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CHAPTER , THE LONG-TERM OVERALL EDUCATIONAL PLANNING--FROM THE VIEWPOINT OF EDUCATIONAL INVESTMENT

In the previous chapters, a general review of the role which the educational investment has played in the economic development of this country was presented. First, the overall effects of the educational investment were examined. Then, the qualitative and quantitative development of education was considered in relation to the socio-economic growth of the nation. Educational expenditures were then analyzed in relation to the national economy, with particular reference to national income and total governmental costs, distribution of educational expenditures by level of education and sources of support. Data presented analyzed historical trends and current status in Japan and in other countries selected for international comparison.

Throughout this presentation the endeavor has been made to trace trends in the purposes and character of education in Japan, and in other countries selected for comparison, in order to secure guidance for the further development of education in this country. Emphasis has been placed on the socio-economic effects and relationships of the national system of education, from tire point of view that expenditures for education constitute a cumulative national investment of economic worth to the nation.

In the development of future policies and plans for education in Japan, from the viewpoint of educational investment, it is important that the investment in education be considered as an integral part of the total investment in the public welfare.

Educational policy must be based on consideration both of the needs of individuals and of the needs of society. Individual needs mainly come out from the increase of individual income. Such needs are intensified as the democratization of education is achieved. It appears in the form of parents' strong desire for higher level of education. In the meantime, social need for education comes out by foreseeing future needs of progressing society and by making efforts to meet such needs of society. It would result in increasing appropriations of public investment in education.

The needs of individuals cannot be viewed as separate from and independent of the needs of the society as a whole: the two are interrelated and interdependent. Thus, while the needs of society may be considered as of paramount importance in the establishment of future national goals and policies for Japanese education, the needs of individuals will of necessity be given equal consideration. In a democratic society this is, in any event, of utmost importance.

The development of national educational po1icy and planning must be based on individual and social needs, and must be comprehensive in character, taking into account all essential requirements and all aspects of title educational system. In the past national policy and planning have emphasized immediately urgent social needs with application restricted to particular aspects of the overall educational program. Illustration of this approach among representative countries have been plans for expansion of elementar3zschool facilities to meet requirements created by increasing birth rates, and plans for the training of teachers to meet anticipated shortages of teachers.

Currently, great effort is being expanded in many countries to develop more comprehensive plans for educational development to meet expanding and changing social and individual needs projected over periods of 10 or 20 years.

Comprehensive long-term educational planning at the national level in many countries no doubt was sparked by the success attained by the U.S.S.R. from including education in its overall plants for national economic reconstruction and development. In the U.S.A., in individual European countries and in the Organization for Economic Co-operation and Development (OECD), great effort has been made in tlae preparation of long-term overall educational planning aiming at achieving a higher level of economic growth or increasing the national living standards.

Such long-term overall planning is now being developed not only in the advanced countries of the world but also in countries now in the early stages of development. In the countries of Latin America, Asia and Africa, greatest efforts consistent with economic ability are being made to achieve a status of economic, social and educational parity with the more advanced countries in the world. In their planning, these countries are placing great emphasis on comprehensive long-range planning for national educational development. The planning of these emergent countries parallels that of Japan at tlae beginning of its modernization.

In such countries, in general, the effort is being made to increase the percentage of the national income allotted to education from the level of 1 or 2 per cent to 4 or 5 per cent. The projected increases in educational investment in these countries are closely coordinated with the general economic and social planning.

The basic concepts and nature of educational planning and its implementation vary from country to country. However, the following characteristics are common to most modern national educational planning:

(l) It is comprehensive and long-term educational planning closely integrated into the overall long-term socio-economic planning of the country;

(2) It is based on the concept that education contributes positively to the achievement of socio-economic goals;

(3) It gives equal consideration to the importance of establishing priorities among the specific goals of the comprehensive educational plan and to balanced distribution of the educational costs to achieve most adequate results.