[in Japanese]

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The purpose of this paper is to clarify the characteristics and the problems of the vocational education reforms in China. Especially, I analyze the receptive process of German Dual System under the socialistic market economy in China. The whole process is divided into three stages. My analysis leads to the following results. Firstly, China received the German Dual System as one of the reform model for the vocational education in 1980's. Actually it was considered as a part of the whole Chinese reform from planned economy to market economy. Secondly, as the effects of reform, vocational education at the secondary level can be observed as follows: * The curriculum structure of the Chinese vocational education has changed from an theoretical oriented to the practical oriented one. * It emphasizes more strong on the cooperation between the school and the firm than on school centered curriculum before the reform. * The receptive experiment of the dual model has been helpful to the formulating the national standards of the curriculum. Thirdly, China has not introduced the German system directly. Chinese government has tried to apply the system model to the Chinese system. Finally, China has made a big progress in the vocational education reform, but many problems have appeared in some foundandful and functional conditions of the Dual System such as education in firm and the occupational certificates system.

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In the almost all Japanese big companies belonging to the manufacturing, there have been many shop floor workers called "YOUSEI-KOU" since Japan was in a high growth of economy, who have been playing important roles in the productivity. They were employed right after graduating the junior high School, then educated and trained both in the in-house institutions and on the shop floor by the company for two or three years. We call the system like this YOUSE-KOU system. The aim of this system was making them core workers and supervisors in the production. (But now, this system has been already abandoned.) In this paper, we will survey the details of the system, evaluation to the system, and the career of YOUSEI-KOU through a questionnaire to them. Standing on these above, I will introduce some important points referred in this paper about YOUSEI-KOU and the system, so called Japanese training system of blue collars.. First, the main reason why they became YOUSEI-KOU was an economic poverty of their family. They were very intelligent and of course had a ability to enter advanced school, but their family could not pay school expenses. Second, as a result of their excellence in the company, a lot of YOUSE-KOUs have been engaged in superior positions faster than other shop floor workers. Thirdly, they have been "national-wide" employees. Usually, blue collar workers are employed by each factory, and placement of him is limited in only around the factory. But YOUSEI-KOU were placed almost factories all over Japan withiout regarding their dwellings. And sometimes, they were ordered to work in factories in foreign countries. Finally, they have been playing important roles in not only production but also in technological transformation. That is to say, they have been in succession to company original technology.

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This study has been jointly undertaken by our group, for the object of finding out details of what general kind of consciousness is held by students as to how to teach formative productive activities at their schools, and also, such technology education at the junior high school level. Our surveys have been realized on a combined total of 4260 students, all the way from the primary school third-year graders up to the senior high school third-year graders. The results of the whole research have clearly shown that 1) students have a very keen consciousness of productive activities; 2) They also have high expectations and hopes with such technology education at junior high schools; and 3) Above all, the richer learning their experience of formative productive activities ,the stronger are their wishes about such formative productive activities and, furthermore, the higher are their evaluations of such technology education of the kind at the junior high school level.

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An analysis of the journal "Industrial Education" edited by Ministry of Education was tried for the contents from 1951 to 1995. From the results of analysis, more than 60% of the journal included the contents of vocational education in high school, whereas the journal merely included the contents of industrial education in junior high school and industrial circles. In other words, the contents of industrial education in junior high school and industrial circles were picked up as a part of the vocational education in high school. Moreover the contents of vocational education in high school were increased after 1971, while the contents in junior high school were leveled off after 1967. The higher interest for high school and the lower interest for junior high school corresponded to the quantitative changing of junior high school students who wish to go the next stage of education and find work. This correspondence tended to reflect the view of higher educational background in Japan. Furthermore, the analysis results in the journal were compared with the Kimura' s analysis results in the Journal of the Japanese Society of Technology Education. From the compared results, it was suggested that the interest for junior high school of Society was the higher and the interest of administration was the lower in before and after 1965, while the interest for high school of administration became higher consistently.

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