A Story of Change Blossomed from Three Seeds Environment, Safety, Community

Our Village, Our Hands

Environment, Safety, Community: A Story of Change Blossomed from Three Seeds

Our Village, Our Hands

Environment, Safety, Community: A Story of Change Blossomed from Three Seeds

Our Village, Our Hands

Prologue

Chapter 1

Chapter 2

Chapter 3

Epilogue

CONTENTS

Small heroes Dreaming of Change

Environment: School Front Waste Collection Site 03 Relocation Project

Safety : Protecting Our Steps Pedestrian Traffic Environment Improvement Project

Community: Our Village, Warmer Together The Underprivileged Neighbor Donation Project

Our Story of Growing into Glocal Citizens

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Small heroes Dreaming of Change

MODULE 1

Prologue

The world is changing rapidly, and we live in the midst of that wave of change. But sometimes, there are problems around us that we think are too familiar, or too massive, to change. The 8th-grade students of Chubu Middle School focused precisely on those problems. Under the name ‘Changemakers,’ we started a journey not just to dream, but to directly create change in our village.

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MODULE 1

Small heroes Dreaming of Change

This book is a record of that journey. From the inconvenient trash dump in front of the school gate, to the dangerously unsafe school route, and the warm compassion for our underprivileged neighbors. We confronted the diverse faces of our village, deeply engraving our identity as local citizens. Based on our sense of belonging and affection for our village, we aimed to practice life as ‘Glocal Citizens,’ communicating with the world.

Sometimes we felt frustrated, sometimes we clashed, and sometimes we encountered unexpected difficulties. But we never gave up. We communicated and cooperated with various stakeholders, sought solutions, and continued with small actions. This story is a record of what the Chubu Middle School 8th-grade students personally experienced, learned, and grew through, and evidence of how a small change in our village can lead to a significant impact.

Now, please listen to our story.

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Chapter 1

Environment : School Front Waste Collection Site Relocation Project

Our school front is always a vibrant place, but the waste collection site has caused a lot of inconvenience. It spoiled the aesthetics and even obstructed student traffic. With a consensus that we couldn’t leave things as they were, the project to relocate the waste collection site began.

This project is more than just moving the collection point; it’s a significant step toward a pleasant learning environment and better health for all of us. We want to share with you how this space will transform and the challenges and efforts involved in the relocation process.

Please look forward to a cleaner and more pleasant school front!

Chapter 1

1-1. Unwelcome Guest on the School Route The Trash Dump in Front of the School

Environment : School Front Waste Collection Site Relocation Project

Every morning, we had to cover our noses as we passed the school gate. The household waste dump, located right in front of the gate, was literally a ‘mountain of trash.’ Not only was there a terrible odor, but flies swarmed, and the aesthetic appeal was severely damaged. The fact that the entrance to our school, a place of education, was in such a state made us uncomfortable.

“Why should there be a trash dump right in front of the school gate?” “Even if it’s a township and there’s no suitable place, this is too much.” “Can’t we make the area in front of the school a more pleasant environment?” “When I leave school, I sometimes see food liquid leaking from the standard garbage bags.”

Complaints erupted among the students. We felt we could no longer ignore this problem. Our first Changemaker project was precisely the ‘relocation of the trash dump in front of the school.’

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1-2. The Environmental Detective’s First Steps

Identifying the Severity of the Problem

First, we decided to become ‘environmental detectives.’ To objectively show the problems of the trash dump, we took photos and videos every day and recorded the degree of the odor.

We interviewed friends, teachers, and nearby residents about the inconveniences caused by the trash dump. “It ruins my mood from the morning.”

“The school’s image is really poor.”

“It might be bad for the children’s hygiene.”

The vivid voices of the residents made the severity of the problem even clearer. We gathered all this information to create a ‘Problem Report on the Trash Dump in Front of the School.’ This report became important evidence to support our claims.

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Hope Found in the Law Establishing Grounds for Relocation

We knew that simply saying ‘it’s inconvenient’ wouldn’t bring about change. We set out to find legal grounds for relocating the trash dump. We searched the internet and libraries for relevant laws and guidelines.

