​Section1 Background and history of the study

September 4, 2022, marked the 150th anniversary of the promulgation of Japan’s first nationwide modern educational law, the “School System (Gakusei)” in 1872. That being said, we are also celebrating 150 years since planned teacher training started. Although teachers’ training and licensing system has changed significantly over time, teachers remain the cornerstone of public education in every era.
Article 9 of the Basic Act on Education states that teachers “shall endeavor to fulfill their duties while remaining deeply conscious of the exalted nature of their calling and continuously devoting themselves to research and self-improvement.” The essence of education lies in the personal contact between teachers and students. In addition to transmitting knowledge and skills, this occupation aims to perfect the personalities of individuals receiving education and drive their growth. Teachers, who are the flag-bearers of education, are expected to constantly work on research and self-improvement, regardless of the process by which they enter the teaching profession.
On December 19, 2022, the Central Council for Education (11th term) compiled a report regarding such teachers, entitled “Approach to Development, Recruitment, and Training of Teachers Who Will be Responsible for “Japanese-Style School Education in the Reiwa Era’ ~ Realization of ‘New Ways of Teachers’ Learning’ and Formation of a High-Quality Teacher and Other Personnel Group with Diverse Expertise ~ (Report)” (hereinafter referred to as the “Report”).
This section presents the contents of the Report and the direction of future efforts based on the Report.
 

1 Background Leading up to the Approach to Development, Recruitment, and Training of Teachers Who Will be Responsible for “Japanese-Style School Education in the Reiwa Era” (Report)

Before the discussion on the approach to development, recruitment and training of teachers, the Central Council for Education compiled a report entitled “Aiming to Build ‘Japanese-Style School Education in the Reiwa Era’ ~ Realization of Personalized Optimal Learning and Collaborative Learning that Brings Out the Potential of All Children ~” (hereinafter referred to as the “2021 Report”), on January 26, 2021, which described the vision of “Japanese-Style School Education in the Reiwa Era” that the government aims to achieve through the 2020s, and the roles of teachers, and teacher and other personnel group, who will be responsible for the realization of that vision. Specifically, the 2021 Report describes school education that the government aims to realize through the 2020s as “Japanese-Style School Education in the Reiwa Era,” defines its vision as “personalized optimal learning and collaborative learning that brings out the potential of all children,” and describes how teachers, and teacher and other personnel groups should be, as follows.
- Teachers can positively accept changes in the school education environment, including technological developments and new needs, and continue to acquire new knowledge and skills independently and consistently with an inquiring mind throughout their teaching careers. They also play the role of teachers in maximizing each child’s learning. In doing so, they also have the ability to act as a companion to support children’s independent learning.
- A high-quality teacher and other personnel group is formed by securing diverse human resources from inside and outside the educational community and by improving the qualities and competencies of teachers through measures including teacher development, recruitment, and licensing system. Teachers, administrative staff with expertise in general affairs, finance, etc., and diverse external personnel and professional staff with expertise in their respective fields and organizational management work as a team. Schools are managed under the principal’s leadership, in cooperation with families and local communities, toward a common target of school education, with individual teaching staff members demonstrating their ability to work systematically and collaboratively as part of the team.
- Through the realization of work style reform of schools, dissemination of the appeal of the teaching profession, and improvement in the environment that supports learning in the new era, teachers have a renewed awareness that teaching is a creative and attractive job, leading to more people aspiring to become teachers and teachers themselves being able to work with high determination and pride.
In the 2021 Report, the approach to development, recruitment, and training of teachers and other personnel to realize this ideal vision was listed under matters requiring further consideration.
To this end, the Minister of Education, Culture, Sports, Science, and Technology submitted a consultation to the Central Council for Education on “Approach to Development, Recruitment, and Training of Teachers Who Will be Responsible for ‘Japanese-Style School Education in the Reiwa Era’” in March 2021.
The main five matters for consultation were, (1) Redefining qualities and competencies that are required of teachers, (2) Role of high-quality teacher and other personnel group with diverse expertise, (3) Teacher licenses and a fundamental review of the teacher license renewal system (4) Functional enhancement and upgrading of teachers’ training colleges and faculties and graduate schools of teacher education, and (5) Development of an environment to support teachers.
Among these matters, the teacher license renewal system in (3) was comprehensively reviewed at discussions held by the Central Council for Education in the past; therefore, that matter was compiled before the overall report, in a report titled “Aiming for the Realization of New Ways of Learning for Teachers Who Are Responsible for ‘Japanese-Style School Education in the Reiwa Era’ (Summary of Discussions)” (hereinafter referred to as the “Summary of Discussions”), in November 2021. Further discussions were held on the remaining matters for consultation, and an “Interim Report” was released in October 2022, followed by hearings at relevant organizations, based on which the “Report (Draft)” was compiled. Subsequently, public comments were solicited from the citizens at large, and the Report was compiled on December 19 of the same year.
 






