Introduction

Part I. General Comments

1. The image of teachers and teaching staff that will usher in "Japanese-Style School Education in the Reiwa Era" as indicated in the 2021 Report

2. Broadening of children’s horizons that lead to changes in society:

(1) Evaluation of teachers and teaching staff in school education to date
(2) Broadening of children’s horizons
(3) Society 5.0 and new learnings in the post-COVID-19 era
(4) Efforts toward "Japanese-Style School Education in the Reiwa Era"
(5) The current shortage of teachers
(6) Recommendations and requests of other councils

3. System and actual conditions of teacher training courses, licensing, recruitment, and training of teachers:

 (1) Training courses  (2) Licensing   (3) Recruitment  (4) Training

4. The future direction of reform:

(1) Realization of a "new way of teachers' learning"
(2) Formation of a high-quality group of teachers and staff with diverse expertise
(3) Training teachers considering the diversification of applicants in the teaching profession and the changes in the life cycle of teachers, while securing a stable supply of teachers

Part II: Sectional Comments

1. Qualities and competencies required of teachers responsible for "Japanese-style school education in the Reiwa era":

(1) Rebuild the qualities and competencies required of teachers
(2) How revision of the guidelines, review of teacher development indicators, and the teaching curriculum based on the "qualities and competencies commonly required of teachers" should be
(3) Shift to teacher training courses that emphasize the interaction between theory and practice

2. Formation of a high-quality group of teaching staff with diverse expertise:

1. (1) Developing teachers with diverse specialties in the teacher training courses
2. (2) Consideration of how recruitment of teachers should be to be able to secure excellent human resources
3. (3) Measures to incorporate human resources with diverse expertise and backgrounds into the teaching profession
4. (4) Clarification of school principals’ and other managers' development modalities, as well as their required competencies

3. How teacher's licenses should be:

1. (1) Dissolution of the teachers’ license renewal system in the interest of reform and upgrading of teacher training
2. (2) How teacher licenses should be considering the nine years of compulsory education

4. How teacher training colleges/faculties and graduate schools of teacher education should be:

(1) Upgrading and strengthening the functions of teacher training colleges/faculties and graduate schools of teacher education
(2) Strengthen and substantiate cooperation and connection between faculties and graduate schools of education
(3) Promote stronger cooperation between boards of education and universities
(4) Realization of a virtuous cycle of human resource development that emphasizes the interaction between theory and practice in teacher education
(5) Improve the employment rate of teachers
(6) Review the organizational structure

5. Development of a supportive environment for teachers:

(1) Establishment of a system to help reflection on learning
(2) Establishment of a supportive environment for teachers, including diverse work styles