Since 1980's, the development of higher vocational education in China has experienced three stages including its starting, scale expansion and connotation development. At present the construction of model higher vocational collages, teaching quality project of higher vocational education and the evaluation of personnel cultivation in higher vocational colleges, these three issues are the focus of our reform and development. The advisable experiences are the strong support from the Chinese government, the emphasis on connotation development as well as the reform and development following the developing law of higher vocational education.

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Today, the treatment of pollution is not enough as word "Niigata Minamata disease" is deleted from the textbook although the education for the high school of fisheries shows pollution in "Starting point of environmental problems". That education before had taken pollution to an educational content including Niigata Minamata disease. It was recorded in subject "Fishery Food Hygiene". This subject was newly established in fiscal year 1973. In this article, the new establishment details of that subject are clarified, and the content about Minamta disease and Niigata Minamata disease is verified. The posture of the Ministry of Education that it had wanted to found the subject including the food hygiene and the pollution control corresponded with teachers' opinions that had appealed the necessity of pollution education. However, the educational attitude about pollution is performed by the aspect of harm possibility. About Minamata disease in textbook of this new subject, the fact of damage is underestimated although the description is comparatively detailed. Recognition is led from damage to the harm prevention. And some errors are found. It is admitted that influence of Toshiharu KAWABATA, one of that textbook writers, had been strong in those descriptions and errors. His errors have been directly reflected in the textbook as it is.

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This paper analyzed the systematic characters of the Institute for Industrial Teacher Training attached to Osaka High Industrial School by comparing it to the Institute for Teacher Training attached to Tokyo High Industrial School. The results of the analysis were as follows: (a) The Osaka Institute followed the system of the Tokyo Institute in the third period when it experienced a reduction and quality change after Tejima Seiichi, the Principal of Tokyo High Industrial School retired in 1915. (b) The curricula of two Institutes for consisted of the discipline for teaching profession as well as the courses of each High Industrial School for preparing engineers. But Osaka High Industrial School emphasized more on the design and drawing courses in the engineer training programs, although Tokyo High Industrial School emphasized more on the shop-work courses in the program. (c) Of all the graduates from the Osaka Institute, 56% of them managed to get a teaching job. Only 41% of those with a teaching job were employed at industrial schools while the rest were employed at lower secondary school and girls' high school around Kansai area.

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This paper examines the possibility of incorporating the scientific knowledge on aquaculture technologies in general education amid growing concern over the global tight food supply so that we will show the educational purpose and practice for technology education in junior high school. That is to say, we analyze the social value of aquaculture industry from marine economics point of view. Concretely speaking, we specify the problems of its production and business structure and present the perspective for setting an educational goal and making a class plan. The results show that we can incorporate the common and structural food problems such as globalization of fishery output, marine contamination, supply instability of seeds and prey and regional difference caused by uneven distribution of luxury sea food into technology education as general education through formulating a class plan for aquaculture technology.

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