Learning for All

2022.4 2023.3

MISSION
To bring essential
solutions to child poverty
Many children face issues that make life extremely difficult forthem: poverty, abuse, developmental disabilities, bullying, andliving as social minorities.
They are deprived of security.
They are deprived of an environment in which they can believein the value of their own efforts. They are deprived of theopportunity to realize their own potential.
For such children, giving up has become the default approach.
At Learning for All, which started out in 2010 as an organization
providing Study Support Programs, we have come to see from ourexperience in the field that providing study support alone is notenough to solve this problem.
Today, we have developed a model in which the community canwork together to provide multifaceted support until each childbecomes self-sufficient. In an attempt to create a society thateliminates poverty and struggle of all kinds for children, we areworking to expand this model nationwide and to bring aboutchange to our laws and systems.

To create a society where
all children believe in theirown potential,
and can pave
the way for theirown life

VALUESChildren FirstTo approach issues fromthe child ʼ s point of view

Change for All

To keep evolving to findessential solutions

Inspire for All

To provide learning opportunities
for all involved

Collaborate for All

To realize new creations byconnecting with each other03

We do all we can to consider problems from theperspective of the child who needs our help right now.
We also strive to make serious efforts to change thevery structure of society itself.

Approach

Both of these philosophies are essential in order tocreate a new and better future.
We work together with like-minded people to achieve
essential solutions to issues through a three-pronged
approach.

Approach1

Providing
directsupportfor children

Safe Spaces Program

8-9

Meal and Food
Supply Program

10

Home-Visit Counseling11

Counseling Support
for Parents

11

Approach#2

Expanding Knowledge

14-15

Expandingour network

Despite the laudable efforts of many
individuals and organizations, thequantity and quality of support provided
to children is insufficient in Japan today.
LFA shares its practical expertise in
the field of child support to support
organizations and enterprises throughout
the country. By networking with others,
LFA aims to expand its network of theCommunity Collaborative Model for theComprehensive Support of Children.

Study Support Program 12-13

Community Collaborative Model for
the Comprehensive Support of Children
We aim to create a network of adults from allwalks of life to ensure that children in need ofsupport are not overlooked and that they areconnected with those who can help them at an
early stage.
We provide necessary support to children fromages 6 to 18, in accordance with their stage of
growth.
This is what we have dubbed the "Community
Collaborative Model for the Comprehensive
Support of Children".

Creating acommunity
support network

Providingcomprehensive
support for children

Examples of support provided by LFA
LFA flexibly develops a wide range of support
services to meet the needs of children aged 6-18.

Policy Proposals

16

Public Awareness

17

Personnel Training

18

Media Exposure

18

Approach#3

LeadingsocialchangeNo one can doubt the importance of our
mission to provide support to children in
need. However, to solve fundamental issues,
we need to shape public opinion and changesocial structures. Through its own childsupport activities and by networking withother support organizations nationwide,
LFA strives to raise public awareness of theissues, to provide personnel training, and tocreate policy proposals.

LFA support centers in 2022
Pref.

City / Dist.

LocationsKatsushikaku

20

Itabashi-ku

4Saitama

Toda City

6

Ibaraki

Tsukuba City

6

Hyogo

Amagasaki
City

1

Tokyo

04

Safe Spaces Program

Meal and Food
Supply Program

Study Support
Program

Home-Visit
CounselingCounseling Support
for Parents andGuardians

05Highlights of
Our 2022 Activities

1

The Child Welfare Act was revised in June 2022, leading to theestablishment of the "Child Rearing Support Center Service", modeled
after the Safe Spaces Program.
In the future, it is expected that children's spaces will spreadthroughout Japan, as it will be possible to implement such programswith less burden on local governments and private organizations.

Direct support for 1,356 children
In FY 2022, LFA supported a total of 1,356 children
through its various programs including the Safe
Spaces Program, Study Support Program, and HomeVisit Counseling. We also placed increased focus
on hiring social workers, and provided in-depth
support in cases that required more collaborationand individualized involvement, through suchmeans as making additional support visits andestablishing separate classes for children in need.

