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This seminar report is composed of case studies of 11 countries that represent all four regions of the world (Asia-Pacific, America, Europe, and Africa) and a synthesis of deliberations in a seminar on lifelong learning. An Introduction is followed by "Keynote: The Astonishing Return of Lifelong Learning" (Paul Belanger). Part 1, Chapters 1-11, look at trends of changes that can be observed in each country. Chapter 1, "Studies on Transition Towards Lifelong Learning in Japan" is divided into six sections: "Transitions in Initial Education in Japan" (Yukiko Sawano); "Transitions in Tertiary Education in Japan" (Yukiko Sawano); "Trends of the Adult Learners in Japan" (Kaori Kato); "Trends in Adult Education in Japan" (Masafumi Tanaka); "Changes and Trends of Learning Environment in Japan" (Yoshihiro Yamamoto); and "Global Indicators Related to Lifelong Learning in Japan" (Miharu Kajita). Chapters 2-11 are "Transition of the Thai Society Towards Lifelong Learning" (Tippawan Masaeng); "Australia's Progress Towards Lifelong Learning" (Philip C. Candy, R. Gay Crebert); "Study of Transition Towards Lifelong Learning: The Case of Mexico" (Axel Didriksson); "Transition to a Model of Lifelong Education: Canadian Monograph" (Pierre Paquet); "Transition Towards Lifelong Learning in Sweden" (Kjell Rubenson); "Transition Towards Lifelong Learning in Germany" (Wolfgang Jutte); "Transition Towards Lifelong Learning in Spain" (CREA); "Study of the Transition Towards Lifelong Learning in the Czech Republic" (Stanislav Hubik); "Monograph on the Transition to Permanent Education Models in Burkina Faso" (Amade Badini); and "Global Indicators to the Transition of Lifelong Learning in South Africa" (Samuel Issacs). Part 2 is a brief summary of comparative analysis and policy issues concerning transitions towards lifelong learning raised during the discussion. Five sections are "Initial Education,""Tertiary Education,""Adult Education and Training,""Learning Environments," and "Global Lifelong Learning Orientation." Appendixes include indicators of transition towards lifelong learning, seminar program, participant list, and list of study visits. (YLB)

For the past decade there has been a surge of international interest in Japanese education in the wake of its economic and technological successes. This paper discusses eight distinctive features of Japanese education, identifying their advantages and disadvantages and how they have been brought about. These eight features of Japanese schooling include: (1) childhood and adolescence often completely occupied with schooling; (2) privatized development of pre- and post-compulsory education; (3) preference for general education under the single-track system; (4) automatic promotion of classmates by seniority; (5) low enrollment of non-Japanese and adults in schools; (6) high educational achievement with little variation; (7) unique screening function of entrance examinations; and (8) autonomous school management. Japan is likely to experience certain difficulties in correcting the weaknesses and defects in its education system, or in adopting the virtues of foreign education systems. As a rule, foreign practices which are in harmony with Japanese culture, values, or ideas have been more successful in Japan than in their countries of origin. Those practices which are not in harmony have not been successful at all. (61 references) (LAP)

Early childhood education in Japan is reviewed, and education in kindergarten classrooms and day nurseries is described. Activities during a typical day at kindergarten and at day nursery are profiled. An overview of the history of preschool education begins with the time when kindergartens were places for the children of the rich and day nurseries were places for the children of the poor, and neither institution had direct links to later education. The overview then moves through subsequent history to reach the time when, in 1981, over 90 percent of the nation's children were enrolled in either kindergarten or day nursery. Finally, the present situation of early childhood education in Japan is described and related areas of concern are discussed. An appendix contrasts kindergartens and day nurseries in terms of general aspects, the administrative system, program implementation, the contents of education and care, and the training of kindergarten teachers and nursery nurses. Relevant laws and regulations are indicated. (RH)

