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DOCUMENT RESUME
ED 411 897 JC 970 481
AUTHOR Makino, AtsushiTITLE Recent Developments in Japan's Lifelong Learning Society.
PUB DATE 1997-00-00NOTE 19p.; In: Lifelong Learning: Policies, Practices, and
Programs; see JC 970 458.PUB TYPE Reports Descriptive (141)EDRS PRICE MF01/PC01 Plus Postage.DESCRIPTORS Economic Change; *Educational Change; *Educational Policy;
Foreign Countries; *Lifelong Learning; Program Development;Program Implementation; Social Change
IDENTIFIERS *Japan
ABSTRACTIn the wake of economic and social change in Japan, several
lifelong learning initiatives have been implemented. Structural changes suchas internationalization, the coming of the information age, and thematuration of Japanese society caused the formerly homogeneous society tobecome more flexible, paving the way for lifelong learning. Additionalchanges included a shift in the majority of employment from full time to parttime, and educational reform. Japan is also attempting to get the family moreinvolved with children's learning in order to foster unity and individuality.The Ad Hoc Council for Educational Reform helped move lifelong learning fromthe conceptual to the policy stage in the late 1980s. The 14th CentralCouncil for Education submitted a report titled "Basic Maintenance forLifelong Learning," which outlined needed reforms. This gave rise to theLifelong Learning Promotion Act, which legally established the Council'srecommendations. The Education Administration will lose its autonomy and begradually subsumed by the General Administration. In addition, local bodieswill be prevented from participating in the lifelong learning system, but theprivate sector will be encouraged to participate. Lifelong learning has takengreat strides in Japan, and can be used as a developmental model for otherAsia Pacific economies. Contains 20 references. (YKH)
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from the original document.********************************************************************************
Recent Developments in Japan's Lifelong Learning Society
Atsushi Makino
In: Lifelong Learning: Policies, Practices, and Programs
00
C:)ril%
U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
0) CENTER (ERIC)This document has been reproduced asreceived from the person or organization
0 originating it.Minor changes have been made toimprove reproduction quality.
BEST
° Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.
PV AVM LE2
"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY
M. J. Hatton
TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."
3
329
Rec
ent r
evel
opm
ents
3ctp
an's
Life
. ong
Leca
knin
sS
ocie
tyby
Ats
ushi
Mak
ino
Japa
n's
rece
nt h
isto
ry h
as e
mph
asiz
ed th
e de
velo
pmen
t of a
str
ong
wor
kfor
ce in
supp
ort o
f ec
onom
ic g
row
th, c
oupl
ed w
ith a
pop
ulat
ion
mar
ked
by h
omog
e-ne
ous
valu
es, b
elie
fs a
nd a
pas
sion
ate
com
mitm
ent t
o th
e na
tion.
How
ever
;al
lth
is is
cha
ngin
g. T
he in
tern
atio
naliz
atio
n of
the
coun
try,
the
deve
lopm
ent o
f an
agin
g so
ciet
y, th
e co
min
g of
the
info
rmat
ion
age
at th
eex
pens
e of
the
indu
stri
alag
e, a
nd c
hang
es in
the
trad
ition
al li
felo
ng e
mpl
oym
ent s
yste
mar
e in
flue
ncin
gth
e ed
ucat
iona
l est
ablis
hmen
t and
pro
vidi
ng th
e im
petu
s fo
rth
e de
velo
pmen
t of
a lif
elon
g le
arni
ng s
yste
m. R
epor
ts is
suin
g fr
om th
e A
d H
oc C
ounc
il fo
rE
duca
tiona
l Ref
orm
(R
inji
Kyo
iku
Shin
gika
ior
Rin
kyos
hin)
in th
e la
te 1
980s
help
ed m
ove
lifel
ong
lear
ning
fro
m th
e co
ncep
tual
to th
e po
licy
stag
e, f
ollo
win
gw
hich
the
Cen
tral
Com
mitt
ee f
or E
duca
tion
(Chu
o K
yoik
uSh
ingi
kai o
rC
huky
oshi
n) d
etai
led
reco
mm
enda
tions
in it
s "B
asic
Mai
nten
ance
for
Lif
etim
eL
earn
ing
Rep
ort"
. In
turn
, thi
s fo
rmed
the
basi
s fo
r th
e"L
ifel
ong
Lea
rnin
gPr
omot
ion
Act
"whi
ch w
as p
asse
d on
Jul
y I
st, 1
990.
Alth
ough
this
law
has
mov
edJa
pane
se s
ocie
ty c
lose
r to
a b
road
er s
yste
m o
f ed
ucat
ion
and
lear
ning
thro
ugh
the
lifes
pan,
the
incr
ease
d ce
ntra
lizat
ion
of p
ower
and
the
expa
ndin
g in
flue
nce
of th
e M
inis
try
of E
duca
tion
have
giv
en r
ise
toco
ncer
ns w
hich
are
des
crib
ed in
this
pap
er.
TH
E C
ON
ST
RU
CT
ION
OF
A L
IFE
LON
G L
EA
RN
ING
SO
CIE
TY
Lif
elon
g le
arni
ng is
a c
once
pt w
hich
has
bec
ome
one
of th
e m
ost i
mpo
rtan
t key
sfo
r un
ders
tand
ing
mod
ern
Japa
nese
soc
iety
. In
fact
,co
mm
itmen
t has
bee
n m
ade
with
in J
apan
for
the
deve
lopm
ent o
f a
com
preh
ensi
ve, i
nteg
rate
dlif
elon
g le
arni
ngso
ciet
y in
whi
ch e
ach
pers
on's
voc
atio
nal a
nd p
erso
nal
deve
lopm
ent w
ill b
e in
flu-
ence
d by
an
open
-end
ed, i
ndet
erm
inat
e, li
felo
ng e
duca
tiona
lpr
oces
s. A
ll of
this
will
be o
rche
stra
ted
by th
e st
ate.
In th
is p
roce
ss, n
ot o
nly
will
cat
egor
ies,
suc
has
sch
ool-
cent
red
educ
atio
n an
dso
cial
edu
catio
n (n
on-f
orm
al e
duca
tion)
bec
ome
min
or, b
ut th
eyw
ill a
lso
be r
eor-
gani
zed
and
actu
aliz
ed th
roug
h a
self
-dev
elop
men
t and
self
-rec
ruiti
ng s
yste
m w
hich
will
voi
d tr
aditi
onal
ly a
ccep
ted
divi
sion
s an
d ro
les,
ther
eby
mak
ing
the
entir
e co
n-ce
pt o
f ed
ucat
ion
open
and
am
orph
ous.
The
deg
ree
to w
hich
life
long
lear
ning
isaf
fect
ing
the
basi
c na
ture
and
str
uctu
re o
f Ja
pane
seso
ciet
y ca
nnot
be
over
estim
at-
ed. T
his
pape
r su
rvey
s th
e de
velo
pmen
t of
lifel
ong
lear
ning
in J
apan
by
exam
inin
g
4
330
LIF
ELO
NG
LE
AR
NIN
G
rece
nt tr
ends
, gov
ernm
ent
spon
sore
d re
port
s, a
nd le
gisl
atio
n.
AN
EV
OL
VIN
G S
OC
IET
Y
Itis
hig
hly
impr
obab
le th
atan
ythi
ng a
s si
gnif
ican
t as
a co
mpr
ehen
sive
lifel
ong
lear
n-
ing
syst
em w
ould
dev
elop
in a
nyso
ciet
y, le
t alo
ne J
apan
ese
soci
ety,
unle
ss th
ere
wer
e si
gnif
ican
t cha
nges
occu
rrin
g at
fun
dam
enta
l lev
els.
Thi
s se
ctio
n of
the
pape
r
disc
usse
s th
e m
ost n
otab
leof
thes
e.
Str
uctu
ral C
hang
es
The
re h
ave
been
thre
est
ruct
ural
cha
nges
with
in J
apan
ese
soci
ety
whi
ch s
tron
gly
fact
or in
to th
e de
velo
pmen
tof
lifel
ong
lear
ning
pol
icy.
The
sein
clud
e in
tern
atio
n-
aliz
atio
n, th
e co
min
g of
the
info
rmat
ion
age,
and
the
mat
urat
ion
orag
ing
of J
apan
ese
soci
ety.
It h
as b
een
said
that
Jap
antw
ice
expe
rien
ced
inte
rnat
iona
lizat
ion
duri
ng it
s
proc
ess
of e
cono
mic
dev
elop
men
t.Fi
rst,
as a
res
ourc
e-po
or n
atio
n, a
pan
chos
e to
beco
me
an in
dust
rial
cen
tre
ofw
orld
impo
rtan
ce in
ord
er to
dev
elop
its e
cono
my.
The
impo
rtat
ion
of r
awm
ater
ials
and
the
tran
sfor
mat
ion
of th
ese
mat
eria
ls in
to
prod
ucts
for
exp
ort t
o ov
erse
asm
arke
ts w
as th
e ba
sis
for
econ
omic
deve
lopm
ent.
To
this
end
, the
abi
lity
to m
anuf
actu
reth
ese
prod
ucts
req
uire
d gi
ving
prio
rity
to
rais
ing
the
qual
ity a
nd s
tand
ard
of th
e la
bour
for
ce. B
asic
edu
catio
n w
asex
pand
ed
as w
ell a
s th
e av
aila
bilit
yof
tech
nica
l stu
dies
at p
ost-
seco
ndar
yin
stitu
tions
. Thi
s
effo
rt a
llow
ed th
e Ja
pane
se e
cono
my,
over
tim
e, to
pro
duce
aw
ide
vari
ety
of h
igh
qual
ity, a
ffor
dabl
e go
ods
as "
mad
ein
Jap
an".
In
the
end,
Jap
anes
ebu
sine
sses
cap
-
ture
d a
larg
e sh
are
of th
e w
orld
'sm
arke
ts.
The
sec
ond
phas
e of
Jap
an's
inte
rnat
iona
lizat
ion
occu
rred
whe
nth
e Ja
pane
se
curr
ency
, the
yen
, bec
ame
one
of th
e st
rong
est c
urre
ncie
s in
the
wor
ld. J
apan
ese
capi
tal w
as u
sed
for
fore
ign
inve
stm
ents
and
the
purc
hase
of
over
seas
rea
l est
ate
in
part
icul
ar. T
his
was
als
o th
e pe
riod
of th
e "b
ubbl
e ec
onom
y" in
Jap
an,w
hich
, fue
lled
by in
flat
ed r
eal e
stat
e va
lues
, did
not
last
ver
y lo
ng. J
apan
was
cal
led
an"e
cono
mic
gian
t", a
nd m
any
Japa
nese
man
ufac
ture
rsm
oved
pro
duct
ion
over
seas
. At t
his
sam
e
time,
labo
urer
s fl
owed
into
Jap
anfr
om B
razi
l and
var
ious
Asi
anco
untr
ies,
as
dom
es-
tic la
bour
had
bec
ome
scar
cean
d ex
pens
ive.
Cur
rent
ly, J
apan
is f
acin
g a
thir
d ty
peof
inte
rnat
iona
lizat
ion.
Thi
s is
res
ultin
gfr
om
the
larg
e nu
mbe
r of
Jap
anes
e go
ing
over
seas
and
the
larg
e nu
mbe
r of
peo
ple
mov
-
ing
to J
apan
. Of
cour
se, t
he n
atur
eof
this
thir
d st
age
is d
iffe
rent
fro
mth
e pr
evio
us
two.
