The original form of vocational training today in Japan was systematized in the early part of this century. The first law of vocational training in Japan, the Factory Law, was enforced in 1916 and 80 years have passed. During 80 years many various problems have given rise to a controversy in the vocational training and educational world. This paper pointed out that the vocational training as human rights, which was common to the problems and was the most fundamental, has not yet been properly evaluated in Japan, and the background of the situation was examined in relation to various international rights laws. The examination leads to the conclusion that vocational training plays a part in the right to work supporting concretely the workers' right to live and education is an essential act assuring the right to work. In short, education is the workers' fundamental right assuring vocational training. The fundamental reason why vocational training in Japan has not been properly evaluated may be closely related to the situation that Japan started to modernize as an underdeveloped country. Modern countries, first of all, have aimed at the establishment of human rights in the process of their modernization. In Japan, however, the aim has been slighted or ignored because Japan was an underdeveloped country and immediately aimed at only a major economic power. A unique view of education in Japan also reflects such understanding of human rights.

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In this paper, I tried to clarify the relation between vocational subjects and career choice in a new comprehensive course which was renewed from some vocational courses at an upper secondary school in 1995. The number of vocational subjects was more than that of ordinary subjects as elective subjects. The number of students per one vocational subject was, however, smaller than the number of students per one ordinary subject. The students who consistently aspired to their same ways from the first year to the third year were 33.5% of all students. There were some typical patterns of changing their way choices till the graduation. Some of students who found employments at the graduation in the new comprehensive course got similar number of units for vocational subjects in the vocational courses. For students who entered professional schools, I guessed, the system of electives to study played one of roles to introduce vocational education after their graduation. There can be found very few relations between vocational subjects studied in the comprehensive course and contents of faculties admitted in universities.

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Since 1980, progress of ME technological innovation too have been a great influence on work of manufacturing plant in leading industry such as automobile, electricity, iron and steel industry of Japan. On account of introduction of computer into maintenance part, we have objectively experiential skill of maintenance work and we have possibility to learn as knowledge. Namely, we substitute experiential skill of maintenance work for scientific technical knowledge. Nowadays, we have social needs to train new type labour force as technician. Thus, polytechnic colleges were established by Ministry of Labour. Object of cultivation in polytechnic colleges are training of technician which is acquired mental and physical ability. This paper attempts to analyze the actural state of polytechnic colleges. Namely, to put it more concretely, this paper makes clear analysis of training content and post of the work place, potential employment opportunities, treatment. Later, final purpose of this paper is to examine the function of official vocational training in Japanese system of human resource development. The results are as follows: (1) Graduates of industrial high school account for a third of trainee and they almost enter polytechnic colleges by industrial high schools recommendation. So, polytechnic colleges closely have relation to industrial high school education. (2) Character of training curriculum for technician which is acquired mental and physical ability, are as follows: Number of training hours at polytechnic colleges are fit for them in depertment of technology at four-years university. Practical training was attached importance for development of human resource which have specialized knowledge and technology. Internship is introduce into curriculum because of learning how to work at manufacturing plant and forming of vocational outlook. (3) Although technicians for occupation are not established in Japanese factory, graduates of polytechnic colleges merely are arranged not only operated occupation but also design, research and development, production control, process control, maintenance occupation. So that, polytechnic colleges play the part of technician training for small and medium enterprises. (4) Lastly, polytechnic colleges are not subordinate to small and medinm enterprises, but make a contribution to training organization of oriented external labour market in human resources development system at Japan.

