1.Implementation of Educational Policies Focused on Objective Evidence

○ When implementing educational policies, it is important to comply with laws and regulations and to engage in administrative management focused on objective evidence from the perspective of planning and establishing effective and efficient educational policies and the perspective of ensuring accountability to citizens.

○ Educational policies are implemented in view of the growth of young children, students in elementary schools and lower and upper secondary schools, as well as students in universities, and they aim to increase in their potential. Education activities are performed based on the various education needs of individuals. For this reason, it is necessary to ensure that outcomes are diversified and that evaluations are based on multiple points of analysis.

○ In addition, it is required to engage in implementation of educational policies by giving consideration to characteristics that may require a long time to find out the outcomes in comparison with other policy fields and where the home environment and other factors have a strong impact on outcomes in many cases and it is often difficult to prove a causal relationship between policy and outcomes, by cooperating and collaborating with diversified entities, such as researchers, universities, research institutions, etc., by collecting and analyzing information on aspects that are difficult to quantify （issues for young children, students in elementary schools and lower and upper secondary schools and universities, etc., intentions of parents and community, case analysis, past performance, etc.） in addition to data and survey results that can be quantified, and by comprehensively judging ideal educational policies.

Promotion of PDCA Cycle for Educational Policies

○ Each measure must be implemented effectively and efficiently. In order to communicate the meaning of educational policies broadly to citizens and to encourage the participation of members of various parts of society, it is necessary to check the progress of goals objectively, to define the results externally, to reflect them in subsequent measures, and thereby to establish an effective and fully functional PDCA cycle.

○ In this case, it is important that the national government and local governments mutually cooperate and collaborate with each other under appropriate role assignments and that local governments exchange information mutually so that optimal actions are taken based on the different situations and needs in each community, as well as providing equal opportunity for education throughout Japan and maintaining and increasing educational standards.

Planning and Establishing Stage of Educational Policies

○ In the planning and establishing stage of educational policies, it is important to present goals and specific measures for policies in a comprehensive and systematic manner. For this reason, the use of so-called logic models is also effective. It is important to plan and establish educational policies with a focus on objective evidence in consideration of issues, etc. that are defined through follow-up on past activities, as well as including a system to identify and use objective evidence from the planning and establishment stages through setting indicators on progress in achieving goals.

Implementation Stage of Educational Policies

○ In order to develop measures focused on objective evidence, it is necessary to value the following perspectives.

- Implement measures from comprehensive and systematic perspectives while implementing necessary corrections in consideration of the results of annual follow-up on the progress of each measure, evaluation of policies, results of various surveys, etc., while implementing necessary corrections.

- Foster administrative officers who can multilaterally analyze the diversified outcomes of educational activities in order to materialize the development of measures focused on objective evidence, who can identify situations correctly from the standpoint of worksite, including aspects that are difficult to quantify in addition to data and results of survey that can be quantified, and who can plan and establish drafts that appropriately reflect awareness of issues and policy needs obtained from the identification of these issues(*1).

- The national and local governments exchange opinions and information related to outstanding cases where educational policies were planned and established based on multilateral analysis and implement measures with a focus of objective evidence.

Evaluation and Correction Stage of Educational Policies

○ In the evaluation stage of policies, the progress towards each goal is validated and evaluated by using indicators, etc. When following-up on the Basic Plan for the Promotion of Education, it is important to pursue collaboration with policy evaluations to keep consistency between them.

○ When evaluating policies, it is necessary to give consideration to analyses from the perspective of all goals, such as comparing the achievement status of multiple goals that have a deep relationship, analyzing their correlation, etc.

○ Based on the results of policy evaluation, it is necessary to correct policies so that more effective and efficient measures can be implemented and, furthermore, it is necessary to relate it to the Basic Plan for the Promotion of Education for the next term and thereby to establish a continuous cycle of validation and correction.

○ When evaluating policies, it is important to avoid duplication of the same type of evaluation, survey, etc. and excess burden on persons in charge of measures and educational sites.

Formation of Foundation to Implement Policies Focused on Objective Evidence

○ In order to implement policies focused on objective evidence, it is important to develop a system as an administrative organization.

○ For this reason, it is necessary to establish a system to implement EBPM(*2) related to educational policies in the Ministry of Education, Culture, Sports, Science and Technology, such as forming a vision of policies based on objective evidence by judging ideal educational policies comprehensively and multilaterally, etc., and to develop a system to implement research that contributes to policies based on objective evidence at the National Institute for Education Policy Research.