西宮市

New base opened in Amagasaki,
and training for public-private
collaboration carried out.

尼崎市
大阪市

3
06

The "Child Rearing Support Center Service",modeled after the Safe Spaces Program, becomes astatutory program.

# Providing direct support for children#Providing direct support for children#Expanding our network

See p.16#Leading social change2

5

4See p.17#Leading social change

Released the video entitled “Children Are...”, to raiseawareness of issues pertaining to children in need.ʼ.
Aiming to provide an opportunity for people to learn
about and think about the issue of child poverty, the video“ Children Are...” was produced, and released in December,to coincide with the new “ Giving December ” initiative.
The video takes ordinary scenes from children's daily lives
and contrasts two aspects: the "impression on the surface"
and the "reality that could be behind that impression".

In May 2022, LFA opened our first base in the
Kansai area in Amagasaki City, the home town of
our Representative Director, Lee Hyungsik. LFA also
provided training for Amagasaki City staff and staff ofprivate organizations that support children in the city.

#Expanding our network

Confirmation of the continuation of grants to fourorganizations by the Goldman Sachs Community Collaborative
Fund for the Comprehensive Support of Children.
The Goldman Sachs Community Collaborative Fund for the Comprehensive Support ofChildren was launched last fiscal year to provide financial and non-financial support
to children's aid organizations across Japan. Funding has already been provided tofour organizations, with four selected for continued funding.

See p.14

We became a certified NPO!

A certified NPO is a
corporation that isrecognized by the local
government authority
as having "higher public
interest in objective criteria"
than ordinary NPOs.

07

#Providing direct support for children
Field trip to an
athletic facility

Safe Spaces Program
The service provides safe spaces for children fromelementary to high school age (6 to 18 years old).
We provide support tailored to each child's
individuality and the situation of his or her
guardian.

ildren:108

pported chsu
Number ofmber in FY* Actual nu

2022

AutumnWe crossed ropes and scaffolding as
high as the third floor of a building andslid down a 50-meter zip line. It wasrefreshing to be in the forest, screamingat the top of our lungs, sometimes crying
in fear, and trying to see how fast we
could move through the obstacle course.

Making New Year's
decorations
For elementary
school students

For junior/highschool students

5 days a week in aform similar to anafter-school activity
for relearning
lifestyle habits,
playing, and study
support.

3 days a week fortruant students orchildren lacking a
sense of belonging
at home or school.

In FY 2022, in addition
to providing safe spaces
and supporting theestablishment of basic
lifestyle habits, we
also provided many
opportunities for offsite activities and work
experience.

Children’svoice

We made chopstick rests using mizuhiki, a
traditional Japanese wrapped decoration, andshimenawa (sacred straw rope) decorations. The
children were motivated by learning about thedifferent types of decorations and the reasonsfor displaying them. Tying the mizuhiki into aknot is something that even adults find difficult,but they showed great perseverance. The
difficulty of the task only made the children moresatisfied when they managed to complete it.

SpringInter-site softball tournamentWork experience

We obtained permission to use
a local high school field andheld a softball tournament withchildren from various locations.
This has led to interactions
across locations, with calls to
make the event a regular one,and even the introduction ofother sports such as basketball.

SummerI skimmed stones forthe first time. I usedfire for the first time. I
saw a steam train for
the first time. I peeled
potatoes for the firsttime. I ate more meat
than ever before.

08

Winter

1 | Car racing game production
at Polyphony Digital!

Summer Camp
We staged an overnightsummer camp in
response to children's
requests to go camping
during the summer
vacation. The children
spent time fishing,having barbecues, star
gazing, and spending
the night in tents – allactivities they wouldnʼtnormally get to enjoy!

