The education policy established by MEXT does not lay out a national
standardized curriculum. Instead, the document, Gakushu Shidou Youryou
(Courses of Study), provides guidelines for curriculum development and
annual lesson plans, reflecting current education policy. These guidelines
define the standards and objectives of each subject to be covered at the
primary, lower secondary, and upper secondary levels of education.
All schools, both public and private, are expected to design their own curricula
based on the guidelines, integrating the nature and characteristics of local
environment, and within the range of lesson hours stated in the School
Education Act. The guidelines determine not only the teaching content but
also ‘how to teach’. The guidelines are reviewed and revised every 10 years in
order to meet changing social needs (MEXT, 2011).
In 1996, MEXT announced a new education principle, called ‘Zest for Living’
(ikiru chikara) in its sixth revision of the Courses of Study guidelines. Since
then, Zest for Living has been a foundation of education objectives.
In 2006, the Basic Act on Education was amended for the first time in 60
years. Article 2, paragraph 1 states the goal of education as follows: ‘To foster
an attitude of acquiring wide-ranging knowledge and culture, and to seek
the truth, cultivate a rich sensibility and sense of morality, while developing
a healthy body’ (MEXT, 2006, p. 2).
Under this amended law, the 2008 New Courses of Study set three goals:
nurturing solid academic capabilities; fostering a society that is rich in
humanity; and encouraging healthy minds and bodies. New leaning activities
were introduced and lesson times were increased by 10 per cent to reflect
this revision (MEXT, 2010).
Competency-based goal setting in policies is also seen in other sectors,
such as ‘the basic skills for employability’ of the Ministry of Health, Labour
and Welfare. The importance of nurturing twenty-first century skills is also
highlighted in their newly established policies.
Description of the study
Objectives and questions
The main objective of this study is to identify and critically analyse, based on
evidence, how educational practices to promote twenty-first century skills
are set out in the government’s policies and how they are implemented