The purpose of this paper is to analyze how the agencies concerned, such as the state, school districts, local companies, industries and schools, participate and form partnerships in developing secondary vocational curricula in the United States. The author discusses Regional Occupational Centers and Programs (ROCPs), vocational educational schools in California, and California Partnership Academies. ROCPs are known as traditional institutions that prepare high school students for specific jobs in a certain region, and whose curricula are originally based upon industry standards. Lately however, they have been required to integrate their courses with the state's academic standards, and to change their curricula further. On the other hand, Partnership Academies are dictated by state law, providing teachers with incentives and resources for curriculum development. As a team, teachers of academic and vocational-related subjects develop college preparatory curricula with career themes. Though their background and aims may differ, ROCPs and Partnership Academies share the same partnerships with employers through advisory boards.

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Although the Curriculum Council recommended in March, 1958 that Industrial Arts should be established as a subject for the lower secondary schools, the Ministry of Education established Industrial Arts and Homemaking, when the Course of Study for Lower Secondary Schools was announced in December, 1958. The establishment of this subject is epoch-making in Japanese history of technology education. The purpose of this paper is to reconsider relations between the plan of Industrial Arts in the recommendations in 1958 of the Curriculum Council and Industrial Arts and Homemaking in the Course of Study for Lower Secomdary Schools in 1958, by analyzing chiefly the proceedings of the teaching materials council for the reorganization of Vocational study and Homemaking. The principal results may be summarized as follows: (1) Although the plan of Industrial Arts aimed to make every lower secondary school student understand about the modern industry and the industrial technology, the Course of Study deleted "industry" and "industrial" from the description of the aim and weakened the character of this subject as Industrial Education. (2) The plan of Industrial Arts distinguished "technology for life" from "technology for home life" in the description of the aim of this subject. But the Course of Study was not clear the distinction. (3) Finally, the council included the understanding concerning the modern technology in the description of the aim of this subject and emphasized that, though the vocational education section of the Ministry of Education had not included the understanding in the proposal of the Course of Study.

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This paper describes CAD textbook for a specialized university course intended to we developed instruct students in the apparel design, and examines the suitability and effectiveness of this textbook. It was designed to: (1) emphasize CAD pattern making functions, (2) facilitate understanding of basic CAD operations through simple diagrams, (3) facilitate learning of basic plan diagrams, (4) familiarize students with apparel production systems, and (5) accommodate the individual pace of learning for each student. The analysis is based on the following three elements: in-class drafting, quizzes and self-evaluation. First as for in-class drafting, the students have to submit three drafting's and the third one is near perfect even though the amount of drawing and the use of various functions have increased, comparing to the former two drafting's. As for quizzes, the average exceeded 80 points, showing the students had learned the knowledge and skills concerning CAD. Lastly as for self-evaluation many students were satisfied whit this course, commenting 'the classes were interesting,' or 'I have understood' the contents of the classes. This course has elevated the motivation for CAD use. Therefore I conclude that the textbook for CAD for the elementary level is appropriate and effective.

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It has been reported that middle school, higher girl's school, and normal school teachers, but industrial school teachers were unknown. Since industrial school teachers have never been studied so for, this paper focuses technical school teachers supplied by The Tokyo Higher Technical School attached Technical Institute for Teachers Training. The Tokyo Higher Technical School attached Technical Institute for Teachers Training had established in 1894 and had continued until 1937, The purposes of this paper are to clear next things. That is, Employment situation of the graduates from the Technical Institute for Teachers Training, How many proportions do technical school teachers that graduated from the Technical Institute for Teachers Training occupy all the technical school teachers, Charged subjects of technical school teachers that graduated from the Technical Institute for Teachers Training, and etceteras. The principal results may be summarized as follows. 1. The Technical Institute for Teachers Training played important roles in developing of technical school teachers that had the qualification, especially during ten years from the fiscal 1910. 2. Technical school teachers that graduated from the Technical Institute for Teachers Training charged subjects, specialized course, practical training, and others at technical schools. 3. A part of them became schools principal. And they occupied important positions that they control and operation of technical schools.

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