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Awards Entry

2013 Jci World Congress

Create of hopeful future
JCI JAPAN
Best Local Personal Skill Development Program

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Entry Information
Award Program:Category:

2013 JCI World Congress
Best Local Personal Skill Development Program

NOM Information
National Organization:

JCI JAPAN
Kosuke Obata
E-mail: yu-ai2@oregano.ocn.ne.jp;
secjjc@mrh.biglobe.ne.jp

National President:

LOM Information
Local Organization:

JCI Fukuyama

President:

naoki hatada

President Email: n_hatada@f-kousaku.co.jp

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Basic Information
Duration : 5 July, 2013
Staff : 12 members
Sponsors : Fukuyama City Board of Education
Budget : USD 1,370
Profit / Loss : NONE
In which UN MDG bestfit (if apply): ?:Who is benefited ?: World population of 7.1 billion
Objective : To realize world peace by having children from our community to become
global leaders in the future as JCI Fukuyama aims to bring up next
generation and provide opportunities to create active citizens.
Global leaders meaning people to lay new foundation of Japan. It is
important for leaders to have vision, patriotic pride and views of the state.
Also, they must be passionate, energetic, and have great imagination anda man of action.
Overview : This project has been conducted as one of the program of 26th
International Academy. Program was organized by JCI Fukuyama which
delegates of the Academy observed school life of Japanese local primaryschool students.
Students were able to reacknowledge the spirit of care for others as wellas mutual understanding and hospitality, and were able to receive theopportunity for the Positive Change.
Also, this program provided same opportunity for the delegates as well.
Program provided vital opportunity for the delegates to become global
leaders aiming to realize the world peace.
(Preparation)
Students attended 4 preparation workshops. Through those programs
students were able to reacknowledge charm of their own community. JCI
Fukuyama successfully helped children to understand the spirit of care forothers as well as mutual understanding and hospitality.
(Program outline)
1100 students from 5 local primary schools welcomed 62 delegates of the
Academy. Students were able to experience difficulty of expressing
themselves to people who speak different language by communicating withgestures, and they were able to find cultural differences through thoseexperiences as well.
Students received opportunity for the positive change through thisprogram, and the delegates themselves were able to understand culturaldifferences as well.
(Program content)
One of the Japanese school program is to have students themselves toclean the school building in order for them to understand the spirit ofcharity, care for others as well as to use their imagination.
Students and delegates cleaned the school building together for delegatesto understand about Japanese education method and their spirit as well as
to receive the opportunity for the positive change.
JCI Fukuyama successfully provided opportunity to primary school
students to set visions and goals toward their future through this program.
Both students and delegates received opportunity for the positive change
by experiencing cultural differences.
Children were full of energy and kept trying to express themselves, andlearnt how they can solve problems by taking initiative proactively.
Delegates witnessed their moment of positive change, and themselves
were able to change positively as well.
Children learnt importance of international exchange and how big the world
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is which is essential to realize the world peace. This program provided theopportunity of positive change to JCI Fukuyama itself as well.
Results : Local children who joined this school program organized by JCI Fukuyama
had an interest in foreign delegates and took some actions by themselves.
The children in our community were fostered as active citizens to develop
our community.
This fact can be seen in the following questionnaires.
1. Experience through the program caused positive change into thechildren.
According to the questionnaire, 95% of students answered thatthey could communicate with the delegates because they took an
active action.
22% of the school teachers admitted positive change caused bychildren.
2. The children obtained awareness of the world.
45% of the teachers noticed that the students had increased
interests in foreign countries and foreigners.
3. The children could grow their patriotic pride.
43% of the children showed more interest to know about their local
city, Fukuyama.
The school principals made some comments below on active citizen
creating movement conducted by JCI Fukuyama.
“Members of JCI Fukuyama have showed how to contribute to a bright andprosperous society with their own action.”“Some students want to be grown-ups like JCI members. They were
impressed by the attitude of JCI members very much.”“Children could learn efforts by supporting staff and the spirit ofdedication.”
Actions Taken : November –December, 2012:
JCI Fukuyama publicized this program in a administrative principal
meeting.
January – February, 2013:
We called for entries from primary schools.
March – April, 2013:
We held explanatory meetings for participating schools.
Early March, 2013:
We had meetings with schools about preparatory study.
16 - 22 April, 2013:
JCI Fukuyama offered an opportunity to learn about our local city in
Workshop 1.
22 -28 May, 2013:
JCI Fukuyama offered an opportunity to learn about hospitality in
Workshop 2.
3 -5 June, 2013:
JCI Fukuyama offered an opportunity to learn about OMOTENASHI, thespirit of hospitality of Japan, in Workshop 3.
24- 28, June, 2013:
JCI Fukuyama offered an opportunity to learn about populations andcultures in foreign countries in Workshop 4.
5 July, 2013:
JCI Fukuyama invited foreign delegates to each school to have thisprogram involving students.
10:30 – 10:45am
Greeting
Children welcomed foreign delegates with small flags and flower arches.
10:45 – 12:00am
Welcoming Ceremony
