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What is Japan Overseas Cooperation Volunteers?

SEE OUR

GRASSROOTS

ACTIVITIES IN INDIA

CONTENTS'

First edition 2016 Published by Japan Overseas Cooperation Volunteers/ Japan International Cooperation Agency. English transtlation • AI MUTO Articles • SHIORI OTA� � � � • NOZOMU AOKI� � � � • KAORI KOIZUMI� � • HITOMI TAKAHIRA� • KOZUE MITSUHATA� � � • YUKI YAMANAKA� � � • TOMOKO ASHIHARA� • ASUMI TAZAWA� � Editing • HITOMI TAKAHIRA • KOZUE MITSUHATA • MIKI SHIMIZU

• MIKI SHIMIZU • KAZUYA ARAYAMA • AI MUTO • SO OZAKI • YOHEI IIDA • TAKAKO KITAHARA • MOTO ICHIKAWA • HIROKI TOKUTAKE

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Volunteers�Japan-Overseas-Cooperation-Volunteers(JOCV)

Senior-Volunteers(SV)�

JICA's#volunteer#programs#support#ac1vi1es#by#ci1zens#who#wish#to#cooperate#in#the#economic#and#social#development#as#well#as#the#reconstruc1on#of#developing#countries.#Through#these#coopera1on#ac1vi1es,#par1cipa1ng#volunteers#can#not#only#contribute#to#the#development#of#partner#countries#but#also#gain#valuable#experience#in#terms#of#interna1onal#goodwill,#mutual#understanding#and#an#expansion#in#their#interna1onal#perspec1ves.##Widely#recognized#as#a#representa1ve#Japanese#interna1onal#coopera1on#program,#volunteer#ac1vi1es#have#not#only#earned#high#acclaim#from#partner#countries#but#are#also#receiving#increased#praise#in#Japan,#where#expecta1ons#for#these#programs#are#also#rising.#

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To#date,#more#than#47,000#Japanese#people#(JOCVs,#Senior#Volunteers,#and#other#types#of#volunteers)#have#been#dispatched#at#the#grassroots#level#in#96#countries#and#regions#around#the#world#(January#2015).#Last#year,#2015#have#marked#the#50th#anniversary#since#the#first#batch#of#JOCV#departed#for#Laos#in#December#1965.In#India, JOCV# are# dispatched#from#1966.#

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JOCV青年海外協力隊Japan Overseas Cooperation Volunteers

JICA’s Volunteer Programme in India

India is one of the first countries where the JOCV programme started in 1966. From the commencement of the programme until 1978, nearly 130 JOCVs were dispatched across India, mainly to assist in the area like better living, basic human needs and industrial development. More than 60 volunteers in the field of education, health, agriculture, rural community development, and sports activity have been dispatched after the programme resumed in 2006. Recognising the importance of further promoting technical cooperation through people-to-people exchange, the JOCV programme is now expected to expand more into the other fields.

Number of Dispatched Volunteers ( INDIA )

* Total Number of Dispatched Volunteers in India since 1966：200 （123 Men/77 Women）

* Ongoing Volunteers：16 （7 Men/9 Women) as of September 2016

Statewise Sectorwise

Takako Kitahara (Ms.)JOCV for Acupuncture Moxibustion Cautery

Massage/ Dehradun, Uttarakhand

States No.

Uttarakhand 4

Delhi 2

Uttar Pradesh 1

Gujarat 1

West Bengal 1

Odisha 1

Mizoram 1

Andhra Pradesh 2

Karnataka 1

Tamil Nadu 2

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Statistics ofJOCV

9 13 18 382016104012

4 75 117634

1372

196619681970197219741976200620082010201220142016

History of Dispatched Volunteers

Statewise Top 10 of Distpatched Volunteer Ranking

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Madhya Pradesh 30

Karnataka 24

Delhi 22

Maharashtra 21

Punjab 16

Uttar Pradesh 19

Rajasthan 13

Odisha 12

Bihar /Tamil Nadu 9Andhra Pradesh 8

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Total Number of Volunteers Dispatched in Various Sectors

Nozomu Aoki (Mr.)JOCV for Rural Community Development

Ramanagaram, Karnataka

Types of VolunteerLong-term Volunteers 186

Short-term Volunteers 14

Senior Volunteers(SV) 0

Sectors For Cooperation No.

1 Agriculture 78Rice growing（31）, Agricultual Engineering(15),

Animal Husbandry(6), Others(25)

2 Education 63Japanese Language Education(53), Youth/School Activity(4),

Child care(2), Others(4)

3 Health and Welfare 20Nursing and health care activity(11), Veterinarian(4),

Nutritionist・Midwife(2 each), Other(3)

4 Sports 13 Jyudo(7)、Gymnastics(4)、Rugby・Table Tennis(1 each)

5 Community Development 10 Rural Comminity Development(9), Reseach Marteking(1)

6 Manufacturing 9Woodwork(3),

Processing animal food Advisor・Pottery(2 each), Others(2)

7 Maintenance and Operation 7 Automobile Maintenance・Electricity(2 each), Others(3)

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Giving instruction�

Occupation of Rugby

Dispatched since 2016��

ıHiroki Tokutake (Mr.) Ñ PostĺBhubaneshwar, OdishaÑÑÑѾ�¾¾AssignmentsĺIndia Rugby Football Union(IRFU)ÑÑÑ Ñ¾¾¾¾¾¾¾¾¾¾¾ĺKalinga Institute of Social SciencesijKISSĴ Rugby Football TeamÑ ÑÑÑÑÑÑÑÏ�

What is Rugby?�Rugby is a type of football developed in UK. There are two main types of rugby, which are rugby league and rugby union. Being called “Toukyuu” in Japanese, it has a long history and its origin can be traced down to 1823, when it was started as a martial art of the ball game.�

Why I became a Rugby coach? In my school days, I came across this splendid sports, rugby I came across. Idea of repaying people’s kindness I received inspired me to become a rugby coach, which I can make use of my own experience. �What makes me join JOCV? I have wanted to help people since I was young. I wanted to do something for others, and this led me to join JOCV.�

