Home > Policy > White Paper, Notice, Announcement > White Paper > JAPANESE GOVERNMENT POLICIES IN EDUCATION, SCIENCE, SPORTS AND CULTURE 1996 > Priorities and Prospects for a Lifelong Learning Society Chapter 3 Section 1

As discussed in the preceding chapters, there has been a steady increase in the learning activities of the Japanese people. Moreover, survey results confirm that once people commence structured, ongoing learning, they become increasingly determined to advance to a higher level and thus tend to continue their learning activities. A basic characteristic of learning is that the longer people are involved, the more they wish to advance and expand their learning activities. Furthermore, the more deeply involved in learning people become, the more eager they are to utilize their learning achievements. These tendencies have the effect of encouraging more learning. In addition, involvement in learning activities is seen as leading to interaction with a wider range of people, which tends to stimulate interest in a broader spectrum of fields.

A number of factors, including the efforts of institutions of higher education to cater to the general adult population and the development of multimedia, are reflected in the diversification of learning methods. One result of this process is the perception that opportunities for structured, specialized learning are more easily accessible. This perception is helping to increase people's motivation to learn.

The types of learning activities associated with the concept of lifelong learning tend to be those that give added meaning to people's lives, such as hobbies and general cultivation. These are expected to remain popular as Japan evolves into a mature society. There is also considerable activity in work-related learning. Clearly there will be strong demand for this type of learning in the future, as well.

Current trends, notably the aging of society and the shift to an information-oriented society, have created new learning priorities, including priorities for work-related learning. As is apparent from the 1992 report of the Lifelong Learning Council, for example, there is considerable variety in past learning activities and aspirations for the future ( Table 3.1 ). It is necessary to facilitate learning that reflects these priorities by adopting a comprehensive approach, including the promotion of awareness and the provision of learning opportunities. Outlined below are MESSC's efforts to respond to increasingly diverse learning needs.