 

Section2 Approach to Development, Recruitment, and Training of Teachers as described in the Report (General Remarks)

The Report and the 2021 report present an overall approach to the development, recruitment, and training of teachers responsible for “Japanese-Style School Education in the Reiwa Era,” with Part 1 covering General Remarks and Part 2 covering Detailed Discussion.
 

1 Report general remarks

This part describes the ideal vision for teachers, and teachers and other personnel groups, as indicated in the 2021 Report, as well as changes in children and society and the philosophy of reforms related to the development, recruitment, and training of teachers upon which the matters for consideration in the consultation are premised.

(1)Systems and Actual Conditions Related to Development, Licensing, Recruitment, and Training of Teachers

1）Development
Currently, there are 45 national teachers’ training colleges and 45 faculties, with an enrollment capacity of 12,539 students for FY2022, including 11,021 students for teacher training courses (teacher employment rate was 66.9% for those graduated in March of the same year (48.9% offered permanent jobs, and 17.9% offered temporary appointment)). While the overall teacher employment rate tends to remain sluggish amid an increasing need to hire teachers, permanent job appointments are on the rise. The number of colleges offering an accredited course for a First-Class Elementary School Teachers’ License is 249 (FY2021). Since the abolition of the policy curbing the establishment of colleges and faculties, etc., and the increase in the admission capacity for teachers in 2005, there has been an increase in the establishment of such colleges and faculties by private universities, with a 30% increase compared to ten years back.
The teacher training program has five subject categories: (1) Subjects related to curriculum and methods of teaching the curriculum, (2) Subjects related to the basic understanding of education, (3) Subjects related to methods of teaching morals and teaching during comprehensive learning time, student guidance, and educational guidance, (4) Subjects related to hands-on education (including teaching practice), and (5) Subjects set independently by universities. The Education Personnel Certification Act and the Ordinance for Enforcement of the Education Personnel Certification Act have specified a minimum number of credits to be earned for each category. Students can earn 4 credits (120 to 180 hours: 3 to 4 weeks) for teaching at kindergartens, elementary schools, and junior high schools and 2 credits (60 to 90 hours: 2 to 3 weeks) for teaching at high schools in addition to 1 credit for orientation and follow-up guidance. The subject is usually taught in the second semester of the third year at teachers’ training colleges and faculties and in the first semester of the fourth year at general universities and faculties, and part of the credits can be earned by participating in “school experiential activities.”

2）License

There are three types of teacher licenses: Regular licenses, special licenses, and temporary licenses, all of which, in principle, are awarded by prefectural boards of education.
About 190,000 regular teacher licenses were awarded in FY2020, and the number of licensed teachers (those trained directly by colleges) was about 100,000 in FY2019. Over the past five years, the number of licenses for teaching in kindergartens, junior high schools, and high schools is on a decreasing trend; those for teaching in elementary schools have shown a slight increase, and those for teaching in schools for special needs education have shown a 10% increase. The system of special licenses is to welcome members of society with excellent knowledge and experience to schools as teachers. Although the trend in the number of licenses awarded is increasing, with 334 licenses awarded in FY2021, the absolute number is low.

