For junior high and high school students

Social collaboration type Social Entrepreneur Practice Project

Wagamama SDGs

一般社団法人リベルタ学舎

Overall Picture of Wagamama SDGs

3 Steps
1. Junior high and high school students discover social issues from their own"wagamama" (self-assignments).
2. Think about innovative solutions to issues together with various stakeholders.
3. Prototyping in collaboration with the local community.

3 Main Effects
1. Junior high and high school students: Improvement of social innovation
capabilities
2. Local community: Formation of social innovation ecosystem
3. Society: Acquisition of "verified prototyping" for social innovation

Future Direction
Simultaneously held in distributed locations throughout Japan, with the processand results made public as needed→Accelerate social change through open innovation

The Past Performance（2021−2022）

2021 KOBE

2022 KOBE

ü 17 junior high and high school students from 15 schools (Hyogo, Osaka, Tokyo)
ü 6 prototyping projects/one of which is being coordinated with Kobe City forpolicy reflection
ü 38 people from 4 companies, 2 organizations, including Kobe University,
Mukogawa Women's University, and Kobe City collaboratedü 23 junior high and high school students from 20 schools (Hyogo, Osaka,Hiroshima, Aichi, Kanagawa, Tokyo, U.S.A.)ü 5 prototypes were conducted under the auspices of 2 universities and 3municipalities

2 0 2 2 K Y O TO

ü 8 junior high and high school students from 4 schools (Kyoto and Wakayama)
ü 4 prototypes were conducted in cooperation with 1 university and 1municipality

2 0 2 2 O SA K A

ü 20 second-year high school students from Osaka Prefectural Toyonaka HighSchool participated as part of their exploratory study
ü Four prototyping projects were conducted as part of a comprehensive
collaboration with Mr. Toyonaka
ü Implemented with the full cooperation of NEC Corporation (NEC)1Background2

Outline3Outcome

4

Operation

Before becoming “desperate 18 years old”

Try to solve your own social problems in the community

Improve Mind & Social Relational Capital/ Policy Adoption

Education to enhance wisdom and power to change society1-1：Background “Now, 18-year-olds in Japan are in despair”
u In a survey of 18-year-olds in six countries on "Relationship between themselves andsociety," Japan ranked last in all categories.
u In particular, "I think I can change my country and society through my actions" was at an
overwhelmingly low 27%.
YOUR
COUNTRY
WILL... わからない
変わらない
悪くなる

100%
80%
60%
40%
20%
0%
日本
アメリカ
中国

良くなる

「be better」
9.6％*The Japan Foundation's "Survey of the Attitudes of 18-Year-Olds," March 2022

I don't have a dream.
At school and at home, I was always told, 'Don't talk like a dream.
*Words from junior high school students interviewed at the start of the project1-2：Background “Social issues are other people's business”
u 86% of high school students surveyed "know" about the SDGs, while 10% "are doing it individually".
u In the survey of all generations, the percentage of respondents who "know about the SDGs"
increased, while the percentages of those who were "interested" and "likely to cooperate" declined.
u The percentage of respondents who "know about SDGs" increased, while those who were"interested" and "willing to cooperate" decreased. A high 42% of respondents said that the SDGs
"will only be a passing fad.

※渋谷トレンドリサーチによる高校生対象調査（2021年）※クロストレンド「SDGsに関する調査」（2022年）

I want to solve the problem of poverty among children in Africa, which I saw on
YouTube. Because in Japan, there is no such thing as poverty."※プログラム中に出てきた高校生の言葉

1-3：Problem-Solving：Hope for yourself and society by the age of 18
We live in an age without answers. What is important is to ask questions on one's own, to think together
with various people, and to actually work together. However, current school education does not provide
opportunities to learn this in a practical manner in society.
Therefore, Wagamama SDGs provides an opportunity for "practical learning" to take on challenges together
with various people from industry, academia, government, and the private sector in the real world.
＜Students＞• Students need opportunities for practical learning in society, not education by teachers with no socialexperience.
• Minority groups such as those who do not go to school need opportunities to learn the ability to live insociety and build society＜Practice＞• In social problem-solving learning, real PBL learning, in which students "try it out on the spot," rather
than in plan contests, is needed.
• Students need opportunities to think about social issues on their own through the practice of "selfassignments" (wagamama).
＜Social Collaboration＞• Students need opportunities to feel that "various adults are on their own side" and to improve their trustin society.
• Students need opportunities to learn about the diversity of the world and to learn practical ways tocollaborate in order to solve problems.
By the age of 18, we want them to feel not despair, but hope for themselves and for society!

