On Lifelong Learning and Open Education in Japan

The Plaza
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Editors Note: This was originally a discussion via email that initiated from a notification of an OEAward nomination that seemed more useful as an open discussion, and has been transferred here to OEG Connect with Doug’s permission.

Congratulations again to Open Studio: A Community OER Platform for Knowledge Co-Creation in Japan being nominated for a 2026 Open Education Award for Excellence. While we are approaching the time when we announce the award winners, we first celebrate all 200+ nominees that we list and share details for including yours:

2026 OEAwards Nominee (891) Open Studio: A Community OER Platform for Knowledge Co-Creation in Japan

If you have not received an email with information on how to get your digital badge/certificate for being nominated, please reply and I will send directly.

Hello Alan,

Thank you for the follow up. Yes, I have received the OEGlobal Nomination badge, and now have it displayed proudly in the footer widget.

The timing is good. MEXT’s released, August 25, their FY2027 budget request, which contains a new programme called 「『学び続ける社会』の実現に向けた大学の全学的体制整備支援」i.e. “Support for university-wide systems to realize a society that continues learning.” which is basically means:

Move away from the assumption that universities are centred on 18-year-olds, explicitly position reskilling as part of the university mission, and strengthen universities as hubs for a “society that continues learning.”

MEXT is requesting about ¥21.0 billion for it. The stated purpose is revolutionary: help universities move away from “18-year-old-centred” thinking and strengthen their role as hubs for a society in which people continue learning throughout life. This is quite revolutionary for Japan.

I attended a talk on Thursday, 27th by the Vice-Minister of Education, Culture, Sports, Science and Technology who is pushing this section through. Universities bid on the funds, and those successful would receive comprehensive support for institutional change, including:

  • university-wide reskilling strategies;
  • cross-university organizational structures;
  • dedicated senior staff and coordinators;
  • people who understand industry trends and university systems;
  • more flexible study/course arrangements;
  • better incentives for faculty;
  • revenue and sustainability planning; and
  • systems capable of providing high-quality reskilling programmes on an ongoing basis.

MEXT is creating the institutional opening; open education could be one way universities respond to it, so I think it would be good to have a community conversation on OEGlobal? I have told the Vice Minister I would make a one page concept note so maybe that would be a good approach, and receive feedback from the OEglobal communiting and post on OpenStudio.pub eventually.

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Hi Doug,

Thanks for sharing this news from MEXT, my first thought is being impressed with a forward looking vision and backing it. What you describe seems to be in line with other forces moving from tried and old higher education in the traditional academic sense and focusing on skills, adult learning, community learning. I’d be happy to coordinate with you on some kind of open conversation, be it in our community space but maybe as a live web discussion? So yes, let’s brainstorm some action, I have been really looking for some new activities we can be part of.

Another possibility that we are just getting started is you could write a short article for a new series of member articles, Open Education in Action. we are close to having a system ready where members (including advocates can submit drafts).

I look forward to hearing more,

Alan

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Hello Alan,

Thank you for sharing your thoughts and willingness to co-ordinate a community discussion. I agree focusing on being impressed with the forward thinking initiative and supporting it would be a positive activity that could transfer to other Asian regions developing similar programs. Japan really does not have effective adult learning opportunities focusing on skills development and community learning. I am thinking it might be good to look at it as creating design challenge similar to the one I am participating in with BCCampus to encourage more ideas on accessibility. https://accessibilitychallenge.opened.ca/challenges/

A possible starting question could be:

What would it take for universities in Japan to become hubs for lifelong learning, and what can we learn from experiences elsewhere?

The do not want the challenges to import international “best practices” into Japan. Bureaucrats here don’t like this. Instead, create a guided conversation around perhaps X number of themes every two weeks. We can use parts of the Tony Bates book I (and 10 other English teachers in Japan translated). Much of the concepts are there and drawing attention to this resource would be an excellent step to highlight open education. Teaching in a Digital Age, and Japanese version. Tony Bates has a very positive way of writing.

I would suggest we start with a live session introducing the “challenge” and add themes in the Community Forum for interested people to comment.

FYI, Afternoons in Canada from about 2 to 3pm are morning here so this would be the best time to schedule a live session. I can ask the Canadian Embassy to also send out to their database. I have one for the teachers self study, and also we might be able to get the vice minister interested.

Let me know what you feel would be most practical. Look forward to hearing your thoughts.

Doug

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I’m interested in trying to move a community discussion too. Thanks for the BCcampus Assessment challenge, that is a new resource to me (I tagged it to be added in the sharing space of OEG Connect). That topic works well as challenges because the activities are pretty concrete, things you can do. I am not sure its at the points to be typing it to Tony Bates book (which yes is seminal, and if we do, I know him and might be able to arm twist him into a discussion).

I like your starting question, but to me the next step might be asking what further questions follow, like what is meant by lifelong learning? And what are some of the cultural / contexts about what it means in different regions, especially Japan.