3）Recruitment

The main reason for the decline in the applicant-to-hire ratio is the increase in the number of hires reflecting the mass retirement of veterans and the rapid increase in the classes for special needs education. Due to this, teachers trying for new positions while working as temporarily appointed teachers were offered permanent jobs, leading to a decline in the number of graduates taking the examination, which is thought to have a large impact.
The age distribution differs significantly by prefecture and type of school, with elementary schools tending to have a higher percentage of young teachers in some areas.
New school graduates account for about 39% of the total number of applicants for the selection examination for recruitment of public school teachers, those with teaching experience account for about 52%, and those with experience in the private sector account for about 4%. At present, all local governments have a special selection process to hire experienced people, such as temporarily appointed teachers. Many local governments also have a special selection process to waive some examinations or give extra credits to those who have worked in the private sector or other industries unrelated to teaching.

４）Training

The Special Act for Public Officers in the Field of Education was revised in November 2016, requiring appointing authorities of principals and teachers of public elementary schools, etc., to formulate a plan (teacher training plan) to systematically and effectively conduct training for said principals and teachers every academic year, by setting teacher development indicators referring to the “Guidelines for the Formulation of Indicators for Improvement in the Quality of Principals and Teachers of Public Elementary Schools, etc.,” established by the government. In addition, it was decided that a council will be formed to discuss the formulation of teacher development indicators and the improvement in the quality of principals and teachers based on the teacher development indicators, with the appointing authorities and relevant universities as members. The ‘Tenth Year Teachers’ Training Program’ will be renamed the ‘Training for Quality Improvement of Mid-Career Teachers,” and the timing of its implementation will be flexible.

（２）Future Direction of Reform

The 2021 Report indicated that realizing the ideal vision for teachers, teachers and other personnel groups requires reforming the system of development, licensing, recruitment, and training of teachers in the following direction.

１）Realization of “New Ways of Teachers' Learning”

- Realization of "New Ways of Teachers' Learning" ("Proactive, Interactive and Deep Learning" through enhanced personalized optimal learning and collaborative learning) by transforming the learning (perspective on training) of teachers as well as the learning (perspectives on classroom instruction and learning) of students
- Realization of "Combination between Theory and Practice" while learning throughout one’s teaching life, including the training stage

２）Formation of a High-Quality Teacher and Other Personnel Group with Diverse Expertise

- Enhance the resilience (ability to recover, ability to bounce back) of the school organization by improving the expertise of each teacher and retaining the diversity of the group of teachers and other personnel by incorporating human resources with diverse expertise and backgrounds
- Realize management that considers the diversity of teacher and other personnel by ensuring their psychological safety under the leadership of school managerial personnel
- Promote "Work Style Reform of Schools"

３）Development Based on the Diversification of Teacher Candidates and the Changing Life Cycles of Teachers, as well as Stable Recruitment

- Enhancing flexibility of teacher training to accommodate diverse applicants in the teaching profession
- Devising ways of recruitment and placement by positively considering the changes in the life cycle of teachers, such as increase in the number of teachers taking maternity leave and childcare leave, and extension of tenure

Section3 Approach to Development, Recruitment, and Training of Teachers as described in the Report (Detailed Discussion)

Based on the General Remarks, specific reform measures related to the development, recruitment, and training of teachers are discussed based on the five matters for consultation.

1 Required qualities and competencies of teachers responsible for “Japanese-Style School Education in the Reiwa Era”

（１）Redefining the required qualities and competencies of teachers

The 2021 Report states that teachers should realize the following: Accept change in the environment surrounding school education positively and continue to learn throughout their teaching career, play a role in maximizing the learning of each child, and have the ability to be a companion in supporting the child’s independent learning. In addition, teachers’ required qualities and competencies were structurally redefined, considering that facilitation skills and ability to teach how to utilize ICT, etc., were listed as specifically required qualities and competencies.
It has been indicated in the Report that for specific descriptions of abilities depicting each quality and ability (ability statements), importance be given to describing as concisely as possible in terms of willingness or action, such as “tries to do,” “able to act,” and “able to explain,” as far as possible, without limiting to a mere understanding of knowledge (concepts), and that descriptions of guidelines based on laws and regulations be limited to general descriptions and that specific qualities and competencies and ability statements be defined separately from the guidelines so that they can flexibly adapt to changes in circumstances.
Based on these views, MEXT revised the “Guidelines for the Formulation of Indicators for Improvement in the Quality of Principals and Teachers of Public Elementary Schools, etc.” (hereinafter referred to as the “Guidelines”) on August 31, 2022. In the Guidelines, the key points for deciding the contents of indicators commonly required of teachers by every local government are organized into the following five categories.

