COMPARATIVE RESEARCH ON THE TRANSFER OF VOCATIONAL EDUCATION FROM SECONDARY TO POSTSECONDARY/HIGHER EDUCATION LEVEL BETWEEN JAPAN, UNITED STATES, AND FRANCE

（一）.本文利用日本政府公布的统计资料，对日本、美国、法国等国职业高中课程改革及中等职业教育向高等职业教育过渡所带来的中等职业教育与高等职业教育衔接问题进行了比较分析，以及美国和法国政府研究机构出具的文件。（二）、在美国，通过对美国国家职业教育研究中心（National Center on Research in Vocational Education）相关文件的分析，指出了旨在将高中阶段的职业技术教育与社区学院的职业教育联合收割机相结合的“tech prep”计划的一些特点。（三）、在法国，分析了法国政府国民教育部和职业教育部的文件，指出了随着职业教育从中等教育向高等教育的转移，高中阶段学校课程改革的必要性。（四）、关于日本，我们分析了日本政府发布的统计资料，指出1）特殊学校（专修学院）在高等教育机构中占有很大份额，2）4年制大学/学院开始发挥职业机构的作用。（五）、我们每年召开一到两次会议，并就每个研究项目进行口头报告。（六）、我们在日本职业技术教育学会等会议上口头介绍了我们的研究成果。

(1). We made comparison and analysis on the curricula reform in vocational high schools and the articulation problems between secondary and postsecondary/higher educational institutions in Japan, United States, and France, necessitated by the transfer of vocational education from secondary to postsecondary/higher education level, by using statistical materials issued by the Japanese government, as well as documents issued by the research institutions in the United States and French government.(2). About the United States, we analyzed the documents issued by the National Center on Research in Vocational Education, and pointed out some characteristics of "tech prep" program, that aims to combine the vocational/technical education of high school level and the vocational education of community colleges.(3). About France, we made analysis on the documents issued by the Ministry of the National Education and Ministry of Vocational Education of French Government, and pointed out the neccesities of the curriculum reform of the institutions of senior high school level, in accordance with the transfer of vocational education form secondary to higher education level.(4). About Japan, we analyzed the statistical materials issued by the Japanese government, and pointed out 1) special schools (senshu-gakko) occupied large share in the numbers of institutions in postsecondary education and, 2) 4-year universities/colleges was beginning to function as vocational institutions.(5). We held meeting once or twice a year, and made oral presentations on each research project.(6). We made oral presentations on our research results at the conferences of Japanese Society of the Vocational and Technical Education and so on.