Japanese Government Policies in Education, Culture, Sports, Science and Technology 2001 [1.4]

On 26 November 2001, MEXT asked the Central Council for Education to consider the Formulation of the Basic Promotion Plan for Education and the Modality of a New Fundamental Law of Education Befitting to the New Times.

These were proposed by the final report of the National Commission on Educational Reform released in December 2000. The Commission's report proposed the formulation of the Basic Promotion Plan for Education for the comprehensive promotion of education policies. As for the Fundamental Law of Education, which has served as the underlying legislation for all education-related laws and ordinances since its enactment more than 50 years ago, the report underscored the need to consider a new Fundamental Law of Education that suits the new times from the three viewpoints of the education and cultivation of Japanese nationals who are going to live in a new times; respect for and the development of traditions and culture to be inherited by the next generation; and stipulation of specific measures, including the formulation of the Basic Promotion Plan for Education, while cherishing the universal principles stipulated in the existing law such as the dignity of individuals and longing for peace.

For Japan to realize a bright and affluent future throughout the 21^st century, it is important to contemplate how education, on which the existence of society is based, should be shaped to suit the new era and push ahead with the reform and promotion of education. To this end, it is also necessary to formulate the Basic Promotion Plan for Education that clarifies the objectives of education in the years to come and paves the way for the planned implementation of policy measures necessary to achieve those objectives, and at the same time to comprehensively consider how the Fundamental Law of Education, the basic law for all education-related laws and ordinances, should be shaped to meet the needs of the new times.

It is hoped that deliberations on the two key issues by the Central Council for Education will encourage and facilitate in-depth national debate on the shape of education befitting to the new times.

Reference Material: Letter of Inquiry to the Central Council for Education

Regarding the proceeding points, we hereby issue the following inquiry for the reasons detailed below:

1 Formulation of the Basic Promotional Plan for Education

2 Modality of a New Fundamental Law of Education Befitting the New Times

26 November 2001

Atsuko Toyama

Minister of Education, Culture, Sports, Science and Technology

(Reasons)

Following the Second World War, education in Japan under a philosophy of equal opportunity for all played a large role in the economic and social development of the country by spreading its availability and enhancing its quantity and quality. However, since the end of the Cold War, competition has been intensifying on a global scale and Japan now stands both economically and socially at a significant turning point. In light of such stringent circumstances now facing Japan, a task of pressing urgency is to reform education, which is the foundation of the nation, and cultivate human resources that are ideally suited to the demands of the new times. Such action will allow Japan to boldly meet the 21^st century, facing the challenges of the new times and developing as part of the international community.

At the same time, when one looks at the current educational situation, it is apparent that in general there are a variety of outstanding issues, including serious situations like delinquent behavior and non-attendance at schools, a deterioration in socialization and moral consciousness and a disregard for education tailored to the individual and his or her capabilities in favor of an excessive emphasis on conformity. In addition, education must also respond to significant social changes such as economic and social globalization, the progress of science and technology, the heightened necessity of dealing with global environmental issues, the falling birth rate and aging society, a gender equal society and the arrival of an information network society.

In the 21^st century, in order for Japan to open a bright and affluent path to the future, it is of overarching importance that education, which forms the enduring basis for our society, addresses the modalities of the new times and steadily promotes reform and revitalization. To this end, it is necessary to clearly demonstrate educational objectives for the future by way of formulating a Basic Promotional Plan for Education that enables the systematic advancement of measures designed for this purpose and conducts a comprehensive review of the modalities befitting the new times for the Fundamental Law of Education, which is the basis for all educational laws in Japan.

I. Formulation of the Basic Promotional Plan for Education

1 Education is not only important for the sound academic development of each and every child and the cultivation of rich minds, which allow children to use their capabilities to the maximum, it is also inextricably linked to the future of society and the nation. For this reason, in order that Japan can continue to develop as a vibrant nation, it is vital that education be reinforced for the nation's next 100 years. To this end, Japan must formulate a mid- to long-term plan and systematically promote educational measures overall, making strong efforts to realize a nation with vast human talents and the highest quality of education.