○ In addition, it is important to strengthen collaboration with researchers in diversified fields in order to create a basis for policymaking, etc. based on comprehensive and multilateral information analysis, and it is also important to engage in the development of internal guidelines in the Ministry concerning the collection of information, etc., to enable comprehensive and multilateral analysis, fundamental correction of content and methods of national surveys(*3), unification of data, reform of the provision system, etc.(*4)

2.Methods of Educational Investment

(1)Meaning of Educational Investment

○ Education is intended to build a basis for the social independence of individuals and to help them achieve their happiness （example: reduction in the risk of unemployment by acquiring knowledge, skills, and sociality, etc., increase earnings, increase fitness, etc.） and at the same time educational outcomes are broadly returned to society as a whole in addition to the individuals who received the education and it becomes a driving force for the stability, maintenance, and development of society （example: revitalizing economy by increasing the intellectual stock of society as a whole, correction of gaps by fair income distribution, securing social stability, resolution of social issues, further increases in intellectual activity, etc.）(*5).

○ In addition, as mentioned in III above, towards achievement of the period in which people live 100 years and a Super Smart Society （Society 5.0） that are important themes for society in the future, the roles that education will fulfill become bigger than ever and it is necessary to make effective investment in education in order to achieve education to maximize the possibilities and opportunities of all people throughout their lives.

○ Investment in education is an investment for the future that becomes the basis for the development of individuals and society. It is necessary not only for learners, but also for society as a whole to secure required educational investment.

○ In this case, it is necessary to note that educational investment includes public spending by national and local governments, the burden on family budgets, as well as the voluntary activities of private groups, etc., such as various forms of donations, in the broader sense, contributions in personnel, including volunteers based on social capital, CSR activities in corporate training aspects, etc.

○ In particular, when compared with other countries, Japan has less donations and it is necessary to foster a culture of donation by striving to raise the motivation of individuals, companies, groups, etc. to make donations to educational institutions(*6). In addition, it is reported that today, educational functions that local communities and other entities outside schools used to assume are weakening and in return, the roles that schools are expected to fulfill have tended to increase. In consideration of these situations, it is necessary to enhance investment in education by fostering an environment to support education by society as a whole.

(2)Educational Investment Status by the Second Basic Plan

○ In the Second Basic Plan, concerning the direction of future educational investment, in order to respond to the educational issues that we are facing, it was determined to enhance educational investment mainly in the following points:
- Building environments that allow for quality education, such as collaboration-type and interactive-type learning.
- Reducing the educational cost burden on family budgets.
- Building safe and secure educational and research environments （strengthening the earthquake resistance of school facilities, etc.）
In addition, in consideration of the fact that education reform is one of the highest priority policy issues and it is required to achieve higher quality education than the United States and Europe, it stipulated that “referring to the situation of educational investment, including education public expenditures in OECD countries,” “financial resources must be spared to secure the educational investments truly needed.”

○ In addition, in July 2015, the Education Rebuilding Implementation Council compiled “Methods for Educational Investment and Educational Resources for Achieving an Education-Based Nation （8th Proposal）” （hereinafter referred to as “8th Proposal”）. In the 8th Proposal, the following four perspectives were presented concerning the educational investment necessary for the coming era based on the effects of educational investment and issues that society faces: （1） Achieve a society where all children are given opportunities to challenge themselves; （2） foster true learning abilities through all educational stages; （3） foster qualifications and abilities with which people can play active roles in actual society based on their true learning abilities; and （4） set schools as the core of local communities; and it is necessary to give priority to engaging in achieving free-tuition early childhood education in incremental steps and increase in their quality, and the reduction of the educational cost burden at the stage of higher education.