Whi
le J
apan
ese
good
san
d m
oney
wer
e go
ing
over
seas
duri
ng th
e fi
rst t
wo
wav
es o
f in
tern
atio
naliz
atio
n,Ja
pane
se s
ocie
ty w
as s
till
com
pris
ed o
f on
e pe
ople
shar
ing
the
sam
e co
nsci
ousn
ess
and
valu
es. T
his
hom
ogen
eous
,un
ifor
m s
ocie
ty
thro
ugh
its e
duca
tion
syst
em tr
aine
d a
hom
ogen
eous
and
unif
orm
ly m
ould
ed la
bour
forc
e in
ord
er to
mak
e th
e fi
rst
inte
rnat
iona
lizat
ion
phas
e po
ssib
le. H
owev
er,w
hen
larg
e nu
mbe
rs o
f of
fsho
re p
eopl
e be
gan
arri
ving
in J
apan
, the
situ
atio
nch
ange
d dr
a-
mat
ical
ly. T
he n
ewco
mer
s su
pplie
dth
e la
bour
to d
o th
e "3
-D"
wor
k,th
at w
hich
is d
if-
ficu
lt, d
irty
and
dan
gero
us. T
his
infl
ux b
roug
ht d
iffe
rent
val
ues
and
cultu
res
to J
apan
;
henc
e, th
e ho
mog
enei
ty a
ndun
ifor
mity
of
Japa
nese
soc
iety
was
dist
urbe
d. T
his
is th
e
basi
c m
otif
whi
ch il
lust
rate
s th
e na
ture
of to
day'
s in
tern
atio
naliz
atio
n in
Jap
an.
5
Rec
ent D
evel
opm
ents
in J
apan
's L
ifelo
ng L
earn
ing
Soc
iety
331
The
evo
lutio
n to
an
info
rmat
ion-
orie
nted
soc
iety
sug
gest
s Ja
pan'
s in
dust
rial
stru
c-tu
re h
as u
nder
gone
a tu
rnab
out,
from
man
ufac
turi
ng in
dust
ries
as
the
econ
omic
cent
re, t
o an
info
rmat
ion-
base
d ec
onom
y, w
ith th
e co
mpu
ter
indu
stry
pla
ying
the
cent
ral r
ole.
The
old
indu
stri
al f
ram
ewor
k ha
d tw
o m
ajor
fea
ture
s th
at d
iffe
red
sub-
stan
tially
fro
m th
e ne
w n
etw
ork
syst
em. F
irst
, the
pyr
amid
sha
ped
indu
stri
also
ciet
yw
as b
ased
on
a st
rict
man
agem
ent c
ontr
ol s
yste
m a
nd q
ualit
y co
ntro
l sys
tem
inw
hich
dis
tinct
ions
bet
wee
n va
riou
s le
vels
in th
e or
gani
zatio
nw
ere
very
cle
arly
defi
ned.
The
info
rmat
ion
base
d so
ciet
y, o
n th
e ot
her
hand
, nee
ds to
be
oper
ated
lat-
eral
ly, b
etw
een
equa
ls, a
nd is
by
natu
re o
rien
ted
tow
ard
indi
vidu
alis
m.
Em
phas
is is
on e
ffic
ienc
y no
t hie
rarc
hy. S
econ
d, w
here
as th
e in
dust
rial
soc
iety
's p
oliti
cal s
truc
-tu
re w
as c
entr
aliz
ed, t
he in
form
atio
n so
ciet
y's
stru
ctur
es a
re h
ighl
y de
cent
raliz
edor
com
e un
der
smal
ler
"sov
erei
gnty
are
as".
The
se f
acto
rs, w
hen
com
bine
d w
ith th
ene
w w
ave
of in
tern
atio
naliz
atio
n al
read
y de
scri
bed,
will
dis
turb
wha
t has
bee
na
unif
orm
ly h
omog
eneo
us J
apan
ese
soci
ety.
Pot
entia
lly, t
hey
will
crea
te a
dan
ger
in s
ofa
r as
nat
iona
l uni
ty is
con
cern
ed, a
s ec
onom
ic d
evel
opm
ent a
nd n
atio
nal
unity
beco
me
som
ewha
t con
trad
icto
ry c
once
pts.
The
issu
e of
the
agin
g so
ciet
y w
ill a
lso
have
pro
foun
d ef
fect
son
Jap
anes
e so
ci-
ety.
Thi
s m
atur
atio
n w
ill s
ee m
ore
peop
le a
chie
ving
hig
her,
aca
dem
ical
ly b
oost
edca
reer
s an
d m
ore
leis
ure
time.
Ind
eed,
the
agin
g of
Jap
anes
e so
ciet
y w
ill h
ave
the
stro
nges
t inf
luen
ce o
n th
e so
ciet
al f
abri
c. B
y th
e ye
ar 2
025
mor
e th
an 2
7% o
f th
epo
pula
tion
will
be
65 y
ears
of
age
or o
lder
, and
by
the
year
205
0m
ore
than
32%
of
the
popu
latio
n w
ill b
e 65
yea
rs o
f ag
e or
old
er (
Asa
hi S
him
bun,
Jan
uary
21, 1
997)
.A
sup
er-a
ging
soc
iety
, in
whi
ch o
ne in
fou
r pe
ople
will
be
seni
ors,
ison
the
near
hori
zon.
Thi
s m
atur
ing
of s
ocie
ty, b
y vi
rtue
of
the
agin
g of
its
mem
bers
, sho
uld
nec-
essa
rily
lead
the
Japa
nese
tow
ard
diff
eren
t soc
ial v
alue
s, a
nd th
e ge
nera
llyhi
gher
leve
l of
educ
atio
n w
ill im
prov
e th
e ab
ility
of
peop
le to
mak
e be
tter
deci
sion
sab
out
how
they
con
duct
thei
r da
ily li
ves.
In s
umm
ary,
Jap
an is
cha
ngin
g fr
om b
eing
a "
hard
soc
iety
" in
whi
ch p
eopl
ear
eun
ited
unde
r th
e sa
me
valu
es a
nd a
war
enes
s as
a n
atio
n to
bec
omin
ga
"sof
t soc
i-et
y" in
whi
ch in
divi
dual
val
ues
are
resp
ecte
d, a
nd h
eter
ogen
eous
peo
ple
can
coex
-is
t whi
le n
ot n
eces
sari
ly h
oldi
ng th
e sa
me
cultu
ral p
ersp
ectiv
es a
nd p
erso
nal
view
s.
Cha
nges
in th
e E
mpl
oym
ent E
nviro
nmen
t
Lif
elon
g em
ploy
men
t and
sen
iori
ty, w
hich
hav
e be
en th
e ce
ntre
piec
es o
fth
eJa
pane
se e
mpl
oym
ent s
yste
m, a
re r
apid
ly d
isap
pear
ing
as e
vide
nced
by
the
fact
that
the
num
ber
of f
ull t
ime
empl
oyee
s is
dec
reas
ing
whi
le th
e nu
mbe
r of
part
-tim
e an
dco
ntra
ctua
l em
ploy
ees
is in
crea
sing
(E
cono
mic
Pla
nnin
g A
genc
y, 1
985)
. Thi
s ch
ange
is th
e re
sult
of s
ever
al f
acto
rs. F
or e
xam
ple,
the
man
ufac
turi
ngse
ctor
, whi
chre
quir
es h
ighl
y sk
illed
and
kno
wle
dgea
ble
wor
kers
, has
sen
t man
y of
them
over
seas
,an
d th
e gr
owth
of
the
"net
wor
k so
ciet
y" a
nd th
e co
mpu
ter
indu
stry
has
put e
nor-
mou
s pr
essu
re o
n th
e la
bour
poo
l. H
ence
, the
re is
an
incr
easi
ng n
eed
to r
etra
inse
nior
wor
kers
in o
rder
to c
over
for
the
shor
tage
of
youn
ger
wor
kers
. Lar
geen
ter-
pris
es b
ased
in J
apan
hav
e be
en r
e-m
akin
g se
ctio
ns o
f th
eir
oper
atio
ns in
tosm
all,
inde
pend
ent c
ompa
nies
, and
als
o ne
w is
the
fact
that
man
y sm
all
vent
ure
com
pa-
nies
com
e an
d go
with
in th
e Ja
pane
se e
cono
my.
6
332
LIF
ELO
NG
LE
AR
NIN
G
In th
is n
ew k
ind
ofin
dust
rial
str
uctu
re, s
kills
and
know
ledg
e ar
e no
t sto
red
insi
de
com
pani
es. I
nste
ad, i
t is
the
tech
nici
ans
and
engi
neer
sth
emse
lves
who
are
the
repo
sito
ries
. Mor
eove
r, m
any
busi
ness
esdo
not
nee
d to
per
man
ently
reta
in e
mpl
oy-
ees
with
spe
cifi
csk
ill a
nd k
now
ledg
e se
ts, a
situ
atio
nw
hich
lead
s to
hea
dhun
ting
beco
min
g th
e no
rm a
nd w
here
whi
te c
olla
r w
orke
rs c
anqu
ickl
y fi
nd th
emse
lves
in
part
-tim
e jo
bs o
r ev
en b
lue
colla
r w
ork.
In
addi
tion
to th
ese
chan
ges
in th
e ec
o-
nom
ic la
ndsc
ape,
sen
iors
and
hous
ewiv
es a
re e
nter
ing
the
wor
king
wor
ld in
larg
e
num
bers
. Thu
s, a
new
pic
ture
of th
e la
bour
mar
ket h
asem
erge
d: w
orke
rs w
ill
chan
ge th
eir
jobs
man
y tim
esth
roug
hout
thei
r liv
es a
nd th
ele
arni
ng o
f ne
w s
kills
and
abili
ties
beco
mes
a li
felo
ngen
deav
our.
For
Jap
an, t
his
is a
radi
cal d
epar
ture
.
Tra
ditio
nally
, ind
ivid
ual e
mpl
oyee
sha
ve e
njoy
ed g
uara
ntee
d lif
elon
gem
ploy
-
men
t and
a g
uara
ntee
dse
nior
ity s
yste
m. N
ow, h
owev
er,em
ploy
ees
will
hav
e to
con
-
tinuo
usly
dev
elop
them
selv
esw
hile
wor
king
und
er f
ear
of lo
sing
thei
r jo
bs. W
ithin
the
labo
ur m
arke
t, in
divi
dual
izat
ion
will
be
prom
oted
. Nec
essa
rily
then
, the
tuni
ties
re is
a
need
for
the
mai
nten
ance
and
expa
nsio
n of
edu
catio
nal
and
trai
ning
opp
or
for
wor
kers
. Als
o re
quir
ed is
ana
tiona
l pol
icy
to in
form
and
uni
teth
e na
tion
with
-
in th
is n
ew c
onte
xt.
Ret
rain
ing
and
deve
lopm
ent
will
not
be
part
of
the
publ
iced
ucat
ion
syst
em.
Rat
her,
indi
vidu
als
will
ass
ume
resp
onsi
bilit
y fo
r th
eir
own
deve
lopm
ent
at th
eir
own
expe
nse.
The
new
post
-ind
ustr
ial e
ra c
arri
es w
ith it
the
prin
cipl
e th
at it
s be
n-
efic
iari
es, t
he w
orke
rs, s
houl
d pa
yto
dev
elop
thei
r ow
nsk
ills
over
the
cour
se o
f
thei
r w
orki
ng li
ves
and
that
natio
nal a
war
enes
s of
this
fac
t mus
tbe
rais
ed. T
his
con-
cept
is a
t the
cor
e of
the
lifel
ong
lear
ning
pol
icie
s co
min
g to
the
fore
toda
y.
The
Dis
man
tling
of
Scho
ols
How
, the
n, h
ave
the
new
wor
king
abi
lity
and
skill
dev
elop
men
tsch
eme
and
the
new
natio
nal u
nity
con
cept
bee
npl
anne
d, a
nd w
hat k
ind
of s
truc
ture
will
they
em
ulat
e?
