General Union is supporting dispatch ALTs in Kyoto to be directly employed , and to protect the direct employment of workers in Kitanagoya city. Sign the petition to show your support!
In 2008, MEXT (Ministry for Education, Science, and Technology) implemented the first changes to English language education since 1947 by introducing mandatory English education in elementary schools. For one hour a week, fifth and sixth graders would “touch” English by learning simple expressions and their ABCs. A decade later, further research identified the limitations of this approach, and in 2018, English Language Classes were introduced as a formal subject in grades five and six, with third and fourth graders beginning to receive weekly English play.
First-year junior high school students in 2024 were the first group to have been exposed to English for the full mandatory minimum since the third grade, yet inconsistencies and limitations in skill persist. Students compete to enter their preferred junior high schools, resulting in first-year classes composed of students from a variety of educational backgrounds. These limitations are particularly evident in the first year of junior high: in the same class, you may have a student who cannot write their name and another capable of asking simple questions independently.
The disparities arise from the inconsistent English education experiences students have, influenced not only by the schools they attend but also by the teachers they encounter. A significant contributor to this inconsistency is the reliance on dispatch companies to staff English classes. Annual bid wars ensure that students often do not have the same teacher year-to-year. Additionally, dispatch law changes in 2020 restrict dispatch teachers from staying at a single school beyond three years. This revolving-door system hinders continuity and stability, which are essential for effective education.
The reliance on dispatch companies disadvantages schools, teachers, and students alike. Foreign teachers already face challenges in putting down roots in Japan, and inconsistent employment only exacerbates this. For instance, a teacher with ten years of experience may find themselves starting over with a new dispatch company every few years, not by choice but due to the bidding system. When a company loses its contract with a district, teachers often lose their positions as well. Securing a job with the winning company is not guaranteed, as each company’s hiring philosophy and methods vary.
This system creates instability not just for teachers but for students as well. The reality is that dispatch companies act as intermediaries, managing foreign workers on behalf of schools. This arrangement creates a disconnect between the worker and the school, as the teacher is employed by the dispatch agency rather than the school itself. As a result, teachers may lack familiarity with the district’s goals and may not have prior teaching experience or a background in English education. Such inconsistencies directly affect the quality of education students receive.
Directly hiring teachers offers numerous benefits that the dispatch system cannot match:
- Consistency and Stability: Direct-hire teachers remain with schools for longer periods, allowing them to build relationships with students and tailor their teaching methods to meet specific needs. This consistency is critical for student progress, as teachers can track and support growth year after year.
- Professional Development: Teachers with job security are more likely to invest in their own professional growth. They can refine their teaching methods based on long-term observations of student progress, leading to more effective instruction.
- Stronger Integration: Direct-hire teachers become integral members of the school community, gaining a deeper understanding of the school’s culture and objectives. This alignment enhances collaboration with Japanese teachers and fosters a cohesive learning environment.
- Improved Teacher Morale: Secure employment boosts teacher morale, motivation, and pride in their work. A satisfied and engaged teacher is more likely to inspire and effectively educate their students.
The instability caused by the dispatch system ultimately harms students and undermines MEXT’s long-term goals for English acquisition. Teachers who lack continuity and job security are less likely to reflect on and improve their methods. This deprives students of the opportunity to learn from educators who have honed their skills through experience and long-term observation.
Despite starting English education earlier, Japan continues to lag in global English proficiency rankings. Over 50% of high school graduates lack independent communication skills (CEFR B1 level). Meanwhile, if we look at the current standings of different prefectures for junior high school students—those who have been learning English from the youngest age—we see a severe disparity in estimates and quantifiable skill (source).
The majority of locations with the lowest relative disparity—Saitama, Yokohama, and Osaka City—all have something in common: stronger job security for foreign workers. These areas attract high-quality teachers due to the potential for long-term prospects and the opportunity to earn Special Teaching Licenses through their boards of education. The only exception to this pattern is Fukui, with its relatively high rate of nearly 90% JETs in junior high and 97.1% in high school (source).
A high rate of JETs may not necessarily be indicative of a high rate of English ability; however, it is important to reflect that consistency in education is what benefits students the most. In regions with lower skill estimates and higher discrepancies between demonstrable and estimated skill, there is a sharp change in the number of JETs used between each grade level. Indeed, a 2022 survey of BoEs by General Union found that two-thirds of respondents indicated relatively significant use of dispatch workers compared to JET and direct hire. Comparatively, the relative rates of dispatch to direct hire and JET in areas of higher proficiencies were much lower.
Boards of Education across Japan must prioritize student success by investing in direct-hire systems. While dispatch systems may seem cost-effective in the short term, their long-term drawbacks—inconsistent education, high teacher turnover, and diminished student outcomes—far outweigh any initial savings.
Direct-hire teachers offer stability, professional growth, and a commitment to their schools that dispatch systems cannot replicate. As MEXT prepares to implement new standards in 2028, schools must reevaluate their hiring practices to align with these evolving expectations. By prioritizing direct hire, schools can ensure that students receive the consistent, high-quality education they deserve.