The place of the assignment�Mainly I work at Kalinga institute of science (KISS), which was built to assist in bringing up the young of the minor tribes. I am coaching the rugby team. Training Time Monday – SaturdayÑ (from 6:00 to 8:00 / from 16:00 to 18:00) twice a day

Receiving the trophy of the tournament game�

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Group photo (U-19,U-16)�

Purpose of Rugby coach JOCV in India Indian Rugby Football Union (IRFU) is trying to spread rugby. It manage the Indian national team and hold various tournaments. The members of IRFU have other jobs and it is difficult for them to support the activity of IRFU continuously. Therefore JOCV is requested in the fields of training both players and coaches and managing the tournaments.�

ÑEpisode about result of the activity Currently I am trying to build a good Team by telling them the basics for the rugby. Basics, like rules, techniques, taking good care of equipment are very important to make the team stronger. Now they are passionate for training and they arrange the equipment for training, form lines and communicate well during the games. Furthermore, they have meetings after the trainings in order to share the thoughts and information. I give new challenges every day and these days they came to make every doubts clear during the training.�

World Rugby ranking India : The 77th place Japan : The 11th place�

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Occupation of Acupuncture Moxa Cautery Massage

Dispatched since 2016

ʼnTakako Kitahara (Ms.) Post: Dehradun, Uttarakhand Assignments: National Institute for ���������� the Visually�Handicapped��â�

Purpose of Acpuncture moxa cautery massage therapist JOCV in India There are more than 1.5million people in India, who are totally or partially blind. However, less than 10% of them can get a job. Acupuncture moxa cautery massage therapists teach traditional Japanese therapy as a vocational skill to the visually impaired people so that they can get a job and participate in societies.�

Introduction I am a massage therapist, a licensed acupuncturist, a moxibution practioner. I have worked in various places such as sports gyms, bone setter clinics and nursing homes in Japan. I wanted to work abroad as a therapist, so I applied for JOCV. In India, I teach massage therapy called JMMT, which stands for Japanese Medical Manual Therapy, at the National Institute for the Visually Handicapped(NIVH), Dehradun.

What is Acupuncture Moxa cautery Massage? It is a coined word, derived from Acupuncture, moxibustion and Japanese manual therapy. Acupuncture is a Chinese method of treating pain and illness using special thin needles, which are inserted into the skin of particular body parts. Moxibustion is the burning of moxa on the skin to treat the pain.

What is JMMT(Japanese Medical Manual Therapy)? As a grass-root movement of the JICA Partnership Program, the Vocational Education Support for the Visually Impaired in India was implemented in 2013, in cooperation with the special Needs Education School for the Visually Impaired, University of Tsukuba, Japan(SNESVI). JMMT was made by experts from SNESVI as a vocational skill. It is whole body massage based on holistic therapy of oriental medicine. JMMT is not a relaxation massage.

��There are many differences between India and Japan such as culture, customs, languages, lifestyles, environment, and so on. Another difference is the hospitality aspect. It is important for therapists to have hospitality wherever they are. I would like to teach not only the knowledge and techniques of JMMT but also how to help patients psychologically as well.

“Chai madam” She gives me the Indian tea twice in a day. We have Tea Break two times everyday. �

�The training center for blind adults in NIVH�

In class �

Formal uniform

Job���������������������� In India, some therapists who graduated from JMMT course work for clinics in Delhi, Gurgaon and Dehradun, and some make money by visiting patient’s house and treating them. In Japan many massage therapists with visual impairments work for some companies as a health keeper and treat employees of the company. We are now looking for companies, where they can work as a health keeper in India, too.

What is Japanese manual therapy? It is a combination of Japanese traditional hand massage called “Anma”, Western hand massage and Japanese finger pressure therapy called “Shiatsu”.“Anma” originated in China and it is practiced with patients’ clothes on. “Massage” originated in Europe. Massagers do the massage directly on the skin, using some oil or powder. “Shiatsu” originated in Japan. It is said that there are many pressure points associated with internal organs on the body.

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Purpose of JOCVs for Youth Activity in India Through the cultivation of aesthetic sensitivity (music, arts and crafts, physical education) and cultural activities, I aim to educate pupils morally and to make them realize the importance of the rules and manners. In India, such cultivation is not considered to be important at the schools, however, this helps children to develop their character. I aim to assist unprivileged children who live in the slums or in the rural areas with the mental growth, the development of adjustability and learning abilities.

The history of JOCVs for youth activity in India Currently I am the only JOCV for youth activity in India. However, three other members were dispatched in India including a short period volunteer from 2014. One of the volunteers stayed in an orphanage in a slum, and the other two were dispatched in an orphanage or elementary school in farm villages. In India, gaps between the poor and the rich are very big and it influences the children’s education. In schools where the rich people send their children to, aesthetic sensitivity is cultivated, but in the state or NGO schools where the poor people can afford to send their children to, it is difficult to give chance of cultivating aesthetic sensitivity. Though there are many restrictions, JOCVs have been fulfilling the roles delightfully, always seeking the best way for the activity in the dispatched areas.�

Reiko Furuichi (Ms.)

Hirotaka Kataiwa (Mr.)

Hirotaka Kataiwa (Mr.) short-term volunteer Jan,2016-April,2016 Mr. Kataiwa had worked in a NGO NewHope, which is also known as Katagiri Children‘s Village in Kotta Valsa, Andhra Pradesh. He mainly taught outdoor activities and Japanese language. In the Japanese class, he taught basic greetings and familiar topics, such as favourite food, occupation and so on. While conducting outdoor activities, he always instructed to do warm-ups first. He also taught Japanese culture such as, origami, shodo, karuta and so on.

Reiko Furuichi (Ms.) (July, 2014 – July, 2016)�Ms. Furuichi had worked at Duraisamy Generous Social Education Association (DGSEA) in Kancheepuram, Tamil Nadu. Being good at music, she translated Japanese children’s song into the local language “Tamil” with children, and introduced it to the Indian people. In addition, she made a song for hand-washing with children, which she later put in a booklet and distributed to guests of “Tamil-Japan festival”.�

�Kozue Mitsuhata(Ms.) � Post : Vellore, Tamil Nadu Assignments : Garden Of Peace�

Occupation of Youth Activity�

Dispatched since 2014�

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Garden Of Peace Garden Of Peace is a school where the poor people send their children to. It is located in a small town called Vellore, which is about 3 hours away from Chennai. Currently approximately 180 students from kindergarteners to elementary school students attend this school. Farm and rice fields are also in the sites and farming and cow-breeding can be seen. It is a very quiet site. Just as its name indicates, the school is peaceful surrounded by the beautiful nature, indeed.�

Garden Of Peace�

Paper-cutting Prepare: scissors and origami paper Instruction: �1. Fold the Origami paper 2. Cut it and open it Depending on the cut, the shape changes. Enjoy!

