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In the process of developing vocational education in various countries and regions, with the development of economy, the progress of science and technology, the upgrading of industrial structure and the improvement of national education level, the level of vocational education has been rising, and higher vocational education at undergraduate level has been developed. These countries and regions set up technical colleges and universities of science and technology through newly-built or upgraded colleges, vigorously developed higher technical education and awarded corresponding technical education degrees, forming a pattern of parallel development with ordinary higher education. At present, there are only two levels of vocational education in China, secondary vocational and higher vocational, and the highest level is junior college. In the process of "upward", we have a lot of foreign advanced experience to learn from.
Japan
Take the pluralistic path of academic system
The development of higher vocational education in Japan is the result of the joint action of industrial drive and social demand. In the late 1950s, in order to meet the demand for technical talents for economic recovery, Japanese industry put forward the proposal of setting up higher vocational schools to the then Central Education Review Committee.
1962, Japan formally established higher vocational schools, with the main goal of cultivating intermediate technical talents. Higher vocational colleges recruit junior high school graduates and implement five-year compulsory education. The original disciplines and majors were limited to "industrial" fields, which were different from short-term universities with diverse categories. The curriculum is divided into cultural courses and professional education courses (engineering technology), focusing on learning professional knowledge and technology, which is the biggest difference between higher vocational colleges and four-year universities. Professional subjects gradually increase with the increase of grade, and even reach the level of university engineering in senior year. In terms of class hours, the total class hours during the five-year period far exceed the sum of ordinary high schools and short-term universities, and even slightly exceed the total class hours of specialized courses in university engineering colleges.
By 20 10, there were 58 higher vocational schools in Japan, including 5 national schools, with a total of 59,542 students and 26 graduates. The scale of higher vocational education in Japan is small. The number of students in the fourth and fifth grades of higher vocational colleges is 2 1774, accounting for only 0.6% of the total number of students in higher education. However, higher vocational education in Japan has the following characteristics:
1. Flexible academic system and various learning paths.
The entrance requirement for higher vocational education is to graduate from junior high school. Ordinary high school graduates can be transferred to the fourth grade of higher vocational education. Third-year students can take the entrance examination for four-year ordinary universities or two-year short-term universities, or transfer to the third grade of undergraduate education after graduation, such as Nagaoka, Toyohashi University of Technology or National University of Technology.
2. Students' access to higher education is smooth, and the level of vocational education is constantly improving.
Since the 1990s, Japanese higher vocational graduates can obtain "associate degree" and enter the "junior college" equivalent to the undergraduate level in that year for further study. After graduating from junior college, they can get the same "bachelor's degree" as a four-year university, and have the qualification to continue their postgraduate education.
After 199 1 year, the graduates who entered higher vocational colleges and four-year universities for nationalities (the third grade is divided into classes) showed a steady growth trend. According to the statistics of 20 1 1 education, culture, sports, science and technology, the number of graduates in 2008 was1kloc-0/60, and 4,306 people went to colleges and universities, accounting for 42.38% of the total number of graduates. In 20 10, the national graduation rate of higher vocational graduates reached 44.5%.
3. The quality of graduates is good and the employment rate is high.
According to the Consulting Report on the Education Reform of Higher Vocational Schools published in June, 5438+February, 2008 in Japan, the survey results of satisfaction of enterprises of different scales with the job performance of higher vocational graduates show that more than 70% of enterprises express "very satisfied" or "relatively satisfied" with higher vocational graduates, which reflects that employers have a high evaluation of higher vocational students. Compared with four-year college graduates, higher vocational students have great advantages in front-line work ability, professional knowledge mastery and application ability, professional quality and so on. Third-party evaluation institutions spoke highly of higher vocational training objectives, student service system and graduate quality. Higher vocational graduates' satisfaction with the overall higher vocational education is as high as 90%.
Britain, France and Australia
Upward along the vocational qualification system
The development of modern qualification framework is an important trend of education development in the world at present, and it has become an effective way to improve the level of human resources development and promote lifelong learning in many countries.
These countries have established a relatively perfect vocational qualification certificate system, so they can extend upward along the vocational certificate system. The Qualification and Credit Framework (QCF) promulgated by Britain in 2008 is a vocational qualification framework based on the credit system and qualification unitization. There are nine qualification levels, including eight qualification levels and 1 entry level, which mainly cover vocational qualification certificates, while academic certificates issued by ordinary colleges and universities are placed in a separate higher education qualification framework (FHEQ), with the highest level of eight. It is equivalent to the level of doctoral degree education, thus constructing a complete vocational certificate system from the lowest level to the highest level, which makes the vocational education level extend upward along the vocational certificate system.
The five-level "national qualification framework" currently implemented in France is also a vocational qualification framework, covering all levels and types of vocational or vocational orientation qualifications. The highest level is 1, which is equivalent to the doctoral degree level and corresponds to the eighth level of the highest level of the European Qualification Framework. The French qualification framework of 20 10 has been docked with the European qualification framework.