In cooperation with Project KIBO, ageneral incorporated association withthe mission of "creating inspiringexperiences for every child," wevisited the Tokyo studio of Polyphony
Digital Inc. which produces the Gran
Turismo series of realistic driving
simulators. The children were given atour of the game production site andhad the opportunity to experience
the creation of a racing game. The
children received a lecture from
employees and tried their hand at
programming, thinking about thedifficulty level of the races and theworldview of the game. At the end,
they drove their cars on a course they
had programmed themselves.

It was a lot of fun! I wasamazed at how intricate
the programming was.
The race could becompletely changed justby slightly changing one
measurement on theweather scale.

Children’svoice

2 | Fashion coordinating
at Lacoste!
The children visited the office, where
they got to see a product display
and participate in a full-body fashion
coordination event. The children could
also see how clothes are designed andproduced, which gave them an idea ofwhat it is like to work in the real world.

09

#Providing direct support for children#Providing direct support for children

Meal and Food
Supply Program

Numbe

Nutritious meals are essential for children to grow up
healthy. On behalf of parents and guardians who haveﬁnancial difﬁculties or are busy with work, we provide foodsupport for children in a variety of ways, from children's
cafeterias to food pantries and grocery deliveries.

: 12

Home Visit
Counseling

We provide carefully-considered support for children who
are unable to come to one of our bases directly for various
reasons. We determine what their individual needs are,and listen to their current situation and problems orspend time playing with them to allow them to eventually
step into society with conﬁdence and peace of mind.
eals

d: 2,199 mls provide

r of mea
tal numbeToroVisitsf HomeExample of

A girl was referred to us who had not attended school from the fourth grade of elementaryCounseling

visit counseling. Initially, the girl’s guardians expressed a desire for the girl to go to school, orHome Visit

The childrenʼs lively voices have returned!
Kodomo Shokudo (Childrenʼs Cafeteria)
The children's cafeteria had switched to only
distributing boxed lunches due to the COVID-19
pandemic, but with restrictions gradually easing,
the children have been allowed to gather andplay together once more, both outside in the parkand inside playing cards. The children, who had
not seen each other for a while, had a lot of fun
together.

school, and her guardians were concerned about a lack of social ties. They consulted withthe school and were introduced to LFA by a school counselor. LFA started to provide hometo get up in the morning and do what she wanted to do, but they were unable to understandwhat it was that was holding her back.

By carefully and deliberately encouraging the girl to verbalize what was happening in her lifeand sorting out her problems, we were able to help her to finally talk about her experiences

for the first time. As a result, she has been able to control a greater range of her own emotions
and behaviors, and can now handle waking up or looking after the home on her own. Her
current goal is to be able to go to school and talk to her school counselor.

#Providing direct support for children
Food pantry, now offering a Halal food option
We appreciate the cooperation of various
companies and organizations that have enabled us
to distribute foodstuffs again. This year, we werealso able to start providing halal food.*
Many of the children and families attending LFAʻscenters have foreign roots, and there are many
types of food that they are not allowed to eat forreligious reasons. Since they cannot read Japanese,
it is difficult for them to check food labels, so they
have not been able to use the food pantry much.
The provision of halal food, which is difficult to findin Japan and tends to be expensive, brought greathappiness and allowed for greater connections withthe families we help.
*Halal food: Food that is permissible under Islamic law

Counseling Support for
Parents and Guardians
In order to support children, the support of parents is
also essential.
We utilize a variety of means such as LINE messaging,email, phone, and face-to-face communication, andnot only discuss daily issues but also introduce support
systems and provide connections to contact points.
We also conduct parental meetings in order to connect
parents with each other.

10

11

#Providing direct support for children

Example case of a girl

Study Support Programin a separate class

The separate class allows for more time to get to know theWe operate free study support centers incooperation with communities and schools forchildren from 4th grade to high school age (9 to18 years old). We are committed to quality andcontinuity, and university student volunteers who
have undergone an original training course act asteachers and work closely with children who have
daily learning challenges.

child.

