As previously mentioned, in order to widely transmit the meaning of the educational policy to the people and to implement the measures steadily and effectively, it is necessary to assess progress objectively and incorporate feedback for all measures in real time. However, it is doubtful whether this PDCA cycle has been performed satisfactorily until now.

Therefore, hereafter, it shall be necessary to conduct regular reviews using objective data and to improve the direction of measures in terms of the degree of attainment of the achievement targets and indicators described in Part 2 or the progress of each basic measure. It is also vital to widely distribute information concerning these matters to society. On this occasion, it will be important to analyze the purpose and methods of statistical surveys on each achievement indicator to judge whether the chosen benchmark is the most appropriate or not and carry out its ongoing review.

Yet, as already seen, in light of the world’s rapid transition to a society that is drastically diversified and filled with uncertainty, it is possible to anticipate the emergence of new educational issues that were not expected in the plan’s development and that may occur in the process of verification and improvement.

Advancing every educational measure to accomplish the performance goals mentioned in Part 2 is fundamental; however, being well aware of the changes in the situation revolving around education and responding promptly and adequately to new issues are also expectations.

In addition, as this Basic Plan for the Promotion of Education indicates the concrete measures to be executed by the government over a five-year period, it is necessary to review the plan and the state of education in five years and develop the next plan accordingly. In special circumstances, it may be possible to review the plan partway through the five-year period and make partial revisions.