School Guide
Rural Leaders Training Center

That We May Live Together

A Good Place

It's early morning.
Warm sunlight passes through the trees.
The chickens are fed and young seedlings
watered. It’s time to return to work.
As you walk by lush vegetable gardens busy withbees, children greet you on their way to school.
You will meet some of their parents later todiscuss ideas for a green tourism business.
The road is getting crowded. People carry theirgoods to the market: meat, fruits, vegetables...
Many farmers are trying new organic methods
that are free from chemicals. They have also
begun organizing in order to sell their produce
to get better prices.
You know it will be a busy day. But you feel
hopeful. The people are eager to make theirhome village a good place for all.

We believe that rural communities
can become such places. Where children grow up
healthy. Where farmers have enough to eat andshare. Where people know their strengths andlive in harmony with each other and with nature.
We believe that rural communities aroundthe globe can create true prosperity for the
21st century; that they are the key for asustainable and resilient future. And we believethat such communities can be shaped throughlocal rural leaders who are equipped with theright knowledge, values, and skills.
The Asian Rural Institute is aplace for rural leaders to gain valuable
experience that will enable them to transformtheir communities into the vibrant, prosperous
rural society of the future.

That We May Live Together

We
EducateRural Leaders2

Every year, ARI invites rural leaders from grassroots communities in Asia, Africa, Latin America
and the Pacific to our training in Japan.
On campus, we form an international community of learning in which we live and work together.
Our common goal is to study the best ways forrural people to improve their lives.
ARI’s Rural Leaders Training Program teaches
practical skills in organic agriculture and servant
leadership. It helps rural leaders to discover thevalues needed for healthy community development
and widens their understanding of social issues.
It is a tough training, beginning each year in Apriland ending in December. Trainees – whom wecall Participants, in order to acknowledge theircontributions as teachers and practitioners within
the program – must be ready for intense study andhard work. In the end, they return to their homecountries with new resources and a vision to build
an environmentally healthy, just, and peacefulworld. Because our training is meant to uplift themost neglected people on Earth: Those who sufferfrom hunger, poverty, environmental destruction,and injustice.
This School Guide will give you
an overview of our school’s methods and impact.
Tomoko Arakawa
Director of ARI

in this school guide
We Educate Rural Leaders

2

Transforming Rural Communities

4

9 Months of Intense Training
Space for Transformation

17
18

Who are Rural Leaders?

6

The Campus

20

A Strong Philosophical Base

7

A Diverse Community

22

Our Training

10

What Participants Learn

12

How Participants Learn
Passionate Faculty

A Day at ARI

23

Building a Sustainable Future

24

14

Impact on Many Levels

28

16

A Little Bit of Background32

3

Transforming
Rural Communities
ARI reverses the common model of international development aid
by which resources are sent from ‘rich’ countries to ‘poor’ countries.
Instead, we invite trusted local leaders to study in Japan, whothen return to their communities with new skills and values to share.

4

The Global Challenge

An Alternative Solution

Today, for the first time in human history, more people
live in cities than in rural areas. Massive urbanizationin developing countries brings economic growth, but it
creates problems as well. New poverty and exploitation
emerge. The countryside declines, leaving agriculture
and the natural landscape to the hands of big industries.

We have an alternative idea to secure the future:
Strengthening rural communities by empowering theirleaders with strategies for sustainable development; toeducate compassionate leaders who have the integrity,
resources and local connection to bring healthy and enduring impact.

Will multinational agribusinesses and new technology
bring food security and prosperity for people in Asia,
Africa and beyond? Can development aid resolve climatechange and hunger?

Our model to rural development is not about imposing
magic solutions, or ‘foreign aid’ from Japan onto othercountries. Rather, it is a process of change pioneered by
the people who are often neglected.

Our Training Model

To Japan and Back
Selection

Training

inhome country

travelto

The local community or
grassroots organization
nominates a Rural Leader
for training in Japan.

Partneringwith DedicatedOrganizations
Our trainees come from grassroots organizations with a provenhistory of serving their local communities and contributing to thecommon good.
We are actively looking for partners who share our ambition ofcreating a prosperous rural future
and are willing to send their staff
for training in Japan. The 9-monthtraining is a short-term investment for a long-term gain.

