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Published in order to further a better understanding of how work in the field of rural sociology is carried on in various places, the six papers describe pedagogical and research activities relating to the sociological concern for rural people in West Africa, Brazil, Iran, the Middle East, Japan, and India. Each paper describes the evolution of rural sociology in one of the six areas, the nature of that area's rural society, the institutions in the area which can or do teach and/or undertake pertinent social research, and the current status of rural sociology in the area. In addition, "The Development of Rural Sociology in West Africa" and "Position of Rural Sociology in India" note problems with personnel training and "Rural Sociology in Japan: Milestones in Development" critically compares contemporary Japanese rural sociology with the discipline in other countries. "Rural Sociology in Brazil" notes a trend toward urban studies, while "History and Development of Rural and Peasant Studies in Iran" outlines many early village studies. "State of Agricultural Social Science and Related Fields in Selected Countries of the ECWA Region" assesses the related but generally insufficient academic offerings of 42 national universities and other educational institutions in 12 Middle East countries. (SB)

Japanese industrialization started later than in other countries and thus relied at first on foreign-trained persons. Soon, however, Japanese companies began systems of in-house training for their employees. Eventually, some companies paid tuition for their employees to attend night schools at educational institutions and even to study abroad. After World War II, increasing democratization led to a rise in labor unions and the beginning of such employment practices as lifetime commitment, seniority pay, recruitment of school leavers, internal promotion, and job rotation. The Korean War increased investment for industrial production as well as the need for skilled workers. Employers and educational institutions stepped up training efforts. These efforts contributed to the growth of the Japanese economy until the first oil crisis of 1973, when emphasis was shifted toward labor-management cooperation and energy conservation. Today, industrial and employment structures are changing rapidly due to technological advances, increased services, and internationalization. To date, in-house training has emphasized training workers for immediate use. Although this approach will still be needed, education that passes along the drive of corporate expertise is also necessary. The need for continuing education necessitates joint industry-education efforts and improved community-level facilities. (KC)

This paper presents an outline of the University of the Air, a new Japanese educational institution which (1) makes use of a combination of radio, television, and study centers for university-level education; (2) is aimed at upper secondary school graduates and the general public interested in pursuing higher education; (3) will constitute a nucleus of the lifelong education system; and (4) is scheduled to begin offering courses in 1985. A description of the university covers its historical background, development, structure, courses, and planned enrollments. An outline is also provided of the University of the Air Foundation, which serves as the administrative body of the university. Additional documentation includes the Law for the University of the Air Foundation and a list of subjects to be offered by the university, which will provide a wider choice of subjects than is possible in the traditional academic system, including fundamental and basic subjects, foreign languages, health and physical education, specialized subjects, and interdisciplinary subjects. (LMM)

The final and fourth volume in a collection of papers on poverty issues, this document deals with studies of poverty and social welfare programs in five Western European countries, Canada, and Japan. Eight sections constitute the document: some cross-national characteristics of poverty; poverty and antipoverty in Britain (characteristics of poverty, government policies and programs); poverty in Canada (characteristics of poverty, government policies and programs, the future); social insurance programs in Germany (overview, social budget, financing, programs, foreign workers, poverty); social welfare in France (social security, legal minimum wage, unemployment and employment policy, old age insurance, pensions, family allowances, medical allowances); Japan (pension insurance programs, family allowance, children, aged, education, housing, and others); social welfare program of the Netherlands (unemployment, wage differences, social insurance, sheltered workshops, and others); and social welfare programs in Sweden (social welfare budget, social insurance programs, health, social assistance, and others). (Author/AM)

Based on papers presented at the East-West Communication Institute conferences and seminars in Hawaii between 1973 and 1975, these five essays focus on intercultural communication, emphasizing that popular culture existed with great diversity for centuries before modern media and that popular cultures have importance and impact on the everyday life of the common people in all cultures. The essays discuss the effects of global communication, particularly through radio and television, on the popular cultures of developing countries; the factors involved in popular culture research that distinguish it from communication research; an illustrated analysis of a revolutionary Japanese comic strip; the role of stimulants (tea, coffee, and tobacco) in effecting self-change and their use in the communication process of various cultures; and the place of stereotypical images in intercultural communication. (MAI)

