“Collective for Children”
Who we are

We have strived to build a society where it is normal that every child can live in their society throughout their childhood until they grow up to become adults. Since 2001, we have provided life support services to people with difficulties, senior citizens, children, and their families so that they can live ordinary lives. However, society as a whole does not seem to be getting better.

Rather more, the number of truancy, NEET, developmental disorder, child abuse, and DV are constantly increasing. 1 out of 3 family is getting a divorce, and single parent families are also increasing.

It is said that 1 out of 6 children living in Japan, an advanced country is living in poverty. It is time that NPOs, government, enterprises, and citizens working at site must cooperate and work in hand across individual sectors in order to envision a picture where the whole society take part in raising the children and take actions together.

Collective for children will draw a collaboration map and commit towards a brighter future for each child and Japan.

Message from the Representatives

河内 崇典

Takanori Kawauchi

Adults must take responsibility
to change the society

20years ago, I came across community-based welfare. We are able to learn about social issues if we have the will, and these issues can only be solved when we know about them.
Society alters when various players tackle the issues from their perspective angle. We need people who can listen into children’s voice and cooperatively reach out their hand to the small SOS.
All adults have the responsibility to change the society into a place where children can live happily. We will strive everyday to make this a reality.


NPO Me-rise Representative Director
1976 Born in Osaka. Graduated from Kinki University Department of Commerce and Economics Management
2007 Graduate School for Creative Cities Osaka City University
2001 Establishment of NPO Me-rise

高 亜希

Aki Ko

When tackling issues,
collaboration is important

I first established an organization with the desire to support workingwomen, without much knowledge. However, I later found out that the reality and ideal world differs.I realized that there is a society where effort doesn’t pay off, and that there is a society where money settles the issue.
That we adults are the one’s who are creating the social issues.
When solving issues, collaboration and trust among us is indispensable.
Through our service, I would like to prove that there are more important aspects besides money.


NPO NOBEL Representative Director
1979 Born in Osaka. Graduated from Kwansei Gakuin University, Department of Commercial Science, JTB, Recruit HR Marketing
2008 NPO Florence
2009 Establishment of NPO NOBEL


Background of Child Poverty

In Japan, 1 out of 6 children live in poverty. Child poverty rate in Japan ranks highly, 10th out of 34 advanced countries, and this issue is no longer an issue outside our country. Also, single parent family, relative poverty, non-regular employees, childe abuse, DV, unexpected teenage pregnancy, job-hopping part-time worker, social withdrawal, and issues that relate with child poverty in Japan originate from various social issues. (※ OECD fiscal year 2014)

Issue of Child Poverty





A’s parents got divorced before she entered elementary school. The trigger of the divorce was the DV by the father. As A’s mother went to work, A started to spend much time with her grandmother.
A started to skip school since 1st grade, and her grandmother sent and picked her up from school when A couldn’t go to school alone, but she got tired of that itself as she got older.

A’s grandmother suggested that the mother spend time with A in the house at night, but her mother felt the need to make savings for her daughter, so she had no choice but to ask for grandmothers assistance.
A’s grandmother suggested that the mother receive public assistance, but the mother insisted that she doesn’t want to be indebted to welfare.

A’s middle school teacher introduced a consultation service organization, but as it was only open on weekdays, the mother was unable to go. Soon, A stopped going to middle school and was no longer able to catch up on her studies.
Upon suggestion from the middle school teacher, A entered a high school with correspondence course and made a friend for the first time.
A’s mother was glad to see her daughter talk happily about her friend. A’s friend had also experienced truancy during middle school. However, as the friend stopped coming to school, A dropped out from high school despite her mothers’ opposition.

A learned to earn money at night, as she wanted money to have fun. The adults she met working in the city night were friendly, and she soon started to date a 20yearold man and got pregnant.



Parents got divorced when B was in 1st grade.
The 2 stepbrothers stayed with the father, and the mother remarried but got divorced again 2 years later and B ended up living with the mother alone.

B didn’t like to study, but liked physical education and went to school everyday.
The elementary school teacher was very friendly, and was like a father to B.
In the first year of middle school, B’s mother suddenly disappeared, and so B was sent to an institution upon the discussion between the middle school teacher and child consultation center.

