Vocational education is to train the educated to have the necessary knowledge and skills to engage in a certain occupation, so vocational education is also called vocational and technical education or industrial education. Vocational education is one of the four major education departments alongside basic education, higher education and adult education.
B. What is vocational education
"Vocational education refers to the right education of the educated to engage in a certain occupation or productive labor with professional knowledge, skills and professional ethics, including vocational school education and vocational training. Vocational school education is academic education, which is divided into primary, secondary and higher vocational school education. 20 17 10 18, the report of the 19th National Congress pointed out that education should give priority to development. Improve the vocational education and training system, deepen the integration of production and education and school-enterprise cooperation. Accelerate the construction of first-class universities and first-class disciplines and realize the connotative development of higher education. Improve the student financial aid system so that the vast majority of urban and rural new laborers receive high school education and more higher education. "
C. Concepts and principles of vocational education
Modern vocational education concept
The concept of modern vocational education mainly includes four aspects: modernization, socialization, industrialization and lifelong vocational education.
I. Modernization of vocational education
(A) the meaning of modernization
Modernization is divided into broad sense and narrow sense. Modernization in a broad sense refers to the transformation of social production mode caused by modern productive forces since the industrial revolution, which leads to the accelerated development of the world economy and the process in which society adapts to it; In a narrow sense, modernization means that modern technology and scientific and technological revolution push the whole human society to transform into an industrial society, make industrialization penetrate into economic, social, cultural, ideological and other fields, and cause profound changes in social organization and behavior.
(B) the concept of educational modernization and its characteristics
The essence of educational modernization refers to arming all aspects of education with all the latest achievements of social culture, driven by the objective needs of the whole social modernization, so that education has the power to adapt to and promote the whole social modernization. Generally speaking, educational modernization includes three levels: one is the modernization of educational content and educational technology. The second is the modernization of education system and education management. The third is the modernization of people's educational concept and educational behavior. These three levels depend on each other, influence and restrict each other.
(C) the modernization of vocational education
The so-called modernization of vocational education refers to the establishment of a socialist modern vocational education system based on changing people's vocational education concepts and improving the vocational education system, with modern education content and means as the intermediary, and training a large number of qualified workers for the development of the national economy. Including the modernization of vocational education concept, vocational education system, educational content and educational means.
Second, the concept of vocational education socialization
socialize
The so-called socialization refers to the process that society gradually enables natural persons to learn social knowledge, skills and norms through various means, thus forming a process of consciously observing and maintaining social order, values and behavior patterns, which is called social man.
(B) the theory of educational socialization
The basic content of educational socialization is to systematically impart basic knowledge and skills about production and life to individuals, endow them with behavioral norms, establish life goals and cultivate people's social roles. The socialization of education is to build a learning society.
Socialization of vocational education
Socialization of vocational education has its specific meaning. It mainly includes (1) ensuring equal opportunities for girls and women to receive vocational and technical education and training; (2) Providing various formal and informal TVET (technical and vocational education and training) for the unemployed and various vulnerable groups; (3) Providing vocational guidance and consultation to all members of society; (4) Promote flexible enrollment and realize lifelong learning and training.
Third, the concept of vocational education industrialization
(A) the definition of industry and education industry
Industry refers to the industry that can provide net income in the process of forming gross national product. We believe that the definition of education industry is mainly based on the quasi-public goods and private goods that education has in a certain historical development stage.
(B) the industrialization of vocational education
Vocational education is an important part of educational industrialization. The industrialization of vocational education includes three basic principles: the unity of educational law and economic law, the combination of macro-unity and micro-diversity of education, and the combination of reasonable sharing of educational costs and multi-channel financing of educational funds.
To sum up, there are five ideas for educational industrialization: (1) multi-subject education; (2) Establish a flexible market-oriented operating mechanism of vocational education; (3) industrialized operation; (4) run the school-run industry well; (5) Legal persons should have good management and operation skills.
Fourthly, the concept of lifelong vocational education.
(A) the definition of the concept of lifelong education
Lifelong education is the sum of all kinds of education that people receive in their life. The characteristics of lifelong education can be summarized as follows: lifelong education has the characteristics of integrity, which faces all members of society and connects all institutions (organizations) with educational functions. Lifelong education is continuous and runs through the whole process of one's life. Formal education and informal education should be integrated.
