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When discussing problems affecting school education, it is important to examine not only problems occurring within schools but also changes in the social environment in which schools exist, as well as the resulting changes in the educational functions of the family and the community. These changes are the source of various problems that affect children's education.

One such issue is the need to provide children with a more diverse range of experience. We are told that the accumulation of varied experiences in the family and the community is vital to children's healthy development. The environment of families and communities has changed in recent years, owing to such factors as urbanization, the shift to the nuclear family, and the trend toward fewer children per family. There have also been changes in parents' attitudes and lifestyles. For children today, these trends are reflected in reduced opportunities for play and for experience of activities in a natural environment and in everyday life.

For example, parents responding to the March 1994 survey conducted by the Ministry of Education, Science and Culture were asked to name experiences with the family and community that modern children lacked. "Helping with housework and family business" was cited by 61.0% of respondents, "activities involving contact with nature" by 55.5%, "reading" by 41.0%, "socializing (playing) with friends" by 32.9%, "volunteer activities" by 32.5%, and "activities that foster contact with local residents through participation in community events" by 31.5% ( Figure I.1.14).

Some observers have also cited the effect of efforts to create a more affluent society. While these efforts have helped to eliminate or alleviate negative factors, such as poverty and lack of amenities, they have also confronted people with the task of fostering certain attitudes in their children, such as independence, self-control, endurance, a sense of responsibility, a feeling of togetherness, consideration for others, and a sense of gratitude.

Respondents to the March 1994 survey were also asked to list the qualities that they most wanted to instill in their children. The characteristic most cited was "consideration for others" (84.1%), followed by "basic life customs" (76.7%), "autonomy and independence" (72.0%), "a sense of responsibility" (70.8%), "a cheerful and open disposition" (66.1%), and "justice and fairness" (55.3%) ( Figure I.1.15). The order of priority varied little, regardless of whether the children were at the elementary, lower secondary, or upper secondary school level. The survey revealed that parents also placed considerable importance on instilling basic life customs in their children. In addition, they put a strong emphasis on such values as "consideration for others," "autonomy and independence," "a sense of responsibility," "a cheerful and open disposition," and "justice and fairness." Clearly, people want to foster these characteristics in their children.

Rapid industrialization and urbanization and other changes are weakening traditional norms and leading to the diversification and relativization of values and attitudes. In addition, the shift to the nuclear family has interrupted the transfer of child-rearing skills from grandparents to young married couples. Other problems include excessive parental interference and expectations and reduced opportunities to develop social skills because of the declining number of siblings and neighborhood children. Given these changes in children's environment, it is clear that an extremely high priority must be placed on reevaluating approaches to education in schools, families, and communities and the interrelationship of education in these contexts, and on making efforts to enhance the educational functions of schools, families, and communities.