澳大利亚TAFE教育对我国高职教育实施职业资格证书制度的启示

澳大利亚TAFE教育的成功实践,给我国高职教育的改革提供了一定的启示:要充分认识高职教育实施国家职业资格证书制度的必要性,建立与高职教育实施国家职业资格证书制度相适应的灵活多样的教育和培训方式;注重教学管理,构建新的教育质量管理平台;同时要加强行业和企业在高职教育办学中的作用,致力于双师型队伍的建设。     

Presentation：高职中澳合作专业课程教学的有效方法

Presentation目前被广泛应用于高职中澳合作专业课程教学中,是培养学生综合能力的一种有效方法。本文旨在将教学理论与实践相结合,通过探讨Presentation的理论基础、Presentation在高职中澳合作专业课程教学中的具体应用以及Presentation的各项功能,来促进对该方法的深入研究,从而完善高职中澳合作专业课程教学。     

澳大利亚TAFE体制面临的挑战

1995年以来,澳大利亚TAFE体制就逐渐被职业教育与培训（VET）所取代。它面临政府教育经费投入减少、能力本位培训受到质疑、社会地位下降三大挑战。     

澳大利亚TAFE教育模式现状及其启示

澳大利亚的TAFE教育模式以能力培养为核心,坚持市场和社会需求为导向的运行机制促使其营业收入稳定增长、高等教育不断国际化、大众化。世界经济发展格局的变化、区域一体化进程带来了教育高度市场化或完全市场化;知识密集型新技术及第三产业成为教育领域主导专业。我国应实现产业和职业教育的有机整合,才能积极迎接国际挑战。     

在presentation训练中培养TAFE关键能力的尝试

TAFE关键能力是一种通用的、迁移的、对劳动者的未来发展起关键作用的能力。Presenta-tion作为一种课堂活动形式,不但能使学生适应这个社会的职业需求,而且能够综合训练学生的各种能力。本文试图探讨如何在presentation训练中培养学生的关键能力。     

澳大利亚TAFE产学合作对我国高职高专教育的启示

澳大利亚政府十分重视产学合作,制定了若干法律推动行业的积极参与,构建了以行业为主导的产学合作机构,通过商业化拨款鼓励TAFE学院主动服务企业,注意培育私立培训市场。     

浅谈中澳合作办学中的教学体会

TAFE(澳大利亚的技术和继续教育培训)的培养目标是职业化的人、技能化的人,学生始终是学习过程的中心,教师则处于辅助地位,TAFE课程考核遵循"有效性(Validity)、可靠性(Reliability)、灵活性(Flexibility)"的原则,培养学生七个关键能力.     

澳德加三国职业教育课程开发的比较研究

澳大利亚、德国和加拿大都是目前世界上经济比较发达的国家,其职业教育也是相当成功的,尤其是在课程开发方面颇具特色.本文分析了澳德加三国职业教育课程开发的基本特征,以期对中国当前正在进行的职业教育课程开发有所启发.     

Bringing Cinderella to the ball: constructing a federal system of technical and further education in Australia, 1971–1975

Australian vocational education has a history dating from the late eighteenth century. As Australian colonies and, later, federated states evolved each constructed its own version of vocational education provision. Generally the systems, consisting of community‐based or state‐controlled colleges for the training of operatives, apprenticeships and professional support personnel, were poorly resourced and lacked powerful sponsors to support and promote the education and training of their mostly working‐class students. By the early 1970s Australian governments had developed commissions to supplement the funding of state‐based elementary, secondary and university education systems, even though under the Australian Constitution education remained state‐controlled matter. A reformist federal Labor government at the time consolidated elementary, secondary and university funding but neglected to consider, or even acknowledge, the 400,000 vocational education students not covered by these commissions. Following pressure from vocational education teacher unions, among others, the Labor government established the Australian Committee for Technical and Further Education (ACOTAFE) to address the needs of these students. At ACOTAFE’s first meeting on 25 March 1973, the Minister for Education Kim E. Beazley said, ‘It will be a renaissance in education when technical and further education cease to be Cinderellas in education. It is the role of your committee to bring Cinderella to her rightful role as princess’. ACOTAFE was to be chaired by Myer Kangan from the Department of Labour and National Service. The committee’s published outcomes were referred to evermore as the iconic ‘Kangan Report’ rather than TAFE in Australia: Report on Needs in Technical and Further Education, its formal title. The report gave Australian vocational education a name (TAFE), a philosophy (access to all through lifelong learning) and much needed capital works and infrastructure funding. The paper will outline the circumstances leading to the formation of the committee, its work and its outcomes. Focus will be placed on the influential role of Chairman Kangan in shaping ACOTAFE’s conclusions. A key theme within the paper is the intersection of biography, politics and the economy in shaping policy construction.     

TAFE体系下的语言海外课程在中国高职学院的实践与探索

建立"以实用为主,应用为目的"的高职英语课程体系是当前高职英语教学改革的方向.TAFE教育体系下的ELCOS语言教学模式的引入,从教育观、课程观、教研观、教学观及教学质量管理观等方面对我国高职英语教学有着极大启示和借鉴意义.