Numbe

r of children su

A girl with foreign roots was connected with us after the school* Actua

pported: 175

l number in FY

2022

asked if we could provide support, not only for children who

were not attending school, but also for children who needed amore hands-on approach, such as Japanese language support.
The child, who was in the second grade at the time, did noteven know the words for “classroom” or “pencil case”. I felt

and pictures, hoping that her anxiety would fade.

through her school life in such a situation.

started to raise her hand and even make presentations in class.

that she might have various anxieties and difficulties in going
The first day she came to a separate class, I asked her, “What do
you like?” and she told me, “I like studying. Japanese is difficult

Study Support
Program at Schools

For junior/highschool students

One-on-two or one-onthree exclusive teacher
guidance sessions,provided once a week
across a 3-monthprogram, implemented
4 times a year

One-on-one tutoring
twice a week forchildren who are notattending school or
who are unfamiliar
with the Japanese
language.

In FY 2022, a program for“separate room schooling”,
which had been conducted
as a voluntary program, wasbudgeted as a municipal projectand its need was recognized.

together the Japanese she said was enjoyable. Additionally, I

talked with her about many things using translation software

Example case froma Community Center

Through my involvement with her, I felt that the child's own
ability to grow was amazing! In the future, we would like toexpand the separate class program to create an environment

in which children can fully demonstrate their own wonderful
qualities.

want to join the pop

music club," and "I want to go to a school where the eventsare fun,” he told us. When we asked him what he wanted
to do from now on, he wrote down what he wanted to

do in all subjects. In subsequent study support programs,
he sometimes told us that he tried to study at home andbrought us assignments at school. On the other hand, heSupport in regularclasseson

sometimes told us, "Sometimes I feel like studying at home,

Support in regularclasseson

but I only have a shared desk with my brother, so I don't

have a place where I can study at my own pace.” Hearing
A boy was in the second grade of junior high school at thetime when we started our involvement. He was about to*“Separate room schooling”:
Children who have significant learning

enter the third year of junior high school and needed to start
thinking seriously about entrance exams, but he had hardly

delays or who are not attending school
spend time or attend classes in astudied for any tests and had not turned in any assignments.

classroom or infirmary that is separate

One day, when we did some work on thinking about highfrom the classrooms where otherschool, he told us what he wanted to do in high school: "Istudents are present.
・ 1 to 2~3 exclusive teacher

guidance to eliminate
learning delays
・ Once a week for 3 months, 4times a year
・ Mainly taught by university
students

12

for me, but I enjoy learning.” So, we decided to practice

After about a year, her homeroom teacher told me that she had

this, we understood that he just hadn't had the time or place
to think carefully about further education or study, and that
he really wanted to try and do his best in his own way. We
will continue to be involved with such children on a daily
basis through our study support programs so that we canhelp them find what they want to do, support their desire

to do their best, and draw out their strengths and their true
feelings.

2022 the educational status of children
・ While the goal is to eliminate

learning delays, it also serves
as a place for children who are
not attending school.
・ Children also eat school lunch
together. Held once or twice aweek for 3-5 hours a day.
・ Mainly handled by LFA staff

Toda

High school applicants: 3 / No. passed: 3

TsukubaHigh school applicants: 5 / No. passed: 5

Katsushika

High school applicants: 8 / No. passed: 7
University applicants: 1 / No. passed: 1
Vocational school applicants: 2 / No. passed: 2

13

#Expanding our network

Knowledge Deployment
In Japan today, despite the efforts of people and organizations
involved in child support, the reality is that both the quantityand quality of support are still insufﬁcient. LFA provides thepractical support know-how that we have cultivated to otherchild support organizations and companies all over the country.
By working to build a network that connects those providing
child support with each other, we are working to promote
the nationwide deployment of the "Community Collaborative
Model for the Comprehensive Support of Children.”Child Support Navi
The online platform Child Support Navi, launched in
2021, allows child supporters nationwide to share
their know-how and support each other. It publishes
a wide range of knowledge-sharing articles on
subjects such as child support, NPO fundraising, andorganization building. It has also hosted talk eventsby experts in the field of childcare and child support.

