This paper is a comparative study between a Japanese and a Danish higher educational institution with respect to designing an active learning environment. First of all, I clarifi ed a brief history of active learning in Japan, especially in the national education policy. After that, this paper shows how educational practice affects from the field in the semester from the author's class entitled “Citizenship Studies 1” provided by the Service Learning Center at Ritsumeikan University. I found that both learning assessment and practice assessment need to consider the atypicality and redundancy of student learning based on the diversity of the learning community. For this point, I focus on the supervisors’ role in Problem-Based Learning at Aalborg University which was applied the Step-Ladder model.

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In overseas experience learning programs, students become strongly aware of global issues which could be often emerged in cross cultural experience and tend to promote a sense of ownership towards those issues. However, its impact is often short-lived after returning to their own country. This article clarifi es importance of fostering awareness of global issues as their own, and analyses how students experience the process of getting motivated in overseas experience learning for continuous transformation and taking new actions, by applying theories of ‘development education’ and ‘transformative leaning’. In order to promote students’ sense of ownership towards global issues, students need not only acquire related knowledge but to transform their personal perception. This article describes that students’ transformation could be maximized by synergic effects of reflection to deepen problem consciousness as cognitive dimension and activating affective leaning community through students’ collaboration, which can be bases for continuous transformative leaning. Therefore, overseas experience learning has its potential as a long-term transformational learning for students to promote a new form of perception, subsequent study and new carrier choices.

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In this paper, I first describe the field notes that the authors themselves have noticed from the changes in activities and activities between locals and students in Kamaishi City, Iwate Prefecture, affected by the Great East Japan Earthquake. Since December 2011, I have been visiting Kamaishi with students. After the earthquake, they were interested in volunteering whether it was useful or not for the locals. Through visiting there in summer and spring vacation, students noticed that they are helpless for the locals and they were no mean of volunteers. They gradually changed the activities and their existence as volunteers. They shifted the students to be taught by the locals such as history, culture and the days of that earthquake. In the second half, I organized the viewpoint the local people taught and students felt and learned. Three key points were given as “key words” “annoying existence” “fragile existence” “existence capable of dialogue”. In chapter 4, from the viewpoint of volunteer studies, I examine the problem of ‘volunteer’ in the afflicted area and the meaning and possibility of new ‘exist away from volunteer framework’ existence. In Chapter 5, I introduce the discussion of the participants at this study group and present issues to be studied in the future for “volunteer studies” research.

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This paper is summary of activities over on a project named “# Minnagoto Wakamonoga Kangaeru Chijisenkyo” (#Our matter Youth Perspectives on Okinawa Gubernatorial Election). The project was launched following the gubernatorial election that was held on 30 September 2018.In the society of Okinawa, issues derived from the U.S. bases can easily divide the people and communities during elections. However, the project was aiming at transforming these political events into opportunities to establish public educational spaces to learn and join. Therefore, it can also be understood as an activism of Citizenship Education. A fluid collaboration between participating students, teachers, and journalists was apparent and enhanced the advantages of each participants during the project. To take advantage of this project and to develop further, this paper records the activities and the voice of participants gathered during the project to identify potential versatile elements of the project. Many youths in Japan complain that they are unable to make a social change or unsure about how it can be done. While this current situation makes us wonder what we should do, this paper was written with the hope to encourage more youth-centric approaches to social participation and also to enhance the number of practitioners of Citizenship Education.

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We focused on activities to increase the awareness about refugees by using a community FM radio broadcasting program and the meaning of the program is discussed from the perspective of social psychology. This activity was developed in four stages. Since the start of the program in 2004, the first author, with the cooperation of UNHCR, has strived to increase listeners’ concern about the problems of refugees. Concurrently with the production of the radio program, the participation in the global community radio network meeting, “AMARC 2010”, triggered the development of a variety of activities. The content and subjects of the program conducted with the cooperation of AMARC members resulted in the expression of multiple voices by Japanese people, who had not been very interested in the problems of refugees. Moreover, the program developed trust as a result of broadcasting for over 10 years. Furthermore, university students wanted to collaborate with the organizers of the program to communicate directly with refugees through the Internet. As a result, crowdfunding activities were developed for supporting local followers to provide food packages to people in Syria. Adopting the Activity Theory, we confirmed that changing the basic relationship among subjects, objects and supporters caused changes in rules, roles, and tools of the community of practice. After this action research, we plan to construct an ethical approach to avoiding excessive production in the media and create new activities for people suffering in distant places.

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The purpose of this case study is to explore the unique role of volunteers in supporting Japanese as a Second Language (JSL) students in push-in services. One of the main characteristics of Japanese school culture is to encourage all students to behave in the same manner, despite their different backgrounds and needs. From a JSL student’s perspectives, adhering to this classroom norm is inherently difficult. The study is conducted by the author as a JSL volunteer, based on a year-long field work placement in a classroom, and an interview with a Japanese public elementary school teacher. The analysis reveals that interactions between a JSL student, a teacher, peers, and a volunteer, as well as the Japanese classroom norms, influence the effect of push-in services. Firstly, the type of support a teacher and peers provide to a JSL student varies, based on the student’s linguistic and academic needs and interactions with a volunteer. Additionally, peers show interest in teaching Japanese to a JSL student when they see a volunteer assisting the student. Secondly, a teacher’s and peers, cooperative attitudes disappear when they think a JSL student is going against the classroom norm of conformity, and push-in services are also restrained. In this case, the level of a JSL student’s Japanese language understanding is not taken into account. Moreover, a JSL student refuses to receive push-in services in front of a teacher in order to adhere to the ideal classroom rules. In conclusion, the important role of volunteers in providing a comfortable space for JSL students to share their feelings and needs in Japanese classrooms is discussed.

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The representative institution of non-formal education in Indonesia commonly is called Community Learning Center (CLC) or Pusat Kegiatan Belajar Masyarakat (PKBM) in Indonesian language. It is based on the principle of : from the community, for the community and by the community. CLC/PKBM is a community based institution that is conducted outside formal education in a village or town. The objectives of this study were as follows. The fi rst was to clarify the process from formation and reason of CLCs/PKBMs. The second is to assess the relationship between community people and CLCs/PKBMs by a questionnaire and an interview. Data was collected through fi eldwork in Bandung City and Tangerang City in Indonesia. 136 residents around the four PKBMs and 70 users for them answered the questionnaire. A total of 18 persons including users and staff for PKBM were interviewed. According to the results of the users, the motive for using CLCs/PKBMs appeared to have shifted from literacy and equivalency, including equivalencies to primary, secondary and tertiary education to women empowerment and early childhood education. Additionally, through interviews of the staff, it was revealed that to secure the stable income and to maintain educational quality need to be addressed in the future.

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This paper examines the roles of non-formal education of ethnic minority group in Bangladesh. Bangladesh has made dramatic strides in expanding and improving primary education. However, Last 10% problem is still hear. Many ethnic minority children in the Chittagong Hill Tract (CHT). Especially Khumi one of the smallest ethnic minority group people’s situation is diffi cult. Their school attendance rate was only 12% in 2009. Since 2010, Rongtang village’s Khumi people established one non-formal primary school. The school carry out as a safety net to ensure educational opportunities. On the other hand, nowadays, Rongtang village’s people seeking for high quality school education. As a result, the school education has shifted to the stage of guaranteeing high quality education.

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