Between Diplomacy and the Classroom: A Contextual and Thematic Examination of Japan’s JET Programme

The Japan Exchange and Teaching (JET) Programme is one of the most significant government initiatives. It was initially envisioned to improve English education in Japan and foster cultural understanding. Despite almost 40 years of praise and criticism, questions remain regarding alignment between its policy objectives and real-world implementation.
This study evaluated the JET Programme’s policy and operational frameworks, stakeholder perceptions its cultural, diplomatic and educational impacts. Focussing on the experiences of JET participants and Japanese Teachers of English (JTEs), the research contextualises the JET Programme within Japan’s wider purpose to internationalise education.
Hyatt (2013), Rizvi, and Lingard (2010) informed the policy contextualisation research methodology, while Braun and Clarke's (2006) thematic analysis approach was applied to questionnaire responses from respondents. This mixed strategy allowed for an integrated synthesis of top-down policy frameworks and JET participant on-the-ground experiences.
The study’s outcomes reveal partial misalignment between policy intentions and lived experiences: while cultural exchange and soft power objectives are successfully perceived, continuing and long-standing challenges with English proficiency improvements, rigid exam-oriented classrooms, and limited pedagogical independence frustrate many JET Programme participants and JTEs. In spite of these deficiencies, the JET Programme continues to expand intercultural awareness and global outlooks in local communities in Japan.
Recommendations emerging from this research study include closer policy alignment, increasing professional support for JTEs and Assistant Language Teachers (ALTs), and improved role clarification to ease tensions in the JTE-ALT working relationship. More systematic evaluations of policy and practice and continued refinement of programme logistics are recommended to sustain relevance in a rapidly evolving society.
By integrating policy contextualisation with thematic analysis, this thesis contributes original insights into large-scale educational initiatives, highlighting the complexities between official policy aims and stakeholder realities. It informs future reforms in international exchange programmes and underlines the importance of balancing national policy goals with pedagogical requirements.