Abstract: Under the background of economic globalization, the formal establishment of 20 10 China-ASEAN Free Trade Area has brought unprecedented opportunities and challenges to China-ASEAN educational cooperation. The vocational education in developed countries in Europe and America and some advanced countries in ASEAN is in the forefront of the world and has formed some valuable experiences. These valuable experiences are worth learning and learning from in China, especially in Guangxi. How to use these valuable experiences to promote the development of China-ASEAN vocational education cooperation has become the focus of Guangxi higher vocational colleges.
[Paper Keywords] developed countries, ASEAN, China and Guangxi vocational education cooperation
First, Germany? Dual system? model
? Dual system? It is the basic system of vocational education in Germany, which means that teenagers take part-time jobs in public vocational schools and receive compulsory education while receiving vocational training in private enterprises. Vocational schools and training enterprises are the dual elements of the system, and they cooperate closely and work together. Both of them are a complete training system and have their own independent institutions, which are an inseparable part of vocational education. The object of education also has a dual identity, on the one hand, it is an apprentice trained by an enterprise, and at the same time it is a student of a vocational school. The duality of the dual system is also reflected in the relationship between the state and enterprises. The state is not only responsible for apprenticeship training, but also respects the principle of private economic autonomy. Enterprises should not only pay attention to their own economic interests, but also bear the responsibility of vocational education stipulated by law.
Second, Canada's CBE teaching model
CBE teaching model can be summarized as? The basic point of the whole teaching goal is how to make the educated have all the necessary abilities to engage in a particular occupation. . Its basic characteristics include the following four points: (1) competency-based teaching mode, that is, teaching foundation, teaching objectives, teaching process, teaching strategies and evaluation criteria are based on professional ability, comprehensive ability is the combination of learning modules, knowledge subject is the learning subject, and the academic system of the subject determines the hours and arranges teaching plans. (2) The implementation of teaching is based on individual ability, the teaching objectives are clear to teachers and students, the learning content is mainly modular learning packages, the learning time is flexible, and personalized teaching is emphasized. (3) Emphasize students' autonomous learning and multiple self-evaluations. Teachers are only managers, helpers, demonstrators and instructors, and evaluate students with ability as the standard, and feedback the evaluation results in time. (4) The educational system, teaching contents and teaching methods are flexible and diverse, but the management is strict and scientific. In short, CBE teaching mode has clear and specific teaching objectives, strong pertinence and operability, modular structure of course content, organic combination of theoretical knowledge and practical skills training, emphasis on personalized learning, student-centered and emphasis on? Study? Instead of paying attention? Teaching? The evaluation is objective and the feedback is timely.
Third, Singapore? Teaching factory? model
Singapore's vocational education can be said to be in the forefront of the world in terms of school-enterprise cooperation. What do they use? Teaching factory? Models in Germany? Dual system? A new teaching model developed on the basis of Singapore? Teaching factory? It is not the traditional teaching practice factory we think, but the so-called teaching factory, which is a new teaching model and teaching concept. This new teaching mode is to combine teaching with factory closely, run a school according to factory mode, and give students a factory learning environment, so that students can learn practical knowledge and skills through real production and actual project design. It can be seen from this teaching mode that the projects that students do are the actual projects that enterprises need to develop most at present. Teaching factory? The products produced in the store are the products that the enterprise is producing and selling.
Fourth, school-enterprise cooperation in Malaysia.
Proposed and implemented by the Malaysian Ministry of Education? Vocational education facilities open to the society? The purpose of this practice is to promote the contact and cooperation between vocational education institutions and industrial and commercial enterprises. Therefore, the Ministry of Education of Malaysia has formulated specific measures: (1) Scope of use. After school hours and holidays, teaching facilities are open to the public for training by industrial and commercial enterprises and institutions, but it is clearly stipulated that private training institutions and for-profit intermediaries are not allowed to use them. (2) charge. Collect the corresponding usage fees (depreciation expenses for equipment loss, maintenance fees, utilities, etc. As far as users are concerned, the Ministry of Education has stipulated a unified charging standard, which is applicable throughout the country.
Verb (abbreviation of verb) The current situation of China-ASEAN vocational education cooperation.
Driven by the construction of China-ASEAN Free Trade Area, the educational cooperation between China and ASEAN has made great progress at the central and local levels, and the vocational education cooperation between Guangxi and ASEAN has mushroomed in teaching and scientific research. Since the China-ASEAN Expo was permanently settled in Nanning in 2004, Guangxi has gained a golden opportunity for development. In order to cultivate skilled talents for the development of China-ASEAN Free Trade Area, vocational education cooperation between Guangxi and ASEAN has developed vigorously, but the cooperation mode is not mature enough and needs to be continuously improved.
(a) Building institutions and languages
At present, there are more than a dozen higher vocational colleges in Guangxi offering ASEAN languages, mainly including Guangxi International Business Vocational and Technical College, Guangxi Vocational and Technical College, nanning college for vocational technology Vocational and Technical College, guangxi traffic Vocational and Technical College, Guangxi Agricultural Vocational and Technical College, and Guangxi Overseas Chinese School. The main languages of ASEAN are Vietnamese, Thai, Cambodian, Malay and Burmese.
(2) Mode of cooperation
The modes of educational cooperation between Guangxi vocational colleges and ASEAN countries generally include: (1) for students of Guangxi vocational colleges? Domestic junior college+foreign undergraduate course? The training mode is to send students to the destination country, systematically study the language, culture and economy of the destination country, and improve their language application ability. Students majoring in ASEAN languages study in China for 2 or 2.5 years, and then study in the target country for half a year or 1 year. After completing their studies, students can still pursue further studies in the target country, further studies or even graduate studies, if necessary. (2) The cooperative colleges of ASEAN countries send short-term international students to practice in Guangxi vocational colleges. Guangxi higher vocational colleges are characterized by combining the cooperation between China and ASEAN to cultivate applied talents with necessary professional knowledge and strong professional skills, thus attracting more international students from ASEAN cooperative colleges.
Enlightenment of intransitive verb Guangxi strengthening and ASEAN vocational education
(A) learning to introduce foreign vocational colleges education model. Like Germany? Dual system? Can you join while cooperating with ASEAN institutions? Dual system? Educational model. Specifically, students can study at home or in foreign companies, so that they can complete both language learning and practical training courses.
(2) In response to the call issued by the Ministry of Education, combine with Malaysia's? Vocational education facilities open to the society? The practice, put? Low carbon economy? Integrate into higher education. Specifically, to fully promote Nanning? The development and construction of ASEAN Higher Vocational Education Park will create an economic, ecological and harmonious higher vocational education cluster with reasonable functional layout, complete transportation facilities, beautiful ecological environment, close combination of institutions, resource sharing, complementary advantages and interactive teaching. As China? Nanning is the core city of ASEAN Free Trade Area and Guangxi Beibu Gulf Economic Zone, which is accelerating the opening and development of the city. With the increasing economic, scientific and cultural exchanges and cooperation between China and ASEAN countries, the market demand for all kinds of talents, especially skilled talents, is increasing.
(3) Expand cooperation and exchanges with ASEAN, further expand cooperation areas, and increase cooperation targets with ASEAN while consolidating and expanding cooperation with existing foreign universities. For example, it is extended to vocational colleges and ASEAN countries to carry out cooperation and exchanges in science, education, culture, professional teacher exchanges, applied talent training, summer camps, tourism and so on. Continue to expand the enrollment scale of international students, improve the quality of international students' training, and gradually win the trust and status of Guangxi higher education in ASEAN countries.