This paper analyzes the formation process of educational policies that seek cooperation and collaboration between the local communities and schools. It clarifies reasons for the need for regional coordinators that came out of the discussion of the “Central Education Council Review Report No. 186,” a document that served as a catalyst for the placement of regional coordinators, and encouraged the analysis of policy backgrounds utilized prior to new policy adoption. Previous studies discussed revisions of policy contents and their underlying philosophies, but did not clarify the specific process and policy intentions regarding the need for regional coordinators, a process that came to be referred to as “scheduled harmony.” As a policy idea to encourage cooperation and collaboration durung a particular period (and situation) a "regional coordinator" was positioned in a central role between the local communities and schools. Using the framework of “discursive institutionalism” proposed by Schmidt, this research analyzes the contents of the minutes of the working group that led to “Central Education Council Review Report No. 186.” In particular, this research focuses on the contexts that contain descriptions of “ideas and discourses” relating to regional coordination that are based on the remarks of the members of each subcommittee, and clarifies the policy intentions throughout the process of mutual insistence and communication among the stakeholders. The success or failure of these policies can be predicted by focusing on the discourse communication in the process of establishing a system devoted to the theme of “cooperation and collaboration between the local communities and schools.”