ABSTRACT
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.