Parachute������ Prepare: Plastic bag, adhesive tape, string (woolen yarn) and scissors 1. Cut the plastic bag to make a cone shape (Use one corner as axis) 2. At the bottom, stick 4 strings as seen in the picture. 3. Put all the strings together. At the end of the strings, put a weight. To play: Fold it and drop it from a high place. The length of the strings and weight need to be adjusted.

Activity I have ten classes per week, in which I teach Japanese and English conversation, calculations, craft and music. In the English class, I use Tamil, the local language, to help students understand better. For the craft class, I use something easy to get, such as plastic bags and newspapers etc. so that the students themselves can enjoy making crafts at home. Both for the school and myself, it is the first time to conduct such classes, so we are still seeking the best way, while we are enjoying these activities.�

Introduction of the work that idea�Students�

Doraemon Fukuwarai�(Fukuwarai is a traditional game in Japan) Prepare: scissors, paper and pen 1. Draw Doraemon on a paper. 2. On a different paper, draw face parts (2 eyes, nose, mouth and a bell) and cut them.�� To play: 1. One player cover their eyes with mask. 2. Player pick the face parts and put them on the Doraemon’s face. Observers can help the player by telling what he picked up and where to put it.

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My work place and my activities �

Rag pickers and poor people living in the slums come to my assigned organization. I do health check up of those people, provide health guidance, distribute medicines and treat Tuberculosis patients with health workers of the organization.�

My work place and my activities� I am dispatched to a nursing school of the health workers. Health workers assist nurse and midwifery. My activities are visiting the student’s duty places with tutors, helping intramural exams, conducting health check up and treating local people along with students.�

Achievement of my activities� In order to improve the efficiency of work and safety, I nearly arrange the medicine box. This has now become a habit for colleagues as well. In orphanage, I provide health guidance to children and these days I see them taking care of small things that I taught like, washing hands before eating etc.�

Achievement of my activities�

Earlier, it was difficult to communicate with students in the local language or to use English medical terms but now we can understand each other. The sense of [cleanliness]in India is different from Japan, but gradually tutors and students came to understand what my idea of clean is. �

Why I became a NURSE When I was 10 years old, I wanted to be a person who does her best for people in her life, therefore I became a Nurse. ��What makes me join JOCV? I wanted to involve in medical services and share various experiences with people, while living not only in Japan but also in the poor regions of the world.��

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Kaori Koizumi(Ms.)�

Occupation of Nurse

Resumed since 2016�

�Kaori Koizumi(Ms.)� Post"Ghaziabad,Uttar Pradesh Assignments"Asha Deep Foundation

�Hitomi Takahira(Ms.) Post"Aizawl,Mizoram Assignments: Mission Foundation Movement

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Purpose of Nurse JOCV s in India At our work place, there are few things that needs improvement, such as providing health services for the poor and increasing awareness and knowledge about the healthcare of people in India.That’s why, we want to improve public health of the region and improve the quality of nursing education. Currently we are working for the improvement of health services for the slum residents and also support the tutors in the nursing school.�

Why I became a NURSE When I was in 5th grade, I read a book, in which the protagonist was a student nurse and it motivated me to be a nurse. What makes me join JOCV? I had been interested in JOCVs programme and I got to know that there was a position available for a nurse.�

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Hitomi Takahira(Ms.)�

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Practical in villages: Once in a year, I accompany students’ practical, staying in a rural village for about two weeks to a month. Students check local people’s health and living environment and also deliver lectures on health to school students. �

Facility visit: I visit patients’ houses and place where there are many things for students to learn and assist in school activities. �

Visits: I visit sub centers and hospitals with the tutors. We accompany students to their duty places and give advice practically, rather theoretically.�

Mizoram nursing council exam is held once a year, and Institutional exam, a few times a year. ��

I introduced the blood pressure check and guidance on healthcare and implementing exercises in the facilities for the elderly who tend to rely on medicine for treatment. I aim to improve their lifestyle through these activities. �

I try to provide health guidance without incurring extra money. For example, while giving a lecture on teeth care, I reused the tea cups to demonstrate the teeth and used hairbrush as toothbrush. �

There are some NGO schools in slums. Once a month I and health worker visit there for the health check up and health talk. Some children have problems of ears, teeth and stomach.

I give rehabilitation exercise to children in the institutions for disabled children to be able to move their bodies comfortably. One more teacher is learning those things from me.��

I give health guidance and distribute medicines to TB patients.�

I visit clinics and do health check up for those who live in rubbish heaps.�

�DAILY ACTIVITY��

Capping and Lamp Lighting ceremony�

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Students’ becoming a bridge between India and Japan. �

Improving the study environment by training teachers and introducing materials. �

Deepening mutual understanding and developing the mutual trust. �

Sharing wonderful experience of India with Japanese people after returning to Japan.

