ABSTRACT
On 19 February 2008 the Central Council for Education submitted a policy proposal to the Education Minister, Kisaburo Tokai. The proposal followed the revision of the Fundamental Law on Education in December 2006, and encouraged the incorporation of lifelong learning as an integral part of the national education policy. In fact, in this amendment process, the first since the enactment of the policy in 1947, the Japanese government added the term shōgai gakushū, or lifelong learning, to the national educational charter. Nowadays, lifelong learning has rapidly become one of the topmost priorities on the national policy agenda as Japan seeks to create a dynamic, sustainable, knowledge-based society in a constantly changing world. As a general concept, lifelong learning encompasses all aspects of learning, starting from infancy and continuing into adult life. It includes the learning received in families, at schools, vocational training institutions, universities, workplaces and in communities. The Japanese concept of lifelong learning is traditionally considered to be a cultural construct that revolves around personal learning: it is a process in each individual’s life. This process is aimed at self-actualization through exposure to the liberal arts and the enjoyment of hobbies and sports,1 and at the achievement of a society that is continuously learning,2 primarily in the context of an aging society.3 Furthermore, Japan’s model neither advocates a social policy nor contains utilitarian elements: it is simply designed to promote learning for learning’s sake and oriented toward the attainment of cultural ends and the enjoyment of leisure time.4 The Social Education Law (Shakai kyōiku hō) of 1949 and the Law on the Promotion of Lifelong Learning (Shōgai gakushū shinkō hō) of 1990 have guaranteed these learning opportunities. New perspectives on the development of the concept of lifelong learning in Japan are presented in the 131 page policy report prepared by the task force on lifelong learning at the Central Council for Education. At the very beginning, the report states the key conceptual framework of lifelong learning in Japan, linking traditional personal learning with knowledge production that contributes positively to society:
Learning is an individual activity based on a person’s own interests and motivations. Promoting such learning activities makes it possible for people
to have healthy, sound lives. Also, acquiring and updating skills and knowledge for a working life makes it possible to have an economically stable life. At the same time, this kind of learning activity should contribute to the development of an individual’s abilities. Such individuals will ultimately contribute to the overall activation of society and the sustainable development of this country.5
