Reflection on our final presentation

 

Overall, our presentation for Deal the Future went really well, and we received great feedback from both our teacher and classmates. Everyone loved our idea of using games and mentors instead of just giving physical aid. They also thought our "Play for Peace" Pop-Up Cafe and social media strategy were super creative ways to get Japanese students involved without using sad or pity-inducing photos.
 Based on the feedback, we need to post more on social media and share short videos of Nigerian kids actually playing our games to make people feel more connected. Some classmates also gave us great ideas for the future, such as partnering with educational book publishers or providing food support to create an even bigger impact.
 Through this project, I learned how important it is to make an NGO sustainable through fun events and social media, not just good intentions. It was a great experience learning how to combine real social impact with a workable business model.

Thank you.

Chiho Goto

summary of survey

 

Pictures : the result from the survey

This survey was conducted to explore public awareness of educational support organizations and to understand what people value most in education. Out of 12 respondents—the majority of whom held Japanese nationality—half reported that they were completely unfamiliar with JICA (Japan International Cooperation Agency). Furthermore, 75% of participants stated that they primary obtain information about developing countries through mainstream television and news media, highlighting that most people rely on passive broadcasts rather than personal networks or direct local channels to learn about global issues.

Regarding perceptions of the domestic education system, respondents spoke positively about the core strengths of Japanese schooling. They particularly praised the rich, comprehensive depth of knowledge delivered in classrooms as well as the clear, structured methods teachers use to deliver their lessons. This demonstrates a strong appreciation for the academic standard and pedagogical quality that defines Japan's educational environment.

Beyond basic academic instruction, the survey revealed what people truly seek from educational institutions. Most participants emphasized the vital role schools play in fostering human connections, viewing teachers and peer interactions as essential elements of a student's development. Ultimately, respondents see education not just as a place to study, but as a critical environment that helps young people build meaningful relationships and broaden their future life choices.

Rio Kubota

Introducing "Deal the Future": Redefining Global Education Through Play and Connection

 Hi everyone!

In our last post, we shared why we are so passionate about international educational support. Lastly, we are thrilled to officially introduce the initiative we’ve been working on: Deal the Future (DTF)

                https://www.canva.com/design/DAHPejHO2xs/d1p5zNhx8LFrWB4j-BLFKA/edit

• What is Deal the Future?

At DTF, our tagline is simple: "Giving cards of hope to children so they can make their own future."

When people think of international educational aid, they often picture building physical schoolhouses or sending heavy textbooks. While those are important, we noticed a critical missing piece in many classrooms—the everyday joy of learning and human connection.

Our first target country is Nigeria, where over 10 million children are currently out of school. Even for kids who do attend, many are stuck in overwhelming "Chalk and Talk" classrooms—one teacher for over 100 students, zero desks, no toys, and endless hours of strict memorization. As a result, children get bored and lose interest in school.

We want to change that.

• Our Two Core Projects

Rather than just handing out aid, we focus on interactive, soft-skills-driven learning:

1. ASOBI-CLASS (Fun Lessons): We turn daunting subjects into hands-on games. Kids learn math through wooden blocks and card games, and master English through picture cards and movement.

2. KIZUNA-CONNECT (Warm Mentorship): We train local Nigerian university students to become "big brothers and sisters" in the classroom. They create a safe, supportive space where making mistakes is just part of the game. Plus, Japanese students and Nigerian kids regularly connect online to play together!
   
   
   

• A Sustainable, "Triple-Win" Model

We don't believe in showing pity-inducing images to ask for handouts. We want our supporters to feel inspired!

Through our "Play for Peace" Pop-Up Cafes in Japan, people can pay to play the exact same educational games used in Nigeria—with all profits funding local card production and shipping. By partnering with toy companies for surplus materials and empowering local college students, we're building a self-sustaining cycle where everyone wins.

Education is the ultimate "infrastructure of infrastructures." Food aid lasts a day, but empowering a child with a love for learning changes an entire community's future forever.

We'll be sharing real-time updates, classroom moments, and behind-the-scenes stories right here and on our socials (@DealTheFuture_DTF).