(b) Lifelong vocational education
Lifelong vocational education means that every member of society should receive vocational education for life. It includes four principles: lifelong vocational education, combination of vocational education and general education, combination of formal education and informal education, and combination of universal education and universal education.
Nowadays, there are two trends of thought in lifelong education: regression education and livelihood education. The former advocates that education can be divided into several stages, so that people have the opportunity to receive education at all stages of life; The latter advocates the implementation of organized comprehensive education according to different stages of development in order to enter the professional field and make continuous progress. Community education is the only way for vocational education.
D. what is the significance of vocational education?
Vocational education refers to the education of professional knowledge, skills and professional ethics necessary for the educated to engage in a certain occupation or productive labor, including vocational school education and vocational training. Vocational school education is academic education, which is divided into primary, secondary and higher vocational school education.
Education is indispensable at any time, and the state also attaches great importance to education. Vocational education is very important for students' future work, and learning professional knowledge is very helpful for their future work. So what is the significance of vocational education?
1. What is the significance of vocational education?
Developing secondary vocational education can reduce the unemployment rate and narrow the income gap. The development of secondary vocational education can also solve the structural contradiction of employment, provide a new force for the first line of production and service, and improve the quality of human capital.
Vocational education is an important force for regional economic and cultural development. Vocational education covers a wide range, and majors are generally set up according to the actual needs of local society. Clear goals, professional tailoring, practical application. A large number of short-term vocational education plays an important role in generally improving the scientific and cultural quality of the people, and vocational education is very important for developing local economy and culture.
Second, why should the state vigorously develop vocational education?
The reason why China should vigorously develop vocational education is because in the new international environment, China can only persist in rejuvenating the country through science and education. On the basis of implementing Scientific Outlook on Development, it should closely combine accelerating the development of vocational education, especially secondary vocational education, with economic prosperity, promoting employment, eliminating poverty, maintaining stability and building advanced culture, enhance the sense of urgency and mission, and take effective measures to vigorously promote the rapid and healthy development of vocational education. Only by constantly promoting China's economic growth and improving China's scientific and technological level can we better adapt to the international environment and become a world power. Therefore, vigorously developing vocational education is of great significance to China's social and economic development.
To sum up, the significance of vigorously developing vocational education lies in reducing the unemployment rate, narrowing the income gap, solving employment difficulties, helping to solve the contradiction of employment structure, providing high-quality talents for the society and improving the overall quality of the people.
E. What does vocational education include?
Higher vocational education is referred to as higher vocational education, which is the college entrance examination in plain English.
Secondary vocational education is referred to as technical secondary school.
The following content is free:
Junior secondary education junior high school
senior high school education
Higher education is commonly known as going to college.
F. The concept of modern vocational education
Modern vocational education is a kind of big vocational education, including secondary vocational and higher vocational school education, as well as various social vocational training.
G. Definition of rural vocational education
Scholars such as Zhang Jiaxiang defined vocational education in a broad and narrow sense from the perspective of educational methods and objects, and pointed out that "all activities of imparting technical knowledge and skills in the process of labor and life through words and deeds, word of mouth, hereditary heirlooms, and master taking apprentices are vocational and technical education in a broad sense. In a narrow sense, vocational and technical education refers to the activities that educators impart technical knowledge and skills to the educated purposefully, organized and planned, mainly referring to vocational and technical school education and various forms of vocational training. " This is also the definition of most domestic scholars. In the dictionary, vocational education is defined as "education that gives students or employees the knowledge, skills and attitudes they need to engage in certain production and work." Divided into pre-employment and post-employment two categories. Gu Mingyuan said that vocational education is "an education to impart knowledge and skills of a certain occupation or productive labor".
H. what is vocational education?
Vocational education refers to the education that the educated obtain the professional knowledge, skills and professional skills needed by a certain occupation or productive labor.
Such as pre-job training for employees, re-employment training for laid-off workers, vocational high schools, technical secondary schools, technical schools and other vocational schools. All belong to vocational education. The purpose of vocational education is to cultivate applied talents with a certain cultural level and professional expertise.
