葡萄牙职业教育培训的法律支持和执行机构述评

葡萄牙共和国的宪法里明确规定着这样的基本权利，在第58章第二节C部分中写到国家的职责就是为劳动力保证提供职业培训，从而帮助他们更好的去行使其工作的权利。对于职业培训来说，由于职业和技术培训的缺乏，国家的职责就是以促进平等的机会和打破就业的局限性这一原则为基础来提供培训。     

葡萄牙的继续职业培训

葡萄牙的立法把继续职业培训看作是劳动市场内人们生命中一个积极的过程。其实,就业和失业(包括第一次求职者)之间的人们是不大容易区分的。因而,继续职业培训被看作是个人生活中一个完整的部分,它旨在推动必要的改革从而来适应组织和技术层面的变化,创设美好工作前景和为文化、社会和经济的发展做贡献。这个培训是向那些有初级或第二级学校资格证书的人们开放的。继续职业培训有它策略上的重要性,正如与欧盟平均水平相比,它被看作是那部分有资格证书人们的唯一的通道。继续职业培训有两种不同培训目标和培训对象的培训:一是想要获得另一个…     

瑞典职业教育与培训的框架

瑞典职业教育与培训体制是一种典型的职业教育与普通教育统合的体制。瑞典在推行职业教育与培训方面主要有两个方面的策略。这种体制主要划分为两个方面：初始职业教育和继续职业培训。     

浅析英国职业教育与培训

英国的职业教育与培训（VET）包罗万象，是终身教育的重要组成部分。职业教育是关于学习如何“做”事情。它不仅规定了技术、职业、商业和农业等方面应学习的知识和技能，也规定了对这种学习的态度。一、英国职业教育与培训的发展1、八十年代以前的职业教育与培训英国的职业教育与培训在二十世纪八十年代进行了实质性的改革。在此之前，英国正经历着经济危机。传统支柱产业日益萎缩；失业率不断上升，青壮年劳动力失业尤其严重；通货膨胀不断加剧。当时人们普遍认识到学生所学内容和考试材料不是由行业来决定，而是由对行业缺乏了解的办学…     

突出重点狠抓落实切实做好职业教育和培训工作

一、转变观念,提高认识,增强加快发展职业教育和培训的责任感和紧迫感职业教育和培训是提高劳动者技能的重要手段,对于提高我省职工队伍素质,增强企业竞争力,具有十分重要的作用。近几年来,在省委、省政府领导下,各地、各有关部门和广大企业积极采取措施,开展多种形式的职业教育和培训,取得了显著成绩。全省每年约有40%的职工参加各种形式的职业教育和培训,1994年以来,全省有160万劳动者通过职业技能鉴定、考核,取得了不同等级的职业资格证书;近2万名企业经营者通过了工商管理培训,取得了职业资格培训证书。全省技术工人初、中、高技能等级…     

对当前职业教育和培训工作的思考

一、关于职业教育培训管理模式的变革１、管理理念的变革（１）树立大职业培训观。体现在三个方面：一是培训范围广。凡是社会上有培训需求的人员，不分学历层次，不分地域，不分年龄，都可纳入职业培训实施对象范围内（如农村转移劳动力、城镇不能继续升学劳动力、下岗失业人员、甚至大学生或其他人员）。二是培训载体多。没有部门和行业的界限，任何具备条件的教育培训机构都可组织实施相应的培训项目。三是培训内容范围广。不仅要使受训者掌握从事某一职业必备的技能，培训结束后立即就能上岗，而且要注重其核心能力（如解决实际问题的能…     

巴勒斯坦的职业教育与培训

巴勒斯坦在加沙和约旦河西岸有16所职业技术学院,其中5所为公办,4所是私立,还有7所是联合国救济署为巴勒斯坦难民所举办。这些学院自2000年9月以来一直面临着极其困难的境地。职业技术教育与培训对正在形成的巴勒斯坦国的发展及减轻人民的贫困至关重要。该地区当前在军事上和政治上的动荡使职业教育与培训     