1

Background2

Outline3Outcome

4Operation

Before becoming “desperate 18 years old”

Try to solve your own social problems in the community

Improve Mind & Social Relational Capital/ Policy Adoption

Education to enhance wisdom and power to change society

Logic Model
Long-term
Outcomes

Mid-term
Outcomes

InitialOutcomes

Wagamama
SDGs

A Japanese Society Capable of Social Innovation
Open Innovation Platform for Autonomous and Decentralized
Regional social innovation ecosystem
Attempts to implement social innovation through regional collaboration
Individuals attempting
social change

Collaborative
Supporter/Organization

Regional Industry-Academia
Public-Private Fund
Collaborationindividual powerAbility to cooperate withsociety

power to create society

Students: Social
Nurturing entrepreneursSociety:
Collaborative coordinatortrainingIndustry-academia public fund:Regional cooperation support

Individual establishment

Social Change Skills

Building social capital

Practical Learning Opportunities for Social Innovation
Individuals who do not make social changes

Issue

Communities that cannot be transformed

Japanese society where social innovation is not possible

Program Detail♦After empowerment, first of all, in classroom learning, learn from self-discovery to social
problem solution planning. In the second half, a project team was formed and prototypes werecreated in collaboration with various people in the area.

Ability to solve
social issues

MayJun.

Jul.

Aug.

◆SDGs
◆Communication◆Planning ◆PR

Regional supporter

StudentsOct.

teamcomposi
tion

Fund
presentation

Social problem solving prototyping
Collaborative implementation withvarious members of the community

Teamparticip
ation

Project
Fund

Collaborative supporter

fund judge

college student
supporter

Regional coordinator

Nov.

Dec.

Collaboration Project

Input Program

LectureSep.

Results
reportRegional
administrationlearning process model◆ Start with yourself, learn about society, discover issues, and continue to move
forward by verifying hypotheses

WhoWhy

How

What

Self
Discovery

SocialConnection

Hypothesis Building

Hypothesis
verification

know
selfsituati
oncriticalinterventi
on inreality
discomfort

Creationof a newsociety
Wagamamafinding
theproblem

Assignmentsetting
shypothesis
testing

Hypot
hesis
verific
ation

problem solving

finding the problem
Individual

Hypothesisconstruction forproblem
solving

Team

Social Collaboration

Self-affirmation and self-efficacy are at the lowest level in the world,
On the other hand, in Japan, where people are highly heteronomous, such as
martyrdom to the organization until they die from overwork,
It is necessary to start with [Empowerment], which establishes independence.

Step1 Empowerment ： “Verbalize Discomfort”

2021年度：6つのプロジェクト→神⼾市⻑に政策提⾔→担当部局と調整中
Step2：
Socialization of Issues♦”It's hard to go to school in the rain”, “I don't like English, I don't want to go to school”
Using the method of Libertad, teams sublimate "self-issues" into "social issues".

１Creating a place for middle and high school students torealize their selfishness
Want to interact with students from different schools and people with disabilities

２

Evolving "Children's cafeteria" thought by high school
students
A cafeteria where children can learn "cooking" instead of being "guests".

３

Students in Japan and think about SDGs
Instead of learning English, I want to think about the world together in English.

４

A school program created by middle and high school
students who hate school
What is the "school you want to go to" that three people who hate school think?

5

Our unlicensed MaaS development for rainy weather
I want to think about next-generation mobility that makes it possible to commuteto school comfortably even on rainy days!

６Want to charge my smartphone in my pocket!
There are few pockets in women's clothing! "Rechargeable portable pocketdevelopment!"

