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Life Long Learning Policy in Japan

The main starting point for Japan's Lifelong Learning policy is to promote non-formal learning in everyday situations (Shakai Kyoiku-literally, social learning, learning in the community). Basically, all forms of learning, also involved in learning the traditional formal education institutions in the development of a global network of learning opportunities and learning aids. To play ca.17 000 Community Learning Centers (Kominkan) play an important role in the development of multiple learning opportunities in local communities. The learning companies were founded, partly in cooperation with public institutions and private companies, publishers, media stations, etc. have developed new ways of learning, Learning Magazine, media programs for lifelong learning. There seems to be a public attitude that anything that enriches the lives of the mind cultured, the character is, life satisfaction, promotes attributed to learning processes. This comprehensive concept of how food and drink associated with the life of continuous learning, which makes eating and drinking pleasure, leads to the fact that all social institutions and fields can be places of learning to life. Learning processes take place in the family on outings, in traffic in the bank, in the garden, government agencies, as in personal relationships, work, hospital, watching TV, PC, etc. instead. The integration of advanced information and communication technologies, particularly for young people of great importance. Thus in conjunction with the Lifelong Learning Movement public and private tele-communication centers, in which electronic information networks accessible for everyone. The popularity of the Life Long Learning is movement in Japan, especially by their proximity to leisure, play, joy, companionship and life satisfaction and the distance from school, forced performance, control, authority, career, competition, selection, etc. to see. Therefore, a discussion of future threatening problems such as pollution, demographic development, equality of women is not so topical. A report by the National Life Long Learning Council of July 1992 complained mainly the lack of focus on acute problems of present and future security. It is further found that lifelong learning come spontaneously from the life and personal experiences and interests and daily life, more leisure time, not onerous, but should make you richer and more beautiful.

plays in the Japanese debate the inclusion of the existing formal education in the lifelong learning movement an important Role. To improve the image of learning to the career-defining education and higher education accreditation and examination system feared to be defused. The schools and universities should be open to the non-formal learning and focus on the teaching of basics of life-long learning, allow adults, professionals and remote students, introduce flexible forms and times, eg for evening and weekend events, the part-time learning and modern media that include cultural activities, festivals learning and study competitions, with companies, theaters, museums, sports clubs working together virtually, etc. The vision of a learning network is based on solid, stabilizing are formed by learning institutions established nodes, where an obvious tension between formal and informal learning stress-free time learning is unmistakable.
Source: http://www.htwm.de/hbarthel/home/lebensl.htm