As Japan takes a place as one of the world's technologically and economically advanced nations, the number of foreign students seeking to study in Japan has increased rapidly, as has the number of foreigners expressing interest in studying Japanese culture and the Japanese language. The Japanese government's program of international student exchange is still in a developmental stage and is rapidly changing in size and quality. Japan is at an important crossroads as it attempts to establish a system of foreign exchange study that will meet its goals. This paper discusses the current status of foreign student programs in Japan. The following nine areas are examined: (1) selection of university; (2) immigration and residential qualifications; (3) Japanese language study and pre-college education; (4) application and selection procedures; (5) scholarships; (6) tuition, fees, and exemption programs; (7) housing and medical care; (8) jobs and community relations; and (9) after-service for former students. Of particular note are the differences in the status and opportunities afforded to government-scholarship and non-scholarship students. Tables and figures are included. (DB)

Tables, charts, and graphs convey supporting data that accompany text on various aspects of the Japanese educational system presented in this booklet. There are seven chapters: (1) Fundamental principles of education; (2) Organization of the educational system; (3) Basic statistics of education; (4) Curricula, textbooks, and instructional aids; (5) School teachers; (6) Educational administration and finance; and (7) Efforts toward educational reform. Seven appendices also are included: (1) Number of institutions, students, and teachers at different levels of education, May 1988; (2) Chronological table of the development of the modern educational system in Japan; (3) Organization of school system in Japan, 1941; (4) Historical trends in the proportion of the age group enrolled in education at different levels, 1880-1988; (5) Present organization of the ministry of education, science, and culture; (6) Some highlights of the recommendations of the National Council on Educational Reform; and (7) Policy guidelines for the implementation of educational reform. (DB)

This paper presents an outline of the University of the Air, a new Japanese educational institution which (1) makes use of a combination of radio, television, and study centers for university-level education; (2) is aimed at upper secondary school graduates and the general public interested in pursuing higher education; (3) will constitute a nucleus of the lifelong education system; and (4) is scheduled to begin offering courses in 1985. A description of the university covers its historical background, development, structure, courses, and planned enrollments. An outline is also provided of the University of the Air Foundation, which serves as the administrative body of the university. Additional documentation includes the Law for the University of the Air Foundation and a list of subjects to be offered by the university, which will provide a wider choice of subjects than is possible in the traditional academic system, including fundamental and basic subjects, foreign languages, health and physical education, specialized subjects, and interdisciplinary subjects. (LMM)

The document traces the development of education in Japan from the 17th century to the present. It is presented in four chapters. Chapter one discusses the Tokugawa Period (1603-1867). Principal forms of schooling were hanko for the Samurai class and terakoya for the commoners. The hanko were established for the benefit of the fiefs; objectives of the terakoya schools were basic literacy and numeracy. Chapter two focuses on the period 1868-1885 which concentrated on westernization, industrialization, and national independence. Universal education, human resources development, and institutions of higher education were established during this period. Chapter three examines the period from 1885 to 1920. The modernization of politics and industry, crystalization of a national morality, promotion of technical education, and development of social education occurred during this time. Chapter four traces developments from 1920 to the present, including the time of reconstruction after World War II. Decentralization has characterized education in postwar Japan. Compulsory education has been extended, education for women improved, and special education developed. Japan now seeks to attract more people of ability to the teaching profession. Appendices provide enrollment and school statistics. (KC)

This bulletin contains English translations of two original research papers dealing with education in Japan. Summaries in English of research activities of the Japanese National Institute for Educational Research (NIER) are also included. The first research paper is a "Survey of Opinions Concerning the Reform of Compulsory Education." After World War II, the compulsory education system of Japan was reformed and converted into a six-year elementary school, three-year junior high school system. The survey points out that Japanese education needs to improve course content and teaching methods and to develop individualized instruction. The researchers also think that a gradeless system would be desirable. The second paper deals with "Aesthetic Education in Japan." A state of the art review on Japanese aesthetic education is presented and creativity development in fine arts education is examined. The major goal of Japanese fine arts education is to help children develop a rich imagination and flexible ideas. The research activities of NIER, which are summarized briefly in the last part of the bulletin, include the following: "IEA Second Math Study;" Basic Study on Promoting Development in Children Failing in Schoolwork;""Research and Development for Environmental Education Curriculum;""Evaluation of Problem-centered CAI Learning Programs for Upper Secondary Physics;" and "Language Expression and Concept Formation in Science Education." (Author/RM)