What are the GOALs of JOCVs for Japanese Language Education in India?�

1.� 2.�

3.� 4.�

What kind of institution are the JOCVs working at?�

3 type of institutions�

��* Shiori Ota (Ms.) *� ��� Post : Delhi Assignments: Muni International School �

����* Asumi Tazawa (Ms.) * � ��� Post : Shantiniketan, West Bengal Assignments: Vishva-Bharati University

* Tomoko Ashihara (Ms.) * Post : Ahmedabad, Gujarat Assignments: Ahmedabad Management Association� �

����* Miki Shimizu (Ms.) *� Post : Delhi Assignments: Bluebells School International �

��� * Ai Muto (Ms.) * � Post : Dehradun, Uttarakhand Assignments: Doon University��� �

Purpose of Japanese Language Education JOCVs in India JOCVs for Japanese Language Education in India give intensive Japanese language classes and introduce Japanese culture at elementary, secondary and higher educational institutions. Furthermore, in response to recent various demands from institutions, JOCVs organise unique activities to meet the demand, such as cultivating children’s aesthetic sensitivities and introducing Japanese business culture to business people etc.�

Primary and Secondary Educational Institutions ��

JOCVs teach basic Japanese language such as Japanese letters and conversation etc, and also give training for Japanese Language Proficiency Test (JLPT). In addition, they introduce Japanese culture like Japanese songs, dances and so on. Besides the language, JOCVs focus on developing students’ personalities and cultivating aesthetic sensitivities such as tidying things up, greetings etc, which are considered to be good customs in Japan.�

Higher Educational Institutions ��University)�

JOCVs conduct Japanese language classes of writing, conversation, grammar, linguistics, and preparation for JLPT. JOCVs also support students in organising Japanese cultural events and participate in the speech contests. Additionally, JOCVs give advice to Indian teachers regarding the teaching methods, so that the institutions can offer better Japanese language education.

Non-Government Organization ��

JOCV conducts classes for the public in the evening. Scripts, conversation and grammar are taught and opportunities to prepare for JLPT is also given in the class. Moreover, JOCV organises Japanese cultural events and seminars on Japanese business culture and communication, which helps in building the mutual understanding and trust.

Occupation of Japanese Language Education

Resumed Since 2006�

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Japanese Language for Secondary Education Muni International School (Delhi)�

Shiori Ota(Ms.)�

Maru Maru Mori Mori dance�

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Japanese Language for Secondary Education Bluebells School International (Delhi)�

Miki Shimizu (Ms.)

Making rolling Sushi�

Why I became a Japanese teacher�I wanted to contribute worldwide through Japanese language education. What makes me join JOCV�While I was a high school student, I always wanted to do something in the field of international cooperation. JOCV program allows me to fulfill my dream so I didn’t want to lose the opportunity.�

“Teaching Japanese culture brings changes”�Muni international school is located in southwest of Delhi and majority of people are underprivileged there. It is a private school, students range from nursery to 12th grade, and Japanese language is taught to all the grades. I teach not only the language but also Japanese songs, dances, origami (paper folding art) and games, through which I hope to broaden their sight.�

“Learning Practically” I invite Japanese volunteers to the school so that students can interact with native Japanese speakers. With their visits, students get motivated to learn more Japanese. One day, a volunteer came to my school and when I asked her in Japanese language “Shall we go to the next class?”, students shouted “NO! NO!”. Of course they couldn’t understand what I said, but they understood from the context. �

“Learning through teaching”�I’m the only Japanese language teacher and have around 500 students, which had been very tough for me. I introduced the system in which senior students teach Japanese to junior students who don’t understand English well. In this way, the students who teach learn more by teaching to the junior students.�

Why I became a Japanese teacher�I wanted to work abroad.�What makes me join JOCV �I wanted to help people. I realized there were so many things that I can do as a volunteer. I enjoy working here surrounded by nice students and counter part at this wonderful school. I’m teaching but at the same time I’m also learning a lot from them. �

“The centre for Japanese language education” I’m teaching Japanese language to about 90 students from 6th to 12th grade at a private school located in south Delhi. In the class I teach with my counter part and focus on pronunciation and scripts. In addition to that, I give her advice on grammer teaching, make exams and conduct JLPT preparation class. I also support in organizing cultural exchange event.�

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“The day we understood each other”�In the beginning, students looked confused as they were not used to being taught Japanese in Japanese. However, one day they realized that they could understand my explanation in Japanese. After that, they started to listen what I say more carefully. I hope they become more confident through my lessons.�

��“Learn through interaction” A lot of Japanese people, from inside and outside of India, visit the school. Though preparing and holding such events are very tough work, I’m happy to see students’ smiles when they come and interact with them. Also, my counter part and I cooperate well and try to expose students to Japanese culture and customs during classes.�

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Japanese Language for Higher Education Doon University (Dehradun, Uttarakhand)�

AsumiTazawa (Ms.)�

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Ai Muto(Ms.)�

Japanese Language for Higher Education Vishva-Bharati University (Shantiniketan,West Bengal)�

At the school Festival�

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Why I became a Japanese teacher�I couldn’t explain Japanese language grammar and I wanted to become able to explain it. What made me join JOCV �Someone said I wouldn’t be able to become a JOCV and it made me try. I wanted to test my teaching skills. I'm overwhelmed with work everyday, but my students' smiles give me energy to work again.

�“Japanese Department”�

Visva-Bharati University is located in Shantiniketan, 3 to 4 hours away from Kolkata. It’s famous for being built by Tagore, the first winner of Asia Nobel prize for literature, and has a long history. I came here, thinking of teaching only Japanese language, but I’m not at Department of Japanese language! It’s “Japanese department” and I need to teach other subject relating to Japan. Oh no…

“The culture of consideration”�I’m impressed by students who couldn’t write Hiragana become able to write a short essay. Besides, I feel happy to see their small behavior changes such as returning pens with caps and erasing the blackboard after the class.�

���“Let’s think in Japanese!”�Students of the beginning level tend to make Japanese sentences, translating from English. However, this causes many mistakes. For example, there are 2 expressions for a word “give” in Japanese and it is difficult to explain how to use them correctly with literal translation. In that case, games or role-plays work well to make them understand, so we try all in Japanese.�

Though it was a very hot day, students tried very heard to lean Karate! �

Karate workshop�

Why I became a Japanese teacher�While studying in Australia, I found the way to teach Japanese grammar as a foreign language very interesting. Questions from students make me think a lot and I still learn so many things! What makes me join JOCV�Watching video about JOCV in my school days inspired me to join JOCV.�

My lovely students�

“My activity” Doon University offers 5 year integrated M.A course in Japanese studies. In addition to daily classes, I organize cultural events, equip both teaching and learning materials and make connection with Japanese companies, aiming to offer students better study environment and chances to get a job using Japanese language.