This report on information processing studies in Japan focuses on the installation and utilization of microcomputers at various educational levels, subject areas, and types of schools. Types of use explored include computer assisted instruction, computer managed instruction, and computer education. A brief description of the Japanese educational system and its current situation is followed by a presentation on how information processing studies are being carried out in schools with respect to form and content. The six-part paper comprises the following sections: (1) Education in Japan; (2) Curricula and Organization of the Teaching Content; (3) Information Processing Studies in Elementary, Lower Secondary, and Upper Secondary Schools; (4) Information Processing Studies in Universities; (5) Information Processing Studies in Special Training Schools; and (6) Information Processing Studies Outside the School. Numerous tables present sample curricula and statistics related to the discussion. (THC)

The present upper secondary school system in Japan accommodates 94 percent of the corresponding age group population. This discussion of the new upper secondary schools of Japan begins with a brief survey of the history of the Japanese public education system from its inauguration in 1872 up to 1945. The next section describes the inauguration and development of the new postwar system of comprehensive upper secondary schools, citing changes in the curriculum after 1973 and the diversification of the school curriculum starting in 1982. The paper concludes with a description of two characteristic upper secondary schools: Ina Gakuen Prefectural Upper Secondary School in Saitama Prefecture and Tamano Kanon Prefectural Upper Secondary School in Okayama Prefecture. (TE)

In 1980-82, the Second International Mathematics Study (SIMS) was conducted in 20 countries, including Japan. This study was conducted by the International Association for the Evaluation of Educational Achievement (IEA). This paper constitutes a summary of the research relating to the level of mathematics achievement of Japanese students. The tests administered to the students were designed to measure computation, comprehension, application, and analysis in the areas of: (1) sets, relations and functions; (2) number systems; (3) algebra; (4) geometry; (5) mathematical analysis; (6) probability and statistics; (7) measurement; and (8) finite mathematics. Scores on the tests were compared with the internationally averaged values of all 20 countries involved in the study. The achievement by Japanese students was found to be better than the international average in all content areas, but especially in the areas of geometry, algebra, and measurement. (TW)