The
bes
t way
to a
nsw
er th
ese
ques
tions
is to
stu
dy e
duca
tiona
lre
form
and
sch
ool
reor
gani
zatio
n.A
rep
ort o
n ed
ucat
iona
l ref
orm
and
the
dism
antli
ng o
f sc
hool
s w
aspr
oduc
ed b
y
the
Japa
n A
ssoc
iatio
n of
Cor
pora
teE
xecu
tives
(K
eiza
i Doy
ukai
) in
Apr
il 19
95, a
nd it
has
sinc
e ha
d a
stro
ng in
flue
nce
onso
ciet
y. T
he ti
tle, t
houg
h lo
ng,i
s ill
umin
atin
g:
From
Sch
ool t
oC
omm
unity
-bas
ed L
earn
ing
Cen
tres
:Sc
hool
s, F
amili
es, a
nd1.
Com
mun
ities
Bei
ng A
war
eof
thei
r E
duca
tiona
l Res
pons
ibili
ties,
and
Eac
h
Giv
ing
of it
s W
isdo
m a
nd P
ower
to C
reat
e N
ew P
lace
s to
Lea
rn a
nd G
row
.
In th
e re
port
, the
aut
hors
iden
tifie
d so
me
of th
e pr
oble
ms
ende
mic
to th
e sc
hool
syst
em. I
nclu
ded
wer
ebu
llyin
g, tr
uanc
y an
d ho
wth
e sc
hool
s ha
ve tr
aditi
onal
ly;
assu
med
res
pons
ibili
ty f
or e
very
thin
gfr
om a
cade
mic
inst
ruct
ion
tolif
e gu
idan
ce
and
disc
iplin
e. S
choo
ls a
ssum
edth
ese
task
s be
caus
e of
the
dem
ands
mad
e on
par
-,
ents
by
the
Japa
nese
eco
nom
y.H
owev
er, w
ith th
e cu
rren
t cha
nges
taki
ng p
lace
in
indu
stry
, the
trad
ition
al r
ole
fulf
illed
by
the
scho
ols
will
no
long
erbe
nec
essa
ry. T
he
repo
rt r
ecom
men
ds th
atth
e Ja
pane
se f
amily
, whi
ch n
owha
s m
uch
mor
e fr
ee ti
me,
alon
g w
ith th
e co
mm
unity
,re
clai
m r
espo
nsib
ilitie
s fr
om th
esc
hool
s, a
nd th
at a
ll
thre
e, th
e sc
hool
, the
fam
ilyan
d th
e co
mm
unity
, sho
uld
take
par
tin
rai
sing
chi
ldre
no
as a
com
bine
d co
mm
unity
base
d "s
choo
l".
7
Rec
ent D
evel
opm
ents
in J
apan
's L
ifelo
ng L
earn
ing
Soc
iety
333
The
bol
dest
ref
orm
pla
n ar
gues
that
, at s
choo
l, on
ly la
ngua
ge, m
athe
mat
icsa
ndm
oral
edu
catio
n (b
asic
tene
ts a
nd n
atio
nal
awar
enes
s of
Jap
an)
shou
ld b
e th
e gu
ar-
ante
ed s
ubje
cts.
Oth
er s
ubje
cts,
life
gui
danc
e,sp
ecia
l eve
nts
and
extr
a-cu
rric
ular
activ
ities
sho
uld
be ta
ken
out o
f th
e sc
hool
s an
dre
turn
ed to
the
fam
ilies
and
Com
-m
uniti
es, t
he id
ea b
eing
that
par
ents
who
now
hav
e m
ore
spar
e tim
e ca
n te
ach
and
disc
iplin
e th
eir
child
ren
as w
ell
as ta
ke th
em o
n fa
mily
trip
s to
gai
n a
broa
der
per-
spec
tive
of s
ocie
ty. T
he c
omm
unity
wou
ldpr
ovid
e vo
lunt
eer
activ
ities
, clu
bs, s
port
san
d so
on,
to b
e or
gani
zed
by lo
cal c
ompa
nies
. Thi
s w
ould
giv
e ch
ildre
n th
eop
por-
tuni
ty to
dev
elop
indi
vidu
al id
entit
ies
and
abili
ties.
Thi
s ar
gum
ent s
how
s an
impo
rtan
t tur
ning
poin
t in
the
Japa
nese
vie
w o
f sc
hool
san
d ed
ucat
ion.
His
tori
cally
, the
Jap
anes
e ed
ucat
ion
syst
em w
as b
uilt
alon
gsid
e an
din
sup
port
of
the
form
atio
n of
the
mod
ern
indu
stri
also
ciet
y an
d na
tion
stat
e, to
uni
-fo
rmly
trai
n ea
ch c
itize
n to
be
a de
dica
ted
wor
ker.
The
edu
catio
n sy
stem
, in
fact
,cl
osel
y pa
ralle
led
the
man
ufac
turi
ngsy
stem
. The
Jap
anes
e m
anuf
actu
ring
sys
tem
,ba
sed
on T
aylo
r's id
eas
from
ear
lier
in th
is c
entu
ry, d
ivid
ed th
e m
anuf
actu
ring
proc
ess
into
man
y st
eps.
Add
ed to
this
was
For
d's
asse
mbl
y lin
e m
odel
and
con
-ve
yor
conc
ept.
Add
ition
ally
, ove
rlai
d on
top
of th
ese
isth
e Ja
pane
se T
otal
Qua
lity
Con
trol
(T
QC
) Sy
stem
. The
fir
st tw
osy
stem
s m
ade
mod
ern
man
ufac
turi
ng e
xtre
me-
ly s
impl
e an
d m
ass
prod
uctio
n po
ssib
le; h
owev
er, t
he q
ualit
y of
indi
vidu
al w
orke
rsw
as b
roug
ht in
to q
uest
ion.
In
the
Japa
nese
TQ
Csy
stem
, it i
s as
sum
ed th
at th
e qu
al-
ity o
f la
bour
req
uire
s co
nsta
nt im
prov
emen
tin
an
ongo
ing
effo
rt to
impr
ove
the
qual
ity o
f th
e fi
nish
ed p
rodu
ct. T
hesy
stem
has
a v
ery
stro
ng la
bour
con
trol
asp
ect.
Nee
dles
s to
say
, in
this
type
of
envi
ronm
ent,
empl
oyee
edu
catio
n an
d lo
yalty
to th
ew
ork
grou
p an
d co
mpa
ny w
ere
esse
ntia
l.It
was
TQ
C w
hich
und
erpi
nned
the
life-
long
em
ploy
men
t and
sen
iori
tysy
stem
s. A
ll to
ld, t
he a
nalo
gies
with
the
scho
olsy
s-te
m a
re p
ower
ful.
Ele
men
tary
and
juni
or h
igh
scho
ol e
duca
tion
wer
e as
sign
ed th
e ro
le o
f in
culc
at-
ing
the
TQ
C s
yste
m. I
n th
eory
,ac
ross
all
Japa
nese
sch
ools
, the
qua
lity
of th
e ch
il-dr
en's
edu
catio
n is
the
sam
e. E
ffor
t and
des
ire
wer
e vi
ewed
as
the
vari
able
s, s
o if
ach
ild h
ad a
poo
r ac
adem
ic r
ecor
d, th
ere
ason
had
to b
e th
at h
e or
she
was
sim
ply
not p
uttin
g fo
rth
the
effo
rt. T
he r
esul
t is
a sy
stem
whe
re c
hild
ren
are
alw
ays
com
-pe
ting
with
eac
h ot
her
for
grad
es,
or w
ithin
gro
ups,
or
agai
nst o
ther
gro
ups o
r ev
enot
her
clas
ses
in th
e sa
me
scho
ol. H
ence
, the
aw
aren
ess
of g
roup
iden
tity
isst
rong
.T
hrou
gh th
e sc
hool
cur
ricu
lum
too,
the
child
ren
are
indo
ctri
nate
d w
ith n
atio
nal
awar
enes
s an
d in
culc
ated
with
nat
iona
l val
ues.
Thi
ssy
stem
was
the
basi
c m
echa
-ni
sm b
y w
hich
nat
iona
l uni
ty a
nd e
cono
mic
succ
ess
was
ach
ieve
d.R
egar
dles
s of
wha
t one
thin
ks a
bout
this
syst
em, e
cono
mic
tren
ds a
s de
scri
bed
earl
ier
in th
is p
aper
now
sug
gest
that
the
soci
al s
truc
ture
, esp
ecia
lly th
e in
dust
rial
com
pone
nt, w
hich
nee
ded
this
str
ong
grou
p or
ient
ed s
ocia
l acc
limat
izat
ion,
mus
tgo
thro
ugh
a di
sman
tling
pro
cess
. New
way
s of
ach
ievi
ng e
cono
mic
dev
elop
men
tan
d na
tiona
l con
scio
usne
ss w
ithin
an in
divi
dual
ized
soc
iety
mus
t be
purs
ued.
In s
umm
ary,
the
"Lif
elon
g L
earn
ing
Syst
em"
now
bei
ng p
rom
oted
in J
apan
rea
llym
eans
con
stru
ctin
g a
lifel
ong
wor
king
abi
lity
and
skill
sde
velo
pmen
t sys
tem
, or,
insh
ort,
the
indu
stri
aliz
atio
n of
edu
catio
n,ba
sed
on th
e pr
inci
ple
that
the
dire
ct b
en-
efic
iari
es s
houl
d pa
y fo
r pa
rt o
f it.
As
wel
l, st
ate
unity
, for
mer
ly r
ealiz
ed b
ya
stro
ng
334
LIF
ELO
NG
LE
AR
NIN
G
grou
p et
hic,
will
be
tran
sfor
med
into
one
whi
ch is
achi
eved
thro
ugh
dire
ct lo
yalty
or c
onsc
ious
ness
com
ing
from
the
indi
vidu
al.
TH
E E
AR
LY H
IST
OR
Y O
FLI
FE
LON
G L
EA
RN
ING
PO
LIC
YIN
JA
PA
N
Star
ting
in th
e ea
rly
1970
's, a
dvis
ory
orga
ns o
f th
e M
inis
try
ofE
duca
tion
issu
ed s
ev-
eral
rep
orts
. For
exa
mpl
e, in
197
1,th
e C
entr
al C
ounc
il fo
r E
duca
tion
(Chu
o K
yoik
u
Shin
gika
i or
Chu
kyos
hin)
, in
the
intr
oduc
tory
prea
mbl
e to
its
repo
rt ti
tled
Abo
utth
e
Bas
ic P
olic
y fo
r T
otal
Sch
oolS
yste
m E
xpan
sion
and
Mai
nten
ance
in th
e Fu
ture
,
argu
ed th
at, f
rom
the
pers
pect
ive
of li
felo
ng e
duca
tion,
the
entir
eed
ucat
iona
l sys
-
tem
nee
ded
to b
ere
desi
gned
. Als
o, in
the
sam
e ye
ar, t
heSo
cial
Edu
catio
n C
ounc
il
(Sha
kai K
yoik
u Sh
ingi
kai o
r Sh
akyo
shin
)pr
oduc
ed a
rep
ort t
itled
The
Way
Soci
al
Edu
catio
n Sh
ould
Dea
l With
Rap
idSo
cial
Str
uctu
re C
hang
es. I
n it,
the
Cou
ncil
stat
-
ed th
at h
ome
base
d ed
ucat
ion,
scho
ol e
duca
tion,
and
soc
ial e
duca
tion
have
lost
thei
r cl
ose,
org
anic
rel
atio
nshi
p,an
d to
o gr
eat a
bur
den
and
too
man
yex
pect
atio
ns
have
bee
n pl
aced
on
the
scho
ol's
role
. Fur
ther
mor
e, th
ey n
oted
that
ther
e is
a g
reat
inef
fici
ency
and
ove
rlap
, and
argu
ed th
at a
ny c
once
pt o
f ed
ucat
ion
shou
ld b
e
revi
ewed
fro
m th
e po
int o
f vi
ew o
fdev
elop
ing
lifel
ong
educ
atio
n. F
rom
the
outs
et,
then
, the
con
cept
of
lifel
ong
educ
atio
n w
aspl
aced
at t
he c
entr
e of
reo
rgan
izin
gth
e
entir
e ed
ucat
iona
l sys
tem
. Ten
yea
rsla
ter,
in 1
981,
the
Cen
tral
Cou
ncil
for
Edu
catio
n,e
publ
ishe
d C
once
rnin
g L
ifel
ong
Edu
catio
n,ad
visi
ng th
at li
felo
ng e
duca
tion
is a
n
idea
who
se p
urpo
se is
to h
elp
peop
leco
ntin
ue le
arni
ng th
roug
hout
the
lifes
pan.