○ As a result of activities based on the aforementioned proposals, various outcomes have been shown as stated in II. Current Status and Issues Related to Education, 1. Outcome of Past Activities. In particular, concerning points set as educational investment cores in the Second Basic Plan, we have been engaging in activities by securing the necessary financial resources under circumstances where financial conditions are getting tougher year by year, for the further improvement of support for early childhood education, childcare, and childrearing based on the new support system for children and childrearing, the effective strengthening of the instruction and administrative system of schools, the support for universities engaging in development of a learning support environment, the promotion of free tuition for early childhood education, the creation of high school tuition support funds and the high school student scholarship loan system, the creation of income-based scholarship loans and grant-type scholarship systems, the promotion of strengthening the earthquake-resistant school facilities, etc.(*7)

○ Looking at the international situation of educational investment, concerning the percentage of the total amount of public spending on education out of GDP （gross domestic product）, for the period from the preschool education stage until the higher education stage, the average is 5.3% in OECD countries and it is 3.5% in Japan （figures from fiscal year 2014）(*8). In addition, looking at the public spending on education per student, for the period from the preschool education stage until the higher education stage, the average amount is USD 9,425 in OECD countries, while it is USD 8,747 in Japan （figures from fiscal year 2014）(*9). In addition, the average of the national burden rate is 50.9% in OECD countries and it is 42.2% in Japan. When using this data, it is necessary to consider various elements, such as the percentage of the number of students out of the population, the size of total public spending out of national capability, GDP size, etc.(*10), therefore, it is not simple to judge; however, the government must continue to secure the necessary educational investment in order to respond to various current educational issues and to take necessary measures.

(3)Recent Trends in Educational Investment

○ In December 2017, based on the discussions in the Council for Designing 100-year Life era Society, the government compiled the “New Economic Policy Package” （hereinafter referred to as the “Economic Policy Package”）. The following details are included in the Economic Policy Package.

- In order to support the child-rearing generation and change the social security system dynamically into one that accommodates the needs of all generations, the government will accelerate the provision of free early childhood education. Specifically, the government will provide free early childhood education with all children between the ages of 3 and 5 who attend kindergartens and nurseries that are widely used. Regarding the kindergartens that are not under the Comprehensive Support System for Children and Child-rearing, from the standpoint of fairness, the fees up to the user burden under this system will be covered.

- From the viewpoint that supporting children in low-income households, promoting the increase in their income and eliminating the fixed inequity would be a solution to the low birthrate and in order that adequate support is provided to children who truly need support, the support measures will be restricted to children in low-income households.

- Regarding the measures for tuition fee exemption, the grants will be delivered to universities, junior colleges, colleges of technology and specialized training colleges （hereinafter referred to as “Universities, etc.” in （3）） so that students don’t need to pay tuition fees to the Universities, etc. by themselves. As for children in households with exemptions from municipal residence tax, they will be exempted from tuition fees if they choose to go to a national university. In the case of choosing to go to a private university, students are exempted from a portion of the tuition fees equivalent to the amount of tuition fee at a national university added by a certain amount considering the standard of the average tuition fees of a private university. For university freshmen, the admission fees will also be exempted(*11).

- Regarding the grant-type scholarship, the grants will be delivered to individual students. Proper amount of grants that pay for necessary living expenses(*12) will be delivered for students to be able to dedicate themselves to their studies. In addition, necessary measures will be taken if the students’ households undergo a significant change while in school.

- Furthermore, to avoid the overall support （benefit） “cliff” and “gap,” gradual support measures will be taken for children in households close to those with exemptions from municipal residence tax.

- Regarding the realization of substantive free education at private high schools for households with annual income of less than 5.9 million yen （upgrading and expansion of the current High School Tuition Support Fund）, the government will first secure a revenue source that can be appropriated by the revision of the current system and a budget through the change in the use of consumption tax. （Specifically, on the basis of the budget for FY2017, a revenue source will be secured for 1） substantive free education will be provided for households with exemptions from municipal residence tax, 2） A maximum of 350 thousand yen will be provided for households with annual income less than 3.5 million yen(*13) and 3） As for households with annual income less than 5.9 million yen(*14), a maximum of 250 thousand yen will be provided.）

- Then, by FY2020 after the change in the use of consumption tax revenue, while the government overall will secure a stable revenue source continuously including the revenue source to be appropriated for the current system on normalized fiscal year basis, the government will realize substantive free education at private high schools targeted for households with annual income less than 5.9 million yen from the standpoint of providing a wide range of educational opportunities for children despite their family financial conditions.

- Regarding 1.7 trillion yen allocated to this economic policy package, while it will be mainly expended for covering the expenses for free early childhood education, etc., with regard to the financial support for higher education, in order to contribute to the measures to cope with the falling birthrate, the financial support will be limited to low-income families where costly tuition fees hinder improvement of birth rates.