Foreign delegates entered the venue while students played drum music.
Ceremony
1. Students and JCI members sang the Japan’s national anthem.
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2. Students sang the school song.
3. A JCI representative made a remark toward the school side andforeign delegates.
4. The school principal made a remark for foreign delegates.
5. The president of the school council made a remark to foreigndelegates.
ClosedReception
Students played the Japanese harps Koto.
Students performed a local Japanese dance.
12:15 – 1:00pm school-provided lunch
1:00 – 1:15pm school cleaning
1:25 – 2:30pm Japanese culture experience
Wearing Kimono, playing with Japanese traditional toys such as a cutand-ball game, toss beanbags, paper folding, tops, small wooden toys,
playing the Japanese harp Koto, and pounding rice cake.
2:40 – 3:00pm commemorative tree plantingChildren and delegates planted a rose, which is a symbol of our city, in aschool garden as a remembrance of meeting.
3:10 – 3:30pm farewell ceremony
1. The president of the student council made a speech.
2. Students gave presents to the delegates. (postcards, rice crackers,
and flowers)
3. Delegates made a remark to related school staff, children ,and JCI
members.
4. The school principal made a greeting to delegates.
5. Children and delegates sang We Believe together. 3:30 – 3:45pm
see-off
All students made flower arches in a line to see off the delegates.
31 July, 2013 JCI Fukuyama hold a debrief session with the schoolstaff and children.
*school-provided lunch
Students eat school-provided lunch at school every weekday. The
menu of a day is fixed, so every child has the same menu. Children
help each other for table setting and food serving. This is a part ofJapan-originated group education through a lunch activity.
*school cleaning
Students manage their class by themselves to clean their schoolbuilding. This activity is a training to work with classmates. The
process fosters students’ independence as a part of education.
*w earing Kimono
This means the experience to wear Japanese traditional clothes
Kimono.
*cut-and-ball game
A ball and a wooden sword are tied up with a string. This is a gameto receive a ball with the sword after tossing the ball.
*toss beanbags
This is a Japanese traditional juggle tossing some beanbags.
*a Japanese harp Koto
Koto is a plucked string instrument with 13 strings, which is our
local traditional specialty.
Recommendations : JCI Fukuyama has created an opportunity of positive change for thechildren who had little experience to meet people from different cultures,customs, thinking, and ways of action.
This program encouraged the children to break their emotional barrier.
Breakthrough in their mind led their mentality to independent and active
attitude.
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create global networks.
The children in this program changed positively through thecommunication with foreign members. Teachers mentioned the change in
an interview after the program. Children have changed their behavior at
school.
They became to join school activities very positively by presenting theiropinions, and make some actions by themselves. Unfortunately, we havenot verified positive change among foreign delegates yet.
Most delegates are supposed to be JCI national presidents. Effectivenessof this program will be affirmed in their actions next year.
Due to an unexpected consequence, teachers were inspired by children
communicating with foreigner. The change of children has caused the next
positive change.
1. Through the cultural exchange this time, some teachers want tobegin their own program to invite foreign guests. The teachers could
get a stimulation from JCI Fukuyama.
2. Some teachers were impressed by the spirit of service of JCI
Fukuyama members.
The most outstanding feature of this program is to provide positivechange that empower next generation to participate in ourcommunity society positively and actively.
Review s are as follow s;
The school principals in this program-Members of JCI Fukuyama have showed how to contribute to our
local community and world peace with their own action.
-Some students want to be grown-ups like JCI members. They were
impressed by the attitude of JCI members very much.
-Children could learn roles of supporting staff and the spirit ofservice.
City hall officials-Not only children but also our civil service was inspired by thisprogram. We would like to create a project like this.
-We welcome a wide range of proposals from JCI Fukuyama. We
hope to have positive change together in our community.
Teachers in the participating schools-I was surprised by the change in children through this program.
-Even some students who had been inactive took part in thisprogram very actively. Later on, they changed to rise their hands topresent their opinion in lessons.
Students-This program offered me a very precious experience. I strongly
wish to learn English and other subjects to be active in the world.
-At the beginning, I was scared of foreigners, but they were verykind to us spending time together. I could not speak to them, but
communicated with a gesture. It was fun.
Our intercultural exchange project was taken up on many kinds of
media according to reputation that the program brought a big
impact for our local community.
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1. A local newspaper; The Chugoku Shimbun (a circulation of
650,000 in neighboring communities)
2. A local newspaper; The Mainichi Shimbun (a circulation of
25,000 in neighboring communities)
3. A local newspaper; The Sanyo Shimbun (a circulation of
10,000 in neighboring communities)
4. A local information magazine; Keizai Report (a circulation of
120,000 in neighboring communities)
5. A local information magazine; Bussiness Johou (acirculation of 80,000 in neighboring communities)

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Aw ard Category criteria
Objectives, Planning, Finance and Ex ecution

What were the The objective of this project is to advance world
objectives of this peace by action of local children who have been
program? empowered to be skillful global leaders.