The
re a
re tw
o im
port
ant p
oint
s to
cons
ider
her
e. O
ne in
volv
es th
e us
eof
the
term
s "l
ifel
ong
educ
atio
n"an
d "l
ifel
ong
lear
ning
". A
ccor
ding
toth
e M
inis
try
of
Edu
catio
n, th
e m
aint
enan
ce a
ndpr
ogra
mm
ing
of le
arni
ng o
ppor
tuni
ties
is r
efer
red
to a
s "l
ifel
ong
educ
atio
n",w
hile
fro
m th
e pr
oces
s or
the
lear
ner's
side
it is
"lif
elon
g
lear
ning
". I
n th
e re
port
, the
Min
istr
yof
Edu
catio
n em
phas
ized
that
this
is a
neq
ual
rela
tions
hip.
How
ever
, sin
ce "
lifel
ong
educ
atio
n" is
the
fund
amen
tal n
otio
n on
whi
ch th
e sy
stem
res
ts, l
ifel
ong
educ
atio
n (t
he p
rogr
amm
ing)
mus
tne
cess
arily
dete
rmin
e th
e di
rect
ion
of li
felo
ngle
arni
ng (
the
lear
ner's
exp
erie
nce)
.T
here
fore
,
"edu
catio
n" is
for
emos
t to
"lea
rnin
g",
and
the
syst
em o
f lif
elon
g ed
ucat
ion
is a
s a
resu
lt le
d by
the
stat
e as
opp
osed
to b
eing
driv
en b
y th
e le
arne
rs. T
his
has
turn
ed
out t
o be
a c
ritic
al d
istin
ctio
n.T
he s
econ
d po
int r
elat
es to
the
notio
nth
at p
resc
ribe
d so
cial
edu
catio
nfu
nctio
ns.
will
rel
y on
pri
vate
edu
catio
nal
prov
ider
s. T
his
rein
forc
ed th
e pr
inci
ple
that
dir
ect
bene
fici
arie
s sh
ould
pay
for
par
t of
the
cost
s. M
oreo
ver,
mod
ifyi
ng th
eph
iloso
phi-
cal p
ersp
ectiv
e to
one
of
volu
ntar
yle
arni
ng a
nd p
uttin
g th
e em
phas
is o
npe
rson
al
bene
fit o
pene
d th
e do
or f
or th
ein
trod
uctio
n of
mar
ket p
rinc
iple
s.N
eedl
ess
to s
ay,
this
shi
ft a
lso
light
ened
the
gove
rnm
ent's
fina
ncia
l bur
den.
From
thes
e pe
rspe
ctiv
es, a
fram
ewor
k fo
r a
stat
e-le
d lif
elon
g le
arni
ng s
yste
mha
s
been
cre
ated
. The
pri
ncip
al p
laye
ris
the
stat
e an
d th
e et
hic
of th
e "p
ower
to
self
-edu
cate
" su
gges
ts th
at th
e w
ill f
orle
arni
ng a
nd th
e at
titud
es a
nd a
bilit
ies
to
achi
eve
this
will
dev
elop
with
in th
ena
tion
(Cen
tral
Cou
ncil
for
Edu
catio
n,19
83).
9It
EST
CO
PY A
VA
ILA
BL
E
Rec
ent D
evel
opm
ents
in J
apan
's L
ifelo
ng L
earn
ing
Soc
iety
335
LIF
ELO
NG
LE
AR
NIN
G A
ND
TH
E A
D H
OC
CO
UN
CIL
FO
RE
DU
CA
TIO
NA
L R
EF
OR
M
It w
as u
nder
the
stew
ards
hip
of th
e A
d H
oc C
ounc
il fo
r E
duca
tiona
l Ref
orm
(Rin
liK
yoik
u Sh
ingi
kai o
r R
inky
oshi
n) th
at th
e no
tion
of li
felo
ng le
arni
ngw
ent f
rom
con
-ce
pt to
pol
icy.
The
Cou
ncil
was
con
vene
d be
twee
n 19
84 a
nd 1
987
by th
e N
akas
one
Die
t as
an a
dvis
ory
orga
n re
port
ing
dire
ctly
to th
e D
iet a
ndno
t to
the
Min
istr
y of
Edu
catio
n. I
n th
is w
ay th
e br
oade
r go
vern
men
t adm
inis
trat
ion
step
ped
into
an
area
norm
ally
rep
rese
nted
by
the
Min
istr
y O
f E
duca
tion.
Thi
s se
ctio
n of
the
pape
rre
view
s ex
ampl
es o
f th
e C
ounc
il's
repo
rts
in o
rder
to d
etai
l the
con
cept
ual
deve
l-op
men
t of
lifel
ong
lear
ning
.
The
Firs
t Rep
ort (
June
29,
198
5)
In th
is, t
he C
ounc
il's
firs
t rep
ort (
Ad
Hoc
Cou
ncil
for
Edu
catio
nal R
efor
m, 1
985)
, am
ove
tow
ard
a lif
elon
g le
arni
ng s
yste
m is
sca
rcel
y m
entio
ned.
How
ever
, the
reas
ons
scho
ol b
ased
edu
catio
n ha
d so
man
y pr
oble
ms
wer
e id
entif
ied,
incl
udin
g th
e ne
ga-
tive
infl
uenc
e of
the
entr
ench
ed c
aree
rism
in a
cade
me.
Am
ove
tow
ard
a lif
elon
gle
arni
ng s
yste
m o
f so
me
sort
was
off
ered
as
one
of th
e po
tent
ial
solu
tions
for
the
nega
tive
phen
omen
a in
the
scho
ol s
yste
m. T
his
repo
rt f
ocus
ed p
rim
arily
on th
eis
sue
of h
ow to
dea
l with
an
agin
g so
ciet
y.
Dis
cuss
ion
Sum
mar
y N
o. 3
(Ja
nuar
y 22
, 198
6)
Thi
s su
mm
ary
refl
ects
the
prel
imin
ary
idea
s di
scus
sed
prio
r to
the
wri
ting
of th
ese
cond
rep
ort (
Ad
Hoc
Cou
ncil
for
Edu
catio
nal R
efor
m, 1
986a
). I
nclu
ded
are
thre
eim
port
ant t
hem
es. F
irst
, the
re w
as r
ecog
nitio
n gi
ven
to th
e ex
iste
nce
ofpr
oble
ms
in th
e cu
rren
t edu
catio
n sy
stem
. Inc
lude
d w
ere
the
notio
ns o
f th
esc
hool
-cen
tred
soci
ety,
the
unif
orm
ity o
f va
lues
, the
col
laps
e of
com
mun
ities
, and
the
chan
ges
infa
mily
str
uctu
re (
for
exam
ple,
the
effe
ct o
f ha
ving
few
er c
hild
ren
in th
e nu
clea
r fa
m-
ily).
The
se w
ere
docu
men
ted
and
it w
as a
gree
d th
at, w
hen
take
nto
geth
er, t
hey
cre-
ated
pro
blem
s in
the
scho
ols.
Sec
ond,
ther
ew
ere
docu
men
ted
prob
lem
s ar
isin
gfr
om c
hang
es in
the
indu
stri
al s
truc
ture
, int
erna
tiona
lizat
ion
and
the
mov
e to
war
dan
info
rmat
ion
orie
nted
soc
iety
. Thi
rd, t
here
was
the
wea
keni
ng o
fst
ate
unity
. Thi
sle
d to
the
notio
n of
cre
atin
g a
lifel
ong
lear
ning
syst
em, b
ut th
e su
ppor
ts f
or s
uch
asy
stem
wer
e no
t cle
arly
iden
tifie
d.
The
Sec
ond
Rep
ort (
Apr
il 23
, 198
6)
Follo
win
g fr
om D
iscu
ssio
n Su
mm
ary
No.
3, t
he s
econ
dre
port
cri
ticiz
ed th
e sc
hool
base
d ed
ucat
ion
syst
em in
eve
n st
rong
er te
rms
(Ad
Hoc
Cou
ncil
for
Edu
catio
nal
Ref
orm
, 198
6b).
It a
lso
desc
ribe
d th
e w
eake
ning
of
soci
alun
ity in
the
face
of
the
"mas
s so
ciet
y", a
con
ditio
n w
hich
ref
ers
to th
ew
ays
in w
hich
gro
ups
of in
divi
dual
st
asso
ciat
e di
ffer
ently
aft
er th
e tr
aditi
onal
soc
iety
has
lost
its
cent
ripe
tal,
unif
ying
forc
e. J
apan
ese
soci
ety,
as
desc
ribe
d ea
rlie
r, is
abo
utto
und
ergo
a m
etam
orph
osis
,be
com
ing
an in
tern
atio
naliz
ed. i
nfor
mat
ion
orie
nted
, mat
ure
soci
ety.
To
supp
ort
this
soc
iety
, edu
catio
n m
ust f
ulfi
l tw
o so
mew
hat c
ontr
adic
tory
func
tions
. On
the
one
hand
it m
ust i
ncul
cate
cer
tain
com
mon
val
ues
in o
rder
to u
nite
the
soci
ety,
and
10
336
LIF
ELO
NG
LE
AR
NIN
G
on th
e ot
her
hand
it m
ust
embr
ace
the
mul
tiplic
ity o
f va
lues
req
uire
dto
impa
rt s
ci-
entif
ic, t
echn
olog
ical
and
othe
r ty
pes
of k
now
ledg
e. H
ence
the
repo
rt's
pro
clam
a-
tion
that
Jap
an m
ust m
ove
tow
ard
a lif
elon
g le
arni
ng s
yste
m.
The
nec
essi
ty f
or m
ovin
g to
war
ds a
lifel
ong
lear
ning
sys
tem
was
sup
port
edby
thre
e ex
plic
it po
ints
. Fir
st, e
duca
tion
has
been
div
ided
into
hom
e ed
ucat
ion,
scho
ol
educ
atio
n an
d so
cial
edu
catio
n.T
hese
cat
egor
ies
have
bee
n vi
ewed
by
man
yas
sep
-.
arat
e en
titie
s, e
ach
appl
ying
to a
diff
eren
t age
gro
up, w
hen
the
fact
has
been
that
they
hav
e be
en in
tera
ctiv
ean
d ov
erla
p. A
ll ar
e re
quir
ed in
ord
erto
pro
duce
a r
ound
-
ed c
itize
n. S
econ
d, a
cha
nge
inat
titud
e w
ith r
egar
d to
the
infa
mou
s"en
tran
ce e
xam
war
" is
req
uire
d. J
apan
ese
soci
ety
mus
t acc
eptth
at e
duca
tion
is n
ot ju
st f
or y
outh
;
lear
ning
thro
ugho
ut th
e lif
espa
nis
nee
ded.
Thi
rd, m
any
peop
lew
ithin
the
soci
ety
mus
t acq
uire
new
kno
wle
dge
and
tech
nica
l ski
lls o
n an
ong
oing
basi
s in
ord
er to
keep
pac
e w
ith r
apid
adva
nces
in s
cien
ce a
nd te
chno
logy
.A
s it
turn
ed o
ut, t
hese
poin
ts p
laye
d a
maj
orro
le in
det
erm
inin
g th
e ch
arac
teri
stic
sof
the
prop
osed
life
-
long
lear
ning
sys
tem
. Cou
pled
with
this
ana
lysi
s w
as a
des
crip
tion
of th
e ne
ed L
o
deve
lop
a fa
ir s
yste
m f
or e
valu
atin
glif
elon
g w
orki
ng a
bilit
yan
d sk
ill.