○ Later, in June 2018, the scope of free tuition of early childhood education and specific measures for free tuition of higher education （requirements for persons and universities, etc. subject to support） were compiled in the Basic Policies on Economic and Fiscal Management and Reform 2018(*15).

(4)Direction of Educational Investment during the Period of this Basic Plan

○ During the period of this Basic Plan from fiscal year 2018, relevant ministries cooperate with each other to implement necessary measures according to II. Current Status and Issues Related to Education, III. Important Matters of Educational Policies for Society in and after 2030, and IV. Basic Policy for Future Educational Policies.

Steady Reduction of Educational Cost Burden based on the Economic Policy Package, etc.

○ Content that is included in the Economic Policy Package and Basic Policies on Economic and Fiscal Management and Reform 2018 significantly contributes to “reducing the educational cost burden on family budgets” that is important under “4. Build safety nets for learning so that everyone can be a leader in society” under the Basic Policy for Future Educational Policies, which was stated in IV above. Therefore, in the period of this Basic Plan, its steady implementation is an important issue and we will engage in necessary amendment of the system, etc.

Improvement of Education Quality at Each Education Stage

○ In addition, in order to view future society as stated in III above, such as the period in which people live 100 years and achievement of a Super Smart Society （Society 5.0） and to promote fostering of personnel with the world’s highest educational standard, it is necessary to accumulate quality learning and maximize possibilities of people at each stage of preschool education, compulsory education, upper secondary school education, and higher education, and additionally throughout their lives. For this reason, it is necessary to secure the educational investment necessary to increase education quality at each education stage, particularly focusing on the following perspectives.

○ In the elementary and secondary education stage, with the aim of fostering competencies required in the new era, smoothly implementing the new National Curriculum Standards, and achieving working-style reform in schools, the school guidance system and guidance environment must be developed. In particular, in order for schools to handle education issues related to children appropriately, it is necessary to effectively strengthen their guidance and operation system and to correct school management, including cooperation and collaboration with people in the community.

○ Therefore, working time must be managed appropriately and operations must be assigned and adjusted, while steadily establishing a fixed number of teachers(*16) by the amended Act on Legal Standards for Class Size and Staffing Levels of Teachers and Other Personnel at Public Compulsory-Education Schools （2017）; and it is necessary to establish interim estimates of the number of teachers backed by budgets, to promote using special staff members and external human resources, etc., and thereby to achieve “Team Schools.”

○ In addition, school facilities are places for learning and living for students, a hub of the local community, and an evacuation site in cases of disaster. Therefore, it is important to ensure their safety. For this reason, there is an urgent need to increase the quality of educational environments and to take countermeasures against deterioration based on plans focusing on renovation.

○ At the higher education stage, it is important to assure education quality, to conduct university reform thoroughly so that students who enter universities, etc. can receive organizational and systematic high-quality education, as well as to promote the development of outcome indicators for university education and information disclosure, and to implement the development of conditions for improvement of the quality of education and research. Towards improvement of the education and research conditions of universities, concerning the expenses grants for national universities and subsidies for private universities, it is necessary to strengthen their effectiveness in improving university reform and the quality of education and research, to take appropriate measures, and to establish pluralistic financial foundations.

○ Furthermore, it is necessary to strengthen the research system in universities and to secure stable employment for young researchers while implementing university reform so that internationally competitive and quality research outcomes are generated at universities and high quality human resources who support the growth of Japan are fostered, and it is necessary in addition to encourage activities related to defining and building career paths after the completion of graduate school and then to support excellent students in doctoral courses.

○ In addition, it is necessary to develop environments for recurrent education to achieve higher education that can respond to various needs and that is open to society so that working people can learn throughout their life and acquire abilities necessary for work in the life-cycle of a 100-year life era.

○ University facilities assume important roles as a foundation to fulfill missions of the university, etc., such as fostering human resources with abundant creativity, promoting creative and advanced academic research, etc. Therefore, it is important to conduct facility development, such as renovation, etc., in a planned way, with a focus, so that diversified and quality educational research can be developed.

○ Based on the above, during the period of this Basic Plan, it is necessary to secure financial resources for the budget necessary for the achievement of goals and implementation of measures listed in Part 2 and to secure the educational investments truly needed by referring to the situation of educational investment, including education public expenditures in other countries, such as OECD countries, towards achievement of the aforementioned model of education.

