The present administrative reform involves restructuring of governmental agencies in the largest scale after WWII. Its implication on science and technology policy in the next century is also important. In the specific field of science and technology, the reform will result in (1)establishment of a General Council on Science and Technology, (2)Unification of the Science and Technology Agency and the Ministry of Education, and (3)restructuring of national research institutes into independent administrative corporations. The present paper describes specifically the functions of the General Council on Science and Technology according to information from the Administrative Reform Committee, the Fundamental Law on Reform of Government Agencies, and the laws on establishment of government agencies. The items below are systematically described. -Historical:Proposal in the Administrative Reform Committee in August 1997. -Nature of the Council:Conceived as an institution to support Prime Minister's leadership;a "forum of wisdom" as different from ordinary councils. -Tasks:Study of and discussion on fundamental strategy and resource allocation for science and technology, evaluation of nationally important projects. -Membership:The Prime Minister, ministers concerned, directors general of agencies concerned, and experts. -Secretariat:Established in the Cabinet Office. -Coordination with other agencies:Generally by the Cabinet Office;coordination between government agencies by the Ministry of Education and Science.

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In January 2001, the Ministry of Education, Science, Sports and Culture was reorganized into the Ministry of Education, Culture, Sports, Science and Technology as part of the administrative reform of Japan's central government. The main objective of the reform was to strengthen the function of the Cabinet in terms of integrating national policies that had been designed independently under the former system of autonomously operating Ministries and Agencies. As part of the reform, the policy-making processes of the Ministry of Education are also undergoing a process of change. This paper aims to clarify the characteristics of the changes in educational policy carried out within the overall framework of central government reform. With a view to facilitating an understanding of the constituent parts of the changes, the author proposes a framework in the form of a distinction between content of the policy and its form. Policy content is defined by the relationships linking categories such as discourses, agencies and subjects. These category relationships represent power relations on the basis of which a particular policy is formulated. Policy form is concerned with the modes of legitimate communication that convey and realize category relationships incorporated into policy content. In line with a change in power relations, the content of education policy has actually changed since the late 1990s as a result of new forms of policy-making that enable the Cabinet to exert stricter control over Ministries. In contrast, the form of policy implementation has as yet shown no significant change even since the reform.

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This paper discusses administrative reform under Hashimoto, Obuchi and Mori Administrations in Japan. Analysis also focused on the Basic Law for the Reorganization of Central Government Ministries and Agencies that came into effect in June of 1998. And it examines the impact of administrative reform and reinforcing the Cabinet.

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　近年、日本は「出口志向」と「選択と集中」を特徴とする科学技術政策を推し進めてきた。その象徴とも言えるのが、林立するトップダウン型の研究開発プロジェクトだが、多額の国費を投じながら、期待されたような成果が出ているとは言い難い。「誇大広告」や課題責任者の選考での「やらせ公募」、検証なき後継プロジェクトの実施──などの問題も生じた。これらのプロジェクトで采配を振るう「科学技術の司令塔」、総合科学技術・イノベーション会議（CSTI）の構成や役割がその前身からどう変遷してきたかを考察する。一方、「選択と集中」の裏側では、基盤的経費が削減されたことにより多くの大学が困窮し、研究の裾野が脅かされている。さまざまなデータで日本の研究力の衰退が指摘されるようになって久しい。科学技術基本法が掲げる「科学技術創造立国」を幻としないための処方箋は何か。高い研究力を誇る沖縄科学技術大学院大学の運営にヒントを探る。

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　The digitalization of education in Japan progressed rapidly during the coronavirus crisis. It was not an emergency measure aimed at preventing the spread of infection but was planned before the coronavirus crisis with the aim of promoting human resource development for Society 5.0. The government’s basic policy is to mobilize public education through human resource development policies. Government policymakers aim to develop human resources that can respond to Society 5.0 and agree that digitalization and ICT are the means and justifications for the disparate distribution of learning and educational opportunities. However, policy- makers within the government are conflicted over whether to promote the digitization and ICT of education as a reform that will lead to the dismantling of the existing public education system. This conflict and alliance make modern educational policies difficult to understand. 　Keywords: Digitization of Education, Individualized Optimization, Human Resource Development, Policy Making Process, Ministry of Economy, Trade and Industry

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