Office Com Junto’s Impact on Foreign Children’s
Education and Integration in Japan

Japan is famous for its strong educational system, attracting numerous foreign families from diverse backgrounds who choose to make Japan their home. A considerable portion of these families belong to various minority groups. Often, they opt to enroll their children in Japanese schools, which can present challenges for the young learners due to language barriers and the distinct structure of the Japanese education system. This situation highlights the need for effective integration measures. Japan, known for its homogenous society, can sometimes pose difficulties for these minority families in terms of grasping the Japanese culture and way of life. This complex interplay of education, language, and culture emphasizes the importance of addressing these issues for a more inclusive and harmonious community.

To solve this problem, there are amazing people with a mission to help foreign children adjust to Japanese schools. They do this by organizing many learning activities outside of school. These activities help the children get ready for school and understand what they’re being taught, which can be different in Japan. One group that does this is called “Office Com Junto.” They’re not a company; they’re a volunteer group that helps without making money. They’re based in Kameoka, Kyoto, and they’ve been doing an excellent job assisting many kids from different countries to feel more comfortable studying and living in Japan. Founded back in the year 2014, Office Com Junto came into existence through the dedicated efforts of volunteers. The individual who initiated this organization is Ms. Kiyomi Kojima. Her underlying goal is to ensure that each and every child coming from another country experiences a sense of safety and happiness during their time living in Japan. This is particularly important when these children need to attend school.

This organization is supported by various other volunteer foundations. For example, in 2023 they are now supported by the Osaka Community Foundation, which has a dedicated team of 15-17 retired teachers with a great deal of collective experience teaching in schools before. This background proves advantageous as they can create educational activities that fit well with the childrens’ needs. The volunteers themselves encompass a variety of ages, with people from different stages of life participating. The common thread that unites them is their shared mission with the organization; assisting minority children in their journey to learn and integrate into the Japanese school system, language and culture.

While the majority of the volunteers are Japanese, there are also volunteers from other countries who lend their support, particularly in assisting with languages like English and Chinese. Ms. Kiyomi Kojima holds a strong belief in fostering a diverse society, and her vision extends to cultivating an inclusive environment enriched by the presence of individuals from a multitude of backgrounds. In line with this belief, she has pioneered distinctive activities and programs aimed at bringing together families from all walks of life, providing a platform for them to openly share their cultures with the local Japanese community.

The most challenging phase in attracting a greater number of foreign children to engage in community activities occurred during the outbreak of the COVID-19 pandemic. Due to the pandemic restrictions, numerous children were unable to attend the physical classes. Nevertheless, the organization adeptly transitioned to conducting online classes, offering assistance with homework and studies to the children in need. As the pandemic diminished and many children graduated, a fresh challenge arose – spreading awareness about the existence of Office Com Junto to new kids. In response, the organization collaborated closely with school headmasters across the Kyoto area, working in tandem to identify foreign children encountering challenges in their studies. This collaborative partnership significantly enhanced their outreach efforts, enabling them to connect with a broader spectrum of struggling students.

In their classes, they did many different activities that were not just about helping with schoolwork. They had bigger plans to make the kids better at speaking Japanese. They told stories in a really fun way and had the kids do lots of things related to Japanese culture. This mix of activities certainly helped the kids feel more like they belonged in Japan. These fun things also let them make friends with others from different countries. This meant they got to know each other and felt better about talking to people. It was not just about fun, these activities also helped the kids do better in school. As they felt more confident, they could talk and be friends with Japanese kids in school, too. So, the school became a friendlier place where everyone felt welcome and got along.

Interview

The interview was conducted in the Office Com Junto location in Galleria, Kameoka, Kyoto on July 2nd, 2023.

Interviewee:  Ms. Kiyomi Kojima

Q: How long has Office Con Junto been in operation and who was the founder (or founders)?

Ms. Kojima: I am the founder, and since 2014. All the staff have been volunteers, not certain individuals.

Q: How is OCJ funded? Who are the main supporters?

Ms. Kojima: We have received financial support from the Osaka Community Foundation with only 200,000 yen this year, among other sources.

Q: How many staff or volunteers do you have here?

Ms. Kojima: We have around 15-17 volunteer teachers.

Q: What is the average age of a volunteer at OCJ?

Ms. Kojima: Some are in their 30s, but most of the volunteers are in their 50s, 60s, and 70s

Q: What are the nationalities of the volunteers here?

Ms. Kojima: The majority of them are of Japanese origin, while a few of them are Chinese.

Q: How often do your volunteers come here and how many hours a month do they volunteer on average?

Ms. Kojima: Events occur twice a month for two hours each time, from 10:00 am  to 12:00 pm.

Q:Do you have any special guests or outside volunteers who come here?

Ms. Kojima: We usually have the same people attending our programs, but occasionally, we host researchers for special research and training programs. These programs are held 2-3 times a year, and we invite experts from various places to participate. The Kyoto Prefecture International Center also collaborates with us on these training programs. Additionally, we receive visits from people who are interested in attending classes like the Himawari class, which is not available in other parts of Kyoto prefecture. These visits are organized by the Kyoto Prefecture International Center. The Himawari class is very rare and important, and we take pride in offering it to our students.

