Roadmap on the Utilization of Data in Education
January 7, 2022
Digital Agency
Ministry of Internal Affairs and Communications
Ministry of Education, Culture, Sports, Science and Technology
Ministry of Economy, Trade and Industry*This is the digest version in English. The original text is at the following URL in Japanese.
https://cio.go.jp/sites/default/files/uploads/documents/digital/20220107_news_education_01.pdf

Summary of the Roadmap on the Utilization of Data in Education (1)⚫ Following The Report on the Questionnaire to Students and Educators on the GIGA School Initiative published in September 2021,
ministries concerned started to draft the roadmap toward the utilization of data in education. Firstly, we set the mission ofdigitalization in education as “a society where anybody, at any time and place, can learn with anybody in his/her own
way,” and “three cores” – enriching the (1) scope, (2) quality, and (3) combination of data - for realizing that mission.
Digitization

Digitalization

Digital Transformation

Provision of “one computer per
student” almost done. But aschool environment that
ensures learning through using
ICT needs to be enhanced

Should aim at learnercentered education andcreate an environment
where teachers can fully
allocate time to teaching
through using ICT

Should consider the wayof education itself in
anticipation of how thedigital society ought tobeMain scope of thequestionnaire on the
GIGA School Initiative

Main scope of
this Roadmap

Issues touched uponin this Roadmap,
details TBD

A society where anybody, at any time and place,can learn with anybody in his/her own way

Combination⚫ In order to realize these, we presented the architecture (image) of the utilization of data in education.

Data

Scope

Quality1

Summary of the Roadmap on the Utilization of Data in Education (2)⚫ On top of these, issues and necessary measures in regard to each layer such as “rule,” “environment for utilization,”“infrastructure for data connection (tool),” “data standardization,” and “infrastructure” are clarified.
Issue

Future Direction

Big picture of data in education

Divide data in education into (1) subject information, (2) content information, and (3) activity
information, and give an overall image with the architecture taken into consideration.

Putting surveys, etc. online, andstandardizing data in education

In addition to putting surveys, etc. online, promote standardization of data with some priorities in mind
as needed, while referring to international standards and adapting them to the current situation of Japan.

The way the platform in the field of
education ought to be

On top of analyzing new values and necessary functions in data connection, map out related policies suchas “learning e-portal,” “out-of-school digital education platform,” and “data platform in public education,”
etc. within the big picture.

Enhancing data utilization environment
for schools, local municipalities, etc.

For schools and local municipalities, etc. to utilize data in education, consider measures regarding
network environments in schools, digitalization of school affairs, ICT devices for teachers and students,
and the utilization of common infrastructure such as Government Cloud.

Rule/Policy for the utilization of data in
education

Clarify principles for the utilization of data in education as well as the direction of the guidelines on
utilizing “one device per student” with safety and security and on security policy in educational
information, and situations where data management such as personal information becomes an issue.

Ensuring lifelong learning environment

For anyone to continue learning over the course of his/her life, clarify issues such as the provision ofopportunities for literary acquisition in accordance with life stage and situation, visualization of learning
output, ID, Personal Data Store, and Information Bank.

Realizing support to children in needthrough data connection

Support a pilot program in local governments that utilizes data in education, childcare, child welfare,medical care etc. for discovering children truly in need and providing push-type support to them by
establishing a system to connect them as needed.

The way of education itself in anticipationof the digital society ought to be

Ministries concerned, as “One Team,” consider room for improvement in legislations, etc. in order to truly
realize personalized and self-regulated learning and collaborative learning, based on the mission and vision.

⚫ From October 25 to November 26 last year, we asked for public opinions on this Roadmap by using Digital Agency Idea Box.
We nailed down necessary policy measures based on opinions from the public and experts, etc., then published this Roadmap.
Coupled with the Priority Policy Program for Realizing Digital Society, we will steadily promote necessary policies as well
as flexibly revise them while taking future situational changes into account, in collaboration with a variety of stakeholders.

2Summary of the Roadmap on the Utilization of Data in Education (3)⚫ “To be” in the short-term, mid-term, and long-term is presented below. We will promote policy measures based on theroadmap in addition to clarifying and indexing what attributes and capabilities should be developed, while creating use
cases in pilot programs.