Compared with general education and adult education, vocational education pays more attention to the cultivation of practical skills and practical work ability.
Vocational education is the product of social development, the product of human civilization development, and also the product of people's own development and the product of development in a special period. Vocational education benefits from society, and society can also benefit from vocational education. Promoting social development is the proper meaning and sacred duty of vocational education.
First, what is vocational education?
The report of the 19th National Congress of the Communist Party of China pointed out: "Improve the vocational education and training system, deepen the integration of production and education and school-enterprise cooperation" and "carry out vocational skills training on a large scale, pay attention to solving structural employment contradictions, encourage entrepreneurship to promote employment, and build a team of knowledge-based, skilled and innovative workers." It should be said that it has planned the prospect and pointed out the direction for the development of vocational education.
In recent years, a concept of "blue gold collar" has appeared in vocational education, which is highly consistent with the understanding and expectation of vocational education at the 19th National Congress. Not long ago, Zhang Saifen, an ordinary teacher of Zhejiang Zhoushan Vocational and Technical School, an ordinary secondary vocational school on the coast of the East China Sea, said in People's Daily: "I hope all the students I train are' blue gold collars'." The concise expression reveals the brand-new orientation of industrial talents in the critical period of "adjusting structure and changing direction"
Not only can you give full play to your professional skills and win a decent and dignified life for yourself, but you can also assume social responsibilities and make due contributions to national development. The transformation from vocational education to blue-collar has profound background of the times and realistic reasons.
First, the needs of the times. The state has promulgated the "Belt and Road", new urbanization, "Made in China 2025" and other construction plans related to the future of the nation, promoted the transformation of the development model of "adjusting structure and changing direction", and actively promoted the transformation and upgrading of industrial structure and the optimization and adjustment of urban functions. All these put forward new talent demand, and also provided a grand background for "blue collar" to upgrade to "blue collar".
The second is the demand for new talents. At the beginning of 20 17, the Ministry of Education, Ministry of Human Resources and Social Security and the Ministry of Industry and Information Technology issued the Training Guide for Manufacturing Talents. It is predicted that by 2020, the new generation information technology industry, power equipment, high-end CNC machine tools, robots and new materials will become the majors with the biggest talent gap, among which the talent gap of the new generation information technology industry will reach 7.5 million.
The third is the upgrading of human capital. At present, the age structure of the main social productive forces has changed from "post-80s" to "post-90s" and "post-00s", and they pay more and more attention to the transformation from material satisfaction to spiritual satisfaction. The importance of "respecting needs" and "self-fulfilling needs" in Maslow's hierarchy of needs theory is outstanding. Therefore, we should pay attention to the excavation, development, utilization and promotion of human capital, and realize the transformation from primary to advanced, from traditional to modern, from single to complex through labor reproduction, so that they can realize their dreams and successful employment and entrepreneurship with their posts as the place and industry as the support.
How can we upgrade "blue collar" to "blue collar"?
First of all, we need to comprehensively position the goal of talent training from two aspects: the all-round development of people, the revitalization of national industries and the great rejuvenation of the nation. We should master "unique skills" through long-term systematic training and turn ourselves into "great country craftsmen"; We should also pay attention to general education and the cultivation of social ability, that is, key ability, to enhance their comprehensive ability of employment and entrepreneurship.
Secondly, create a social atmosphere of advocating and respecting labor, and provide corresponding personnel system, employment standards, education and training, employment guidance and entrepreneurial support system. It is necessary to build a "trinity" caring service system of * * *, enterprises and society, especially pay attention to social welfare organizations such as social work firms, and enhance the sense of belonging, happiness and accomplishment of industrial workers by providing in-depth humanistic care activities.
Thirdly, local governments should establish and improve corresponding education and training systems and mechanisms, including power mechanism, market mechanism, investment mechanism and information mechanism, so as to enhance the organizational capacity of regional clusters. Establish regional public education and training service institutions and evaluation institutions, organize experts to carry out education and training research, find out the situation, analyze the demand structure of labor and talents, and realize "precise policy".