Q:How long have you personally worked at OCJ?

Ms. Kojima: The Himawari classes have been held since 2014. We also have a study session called the Global Session, which started more than 20 years ago in 1999.

Q:What is your main role at OCJ?

Ms. Kojima: To assist foreigners in Japan to achieve happiness, including cultural adaptation.

Q: What are some of the challenges or difficulties you face while working here?

Ms. Kojima: It is necessary to contact each child individually as each one has a unique family experience. I personally visit primary schools in Kameoka city to discuss the Himawari class. Even during the Covid-19 pandemic, I continued to gather volunteer teachers for meetings to plan for the next class, ensuring the organization could continue. The Himawari class was held in two locations within Kameoka city, and the timing was adjusted to accommodate parents who work in Kyoto city. Lastly, being flexible with the class schedule played a crucial role in ensuring the success of the program. I faced challenges in maintaining the Himawari class during Covid-19 due to the need to accommodate different families and schedules, but I had to be flexible in order to allow the organization to continue.

Q:Who are the main recipients of the work of OCJ, what nationalities do they represent, and do they all come from the local community?

Ms. Kojima: They are from all over the world.

Q:How do the people who need your services find out about you?

Ms. Kojima: When we started the Himawari class, we had announcements in many newspapers. These kinds of newspapers told people that there are classes for foreigners and their kids, too, so they know what kind of class is being held here. There was also an office to help foreigners who moved to Kameoka with public services and so on.

Q: What are the needs of the people who come here?

Ms. Kojima: I believe that every child should be taught in a way that suits their individual needs. As each child is unique, they require a different approach to learning. However, in public schools, it can be challenging to provide personalized attention to each student, so we often resort to teaching in groups. This can be difficult for teachers who would prefer to teach each child individually. Therefore, most volunteers who offer additional support are former teachers who have experience in tailoring their teaching methods to suit each student’s needs.

Q:On average, how many people attend the sessions you offer?

Ms. Kojima: There are usually around 7 or 8 people, but occasionally some may be absent.

Q:What is the most successful or popular program? Why do you think this is?

Ms. Kojima: We have to keep running all the programs for a long time because without it, children don’t have any other place to receive similar help. This is a great space for kids to practice their native language since they are required to speak Japanese only at school. Some children may struggle with communication in a school setting, but they can be themselves here.

Q:Do you have any plans to add new programs in the near future? If so, which ones?

Ms. Kojima: We not only offer additional classes, but we also provide regular classes. During summer vacation, we have specific time slots dedicated to special classes such as painting or calligraphy. Additionally, Japanese schools assign a considerable amount of homework during the vacation period, so we will be introducing more classes to assist students with their homework.

Q:What do the people who attend your sessions say about the service you offer?

Ms. Kojima: Parents often find it hard to meet with others due to busy schedules. They usually respond with “thank you” or “that’s enough for me.”

Q: Do you ever get special requests from your recipients? Can you give us an example?

Ms. Kojima: To get into a top-tier educational institution, a strong educational background is essential. We feel the students would like to have extra tutoring to assist them with this.

Q: In what ways do you think OCJ has a positive effect or impact on the people it serves?

Ms. Kojima: Kids feel more confident and enjoy school. They adjust to Japanese society and review and prepare for upcoming lessons.

Q: Can you share one or two stories of individuals whose lives have been changed because of the efforts of OCJ?

Ms. Kojima: Two Chinese girls moved to Japan three years ago while they were in elementary school in Saitama Prefecture. However, they had to transfer to three different schools because their parents didn’t feel satisfied with the quality of education provided. As a result, their academic experience is limited. To help them learn Japanese, we are using a Chinese translator. They are doing better and having more fun in school after coming to Himawari class.

Q:400;”>How does OCJ promote itself to the wider society?

Ms. Kojima: I believe that similar interactions with foreign children are happening in other prefectures as well. There are other organizations that are also doing such activities. For instance, in some other prefectures, schools have classes dedicated to international students. We aspire to have similar international classes in Kameoka too.

Q:How does OCJ keep supporters updated about its work?

Ms. Kojima: Every year, we organize a research and training workshop. On more than two or three occasions, we have received support from the Kyoto International Center. Payment for guests is handled by Kyoto prefecture. It can be challenging for the supporters to assist the children as this is not a formal school, but a support center. Additionally, it is not easy to strike a balance between studying and playing for the children, which makes it even harder for the supporters. Due to the low knowledge level of the children, it can be challenging for the supporters to help them with their studies.

Q:What are the future goals of Office Com Junto? How do you intend to achieve these goals?

Ms. Kojima: Just to continue doing what we do. I believe that even if we stop, others will continue on with the work we have started.

