1.Outcome of Past Activities

○ After the amendment of the Basic Act on Education, the government established the Basic Plan for the Promotion of Education based on said Act and engaged in activities by positioning measures to realize the objectives and philosophy of education in a comprehensive and systematic manner.

○ Under the first Basic Plan for the Promotion of Education （cabinet decision on July 1, 2008）, the following two points were established as the ideal education over the decade from 2008 and the plan was implemented: （i） To cultivate, in all children, the foundation for independence within society by the time they complete compulsory education; and （ii） To develop human resources capable of supporting and developing our society and leading international society.

○ In addition, based on the validation results of the First Basic Plan, under the Second Basic Plan for the Promotion of Education （cabinet decision on June 14, 2013）, with the slogan of constructing a lifelong learning society in order to create a new social model with Independence, Collaboration, and Creativity as core principles, the direction of education throughout people’s life was established and educational policies were implemented.

○ As a result of these activities, it was found in the elementary and secondary education phase that the level of academic ability has risen, such that Japan continues to be at the top world level in PISA （OECD Programme for International Student Assessment） 2015 and TIMSS （Trends in International Mathematics and Science Study） 2015(*1) and that the results of the National Assessment of Academic Ability in prefectures for which results are low seemed to come close to the average of Japan(*2), etc. In addition, improvements are seen to an extent in the time students spend studying and in other situations for studying.(*3) Furthermore, progress has been seen in an increase in the preparation rate of individualized teaching plans and individualized education support plans for students with disabilities in elementary schools and lower and upper secondary schools, as well as kindergartens(*4), organizational cooperation and collaboration between schools and communities, such as between Community Schools and the School Support Regional Headquarters which is the basis of the Community Cooperation Networks for Learning and Education(*5), strengthening the earthquake resistance of school facilities(*6), etc.

○ In the higher education stage, such as universities, etc., activities towards qualitative transformation in university education advanced, such as the development of learning environments that support students’ independent learning activity, the establishment and announcement of three policies, including the policy on approval of graduation and degree attribution （diploma policy）, the policy on educational curriculum revision and implementation （curriculum policy）, and the policy on acceptance of students （admission policy） （hereinafter collectively referred to as “Three Policies”）, and building a curriculum system across an entire university, etc., as well as activities towards enhancement of economic support of students, such as the creation of income-based scholarship loans and grant-type scholarship systems, etc., are being implemented.

2.Issues to be Addressed Based on the Current Situation and Changes in Society in and after 2030

○ Today’s society is a knowledge-based society where new knowledge, information, and technology are very important as the foundation of activities in every field of society. Changes related to this knowledge, information, and technology are increasingly accelerating. In addition, the advancement, etc. of globalization communicates individual incidents in a broad and complicated way and it becomes more difficult to estimate social changes correctly.

○ Under these circumstances, it is estimated that the following will occur around 2030: further progress in the technological reform and globalization, such as IoT （internet of Things）, big data, and AI; changes in population structure; further success of women and senior citizens; and changes in the employment environment.(*7)

(1)Changes in Social Circumstances

Progress in Declining Population and Aging Population

○ The population in Japan marked its peak in 2008 and then has tended to decline. The young generation in their 20s and 30s will decrease by approximately 20% by 2030. People over 65 will be over 30% of the entire population of Japan. It is estimated that there will be a decrease in the population of productive age. According to the estimates of the Organization for Economic Cooperation and Development （OECD）, the percentage of the population of productive age will be the lowest in the OECD member countries. In addition, there is a report that people over 75 will become the majority among people over 65 and people’s lifetime will become longer than today.

○ All of the numbers of students in elementary schools, lower secondary schools, and upper secondary schools in Japan have tended to decrease in recent years. According to the survey result in 2017, the number of students in elementary and lower secondary schools was at its lowest point compared to the past. Some estimates indicate that the population of people aged 18 who mainly go on to higher education institutions in Japan will be below one million at approximately 980,000 for the first time in 2032 compared to the current population of approximately 1.2 million; and it will decrease to approximately 880,000 in 2040.

○ Concerning employment conditions, there are many women who retire from the labor market after childbirth or for childcare. In particular, the difference between the actual labor participation rate and potential labor participation rate becomes large in women in the childcare period. The situation seems to have been corrected; however, the continued employment of women after childbirth still remains an issue.(*8) In addition, the number of employees over 65 is increasing. More than 80% of employees who reached the retirement age in companies where the retirement age is at 60 continued to be employed.(*9)

Rapid Technological Innovation

○ Around 2030, it is estimated that a technological innovation will arrive, which is also called the fourth industrial revolution, such as IoT, big data, and AI, which will advance additionally and create a Super Smart Society （Society 5.0(*10)）, which will drastically change society and our lives. There is a report that the speed from research, development, and commercialization until dissemination is also accelerating.(*11) There is another report that the situation where new knowledge and ideas that are created one after another is estimated to drastically drive competitiveness of organizations and countries, and Japan is behind the USA, Germany, and other countries in responding to the fourth industrial revolution.(*12) The acceleration of activities is a major issue now.

