In March 2025, a delegation of senior education leaders from across the UK undertook a study visit to Japan, hosted by the British Council. The theme of the visit, teacher workforce planning, could not be more timely. With recruitment and retention challenges mounting in Scotland, the opportunity to learn from Japan’s education system offered valuable insights into how another high-performing nation is navigating similar pressures.
The fully funded British Council visit was arranged for senior civil servants working in the field of teacher workforce planning in each of the four nations of the UK. No representatives from Scottish government attended, and we were fortunate to be offered the opportunity to attend on behalf of Scotland’s education directors’ body, ADES. This was a week of significant learning, offering a great insight into another education system.
Centralised and strategic workforce planning
But why Japan? It was selected for its reputation in rigorous initial teacher education, its structured approach to professional learning and development and the strong professional identity which teachers in Japan possess. The country’s education system consistently ranks among the top globally in Pisa assessments, and its approach to workforce planning is both centralised and strategic.
Yet, Japan also faces significant challenges: an ageing population, declining birth rates and difficulties in recruiting and retaining teachers - all of which mirror concerns we also have here in the UK, particularly in parts of Scotland and in the secondary sector.
The visit focused on three key aspects of workforce planning: teacher supply and demand; recruitment and retention; and professional identity.
Japan’s centralised system, led by the Ministry of Education, Culture, Sports, Science and Technology (MEXT), oversees teacher recruitment and placement through prefectural Boards of Education. Teachers are reassigned to schools every three to six years, to allow for equitable distribution of the workforce across schools and regions, and to ensure that there are no areas suffering any severe shortages.
This rotation system, while unfamiliar to UK educators, has been praised for promoting fairness and preventing disparities between schools. However, it also raises questions about autonomy and teacher agency - issues that resonate with ongoing debates in UK education policy.
Prestige of teaching
One of the most striking differences was the status of teachers in Japanese society. Teaching is viewed as a prestigious and noble profession, deeply rooted in post-war values of sacrifice and service. Teachers are seen as public servants contributing to national development, and this cultural reverence fosters a strong professional identity.
Yet, this prestige is under threat. Media portrayals of long hours and high stress are deterring young people from entering the profession. The average teacher in Japan works significantly more than their contracted hours - up to 58 hours of overtime per month in junior high schools. Vice-principals often work 12- to 14-hour days, and the concept of “karoshi” (death from overwork) is a real concern.
Workload and wellbeing
Japan’s education leaders are acutely aware of the impact of workload on recruitment and retention. Measures have been introduced to reduce class sizes, increase administrative support and raise the additional hours payment from 4 per cent to 10 per cent. However, these interventions are costly and would not be easily replicated in the current fiscal climate in other jurisdictions, including our own.
Interestingly, while Japan has begun to define tasks that should not be performed by teachers, such as administrative duties and club supervision, the implementation is uneven. Teachers still report excessive paperwork, including managing school finances - tasks typically handled by support staff in the UK.
The delegation noted that while Japan’s efforts to reduce workload are commendable, they are not yet transformative. The cultural expectation of sacrifice remains deeply embedded, and younger generations are increasingly resistant to the “long hours” norm.
Recruitment and progression
Japan’s recruitment process is rigorous, involving written exams, interviews and lesson observations. However, the number of applicants is declining, and the competition rate is at its lowest on record. The system faces a “cliff edge” of retirements, with over 30 per cent of teachers aged 50 or older.
Progression within the profession is structured but hierarchical. Age and experience are closely linked to promotion, and leadership roles are predominantly held by men. Diversity and inclusion remain areas for development, particularly in leadership and in representing Japan’s increasingly diverse student population.
Teach for Japan, a private-sector initiative affiliated with Teach for All, offers an alternative route into teaching. While promising, it remains marginal and was notably absent from discussions with mainstream education bodies.
Initial teacher education and CPD
Initial teacher education in Japan is largely theoretical, with minimal classroom experience. Most trainees undertake only two to four weeks of placement in their final year. Despite this, the system maintains high standards through a robust certification process and a probationary year with mentoring.
CPD is compulsory and structured according to years of experience. It is delivered by prefectural boards of education and the National Institute for School Teachers and Staff Development. While CPD is free, schools are not funded to release teachers, and many educators view compulsory training as lacking relevance.
Japan’s CPD model emphasises lifelong learning and includes innovative practices such as “lesson study”, a collaborative approach to planning, observing and reflecting on lessons. This deeply embedded culture of professional enquiry is a strength that UK systems could learn from.
Reflections for the UK
The delegation’s reflections highlighted both similarities and differences between the UK and Japan:
- Workload pressures are universal, driven by administrative burdens, parental engagement and societal expectations.
- Vocational commitment appears to be stronger in Japan, with teachers embracing their role in holistic child growth and development rather than on learning and teaching.
- Mental health support is growing in both countries, with the Tokyo prefecture in particular offering psychological services for teachers akin to England’s professional supervision schemes, something Scotland could learn a huge amount from.
- Technological solutions are being explored in Japan, but digital transformation is still in its early stages, which is fascinating for a country at the forefront of technological developments.
While Japan’s system offers valuable lessons, particularly in professional identity and structured professional learning, the delegation found few initiatives directly transferable to the UK. Instead, the visit prompted deeper reflection on how cultural values, societal expectations and systemic structures shape the teaching profession.
Japan’s education system is navigating complex challenges with a blend of tradition and innovation. Its commitment to teacher development, equity and professional identity offers inspiration, but also caution.
As the UK continues to grapple with workforce planning, the lessons from Japan remind us that sustainable solutions will require not only policy change - but also cultural transformation.
Laurence Findlay is director of education and children’s services at Aberdeenshire Council and president of the national education directors’ body ADES, and Jean Miller is head of service for education at Glasgow City Council
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