(5)Fostering Understanding of Citizens

○ When enhancing education, in consideration of the severe financial conditions in Japan, it is necessary to secure necessary investment and financial resources while maintaining consistency with the government’s financial operation policy. In this case, it is important to additionally deepen examination of the method of diversified cost burden depending on the education stage and, from the perspective of using limited financial resources effectively and maximizing investment effects, to conduct the PDCA cycle thoroughly based on objective evidence and to continuously review existing measures and systems. In addition, it is also important to engage in various strategies, including the use of private funds, such as the promotion of donations and joint research between universities and companies(*17).

○ In addition, it is important to obtain the broad understanding and cooperation of citizens in relation to the meaning of education and measures for educational investment. For this reason, it is necessary to implement the development of systems to analyze and verify the effects of various kinds of educational measures in a professional and multilateral manner and to transmit the effects of the educational policies widely to society.

○ The national government has been engaging in achieving a society participated in by all citizens and in working-style reform and a focus on Investment in People so that everyone can live with motivation in life. Based on the aforementioned, it is important that everyone, including children, engage in necessary learning throughout their lives with hopes for the future and it is important to achieve a society where they can improve themselves and play active roles.

3.Creation of Education for the Next Generation in View of the Coming of a New Era

○ Under circumstances where social structures are rapidly changing, such as the achievement of a Super Smart Society （Society 5.0）, in order to implement educational policies for society in 2030 and after, various policies indicated in Part 2 shall be steadily implemented over the following five years from the perspective of maximizing the possibilities and opportunities of individuals. At the same time, when trying to picture the long-range future for children who will survive the period after 2100, there is a limit to clearly depicting the trends of technical innovation, the social environment surrounding people, and the education conditions at this point. Therefore, it is necessary to implement research and development and pioneering activities towards the creation of education for the next generation that has various possibilities.

Research and Development on Content and Methods of Education in a New Era and School Model in the Next Generation

○ While technical innovations are advancing at an accelerating pace day by day, the use of digital technology is rapidly advancing in every field. In the educational field, it is considered that any activity using new technology, such as AI, big data, etc., （it is also called EdTech）(*18) has the possibility of bringing major changes to previous education models, including recurrent education.

○ In view of the achievement and progress of a Super Smart Society （Society 5.0） in the future, consideration of competencies that are particularly necessary and ideal human resources that are necessary for creating and leading society and other matters have started from various perspectives(*19).

○ In the consideration, they listed the following human resources as ones that can lead a new society: Human resources who discover and create knowledge that are the sources of technological innovation and the creation of value; human resources that create platforms that connect technological innovations to societal issues: and human resources that can leverage and extend AI and data in various fields. Based on these models of human resources and future society, it is reported that it is necessary to engage in leading activities towards learning reform.

○ In the future, it is necessary to constantly implement additional future-oriented research and development concerning the content of competencies particularly necessary for the new era, new education methods that become possible by using the benefits of technical innovation that is advancing at an accelerating pace at a maximum, the education environment of facilities, equipment, etc. appropriate for education in a new era and in the future, and ideal schools for the next generation.

Building Social Education System for the Resolution of Community Issues

○ On the other hand, no matter how technical innovation advances, the lives of individuals living in such a society is operated in the society consisting of people. Today, society is drastically changing and issues that citizens must face are accumulating, such as the aging population and declining local communities. Regardless of whether it is rural areas or urban areas, the issues of declining population and aging population, etc. may cause additional changes to the structure of communities. Therefore, it is required to develop new policies towards building sustainable social education systems in communities, such as creating communities by holding conversations between citizens and mutual assistance, how to maintain and advance the formation of an inclusive society, etc.

Promotion of Research and Development and Leading Activities Towards the Creation of Education for the Next Generation

○ Because it is impossible to draw a clear overall model for education in the new era at this point, it is important to engage in activities to create ideal education in the future. For this reason, it is necessary to collect the wisdom of relevant persons in various fields and conduct wide-ranging reviews towards the creation of education for the new generation, to implement future-oriented research and development, and to implement activities proactively, such as leading demonstrations, etc., as well as to implement measures steadily in Part 2, during the period of this Basic Plan.

