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High School Principal Sockchong Han
Introduction: Where Branding and Education Meet
In today’s world, “branding” has evolved far beyond design and image-making. It now represents how an organization defines its essence and embeds that identity into its people and culture. At the forefront of this movement is the Tokyo-based branding firm Imajina, which champions the philosophy that a company’s lasting value stems not from external polish, but from the pride and sense of purpose cultivated within each employee. This is the foundation of what Imajina calls inner branding—the idea that a truly strong organization radiates from within.
Recently, Imajina has turned its lens from corporate branding to education. In Hachioji, Tokyo, the firm sat down with Principal Han of an international school known for its innovative, globally minded approach to learning. Together, they explored a central question: What kind of education is indispensable for the next generation?
This article brings together Imajina’s principles of inner branding and Principal Han’s pioneering educational vision—embodied in the school’s “Garden Program,” the philosophy of the International Baccalaureate (IB), and new ideas for bridging education and society. From the unlikely intersection of branding and education emerges a fresh perspective on how people and organizations can grow.
The Heart of Internal Branding: Imajina’s People-Centered Philosophy
When most people hear “branding,” they picture logos, websites, or advertising. But Imajina takes a very different view: real brands are built by people.
The firm has long observed that Japanese companies often fall short in nurturing employee growth compared with global standards. Imajina believes that true corporate value comes from its people—their pride, empathy, and commitment to the company’s purpose.
When employees genuinely connect with their organization’s vision and act with confidence, the company begins to shine from within. To make this possible, Imajina often starts by helping leaders clarify their core vision, then develops training programs and workshops to embed it throughout the organization.
A defining feature of their approach is positioning management as “ambassadors of vision.” By investing in leadership development, Imajina ensures that leaders can communicate and embody the company’s philosophy authentically and consistently.
This process, they say, applies just as strongly to education. Helping individuals recognize and express their inner value is at the core of both effective teaching and meaningful branding. Building strength from within—that is the essence of Imajina’s internal branding philosophy.
Cultivating Life Skills in Hachioji: The Garden Program
At Principal Han’s international school, students from around the world study together in a dynamic, multicultural environment. Nestled in the greenery of Hachioji yet easily accessible from central Tokyo, the school brings together about 30% native English speakers from Yokota Air Base families, around 50% Japanese students, and another 20% from across Asia and Europe.
One of the school’s signature initiatives is the “Garden Program,” launched about six years ago. More than just a lesson in food education, it’s a comprehensive, hands-on learning experience designed to foster life skills.
On the school’s expansive grounds, students plant, grow, and harvest crops, linking these activities with lessons in science, math, and economics. For example, fifth graders plant rice, thresh it, and eventually make mochi from their own harvest. Through this “seed to table” journey, they experience the cycle of life, the dignity of work, and the true value of food.
Students even sell the vegetables they grow, learning about pricing, revenue, and the basics of economics. Many who once disliked vegetables now eat them enthusiastically when they’ve grown them themselves. The produce is also used in school lunches, reinforcing a sense of sustainability and appreciation for food.
Parents have responded warmly, calling it a “wonderful initiative that turns experience into learning.”
The Garden Program was not borrowed from any existing curriculum. Inspired by “Edible Education” in the United States, it was developed uniquely to reflect Hachioji’s natural setting. Initially a partnership with an agricultural startup, the program now employs full-time “garden teachers” who work alongside classroom instructors to create cross-curricular learning experiences.
It’s a living, evolving program that allows students to connect real-world experiences with academic subjects—and, more importantly, with society itself.
Unlocking Potential Through the International Baccalaureate (IB)
The school is also accredited for the International Baccalaureate Primary Years Programme (PYP), which focuses on inquiry-based, cross-disciplinary learning for children aged 3 to 12.
Achieving IB authorization is no small task—it requires a thorough review of everything from curriculum design to teacher collaboration. For Principal Han, the process itself has been transformative, elevating the school’s overall quality of education.
While physical requirements for the PYP are less demanding than for higher IB programs, the quality of teachers and their understanding of the IB philosophy are paramount. The school ensures that every teacher participates in IB workshops, building a faculty capable of delivering truly global education.
Central to the PYP approach is transdisciplinary learning—education organized around themes that cross traditional subject boundaries. The IB curriculum includes six key themes, such as “Who We Are” and “How We Express Ourselves.”