Examples of article subjects:･ Creating a society where adults can cooperate to help children･ Supporting childrenʼs choices of career path･ Developing a flow for responding to reports of abuse

・Unique users: 2,
・Number of artic

Goldman Sachs

ts: 9

・Number of event participants: 36

7

Public-Private Cooperative Training● Grants for 9 groups nationwide〜Results of grant recipients〜

Asuiku, a non-proﬁt organizationthat provides support for children in Sendai City
Through the Goldman Sachs Community Collaborative
Fund for the Comprehensive Support of Children, we
provided online learning support to a total of 604 children
over the course of a year. Furthermore, we conducted asurvey involving 29 financially challenged households,
which underscored the effectiveness of using online
services.
The survey report influenced the decision to incorporate
online learning support into Miyagi Prefectureʼs Child
Study and Life Support Program. Consequently, this
support feature is now part of the program commissioned
by Miyagi Prefecture.

14

les: 170

・Number of even

Community Collaborative Modelfor the Comprehensive Support of Children
The Goldman Sachs Community Collaborative Fund for theComprehensive Support of Children was established in May
2021 with the aim of building a comprehensive system toidentify, connect, and support children with difficulties in thecommunity at an early stage, and to establish a community
collaborative model for their comprehensive support.
Organizations identified for support receive not only monetaryfunding, but also training that meets their needs andopportunities for interaction with other grantee organizations.
In August 2022, Type B grants for four organizations werecompleted and their results were reported. In addition, thedecision was made to continue Type A grants to support fourorganizations.

936 people/month

Following the establishment of a new Safe Spaces
base in Amagasaki City in 2022, we held the“Amagasaki City Child Support Onakama Project”
on five separate occasions for the staff of thelocal government and private support groups who
are working on the front lines of child supportin Amagasaki City. The impetus for this initiative
was the fact that LFAʼs Representative Director Lee
Hyungsik was formerly a member of the YouthWork Promotion Department of the Council on
Youth Issues in Amagasaki City.Although we are indifferent positions as members of local government
and private support groups respectively, we aim
to deepen our understanding of each other andfurther strengthen the cooperative system of childsupport in Amagasaki City by undergoing the same
training. We plan to continue this project in 2023 incooperation with the City of Amagasaki.

Implementation details for 2022
Type

Details1

Training

Project kick-off

2

Training

Child poverty, outreach3

Inspection

Visit to a child support group in Kyoto City

4

Training

Cooperation between welfare
and education

5

Training

Project review

Voices ofparticipants

I was able to meet participantsfrom various places anddiscovered that they werethinking and worrying aboutsimilar issues. I would liketo continue to work as a"resource" to support children
in the future.
I learned again that bothpublic and private support
groups have a similarawareness of the issues.

15

#Leading social change#Leading social change

Policy Advocacy

Public Awareness

LFA actively engages in awareness-raising and policy advocacy activities on issues
based on the knowledge gained through its own activities and collaboration with childsupport groups nationwide.
The "Child Rearing Support Center Service", modeled after the Safe Spaces
Program, becomes a statutory program.
The Child Welfare Act was revised in June 2022,
leading to the establishment of the "Child Rearing
Support Center Service", modeled after the Safe
Spaces Program. Based on its past practice of childsupport, LFA proposed and conducted a study
session on key points for providing the Community
Collaborative Model during the period before andafter the enactment of the Act Establishing theChildren and Families Agency and the Child Welfare
Act. These activities contributed to the establishmentof the service as a statutory category.

In addition, as a result of the high evaluation of LFAʼs
activities, Representative Lee was appointed as amember of the Investigational and Research Project
Review Committee on the Safe Spaces Program anda temporary member of the Cabinet Secretariat's
Council of Experts for the Study of General Principles
of Children. Area Manager of the Childrenʼs Support
Service Department, Eito Uchihara, was appointed asa temporary member of the Childrenʼs Family Council
Subcommittee. In the future, we will continue ourpolicy advocacy activities aimed at achieving a more
effective system.

