The Learning of Tomorrow Discussion at the Council for Regulatory Reform - Part 1

 ■The Learning of Tomorrow Discussion at the Council for Regulatory Reform - Part 1

　At the Cabinet Office Council for Regulatory Reform, I spoke on the theme of “Infrastructure Development and Advanced Innovation Toward the Learning of Tomorrow.”

　In 2010, activities to advance computerization of school education began. Development of the 3 points of “1 information device per person, wireless LAN in classrooms, and digital textbooks in all subjects” were raised. At the time, these plans received strong opposition from the government and the academic world for being premature.

　In 2012, there was a proposal to prepare a system for digital textbooks, and bills were drafted. This led to an increase in actions by companies and municipalities, an environment using radio wave usage fees was successfully prepared. After 6 years, laws were revised to enable digital textbooks. Requirements for education about programming became part of the Japanese government’s policy.

　A nonpartisan “Parliamentary Association Aiming to Promote ICT Usage for Education” was also formed in the Diet. There were 83 participants, including former ministers from all parties. Nongovernment advisors like myself were also involved in the process, as we formulated and established the “Act to Promote the Computerization of Education.” Through comprehensive measures, including the formulation and implementation of promotion plans by municipalities, major development of the computerization of school education can be expected, such as with advanced utilization of local financial measures that municipalities had been entrusted with.

　However, Japan is still a developing nation in terms of the computerization of schools. There is 1 computer for every 6 students in elementary school. This had been 1 per 7 students 10 years ago, but the goal of 1 computer per student is still far away. It could even be said that Japan is an underdeveloped nation.

　Among OECD nations, Japan has the lowest rate of students who use computers and the internet inside and outside school.

The ratio of students who use computers at school for group assignments is 82% in Norway and 7% in Japan, with the OECD average being 45%. The ratio of students who use the internet for schoolwork is 94% in the Netherlands and 44% in Japan, with the OECD average being 86%.

　What must be done now is to prepare an environment for digital education. Digital textbooks and programming are not possible without computers and the internet. I believe it would be best to promote the preparation of computers and the internet through measures under the Act to Promote the Computerization of Education.

　What must be done next is to prepare an environment for smart education. Now is the time to advance toward an age of bring your own device (BYOD). The opportunity to approve the presence of smartphones in school has finally arrived, but the government must take initiative to revise rules at schools to allow students to learn using smartphones. In addition, there is a need to use and standardize the cloud for all devices to be able to be used for learning through BYOD.

　There are additional issues, as this cloud must have tight security, and schools must be connected to the cloud. The computerization of school affairs, which affects how faculty members work, has stalled, as the culture still involves the use of FAX. Usage of the cloud is extremely limited. Regulations and guidelines for each municipality should be revised, but the national government must provide guidance and work toward introducing schools to the cloud.