Dis
cuss
ion
Sum
mar
y N
o.4
(Jan
uary
24,
198
7)
In th
is s
umm
ary,
foc
us w
as p
lace
d on
"mul
tiple
eva
luat
ion"
and
"sy
stem
icfl
exib
ility
",
and
the
wri
ters
cri
ticiz
ed th
e "s
ingl
e-tr
ack
scho
ol s
yste
m"
as b
eing
uns
uita
ble
for
the
evol
ving
Jap
anes
e so
ciet
y (A
dH
oc C
ounc
il fo
r E
duca
tiona
l Ref
orm
,19
87a)
. The
y
sugg
este
d th
at a
mul
tiple
eval
uatio
n sy
stem
was
req
uire
d, a
long
with
a "
publ
ic"
qual
-
ific
atio
n sy
stem
whi
ch w
ould
rec
ogni
ze q
ualif
icat
ions
gain
ed th
roug
h w
ork
expe
ri-
ence
. The
se r
efor
ms
wer
eno
tabl
e w
ithin
the
cont
ext o
f th
etr
aditi
onal
Jap
anes
e
styl
e em
ploy
men
t sys
tem
lifel
ong
empl
oym
ent a
ndse
nior
ity-b
ased
and
gave
reco
gniti
on to
the
fact
that
the
old
syst
em w
ould
hav
e to
be
dism
antle
d.
The
Thi
rd R
epor
t (A
pril
2, 1
987)
In th
is r
epor
t, "m
ultip
le e
valu
atio
n" w
ashi
ghlig
hted
in th
e fi
rst s
ectio
nof
the
firs
t
chap
ter
(Ad
Hoc
Cou
ncil
for
Edu
catio
nal R
efor
m, 1
987b
). T
here
,th
e di
rect
ion
of
eval
uatio
n w
as d
escr
ibed
as
"hor
izon
tal"
,mea
ning
acr
oss
com
pani
es o
r ac
ross
occu
-
patio
nal g
roup
ings
. Ref
eren
ce w
asal
so m
ade
to p
aral
lel s
tand
ards
, an
appr
oach
that
wou
ld e
ntre
nch
a fu
ndam
enta
lly n
ew e
mpl
oym
ent
syst
em b
ased
on
an o
pen
job
qual
ific
atio
n sy
stem
. Fur
ther
, are
latio
nshi
p be
twee
n of
f-th
e-jo
b tr
aini
ngan
d th
e pr
i-
vate
edu
catio
n se
ctor
was
iden
tifie
d, a
s w
ell a
s re
cogn
ition
of th
e im
port
ance
of
voca
tiona
l tra
inin
g in
hig
h sc
hool
s.
The
Fou
rth
(Fin
al)
Rep
ort (
Aug
ust 7
,198
7)
In th
is r
epor
t, th
e di
scus
sion
s to
dat
e, a
sa
who
le, w
ere
sum
mar
ized
and
the
dire
c-
tion
of th
e ed
ucat
iona
l ref
orm
pac
kage
was
firm
ly s
et in
pla
ce (
Ad
Hoc
Cou
ncil
for
Edu
catio
nal R
efor
m, 1
987c
).
SUM
mar
yT
he id
eas
of th
e A
d H
oc C
ounc
il fo
r E
duca
tiona
lR
efor
m r
egar
ding
the
esta
blis
h-
men
t of
a lif
elon
g le
arni
ng s
yste
m n
oted
that
ste
ps n
eede
d to
be
take
n to
deal
with
11
Rec
ent D
evel
opm
ents
in J
apan
's L
ifelo
ng L
earn
ing
Soc
iety
337
the
com
ing
of th
e in
tern
atio
naliz
ed, i
nfor
mat
ion
orie
nted
, and
mat
urin
g Ja
pane
seso
ciet
y. F
irst
, it w
as c
oncl
uded
that
hig
hly
tale
nted
peo
ple,
thos
e w
ho w
ill f
ocus
on
high
-end
sci
entif
ic a
nd te
chni
cal c
aree
rs, w
ould
be
trai
ned
in th
e fi
rst i
nsta
nce
with
-in
the
scho
ol s
yste
m. S
econ
d,m
any
of th
e re
spon
sibi
litie
s w
hich
her
etof
ore
had
been
in th
e re
alm
of
the
scho
ol s
yste
m w
ould
be
dist
ribu
ted
over
the
broa
der
soci
-et
y, in
clud
ing
the
fam
ily a
nd th
e co
mm
unity
. As
wel
l, th
e pr
omot
ion
of a
"dua
l tra
ck"
high
sch
ool e
duca
tion
syst
em w
ould
incr
ease
the
num
ber
of o
ptio
ns ta
ught
and
henc
e m
obili
ze p
eopl
e w
ho e
xhib
it di
ffer
ent t
alen
tsea
rly
on in
thei
r de
velo
pmen
t.Fo
llow
ing
form
al in
-sch
ool t
rain
ing,
labo
ur tr
aini
ng o
r sk
ills
and
voca
tiona
l upd
atin
gw
ould
bec
ome
lifel
ong
wor
king
abi
lity
deve
lopm
ent a
nd b
e dr
iven
by in
divi
dual
ini-
tiativ
e. T
hird
, in
orde
r to
mai
ntai
n co
re s
ocie
tal v
alue
s un
der a
sta
te d
irec
ted
syst
emw
ithin
this
new
soc
ial s
truc
ture
, the
re w
ould
be
an e
mph
asis
on "
mor
al e
duca
tion"
in e
lem
enta
ry a
nd ju
nior
hig
h sc
hool
s. A
lso
nece
ssar
y is
the
esta
blis
hmen
t of
eval
-ua
tion
stan
dard
s w
ithin
the
lifel
ong
wor
king
abi
lity
and
skill
deve
lopm
ent s
yste
m.
LIF
ELO
NG
LE
AR
NIN
G A
ND
TH
E C
EN
TR
AL
CO
UN
CIL
FO
RE
DU
CA
TIO
N
The
14t
h C
entr
al C
ounc
il fo
r E
duca
tion,
the
advi
sory
org
an o
f th
e M
inis
try
ofE
duca
tion,
was
for
med
on
Apr
il 24
, 198
9. I
t was
est
ablis
hed
unde
r di
rect
ion
from
the
then
Edu
catio
n M
inis
ter
Nis
hiok
a in
ord
er to
ref
orm
the
educ
atio
nsy
stem
. On
June
13, a
t the
167
th G
ener
al M
eetin
g, th
e C
ounc
il ap
poin
ted
aL
ifel
ong
Lea
rnin
gSu
b-C
omm
ittee
. In
tota
l, ei
ght s
ub-c
omm
ittee
mee
tings
as
wel
l as
thre
e on
-site
insp
ec-
tions
fol
low
ed. A
t the
169
th G
ener
al M
eetin
g on
Oct
ober
31
of th
atsa
me
year
, the
sub-
com
mitt
ee s
ubm
itted
a P
rogr
ess
Rep
ort o
n O
ur D
iscu
ssio
ns(L
ifel
ong
Lea
rnin
gSu
b-co
mm
ittee
, the
Cen
tral
Cou
ncil
for
Edu
catio
n, 1
989)
, and
, lat
er, o
n Ja
nuar
y 30
,19
90, t
he C
ounc
il su
bmitt
ed a
rep
ort t
itled
Bas
ic M
aint
enan
ce f
orL
ifel
ong
Lea
rnin
g(C
entr
al C
ounc
il fo
r E
duca
tion,
199
0) to
Edu
catio
n M
inis
ter
Ishi
bash
i.
Edu
catio
n an
d Le
arni
ng
Bac
kgro
und
info
rmat
ion
in th
e C
ounc
il's
repo
rt d
etai
led
the
nece
ssity
for
mov
ing
tow
ard
a lif
elon
g le
arni
ng s
yste
m. I
nclu
ded
wer
e th
eno
w f
amili
ar a
rgum
ents
that
had
been
iden
tifie
d by
the
Ad
Hoc
Cou
ncil
for
Edu
catio
n R
efor
m: J
apan
ese
soci
ety
was
exp
erie
ncin
g m
ajor
cha
nge,
incl
udin
g th
e m
atur
atio
n of
the
com
mun
ity c
ou-
pled
with
incr
ease
d di
spos
able
inco
me
and
mor
e fr
ee ti
me;
the
infl
uenc
e of
inte
r-na
tiona
lizat
ion
and
info
rmat
ion
tech
nolo
gy; c
ritic
ism
of
wha
tw
as a
hig
hly
acad
emic
care
er o
rien
ted
soci
ety;
and
the
need
to c
onst
ruct
a s
ocia
lsy
stem
in w
hich
peo
ple
coul
d le
arn
over
a li
fetim
e an
d be
eva
luat
edfa
irly
alo
ng th
e w
ay.
The
rep
ort b
orro
wed
a s
tate
men
t fro
m th
ere
port
of
the
12th
Cen
tral
Cou
ncil
for
Edu
catio
n re
port
: "lif
elon
g le
arni
ng is
bas
ed o
n ea
ch in
divi
dual
's w
illto
lear
n"(C
entr
al C
ounc
il fo
r E
duca
tion,
198
1). I
n th
isca
se, t
he p
re-c
ondi
tion
for
lear
ning
isw
ithin
eac
h in
divi
dual
. How
ever
, it w
as a
lso
expr
esse
d th
at li
felo
ng e
duca
tion
wou
ldcu
ltiva
te th
e de
sire
and
abi
lity
to le
arn
as w
ell a
s m
aint
ain
soci
al e
duca
tion
func
-tio
ns. I
mpl
ied
in th
is v
iew
is th
e no
tion
that
"le
arni
ng"
is h
eld
ina
seco
ndar
y co
n-te
xt to
the
body
of
"edu
catio
n". T
his
view
sup
port
ed, a
lbei
tva
guel
y, a
rat
iona
le f
ordi
sman
tling
som
e of
the
basi
c pr
emis
es o
f ed
ucat
ion.
The
repo
rt d
escr
ibed
life
long
12
338
LIF
ELO
NG
LE
AR
NIN
G
lear
ning
as
inte
ntio
nal a
nd o
rgan
ized
lear
ning
act
iviti
es w
hich
take
pla
ceat
sch
ool
or in
soc
iety
and
incl
ude
such
thin
gs a
s sp
orts
, cul
tura
lac
tiviti
es, h
obbi
es, r
ecre
-
atio
nal a
ctiv
ities
and
vol
unte
erac
tiviti
es. T
he r
esul
t was
the
stat
e,th
roug
h its
edu
-
catio
nal b
urea
ucra
cy, i
nter
veni
ng in
and
atte
mpt
ing
to c
ontr
ol th
e en
tire
body
of
lear
ning
, inc
ludi
ng m
any
elem
ents
nor
mal
ly c
onsi
dere
d pe
rson
alan
d pr
ivat
e.
