Home > Policy > White Paper, Notice, Announcement > White Paper > EDUCATIONAL STANDARDS IN JAPAN 1971 > CONCLUSION

In Chapters One to Four an objective observation or educational trends in Japan was attempted, and on the basis of international comparison of various elements the standards of education in Japan were made clear.

It has become evident that the quantitative development of education in Japan is remarkable when it is compared with education in other major countries. At the same time it can also be pointed out that there are still many problems to be solved in the future. These problems include innovation in educational contents and methods to meet the needs of individual development and individual aptitude, closing the gaps in educational conditions in school from one region to another and between public and private schools, and correcting the decrease in educational expenditures as percents of national income and public expenditures. At the same time the educational structure and organization throughout society should be reviewed with a view toward life-long education.

As seen in Chapter Five both in the developed countries where quantitative educational expansion has been achieved and in the developing countries where efforts are being made to expand education as the basis for socioeconomic development, educational innovations and educational planning are being positively undertaken in accordance with the specific circumstances in each country. The Central Council for Education in Japan, aware of world trends in education, has made various reports suggesting basic guidelines for educational reforms.

Having that in mind, the following conclusions can be made:

First, the qualitative improvement of education is important. In order to meet the demands on education both of individuals and the nation or society, it is necessary to improve educational methods and contents at all levels of education, and to consider the diversification of upper secondary education and the role and function of higher educational institutions.

Second, in order to accomplish this, research on, and the development of education should be made continuously and with serious concern for priorities.

Third, what resources should be allocated to education for the improvement and development of the society as a whole, and with what priorities within the field of education these resources should be allocated must be studied. Fourth, a framework for life-long education, which means education throughout life within families, schools and society, should be established.

Finally, it can be deemed as one of the most important tasks of Japan to give positive educational assistance to the developing countries based on Japan's experiences, as we can see that international relations will become closer and the need for international cooperation in the field of education will grow greater.