Feed-in Tariff Pricing and Social Burden in Japan: Evaluating International Learning through a Policy Transfer Approach
Abstract
:1. Introduction
2. Analytical Framework
2.1. International Experiences Assessment
2.2. Policy Transfer Assessment
2.3. Review of Pertinent Literature
3. Results and Discussion
3.1. International FiT Policy Experience
3.1.1. Germany, France, South Korea and Italy
3.1.2. USA, Australia, UK and China
3.1.3. Summary
3.2. FiT Policy Transfer in Japan
3.2.1. Policy Process of the Japanese FiT
3.2.2. Comparison between Original and Revised Bill
3.2.3. Policy Transfer Process of the Japanese FiT
4. Conclusions
Acknowledgments
Author Contributions
Conflicts of Interest
References
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1 | The government executive we interviewed oversaw the FiT policy decision, and therefore had access to all relevant knowledge and official reports. |
2 | The year of legislation. |
3 | The objective of abolishment was due to budget and other issues. |
Country | Module Production (MWp, %) | Cumulative Capacity (MWp, %) | ||
---|---|---|---|---|
Germany | 2500 MWp | 8% | 28,420 MWp | 39.1% |
France | - | - | 2831 MWp | 4.5% |
Italy | - | - | 12,803 MWp | 20.2% |
USA | 1100 MWp | 4% | 3966 MWp | 6% |
UK | - | - | 976 MWp | 1.5% |
Australia | - | - | 1408 MWp | 2.2% |
China | 20,000 MWp | 67% | 3000 MWp | 4.7% |
Korea | 1000 MWp | 3% | 812 MWp | 1.3% |
Japan | 2700 MWp | 9% | 4914 MWp | 7.7% |
TOTAL | 27,300 MWp | 91% | 59,130 MWp | 87.2% |
Step | Instruction | |
---|---|---|
- | Understand the key concepts: what a program is, and what a lesson is and is not | It should be first identified whether or not definitions for key concepts are complete: for example, a program is very different from a vague rhetorical invocation of policy goals. |
- | Catch the attention of policymakers | It is when dissatisfaction rises and there is a pressure to do something that policymakers become interested in learning from abroad. |
1 | Scan alternatives and decide where to look for lessons | Where you look should rationally follow from what you want to learn. |
2 | Learn by going abroad | Get an accurate understanding of how a program really works on the ground. |
3 | Abstract from what you observe a generalized model of how a foreign program works | Remove the specifics of national context and create a cause-and-effect model which can be used to develop a program for application at home. |
4 | Turn the model into a lesson fitting your own national context | A lesson is created by re-contextualizing the generic model, in forms such as adaptation, synthesis, etc. |
5 | Decide whether the lesson should be adopted | The veto of a lesson on the grounds of political unacceptability would sometimes be an obstacle. |
6 | Decide whether the lesson can be applied | Resources and contexts can be barriers to applying a lesson. |
7 | Simplify the means and ends of a lesson to increase its chances of success | The application of lessons is more likely to succeed when; there is a clearly defined objective, there is a single goal, the program has a simple design, etc. |
8 | Evaluate a lesson’s outcomes objectively, and, following adoption, as it evolves over time | Foreign evidence puts bounds on speculation for new programs, and policymakers must make adaptations dependent on feedback once a lesson is implemented. |
Country | Year2 | Experienced Issues Caused by Increased Social Burden | Suggested Facts which Might have Caused the Issues | Government Reaction to the Issue | Amended |
---|---|---|---|---|---|
Germany | 2000 |
|
| Industry privilege: industries facing global competition were excluded from the surcharge payment obligation | 2003 |
|
| Dynamic degression: procurement prices were to be adjusted based on the amount of RE installed | 2009 | ||
France | 2000 |
|
| Dynamic degression: procurement prices were to be adjusted based on the amount of RE installed | 2010 |
Korea | 2002 |
|
| Abolished: FiT was replaced by RPS 3 | 2012 |
Italy | 2005 |
|
| Lower remuneration & static degression: procurement prices were significantly reduced with a further reduction schedule employed | 2010 |
Australia (State) | 2008~2010 |
|
| Abolished or reduced remuneration: some states discontinue the scheme and others significantly reduced tariff levels | 2011~2012 |
USA | 2006~ | - | - | - | - |
UK | 2010 |
|
| Dynamic degression: tariff rate to be adjusted when installation caps were met in each period | 2015 |
China | 2011 | - | - | - | - |
Japan | 2011 |
|
| Tender (≧10 kWp)/announcement of future tariff (<10 kWp): larger PV projects were selected through tender, smaller projects through procurement processes, with tariffs set in advance. | 2016 |
