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From The Japan Times October 1, 2007 International Schools Directory 2007-2008

GLOBAL APPROACH TO INTERNATIONAL EDUCATION
By James Yellowlees Ph.D.

Mika Fukutomi is a true believer in taking a global approach to international education. A product of Nishimachi International School (grades 2-8) and the American School in Japan (ASIJ) (grades 9-12), she established Global Kids Academy (GKA) as a dual language after school program to provide students with an enriching learning environment in English and Japanese.
“As a parent of a child who is growing up bilingual, I know that the quality of time spent after school is important,” she said. “Children need a safe, nurturing and friendly environment that allows them to develop their linguistic, communication and academic skills while parents need to be reassured that the children are getting high quality instructions from teachers who can be their role models.”
GKA is conveniently located in Moto Azabu, right across from the main entrance gate to Nishimachi International School so Fukutomi feels right at home. “From the time the idea was conceived, former teachers and school mates have all been very supportive. It is great to be able to tap into the alumni network for input.”
Global Kids Academy opened its doors five years ago with four students from Nishimachi . Since then, GKA has expanded its range of students and student numbers. Today, students range in age from 4 to mid-teens and come from diverse backgrounds, representing both local Japanese and international schools.
“Whichever type of school they attend, many of our students are already bilingual and have lived overseas. The parents, whether they are Japanese or English speakers, see the importance of the role language plays in helping their children become global citizens.,” Fukutomi said. Japanese and English immersion courses as well as private lessons and workshops targeting specific areas are offered throughout the year. GKA is also flexible in terms of offering focused, every day programs in summer and winter that are based on the needs of the children (and their parents).
“I have been pleasantly surprised at the great response to our summer programs,” Fukutomi noted. “This past summer, we welcomed one hundred students to our program. The students included, not only Japan residents of various nationalities, but also visitors from places like the U.S., Russia and Taiwan. Often, their parents are visiting scholars or researchers who are in Japan for extended periods in the summer.”
Global Kids Academy also affords its young students with as many life experiences as possible,. The theme-based learning approach has covered subjects from global warming to mapping out the future of the world. “Our mission statement is to ‘provide a rich and nurturing environment for language acquisition and development so that our children have the tools to make a difference in tomorrow's world,” Fukutomi said. “We want to help the children to acquire the tools they need to become future global leaders who have a real understanding of issues that affect the world.”
One of the most meaningful projects GKA and Fukutomi undertook was a visit to schools in Cambodia, in which the GKA students started an e-mail pen pal relationship with local school children.” Children are the first overcome the digital divide and can learn so much from each other, whether they are from a developed or developing nation,” she noted.
Fukutomi herself is conscious of the need for continuing development as an educator and plans to spend a year at Harvard University to obtain a further degree in school leadership and development.
“We have to set a good example and keep growing,” she said.
For more information, please visit the Global Kids Academy Website at http://www.globalkidsacademy.com.