@article{oai:nagoya.repo.nii.ac.jp:00004947,
 author = {李, 正連 and LEE, JeongYun},
 journal = {生涯学習・キャリア教育研究, Journal of the Research on Lifelong Learning and Career Education},
 month = {Mar},
 note = {This study aims to examine lifelong learning policy in Japan, which emphasizes the role of lifelong learning as one method to solve present economic, political, and other problems, and start the formation of a lifelong learning system during the recent rapid changes in globalization, information, and aging with the fewer number of children. The characteristics and problems of lifelong learning policy in Japan are as follows. First are the problems of the penetration of the market principle in social education and lifelong learning, and the resulting dissolution of the public aspect and specialty of social education. With the restructuring of social education, which has been a part of public education, to lifelong education, the benefit principle is reputed, and the cost burden of the citizen in learning and cultural activities increases. Privatization of social education leads to the reduction of regular staff and increase in part-time workers with the aim of cost reduction, and it is causing the dissolution of specialties in social education. Second is the centralization of lifelong learning administration and the retrogression of residential self-government. Social education practices conducted around public halls at the municipal level continue to be cut back due to the consolidation of smaller municipalities and the development of lifelong learning administration, which moves all prefectures to the center. The revision of the laws related to social education also causes a clear decline in legally guaranteed residential self-government. Finally, there is strengthening of the state control in lifelong learning. Prescribing home education and youth community service experiences in the social education law diminishes many problems related to child-rearing and education, dwarfish to and administrative intervention is then in danger of invading the private territory of the family. Furthermore, the legal regulation of the voluntary service is thought to involve the risk of denying young peoples’ spontaneity and compel voluntary service. In brief, lifelong learning policy in Japan advocates citizens’ spontaneity and expresses the preparation of learning opportunities corresponding to the needs of individual citizens on one hand, but denies residential self-government in social education and leads to community policy by citizen mobilization on the other. Therefore, connection and cooperation between city staff and citizens is important to create lifelong education undertakings and practices mainly composed by citizens. In particular, it is desirable that citizens themselves actively participate in practices and learning activities rooted in community life, and that a framework for administrative participation is built up as a form for the involvement of the administration in those activities.},
 pages = {19--27},
 title = {日本の生涯学習政策の現状と課題},
 volume = {2},
 year = {2006}
}