This article has four purposes; first, to delineate how education policy and the policymaking process changed after the turn of government in December, 2012; second, to note what the political and institutional factors influencing policy changes in times of a change of government; third, to examine the changes in the Japanese policymaking system in Japan since 1990s, and fourth, to show how these changes cause problems of education policy and policy-making. My conclusions are as follows. First, under the LDP's administration, education policy has almost completely changed from the DPJ's. Contrary to DPJ's policies, LDP wants comprehensive education reforms, for example, in the school systems, the education board system, etc. Under the LDP's, the Prime Minister has more influence over education policymaking than under the DPJ. Second, a change of government doesn't always cause policy change; several political and institutional factors influence it. In theory, the degree of competition between the two main political parties and the likelihood of another reversal in the near future has impacts on policy stability. As for institutional factors, first, the House of Councilors, role as a veto player is crucial. Second, in LDP administrations, there has been ruling party review of government-sponsored legislation before it is submitted. These factors delayed policy changes until 2013. However, the LDP's government since the 2013 upper election is free of the influence of these political and institutional factors and we can predict education dramatic policy changes under the current LDP administration. Third, the policymaking system has changed since 1990s, when central government policymaking emphasized consensus between political actors. Arend Lijphart, a political scientist, categorizes democracies into two types; majoritarian or Westminster democracies and consensus democracies. Japan had adopted consensus democracy until the 1990s, characterized a weak cabinet, and the multiple-seat constituency system. In the beginning of the 2000's, however, politicians began to change the policymaking system, with a strong cabinet, and the single-seat constituency system. As a result, the policymaking system in Japan has partly changed from a consensus democracy to a majoritarian democracy. This change has impacts on education policy; a majoritarian democracy can make policy changes more easily than a consensus democracy can. As a result, education policy stability and continuity decreased from the end of the 1990s. LDP administrations have implemented education reforms frequently since the 2000s, and many school boards and schools administrators have been confused. It is the school board system that has maintained policy stability and continuity. Contrary to local governments, the central government has not adopted the school board system. Instead, consensus democracy had ensured policy stability. The change from a consensus democracy to a majoritarian democracy, however, decreased stability and continuity in education policy. If we agree that education policy needs stability and continuity, we must consider ways of maintaining them under a majoritarian democracy, for instance, through independent administrative commissions, a council system, etc.
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