Papers from the proceedings of the 14th Annual Conference of the Bulgarian Comparative Education Society was submitted in two volumes. Volume 1 contains papers submitted at the conference held in Sofia, Bulgaria, June 14-17, 2016. Volume 2 contains papers submitted at the 4th International Partner Conference of the International Research Centre (IRC) "Scientific Cooperation," Rostov-on-Don, Russia. The overall conference theme was "Education Provision to Every One: Comparing Perspectives from Around the World" and included six thematic sections: (1) Comparative Education & History of Education; (2) Pre-service and In-service Teacher Training & Learning and Teaching Styles; (3) Education Policy, Reforms and School Leadership; (4) Higher Education, Lifelong Learning and Social Inclusion; (5) Law and Education: Legislation and Inclusive Education, Child Protection & Human Rights Education; and (6) Research Education: Developing Globally Competent Researchers for International and Interdisciplinary Research. The book contains a Preface: "Bulgarian Comparative Education Society: 25 Years of Being International" (Nikolay Popov); an Introduction: "Education Provision to Everyone: Comparing Perspectives from Around the World" (Lynette Jacobs) and papers divided into the respective thematic sections. Part 1: "Comparative Education & History of Education": (1) Jullien: Founding Father of Comparative and International Education Still Pointing the Way (Charl Wolhuter); (2) Presentation of Marc-Antoine Jullien's Work in Bulgarian Comparative Education Textbooks (Teodora Genova & Nikolay Popov); (3) "Teach Your Children Well": Arguing in Favor of Pedagogically Justifiable Hospitality Education (Ferdinand J. Potgieter); (4) Theory for Explaining and Comparing the Dynamics of Education in Transitional Processes (Johannes L. van der Walt); (5) Nordic Internationalists' Contribution to the Field of Comparative and International Education (Teodora Genova); (6) International Research Partners: The Challenges of Developing an Equitable Partnership between Universities in the Global North and South (Karen L. Biraimah); (7) Providing Books to Rural Schools through Mobile Libraries (Lynette Jacobs, Ernst Stals & Lieve Leroy); (8) South African Curriculum Reform: Education for Active Citizenship (Juliana Smith & Agnetha Arendse); (9) Universities Response to Oil and Gas Industry Demands in South Texas (USA) and Tamaulipas (Mexico) (Marco Aurelio Navarro); (10) Goals That Melt Away. Higher Education Provision in Mexico (Marco Aurelio Navarro & Ruth Roux); (11) How the Issue of Unemployment and the Unemployed Is Treated in Adult Education Literature within Polish and U.S. Contexts (Marzanna Pogorzelska & Susan Yelich Biniecki); (12) Contribuciones de un Modelo Multiniveles para el Análisis Comparado de Impactos de Políticas Educativas en la Educación Superior (Mirian Inés Capelari) [title and paper are provided in Spanish, abstract in English]; and (13) Internationalization, Globalization and Relationship Networks as an Epistemological Framework Based on Comparative Studies in Education (Amelia Molina García & José Luis Horacio Andrade Lara). Part 2: "Pre-service and In-service Teacher Training & Learning and Teaching Styles": (14) The Goals and Conditions of Qualitative Collaboration between Elementary Schools and Community -- A Challenge for the Professional Development (Jana Kalin & Barbara Šteh); (15) South African Heads of Department on Their Role in Teacher Development: Unexpected Patterns in an Unequal System (André du Plessis); (16) Do Teachers, Students and Parents Agree about the Top Five Good Teacher's Characteristics? (Marlena Plavšic & Marina Dikovic); and (17) Personality Traits and Learning Styles of Secondary School Students in Serbia (Gordana Djigic, Snežana Stojiljkovic & Andrijana Markovic). Part 3: "Education Policy, Reforms & School Leadership": (18) Routes into Teaching: Does Variety Aid Recruitment or Merely Cause Confusion? A Study of Three Different Programmes for Teacher Training in England (Gillian Hilton); (19) The Status of Teaching as a Profession in South Africa (Corene de Wet); (20) Initial and Continuing Professional Development of Adult Educators from an Educational - Policy Perspective: Rethinking from Croatia (Renata Cepic & Marijeta Mašic); (21) Educational Reform from the Perspective of the Student (Claudio-Rafael Vasquez-Martinez, Felipe Gonzalez-Gonzalez, Jose-Gerardo Cardona-Toro, MaríaGuadalupe Díaz-Renteria, Maria-Ines Alvarez, Hector Rendon, Isabel Valero, Maria Morfin, Miguel Alvarez); (22) Leadership and Context Connectivity: Merging Two Forces for Sustainable School Improvement (Nylon Ramodikoe Marishane); (23) Approaches to In-servicing Training of Teachers in Primary Schools in South Africa (Vimbi P. Mahlangu); (24) Social Justice and Capacity for Self-development in Educational Systems in European Union (Bo-Ruey