Section 1:Background and History of the Study

1 “Modality of Elementary and Secondary Education in a New Era” (April 17, 2019, Consultation)

　With the advent of the Society 5.0 era, where advanced technologies such as artificial intelligence (AI), big data, the Internet of Things (IoT), and robotics are becoming more sophisticated and are being incorporated into all industries and social life and in which the very nature of society is changing dramatically to the point that it can be said to be “discontinuous” from the past, the Minister of Education, Culture, Sports, Science and Technology made an inquiry on “Modality of Elementary and Secondary Education in a New Era” at the general meeting of the Central Council for Education held on April 17, 2019 to comprehensively examine the future of primary and secondary education based on the current situation and issues surrounding primary and secondary education in light of the ever-changing social conditions. The main contents of the inquiry are wide-ranging, including (1) modality of compulsory education in response to the new era, (2) modality of high school education in response to the new era, (3) modality of education for the increasing number of foreign children, and (4) modality of teachers and the enhancement of educational environments in response to the future era. Discussions were carried out across the board on the entire inquiry by the Special Committee on the Modality of Elementary and Secondary Education in a New Era, which was established under it, along with other relevant subcommittees such as the Curriculum Subcommittee, and the Teacher Training Subcommittee.
In December 2019,  the Elementary and Secondary Education Subcommittee summarized the issues based on deliberations to date, presenting a vision of school education for the new era to be realized through the 2020s, including the realization of personalized and self-regulated learning that leaves no child behind, and the development of an environment that enables the implementation of high-quality educational activities to support that learning. The summary outlines the direction required for realizing such education and the issues that should be considered in the future.
While deliberations were underway to enhance further discussions based on this summary of issues, the Central Council for Education was forced to cancel or postpone its meetings in the face of the COVID-19 pandemic. In addition, schools across Japan were temporarily closed in March 2020, resulting in children being unable to attend school for a long period. In response to this situation, the Elementary and Secondary Education Subcommittee and the Special Committee on the Modality of Elementary and Secondary Education in a New Era held an emergency meeting online and compiled a message regarding support for children who are unable to attend school due to temporary closure of schools, and what must be done after schools reopen. Intensive discussions were also held on the use of ICT, including online education, which has attracted much attention due to the recent COVID-19 pandemic.
On October 7, 2020, the  Elementary and Secondary Education Subcommittee compiled “Aiming to Build ‘Japanese-Style School Education in Reiwa’” (Interim Report)”, based on discussions in relevant subcommittees. Based on the results of hearings from relevant organizations and public comments and after deliberations for about one year and nine months, “Aiming to Build ‘Japanese-Style School Education in Reiwa’ ~Realization of Personalized and Self-Regulated Learning and Collaborative Learning that Unlocks the Potential of All Children ~ (Report)” (hereinafter referred to as the “Report”) was compiled on January 26, 2021.
 

2 Overview of “Aiming to Build ‘Japanese-Style School Education in Reiwa’” (January 26, 2021 Report)

　The report presents the direction of reforms and specific measures to be taken for the modality of elementary and secondary education in light of the social conditions in which the very nature of society will change dramatically, such as the advent of the Society 5.0 era, with Part I consisting of general remarks and Part II being detailed discussions.
Part I, General Remarks, consists of the following five chapters.
1. Qualities and competencies that must be nurtured in an era of rapid change
2. The origins and results of Japanese-style school education, the challenges it faces and new developments
3. “Japanese-Style School Education in Reiwa” that should be realized throughout the 2020s
4. Future directions for the construction of “Japanese-Style School Education in Reiwa”
5. Basic ideas on the utilization of ICT for the construction of “Japanese-Style School Education in the Reiwa”
Details have been discussed from Section 2 onwards. However, the school education that MEXT aims to realize through the 2020s “Japanese-Style School Education in Reiwa” for the realization of personalized and self-regulated learning and collaborative learning that unlocks the potential of all children, necessary reforms must be promoted while emphasizing and furthering the role that school education has played so far.
Furthermore, ICT is an indispensable basic tool for realizing “Japanese-Style School Education in Reiwa”, optimally combining ICT with conventional practices will solve the various issues facing school education and improve the quality of education.
The detailed discussions in Part II, which follows the general remarks, consist of the following nine chapters. The measures proposed in each chapter and specific efforts based on the recommendations are presented in Section 3.
1. Improve the quality of early childhood education
2. Compulsory education in the new era with a perspective of 9 years
3. High school education for the new era
4. Special needs education in the new era
5. Modality of education for the increasing number of foreign children
6. ICT-based learning, including online education
7. Environmental improvements to support learning in a new era
8. State of school management and school facilities based on demographic trends
9. Role of teachers and teachers’ organizations in the Society 5.0 era