Surprisingly, the information we found showed that the trash dump in front of the school did not comply with current regulations. According to the 「Guidelines for the Installation and Operation of Municipal Waste Collection Hub Facilities」, hub collection facilities like “Clean Houses” must be installed “so as not to be close to densely populated areas or public institutions, schools, research facilities, medical facilities, religious facilities, etc., and not to adversely affect the residential environment.” Our school gate was clearly in violation of this guideline.

Furthermore, Geumsan-gun’s 「Ordinance on the Evaluation of Municipal Waste Collection and Transport Agencies」 contained a provision that allows the county head to conduct an “on-site evaluation” involving residents and experts when evaluating waste collection and transport agencies. This became a powerful administrative leverage point for us to raise the issue. We learned that we could use this ordinance to demand an evaluation of the current collection point’s management and suitability.

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The waste collection site in front of our school’s main gate was clearly in violation of the 「Guidelines for the Establishment and Operation of Municipal Solid Waste Hub Collection Facilities.」

1-4. Communication with Relevant Authorities Civil Complaints and Cooperation

We filed an official civil complaint with the Geumsan-gun Environmental Health Department’s Cleaning Administration Team. We presented the report we had personally prepared and the legal grounds, explaining the problems of the trash dump in front of the school. At first, the public officials were also hesitant. They mentioned practical difficulties such as “it’s not easy to find an alternative site” and “we also have to consider the convenience of residents.” But we didn’t give up. We consistently visited, called, and sent emails, showing our determination.

At the same time, we informed the school’s operating committee and parent-teacher association about the issue and sought their cooperation. Parents and teachers also actively participated in our activities.

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Dialogue with Residents Facing ‘NIMBY’

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The issue of relocating the trash dump was not just an administrative problem. We encountered an unexpected obstacle in the process of finding a new site: the ‘NIMBY (Not In My Backyard)’ phenomenon. Some residents near the alternative sites we proposed strongly opposed it, saying, “Not in our neighborhood.” They raised concerns such as odor, aesthetic damage, and a decrease in property values.

At this point, we realized the importance of ‘democratic conflict management.’ We held public hearings and explanatory sessions, explaining once again the necessity of relocating the trash dump and proposing ways to minimize the environmental impact of the new facility. We showed examples of Jeju Island’s ‘Recycling Assistance Center,’ emphasizing that modern facilities can be equipped with odor prevention systems and systematic separate collection systems to enhance resident convenience.

Dialogue with merchants was also important. The existing collection point had been convenient for them. We listened to their opinions and persuaded them that a new collection point could actually improve the village’s aesthetics in the long run, thereby helping to revitalize commercial areas.

The Beginning of Change The Birth of a New Clean House

After numerous discussions and persuasions, the Geumsan-gun Office finally decided to relocate the trash dump in front of the school. A new site with less resident opposition and good   accessibility was selected, and a modern ‘Recycling Assistance Center’ was to be installed. It took quite a long time for the relocation to be decided, but we did not give up. Temporarily, improvements were made, such as installing barriers at the trash collection point in front of the school and increasing collection frequency.

Achievements

Achievements, Limitations, and Lessons Learned

Environmental Improvement: The odor and aesthetic problems in front of the school gate were significantly improved. Students could now go to school without holding their noses, and the school environment became much more pleasant.

Change in Resident Awareness: Residents’ awareness of the importance of separate waste collection and proper disposal methods increased. The new facility encouraged voluntary participation from residents.

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Time and Effort: Relocating the trash dump required much more time and effort than expected. Admini- strative procedures were complex, and persuading residents was not easy. NIMBY Phenomenon: We realized that the ‘NIMBY’ phenomenon remains a strong social barrier. Everyone wants a clean environment, but overcoming the selfishness of ‘not in my backyard’ was the bigg- est challenge. Budget Issues: The installation and relocation of new facilities required significant funds. Securing the budget was an important task for the local gover- nment.