Finally, the "blue-collar" should also give full play to its internal growth strength. Combining the external educational forces with the driving and demonstration of internal core personnel, through the guidance and standardization of external educational forces and the personal demonstration and active coordination of internal core personnel, the education and training process will have positive effects and increase its effectiveness and attractiveness.
Through the above comprehensive efforts, we can realize the "gorgeous turn" of "blue collar" and upgrade it to "blue collar", realize the ideal of "letting the unemployed have jobs and making the employed happy" in the new era, and let everyone have the opportunity to shine in life.
J. Definition of higher vocational colleges
What is higher vocational education?
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At present, the understanding of higher vocational education is very inconsistent. To develop higher vocational education well, it is very important to have a unified understanding. An important understanding is what is higher vocational education?
The so-called higher vocational education can be summarized in three sentences: higher education; It is vocational and technical education; It is an advanced stage of vocational and technical education.
This generalization is well-founded:
1 and 1985 promulgated the Central Committee's Decision on Education System Reform, which clearly pointed out: "... actively develop higher vocational and technical colleges, ... and gradually establish a vocational and technical education system from elementary to advanced, with supporting industries, reasonable structure and connection with general education". After the promulgation of the Decision, 126 vocational universities have been established nationwide.
2. 199 1 year, the Decision of the State Council on Vigorously Developing Vocational and Technical Education was promulgated. The Decision clearly defines the nature, position, function, direction, tasks and measures of vocational and technical education. And once again reiterated the establishment of primary, secondary and advanced vocational education system, and once again put forward the task of actively developing higher vocational and technical education.
3.65438 to 0994, a national conference on education was held, after which the State Council promulgated the Outline of Education Reform and Development. The meeting clearly pointed out two key points for the future development of education in China, namely, basic education (the most important thing) and vocational and technical education. The Outline points out more clearly: "Vocational education is an important part of modern education and an important pillar of industrialization, socialization and modernization of production." The implementation opinion of "Outline" puts forward: "Divide primary school, junior high school and senior high school in a planned way, vigorously develop vocational education, and gradually form an educational sequence in which primary, secondary and higher vocational education and general education develop together, connect with each other and have a reasonable proportion." "Actively develop diversified post-high school vocational education and training. By reforming existing colleges, vocational universities and adult colleges, we will organize flexible and diverse higher vocational classes and actively develop higher vocational education. "
4. During the period of1996, a national conference on vocational education was held. In the same year, the National People's Congress passed and promulgated the Vocational Education Law. The vocational education conference put forward that through three levels of diversion, through "three reforms and one supplement" (the reform of colleges, vocational universities and adult colleges; Secondary specialized schools run higher vocational classes well as a supplement to vigorously develop higher vocational education. At the same time, the promulgation of "Vocational Education Law" makes vocational education move towards the road of managing education according to law. Article 13 of the Vocational Education Law stipulates: "Vocational school education is divided into primary, secondary and higher vocational school education. ..... Higher vocational school education shall be implemented by higher vocational schools or ordinary institutions of higher learning according to needs and conditions. "
From 5.65438 to 0998, the National People's Congress passed and promulgated the Higher Education Law. The Higher Education Law clearly points out: "Institutions of higher learning mentioned in this Law refer to universities, independent colleges and junior colleges, including higher vocational schools and adult colleges." Here, higher vocational schools are clearly defined as a part of higher education.
6. 1997 UNESCO promulgated the international education standard classification. The Standard Classification divides education into seven levels: preschool education is 0, primary education is 1, junior high school education is 2, senior high school education is 3, there is a tutorial period between senior high school and university education is 4, university education is 5, and graduate education is 6. "Standard Classification" divides university education (grade five) into academic education (5A) and technical education (5B). The "Standard Classification" describes academic education (5A) as follows: "The courses are largely theoretical, and the purpose is to fully prepare for advanced research courses and occupations required by engineering." The description of technology-oriented education (5B) in Standard Classification is: "The course content is practical and divided into specific occupations. The main purpose is to enable students to acquire practical skills and knowledge needed to engage in a certain occupation or industry or a certain type of occupation or industry. Students who have completed this level of study generally have the abilities and qualifications needed to enter the labor market. "
From the "standard classification", we can see that 5B is the higher vocational education pursued by our country, and its development is the general trend of world education, not a national phenomenon. With the promulgation of standard classification, higher vocational education has been recognized by authority.