Huang); (25) Social Justice and Capacity for Self-Development in Educational System in Japan (Yu-Fei Liu); and (26) Emotions in Education Generated by Migration (Graciela Amira Medecigo Shej). Part 4: "Higher Education, Lifelong Learning & Social Inclusion": (27) Ambivalent Community: International African Students in Residence at a South African University (Everard Weber An); (28) Internationalization of Higher Education Institutions in Latvia and Turkey: Its Management and Development during the Last Decade (Sibel Burçer & Ilze Kangro); (29) Lifelong Learning: Capabilities and Aspirations (Petya Ilieva-Trichkova); (30) Where Have All the Teachers Gone: A Case Study in Transitioning (Amanda S. Potgieter); (31) An Overview of Engineering Courses in Brazil: Actual Challenges (Alberto G. Canen, Iara Tammela & Diogo Cevolani Camatta); (32) Multiculturalism and Peace Studies for Education Provision in Time of Diverse Democracies (Rejane P. Costa & Ana Ivenicki); (33) Social Inclusion of Foreigners in Poland (Ewa Sowa-Behtane); (34) An Autistic Child Would Like to Say "Hello" (Maria Dishkova); (35) Research Approaches for Higher Education Students: A Personal Experience (Momodou M Willan); (36) Social Networks Use, Loneliness and Academic Performance among University Students (Gordana Stankovska, Slagana Angelkovska & Svetlana Pandiloska Grncarovska); and (37) The Personal Characteristics Predictors of Academic Success (Slagana Angelkoska, Gordana Stankovska & Dimitar Dimitrovski). Part 5: "Law and Education: Legislation and Inclusive Education, Child Protection & Human Rights Education": (38) An Exploration of the Wider Costs of the Decision by the Rivers State Government in Nigeria to Revoke International Students' Scholarships (Elizabeth Achinewhu-Nworgu & Queen Chioma Nworgu); (39) Strategies for Improving the Employability Skills and Life Chances of Youths in Nigeria (Elizabeth Achinewhu-Nworgu, Steve Azaiki, Shade Babalola & Chinuru Achinewhu); (40) Examining the Role, Values, and Legal Policy Issues Facing Public Library Resources in Supporting Students to Achieve Academic Success (Elizabeth Achinewhu-Nworgu, Steve Azaiki & Queen Chioma Nworgu); (41) Peer Exclusion at Physical Education (Gorazde Sotosek); (42) Exclusion and Education in South Africa: An Education Law Perspective of Emerging Alternative Understandings of Exclusion (Johan Beckmann); and (43) Educational and Social Inclusion of Handicapped Children. Polish Experiences (Anna Czyz). Part 6: "Research Education: Developing Globally Competent Researchers for International and Interdisciplinary Research": (44) Observations about Research Methodology during 15 Years of Presenting Capacity-Building Seminars (Johannes L. van der Walt); and (45) Using a Play-Based Methodology in Qualitative Research: A Case of Using Social Board to Examine School Climate (Anna Mankowska). Following the presentation of the complete conference papers, the following abstracts are provided: (1) Project-Based Learning in Polish-American Comparative Perspective (Marzanna Pogorzelska); (2) Teaching and Researching Intervention and Facilitation in a Process of Self-reflection: Scrutinity of an Action Research Process (Juliana Smith); (3) Investigating Perceptions of Male Students in Early Childhood Education Program on Learning Experiences (Ayse Duran); (4) Teacher Professional Development and Student Achievement in Turkey: Evidence from TIMSS 2011 (Emine Gumus & Mehmet Sukru Bellibas); (5) The Usage of CBT and Ayeka Approach at the Kedma School (Yehuda Bar Shalom & Amira Bar Shalom); (6) Factors Affecting Turkish Teachers' Use of ICT for Teaching: Evidence from ICILS 2013 (Mehmet Sukru Bellibas & Sedat Gumus); (7) Application of Big Data Predictive Analytics in Higher Education (James Ogunleye); (8) The Pursuit of Excellence in Malaysian Higher Education: Consequences for the Academic Workplace (David Chapman, Sigrid Hutcheson, Chang Da Wan, Molly Lee, Ann Austin, Ahmad Nurulazam); (9) Challenging the Value and Missions of Higher Education: New Forms of Philanthropy and Giving (Pepka Boyadjieva & Petya Ilieva-Trichkova); (10) The Effects of Major-changing between Undergraduates and Postgraduates on the Major Development of Postgraduates (Jinmin Yu & Hong Zhu); (11) Spotlight on Canadian Research Education: Access of Doctoral Students to Research Assistantships (Ewelina Kinga Niemczyk); (12) Regulation or Freedom? Considering the Role of the Law in Study Supervision (J. P. Rossouw & M. C. Rossouw); (13) The Subjectivity-Objectivity Battle in Research (Gertrude Shotte); and (14) Interdisciplinary Approach to Teaching Chemistry: Electrochemical Biosensors Case Study (Margarita Stoytcheva & Roumen Zlatev). A Name Index is included. (Individual papers contain references.) [For Volume 2, "Education Provision to Every One: Comparing Perspectives from around the World. BCES Conference Books, Volume 14, Number 2" see ED568089.]