In order to accomplish the JCI Mission, JCI
Fukuyama educated the younger generation andprovided an opportunity to create young active
citizens.

How does this This program aligns to the following introduction partprogram align to in the 2013 JCI PLAN of Action:
the JCI Plan of “In 2013 JCI will move the organization forward by
Action? taking concrete measures to empower young people

in order to provide just solutions to the problems ofhumanity.”

Was the budget an There was no extra budgetary outgo.
effective guide for Here is the detail of the budget－US$1370:
the financial Plan and production expense – US $940
management of the Convivial meeting – US$380
project? Miscellaneous expense – US$50

Efforts to reduce the budget

1. JCI Fukuyama had an explanatory session
about our international exchange program
toward government.Our program could obtainunderstanding and cooperation from Hiroshima
Prefectural Government and Fukuyama City
Government.Consequently, these governments
offered us US$800 of sponsorship in total.
- plan and production expense with US$700- venue fee with US$100
2. JCI Fukuyama succeeded in publishing thisprogram in local newspapers and information
magazines at no cost, because we had worked
to promote this local community development
program very actively toward the media.
Accordingly, there was no need to have abudget for advertisement in spite of a wide
range of publication.
How does this -To advance the JCI Mission
project advance the In this program, children actively made a research
JCI Mission and and reaffirmed about Japanese culture. They had
Vision? opportunities to talk about their own culture toforeign delegates.
They improved their skill to think logically andcommunicate with others.
They made an action led by “Dare to Act,” and thenobtained positive change in their consciousness.
They became young active citizens.
Later on, they have been making positive actions.
-To advance the JCI Vision
JCI Fukuyama members explained this program inwww.jci.cc/eawards2n/print.php?lang_id=1&u=34894

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administrative principal meetings in November 2012.
At 5 schools, our members provided opportunities
for children to do some activities with foreigndelegates.
After this program, children began to act positively.
The fact that his program won the admiration from
Governments and schools brought wide recognitionof JCI Fukuyama. This consequence means
execution of the JCI Vision.

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Aw ard Category criteria
Membership Participation

By number, howmany members
were involved inthis program? 12 members
By percentage,
how manymembers of the
Local Organization
were involved inthis program? 45%
Describe the main 12 members for preparation
roles of theparticipating
1. 12 JCI Fukuyama members attended meetings
members in thisto discuss this program with school staff. Two
program.
out of the 12 members took responsibility asorganizers for all 5 schools. The other 10
members were divided into 5 pairs. Each pair
was in charge of one school to have meetings.
2. The 12 members hold preparatory workshops
at the schools. 5 members performed as MCs
in the workshops. The other 7 members
assisted students to so some activities.

12 JCI Fukuyama members on the day of the
program
The 12 members of JCI Fukuyama divided into 5
schools to carry out this program.
10:45 – 12:00AM Welcoming ceremony
One of JCI members took a role of a host to
conduct this program.
The other members supported to lead children anddelegates with school staff.
Reception
JCI members were aware of the children’s efforts.
12:15AM – 1:00PM School-provided lunch
JCI members cooperated for table setting and foodserving.
1:00 – 1:15PM School cleaning
JCI members cooperated to prepare cleaning tools
during the school cleaning, which is a part ofJapanese cultural experience.
1:25 – 2:30PM Japanese Cultural Experience
JCI members walked around to check if this culturalexperience was going well.
2:40 – 3:00PM Commemorative tree planting
Two JCI members supported this planting procedure.
3:10 – 3:30PM Farewell ceremony
A JCI member took a role of MC in the farewell
ceremony.
3:30 – 3:45PM See-off
JCI members joined to have the flower arches to
see them off.
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Aw ard Category criteria
Skills Developed

What skills weredeveloped in thisprogram?

1. A skill for children to express themselves
Attendees: 1100 students and 62 delegatesfrom 62 countries. Children actively preparedto make research and understand about theirculture of Japan beforehand. they expressed
their own culture toward delegates in spite ofa language barrier. The children improved theirskill to express themselves through thisprogram.
(The children could speak only Japanese, butthere were no delegates who could understandJapanese.)
2. Communication skills
Children had positive change to take an
initiative without hesitation in thecommunication with delegates who spoke
different languages. As a result, they improved
their communication skills.
3. Global thinking
Children and delegates shared the opportunityof intercultural exchange. In order to achieve
world peace, they learnt the importance ofinternational exchange and became aware ofcultural differences in the world. This
experience brought global thinking to theparticipants.

