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.     

论新生代农民工职业培训中网络互动式学习

新生代农民工职业培训中网络互动式学习包涵着网校与学员、教师与学员、学员与网络、学员与学员间的互动。在策略上可以从教学组织管理、学习关系、学习内容与方式、教学评价等方面来构建实现。同时通过靠实责任,营造氛围,夯实基础,高标准创建站点;科学管理,健全队伍,强化监督,高水平管理站点;立足实际,突出重点,示范引领,高成效抓好学用来保障实施。     

澳大利亚信息技术对职业教育课程的影响

知识经济时代的到来,为科技的迅速发展提供了重要契机,职业教育对于促进科技进步和经济发展负有重要使命.从澳大利亚信息技术的发展及对职业教育课程的影响,探讨科技进步对课程开发和实施影响的经验,为我国提供借鉴.     

QFD技术在高职人才培养方案设计中的应用

在高等职业教育快速发展的新形势下,如何保证高等职业教育人才培养方案的可行性,培养适应市场需要的高技能人才,这是当前高职院校正在积极探索和亟待解决的重大课题。文章以满足社会需求为目标,以QFD理论为基础,提出了高职人才培养方案的QFD模型,构建了培养方案规划、学校资源、培养质量设计、培养过程管理四个质量矩阵。     

完善高职“订单培养”机制的研究

“订单培养”作为高职教育发展的一种重要形式,无论在理论上还是在实践上都得到了社会各方面的广泛认同。但在实施过程中,在模式的优化、长远就业与“订单培养”、“订单培养”中各方当事人的权利和义务及风险化解与责任分担、“订单培养”中“订单”的规范化、非劳动密集型专业与“订单培养”等诸多问题上尚需不断地丰富和完善。     

The paradox of Scotland: limited credit transfer in a credit-based lifelong learning system

On paper, Scotland has a highly permeable, unified system of lifelong learning underpinned by the Scottish Credit and Qualifications Framework. Recent reports suggest that the reality is less positive. This paper examines credit transfer in Scotland across three interfaces: between general and pre-vocational learning and vocational education and training (VET); within VET; and between VET and university degrees. It finds that credit transfer across the first two interfaces is limited; credit transfer at the third interface is more frequent but often problematic. One explanation is that the system is designed around credit accumulation rather than credit transfer; this, together with other features of the Scottish system, means that a degree of permeability is built in without the need for formal credit transfer. But a second explanation highlights the epistemological, institutional and political barriers to a unified system. The paper illustrates the importance of distinguishing among different types of credit system and the limitations of credit and qualifications frameworks as agents of change in the face of the institutional logics of national education and training systems. The capacity of cross-national credit systems to support mobility between national systems should not be exaggerated.     

瑞典、芬兰职业教育改革及启示

瑞典与芬兰的职业教育改革都努力将教育工作者与职业生活中的代表结合起来,发展创新的职业场所学习方式。我国职教改革应借鉴其先进的理念和做法,进一步深化校企合作,突出技术教育与科研、生产的一体化;教学中要引入工程项目,使学生通过项目学习提高解决实际问题的能力;职业教育要突破正规教育的束缚,扩展到继续教育中;政府要发挥好统筹、协调作用,为发展职教提供多方面支持。     

台湾技职教育产学训合作机制之研究

在推动台湾经济体转型过程中,如何提供充沛而质优稳定的人才,成为产业稳定发展的关键因素。随着科技的升级和知识经济的兴起,过去以训练高职领域为主的公办职业训练机构,面临转型和升级的挑战。在技职教育体系,由于服务业快速成长,普设技术学院和科技大学,加上出生人口趋近负成长,许多技职领域大学生由于技能不够好或者为了较轻松的工作环境,舍弃制造业而加入服务业。大学生技能达不到业界的基本要求,引起了就业单位的不满。因此,引导社会关于技术人才的价值观,充实技职校院实务能力是技职教育的重大挑战。台湾中部科学园区位处中部科技走廊之输钮,结合中区资源共同协助中科及邻近工业区厂商做好教育、训练、研发及提供优质人才的任务。公共职训机构与科技院校将剩余之空间开辟为合作之据点,成立产学训服务处,这一举措为中部科学园区和邻近的工业区厂商提供服务,缔造了产学训的新境界。研究最大之关键不但在"产学训"充分联结,更加重研究发展的机制,以冀望能在产业研发与训练的领域有所贡献。     

英澳德职业教育与培训：相似原则指导下的不同实践

文章主要分析了英国、澳大利亚和德国这三个国家的职业教育和训练体系的共同原则和不同实践。首先探讨企业在这三个国家参与职业教育和训练中的作用。英澳德三国致力于改进相关工作技能并为青年人提供企业相关训练，注重加强训练中企业的参与。澳、德特别强调学徒制途径的重要性，英国的现代学徒制也以崭新的面貌呈现在世人面前。其次。英、澳两国引入职业资格认定的评估体系，探索职业协会在资格认定中的重要作用。英澳德三国保证职业教育质量的方法是相似的。最后探讨了欧洲一体化政策对于学生与职业资格在不同国家转移的作用。比较英澳德三国时，发现相似多过区别，职教方法的一致性更明显地体现在职教政策的概念基石上，而不是具体的实施过程中，然而，欧洲教育和训练一致化的动议也意味着职教实践上的逐渐趋同。     

构建新农民工职业技术教育体系

设计农民工职业技术教育新体系应从以下几方面入手:发挥政府主导作用;创新职业教育办学目标;组建高职教育集团;加强师资队伍建设;实施产学研合作办学;实施双证融合教育模式;强化就业服务;创新农村劳动力培训新模式;强化专业建设与课程开发;创新农村劳动力培训的课程开发;实施农村劳动力人力资本、社会资本双提升战略。     

澳大利亚职业教育与培训的发展动向及启示

澳大利亚职业教育和培训制度及其管理体系健全,认证体系严密,各管理部门职责分明,而且适应时代发展不断加以改进和完善.澳大利亚职业教育和培训发展的经验对我国有以下启示:建立健全统一规范的职业教育认证与管理体系非常必要;企业必须更多地参与职业教育;职业教育的重要目标是培养社会生产需要的应用型人才;必须强化政府在职业教育中的职能.     