Transformation

in
Japan

in
home country

returnto

The leader goes to Japan andtakes part in the ARI training,
together with leaders fromother countries.

Back home, the leader shares the
new knowledge, vision, and planwith the organization and community. They then work together
for community change.

Community
Organization

Farmers
Organizationvillage committee, tribal group,
women’s initiative, refugee camp...

cooperative, union, association,
self-help group or network...

Educational
Institution

NGO/NPOschool, orphanage, youth
organization, training center...

active on the ground for social
or environmental causes...

Faith-based
Organization

Government/
Extensionsocially active temple, mosque,church, convent or school...

we accept governmental workers
in some exceptional cases

5Who are
Rural Leaders?
We look for experienced leaders fromdeveloping countries who deeply care about
improving the lives of the people around them.
age

Looking for better answers, Rural Leaders are openminded to grow new qualities and skills. They inspireothers and strive to build connections and community;
they have high morals, loving peace and justice; andthey base their work in a bigger vision that gives them
purpose to serve.

25-45
years

at least3

years

Most of these Rural Leaders work in Africa, Asia, Latin
America and the Pacific, but we also invite motivatedJapanese leaders who are passionate about serving others and reviving rural communities.

of leadershipexperience

Asha K. Jayappa(India)Abraham Brese(Ghana)Coorg Organisation
for Rural
Development

Osramanae
Beekeepeers
Association“I am a community organizer
working with my tribal community.
I educate them on land ownership,
help with community improvement
projects involving youths, and advocate for women’s and children’s
education. I attended ARI to help
my people go for sustainable agriculture methods.”

works withtrustworthy& activeorganization“I work on my family farmwith my wife and children. Our
beekeeping group has 140 hives
and I help care for and market thehoney. At ARI, I learned to reducepoverty and increase employment,
creating a model for other communities with my skills of beekeeping
and agriculture.”

Makiko Takei(Japan)“Working as a nurse,
I became concerned about the reliance on advanced medical technology. For half a year, I studied in
Denmark about the world situationof hunger, poverty and gaps in society. At ARI, I studied how to support people’s health and life withgood food.”

Careful Selection
Every applicant to our Rural Leaders Training Program goes througha careful screening and selection process, conducted by the ARI staff.
The process starts with building a relationship with grassroots organizations in the field. When we are surethat we share mutual interests, theorganizations nominate one or two

6candidates for training. Graduates
often help with screening and interviewing applicants. Out of about 70
applications, usually 30 candidates
are chosen every year.

A Strong Philosophical Base
ARI is based on a number of important key concepts and core values.
They form the philosophical base of all of ARI's curriculum, daily activities,
and policies.
Each concept and value help us fulfill our motto "That We May Live Together."This base of ARI’s training deeply influences Participants, providing themwith motivation and guidance.

(1) Servant Leadership
Leadership at ARI is based on
the example of Jesus Christ, who
served the poor and marginalized.
His actions as a Servant Leader
were motivated by humility anda love for others. It has been a corevalue at ARI since the beginning.

Core Value
Key Concept
Awareness(Mindfulness)

Personal
GrowthSpiritual
GrowthServant
Leadership

Dignityof Labor

The Valueof Rural Life

That We
May Live
TogetherFoodlife
Life of
Sharing

EmpoweringtheMarginalized

Equality

Diversity

Communityof Learning

Community
Building

Food
Sovereignty
Living inHarmony with
Nature(2) Foodlife“Foodlife” expresses that food and life are inseparable.
We humans cannot survive without food, so we work tosustain our lives through a healthy relationship with nature, the gift of creation from God. At ARI, we aim to createa Foodlife in which the soil becomes richer and humanrelationships become more beautiful as we produce food.

Learning
by Doing

Independent
Learning(3) Community of Learning
The ARI community is the foundation forlearning and practicing how to “Live Together.”
Learning happens together. Every member
plays a role in forming this Community of
Learning through engagement and care.

7

8

9

10

Our
Training
Among the many leadershiptrainings in the world,
the ARI program is uniquewith its communal setting,an emphasis on daily practice,and its basis on profound values.
Our curriculum creates acomprehensive learning experience,
activating and strengthening eachParticipant’s leadership skills.