The first section of this monograph presents an outline of the inservice training regulations for teachers in Japan, focusing upon the legal aspects and the functions of the state. Inservice education is compulsory for teachers, and its administration is governed by the Local Public Service Personnel Law. Descriptions are presented of the roles of the Ministry of Education, Science and Culture, and the Prefectural and Municipal Boards of Education. The outline provides points to be taken into consideration by the Prefectural Boards of Education when the boards organize inservice programs. In section two, descriptions are presented of inservice training programs for teachers divided into the following categories: (1) inservice training for new teachers; (2) inservice training for experienced teachers; and (3) inservice training for principals, vice-principals, and head teachers. Data on the content of the programs are illustrated by tables. (JD)

The results of a seminar in which representatives from Australia, New Zealand, and eight Asian countries discussed interdisciplinary research in education are presented. Types of interdisciplinary research were identified, and the conditions necessary for its development were examined. The recent impetus toward interdisciplinary research has emanated from concerns about economic and national development, social justice, the implications for national unity of linguistic and ethnic diversity, and a representation in schools of continuing cultural and social traditions. In some countries there are limitations of knowledge on the part of educational researchers. For example, researchers need to know more about computer and communications technologies. Cooperation and communication among the disciplines and support from the community must be encouraged. Guidelines for the advancement of interdisciplinary educational research are discussed. The annexes, which make up over two-thirds of the report, contain a list of participants and the papers from the individual countries. (RM)

This paper summarizes a report focusing on the concepts of lifelong education and the learning society as guidelines for education in the future in Japan. Chapters 1 and 2 give a general outline presenting the meaning and concept of lifelong education, and consider the necessity of such education in light of the social and economic background of Japan. After the existing educational facilities are evaluated from the viewpoint of lifelong education, general problems in promoting such education are pointed out. Chapters 3-5 deal with education for special age groups--pre-adulthood, adulthood, and old age. Problems are pointed out, and proposals are made regarding education at every stage of life to be carried out at home, at school, and in society. Chapter 6 reiterates the Ministry of Education, Science, and Culture's commitment to lifelong education. (YLB)

This report on information processing studies in Japan focuses on the installation and utilization of microcomputers at various educational levels, subject areas, and types of schools. Types of use explored include computer assisted instruction, computer managed instruction, and computer education. A brief description of the Japanese educational system and its current situation is followed by a presentation on how information processing studies are being carried out in schools with respect to form and content. The six-part paper comprises the following sections: (1) Education in Japan; (2) Curricula and Organization of the Teaching Content; (3) Information Processing Studies in Elementary, Lower Secondary, and Upper Secondary Schools; (4) Information Processing Studies in Universities; (5) Information Processing Studies in Special Training Schools; and (6) Information Processing Studies Outside the School. Numerous tables present sample curricula and statistics related to the discussion. (THC)

This report contains a summary of computer uses among education centers, research institutes, and schools in Japan, based on investigations carried out within 47 prefectures and 10 designated cities throughout the nation. Information presented in the narrative report and eight data tables includes: (1) use of computers in local education centers and research institutes as of 1982, with specific computer models, memory storage capacity, and particular utilization; (2) number of schools and teachers taking advantage of the data processing services at Aichi prefectural education center, with data processing contents and grade level of the school; (3) contents of inservice training for teachers and other education-related personnel held at Aichi prefectural education center, with level and number of courses, course contents, and number of participants; (4) distribution of microcomputers among schools as of January 1983, with grade level and public/private school designation; (5) uses of microcomputers in schools in Japan, with grade level and public/private school designation; (6) situations regarding microcomputers and requests for their introduction among schools in Aichi prefecture as of December 1982, with grade level and number of schools furnished with microcomputers; (7) uses of microcomputers in schools in Aichi prefecture as of December 1982, with grade level and types of utilization; (8) number of data processing programs developed by schools in Aichi prefecture as of December 1982, and average number of programs developed per school having microcomputers. (JB)