Australia's qualification framework was implemented in 1995, which is one of the earliest countries in the world. There are some problems in the early qualification framework, such as division of departmental framework, unclear qualification grade and unclear description characteristics of grade. In May 2008, Australia established the Qualification Framework Committee to reform and improve the qualification framework, integrating the sub-frameworks with unclear departmental qualifications and unclear communication functions into a unified overall framework, covering all levels and types of education, reflecting the hierarchical and flexible path and conforming to the world development trend of modern qualification framework.
There are 15 qualification types in the Australian qualification framework, and each qualification type has a qualification type description, which consists of a series of learning achievements expressed in three dimensions: knowledge, skills and the application of knowledge and skills, and describes the learning achievements obtained by a graduate at the end of a qualification type. The qualification type of 15 includes five academic certificates and 10 vocational qualification certificates, forming a complete vocational qualification certificate system covering multiple academic periods from the first-class certificate to the graduate diploma.
From a hierarchical point of view, graduate certificate, vocational graduate certificate, graduate diploma and vocational graduate diploma are between bachelor's degree and master's degree, that is to say, the vocational and technical education certificate above junior college extends upward not into the academic certificate system, but within the vocational qualification certificate system.
India
Parallel upward along the two systems.
In 2009, India issued the national skills development policy, and put forward the strategic goal of training 500 million skilled personnel by 2022. On September 3rd, 20 12, India issued the national vocational education qualification framework document and formally established the national vocational education qualification framework.
This framework is a descriptive framework for organizing qualifications according to a series of knowledge and skill levels. These achievements are defined by learning achievements, and can be recognized whether they are obtained through formal, informal or informal education and training. Qualifications include professional standards in specific research fields.
It is this national unified education and competency-based skills framework that provides various ways within the vocational education system and between general education and vocational education, linking one learning level with another higher level, and enabling learners to enter a higher level from any starting point of the education and skills system.
The key elements of "National Vocational Education Qualification Framework" include: (1) formulating national principles and providing vocational education that can lead to international equivalence; (2) establishing various entrances and exits between vocational education, general education and job market; (3) increasing the opportunities for further study in the vocational education system; (4) Promoting the transformation between vocational education and general education; (5) Establish partnership with industry.
India's vocational education qualification framework has set up 12 qualification level, 10 certificate level and two previous learning recognition levels. Taking the qualification level as the reference point, the corresponding relationship is established with the vocational qualification certificate level, workers' technical standards/professional technical post level and certificates, diplomas and academic degrees.
The upgrading of vocational education in India extends upward along two certificate systems. First, it extends upward along the vocational certificate system. An important function of the qualification framework of vocational education is to construct a vocational education certificate system, which consists of two-level previous learning appraisal certificates, two-level national work preparation certificates and eight-level national ability certificates, forming a certificate system parallel to and equivalent to the academic certificate system. Five or more national competency certificates correspond to bachelor's degree, master's degree and doctor's degree respectively, which can be equivalent to these degrees in theory, greatly expanding the upward extension space of vocational education. The other is to extend upward along the academic certificate system. India plans to set up a bachelor's degree in vocational education and a postgraduate degree in vocational education within the academic certificate system.
(Author: China Academy of Educational Sciences)
The ascending passage must have a solid foundation.
Fangyan
"Get through the rising channel from secondary vocational schools, junior colleges, undergraduate courses to graduate students. Guide a group of ordinary undergraduate universities to transform into Universities of Applied Sciences. " This is the strategic call for China to build a modern vocational education system at the executive meeting in the State Council at the beginning of the year.
China's vocational education once had glorious years, which trained all kinds of specialized technical talents from all walks of life. These talents used to be the main technical and human resources of industrial enterprises rooted in all walks of life in China. The best among them are still outstanding figures in economic and social activities.
Vocational education in China has also experienced or is experiencing the pain of development-the reputation, strength, social orientation and source of teachers of the school are far behind those of 30 years ago. Secondary vocational schools, higher vocational schools and students are also facing their own hidden worries in the process of development-there is no upward channel, and the so-called "decapitation education" firmly limits people to the middle and lower reaches of the market. Vocational educators in China hope that in the process of globalization, vocational education can keep pace with the economic and social development of China.
Therefore, the phrase "get through the rising channel" has aroused the enthusiasm of vocational education circles in China.
This is the inevitable requirement of China's economic and social development for many years for social talent reserve, and it is also the urgent strategic call for technical and skilled talents in the era of globalization.
To rise, we must have a solid foundation.
What is the basis for our development of modern vocational education? In terms of quantity, it is now a balanced distribution of secondary vocational schools and higher vocational colleges in China, and it is a local college that accounts for half of the number of ordinary colleges and universities. In terms of quality, it is a national model school and dominant major in these secondary vocational colleges, a university with industry background and ability in close cooperation with local economy, society and enterprise industries in local colleges, and a think tank for vocational education research from the state to various provinces and cities.
It is their bounden mission to lay a solid foundation for truly powerful universities and shoulder the heavy responsibility of building China's modern vocational education system. It is our prudent and realistic direction to choose high-quality resources as pioneers, distributors, experimenters and explorers of China's modern vocational education system.