“We can make Sushi Roll!” In 2016, Department of Japanese studies organized a Japanese cultural fest. During the fest, we served Sushi and Tempra and students made 80 sushi rolls from early morning. At the beginning, they could not make rolls well and many were wasted, but they became professional in the end! Now they ask me “When do we make sushi next?” all the time!

�“Creating opportunities to use Japanese Language” In Dehradun, students do not have many opportunities to use their Japanese language skills, as there are only 3 Japanese people. To create opportunities to use the language, I invite Japanese people to the university and organize a project for students such as making video and guidebook to introduce Dehradun to the world!

I enjoy having tea with students. They talk about a lot of things like Indian culture and their university life.�

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Tomoko Ashihara (Ms.)�

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Japanese Language for Adult Education Ahmedabad Management Association (Gujarat)�

How many hours a day

do you teach?

What language do you use

to teach Japanese?

Japanese 3 JOCVs (+ sometimes in English) English 1 JOCV English + Hindi 1 JOCV

2.5 hours - - 1 JOCV 3 hours - - - 2 JOCVs 3.5 hours - - 1 JOCV 5 hours - - - 1 JOCV�

Beginner � Pre-intermediate 2 JOCVs Beginner � Intermediate 2 JOCVs Beginner � Advanced 1 JOCV�

Why I became a Japanese teacher�While travelling abroad, I met many foreigners who speak excellent Japanese. I noticed it is because of the Japanese teachers’ effort, and the job seemed fascinating. Teachers made students’ future better. What made me join JOCV�I wanted to be of help to people around the world and I expected experience as JOCV would make me mature.�

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“Dedicated students 12 – 85 years old” I have been teaching Japanese language to around 60 students at a NGO institution which provide quality business seminars to Ahmedabad citizen. Students come to learn Japanese for their up-skilling after their work/school. Fortunately, as many Japanese companies advanced around Ahmedabad, local people have a lot of chance to meet Japanese. So I also focus on teaching Japanese habit and manner such as time management so that they can build good relationship with Japanese people. �

“Teaching of Japanese in Ahmedabad has just began” I was almost only one Japanese teacher in Ahmedabad and first students were beginners, although there are high demands from local Japanese companies for interpreters. At the moment, I have 2 of local Japanese teachers and a lot of students who can speak Japanese. I was so happy my students could role-play as Japanese guests in a restaurant during Japanese business seminar for hospitality sector. �

“Seeking useful contents for students is my main job” As most of my students are busy people because of their own day job, I need to keep providing useful Japanese class for them so that their motivation may continue. For example, introduce common conversations, activities using game elements, and also giving special training for JLPT.�

Practice to use chopsticks�

Seminar on Japanese manner�

Questions to 5 JOCVs of Japanese Language Education�

What are the particular characteristics Indian students have?

Some say that class preparation takes so much

time.

�Indian students have very good memory. �Good at listening task. �They are used to memorize. �Not good at using Japanese letters. �Understand very quickly. �They don’t take notes (Junior high school students) �They take notes, but rarely remember (adults) �To praise helps Indian students improve. �Careless about being on time. �Only people who understood speak during the class. �They love chatting (both in positive and negative ways) �Students are good at role play activities,

but sometimes the class becomes like zoo….�

�What are the levels of your

students?

What is your next achievement in your activity?

What do you expect students to become like?

�I hope students - pass JLPT N1, N2 level so that they can find good jobs. - learn more Japanese letters. - learn practical Japanese language, not for a test. - realise that not only result but also process is also important. - understand various culture and customs for acquiring a wide perspective. �I want to focus on making teaching style for extending students’ individuality.

18

Purpose of Community development JOVCs in India

JICA has contributed with popularization of bivoltine sericulture as a project, which has lasted for over

16 years with a great impact towards silk industry in India. Indian Government is more likely to extend

its technology increasingly. They also expects that it contributes to rural socio-economic development.

Nozomu AOKI(Mr.)

＊About him

Community Development

(Sericulture) Since 2015

Yuki YAMANAKA(Mr.)

Known as “Silk town”, Ramanagaram on the way to the

city of Mysuru is famous for a big Cocoon Market.

Since: 2015.01

Post: Hindupur

State: Andhra Pradesh

Workplace: REC

Reserch Extension Centre

● A child helping for sericulture, a family business.

Tranporting chandrikes one by one, the weight is 10kgs.

●A storage shed for Chandrike.

Chandrike: mountage, for the formation of cocoons.

An Int’l studies graduate with nearly 7 years’

experience in the sales depertment of logistics. This is a

great challenge for me in a new field, rural development.

Since: 2015.01

Post: Ramanagaram

State: Karnataka

Workplace: REC

Reserch Extension Centre

＊About living place

＊About him

It’s so interesting living in a diverse town, Hindupur.

Hindu, Muslim, Christian etc people all live together.

During volunteering in Thailand, I became interested in

developing countries. Though having worked in a travel

agency, I quit my job and applied for this assignment.

＊About living place

Occupation of

19

Since: 2016.03

Post: Dehradun

State: Uttarakhand

Workplace: RSRS/Regional

Sericulutural Research Station

＊About him

There are lots of educational institutions in Dehradun,

which becomes full of lively young generation.

Studied about Photography at University. My volunteer

experience in the Philippines was the trigger for applying to

JOCV.

Moto ICHIKAWA(Mr.)

＊About living place

So OZAKI(Mr.)

Since: 2016.07

Post: Hindupur

State: Andhra Pradesh

Workplace: REC

Reserch Extension Centre

＊About him

Yohei IIDA(Mr.)

Kazuya ARAYAMA(Mr.)

＊About him

Here is regarded as one of the holistic places to Hindus,

especially the big event in July every year. Not only to

Hindus, it’s very famous for nature lovers of the world.

Mar.2015, graduated from BA in Int’l studies. I have been

eager to live and support grass-roots activity.

Since: 2016.02

Post: Haridwar

State: Uttarakhand

Workplace: RSRS/Regional

Sericulutural Research Station

＊About living place

I have not yet started my field activity due to one month

sericulture training in Mysuru, Karnataka. The light-up

of Mysore palace at night was so great and worth to see!

I had hoped one day to be in JOCV work since a young age.

My dream came true! I utilised a leave of absence to do this.

