[in Japanese]

View full abstract

The purpose of this study is to clarify the mechanism of establishing the national licenses to practice social work recent years. For that, we focused on the welfare professional groups. We looked into how much they could prove their autonomy against the state or the medical professional groups in the process of the establishing the national licenses. Finally, we found out that the new market was created as a result of conflicts between ministries and agencies or departments in the Ministry of Health and Welfare, nothing to do with the established market, in order to gain the benefit for their ministries or departments.

View full abstract

In this paper, I try to outline the changes of governmental policies on short-cycle higher vocational education in China. Since 1980's, short-cycle vocational education at the post-secondary level has drawn attention, and there have been significant shifts in the policies in the late 1990's. However, those changes left unsolved problems particularly in two aspects: one is how to link the institutions to the local needs, and the other is to how to create strong programs in technical training.

View full abstract

In this paper, I analyzed mainly the practice of early sloyd education of N s sloyd school for boys. N s sloyd school for boys, which was found in 1872, lowered the entrance age into 10 to 11 years old in 1874, and changed to sloyd school that had also the side as folk school. The school taught home sloyd as sloyd education in 1872, however it introduced many general subjects by reform of 1874 and the purpose of sloyd education changed to teach general skills. From analysis of the practice of Naas sloyd school for boys (1872-1876), Salomon had reached the idea that sloyd education should be a part of general education before he met Cygnaeus in 1877. At the point of 1876 Salomon had already noticed the effect of restricting sloyd education to wood work. In other words, he had found the meaning of teaching wood work as general education in the points that it needs tools people use in their daily life, promotes their physical strength, and turns out products that are useful for their daily life. Though the purpose of sloyd education was teaching home sloyd when Naas sloyd school for boys was started in 1872, because of reform of 1874 and introduction of more general subjects it had to lower the number of time allocated for sloyd education and the purpose of it changed to "teach general skills". Then about the teaching method, it changed to how to use knife from traditional way by craftsman, it was also made by the change of purpose to "teach general skills". There was a problem about the integration of sloyd school and folk school in the process of development of popular education system as the background of the change. There was a situation that sloyd school, which should get pupils from farmer's children, could get enough pupils by integrating sloyd school and folk school. And it meant that it was needed for sloyd school to lower the number of time allocated for sloyd education. In addition, it was needed to change the purpose of sloyd education from teaching home sloyd (in other words, selling products as a rural industry) to teaching sloyd as general education. On the other hand, folk school, which was biased toward theoretical study, was also needed to change to be more acceptable for farmers by introducing sloyd as a subject and teaching both of theoretical and practical subjects.

View full abstract

In Post-World War II Japan, the first curricula standards of the subject "drawing and handicrafts" for elementary, middle, and high schools were presented by three Courses of Study published in 1951, which were the 1951 Tentative Course of Study: General, the 1951 Tentative Course of Study for Elementary School Drawing and Handicrafts, and the 1951 Tentative Course of Study for Secondary Schools Drawing and Handicrafts. The purpose of this paper is to examine the curriculum standards of drafting education within the subject "drawing and handicrafts" in three Courses of Study, considering the articulations among elementary, middle and high schools, and comparing with the curricula standards in the 1947 Tentative Course of Study for Elementary and Middle Schools Drawing and Handicrafts. The results are as follows; (a) In the respect of articulations among elementary, middle, and high schools, it is clear that three Courses of Study attempted to connected middle and high schools drafting curricula closely, based on elementary school curriculum for it. (b) In the respect of comparison with the 1947 Course of Study, it is clear that the aims and contents of drafting education were almost common to the 1951 Courses of Study and the 1947 Course of Study, and the contents for three years of middle school in the later were intended to reorganize progressively and to expand naturally to ones for six years middle and high schools in the former. These results lead us to the conclusion that the 1951 Courses of Study tried to establish drafting education consistently organized from elementary to high schools in the Post-World War II Japanese national education system, through the subject "drawing and handicrafts"

View full abstract