Short-term (Around 2022)
・Surveys and procedures in schools, etc.
becomes online in principle
・Reduce burden of schools by promoting
digitalization of school affairs such as
making paperwork, etc. digital in principle
・Get rid of obstacles in infrastructure (e.g.,
network environment)

・Standardize fundamental items ofeducational data（e.g., subject info that iscommonly collected by law or survey across thecountry)＜Issue/Problem＞＜To be＞

Heavy burden of survey
and paperwork, most ofwhich processed by paper

Reduce burden byputting surveys, etc.
onlineConcept of KPI to realize the vision above
・Progress on the digitization of survey andprocedures・Progress on the digitization of school affairs
・Indicators re: infrastructure（device, network,
etc.）

・Daily use of device

Mid-term (Around 2025)

Long-term (Around 2030)

・Daily use of device by learners, which enables
collection of log for utilization data in education
・Object and activity info standardized to acertain degree, which realizes data connection
across schools and local municipalities
・Comprehensive support based on learning
status in each place such as school, home, andalone partially realized・Learners can store and utilize their own data over thecourse of their life by using PDS・Standardization of object and activity info realized toa more sophisticated degree
・Push-type support to children in need of help realized・”Individually optimized learning” and “collaborative
learning” truly realized＜Issue/Problem＞
No data collection
across schools / local
municipalities
Learning
recordSchoolaffairs
info

Textbook
info

Info
outside ofeducation＜To be＞
Promote EBPM and create
new instruction/learning
methodology by data
standardization
Learning
recordSchoolaffairs info

Textbook
Info

Info outsideof education＜Issue/Problem＞＜To be＞

A possibility that the fundamental
framework of learning instructionin which “in school” “teachers” “atthe same time” teach “to students
in the same grade” “at the samepace” “the same content” cannot
work anymore

Anybody, at any
time and place,can learn withanybody in
his/her own way※It is important to measure these factors multi-dimensionally・Progress on the realization of personalized and self-regulated
・Improvement of academic achievement
learning and collaborative learning through the use of ICT（National assessment of academic ability, etc.）
・Improvement of information utilization ability（Survey on
・Improvement of so-called non-cognitive abilities
info utilization ability this year）

・Situation of data utilization
・Improvement of teacher instructional abilities to utilize ICT・Reduction of school staff workload（Survey on school staff
working situation this year）（National assessment of academic ability, etc.）
・Reduction of school staff workload（Survey onschool staff working situation this year）

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３．Necessary factors for accumulation and circulation of data in education（Issues re: future circulation of data in education）⚫ Patterns of data use in education, as well as the destination to store, differ by stakeholder and type of information. In
order for necessary info to properly circulate among stakeholders, on top of decentralized management of data,
standardization of data and infrastructure/rules for circulation are needed.

Clarification of patterns of data use in education (Draft)
Teaching materials info

Learning record info

School affairs
infoSchool edu

Private edu

School edu

Private edu

Personal data outsideof education

Provider of school affairs support system

○

―

―

―

―

―

Establisher of school（Board of Education, etc.）

○

○

―

―

―

―

School/Teacher

○

○

―

○

―

―

Student

―

○

○

○

○

○

Cram school, etc.

―

―

○

―

○

―

Teaching material company（Textbook, supplementary teaching materials, study applications）

―

○

○

―

―

―

Public institution other than school

―

―

―

―

―

○

Institution outside of education such as hospital, etc.

―

―

―

―

―

○

Stakeholder※○ is attached to those who use the data primarily. According to the Act on the Protection of Personal Information (incl. the revision by the Act on the arrangement of related acts for the formation of a digital society, etc.), the data
could be provided to those who are marked with “ー”, on condition of the consent of him/herself, except for cases specified by laws. Additionally, this classification does not apply to anonymously processed information that will not allow
to identify persons and thus can be provided to third parties without the consent of him/herself.

Clarification of destination to store data in education by stakeholder（Draft）
Data storage of establisher of school

○

―

―

○

―

―

Data storage of teaching material company

―

○

○

○

―

―

Data storage of cram school, etc.