Section 2:Form and future directionality of “Japanese-Style School Education in Reiwa” that should be realized through the 2020s

1 “Japanese-Style School Education in Reiwa” that should be realized throughout the 2020s

The general remarks summarize the current social changes surrounding school education and the qualities and competencies that should be nurtured in this context. Then, the achievements of Japanese school education referred to as “Japanese-style school education,” and the challenges faced in this changing era are organized.
Specifically, in this era of rapid change, school education in Japan is required to foster the qualities and competencies that will enable each child to recognize their strengths and potential, respect others as valuable beings, overcome various social changes and create a rich life while working together with diverse people, and become a creator of a sustainable society. To cultivate these qualities and competencies, the achievements of Japanese-style school education, which has nurtured children’s solid academic ability, richness in mind and a healthy body, as well as the challenges faced, such as the diversification of children and the long working hours of teachers. Based on this, steady implementation of the New National Curriculum Standards while accelerating and enriching new movements such as Work-Style Reform of Schools and realizing the GIGA School Program is considered necessary.
　The school education that the committee aims to realize throughout the 2020s is named “Japanese-Style School Education in Reiwa”, and its specific form is described as the “realization of personalized and self-regulated learning and collaborative learning that unlocks the potential of all children”. Each school is required to improve classes to realize “proactive, interactive and authentic learning” by integrally enhancing “personalized and self-regulated learning” and “collaborative learning” while considering the characteristics of the subject and the actual conditions of the students.
Based on the above, the report presents actions that should be aimed at the desired vision of “child learning”, “outlook of teachers and other personnel”, an “environment that supports child learning, and teacher and other personnel” with the wish “we want it to be like this”.
 

(1) Child learning

The goal is to realize the forms of learning shown in (1) to (5) below while striving to integrally enhance “personalized and self-regulated learning” and “collaborative learning”
 
1) Early childhood education
High-quality education is provided by smoothly connecting with elementary schools and establishing a PDCA cycle through quality evaluation. All young children can grow healthy while enjoying a sense of accomplishment through proactive involvement in their familiar environment and various activities.
 
2) Compulsory education
Qualities and competencies that form the basis of learning are fostered through the use of new ICT environments and advanced technology, and learning that meets the interests and concerns of each student, motivates them, and encourages them to do the things they want to do.
Furthermore, through activities such as collaborative learning among students unique to schools and exploratory learning involving diverse others, the awareness of being a community member and a sovereign is nurtured.
In addition, the qualities and competencies necessary to lead a healthy life both physically and mentally are fostered, and issues (poverty, abuse, etc.) related to students’ lives and learning are detected early so all students can learn safely and securely.

3) High school education
As an educational institution at the end of the elementary and secondary education stages, it serves as a connection with higher education institutions and the real world so that students can acquire the basic qualities and abilities necessary for social and occupational independence, as well as the qualities and competencies necessary to participate in the formation of society actively.
In addition to conducting distinctive and attractive educational activities at each high school, learning aimed at solving the problems faced by local communities and society is carried out both inside and outside the school through cooperation and collaboration with various related organizations such as local governments, companies, institutions of higher education, international organizations, NPOs, etc., and students are highly motivated to learn.
In addition, inquiry-based learning tailored to each of the diverse students is realized, and cross-curricular learning is provided to solve problems in the real world, such as STEAM education.

4) Special needs education
At all levels of education, the aim is to build an inclusive education system to ensure that all children have access to appropriate education and that children with and without disabilities can receive education together as much as possible.
Furthermore, in anticipation of the independence and social participation of children with disabilities, various places of learning with continuity have been further enhanced and developed so that guidance that most accurately responds to the educational needs of each person can be provided, such as regular classes, special support services in resource rooms, special needs classes, and special needs education schools.
 
