Hình thức động từ dạng -te được sử dụng cho nhiều mục đích khác nhau: hoặc là tiếp diễn hoặc là hoàn thành (xem ở trên); các động từ kết hợp theo thứ tự thời gian (Asagohan-o tabete sugu dekakeru "Tôi sẽ ăn bữa sáng và ra đi ngay") | 64 How the Japanes learn to work to graduate school the dominant ambition of students. Table shows the considerable increase in graduate education between 1985 and 1994. The other reason is related but applies at the other end of the spectrum. In the vocational subjects of engineering and science employers are more interested in substantive learning accomplishments and less predominantly influenced by the university-rank ability-labelling effect than when recruiting arts or social studies graduates. That is precisely why graduate education has taken off in Japan only in science and engineering. Moreover the students at the lesser private provincial engineering colleges cannot look forward to a protected seniority-waged career in a large corporation. They are more likely destined for a local small or medium firm in which their career is going to depend on their real ability they have a stronger incentive to make sure that they really do learn to cope. If it is true that in a Japanese engineering education for the most part formal instruction is as deadly dull as writers like Kinmonth say it is there seems to be some considerable redemption to be found in the graduating thesis. This usually accounts for a third or more of the unit requirements of the final year. For the purpose of this thesis students become integrated members of a real research community one of a dozen or so students admitted to a professor s personal lab his Kenkyushitsu. At its best this can be a valuable and intellectually exciting experience of hands-on research apprenticeship. At the very least it provides occasion for independent inquiry for learning how to find out what is the state of the art in any field and usually for handling foreign mostly English language sources. UNIVERSITY-INDUSTRY LIAISON One other thing on which most observers seem to agree is that a Japanese engineering education is rather more theoretical than practical and leans more towards basic science than is common in .
