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Chapter 3 identified a number of tasks that need to be accomplished as we move toward creation of a lifelong learning society. Evidence of the maturation of Japanese society includes rising income levels, increasing leisure time, and an aging population. In this environment, more and more people see learning activities as a source of enjoyment and purpose in life. There is also increasing demand for structured, ongoing learning activities as a way of acquiring the knowledge and technical skills needed to cope with the growing sophistication of science and technology, the rapid shift to internationalization and an information-oriented society, and changes in the industrial structure.

These trends have heightened the need to provide an expanding range of learning activities in an increasing number of locations through cooperation among various institutions and organizations. Other priorities that are likely to become more important include the creation of systems to provide learning-related information and advice to assist people who wish to engage in learning activities, the solution of time and cost problems resulting from the growth of learning activities, and measures to promote appropriate recognition of learning achievements.

The question of appropriate recognition of learning achievements is especially important, since efforts in this area could provide opportunities to rectify the traditional tendency to place excessive emphasis on formal academic credentials. One reason for the creation of a lifelong learning society is the need to remedy the harmful effects of society's preoccupation with academic credentials. We need to recognize the importance in this context of efforts to create diversified evaluation criteria that are not limited to academic records and to gain social acceptance of those criteria.

Another key problem is the constraints placed on learners by time and distance. The use of multimedia telecommunications systems and the expansion of the University of the Air to provide nationwide coverage will become increasingly important in this context. An extremely important question in terms of providing access to the structured, ongoing learning activities offered by various educational institutions is how to obtain sufficient time and meet the costs involved. Greater efforts are needed in this area, including the introduction and expansion of education leave and flextime systems and the improvement of scholarship systems.

At a time when learning activities are becoming increasingly diverse and more and more people are becoming involved in such activities, these issues can be expected to intensify debate over the significance of enabling people to choose freely among learning opportunities throughout life.

Various groups, among them the Lifelong Learning Council, have made recommendations about the direction of future efforts, and both the central and local governments are working to implement measures based on those recommendations. In this sense, it is fair to say that there has been steady progress toward the creation of a lifelong learning society.

These efforts and their benefits, however, are not always trickling down to the various institutions and organizations that are involved in learning activities or to individual learners. Although a number of systems have been put in place, it is clear that they are not functioning adequately at present.

This basic perception of the problem is reflected in the 1996 report of the Lifelong Learning Council. Not all the measures advocated by the council are new. In fact, many of the recommendations are based on the realization that action is needed in regard to systems that are already available but are not being utilized sufficiently.

One reason for the failure to use existing systems is the fact that a variety of conditions must be in place before certain mechanisms can function. As discussed in this report, for example, even if universities establish systems to accept adult students, those systems will not function unless people in the work force have the time and financial support needed for continuous learning activities.

These problems are not always amenable to action by the central and local governments or by municipalities. It is also necessary for companies to contribute to a change in attitudes by demonstrating to the wider community that they are ready to provide positive recognition of diverse learning experiences and achievements. It has become increasingly evident that creation of a lifelong learning society requires the efforts of many people in many sectors.

There are also issues concerning individual attitudes and those prevailing in families, communities, workplaces, and society as a whole. One reason the education leave system that has been established in France is not working well is that people are unwilling to leave their workplaces and are concerned about personal relationships there. Japan should learn from this example. To create a lifelong learning society, we need to modify social attitudes as a whole so that there is encouragement for individuals who seek to engage in learning activities and so that society is prepared to make use of the achievements resulting from those activities.

This perception of the issues involved is reflected in the stance adopted by the Minister of Education, Science, Sports and Culture. After receiving the report of the Lifelong Learning Council in April 1996, the Minister met with various economic organizations to seek the cooperation of the business sector in such areas as the creation of an environment that facilitates learning activities by people in the work force.

Creation of a lifelong learning society is a way to solve various problems confronting Japan and to build an enriching and dynamic society through the development and appropriate evaluation of various learning activities. A number of issues have arisen as a result of efforts to achieve this goal, however. Although there has clearly been an upsurge in learning activities, this does not guarantee that Japan will become a lifelong learning society. We need to modify a variety of factors, including our own attitudes.

MESSC will continue to inform people of the need for a lifelong learning society. It will also continue to work in cooperation with various institutions and organizations to support people's lifelong learning activities through efforts in such areas as the expansion of learning opportunities, the establishment of systems to provide learning-related advice and information, and appropriate evaluation of learning achievements.

In conclusion, it must be emphasized that MESSC cannot create a lifelong learning society alone. That will also require independent efforts by other central government agencies, prefectural governments, municipalities, schools, corporations, and countless other institutions, organizations, and individuals.