研究課題;「開発ネットワーク(JANP)」/マレー・インドネシア語教育のための教材開発
研究経費;100万円
研究組織;研究代表;野村 亨(総合政策学部教授)
研究協力者;トトク・スハルディヤント(総合政策学部訪問講師)
小笠原健二(総合政策学部講師)
バンバン・ルディヤント(総合政策学部講師、和光大学経済学部助教授
ウィドド、H. S. , マラン国立大学教授
ドゥイ・プスピトリニ、国立インドネシア大学言語センター
副所長
イルサンティ・スタント、国立インドネシア大学言語センター
所長、文化学部教授
慶應義塾大学SFCにおいては過去16年にわたってマレー・インドネシア語が開講され、これまでに延べ1000名以上の学生がこの言語を学んで来た。さらに2005年度からはSFCのみならず日吉、三田の両キャンパスでも講座が開講された。しかるにこれまで教材開発は主として実際の授業のなかで試行錯誤しつつ開発してきたので、現在でも授業に使用する教科書はハンドアウトの形のみであり、まとまった形の教科書は出版されていない。このような事情に鑑み、まとまった形の教科書を出版することが教員の間で喫緊の課題となっている。
教科書を出版するにあたり、まず必要なことは言語教育の専門家を交えてワークショップを開き、そこで従来使用してきた教材を客観的に評価ないし批判してもらい、その結果を含めて教科書の質を高めた上で出版したいと考えている。そこで、インドネシアから外国人のためのインドネシア語教育の専門家2名ならびにインドネシア語言語学の専門家を1名、1ヶ月日本に招聘してワークショップを開き、いわば外から客観評価をしてもらい、それをもとに最終的には教科書を出版する予定である。
上記の趣旨に基づき、去る11月1日より30日までの期間に下記の専門家3名を招聘し、国内のインドネシア語専門家を交えてさまざまな学術交流活動を行った。
インドネシア語教授法の専門家
外国人に対するインドネシア語教育の専門家
A REPORT ON THE EVALUATION OF CURRICULUM AND THE TEACHING OF
INDONESIAN LANGUAGE AND CULTURE AT INDONESIAN AND MALAY PROGRAM
Dwi Puspitorini
I.
FOREWORD
An evaluation on the curriculum and the
teaching of Indonesian language and
culture at Keio SFC was based on an
observation conducted during November
2006. The observation was carried out on the following classes, i.e. Basic 1
and 2, Intensive 1 and 2, and an Introduction to Indonesian. Besides
observation in the classroom, there was also an evaluation on learning
materials for basic level.
The
report on the evaluation includes the areas that need attention and
development; factors that need improvement; factors that become the strength
and can be exploited; factors that
can be impeding; and proposals for future development. The last part of this report contains some recommendations for Basic
level learning materials which are going to be published.
II.
THE
AREAS THAT NEED ATTENTION AND DEVELOPMENT
The teaching of Indonesian language at Keio SFC need to reformulate the
following areas.
1. Position
of the Subject
It is important to review the position of Indonesian subject in the context
of a program at the faculty and
university levels. Is Indonesian as one of the cumpolsory subjects or not? The
position of Indonesian as a
cumpolsory or an elective subject determines the teaching and learning
processes.
2.
Curriculum/Syllabus
Indonesian/Malay Program at
3. Prerequisite to
take Indonesian
Are
there any requirements, such as the number of credit units a student has
obtained, major, specific test, etc to take
4. Objective
of the Subject
What
is the objective of the subject? Say, for example, the objective of Basic 1
level is for introduction, for additional competence development, and so forth.
5. Description of the
Subject
Every subject has a description about the subject which contains its
content and scope.
6. Reference
It is important to establish a reference as the basis for designing
learning materials.
7. Description of
the Subject
To
achieve a level of competence required in the curriculum, how is Indonesian
subject described at
8. Credit
Units for the Subject
How
many credit units and hours required in a semester to achieve the standard
competence set?
9. Inputs from
Learners
What
are the inputs from Indonesian language learners, which could be based on the
number of students who take up the subject, their majors, their interests, and
so forth.