How were these Early March, 2013: We had meetings with schools
skills developed? about preparatory study.
Describe the 16 - 22 April, 2013: JCI Fukuyama offered an
methods and opportunity to learn about our local city in Workshop
activities used. 1.

22 -28 May, 2013: JCI Fukuyama offered an
opportunity to learn about OMOIYARI in Workshop 2.
3 -5 June, 2013: JCI Fukuyama offered an
opportunity to learn about OMOTENASHI, the spiritof hospitality of Japan, in Workshop 3.
24- 28, June, 2013: JCI Fukuyama offered an
opportunity to learn about populations and culturesin foreign countries in Workshop 4.
1. A skill for children to express themselvesChildren actively prepared to make researchand understand about their culture of Japan
beforehand. On the day of this program, theyexpressed their own culture toward foreigndelegates in spite of a language barrier. The
children improved their skill to express
themselves through this program.
2. Communication skills
Children had positive change to take an
initiative without hesitation in thecommunication with delegates who spoke

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different languages. As a result, they improved
their communication skills.
3. Global thinking
Children and foreign delegates shared theopportunity of intercultural exchange.
In order to achieve world peace, they learnt
the importance of international exchange andbecame aware of cultural differences in theworld. This experience brought global thinking
to all of participants.

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Aw ard Category criteria
Impact on Participants

What was the The intended impacts were that the children
intended impact on composing the future generation were empowered as
the participants? follows to achieve the lasting world peace:- To experience positive change
The children experienced positive change by seeing
and understanding cultural differences withdelegates.
- To obtain a skill to express themselves
The children made a passionate challenge to express
themselves and their own culture through the whole
program.
- To have patriotic pride
Children positively felt patriotic pride throughresearch and presentation about their country andculture.
- To make positive actions to solve problems.
Children took an initiative without hesitation in thecommunication with delegates in spite of language
barriers. They noticed that leadership could change
any situations and solve problems.
- To make actions for lasting world peaceChildren learnt the importance of international
exchange and cultural differences in the world toachieve the lasting world peace.

Describe the actual The actual impacts were that the children
impact on the composing the future generation were empowered as
participants. follows to achieve the lasting world peace:- To experience positive change
In questionnaires, 95% of the children answered thatthey could communicate with foreigners because
they made positive actions. 22% of the participatingteachers commented that the children changed
positively. This consequence shows that the children
experienced positive change by seeing andunderstanding cultural differences with foreigndelegates.
- To obtain a skill to express themselves
The children made a passionate challenge to express
themselves and their own culture through the whole
program. They succeeded in being understood with
non-verbal communication.
- To have patriotic pride
According to questionnaires, passionate researchand presentation about their community andcountry allowed 43% of the children to think thatthey wanted to know more about their city
Fukuyama.
- To make actions for lasting world peace
Questionnaires show that 45% of the participatingteachers admitted that the children increased aninterest in foreign countries and foreigners. This factmeans children learnt the importance ofinternational exchange and cultural differences inwww.jci.cc/eawards2n/print.php?lang_id=1&u=34894

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the world to achieve the lasting world peace.

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Aw ard Category criteria
Long-term Impact of the Program

What is the This program was aimed to create positive change
expected long-term for young generation in our local community, who
impact of this would be main active leaders participating in our
project? community development in the future.

The children who experienced positive change in thisprogram will make actions to develop our community,
and the actions will lead us to the world peace.
While they have positive actions, they will involve
more people to work together. This movement will
make a global network of active citizens stronger.
Development opportunities to create world
peaceThis program could show outstanding possibilities.
Continual program run by school staff will bring theworld closer to children.The opportunity to haveforeign guests repeatedly will allow children tounderstand the present situation in the world better.
When they know about issues in the world, children
will begin to think about what they can do bythemselves. Children who experience positive change
will make actions as active citizens, and their
behavior will empower other people to be active
citizens.

What changes Framework with lack of preparation to accept
would you make to foreign delegates
improve the results There were many delegates who has never visitedof this project? Japan before. Therefore, some of them felt

uncomfortable in our Japanese culture. In order toimprove this problem, it is necessary that foreigndelegates are provided with knowledge of Japaneseculture and custom in advance.
Lack of proper understanding of culturaldifferences and religions
Incorrect information about dietary regulation
Correct information must be obtained and be shared
not only with a list but also in a preparatory
workshop before we welcome the foreign delegates.

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