Lessons Learned

The Pleasant and Safer Future School Main Gate(AI Image)

Importance of Communication: To solve problems, it is most important to constantly communicate and persuade various stakeholders. Efforts to understand the other party’s perspective are key to conflict resolution.

Persistence and Patience: Change does not happen overnight. There were times when we felt exhausted and wanted to give up, but we learned that perseverance and consistent effort ultimately bear fruit.

Understanding Laws and Systems: We learned that laws and systems are not just about regulating us, but can also be powerful tools for solving problems and bringing about change.

Power of Community Participation: We experienced that the small voices of students, when combined, can create significant change in the local community. This made us realize why we, as ‘glocal citizens,’ must actively participate in local issues.

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Chapter 2

Safety : Protecting Our Steps Pedestrian Traffic Environment Improvement Project

Improving Pedestrian Environments for the Transportation Disadvantaged Our community should be convenient for everyone. However, individuals with transportation vulnerabilities still face difficulties walking. For elementary school students, narrow sidewalks often force them to walk in the street, and for seniors, unmarked crosswalks without traffic lights can feel incredibly dangerous.

The Pedestrian Environment Improvement Project was launched to address these inconveniences and create streets where everyone can walk safely and freely. We believe that small changes will accumulate to make a big difference. Please show your support and interest in the safer pedestrian environment we will build together.

Chapter 2

2-1. Unforgettable Pain The Shadow of the School Route

Safety : Protecting Our Steps Pedestrian Traffic Environment Improvement Project

Three years ago, a terrible traffic accident occurred on the way to school in our village. Five elementary and middle school students who were passing through an alley road were hit by a car and had to be hospitalized for several months. Even after being discharged, they continue to struggle with the trauma of the accident in their school life. This accident made us keenly feel how important ‘safety’ is.

We knew that the school route in our village was still dangerous. In particular, two

problems were severe

1. Lane markers near the elementary school: The spacing of the lane markers on the road adjacent to the elementary school was too narrow, causing students to walk dangerously on the road instead of the sidewalk. 2. llegal parking in the alley: The alley where the accident occurred had an ambiguous dotted line separating the sidewalk and the road. Illegally parked cars on the sidewalk frequently obstructed students’ view, forcing them to walk on the road.

We believed that such tragedies should not be repeated. Our second Changemaker project was ‘Improving the Pedestrian Traffic Safety Environment in the Village.’

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2-2. The Birth of Traffic Safety Researchers Meeting of Data and the Field

We became ‘traffic safety researchers’ and delved into the causes of the problem. First, we cooperated with the police station and fire department to analyze 5 years of village traffic accident data. We meticulously examined accident locations, types, causes, times, and victim age groups. Based on this data, we created a ‘Village Traffic Safety Risk Map.’ The map clearly showed frequent accident hotspots, with the road next to the elementary school and the alley road we were concerned about turning out to be the most dangerous areas.

We also conducted on-site surveys. Every day during commuting hours, we visited dangerous spots, took photos and videos, and recorded students’ actual walking routes. Students walking precariously between narrow lane markers and those stepping onto the road due to illegally parked vehicles clearly demonstrated the severity of the problem. We gathered all this information to draft a ‘Proposal Report for Village Pedestrian Traffic Safety Improvement.’

Community Traffic Safety Risk Map

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2-3. Solutions Found in the Law Grounds for Installing Safety Facilities

We worked to find legal grounds for installing safety facilities.

Lane markers: Reviewing the 「Guidelines for the Installation and Management of Road Traffic Facilities」, we found that guiding posts can be installed at ‘appropriate intervals within 2 to 10 meters, depending on the vehicle’s driving speed and installation purpose.’ This became a strong basis for arguing that the current narrow spacing does not meet the purpose of ‘children’s pedestrian safety,’ thus making spacing readjustment possible.

Raised sidewalks and bollards: For pedestrian safety on alley roads, the 「Act on Pedestrian Safety and Convenience Promotion」 played a crucial role. This law aims to ‘promote pedestrian safety and convenience,’ and especially in ‘pedestrian environment improvement zones’ like child protection zones, it stipulates that ‘separation of roads and sidewalks’ and ‘installation of bollards (vehicle entry deterrence posts)’ are possible. This became the legal basis for raising sidewalk heights and installing bollards to physically block illegal parking.

