Technology training courses in manufacturing industries can be broadly classified into two categories-those dealing with the theoretical aspects and the ones related to the practical problems of the real work process.
Though the latter courses have been conventionally provided as OJT (On-the-Job Training), here we are presenting some newly developed Off JT (Off-the-Job Training) programs effectively replacing the OJT, using the designing process as an example.

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In this paper, the curriculum of the Technical Communication(TC) course that has continued from '94 at our university and educational effects obtained by this course are explained.
The curriculum of TC course has been considered from the following viewpoints.(1)In which academic fields should TC be studied? The TC is not a mechanical method for data communication but it allows human beings to communicate each other efficiently. Therefore the TC should be studied in an integrated field that covers several sciences of human activities such as linguistics, ergonomics, psychology, and sociology. (2)What kinds of classes should be in the course? This course consists of some classes-Overview of the background, necessity of the TC, and Methodology of the TC on composition. As a result, it is recognized that the TC course is necessary for students.
It concluded that our trial had educational effects successfully.

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The induced real ability of students through their experience obtained in courses of study or at experiments depends on their independence. The author tries to train the improvement of their independence gradually while the senior program. The training is classified two kinds of exciting that is arousing of the independence in the First step and precise expression oneself by their presentations and their thesis in Second step.
In 1st stage, it is important to enjoy research because they can settle their problem by the efforts on their own. They wish more significant fruit of study, since the independence becomes their motive force. Moreover they can understand how to write excellent thesis in 2nd stage.

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This study deals with teaching English for science and technology (EST) to technical students particularly by focusing on its reading comprehension. First of all, by taking a brief overview of the historical development of ESP (English for Specific Purposes), some principles of teaching EST were set up and focused on the reading comprehension. Some essential grammatical items as well as the rhetorical patterns in the written texts were discussed along with the examples. How these items and patterns were introduced into the classroom settings and how was the effect in learners' reaction? These were also discussed in this study. This study has basically focused on 'EST reading' in the light of 'Schema Theory' of cognitive psychology rather than three other linguistic skills of listening, speaking and writing.

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English education for students wishing to major in science and engineering is nearly none. To compete advanced nations and contribute to developing countries with these areas, Japan must have greater efforts to improve the education for these students. I proposed the following three areas for improvement. 1) Writing textbooks containing terminologies of the areas for middle school to college students. 2) To give adequate guidance for students, limiting number of students in a class as well as teaching load for a teacher. 3) Producing a rank of teachers who have a double major in an area of science or engineering and English education are responsible for teaching reading, writing thesis and erective English class for upper class students.

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Under the environmental changes, the stagnation of Japan's economy and industry happened after the collapse of "bubble economy" and the drastic progress of globalization of world economy. We look back on the past ten years after Plaza Accord and determine the direction and necessary measures should take.
Emergence of leading industry is strongly expected and deindustrializa-tion must be braked for mid-and long-term prospects.

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The qualification systems for engineers in Japan, U. S. A. and Europe are compared. The necessity of considering the relationship between the qualification system and the education accreditation is referred to. The international equivalency of the engineer qualification should come up as an essential theme to confer about the cooperation for the global free-market in the near future. And it will be extended to the problem of the international accreditation system for the engineering education.

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Although colleges have been reexamining their curriculums since general principles were established for college standards, there is still only a small amount of material available describing the actual situation. The author has for many years conducted surveys and reserach into the curriculums of electrical engineering departments and colleges. In 1977, he reported on a survey that examined course outlines in electrical engineering departments, and with respect to major fields of study, courses for required and elective subjects, the number of required subjects, number of required units, etc. In this paper, the author performs a comparison study between the situation then and now by conducting a new survey using the same method as before, and based on the results, presents his opinions and conclusions. In summary, it was found that : 1) No major change can be seen in the number of colleges providing general electrical engineering courses, but the number of colleges specifying required subjects is increasing significantly. 2) Required subjects within major fields decreased by about 11 units. 3) The percentage of national and public colleges specifying research and experiments for graduation as required subjects was 33%.

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A continuous effort to improve the education method of experimental courses is required, because the role of the class is very important for the education of the students in the course of the technical expert. In this report, we will mention the practice of "free theme experimental cource" for the students of fourth grade of the college of technology. This is one of the many our trials to improve the teaching method of the experimental courses. In the course, the students select the theme, plan the experiments, practice and report the results, independently.

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