skills (observation and experimentation, writing reports and speaking). In addition, for cultivating richness of mind, prioritizing guidance in moral education based on the level of development and the enrichment of learning materials and experiential activities is suggested to acquire basic lifestyle habits and normative consciousness. Further, an increase in the number of hours of health and physical education is suggested to improve children's physical strength.

## (3) Future plans

From here on, the Ministry of Education, Culture, Sports, Science and Technology is scheduled to revise the courses of study for kindergartens, elementary school and lower secondary school in 2007. Also, regarding the implementation period for the new courses of study, new text books are scheduled to be used for elementary school beginning in 2011, and for lower secondary school in 2012, but following concentrated publicity in 2008, parts which can be implemented early are scheduled to be implemented starting in 2009.

The Ministry of Education, Culture, Sports, Science and Technology is publicizing these activities by creating and distributing a pamphlet regarding this report and creating a web site about the new courses of study.

(See: http://www.mext.go.jp/a_menu/shotou/new-cs/index.htm)

2 Outline of “Regarding the Revision of Courses of Study for Kindergarten, Elementary School, Lower Secondary School, Upper Secondary School, and Schools for Special Needs Education” (Central Council for Education Report)

## (1) Goal of education and philosophy of the current courses of study

After affirming the process of character formation and the nurturing of national and societal opinion leaders mandated in the first provision of the revised Basic Act on Education, the report stresses that, in these revisions as well, deliberations were undertaken to realize this universal goal of education, looking at the changing society and the current conditions of children.

From this viewpoint, it is stated that it is ever more necessary to cultivate the “Zest for Living” in the face of the need, in the coming knowledge based society, to live in harmony with other people, society, nature and the environment by learning, over one’s entire lifetime, the abilities to think, judge and express.

The “Zest for Living” was proposed in the Central Council for Education Report of 1996, and stands for 1) acquiring the basic and fundamental qualities and abilities to be able to find the issues on one’s own, learn by one’s self, think for one’s self, make decisions independently, take action, and find better solutions to problems no matter how society changes, 2) to have an abundance of human qualities, maintaining self discipline, harmony with others, and care and compassion for others, and 3) to have the strength and health to live a hearty life. Further, the revised Basic Act on Education mandates specific educational goals, such as individual self sufficiency and a relationship with others and society based on development with a balance of knowledge, morals and physical health, mandating educational goals for each specific type of school based on this in the partial revision of the School Education Law (June, 2007). The fundamental philosophy of education clearly described in the revised Basic Act on Education and partial revision of the School Education Law can be said to be nothing other than “Zest for Living.”

## (2) Current conditions for children, causes and background

Regarding the academic ability of this nation’s children, the report states that according to domestic and international academic ability studies, 1) there is an issue with reading literacy and written problems that brings into question the abilities to think, decide and express, 2) the dispersal in academic performance distribution of reading literacy is growing, and 3) as background to this, there are issues with learning motivation, learning habits and lifestyle habits in the home during study time.

Regarding the background and causes for these issues, the report presents three points which are 1) changes in the home, region and society, 2) specific steps to realize the philosophy of the courses of study, and 3) securing time for the teacher to face the students and reprioritization for effective, efficient guidance. Particularly for point two, the following five issues with steps that have been taken up until now are brought to light.