Good Yo Yo Man, let me tell you: 1, non-university education Nini is a higher education parallel to university education.

(1) 1958 The Proposal on the Standardization of International Education Statistics adopted by the General Conference of UNESCO 10 divided education into primary education, secondary education and higher education. Higher education usually includes various forms of adult education after middle school, namely university education and various non-university education and training.

Compared with the concept of higher education, higher education is a more inclusive and extensive concept, which can better reflect the connotation of lifelong learning. ? In fact, lifelong learning is more inclined to non-university education, which affirms the role of non-university education in higher education. In some countries, the enthusiasm of a large number of elderly people to participate in tertiary education has been greatly improved, and their age has also advanced. Most of them achieve their learning goals through diversified non-university education.

2. Non-university education is a useful supplement to current higher education.

① With the enrollment expansion of colleges and universities, the existing higher education resources are increasingly tense, and the ability to provide higher education for the society is increasingly limited. Non-university education can create additional ability to provide comprehensive higher education and diversify available educational products. Effectively relieve the service pressure of university education.

3. The development of non-university education can promote the innovation of university education and provide new ways and means for comprehensively expanding the connotation of higher education.

1960s is the most important period for European and American countries to develop higher education. On the one hand, it was encouraged by the post-war baby boom reaching the age of entering university; On the other hand, the concept of popularization of higher education is quite popular, so the call for opening the doors of universities to increase the opportunities of higher education is rampant. However, among the college students in 18-245, a considerable proportion are not suitable for studying in traditional universities with academic research and humanities courses as the mainstay; As a result, a new higher education institution with professional training (especially in line with the development of new technology industries), practicality and employment orientation came into being.

This new type of higher education institution is actually what we now call non-university. To serve the changing needs of society and business.

In Britain, there are higher technical colleges besides polytechnic colleges which have become another kind of higher education. In Germany, professional colleges (fachhochschule, or technical colleges) are on the rise. In 2003, there were 65,438+057 technical colleges in Germany, accounting for 47.6% of higher education institutions (Leifneretel. , 2004: 25). Like technical colleges, HEC or ENSAM, which emphasize management and international trade, are also prosperous in France (Lazuech, 1999). In the new world of the United States and Canada, there are technical colleges widely appearing in comprehensive universities. This new technical college course, which aims at training technical experts (different from engineers), indirectly gave birth to the technical college system in Taiwan Province Province (the first Taiwan Province Technical College was born in the mid-1970s/kloc-0). After 20 or 30 years' development, technical colleges have not only expanded significantly in number, but also become more and more equal to universities, and have gradually been regarded as universities or renamed as universities, such as Taiwan Province University of Science and Technology. 1992, Britain merged the University Grants Committee and the Polytechnic Grants Committee into the Higher Education Grants Committee. At present, most of these technical colleges or universities of technology have the right to award bachelor's and master's degrees.

Among them, the dual system of higher education in Britain is the most typical. With the construction of multidisciplinary technical colleges, a dual system has been established to affirm the legal status of multidisciplinary technical colleges in the field of higher education and open up a new path for the non-university development of higher education. 1965, Anthony crossland, British Minister of Education, announced the principle of "two kinds of higher education" in his speeches in woolwich and Lancaster, and put forward the idea of dual system of higher education. 1in may, 966, he submitted to the parliament the plan of multidisciplinary technical colleges and other colleges, proposing to merge 90 colleges into more than 30 multidisciplinary technical colleges, covering the whole country and offering full-time courses. Minister crossland has defined a new part of higher education, which is different from universities in funding mechanism and control mechanism. Then, 30 multidisciplinary technical colleges were established (34 were finally established). The dual system of British higher education was established. To 1973, the dual system is declared complete.

This is the reform of the education system. British higher education is no longer synonymous with traditional university education. As a new branch of higher education, the "Multidisciplinary Institute of Technology" has been recognized and legalized. Since then, in the field of higher education, traditional universities have developed in parallel with these colleges and are in the same position. Universities are mainly academic and non-universities mainly serve the society, but the relationship between them tends to develop from complementarity to competition.

Domestic non-university education is still in its infancy, and there are not many institutions with mature models. Among them, Philip Burkart Shuangen Translation Institute is the most representative. Philip Burkart Double N is the first higher education institution in China to put forward the concept of "non-university" and put it into practice. And is committed to becoming the leader of non-university education in China. Founded in March 2004. At present, there are five campuses in Wuhan, Chengdu and Beijing, with 6.5438+0.5 million students. Philip Burkart Shuangn takes "workplace simulation" as the teaching mode, and comprehensively implements joint orientation training with enterprises in the teaching process, aiming at meeting the requirements of the ever-changing job market and conveying talents "welcomed by enterprises" to the society.