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In this paper, I try to analyze the training system and research contents for scientists in VET, and offer some suggestions for Japanese researches. Topics are as follows. 1. Preface: Here I discussed about the situation, which men have not been able to established Pedagogy of VET in Japan. 2. Development of the pedagogy in VET in Germany and its crises: As the number of scientists outside university had been increased and of students for teachers training contrarily had been decreased in 1980's era, the crisis for researches in universities was pointed out by German Academic Society etc. 3. Career development processes of scientists in VET: I analyzed the career cycle for scientists of VET, and referred to the characteristics of publications for dissertations and German "Habilitation" (for promotion to professor) theses. 4. Contents of the pedagogy in VET from viewpoints of textbooks and curricula: Here I showed contents and descriptions concerning the pedagogy in VET, which had been written and developed by some famous scientists. 5. Conclusion: As conclusions I can point out the following. Firstly, scientists in VET in Germany have expanded their perspectives to researches oriented to of teaching-learning process, comparative study and the employment issues etc. since 1990's, though they were oriented to history, system and thought issues till 1980's. Secondly, object and scope of their research are clearly restricted, and even some each disciplines within pedagogy of VET are set. Finally I can estimate that career process for scientists in VET depends upon so steady training system, and highly productive one, though it is been discussed about the reformation or abolishment.

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The present evaluation of various qualifications is vague in Japan. The researches taking qualifications for independent ones have never made the environment in which "occupation qualifications" work effectively. We analyzed the relation between working persons' qualifications which were suitable for their careers. Our target is a building equipment control industry. We found the collective qualification that the employees in a particular business have, that is, "compound qualifications." There were a "basic qualification," a "specific field qualification," and a "person in charge qualification" in the compound qualifications.

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The Revised Equal Opportunity Law that was enforced on April 1, 1999 redressed the inequality between men and women and included measures for positive action to promote the role of women in corporate life. This law is therefore expected to enable women to reach their full potential and promptly create an environment making it easier for them to work. The percentage of women in managerial positions is one indication of how active women are in business. The percentage of women in managerial positions in Japan is extremely low. They account for only 7.8% of all chief clerks, 2.4% of all section chiefs, and only 1.2% of the general managers. To rectify these disparities, it is urgently necessary for corporations to set the development of women's abilities as an important goal of in-house training and actively provide instruction to promote women leaders. I undertook a survey using case studies at Texas Instruments Japan, a company that has been a leader in introducing positive action, and examined issues and tendencies related to training women for managerial positions. Texas Instruments has made increasing the percentage of women in managerial positions the goal of its positive action, and to achieve this goal, has developed and implemented a Professional Leader Development Program. The results of the survey indicate it is first important to take adequate time to change the awareness of all company employees and train managers who have female subordinates, thereby creating an organization that will improve conditions for all women as a group. It has become clear that taking these measures and conducting the appropriate training programs is effective in developing women leaders. Up to now, the development of women's abilities in Japanese corporations has followed a separate track from that of men employees. However, this sort of education and training is the polar opposite of the concept of positive action, which seeks to address the problem of discrimination of an entire group of people, an attribute for which the individual cannot be held responsible. Through the positive action included in the Revised Equal Opportunity Law, the time has come to fundamentally reexamine ways to build women's strength and develop their abilities in Japanese companies.

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It is increasingly expanding diversification of career needs and thinking of occupation, the new point of view is necessary for the organizatinal career development. That is expectation of individual leading career development on the basis of career anchor. In previous study by Schein or Gutteridge, career development has been accepted as matching process between individual and organizational needs and the career development programs and tools has been tools has been designed from that point of view. On this paper, I designed from that point of view. On this paper, I try to indicate some coming issues needed further analysis through examining career development programs and tools in organizatins, observing their previous study. And before that in order to confirm concern about individual career development focusing on previous study about career anchor and tendency of person's situation arround career development.

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One of the most important issues in today's vocational training is the process of promptly designing the training curriculum, promptly which reflects the current social trend situation. We researched with the aim constructing this Curriculum Improvement System following four methods as follows. (1) Analysis of training needs for curriculum making (2) Analysis of current curriculum (3) Analysis of cooking worker's ability (4) Analysis of cooking operation As a result to meet social needs, we have the whole process of 6-months-Training Curriculum. We indicate that this Curriculum Improvement System can be applied not only for the cooking worker's training, but also for the other training courses.

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