日本二次大戰後之所以能夠迅速竄升為世界經濟強國，成為亞洲國家爭相傚仿之對象，與其國家行政組織體系完善，落實教育及人力運用之有效機制有極大關聯。近年來，為因應社會高齡化及低出生率問題，日本政府大力呼籲重視女性人力資源，在落實開發女性勞動力施策方面不遺餘力。究竟其推動女性職業能力開發之策略何在？有何歷史沿革及具體措施？有無值供我們參考之處？乃是本論文所欲探索剖析之焦點。　　　　 臺灣從90年代以來，隨著生涯學習理念之提倡，成人教育的改革及學習社會之建立成為教育改革之重要課題。順此趨勢，婦女教育內容的革新雖時被提及，但仍缺乏具體之改善對策及實施成效。再者，綜觀傳統的婦女教育研究內容，大多偏向以家庭教育，家政教育以及親子教育等主題居多，以政策分析之手法來審視女性職業能力開發領域之論文極少。 因此，本論文站在「跨國比較」之觀點，以歷史文獻研究法進行有關教育政策內容之質化分析。主要內容分為：(1)戰後日本女性職業能力開發政策之背景與變革，(2)女性職業能力開發體系與就業援助機構，(3)家庭事業兼顧支援事業與二度就業援助講座等三大部份。希藉此究明日本之政策形成經緯及推展脈動，審視其政策施行之實質內涵，並歸納出足供國人參考或借鏡之處。

　　　　　The reasons why Japan can quickly become an economic power and a model for other Asian countries after the World War II lie in its well-organized government system, education and effective use of labor force. Recently, due to the problem of aging and low birth rate, the Japanese government has put in efforts on the development of women's labor force. How did they make this policy? What did the policy contain? Is there anything that we can draw on the experience of Japan? These are the focuses of this paper. Since the turn of the twenty-first century, the government of the Republic of China has emphasized the reform of adult education and the establishment of a learning society. Although the reformation of women's education has been mentioned sometimes, Taiwan still lacks concrete improvement policy and practical effects. Furthermore, research on women's education mostly addresses issues such as traditional “Family Education,” and “Home Management Education.” Few papers so far have analyzed the policy on the development of women's vocational abilities. The purpose of this study, therefore, is to analyze the educational policy on the above issues from a cross-national comparative perspective and using historical literature review method to analyze the educational policies. The main topics include the following: (1) The background and change of the policy on the development of women's vocational ability after the World War II; (2) the system of developing women's vocational ability and the supporting agencies for women's employment; (3) the supporting system for career women and seminars on second employment. Through this study, it is hoped that we can have a clearer picture of how Japan develops women's vocational abilities and potentiality. Furthermore, I wish to draw on the experience of Japan's case and provide some recommendations for our government on developing women's vocational abilities.