Later, B entered technical high school, but dropped out in half a year, as the classes weren’t interesting.
After quitting school, B couldn’t stay in the institution anymore, and went to live with his elder brother. B started a part-time job, but it didn’t last long as he couldn’t get along with his colleagues.
As B’s brother insisted B to pay half the rent, he felt uncomfortable living with his brother, and ended up hopping friends house.



C is a family of 3 with her 8year old younger sister, as the father passed away from cancer.
C’s mother suffered from diabetes and was unable to do the house chores. Therefore, the family lived off the father’s survivor’s pension and mothers disability pension.
C was late to school everyday, as she had to take care of the house before going to high school.

When C entered high school, her friends asked her out to eat and go to Karaoke, but she was unable to as she didn’t have much money and also had to go shopping for dinner and cook.
Gradually, C got tired of going to school, and decided to quit before the summer break.
The high school teacher suggested that she attend high school with correspondence course, and she did so, as the mother agreed.

When C turned 18, her mother passed away.
C gave up entering University to work, as her younger sister was about to enter middle school. However, there was not much support from the school on how to job-hunt and she didn’t know what to do. C now works at 2 part-time jobs to make a living and pay for her younger sister’s cram school.



D lives in a family of 3 with his 14 year old younger sister, as Ds parents got divorced before he entered elementary school due to his father’s DV.
The family lived off mother’s part-time allowance and grandmother’s assistance, as the children were still young.

When D entered elementary school, he was unable to relate well with his friends.
He would talk about trains and bugs that he liked, but didn’t bother to care about things that didn’t interest him. D had a few friends in his lower grades, but started getting bullied in his upper grades. Also, he couldn’t catch up in his studies.
When D insisted that he doesn’t want to go to school, his mother scolded him and hit him as she felt that education was important for D so he doesn’t suffer in the future.

In 6th grade, D’s elementary school teacher told his mother that “D may have developmental disorder”.
Ds mother did not want to believe this, but D was diagnosed as developmental obstacle (autism spectrum) at the hospital.


Setting the Issue and the way to Approach


The media talks about “child poverty” and tries to settle the problem by building cafeterias tackling child poverty and distributing food coupons, but these solutions are merely solving problems on the tip of the iceberg.
Issues change as the child grows up, and the issues belong to the family, not the individuals alone. Therefore, this chain of poverty is passed on from the parent to the child.

Child Poverty



Our Idea

Construct a holistic package whereby the government, individual organizations, and specialists work in hand to support the needs of the individual accordingly to their age and situations, so that the child can grow out of poverty at each stage.

Image of the holistic package model

総合パッケージモデルイメージ 図

Constructing a structural system
to solve the issues

解決策としての仕組みづくり 図

Voucher system
Take in a voucher system, which allows all children to get wide support inline with their individual needs.
Issue a coupon, whereby the user will be able to decide how to use the coupon, which includes various programs of education, nursery, welfare and etc.
Create an environment where all supporters can access information concerning the child and family so that appropriate support can be delivered to the target child and family. Furthermore, information will be data based so that the support know-how can be stocked upon analysis.
Human resource development
By gathering information and understanding the support necessary towards the child and family, programs to foster service providers will be made and implemented.
Specialists who have been successful in providing support will be analyzed to understand the skills necessary. We aim to put into words and generalize the kind of being and skill a specialist must have in order to support and solve the issues.

Our Partner



We appreciate your support.

Contribution is appreciated from those who sympathize with the services of Collective for Children.
The contribution will be used for new projects, developing and expanding the model project,
and education projects towards the next generation.
After making your contribution, please contact us, as we would like to express our words of appreciation.

Bank Transfer

The amount of contribution is not set. Please make your payment into the bank account below.
After making your contribution, please fill out our inquiry form.

530-0001 6th floor of Umeda, Kita-ku, Osaka-shi, Osaka1-3-1
Osaka Ekimae First Building, room 103
MAIL : info@cforc.jp

Bank name: Resona Bank
Hirabayashi branch office
Account number: Savings 4512191
Account holder's name: Kawauchi Takanori


If there are any questions regarding donations, please contact us through the form below.

Inquiry Form


Corporate name
Collective for Children
Takanori Kawauchi | Aki Ko
#205(sanraitohaitsu) 2-12-8 Minamitsukaguchicho,
Amagasaki(-shi), Hyogo(-ken), 661-0012, Japan
Open Mon.-Fri. ten am to seven pm.(Sat. Sun. and holidays are closed.)

For consultation and questions regarding Collective for Children, please contact us through the form below.

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