Since: 2016.03

Post: Hosur

State: Tamil Nadu

Workplace: REC

Reserch Extension Centre

＊About living place

＊About him

It’s 40 km apart from Bengaluru city. People work in

several industries like cars, horticulture, and sericulture.

＊About living place

Since a teenager, I have long dreamed of being a member of

JOCV and at last the dream came true. I have three years

temporary employment agency work experience.

20

About “Central Silk Board”

Great achievement done by Japanese experts

“What is the best way to extend its technology?” 2 JOCVs came to each living place near Bengaluru and began working in March 2015 to find this out. Through visiting villages regularly, we have found out each different climate, environment, and resource, and also the scale of the farmer’s sericulture in different places. After much observation, our duty to the joint-activity, along with the CSB collegues, is to consider a commensurate methodology for each region. So far, SHG(Self Help Group) activities

are believed to give benefits and merits for sericultual farmers through a grouped approach rather than an individually based approach.

To date, a total of 6 JOCVs for community development have been dispatched to CSB (4 in the South, plus 2 in the North). One of our JOCV’s missions is to contribute to the socio-economic development in regions. Our situations are very different in each place; nevertheless we try to do our best with activities that enhance the community development and self-confidence of the local people. While working with related colleagues and stakeholders, we would highly like to share our ideas and thoughts to all members. Our activity has only just begun!

The Central Silk Board(CSB) is a Statutory Body under the

Ministry of Textiles in the Indian Government, and is the national

organization for the overall development of sericulture and the silk industry.

Its headquarters are housed at Bengaluru. Indian executives and scientists have worked alongside Japanese experts during the technical project,

with cooperation continuing even now.

Silk has a long history in India. It is widely believed that silk process techniques were purely Chinese technology around the second century B.C.. To date, even though India is only second to China in production of silk in the world, there is still a big difference between both countries. Demand for raw silk in India has been on the rise, and the reliance on Chinese imports has grown as a result since the late 1980s. The Indian government has set a goal of making the nation self-sufficient in bivoltine(BV) silk, a high-grade variety made with silkworms that lay two batches of eggs per year, and then has requested assistance from Japan in developing the necessary technologies. In response, JICA has provided technical cooperation to the country since 1991, which has lasted for over 16 years with a great impact towards its related industry. The successful introduction of BV silkworms and the rise to about 1.4 times in the average How to approach by JOCVs

income of silkworm farmersand reelers taking part in the program have pavedthe way for the widespread adoption of BV production techniques in the states of KA, AP, and TN(**1). As the result of huge imports from the silk industry, the Indian Govt. has expected to extend its technology and requested a shift to a JICA voluntary scheme.

Socio-Economic Development

↑A scale for inspection at market supported by JICA.

**1: KA/Karnataka, TN/Tamil Nadu, AP/Andhra Pradesh, Indian states. 21

Mountage/Harvesting/

Selling at Market

(About 10 days)

Sericulture, or silk farming, is the rearing of silkworms for the production of silk. It's illustrated in

the following diagram. The farmers who we support rear the mulberry silk whose silk is said to be

superior in quality to the other types due to its shining and creamy white colour( The traditional

silkworm’s cocoon in South India is yellowish, but there’s no issues with colour after dying. ). It is

secreted by the caterpillar of Bombyx mori which feeds on mulberry leaves.

They also rear silkworms on the shed.

Young Larve Moth Emergence

Hatched Worms

Egg Laying

Cocoons Late Age Worms

Cocoons on Mountage

３

Silkworm

Rearing

(About 25 days)

Moth Pairing

● Larva: A silk moth

passes through five stages

during the larva

phases of its life. The five

stages are called instars

● Chawki: Rearing of young age

silkworms up to 2nd moult is

called as chawki rearing.Normally,

farmers purchase from commercial

Chawki rearing centre(CRC).

.

Sericulture; high risk, high return

Sericulture farmers rear two types of things; the silkworms in the shed and planting mulberry

leaves for feeding in the garden. The best quality cocoons require both of them. In areas, many

farmers are affected by the natural

disasters and droughts that are related to

climate change, namely global warming.

Not only that, cocoon rates can also be

affected by the demand of silk on

international market as it fluctuates with

supply and demand.

Silkworm Life Cycle(India)

４

５ ５

２

１

22

WORKSHOP REPORT�

�Japanese festivalÉPlace: Vellore, Tamil Nadu ÉÉÉÉÉÉÉÉÉÉÉÉDate: 12thMarch, 2016 ÉÉ �Tamil-Japan festival Place: Kancheepuram, Tamil Nadu ÉÉÉÉÉÉÉÉÉÉÉÉÉÂDate: 25thJuly,2016 �

��

������

���Japanese festival�We held a cultural exchange event to introduce Japanese culture to Indian people . We had not only introduced Japanese culture, but also show Indian culture or the traditional dancing, and it was a good opportunity to understand India, the culture of each other Japanese. �

��

�Voice of the participant�*Because I did not usually mention such cultures, it was a good opportunity.�(the assignment staff)�*I was impressed by Tamil and a contest of the Japanese culture.�*I will want such an event to reach regularly in future.�(the Japanese who participated) �Message from JOCV�I appreciate to all people who participate these festival. It becomes the very wonderful day thanks to the help of all of you alone not to be able to do it, and wonderful memory surely thinks for children. I am very grateful and think that you can cooperate with our activity continuously to all of you who had you cooperate on this occasion. Kozue Mitsuhata assigned Garden Of Peace �

Youth Activity�

��������������

Japanese Toy � Origami class � So-ran bushi(Japanese dance) �

Chorus performance � So-ran Bushi � Dancing performance�

12th ,March, 2016 I held this event to create an opportunity for the Japanese living in Chennai to interact with poor children living in neighborhood cities. Totally, 15 Japanese have participated this event include 2 JOCV. They came in contact with children on that day. It began with the performance of Bharata Natyam which was one of the traditional dancing of India, and a Japanese toy introduction, the sampling of the green tea pudding was performed. This is the first time for them to see Japanese culture and eat Japanese sweets. Not only children but also teachers are interested! For children, it is difficult to talk with Japanese in English but they enjoyed through playing with Japanese Toys. It was wonderful day for all of us.�

