(1) Measures and experiences of vocational and technical education reform in the Federal Republic of Germany
The first is to implement the annual plan of vocational basic education. From 65438 to 0978, the Federal Republic of Germany began to implement the annual plan of vocational basic education, that is, the first year of vocational education was devoted to vocational basic education. Vocational basic education is to divide 220 occupations into 13 occupational fields, so that students can learn the necessary knowledge and skills in a certain occupational field and lay the foundation for receiving special training in a specific occupation in the future.
Second, provide opportunities for young people who cannot continue their studies in universities after nine years of compulsory education to receive "dual system" vocational education. Dual system is to receive practical training in the training center of factories and enterprises while learning theoretical knowledge in vocational schools. The school signed a three-year vocational compulsory education contract for each young person who received dual education. Finally, students can obtain a qualified worker certificate through the examination as the basis for employment.
The vocational and technical education reform in the Federal Republic of Germany links vocational education with students' employment, carries out pre-service education before students' employment, and pays attention to cultivating students' necessary knowledge and skills for employment. At the same time, a "dual system" vocational education system is established to ensure students' employment opportunities, which combines general education with vocational education to ensure students' employment opportunities from the system and educational opportunities.
(2) Measures and experiences of Japanese vocational and technical education reform.
After the 1950s, Japan's economy gradually recovered. With the rapid development of ordinary high schools in Japan, high school graduates have become the main source of social employment. In this case, the contradiction between the more developed ordinary high schools and the shortage of vocational and technical talents is clearly exposed. In order to solve this contradiction, the Japanese Ministry of Education has taken some measures. For details, please refer to the education reform in 1950s and 1960s.
The reason why Japan's economy took off after the war was to attach importance to the role of vocational education. They are willing to spend money on education and invest heavily in intellectual development. In this process, Japan has also created a "combination of production and learning" education and training model, which has strengthened the flow of talents between schools and industries and ensured the improvement of teachers' professional level. Education Reform in Germany after World War II: Education Reform in Japan after World War II