○ It is reported that there is the possibility that by advancement of the technological revolution, a considerable amount of the labor population in Japan will be able to be replaced technically by AI, robots, etc. in ten to twenty years.(*13) At the same time, new jobs that have never existed before may be generated. In the future, it is also estimated that transition from membership-type employment to job-type employment and liquidation of the labor market will advance additionally.

Progress of Globalization and Lowering of International Position

○ Globalization is accelerating in many places and the living area of people is also expanding thanks to the technological revolution in the fields of information, communications, and transportation. In addition, interinfluence and dependency levels between countries in the world are rapidly increasing. Under circumstances where global issues common to human beings are increasing, such as poverty, conflicts, infectious diseases, environmental issues, energy resource issues, etc., Japan is required to proactively address these issues to resolve them.

○ Economies in emerging countries, including Asia, are growing rapidly and their presence in international society is increasing. It is considered that not only Europe and the USA, but also Asia will have a central role in the world economy. Japan’s percentage of the world GDP has tended to decrease(*14). Japan’s percentage in 2030 is estimated to decrease additionally(*15). Relationships in many fields in society have become activated across borders(*16). Global competition is estimated to intensify, such as the liquidation of human resources, competition in securing human resources, etc.

Social Economic Issues, such as Child Poverty

○ With respect to child poverty, the relative poverty rate seems to have been corrected(*17); however, it remains a major issue. The enrollment rate at entire higher education institutions, including professional training colleges, etc., reached approximately 80%. There is a study that indicates that correlation is seen between the Socio-Economic-Status of a household （such as household income, academic background of parents, etc.） and children’s academic abilities and the enrollment rate at four-year universities.(*18)

○ In addition, the difference is also seen in lifetime earnings by academic record, etc.(*19) If no measures are taken for child poverty and gap issues, the poverty may become linked, and the gap may expand and firmly established in 2030 and after.

Community Issues, such as Inter-Region Disparities

○ Concerning population migration, the trend of concentration in Tokyo is accelerating and more than one-fourth of the entire population is concentrated in the Tokyo Area. Under these circumstances, analysis results on the possibility of disappearance of local government(*20) was announced by a private institution. It had a strong impact on many local governments and persons related thereto.

○ Looking at regional economic trends, the employment and income environments have been corrected(*21); however, structural changes are seen, such as the declining birthrate, aging population and declining population, etc. There are regions facing a severe economic environment. Economic activity trends, such as consumption and production, etc., vary by region. There is a difference between the Tokyo Area and other regions in terms of average per capita income by prefecture, etc.

○ In addition, the enrollment rate in universities tends to be high in urban areas and low in regions. There is a difference by region. For example, the enrollment rate in universities in new graduates from upper secondary schools, etc., in Tokyo and Kagoshima prefecture has a difference of 33 points.(*22) Situations related to higher education are also different by region.

○ Concerning disasters, such as the Great East Japan Earthquake and the Kumamoto earthquake in 2016, it was required to provide restoration of school facilities, assistance for education, mental care for students in elementary schools and lower and upper secondary schools, study support, cultivation of human resources to support the reconstruction and regeneration of communities, etc.

(2)Changes in Situation of Education

Issues over Children and Youth

○ Concerning young children’s development, there is a report on an issue that basic skills, etc. are not fully acquired due to a lack of everyday life experience of children caused by changes in social situation. In addition, awareness of the importance of early childhood education is increasing in recent years based on international research results.

○ Concerning the academic performances of students in elementary and lower secondary schools, there is a survey result indicating that the results of academic ability surveys in and outside Japan as indicated in in II, 1. above, tend to be improving in recent years and study hours also tend to be increasing.(*23) In addition, according to a survey of the Cabinet Office(*24), more than 90% of students feel content with their school lives and 80% of their parents are comprehensively satisfied with schools.

