職業学科から高等教育への移行における 「カリキュラムの有意性」の認識

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タイトル別名
  • High School Students’ Perceptions of the Relevance of Curriculum in Their Transition from Vocational Courses to Higher Education:
  • 職業学科から高等教育への移行における「カリキュラムの有意性」の認識 : 商業高校での縦断的調査に基づく検討
  • ショクギョウ ガッカ カラ コウトウ キョウイク エ ノ イコウ ニ オケル 「 カリキュラム ノ ユウイセイ 」 ノ ニンシキ : ショウギョウ コウコウ デ ノ ジュウダンテキ チョウサ ニ モトズク ケントウ
  • ―商業高校での縦断的調査に基づく検討―
  • An Analysis Based on a Longitudinal Survey in Commercial-Vocational High Schools

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<p>The purpose of this study is to examine how students perceive the meaning of the curriculum which they are experiencing, by focusing especially on the transition from vocational courses to higher education.</p><p>The division between academic education and vocational education is one of the most important features of the secondary education system. Upper secondary schools in Japan are divided between general courses, which provide academic education to prepare students for higher education, and vocational courses, which provide vocational education to prepare students for entry into the labour market. However, associated with the shrinkage of the youth labour market and the widening of post-secondary admission quotas, vocational courses which have aimed to develop young people’s job skills have recently been required to respond to the demands for higher education. This change of relation between educational content and career path includes the likelihood of obscuring the value and legitimation of vocational education.</p><p>This study focuses on ‘relevance’, which is the importance given to educational content by individuals and society, and analyses the relevance that higher education-oriented students attached to the vocational course curriculum, based on the results of a three-year longitudinal survey conducted at two commercial-vocational high schools. In this study, I considered ‘relation’ and ‘interest’ to be a pair of axes constructing the overall ‘relevance of curriculum’: the ‘relation’ between educational content and students’ career perspective, and their ‘interest’ in vocational courses and subjects.</p><p>The findings of this paper can be summarised as follows. First, it was found that the proportion of students who maintained both interest and relation began and remained high for three years, although it declined year over year; that students who maintained only interest and students with neither interest nor relation tended to increase. Second, the analysis of the determinants of ‘type of perception of relevance’ of the students who intended to go on to higher education demonstrated that ‘current academic record’ and ‘interest in general subjects’ had a positive effect on the construction of the type that was positive with regard to both interest and relation. From this result, it was found that the construction and maintenance of interest in vocational subjects was significantly related with ‘interest in general subjects’ among students who intended to go to higher education from vocational education, and that the required condition to go to higher education, such as ‘academic record’, functioned to maintain students’ perception of the relation between the content they were learning and the field they intended to enter.</p><p>These results suggest that the relevance of educational content to specific fields of works, which has been a characteristic feature of vocational education, tends to weaken in the students’ transition from vocational education to higher education. It is inferred that the meaning and role of the vocational education curriculum as the specialised education is being diluted at the perceptions of students through weakening of its relation with specific fields of works, and it is drifting toward the nature of general education.</p>

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