Thank you for being part of this journey with us. Let’s deal the future, together!


Chiho Goto

Research Questions

1. How long has Japan been helping other countries with education?

Japan has been supporting international development for over 70 years, beginning in 1954 when it joined the Colombo Plan. Over the decades, education aid evolved from basic technical training to comprehensive capacity-building across Asia, Africa, and Latin America.

Citation:

• MOFA (2021). Japan's Official Development Assistance (ODA) 60-Year History: Building Human Security through Education. Ministry of Foreign Affairs of Japan.

• JICA (2022). The History of Japan’s Technical Cooperation: Human Resource Development and National Growth. Japan International Cooperation Agency.

3. What kind of education support does Japan usually give (schools, books, or teachers)?

Japan provides a balanced combination of all three, but its primary specialty lies in teacher training (particularly in science and mathematics) and constructing safe school infrastructure. Additionally, Japan introduces soft-skill concepts like collective cleaning and student duties to foster responsibility.

Citation:

• JICA (2023). Human Security and Basic Education: From Relief to Development. Japan International Cooperation Agency.

• UNESCO (2021). Global Education Monitoring Report: Education as a Driver for Sustainable Development. UNESCO Publishing.

5. Has Japan’s education aid actually helped reduce poverty in those countries?

Yes. By expanding basic education and practical skills, Japanese assistance has directly boosted literacy rates and workforce productivity in recipient countries—especially in Southeast Asia—which played a critical role in driving long-term economic growth and reducing poverty.

Citation:

• World Bank (2022). The State of Global Learning Poverty: 2022 Update. World Bank Group.

• JICA (2023). Economic Impact Analysis of Human Capital Investment in Southeast Asia. Japan International Cooperation Agency.

7. How much money does Japan spend on foreign education aid compared to its own schools?

Foreign education aid makes up a tiny fraction of Japan’s domestic education spending. While domestic budget allocates trillions of yen annually to domestic schools, foreign educational assistance within ODA amounts to tens of billions of yen—representing less than 1% of the domestic education budget.

Citation:

• MOFA (2023). White Paper on Development Cooperation: Economic Growth and Strategic Partnership. Ministry of Foreign Affairs of Japan.

• Board of Audit of Japan (2022). Audit Report on Official Development Assistance Expenditures. Government of Japan.

9. Is this aid a waste of taxpayers' money when Japan has its own economic problems?

While domestic critics argue the money should stay at home, the government views aid as a strategic investment. Enhancing international stability and growth directly benefits Japan’s own economy, national security, and supply chain resilience over the long term.

Citation:

• MOFA (2023). Revision of the Development Cooperation Charter: Principles and Objectives. Ministry of Foreign Affairs of Japan.

• Keidanren (2023). Proposals for Strategic Official Development Assistance: Enhancing Industrial Partnerships. Japan Business Federation.

11. Is helping poor countries a core part of Japan's modern international identity?

Yes. Since World War II, Japan’s foreign policy identity has been built on peaceful international cooperation and soft power rather than military presence. ODA and educational aid serve as core pillars of Japan's commitment to "Human Security."

Citation:

• MOFA (2021). Japan's Official Development Assistance (ODA) 60-Year History: Building Human Security through Education. Ministry of Foreign Affairs of Japan.

• GRIPS (2021). Evaluating Soft Power and Development Assistance: Assessing Japan's Educational ODA. National Graduate Institute for Policy Studies.

13. If Japan stops this aid, will it damage its relationship with developing nations?

While it might not trigger immediate hostility, stopping aid would diminish Japan's diplomatic presence and soft power. It could lead recipient nations to rely more heavily on other major powers, such as China, altering regional influence.

Citation:

• ISEAS (2023). The State of Southeast Asia: 2023 Survey Report. ISEAS – Yusof Ishak Institute.

• Pew Research Center (2022). International Views of Japan and Its Role in Global Development. Pew Research Center.

15. Should Japan focus on teaching its own culture and language abroad, or just basic skills like math and science?

Japan prioritizes basic STEM skills and practical knowledge tailored to local needs over cultural imposition. This non-coercive approach avoids accusations of cultural imperialism while delivering practical economic utility to recipient communities.