○ At the same time, it is considered that there is an issue with an aspect where students foster their abilities while experiencing the relationship between learning and their lives and society and they independently use what they learn in resolving issues that they may encounter in their lives and in society.(*25) In addition, according to the recent international academic performance survey, there is an issue that reading literacy is significantly declining(*26). Further, there is a survey result that the percentage of students in elementary schools and lower secondary schools who have future dreams and goals remains unchanged and Japanese children have a relatively lower self-affirmation than other countries.(*27)

○ There is a survey result on the time that upper secondary school students spend on study outside school that the time for middle and upper ranked students tends to increase, but the time for lower ranked students remains at a low level.(*28)

○ Concerning the time university students spend on learning, there is a report that it has not been corrected when compared with past survey results and there is an indication that it is shorter than overseas university students.(*29)

○ Concerning circumstances surrounding children, in association with the dissemination of various devices connected to the internet, such as smart phones, the time using information and communication technology （ICT） has tended to increase(*30), while the percentage of students who use computers in class is at the lowest level among OECD member countries.(*31) In addition, there is a report that informatization is advancing and it has become easier to find diversified information in various fields; and at the same time, an issue is arising with reading abilities by examining the meaning of perceived information and correctly understanding the structure and details of text.(*32) Furthermore, there are cases where children’s safety is threatened, such as when they are involved in or participate in a crime using Social Networking Services （SNS） unintentionally.

○ In addition, there is a report on the necessity of securing opportunities for experiential activities while cooperating and collaborating with community and homes since opportunities where children can foster the richness of their sensitivity through abundant experience in nature or experience of culture and the arts are limited.(*33)

○ Concerning children’s physical strength, according to the Physical Strength and Athletic Performance Survey in recent years(*34), overall physical strength has tended to increase gradually; however, it is reported that when comparing the current level with the level in 1985, the current physical strength is still at a low level(*35) and a bipolarized tendency has emerged among children who do exercise and some who do not(*36).

○ Concerning children’s health and safety, the environment surrounding children is drastically changing, including diversified health issues, such as the disorder of dietary habits where the percentage of students in elementary schools and lower and upper secondary schools who do not eat breakfast is increasing,(*37) the fact that it has become easier to obtain information related to sex, drugs, etc., and that new safety issues, such as actions, etc. for SNS, crime notices, civil protection, etc., are emerging.

○ Concerning issues related to student guidance, the number of occurrences of violence and the number of students who do not attend school are considerable(*38), and cases of bullying causing critical damage continue to occur.

○ Concerning education for challenged children, based on the ratification of the Convention on the Rights of Persons with Disabilities and enforcement of the Act for Eliminating Discrimination against Persons with Disabilities, schools for challenged children are determined from a comprehensive perspective based on the intention of the children and their parents so that challenged children can receive an education based on individual educational needs while receiving reasonable consideration. In recent years, the number of challenged children, including children with developmental disabilities who go to elementary school and lower and upper secondary school, etc. is increasing.(*39) Based on these circumstances, it is necessary to provide instructions and support depending on the disabilities and development stage of every single child.

○ Both the number of foreign national children and children with one parent who is a foreign national have tended to increase(*40) and response to the diversification of their national languages and differences in level of achievement in Japanese is urgently needed.

Weakening of Local Communities

○ Weakening of local communities is reported, such as less association with community people. It has also caused a serious situation where senior citizens and families having difficulties become isolated in the community.

Changes in Family Conditions

○ Looking at family conditions, the percentage of three-generation families has declined and the percentage of single parent families has tended to increase. It is important that the entire society address issues related to upbringing, such as the sociality and independence of children and support for family growth in consideration of that education at home is the start of all education; however, an issue was reported with providing education at home while many families have problems and anxieties concerning childcare(*41), but there is no one around them to consult in association with these changes to family structure and changes in community.

Responsibilities of Teachers

○ It is reported that roles required of schools are increasing and the responsibilities of teachers are also increasing. According to an OECD survey, school hours of teachers in lower secondary schools in Japan are below the average of countries that participated in the survey; however, their working hours are above the average.(*42)

○ In addition, the working status of teachers was also reported in the Survey on Working Status of Teachers in Public Elementary Schools and Lower Secondary Schools(*43); however, further analysis is necessary.

○ Based on the aforementioned survey results, it is difficult to maintain and develop quality school education under the school organization system based on the role of dedicated teachers.

Changes in Circumstances Surrounding Upper Secondary Schools and Their Issues

○ Although the birthrate is declining, the percentage of enrollment at age 18 increased and therefore the number of students in bachelor's programs at universities is increasing. The enrollment rate in bachelor's programs at universities increased 50% and the enrollment rate in overall higher education institutions, including professional training colleges, exceeds 80%. The enrollment rate increased and diversified students entered higher education institutions.