―

―

―

―

○

―

Data storage of provider of school affairs support system

○

―

―

―

―

―

Student PDS

―

―

―

○

○

○

（Textbook, supplementary teaching materials, study applications）（Note）”Data is intangible and is not subject to property right, possession right, usufruct, and collateral right according to the Civil Code. Therefore, presence or absence of rights relating
to data based on the concepts of property or possession rights cannot be determined (cf. §206 and §85 of the Civil Code). Moreover, there are limited cases where data is legally protected
as an intellectual property right or commercial secret by the Unfair Competition Prevention Act. Therefore, the protection of data will be attempted through contracts among stakeholders inprinciple.”（Excerpt from Ministry of Trade and Industry “Guideline of the contract on the utilization of AI/Data version 1.1” ）4６．The way the platform in the field of education ought to be（mapping of related policies within the big picture）
Student/Parent※Where frames overlap means where info is shared
University, etc.
National
government

CBT
A variety ofreports/surveys

Elementary/Junior high/High school
School affairs support system

CBT
A variety ofreports/surveys

A Elementary school

B Junior
high school

Local
governments

Student
school report

Check learning status Reflect on/expand learning, etc.

Teacher

Teacher

Realize fine-tuned instruction, etc.

Anonymized data
LMS compliant
with Learning eportal Standard

PDS

Learning data, etc.

Check learning status Reflect on/expand learning, etc.

Learning
data, etc.

Teaching
materials

Portal, applications, etc. used athome（with PDS）

LMS foroutside-ofschool
digitaleducation

Digital textbook

Digital teachingmaterials

Provision ofteaching
materials

Anonymized
learning data

Fostering of educational
digital contents utilization
environment/STEAM Library
Improvement ofteaching
materials

Cram school・EdTech・
Publisher, etc.

Public Education
Data Platform(Tentative Name)

Result ofanalysis/Plan forimprovement

Analyzed data/Plan for improvement

Result ofanalysis/Plan forimprove
ment

Data
acqui
sitionOutsideof Japan

University/Research
institution
Collaboration among schools○Making information sharing among information systems easy is important for
the utilization of data in education. Therefore, a pressing issue is that anenvironment that promotes the utilization of data in education should
be fostered by ensuring data interoperability in “school affairs support
system,” “LMS compliant with Learning e-portal Standard,” and “LMS
for outside-of-school digital education.”○It’s important to make data formats the same as international data
standards so that we can utilize portals/applications made outside of Japanand compare data internationally.
○It’s also important to set up metadata re: what info is saved where, in orderto promote the utilization of data.

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８．Rules/Policy for the utilization of data in education（Fundamental concepts）
Principles of utilization of data in education（Interim report by the Expert Panelon the Utilization of Data in Education: published in March 2021）

Additional factors to consider based on the aforementioned
mission and vision（１）Education/learning precedes technology○ The purpose of utilizing data in education is to check each student’s situation multidimensionally based onthese kinds of data, and to enable fine-tuned instruction in order to bring out the possibilities of each student
in each scene of educational activities such as learning instruction, student counseling, class management,
and school management.
○ Utilization of data, etc. is a means to that end, and it’s important not to regard the utilization of technology
and data as an end in itself.
○ Those who utilize data in education are students (learners), parents, school staff, schools, establishers ofschools, administrative organs, research institutions such as universities, etc. Every stakeholder needs to takeactions so that “learners” (incl. parents) will be beneficiaries.

○ On condition of not regarding the utilization of technology and data as an end
in itself, education/learning itself needs continuously updating in order torealize personalized and self-regulated learning and collaborative learning throughthe use of them.
○ The concept of ”Fundamental principles for the formation of a digitalsociety” should be applied to the field of education.
○ Also take a stance of improving the sustainability of education/learning(ensure learning under a disaster/pandemic, work style reform in schools, etc.)
through the use of digital.

（２）Utilize up-to-date and universal technology○ In order to fully utilize data in education for education/learning in the future, it’s necessary to ensureinteroperability rather than establish a partially-optimized framework/system. As technology for utilizing datain education rapidly progresses worldwide, adopting international standards, etc., in order to utilize cuttingedge knowledge in other countries as well as ensure interoperability, is needed.
○ On the other hand, as school education relies heavily on culture and customs, etc., it’s necessary to createa system suitable for Japanese elementary and secondary education, while making use of knowledge such as
international standards.

