An Immigration Lawyer’s Perspective on What Japan’s Education Policy Truly Needs

Japan’s Ministry of Education, Culture, Sports, Science and Technology (MEXT) recently released a draft report on improving educational support for foreign children enrolled in public schools.

The report includes proposals such as actively utilizing external specialists, including nationally certified Registered Japanese Language Teachers, strengthening Japanese language instruction systems, and expanding support for higher education and employment pathways.

As an administrative scrivener (gyoseishoshi) who regularly assists foreign residents and companies employing foreign workers, I believe this represents an important step forward.

At the same time, however, there is one critical perspective that Japan must not overlook.

The goal should not simply be to raise foreign children to become “Japanese-style human resources” who can speak Japanese fluently.

What truly matters is how Japanese society can recognize and utilize the unique strengths these children already possess — including their cultural diversity, multilingual abilities, international perspectives, and cross-cultural experiences.

Without this perspective, educational policies risk limiting the potential of foreign children themselves, while also depriving Japanese society of valuable human resources.

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The Number of Foreign Children in Japan Continues to Increase

As the number of foreign workers in Japan continues to rise, so does the number of foreign children attending Japanese public schools.

This trend is especially noticeable in regional cities and manufacturing areas, where children from countries such as:

  • Brazil
  • Vietnam
  • Nepal
  • The Philippines
  • China

are increasingly enrolled in local schools.

However, many schools continue to face serious challenges, including:

  • Insufficient Japanese language support
  • Teacher shortages
  • Limited information regarding higher education opportunities
  • Communication barriers with parents
  • School absenteeism and social isolation
  • Lower high school enrollment rates

In many cases, foreign children are unable to fully demonstrate their true abilities simply because they lack Japanese language proficiency.

This is not a problem caused by the children themselves. It is a structural issue within Japan’s support system.

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Utilizing Registered Japanese Language Teachers Is a Significant Step Forward

One of the most important aspects of the draft report is its emphasis on utilizing Registered Japanese Language Teachers.

This qualification was established as a national certification system for professionals specializing in Japanese language education.

Until now, many schools have relied on teachers who were never formally trained in Japanese language instruction.

However, teaching Japanese — particularly to children — is a highly specialized field that requires knowledge of:

  • Language development
  • Psychological support
  • Cross-cultural understanding
  • Academic assistance
  • Career and educational guidance

For this reason, expanding the involvement of Registered Japanese Language Teachers in schools is an extremely meaningful policy direction.

From my experience supporting foreign residents with immigration procedures and visa matters, I also see firsthand that the quality of Japanese language education directly affects future outcomes such as higher education opportunities, employment prospects, and long-term settlement in Japan.

Japanese language education should not merely focus on language acquisition. It should support people in building sustainable lives in Japan.

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However, “Learning Japanese” Alone Is Not Enough

That said, the most important issue lies beyond Japanese language education itself.

Support for foreign children cannot simply mean:

“Teaching them Japanese and educating them exactly the same way as Japanese students.”

The value of foreign children does not lie in becoming culturally identical to Japanese citizens.

Rather, many foreign children already possess highly valuable abilities, including:

  • Multilingual communication skills
  • Cross-cultural adaptability
  • International perspectives
  • Global awareness
  • Experience navigating multiple societies and cultures

These abilities are becoming increasingly important as Japanese companies expand internationally and continue hiring foreign workers.

In other words, foreign children are not merely individuals who require “support.” They are also future contributors to Japanese society.

Yet in reality, discussions often focus excessively on:

  • “First, they must learn Japanese.”
  • “First, they must adapt to Japanese rules.”
  • “First, they must assimilate.”

If these become the sole priorities, the children’s individuality and strengths may eventually disappear.

Japan should not aim to create “foreigners who behave exactly like Japanese people.”

Instead, Japan should aim to create a society where people with diverse backgrounds can succeed while maintaining their own identities.

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Supporting Identity and Self-Esteem Is Essential

One particularly encouraging aspect of the report is its statement that:

“It is important to provide career education together with support for identity formation and the development of self-esteem.”

This is an extremely important point.

Many foreign children experience:

  • Discrimination or prejudice related to their roots
  • Shame regarding their native language or cultural background
  • Anxiety about being “different” from others
  • Social exclusion simply because they are foreign

As a result, some children begin to feel:

“I have no value here.”
“I will never succeed in Japanese society.”

However, having a multicultural background should never be treated as a weakness. In reality, it is a major strength.

Educational institutions therefore have a responsibility to communicate:

“You are not inferior because you are different.”
“You possess strengths and perspectives that Japanese society genuinely needs.”

This is not merely an idealistic concept.

A child’s sense of self-worth strongly influences educational achievement, employment opportunities, and long-term social integration.

In other words, supporting identity formation is not simply a matter of welfare policy — it is a fundamental investment in Japan’s future human capital.

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Employers Must Also Change Their Perspective

This issue is not limited to schools alone.

Companies employing foreign workers must also reconsider how they evaluate foreign talent.

Currently, many employers focus almost exclusively on:

  • Japanese language ability
  • Adaptation to Japanese workplace culture

Certainly, a certain level of Japanese proficiency is necessary.

However, the more important question is:

“How can the company utilize the individual’s unique cultural and linguistic strengths?”

For example, multicultural employees can play critical roles in areas such as:

  • International business development
  • Multilingual customer support
  • Foreign employee recruitment and management
  • Overseas expansion
  • Inbound tourism and global customer service

If companies evaluate foreign employees only by asking whether they can work “exactly like Japanese employees,” they risk losing tremendous business opportunities.

Japan is now entering an era of serious population decline.

Without the active participation of foreign residents and workers, both society and businesses will struggle to sustain themselves.

Therefore, Japan must move beyond the idea that:

“Foreigners should adapt completely to Japan.”

Japanese society itself must also evolve.

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What Japan Truly Needs Is “Coexistence-Oriented Education”

What Japan needs moving forward is not simply stronger Japanese language education.

It needs an educational system that enables foreign children to thrive in Japanese society without losing their individuality or cultural identity.

Achieving this requires an integrated approach that includes:

  • Japanese language education
  • Career and academic guidance
  • Parent support
  • Psychological support
  • Identity formation support
  • Collaboration between schools, local governments, and employers

Most importantly, Japanese society as a whole must shift its mindset from:

“Supporting foreigners”

to:

“Building society together with foreigners.”

The MEXT proposal represents an important first step.

However, the real challenge lies in how these ideas will actually be implemented at the local and institutional levels.

The future of Japan will depend on whether government agencies, schools, businesses, and communities can work together to create a society where diversity is genuinely valued and utilized.

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Conclusion

The Ministry of Education’s draft report represents meaningful progress in improving educational support for foreign children in Japan.

Its emphasis on:

  • Utilizing Registered Japanese Language Teachers
  • Expanding educational and employment support
  • Supporting identity formation and self-esteem

deserves strong recognition.

However, the ultimate goal should not simply be to produce “foreigners who can speak Japanese well.”

The true goal should be to build a society where people from diverse backgrounds can contribute and thrive while remaining true to themselves.

Foreign children are not a “problem” Japan must solve.

They are part of Japan’s future potential.

The question now is whether Japanese society is prepared to recognize that reality.