Industrial education at the high school level in Japan was in the face of a great change in 1985. With the surge of Japan's economic development and a growing trend toward higher academic career, the employment rate of youths who received industrial education at high schools went down drastically, which caused the industrial education at the high school level to be at stake. The late Mr. Toshio Hosoya, professor of Tokyo university, a distinguished researcher on middle school industrial education in Japan, paid his attention since its earlier stage to the transition of the fluctuation at the high school level, leaving excellent treatises. This monograph is attempting to consider the discrepancies lying between the real state and the actual educational administration executed by the Ministry of Education in charge of the education on the basis of the direction of the educational change pointed out by Professor Hosoya in his treatises. Since 1981 to 1985, the ministry set up and held Science and Industrial Education Council to make out a prescription to cope with the change of industrial education, which failed to regenerate the education, nor helped to recreate a new education. Japan's industrial education was at the mercy of the drastic reform without any definite theory what with problems of jurisdiction among the government offices and poor prospects for the transition from the industrial society to the post-industrial, and what with offshore production problems of factories at home being transferred to developing countries. Professor Hosoya's theory was not put into Practical use. After the period, Japan suffered from a long-term severe economic depression. Consequently corporate inservice training which had a great fame globally was thoroughly influenced by that along with the education at schools. Industrial education in Japan has ceased to maintain its tradition and its environment has been transformed extremely. I firmly believe that its renovation can only be made possible with the initiation of Professor Hosoya's theory.

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This study is aimed at investigating the characteristics of the career education programs of For-profit Universities in Japan. These universities, most of which are established in Chiyoda-ku, have received authorization under the Government's Special Zones for Structural Reforms legislation. The data was gathered at/from two of these/those universities and from three professional graduate schools in Chiyoda-ku. The analysis shows that, on the one hand, For-profit Universities have the special feature of career education programs which efficiently employ the experience of educational services offered by companies that specialize in (career) management training. For-profit Universities have an advantage because of the entrepreneurship and flexibility which do not exist in traditional institutions. On the other hand, the analysis also shows a problem concerning the mission of For-profit Universities. In short, that is the conflict between education and for-profit pursuit. Further research in this area might go on to an even more detailed examination of the education programs and those organizations of For-profit Universities.

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The purpose of this paper is to explore the critical reflection process for problem setting of learning coach on the action learning coach development program based on the learning journals. Action learning helps organizations use learning to deal with change. The learning coach plays an important role in an action learning program, helps managers learn from their experience using critical reflection in action learning. By analyzing the learning process based on participants' learning journals in the development program, the study identifies what this learning process looks like. To clarify learning processes of learning coach is a significant meaning for management learning field in order to understand how reflective learning works in the workplace. Conclusions show that the participant use critical reflection for reframing the problem on developing his ability as learning coach, while he struggles with his leadership style as learning coach between espoused theory and theory in use. For using critical reflection in management learning, several conditions which are safety learning environment for setting sessions, collaborative leaning place, and long learning commitment from participants, should be considered in the process of program design.

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This report is about one method of supporting the career development of dispatch engineers. It starts with an introduction of a career design system and a comparison of Altech Corporation and Meitec Corporation, two representative engineering outsourcing companies. The purpose and meaning as well as the effect of introducing a career design system was investigated. Based on the results of interviews and questionnaires, the present condition of career development was analyzed depending on the career design system. As a result, it has become possible to grasp the problems associated with career development, and future topics have become apparent.

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Traditionally in Japan, nursing education has primarily been carried out at nursing vocational schools. However, since 1990, the number of nursing universities have rapidly increased, and approximately 30% of nursing students currently study at a university. Furthermore, a 1998 law amendment enabled graduates of nursing vocational schools to transfer to four-year universities. The present study focuses on the life course of students who transferred from nursing vocational schools to nursing universities. Life course was analyzed based on the following four perspectives, as described by Glen H. Elder and Janet Z. Giele: "historical and temporal background", "social attributes", "individual goal orientation", and "strategic adaptation". The following results were obtained: 1) Transfer students, in their challenge to transfer to university, were driven by two social changes, specifically the transition of nursing education to higher education at a university and the change in medical practice from hospital-based medicine to home-based medicine. 2) Selection of life course among transfer students was based on great awareness of social contribution, belief in achieving economic independence, and a positive attitude toward life, characterized by the ability to move forward rather than regret. Formation of these attributes was particularly influenced by the students' mother. 3) Selection of the life course of transferring to universities was associated with interactions with patients and coworkers. 4) Transfer students considered their transfer admission not as a goal, but as a passing point in their quest to attain the qualifications and abilities necessary for implementing their ideal nursing practice, in other words to become clinical nurse specialists or public health nurses, and chose to transfer as a strategy for achieving this goal.

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