1. Qualifications required for the teaching profession

2. Educational guidance

3. Student guidance

4. Response to children who require special consideration and support

5. Utilization of ICT and information and educational data

Based on these, each board of education, as the appointing authority, will refer to the revised Guidelines and make necessary revisions, such as changing indicators related to the improvement in the quality of principals and teachers, following the actual conditions of each region.
 

 

（２）Transition to a teacher training program that emphasizes the combination of theory and practice

Since it is important to strive for a change in students’ “perspectives on classroom instruction and learning” by realizing learning through the ability to self-reflect by combining theory and practice, including training at the undergraduate level, the format that uniformly required all students to take the teaching practice course at the end of the teacher training program has been changed. It is recommended that flexible study formats be allowed according to each student’s situation while also considering the differences in licenses students seek to obtain for various types of schools.
Specifically, in addition to the conventional short-term intensive course style, the teaching practice course may be conducted throughout the year on fixed days of the week, or “school experiential activities” may be conducted from an early stage and be substituted for part of the teaching practice. Another possibility is to have students from different grades participate in the course simultaneously so that senior students can take on the role of mentors.
“School experiential activities” include support for school educational activities as a study instructor, and support for schoolchildren after school and on holidays, at after-school children’s clubs, etc. For students aspiring to become teachers, it is very meaningful to engage in such activities, work with current school teachers while gaining experience in school settings, and deepen their understanding of the diverse situations of children. It is considered important to utilize such activities more proactively as “school experiential activities” in cooperation with a board of education for the learning of students aspiring to become teachers.
MEXT has informed each college that students can engage in such activities under the current system.
In addition, the MEXT-commissioned project will assess the current status of teaching practice at colleges and good practices of cooperation and collaboration with boards of education, etc., as well as conduct surveys and research on the various approaches to teaching practice, etc., regarding those assessments.
 

2 Formation of a High-Quality Teacher and Other Personnel Group with Diverse Expertise

（１）Development of teachers with diverse expertise in teacher training programs

１）Development, recruitment, and training of teachers with strengths and expertise in specific fields

Each teacher’s “strengths and expertise” must be improved through development, recruitment, and training to form a high-quality teacher and other personnel group with diverse expertise. These “strengths and expertise” include data utilization, STEAM education, developmental support for children with disabilities, guidance to learn Japanese, psychology, welfare, social education, language skills, and global awareness.
It has been pointed out that to acquire “strengths and expertise” when a person is still enrolled in a college, four-year colleges will be required to allow, on a special-case basis, the establishment of teacher training programs for the acquisition of a second-class license, which allows students to obtain the basic qualifications and credits necessary to acquire the license in minimum two years and to set up appropriate course models to allow students to deepen their studies in specialized fields and flexibly accommodate those who become interested in teaching while studying and obtain a teacher license before graduation.
In response to this, MEXT plans to revise the system in 2023 to allow four-year colleges to establish teacher training programs on a special-case basis that allow students to earn the necessary credits in about two years if the colleges implement a curriculum that is compatible with students’ “strengths and expertise”. MEXT is working on the possibility of accepting applications from colleges from FY2024 onward and opening a new teacher training program in FY2025.

２）Promote training of elementary school teachers in subjects for which specialized instruction will be implemented on a priority basis

The subject-based teacher assignment system was introduced in full swing for higher grades of elementary school from FY2022; however, from the perspective of more proficient guidance through the utilization of various teaching materials by specialized instructors and seamless connectivity between elementary school and junior high school based on an understanding of the developmental stages of students, it is considered advisable to increase the number of teachers who have licenses for both elementary school and junior high school.
It is also important to increase the number of teacher training programs that allow students to obtain both licenses. MEXT plans first to revise the course accreditation standards to allow departments that offer junior high school teacher training courses equivalent to those of foreign languages, science, arithmetic, and physical education, which have been designated as priority subjects for specialized instruction, to also offer elementary school teacher training in departments other than those whose main purpose is teacher training, as a special measure to promote the subject-based teacher assignment system initiative that covers the nine years of compulsory education, under the actual conditions of various regions and schools, such as school size and geographical conditions, and then to improve the conditions for the special measure.