Reflections

Comparison and Contrast of Minority Communities’ Integration Efforts: Japan and the Philippines

Efforts to integrate minority communities into mainstream societies are being pursued globally, with distinct strategies and challenges in each context. In Japan and the Philippines, two countries with diverse minority populations, initiatives have emerged to address the unique barriers these communities face. While both countries strive for inclusivity, their approaches and outcomes differ due to factors such as culture, geography, and historical context.

Japan’s Approach: Nurturing Integration through Supportive Activities
In Japan, a nation renowned for its strong educational system, the integration of foreign families, particularly those belonging to minority groups, poses challenges due to the language barrier and cultural differences. However, the establishment of organizations like “Officie Com Junto” showcases a grassroots effort to facilitate the adjustment of foreign children, especially from diverse linguistic backgrounds, into Japanese schools.

Office Com Junto, founded in 2014, reflects the collaborative dedication of volunteers, including retired teachers, aiming to foster a sense of belonging among these children. The group’s emphasis on extracurricular activities, tailored language support, and cultural engagement provides foreign children the tools to navigate their educational journey and community integration. This approach not only helps with academics but also cultivates social connections among children from various countries.

Amid challenges posed by the COVID-19 pandemic, the organization’s flexibility in transitioning to online classes demonstrated their commitment to continuity. By forging partnerships with school headmasters, they are expanding their reach, ensuring struggling students receive the necessary support. Their multifaceted approach, integration of academic assistance, cultural sharing, and language learning, reflects a holistic strategy to address integration challenges.

The Philippines’ Approach: Empowerment through Indigenous Education Initiatives
In the Philippines, indigenous communities face significant socio-economic disparities, a legacy of historical marginalization. Among these communities, the Sama-Badjao tribes exemplify the resilience required to adapt to urban environments while preserving their cultural identity. However, these communities often encounter discrimination and barriers in accessing education.

Recognizing the need to empower indigenous communities, the Philippines enacted the Indigenous Peoples Rights Act in 1997, aimed at protecting the rights of these groups. Despite these legal provisions, indigenous students continue to experience discrimination within the education system. This discrimination often stems from both interpersonal interactions and systemic biases.

To counter these challenges, initiatives like the Iskul Panganaran Saga Badjao were initiated by indigenous communities themselves. These programs focus on equipping young members with fundamental literacy skills before entering formal schools. By fostering an environment where these individuals can learn and grow in their cultural context, these initiatives aim to bridge the gap between indigenous traditions and mainstream education.

Contrasting Approaches and Common Objectives
While the contexts of Japan and the Philippines differ greatly, their initiatives share a common objective: creating environments where minority individuals can thrive while preserving their identities. In Japan, the focus is on language support, cultural engagement, and social inclusion. Conversely, the Philippines emphasizes self-empowerment through grassroots educational programs that address discrimination and promote literacy.

In both cases, the success of these initiatives hinges on collaboration and adaptation. Office Com Junto leverages retired teachers and volunteers to tailor their support, while the Iskul Panganaran Saga Badjao emerged as a response to systemic gaps. These programs reflect the communities’ determination to shape their members’ futures positively.

Conclusion
The experiences of minority communities in Japan and the Philippines underscore the importance of tailored approaches to integration. Office Com Junto’s holistic strategy showcases how collaborative efforts can bridge gaps in education and social integration. On the other hand, the Iskul Panganaran Saga Badjao initiative highlights the resilience of indigenous communities as they navigate their unique challenges.

In both instances, these initiatives recognize that true integration goes beyond the academic realm—it involves fostering a sense of belonging, pride in one’s culture, and the skills to engage confidently in a diverse society. While Japan and the Philippines employ distinct approaches, their shared dedication to inclusivity and empowerment serves as an inspiration for societies striving to create harmonious and equitable communities.

References

https://mainichi.jp/english/articles/20220419/p2a/00m/0op/012000c

https://mainichi.jp/english/articles/20230506/p2a/00m/0na/010000c

https://www.nippon.com/en/in-depth/d00814/

Researchers

Hi there! My name is Putu Ayuni Happy Melati, and I’m a Kyoto University of Foreign Studies student. I was born and raised in Bali, Indonesia, and in 2022, I decided to study abroad in Japan. I love historical places with rich cultures and not-so-busy environments, so I chose to study in Kyoto. I’m also into detective books, and my favorite is Sherlock Holmes. I love watching movies and am a die-hard Taylor Swift fan. Majoring in Global Studies has made me aware of global issues and helped me to think critically to challenge the issues. My short-term goal is to keep learning new things and enjoying my university life in Kyoto Gaidai.

Hi! My name is Chanikarn Boonyakida, but I usually go by Day. I am a 2nd year Global Studies student at Kyoto University of Foreign Studies. I was born and raised in Thailand, but when I was 14, I came to Japan to pursue my studies. I lived in a community where everyone spoke Japanese, which made things pretty challenging. However, with the help of my friends, I was able to overcome the challenge eventually. My interests include playing video games and watching movies and documentaries. I want to travel to different nations and experience their cuisine, learn about their customs, and meet people from all over the world.