Inte
rven
tion
in E
duca
tion
The
vie
w th
at le
arni
ng s
houl
dbe
a s
econ
dary
con
text
of
educ
atio
nle
d to
it b
ecom
-
ing
a re
spon
sibi
lity
of lo
cal g
over
nmen
ts. A
s a
resu
lt,th
e lif
etim
e le
arni
ng p
rom
o-
tion
cent
res
(ten
tativ
e na
me)
,the
cor
e of
the
lifel
ong
lear
ning
sys
tem
,wer
e to
be
built
in e
ach
com
mun
ity. T
hese
cen
tres
wer
e ex
pect
ed to
off
er li
felo
ngle
arni
ng
info
rmat
ion
as w
ell a
s m
aint
ain
coun
selli
ngse
rvic
es f
or le
arni
ng; m
ap a
ndtr
ack
the
dem
and
for
lear
ning
opp
ortu
nitie
s; p
lan
and
deve
lop
lear
ning
pro
gram
s; li
aise
and
coop
erat
e w
ith g
over
nmen
tag
enci
es a
s w
ell a
s en
trus
t som
e op
erat
ions
to th
e pr
i-
vate
sec
tor;
trai
n le
ader
san
d ad
viso
rs f
or li
felo
ng le
arni
ng p
rogr
amm
ing;
eval
uate
the
prog
ress
tow
ards
a li
felo
ng le
arni
ng s
yste
m;m
ake
cour
ses
avai
labl
e to
the
com
-
mun
ity; a
nd li
aise
and
coo
pera
tew
ith a
"un
iver
sity
of
the
air"
.T
his
appr
oach
and
thes
e ac
tiviti
esha
ve r
aise
d qu
estio
ns r
elat
ed to
cert
ain
piec
es
of le
gisl
atio
n in
clud
ing
Art
icle
10
of th
e Fu
ndam
enta
l Law
of
Edu
catio
nan
d A
rtic
le
5 of
the
Soci
al E
duca
tion
Act
.A
rtic
le 1
0 w
arns
of
too
muc
h in
terv
entio
n by
the
edu-
catio
nal b
urea
ucra
cy in
the
cont
ento
f ed
ucat
ion,
whi
le A
rtic
le 5
lim
itsw
hat e
duca
-
tion
boar
ds o
f lo
cal g
over
nmen
t can
do in
the
real
m o
f so
cial
edu
catio
n. S
peci
fica
lly,
Art
icle
5 r
estr
icts
edu
catio
n bo
ards
tobu
ildin
g fa
cilit
ies,
enc
oura
ging
citiz
ens
to in
i-
tiate
and
run
thei
r ow
n ac
tiviti
es,a
nd p
rovi
ding
adv
ice
if r
eque
sted
.
Edu
catio
n an
d th
eF
ree
Mar
ket
In th
e re
port
it w
as s
ugge
sted
that
sta
teco
ntro
l nee
ds to
be
stre
ngth
ened
; how
ev-
er, i
t als
o ar
gued
that
edu
catio
n sh
ould
be
open
to th
efr
ee m
arke
t. T
his
latte
r po
int
was
bas
ed o
n th
e no
tion,
intr
oduc
ed e
arlie
r, th
at b
enef
icia
ries
sho
uld
pay
for
at le
ast
part
of
thei
r le
arni
ng,
and
that
this
wou
ld b
e m
ost e
ffec
tivel
yfi
xed
thro
ugh
the
invo
lvem
ent o
f th
e pr
ivat
e se
ctor
.C
oncr
ete
met
hods
for
invo
lvin
gth
e pr
ivat
e se
ctor
in li
felo
ng le
arni
ngac
tiviti
es
incl
uded
rel
ying
on
it fi
rst a
nd f
orem
ostf
or th
e de
velo
pmen
t of
educ
atio
n, s
port
s,
and
cultu
ral f
acili
ties
a "l
ifel
ong
lear
ning
act
ivity
pri
ority
com
mun
ity".
It w
as
argu
ed th
at w
ithin
eac
h di
stri
ctth
ese
faci
litie
s sh
ould
be
conc
entr
ated
in a
sin
gle
cent
re th
ereb
y pr
ovid
ing
abr
oad
scop
e of
hig
h qu
ality
lear
ning
opp
ortu
nitie
s.In
orde
r to
har
ness
the
pow
erof
the
priv
ate
sect
or, i
t was
sug
gest
edth
at a
spe
cial
tax-
atio
n sy
stem
and
fav
oura
ble
fina
ncin
g op
port
uniti
essh
ould
be
cons
ider
ed.
Reg
ardl
ess
of p
riva
te s
ecto
rin
volv
emen
t, th
e re
port
left
the
door
ope
nfo
r th
e
cent
ral a
dmin
istr
atio
n to
inte
rven
e. I
tal
so s
tate
d th
at th
e ad
min
istr
atio
nw
ould
sup
-
port
pri
vate
edu
catio
n th
roug
hin
cent
ives
, sho
uld
this
bec
ome
nece
ssar
y.M
ore
gen-
eral
ly, t
he a
dmin
istr
ativ
ero
le in
clud
ed c
oope
ratin
g w
ith p
riva
teed
ucat
iona
l
busi
ness
es in
ord
er to
trai
n lif
elon
g le
arni
ngle
ader
s as
wel
l as
to p
rom
ote
the
for-
mat
ion
of g
roup
s w
hich
wou
ldw
ork
as o
vers
eers
to m
aint
ain
the
qual
ityof
life
long
lear
ning
pro
gram
s be
ing
deliv
ered
by
the
priv
ate
sect
or.
13
Rec
ent D
evel
opm
ents
in J
apan
's L
ifelo
ng L
earn
ing
Soc
iety
339
Gen
eral
Adm
inis
trat
ion
An
effe
ctiv
e lif
elon
g le
arni
ng s
yste
m r
equi
res
stro
ng o
rgan
izat
iona
l sup
port
as
wel
las
eff
ectiv
e co
mm
unic
atio
n an
d co
ordi
natio
n am
ong
vari
ous
adm
inis
trat
ive
bodi
es,
incl
udin
g, a
nd p
erha
ps m
ost i
mpo
rtan
tly, t
he c
itize
ns f
or w
hom
the
syst
em is
to p
ro-
vide
ben
efits
. Spe
cifi
cally
, the
re is
a n
eed
for
stro
ng v
ertic
al r
elat
ions
hips
. At t
he to
pof
the
bure
aucr
acy
is th
e M
inis
try
of E
duca
tion,
clea
rly
iden
tifie
d in
the
repo
rt.
How
ever
, now
here
in th
e re
port
is m
entio
n m
ade
of h
ow th
e ci
tizen
s w
ill h
ave
dire
ct in
put.
Thi
s is
a s
tran
ge o
mis
sion
, as
one
wou
ld th
ink
ther
e m
ust b
eso
me
form
of
orga
-ni
zatio
n es
tabl
ishe
d at
the
loca
l lev
el. C
lear
ly, t
he s
peci
al ta
xsy
stem
and
fav
oura
ble
fina
ncin
g, m
entio
ned
earl
ier,
are
not
with
in th
e pu
rvie
w o
f th
e lo
cal a
dmin
istr
ator
s.A
s w
ell,
if th
e ce
ntra
l aut
hori
ty h
as in
crea
sing
con
trol
ove
r th
eco
nten
t of
prog
ram
s,th
ere
seem
s to
be
little
or
no o
ppor
tuni
ty f
or lo
cal i
nflu
ence
. Ove
rall,
it a
ppea
rs th
atth
e lo
cal e
duca
tion
adm
inis
trat
ion
is lo
sing
its
inde
pend
ence
, and
the
gene
ral d
irec
-tio
n ap
pear
s to
be
one
of m
ovin
g to
war
ds in
crea
sing
cen
tral
ized
cont
rol.
The
Aba
ndon
men
t of P
ublic
Job
Tra
inin
g
The
dev
elop
men
t of
the
lifel
ong
lear
ning
syst
em is
not
sim
ply
a m
atte
r of
mov
ing
away
fro
m a
sch
ool-
base
d ed
ucat
ion
syst
em o
r ev
en th
e re
orga
niza
tion
of th
e ed
u-ca
tion
syst
em. I
t goe
s be
yond
that
, and
incl
udes
tran
sfor
min
g th
e in
dust
rial
str
uc-
ture
. In
effe
ct, i
t is
a m
assi
ve r
eorg
aniz
atio
n of
the
natio
nal
syst
em.
The
rep
ort d
iscu
sses
"w
orki
ng a
bilit
y an
d sk
illde
velo
pmen
t", w
here
the
furt
her
deve
lopm
ent a
nd e
duca
tion
of w
orke
rs w
ould
be
thro
ugh
off-
the-
job
trai
ning
. In
othe
r w
ords
, wor
king
abi
lity
deve
lopm
ent w
ould
bec
ome
part
and
par
cel o
f th
e pr
i-va
te e
duca
tion
sect
or, a
nd in
divi
dual
s w
ould
ass
ume
the
risk
s an
dre
spon
sibi
litie
sfo
r th
eir
own
lear
ning
. The
roo
ts o
f th
isde
velo
pmen
t can
be
trac
ed to
the
educ
a-tio
nal d
iver
sifi
catio
n po
licy
of th
e 19
60's
, whi
ch d
idno
t suc
ceed
due
to it
s fa
ilure
to f
orec
ast t
he d
eman
d fo
r ce
rtai
n sk
ills,
as
wel
las
the
diff
icul
ties
enco
unte
red
whe
n at
tem
ptin
g to
trai
n pe
ople
who
se a
bilit
ies
wer
e as
sess
ed a
t too
ear
ly a
n ag
e.
The
Rep
ositi
onin
g of
Sch
ools
The
rep
ort i
ndic
ates
that
the
role
of
scho
ol b
ased
educ
atio
n, in
kin
derg
arte
n, e
le-
men
tary
sch
ool a
nd ju
nior
hig
h sc
hool
, is
to tr
ain
stud
ents
suc
h th
at th
eyde
velo
pth
e de
sire
and
abi
lity
for
self
-dri
ven
lear
ning
. Als
o,un
iver
sitie
s, ju
nior
and
voc
atio
n-al
col
lege
s, a
nd h
igh
scho
ols
wou
ld b
ere
quir
ed to
pro
vide
var
ious
lear
ning
opp
or-
tuni
ties
to th
e pe
ople
with
in th
e co
mm
unity
. Hig
h sc
hool
sar
e lo
cate
d in
the
cent
reof
this
sys
tem
, and
the
natio
nwid
e go
al o
fa
dual
trac
k ap
proa
ch w
ithin
the
high
scho
ols
supp
orts
this
rol
e.
TH
E L
IFE
LON
G L
EA
RN
ING
PR
OM
OT
ION
AC
TT
heL
ifel
ong
Lea
rnin
g Pr
omot
ion
Act
is o
ffic
ially
title
d "T
he la
w to
mai
ntai
n th
esy
stem
to p
rom
ote
lifel
ong
lear
ning
". B
ased
on
an A
pril
1990
dra
ft f
rom
the
Min
istr
y of
Edu
catio
n, a
nd w
ith s
ubse
quen
t cha
nges
fol
low
ing
cons
ulta
tion
with
oth
erm
inis
trie
s,th
e la
w w
as p
asse
d by
the
Die
t and
ena
cted
on
July
1, 1
990.
The
pur
pose
of
the
law
14
340
LIF
ELO
NG
LE
AR
NIN
G
was
to le
gally
est
ablis
hth
e re
com
men
datio
ns f
rom
the
Cen
tral
Cou
ncil
for
Edu
catio
n
repo
rt (
Cen
tral
Cou
ncil
for
Edu
catio
n,19
90).
Fol
low
ing
are
key
issu
es r
elat
ed to
this
law
.
Bey
ond
the
Fra
mew
ork
ofC
tirre
nt E
duca
tion
Act
sP
r
The
fir
st a
spec
t of
this
law
that
req
uire
s co
mm
ent i
s th
efa
ct th
at, a
lthou
gh it
is
desi
gned
to p
rom
ote
"lif
elon
gle
arni
ng",
ther
e is
no
defi
nitio
n of
life
long
lear
ning
with
in th
e do
cum
ent.
Nor
isth
ere
any
stat
ed d
octr
ine
unde
rsco
ring
the
esta
blis
h-,
men
t of
the
law
or,
for
that
mat
ter,
any
ref
eren
ce to
the
outli
ne f
rom
the
Min
istr
yof
Edu
catio
n co
mpl
eted
in th
e pr
eced
ing
Apr
il.W
hen
the
sub-
com
mitt
ee o
nlif
elon
g le
arni
ng o
fth
e C
entr
al C
ounc
il fo
r
Edu
catio
n su
bmitt
ed it
s in
teri
m r
epor
tin
Oct
ober
198
9 (L
ifel
ong
Sub-
com
mitt
ee,
the
Cen
tral
Cou
ncil
for
Edu
catio
n,19
89),
the
Min
istr
y of
Edu
catio
n w
as c
onsi
deri
ng
the
crea
tion
of a
"Fu
ndam
enta
lAct
" w
hich
wou
ld in
clud
e a
defi
nitio
n an
d do
ctri
nal
info
rmat
ion
abou
t "lif
elon
g le
arni
ng".