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Illegal Parking/Stopping Scene in a School Zone

Enforcement of illegal parking: The 「Road Traffic Act」 prohibits stopping and parking at intersections, crosswalks, railroad crossings, and on sidewalks where roads and sidewalks are separated. Furthermore, parking and stopping are completely prohibited 24 hours a day in child protection zones, and violations incur fines three times higher than on general roads. The alley where the accident occurred two years ago needed to be treated as equivalent to, or designated as, a child protection zone to apply stronger legal protection.

both domestically and internationally.

2-4. Inspiration from Overseas Cases Pedestrian-First Roads

We gained great inspiration by studying successful pedestrian safety improvement cases

Busan Dong-gu and Suwon: In front of an elementary school in Busan’s Dong-gu, guiding posts were installed to narrow the road width, which simultaneously reduced vehicle speed and structurally prevented illegal parking. In front of an elementary school in Suwon, Gyeonggi Province, four existing lanes were reduced to two, and the road was made S-shaped to prevent vehicles from entering at high speeds. These physical improvements effectively influenced driver behavior. Netherlands’ Woonerf and UK’s Home Zone: The ‘Woonerf’ in the Netherlands and the ‘Home Zone’ in the UK introduced innovative concepts of pedestrian-centered road design, where vehicles and pedestrians share space, but pedestrians are given priority. In these areas, vehicle speed is limited to pedestrian speed (4-7 km/h), curbs are removed so drivers and pedestrians travel at the same height, and zigzag roads, speed bumps, and planters are installed to naturally curb vehicle speed. Parking is also only allowed in designated areas.

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New York and Sweden: New York City operates 24/7 automated enforcement cameras in school zones and implements ‘No Standing’ zones and ‘Safe Zones for drop-off’ to strictly regulate illegal parking while ensuring some convenience for parents. Sweden, through its ‘Vision Zero’ project, has reduced child traffic fatalities to the lowest level in the world by combining changes in driver awareness with physical environmental improvements.

These cases showed that beyond mere regulation or enforcement, a multifaceted approach involving redesigning the physical road environment and changing residents’ perceptions is necessary.

2-5. Merchants’ Opposition and the Birth of the ‘Village Traffic Safety Working Council’

The issue of illegal parking in the alley faced strong opposition from merchants. They argued that raising sidewalk heights or installing bollards would eliminate parking spaces, significantly hindering their businesses. To resolve this conflict, we decided to apply the principles of ‘democratic conflict management.’

We proposed forming a ‘Village Traffic Safety Working Council,’ including the police, fire department, local government (traffic, urban planning, safety management departments), education office, school, parents, and most importantly, merchant representatives. We persuaded them that this council would be a forum where all stakeholders could equally participate to discuss problems and seek solutions.

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In the council meetings, we presented traffic accident data, legal grounds, and successful overseas cases, emphasizing that student safety is paramount. We also listened carefully to the merchants’ difficulties. And, similar to Seoul’s ‘Safe Drop- off/Pick-up Zone’ example, we jointly sought realistic alternatives, such as designating limited parking spaces for loading/unloading goods during specific hours or securing alternative parking spaces in nearby areas.

2-6. The Fruit of Change The Completion of a Safe School Route

After numerous discussions and consultations, our proposal finally came to fruition.

Road next to the elementary school: The lane markers were reinstalled at intervals that allowed pedestrians to walk comfortably. Now, students can safely use the sidewalk.

Alley road: The alley road where the accident occurred had its sidewalk raised higher than the road, and bollards were installed at intervals that did not obstruct pedestrian traffic. With the disappearance of illegally parked cars, students’ visibility was secured, and they could safely commute to and from school. The existing 30 km/h speed limit and enforcement cameras were also maintained, creating a dual safety net.