澳大利亚职业教育与培训概况

2004年至2010年澳大利亚职教培训体系的目标是: ·为本国的企业服务,使企业更具国际竞争力; ·为国民服务,使国民掌握世界先进的技能和知识; ·为社会服务,为建立兼容并蓄和可持续发展的社会作出贡献。     

The future of Australian vocational education qualifications depends on a new social settlement

This article argues that the current social settlement underpinning vocational education and training (VET) in Australia is fractured. The current settlement is low trust and consists of qualifications based on competency-based training models of curriculum and competitive markets. The result is narrow qualifications that do not prepare people for jobs associated with the qualifications, and the decimation of technical and further education (TAFE) institutes which are the public providers of VET. The article develops a conceptual framework by integrating various literatures that are broadly consistent with institutionalist theories, including the Varieties of Capitalism literature, Raffe’s and colleagues model of intrinsic and institutional logics, and literatures on skills ecosystems and educational and labour market transitions. This analysis shows why VET has such a low status in Anglophone liberal market economies. A new social settlement is needed that recognises the diverse purposes played by VET qualifications, underpinned by a differentiated model of VET qualifications that does not tie the outcomes of learning so tightly to particular occupations. Such a model would recognise that some qualifications will have tighter links to occupations than others.     

Problematising vocational education and training in schools: using student narratives to interrupt neoliberal ideology

ABSTRACT

In Australia, like many western countries, there has been a convergence of education policy around a set of utilitarian and economistic approaches to vocational education and training in schools. Such approaches are based on the assumption that there is a direct relationship between national economic growth, productivity and human capital development resulting in the persuasive political argument that schools should be more closely aligned to the needs of the economy to better prepare ‘job ready’ workers. These common sense views resonate strongly in school communities where the problem of youth unemployment is most acute and students are deemed to be ‘at risk’, ‘disadvantaged’ or ‘disengaged’. This article starts from a different place by rejecting the fatalism and determinism of neoliberal ideology based on the assumption that students must simply ‘adapt’ to a precarious labour market. Whilst schools have a responsibility to prepare students for the world of work there is also a moral and political obligation to educate them extraordinarily well as democratic citizens. In conclusion, we draw on the experiences of young people themselves to identify a range of pedagogical conditions that need to be created and more widely sustained to support their career aspirations and life chances.     

Vocational education and training and transitions into the labour market of persons with intellectual disabilities

The aim of the study is to deepen the understanding of teacher’s perspective on how to promote all children’s learning in reading and writing in grade 1 of primary school. Semi-structured interviews were conducted in a Swedish context with 18 primary school teachers, representing a large collective experience from working as teachers in grade 1. The result shows there is a lack of sharing information and experiences, between preschool class and grade 1, concerning reading and writing activities and instructions. The teachers’ perspectives on reading and writing instruction can be described as pluralistic, in the sense that each teacher refers to several strategies and approaches to promote learning and development related to reading and writing. The variation of children appears to give meaning to the work of the teachers in the study, though it also is associated with challenges e.g. the experience of being alone and not sufficient to support children’s different abilities, experiences and needs. According to teachers in the study, the additional support in schools is more remedial than preventive since the resources are mainly invested in older students.     

基于系统动力学视野的职业教育

以系统的观点和系统动力学的思想对职业教育在教育大系统和社会系统中所占有的地位和发挥的重要作用作了分析,并对职业教育遇到的问题和解决思路进行了探讨。     

Diversity of occupational orientations in Sales vocational education and training

The article examines the ways students in the school-based part of the vocational education and training (VET) in Sales begin to make sense of the world of work they are about to enter. Drawing on a qualitative study of upper-secondary Sales VET students in Norway, a four-fold typology of orientations to retail work is analysed: first, the disoriented Drifter who is restless and eager to move on to other activities or drifts on to retail apprenticeship without developing any substantial interest; second, the product-oriented Consumer is driven by a strong personal interest in the line of products, for example fashion, music, cars or electronics, and the sense of lifestyle they convey; third, the service-oriented Professional reasons on the basis of satisfaction deriving from the act of providing service to customers; and fourth, the career-oriented Aspirer who is motivated by career advancement opportunities within the retail sector. The article aimed to extend understandings of the initial process of becoming by elucidating the students’ subjective accounts of their diverse paths into retail work within the weakly established Sales education, approaching a labour market sector depicted in terms of low-skill and high turnover.     