Step3 Prototyping （Details of KOBE 2022）

Local industry-academia public-private fund collaboration through learning centered on
junior high and high school students♦The activities of junior and senior high school students are supported by local industryacademia public funds. To dig deep into social issues, the government
Marketing to spread the activity is supported by the company, and university students support
research methods.

Wagamama SDGs Kobe 2021 support members▼

４社

公２校

産

武庫川⼥⼦⼤学
経営学部

学
中⾼⽣

１団体
さわかみ財団４名
ファンドマネージャー
フューチャーベンチャー
基⾦審査員
キャピタル代表 他

⾦⺠

１団体
16名
協働サポーター（参考）あるチームの、協働プロトタイピングサポート体制

1

Background2

Outline3

Outcome4

Operation

Before becoming “desperate 18 years old”

Try to solve your own social problems in the community

Improve Mind & Social Relational Capital/ Policy Adoption

Education to enhance wisdom and power to change society

成果① 「⾃分が社会を変えられる」30％増♦「自分で国や社会を変えられると思う」割合が、参加前後で、平均30％増。
アントレプレナーシップに重要といわれる自己効力感も、平均で7.89→8.40に向上。
社会一般への信頼も向上。フリー回答では、50％以上が「出会い」に言及した。

Student proposals may be reflected in policies in Kobe City
Students in Kobe, which has many slopes, have a problem of not being able to ride a vehicle because they do
not have a driver's license + credit"I can't ride a share cycle because I don't have a card." So I devised a senior car
A modified MaaS. We also installed a roof to make it an all-weather model, and conducted a running
experiment in Sannomiya.
Such an idea was highly evaluated by Kobe City, and is currently under discussion with the Transportation
Policy Division several times.

1Background2

Outline3Outcome

4Operation

Before becoming “desperate 18 years old”

Try to solve your own social problems in the community

Improve Mind & Social Relational Capital/ Policy Adoption

Education to enhance wisdom and power to change societyFuture of Wagamama SDGs
to be deployed in each region

Challenging

Social innovation experience
Self-discovery/Hypothesis building

Multi-year implementation by turning it into a schoolImplementation

Implementati
on/Verification

Business /implementati
onSocial innovation ecosystemcommercializati
on of one's
own affairssocialimplementation

Nurturing social entrepreneurs

Students

Socializing self-issues
and constructing
hypotheses as a teamForming a team forregional cooperation,verifying hypotheses
through prototyping

PJT graduates re-set
themes and constructhypotheses

Social innovation throughcommercialization andpolicies led by PJT
graduates

Implementation support
in related fields

Mutual support as
collaborative partners

PJT
graduate

Socialization
supportCompany/
Government

Collaborative projectimplementation
supportFormulation of policies
and commercializationin related fields(creation of socialvalue)

Collaborative coordinator trainingProject Operator: Libertad
Let's get the power to live together in the future.
We provide opportunities for learning to enhance “individual power” and “collaborative power”.
Address

650-0033 Commune 99, 6F, 100 Edocho, Chuo-ku, Kobe City, Hyogo Prefecture, Japan

Date ofestablishment

March, 2013

TELL

8178-599-9381

MAIL

info@Lgaku.com

WEB

https://Lgaku.com/Partners

NEC, Seven & I holdings, KOBE Digital Lab., Code for Japan,…

CEOKana YukawaGraduated from Waseda University, Faculty of Law, and completed the first half of the doctoral
course at the Graduate School of Human Development and Environment, Kobe University.
Joined Taizo Son (now a serial entrepreneur) when she was a university student, and became afounding member of Yahoo! JAPAN.
She returned hundreds of millions of yen worth of stock option rights and went to Spain, where
she didn't understand the language. She has been working as a freelance writer for Hobo Nikkan
Itoi Shimbun for 10 years. After returning to Japan, based in Kobe, she established and operates“Liberta Gakusha”, a place of learning through industry-academia-government collaboration, and“Nariwai Company Co., Ltd.”, a multi-business platform. She works on the realization ofcollaboration and human resource development in the region.