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为了应对信息经济和知识社会,澳大利亚强调职业教育与培训中的灵活学习.最重要的举措就是制定了<2000-2004年职业教育与培训灵活学习国家合作框架>和<2005年澳大利亚职业教育与培训系统灵活学习框架>,这两个框架明确了灵活学习的目标,促进了灵活学习的发展. 相似文献
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This study explores industry–education collaboration on vocational education and training (VET) in upper secondary schools in Sweden and Norway, with particular attention to the initiatives, organisation and operational management, and aspects of robustness and lock-in effects. The case studies include two upper secondary schools situated in manufacturing based towns, which are similar in size and industrial structure, and have the dual system of education. Pupils come from these towns and other places in the surrounding region. The research design is based on a mixed-method approach, including interviews and other sources of information from schools and industry. This covered organisational and operational levels, corporate motives and arrangements, industrial composition, labour market conditions, and other regional and national characteristics. The results demonstrated how shared goals of improving the reputation and quality of VET and meeting industries’ needs for skills formed in two distinct organisational models. These findings raise concerns about the robustness of these collaborations, since how changes occur in companies’ economic situations may affect their ability and motivation to participate in VET training. The authors conclude that the arrangements have had success but may create a lock-in-situation regarding the companies’ ability to restructure and develop new skills for new sectors. 相似文献
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秦峰 《金陵科技学院学报(社会科学版)》2001,16(4):19-21
该文分析了澳大利亚 TAFE学院的职业技术培训的特点 ,同时对照中国高教改革的背景总结了其对中国高教改革的借鉴意义。 相似文献
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Ruhi Tyson 《Journal of Vocational Education & Training》2016,68(3):359-377
In the research on education, the field roughly covered by the concept of Bildung has seen a wide-ranging discussion philosophically but less has been said and done from an empirical and vocational perspective. Bildung includes matters such as: formation of character, ethical and aesthetic knowledge/capability, capacity for wise deliberation and reflection as well as the development of personal autonomy. The focus here is on how narratives about teaching and curricula, both enacted and experienced, can be used to articulate significant aspects of Bildung-related practical knowledge. The empirical basis for this draws on a variety of narrative sources. By presenting, comparing and discussing narratives, it will be argued that there is a number of Bildung-related educational matters, not least in vocational education and training, where a narrative articulation can contribute. These can be differentiated in at least five groups: enriching knowledge of vocational tasks; conceptual development and critical reflection; advancement of practice; development of ‘practice fields’ and the articulation of patterns of vocational Bildung affordances. In distinguishing these different ways in which vocational Bildung as a form of practical knowledge can be enriched through narrative studies, the article contributes to our capacity for doing systematic research in the subject area. 相似文献
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近几年由于高职高专教育的快速发展,在高职高专教育中出现了学生人数越来越多,学生素质存在差异,而师资力量、尤其是“双师型”教师严重不足,并且结构也不尽合理,有的教学内容与实践脱节等,根据这种情况应加快高职高专教育的改革步伐。 相似文献
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Silvia Annen 《Journal of Vocational Education & Training》2019,71(2):218-238
Canadian society is characterised by a plurality of immigrants and Canadian migration policy and corresponding recognition approaches are strongly geared to economic criteria, qualifications and skills. This paper addresses the question how immigrants who have acquired their highest qualification outside Canada are able to use their foreign qualifications and skills in their current job. The analyses are conducted to verify the assumptions of human capital theory as well as the lack of transferability of human capital across country borders. To answer these questions a labour market success index is developed, which is used as a dependent variable in regression models. The results show that traditional operationalisations of human capital (years of education, years of work experience and skills) have a positive effect on individual labour market success. At the same time, being born abroad and having acquired one’s highest qualification abroad in comparison to Canada, especially in a Non-Western country, has negative effects on the overall labour market success of an individual. Detailed comparisons regarding different indicators of labour market success also prove these comparatively negative effects. The results demonstrate the limited explanatory power of human capital theory and the necessity to complement it with Bourdieu’s concepts of social and cultural capital. 相似文献
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Mary Ryan Karleen Gwinner Kerry Mallan Cheryl Livock 《Studies in Continuing Education》2017,39(3):268-285
This paper highlights a disjuncture between training frameworks designed to meet work-based competencies, and educational flexibility desirable to prepare diverse learners for fluid workplaces and roles. We describe a pilot study that explored teaching and learning practices in a vocational education and training Diploma of Nursing program. The study used qualitative approaches framed by a social view of learning as a reflexive process. Frictions emerged in how teaching and learning was fostered and how knowledge and skills were contextualised through nursing-accredited training packages. A case is made to enhance critical thinking and reflexive approaches to prepare work-ready nurse graduates. 相似文献
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Aurora Lopez-Fogues 《Journal of Vocational Education & Training》2016,68(2):161-177
The article provides an alternative theoretical framework for evaluating contemporary issues facing education, specifically vocational education and training (VET) in Europe. In order to accomplish this, it draws on the theoretical insights of the capability approach in the work of Amartya Sen; the concept of vulnerability as intrinsic to every human being, established by Fineman and Grear; and the concept of oppression advanced by Iris Marion Young. By developing the core concepts of each of these theories, the paper presents a human-based evaluative tool for education and argues that a fundamental misconception has arisen as to the purpose of post-compulsory education, a misconception generated by the wholesale application of the language of skills and productivity to the field of education, thus relinquishing its role to purely economic interests. The social justice framework presented herein aims to present a possible alternative approach to discuss and evaluate VET, in which humanistic concepts such as the recognition of human vulnerability and agency are central to the debate. 相似文献
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