We conducted a survey on self-evaluations of skillfulness and attendance in daily activities for private high school students in Tokyo. We also conducted a threads-tying test to determine functional degrees of fingers and hands. We analyzed how skill or lack of skill in using fingers and hands and self-evaluations of skillfulness related to attitudes in daily activities and consciousness towards practical classes. The results are as follows :

1. Only about 30% of the high school students evaluated themselves skillful in fingers and hands. They tended to have less confidence about their skillfulness in fingers and hands.

2. Analyzing the attitudes in daily activities and reasons, related to self-evaluation of skillfulness, confidence about skillfulness had a relation with positive attendance in daily activities and marks/grades at practical classes.

3. The girl students achieved more on threads-tying test than the boy students, which was considered to have relation with the frequency in using fingers and hands in daily activities.

4. Self-evaluation of skillfulness did not necessarily coincide with actual skillfulness determined by the test. The sample was divided into the four groups ; skillful, over-estimate, under-estimate and unskillful groups. Considering the characteristic of each group, matters to be paid attention to in educational method in practical classes including sewing class were discussed.

  This study aims to examine CAD education as part of a professional education at the university level by looking at the current CAD education environment, the class curriculum, and the attitudes of university professors toward CAD education. The study revealed the following results.

1. CAD education has been introduced in 62% of all universities and junior colleges, with systems having been installed on an average of 18computers. While the hardware availability is not very good, the professors find ways to hold classes that focus on pattern making.

2. University professors feel that the advantages of CAD are that "practical instruction in industrial patterns can be provided, stimulating student interest." The perceived disadvantages are "differences in the level of progress made by different students, a lack of appropriate textbooks, and a lack of hardware."

3. CAD education can be divided into two basic subjects. When it is first introduced, classes should provide instruction in pattern-making functions. At the next stage, classes should provide instruction on grading and marking.