5) Learning through each school stage
Throughout the stages of early childhood education, elementary school, junior high school, high school, university and society, students consistently learn about their future, consider societal changes, and connect them with their career development.
 

(2) Outlook of teachers and other personnel

As a vision to be realized, teachers should be positively receptive to changes in the environment surrounding school education, continue to learn throughout their teaching life, maximize each child’s learning, and be a companion to support independent learning. Schools should have high-quality teachers and other personnel group by securing diverse human resources and improving teacher qualities and competencies. The school should be operated under the principal’s leadership and in cooperation with families and the local community.
Furthermore, the realization of work style reform, the dissemination of the appeal of the teaching profession, and the development of an environment that supports learning in the new era have reaffirmed that the teaching profession is creative and attractive. The number of aspiring teachers has increased, and teachers themselves have been able to work with pride and increased morale, also stated as the ideal image of teachers and other personnel.

(3) Environment that supports child learning, and teachers and other personnel

As an environment that should be realized, the report indicated that schools in every corner of Japan should enhance instruction and support, improve the efficiency of school work, and improve and enhance educational policies by creating 1 device for 1 student environment at the elementary, junior high, and high school levels, developing an environment that can utilize advanced technologies and educational data such as digital textbooks, and introducing an integrated school management support system. The presentation showed that schools across Japan are improving instruction and support, streamlining school operations, and improving and enhancing educational policy.
In addition to the development of a school education environment that supports learning in the new era through the development of an ICT utilization environment, a detailed guidance system for small groups of students, and the development of school facilities, the realization of an attractive educational environment has been shown through cooperation between elementary and junior high schools and the promotion of complex and shared school facilities, even in areas where population decline is accelerating.

2 Future direction for building “Japanese-Style School Education in Reiwa”

To nurture solid academic ability, richness in mind and a healthy body of all children in an integrated manner, regardless of the economic situation of the family, regional differences, characteristics of the individual, etc., the three guarantees fulfilled by the Japanese-style School Education so far are emphasized: (1) guarantee learning opportunities and academic achievement, (2) guarantee holistic development and growth as a formation of society, and (3) guarantee of physical and mental health as a safe and secure place to live and safety net and decided that it was necessary to inherit this.
In doing so, the government is expected to play a role in reducing the burden on school sites, providing sufficient supply and support of human resources such as the staffing levels of teachers and other staff members and expansion of professional staff, and material resources such as the ICT environment and school facilities.
The report also states that the school should not fall into the trap of “dichotomies” such as “completion principle”, “achievement principle”, “distance/online”, or “face-to-face/offline”. However, it should take the view that both advantages should be combined appropriately to improve the quality of education, depending on the developmental stage and learning situation.
Based on the above, the following six directionalities from (1) to (6) were listed for the construction of Japanese-Style School Education in Reiwa for the realization of “personalized and self-regulated learning and collaborative learning that unlocks the potential of all children”.
 
(1) Enhance the quality, diversity and inclusiveness of school education and achieve equal opportunities in education
To further nurture the qualities and competencies necessary for children living in the new era, improving the quality of school education is important to guarantee the basic academic skills of children, developing their talents sufficiently, and fostering social skills, etc., are important and enhancing the diversity and inclusiveness of schools while realizing personalized and self-regulated learning in response to diversifying children is necessary. In addition, the report also indicates the importance of guaranteeing substantial learning opportunities for children who are currently unfamiliar with school education, as well as ensuring quality and equal opportunity in education regardless of geographical conditions. Initiatives like these are required to achieve “equal educational opportunities” based on the Constitution and the Basic Act on Education.

(2) Achieve school management through collaboration and sharing
Schools need to establish a system to promote work-style reform while addressing various challenges, with which they work on educational activities as an organization under the principal’s leadership, as there are limitations to dealing with them using only existing resources under traditional management. This includes realizing school management through “collaboration and division of work” in relationships with internal and external stakeholders. In particular, schools are expected to demonstrate the collective strength of the organization as a whole through the utilization of diverse human resources other than teachers, such as external human resources, specialized staff, and administrative staff. In addition, the report considers that it is necessary to establish an environment in which the school, home, and the community play their roles and responsibilities and to cooperate and collaborate to improve children’s growth throughout the region.