Under “Who We Are,” kindergarteners learn about identity by researching and presenting their family stories. Under “How We Express Ourselves,” the annual musical gives students a platform to explore self-expression and creativity.
The goal is not simply to transfer knowledge but to nurture curiosity, inquiry, and the confidence to express one’s thoughts.
Han’s interest in IB education began with his predecessor, who had experience in gifted education in the United States. The alignment between their philosophies led the school to pursue IB accreditation. Unlike traditional systems that focus on standardization, IB education aims to cultivate each child’s individuality and independence—qualities essential for the future.
Navigating Pathways: The Role of Educational Literacy
An international school education equips students with global perspectives and advanced English proficiency, but it also presents unique challenges when integrating into Japan’s education system.
Many graduates go on to schools with international programs or returnee-focused curricula, and some enter prestigious institutions like Waseda and Keio. However, entering public schools can be more complicated, as these require documentation aligned with the national curriculum.
To address this, some families transfer their children to public elementary schools in the final year to meet academic record requirements.
At the university level, the IB Diploma (DP) opens doors to universities both in Japan and abroad—including Japanese universities that recognize IB qualifications. Han’s own daughter, an IB graduate, is now studying at university.
Still, he acknowledges a trade-off: students educated in English may find Japanese cultural subjects like history or classical literature more difficult later on.
For this reason, Han stresses the importance of parental educational literacy.
“Many people think international schools are just places to learn English,” he explains. “But they’re not schools that teach English—they’re schools that teach in English.”
He believes parents must understand the philosophy behind their chosen education and think carefully about the kind of adults they want their children to become.
A Nontraditional Journey: From Global Business to Education
Principal Han’s own path is far from typical. A graduate of the University of Tokyo with a master’s in food engineering, he spent 26 years developing products for a multinational corporation. His turning point came during a posting in Beijing, where his daughters attended an international school. The inquiry-based, student-driven learning style made a deep impression.
“I realized how limited my understanding of education had been,” he recalls. “If I’d stayed in Japan, I probably would have sent my children to cram schools without questioning it.”
That realization changed his life. At 52, he took early retirement, founded an education-related company, and eventually joined his current school—first managing after-school programs, later becoming principal.
He dreams of one day founding his own school, inspired by the story of a Japanese educator who established a UWC (United World Colleges) school in Nagano.
Drawing from his corporate experience, Han advocates a new vision of teaching: shifting from “instructors who deliver information” to facilitators who guide learning.
As AI handles more of the basics, he sees schools focusing on exploration, collaboration, and problem-solving—areas where human experience remains irreplaceable.
“Education needs more teachers with real-world experience,” he says. “People who can share the lessons they’ve learned beyond the classroom.”
Building a Global Faculty: A “Microcosm of the World”
Running an international school brings unique challenges, from financial management to teacher recruitment. Yet Han insists that the key to success lies in hiring exceptional educators.
The school’s 15-nation faculty includes teachers from Russia, India, Spain, and Turkey. Because IB-qualified teachers are scarce in Japan, the school recruits globally and supports new hires with visas and housing assistance.
Teachers often discover the school through IB networks, online postings, or personal referrals. “I’m always amazed by how people find us,” Han says. Even during the pandemic, the school successfully brought in new overseas teachers—a testament to its dedication to maintaining an international learning environment.
This diversity, he adds, provides students with daily exposure to a “microcosm of the world.”
Education as the Art of Drawing Out Internal Strength
Through inner branding, Imajina helps companies discover the value that already lives within their people. Through education, Principal Han helps children uncover the same from within themselves.
Though they work in different arenas—business and education—their philosophies converge on one truth: the future will be built not by appearances, but by the inner strength of individuals.
How we nurture that strength, whether in organizations or classrooms, is the defining challenge of our time.
Education, as this dialogue reveals, is more than the transmission of knowledge—it is a collective project to bring out the best in every human being.
And when branding and education meet, we are reminded that the same principle holds true everywhere: real growth begins from within.
Learn more about TOKYO WEST INTERNATIONAL SCHOOL
- 社 名
- Kunitachi Kids International
- 設 立
- 2010年
- 事業内容
- International School
- 従業人数
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