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KUMON > About Kumon > Our Milestones & Achievements

Our Milestones & Achievements

Right at this moment, someone, somewhere around the world is learning with Kumon

Sixty years have passed since the founding of Kumon.
More than four million students* in more than 50 countries and regions are studying with the ϲʹMethod.
The ϲʹMethod is aimed at building up the basic academic skills of reading, writing, and maths regardless of a student’s age. It is an individualised study method that enables students to become self-learners.

The foundation of ϲʹis the development of basic academic skills.
The positive results of study with the ϲʹMethod have been recognised.
Therefore, the ϲʹMethod has been welcomed into communities around the world with widely differing cultures, values, and educational systems

*total enrolments for all subjects

Japan

Worldwide

1950

1954
Toru Kumon, a high school maths teacher, began providing education-based on the concept of self-learning to his son, Takeshi, then a second grader in elementary school. He wrote numerous calculation problems on loose-leaf paper for his son. This was the origin of the ϲʹMethod.
1955
The first Maths Centre using ϲʹWorksheets is opened in Moriguchi city, Osaka.
1958
The office of the Osaka Institute of Mathematics is established in Osaka, Japan.
Toyonaka Uenozaka Center

Toyonaka Uenozaka Centre where Toru and Teiko ϲʹinstructed students together (circa 1965).

1960

1962
The Osaka Institute of Mathematics Ltd. is established. The first ϲʹCentre is opened in Shinjuku, Tokyo.
the first ϲʹoffice

From 1959 to 1962 the ϲʹoffice was located in a rented room inside this residence in Osaka.

1963
Kumon’s Tokyo Office is opened.
1969
The total number of subject enrolments exceeds 10,000.

1970

1972
The company name, Osaka Institute of Mathematics, is changed to Osaka ϲʹInstitute of Mathematics. The Tokyo ϲʹInstitute of Mathematics Ltd. is established.
1974
The Secret of ϲʹMath (published by Koseido Publishing) becomes a best seller.
The ϲʹMethod became widely known through the publication of this first book written by the founder, Toru Kumon. The book officially introduced the aims and theory of the ϲʹMethod for the first time, and included numerous concrete cases of instruction and learning effectiveness. The book generated a tremendous response and the company was flooded with inquiries.
1977
ϲʹbegins publishing workbooks for preschoolers.
The total number of subject enrolments in Japan exceeds 200,000.
1979
The first ϲʹInstructors Conference is held in Osaka, Japan.
The first ϲʹInstructors Conference
ϲʹbegan holding the Instructors Conference annually from this year to provide Instructors with an opportunity to share the results of their instruction and voluntary study group activities with their colleagues from around Japan.
The total number of subject enrolments in Japan exceeds 500,000.

1980

1980
The ϲʹEnglish Programme (for native Japanese speakers) is launched.
1981
The ϲʹJapanese Programme (for native Japanese speakers) is launched.
The first Instructors Conference on Learners with Special Needs is held.
Toru ϲʹat the first instructors conference on Learners with Special Needs
At this annual conference, Instructors develop their understanding of how to instruct students with special needs and receive practical advice for how to apply what they learn in their Centres.
Both the Osaka ϲʹInstitute of Mathematics Ltd. and the Tokyo ϲʹInstitute of Mathematics Ltd. are restructured from limited liability companies into joint-stock corporations.
The total number of subject enrolments exceeds 1 million.
1982
The Osaka ϲʹInstitute of Mathematics Co., Ltd. and the Tokyo ϲʹInstitute of Mathematics Co., Ltd. merge to become the ϲʹInstitute of Mathematics Co., Ltd.
1983
The company name, ϲʹInstitute of Mathematics, is changed to ϲʹInstitute of Education.
the first kumon logo
The first ϲʹlogo is created.
1984
The ϲʹJapanese Learning Program (for foreign learners) is launched.
1985
The ϲʹPenmanship Program is launched.
1986
The ϲʹFrench and German programs (for native speakers of Japanese) are launched.
1988
ϲʹPublishing Co., Ltd. is established.
1989
The total number of subject enrolments in Japan exceeds 1.5 million.

1990

1995
Company founder Toru ϲʹpasses away.
1996
ϲʹLifelong Integrated Learning Co., Ltd. (ϲʹPenmanship and Calligraphy) is established.
1997
ϲʹPresident Takeshi ϲʹpasses away.

