I reviewed the history of definitions of vocational guidance, educational and vocational guidance and career guidance in Japan refering to the development of the definitions in the United States, England and Germany. For example, the definition of vocational guidance adopted in the Employment Security Law (1947) is very similar to the 1924 definition of the NVGA. This definition is still now effective in the employment sector. The 1937 definition of the NVGA has been accepted as a model of the definition in "the Teacher's Manual for Vocational Guidance in the Secondary Schools" which was edited and published by the Ministry of Education in 1955 and used thereafter until present. But there has been another definition in "the Teacher's Manual for Educational and Vocational Guidance in the Senior High Schools" which was also edited and published by the Ministry of Education in 1962 and used thereafter until now. The 1962 definition is somewhat differently phrased from the 1955 definition by introducing the concept of career development. The redefinition of vocational guidance presented by Dr. Super in 1951 and the NVGA's perspectives (1973-82) on career development and career guidance are wellknown and widely accepted by the Japanese colleagues, but not yet adopted in the official definition.

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The purpose of the present study is to investigate some factors which influence students' decision-making regarding university entrance. A questionnaire was given to all freshmen at Osaka University. It contained 15 items representing conditions which they considered important at the time of university entrance. 1778 males and 273 females were surveyed. They were asked to rate on 5-point rating scale how important they considered each condition to be. Each items was examined according to following aspects ;(1) the amount of time lapsed between high school graduation and university entrance;(2) how the preliminary standard college entrance examination score results affected students' decision-making; (3)the degree of students' satisfaction with the departments which they were able to enter;(4)the types of career which students hope to achive after graduation from university;(5)sex defferences. The results showed that these variables influenced students' career decision-making in many ways. These items were then factor-analyzed. The results showed four factors both in males and females. However, there were some differences in factorial structures between the sexes. Particularly, in the case of male students, teacher's advice concerning university selection was correlated highly with the status ranking of the university. However, in the case of female students, teacher's advice was correlated highly with high possibility of that particular entrance examination.

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In the present study it was attempted to classify 55 courses of the university into a small number of groups, based on the similality of psychological characteristics of students who majored in and adjusted to these courses. The test battery consisted of two aptitude tests, two interest inventories, one personality inventory, and self-rating scales about the achievements about high school subjects was administered to 1154 undergraduates and graduate students. Based on 42 standardized scores from the battery, Euclidian distances between 55 courses were calculated. Then, Cluster Analysis with hierarchical and combinational method was applied to the distance matrix. 12 groups were formed: Education and Welfare, Humanisties, Art and Design, Domestic Sciences, Athletics, Music, Soial Sciences, Foreign Literatures, Engeneering Sciences, Mathematical and Physical Sciences, Life Sciences, and Agriculture. Then, Factor Analysis was applied to the correlation coefficient matrix between 42 scores, and the 12 groups were compared each other on the scores of 11 extracted factors.

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A career decision making is shown as a general decision making model. The purposes of this study were as follows; When female commercial high school students select their job, 1) What choice criterions are used? and what attributes are attached importance to? 2) Which statistical model is best the three models. 3) What processes do they have? and What process model is consistent and rational? As a result of this survey, it was suggested as follows; 1) Three attributes, salary, place, and office hour, were regarded as important choice criterions. 2) Multiplicative model was best to predict selecting a job. 3) They have five processes, overall evaluation, disjunctive, lexicographic, and additive difference models were consistent and rational.

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After World War II in Sweden, an inovation of school education has widely and rapidly advanced. How to facilitate or carry on the boys and girls at school and working life, it can stated that the ideas should be a matter of great importance through the inovation of school education. In 1976, Joint Consultation Bodies for School and Working Life -SSA comnitees- admited the Study and Vocational Orientation and also recommneded the Practical Working Life Orientation -PRAO- to the students during the compalsory education stage. The PRAO is a part of career guidance in school curriculum, it designed the students for expand their awareness of information and interest on the career life through their working experiences. Furthermore the students should be given an opportunity to realize their self-conception and realize the real condition of changing society this program.

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