○ As mentioned above, in consideration of issues, such as that the time university students spend studying is short, etc., it is necessary to implement activities at each university in order to ensure the quality of university education. It is important to achieve reforms consistently in elementary and secondary education and higher education by integrally conducting the aforementioned university education reform along with upper secondary school education reform and university entrance examinations reform.

○ In addition, it is estimated that the 18-year-old population will drastically decrease, and it will have an impact on the size of overall higher education in the future. In particular, since there are many small-size universities in local regions, it may become difficult to secure opportunities for higher education. For this reason, it is urgent to address the reform of the higher education system towards strengthening education and research foundations, such as strengthening management abilities, etc., and it is necessary to consider the ideal structure of future higher education.

○ Furthermore, under circumstances where the liquidation of human resources is increasing due to globalization and where competition to secure human resources is becoming intense, it is required to increase the international reputation of higher education institutions in Japan(*44), to internationalize the education and research environments, and to implement interactive exchange of students.

○ It is estimated that the labor market structure and jobs may be fundamentally changed in the Super Smart Society （Society 5.0）. The importance of working people who study again is increasing from the individual perspective and the perspective of increasing labor productivity and responding to manpower demands as an entire society, etc. Industry expects advanced, practical, and creative vocational education and strengthening of the fostering of human resources required in growing fields, etc. It is important for all higher education institutions to strengthen functions in order to respond to expectations. In particular, under the situation where it is required to foster human resources based on information technology, etc. that facilitates industrial structure reform, including AI, IoT, big data, etc., such as the creation of a new industry, the importance and necessity of education for mathematics and data science is increasing across industry fields.

○ In addition, under the Super Smart Society （Society 5.0）, the importance of fostering knowledge professionals who are highly specialized human resources and who respond to challenges with their knowledge abilities and contribute to human society, is increasing. Reform of education in graduate schools is necessary to foster human resources who can generate cutting-edge information technology and practically use the information technology and human resources, etc. who can lead corrections and innovations on the frontline and generate high value-added articles and services.

(3)International Policies on Education

○ Activities related to education in view of 2030 are being implemented internationally. Towards achievement of educational goals （SDG4）(*45) set under the 2030 Agenda for Sustainable Development, which is an international goal from 2016 to 2030 adopted by the UN General Assembly in September 2015, the United Nations Educational, Scientific and Cultural Organization （UNESCO）, member state governments, NGOs, etc. adopted the Education 2030 Framework for Action and determined to implement international cooperation in the education field.

○ The Kurashiki Declaration that was adopted at the G7 Kurashiki Education Ministers’ Meeting in Okayama, May 14 and 15, 2016. reached an agreement on new roles to be achieved by education: （i） Social Inclusion and Harmonious Coexistence through Education; （ii） Competencies Required in the New Era; and （iii） International Collaboration for the New Role of Education; and it confirmed the necessity of considering education as a priority policy agenda, the importance of public spending on education(*46), and evidence-based education policy.(*47)

○ In addition, the OECD implements Education 2030 where they consider knowledge, skills, attitudes and values integrally, examine the competencies required by the coming age, and thereby develop a new education model that corresponds to the changes in the era. In Japan, we also started activities towards development of a model to share with the OECD and other countries related to the outcome of Innovation Schools for Revitalizing Local Communities 2030 where students explore regional issues from a global perspective in cooperation with students in other countries, etc.

○ According to the educational policy review of Japan by the OECD, the performances of students in elementary schools and lower and upper secondary schools and adults in Japan are in the top class among OECD member countries(*48), and it is reported that a successful factor of Japanese education is the provision of holistic education to children that covers a broad range, including school lunches and extracurricular activities. In addition, it is reported as one of the methods to grow the economy and to reduce poverty that it is important to invest in youths and adults to foster abilities necessary for society in the 21st century.

○ At the same time, in order to implement the new National Curriculum Standards smoothly, one issue is to engage in effective strengthening and enhancement of the system to provide instructions and to conduct administration at schools and to engage in cooperation and collaboration with the community. It is required to consider measures that will result in preferable conditions for schools, teachers and students, such as assignment of support staff members and to enhance assessment of students in elementary schools and lower and upper secondary schools along with the revision of the National Curriculum Standards.

○ In addition, the educational policy review of Japan by the OECD reports that the importance of lifelong study is recognized in Japan; however, it is necessary to enable workers who have limited time to study at universities and specialized training colleges to respond to the needs of the labor market, and to lead to support for re-employment of unemployed persons or persons who are not actively seeking employment. It is also reported that financial support for early childhood education and higher education is limited and the financial burden on household accounts is large, and therefore it may limit the learning opportunities of women and children in lower socioeconomic classes.