(3) Realize the optimal combination of past practice and ICT
The report considers it necessary to solve various problems in school education and improve the quality of education by making the most of the 1 device for 1 student under the GIGA School program, using the devices daily, and optimally combining ICT with conventional practices, such as teachers mastering face-to-face instruction and online education.

(4) Appropriately combine the principles of coursework and learning, etc.
The following concepts are incorporated into the current school education system in Japan:
- “Completion principle”, which states that it is sufficient to complete a prescribed curriculum within a certain number of years
- “Achievement principle”, where certain learning outcomes are expected based on the content studied
- “Age principle”, which requires a certain period of enrollment as a prerequisite for advancement or graduation
- “Curriculum principle” states the requirement to complete a certain curriculum as a prerequisite for advancement or graduation.
The common aspect of the “Achievement principle” and “Curriculum principle” approaches is that they focus on each individual’s learning status and achievements and provide learning content according to the learning status of each individual. On the other hand, it was also pointed out that when individualized learning is emphasized, there is less focus on the nature of education as a group, such as cultivating social skills through collaboration with various other people.
On the other hand, it has been pointed out that the “completion principle” and “age principle” have in common that they provide common education to the target group over a certain period. While they allow and encompass various ways in which the time required for individual growth is required within a certain period, they also lead to excessive synchronicity and uniformity.
Based on these factors, at the compulsory education stage, the requirements for advancement and graduation are based on the “age principle”, and the criteria for judging that the student has completed the curriculum are based on the “completion principle”.
It was decided that the “achievement principle” concept should be appropriately combined, and the curriculum should aim to incorporate the strengths of each.
The report also indicates the need for each school to consider the nature of its curriculum following the current situation of its students, considering that the high school system already incorporates more elements of the achievement principle and curriculum principal systems.
 
(5) Guarantee learning by overcoming the occurrence of infectious diseases and disasters
It is important to continue necessary educational activities drawing on the experience of responding to the new coronavirus infection, even in emergencies such as the occurrence of new infectious diseases and disasters. It is necessary to promote the development of a teaching system and necessary facilities and equipment according to the classroom environment of the new era. Also, it is necessary to provide mental care, to prevent abuse and to take measures to guarantee the learning of children by continuing the relationship between children and schools in cooperation with related organizations, even during temporary closures.
In addition, in order to facilitate these efforts, it is important for school providers to cooperate with the chief departments to actively and firmly support school efforts. Also, the way of the Boards of Education that take the initiative in addressing issues and supporting schools should be considered.

(6) Achieve sustainable and appealing school education amid changes in social structures
Even as the social structure changes due to an aging society with fewer children, system revisions and operational improvements are required to realize attractive school education while ensuring sustainability.
In addition, in rural areas, the realization of attractive and high-quality school education requires the consideration of the layout of schools, maintenance and management of their facilities, and how schools should be coordinated.




 

Section 3: Specific Initiatives and Issues to be Considered in the Future for the Realization of “Japanese-Style School Education in Reiwa”

1 Specific initiative outlined in the report

This section summarizes measures (1) through (9) for realizing the “Japanese-Style School Education in Reiwa”, presented in Part II, detailed discussions of the report, and specific measures taken by MEXT.

(1) Improve the quality of early childhood education

○ Basic principles
Early childhood education is important for cultivating the foundation for lifelong character development and is intended to cultivate the foundation for compulsory education and subsequent education. Even in other countries, there is a growing awareness of the importance of early childhood education, including research showing that providing high-quality early childhood education can make a significant difference in future life by fostering socio-emotional skills such as perseverance, self-control, self-esteem, and so-called non-cognitive abilities. For this reason, early childhood education facilities such as kindergartens, daycare centers, and centers for early childhood education and care need to improve the quality of their early childhood education practices to foster the qualities and competencies they wish to nurture in early childhood through group activities.
In particular, today, the challenge is how to protect and support the healthy growth of children while responding to the new coronavirus infection. It is necessary to improve and enhance the content and methods of early childhood education, including the development of the educational environment to appropriately respond to these issues, to secure and improve the quality and expertise of human resources responsible for early childhood education, and to build a system to promote early childhood education.