A report by the National Commission on Educational Reform in December 2001, which was based on the above-mentioned concept, proposed the formulation of a Basic Promotional Plan for Education to promote overall measures for education. Also, from the viewpoint of realizing education that befits the new times, it is necessary for such a Basic Promotional Plan for Education to be prepared and that educational reform and the maintenance of an education foundation continue to be promoted.

The Basic Promotional Plan for Education is a proposal by the government to make clear to the people of Japan our objectives for education, and it is important to define in what ways education will be revitalized to realize these objectives and how the reform will be undertaken. To this end, the Basic Promotional Plan for Education, in addition to taking a mid- to long-term basic approach toward achieving the objectives of educational reform, should also make clear measures to comprehensively and systematically realize the above as well as modalities for essential investment in education, and also make clear the role of the national and local governments.

In addition, the formulation of the Basic Promotional Plan for Education, in addition to securing the systemization and rationalization of educational measures, should also contribute to the enhancement of education financing and be given an appropriate policy appraisal.

2 In the formulation of the Basic Promotional Plan for Education, a review is necessary to consider the main points that should be incorporated in the Plan.

Firstly, as a basic policy for measures concerning education, it is necessary to review educational objectives and study a basic direction for educational reform to realize them.

Secondly, in order to achieve this objective and as a measure for comprehensive and systemic implementation, the government should be aware of the following policy objectives and demonstrate them in a concrete and easily understandable form to the people, in addition to the necessity of studying the measures that would be necessary for their realization:

(1) improvement and enhancement of the content of elementary and secondary education;
(2) improvement in teacher quality and school management;
(3) maintenance and improvement of upper secondary education;
(4) improvement of home and regional pedagogic capabilities; and
(5) promotion of informatization, globalization, international exchange, etc.

Thirdly, promoting a comprehensive and systematic education policy requires a review of the modalities for the necessary investment in education. Investment in education is vital for Japan to contribute to a sound foundation and vigorous development of its society and, therefore, it is necessary to undertake the required review of modalities for investment in education.

Fourthly, in promoting the Basic Plan, the role of the national government and local governments, and collaboration between the two levels are measures that require examination.

3 In addition, the formulation of the Basic Promotional Plan for Education is an important means by which to realize the basic philosophy of the Fundamental Law of Education. As was proposed in the report of the National Commission on Education Reform as well as in many other fundamental laws, it is necessary to examine, along with the foundation of regulations for the Fundamental Law of Education, the modality of a New Fundamental Law of Education Befitting the New Times.

II. Modality of a New Fundamental Law of Education Befitting the New Times

1 The Fundamental Law of Education is legislation proclaimed and enacted in 1947 that stipulates the basic concept and principles of education. Since then, education in Japan has continued for more than fifty years under the auspices of the Fundamental Law of Education. However, as mentioned above, since those days, society has undergone great changes and this too has affected the modalities for education, with such trends as a move to a lifelong learning society and startling rises in the number of students progressing to upper secondary and higher education levels. Furthermore, a number of issues pertaining to education as a whole have arisen and as we greet the 21^st century and move toward the future, we are now required to clearly demonstrate a basic vision for the new times of education and its realization.

To this end, it is now necessary to consider the modalities of a Fundamental Law of Education that is commensurate with the demands of the new times and move to amend the existing law and advance with reforms in the very root of education.

2 The report of the National Commission on Educational Reform, in considering education for the new times, has placed emphasis on universal principles such as respect for the dignity of the individual and hope for truth and peace, in addition to the three following perspectives: nurturing Japanese citizens who will live in the new times; respecting and promoting the heritage of the next generation of tradition and culture; and designing a basic policy for the formulation of the Basic Promotional Plan for Education. These principles, it has proposed, are necessary in order to consider a Fundamental Law of Education that befits the new times.

Based on this proposal, learning from the changing times, it will be necessary to examine the following points concerning the modalities of the Fundamental Law of Education.

Firstly, the basic philosophy for education needs to be examined.

The basic philosophy for education is stipulated in the Fundamental Law of Education as the objective of education (Article I) and policy (Article II). The first Article regarding the objectives of education is to nurture citizens who are of sound mind and body and well-rounded members of the nation and society, and who demonstrate the virtues that should ideally be possessed by a citizen of Japan and member of its society. In addition, in the second Article of the Fundamental Law of Education, a number of fundamental considerations and a mindset are stipulated in order to realize the objectives of education.