试论以德治国与加强高校德育工作

以德治国就是要努力建立与社会主义市场经济发展相适应的思想道德体系，发展社会主义精神文明，为社会主义法治国家奠定良好的伦理道德基础。大学生是国家的未来，是实践德治与法治相结合的治国方略所必然要依靠的主要力量。以德治国是加强高校德育工作的重要指导方针，加强高校德育工作是落实以德治国的重要途径。     

Contrasting prospects: the institutionalisation of VET for retail and office work in Norway

This article calls attention to the difficulty of institutionalising vocational education and training (VET) in the service sector in Norway, despite the growing importance of this sector for national economic performance. Drawing on interviews with apprentices, employers, stakeholders, representatives of trade unions and employer organisations, the article investigates the contrasting foundation for institutionalising the Sales trade and the Office and Administration trade. The article advocates an institutional-theoretical framework and a labour market lens in order to understand the differences observed. The findings indicate more promising prospects for the Sales trade, because the skilled sales assistant receives great responsibility among young unskilled co-workers in a rapidly expanding labour market sector, whereas lower level office tasks are being rationalised and transferred to employees with higher academic education. These contrasting features of the institutional environment have profound implications for the learning opportunities provided, and the institutionalisation prospects of VET for retail and office work.     

Intelligent design: student perceptions of teaching and learning in large social work classes

Research into the effects of large classes demonstrates that students are disadvantaged in terms of higher order learning because interactions between teachers and students occur at lower cognitive levels. This has significance for social work education, with its emphasis on the development of critical thinking and problem solving, both higher order cognitive skills. This paper reports on quantitative and qualitative research that explored social work students’ perceptions of different teaching and learning strategies in a large mental health course designed with reference to principles of student‐centred learning and constructive alignment. Findings revealed that well‐integrated design, relevance to the real world and teacher enthusiasm were seen as most useful by students, rather than particular learning strategies per se. Higher satisfaction ratings and grades were also associated with this student‐centred course compared with an earlier traditional lecture‐style course. The paper concludes that design based on the interplay between diverse learning activities, including lecture input, strengthened the student‐centred orientation of learning and recommends further research that compares learning outcomes associated with these contrasting approaches to professional education.     

澳大利亚职业教育与培训体系特征

1995年澳大利亚建立了职业教育与培训的国家资格框架体系,全国统一的国家资格证书和互认的学分制使澳大利亚的职业教育与普通教育、高等教育最大限度地实现了"交互式"融通。TAFE学院为职业教育与培训的主体机构,课程面向职前、职后及不同年龄段人士设置,专业教师有3至5年的行业工作经历。行业协会参与职业教育的决策和管理,负责教学质量评估。澳洲政府出台并实施了一系列职业教育法规,政府投资占职业教育投资总额的97%。     

浅谈澳大利亚职业培训包制度中行业主体的科学管理

澳大利亚职业教育的一大特色就是开发了全国统一的职业培训包,从而使得职业教育和培训更加规范和实效。行业在培训包的开发和执行过程中起到了主体作用,并引入工业中的科学管理思想,规定培训包的开发、执行和测评。本文指出可以借鉴澳大利亚职业培训包制度的优点,鼓励行业企业的积极参与,同时避免机械科学管理的缺陷,发展以全面质量教育为基础的科学职业教育体制。     

A comparative analysis of service learning in social work and criminal justice education

The current study sought input from a national sample of social work (SW) and criminal justice (CJ) educators (N = 276) to explore characteristics of those who use service learning in the two disciplines, differences in the conceptions of and beliefs about service learning, and distinctions in how it is used and implemented. This study offers the first explicitly cross-disciplinary comparison of service learning within two related, but distinct disciplines. The results indicated that SW educators, compared to their CJ peers, used service learning more frequently and perceived fewer barriers to using it. Additionally, a higher percentage of SW faculty members reported using service learning at both the undergraduate and graduate levels, suggesting that SW educators may be more likely to see the value of service learning across education levels. Among those who reported that they have used service learning, few differences were found between the two disciplines.     

澳大利亚“学生学业成效调查”及对我国的启示

澳大利亚《学生学业成效调查》始于1995年,至今已进行了15次。调查所采用的问卷包括评测培训前、中、后三段状态的57个问题。其中核心指标有22条,可类化为5个方面的内容。被调查者根据对题项的认同程度进行评价,有五个等级可供选择,分别为:强烈反对、反对、中立、赞同、强烈赞同。根据调查结果,澳大利亚教育、就业与劳资关系部对职业教育与培训进行管理和规划。给我国高等职业教育的启示有:对职业教育的全面评价要包括职业教育过程的前、中、后;政府、科研机构和第三方调查中介合作有利于优化调查队伍;灵活的教育结构能够促进职教的发展。     

The significance of social relationships in learning to become a vocational and technical education teacher: a case study of three individuals

This article about workplace learning examines the learning of individuals in becoming a Vocational and Technical Education (VTE) teacher in Brunei. Drawing on research findings from a group of student teachers, it presents case study accounts of three individuals to illustrate the importance of social relationships in learning to become a VTE teacher. These findings also extend current theorising about learning at work which integrates individual learners into predominantly social theories of learning.