（３）Aim for a simple and effective framework○ It’s important to create a framework in which teachers in busy schools can feel the effect of utilization in aminimally-burdened, simple way.
○ With the “One source, one master” concept as a principle, the establishment of a framework in whichstakeholders in school education such as schools, local governments and private companies can utilize data in
a convenient way without duplicate input is needed. The clarification of the definitions of words as theprecondition of data input, etc. is also needed.
（４）Ensure safety and security○ Given that students are minors in principle, in order to realize the harmonization of utilization of data in
education and safety/security, a framework/rules that enables utilization in a safe and secure way while fully
protecting privacy, etc. is needed.
○ Circulation/utilization of personal data should be done with the understanding and agreement of theperson, and it should be ensured that persons will not inflict a loss by data utilization in an undesirable way.
（５）Small Start/continuous improvement○ In addition to a rapid progress in the utilization of data in education, it’s not easy, for the time being, tocomprehensively decide on which type of utilization is most effective. It’s important, also from the standpointof ensuring safety/security, to build on practices while accumulating and sharing a variety of use cases, andthen disseminating what turns out to be effective.
○ Therefore, rather than aiming for a specific, complete and nationwide method of utilization, a step-by-step
approach with gradual improvements is needed.

○ Need to consider seamless utilization of data that focuses not only on
elementary and secondary education, but also on higher education, lifelong
learning as well as preschool education.
○ Need to establish a framework for the accumulation and circulation of data in
education with future connection of data inside and outside of school in mind.
○ Improve the UI (User Interface) and UX (User Experience) thoroughly
from the standpoint of users.
○ Commit to Business Process Re-engineering based on digital such as
making the procedures of school affairs more effective by reducing
calculation and paperwork that “teachers” do not necessarily need to do throughthe utilization of data.

○ Enhance accountability of administrative organs through the utilization ofdata in education, thus ensuring safety and security.
○ Necessary persons, at necessary times, should have easy access tonecessary information.
○ Ensure that the utilization of data will not lead to selective screening ofindividual students as well as visualization of one’s inmost heart, such as
faith and values, that he/she would not want to be exposed.
〇 Ensure proper handling of personal information, etc. based on the Act on
the Protection of Personal Information (incl. the revision by the Act on thearrangement of related acts for the formation of a digital society, etc.), by those
who utilize data in education, such as administrative organs, local governments,
research institutions and private companies.
○ Take an agile-thinking approach in a spirit of “Try first” and “Starts small
and grows big.”○ On condition of small start/continuous improvement, also take a stance ofBusiness Process Re-engineering based on digital rather than replacing apaper-based process with digital-based one.

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１０． Realizing support for children in need through data connection（Image of big picture on the issues discussed by the Deputy-Ministers Project Team）
Dissemination of info

Local government
National government

Support

The way info/data
connection in local
municipalities ought
to beChildcare

Database
The national government will
not consider establishing a
database where it will centrally
control personal information ofchildren.

Connect asneeded(Discoverchildren/families truly
in need of support,such as those who
suffer from multiple
issues, and provide
needs-based support
to them)

The way visualization ofpolicy, budget, statistics,
etc. re: child ought to be

Medic
al careResident
registry, etc.

Education

Welfare

The way comprehensive
parenting support through theuse of digital ought to beConnect across fields (Discover children/families truly inneed of support, such as those who suffer from multiple
issues, and provide needs-based support to them)

The way the systemthat receives andcollects signs of SOS
from child ought to beChild/Family（Ref）Four quadrants in the DeputyMinisters Project TeamThe way info/data
connection in thecase of relocation,etc. ought to be

Institutions concerned

Local government7

１０． Realizing support for children in need through data connection（A pilot project by the Digital Agency）

Expense for Promoting the Digitalization of the Semi-Public Sector（A Pilot Project for Supporting the Connection of Data Regarding Child）
Image of Project/Examples

