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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 2 Section 1 9

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Priorities and Prospects for a Lifelong Learning Society: Increasing Diversification and Sphistication
Chapter 2. Lifelong Learning Today
Section 1: Who Is Learning What, Where?
9. Work-Related Learning Activities: High Activity, Even Higher Demand



(1) Implementation

As discussed in subsection 2, surveys on lifelong learning include such areas as hobbies, general cultivation, and sports, but they do not always cover work-related learning activities. The 1995 Ministry of Labor "Survey on Private-Sector Education and Training," however, indicates that 50.9% of workers underwent off-the-job training *1 and that 57.0% undertook self-improvement activities *2 in 1994 ( Figure 2.26 ). The 1993 survey shows that 43.3% of respondents undertook off-the-job training "to acquire basic job knowledge and skills," 41.6% "to improve specialized job knowledge and skills," and 31.3% "to develop and enhance managerial or supervisory skills" in 1992 ( Figure 2.27 ). The 1995 survey indicates that 54.0% of those undertaking self-improvement activities in 1994 did so "to cope with the increasing sophistication of work," 42.2% to "to learn basic job skills," and 36.4% "to acquire qualifications" ( Figure 2.28 ).

A significant number of people are involved in work-related learning activities, but tend not to recognize these activities as part of lifelong learning. Moreover, there is still a gap between the percentage of workers interested in skill development (91.1% in 1993) and self-improvement (90.5% in 1992) and the percentage actually engaged in such activities.


*1 Off-the-job training: This is a form of job training that involves temporary absence from the workplace.


*2 Self-improvement activities: These are voluntary activities undertaken in order to improve job skills.


(2) Locations of Work-Related Learning Activities

The 1994 Ministry of Labor survey shows that while around 30% of white-collar workers cited "correspondence courses" and "TV, radio, specialized books" as self-improvement methods in 1993, "professional training college courses" and "university courses" were cited by only 2.1% and 1.1%, respectively ( Figure 2.29 ). Moreover, the 1991 survey indicates that approximately 40% of workers in general who undertook self-improvement activities in 1990 participated in study groups, courses, and seminars outside their companies, whereas only 2.9% attended special training colleges and just 0.8% took university courses. And the 1993 survey shows that of companies that sent employees for off-the-job training in 1992, 74.1% used training programs provided by industry organizations and 45.7% chose other private-sector providers. Only 6.4% of companies sent employees to universities and special training colleges ( Figure 2.30 ).

Figure 2.26. Percentages of Workers Particiating in Off-the-Job Training or Self-Improvement Activities (1994): Over Half of Workers Involved

Figure 2.27. Reasons for Participating in Off-the-Job training (1992)

Figure 2.28. Reasons for Self-Improvement Activities (1994)

Figure 2.29. Self-Improvement Methods of White-Collar Worers (1993): Few Workers Attending Universities or Special Training Colleges

Figure 2.30. Percentages of Workers Sent to Off-the-Job Training Institutions (1992): Little Use of Universities and Special Training Colleges


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