25th, July, 2016 I held the event of the participation type for the purpose of interchange and the culture understanding of student child of the Garden Of Peace (Ms.Mitsuhata's assignment) and the living-in-India Japanese community. By this event, I look and am worthless! When the Japanese various places that lived in Chennai showed a band performance and a chorus, the students of DGSEA and Garden Of Peace danced "Yo-kai Taiso" with all the participants again, it was different from the normal event to watch it, and to enjoy, In addition, I was able to have the people of the village with a big characteristic enjoy that I presided in Tamil and both Japanese by this event. Finally, We played "Oruvan Oruvan Muthalali" of a popular movie in Tamils and "Matsuri" of Saburo Kitajima. A Japanese and people of Tamil that lived in the village exceeded nationality, a language, culture, and it was with the splendid event that was able to share feelings that it was fun together.�

Japanese Festival �

Tamil-Japan Festival�

23

�

�Health Work Shop

Place: Ghaziabad,Uttar Pradesh

Date: 26th July,2016 ��

�

Nurse �

The aim of Health Workshop�

- Children’s learning good habit for health. �- Children and JOCVs’ learning something each other through cross cultural interaction. �

Contents of the

workshop Learning how to wash hands properly through drawing and dancing. Voice of the Volunteer�

We understand the situation of the slums. We could communicate with children without language.�

Voice of ADF staffs�It was a good idea to teach how to wash hands by dancing and drawing. �After health workshop

Ms. Koizumi put soaps in children’s Home. Recently children wash hands, singing the song recently.��

About this slum area and Asha Deep Foundation �Seemapuri is a famous slum in the border of Uttar Pradesh and Delhi. The air is polluted and the area is full of rubbish. The drainage is bad and the sewage is overflowed. A lot of Tuberculosis patients live here. There are many people who make living by picking and selling rubbish. Asha Deep Foundation (ADF) supports them, providing education, vocational education and health etc. In ADF there are orphanage and around 100 children live there. Some don’t have parents, some left home temporary to get educated. Living in such a bad environment, they need to stay healthy by themselves for the future. Therefore, teaching children how to live healthy with good habit is important.

�Learning easy Japanese greeting�

�Drawing the advanced of washing hands and the disadvantage of not washing hands�

�Expressing their ideas�

�Learning how to wash hands by washing dance�

�Wash their hands�

�Eating snacks with clean hands�

WORKSHOP REPORT� Nurse �

�Health Workshop

Place: Ghaziabad,Uttar Pradesh

Date: 26th July,2016 ��

�

24

�The aim of the event

���In order to help Indian people understand Japanese culture.

Contents of the events �Origami, Yukata dressing, Calligraphy, Furoshiki and Karate workshop for the University students. �2 days Japanese Language Camp which also included cooking Japanese food, playing traditional card game, watching movie and performing Japanese folktales. �Introducing Japanese manner to the business people or hotel employees who may need to communicate with Japanese, so that they can build good relationship with clients or customers. �

Voice of the participants �I really enjoyed it! When is the next event? �Will we have same event next year? I want to participate in it again! �I learned a lot about Japanese people in this workshop.�

Voice of the JOCVs �Organizing the event was very tough but tiredness vanished immediately when I saw the smile of the students. �Though we had a lot of difficulties, I’m really happy to hear that pupils enjoyed the event. �I am glad to have responded to the demands of the assigned place.�

�

Thumpity-thump First time to serve in Japanese.�

After learning basic Japanese phrases and hospitality in restaurants, participants practiced them using real tools.

Conducting a discussion-based workshop to think “What to do” in a critical situation such as being late etc. �

Practicing the Greetings & bow.

�

�

�

Learning Origami (Indian students were very good!)

Yukata dressing competition.

Teaching Basic techniques of calligraphy.

Learning how to use Japanese wrapping cloth called ”Furoshiki”by using Indian cloth!

Making Udon (Japanese noodle) and Onigiri (rice balls).

Introducing Japanese Calligraphy. Students’ learning to write ‘Forest’.

Playing a Japanese card game called Karta. They made the cards, too.

Japanese Language Education �WORKSHOP REPORT� Japanese Language Education �

��������Japanese culture workshop in Shantiniketan 15th -16th April,2016

�����Japanese culture camp in Greater Noida �6th -7th May,2016

�Japanese business culture seminar in Ahmedabad 3rd -4th Sep,2016�

����

25

WORKSHOP REPORT�Community Development �

�Nantokashinakya (we gotta do something ! ) Project Press

Shoot Place: Hindupur, Andhra Pradesh

Date: 17th June, 2016�

��

��

��

The photo shoot and interview took place under a sunny and pleasant climate, even thought it was the monsoon season. We’re so grateful to the staff who came over from Japan for the shoot, our �o-workers �rom CSB �or attending and assist us, and �he farmars who willingly let us film their �laces��

Yamanaka JOCV explained to Ms. Hirose how to feed mulberries to silkworms. She looked very surprised at first, because it was her first time to see thousands of small silkworms. But she soon tried it herself. The rearing method in the picture is called “shoot rearing” which was invented in Japan. In this method, the farmer doesn’t have to pick up leaves one by one, but cuts the branch from the tree and spreads it on the tray.�

Aoki JOCV conducted an interview with her about JOCV’s activities. During the interview, there was an incident where their conversation was interrupted by excited farmers’ who don’t usually see foreigners visiting such rural areas in India like this. But we hope many people get to know about sericulture, India, and JOCV.�

Photos by Shinichi Kuno�JICA �JICA's 16 years of

technical cooperation on the project has finally been completed. And

now, has been taken over for the next stage by

JOCV.�

JOCV Activities at Hindupur One of the JOCV's activities at Hindupur is visiting sericulture farmers regularly with his fellow CSB co-workers. Plus, he has been focusing on group activities to organize the sericulture farmer’s group since June 2015. The group is made up of about 20 sericulture farmers who share their sericultural skills with one another. Another important task for the group is for farmers and JOCV to think of better management systems for the group’s bank account and loans in order to buy their sericultural equipment. It isn’t always easy, but solving problems one-by-one can help these farmers achieve a better life!