How
ever
, it w
as c
oncl
uded
that
it w
ould
be
too
diff
icul
t to
defi
ne li
felo
ngle
arni
ng a
nd e
ncod
e it
as a
law
, in
part
bec
ause
of th
e
broa
d na
ture
of
the
conc
ept i
nclu
ding
as it
doe
s a
vari
ety
of in
stitu
tions
and
fie
lds
such
as
scho
ols,
soc
ial e
duca
tion,
cultu
re, a
nd s
port
s. B
ecau
sede
fini
tions
and
doc
-
trin
al f
acts
are
not
incl
uded
in th
ela
w, m
any
gove
rnm
ent
min
istr
ies
and
agen
cies
are
not a
ble
to c
lear
ly d
efin
ew
hat l
ifel
ong
lear
ning
is a
nd is
not
,nor
can
they
det
erm
ine
with
cer
tain
ty h
ow th
e co
ncep
tre
late
s to
oth
er p
olic
ies
(Nih
on K
yoik
uSh
imbu
n,
May
12,
199
0).
The
re w
ere
othe
r im
port
ant
mod
ific
atio
ns, i
nclu
ding
the
excl
usio
n of
the
Min
istr
y of
Lab
our
and
the
Min
istr
y of
Hea
lth a
ndW
elfa
re f
rom
the
law
. Als
o, th
e
Min
istr
y of
Hom
e A
ffai
rs w
as g
iven
som
e po
wer
s to
che
ck a
ppro
val
stan
dard
s. M
any
othe
r m
inis
trie
s di
sagr
eed
with
the
notio
n of
the
Min
istr
yof
Edu
catio
n, a
nd n
ow
also
the
Min
istr
y of
Int
erna
tiona
lTra
de a
nd I
ndus
try,
ste
ppin
g in
toth
eir
adm
inis
tra-
tive
terr
itory
thro
ugh
the
law
.In f
act,
the
Min
istr
y of
Pos
tsan
d T
elec
omm
unic
atio
ns
open
ly c
ritic
ized
the
Min
istr
yof
Edu
catio
n cl
aim
ing
that
it w
as tr
ying
to e
xpan
d its
pow
er in
an
adve
ntur
istic
fas
hion
und
er th
e gu
ise
of th
e lif
elon
g le
arni
ng c
once
pt
(Yom
iuri
Shi
mbu
n, M
ay 1
1,19
90).
Loo
king
at t
he is
sue
from
adi
ffer
ent a
ngle
, bec
ause
the
Min
istr
yof
Edu
catio
n di
d
not,
in th
e en
d,in
clud
e a
defi
nitio
n of
life
long
lear
ning
or
enun
ciat
e its
doc
trin
e, it
allo
wed
the
lifel
ong
lear
ning
law
tobe
con
stru
cted
and
inte
rpre
ted
very
diff
eren
tly
from
exi
stin
g ed
ucat
ion
law
s. P
ract
ical
lysp
eaki
ng, l
ifel
ong
lear
ning
is n
ot e
duca
tion
in th
e tr
aditi
onal
sen
se;
ther
efor
e, it
cou
ld n
ot b
e in
tegr
ated
with
the
curr
ent e
du-
catio
n la
ws
or e
ven
the
cons
titut
ion.
Thi
s fa
ct o
pene
d th
e do
or f
orth
e M
inis
try
of
Edu
catio
n to
go
beyo
nd th
ebo
unda
ries
of
so-c
alle
d ge
nera
ledu
catio
n ad
min
istr
a-
tion.
As
wel
l, it
allo
wed
the
Min
istr
yof
Int
erna
tiona
l Tra
de a
nd I
ndus
try
to b
ecom
e
invo
lved
with
edu
catio
nal p
olic
y at
the
natio
nal l
evel
. The
re is
als
o so
me
sugg
estio
n
of o
ther
fac
tors
at w
ork
in th
atth
e in
itial
dat
e fo
r th
e en
forc
emen
tof
the
law
was
July
1, 1
990,
whi
ch w
as to
all a
ppea
ranc
es d
elib
erat
ely
rush
ed. I
t can
be
posi
ted
that
a co
nnec
tion
exis
ted
betw
een
the
choi
ce o
f th
is d
ate
and
the
fact
that
on
the
very
sam
e da
te th
ere
was
tobe
an
Am
eric
an a
sses
smen
tof
Japa
n's
effo
rts
to o
pen
its m
ar-
kets
und
er th
e "s
truc
tura
l im
pec
it te
nts
initi
ativ
e".
Rec
ent D
evel
opm
ents
in J
apan
's L
ifelo
ng L
earn
ing
Soc
iety
341
Edu
catio
n A
dmin
istr
atio
n S
ubsu
med
by
the
Gen
eral
Adm
inis
trat
ion
As
disc
usse
d ea
rlie
r, th
e lif
elon
g le
arni
ng a
ct w
as p
lann
ed o
utsi
de th
e fr
amew
ork
ofcu
rren
t edu
catio
n la
ws.
How
ever
, it w
as n
ot c
onst
ruct
ed to
be
com
plet
ely
diff
eren
tfr
om th
em. A
s th
e co
ncep
t of
lifel
ong
lear
ning
com
es u
nder
the
cont
rol o
f G
ener
alA
dmin
istr
atio
n, th
e sy
stem
gro
win
g ou
t of
the
lifel
ong
lear
ning
law
will
be
form
edw
ithin
it a
nd w
ill, t
echn
ical
ly s
peak
ing,
pla
cepr
esen
t edu
catio
nal l
aws
on a
low
erpl
ane.
Hen
ce, t
he e
duca
tiona
l adm
inis
trat
ion
will
lose
its
auto
nom
y an
d re
lativ
ein
depe
nden
ce, a
nd th
roug
h th
e lif
elon
g le
arni
ng p
olic
y sy
stem
he
grad
ually
sub
-su
med
by
Gen
eral
Adm
inis
trat
ion.
At t
he n
atio
nal g
over
nmen
t lev
el, i
t was
dec
ided
that
a L
ifel
ong
Lea
rnin
g C
ounc
ilw
ould
be
esta
blis
hed
in th
e M
inis
try
of E
duca
tion
to s
tudy
and
dis
cuss
item
sre
gard
-in
g lif
elon
g le
arni
ng, s
ocia
l edu
catio
n an
d sc
hool
edu
catio
n. A
lso,
the
coun
cil c
ould
prop
ose
the
resu
lts o
f its
del
iber
atio
ns a
nd d
iscu
ssio
ns to
the
Min
iste
r of
Edu
catio
nan
d to
the
chie
fs o
f ot
her
adm
inis
trat
ive
bodi
es, a
s w
ell a
sre
ques
t coo
pera
tion
from
them
, if
nece
ssar
y. I
n fa
ct, t
his
has
crea
ted
an o
ppor
tuni
ty f
or th
e M
inis
try
ofE
duca
tion
to s
tep
light
ly in
to o
ther
adm
inis
trat
ive
area
s.
Tra
nsfo
rmin
g th
e E
duca
tiona
l Rol
e at
the
Loca
l Lev
el
In th
e lif
elon
g le
arni
ng c
ounc
il sy
stem
, the
pre
fect
ural
leve
l cou
ncil
isdi
rect
lylin
ked
to th
e M
inis
try
of E
duca
tion'
s co
unci
l, an
d a
"top
dow
n" s
yste
m is
for
med
.M
oreo
ver,
und
er th
is la
w, a
s de
scri
bed
earl
ier,
the
role
of
the
loca
l gov
ernm
ents
isve
ry d
iffe
rent
fro
m w
hat i
t was
und
er A
rtic
le 5
of
the
Soci
al E
duca
tion
Act
.In
Art
icle
3 o
f th
e L
ifel
ong
Lea
rnin
g Pr
omot
ion
Act
the
Pref
ectu
ral E
duca
tion
Boa
rd's
res
pons
ibili
ties
incl
ude:
col
lect
ing
and
prov
idin
g in
form
atio
nre
gard
ing
lear
ning
and
cul
tura
l act
ivity
opp
ortu
nitie
s; in
vest
igat
ing
and
stud
ying
the
dem
and
for
lear
ning
and
eva
luat
ing
the
resu
lts o
f le
arni
ng; d
evel
opin
gle
arni
ng m
etho
ds a
ndpr
ogra
ms
appr
opri
ate
to th
e ne
eds
of th
e co
mm
unity
; pro
vidi
ng tr
aini
ng to
lead
ers
and
advi
sors
incl
udin
g su
ppor
t and
adv
ice
to lo
cal e
duca
tiona
l and
cul
tura
lor
gani
-za
tions
; adm
inis
teri
ng s
ocia
l edu
catio
n cl
asse
s an
d pr
ovid
ing
othe
r le
arni
ngop
por-
tuni
ties.
In
effe
ct, t
he lo
cal e
duca
tion
boar
d du
ties
in th
ese
area
s, a
s st
ipul
ated
inA
rtic
le 5
of
the
Soci
al E
duca
tion
Act
, wer
e sh
ifte
dup
to th
e pr
efec
tura
l lev
el. U
nder
this
new
law
, loc
al b
odie
s ar
e no
long
er r
espo
nsib
le f
or e
duca
tiona
lad
min
istr
atio
n;th
eref
ore,
they
are
pre
vent
ed f
rom
par
ticip
atin
g in
the
lifel
ong
lear
ning
cou
ncil
sys-
tem
. The
eff
ect i
s to
den
y lo
cal a
uton
omy
or s
elf-
gove
rnm
ent.
Edu
catio
n an
d th
e Pr
ivat
e Se
ctor
In th
e L
ifel
ong
Lea
rnin
g Pr
omot
ion
Act
, the
"lif
elon
gle
arni
ng a
ctiv
ity p
rior
ity c
om-
mun
ity"
is d
escr
ibed
as
the
basi
c ve
hicl
e fo
r pr
omot
ing
lifel
ong
lear
ning
with
in th
eco
mm
unity
and
for
invo
lvin
g th
e pr
ivat
e se
ctor
. The
fir
st p
arag
raph
of
Art
icle
5 o
fth
is la
w d
escr
ibes
pre
fect
ures
as
resp
onsi
ble
for
prep
arin
g th
e gr
ound
wor
k th
at w
illpr
ovid
e op
port
uniti
es f
or p
riva
te s
ecto
r pa
rtic
ipat
ion,
not
ing
that
they
may
app
lyfo
r ap
prov
al f
or a
ny g
iven
pro
ject
fro
m th
eM
inis
try
of E
duca
tion
or f
rom
the
Min
istr
y of
Int
erna
tiona
l Tra
de a
nd I
ndus
try.
It is
als
o cl
earl
y st
ated
that
pri
vate
sec
tor
orga
niza
tions
part
icip
atin
g in
life
long
16
342
UF
ELO
NG
LE
AR
NIN
G
lear
ning
act
iviti
esw
ill r
ecei
ve f
avou
rabl
etr
eatm
ent w
ithre
gard
to f
inan
cing
and
taxa
tion.
How
ever
,thi
s la
st p
rom
ise
may
be q
uest
iona
ble
inlig
ht o
f ce
rtai
n re
stri
c-
tions
, suc
h as
stip
ulat
ions
rel
ated
to p
ublic
expe
nditu
res,
not
ed in
Art
icle
89
of th
e
cons
titut
ion.
