| Co-Investigator(Kenkyū-buntansha) |
SASAKI Eiichi Kagoshima University, Faculty of Education, Associate Professor, 教育学部, 助教授 (30125471)
TERADA Moriki Kanazawa University, Faculty of Education, Associate Professor, 教育学部, 助教授 (80197805)
HORIUCHI Tatsuo Osaka City University, Faculty of Letters, Associate Professor, 文学部, 助教授 (40135273)
YOKOO Tsunetaka Iwate University, Faculty of Education, Associate Professor, 教育学部, 助教授 (30220544)
TANAKA Yoshimi Tokyo Gakugei University, Technology Education, Professor, 教育学部, 教授 (00115247)
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| Research Abstract |
1. In this study we analyzed the systems and practices on technological, vocational education and vocational training in Japan, England, America, Germany, France, and Russia, and also we made those comparisons.
2. Technological, vocational education and the terminology on vocational education have the changes according to the transition in each country surveyed and those changes are greatly influenced by the enactment and abolition of laws.
3. The systems of vocational training and qualifications are existed diferently from school systems in each country surveyed. But it is quite common to all countries for them to be based on general education. There is a little difference in each country, and it has, as it were, a loose connection between vocational training and qualifications.
4. In EC countries, standardization of the vocational qualifications levels is about to be carried out. On the background of this experiment there exist similar labor relations that take the qualifications of great importance.
5. Technological, vocational education and vocational training are carried out in Japan, too. Though there exist labor relations in Japan that carreer education is taken of importance in decision of wages, there don't exist labor relations that qualifications are needed except licenses. One of the most typical examples is that authorization is significant only for official certification but that it is separated from employment.
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