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Home > Policy > White Paper, Notice, Announcement > White Paper > JAPANESE GOVERMENT POLICICIES IN EDUCATION, SCIENCE AND CULTURE 1994 > PART II Chapter 7 Section 1

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PART II Recent Trends and Developments in Government Policies in Education, Science and Culture
Chapter 7. New Horizons in Social Education
Section 1. Enhancement and Revitalization of Social Education


The social changes that have occurred in recent years, including the maturation and internationalization of society and the shift to an information-oriented society, have been paralleled by the increasing diversification and individualization of demand for learning and by a trend toward ever more advanced and specialized learning. Another important trend has been the expanding geographical area of people's lives, thanks to the improvement of transportation networks and the advance of communications systems.

This environment is reflected in a growing interest in learning about the knowledge and technology needed to live as members of society, about hobbies, liberal arts, and other activities that generate a sense of purpose in life, and about the contemporary issues that face society, such as the aging of society. In addition to group learning activities that reflect the age, affiliations, and other characteristics of the members of society, there has been an increase in learning through circles dedicated to a variety of specific objectives and themes and in individual learning through the media. A related trend is the formation of learner networks. The introduction of the five-day school week and other changes are also reflected in the expansion of out-of-school activities for schoolchildren in various community venues. Meanwhile, rapid technological innovation and dramatic changes in the economic environment are generating demand for various types of work-related learning.

The many changes that are occurring in local communities have prompted wide-ranging efforts to find solutions to local problems and achieve various goals through learning activities and community activities, including the enhancement of community educational functions, adaptation to an aging society, and the creation of enriching and pleasant local communities. These efforts are reflected in a growing need to support volunteer activities and other forms of community participation. In addition, learners themselves are increasingly eager to achieve self-development and self-realization by applying the knowledge and skills gained through learning to community activities. On the other hand, many people are motivated to learn but are unable to participate in learning activities for various reasons, such as lack of time, lack of access to the necessary information, or lack of opportunities to learn at appropriate levels or in fields that reflect personal interests.

The Ministry of Education, Science and Culture is responding to this situation by implementing a variety of measures to promote social education. Future efforts to enhance and revitalize social education will focus on

(1) provision of diverse learning opportunities for people at all stages of life, from childhood to old age,
(2) response to contemporary issues, such as environmental problems and an aging society,
(3) enhancement of social education facilities and promotion of networking of lifelong learning facilities, and
(4) training of leaders with excellent learning-support skills.

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