○ Specific measures for quality improvement
Based on the above basic approach, initiatives will be promoted to improve and enhance the content and methods of early childhood education, to secure human resources responsible for early childhood education and improve their qualifications and expertise, and to build a system to promote early childhood education. In FY2021, MEXT will continue to implement measures to promote understanding of early childhood education and support the establishment of a system to promote early childhood education that addresses the various issues that have emerged due to COVID-19, including cooperation with health, welfare and other professionals, and measures to secure human resources for kindergarten teachers.
Furthermore, the educational environment will be improved through support for ICT environmental improvement in kindergartens, renovations for childcare, infection control measures in response to the novel coronavirus infection, etc.

(2) Modality of compulsory education in the new era, with a 9-year perspective

○ Basic principles
It is the government’s responsibility to ensure that all people born and raised in any region of Japan can receive a high-quality compulsory education that is balanced in terms of solid academic ability, richness in mind and a healthy body, and to achieve the purpose and targets of compulsory education through the steady implementation of the National Curriculum Standards. Promoting the integrated study of the curricula, guidance system and teacher training over nine years is necessary. In addition, it is important to realize an education that meets the abilities and aptitudes of each student, enhances their motivation, allows them to deepen their interests, and improves special needs education further to ensure that no one is left behind in compulsory education, even as the student population becomes increasingly diverse and schools face various challenges.

 
○ Supplemental and developmental educational guidance
In response to the actual conditions of the students and the school, the school is allowed to enhance individualized instruction by incorporating supplemental and developmental learning that enhances and expands understanding of the content of study, etc., by devising teaching methods, etc., and to add content not included in the National Curriculum Standards, including content from different grade levels, when required. Furthermore, it is considered necessary to conduct empirical research and development on how schools should provide guidance and support to children with unique talents in specific fields. Based on this, MEXT has been conducting empirical research at R&D schools since FY2021.
 
○ Promoting initiatives to enhance curriculum management
Furthermore, considering the significance of the standard number of class hours, the new system will clarify the discretion that each school has in organizing and implementing the curriculum while maintaining the total number of class hours and allowing for a certain degree of flexibility in the distribution of class hours for each subject area, thereby enhancing and strengthening the curriculum management in each school.
 
○ Promotion of subject-based teacher assignment system starting from upper grades of elementary school
The subject-based teacher assignment system from the upper grades of elementary school will contribute to the improvement, understanding and retention of children’s learning content and enhanced learning, contributing to the emotional stability of students through a multifaceted understanding of students by multiple teachers and to the smooth transition from elementary to junior high school by eliminating the “first year of junior high school gap”, as the plan also aims to reduce the burden on teachers and to realize personalized and self-regulated learning to introduce the system in FY2022 towards the establishment of a guidance system that takes into account the entire nine years of compulsory education. MEXT has established a study committee of experts to conduct specialized and technical studies to introduce a subject-based teacher assignment system, including subjects that should be the focus of new specialized instruction and how teachers should be assigned according to the size and geographical conditions of the schools.

(3) Modality of high school education in response to the new era

○ Basic principles
As the percentage of students who go on to senior high school reaches approximately 99%, it is considered essential for senior high schools to develop further the qualities and competencies fostered in compulsory education while realizing learning that meets the diverse abilities, aptitudes, interests, and concerns of the students.
 
○ Systemic reforms to realize a new era of high school education
As part of the initiatives to make high school distinctive and attractive, it is essential to clarify the purpose and social role of every high school, establish guidelines for educational activities from admission to graduation, and make the general education departments more flexible and generalized, and to respond to diverse learning needs and quality assurance in regular and correspondence courses. Based on this, MEXT promulgated a ministerial ordinance on March 31, 2021, to partially revise the Enforcement Regulations of the School Education Act and establish the necessary provisions.
 