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2-7. Achievements, Limitations, and Lessons Learned

Achievements Reduced Accident Risk: The risk of traffic accidents significantly decreased due to physical environmental improvements and enhanced enforcement. Students can now safely commute to and from school.

Improved Pedestrian Environment: The overall pedestrian environment in the village became pleasant and safe. This improved the quality of life not only for students but for all residents. Collaborative Problem Solving: By resolving conflicts with merchants democratically, we demonstrated the possibility of various local stakeholders collaborating to solve problems.

Student Growth: We were able to develop various skills such as data analysis, legal research, conflict management, and negotiation. In particular, we felt a great sense of accomplishment in overcoming past pain and directly creating change.

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Pedestrian’s 5 Core Safety Rules Compliance Campaign

Limitations

Difficulty in Persuading Merchants: Persuading merchants was very difficult as the issue directly affected their livelihoods. Obtaining the consent of all merchants was almost impossible, and some still had complaints. Budget and Administrative Procedures: Installing safety facilities required significant budget and complex administrative procedures. Continuous cooperation and patience with the local government were demanded.

Need for Continuous Management: Even after facility installation, continuous enforcement and resident attention were needed to prevent illegal parking from recurring.

Lessons Learned Safety is Non-Negotiable: We realized once again that students’ lives and safety are the top priority, non-negotiable values.

Conflicts Can Be Resolved Through Communication: Even in situations where interests sharply conflict, we learned that common ground can be found through transparent information sharing and sincere dialogue. The Power of Data: We experienced that objective data adds persuasiveness to our arguments and significantly influences the decision-making of relevant agencies.

Small Changes Save Big Lives: We felt great pride in the fact that our small efforts could prevent terrible accidents and protect the safety of many students.

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MODULE 4

Chapter 3

Community: Our Village, Warmer Together The Underprivileged Neighbor Donation Project

These sharing activities spread positive energy throughout the entire village. Deeply moved by the students’ pure hearts, local residents also began to voluntarily participate in donations or volunteer activities. The elderly gathered at the community center applauded the students’ admirable spirit, and market vendors actively stepped forward to provide goods for neighbors in need. “Good Action to Change Chubu!” started with the small flapping of students’ wings and led to a beautiful transformation, filling the entire village with the warm embrace of sharing.

MODULE 4

Chapter 3

3-1. Stories of Unseen Neighbors The Beginning of Sharing

Community: Our Village, Warmer Together The Underprivileged Neighbor Donation Project

Our village is peaceful and beautiful, but we learned that there are neighbors facing unseen difficulties within it. Elderly living alone, children from economically struggling families, people with physical disabilities… their stories deeply resonated with us. We wanted to go beyond simply solving problems in our immediate surroundings and infuse warmth throughout the entire village community. Our third Changemaker project was ‘Warm Donations to Underprivileged Neighbors.’ We wanted to do activities that would not only deliver money or goods but also reflect

on the meaning of sharing and living together as a community.

3-2. The Village Connection Needs Assessment and Planning

First, we visited the local social welfare center and community center. There, we obtained information about underprivileged neighbors in the village and what they needed. We learned that they needed not only material help but also various forms of assistance, such as companionship to alleviate loneliness or mentoring to help children with their studies.

We deliberated on how to make donations. We learned that collecting old clothes, fundraising for the underprivileged, or collecting old mobile phones were not recognized as volunteer hours, but we wanted to practice genuine sharing regardless of whether it counted towards hours or not.

We believed it was crucial to not just offer one-time aid, but to establish a sustainable and organic support system that would transform our entire community into one that actively practices neighborly love. With this in mind, we started brainstorming with various community members.

Diverse groups and institutions within the village recognized the need for collaboration. The village head, along with the village council, women’s association, volunteer center, and Chubugu Middle School, became the strong pillars of this project.

We determined that combining the resources and capabilities of each organization was vital to creating synergy. Seniors, who best know the village’s happenings, helped identify neighbors in need, while volunteers personally visited homes to assess necessary items and services.

As various community stakeholders voluntarily participated and collaborated, we gradually forged unseen connections. These connections became more than just channels for delivering goods; they became pathways for exchanging warmth and trust.

