The purpose of this study is to clarify the characteristic of the course of "Agricultural Machinery", which is among one of the course of "Agriculture" according to the transition of its establishment and outline edited by each upper secondary school. The course of "Agricultural Machinery" has been statistically established since 1962. Although the number of course of "Food Production" and "Agricultural Civil Engineering" which are in the same group of course named "Course of Training Agricultural Engineers", has extremely increased in 1960s. The number of course of "Agricultural Machinery" didn't tend to increase like the number of those course. The course of "Agricultural Machinery" has been established and abolished repeatedly at each upper secondary school. The cause of these phenomena depends on agricultural policy based on "The Fundamentals of Agricultural Law" and educational contents equivalent of policy in this course. Since the enactment of "The Fundamentals of Agricultural Law", agricultural policy has pursued to extend the area of farm in scale per one farm family and to introduce big agricultural machines. But this plan went so wrong that each policy of agriculture has been modified over and over again. In addition to the above, some course of "Agricultural Machinery" has been changed to course of "Machinery" and "Motor Vehicle" which are involved among course of "Industry". According to the analysis of curricula in the course of "Agricultural Machinery", there is a small number of credits for subject "Agricultural Machiery" and there are numbers of credits for subjects related with "Industry" and there is, however, a small number credits for "Drawing" comparing with the course of expected to master not planning and developing of agricultural machines but operating and repairing them. If the purpose of the course of "Agricultural Machinery" is as the same as stated above, the author can't help indicating that the number in this course wouldn't increase more than before.

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本研究は、産業教育振興法の成立過程の事実経緯とそこでの論点を実証的に解明することを目的とする。職業高校長の諸団体、CI&E職業教育担当係官、文部省職業教育課はそれぞれ同法成立に不可欠の役割を果たした。法内容に対する要求、見解の相違及び批判等が複雑に関係する成立過程を経たため、同法は基本的な性格・内容に次の問題をもって成立した。(1)教育基本法制における同法の位置づけ・役割等の教育法制上の問題、(2)「産業教育」の定義や範囲等の職業教育上の問題、(3)職業教育費の財源確保という教育財政上の問題が指摘できる。

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昭和期の末期に、わが国の高校産業教育が終焉を迎えたことは、多くの人は、経験的に知っているが、この問題を扱った論文は少ない。この問題を注視しておられたのが、細谷俊夫先生であった。日本の職業教育は、法律や行政によって支えられていて、社会によって支えられていないので、社会の変化によって職業活動が変化すると、それに柔軟に対応できない弱点を持っている。この問題に対する細谷先生の考え方と、教育行政的な処置の関係を取り上げて見た論文である。この大きな変革を細谷先生は、どのように見ておられたのかを探ってみることは有意義ではないか。この問題は、従来「技術教育」という捉え方と、「職業教育」という捉え方があったが、私は、職業教育の高等教育化の流れの中で、後者の捉え方が新しい視点を提供してくれるのではないかと思っている。

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