○ Fostering innovative professional human resources to support local industries
High schools with vocational education as their main department should promote curricula open to society, in which the industrial world and high schools work together. Specifically, it is necessary to go further from the past collaboration of inviting outside lecturers from companies and internships to organize the ideal form of human resource development at the high school level, taking into consideration the future of local industries, with industries such as economic organizations, as the core, and to develop and implement curriculum based on this ideal. Accordingly, the MEXT has been implementing the Meister High School (Next Generation Regional Industrial Human Resource Development Innovation Project) since FY2021, which aims to establish a system for fostering cutting-edge professionals who will continue to innovate to drive the fourth industrial revolution and sustainable regional growth, by integrating and synchronizing industrial circles and vocational high schools that are innovating toward the industrialization of growth.
 
○ Functional enhancement of upper secondary specialized training schools
The government considers the importance of supporting the development of educational curricula that lead to higher education and employment and the establishment of an educational system through cooperation between upper secondary specialized training schools and local communities and businesses since upper secondary specialized training schools serve as a safety net for students who have various circumstances such as being chronically absent or dropped out from school. MEXT supports the development of educational models that promote effective collaboration between upper secondary specialized training schools, local communities and external institutions and lead to self-support after graduation.

(4) Special needs education in the new era

○ Basic principles

As part of building an inclusive education system based on the Convention on the Rights of Persons with Disabilities and advancing special needs education, it is necessary to continue to improve conditions for children with and without disabilities to receive education together as much as possible, such as regular classes, special support services in resource rooms, special needs classes, and special needs education schools , and to provide instruction that best meets the educational needs of each child with disability, with a view to their independence and social participation.
 
○ Formulation of standards for the establishment of special needs education schools
To improve the educational environment of special needs education schools, MEXT has been formulating standards for establishing special needs education schools that specify facilities that should be provided for special needs education schools*¹.
 
○ Improve the expertise of teachers responsible for special needs education
MEXT will proceed with discussions at the expert committee and other bodies in the future, based on the fact that the Ministry has decided to establish a core curriculum for teachers of special needs education schools that will enable them to learn about developmental disabilities and other issues that are faced by all types of schools, and indicate the qualities and competencies that they should acquire in common, as in the teacher training program for elementary schools and other schools.

(5)Modality of education for the increasing number of foreign children

○ Basic principles
To improve the quality of education through the realization of personalized and self-regulated learning and collaborative learning that unlocks the potential of all children and to ensure learning for all children even in the event of an emergency, such as a disaster or the outbreak of a new infectious disease, it is necessary to develop a school education environment that supports learning in the new era based on the realization of the GIGA School Program.
 
○ Developing classroom environments that support learning in the new era
MEXT has proposed the need to create classroom environments that conform to the “1 device for 1 student” concept of the GIGA School Program and are adapted to online education, to create healthy environments that consider the “new normal” and allow for learning healthy and to create barrier-free environments. In addition to implementing local fiscal measures since FY2021 for systematically setting up JIS-standard desks, etc., in classrooms that conform to the 1 device for 1 student environment, MEXT provides government subsidies for renovations aimed at the lifespan extension of aging facilities, including the installation of air conditioners and development of open spaces that can accommodate various learning activities. Also MEXT supports the efforts of school providers to make school environments barrier-free, such as  setting barrier-free environments goals and enhancing financial support. In January 2021, MEXT established the “Subcommittee to Review School Facilities for the New Era” and is considering the way of school facilities to realize and promote learning in the new era.

 

○ Systematic development of guidance systems to support learning in the new era (systematic development of 35-student class size in elementary schools)
With an eye on nine years of compulsory education, MEXT has decided to consider detailed guidance systems with small groups, such as the enhancement of detailed instruction depending on the characteristics of each student through the effective utilization of “1 device for 1 student,” or by allowing smaller class sizes following the actual condition of classrooms to ensure physical distancing based on the “new normal.”
In light of this, the Compulsory Education Standards Act was revised in March 2021, reducing the standard for elementary school class formation for the first time in about 40 years to promote initiatives that maximize the effectiveness of having a small class size, in addition to developing a 1 device-for 1 student environment for all children at the compulsory education stage. Specifically, the class size from the second grade of elementary school will be reduced from 40 to 35 students over five years starting from FY2021. Reducing the standard for class formation will allow more detailed instruction tailored to each student and improve learning opportunities and activities.