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 *1 In PISA2015, the average score in Japan for reading literacy was 516 points and it ranked 6th, mathematical literacy was 532 points and it ranked 1st, and scientific literacy was 538 points and it ranked 1st among 35 OECD member countries. In addition, the average score of 4th grade students in elementary schools in Japan in TIMSS 2015 for math was 593 points （rank 5th of 49 countries）, for science was 569 points （rank 3rd of 47 countries）; and the average score of 2nd grade students in lower secondary schools for math was 586 points （rank 5th of 39 countries） and for science was 571 points （rank 2nd of 39 countries） respectively.

 *2 According to the National Assessment of Academic Ability 2017 （Ministry of Education, Culture, Sports, Science and Technology）, the average of z-scores in three prefectures where the average number of correct answers was low is getting closer to the national average in Japanese and mathematics than it was in 2013.

 *3 For example, according to the National Assessment of Academic Ability 2017 （Ministry of Education, Culture, Sports, Science and Technology）, the percentage of students in elementary and lower secondary schools who study more than one hour per day （weekdays） is 64.6% among elementary school students and 69.7% among lower secondary school students; the percentage of students who replied that they review classes at home is 64.6% among elementary school students and 50.6% among lower secondary school students; and the percentage of students who replied that they establish a plan and study at home based on the plan is 64.6% among elementary school students and 51.7% among lower secondary school students, respectively. From the perspective of changes from fiscal year 2012, they seem to be improving.

 *4 According to the Survey on the Development of Special Needs Education System in 2016 （Ministry of Education, Culture, Sports, Science and Technology）, the percentage of creation of individualized teaching plans is 73.4% and the percentage of creation of individualized education support plans is 62.1% （both figures are based on the total of national, public, and private schools）.

 *5 Community Schools refer to schools that introduced the School Management Council System. It is a system where parents and community members, etc. participate in school management with specified authorities and responsibilities and thereby the model of children that they want to raise and the visions for target education are shared by parents and the community and collaborate with them towards the achievement of goals. The system was established by the amendment of the Act Concerning Organization and Operation of Regional Educational Administration in September 2004. Boards of education were required to make efforts to introduce the School Management Council System in March 2017. The number of public elementary and lower secondary schools and compulsory education schools that adopted the system reached 4,796 （as of April 1, 2018）. One of the goals under the Second Basic Plan, to expand Community Schools to 10% （approximately 3,000 schools） of public elementary and lower secondary schools, was achieved.

 *6 The percentage of national and public schools that conducted strengthening for earthquake resistance was approximately 99% as of fiscal year 2017 and it was almost complete. The percentage of private schools that conducted strengthening for earthquake resistance was approximately 88% （approximately 75% in 2012） and the percentage of strengthening for earthquake resistance increased.

 *7 Environmental changes related to working people due to the technological reform and globalization, such as changes in industry and society, declining birthrate and aging population, and the mass retirement of baby boomers, may have a considerable impact on mental health.

 *8 Concerning employment conditions, the percentage of women that continue to be employed before and after the birth of their first child was around 40% before; however, it increased to approximately 50% based on a survey in fiscal year 2015. （According to the 15th Japanese National Fertility Survey （married couples） （2015） （National Institute of Population and Social Security Research）, concerning the work careers of women before and after the birth of their first child （born between 2010 and 2014）, the percentage of women who have a job after childbirth from among persons who were employed before childbirth is 53.1%.） Looking at the labor participation rate by women’s age group, it draws a so-called M-shape curve, which has a drop in their 30’s; however, the curve is becoming shallower than before. However, in particular in women in the period of childcare, the difference between the actual labor participation rate and potential labor participation rate （the total of the actual labor participation rate and the percentage of persons who desire to be employed, but are not yet employed） is not small. （According to the Labor Force Survey Detailed Tabulation （fiscal year 2017） （Ministry of Internal Affairs and Communications）, the difference between the labor participation rate and potential labor participation rate （the figure obtained by dividing the total of the labor force population and persons who desire to be employed by the population） for people between 30 to 34 years old is 9.9%.）

 *9 According to the Labor Force Survey Basic Tabulation （Ministry of Internal Affairs and Communications）, the amount of employment over 65 was approximately 3.4 million persons in 2012 and approximately 5.31 million persons in 2017. In addition, according to the Employment Situation of Older Persons 2017 （Ministry of Health, Labour and Welfare）, the percentage of persons who continued to be employed from among persons who reached the retirement age at companies where the retirement age is 60 is 84.1%.

 *10 The fifth new society in human history after （i） hunting society, （ii） agrarian society, （iii） industrial society, and （iv） information society.