（２）Approach to conducting selection examination for recruitment of teachers that enables securing excellent human resources

Generally, for the selection examinations for recruitment of teachers, the application period is from April to May, with the first-round examination held in July and the second-round examination held in August, and the announcement of successful applicants and offers of employment made from September to October. Although there has been no significant change for at least 20 years, the timing for students to receive unofficial job offers and to complete their job-hunting activities is becoming earlier and earlier in the private sector. An increasing number of students effectively complete their job-hunting activities by the release date of the official job offer from private companies (June 1).
In light of this situation, it has been indicated that it is necessary to consider the possibility of conducting the selection examination to recruit teachers earlier and multiple times. Some local governments have pointed out that it would be difficult for them to conduct only their examination earlier, as the examination is held concurrently with neighboring local governments, and that if only some local governments conduct their examination earlier or multiple times, consequently, many applicants may refuse the offer due to having passed the selection examination for recruitment of teachers held by two local governments. Therefore, the Report points out that it is necessary for the government, appointing authorities, and officials of teachers’ training colleges, etc., to discuss the issue while paying attention to the burden on students and the impact on their studies and to promote an integrated reform of development and recruitment from the viewpoint of applicants. Also, the government must research to find solutions to recent issues regarding various entry routes into the workforce, including conducting the selection examination for recruitment of teachers earlier and multiple times.
MEXT has established a council consisting of relevant organizations such as boards of education and has proposed a direction for future improvements in the selection examination for recruitment of teachers on May 31, 2023, taking into consideration the issues, challenges, etc., shared through the discussions of the council, such as conducting the examination earlier and for multiple times.
 

（３）Measures for incorporating human resources with diverse expertise and backgrounds as teachers

１）Review of the operation of the special licenses system

The special licenses system aims to welcome those with excellent knowledge and skills in their subjects as teachers. Teachers with special licenses are expected to serve as teachers in charge of specialized instruction in specific subjects in junior high schools and high schools that adopt a subject-based teacher assignment system and elementary schools.
Prefectural boards of education, which are the awarding authority of licenses, must not operate in a manner that puts undue emphasis on the equivalence between special licenses and regular licenses in the context of teaching methods and techniques, etc., in the preliminary stage of awarding special licenses, because, unlike regular licenses, special licenses are awarded in recognition of “specialized knowledge, experience, or skills in the subject that the person is in charge of.” As far as the candidate’s specialized knowledge, experience and skills in the subject are concerned, the prefectural boards of education must demonstrate the idea that special licenses can be awarded if the candidates are knowledgeable in their subjects, with a focus on their fields of expertise, without expecting them to cover the subject matter fully.
MEXT has revised the “Guidelines Concerning the Certification of Educational Personnel for the Award of Special Licenses, etc.” and has informed each prefecture about proactively awarding licenses based on the guidelines.

２）Expanding the scope of the Teacher’s License Examination

The Teacher’s License Examination is held to award teacher licenses to those who have not completed the teacher training program but are recognized as having the necessary qualities and competencies as a teacher. The purpose of this examination is to seek human resources from society at large and strive to secure teachers. The successful candidates are awarded a license according to the examination category by applying to the prefectural board of education. Currently, the only categories for which the examination is conducted are First-Class Kindergarten Teacher’s License, Second-Class Elementary School Teacher’s License, and Independent Activity First-Class Teacher’s License for the Schools for Special Needs Education.
In light of the number of teacher licenses currently awarded, it was indicated that from the perspective of proactively utilizing experienced people from private companies, etc., the Teacher’s License Examination for High Schools, discontinued since FY2004, should be reinstated. The Teacher’s License Examination scope should be expanded to facilitate the acquisition of a First-Class License in “Information Technology.” In response to a recommendation that verification of knowledge of subject matter expertise should be substituted by possession of other national-level qualifications in applied knowledge and skills related to information processing, MEXT is now preparing to start a Teacher’s License Examination for High Schools in “Information Technology” from FY2024.
 

