This study concerned recent changes in career development, and had an aim to indicate some future issues about it. Reviewing many previous studies and author's researches, we showed a new wave in it. Until recently, a focus of career development was to make definitely one's own career anchor and to chose an appropriate occupation. But the career did not develop fully if only identifying one's own career anchor. Because there were various constrains and obstacles in reality on social and organizations. In order to describe one's realistic career anchor and put it into practice, it was needed to negotiate with situation. Vocational identity means a status as some results of negotiations between the career anchor and situation. I argued using the metaphor of Social Learning theory by Bandura that a career anchor was compared to "outcome expectancy" and vocational identity was done to "efficacy expectation". And vocational identity was useful to achieve a high performance demanded from an organization and to advance toward the career anchor surely. I suggested that developing one's career in Japan was especially needed following; 1) Creating self-concept or one' s own career anchor, 2) Positively acceptance constrains, obstacles and changes, 3) Selection and finding out better ways to develop vocational identity between the ideal and reality, 4) Repeat continuously to consider these steps. Therefore developing careers should be examined as continuous interaction process rather than the Determinism such as a selection of occupational categories.

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At the special school for mentally handicapped chileren, particularly in lower and upper secondary department, learning through working have been playing an important part in curriculum for the postwar period. The purpose of this paper is to clarify the role of KIDO Mantaro in formative process of learning through working on the Seicho special school for mentally handicapped children by compare with MIKI Yasumasa, KOSUGI Chouhei, and SUGITA Yutaka in their theory of education. The forerunner of Seicho special school for mentally handicapped children was branch school of Ohsaki lower secondary school which established in 1947 for the experemental school of the Edudationl Training Institute, Ministry of Education, Science and Culture. The branch school was transferred from Shinagawa ward to the metropolis of Tokyo in 1950, and changed to Seicho lower secondary school. In 1957, Seicho lower secondary school changed to Seicho special school for mentally handicapped children. KIDO considered children with mentally handicapped to have capability daily living and working ability in a community. It is not that mentally handicapped children to adapt themselves to society individually, but they cultivate daily living and working ability, and have accomplished self-realization for productive person by receive an education and training with support in life cooperative. On the other hand, MIKI, KOSUGI, and SUGITA considered ability of the mentally handicapped children to a certain negative figure. Although they intended for the mentally handicapped children to become independent in society, it means that the mentally handicapped children adapt themselves to society individually. Therefore, they subordinated productive activity to the mentally handicapped children adapt themselves to society individually. Educational practice was besed on learning about subject from 1947 to 1950 though gradually increasing weight of working activities. On the contrary, ecucational practice was based on learning through working from 1951. MIKI, KOSUGI, and SUGITA had an effect on a ecucational practice from 1951. The main results of this study are as follows: 1) KIDO had an effect on a course of education that directly connected with daily living and production, which indicated guidelines for educational practice in the branch school of Ohsaki lower secondary school. 2) KIDO's theory was different from that of MIKI, KOSUGI, and SUGITA as to basic tone. 3) Educationl practice in Seicho lower secondary school was based on the theory of MIKI, KOSGI, and SUGITA, which unconnected to KIDO's theory.

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Expansion of the Japanese enterprises into China bring about Japanese management system in China. However, troubles, cultural frictions, and so on occur by a Japanese enterprise's expansion into China variously. We are in the conditions which it can't be necessarily optimistic about. Well, why is such a thing formed? Can't Japanese management system be introduced in China? On this paper, I analyze and compare "the difference of work consciousness" between Japanese worker and Chinese worker by questionnaire on Chinese enterprise trainees in Japan. And I explain the difference of the view of labor which is originated from the Confucianism and is in the bottom of the management consciousness and the work consciousness of between Japanese and Chinese.

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This article aims to clarify the history of admitting those who have a full-time job to part-time graduate programs at university, and to examine how these programs have been organized or prepared especially for full-time workers pursuing a master's degree. Possible problems for them in earning the credits necessary for a degree are caused by not only the system of graduate programs, which offer day and night time classes, but their full-time status at work. Some examples are shown to discuss three major problems: 1) a problem which may occur because of the immature environment in the society for those who intend to get a master's degree, 2) a problem which may occur because of the graduate programs' system or customs which are not flexible enough to adjust themselves to the needs of these people, and 3) a problem which may occur because of the worker's lack of consciousness of themselves as being master's degree candidates.

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According to the Teacher Licensing Order in 1900, it was determined that, those who were not in possession of any kind of teacher license, could not be employed as normal school, middle school and girl's high school teachers, and the licenses were to be issued by the Ministry of Education to graduates of the government schools set up for training teachers and those who passed the teacher certification. This certification could be carried out with or without an examination. In the case of manual training, the government schools were Tokyo Higher Normal School, Tokyo Art School and The Second Extra Teacher Training Center at Hiroshima Higher Normal School. The total number of the graduates from three government schools were 858; 248 from Tokyo Higher Normal School, 587 from Tokyo Art School and 23 The Second Extra Teacher Training Center at Hiroshima Higher Normal School. Those who passed the certification with examination were 387 men, and those who passed the certification with examination were 209 men. These effects mean that Tokyo Higher Normal School and Tokyo Art School carried out important roles in supplying the manual training teachers for Japanese normal schools before The World War II.

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