 *11 According to TECHNOLOGY AT WORK （Citi GPS, 2015）, the period requiring dissemination to 50 million persons was considered to be 75 years for telephones, 13 years for TVs, and 4 years for the internet.

 *12 “Nihonkeizai 2016-2017, Kojunkan no Kakudai ni Muketa Tenbo （Japanese Economy 2016 to 2017, Vision for Expansion of a Virtuous Cycle）” （Director General for Policy Planning, Cabinet Office for Economic Research）, etc.

 *13 There are estimates that jobs in which approximately 49% of the labor population in Japan engages will be able to be replaced technically with AI, etc. （Nomura Research Institute, Ltd., 2015）. At the same time, there is an estimate that jobs that can be replaced with AI, etc. will occur less in consideration of individual operations that cannot be replaced by the technological revolution （OECD Working Paper 2016）, etc.

 *14 According to the Annual Report on National Accounts （Cabinet Office）, the nominal GDP of Japan in 2016 accounts for 6.5% of world GDP and it decreased from 2012 （8.2%）.

 *15 According to Looking to 2060: Long-Term Global Growth Prospects （OECD）, Japan’s percentage of world GDP based on the OECD’s calculation was 6.7% in 2011 and it is estimated to be 4.2% in 2030.

 *16 According to the Statistics on Foreign National Residents （Ministry of Justice）, the number of foreign national residents in Japan as of the end of 2012 was approximately 2.03 million persons and as of the end of December 2017, it was approximately 2.56 million persons. In addition, according to the Annual Report of Statistics on Japanese Nationals Overseas （Ministry of Foreign Affairs of Japan）, the number of Japanese nationals overseas was approximately 1.25 million persons in 2011, and approximately 1.34 million persons in 2016. In addition, according to the JETRO Global Trade and Investment Report （2017）, the overseas sales ratio of Japanese companies in fiscal year 2016 was 56.5% and it tends to be increasing. Furthermore, according to the Survey of Trends in Business Activities of Foreign Affiliates （Ministry of Economy, Trade and Industry）, the percentage of companies that replied “will expand business” concerning future business development in Japan was 55.5%.

 *17 According to the Comprehensive Survey of Living Conditions in 2016 （Ministry of Health, Labour and Welfare）, the poverty rate for people under 17 is 13.9% and it was corrected after 12 years.

 *18 According to the Investigation and Study of the Analysis of Factors that Have an Impact on Academic Abilities by Using the Results of the National Assessment of Academic Ability in fiscal year 2013 （detailed survey） （Ochanomizu University）, a correlation is seen between SES （Socio-Economic-Status） that is a combined standard of household income, father’s academic record and mother’s academic record and the correct answer rate in Japanese and mathematics among 6th grade students in elementary schools and third grade students in lower secondary schools.

 *19 According to Useful Labor Statistics 2017: Aggregation of processed indicators for labor statistics 2017 （The Japan Institute for Labor Policy and Training）, the lifetime earnings of male regular employees is 270.0 million yen for college graduates and graduate school graduates and 207.3 million yen for high-school graduates. In the case of non-regular employees, it is 153.6 million yen for college graduates and graduate school graduates and 128.3 million yen for high school graduates.

 *20 “Stop Shoshika, Chiho Genki Senryaku （Strategy to Stop the Declining Birthrate and to Energize Local Communities） （May 8, 2014）, Japan Policy Council, Population Decline Issue Review Subcommittee）

 *21 According to the Labor Force Survey Basic Tabulation （Ministry of Internal Affairs and Communications）, the General Job Placement Status （Employment Security Statistics） （Ministry of Health, Labour and Welfare）, and the Monthly Labour Survey （Ministry of Health, Labour and Welfare and prefectural governments）, the unemployment rate was corrected most recently from 2012 in all prefectures and the ratio of job offers exceeded 1 （one） in all prefectures. Per hour wages also increased in all prefectures.

 *22 According to the School Basic Survey （fiscal years 2005 and 2017） （Ministry of Education, Culture, Sports, Science and Technology）, the enrollment rate in universities of new graduates from upper secondary schools, etc. by prefecture is 51% in Tokyo which was the highest in 2005 and 26% in Kagoshima, which was the lowest; and in 2017 it was 64% in Tokyo, which was the highest and 31% in Kagoshima, which was the lowest. The difference became larger from approximately 25 points to approximately 33 points.

 *23 The 5th Basic Research on Academic Performance （in fiscal year 2015） （Benesse Educational Research and Development Institute）.