Citation:

• JICA (2022). Higher Education and Industrial Human Resource Development in Asia. Japan International Cooperation Agency.

• MOFA (2020). Japan's Education Cooperation Strategy 2015-2020: Learning, Growth, and Peace. Ministry of Foreign Affairs of Japan.

17. Why does Japan choose to help with education instead of building roads or hospitals?

Japan actually funds infrastructure (roads and hospitals) as well, but views education as the foundation that enables facilities to work effectively. Physical infrastructure yields little long-term value without a skilled workforce to manage and maintain it.

Citation:

• United Nations (2023). Human Security in Action: Japan’s Contribution to the SDGs. UN Office for South-South Cooperation.

• JICA (2023). Capacity Development in Education: Partnering for Self-Reliance. Japan International Cooperation Agency.

19. Is it hypocritical for Japan to fund foreign schools when some schools in rural Japan are closing down?

Critics highlight this contrast, but the government treats them as separate policy realms. Rural school closures stem from domestic demographic decline (low birth rates), whereas international development assistance serves broader diplomatic and economic goals.

Citation:

• MOFA (2023). Public Opinion Survey on Japan's Diplomacy and International Cooperation. Ministry of Foreign Affairs of Japan.

• OECD (2022). Development Co-operation Peer Reviews: Japan 2022. OECD Publishing.

21. Which Japanese ministry makes the decisions about foreign education aid?

Decisions are primarily led by the Ministry of Foreign Affairs (MOFA), which sets policy and budget allocation, while the Japan International Cooperation Agency (JICA) executes the projects. The Ministry of Education (MEXT) provides specialized technical expertise.

Citation:

• MOFA (2023). Annual Evaluation Report on Japan’s Development Cooperation. Ministry of Foreign Affairs of Japan.

• JICA (2022). Guidelines for Project Evaluation: Department of Evaluation. Japan International Cooperation Agency.

23. What kind of PR or media strategy does the government use to justify this spending to Japanese citizens?

The government uses public reports, documentary-style videos, and web features highlighting local children benefiting from Japanese aid. PR campaigns frame aid as a win-win: fulfilling humanitarian duty while securing Japan's peace and prosperity.

Citation:

• MOFA (2023). Public Opinion Survey on Japan's Diplomacy and International Cooperation. Ministry of Foreign Affairs of Japan.

• JICA (2022). Grassroots Partner Program and Local Perception Reports. Japan International Cooperation Agency.

25. Is there a risk that Japan is just forcing its own style of education on different cultures?

There is always a risk, but Japan actively mitigates it by adapting its methods to local contexts and curricula rather than enforcing rigid models. The focus is on collaborating with local educators to integrate beneficial elements (e.g., hands-on science experiments).

Citation:

• JICA (2023). Capacity Development in Education: Partnering for Self-Reliance. Japan International Cooperation Agency.

• NGO Forum on ADB (2023). Shadow Report on Asian Development Aid and Bilateral Assistance. Civil Society Network.

27. Besides poverty, what other major problems do these schools face (like war or bad governments)?

Foreign schools face severe non-poverty obstacles, including armed conflict, political instability, government corruption, gender discrimination, and severe shortages of qualified teachers or basic sanitation.

Citation:

• Transparency International (2023). Reducing Corruption Risks in Bilateral Development Assistance. TI Global Report.

• Human Rights Watch (2022). Critique of Strategic ODA Allocation in Developing Nations. HRW Annual Report.

29. Should Japan stop giving aid to countries that do not support Japan in global politics?

Diplomatic alignment influences aid decisions behind the scenes, but Japan generally maintains educational aid under the principle of Human Security. Basic humanitarian and educational needs are often prioritized despite political disagreements, unless safety risks or severe international sanctions apply.

Citation:

• MOFA (2023). Revision of the Development Cooperation Charter: Principles and Objectives. Ministry of Foreign Affairs of Japan.

• OECD (2022). Development Co-operation Peer Reviews: Japan 2022. OECD Publishing.

Chiho Goto