工業化と勤労青少年教育-戦後の推移と展望-

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The purpose of this paper is to present how education for working youth in Japan after World War II has changed due to industralization, from sociological point of view. The aspects which the writer intended to analize are mainly: (A) relations between working youtheducation on one hand and the supply-demand of labor forces and social (regional and industrial) mobility on the other; (B) what educational policies have been taken in the process of industrialization, and how the system of the working youtheducation has been changed by those educational policies. From this point of view, the transition of the working youtheducation in Japan after World War II has been analized in terms of three subdivisional periods, i.e. (I) reconstructional period (1947-1954), (II) declining period (1955-1960). and (III) reorganizational period (1961-present). The results of this study are as follows: 1. In the process of industrialization, the working youtheducation has declined in the agricultural and rural educational fields. On the other hand, it has not remarkably developed in the industrial and urban educational fields for lack of effective policies. 2. The percentage of working students enrolled in the private educational institutions has increased, and there are still many working youth who are deprived of any educational opportunity. 3. The policies and contents of working youtheducation have been considerably influenced by urgent demand from industry for lack of labor forces. 4. The ideological and educational standpoints for the working youth has not readily been established in Japan and the educational policies and measures have lacked unity.
日本教育社会学会の論文
1968-10-05

著者

佐藤暢男
宇都宮大学

工業化と勤労青少年教育-戦後の推移と展望-

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