3 Progressive abolition of the teacher license renewal system and upgrading of teachers’ training

The teacher license renewal system was examined based on the comprehensive review by the 10th Central Council for Education as to what kind of learning is desirable for teachers in the context of diversifying children and social changes. The result was compiled as a “Summary of Discussions” preceding the Report, which suggested that since the teacher license renewal system that requires all teachers to learn a certain amount for two years once every ten years is not consistent with the “New Ways of Teachers’ Learning,” which expects teachers to acquire the latest knowledge and skills constantly, neither can it be officially adopted, the teacher license renewal system should be progressively abolished.
Regarding the acquisition of the latest knowledge and skills, which was guaranteed by the teacher license renewal system until now, it was indicated in the Summary of Discussions that the teacher license renewal system can be substituted on the whole by initiatives introduced after the teacher license renewal system, such as the introduction of a framework for systematic training following the teacher development indicators, etc., set by boards of education based on the revision in the Special Act for Public Officers in the Field of Education, in 2016, dramatic improvement in the online training environment, and functional enhancement of the National Institute for School Teachers and Staff Development, as well as by newly introducing a mechanism for preparing a training history record of teachers and guidance and advice to teachers by boards of education for quality improvement utilizing the history.
Regarding the future training approach, it is expected that in the limited time allotted for teachers’ learning, the learning should be personalized optimal learning tailored to each teacher’s personality. In other words, teachers must increase their strengths beyond the basic knowledge and skills commonly required for all teachers, such as acquiring expertise in new areas independently.
It is indicated in the Report that it is necessary to emphasize collaborative learning of teachers, such as ensuring opportunities for dialogue and reflection with others during teachers’ learning, while being aware of combining personalized optimal learning, and that by appropriately establishing the collaborative learning of teachers, it is possible to prevent the personalized optimal learning from turning into isolated learning. Furthermore, the following points were presented as the key points for building an environment where each teacher can devote themselves to learning with peace of mind.
- Improvement of environment and work coordination by the appointing authority or school management, making it possible to acquire resources that will facilitate the participation of teachers in new ways of learning without having to worry about their professional position
- Active “dialogue” between teachers and the appointing authority, service discipline supervisor, and school management
- Provision of high-quality, meaningful content
- Visualization of the outcomes of learning and their active utilization by the organization
- Active utilization of digital technology
In addition, to realize the “New Ways of Teachers’ Learning” at a more advanced level, it was proposed that in addition to training implemented by a board of education, etc., it is necessary to build the following “three mechanisms” in an integrated manner, including programs offered by colleges and private sector.

1. A mechanism for quality assurance of the learning content to ensure that the learning is of high quality and aligned with clearly set course targets

2. A platform-like mechanism that consolidates information in a one-stop manner and organizes and provides the information appropriately, looking at the entire learning content

3. A mechanism to certify that individual topics have been systematically learned to visualize the outcomes of learning and that the quality is guaranteed from a national perspective

In response, the “Act on Partial Revision of the Special Act for Public Officers in the Field of Education and the Education Personnel Certification Act” was enacted on May 11, 2022. Following the enforcement of this Act, the mechanism to record each teacher’s training history and use that record to provide guidance and advice on quality improvement of teachers was institutionalized from FY2023.
To realize the “New Ways of Teachers’ Learning” under this new system, MEXT will utilize the supplementary budget for FY2022 to support the enhancement of teacher training by making use of (1) The “Training History Recording System” and the “Teacher Training Platform” that centrally consolidates, organizes and provides training content, etc., constructed by the government in an integrated manner (2) The project to support the development of a model for upgrading the on-demand training content and enhancing teacher training to address urgent educational issues, and (3) The “Development Center for Next-Generation Faculty Training” established by the National Institute for School Teachers and Staff Development.
 

4   Role of teachers’ training colleges and faculties and graduate schools of teacher education

（１）Upgrading and functional enhancement of teachers’ training colleges and faculties and graduate schools of teacher education

While teachers are required to constantly improve their qualities and competencies in response to changes in society and technological innovation, teachers’ training colleges, faculties and graduate schools of teacher education are expected to train teachers as highly specialized professionals who will become the core of a diversified teacher and other personnel group.
The Report indicates that to work more committedly in the future on the development of teachers who continue to learn through reflective practice based on empirical academic outcomes, such as learning science, it is important for teachers’ training colleges and faculties and graduate schools of teacher education to strive for upgrading and strengthening of their teacher development and training functions in cooperation and collaboration with universities, etc., including regular universities and undergraduate programs that train teachers.
 