9monthstraining

up to

32

Participants
each year

15

averagenationalities

11

What
Participants
Learn
Our training program is built
around three main goals:
Improving Rural Leaders’abilities in leadership,
agriculture and community
building.
Our lectures relate to theever-changing environments
our Participants live andwork in. In addition to ourown training staff, we invite
experts from various fields
to provide more topics andto demonstrate different
viewpoints on issues that areimportant to Participants'
communities.
12

Servant Leadership
Participants learn the importance of being a leader
as one who works at the level of the people and lives alife that inspires others to unlock their potential. During the training, Participants strengthen qualities like
self-awareness, willingness to learn, and true care forothers. The examples of leaders such as Shôzo Tanaka
and Nelson Mandela help them form new images andattitudes toward ethical leadership.
In terms of practical skills, Participants improve theirorganizational skills: planning, facilitation, presentation, and time management. Their capacity to communicate and empathize with very different people isespecially challenged.

Sustainable Agriculture

Community Building

The ARI farm has over 60 varieties of crops andvegetables, as well as livestock animals. Equippedwith light farm machinery and tools, it is the ideal
ground for Participants to experience agricultural
techniques that are in harmony with the environment and humans.

In classes dealing with current issues like localization, gender justice, and climate change, Participants
discuss meaningful development: Who is it for? What
do rural communities truly need in order to prosper?
How can everybody participate in society? It all reflects the motto “That We May Live Together.”“Can organic farmers compete with conventional
farmers?” “What are the principles of sustainable
farming?” These questions come up in ARI’s study ofsustainable agriculture. During many classroom lectures, discussions, and observation trips, Participants
are exposed to various models of farming and gain
deeper insight of how food is related to broader socialand economic issues. In all of this, ARI’s concept ofFoodlife serves as a guide that helps Participants understand sustainable agriculture.

ARI’s Community of Learning is the experimental spacein which Participants struggle to achieve this “Living Together.” Through daily practice of group study,
personal reflection, and opening their minds to othermembers, Participants reflect on what an ideal community might look like. Lecturers, who are active incitizen groups, or research, guide the Participants’discovery process. At the end of the training, they
have found tools to analyze their home communities’
root problems and resources better.

13

How
Participants
Learn
Learning at ARI does not simply
mean the transfer of knowledge
from ‘teacher’ to ‘student.’
Instead, learning at ARI
happens in a tight-knit
community in which every
encounter, every moment,
and every challenge becomesan opportunity for personal
growth. The whole experienceof living and working in thiscommunity is a unique partof ARI's method, offering
Participants the time tobecome well-rounded leaders.

14

Learning by Doing
ARI’s training emphasizes practice, and Participants
are expected to take initiative. As one graduate put it:“When you learn by doing, you get the skill right insideyou.”
Practical Field Study (PFS) classes, for instance, expose
Participants to a bunch of agricultural techniquessuch as fertilizer production and artificial insemination of pigs. Field Managament Activity (FMA) is thetime to combine both leadership and agricultural
skills. As part of FMA groups, Participants take chargeof a large part of ARI’s Foodlife responsibilities: Managing the fields and livestock and thus providing thewhole community with healthy produce throughout
the year.

Learner-Centered Classroom

Observation & Study Tours

Participants play a major role in designing and facilitating class sessions. This empowerment of thelearner allows them to ask questions relevant to theircommunities’ situations, find answers, and develop
plans together.

Learning at ARI goes beyond the campus. Short observation trips and two long study tours to different
parts of Japan widen the Participants’ horizons. Theyinteract with farmers, activists, and educators.

From beginning to end, teaching staff monitor theParticipants’ performances in personal and groupbased review, analysis, and reporting to ensure thatthey can achieve their study goals. To help each Participant’s growth process, personal consultants facilitate reflection and support writing assignments.

During the Rural Community Study Tour, for example, Participants meet local organic farmers andlearn about their marketing and community organizing first-hand. Another study tour to West Japan
offers insights into social issues such as healthcare,discrimination, and urbanization. By getting to know
people’s lives and concerns in Japan, Participants reflect on what is truly essential for development andhappiness in their own countries.

15

Passionate Faculty
Each of our core faculty members has rich international work experience.
They are open-minded and approachable, always ready to share knowledge.
They help Participants get the most out of the training.