Just as related, I recorded a podcast yesterday with our board member Glenda Cox from South Africa, she shared a little bit about recently being at a conference on lifelong learning in China. I was also in an event this week from the Future Trends Forum that had some folks talking about intergenerational learning, storytelling, etc https://bryanalexander.org/future-trends-forum/at-the-intersection-of-storytelling-aging-and-higher-education/

What if, as a suggestion, we start some conversations with our exchange here that we did in email. move that into a public discussion in OEG Connect? I can reply as we did and play that out as a conversation in public.

This could be a series of open discussions live (at the times you suggest) with followup discussion.

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Thanks for letting me know your schedule and sharing your thoughts. I like your question very much, what is meant by lifelong learning. I agree this is the first question because I am sure many have different ideas. Also the cultural contexts will changed. That podcast about life long learning in China is very interesting indeed. Information about this Life long learning event in October came in to my LinkedIn network today- I wonder if this was related to your podcast. First UNESCO Global Network of Learning Cities Academy Campus

I agree the ideal way to start is start some conversations publicly in OEG Connect and see the response and interest.

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I will try to find out more about the China conference Glenda Cox mentioned- lifelong learning seems to be a big deal for conferences, I found a whole lot of them.

Also related, I know in Canada its studied and discussed much is Prior Learning Assessment and Recognition, where people can get credit for learning through experience or non-academic effort https://capla.ca/what-is-rpl/

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Thank you for seeing if you can find out more information about the China conference Glenda Cox mentioned.

Also, yes, I am familiar with the Prior Learning Assessment, and it is indeed a very important topic. Thanks for mentioning this.

The recording of the aging and storytelling webinar looks very interesting. I’ll work on listening to this in the next few days.

I have a book called, Story, substance, structure, style and the principles of screenwriting by Robert McKee and it will be interesting to compare styles.

I agree let’s put the August 24 email out on OEconnect. Is there anything I should add. I was hoping to find an English translation of the MEXT announcement. Let me check.

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Now this is the end of the email exchange between Doug and I that is now hopefully something perhaps of interest to discuss what this idea of lifelong / ongoing learning could mean to rethink what education looks like? I know there is expertise and experience here!

How can we support Doug in advancing this discussion for his region (Japan)? We think we could organize here and also in som synchronous sessions some conversations around a series of questions (that’s what we need help with!)

Doug’s question defines broadly what we’d like to address:

What would it take for universities in Japan to become hubs for lifelong learning, and what can we learn from experiences elsewhere?

To me some questions might be:

  • What do we mean by “lifelong learning”?
  • Specifically what does it look like in action?
  • Where are advances happening, and what are they?
  • What does it mean to reshape a traditional academic system to be focused on lifelong learning?
  • ??? more?? Others??

Also, I found a version of the Robert McKee book on Story Doug mentioned in the internet archive.

And since MIT is on our minds with the upcoming OEGlobal 2026 conference, perhaps worth a dive into the long span of Mitch Resnick’s Lifelong KIndergarten project

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Also relevant is the theme of the ALTC26 Conference (taking place in Cardiff, Wales) - Learning Without Edges

In a world characterised by rapid technological innovation, shifting labour markets, social transformation, and ongoing uncertainty, learning can no longer be confined to a particular stage of life, institutional setting, or mode of delivery. Increasingly, learners will be required to move across educational, professional, and community contexts, engaging with opportunities that are flexible, personalised, and responsive to their evolving needs. Digital pedagogies and technologies are key to enabling this flexibility.

Learning Without Edges invites a collective exploration of how our community can help shape a future where learning is continuous, connected, and accessible to all. The conference theme recognises the role that digital can play in reimagining learning as a dynamic ecosystem that transcends traditional boundaries between formal and informal learning, education and employment, physical and digital environments, and local and global communities.

At the heart of this theme is a commitment to human‑centred design, equity, and empowerment. We encourage debate about how digital tools and technologies can support learners throughout their lives while fostering agency, belonging, wellbeing, and resilience. We challenge you to consider how learning can be designed for uncertainty, ensuring that individuals, organisations, and societies can adapt and thrive in an ever‑changing world.

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Hi @Strable From our exchange I have my radar tuned to mentions of lifelong learning. In an article about recent activities of the Hanoi Open University was mention a delegation attending a meeting of the Southeast Asian Ministers of Education Organization (SEAMEO)

Within the framework of the program, Associate Professor Dr. Duong Thang Long participated in a group discussion on open and distance education profiles and issues of credit recognition in the region. The discussion focused on one of the issues of practical significance for promoting lifelong learning and educational bridging: how learning outcomes accumulated from multiple forms and training institutions can be appropriately recognized and transferred.

Emphasis added. by me. The article mentions the importance of developing “credit recognition mechanisms that are compatible with the diversity of learning formats, while also aiming to enhance flexibility and connectivity between education systems in the region.”

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@cogdog Oh, thank you for sharing this article. The sentence outlining the “crucial” requirements for the lifelong learning, “such as quality, transparency, transferability, and recognition of learning outcomes were crucial for the development of this model”, is particularly interesting to me.

I would also add that this information needs to be shared clearly with students so they can focus their efforts on the learning outcomes. Too often, I see these outcomes only in the instructor’s syllabus and not communicated directly to students. As a learner, knowing the outcomes helps me understand the purpose of the activities and adds a lot of value to my learning.