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Special issue on lifelong language learning 5 A brief overview of lifelong learning in Japan Keywords Anthony C. Ogden lifelong learning, lifelong education, social education, shougai gakushuu, University of Kentucky shakai kyouiku Japan’s ministry of education, culture, bio data Sports, Science and Technol- Anthony C. Ogden is the director of ogy (meXT) takes the position that education abroad at the University of lifelong learning, or shougai gakushuu, Kentucky. He completed his Ph.D. at encompasses not only structured Pennsylvania State University in Edu- learning through schooling and social cational Theory and Policy with a dual education but also learning that takes title in Comparative and International place through sports, cultural activities, hobbies, recreation, and volunteer Education. Anthony’s recent publications activities. This article presents an include The view from the veranda: Under- overview of lifelong learning in Japan, standing today’s colonial student (Ogden, beginning with a brief historical outline 2008) and Ethnographic inquiry: Refram- of its development, from the Act for ing the learning core of education abroad Adult education of 1949 to the cur- rent national policy. Survey data on (Ogden, 2006). Both articles were published in Frontiers: The the extent of participation in lifelong Interdisciplinary Journal of Education Abroad. He has a forthcom- learning opportunities is presented ing publication in the Journal of Studies in International Education and followed by a discussion of the entitled, Initial development and validation of the global citizenship government’s current rationale and scale. Anthony lived in Japan for over eleven years, during strategies for the promotion and ad- vancement of lifelong learning in Japan. which time he served as the Director for the Tokyo Center of Societal factors challenging meXT’s the Institute for the International Education of Students (IES) prioritization of lifelong learning are and as a lecturer at Kanda University of International Studies also discussed.. 文部科学省は生涯学習に対して以下の見解 を示している。 すなわち、生涯学習とは、 ducators and the general public use many different terms 学校教育や社会教育を通じた体系立った学 習のみならず、スポーツ、文化的活動、趣味、 to refer to activities in the realm of adult education. In レクリエーション、そしてボランティア活動を EJapan, social education and lifelong learning are the terms 通じた学習も含まれる、という見解である。 本論は、日本における生涯学習の概要を提 most frequently used to describe adult educational activities. 示する。具体的には、まず、1949年の社会教 From the late 1940s to the mid 1980s, social education (shakai 育法から今日の国策に至るまでの日本にお kyouiku) referred to organized educational activities for adults ける生涯学習の発展の歴史的概況を示す。 そして、どの程度生涯学習に参加している and young people other than those provided in the curriculum かの調査データを示し、日本における生涯 of elementary and secondary schools or at institutions of higher 学習促進に関する政策を論じる。さらには、 生涯学習に高い重要性を与えている文部科 education (Gordon, 1998; Rausch, 2003). Even though this kind 学省が直面する社会的課題に関しても論議 of education does not necessarily lead to specific vocational する。 or professional qualifications, participants are motivated by intellectual curiosity, improvement in quality of life, or fun and THE LANGUAGE TEACHER: 34.6 • November / December 2010 TLT » Special Issue • lifelong learning pleasure. Lifelong learning (shougai gakushuu) After a discussion of the rationale for lifelong encompasses learning that takes place at all learning, several national strategies for the stages of life, whether formal learning at school promotion of lifelong learning will be discussed. or in daily life (Maruyama, 2009; Okamoto, The paper concludes with a brief discussion of 1996). Consequently, this includes all types of contemporary barriers to lifelong learning. social education activities (Gordon, 1998; Rausch, 2003). Lifelong learning has been the term most Historical Overview commonly used in Japan since the mid 1980s to The history of contemporary adult education describe adult education activities. in Japan stretches back to 1949, when the Act According to Japan’s Ministry of Educa- for Adult Education was enacted (Fuwa, 2001). tion, Culture, Sports, Science, and Technology Emphasizing that learning occurs throughout (MEXT), lifelong learning comprises two main one’s lifespan, the law aimed to contribute to the aspects, “the concept to comprehensively review building of a democratic Japanese society and various systems including education in order to to extend the Fundamental Law of Education, create a lifelong learning society and the concept which was enacted in 1947 following World War of learning at all stages of life” (MEXT, 2009, p. II as a statement of the purposes and principles 1). MEXT takes the position that lifelong learn- of Japanese education (Gordon, 1998). The act ing encompasses not only structured learning defined the roles of the national, prefectural, through school and social education but also and municipal education bodies, encouraged learning that takes place through sports, cultural the establishment of adult education centers activities, hobbies, recreation, and volunteer ac- (kouminkan) in communities throughout Japan, tivities. Its official statement on lifelong learning and provided local governments with financial currently reads, “In order to create an enriching subsidies to do so (Fuwa, 2001; Maruyama, and dynamic society in the 21st century, it is 2009). There are now nearly 18,000 kouminkan vital to form a lifelong learning society in which located throughout the country (MEXT, 2009). people can freely choose learning opportunities The idea of lifelong education was not intro- at any time during their lives and in which duced in Japan until the 1970s. It was identified proper recognition is accorded to those learning as a concept relevant for Japanese society follow- achievements” (MEXT, 2009, p. 2). ing the publication of UNESCO’s Faure Report This paper offers an introduction to lifelong in 1972 (Faure, et al., 1972). Japan is said to have learning in Japan, beginning with a brief histori- been one of the few countries to make a serious cal overview of its development and the current attempt to implement the recommendations of national policy on lifelong learning. This will be that groundbreaking report (Wilson, 2001). It was followed with basic survey data on the extent of to be another ten years before the term lifelong participation in lifelong learning opportunities. Figure 1. Historical timeline of lifelong learning in Japan 6 THE LANGUAGE TEACHER online » ogden: A brief overview of lifelong learning in Japan learning would be used officially in Japan. In that, “Society shall be made to allow all citizens 1982, the National Central Advisory Committee to continue to learn throughout their lives, on for Education (NCACE) addressed the original all occasions and in all places, and