The article presents a case study of Japanese paper products manufacturer Oji Holdings Corp.'s diversification into renewable energy. It offers a corporate profile of the firm which is facing domestic competitive pressures and a challenging socio-economic climate. Oji Holdings reportedly needed to explore other options of increasing revenue to remain relevant in the market. It notes that the company is planning to invest in two biomass plants to capitalize on the government's incentive system.

The document focuses on social science teaching and research in Afghanistan, Japan, Indonesia, Korea, and Nepal. One chapter is devoted to each of the five nations. The first chapter suggests that social science has not played a major role in the socioeconomic development of Afghanistan because most Afghans favor traditional ways of thinking. The chapter on Indonesia traces social science research from the eighth century through establishment of social science faculties by Dutch colonizers and to modern times--characterized by computer research and individualized curriculum for university students. The chapter on Japan stresses rapidly expanding social science research activities to meet the needs of increasing numbers of students and others who demand social science information particularly in areas of sociology, social psychology, anthropology, and interdisciplinary studies. The chapter on Korea identifies law, economics, and political science as the most popular fields of social science and indicates that a major research need is interaction between scholars from developed and developing nations. The final chapter, which discusses Nepal, emphasizes that, although basic social science disciplines are offered at the University of Katmandu and at several specialized institutes, social science is an underdeveloped area with few resources, outdated curriculum, and a lack of creative teachers. (Author/DB)

The three largest cities in Japan--Tokyo, Osaka and Nagoya--are used to examine the financial situation of Japanese urban areas. The 1949 Shoup Mission findings and recommendations are reviewed. Demographic data and information on the administrative and the fiscal organization of Japanese cities during the past three decades are presented. Details of local public expenditures in the 1970's are offered and contrasted with figures for the nation as a whole. Major spending in the areas of education, public works, and social welfare is discussed. Resources available to local level governments for meeting these expenditures are examined. Differences between prefectures (such as Tokyo) and municipalities are pointed out in this context. Taxation and fiscal policy, such as revenue sharing and special grants to municipalities from national and prefectural sources, are described and some prospects for future fiscal reform are outlined. Discussion throughout this work is supported by extensive statistical data. (GC)

The first section of this monograph presents an outline of the inservice training regulations for teachers in Japan, focusing upon the legal aspects and the functions of the state. Inservice education is compulsory for teachers, and its administration is governed by the Local Public Service Personnel Law. Descriptions are presented of the roles of the Ministry of Education, Science and Culture, and the Prefectural and Municipal Boards of Education. The outline provides points to be taken into consideration by the Prefectural Boards of Education when the boards organize inservice programs. In section two, descriptions are presented of inservice training programs for teachers divided into the following categories: (1) inservice training for new teachers; (2) inservice training for experienced teachers; and (3) inservice training for principals, vice-principals, and head teachers. Data on the content of the programs are illustrated by tables. (JD)