Some of our Core Faculty
Tomoko Arakawa

Bernard Timothy Appau

director

chaplain

As ARI’s director, Tomoko gives lectures onleadership and Participatory Learning andAction. She has been teaching about education, leadership, and gender in Japan, theUS, and other countries for over 20 years.

As a rural pastor in Ghana, Timothy participated in anti-malaria campaigns in addition to his church ministry. At ARI, he offers classes on poultry, time management,
and religion. He is a 2001 graduate.

Yukiko Ôyanagi

Zacivolu Rhakho Dozo

associate director, curriculum coordinator
Yukiko teaches leadership, facilitation andfood education and sustainable table
coordinator

ganic farming in theory and practice.

“Acivo” managed student houses in Cambodia
after working for village development inNortheast India. At ARI, she teaches nutrition and assists Participants’ kitchen activities. She is a 2000 graduate.

Osamu Arakawa

Dr. Gilbert Hoggang

Having worked and lived as an agriculturaladviser in Tanzania, Nepal, and East Timor,
Osamu is the foremost expert on organic
farming and Foodlife at ARI.

“Jil” is a veterinarian and farmer from thePhilippines, and an expert on livestock
management, fermented feed and breeding, with a specialty in piggery. He is a2004 graduate.

presentation skills, and Participatory Learning and Action. With experience in Samoa
and almost 20 years at ARI, she knows or-

associate director, farm manager

livestock staff

Guest Lecturers
ARI invites experienced educators and practitioners from many fields to lead special lectures
and workshops. Participants also meet local farmers, activists and researchers, exposing them
to a broad variety of ideas. Here are some who have been teaching at ARI regularly.

Shimpei Murakami
natural farmer

Tatsuo Sakahara(Kinôshi-Juku Institute)(Tanaka Shôzô Seminar)organic farmer

environmental educator

Natural farming in tropical areas / Climate-smart
agriculture

Alternative Marketing
Systems / Teikei

Community response toenvironmental crises /Leadership of Tanaka Shôzô

Kyôko Ogura

Yôji Kamata
eco-village activist &lecturer

J.B. Hoover

Japanese language
teacherJapanese language andculture16

Reina Tomatsu

executive director of
AFARI (American Friends of(NPO Ancient Futures)

ARI)

Localization / Alternative
development strategies /Eco-village

Activism against climatechange / Fundraising /Mission analysis

9 Months of Intense Training
Our Rural Leaders Training Program is intense — it compresses 2 years of a regularJapanese vocational school into a compact 9 months curriculum. Running fromspring to early winter, it allows the Participants to follow the farming cycle in Japanand experience a great variety of topics.

S erva n t

Sustainable

C ommun it y

L ead ers hi pAgriculture

Buildin g‘Qualities of Leaders’ discussion

Bokashi-making workshop

Community events

Foodlife Work group leadership

Teikei/CSA marketing

Dorm life

Morning Gathering

Rice harvest

Cooking & eating together

Cleaning & dishwashing

Food processing

Harvest Thanksgiving Celebration

17

18

Space forTransformation
Our training center is asmall school sitting on a hillin the Japanese countryside.
Surrounded by forests and fields,
it has been an educational hub
for more than 40 years.
It is a special place to support
inspiration and transformation.

Nasushiobara

ARI
TOCHIGI
PREFECTURE

ARI

Tokyo

Narita Airport

located in

Nasushiobara
City

160

km

north of
Tokyo

4

h

drive from
Narita Airport

19

The Campus
Our campus is not only a school but a living space for a community of
about 50 people. Here is where Participants, volunteers and staff members
spend most of this time together: to work, study, eat and share life.

The Heart of the Community
Classroom BuildingThis building houses thelibrary, a conference room,and the main classroom for
lectures and workshops.

Koinonia HallThis fellowship hall is theculminating point of all our
Foodlife Work. Here, we eat,give thanks, sing, and formbonds.

Men’s
Dormitory

Manna House
A facility for storing andprocessing food. It includes
a butchering room for small
animals.

Goat
Grazing
Land

Sports ground
Women’s Dormitory

Fish ponds

Staff houses

Dormitories
Women and men live separately
in dorms. They have washing machines, showers, public telephones
and community rooms. Everybody
shares a room with someone fromanother country.