（２）Realization of a virtuous cycle of human resource development that emphasizes the combination of theory and practice in teacher training

In times of rapid change, it is significant for excellent practitioners working onsite in schools to be involved in teacher training, and we need to realize a virtuous cycle that emphasizes the combination of theory and practice in teacher training.
Therefore, it is important, even at the undergraduate level, to recruit university teachers with teaching experience (faculty members with professional experience). As an institutional framework to ensure this, it is recommended to consider setting specific standards related to the assignment of faculty members (for example, the minimum required faculty members should be at least about 20% according to the type and size of faculty) with professional experience in teacher training faculties.
Against this backdrop, MEXT has revised the University Establishment Standards to establish specific standards, and efforts are underway so that all universities can start implementing the standards in 2026.
Faculty members with professional experience should not merely convey their practical experience or perspectives on classroom instruction and learning to students; instead, as faculty members, they should impart education while connecting their practical experience to theories in a systematic and structured manner, and universities and boards of education need to work together to nurture faculty members with professional experience who will be responsible for training the next generation of teachers.
For the realization of a virtuous cycle of human resource development involving schools, teachers’ training colleges and faculties, and graduate schools of teacher education, it is expected that graduates from graduate schools of teacher education should play a central role as a bridge that connects onsite school practices with teacher training at colleges. After gaining experience in school management at an early stage, in cooperation with a board of education, etc., they should become faculty members with professional experience in teachers’ training colleges and faculties and graduate schools of teacher education and participate in teacher training as highly specialized professionals, and then take on leadership roles at schools and boards of education, thus building their career path by making the most of their learning at the graduate schools of teacher education. MEXT will work to develop good practices horizontally across various universities.
 

（３）Improve teacher employment rate

The main objective of teachers’ training colleges and faculties is to train teachers through a systematic four-year undergraduate teacher training curriculum. They are expected to accept students aspiring to become teachers, help them earn the basic qualification and credits necessary for a teacher license and learn the necessary qualities and competencies through undergraduate training, and produce teachers who play an active role in the field. Universities are expected to increase the teacher employment rate steadily and continuously in light of its purpose of establishment and role to be fulfilled.
Each university must actively take initiatives to improve the teacher employment rate at each stage, including pre-enrollment and post-enrollment studies and job placement, while working in close cooperation with local boards of education, etc. and by effectively using questionnaires for students and graduates.
It is important that not only teachers and other personnel in charge of employment support but also all teachers and other personnel who are involved in the teacher training course work on improving the teacher employment rate from their respective positions and build an organized system to work on improving the teacher employment rate including implementation of faculty development activities that contribute to improving the teacher employment rate.
National teachers’ training colleges and faculties are established throughout Japan with the mission of training teachers to contribute to the maintenance and improvement of the standard of education across Japan; however, amidst the growing need for teacher recruitment, it is necessary to find an urgent solution to the situation where more people are taking up jobs other than teaching. The government should promote initiatives that contribute to improving the teacher employment rate in cooperation with local boards of education while also effectively using the framework of the management expense grants for national university corporations. MEXT will work on developing good practices horizontally through cooperation with boards of education and teachers’ training colleges and faculties, in addition to providing support and making budgetary requests for various initiatives.
 