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3-3. Gathering Warm Hearts Charity Bazaar and Talent Donation

As connections within the village formed, it was time to gather warm hearts into concrete actions.

The biggest role in this process was played by the students of Chubu Middle School with their “Good Action to Change Chubu!” project. This initiative was linked to the “Good Influence” project, where students voluntarily performed good deeds, and these actions collectively spread positive influence throughout the community. Students received a “Praise Card” every time they performed various good deeds in their school life, such as helping friends, participating in environmental clean-up activities, or actively engaging in class. These praise cards went beyond simple commendation; they became a reward for “good actions.”

Students could exchange their collected praise cards for school supplies or snacks at the “Good Influence Store” within the school. However, many more students made a more meaningful choice: they exchanged their praise cards for “Perilla Leaf Pay” (modeled after perilla leaves, a specialty of Geumsan) and donated it to the “Warm Hearts Donation Box.”

In the transparent acrylic donation box installed next to the auditorium, the students’ Perilla Leaf Pay accumulated sheet by sheet. A “Warm Hearts Donation Status Board” visually displayed the increasing number of Perilla Leaf Pay daily, and students actively

participated, aiming for the donation goal of 2,000 sheets.

Students continuously came to put their Perilla Leaf Pay into the donation box. We even saw students actively helping friends earn praise cards, or entire classes gathering praise cards for one friend through a “praise shower.”

Through this activity, students directly experienced how their small actions could gather to become a great force for the community. “It’s nice to buy snacks with praise cards, but knowing I can help neighbors in need with them makes me feel proud!” said students with bright smiles, revealing the true value of sharing.

The collected Perilla Leaf Pay will be delivered as necessary items to places in need, such as the local Saeteo Community (a facility for people with disabilities) and the Chubu Nursing Home. The pure and warm hearts of the students converged, allowing this “Good Action” to shine brightly in providing practical help to the struggling neighbors of Chubu village.

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Through the students’ “Good Action to Change Chubu!”, the warmth they collected blossomed into the tangible joy of sharing. When we reached our goal of 2,000 “Perilla Leaf Pay” units, we held a moving sharing event. Student representatives personally presented the meaning behind the Perilla Leaf Pay they had gathered and the warm hearts it represented.

Representatives from the Chubu Nursing Home and the Saeteo Community attended, expressing their deep gratitude for the students’ pure intentions. Hearing the number of praise cards students had personally collected, everyone was deeply impressed by the significant impact their small efforts had made.

Students experienced the joy of sharing warm hearts as they personally delivered the purchased items to the nursing home and the community.

Seeing the bright smiles of the seniors and the cheerful faces of their friends with disabilities, the students realized the true worth of their efforts. It was a moment that went beyond simply delivering items; it was about conveying warm hearts, comfort, and hope. Through this event, the students experienced the genuine happiness that comes from sharing and cultivated a sense of pride as members of their community.

The joy of sharing continued within the school. Students who gave or received the most praise cards were awarded a principal’s commendation, and those who consistently participated in donations had their names enshrined in the “Hall of Warm Hearts” and received a “Donation Angel Badge.” This provided students with symbolic rewards, further elevating the value of sharing.

These sharing activities spread positive energy throughout the entire village. Local residents, touched by the students’ pure hearts, also began to voluntarily participate in donations or volunteer work. Seniors gathered at the village hall applauded the students’ commendable spirit, and market merchants actively stepped forward to provide supplies for neighbors in need. “Good Action to Change Chubu!” began with the students’ small flutter of wings and led to a beautiful transformation, filling the entire village with the warmth of sharing.

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Achievements

Strengthening Community Capacity: Diverse community members collaborated to build an organic system for helping neighbors in need.

Fostering Democratic Citizen Competencies in Students: Students spearheaded the planning and execution of projects, internalizing the values of sharing and service.

Positive School-Community Relationships: Students’ good deeds and donations spread a positive perception of the school, strengthening

practical ties between the school and the local community.

