Abstract
This paper compares provision for and the practice of craft education in England and Wales and Japan. Particular attention is given to craft within the National Curriculum subject of art in England and Wales and Japan at lower secondary level and to current perceptions of its educational value. Some of the key dilemmas faced by both English/Welsh and Japanese policymakers and practitioners are identified, together with cultural factors impacting on the status of craft and its successful implementation. We conclude by reflecting on the value of comparative studies of education to the research teams concerned.
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