Osaka Prefectural Nose Senior High School

Super Global High School


Super Global High School About MEXT’s The Super Global High School Program



The Super Global High School program has been created to meet demands in today’s rapidly globalising environment, aiming to raise global leaders who will be able to play active roles across the world.
Through this education programme in high schools, students will gain internationally competitive communication abilities and problem-solving skills, as well as an awareness and deep knowledge of social issues.


The SGH programme certifies high schools and equivalent institutions that work to raise global talent to contribute to various international fields, with the ability to identify and find solutions to global social issues.
SGH is run in collaboration with corporations and international organizations as well as domestic and foreign universities.
The programme supports the schools’ development and organisation of high-quality curriculums through an initial five years from 2015 to 2019.
Targets of the programme are public and private high schools, and schools with combined junior/senior high school education.
There have 56 registered schools in both 2014 and 2015.

[For more information, visit MEXT’s SGH website]


Nose High School on The Super Global High School Program (2015-2019)

Project Overview Figure(PDF)              Project Plan 2015(PDF)


・Project Theme

Nurturing global talent by cultivating the ability to discern and act wherever there is international cooperation


We aim to supply our students with the following skills:
– an understanding of the relationship between donor and recipient of international aid
– an understanding of the controversy and compromise between local and global communities on topics such as economical and practical support for street children, and conflict between economic growth and conservation of the natural environment
– the judgment skills of a global leader, such as the ability to form critical opinions on such arguments and situations, both on the side of the locals and recipients, and the outsiders and donors
– knowledge of multilateral international cooperation and considering what they themselves can do as a human, a citizen of Osaka Prefecture, a citizen of Nose Town, and a student of Nose High School.
– practical skills as a global leader through workshops and discussions in collaboration with The University of Kuala Lumpur, Osaka University, Osaka Kyoiku University and foreign sister schools

・Purposes and Goals of the Project

(1) Purposes and Goals


  1. Utilise previous experiences and relationships that Nose HS has developed through education in international understanding and communication
  2. Develop and improve the contents of our curriculum
  3. Encourage students’ proactive efforts to find and execute solutions
  4. Collaborate with domestic and foreign universities on global issues
  5. Cooperate with local people in Nose Town


 We wish to train students to:

  1. Quickly grasp the current situation and make judgments with a global perspective
  2. Apply methods of international cooperation to local issues
  3. Collaborate with the local community with a global perspective
  4. Discuss in their own words Nose Town and Nose HS in an international community.


(2) Current Situation and Estimated Result of the Project

In 2001, Nose High School reformed from its long-standing system of General and Horticultural courses into a system of integrated courses, and started facing the practical challenges of combined junior/senior high school education. It was the first public school in Osaka to do so.

Our school maintains a local flavour with our agriculture, and promotes conservation of the Satoyama area. We grow crops such as grapes and chestnuts, raise sheep, and keep bees on our five-hectare farm, and show students how to make the most of special characteristics of the local area.

Nose HS makes a great effort in international communication and cross-cultural understanding in order to raise global awareness. As a result, Nose HS has been registered as a UNESCO Associated School since July 2010.

-Estimated Results

  1. More accurate judgment skills through case studies of needy children and endangered mangrove forest
  2. Better collaboration skills through case studies of locals and outsiders working together in the community.
  3. Self-motivation to attend local activities

(3) Publicity

We will post frequent updates and information on the SGH programme on our own website, websites of the related universities and organizations, as well as on our social media channels.

The annual report will be delivered to the partner universities, high schools and other organizations. It will also be published on our website.

We will discuss the results of the project in annual and mid-term public reporting sessions, with a focus on collaborating junior high schools, Nose Town Value Creation Committee and the citizens of Nose Town.

We will also take full advantage of the opportunities such as those provided by study sessions and meetings organised by Future Farmers of Japan, and by UNESCO Associated School meetings. We will hold frequent press conferences for newspaper journalists.

(4) Case Studies



”Poverty and Street Children in Mongolia”

-Children’s Education (2016)

-Creation of Independent Community and Mutual Collaboration (2018)
”Economic Growth and Destruction of Nature in Malaysia”

-Disappearing Forests and Charcoal Production (2015)

-Shrimp Cultivation and Planting of Mangrove Trees (2017)

-Plantation and Deforestation (2019)

The schedule and curriculum will be amended and planned around the results each year in an effort to keep them cutting edge, constantly evolving, and problem-free.
(5)Implementation Methods and Evaluation

Implementation Methods


  1. Introduction classes on the SGH project
  • First Year students: lectures in ”Industrial Society and Human Beings” and “Agriculture and Environment”
  • Second and Third Year students: develop understanding on the relationship between locals and outsiders, current global issues, and how to grow up as a global talent, through workshops and talks from guest lecturers.
  1. Second and Third year students

Super Global themed classes:

develop understanding on global issues through case studies of street children and mangrove planting.
English essay writing and presentations on training will be done in cooperation with universities.
Students will make presentations talking about SGH activities at a variety of events and locations, including the annual and mid-term SGH public reporting meetings, foreign sister schools, events in Nose Town, the Agricultural Club, UNESCO Associated School meetings, and events at Osaka University’s School of Foreign Studies.
They will also contribute towards exhibitions at the Japan International Cooperation Agency (JICA), and attend several charity bazaars.


  1. Second and Third Year students

Study tour “Survey of Conditions in a Foreign Country”:

volunteering activities on trips to Mongolia and Malaysia, allowing students to see social issues with their own eyes and understand the situation of both the locals and those supplying aid and support.


  1. Second and Third year students

Workshops at the University of Kuala Lumpur, followed by discussion and sharing of global issues with a domestic university based on the report of the study tour.


  1. Second and Third year students

Workshops with exchange students, aimed at attempting to find solutions for global problems from global perspectives.

*To evaluate of the effectiveness the above Methods 1-5, we will consider attendance figures among the students, scores of their English language tests, and conduct a questionnaire before and after classes to see how much the students have understood, and to assess how satisfied with and influenced by the classes they have been.


(6) Essential Extracurricular classes

Although it won’t be classified as extracurricular, we will run the class “Lifelong Liberal Arts” – a “Super Global Study” course designed by the school – as an optional course with 2 credits for the Second and Thirds Years after 2016.