III. THE FACTORS THAT
NEED IMPROVEMENT
1. Program
Development
The
main aim of teaching Indonesian is to enable the students to communicate with
the speakers of Indonesian language. Therefore, it is important for the
students to have an experience of living in
2. Execution
of the Subject
How
is the execution of Indonesian subject seen from the perspectives of lecturers,
time, facilities, and processes. The primary goal of Indonesian teaching at
3. Variations of
Teaching Materials
To
make the learning materials interesting, they should vary. Thus, the kinds and
sources of learning materials should be improved. Indonesian teaching through
popular literature, films, modern poems, and advertisements has not received
enough attention. In fact, the facilities at Keio University SFC are very conducive for teaching
Indonesian using a variety of learning materials suggested above.
IV.
THE SUPPORTING FACTORS
There are some potentials that support the
teaching of Indonesian at Keio University SFC. The potentials need to be used
maximally so that they can boost the result of teaching. The factors are as
follow:
1. Learning
Facilities
Keio University SFC has advance facilities that can support the teaching
and learning of a language. The presence of those sophisticated objects in the classroom such as LCD can
be used as a teaching medium. Moreover, nearly every student has a personal computer
with internet access. This enable the lecturer to condition learning any time.
A lecturer can give an assignment without having to meet the students.
2. Lecturers
Keio University SFC has
enough resources to invite native speaker guest lecturers. This is a very good point because the
students have a lecturer who can act as a language model. A native speaker
guest lecturer is expected to speed the students’ language mastery. For that reason, the lecturer should
avoid using the native language of the students.
3. Students’ Interest
Based on the observation on students who take Indonesian, the students
have high motivation to learn this language. Although some students are quiet
during the lessons, a lecturer can
provide them with some activities which can make them more active.
4. Cooperation
The
cooperation between Keio University SFC with some universities and institutions
that provide Indonesian language program in
V. THE
IMPEDING FACTORS
1. The common barriers faced by
Indonesian language program provider outside
2. There is one problem
faced by Indonesian language program at
VI.
THE OPPORTUNITIES FOR DEVELOPMENT
The opportunities for future development are as follow:
1. To
publish interesting learning materials which become a trade mark learning
materials at
VII. SOME INPUTS FOR BASIC LEVEL LEARNING
MATERIALS
A. There are some crucial questions as the basis for developing learning
materials.
1. What
is the syllabus like?
2. Are
the materials designed for teachers or students? In other words, are the
materials (the book) for teachers’ book or students’ book?
3. Is
there a guide book that shows how to use the book?
4. What
is the reference for the guide book?
5. What
are the components designed for this book?
6. Is
there an emphasis/ focus on a particular component of the book?
7. How
is the book structured?
8. How
are the exercises and assessments designed in the book?
9. How
is the use of Japanese in the book? What is it for?
10. How
are grammar and cultural notes treated in the book? What are they for and how
are they selected?
II. Some Inputs for The Content of Basic Level Book
1. The
Basic level book does not help students to study by themselves. This fact makes
the lecturer translate the new words and explain the sentences whose patterns
have not been discussed before. The students will not remember much from this
kind of translation. They tend to forget and forget it again in the next
meetings.
2. There
should be an additional word list which accompanies a group of words or a
particular sentence pattern. The students have to memorize those words. For
example, when they are introduced with the word “berasal dari (come from)”,
provide them with another verb list such as “tinggal di” (live at).
3. If a
speaking text is to be converted into a listening text, there are some texts
which are too long. For basic Level, the text should not be too long. For every
speaking text, provide the students with some background information of the
situation. For example, A and B are
ordering some food at a university canteen for lunch. A is a lecturer, and B is
a student.
4. If a
speaking text is to be converted into a listening text, the names of the
speakers have to be mentioned. The questions must not ask something that merely
rely on memory (or solely depend on eyes to look for letters if it is a reading
text). The questions about the names of people or other names should be
minimized because they count on retention. The questions do not have to be the
content of the text, it may also be a contextual question, such as: where does this conversation take place?
If this kind of question is proposed, the background situation or
information must not mention the location. If the students understand the
content of the text, they will be able to answer the question about location,
for example, at restaurant, because
they understand the conversation between a waiter and a customer.
5. The
sequence of teaching focus should be paid attention to so that the learning is
interrelated. For example, at the beginning the students are introduced with
the words “ini” and “itu”, they also also expected to know
how to use those words correctly, but then the explanation of how to use them
appear later.
6. It is
suggested that on every lesson there are some target vocabularies that have to
be mastered by the students (at the most 15 words on every unit of the lesson).