Project Overview/Purpose○As for now, when it comes to data in such fields as education, childcare,child welfare, medical care, etc.,(*) they are handled at different
departments within the local government such as the Board of
Education, childcare department, child welfare department, medicalcare department, and tax affairs department. Additionally, there are avariety of institutions concerned such as child consultation center,social welfare service corporation, medical institution and school, eachof which, based on their respective role, engage in support for children
by utilizing the information that they have.
(*) Examples of these data are shown below:
Education: Situation of utilizing financial aid for school attendance, number of absences, status
of tardiness/leaving early
Childcare: AttendanceChild welfare: Receipt of public assistance and child rearing allowance, notification of childabuse by parent/cohabitant
Medical care: Medical checkup (height, weight, temperature, etc.), record of consultation
Economics: SES, taxation status, record of relocation〇On the other hand, while giving consideration to the protection of
personal information, making the most of data regarding child for
discovering children truly in need and provide needs-based support tothem is needed.

Money Flow
National
government

Consignment

Local government, etc.

○Support a pilot project in which local governments, by establishing a system forconnecting data in such fields as education, childcare, child welfare, medicalcare, etc. as needed, utilize them for discovering children truly in need andproviding push-type support to them. Also consider issues from the institutional
standpoint, etc.
(Ref) Examples of local governments that are taking the lead
①Minoh City, Osaka Prefecture
・By using the “Child Development Monitoring System,” classify children through (1)economic situation (receipt of public assistance, child rearing allowance, financial aid forschool attendance, and exemption of residence tax), (2) child rearing ability (childabuse consultation, health guidance consultation), (3) academic achievement (averageadjusted deviation score in all subjects and its change), and (4) non-cognitive abilities,
etc. (self-esteem, adaptability to society, health/physical strength, fundamental trust),
and then utilize the results for support and monitoring through case meetings, etc.
②Amagasaki City, Hyogo Prefecture
・Establish the “Child Development Support System” in which information from eightsystems (residence record, health and welfare, education, etc.) is collected and staff incharge of child support can have cross-sectional access to information regarding child,and utilize it for full, continuous, and seamless support for children.

Expected Effects○”No one will be left behind & Human-friendly Digitalization,” as well as holistic
support for child-raising families in need of support and personalized and selfregulated learning based on the needs of respective children can be realized bymaking it possible to solve societal problems such as child poverty and abuse,and change administrative services into push-type ones.
8１１．The way of education itself in anticipation of the digital society ought to be（The goal of Digital Transformation in education）⚫ The goal of Digital Transformation in education is to realize learner-centered education by enriching the combinationof a variety of “places”, “people” and “contents” relating to learning.
（”A society where anybody, at any time and place, can learn with anybody in his/her own way”）※Regardless of the situation below, there are schools that are already engaged in cuttingedge practices of personalized and self-regulated learning and collaborative learning throughthe use of ICT.

World after Digital Transformation in education (The goal)

Teach “at school”

Can learn “at any place”✓ Education should be provided at a “place” of school in principle.
✓ Given the importance of interaction among students themselves aswell as students and teachers, students should study at school.

“Teachers” teach✓ Schools provide learning opportunities that cannot be provided by other places, given theimportance of interaction among students themselves as well as students and teachers.
✓ Other learning opportunities can be provided at places most suitable for the learner.

Can learn “with anybody”✓ Lessons are instructed mainly by teachers who have teachingcertifications.

✓ The role of teacher will be design and support learning so that each student canprogress, in addition to teaching knowledge and skills.
✓ Teachers are also expected to serve as coordinators who utilize resources such as
human resources for learning that should be provided in a group of students.

Teach “at the same time”

Can learn “at any time”✓ Students study the same content in groups.

✓ Learn collaboratively what can be learned only in groups.
✓ From quality management at the entry point to that based on a
hybrid of the entry and exit points.

Teach “to students in thesame grade” “at the same pace”“the same content”✓ The contents that should be taught in each grade are stipulated by the National
Curriculum Standard.
✓ Students, regardless of their progress on learning, take lessons of the samecontent at the same pace and time.

Can learn “in his/her
own way”✓ What students learn and in what order will differ based on respective needs andunderstanding of each student, with the help of big data analysis.
✓ The typical method regarding what to learn and in what grade and order will
become only a standard.

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