2000

2000
ϲʹis reorganised into a group management structure.
The ϲʹToru Research Institute of Education Co., Ltd. is established.
2001
Joint research into the effects of learning therapy on senile dementia begins.
The first ϲʹWorld Leaders’ Seminar is held.
Held under the theme, “ϲʹin the 21st century and my personal mission,” this training session saw ϲʹstaff in key positions from around the world gather together to discuss topics such as The ϲʹWay and how best to share Kumon’s values.
The first English Immersion Camp is held.
The children who participate in this camp take on the challenge of total immersion in English. The camp was initiated with the intention of fostering capable people who can contribute to global society by joining together with people from different countries around the world.
new kumon logo
The new ϲʹlogo is created.
2003
All ϲʹsignboards are replaced with the new ϲʹlogo signboards.
2007
Activities for child-raising support begin.
2008
ϲʹcelebrates the 50th anniversary of its founding.
the 50th anniversary event

2010

2010
ϲʹbegins offering its educational services to universities.
2011
Global Communication & Testing Co., Ltd. (GC&T) is established.
GC&T is in charge of promoting the TOEFL Junior® and TOEFL Primary® tests in conjunction with its partner ETS (Educational Testing Service), the world’s largest nonprofit test development organisation.
2012
The Baby ϲʹProgram is launched.
baby kumon logo
2014
This is the 100th anniversary of the birth of Toru Kumon.
the 100th anniversary event
2018
ϲʹcelebrates the 60th anniversary of its founding.

Worldwide

1950

1960

1970

1974
The first overseas ϲʹMaths Centre opens in New York.
It was with the opening of a ϲʹCentre in New York in 1974 that the provision of ϲʹMethod study outside Japan first began. Initially, most students at this Centre were the children of Japanese expatriates. However, as the effectiveness of the ϲʹMethod became more widely known, local children began to enrol. Today, ϲʹhas established itself as a provider of quality education for local children through local Instructors in many countries around the world.
1975
Centre opens in Taiwan.
1977
Centre opens in Brazil.
1979
Centre opens in Germany.
The number of ϲʹstudents in Taiwan topped 1,000.

1980

1980
An affiliated company is established in São Paulo, Brazil.
celebrating the new ϲʹsouth america head office.

The ϲʹSouth America head office building is completed (August 1994)

An affiliated company is established in Düsseldorf, Germany.
1982
An affiliated company is established in Los Angeles, USA.
1983
The total number of overseas subject enrolments exceeds 10,000.
1984
An affiliated company is established in Sydney, Australia.
1988
An affiliated company is established in Hong Kong.
An affiliated company is established in Toronto, Canada.
A public elementary school in the United States implements ϲʹMaths.
When the vice principal of Sumiton Elementary School in Alabama saw a TV program about ϲʹshe became convinced of the efficacy of the method and felt that it could really help her students to get over their aversion to maths. This was the first time that the ϲʹMethod was utilised in regular school classes outside of Japan. The results were even greater than expected and this achievement was hailed as the “Miracle of Sumiton” in a variety of media. This publicity led to greater awareness of ϲʹand the establishment of more and more Centres around the world.

1990

1990
The ϲʹEnglish Program (for native English speakers) is launched in Australia. The ϲʹEnglish Program is currently provided in 24 countries and regions around the world.
An affiliated company is established in London, UK.
1991
An affiliated company is established in Madrid, Spain.
The total number of overseas subject enrolments exceeds 200,000.
1993
The ϲʹChinese Program (for native Chinese speakers) is launched in Taiwan.
The ϲʹChinese Program is currently provided in six countries and regions around the world.
The total number of enrolments in the world exceeds 2 million.
1994
The ϲʹPortuguese Program (for native Portuguese speakers) is launched in Brazil.
1995
An affiliated company is established in Singapore.
An affiliated company is established in Santiago, Chile.
An affiliated company is established in Mexico City, Mexico.
An affiliated company is established in Shanghai, China.
The total number of overseas subject enrolments exceeds 500,000.
1996
An affiliated company is established in Johannesburg, South Africa.
An affiliated company is established in Manila, the Philippines.
1997
A ϲʹOffice is established in Kuala Lumpur, Malaysia.
1998
An affiliated company is established in Bangkok, Thailand.
An affiliated company is established in Buenos Aires, Argentina.
The total number of overseas subject enrolments exceeds 1 million.

2000

2000
An affiliated company is established in Jakarta, Indonesia.
2001
The total number of enrolments in the world exceeds 3 million.
2003
The total number of overseas subject enrolments exceeds 2 million.
2004
The ϲʹEFL Program (English as a Foreign Language) is launched in Brazil. The ϲʹEFL Program is currently provided in 30 countries and regions around the world.
The ϲʹSpanish Program (for native Spanish speakers) is launched in five countries in South America. The ϲʹSpanish Program is currently provided in eight countries around the world.
An affiliated company is established in New Delhi, India.

Up to this point, Kumon’s overseas development had proceeded by receiving offers from local parties. In this case, however, ϲʹestablished an affiliated company in India in order to provide learning opportunities to as many children as possible. In India we continue to seek out the optimum manner of providing the ϲʹMethod.

An affiliated company is established in Bogotá, Colombia.
2005
The ϲʹCFL Program (Chinese as a Foreign Language) is launched in Korea.
An affiliated company is established in Guangzhou, China.
2006
An affiliated company is established in Ho Chi Minh City, Vietnam.
The total number of enrolments in the world exceeds 4 million.
2008
The ϲʹThai Program (for native Thai speakers) is launched in Thailand.

2010

2011
An affiliated company is established in Beijing, China.
2018
An affiliated company is established in Macau.