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Article type: Appendix
1999 Volume 29 Issue 1 Pages
1-
Published: January 31, 1999
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[in Japanese]
Article type: Article
1999 Volume 29 Issue 1 Pages
2-3
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Article type: Article
1999 Volume 29 Issue 1 Pages
4-5
Published: January 31, 1999
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[in Japanese]
Article type: Article
1999 Volume 29 Issue 1 Pages
6-7
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Article type: Article
1999 Volume 29 Issue 1 Pages
8-
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Article type: Article
1999 Volume 29 Issue 1 Pages
9-10
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Article type: Article
1999 Volume 29 Issue 1 Pages
12-13
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[in Japanese]
Article type: Article
1999 Volume 29 Issue 1 Pages
14-15
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Article type: Article
1999 Volume 29 Issue 1 Pages
16-17
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Article type: Article
1999 Volume 29 Issue 1 Pages
18-19
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Article type: Article
1999 Volume 29 Issue 1 Pages
20-21
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Article type: Article
1999 Volume 29 Issue 1 Pages
22-23
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Article type: Article
1999 Volume 29 Issue 1 Pages
24-25
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Article type: Article
1999 Volume 29 Issue 1 Pages
26-27
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Article type: Article
1999 Volume 29 Issue 1 Pages
28-29
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Article type: Article
1999 Volume 29 Issue 1 Pages
30-31
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Article type: Article
1999 Volume 29 Issue 1 Pages
32-33
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Article type: Article
1999 Volume 29 Issue 1 Pages
34-35
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Article type: Article
1999 Volume 29 Issue 1 Pages
36-37
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Article type: Article
1999 Volume 29 Issue 1 Pages
38-39
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Article type: Article
1999 Volume 29 Issue 1 Pages
40-41
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Article type: Article
1999 Volume 29 Issue 1 Pages
42-44
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Kenji HIRATA
Article type: Article
1999 Volume 29 Issue 1 Pages
45-52
Published: January 31, 1999
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In addition to school education, we have been attracted attention to utilize communication and information technologies (C & IT) and multimedia contents production technologies to training and development (HRD). But actually, few corporations have utilized yet. Even if some use these technologies at training, education contents have been limited range such as only information-technology training. In this paper, I argue about the obstruction factors that have occurred at utilizing C & IT to in-house training and HRD. So I investigated about what kind of obstructions existed, to Personnel and HRD division's staffs of about 400 Japanese corporations. As the result and factor analysis, six obstruction factors were extracted. Three factors are related to HRD division; (1) Luck of technological skills and instructional design method, (2) Insufficient infrastructure and regulation, (3) Much of time and money. The others are connected with psychological problems; (4) Feeling of Inorganic, (5) Dissatisfaction with contents, (6) Restricted learning place. By some analysis, I identified that three of all which must be resolute were important for HRD staff to introduce or operate a leaning system. I examine what kind of the supports that can decrease these obstructions by. Then I argue about the roles that should be fulfilled by experts and consultation companies about "learning organization" or educational technology. They must be a good partner such as to take learning alliance, not to agitate forcibly with technology centered.
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Fumito SATO
Article type: Article
1999 Volume 29 Issue 1 Pages
53-60
Published: January 31, 1999
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The purpose of this article is to clarify the process of passing the bill for The Vocational Education Promotion Law, especially the circumstances and the issues of drawing up it. The findings are as follows: 1) The movement of legislating a vocational education law began on the occasion for Report on Japan Taxation by the Shoup Mission in 1949. Some organizations of the principals of the vocational high schools filled the main role for this movement. CI & E did the role of the leader taking steps to legislate this law. The section for vocational education in the Ministry of Education did the central one drawing up the bill. This movement has advanced with the fine relation between these groups. The association of principals for industrial high schools in some organizations of the principals of the vocational high schools, I. Nelson in the CI & E, the chief Sugie in the section for vocational education in the Ministry of Education are indispensable role for legislating this law. 2) Because the movement of legislating were committed and approached by the various standpoints, the fundamental natures and contents of the bill tend to be conflict. The issues for the drawing up the bill are three: on the definition of the concept of "vocational education (SANGYO KYOIKU)," on the placing the homemaking in the vocational education and on the plan for the vocational education. 3) The Vocational Education Promotion Law were legislated with problems - on the educational legislation, on the vocational education, and the educational finance. These problems reflected on the structure of law and terms. Because the new system of finance were enforced, the resources for vocational education could not be secured enough. For the local finance of that time was in destitution. The Vocational Education Promotion Law makes the national expenditure limitedly possible. This means that this law made sure of the support for vocational education, and that it was placed the one of the postwar financial institutions for vocational education.
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Yoshimitu OTANI, Jun KAWAMATA
Article type: Article
1999 Volume 29 Issue 1 Pages
61-67
Published: January 31, 1999
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The Course of Study for Lower Secondary school revised in 1998, introduced the new area 'Information and Computer' into Technology Education. It's computer competence encompasses three domains: information science (including computer programming), computer applications (learning how to use computer programs), and general knowledge and attitudes about information society. But these subject matters should be reexamined, because they are not seemd to have enough worth teaching as universal technology education. We think that computer education in the 'Information and Computer' area should be organized forming a link in the chain of Technology Education so that its main aim is to help students explore the world of the flexible automation technology, as well as the basis of communications technology that has develloped with computer, and comprehend that manufacturing efficiency can be improved by integrating machines and equipments under computer control into a system. Students reexperience activities of designing, objectfying, and try and testing the programs for program control, as a result, they should be able to explain why computers can make automations be flexible, and to get the image of communications by computer. The course of study and teaching materials for the unit "Technology of Communications and Control" which we developed, can attain these aims and objectives of the computer education in technology education.
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[in Japanese]
Article type: Article
1999 Volume 29 Issue 1 Pages
68-69
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[in Japanese]
Article type: Article
1999 Volume 29 Issue 1 Pages
70-71
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Article type: Article
1999 Volume 29 Issue 1 Pages
72-73
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Article type: Bibliography
1999 Volume 29 Issue 1 Pages
74-75
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Article type: Article
1999 Volume 29 Issue 1 Pages
76-
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Article type: Appendix
1999 Volume 29 Issue 1 Pages
77-78
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[in Japanese]
Article type: Article
1999 Volume 29 Issue 1 Pages
79-81
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