What is Vocational Education?

Vocational education refers to the education of the educated to obtain the professional knowledge, skills and professional ethics required for a certain occupation or productive labor.

[zhí yè jiào yù]

Vocational education refers to the vocational knowledge, skills, and

Vocational education is

Since the implementation of the "Eleventh Five-Year Plan", with the attention of the central and local governments, China's vocational education system has been continuously improved and the school-running model has been continuously innovated. The enrollment scale and graduate employment rate have reached a new level, and they have embarked on the development of a fast track.

According to statistics, in 2005, there were only 11,611 secondary vocational schools in the country, with 5.372 million enrollments and 13.247,400 enrolled students. After three years of development, there were 14,767 secondary vocational schools nationwide in 2008, with a scale of 8.1 million students and 20.56 million students. The enrollment scale of secondary vocational education and general high school education has been roughly the same.

The "work-study combination, school-enterprise cooperation, and post placement practice" model has become the secret to the high employment rate of graduates in vocational schools, especially secondary vocational schools.

Statistics released by the Ministry of Education show that since 2005, the average employment rate of graduates of secondary vocational schools nationwide has remained above 95% for five consecutive years. In 2008 and 2009, although the international financial turmoil made it difficult for many people to find employment, the average employment rate of graduates of secondary vocational schools across the country has not fallen, reaching 95.77% and 95.99%, respectively.

On June 11, 2012, the State Council Information Office released the National Human Rights Action Plan (2012-2015), and China will vigorously develop vocational education between 2012 and 2015. Maintaining secondary vocational education is about the same size as regular high school enrollment. Support the construction of majors that closely meet industry needs and the deep integration of schools and enterprises, and build a team of teachers who have both basic theoretical knowledge and teaching capabilities, as well as practical experience and skills. Gradually implement free secondary vocational education.

China is hosting the world's largest vocational education. The total enrollment scale of vocational schools in 2008 has reached 11 million, and the total number of students in the school has exceeded 30 million. Secondary vocational education and higher vocational education account for half of the high school stage and higher education respectively.

As far as China's education system is concerned, China's education categories can be divided into:

1. Compared with basic education, vocational education has its own characteristics. To sum up, the essence of vocational education should include at least four aspects: one is people-oriented, the other is teaching based on aptitude, the third is scientific management, and the fourth is cultural shaping.

   People-oriented, the first is to fully mobilize the enthusiasm of all faculty and staff, and form a strong atmosphere of school as home, teaching as pleasure, and teacher proud. The second is to fully respect the student's subjective consciousness, fully establish the student's subjective status, and give full play to the student's subjective role. For example, some schools allow students to serve

   The first mature training system. Domestic vocational education has developed to a more mature level and is no longer as chaotic as before. After the country's rectification and industry baptism, the existing vocational education institutions have strong strengths in terms of brand, capital, teachers and employment. The training is segmented, precise and professional.

   The second study time is short. Vocational education generally has only one year of intensive learning time, is guided by practical teaching, and intensively trains professionals who meet the needs of the society and the enterprise. Therefore, its learning cost is very low, and it pays off quickly. It can quickly solve problems such as employment and unemployment.

   Third investment returns are high. One year time cost, 10,000 to 20,000 capital investment. If you choose a good major, you can recover the cost in less than a year. For example, animation games. The salary data of Talent Network shows that the average salary of domestic animation game talents is 6,235 yuan per month, and those with an annual salary of more than 60,000 account for 45.4%.

   Fourth skill +

   Adaptability

   This adaptability of vocational education is manifested in:

   social factors

   1. Demographic status: The age structure, gender structure, education structure, skill level structure, birth rate and other factors in the population have always been very important factors to be considered in vocational education development planning, and it has a greater impact on the scale of vocational education. For example, the current shortage of Chinese technicians, technician training may become a very important growth point for the development of Chinese vocational education. The birth rate is also a very important factor in the scale of vocational education.

   2. Social stratification: the stratification of a society is too obvious, the gap between different social classes is too large, and the vertical movement of society is difficult, it may make

   1. The vocational education model, vocational education scale, and vocational education curriculum are not fixed, but rather have the concept of a specific space-time scope, which must change with different countries and historical periods. This makes understanding this change

   1. Focus on "relationships" rather than vocational education issues

   Previous studies on the relationship between political, economic, and cultural factors and vocational education have often focused on the "relationship" between these factors and vocational education, rather than vocational education issues, and certainly not political or economic issues. This is obviously influenced by the notion that "the law is the relationship between things". This research paradigm makes it easier for researchers to look beyond the issue of vocational education, rather than the issue of vocational education itself, which inevitably makes its findings lack application value. Therefore, the first point of methodological breakthrough in this research is to change from focusing on relationships to focusing on problems. However, vocational education is a complex system composed of many factors, such as vocational education model, scale of vocational education, and vocational education courses. For different vocational education issues, the specific factors in politics, economy, and culture that affect it are different, and the way they function is also different. Therefore, it is still not enough to study this problem in general with "vocational education" as the core, but we must go further into the specific issues in vocational education. This article intends to select three core issues in vocational education, namely, vocational education model, vocational education scale, and vocational education curriculum.

   2. Linear analysis of the relationship between political, economic, cultural and other factors and vocational education

   Previous studies on the relationship between political, economic, cultural and other factors and vocational education. There is often an assumption that the influence of these factors on vocational education is linear, that is, the former cause only leads to the only subsequent result, and this causal relationship occurs in isolation. For example, it is believed that economic development will inevitably promote the expansion of vocational education. However, the problem is that China's economic aggregate has greatly developed compared with the early 1990s, but the scale of vocational education has been much smaller. How to explain it? In addition, the economic level of the United States is far more developed than that of Germany, but why is vocational education in the United States less developed than in Germany? Obviously, traditional theories cannot explain these phenomena.

