As an argument about　"Vocational relevance of education　" has been developed into the dimension of idea, analysis of history of vocational education thought is becoming more important. In this paper, we analyze the vocational education thought by business manager which have been overlooked in previous research. We use Muto Sanji's discourse for data, and compare it with discourse of Inoue Kowashi and Tejima Seiichi. As a result of our analysis, in contrast to the nationalistic justification of vocational education by Inoue and Tejima, Muto's thought of vocational education includes the implementation of ability and the welfare of individual.

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There have been few pedagogical studies on young farmers, especially on how to secure and train new farmers and how they establish themselves as farmers. From the perspective of educational sociology, this study investigates the life history of a young farmer from a non-farm household, newly graduated from college, and working in an agricultural corporation. This study aimed to clarify the processes of career development of a young farmer by examining the meaning of diverse work experiences after becoming a farmer and his influence on vocational identity formation, while also focusing on his life history and educational experiences prior to becoming a farmer. I created four hypothesized categories (new farmers’ views on farming, new farmers’ pride, new farmers’ confidence, and new farmers’ intention to make social contributions) to analyze new farmers’ life histories based on existing research findings on professionals’ occupational identity. As a result, I found that new farmers’ personal career goals characteristically transform into more social ones over time. This process occurred when an informant developed pride and confidence as a farmer through trial and error during training periods along with an interest in making social contributions by interacting with colleagues inside and outside the company. Overall, this meant that his long-held view on farming became more socialized after he started his farming career. This study presents a career vision for youth interested in farming careers and provides suggestions for developing a training program for a growing number of young farmers.

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This short essay is part of the research on the process regarding the establishment of Technology • Home Economics in South Korean junior high schools. This paper focuses on the post-1980s era. More specifically, the paper focuses on the period following the birth of the Chun Doo-hwan regime which came about as a result of a military coup in 1980. The process of establishment of the compulsory subject for boys in junior high schools, Practical Technology, which was newly established by the 4th National Curriculum in 1981, was empirically researched and analyzed. As a result, the following points have been elucidated: 1. Practical Technology introduces Home Economics content which focuses on teaching the consumerist viewpoint in family life in an innovative and positive manner 2. Like Home Economics which was taught only to girls, Practical Technology is a compulsory subject that targets only boys and is a single-gender subject which conforms to the old model. 3. This has been influenced to a large extent by the great Women’s education movement which made Home Economics a pillar of the curriculum

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