On the next lesson, there should not be new words apart from those words
previously introduced, especially the words that become the focus of each unit.
For example: Lesson 7 focuses on introducing adjectives. Then on Lesson 8,
there should not be adjectives out of the ones introduced in Lesson 7.
7. Exercises
as parts of the lesson should be in form of activities that compel can students
to produce more sentences (speaking or writing). A variety of games can be used
here, for example, Hobby on Lesson 11. The exercise to determine the kinds of
hobby is an individual based task. The students are not required to make
sentences about a hobby. Therefore, a lecturer needs to provide an activity
that can force the students to practice their speaking skills. The examples of
activities which are student-centered can be found in the enclosure.
APPENDIX
What is your friend’s hobby?
Name |
Hobby |
Mega |
|
Citra |
|
Rahmat |
|
Ari |
|
1. Ask your friends
about their hobbies. For example:
A
: Apa hobimu?
B
: Aku suka berenang.
A
: Apa hobimu?
B
: Menyelam.
2.
Tell your friends in the class what you
know about your friends’ hobbies, or write about their hobbies. For example:
Hobi Mega menyelam.
Rahmat
suka naik gunung. dst
REPORT ON
ACADEMIC ACTIVITY
SCHOLARSHIP
PROGRAM KEIO UNIVERSITY-SFC
DESEMBER 2006
Widodo Hs.
State
INTRODUCTION
Report on
academic activity is part of the requirement of the scholarship program of
The
activity lasted for about one month, since 31 October to 1 December 2006. The
location of the activity is not limited within the campus of Keio University-SFC
but also held in some other places (both other campuses and in different
cities) which are related and relevant to the academic activity. This academic
activity report is divided into four sections, that is:
(1) The
objectives of the program
(2) Description
of the activities
(3) Several
important achievement, and
(4) Future
perspective
These four sections are presented
consecutively as follows.
OBJECTIVES OF THE PROGRAM
Basically,
the objective of this activity is to honor the formal invitation from
(1) To
observe the implementation of the program or teaching-learning process of
Indonesian Studies in Keio University-SFC.
(2) To
review and evaluate the curriculum of Indonesian Studies program.
(3) To
review and evaluate the learning materials of Indonesian Studies program.
(4) To
provide notes for improvement and development of the implementation of
Indonesian Studies program in Keio University-SFC.
DESCRIPTION OF THE ACTIVITIES
In
accordance with the objectives and mission of the program, this description of
academic activities is divided into 8 topics, that is: (1) observation on the
implementation of Indonesian Studies prigram, (2) review and evaluation of the
curriculum, (3) review and evaluation of learning materials, (4) collaboration
in teaching-learning process, (5) seminar presentations, (6) study visit, (7)
special activities and (8) discussion on program development.
These
eight topics of activities are integrated academic activities which are
assigned to the guest lecturer during his stay in Keio University-SFC. However,
the main focus and target of the academic activities is on the first three
activities. Therefore these three objectives are discussed in separate note
(that is the report on the result of review/evaluation of the curriculum and
teaching materials of Indonesian studies program).
The
description of these academic activities has been designed in the form of
schedules for the guest lecturer’s activity for one month. Its implementation
is still open for modification, both in terms of the substance or content of
the activity and of the timing of the implementation. Modifications were made
to the schedule with the intention to improve the effectiveness and efficiency
of the mechanism of the activity and the achievement of targets.
What
follows is the description of the eight topics of activity.
1. Observation on the Program
Implementation
Observation
on the implementation of Indonesian Studies program consists of two parts, that
is: (1) coordination/orientation and (2) teaching-learning process in the
classroom.
The
coordination/orientation activity includes:
(1)
Briefing or initial coordination in order
to obtain explanation/information concerning the schedule of activity for one
month.
(2)
Familiarizing the guest lecturer with the
local surroundings, and to introduce the guest lecturer to the teaching staff
and assistants.
(3)
Overview on the Indonesian Studies in Keio
University-SFC, especially in relation to the curriculum, teaching material,
and its implementation.
(4)
Initial discussion on the program
description and other things related to its implementation.
The
learning activity in the classroom includes:
(1) Observing
the learning process in the classroom for all levels, covering basic level,
Intensive I and Intensive II classes.
(2) Teaching
and provide “model” for the basic, Intensive I and Intensive II classes.