This report contains a summary of computer uses among education centers, research institutes, and schools in Japan, based on investigations carried out within 47 prefectures and 10 designated cities throughout the nation. Information presented in the narrative report and eight data tables includes: (1) use of computers in local education centers and research institutes as of 1982, with specific computer models, memory storage capacity, and particular utilization; (2) number of schools and teachers taking advantage of the data processing services at Aichi prefectural education center, with data processing contents and grade level of the school; (3) contents of inservice training for teachers and other education-related personnel held at Aichi prefectural education center, with level and number of courses, course contents, and number of participants; (4) distribution of microcomputers among schools as of January 1983, with grade level and public/private school designation; (5) uses of microcomputers in schools in Japan, with grade level and public/private school designation; (6) situations regarding microcomputers and requests for their introduction among schools in Aichi prefecture as of December 1982, with grade level and number of schools furnished with microcomputers; (7) uses of microcomputers in schools in Aichi prefecture as of December 1982, with grade level and types of utilization; (8) number of data processing programs developed by schools in Aichi prefecture as of December 1982, and average number of programs developed per school having microcomputers. (JB)

This document contains two essays: "Toward a High-Wage, High-Productivity Service Sector" by Lester Thurow; and "Service Sector Wages, Productivity and Job Creation in the U.S. and Other Countries" by Louise Waldstein. The first essay analyzes the recent and currrent U.S. economy under headings called Growth Nodes, Falling Productivity, and Lower Wages. Under the heading Looking Forward, likely future economic conditions are outlined. Endnotes and a 15-item bibliography complete this section. After an introduction, the second essay examines the nature of U.S. service sector growth by analyzing its most important components and by comparing U.S. performance to that of several sectors in other comparable industrialized countries (France, Germany, and Japan). Drawing on those analyses, the various examinations of service sector growth are assessed. References, the sources for the 27 tables used, and a 70-item bibliography conclude the document. (CML)

This literature survey analyzes the process of industrial restructuring as it is occurring in the Republic of Korea, Japan, Singapore, and the United States. It looks in particular at how various agents of education and training in these countries--the school system, public and private education and training institutions and firms--are responding to the new and continually changing training priorities that are generated by structural change and technological innovation in the economy. The survey found that the primary agents of structural and technological change differ between the countries. The United States represents the extreme of relying almost exclusively on private sector initiatives and market forces in the restructuring process, whereas in Korea the government assumes the prime responsibility of facilitating adjustment to industrial change by economic and social policy measures. The study also found that in all four countries, there is a universal scramble for higher qualifications as a means to secure a good job. At the same time, many of the countries seem to consider that the output of the school system is inadequate to meet employer needs. The United States, however, has the advantage of a decentralized training system with strong links to employers, whereas the Japanese are successful with in-house training. The study finally emphasizes the relentless national drive for excellence in research and education that permeates the Asian countries' efforts, especially in the case of Japan. (KC)

Several topics related to the provision of preschool education in Japan are discussed. First detailed are the history and present situation of the preschool education system; both kindergartens as well as nursery schools are described. The second section focuses on the teaching content of kindergartens and nursery schools, specifying goals related to curriculum areas. Kindergarten teachers and nursery school teachers are discussed in the third section; topics include training, qualifications, and salaries and allowances. The final section describes national government policies for the preschool nursing system. Relationships between kindergarten and nursery school and areas of cooperation between kindergarten and the elementary school are discussed. (RH)

This report summarizes the history of the school lunch program from its inception as a relief measure in 1889 through formalization by the national School Lunch Law of 1954 and describes its present scope, organization, finances, objectives, and problems. Intended to improve the physical and mental development of students as well as Japanese dietary habits, the program also addresses the educational goals of promoting friendly student-teacher relationships; teaching values of independence, division of labor, service, and cooperation through group participation in serving lunch and cleaning up; and educating students in good nutrition and eating habits. Standards for lunches are based on providing over one-third of students' nutritional requirements, and costs are shared by parents, local governments, and the state. The case of one elementary school illustrates lunch procedures and the aims of school lunch education. Tables and diagrams summarize physical development of students from 1955 to 1979, nutritional standards of school lunches, lunch hour regulations, sample menus, the national school lunch budget, and the breakdown of state subsidies into various lunch expenses. (MJL)