The awareness-raising video “Children Are...” is released.
The video “Children Are...” was produced and released to encourage people tolearn and think about the issues of child poverty. The video was created from a
problematic awareness of the fact that "in everyday life, child poverty is hard tosee and hard to personalize as a social issue". This issue is one that LFA constantly
faces while working to solve child poverty. The video captures casual scenes fromchildren's daily lives, contrasting two aspects: the "impression on the surface" andthe "reality that could be behind the impression".

Survey and project evaluation in collaboration with the University of Tokyo
We have conducted project evaluation activities to empirically understand the characteristics
and effects on children of the Community Collaborative Model for the Comprehensive Supportof Children. The purpose of these activities is to further evolve and develop this model.

16

FY 2021

FY 2022

FY 2023

We launched an educationresearch partnership programwith the University of Tokyo topromote collaborative researchaiming to eliminate childhood
poverty and social disparity.

On March 9, 2023, we held ajoint public symposium on theissue of child poverty with the
University of Tokyoʼs Graduate
School of Education. At the
symposium, the importance ofcollaborative research between
LFA and the University of Tokyo
was stressed. Presentations anddiscussions were held to expand
this collaborative work more in
the future, by emphasizing why"collaboration between practiceand academia (understanding
real life in the field and applying
it to research)" is important andneeded.

A large-scale survey was
conducted on the actual statusof the Community Collaborative
Model for the Comprehensive
Support of Children.
A symposium will be held inMarch 2024 to share the resultsof this survey.

Seminars & Lectures
We have conducted seminars on the themeof social issues for a total of approximately
560 people from 11 companies.Training was
conducted in a variety of formats, ranging
from level-specific training for new recruits orseniors, to spontaneous participatory training
on a wide range of SDGs and social issues.
The LFA has also actively engaged in
spreading awareness of social issues throughlectures at universities and events, such as at
the University of Tokyo and Taisho University.

Examples･ New employee training“Understanding social issues affecting business as amember of society”･ Training for seniors“Applying the resources and skills you have acquired

up until now to the issue of solving social problems”

Voices ofcorporate training
participants“Relative poverty will never besolved easily. But we are aiming
to create an environment inwhich 100 million people canstart to think about the issues
and take action." These words
left a deep impression on me.
First of all,I thought that I would like todo what I can do myself, andeven after this project is over,I hope that I will be able tocontinue to take some action.

17

SUPPORTERS#Leading social change

Personnel Training
305 university students received training at LFA and worked
as volunteers for the Study Support and Safe Spaces
Programs. Those who received volunteer training still havelinks with each other as alumni of the program, and are now
providing leadership in solving social issues such as childpoverty in a variety of industries.

In FY 2022, the support we received from more than 4,000 individual
supporters and nearly 100 companies/organizations was integral to our efforts
in carrying out our various projects.

Individual Supporters

Number of individual supporters by year

In FY 2022, many people took
an interest in our activities, withapproximately 4300 individuals
supporting our programs.

5000*As of March 31, 2023

3000

Volunteering Students

企業

NPO

y students

19
iversitrogram: 1
No. of un
Support P
y
d
tu
S
e
ng in thparticipati
udentsiversity st:186
No. of uns Programafe Space
S
e
th
2022
in
ng
* Data fromparticipati

4288

4000

3570
2500

2000
行政

教師
政治

#Leading social change

Voices ofindividual
supporters

1000
0

I feel that they use a logicbased approach, but also havethe passion to help children
at a practical and emotional
level. I am so impressed bywhat they have achieved.

Media Exposure

1000
FY 2019

FY 2020

FY 2021

FY 2022

It is wonderful to see how
they are steadily putting theirwords into action, not onlyin their individual practicalwork, but also in their efforts
to move society forward.