(3) Collaborating
with lecturers in assessing/testing the students.
(4) Making
notes on the result of review and evaluation about learning process in the
classroom.
(5) Discussing
the result of observation on implementation of learning process in classrooms
and dealing with such topics as method, material, media and evaluation.
2. Review and Evaluation on the
Curriculum
The review and evaluation of the curriculum
of the Indonesian Studies program is implemented as the following four
activities:
(1)
(2) Identifying
the salient aspects in the curriculum (among others: the basic
framework/orientation, objectives, components and their descriptions).
(3) Studying/reviewing
the various aspects of the curriculum in the context of the development of
Indonesian Studies program.
(4) Making
notes to report on the result of review and evaluation for the purpose of
improving the curriculum, especially its basic framework/orientation,
structure, components and their descriptions
3. Review and Evaluation on the
Learning Materials
The review and evaluation on the learning
materials covers the following six points:
(1)
(2) Identifying
the learning materials comprehensively to cover all aspects in it (form,
content, and arrangement/structure).
(3) Detailed
examination on each part of the learning material based on the criteria of
learning material which has been determined beforehand.
(4) Making
notes on the improvement of learning materials, both comprehensively and in
detail for each aspects.
(5) Discussing
the result of review and evaluation of learning materials with material
designers and lecturers/teaching staff.
(6) Formulating
a report for the review and evaluation on learning materials as a written
documentation for the purpose of writing textbook of BIPA (Indonesian Language
for Foreign Learners).
4. Collaboration in
Teaching-Learning Process
Collaboration
in teaching-learning process is an activity in which the guest lecturer present
teaching materials to the class in cooperation with the teaching staff in
charge of the courses in Indonesian Studies Program. This activity is aimed at
creating variation in teaching-learning process, to present special course
material from the guest lecturer and present model for the teaching activity
and also to teach the students in team teaching. The collaboration for the
lectures are conducted through the following activities:
(1) Participating
in a course on “Introduction to
(2) Giving
general lectures in the capacity as guest lecturer with the topic “The Ritual
Culture in Indonesian Society” to the students on Keio-University-SFC.
(3) Participating
as speaker in the course of Seminar on
Research which is managed by Prof. Toru Nomura.
(4) Providing
model for learning in the courses for Speaking, Vocabulary and Grammar of
Indonesian Language for students in the Basic, Intensive I and Intensive II
levels.
(5) Taking
part in team teaching with the lecturer in charge of the courses of Indonesian
Studies Program in peroviding assessment/test on Indonesian language.
(6) Participating
as speaker in the courses of Indonesian Studies, especially for the objective
of improving the teaching-learning process in the classroom.
(7) Providing
consultation proposal and thesis writing for graduate students in Indonesian
Studies program.
5. Seminar Presentations
Basically,
seminar presentation is an activity of presenting papers in a forum of seminar.
In this seminar the guest lecturer is expected not only to participate as
listener but also to present his paper. In relation to this seminar, the
program has schedule two seminars. The two seminars were:
(1) National
seminar on Indonesian Studies which was held by professional organizations
which is related to Asian Studies, South East Asian Studies and Indonesian
Studies. The participants are experts, researchers, lecturers and other related
parties. This seminar was held in the town of
(2) National
seminar on Indonesian Studies which is held by the Indonesian Studies Program
in Keio University-SFC. The participants were experts, researchers, lecturers
and students related to the field. This seminar was held in Ropongi (
6. Study Visit
In this
activity, the guest lecturer made several formal visit to several university
which offer Indonesian Studies program for the purpose of comparative study.
This study visit is based on the common agreement between the guest lecturer
with the management of Indonesian Studies Program during the seminar in
This study
visit has enabled the guest lecturer to collect further information and
perspective which is useful for the purpose of improving Indonesian Studies programs,
both the one in Keio University-SFC and in the universities visited. The
universities that were visited in this activity is TUFS,
(1) Study Visit to
The visit to this university was
made twice, that is on the 14 and 22 November 2006. During the first visit, the
guest lecturer made observation on the program and also participated in the
teaching-learning process in the classroom. The classroom activity is followed
by discussion on the strategy of teachng with other lecturers and program
management.
The
second visit is focused on the guest lecturers’ participation in the study
result performance by students of TUFS (TUFS festival). There were also
discussion on the prospects of program development with the lecturers and
preogram management after the students’ performance.
