After World War II, Japan’s teacher educational system was based on two principles: university-based teacher education and the open system in teacher education. However, due to the shortage of technical high school teachers, training courses for technical high school teachers were established in seven national universities throughout Japan.

The purpose of this paper is to clarify the process of establishment and historical significance of the training courses for technical high school teachers, chiefly by analyzing the minutes of the Central Industrial Education Council and the ATSUZAWA Tomejiro archives.

The main results are summarized as follows:

The initiative to establish training course of technical high school teachers in the faculties of engineering with the intention of training industrial education teachers was begun under the leadership of SUGIE Kiyoshi, the director of the Vocational Education Division of the Ministry of Education, and the courses began to be established in 1952. After which, NARUSE Masao and others discussed the ideal way of the technical high school teacher training and submitted a plan to establish colleges, departments and courses of technical education. However, the anticipated supply of high school teachers failed to be fully achieved out due to opposition from the Educational Personnel Training Division of the Ministry of Education and the Educational Personnel Training Council. Instead, the new courses were added in 1954 as a foothold for the realization of the concept, and the student capacity was reinforced. By doing so, the establishment of these courses became a foothold which would lead to the establishment of the departments of technical education. The establishment of the training course of technical high school teachers in the faculties of engineering was not merely aimed at the quantitative supply of technical high school teachers, but also pursued an ideal method for training technical high school teachers.

This paper aims to examine whether knowledge and generic skills acquired through university education are related to evaluation that professionally useful for law graduates in regular employment.

Based on the survey result about knowledge and generic skills acquired, a factor analysis was performed and four factors of knowledge and generic skills (“fundamental principles” “development knowledge” “social ability” and “professional ability”) were identified as predictors of learning outcomes in legal field. “fundamental principle” and the evaluation that professionally useful have high correlation in all law graduates. Degree of the correlation changes by the length of the regular staff career about “social ability” and “professional ability”.

Regional fairness of professional training colleges is an important factor not only in ensuring the regional fairness of vocational education but also in conducting research on educational advancement after secondary school.

Therefore, the purpose of this paper is to comprehend the number of enrolled students in each field in each prefecture by using official statistics, and to categorize prefectures according to their characteristic.

As a method of research, the author used the school basic surveys published by prefectures, which were not used before, and categorized each prefecture based on the number of students enrolled in professional training colleges and the public vocational fields ratio of these students.

As a result, they are classified into four types: prefectures where the medical field accounts for the majority, prefectures where the fields diversify according to the number of enrolled students, prefectures where diversification is suppressed near large cities, and prefectures where various fields are set up in large cities.

In order to examine the vocational education and training policies of the Nordic cooperation within the framework of the EU, a comparative study of the vocational education and training policies of the EU and the Nordic cooperation was conducted. First of all, the EU’s vocational education and training policies required to introduce workplace training in order to enhance competitiveness and employment. On the other hands, the Nordic cooperation accepted the EU’s vocational education and training policies because it required to cope both the welfare state and competitiveness, and because it required to expand workplace training by referring to the EU’s policies. However, at the same time, it became clear that they are exploring their own unique policies based on the EU’s vocational education policies by examining the advanced cases in the Nordic countries.