other associations.

■ JASSO student loans (students enrolled in academic year 2012)

Program Type I scholarship

(interest-free) Type II scholarship (interest-bearing)

Master’s A choice of

50,000 yen or 88,000 yen

A choice of 50,000 yen, 80,000yen, 100,000 yen, 130,000 yen or 150,000 yen

Others Of the expenses necessary to complete the required short-term fieldwork and long-term internship, for

the purpose of crisis management, Nagasaki University bears part of the expenses for accommodations,

vaccinations, traveler’s insurance, etc.

Number of students As of May 1, 2012

Master’s program Year1 Year2 Total

International Health Development

Quota １０ １０ ２０

Actual １０ １２ ２２

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Admission Policy (policy on admission and education) Students who are desirable for admission

Competencies required: Since students are required to cooperate with specialists of various fields

overseas, they must have a strong interest in and motivation for international cooperation and international

health, as well as capacity for multicultural symbiosis, cooperativeness, leadership, and communication

skills, including the ability to use a foreign language in specialized fields.

Experiences desirable or required: People with operational experience (in Japan or abroad for any job

type) in making a social contribution (volunteer) are encouraged to apply. Desirable applicants have a few

years of operational experience at JOCV, NGO, governmental organizations, or private enterprises after

graduating from university or a vocational school, such as a nursing school, or have equivalent experience.

To be considered for admission, applicants are desired/required to have the following:

1. communication skills to use a foreign language in a specialized field (skills and expression);

2. the basic knowledge of international cooperation and international health that are generally expected of

bachelor’s degree holders (knowledge and understanding);

3. multicultural symbiosis, cooperativeness, and leadership (skills and expression);

4. a few years of operational experience in JOCV, NGO, governmental organizations, or a private

enterprise (skills, knowledge, and understanding);

5. experience making a social contribution (volunteering) (skills, knowledge, and understanding);

6. a strong interest in and motivation for international cooperation and international health (attitude and

directivity).

Selection Method

General Admission: Admission is selected based comprehensively on the scores of a scholastic test

(written) and interview (including oral examination), as well as a document examination.

Entrance examination subjects:

・ Foreign Language (English): Evaluate English skill in specialized fields (reading comprehension and

writing ability).

<Applies to item 1 listed above>

・ Specialized subject (international cooperation and international health): Evaluate basic knowledge of

international cooperation and international health in terms of what is generally expected of bachelor’s

degree holders <Applies to item 2 listed above>

・ Short essay: Short essay exam to evaluate the ability to relate the basic knowledge of international

health to actual incidents.

<Applies to items 3 to 5 listed above>

Interview: Oral examination to verify operational experience, accomplishments in making a social

contribution, motivation to learn, and career plans after graduation, as well as to verify their qualification

and communication ability in terms of what is necessary for practical situations in international health (in

Japanese and English). <Applies to items 3 to 6 listed above>

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Admission

Selection for admission for Academic Year 2013

Maximum number of students admitted: 10

Entrance examination: December 1, 2012

Announcement of results: December 13, 2012

Acceptance of application documents: November 9-16, 2012

Eligible candidates: Bachelor’s degree holders, or equivalent (see Application Guidelines for detail）

Examination site for 2013 Graduate School of International Health Development

The 2013 entrance examination for the Graduate School of International Health Development will be

held at the National Center for Global Health and Medicine on Saturday, December 1st, 2012.

Please refer to the 2013 Admission Guidelines for details.

The information will be posted on the website as well.

URL: http://www.tm.nagasaki-u.ac.jp/mph/

Entrance examination subjects

1. Foreign language (English)

2. Specialized subjects: basic knowledge in international cooperation/ public health of the level

generally expected of a bachelor’s degree holder

3. Essay: on a case of international cooperation/public health

4. Interview: covering professional experience, community service, motivation for studies, career

orientation upon graduation, etc. as well as verbal communication skills in English and Japanese

（Reference） Past admission

Major Year Quota Candidates Admitted Enrolled

International Health Development

2008 １０ ２３ １２ １１

2009 １０ ２５ １１ １１

2010 １０ ３０ １１ １１

2011 １０ １３ １０ ９

2012 １０ ２２ １１ １０

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Location and Transportation

Nagasaki ekimae Urakami ekimae Hamaguchi‐machi Ohashi

Sakamoto Campus ●From JR Nagasaki Station

By Street Car From Nagasaki Station →（bound for Akasako）→ Get off at Hamaguchi-machi→ on foot

By Bus From Nagasaki Station →（No. 8 bound for Ohashi via Igakubu）→ Get off at Igakubu (School of Medicine) mae

●From JR Urakami Station By Street Car

From Urakami Station→（bound for Akasako）→ Get off at Hamaguchi- machi→ on foot ●From Nagasaki Airport

By Prefectural Bus Nagasaki Airport Bus Stop No. 4→（bound for Nagasaki via Showa-machi and Urakami）→Get off at Urakami Station (follow instructions “From JR Urakami Station”)

Nagasaki 

Igakubu mae 

Nagasaki University 

Sakamoto Campus 

Nagasaki UniversityHospital

Urakami

For further information:

Nagasaki University Graduate School of International Health

Development (Nagasaki Daigaku Kokusai Kenko Kaihatsu

Kenkyuka Jimushitsu)

1-12-4 Sakamoto, Nagasaki City 852-8523 TEL：095-819-7008 E-mail: mph-adm@tm.nagasaki-u.ac.jp

JR

Street car

Bus