20

Kitchen

The Farm
On ARI’s farm, we practicesustainable farming withlocal resources. Not only does
the farm provide 90% of ourdaily food, it is a place forexperimentation, discovery,and leadership growth.

Farm Shop

Livestock Area

Group Fields

The center of our farm
activities with storage
rooms, farm machineryand a classroom.

Chicken, goats, pigs, andfish are the main livestock
animals at ARI. They need
our daily care.

The Participants takeresponsibility for making
best use of on-campus fields
with crops, vegetables, andrice

Mixing Roompoultry houses

Goat Houses

Pig pens & biogas

The mixing room is busy
with people preparing feed
for animals.

Fish pond

Admin Building

Work Shop

Reception and office spaces
for ARI staff and volunteers.
It has a computer room for
Participants.

At ARI, we like to build andrepair things by ourselves.
The Work Shop offers plentyof tools and materials.

6aroundhacampus size

+ off-campus fields& forest

Oikos Chapel
A traditional Japanese farmhouse, renovated to be aquiet space for meditation,
self-reflection, and the daily“Morning Gathering.”

60

peopleduring theday

The campus is designed to maintain the community’ssustainable Foodlife. Cleaning and taking care of it ispart of our daily routine.
The entire area underwent major reconstruction after
the Great East Japan Earthquake of 2011.
21

A Dynamic Community

Whoever comes to ARI is inspired with the hope that good-willed people
across the globe are shaping a future in which everyone can live
together in abundance and peace.

up to

32

Participants

On-Campus Life,
Off-Campus Support
Why does ARI invite only 32 Participants per year?
The answer lies in the ‘Community of Learning’ that isformed anew every April.

17

full-time staff
members

ARI seeks to be an intentional community where learning continues at every moment. Training takes place in
an intensive communal setting where classes, meals,
and living spaces are all shared. The small size allows for
closer relationship building among the members, resulting in a better training experience.
Participants’ studies are reinforced by 17 full-time staff
members and additional support staff.

15

volunteers
helping
everyday22

On any given day, there are volunteers helping the staff.
Some are from the local community, but there are also
long-term volunteers from Japan, the US, Europe andother regions living on campus. They support the ARI
community.
ARI is connected to hundreds of partner organizations
throughout the world and has 1,000 registered supporters in Japan alone. Throughout the year, they and hundreds of other visitors keep the campus abuzz.

A Day at ARIEvery day at ARI is full of activities. During daytime, Participants focus
on their training while the staff and volunteers work in their respective
sections.
Weekends are usually free, but there are many activities offered, such asrecreation, special workshops, and worship services.

Morning
Gathering
Breakfast
Break
Visualization of
an ARI day.

Main
Activities

10:20

Lunch
Break

12:30

Main
Activities

13:30

9:30
Foodlife
Work
Exercise,prayer andcleaning

8:15
7:00

17:00

6:30

Foodlife
Work

18:30
SupperStarting the day

Foodlife Work

Morning Gathering

The day starts early at ARI. All members
gather outside for exercise and a shortprayer. This is followed by cleaning.

Everybody joins daily Foodlife Work
which involves all work related to producing and preparing food.

This period is one of the most importanttimes of our day, when members cometogether for spiritual reflection. The
chairperson changes each day.

Eating together

Main activities

Evening Activities

The community takes meals together
in Koinonia hall. Nutritious meals are
made from our own farm produce. Participants and volunteers join cooking
during Foodlife Work, so the dishes areinternational.

Participants have lectures, farm work,
research, and other programs during
the day. Volunteers and staff workin their sections. On special days, allmembers join in communal work andevents.

After supper, many continue to study
or have group meetings. Others read,play music, or communicate with theirfamilies back home. There are classes,
prayer meetings and movie nights, too.

23

Building a
Sustainable
FutureAll over the world, ARI Graduates
participate in important leadershiproles within their communities.
With knowledge, values, and skills
gained at ARI, they work in a wide
range of different professions andcontexts.
In over 56 countries, ARI’s spiritof sharing life inspires Graduates
to find better solutions for peace,
wealth, and people’s livelihoods.

