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Introduction of the five-day school week began with the establishment of a monthly five-day school week system, under which schools closed on the second Saturday of each month starting in the second term of the 1992 school year. This approach was based on the view that the transition should begin with the introduction of the system on a monthly basis so that any problems encountered at that stage could be overcome while the transition to the next stage was still under study. Despite initial uncertainty about various aspects of the new system, implementation of the monthly five-day school week has proceeded fairly smoothly, thanks to the understanding and cooperation of those involved in school education, families, and communities.

In October 1994 the Ministry of Education, Science and Culture reconvened the Consultative Committee for Research and Surveys Regarding New School Management and Related Matters Necessitated by Social Change to study the feasibility of nationwide implementation of a semimonthly five-day school week on the basis of findings from research and surveys at pilot schools. In November 1994 the committee issued a report on its deliberations. The conclusion was that it would be appropriate to introduce a semimonthly five-day school week, with schools closing on the second and fourth Saturdays of each month, in the first term of the 1995 school year (April 1995). The reasons for this conclusion are outlined below.

The results of research conducted at various schools, including pilot schools, indicate that with appropriate adjustments by schools, families, and communities it is possible to implement the new system under the existing Courses of Study and that doing so will be beneficial to children' character formation. Thanks to the implementation of practical research into a semimonthly five-day school week at pilot schools, an increasing percentage of parents are in favor of the five-day school week. Public opinion surveys indicate a gradual increase in understanding of the aims of the five-day school week. The start of the 1995 school year is regarded as an appropriate time to introduce the new system. This timetable allows ample time to inform those concerned and make preparations. It also takes into account other requirements, such as the need for schools to make curriculum adjustments. The second and fourth Saturdays are regarded as suitable days on which to close schools each month. Reasons for this choice include the fact that no problems were encountered at schools cooperating in research and surveys when a pilot program based on these days was implemented. This timetable is also based on the rhythms of children' lives and study activities. As a result of these deliberations, it was decided to implement a semimonthly five-day school week throughout Japan, starting in the first term of the 1995 school year.