apply the concepts of lifelong education and lifelong learn- outcomes of lifelong learning appropriately to ing, clarifying the inter-relationship between the refine themselves and leading a fulfilling life” two. NCACE released a second report in 1990 (MEXT, 2006, Article 3). that suggested to the government that it establish promotional systems and administrative divi- Current lifelong learning and social sions for the development of lifelong learning education policy throughout Japan. Since the 1990s, the notion of lifelong learning Shortly thereafter in 1990, the Law Concerning has become increasingly well understood in the Development of Implementation Systems Japan. In a national opinion survey conducted and Other Measures for the Promotion of Life- in 2000, 74% of the respondents were already long Learning (or Lifelong Learning Promotion familiar with the term (Yamaguchi, 2001). Law) was established. This law provided for the Lifelong learning opportunities are now readily establishment of Lifelong Learning Councils at available throughout the country and enjoy the national and prefectural levels, support for local support of both local and national governments. promotion of lifelong learning, provisions for Central to these efforts is MEXT and its policies development of lifelong learning in designated concerning lifelong learning in Japan. In fact, communities, and surveys for assessing the 8.5% of MEXT’s 2007 fiscal year budget was learning needs of prefectural residents (Gordon, allocated to lifelong learning, or the equivalent of 1998). It also established the National Advisory 452.5 billion yen (MEXT, 2007). National policies Committee for Lifelong Learning (NACLL), focus on the following three strategic areas. which has since been folded into the Central Council for Education. The Central Council car- ries out research and deliberations on important Toward the realization of a lifelong matters related to the promotion of education. A learning society Lifelong Learning Subdivision was subsequently Japan is moving steadily toward its goal of established within the Central Council to focus realizing a lifelong learning society in which all on lifelong learning issues. people can participate in learning opportunities Just over a decade later in 2001, MEXT was any time during their lives and receive recogni- established through a ministerial restructuring. tion for their achievements. To achieve this will MEXT then established the Lifelong Learning require that a comprehensive and diverse range Policy Bureau, which remains today as the central of learning opportunities be developed and organization responsible for the coordination of promoted. MEXT states that this will help in the MEXT’s educational policies to promote lifelong development of human resources which in turn learning. The Bureau plans and drafts policy, will significantly contribute to the overall devel- conducts research and analysis on the state of opment of both the society and the economy. domestic and overseas education, and strives to promote polices on information technology. It Promotion of social education and support promotes social education and develops various for family education lifelong learning opportunities related to gender Recognizing that social education plays a key equality. The Bureau is also responsible for the role in the realization of a lifelong learning soci- maintenance and enhancement of the University ety, MEXT is determined to promote programs of the Air and the advancement of specialized to ensure that all strata of society, including training college education (MEXT, 2009). young people, the elderly, and women, are able After sixty years, the Fundamental Law on to participate in social education opportunities. Education was amended in 2006. This law, This involves volunteer activities to deepen which articulates the fundamental purpose and the sense of community among local residents, principles of Japanese education, now provides opportunities for parents to create networks to THE LANGUAGE TEACHER: 34.6 • November / December 2010 7 TLT » Special Issue • lifelong learning support child-rearing in local communities, and Type of participation %age other activities such as audio-visual education and human rights education. Culture (literature, history, etc.) 6.2% Improving the learning environment and Social issues (current social issues, 5.0% enhancing learning opportunities international issues, the environment, MEXT is taking measures to improve the etc.) systems for promoting lifelong learning. This Foreign language 4.4% includes improving the learning infrastructure Child-rearing & education 3.0% on a national scale and providing support to Other 0.6% local governments and the private sector for the improvement of facilities such as public halls None in particular 54.7% and libraries as well as social correspondence education and culture centers. Don’t know 0.5% Contemporary trends on lifelong learning participation Reasons for participating in lifelong In 1999, the Public Relations Office of the Cabinet learning Office conducted a survey (MEXT, 2000) to When asked about the reasons for participating measure the extent of lifelong learning in Japan, in lifelong learning activities, the majority of focusing particularly on the type of activities respondents said they did so because they enjoy offered, patterns of participation, reasons for learning and it enriches their lives (see Table 2). participating, and overall participation rates Table 2. Reasons for participating in within the public sector (Yamaguchi, 2001). This lifelong learning section shares some of those results. Types of participation in lifelong learning Reasons for participating %age Enjoying hobbies and interests, such as music, Enrich my own life 52.4% fine arts, flower arrangement, dance, and callig- Help maintain or improve my health 43.1% raphy were among the leading lifelong learning Use in my daily life or local activities 25.1% activities (see Table 1). Use in my job or to find a job 24.5% Table 1. Types of participation}in Acquire further knowledge and skills 17.9% lifelong learning Type of participation %age Use in volunteer work 11.9% Hobby & interest (flower arrange- 22.0% Acquire qualifications 11.5% ment, calligraphy, etc.) Use to instruct other people with 9.8% Health & sport 21.7% learning or cultural activities Knowledge and skills necessary for 9.4% Do not use 7.6% work Other 0.1% Domestic skills (cooking, sewing, 8.0% Don’t know 0.7% dressmaking, etc.) Knowledge & skills for volunteer 6.4% Every three years, the Lifelong Learning Policy activities (sign language, etc.) Bureau conducts a national survey on social education administration in Japan published 8 THE LANGUAGE TEACHER online »
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