(2)
Study
Visit to
The study visit to
(3) Study Visit to
The study visit to
7. Special Activities
Other
than the primary academic activities which had been scheduled, there were also
several extraordinary or special activities from
The
special events are: (1) Open Research Forum (ORF) and Mita Campus Festival and
(2) the grant of doctor honoris causa title to the President of Indonesian
Republic, Susilo Bambang Yudhoyono.
These
special events are described in more detail as follows:
1)
Open
Research Forum (ORF)
Open Research Forum is a special event
which is design to exhibit the achievements of the wide public. This activity
is part of the routine agenda and took place in the center of
The agenda of the guest lecturer’s activity
after the ORF event is participation in an event in the campus of
2)
The
Grant of Doctor Honoris Causa
One of the events that has special
significance during the guest lecturer’s visit in
For
3)
Meeting
with the Rectors
After
attending the ceremony for the title grant to the President of Indonesian
Republic, the activity continued by a special meeting between the President of
the
In
this meeting, several information was communication about the
4)
Visits
to Special Venues
Other than the special events above, the
guest lecturer also participated in other special activities by visiting
several important places in
The visits to these special places were
very useful for obtaining much important information that can enrich the
perspective on
8. Discussion on Program
Development
Discussion
on program development is aimed at dealing with various problems in relation to
the implementation and development of Indonesian Studies program in Keio
University-SFC. The topics of the discussion were focused on several essential
aspects with strategic relevance, such as the status and existence of the
program, direction and objectives of the program, components of the program
(curriculum, strategy/methods, materials, media and evaluation), teaching
staff/lecturers, and students of the program. The discussion also took note of
parts of the results of the program review and evaluation which had been
formulated by the guest lecturer.
The
idea for having this discussion was initiated by the guest lecturer himself, who
felt the need to obtain some important information which is relevant to his
assignment. The urgency of having the discussion is also due to the limited
availability of time (only one month) to fulfill the targets of the assignment.
The discussions were held in flexible manner by using specially assigned time
and/or taking any time available between the primary duties. In this way, the
fulfilment of the duties can be made more efficient and effective.
Discussions
were held by the guest lecturer with persons competent in the relevant fields
of expertise that is related to the duties on hand. These persons include
lecturers, program managers, assistants and students. The information that was
obtained in this way was wide-ranging and significant and was also useful for
the improvement and development of the program.
The
advantages that were obtained from these disucssion can be divided into two
kinds, that is: (1) those directly related to the implementation of the program
and (2) those related to the task of reviewing/evaluating the program
(curriculum and teaching materials). The first advantage is that the result of
the discussion can be utilized directly to suggest recommendations/feedback for
the implementation of teaching-learning process such as modification to the
materials, alternative learning strategies, use of media and application of
assessment/test on learning results. While the second advantage of the
discussion for reviewing/evaluating the program is that the result of the
discussion can be used for completing the notes on review/evaluation of the
curriculum and teaching material. The information can even lead to the
agreement about which textbook that will be used for the model of primary
material for Indonesian Studies program in Keio University-SFC.
SEVERAL IMPORTANT ACHIEVEMENT
The
academic activities conducted by the guest lecturer during his assignment in
Several
important results which are directly related to the main duties are as follows:
(1) Factual
and actual information about the objective condition of the Indonesian Studies
program in Keio University-SFC, concerning the status of the program, its
orientation and its direction.
(2) Information
on the objective condition of the management system and procedure of Indonesian
Studies program including the program components and its implementation.
(3) Factual
information on the implementation of teaching-learning process in Indonesian
Studies program, especially information on the selection of material, learning
strategy and use of learning media.
(4) Information
on the evaluation of the teaching-learning process in Indonesian Studies
program both for the basic and intensive level. This information includes the
form, kinds, evaluation tools and evaluation process.
(5) Data
and information on the curriculum used in Indonesian Studies program. The data
and information about the curriculum can be used for the purpose of review and
evaluation.
(6) Data
and information on the learning material used in Indonesian Studies program.
This data and information can be used as the basis for reviewing and evaluating
the learning materials.
(7) Description
of the draft for textbook on language and culture for foreign learners (BIPA).
It is expected that this draft will be finalized into primary learning material
that will be used for Indonesian Studies program.