1,300+

Rural Leaderschanging theplanet24

25

I n d o n e s ia
2011 Graduate

2011 Graduate

Lidia Naibaho

Jean Gontran Delgrace

Since her ARI training, Lidia Naibaho has helped thewomen in her community transform barren householdplots into lush, vibrant gardens. These gardens are asource of pride, and of organic fruits and vegetables
for food security and household income. The gardens
are nourished with compost and organic fertilizers andprotected from pests with natural pesticides, skills Lidia
enjoyed learning and honing at ARI.

As a child, Jean Gontran Delgrace helped his parents
raise pigs, goats, and chickens, in addition to staples
such as corn and millet. Unfortunately, his family rarely
enjoyed the fruits of their hard labor: “They grew somevegetables, but they had no control of the harvest. Theirland was dry and they lost most of their crops,” he recalls.
Many of his neighbors faced the same dilemma.

community leader

In addition to sustainable agriculture techniques, Lidia
absorbed lessons about service and building community.
Her Sending Body, PETRASA, partners with credit unions
who serve more than 4000 farmers from various religions
and ethnic groups. “Living in diversity at ARI enhanced
my ability to work with people of different backgrounds,”
Lidia says. Now, inspired by Lidia, the credit uniongroups have become places to discuss community issues,
to build solidarity and overcome differences.
Lidia is a model leader. “ARI taught me, as a human andas a part of this universe, to take responsibility in preserving the environment and nature by every little thingthat can be done, to appreciate every grain of rice and be
grateful all the time.” ARI encouraged her to become aleader with “a humble heart, passion to lead, and [someone] moved by love.”
26

Hai tiagricultural educator

With a passion to serve others and a vision to uplift farming communities, Gontran dedicated more than a decade
to combating the root problems of Haitian farmers. “They
didn’t know how to properly transplant their vegetables,”he explains, “and relied on imported fertilizers that werevery expensive and polluted the environment.” So, withchurch support, Gontran facilitates classes on sustainableagriculture that reach hundreds of farmers across six regions. He teaches farmers bokashi, an organic fertilizer helearned to create at ARI. He also credits ARI with developing his skills as a facilitator and project manager.
Dedication, knowledge and an open heart has helped
Gontran make ground fertile and grow stronger roots.
Now an agronomist at Caraibe University, he founded anorganization that promotes integrated organic farmingwith a focus on dairy goat production and community
building among farmers. It was his ARI training that
helped Gontran branch out and transform areas in need.

M ya n mar

Uganda1998 Graduate

1994 Graduate

Naw Lee Myar

Stuart Sempala“The name Lee”, she tells us fondly, “means light”, a treasure Myar received from her grandfather. Graduating in
1998, Naw Lee Myar overcame many personal struggles
to tackle socio-political issues that affected her community. Raising awareness around women’s and children’s
rights and their struggles with education, health andhuman trafficking, she has been a source of light to hercommunity by her actions, encouragement, ideation, andempowerment.

Stuart Sempala cares deeply about the children in his
community. Currently serving as the director of Consciousness Uganda Foundation, Inc. (CUFI), Stuart sincerely believes that education is essential for ensuring
health, safety, and a bright future for the youth living in
the Luwero District of Uganda: “Education is the key toeverything,” he states; “Education is liberation.” By cultivating relationships he developed at ARI, CUFI successfully established and enhanced a number of local schools
and training centers that provide important educational
opportunities to Ugandan youth.

social activist

Behind Myar’s softspoken demeanor is a strong purpose
rooted in faith. As the Women’s Secretary in the Kayah
Hpu Baptist Association (KHBA), her ideas led to the successful construction of a community training center. It is
now a forum for conducting programs such as such sewing, food processing, and handicrafts for income generation. Myar says her training at ARI gave her the organizational, management, and leadership skills required
to be a voice for her people. As a community leader, sheparticipated in Myanmar’s peace process between thegovernment and ethnic rebel groups, speaking about human rights of women and children in the Myanmar People’s Forum in 2011. She now serves as Director for the
Christian Social Service and Development Department
in KHBA. Myar continues to motivate, moving village tovillage, and believes that change is possible if everyone iswilling to try.