5 Development of the environment to support teachers

（１）Building a system to support reflection on learning

Along with the progressive abolition of the teacher license renewal system, a mechanism was put in place to record the training history of each teacher by revising the Special Act for Public Officers in the Field of Education and to provide guidance and advice for improving the qualities and competencies of teachers based on this record. It is considered important to work on the upgradation of this mechanism through the use of digital technology, including the introduction of the Training History Recording System, for effective and efficient functioning of training history record, and dialogue and encouragement by teachers and school principals, etc. as required by the revised Act.
It is indicated that the government needs to support the training designed by training providers and teachers themselves by building a platform to centrally collect, organize and provide the training content offered by the National Institute for School Teachers and Staff Development, boards of education, incorporated educational institution, universities, and private sector, etc., and when doing so, strive to reduce the burden on teachers and boards of education by linking the platform to the Training History Recording System, and installing a mechanism to share the training content and record the history upon completion of the training.
Moreover, it is also recommended that to enable teachers to attend training in a streamlined and effective manner, the government should upgrade training programs by actively supporting efforts by various entities to develop online training content.
In response to this, MEXT will utilize the supplementary budget for FY2022 to support the development of training content with outcome verification for urgent educational issues (ICT utilization, special needs education, foreign language education, handling of cases of obscenity, etc.), as well as to establish training outcome verification and evaluation models and develop models to contribute to the advancement of teacher training, such as enhancement of teacher training and lesson study.
The main objective of this system is to realize “the vision where each teacher who has secured time to devote to learning can proactively devote himself/herself to training with pride while being aware that it is an activity to enhance his/her specialty.” MEXT is making its purpose known and supporting efforts nationwide so that the recording of training history does not become an objective.
 

（２）Development of an environment to support diverse work styles of teachers

１）Facilitating the smooth entry of holders of an expired or dormant license into the workforce, taking advantage of the progressive abolition of the teacher license renewal system

It is expected that in the wake of the progressive abolition of the teacher license renewal system on July 1, 2022, more opportunities will arise for those who have obtained a teacher license but have been out of the teaching profession for a long time or have no teaching experience (so-called holders of an expired or dormant license), to take up the teaching profession once again by obtaining a valid license.
Especially amid a “teacher shortage,” when there is a need to hire temporarily appointed teachers in the middle of the academic year due to reasons such as maternity leave, childcare leave, or sick leave, there is a high possibility that new graduates who have been preparing to appear for the selection examination for recruitment of teachers are already working as temporarily appointed teachers, or working in other private companies, etc. In such cases, using those who have obtained a license in the past but whose license has expired due to non-renewal before the revision in the Education Personnel Certification Act or who hold a dormant license is one of the important measures to eliminate the “teacher shortage.”
Therefore, boards of education, which are the authority to award licenses, have been informed by MEXT to simplify the procedure for re-awarding expired licenses due to non-renewal, for example, by omitting some application documents.

２）Further promoting work style reform of schools

It has also been pointed out that teachers’ working environment affects the trend of applicants for teaching jobs. Boards of education and school management, such as principals, should actively work following their rights and responsibilities to enhance the management of working hours, including objective assessment of time spent in school, etc., and to share responsibilities and optimize the work of schools and teachers based on the situation.
In light of the preliminary results of the Survey of Teachers Working Conditions, announced in April 2023, the Minister of Education, Culture, Sports, Science, and Technology consulted the Central Council for Education in May of the same year regarding the development of the environment for securing high-quality teachers and requested for a comprehensive review of work style reform of schools, improvement in teacher compensation, and enhancement of the system of school guidance and school management.
It has also been pointed out that apart from the issue of working hours, teachers face the problem of dealing with students and their guardians.
In the FY2023 budget of MEXT, each board of education plans to implement a model project for mental health measures, etc., including analysis of the reasons for sick leave and support for resuming work while working with experts.
At the end of this Report is a section titled “Conclusion.” Excerpts of messages from the Central Council for Education members are given here.

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This Report has recommendations to realize a future where there is a renewed awareness that teaching is a creative and attractive job, leading to more people aspiring to become teachers and teachers themselves being able to work with high determination and pride through integrated reforms in the development, recruitment, and training of teachers.

We hope to see as many teachers as possible who accept the changes in the environment positively and continue to learn throughout their teaching career, play a role in maximizing the learning of each child, and have the ability to be a companion in supporting the child’s independent learning, to realize an education that responds to the changing times and society, where no one is left behind, where everyone can learn while valuing their individuality, and where each individual’s full potential is brought out.
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To promote effective reforms based on this Report, MEXT has prepared a reform timetable (draft) and published an explanatory video by MEXT explaining the contents of the Report and video messages from the committee members who participated in the discussions.
MEXT will continue to promptly promote necessary reforms based on the Report for teachers who play an important role in determining the success or failure of school education.
 

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