The purpose of this study is to clarify the several characteristics of the curriculum theory of the vocational practical studies (Betriebspraktikum) at lower secondary school level in the Federal Republic of Germany from the 1960s to the middle of 1980s. Especially, I analyze the material of research group about the vocational practical studies of Bielefeld University that was published in 1985, because many German researchers are esteeming this research results. In the Federal Republic of Germany, the vocational practical studies was introduced into lower secondary schools, namely secondary general school (Hauptschule) etc. on the federal level from 1960s. Most of researchers and teachers who recommend the vocational practical studies at lower secondary school level had put emphasis on work experience in the enterprise at the beginning of introduction. But the research group about the vocational practical studies of Bielefeld University did not attach importance only to work experience in the enterprise. Because lower secondary school students had done not the typical work in the enterprise but the work of low standard or practice work in many cases. Therefore, the research group about the vocational practical studies of Bielefeld University constructed the curriculum of the vocational practical studies in three stages of "preparation", "implementation" and "interpretation". This research group showed that not only the work experience in the enterprise but also the stages of "preparation" and "interpretation" in the school were important, in order to introduce the world of work and economic to lower secondary school students.

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This article surveys the transformation of the system of training of engineers in engineering industry in the United Kingdom before and after the World War I. As the sources of the system of training of engineers before the World War I, Engineering as a Profession-Scope, Training, and Opportunities for Advancement (1913) by A. P. M. Fleming & R. W. Bailey is examined. As the sources of the system of training of engineers after the World War I, Education and Training for the Electrical and Allied Engineering Industries (1920) by The British Electrical and Allied Manufacturers' Association Education Committee is mainly examined, and Report of an Enquiry into Apprenticeship and Training for the Skilled Occupations in Great Britain and Northern Ireland, 1925-26, Vol. VII, General Report (1928) by Ministry of Labour, Report on the Training of Manual Workers in the Engineering Industry (1930) by The Association for Education in Industry and Commerce, and Education for the Engineering Industry (1931) by Board of Education are also examined. The development of the system of training of engineers can be described as follows. 1. In the early days the engineers in engineering industry were recruited from two sources, one is premuim pupils trained for engineers and the other is those trade apprentices who showed special talents. 2. Subsequently the engineering apprenticeship differentiated from the trade apprenticeship in large firms. Before the World War I, the engineers in engineering industry were recruited from three sources, premium pupils trained for engineers, engineering apprentices, and those trade apprentices who showed special talents. 3. The abolition of the premium pupilage and the introduction of the classification of the apprenticeships according to the previous education of apprentices and the goal of training, which had already been started in certain large firms before the World War I, became widely accepted among the large firms after the World War I. The apprenticeships were classsified into the following four classes. (1) trade apprenticeship (from elementary or lower secondary schools) (2) engineering apprenticeship (from higher secondary schools) (3) student apprenticeship (from Universities or Technical Colleges) (4) research apprenticeship (from post-graduate research courses) But in engineering industry as a whole the undifferentiated trade apprenticeship and the premium pupilage still remained widely (especially in the smaller firms).

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The purpose of this study was to clarify students' awareness of work arrangements' ability and developing process of student awareness of ability in technical education at junior high school. The approach in this analysis employed descriptive statistics, inferential statistics and factor analysis. The results can be summarized as follows: 1) First year students in junior high school had a high awareness of decision-making. Second year students had a high awareness of attainment of their aims. Third year students had a high awareness of production management. 2) For third year students, their awareness of work arrangement was the largest managerial factor among junior high school students.

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The Idea of school-to-work transition has been noticed since School-to-Work Opportunities Act of 1994 was passed in the United States. This is one of the most important ideas in school education. The purpose of this study is to review the changes of the school system during the period of Meiji and Taisho era from the viewpoint of school-to-work transition. In this study, the period was divided into the following three periods: 1. The Period of Establishment Elementary schools came to be in charge of school-to-work transition. 2. The Period of Sharing Upper elementary schools and business-supplementary schools shared the responsibilities of school-to-work transition. 3. The Period of Diversification There was a diversity of school systems for the implementation of school-to-work transition. Through these periods, the educational system was always revised to make school-to-work transition run smoothly. The two functions of education, academic and vocational, had been required but the idea of interaction of the two functions had never been realized. As the result of pursuit of school-to-work transition, the 20th status concerning vocational guidance in schools was issued by Ministry of Education in 1927. This is why vocational guidance had been longed for.

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