youth educator

Reflecting on his experience at ARI, Stuart expresses
gratitude. “The opportunities that were given me… madea big, great transformation that changed my life completely, creating within me a burning desire to serve
rather than being served.”
Stuart’s passion for service has continued to burn longafter his return from Japan. With CUFI, Stuart has offered training for orphans, single mothers, and other vulnerable youth. With another partner organization Stuart
has also helped provide students in war-torn areas ofnorthern Uganda with school fees, supplies, and healthy
meals. Even after 20 years, Stuart utilizes the connections and skills he gained at ARI to continue changing
lives.
27

Impact on Many Levels
ARI trains individuals in order to transform rural communities.
Through our training, Rural Leaders become confident, skillful, and adaptable agents ofsocial development in their organizations and villages. Sending Bodies support andenlarge Rural Leaders' efforts, engaging local people to work together for greater qualityof life.

The Flow of Impact
Here is how the impact of the ARI training flows from theindividual through the sending organization to the community.
On the right, there are some examples.

Personal
Transformation

Organizational
Transformation

Community
Transformation

28

At ARI, Rural Leaders gain
new knowledge, values, and skills,
becoming a powerful resource person.
The training experience becomes alife-long basis for growth.

The sending organization’s capacities
expand through the graduate’s
learnings and vision.
It can develop new programs andstrategies to serve the community
with a clear plan.

People recognize their resources andjoin in transforming their ways of life.
This might affect families, farms,
schools, hospitals, and even thewider populace on a district, stateor national level.

Here are a few examples of the many impacts
that drive transformation at ARI.

S erva n t

Sustainable

C ommun it y

L ead ers h i pAgriculture

Buildin g

Participatory
Learning & Action

Food Education

Gender Equality

Engages Community

Balanced Diet

Engenders Participation

Better Health

Hands-On Leadership
Experience

Fosters OwnershipHousehold Food Security

Access to Decision Making
Self-Assurance

Effective Project Designs

Holistic Planning

Strength in Diversity

Inclusive Representation

Sustainable Management
Systems

Equal Participation

Stakeholder Buy-In

Care for People & Planet

Increased Sensitivity &Advocacy

Greater Voice

Empowered Eaters

Shift in Attitudes & Norms

Self-Determination

Income Generation

Greater Representation

Improved Livelihoods

Food Sovereignty

More Women Leaders

29

30

31

A Little Bit of Background
How it all began
ARI started in 1973. It was founded by Rev. Dr. Toshihiro
Takami, a Japanese pastor who prepared missionaries forrural service for many years. Takami wanted to establish
a training program that would be relevant to people inSoutheast Asia and beyond. He developed his philosophy
based on Christian theology and Zen practices, adapting
traditional farming techniques and sustainable arts ofliving in Japan.
By rebuilding rural communities in Asia, Takami intended to bring reconciliation between his country andother Asian countries because Japan had caused so much
misery during the years of colonialism and war.
Assisted by the local church and community, ARI was oneof the first non-governmental organization in Japan, andhas been independent of state support to this day. For
over 45 years, ARI has grown steadily, inviting Partici-

How is ARI financed?

Worldwide partners

ARI is a duly registered private legal school body (gakkôhôjin) in Japan. It does not receive support or grants fromthe Japanese or a foreign government. The yearly budgetof over US$ 1.3 million is covered by donations, grants,
scholarships & tuitions as well as fundraising throughdomestic income generation activities. It means that
ARI depends on constructive relationships with partners
in Japan and overseas who share our vision for a betterworld.
Others7%

IncomeGeneration

29%
Domestic

22%

45%
16%
Overseas

22%
Tuition &Scholarships

32

pants from many different countries and backgrounds.
ARI looks to reach new grassroots leaders from other regions of the world.

4%
GrantsDonations

ARI has a relationship network with a wide range ofpartners. These include schools, NGOs, NPOs, churches
and philanthropy groups. These partnerships consist offunding support, education exchange, and contributions
to the training through hosting Participants, offering
lectures, observation trips, and other opportunities.
Among partners in recent years were the following organziations:
American Friends of ARI; ARI Supporters Association; Asian
Rural Welfare Association; Caritas Japan; Catholic Relief Services; Episcopal Relief and Development; Evangelical Lutheran
Church in America; International Christian University; Japan
Student Services Association; Japan Evangelical Lutheran Association; JICA - Japan Overseas Cooperation Volunteers; National Council of Churches in Japan; The Presbyterian Church
USA; Rotary Club; St. Olaf College; Tochigi Business Association; Tokyo Union Church; United Church of Canada; United
Church of Christ; The United Methodist Church; USPG - Anglican in World Mission; Wesley Foundation Japan; World Councilof Churches

FAQ
About ARI

Where can I find an application form and how can I apply?

