Shugaku Gyosho (school trip for peddling) was an educational activity which was rapidly populated and soon declined during the Meiji period in which commercial school officials were creating a new curriculum for modern commercial schools. This study examined the process in which Shugaku Gyosho started, flourished, and declined and clarified how they endeavored to create a new program for commercial school students. Officials in commercial schools supported the implementation of Shugaku Gyosho for giving students opportunities of field research and practical training of trading although each school put emphasis on one or the other. Yet, in the third decade of the Meiji period commercial schools started to carry out school excursions which also undertook field research. It highlighted negative aspects of Shugaku Gyosho, resulting in rapid decline.

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This monograph primarily focuses on a case observed in Sanomura (present day Hitachinakashi), Nakagun, Ibaraki Prefecture in the mid-1930s. This occurred after the outbreak of the Showa Depression in 1929 and, at the time, agricultural youth practice was being carried out in the village as part of the Nosangyoson-Keizai-Kosei-Undo. Through analyzing the content and structure of said agricultural practice, this paper hopes to offer an insight into the educational significance and characteristics of technical and vocational education. This practice was aimed at the young non-elite class who lived in agricultural villages before and during the Pacific War, a time when Asia as a whole had become increasingly militant. Specifically, this essay shall cover a period stretching from the Manchurian Incident in 1931 up to the Potsdam Declaration in 1945. Through writing this monograph, the following information became clear. From the mid-1930s onwards, agricultural practice became an increasingly important part of post-compulsory education in schools for the young non-elite in Sanomura. Agricultural practice became more and more well known and the agricultural subjects of both upper elementary schools and youth schools offered agricultural students the chance to practically apply their knowledge. The agricultural subjects of youth schools, that fully embraced the Keizai-Kosei-Keikaku, were set as the standard, with elementary school's basing their departments on the youth school model. Both school types aimed to produce people who would be prepared to undertake various kinds of farming in the future. This would be achieved by encouraging the students to build up the strength of character required to continuously repeat trial and error, while mixing creativity with both scientific and logical thinking. This type of agricultural practice was also referred to as "research", having been initially devised as a problem-solving project.

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The purposes of this paper are to clear the characteristics of the start point for "Educational Manual Training" conceptualized by UEHARA Rokushirou and the succession of those characteristics. The following results are obtained: (1) UEHARA was proficient in French and so on. He translated the books about Manual Training in Europe, and then insisted the necessity of teaching Manual Training in general education for the first time in Japan. (2) In order that UEHARA might plan for curriculum of Manual Training Course in Japan, he focused on the educational methods of the Swedish Sloyd and the Manual Training in France. He checked these educational methods and found some problems to get over for planning for curriculum of Manual Training Course in Japan. (3) OKAYAMA Hidekichi got over these problems by planning for curriculum of Manual Training Course and writing Text Book of Manual Training for the Use of Elementary School Teachers. It seems that OKAYAMA took over the important points of "Educational Manual Training" conceptualized by UEHARA. (4) UEHARA picked on OKAYAMA for his successor. It was his foresight.

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In France, which is a qualification-orientated society, the career formation of young people who do not possess effective qualifications in the labor market is becoming more diverse and complex. This research considers the case study of Bondy City, which is an educationally difficult area in the Paris suburbs; focuses on the initiatives of a "Local Mission" (Missions Locales pour l'insertion professionnelle et sociale des jeunes) as a facility that is supporting school dropouts; and clarifies the current situation and problems. From the results of an analysis of the Local Mission's activities reports and an interview survey, the mission was found to be offering the school dropouts comprehensive support in many fields, including education, labor, health, lifestyle, and culture, and was to a certain extent achieving results for their formation of stable careers. In particular, for "career education" (orientation educative), it is carrying out the function of supplementing the school education that they should have originally received, including raising their awareness about human rights, expanding their general education, and motivating them for the future. On the other hand, the results also showed the reality that it is not easy for the school dropouts to overcome the handicaps of their academic background and geographic and social environments.

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