 *24 The Survey on Awareness of Students in Elementary and Lower Secondary Schools in Fiscal Year 2013 （Cabinet Office）

 *25 It is reported that there is an issue with stating one’s own ideas while indicating the basis and reasons of a judgment clearly and analyzing, understanding, considering, and explaining according to experiment results （National Assessment of Academic Ability in fiscal year 2015 （Ministry of Education, Culture, Sports, Science and Technology））. In addition, concerning the points whether students can realize evaluation of their abilities and the fun and meaning of learning and whether students have an awareness that their judgment and behavior lead to creating a better society, there is a report that positive replies are relatively low internationally （See Note 27. In addition, according to the results of a questionnaire of the Trends in International Mathematics and Science Study （TIMSS2015） （IEA）, the percentage of Japanese students in elementary schools and lower secondary schools who replied that each subject is fun is lower than the international average of students in elementary and lower secondary schools in mathematics and students in lower secondary schools in science. The percentage of students in lower secondary schools who replied that each subject is helpful for their daily lives and it is necessary to get good grades in order to get a job that they desire in the future is lower than the international average.）

 *26 The average score of reading literacy in PISA2015 was 516 points and it significantly declined from the average score of 538 points in PISA2012.

 *27 According to the National Assessment of Academic Ability in fiscal year 2017 （Ministry of Education, Culture, Sports, Science and Technology）, the percentage of students in elementary schools and lower secondary schools who have future dreams and goals is 85.9% with students in elementary schools and 70.5% with students in lower secondary schools. They remain unchanged since fiscal year 2012. According to the Survey of High School Students' Views on Mental and Physical Health （fiscal year 2015） （National Institution for Youth Education）, the percentage of upper secondary school students who replied to “I have average ability” with “I strongly agree” or “I somewhat agree” is 55.7% in Japan and 88.5% in the USA, 90.6% in China, and 67.8% in Korea. In addition, according to the Lives and Awareness of Secondary School Students: Comparison between Japan, USA, China, and Korea （2009） （Hitotsubashi Bungei Kyouiku Shinkou Kyoukai, Japan Youth Research Institute）, the percentage of lower secondary school students who replied to “My participation can change societal phenomenon that I want to be changed” with “I strongly agree” or “I somewhat agree” is 37.3% in Japan, 53.3% in USA, 58.3% in China, and 66.5% in Korea; and with upper secondary school students, it is 30.1% in Japan, 69.8% in USA, 62.7% in China, and 68.4% in Korea.

 *28 The 5th Basic Research on Academic performance （2015） （Benesse Educational Research and Development Institute）.

 *29 According to the Survey Research on Learning Status of University Students （March 2016） （National Institute for Education Policy Research）, concerning the time university freshmen spend for independent and autonomic studying per week related to classes, zero hours is 12.0%, one hour to 5 hours is 58.4%, and six hours to ten hours is 19.5%. These figures have not been corrected when compared with past survey results and there is a report that the time Japanese university students spend studying is shorter than overseas university students.

 *30 According to the Fact-finding Survey on Internet Use Environment of Young People 2017 （Cabinet Office）, 82.5% of youths use the internet with some device and 50.0% of the devices to use the internet are smartphones. In addition, the time of internet use increased by approximately 5 minutes from the previous fiscal year. Average use time is approximately 159 minutes.

 *31 According to the OECD Programme for International Student Assessment （PISA 2009） Digital Reading Assessment, concerning the percentage of students who use a computer in classes of Japanese, mathematics, and science in a regular week among the 17 countries and regions that participated in the ICT questionnaire survey, they are the lowest in Japan, such as 1.0% in Japanese class （OECD average: 26.0%）, 1.3% in mathematics class （OECD average: 15.8%）, and 1.6% in science class （OECD average: 24.6%）.

 *32 Correction of the National Curriculum Standards, etc. for Kindergartens, Elementary Schools, Lower and Upper Secondary Schools, and Schools for Special Needs Education, and Necessary Measures, etc. （Proposal） （December 21, 2016, Central Council for Education）

 *33 Correction of the National Curriculum Standards, etc. for Kindergartens, Elementary Schools, Lower and Upper Secondary Schools, and Schools for Special Needs Education, and Necessary Measures, etc. （Proposal） （December 21, 2016, Central Council for Education）

 *34 This survey has been conducted since 1964. Since 1998, the survey has been conducted with new survey items that are used currently. Since 1998, total points have tended to increase gradually.

 *35 According to the Physical Strength and Athletic Performance Survey in fiscal year 2016 （Japan Sports Agency）, concerning items related to grip strength, running/jumping/throwing abilities, they remain at a low level in comparison with those in 1985, except the 50-meter dash for boys in lower and upper secondary schools.