   In fact, the influence of political, economic, cultural and other factors on vocational education is non-linear: (1) the influence of each factor on vocational education has multiple possibilities, even completely opposite effects; (2) each The ultimate effect of this factor depends not on itself, but on the results of its interaction with other factors; (3) the nature of the impact depends on the status of existing vocational education itself; (4) the Take into account the role of contingent factors, because although it is accidental, it may play a decisive role.

   3 Deterministic analysis of the relationship between political, economic, cultural and other factors and vocational education

   In the previous research on this issue, there is another basic assumption, that is, the effect of these factors on vocational education is fixed, and there is a certain and constant law, and our research is to try to reveal this law. So that it is once and for all. In popular terms, this is the "basicism" and "essentialism" that modernism strives to pursue.

   And whether or not it is criticized by postmodernism, "basicism" and "essentialism" are completely wrong. But at least one thing is certain. It is impossible to try to establish a fixed and deterministic relationship between these factors and vocational education. Even if the linear analysis method is broken, the interactive analysis method is also used. If certainty must be sought, then at best we can only get the non-substantive proposition that they have an impact on vocational education. In fact, in the study of this issue, we can only obtain the possibility, not the certainty.

   4 Pursue macro laws, lack of research on micro mechanisms

   In the past research on this issue, it is often to directly analyze the influence of political, economic, cultural and other factors on vocational education, and to pursue macro laws; it seems that this effect occurs directly, completely excluding the role of "people" in it. This is a kind of research that does not see "people." In fact, since vocational education is a human activity, the influence of any factor must be mediated by people. In this case, we must integrate human activities into the scope of research and study the micro-mechanisms.

   And for the education administrative department and vocational school, it is people who are closest to them, including students, parents, industrial and commercial employers, technical personnel, etc., rather than political, economic, cultural and other factors. Therefore, the study of micro-mechanisms may be more realistic for them.

   5. Completely exclude the impact of subjective factors on the development of vocational education

   Excluding "people" completely from the scope of research necessarily excludes the influence of subjective factors on the development of vocational education. This in turn supports the traditional research paradigm's pursuit of certainty and the pursuit of macro-narratives. This is the so-called pursuit of "objective laws." This research paradigm is obviously influenced by positivism in the natural sciences. Regardless of the existence of objective laws in the natural world (this view is also being challenged by many theoretical schools), at least it is certain that

   It is necessary for students to master their learning skills and also be inseparable from basic scientific and cultural knowledge. Too much emphasis on theoretical learning will inevitably lead to "de-professionalization"; on the other hand, excessive emphasis on "skillization" can easily lead to narrowing of vocational education to "employment training" and lacks the potential for long-term development. Balancing the two ends of skills learning and cultural knowledge learning is the first priority of improving the quality of vocational education.

   To run a vocational education well, teachers are the first barrier. Vocational education especially requires teachers to teach by example. Teachers must not only "talk on paper", but also have considerable practical experience and ability. In response, the "Proposal" proposed that "double-teacher" teachers (teachers with both theoretical and practical teaching abilities) accounted for more than half of the total number of teachers in professional courses, and built a group of national vocational education teachers' teaching innovation teams by specialty. Starting from 2019, vocational colleges and application-oriented undergraduate-related professional teachers will, in principle, be openly recruited from those who have more than 3 years of corporate work experience and a vocational degree or higher; establish and improve the method for vocational colleges to independently hire part-time teachers Promote the two-way flow of enterprise engineering and technical personnel, high-skilled personnel and vocational college teachers.

   The core of running a good vocational education is to be thorough in the training of students. It is necessary to expand the channels for student development, focus on the entire process of talent training, and truly open the bridge for talent training from secondary, higher vocational to undergraduate. To this end, the "Proposal" proposes the launch of the "1 + X certificate" pilot, which interconnects academic and vocational certificates; winners of skills contests can be admitted to applied universities without trials; and "through training" in vocational education in preschool education and other fields.

   To run a good vocational education, the participation of social forces is indispensable. Vocational education directly serves enterprises, and the new apprenticeship system has proposed a training model of "double-enterprise in enterprises and schools", which requires the full implementation of "recruitment means enrollment, enterprise-entry means enrollment, and enterprise-school dual-teacher joint training". On this basis, the "Proposal" proposes to further promote the "dual" education of schools and enterprises integrating production and education. It is necessary for enterprises to deeply participate in vocational education, cultivate tens of thousands of production-education integration enterprises, and promote the construction of 300 High-level professional production-education integration training base with radiation-leading role. ^[2]

   1 Vocational education is a vital force for the development of regional economy and culture

   The amount of vocational education is large and widespread, and it is found in large, medium and small towns in various countries. For example, there are two hundred and dozens of TAFE colleges in Australia, of which one hundred are located in major cities, and one hundred and dozens are located in small and medium towns. For example, there are more than 3,000 specialized schools in Japan, and there are such schools all over the country. Students usually study nearby and get employed nearby. For example, Japanese specialized schools have majors in industry, agriculture, medical treatment, health, education, social welfare, business, apparel,

   I. The importance of developing vocational education to improve the quality of workers

   The quality of laborers refers to the

   On June 26, 2014, the Ministry of Education said when it introduced the situation of China's vocational education reform and development. China will support the transformation of some willing and qualified undergraduate colleges into applied technical colleges. Regarding the previous report that "600 colleges and universities in China will transform vocational education," Ge Daokai, director of the Vocational Education and Adult Education Department of the Ministry of Education, stated that this statement was "inaccurate." At present, more than 130 universities have applied for pilot transformation. ^[5]