(8) Notes
on the problems and obstacles in the implementation of Indonesian Studies
program. These notes will also serve as the basis for making recommendation and
finding solutions for future improvement of the program.
Several
important results which have been gained and are not related directly to the primary
duties of the guest lecturer are as follows:
(1) Improved
collegial relation between the guest lecturer and the management of Indonesian
Studies Program in Keio University-SFC. This relation is especially relevant to
the effort of developing programs in the institution.
(2) Information
on the Indonesian Studies programs in other higher educational institutions in
(3) Creation
of relationship based on discipline and profession in Indonesian Studies
between the guest lecturer and the experts, researchers, teaching staff and
management of the program in Japan.
(4) Knowledge
about the objective condition of the students in
(5)
(6) The
chance to collaborate in teaching-learning process with the lecturers in
(7) Gaining
knowledge of the condition of campus life in
(8) Obtaining
valuable knowledge and experience from visits to several important locations
and events of special relevance, such as ORF, ceremony for the title grant to
the President of Indonesian Republic, Festival Mita-Campus and TUFS festival,
and also visits to the museums, conservation parks, historical buildings and
natural resorts.
FUTURE PERSPECTIVE
Basically,
the description in this section is taken from the notes on follow-up action
which was made with the objective to improve and develop Indonesian Studies
Program in
As
mentioned above, notes on the review and evaluation of curriculum and learning
material are set in separate report. As such, the information in this section
is not directly related to the report on the review and evaluation though they
all have substantial relevance. The notes on the follow-up actions are as
follows:
(1) A
review should be made on the role, urgency and perspective on the Indonesian
Studies Program, which now consists of Basic I, Intensive I and Intensive II
levels. The same applies to the development of in-country program in
Universitas
(2) Concerning
the implementation of teaching-learning process of Indonesian Studies, there
are several things which require special attention, that is: (1) the use of
Japanese language as means of communication in the teaching-learning process,
(2) variation on teaching techniques, (3) the use of learning resource and
media, and (4) attention to the focus in learning, learning motivation and
learning development.
(3) About
the presentation of learning material, consideration should be made in a
methodical and didactical manner, especially in relation to the substance of
the material, its appropriateness with the needs of the learners, gradation and
structure of the material. This note also applies to the material presentation
in the basic and intensive level.
(4) About
the measurement and evaluation of the teaching-learning process, it should be
noted that the substance of the material under evaluation should be based on
authentic assessment. Besides, attention should be paid to the form/kinds of
the evaluation instrument and the process of its application.
(5) In
order to improve the teaching competence of the lecturers, one needs among
other things: intensity in the coordination and collaboration of lecturers’
team teaching, refreshing the understanding of teaching material, teaching
methods/techniques, use of media/learning resource and evaluation on the
learning process/result. Besides, attention should also be paid to the volume
and proportion of lecturers’ teaching load so as to open up opportunities for
internal development.
(6) The
professional forum for Indonesian Studies which has been established in
(7) In
order to increase the number of students taking courses offered by Indonesian
Studies programs, what is required is not only internal improvement but also
intensive socialization and promotion through various modes and media. This
effort cannot be separated from the role of foreign institutions which has made
cooperation and other kinds of relationship with
(8) Other
than the notes on the implementation of the program, several things which are
related to the cooperation between
CONCLUDING REMARKS
In
accordance with the objectives stated above, this academic activity report is
part of the professional responsibility as guest lecturer/expert in the field
of Indonesian Studies who was assigned in
The
formulation this academic report would certainly require materials from the
factual and actual information about the condition of the program. Report
writing is based on the achievements gained from a variety of activities which
have been designed carefully in the form of a schedule for one month.
Therefore, it is expected that this report can fulfill the achievement targets
which are expected by relevant stakeholders, especially the
As a
report which is based on a tight schedule of activities that span within a
relatively short period of time, it is inevitable that this report will have
many shortcomings. Without any disregard to the valuable contribution from
various parties for the implementation of the activities and especially for the
writing of this report, the writer hopes that these shortcomings can be
understood as a need for further improvement in the future. At last, the writer
expresses the wish that this academic report can provide useful and valuable
contribution.
APPENDIX
ACTIVITIES DURING THE VISIT
Delivering guest lecturers at SFC
Seminar at Otsu KKR Hotel,
Seminar at International House of
Attending
the ORF at Marunouchi,