The paper provides an overview of the educational system in Japan, focusing on revisions made since World War II to realize the national commitment to free, compulsory, and equal education. Efforts taken to balance nationally established academic requirements with local and regional needs are given special attention. The information is presented in six sections. The general organization and sequence of the national curriculum are established in section 1. Educational objectives are broken down for each of the following academic levels: elementary, lower secondary, upper secondary, and higher education. Charts included in this section show the average number of hours devoted to each discipline by grade level. To better understand the present Course of Study, section 2 outlines past measures taken to adapt Japanese education to changing socio-economic conditions. The four major curriculum revisions between 1947 and 1969 are detailed, noting rationale, objectives, and components of each. Sections 3 and 4 concern the present Course of Study, established in 1977. The text of this revision, which outlines the need to develop more independent thinking in a more humanistic academic environment, is paraphrased. The findings of a survey conducted by the Ministry of Education to determine how objectives of this program were being met are presented. The remaining two sections address procedures for implementing standard revisions at the local level, and descriptions of in-service training to ensure implementation. (LP)

This booklet summarizes a government white paper outlining the development of Japanese education since the adoption of the new system following World War II. The report is organized into six main sections. The framework of the national educational system is introduced and charted in section 1, followed by a discussion of the expansion and transition of that system in section 2. Changes and additions in preschool programs, compulsory education, schooling for the handicapped, and special training opportunities are presented in detail to emphasize the degree of progress since 1945. Topics covered in section 3, include curricula revisions, selection and distribution of teaching materials, and secondary-higher education admission criteria. The promotion system for elementary through university level is illustrated in charts. Information concerning the teaching force is provided in section four, with statistics on number, sex distribution, training, and salary indicating the rising status and competency of the profession. The educational achievement of the general population, trends in grade level attainment and the relationship of education to choice of employment are analyzed in section 5. The final section documents educational expenditures since 1960. Expenses are broken down by target area--school education, social education, administration; source--national and local governments, private schools, and family contributions; and grade level. Concluding remarks point to the rising need to meet the diversifying demand for education at each stage of life. (LP)

Several topics related to the provision of preschool education in Japan are discussed. First detailed are the history and present situation of the preschool education system; both kindergartens as well as nursery schools are described. The second section focuses on the teaching content of kindergartens and nursery schools, specifying goals related to curriculum areas. Kindergarten teachers and nursery school teachers are discussed in the third section; topics include training, qualifications, and salaries and allowances. The final section describes national government policies for the preschool nursing system. Relationships between kindergarten and nursery school and areas of cooperation between kindergarten and the elementary school are discussed. (RH)

This report summarizes the history of the school lunch program from its inception as a relief measure in 1889 through formalization by the national School Lunch Law of 1954 and describes its present scope, organization, finances, objectives, and problems. Intended to improve the physical and mental development of students as well as Japanese dietary habits, the program also addresses the educational goals of promoting friendly student-teacher relationships; teaching values of independence, division of labor, service, and cooperation through group participation in serving lunch and cleaning up; and educating students in good nutrition and eating habits. Standards for lunches are based on providing over one-third of students' nutritional requirements, and costs are shared by parents, local governments, and the state. The case of one elementary school illustrates lunch procedures and the aims of school lunch education. Tables and diagrams summarize physical development of students from 1955 to 1979, nutritional standards of school lunches, lunch hour regulations, sample menus, the national school lunch budget, and the breakdown of state subsidies into various lunch expenses. (MJL)

In May 1975, the School Education Law in Japan was revised, creating the category of special training schools out of the numerous types of miscellaneous schools that had sprung up following the end of World War II. The Japanese government created regulations for the schools, specifying that the purpose of the special training schools was to help students develop the abilities required for their vocation and their daily lives as well as to help improve their cultural knowledge. The regulations specify three categories of special training schools: upper secondary, advanced or college level, and ordinary courses (which can be taken at any time regardless of a student's age or schooling level). Other regulations specified the qualifications for those who establish, administer, and teach at special training schools; created standards for the school buildings and equipment; provided standards for school subjects; and established an administrative structure to enforce these regulations. The special training schools are expected to play an increasing role in the education of Japanese youth and the retraining of adults for new jobs as technology advances. To serve these needs, the schools will need to develop professional and vocational education, to improve the content of their programs, and to raise their status in the educational world. (KC)