(8)State of school management and school facilities based on demographic trends

○ Basic principles
Even if the circumstances surrounding children change due to the declining population caused by the rapid progress in an aging society with fewer children and the rapid increase in the number of students associated with a housing development, it is necessary to consider the layout of schools, the maintenance and management of facilities, and how schools should cooperate so that sustainable and appealing school education can be implemented.

○ School management based on the downsizing of schools due to the decrease in the number of students
Establishing a cross-disciplinary review system that includes not only the education department but also the chief departments is important when each school management is considering optimizing the school size according to the region’s situation. It’s indicated that the educational environment should be improved and that costs should be optimized by reflecting them in Basic Plan for the Promotion of Education and individual facility plans and by formulating new cross-disciplinary action plans. MEXT has also prepared and published guidelines and case studies for the formulation of cross-disciplinary action plans, etc., and is working on enhancing support for the formulation of individual facility plans and the enhancement of their contents.

○ Utilization and sharing of educational resources of schools located in mountainous areas and remote islands
Small-scale high schools located in mountainous areas and remote islands have limited educational resources, so multiple high schools are required to collaborate using ICT to enable students to selectively take courses that are the strengths of the respective school and to carry out educational activities that cannot be achieved independently by small schools. Therefore, from FY2021, MEXT will establish a system for cooperation and collaboration with related organizations such as local governments where high schools are located and conduct survey research on establishing inter-school cooperation and collaboration networks to enhance the functions of high schools as the core of sustainable regional vitalization.

(9)Role of teachers and teachers’ organizations in the Society 5.0 era
○ Basic principles
First of all, the qualities and competencies required of teachers include a sense of duty and responsibility, a love for education, specialized knowledge of subjects and the teaching profession, practical leadership skills, comprehensive human skills, communication skills, and facilitation skills.
To acquire the qualities and competencies required in response to the changing times, it is necessary that teachers not only spend their teaching careers with only the knowledge and skills they acquired at their training stage, but they should keep learning continuously with the awareness that the knowledge and skills required for this profession will keep changing. Schools should not be homogeneous with the same background, experience, knowledge, and skills. Rather, they should strengthen collaboration with human resources with more diverse knowledge and experience and further incorporate such human resources into the organization to become an organization with high educational capabilities while responding to the needs of students.

○ Strategies to improve teaching skills of teachers by using ICT
It was suggested that the use of content related to ICT utilization provided by the Japanese government should be promoted in teacher training programs; universities need to establish systems that ensure the reliable implementation of practical classes and implement teacher training more systematically and effectively by clarifying ICT teaching skills in the development indicators set by prefectural boards of education. MEXT is examining whether systematic classes that enable students to acquire ICT-based teaching skills are being implemented to establish and improve the ICT-based teaching skills of teachers in teacher training programs and teachers who are currently working and are considering establishing new subjects related to the use of ICT across subjects in the teaching curriculum. In addition, continuous efforts will be made to provide training content, such as creating online training programs for teachers and further enhancing training in prefectural governments.

○ Promoting the acquisition of licenses by working adults
The special course for the teaching profession requires one year to complete, which makes balancing work and study challenging for working adults. Therefore, suggestions have been made to allow more flexible course completion to encourage the use of the system.
MEXT will consider making the study duration more flexible (one year of study to more than one year) from the perspective of utilizing the special course for the teaching profession.

○ Substantiation of the teacher license renewal system
It is necessary to examine the impact of the teacher license renewal system on securing teachers and human resources and to conduct a comprehensive review of the teacher license renewal and training systems to comprehensively examine how to ensure both the number of teachers needed and their qualities and competencies in the future.

 

2 Issues to be considered in the future

The report concludes with a list of issues that require further consideration, including how to train, hire, and train teachers and other personnel to realize “Japanese-Style School Education in Reiwa” and how the boards of education should actively support the independent and self-reliant efforts of schools and respond quickly and accurately to changes in society.
Based on this, in March 2021, the Minister of Education, Culture, Sports, Science and Technology consulted the Central Council for Education for advice on the “Approach to Development, Recruitment, and Training of Teachers Who will be Responsible for ‘Japanese-Style School Education in the Reiwa Era’” and discussions going back to the basics have begun, without being bound by existing approaches. Of these, we will be holding specific discussions on a fundamental review of the system for the teacher license renewal system.

 

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