The
ent
ry o
f th
epr
ivat
e se
ctor
into
the
educ
atio
nal
mar
ket i
s al
soen
cour
aged
thro
ugh
each
are
a's
Cha
mbe
r of
Com
mer
cean
d In
dust
ry. O
nce
agai
n, h
owev
er, t
he
Min
istr
y of
Edu
catio
nan
d th
e M
inis
try
ofIn
tern
atio
nal T
rade
and
Indu
stry
hol
d fi
nal
pow
er o
fapp
rova
l. M
oreo
ver,
to s
etap
prov
al s
tand
ards
thes
e m
inis
trie
s ha
ve to
con-
suit
with
the
Min
iste
r of
Hom
eA
ffai
rs a
nd o
ther
chie
fs o
f re
late
dad
min
istr
ativ
e
orga
niza
tions
(se
e A
rtic
le6,
Par
agra
ph 2
of
the
Lif
elon
g L
earn
ing
Prom
otio
n A
ct).
Plai
nly,
the
fram
ewor
kof
the
lifel
ong
lear
ning
law
con
sist
sof
sub
sum
ing
the
pres
ent
educ
atio
nal a
dmin
istr
atio
nun
der
gene
ral
adm
inis
trat
ion
and
intr
oduc
ing
the
pri-
vate
sec
tor
in a
com
plem
enta
ry m
anne
r.
RE
FLE
CT
ION
S O
NT
HE
PR
OC
ES
S A
ND
GO
AL
The
pro
cess
ofde
velo
ping
a c
once
ptua
lfr
amew
ork
for
lifel
ong
lear
ning
and
bri
ng-
ing
this
to f
ruiti
onth
roug
h po
licy
and
legi
slat
ion
has
incl
uded
cons
ider
able
reo
rga-
niza
tion
alon
g w
ithin
crea
sing
cen
tral
izat
ion
of r
espo
nsib
ilitie
s,ex
pand
ing
the
pow
ers
of th
eM
inis
try
of E
duca
tion,
and
intr
oduc
ing
the
priv
ate
sect
orin
to th
e
envi
ronm
ent.
At b
est,
resu
lts h
ave
been
mix
ed. S
peci
fica
lly,th
e ro
le o
f th
e M
inis
try
of E
duca
tion
has
broa
dene
d in
to a
reas
ofg
ener
al a
dmin
istr
atio
n,an
d th
e co
ncep
t of
educ
atio
n ha
s ex
pand
edto
incl
ude
lear
ning
mor
e ge
nera
lly, a
chan
ge w
hich
flie
s in
the
face
of
Art
icle
10 o
f th
e Fu
ndam
enta
lsof
Edu
catio
n A
ctth
at li
mits
the
role
of
cent
ral e
duca
tion
adm
inis
trat
ion
and
guar
ante
esth
e re
lativ
e au
tono
my
and
free
dom
of lo
cal e
duca
tion
adm
inis
trat
ion
from
the
pow
erof
cen
tral
and
loca
lgen
eral
adm
in-
istr
atio
ns.
The
cur
rent
fou
ndat
ion
for
a lif
elon
g le
arni
ngsy
stem
has
bee
nco
nstr
ucte
d in
an
atm
osph
ere
of c
risi
sm
anag
emen
t und
erth
e cl
oud
of a
new
econ
omic
and
soc
ial
syst
em. W
hile
it's
true
that
Jap
anes
e so
ciet
yis
fac
ing
a cr
itica
lchal
leng
e to
its
tra-
ditio
nal s
ocia
l ord
er,
and
the
gove
rnm
ent
is c
reat
ing
new
str
uctu
res
to d
eal w
ith
mom
ento
us is
sues
,Jap
an n
eeds
to p
ayex
trem
ely
clos
e at
tent
ion
to h
ow o
urlif
elon
g
lear
ning
sys
tem
isbe
ing
deve
lope
d, a
ndm
ost s
peci
fica
lly to
the
links
with
and
rela
-
tions
hips
bet
wee
n th
ela
byri
nths
of
gene
ral
adm
inis
trat
ion.
Loc
al a
uton
omy
and
the
indi
vidu
al n
eeds
of
the
peop
le m
ust b
ere
cogn
ized
and
inco
rpor
ated
into
any
.
mod
el.
Reg
ardl
ess,
wha
t is
clea
ris
the
fact
that
Jap
anm
ust r
adic
ally
rede
sign
its
educ
a-.
tiona
l and
lear
ning
syst
em, a
pro
cess
that
is w
ell u
nder
way
.L
ifel
ong
lear
ning
in
Japa
n w
ill b
ecom
e a
fact
, and
som
e go
od p
rogr
ess
has
been
mad
e. T
oex
pect
per
- ;
fect
ion
may
be
too
quix
otic
, but
, giv
enth
e im
port
ance
oft
he a
ctiv
ity, p
rude
nce
is,
war
rant
ed. F
or o
ther
Asi
a Pa
cifi
c ec
onom
ies,
the
lifel
ong
lear
ning
less
ons
bein
g;
expe
rien
ced
in J
apan
may
be a
use
ful r
efer
ence
.
17
RE
FE
RE
NC
ES
Ad
Hoc
Cou
ncil
for
Edu
catio
nal R
efor
m (
Rin
jiK
yoik
u Sh
ingi
kai o
r R
inky
oshi
n)..
Rin
ji K
yoik
u Sh
ingi
kai.
(198
5, J
une
29).
Dai
Ich
iji T
oshi
n (t
he F
irst
Rep
ort)
(Ori
gina
l Rep
ort)
. Tok
yo:
Ad
Hoc
Cou
ncil
for
Edu
catio
nal R
efor
m (
Rin
jiK
yoik
u Sh
ingi
kai)
. (19
86a,
Jan
uary
22).
Shi
ngi K
eika
no
Gaz
:yo-
Sono
San
(D
iscu
ssio
nsu
mm
ary
No.
3)
(Ori
gina
lR
epor
t). T
okyo
: Rin
ji K
yoik
u Sh
ingi
kai.
Ad
Hoc
Cou
ncil
for
Edu
catio
nal R
efor
m (
Rin
ji K
yoik
u Sh
ingi
kai)
. (19
86b,
Apr
il 23
).
Shin
gika
i,Tok
yo.
Dai
Niji
Tos
hin
(the
Sec
Ond
Rep
ort)
(O
rigi
nal R
epor
t). T
okyo
: Rin
ji K
yoik
u
Ad
Hoc
Cou
ncil
for
Edu
catio
nal R
efor
m (
Rin
ji K
yoik
u Sh
ingi
kai)
.(1
987a
, Jan
uary
24).
Shi
ngi K
eika
no
Gai
yo-S
ono
Yon
(D
iscu
ssio
nsu
mm
ary
No.
4)
(Ori
gina
lR
epor
t). T
okyo
: Rin
ji K
yoik
u Sh
ingi
kai.
Ad
Hoc
Cou
ncil
for
Edu
catio
nal R
efor
m (
Rin
ji K
yoik
uSh
ingi
kai)
. (19
87b,
Apr
il 2)
.D
ai S
anji
Tos
hin
(the
Thi
rd R
epor
t) (
Ori
gina
l Rep
ort)
.T
okyo
: Rin
ji K
yoik
uSh
ingi
kai.
Ad
Hoc
Cou
ncil
for
Edu
catio
nal R
efor
m (
Rin
ji K
yoik
uSh
ingi
kai)
. (19
87c,
Aug
ust 7
).
Rin
ij K
yoik
u Sh
ingi
kai.
Dai
Yon
fi T
oshi
n (t
he F
ourt
h R
epor
t [Fi
nal R
epor
t])
(Ori
gina
l Rep
ort)
. Tok
yo:
Asa
hi S
hinb
zuz.
(Ja
nuar
y 21
, 199
7).
Cen
tral
Cou
ncil
for
Edu
catio
n (C
huo
Kyo
iku
Shin
gika
ior
Chu
lcyo
shin
). (
1971
).K
ongo
nio
keru
Gak
ko K
yoik
uno
Sog
otek
ina
Kak
uju
Seth
i no
tam
eno
Kib
onte
ki S
hisa
ku n
i tsu
ite (
Abo
utth
e ba
sic
polic
y fo
r to
tal s
choo
lsy
stem
Kyo
iku
Shin
gika
i.ex
pans
ion
and
mai
nten
ance
in th
ene
ar f
utur
e) (
Ori
gina
l rep
ort)
. Tok
yo: C
huo
Cen
tral
Cou
ncil
for
Edu
catio
n (C
huo
Kyo
iku
Shin
gika
i).
(198
1). S
hoga
i Kyo
iku
nits
uite
(C
once
rnin
g lif
elon
g ed
ucat
ion)
(O
rigi
nal
Rep
ort)
. Tok
yo: C
huo
Kyo
iku
Shin
gika
i.
Cen
tral
Cou
ncil
for
Edu
catio
n (C
huo
Kyo
iku
Shin
gika
i).
(198
3). K
youi
ku N
aiyo
tou
Shoi
innk
ai S
hing
i Kei
ka H
okok
u (D
iscu
ssio
nre
port
of
sub
com
mitt
ee o
nsc
hool
cur
ricu
lum
, Cen
tral
Cou
ncil
for
Edu
catio
n)(O
rigi
nal R
epor
t). T
okyo
:C
huo
Kyo
iku
Shin
gika
i.
Cen
tral
Cou
ncil
for
Edu
catio
n (C
huo
Kyo
iku
Shin
gika
i). (
1990
, Jan
uary
30)
. Shg
aiG
akus
hu n
o K
iban
Set
hi n
i tsu
ite(B
asic
mai
nten
ance
for
life
long
ear
n[g)ng
)(O
rigi
nal R
epor
t). T
okyo
: Chu
o K
yoik
u Sh
ingi
kai.
Eco
nom
ic P
lann
ing
Age
ncy
(Kei
zai K
ikak
u-ch
o),
(198
5). N
tjuts
seik
i no
Sara
riim
an
Shim
po-s
ha.
Shak
en*
(The
Soc
iety
of
Sala
ried
Wor
kers
in 2
1st C
entu
ry).
Tok
yo: T
oyo
Kei
zai
Rec
ent D
evel
opm
ents
in J
apan
's L
ifelo
ng L
earn
ing
Soc
iety
343
!,8
344 LIFELONG LEARNING
Japan Association of Corporate Executives (Keizai Doyukai), (1995). Gakko kara"Gakko" he: Gakko mo Katei mo Chalet mo Mizukara no Yakuwari to Sektnin
wo fikakushi, Chie to Chikara wo Dashiai, Atarashii Manabino Ba wo
Tsukuro (From school to community-based learning centres; schools, families,
and communities being aware of their educational responsibilities, and each giv-
ing of its wisdom and power to create new places to learn and grow) (Origiriii
paper). Tokyo: Keizai Doyukai.
Kyoiku Kihon Ho (Fundamental Law of Education). March 31, 1947.
Lifelong Learning Sub-committee, Central Council for Education (Shogai Gakushu ni
kansuru Sholinkai, Chuo Kyoiku Shingikai). (1989, October 31). Shingi KetkaHokoku (Progress report on our discussions) (Original Report). Tokyo: Chuo
Kyoiku Shingikai.
Nihon Kyoiku Shimbun. (May 12, 1990).
Shakai Kyoiku Ho (Social Education Act). June 10, 1949.
Shogat Gakushu no Shtnko no tameno Shisaku no Suishin Taisettou no Seibi ntkansuru Horitsu (Lifelong Learning Promotion Act). July 1, 1990.
Social Education Council (Shakai Kyoiku Shingikal or Shakyoshin). (1971).Kyugekina Shakai Kozo no Henka nt Tatshosuru Shakai Kyoiku no Artkata ni
tsulte (The way social education should deal with rapid social structure changes)(Original Report). Tokyo: Shakai Kyoiku Shingikai.
Yomiuri Shimbun. (May 11, 1990).
9
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