In this regard, while supporting universal philosophies, it will be necessary to examine, among others, the following perspectives:

(1) Perspective on education that responds to changes in the times and society Education is something that responds to the changes in the times and society, and when considering its immutability and currency, it is particularly necessary for every person to have knowledge and skills, as well as specific content like educational methods, to respond to the needs of society and the developments of the times. Today, discussion on this issue is necessary from the perspective that education is required to respond to the changes in the times and society, such as the advent of lifelong learning and the increasing importance of advancing globalization and environmental protection.
(2) Perspective on nurturing creativity and extending the capabilities and talents of each and every person In the new times, where developments in science and technology and the further advancement in the globalization of society continue, it is increasingly important to hold discussions from the perspective of nurturing human resources that are rich in creativity and originality in order to develop a society in Japan that is creative and vigorous.
(3) Perspective on the nurturing of the qualities required of members of the nation and society who respect tradition and culture In an environment where society is going through great change and becoming wealthy, it is now required of us to reconsider the relationship between the individual and society and nurture the sociality of our children who will be responsible for the next generation, instill a spirit that respects the values of that society and bring up a nation of Japanese who are rich in humanity. Also, in a society where globalization is proceeding apace, it is necessary for us to consider what, as Japanese, we can contribute to humankind, and in this context to respect, develop and ensure the continuation our country's traditions and culture to the next generation. Based on these points, it will be necessary to debate the perspective of what in particular will be required for the builders of a nation and society.

Secondly, we must examine the basic principles of education.

The Fundamental Law of Education stipulates points concerning equality of opportunities in education (Article III), compulsory education (Article IV) and co-education (Article V), in order to achieve a broader education for all. Of these, compulsory education was established in the Constitution as a fundamental educational system in a modern nation state. However, debate is required concerning the modalities of the system, or for example, the perspective of how to enhance the skills of each person on an individual level or the role that should be played by the home and the relationship between home and school. In addition, concerning co-education, given the changes in the times and situation since this law was enacted, it is necessary for discussion to be held from the perspective of aiming to form a gender equal society.

Furthermore, concerning stipulations on political education (Article VIII) and religious education (Article IX), while the modalities and limitations of these areas are stipulated in the Fundamental Law of Education, in the case of religious education, while it is true that sufficient mention is made of freedom of religion and the separation of religion from politics, debate is called for from the perspective of nurturing a sound sentiment for religion.

Thirdly, we must examine such bodies responsible for education as the home, school and local community.

In order to realize the objectives of education, it is important for the roles that should be played by the home, school and local community be made clear and for efforts to be made in mutual cooperation while fulfilling these roles. In particular the basis of education is in the home and it is there where basic life customs and ethics, and the nurturing of fundamental qualities and capabilities such as self-control and independence take place, meaning that the significance of the home for education is very great.

Education at home and education in society is touched upon in Article VII of the Fundamental Law of Education concerning social education, but based on the importance of the role of the home and regional society in education, it is necessary to discuss education from the perspective of making this role clearer.

In addition, in the stipulations pertaining to school education (Article VI), stipulations are made concerning the character of schools and the status of teachers, but in regard to schools also, it is necessary to hold discussions from the perspective of making their mission and the role of teachers clearer.

Fourthly, concerning education administration (Article X), while supporting the principle that it should not exert an undue influence over education itself, the appropriate role for the Basic Promotional Plan for Education and the responsibilities of the national and local governments should form a basis for the achievement of the comprehensive and systematic promotion of educational policies, and it is necessary to examine this issue from the perspective of making them clearer.

Fifthly, concerning the preamble to the Fundamental Law of Education, it is the case that a preamble is attached to the Law, stating the origins of the laws on education and their objectives for education. It is necessary to examine thoroughly this preamble in relation to the whole text of the Fundamental Law of Education.

3 In addition, educational laws such as the School Education Law and the Social Education Law are stipulated in conformity with the principles and philosophy proposed in the Fundamental Law of Education, and if the Fundamental Law of Education were to be amended, it would follow that discussion would be necessary on reconsidering the basic course of other associated laws.


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