This paper elucidates the procedures associated with the Temporary Certification Examination for Elementary School Teachers from the 1930s onward, using the Kyoto Prefecture as a case study. The "schools authorized to conduct this examination," whose graduates were permitted to take it on a school-by-school basis, were ones whose teachers were not eligible for certification without passing the examination. More specifically, they were private schools. Against this backdrop, the purpose of this paper is to investigate how graduates of private schools, especially women, who made up the majority, entered the field of elementary school teaching after passing the temporary certification examination, depending on educational background. Furthermore, this paper provides a perspective on the reality of elementary school teachers in prewar Japan, which is said to be characterized by the coexistence of a diverse group of people and a focus on private schools as an alternative to the traditional teacher training route for producing elementary school teachers.

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Report on the Studying Library Science in the United States: A Brief Guide to young Librarians.
The purpose of this paper is to guide young librarians who want to study Library Science in th United States by presenting the following two aspects:
1. Preparation for studying abroad such as establishment of goals and objectives; qualifications and admission requirements; and transfer system.
2. Degree program (Master of Science), professional curriculum, and requirements of School of Library Science accredited by the American Library Association.
The author hopes that any financial assistance by the Japanese Medical Library Association will encourage more young librarians to study abroad.

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This research examines the management structure, accreditation system, and teacher training of the Cambridge International Education (CIE) program, which operates in 10,000 schools across 160 countries. The research aims to highlight challenges faced in global expansion and offer insights for Japan’s initiative to internationalise its education system. Key finding can be summarised as below. Accreditation: Schools must follow a four-step process to gain accreditation from the CIE. This includes submitting an application, undergoing an evaluation, and passing an on-site inspection. Accredited schools meet specific standards in curriculum and facilities. Educational Resources: CIE primarily uses textbooks published by Cambridge University Press, supplemented by other approved materials. An online platform provides teachers with access to syllabi, lesson plans, and exam resources. Examinations: The CIE program offers globally recognized qualifications, including the IGCSE and International AS & A Levels. Exams are standardized across countries, ensuring fairness and consistency, with a transparent process for appeals. Teacher Training: CIE offers professional development programs, including the Professional Development Qualification (PDQ), which provides ongoing training in subject-specific teaching and instructional methods. Quality Assurance: CIE maintains high standards through regular inspections and school assessments. Schools that fail to meet the required standards risk losing their accreditation. CIE qualifications are internationally recognised and equivalent to the UK’s GCSE and A Levels. A major challenge in global expansion is navigating the political sensitivities of host countries, especially in former British colonies. To address this, CIE conducts extensive market research and adapts its program to local educational contexts. These challenges and solutions offer valuable insights for Japan’s efforts to promote its education system internationally.

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