Purpose for the coverage

“Sustainable consumption and production” is the theme for the Japanese actress, Alice Hirose. She came to south India to know about JICA’s technical cooperation for sericulture and to see JOCV’s activities. �

Coverage

She had an interview with the CSB staff who was involved in the JICA’s technical cooperation project, and visited a farmer who is practicing the Japanese sericulture method from the project. Also, JOCV explained to her about their activities.

�Through the visiting

Bengaluru is located on the highlands and famous for its comfortable climate. “I don’t feel like this is my first visit to here”, Ms. Alice said. JOCV told everyone at the mulberry fields, “Planting mulberries in lines makes better sunlight conditions for mulberries. Also the � ��drip irrigation

�����introduced by the � Japanese

��professionals, provides water �to mulberries

efficiently ������ ��even

when water is limited”.

Everyone was impressed by that. Japanese sericulture skills are still actively alive

in India.�

26

�����

������

����������

�

Partners’ Eyes

���

What is the most admirable point of JOCV?

���������� Dr. Gita A Keeni �������� �Visva-Bharati University� ��������� �JOCV: Asumi Tazawa(Ms.)

I always admire Japanese peple's time accuracy. Especially Taro, my partener always come to the office at least 10 min before the biggining time. I couldn't believe his behavior at first but now I've gotten to reach 3min before the time.

Her sincerity in teaching reflects in the commnication skills and the achievements of the students. I highly appreciate her interest in the overall development of the Department. The cultural workshop organized by her with the kind support of JICA needs special mention.

Dr. H.Jayaram (CSB/Central Silk Board, REC/Research Extension Centre ) JOCV: Nozomu Aoki(Mr.)

To understand the native culture is difficult. But the JOCV was well prepared for everything and he learnt to respond to the basic requirement of the farmers. Through the activities, he got a thorough understanding of the village culture. I can say now he has a great exposure which will fetch him a lot of courage and morale in his future endeavours.

Dr. Anonna Majumdar������������������������������(Ahmedabad Management Association)������������������������������������� JOCV: Tomoko Ashihara(Ms.)

“Language is the blood of the soul, into which thoughts run and out of which they grow.” These golden lines have been brought into reality by co-teacher, Ms. Ashihara, that has till date left me intrigued, making me realize and feel the vision of JOCV.

Right: Mr. B.N.Murthy�������������������( CSB/Central Silk Board, REC/Research Extension Centre ) ������������������������������������JOCV: Yuki Yamanaka(Mr.) ����������������

Mr. Yuki Yamanaka has been working with me since March, 2015. He is very friendly and truthful in his duties. His ability in Telugu impresses farmers and it makes a great impact on varous things. He promotes growth of sustainable activities of sericultural groups.

Left: Ms. Christina ������ �����Mission Foundation ���������� �Movement� ��������������� JOCV: Hitomi Takahira (Ms.)

She is cooperative and well adjusted inspire of all the differences observed in culture and customs. She is a jolly person and attitude towards the community is really surprising. She has a gig heart which will be always remembered.

���������������Ms. Mithlesh ����������������Ms. Deepika����������������(Asha Deep Foundation)�����������������������������������JOCV: Kaori Koizumi(Ms.)

Kaori always makes plans and communicates with staff very well to do all the activities. She has some good ideas for all the activities, and She always does her best to help everybody with many ways.

��� ������ Ms. Jayanthi � ���� (Garden Of Peace Primary School� JOCV:Kozue Mitsuhata(Ms.)

I’m happy to see Kozue. I could get new knowledge from her. If I did not work at this school, I wouldn’t know about Japan and so on. I talk with her a lot and want to know more about a lot of things.

2727

�����

������

����������

�

partner's)eye)

���

What's the most admirable point when you are with JOCV ?

))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))Ms. Jaspreet Ahuja )))))))))))))))))))))))))))))))))))))))))))))))))( Bluebells School International ) ����������������JOCV: Miki Shimizu(Ms.)

���� ����� Ms. Deepika Bhatia �������� �Doon University Dehradun� JOCV: Ai Muto(Ms.)

Mr. Muna Mr. Raja ������������� �India Rugby Football Union)������������� ������������� JOCV: Hiroki Tokutake(Mr.)

The most admirable point when I am with her is firstly when I make a mistake or I am in doubt, she corrects it or helps me so gently and subtly with examples. It becomes a learning for me and the students! Another point is her ability to explain so many aspects of Japanese grammar smoothly!

The most admirable thing about Ms. Ai Muto is her passion and sincerity towards work, enthusiasm and activeness to spread the knowledge and commitment towards each task, small or big. She is always ready to give her best.

Mr. Raghavendar �������������� (CSB/Central Silk Board, REC/Research Extension Centre ) ������������� JOCV: So Ozaki(Mr.)

I think he is enthusiastic for his work and interactive with farmers. He is keen to know new things related to culture, regional aspects and sericulture farmers.

����������������

He is a good coach, having a great knowledge about Rugby. He puts effort in everyday coaching. He always gives us advice and also opportunity to learn about Rugby! We love Hiroki a lot.

��Mr. H. Jagadish Prabhu ����� ��Mr. Y. Humayun Sharief ��(CSB/Central Silk Board, REC/Research Extension Centre ) ����������� JOCV: Kazuya Arayama(Mr.)

We felt warmth in Kazuya and we call him Mr. KAZU with love. He is a patriotic, hardworking and devoted. His punctuality, talking and writing Tamil are also surprising. We wish all success in his endeavors and extend full cooperation.

Ms. Anuradha Dalmia (Director, NIEPVD (NIVH)) ��������������� JOCV: Takako Kitahara(Ms.) ���������������

I appreciate her positive and humble attitude and ability to motivate people to contribute to a good cause. We are proud to have such a dedicated and hardworking member like her with us at NIVH.

������� ���Dr. M. Aslam ����� ����� ( CSB/Central Silk Board, RSRS/ Regiona Sericultur Research Station) JOCV: Yohei Iida(Mr.)

He’s energetic and sharp in grasping farmers’ problems and willing to solve them for the betterment of the poor sericulture farmers. I also admire his punctuality and sincerity.

28

Toward the future, side by side

Design Credit: Vecteezy.com

Supported by JICA India Office