In Japan, development education was not introduced in the 1970s. It was only accepted by NGOs and educationists as late as the 1980s. A decade's delay can be explained by Japan's lack of appropriate socioeconomic and political contexts for development education in the 1970s.
Japan caught up with western industrialized countries not only in GNP but also in economic structure in the 1980s. At the same time, in politics, efforts were made to acquire political recognition internationally. These changes in the economy and politics encouraged Japan to rebuild close relationships with developing countries that had become estranged since World War II, as Japan had tried to stay away from Asian politics. In domestic politics as well, Japan's policy had changed to become more welfare conscious after the 1970s, while economic expansion by Japanese companies in Asia led to the influx of Asian workers into Japan in the 1980s.
Thus, by the mid-1980s, contexts that normally increase the possibility of the creation of development education existed in Japan. However, like the countries in the analysis set out in chapter 2, Japan also had its unique interrelationships among these contexts as well as its own particular economic and political accidents.
One of the features in the development of the relevant contexts in Japan is its extremely strong economy. The Japanese economy had, however, a slightly different structure from those of the Western industrialized countries. In terms of its