This paper attempts to clarify the actual situation with difference and equality the public allocation for technology subject and the policy which changes into a public expenditure burden a part of thing paid at private expense is made public, by means comparing the public allocation for technology subject in each municipal junior high schools located in three municipalities. The main findings of this research were: 1. On comparison that (1) the six schools in "S" that draw up the budgets of articles for consumption of technology subjects, and the authors found the much budget and the little difference and high equality; (2) the nine schools in "N" that draw up the budgets of the same thing, and the authors found the slightly small budget and the little difference and high equality; (3) the twelve schools in "A" that draw up the budgets of the same thing, and the authors found that small or none budget and the large difference and inequality. 2. The authors found that (1) there was the procedure that the school officials revised technology teacher's application for the guardian pays in municipalities with small difference, and the educational authorities determined some exceptions to the personal property and use goods were not private expense; (2) were something like school's customs in the municipality with large difference that expanded division of private expense, in addition to that the school officials advised technology teachers to decline the request for budget of consumables. Consequently, the budget of consumable for technology subject wasn't dividend. 3. The authors suggest the policies which change into a public expenditure burden a part of thing paid at private expense are restraining own expense from a viewpoint of the learning to technology with productive work, and describing a public expenditure burden.

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This paper reviews the current skills and learning policy formulated by the UK Labour government toward improving the skill levels of UK's adult population. Recent government reforms have aimed at building a 'demand-led' system that can respond to the demands of employers and individuals. This paper examines the role of the Learning and Skills Councils, and analyses the impact and issues of the demand-led funding programs in the UK, such as the government-led adult basic learning program 'Skills for Life' launched in 2001. Targeted at individuals who face social and educational risk, the funding programs have aimed to create learning demands, and budget distribution was preponderantly directed toward broadening access to learning and training. Recent research findings show that the funding programs aimed at delivering basic skills to the target population have an effect on learning providers and individuals and are moderately successful in increasing learners' participation. However, this paper argues that this system is too consumer-oriented and market-led, and the funding, which is largely short term, focuses on quantitative outcomes of qualifications and achievements. In this respect, the demand-led approach does not necessarily imply stability. In conclusion, the analysis shows that the demand-led approach has led to administrative centralising and standardisation of the framework of delivering skills. Further discussion is necessary on how the public management system should be improved in order to address the multi-layered issues in national upskilling.

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There is an institutional difference with a technical high school and the vocational training school, but I measure the professional training of both schools quantitatively, and it is significant to clarify the difference in thinking about industrial specialty. In addition, it may arrive at the viewpoint to review courses of study to prescribe the curriculum of the technical high school. As a result of having compared the training time of the fact of the public vocational training school ordinary course of one year with the actual school hour of the public technical high school 3-year professional training, it became clear that only a class of the 70% degree of the vocational training school was performed in the technical high school. It may be said that the disadvantageous situation includes the function as professional training and the vocational education than vocational training school in the technical high school if I pay my attention to only actual school hour.

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