In FY 2022, LFA conducted a total of 10 media
interviews (4 web, 3 newspaper, 1 radio, and 2
magazine), using these opportunities to communicate
the current situation of children and LFA's approach.

DateMedia typeMedia name

25 May, 2022

Web

Soctama.jp

9 June, 2022

Newspaper

Nihon Keizai Shimbun

22 June, 2022

Newspaper

Asahi Shimbun

23 June, 2022

Radio

Asahi Shimbun Podcast

8 August, 2022

Web

Seijiyama

22 August, 2022

Newspaper

Ryukyu Shimpo

21 September, 2022

Magazine

SPUR

1 November, 2022

Web

Asahi Shimbun Digital

20 February, 2023

Web

Nikkei Teleto Daigaku

27 February, 2023

Newspaper

AREA

2022 Media Exposure（selected）

18〜”#First Donation” Campaign〜
With December positioned in Japan as a donation
month (Giving December), we have planned anawareness campaign with the aim of creating a society
in which donations to worthy causes becomes morecommonplace. We wanted to spread the word about
what donations can do and their significance to society
by sharing the thoughts and experiences of people
who have made their “first donation”, to express thevalue of this wonderful first step.This was carried out
through SNS messaging and the staging of certain
events. At one event, one of the speakers said, "Evenjust a drop of water, when gathered together withothers, becomes a drop of hope. I believe that each
person's power is small, but we can create a wave
when we come together."*This campaign has already finished.

19

Income and Expenditure Report
IncomeIncomeAbout Us
Establishment July 23rd, 2014

Field

Total (yen)Donations

213,341,415

Subsidies (from organizations and companies)

167,028,374

Commissioned project revenue

56,900,046

Project revenue (awareness project income)

11,541,031

Other revenue (miscellaneous income)

392,938

Total

449,203,804

Other revenue 0.1%
Project revenue 2.5%
Commissioned
project revenue
12.7%

Donations
47.5%
Subsidies
37.2%

Revenue in FY 2022 was approximately 450
million yen, a 14% increase over the previous
year. Income consisted of donations of 210
million yen (about 48%), subsidies of 160
million yen (about 37%), and project revenueof 68 million yen (about 15%). Althoughsubsidies with time limits had accounted
for the highest percentage of revenue
until FY 2021, due to an increasing numberof individual supporters and supporting
companies, donations increased 36% overthe previous year and constituted the highest
percentage of revenue. We make effective
use of donations that are not tied to a specificproject and continue to provide flexible
support according to the needs of the children.
In FY 2023, we adopted a fund distribution
policy for dormant accounts as part of our
network expansion policy. As a result, thepercentage of our income made up of subsidies
will temporarily increase significantly, but wehope that individuals and companies will keep
supporting us with donations that have norestrictions on their use or time limits.

Location

Royal Apartments Building 404, 5-1-1, Shinjuku,
Shinjuku-ku, Tokyo, Japan

Number of
employees

51 permanent staff, 24 outsourced workers, 39interns(*As of July 18, 2023)
We are working on the following three projects
to bring essential solutions to child poverty.

Descriptionof activities

1 〈Providing direct support for children〉
Practical implementation of the Community
Collaborative Model for the Comprehensive
Support of Children by providing support forchildren with difficulties aged 6-18, from theearliest stages until they become independent.
This process involves the use of such initiatives
as the Safe Spaces Program, the Study Support
Program, the Meal and Food Supply Program,Counseling Support for Parents, and Home-Visit
Counseling.
2 〈Expanding our network〉
Management of a knowledge-sharing
platform for the nationwide development of
the Community Collaborative Model for theComprehensive Support of Children
3 〈Leading social change〉
Public awareness, personnel training, andadvocacy activities through on-site support
and networking with national child support
organizations

Expenditure
Executive Officers

IncomeField

Total (yen)Project expenses① Providing direct support for children (on-site
support)

222,089,310

Project expenses② Expanding our network (sharing knowledge)