Fundraising Challenges: It wasn’t always easy to raise the targeted amount of donations. Encouraging continuous interest and participation was essential. Sensitivity in Selecting Beneficiaries: It was important to consider personal information protection and sensitivity when selecting and supporting underprivileged beneficiaries. Close cooperation with the welfare center was essential.

Need for Continuous Attention: We realized that continuous attention and support, not just one-time donations, were necessary. We began to think about long-term sharing activities beyond short-term projects.

Lessons Learned It is More Blessed to Give Than to Receive: We felt great joy in the fact that our small hands could be a great comfort and hope to someone. We realized the true meaning of sharing.

Community is Family Living Together: We learned that the village is not just a place we live in, but a large family that helps, relies on, and lives together. A Warm Perspective on the World: We realized that actively helping others with a warm perspective, not ignoring the difficulties around us, is the role of a true citizen.

We learned that rather than focusing on short-term gains, the “Good Influence Project” emphasizes the importance of consistently practicing and spreading goodwill from a long-term perspective. This is how true social change can be achieved.

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Our Story of Growing into Glocal Citizens

MODULE 5

Epilogue

MODULE 5

The Forest of Change Blossomed from Three Seeds

Our Story of Growing into Epilogue Glocal Citizens

The Chubu Middle School 8th-grade Changemaker project began by planting three seeds: environment, safety, and community. In the process of relocating the trash dump in front of the school gate, improving the dangerous school route to be safe, and spreading warmth to underprivileged neighbors, we learned and grew a lot. These three themes seemed like different problems, but they were ultimately connected by a single goal: ‘Let’s make our village a better place to live.’ A clean environment is the basis of a healthy life, a safe road guarantees everyone’s happiness, and a warm community is the strength that sustains each other. We realized that only when all these are in harmony can a truly ‘good village to live in’ be completed. Through this project, we did not just gain technical knowledge to solve problems. We learned the ‘wisdom’ to identify the essence of problems, seek solutions from various perspectives, and sometimes mediate sharp conflicts. We also discovered the ‘potential’ that our small voices, when united, can create big changes.

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as ‘glocal citizens.’

issues beyond our own village.

4-2. From Local to Global The Identity of a Glocal Citizen

Through this project, we firmly established our identity as ‘local citizens.’ We learned that actively participating in our village’s problems and striving for solutions is how we show love for our homeland.

But our vision did not stop there. By researching successful overseas cases, we realized that our village’s problems were not unique to us. Many cities and villages around the world were struggling with similar environmental, safety, and community issues, and they were finding solutions in various ways. Cases like the ‘Woonerf’ in the Netherlands and ‘Vision Zero’ in Sweden gave us new inspiration

The movement of change that began in our small village was connected to the global efforts to create a better world. We realized that solving local problems is equivalent to practicing global values (environmental protection, human rights respect, safety assurance). We are now growing into ‘glocal citizens’ who can contribute to broader global

Our Village, Our Hands 33

4-3. Our Growth Story People Who Make Change

This project also became an unforgettable opportunity for growth for each of us students.

Problem-Solving Skills: We developed the ability to analyze complex problems, collect data, and seek creative solutions. Communication and Collaboration: We learned how to communicate, persuade, and collaborate with various stakeholders. We gained the courage to confront and resolve conflicts rather than avoid them. Empathy and Responsibility: We fostered a civic consciousness of empathizing with the difficulties of our neighbors and actively participating with a sense of responsibility for our village’s problems. Leadership and Proactivity: Students directly planned and executed the project, demonstrating leadership in proactively solving problems. Persistence and Patience: We learned how to persevere and not give up even during difficult times.

We are no longer passive students. We are ‘Changemakers’ who identify problems around us and actively work to solve them. We believe that our small efforts, when combined, can change our village, and that change can contribute to making the world a better place.

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4-4. An Unending Story A Pledge for the Future

The Chubu Middle School 8th-grade Changemaker project does not end here. This is just the beginning. We will continue to pay unceasing attention to the problems of our village and the world, and we will not stop our efforts for change.

Continuous Attention: We will not lose interest in the environmental, safety, and community issues around us, and we will not overlook even small inconveniences.

