The purpose of the chapter is to investigate how development education was introduced into formal education systems when contexts that increase the possibility of the generation of development education emerged. The chapter argues that when these contexts emerge in a country, the education ministry or related ministries try some form of intervention in order to introduce development education into the formal educational system. It is also argued that in Japan where these contexts appeared in the early 1980s, the related ministries did not intervene to introduce development education in the formal education system, and, as a consequence, development education remained marginal in both the educational reform of the mid-1980s and the subsequent curriculum revision.
In order to test these arguments, the chapter first investigates how ministries intervened in formal education systems in some countries that had external contexts for development education. Then, the chapter changes its focus to Japan. The educational reform in the mid-1980s and the national curriculum revision in the late 1980s are mainly analyzed because they were the first large educational changes after Japan came to have external contexts that were favorable for the emergence of development education.
In the countries where external contexts favorable to the genesis of development education exist, ministries (or a ministry) often intervene in the introduction of development education into formal education systems. However, there is no sin-