31,449,895

Project expenses③ Leading social change (advocacy and awareness)

107,990,960

Administration expenses

67,562,865

Total

429,093,030

Administration
expenses
15.8%

Project
expenses ③
25.2%

Project expenses ②
7.3%

20

Project
expenses ①
51.7%

LFA operates its projects based on three
approaches: (1) “providing direct support
for children”, including the Study Support
Program, Safe Spaces Program, and the Meal
and Food Supply Program; (2) “expanding our
network”, including sharing knowhow andmanagement of key knowledge sites, and (3)“leading social change”, including activities
to spread awareness of issues through themedia, personnel training,and policy advocacy.
Current expenditures increased 12% fromthe previous year to 420 million yen, but theratio of project expenditures has not changed
from FY 2009 (approximately 52% for direct
support and 32% for indirect support andpolicy advocacy).

Representative Director｜ 李炯植
Born in 1990 in Hyogo. Graduated from the University of Tokyoʼs
Faculty of Education, and completed a postgraduate degree
at the University of Tokyoʼs Graduate School of Education.
Founded Learning for All as a non-profit organization in 2014,
and assumed the position of Representative Director. So far, he
has provided support to over 10,500 children in need throughthe Study Support Program and the Safe Spaces Program. He
is the Vice-Representative Director of the National Council ofChild Poverty and Education Support Organizations. In 2018, he
was selected as one of Forbesʼ “JAPAN 30 under 30”. Selected asa member of the Investigational and Research Project Review
Committee on the Safe Spaces Program in 2022
Director｜ 熊平美香
President of Showa Womenʼs University Career College, sheholds an MBA from Harvard Business School.
Director｜ 大越一樹
Partner at Bain & Company Japan,
he holds an MBA from HEC Paris, France.
Director｜ 鈴木栄
Representative Director of the General Incorporated
Associations Social Investment Partners and Japan Philanthropic
Advisory,
he holds a Ph.D in Physical Chemistry from the California
Institute of Technology.

History
2010 Study Support Program launched(as one of the projects undertaken by the current“Teach For Japan”, a certified non-profit organization)2011 Study Support Program in Kita-ku, Tokyo, receives theBest One Kita-ku Innovation Plan Award
2014 Learning for All established as an NPO
2016 • Safe Spaces Program launched (as the first elementof the Project to Respond to Child Poverty of The
Nippon Foundation)• Meal and Food Supply Program, Counseling Support
for Parents, and Public Awareness Activities
launched• Representative Director Lee Hyungsik elected as
Director of the National Council of Child Poverty andStudy Support Organizations
2018 • Community Collaborative Model for theComprehensive Support of Children launched toprovide continuous support to children from 6 to 18
years old
• Received the 5th Excellent NPO Grand Prize andProblem-Solving Award• Representative Director Lee Hyungsik selected inForbesʼ “30 UNDER 30 JAPAN 2018”• Started a know-how expansion project to shareknowledge of LFA with other organizations
2019 Started a Safe Spaces Program for junior high andhigh school students
2020 Started and released a needs assessment survey forfamilies supported during the Covid-19 pandemic
2021 • Started operation of “Child Support Navi”, aknowledge-sharing platform• Established the Community Collaborative Fund for
the Comprehensive Support of Children• Signed an agreement with the University of Tokyoʼs
Graduate School of Education to collaborate on
educational and research exchange programs2022 • Attained certified NPO registration• Representative Director Lee Hyungsik selected as amember of the Investigational and Research Project
Review Committee on the Safe Spaces Program• Representative Director Lee Hyungsik becomes a
member of the Child Data Collaboration Guideline
Investigative Committee of the Children andFamilies Agency• Representative Director Lee Hyungsik becomes anadvisor to the Tsukuba City Advisory Council for the
Promotion of Child Policy

Auditor｜ 渡辺伸行
Partner at TMI Law Offices,
he is a graduate of Waseda University School of Law and New
York University School of Law.

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