Alienating curriculum work in Australian vocational education and training

Competency-based training (CBT) is a curriculum model employed in educational sectors, professions and industries around the world. A significant feature of the model is its permeability to control by interests outside education. In this article, a ‘Neoliberal’ version of CBT is described and analysed in the context of Australian Vocational Education and Training (VET). In this version of the model, a division of curriculum labour is instituted that, from the perspective of Neoliberal theory, allows the interests of educators to be limited in accordance with the belief that they will neglect the interests of students and other stakeholders if they have control over the whole curriculum construction process. But this version of CBT denigrates the expertise of educators by forcing them to set aside their own judgement about what is important to teach and implement a pre-existing picture of an occupation that may or may not be an effective representation. Empirical evidence is reviewed that suggests curriculum work in VET is indeed alienating for educators. Existing critiques of CBT are considered and found to have overlooked the specifically Neoliberal form of CBT in VET analysed in the article.     

高职院校实训基地建设的思考

实训基地建设是提高高职院校教学质量和教学水平的关键要素。实训基地要建成便于教师组织教学,利于学生接受形象思维知识,多元化发展综合性的实训基地;要建成与区域资源共享,产学研相结合的生产性实训基地,才能产生效益,促进实训基地不断发展。     

行业在职业教育中责权利探析

发挥行业在职业教育与培训中的指导作用,是改革创新职业教育办学机制的重要内容。政府机构改革后,行业由职业教育的管理者转变成指导者,形成了直接举办、内部融合和指导服务三种参与模式。分析发现,由于"行业指导"政策缺乏操作性、执行力度不够和体制机制不完善,行业在职业教育中责权利存在不对等的现象,建议从法律上明确行业在职业教育发展中的指导地位;确定行业具有规划制定、标准设立和监督评估责任;建立行业指导职业教育保障机制。     

Social and communicational skills in upper secondary vocational education and training

This article presents the methodology used by the Finnish Education Evaluation Council in the national evaluation of social and communication skills in vocational education and training. The evaluation concentrates on key competences such as learning-to-learn skills, communication skills, social skills and entrepreneurship （Implementation of Education and Stringfellow, 2005; Recommendation of the European Training 2010, 2004; Winterton, Delemare-Le Deist ＆ Parliament and of the Council of December 18, 2006 on key competencies for lifelong leaming, 2006）. The evaluation focuses particularly on skills required in the labour market. These competences are included in all vocational study programmes as a part of accompanying with other key competences. The authors＇ approach follows the principles of developmental and participative evaluation, applying the Common Quality Assurance Framework （CQAF） model, which has been accepted by the European Commission for the quality management and quality assurance framework for vocational education and training in Europe. Additional methods such as interview and statistical data gathering were used to acquire comprehensive data and ensure extensive participation of each partner involved has key competences. The evaluation material was collected from vocational education and training providers by sector （n=8） and by qualification （n=53）. Every sector and type of examination was included in the evaluation. The evaluation was based on a sample （n=130）. The evaluation data were collected from multiple sources by using multiple methods. The material included written self-evaluation reports by vocational education and training providers （n=130 which equals 95% of VET providers）, quantitative information, interviews organized by the National Board of Education and an evaluation seminar for providers as focus groups. Educational administrators, teachers, students, employers and workplace instructors participated in the self-evaluation of the vocational education and training establishments （multi-professional evaluation）.     

高等职业教育人才培养模式研究

提出了以社会职业分析为起点,兼顾学生的智能差异,构建高等职业教育人才培养的模式。对高等职业教育人才培养模式的培养目标、课程体系、教育策略等进行了探讨。高等职业教育应突出"综合职业能力和全面素质"与"高级实用型"的特点。课程体系设计可采用职业群集分析法与以能力为中心的方法。提出职业技术课程综合化;职业技术理论与实训教学一体化;整合社会教育资源,实现"校企合作,产教结合";毕业设计与生产实际问题相结合;发挥社会评价的重要作用;招生考试内容要注重学生的作品;加强对学生职业生涯发展的指导;建立"三师型"的师资队伍等9种教育策略。