In May 1975, the School Education Law in Japan was revised, creating the category of special training schools out of the numerous types of miscellaneous schools that had sprung up following the end of World War II. The Japanese government created regulations for the schools, specifying that the purpose of the special training schools was to help students develop the abilities required for their vocation and their daily lives as well as to help improve their cultural knowledge. The regulations specify three categories of special training schools: upper secondary, advanced or college level, and ordinary courses (which can be taken at any time regardless of a student's age or schooling level). Other regulations specified the qualifications for those who establish, administer, and teach at special training schools; created standards for the school buildings and equipment; provided standards for school subjects; and established an administrative structure to enforce these regulations. The special training schools are expected to play an increasing role in the education of Japanese youth and the retraining of adults for new jobs as technology advances. To serve these needs, the schools will need to develop professional and vocational education, to improve the content of their programs, and to raise their status in the educational world. (KC)

Compulsory education in Japan totals 9 years, from age 6 to 15, and 97 percent of those elementary and lower secondary schools are public, established and maintained by the municipalities. This report describes the present situation and the future trends of educational facilities in public compulsory education schools, together with an explanation of the subsidies system and regulated facility provision. The first section describes the subsidy system, including government subsidies for school buildings and for school lands appropriation. The second section describes standards for educational facilities including school buildings, gymnasiums, and school lands. The third section describes the current condition of school facilities, in relation to trends in the school population, changes in the stock of buildings and gymnasiums for public elementary and lower secondary schools since 1955, and the current conditions of school facilities. The final section discusses the budget for subsidies and the future trend of policies for school facilities. (TE)

Figures for Japan show that the percentage of people aged 55 and over will rise from 17.6 percent in 1980 to 32 percent in 2010. Employers show little concern about the aging of the work force and are accustomed to providing training geared to older workers. The government supports the employment and training of older workers through the Employment Insurance Act; the Older Worker Employment Security Act to support employment of workers aged 55 and over; and the Occupational Skill/Ability Development Act, which sets aside a certain portion of training activities for older workers and allows a higher rate of reimbursement of the cost of training older workers. The Japanese government offers occupational training to middle-aged and older workers directly through its affiliated entities (National Occupational Skill/Ability Development Centres) and through training centers operated by municipal authorities. Training courses offered by employers vary depending on the size of the company. Labor unions are concerned about training of older workers; they implement their objectives through influencing or working with management and by providing training programs. Training is significantly worse in small enterprises, although a higher proportion of older workers are employed. (Fourteen tables and 36 references are appended.) (YLB)

This document provides statistical information on the current status of teacher education in Japan. Data are given for the following topics: (1) number of universities, junior colleges, and appointed teacher training institutions; (2) number of graduates who obtained teacher certification; (3) percentage distribution of teachers by educational attainment; (4) minimum requirements for teacher certification; (5) minimum number of credits required for teacher certification (education-related subjects and kinds of certificates); (6) major subject studies required for lower secondary school teacher certificate; and (7) minimum requirements for New Teacher Certificates Revised in 1989/90. A description is given of teacher training at universities of education, teacher training at a faculty of education in the ordinary university, and teacher training for the non-education major. A brief discussion is presented on teacher training reform. (JD)

This document reports the state of science achievement of Japanese students based on the Second International Science study conducted in 1983-84. Results are compared to the first study conducted in 1970. The target populations, samples, and structure of the second study are described. Test results including score distribution and high and low response rates were provided for elementary, lower secondary and upper secondary students. Significant correlations were reported between the correct response rates and subject areas studied. There was no sex difference at the elementary level, but at the middle school level sex differences were reported. A table comparing populations on some common questions for high school students is provided. At the elementary level there was no difference between the results this time and in 1970, however the scores of middle school students improved. Some of the problems that were better or worse than the 1970 assessment are considered. Results on process tests, factors related to science achievement, and sex differences in attitudes towards science are reported. (YP)