 *36 According to the results of the National Survey of Physical Strength, Athletic Performance, and Exercise Habits in fiscal year 2016 （Japan Sports Agency）, a bipolarized tendency has been seen particularly among lower secondary school students concerning the total exercise time in a week.

 *37 According to the National Assessment of Academic Ability in fiscal year 2017 （Ministry of Education, Culture, Sports, Science and Technology）, the percentage of elementary school students who replied “I do not eat breakfast so often” and “I do not eat breakfast at all” is 4.6% and the percentage of students in lower secondary schools is 6.8%. They increased from fiscal year 2012 （3.9%, 6.3%）.

 *38 According to the results of the Survey on Problems of Pupil Guidance for Behavior Problems of Students in Fiscal Year 2016 （Final Figures） （Ministry of Education, Culture, Sports, Science and Technology）, the number of occurrences of violence in elementary schools and lower and upper secondary schools is 59,444 cases; and the number of students who do not attend school in elementary schools and lower and upper secondary schools is 182,248 persons.

 *39 According to the Survey on Students in Regular Elementary Schools and Lower and Upper Secondary Schools who may Have Developmental Disabilities and Require Special Needs Education （2012） （Ministry of Education, Culture, Sports, Science and Technology）, the number of students in elementary schools and lower and upper secondary schools who are subject to special needs education is still increasing and there are survey results that there are 6.5% of students in regular classes in compulsory education who are not intellectually disadvantaged but have significantly difficulties in learning or in behavior.

 *40 According to the School Basic Survey （Fiscal Year 2017） （Ministry of Education, Culture, Sports, Science and Technology）, as of May 2017, the number of foreign students in public elementary schools and lower and upper secondary schools is 86,015 persons According to the Survey on Acceptance of Students Pupils Who Require Japanese Language Education Support （Fiscal Year 2016） （Ministry of Education, Culture, Sports, Science and Technology）, the number of students in elementary schools and lower and upper secondary schools who require Japanese language programs is approximately 40% of foreign national students, which is 34,335 persons. The total of these foreign national students in elementary schools and lower and upper secondary schools and Japanese national students in elementary schools and lower and upper secondary schools who require Japanese language programs （9612 persons） is 43,947 persons. The number of students in elementary schools and lower and upper secondary schools who require Japanese language programs increased 1.7 times over a decade.

 *41 According to the Research Study on Comprehensive Implementation of Education at Home: Research Study to Understand Status for Enhancement of Support for Education at Home in Fiscal Year 2016 （Ministry of Education, Culture, Sports, Science and Technology）, 41.4% of respondents replied that they have problems and anxieties related to childcare.

 *42 According to the Teaching and Learning International Survey （OECD） that was announced in 2013, average working hours per week of lower secondary school teachers in Japan was 53.9 hours （average of countries and regions that participated in the survey was 38.3 hours）. It includes 17.7 hours in classes （average: 19.3 hours）, 8.7 hours in planning and preparation for classes （average: 7.1 hours）; 7.7 hours in after-school activities （sports, culture） （average: 2.1 hours）, 5.5 hours in administration （average: 2.9 hours）, etc.

 *43 The Survey on Working Status of Teachers in Public Elementary Schools and Lower Secondary Schools was conducted over two years in 2016 and 2017 as one aspect of empirical research into educational policies, which is a survey and research entrusted by the Ministry of Education, Culture, Sports, Science and Technology （entrusted institution: Libertas Consulting Co., Ltd.）. Details of the analysis of these surveys and this research are posted on the website of the Ministry of Education, Culture, Sports, Science and Technology, “Correction of Operations at Schools.”

 *44 According to the results in fiscal year 2012 through fiscal year 2017, the number of Japanese universities ranked within the top 100 of major universities in the world has almost remained unchanged.

 *45 The Sustainable Development Goals, goals related to education, stipulate Goal 4 as an educational goal that “Ensures inclusive and equitable quality education and promotes lifelong learning opportunities for all.”

 *46 The Kurashiki Declaration confirmed the importance of public spending on education （to increase public spending on education in accordance with country context, and urge adherence to international and regional benchmarks of efficiently allocating at least 4 – 6% of Gross Domestic Product and/or at least 15 – 20% of total public expenditures to education） in line with the 2015 Incheon Declaration in the World Education Forum in 2015.

 *47 The Kurashiki Declaration indicates important keywords, such as Social inclusion, Respect for common value, Evidence-Based Education Policy, etc. These are action guidelines for G7 countries to implement educational policies.

 *48 According to the Programme for the International Assessment of Adult Competencies 2011 （OECD）, Japan is in first place out of 35 participant countries in average scores of literacy and numeracy.