An overview is given of the state of teaching materials and aids used in schools in Japan. In section I, an outline is presented of the Japanese system of providing teaching materials. Several laws and regulations regarding the provision and use of textbooks are described, including: (1) school education law; (2) law concerning the organization and functions of local education administration; (3) school management regulation; (4) courses of study; (5) industrial education promotion law; (6) law for the promotion of science education; and (7) law concerning the National Treasury's share of compulsory education expenses. Attention is given to: the role of the Ministry of Education, Science and Culture; boards of education; and schools in respect to the promotion and use of teaching materials. The different types of teaching materials typically used in Japan are detailed in section II: books and other printed materials; maps and wall charts; and audiovisual aids. Section III discusses expenditures for teaching materials, including those covered by the government and those covered by parents and students. Section IV discusses the situation and effectiveness of the utilization of teaching materials, including books and other printed materials, maps and wall charts, and audiovisual aids. A list is presented of the dissemination rate of audiovisual equipment in the public schools. (JD)

In this paper on the school textbook system in Japan, information is provided on the school textbook system during the post-war period. Topics discussed in this area include: (1) the establishment of the school textbook authorization system; (2) improvements to the school textbook system; (3) putting the free school (public school) textbook system into practice; and (4) reorganization of the school textbook adoption system. A section about the mechanism of the present school textbook system includes discussions on: (1) production and distribution of school textbooks; (2) number of types and copies needed of school textbooks; (3) the mechanism of the authorization system and of school textbook adoption; and (4) school textbook publishers. The school textbook system of the future is discussed with suggestions for improvement in such areas as textbook research and the writing, compilation, authorization, adoption, evaluation, and distribution of textbooks. (JD)

Based on an analysis of the trends in educational research, the paper presents a conceptual model, general trends, and areas of need in educational research. Following an introduction, a conceptual model is presented which helps readers visualize three sets of variables. Set 1 variables center around the educational influences of social class, home, school, and curriculum. Set 2 variables focus on the child's developmental stages and processes of learning, and set 3 variables deal with learning outcomes. In addition, a distinction is made between micro- and macro-level problems of teaching and learning. Next, trends of educational research are discussed. Major areas of research at the beginning of this century are related to the conceptual model and to current trends in research. Current trends include an increase in the study of complex interactions between social variables, learning processes, and outcomes; teaching processes, teacher behavior, and teacher effectiveness; individual differences (particularly those between underachievers and talented students); and measurement and evaluation of learning outcomes. There has also been an increase in methodolgical sophistication and input by other disciplines. Finally, major areas of need in educational research are identified, including the need to further understand social, cultural, and historical influences; consider non-cognitive learning outcomes; conduct more longitudinal studies; encourage greater communication of research findings; and keep pace with methodological and technical developments in research. (LH)

The present upper secondary school system in Japan accommodates 94 percent of the corresponding age group population. This discussion of the new upper secondary schools of Japan begins with a brief survey of the history of the Japanese public education system from its inauguration in 1872 up to 1945. The next section describes the inauguration and development of the new postwar system of comprehensive upper secondary schools, citing changes in the curriculum after 1973 and the diversification of the school curriculum starting in 1982. The paper concludes with a description of two characteristic upper secondary schools: Ina Gakuen Prefectural Upper Secondary School in Saitama Prefecture and Tamano Kanon Prefectural Upper Secondary School in Okayama Prefecture. (TE)

Compulsory education in Japan totals 9 years, from age 6 to 15, and 97 percent of those elementary and lower secondary schools are public, established and maintained by the municipalities. This report describes the present situation and the future trends of educational facilities in public compulsory education schools, together with an explanation of the subsidies system and regulated facility provision. The first section describes the subsidy system, including government subsidies for school buildings and for school lands appropriation. The second section describes standards for educational facilities including school buildings, gymnasiums, and school lands. The third section describes the current condition of school facilities, in relation to trends in the school population, changes in the stock of buildings and gymnasiums for public elementary and lower secondary schools since 1955, and the current conditions of school facilities. The final section discusses the budget for subsidies and the future trend of policies for school facilities. (TE)