Is ARI a Christian institution? Is it only for Christians?

Get in contact with our admissions & recruitment office:recruitment@ari-edu.org

ARI is an ecumenical Christian institution. It is a member of the United Church of Christ in Japan’s Mission
School Council. Participants are expected to attend
Christian worship and ceremonies during the training,
but we welcome people of all faiths and background. We
strive for a diverse community in which we learn to respect other faiths and learn from them.

Does ARI provide visas for Participants?
The candidate must obtain visa by his/her own. Our admissions office supports the visa application and international travel processes from start to finish.
Do I have to learn Japanese to attend the program?
No. Basic Japanese language classes will be offered.

Before the Training
During the Training

What is the basic qualification for applicants?
Applicants need to be aged 25-45, with at least 3 years ofwork experience as a volunteer or staff member with areputable Sending Body. Applicants must have demonstrable experience in a leadership role.
My English is not so good. Can I still attend the training?
Even though ARI’s training is conducted exclusively in English, we accept candidates with weak English skills if othercriteria match our selection standards. We recommend
such applicants to take English classes before training.

Does ARI teach the use of chemical fertilizers and pesticides and other industrial agricultural techniques?
No. We focus on sustainable, bio-intensive methods.
Will I be able to take part-time work during the training?
No. Part-time work is not permitted under Participants’visas.

After the Training

I have a physical disabilty. Can I still attend the training?

Does ARI give diplomas or academic degrees?

The training requires you to be physically fit for farmwork, punctual attendance of classes and manual labor.
Admission will be considered with care.

No. We offer a certificate of completion for the training
upon graduation. Our training is about community benefit, not individual prestige.

How much does the training cost?
The fees and expenses for the ARI Rural Leaders Training Program are 17,840 US dollars*. International airfare
is volatile and can cost between US$1,500 and $3,500, depending on the country and airline. In total, training one
Rural Leader costs around US$ 20,000.
ARI does not offer scholarships or funding. However, we
proactively assist sending bodies and applicants connecting with suitable funding partners.

Allowance$ 600

Health insurance$ 2,700

Board (food)$ 2,700

Room (lodging)$ 800

Admissions fee$ 2,600

Field trips &study tours$ 7,000

Tuitiontraining costs for

We request sending body organizations to value theinvestment in their staff and be responsible for costs related to domestic travel, passport and visa. Additionally,
we require a one-time registration fee of US$ 100 fromthe sending body.

one Participant

We strongly encourage funding organizations and individuals willing to sponsor an ARI Participant to getin contact with our ecumenical relations coordinator at
ecu@ari-edu.org .

US$ 1,500 ~ 3,500*as of 2018

$ 1,440

US$ 17,840*

estimated costs fora roundtrip airticket~ $ 3,500

Africa rates~ $ 2,500

Oceania rates~ $ 1,500

Asia rates

33

Our Mission
The mission of the Asian Rural Institute is to build
an environmentally healthy, just, and peaceful world,in which each person can live to his or her fullest potential.
This mission is rooted in the love of Jesus Christ.
To carry out this mission,
we nurture and train rural leaders for a life of sharing.
Leaders, both women and men,
who live and work in grassroots rural communities
primarily in Asia, Africa and the Pacific,
form a community of learning each year
together with staff and other residents.
Through community-based learning
we study the best ways for rural people
to share and enhance local resources and abilities
for the common good.
We present a challenge to ourselves
and to the whole world in our approach to food and life.

that we may live together

Rural Leaders Training Center

School Guide Ⓒ 2018

That We May Live Together

mail
tel

info@ari-edu.org (general inquiries)
recruitment@ari-edu.org (admissions office)+81-287-36-3111

address Tochigi. Nasushiobara.
Tsukinokizawa 442-1
329-2703 Japan