Active Participation: We will raise our voices and take action whenever needed to solve problems.

Open Communication: We will listen to various people’s opinions, respect our differences, and seek solutions together.

Learning and Growth: We will continuously learn, acquire new knowledge and skills, and strive to grow into better Changemakers.

Life as a Glocal Citizen: Based on our love for our village, we will practice life as ‘glocal citizens,’ caring about and contributing to various global issues.

We hope that our story serves as a small inspiration to all who read this book. There may be small seeds waiting for change around you too. We hope you will join us in planting and nurturing those seeds, and become ‘Changemakers’ who create a better future.

Our Village, Our Hands 35

Acknowledgments

We sincerely thank everyone who provided unwavering support and encouragement to successfully complete this project.

First and foremost, we extend our gratitude to Principal Lee Beop-yeon and all the teachers at Chubu Middle School, who gave us the precious opportunity to be ‘Changemakers’ and always offered warm support and advice. In particular, we express our deep gratitude to Teacher Lee Jeong-se, who directly guided our activities and when we encountered difficulties.

We thank all the relevant public officials from the Geumsan-gun Office’s Environmental Health Department’s Cleaning Administration Team, Traffic Division, Urban Planning Division, and Safety Management Division, who listened to our voices and actively cooperated to solve the problems. Without your administrative support and cooperation, none of these changes would have been possible.

We also thank all the parents who actively participated in our activities and offered warm encouragement and advice. Your trust and support gave us great strength. And to the village residents and alley merchants who sometimes opposed and sometimes expressed concerns, but ultimately understood our sincerity and sought solutions with us, we thank you. True change was possible because of your communication and cooperation.

Finally, we express our gratitude to our fellow 8th-grade Changemakers from Chubu Middle School, who went through this entire process together, supported each other, and sometimes debated fiercely to find better paths. We grew together, and we created change together. Our story will continue. Thank you.

From the 8th Grade Students of Chubu Middle School

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References & Related Regulations (For Internal Record)

Environment (Relocation of Municipal Waste Collection Point) 「Guidelines for the Installation and Operation of Municipal Waste Collection Hub Facilities」 Geumsan-gun 「Ordinance on the Evaluation of Municipal Waste Collection and Transport Agencies」 Geumsan-gun Environmental Health Department Cleaning Administration Team Duties & Contact Information Jeju ‘Recycling Assistance Center’ Installation Principles & Considerations Rural Space Improvement Project Implementation Guidelines (Hazardous Facility Setback Distance) Research on Waste Facility Siting Conflicts & NIMBY Phenomenon Local Government Waste Collection Point Relocation Procedures & Civil Complaint Filing Methods

Safety (Pedestrian Traffic Environment Improvement) Police/Fire Department Traffic Accident Data Analysis (5 years) 「Guidelines for the Installation and Management of Road Traffic Facilities」 (Guiding Post Installation Standards & Spacing) 「Act on Pedestrian Safety and Convenience Promotion」 (Pedestrian-Priority Roads, Sidewalk- Road Separation, Bollard Installation) 「Road Traffic Act」 (Prohibited Stopping/Parking Zones & Fines, Child Protection Zone Regulations) Successful Domestic & International Pedestrian Safety Improvement Cases (Busan Dong-gu, Suwon, Netherlands Woonerf, UK Home Zone, New York, Sweden School Zones) School Safety Accident Prevention Plans & Inter-Agency Cooperation Measures Resident Participation in Traffic Safety Improvement Cases & Conflict Management

Community (Warm Donations to Underprivileged Neighbors) Student-Led Community Service & Donation Cases Student Volunteer Activities in conjunction with Local Welfare Centers Methods for Identifying Community Needs for Youth Volunteer Activities Student Donation Project Difficulties & Overcoming Cases

Our Village, Our Hands

Chubu Middle School 8th Grade Changemakers Project Date of Publication: June 17, 2025 Published by: Chubu Middle School 8th Grade Students

“The change in our village is the change in the world.” “We can make the world a better place.”

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