A regional workshop on "The Study of Secondary Education in Asia and the Pacific" was attended by 18 participants from Australia, Bangladesh, China, India, Japan, Malaysia, Nepal, New Zealand, Pakistan, Papua New Guinea, the Philippines, the Republic of Korea, Singapore, Sri Lanka, Thailand, and Western Samoa. The major objective of the conference was to develop a design for a joint comparative study on secondary education in the Asia and Pacific region. This document comprises the final report of this conference, a framework for undertaking such a joint comparative study. Part A is a synopsis of reports on secondary education from each of the participating countries, followed by an outline of the major issues identified. Part B presents the research design, whose objectives are as follows: (1) to provide a source of research data on selected areas of secondary education to participating countries; (2) to identify areas of major concern and major trends in secondary education; (3) to identify and document strategies that have been successful in solving problems in secondary education; and (4) make recommendations for further research in secondary education. The questionnaire that will be used to gather data is also included, and lists of participants and working groups are appended. (TE)

An outline is presented of eight educational survey types that are undertaken at regular intervals by the Research and Statistics Division of the Minister's Secretariat of the Ministry of Education, Science and Culture in Japan. Part of a variety of reports on Japanese educational statistics, the survey results are widely utilized as basic data for educational administration. Each reported survey contains a combination of the following: objectives, survey date, survey procedures, survey sheet, date of return of completed survey sheets, totalling, survey items, survey period, and survey objects. The survey types outlined in the paper include: (1) School Basic Survey; (2) Local Educational Administration Survey; (3) Survey on Local Educational Expenditure; (4) Survey on Educational Expenditure by Parents; (5) School Teachers Survey; (6) Social Education Survey; (7) Survey on Financial State of Private Schools; and (8) School Health Examination Survey. (TRS)

In 1980-82, the Second International Mathematics Study (SIMS) was conducted in 20 countries, including Japan. This study was conducted by the International Association for the Evaluation of Educational Achievement (IEA). This paper constitutes a summary of the research relating to the level of mathematics achievement of Japanese students. The tests administered to the students were designed to measure computation, comprehension, application, and analysis in the areas of: (1) sets, relations and functions; (2) number systems; (3) algebra; (4) geometry; (5) mathematical analysis; (6) probability and statistics; (7) measurement; and (8) finite mathematics. Scores on the tests were compared with the internationally averaged values of all 20 countries involved in the study. The achievement by Japanese students was found to be better than the international average in all content areas, but especially in the areas of geometry, algebra, and measurement. (TW)

This document provides statistical information on the current status of teacher education in Japan. Data are given for the following topics: (1) number of universities, junior colleges, and appointed teacher training institutions; (2) number of graduates who obtained teacher certification; (3) percentage distribution of teachers by educational attainment; (4) minimum requirements for teacher certification; (5) minimum number of credits required for teacher certification (education-related subjects and kinds of certificates); (6) major subject studies required for lower secondary school teacher certificate; and (7) minimum requirements for New Teacher Certificates Revised in 1989/90. A description is given of teacher training at universities of education, teacher training at a faculty of education in the ordinary university, and teacher training for the non-education major. A brief discussion is presented on teacher training reform. (JD)

This document reports the state of science achievement of Japanese students based on the Second International Science study conducted in 1983-84. Results are compared to the first study conducted in 1970. The target populations, samples, and structure of the second study are described. Test results including score distribution and high and low response rates were provided for elementary, lower secondary and upper secondary students. Significant correlations were reported between the correct response rates and subject areas studied. There was no sex difference at the elementary level, but at the middle school level sex differences were reported. A table comparing populations on some common questions for high school students is provided. At the elementary level there was no difference between the results this time and in 1970, however the scores of middle school students improved. Some of the problems that were better or worse than the 1970 assessment are considered. Results on process tests, factors related to science achievement, and sex differences in attitudes towards science are reported. (YP)