This paper attempts to clarify the present conditions and problems in the management of nursing schools. The contents are as follows; I The purpose of this paper II Aims of nursing education and the improvement on educational conditions in nursing schools III The enhancement of nurse's social status and students' abilities IV The reform of curriculum in nursing schools V Part-time lecturers and clinical leaders VI The establishment of teachers' professionalism in nursing schools VII Conclusion In conclusion, the following must be pointed out for the purposes of raising the levels of teachers' professionalism in nursing schools. In the first place, the proper number of full-time nursing teachers should be ensured, and the standard of their tasks should be defined as far as possible. In the second place, mutual communications among nursing teachers should be more active in order to have common aims of nursing education in their school. In the third place, the improvement of their teaching methods or techniques, it is hoped, will make students learn the art of nursing better. The in-service training of teaching methods or techniques is very important for nursing teachers. In the fourth place, their own life-long study should be carried out to keep up with the progress of modern medical and clinical technology, and medical short courses for teachers should be systematized by the administrative authorities. In short, the training system of nursing teachers must be strengthened. I trust it leads to the enhancement of nursing teachers' abilities and their social status.

View full abstract

The purpose of the study was to analyze adult learners' consciousness of learning behaviour and estimate of the administration, and to clarify the limitation and the possibility of the administration for the Life-Long Education. For that purpose, the research in Gifu prefecture was done. The subjects were 1359 residents (666 men and 689 women, 4 no answer) and 291 persons (244 men and 46 women, 1 no answer) concerned about Social Education. The contents of the research were as follows: 1. The image of "Life-Long Education". 2. The need (want) of the "Life-Long Learning". 3. The actual conditions of the learning behaviour. 4. The estimate of the conditions of the enterprises and the administrative organizations. The main results were as follows: 1. Most of the residents felt "Life-Long Education" subjective and active. 2. Most of the residents felt the need of "Life-Long Learning", but it is not the want but the need. 3. Apart from the need, the want was not connected with the learning behaviour. It was caused by external factors, (e.g.: the lack of adequate conditions) 4. Most of the residents learned by means of T.V., radio, and newspaper, therefore they did not attend the lectures created by "Social Education". 5. Residents did not ask the enterprises and the board of education for the offer of curriculum but the material conditions for self-learning. 6. The Difference in consciousness between the residents and the persons concerned about "Social Education" arose from the following questions: 1) The image of "Life-Long Education". 2) The need (want) for "Life-Long Learning". 3) The estimate of conditions.

View full abstract

This study intends to clarify the actual conditions of professional growth in catholic private school teachers in France and derive suggestions from them. Based on 582 respondents of questionnaires from them in October 1984, the writer summarizes findings as follows. 1. Academic career and degree, as the index of the quality and quantity of initial teacher education, influence the evaluation of professional competencies of teachers. Teachers who have high academic career and degree have high competencies for leadership but have low competencies for understanding children. It suggests that initial teacher education should be especially intended to develop the latter competencies. 2. Changing of professional competencies is the index of professional growth. Administrative and educational competencies develop age by age except teaching ones. Contrary to Japan, the growth of educational competencies is high and the growth of leadership is low for in-service education and research of teaching and for teachers group activation not only in ordinary teachers but also in principals. It suggests that school-based in-service education is not so developed by the influence of institution in-service education and of individualism in society, 3. Many teachers have developed competencies for teaching and educational activities but a few teachers have developed for administrative activities. Competencies for interaction with children are generally developed in practical field in school, while competencies for research of teaching and for application of new knowledge and technology developed in in-service education institutions. 4. Teachers need to develop competencies for counselling teachers one another and for planification of in-service education and research of teaching owing to lack of them, generally in in-service education institutions, contrary to Japan.

View full abstract