The chief purposes of this study were 1) to compare the degrees of influence each of the 15 factors of vocational choice had on one's desired occupation and 2) to clarify the relations among the factors in actual process of vocational choice. A questionnaire listing the 15 items based on the factors was presented to 1943rd-year male undergraduates : 109 of them hoped to become teachers and 85 hoped to become industrial engineers. The following were the main results : 1) The differences in the 15 factors between the groups of students were examined by the quantification n method. The differences were found in nine of the factors. 2) The path analysis was applied to analyze the relations among the factors. In their efforts to get employment, those students who hoped to become teachers were influenced mainly by the factors of vitality, while those who hoped to become industrial engineers mainly by following factors : vitality, vocational aptitude, and basic knowledge of the occupation they hoped to take.

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The present study was intended to investigate the degree of access and importance of sources of job-hunting relevant information and the degree of recognition and importance of job-hunting relevant information. The relationship between job-hunting relevant information and vocational indecision was also examined. A questionnaire on job-hunting was administered to final year undergraduate students who were searching for a job. It was found that among the various sources of job-relevant information, firm guides, friends, and senior students were regarded as important sources and wereutilized most. Although the students had better access to self-information and firm information, they also regarded less accessed information about "how to hunt job"as important. The results indicated that sources and information relevant to job-hunting was significantly related to vocational indecision.

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The purpose of this study is to identify some factors which influence high-school students' anticipation in career choices regarding university entrance. A questionnaire was given to 456 second year students who intended to enter university. Its items were analyzed by multiple regression analysis. The results showed that the following factors have significant influences on high-school students' anticipation in career choices. (1) Career guidence in high school regarding investigation of how to enter the job world. (2) Discussion with parents about occupation and discussion with friends about occupation and going up to higher school. (3) Independence of career dicision-making, volition to collect information for career choices, ranking of school records, and length of time for study at home.

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This study attempted to examine if the practice of career counseling in the education for career guidance in a university could promote both the career .development for students themselves (career development) and the formation of the ability for career guidance as a teacher in secondary education (teacher development). Firstly, twenty nine students analyzed their career orientation by themselves through the two procedures:The retrospection of what they wanted to be in future from childhood to now and the analysis of results of Vocational Preference Inventory. Then they had a role play of career counseling in which one person reported his or her results of the analysis and two other persons made comments on them to clarify his or her career orientation. The effects measured by a questionnaire after the practice of all members showed more on a teacher development than on a career development. In addition, a teacher develoment was promoted by making comments on other person's career orientation including an experience of getting comments, but a career development was promoted by understanding their own career orientation including the comparison with others. Finally, it was discussed that establishing conditions enough to role play and self analysis might promote more career development.

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The purposes of this study were (1) to examine possible differences among high school students, teachers, parents and the staffs of companies or universities with respect to their attitudes toward career guidance in high schools, and (2) to contrast the actual condition of career guidance in high schools with their attitudes. A questionnaire was distributed to 1299 persons. Responses were received from 309 high school students, 126 parents, 35 teachers, and 116 company and university staff members. The questionnaire consisted of 60 items regarding the content of career guidance in high school. Participants were asked to evaluate the importance of each item. In addition, 39 other high school teachers were asked to evaluate how much effort they made for each item. The main results obtained were as follows: Factor analysis was applied to the correlation matrix of items and six factors were extracted: "the ideal way of life", "information and experience about vocation", "information about university", "counseling and continuing guidance", "learning", and "manners". Teachers rated each factor, especially "the ideal way of life" and "counseling and continuing guidance", as more important than did the other groups. Students attached less importance to "the ideal way of life" and "manners" than did other participants. Students, as applicants, and parents and teachers, standing by them, felt the importance of "information and experience about vocation" and "learning" greater than did university or company staff members as acceptors. The relevance of these results to the improvement of high school career guidance was discussed.

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The main objective of this study is to examine the background, purposes and criticisms of the School-to-Work Opportunities System. This system aims to help U.S. high school students who are not bound for college make a smooth transition from high school to the workplace and offers opportunities for all students to participate in a performance-based education and training program that will enable the students to work as apprentices in industries while attending high school part time, eventually receiving high school diplomas and portable credentials. This is one of several Clinton administration's initiatives designed to improve student performance and raise the skills of U.S. workers. This system is founded in the School-to-Work Opportunities Act of 1994. This act, enacted in May 1994, authorizes $300 million in fiscal 1995 for federal grants to states, which can use the money to establish job training programs, apprenticeships and vocational education systems. This essay, first, explains the outline and legislation process of the system. Secondly, the authors try to examine its background and purposes. Special focus is placed on the poor economic condition of the American youth and changing American labor market. The authors also delineate the purposes of the system. Then this essay discusses criticisms of the system. Some critics, such as Senator Kassebaum, question the need for the legislation, the prospected co-operation of the business world and of labor organizations, and the collaboration of the Education and Labor departments. We think it will take more than a decade to evaluate the effectiveness of this system.

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