7.1In June 1999, a national conference on education was held, and the Central the State Council promulgated the Decision on Accelerating Education Reform and Promoting Quality Education in an All-round Way. The Decision states: "Higher vocational education is an important part of higher education. We must vigorously develop higher vocational education and train a large number of technical applied talents with certain theoretical knowledge and strong practical ability. "
At this point, we can be sure that higher vocational education is the summary of higher education, vocational education and the advanced stage of vocational education.
According to the classification of world education standards issued by UNESCO 1997, vocational and technical education is divided into three levels: primary (2B), secondary (3B) and higher (5B). Vocational and technical education in primary and secondary schools is defined as skill-based education, and higher vocational and technical education is defined as technical education.
Why is higher vocational education a technical education? Because human beings can't engage in certain production activities and social activities without four kinds of talents: one is academic talents: these talents are engaged in discovering laws, creating theories, conducting theoretical research, consulting and suggesting. Such as experts, scholars and theoretical researchers; One is engineering talents: these talents are engaged in planning, planning and design. Such as the development and design of industrial products, production and marketing decisions, urban planning, landscape design, etc. The third kind of talents is technical talents. Also known as craft, administration and intermediate talents. Through their labor, the design, planning and decision-making of engineering talents will be transformed into material products or have a concrete effect on social operation. Such as factory technicians, process engineers, agronomists, etc. The fourth kind of talents is skilled talents. Such talents are also in the production line or work site, mainly engaged in direct operation, and such talents are skilled workers.
These four types of talents are indispensable for social activities, economic operation and development. The importance of the first and second talents is self-evident, and people pay more attention to it. However, the role of the latter two types of talents is lacking due understanding and attention. This is inseparable from China's long-term emphasis on theory over practice, on science over technology, and on mental work over physical work. Although China's higher education has been reformed since 1958, and some achievements have been made, fundamentally speaking, this situation has not changed.
A specific production activity and social activity requires a small number of talents of the first and second categories, but a large number of talents of the third and fourth categories. In the era of industrial economy, the structural model of talents is pyramid.
In western European countries, technical talents exist as an independent type of talents. Its title sequence is technician, technician and senior technician.
In China, technical talents have not been distinguished from engineering talents. Technical posts are held by two kinds of talents, one is graduates from secondary specialized schools, and the other is graduates from ordinary colleges and universities. The work of these two types of talents in technical posts is flawed. The former lacks theoretical knowledge and technical ability, while the latter lacks technical ability.
Obviously, the intelligent structures of the four types of talents are different. Professor W.K.Lebold of Purdue University pointed out: "Engineers are developers or designers of products, production processes and engineering systems." "Technicians are typical engineering practitioners. What they care about is how to apply engineering principles to practice and how to organize production personnel to engage in production preparation and on-site operation. " Therefore, there should be four different types of education to cultivate these four types of talents respectively. The track of British education development illustrates this point. Before the industrial revolution, it was mainly academic education, such as Cambridge and Oxford University, which mainly offered courses such as literature, history and philosophy. After the industrial revolution, products become more and more complex, and products need special designers and engineers to study the production process. So 1926, the new university movement began, and a number of new universities emerged, such as London University and Nottingham University. These universities are all engineering universities, which are closely related to the industries in their regions. After World War II, science and technology developed rapidly, the momentum of science and technology entering production was fierce, the technology was complex and the technology was upgraded. Engineering talents can't cope with the technical work of planning, design and management at the same time, and they need specialized personnel to deal with technical problems, so technical schools, such as London Institute of Technology, have emerged. Therefore, since the 1960s, many technical education schools have appeared all over the world, such as community colleges in the United States and technical colleges in universities. German colleges and dual vocational colleges; Japanese colleges and technical universities; Malaysia Institute of Comprehensive Technology; Technical colleges and universities in Taiwan Province Province are all institutions of higher learning for training technical talents.
Therefore, the training goal of higher vocational and technical education is to train technical talents. Therefore, higher vocational education can be called technical education.