---

 *1 The qualifications and abilities to be fostered are estimated to be the collection of objective evidence （survey, statistics, data）, processing methods, planning and validation method of policies, and academic knowledge that becomes a perspective of diversified analysis. When fostering said qualifications and abilities, it is necessary to use the seminars provided by the national government, the Open University of Japan, and others, and also to value personnel exchanges between local governments and educational sites, provide opportunities for training by local governments, and exchanges with officers who have perspectives of the worksite, etc.

 *2 Evidence-based Policymaking. The government determined to build the EBPM promotion system in the Basic Policy on Economic and Fiscal Management and Reform 2017 （June 9, 2017, Cabinet Decision）, etc.

 *3 To correct the statistical survey of the Ministry of Education, Culture, Sports, Science and Technology based on the Third Basic Plan concerning the Development of Official Statistics, etc., such as reduction of burdens of reporters in the Annual Report of School Health Survey, etc.

 *4 Concerning surveys by interview or literature, longitudinal surveys, long-term surveys, etc., it is necessary to correct the content and method of surveys fundamentally in consideration of the use of external institutions and the burden on educational sites, etc., such as implementing surveys by considering an appropriate method for each survey, etc. In addition, from the perspectives of creating new data or leading to the promotion of a higher quality PDCA cycle, it is necessary to engage in the following activities in order to promote the unification of data and reform of the system to provide data, etc. that are the basis of EBPM.
（1） Unification of data related to various surveys and research held by the Ministry of Education, Culture, Sports, Science and Technology, National Institute for Education Policy Research, Ministry of Education, Culture, Sports, Science and Technology, Branch of National Diet Library, respectively.
（2） Improvement of data provision systems by unification of data provision windows and collaboration with external data archives.
（3） Simplification of secondary use procedures by establishing guidelines for lending procedures based on data type.
（4） Promotion of computerization of data, such as various surveys, etc. in the Ministry.
（5） Promotion of computerization of data in each community

 *5 It is necessary to note that the effects of “investment” as used here include not only economic effects, but also social effects, for example, increases in income, increases in tax revenue, increases in international competitiveness in terms of economy and industry, reduction in expenditures, such as social security expenses, etc., fostering knowledge, skills, normative awareness, ensuring social stability and unification, correction of public security, etc., and a wide range of direct or indirect effects are assumed.

 *6 The total amount of donations as a percentage of GDP is 0.18% in Japan, 2.01% in the USA, and 0.75% in the UK （figures are in 2011; according to data published by the Cabinet Office）. In addition, the percentage of donations to the income of universities in Japan is 2% for national universities, 1% for public universities, and 1% for private universities, respectively （figures in 2015）; in the USA, 2% for state universities, and 11% for private universities （figures in 2014）; in Germany, 17% for state universities, and 5% for private universities （figures in 2013）; and in the UK, 1% for state universities （figures in 2015）. （Surveyed by the Ministry of Education, Culture, Sports, Science and Technology）

 *7 In September 2012, suspension of the application of provisions related to “incremental introduction of tuition-free education” of upper secondary education and higher education in the ICESCR （International Covenant on Economic, Social and Cultural Rights） was abolished. The educational cost burden, such as for high schools, etc., has been reduced by creating high school tuition support funds, etc.

 *8 Figures are total of the expenditure to educational institutions and the expenditure to non-educational institutions.

 *9 Figures are total of the expenditure to educational institutions and the expenditure to non-educational institutions.

