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Vocational education should be job-oriented =“Industrial Schools”

Vocational education should be job-oriented =“Industrial Schools”. Priority in: a. diversity b. curriculum c. quality of teaching d. school governence Increasing: a. employment b. quality of manufacturing c. processing n service industries. Reform n Development :.

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Vocational education should be job-oriented =“Industrial Schools”

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  1. Vocational education should be job-oriented=“Industrial Schools” • Priority in: • a. diversity • b. curriculum • c. quality of teaching • d. school governence • Increasing: • a. employment • b. quality of manufacturing • c. processing n service industries

  2. Reform n Development: • Government’s Priorities: • 1. raising public awareness of VET importance • 2. promoting (necessary legislation, standardized schools administration n operation, n tightening macro-control • 3. deepening VET reform n accelerating its growth • 4. researching, formulating policies n measuring to furthur enhance voc. education

  3. Central n Local Government involvement • 1. making plans • 2. taking positive initiatives • 3. creating an environment • 4. encouraging all sectors of society

  4. Prerequisittes: • 1. making nine-year compulsory education universal • 2. eliminating illiteracy among the young and middle aged

  5. Fund-raising avenues • Local and Central Govt. raising fund for VET significantly • Govt. intensifying efforts: restructuring n relocating schools • Govt. funding the leading VET (1500) to become “backbone of China’s VE system. • VET improving the mix in the workforce of various trades n professions • VET enhancing worker’s education n technical proficiency • Rural VET using science n advanced techniques in agricultural and beating poverty

  6. Work Tracery • 1. most VET graduates work in seconddary industries, having production skills n understanding technological processes • 2. Average employment rate of VET : 85.1%, 85.4%, 88.6% respectively for 1999,2000,2001. (continous) • 3. students pre-hired by enterprises “best-sellers” (Zhenjiang Higher Technical School graduates)

  7. VET vs college graduates/postgraduates • Basic Theoretical Knowledge naturally compare unfavourably • But VET possess technical basics n strong hands- on capabilities, able to operate independently on the production line, equipped for demanding working environment, popularity with employers, well invited for intern experience by companies and got extra added intern salary. • Therefore. VET should follow an employment-oriented course==education in workplace.

  8. The Role of VET in promoting advanced productive forces • 1. a state needs a variety of trades and professions • 2. occupations: a. research n design focus, b. other on practice n operation • A good product starts with a good design, but a good design must be implemented by well-trained manufacturers. (academiciestvs voc. Practitioners)

  9. Why should be VET? • 1. effective way to accelerate economy (advance productive forces by educational interchange: interconnect, communicate, and adjust to the real needs-lifelong learning society) • 2. essential to accelerating the pace of human resources development n the overall training of the labor force. • 3. a major step for enhancing employbility and business-up opportunities, employment n re-employment. • 4. essential to industrializing farming and achieving agricultural modernization.

  10. VET under the Rule of Law/LEGISLIZING • Establishing the legal status AND Ensuring its development according to law: • 1. VE Law == VET as an important element of China’s education cause. • 2. the key of implementing the law lies in defining the responsibilities and obligation of different quarters and coordinating their efforts in running VET

  11. 3. govt. institutions, trade associations NGOes, n citizens must be pooled to run or sponsor VET. • 4. taking steps to deal with issues coming up in the development of VET.

  12. Connecting Regular Education with VET • Senior Secondary schools : teaching basic theory n general knowledge of various disciplines, relative-fixed curriculum, courses extended not to special areas • Voc.schools: “order driven” with basic theory and specialized knowledge devoted to hands- on training in practical skills in line with workplace requirements • Dual tract education system where general education and voc.education are conducted in parallel to produce constructive members of society. Intersection, enabling VET students to move on to advanced studies.

  13. Secondary Vocational Schools need to deepen reform and standardize their names • Secondary technical schools and workers schools controled and born under the planned economy, • Schools designed by the govt.---students enrolled by the govt. quotas, given stipendsn jobs guarantee, privilege by the govt. (not flexible..unified teaching plan n syllabus) • While senior sec. schools responding the needs of market economy, flexible, full of vitality, drive n character.

  14. Junior and Adult Universities converted to Voc.Schools • Junior college for training in labor skills Vs Voc. Schools passing hands on skills. Junior college still needs to struggle finding jobs, the other not. • Junior converted to post-secondary voc. Schools: completed courses addressing to labor market needs and taught both theoretical knowledge and practical skills. (easy to get jobs then0

  15. Accelerating the development of post-secondary VE • Restructuring vocational universities, junior colleges and adult universities as well as upgrading some leading senior secondary voc.schools. • Post secondary VE is a component part of higher education, n its education means more opportunities for youngsters to continue studies. • Junior graduate may go to senior secondary school or secondary voc.school • Senior or secondary voc, school graduate may go to college by passing the entrance exam or applying for post-secondary voc.schools.

  16. Top-Notch technicians and skilled workers • 1. a developing country but having just entered the middle stage of industrialization • 2. a commitment to be a strong manufacturing nation. • 3. grand design to increase training of senior personnel by reforming and expanding vocational education—post secondary level in particular. • 4. improvement on the system of evaluation vocational qualifications and the certification system • 5. determining the criteria of vocational accreditation and awarding to the best and prospective

  17. Taking the Model of developing VET • 1. Germany is good model (basic education then can continue to general education or VET) • 2. Dual System • 3. China scandalum: enterprises lack of attention on VET compared to Germany

  18. Attach Important to VET Teachers • Creating body of qualified VET teachers • Achieving general and specialized subjects • VE teachers should not only have theoretical knowledge but also be adept at practical skills and field instruction • Dual types of teaching by: full-time VE teachers teaching theoretical and practical knowledge ..and skilled workers and technicians from enterprises or institutes

  19. Bringing schools to farmers doorsteps • VET for rural: training and education for farmers • Modernizing and economy raising and efficiency • Serving the rural via TV programs, radio and all manner of multi-disciplinary technical education

  20. Pushing five key reforms in vocational education • 1. administrative reforms and building a multi-level VET administrative system on one command leadership • 2. deepening the reforms of VET system and bringing about plural school running (govt the ruler and other counterparts) • 3. deepening the teaching reform to make VET as closed to socioeconomic development. • 4. deepening the personnel reform and building a contingent of competent teaching staff. • 5. deepening reform in the labor and employment system and making sure the work permit and voc. Accreditation system.

  21. Promoting continuing education to meet the needs of society and individuals • A need to continue education to provide training and re-training to meet the labor market’s ever-changing needs • The important this is, the content of continuing education must be adapted to what society and individuals require.

  22. Mini Class in the State Council • 1. Special attention to leaders continuing education and training, requesting them to take turns • 2. the incumbent leaders must not stop learning. • 3. lifelong learning to cope with the world development

  23. Example: Mini Class in the Office • English class: • 1. capable of day-to-day conversation • 2. able to conduct general communications • 3. able to have a brief presentation on the depatment’s duties and functions

  24. Lifelong education and learning-based society • Based on The Education Law: • 1. a nine-year compulsory education system • 2. vocational and adult education; • 3. national education examinations, educational accreditation and academic degree system

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