Before | After | Potential Impact |
---|---|---|
(Government Draft) | (Passed Bill) | |
The FiT level for PV should be set carefully and the amount of RE deployed should be taken into consideration to enable flexible tariff adjustment over time by the Ministry of Economy, Trade and Industry. | RE business’ profitability should be prioritized for 3 years following enforcement of the FiT legislation, and the FiT level should be set by a Calculating Committee, independent of the Ministry. |
|
All types of RE, except solar PV should be rewarded with a uniform tariff in order to stimulate market competition. | Generation sources other than PV should also be rewarded for generation according to their cost of generation. |
|
Burden is to be shared equally by everyone based on their level of electricity consumption. | Large corporations which consume a large amount of electricity should receive exemptions or reductions on the burden associated with the FiT. |
|
Step | Policy Transfer in the Original Draft (Conducted by an Expert Committee) | |
---|---|---|
1 | Scan alternatives and decide where to look for lessons | Germany, Spain, Italy and England |
2 | Learn by going abroad | Hearings by government officials, power system operators, industrial associations and private companies; On-the-spot studies at a solar park and wind farm |
3 | Abstract from what you observe a generalized model of how a foreign program works | Settings of the procurement price affect renewable energy deployment, and a significant increase in deployment poses social burden increase risks and limitations of the acceptable amount of electricity exported to the grid due to its capacity restrictions |
4 | Turn the model into a lesson fitting your own national context | Consideration for well-balanced design incorporating renewable energy deployment, social burden, and power grid stabilization is necessary |
5 | Decide whether the lesson should be adopted | Through stakeholder hearings and public debate, it was decided to adopt the lesson |
6 | Decide whether the lesson can be applied | Through quantitative simulation, it was decided to adopt the lesson |
7 | Simplify the means and ends of a lesson to increase its chances of success |
|
8 | Evaluate a lesson’s outcome prospectively and, if it is adopted, as it evolves over time | Renewable energy deployment and social burden estimates were quantitatively presented, and the procurement price was to be adjusted according to feedback |
Step | Policy Transfer in the Revised Draft (Conducted by Lawmakers) | |
---|---|---|
1 | Scan alternatives and decide where to look for lessons | France, Spain and Germany |
2 | Learn by going abroad | Hearing from government officials, ambassadors of Japan, industrial associations and private companies; On-the-spot study at a solar park and a wind farm |
3 | Abstract from what you observe a generalized model of how a foreign program works | Settings of procurement price affect renewable energy deployment, and significant increase poses social burden increase |
4 | Turn the model into a lesson fitting your own national context | Consideration for well-balanced design incorporating renewable energy deployment and social burden is necessary |
5 | Decide whether the lesson should be adopted | - |
6 | Decide whether the lesson can be applied | - |
7 | Simplify the means and ends of a lesson to increase its chances of success |
|
8 | Evaluate a lesson’s outcome prospectively and, if it is adopted, as it evolves over time | Renewable energy deployment and social burden estimate was not presented, and feedback control was less available |
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Tanaka, Y.; Chapman, A.; Sakurai, S.; Tezuka, T. Feed-in Tariff Pricing and Social Burden in Japan: Evaluating International Learning through a Policy Transfer Approach. Soc. Sci. 2017, 6, 127. https://doi.org/10.3390/socsci6040127
Tanaka Y, Chapman A, Sakurai S, Tezuka T. Feed-in Tariff Pricing and Social Burden in Japan: Evaluating International Learning through a Policy Transfer Approach. Social Sciences. 2017; 6(4):127. https://doi.org/10.3390/socsci6040127
Chicago/Turabian StyleTanaka, Yugo, Andrew Chapman, Shigeki Sakurai, and Tetsuo Tezuka. 2017. "Feed-in Tariff Pricing and Social Burden in Japan: Evaluating International Learning through a Policy Transfer Approach" Social Sciences 6, no. 4: 127. https://doi.org/10.3390/socsci6040127
APA StyleTanaka, Y., Chapman, A., Sakurai, S., & Tezuka, T. (2017). Feed-in Tariff Pricing and Social Burden in Japan: Evaluating International Learning through a Policy Transfer Approach. Social Sciences, 6(4), 127. https://doi.org/10.3390/socsci6040127