 *10 ＜Public expenditure on education as a percentage of GDP （FY2014）＞
（Total public expenditure on education –Direct public expenditure on educational institutions plus public subsidies to households and other private entities）
* Figures for all education levels and pre-primary education level are estimated by the Ministry of Education, Culture, Sports, Science and Technology.
- Total for all levels of education: Japan: 3.5%; OECD average: 5.3%
- Pre-primary education: Japan: 0.1%; OECD average: 0.5%
- Primary, secondary, and post-secondary non-tertiary education: Japan: 2.7%; OECD average: 3.4%
- Tertiary education: Japan: 0.7%; OECD average: 1.3%
（Source） OECD, Education at a Glance 2017
*It is necessary to note that systems and subject scope at each education stage are different by country.
＜Public expenditure on education per student （FY2014） （in equivalent U.S. dollars converted using PPPs for GDP）＞
（Total public expenditure on education –Direct public expenditure on educational institutions plus public subsidies to households and other private entities）
*Estimated by the Ministry of Education, Culture, Sports, Science and Technology
- Total for all levels of education: Japan: USD 8,747; OECD average: USD 9,425
- Pre-primary education: Japan: USD 2,997; OECD average: USD 7,399
- Primary, secondary, and post-secondary non-tertiary education: Japan: USD 9,231; OECD average: USD 9,211
- Tertiary education: Japan: USD 9,620; OECD average: USD 13,148
（Source） OECD, Education at a Glance 2017, OECD Stat
*It is necessary to note that systems and subject scope at each education stage are different by country.
＜Relative proportions of public and private expenditure on educational institutions （FY2014）＞
- Pre-primary education: Japan: Public sources: 46%; Private sources: 54%
OECD average: Public sources: 99%; Private sources: 1%
- Primary education: Japan: Public sources: 99%; Private sources: 1%
OECD average: Public sources: 93%; Private sources: 7%
- Lower secondary school education: Japan: Public sources: 94%; Private sources: 6%
OECD average: Public sources: 93%; Private sources: 7%
- Upper secondary school education: Japan: Public sources: 82%; Private sources: 18%
OECD average: Public sources: 88%; Private sources: 12%
- Tertiary education: Japan: Public sources: 34%; Private sources: 66%
OECD average: Public sources: 70%; Private sources: 30%
（Source） OECD, Education at a Glance 2017
*It is necessary to note that systems and subject scope at each education stage are different by country.
＜Percentage of all students （all levels of education） in the total population （FY2014）＞ *Estimated by the Ministry of Education, Culture, Sports, Science and Technology
- Japan: 15.2%; OECD average: 21.5％
（Source） OECD, Education at a Glance 2017, OECD Stat
＜National burden rate and tax burden rate （for income） （FY2014）＞
- National burden rate: Japan: 42.2％; OECD average: 50.9％
- Tax burden rate: Japan: 25.0％; OECD average: 36.7％
（Source） Japan: National Accounts （Cabinet Office）, etc.; OECD countries: Revenue Statistics; National Accounts

 *11 The grants will be provided up to the admission fees of a national university.

 *12 From the standpoint of fairness compared with other students, the grants shall be provided within the scope of common sense. For example, according to the classification of expenses in the Student Life Survey for 2012 and 2014 by the Japan Student Service Organization, the textbook and other book expenses, extracurricular activity expenses, commuting expenses, food expenses （limited to students not living at home）, housing, utility expenses （limited to students not living at home）, health and sanitation expenses, other payments to school except tuition fees will be appropriated excluding leisure/luxury expenses. In addition, the entrance examination fees at university are appropriated.

 *13 It refers to the case where the amount of the municipality tax is less than 51,300 yen.

 *14 It refers to the case where the amount of the municipality tax is less than 154,500 yen.

 *15 “Basic Policies on Economic and Fiscal Management and Reform 2018” （June 15, 2018; Cabinet Decision）.

 *16 A fixed number of teachers is established for teachers who were additionally assigned in accordance with the Act Revising a Part of the Act on Legal Standards for Class Size and Staffing Levels of Teachers and Other Personnel at Public Compulsory-Education Schools （Act No. 5 of 2017） which is to enhance the system and correct the operations of schools under compulsory education, etc., such as （1） Special instructions for students with disabilities in elementary schools and lower secondary schools （special support services in resource rooms）; （2） instructions to students in elementary schools and lower secondary schools who have issues with Japanese ability; （3） training for new teachers; and （4） additional assignments for improvement of teaching methods （partial）. （For （1） through （3）, they will be implemented in incremental steps for a decade from fiscal year 2017 through fiscal year 2026.）

 *17 For example, concerning national university corporations, the National University Corporation Act was amended in 2016 and the system was amended for lending their land, etc. to a third party, expanding the scope of management of their own income, such as donations, etc., and expanding the scope of investment for the use of research outcomes by designated national university corporations.

 *18 In recent years, activities using various new technologies, what is called EdTech, are rapidly spreading in the field of education.

 *19 In November 2017, the Minister’s Meeting on Human Resource Development for Society 5.0, and the Task Force on Developing Skills to Live Prosperously in the New Age were established under the Minister of Education, Culture, Sports, Science and Technology, held reviews, and compiled the review results in June 2018 as “Human Resource Development for Society 5.0 ～Changes to Society, Changes to Learning～.”