Abstract
This study aims at developing a theoretical system through which home economics education can continue as a lifelong integrated education. In order to derive the problems in conducting better home economics education, the following matters are investigated : (1) capacities for selfeducation, (2) educational information sources of knowledge and technique required for making a living, (3) conditions of various structural factors affecting individuals learning, and (4) ways of uniting school education with home economics education after leaving school.
Findings are summarized as follows :
1) Internal motivation for learning is low, because the motive power involved in capacities for self-education is especially poor.
2) The major educational information source of knowledge and technique is learners own family members. In the information sources there are both major and minor ones commonly observed in each domain of life such as food, clothing and shelter.
3) Discrepancies between learning tasks and desires for learning, both of which are structural factors for learning, do not provide conditions desirable for home economics education to take firm root. Nor is there any integrative relation between desires for learning and learning activities.
4) The effect of learning at the homemaking education class so far is generally identified, but the evaluation is different in different grades in which the subject of home economics is learned.
From the above findings, it is concluded that the key to the successful home economics education after leaving school should be to foster the woman's positive attitudes toward home economics studies, that the traditional way of learning of home economics should be reexamined, and that the opportunities and curriculum for home economics education to cultivate the vitality to ad just to the changing society would be needed.
