vocational education, industry development,
201759707
Research on the High quality Development of Vocational Education Based on the Integration of Industry and Education
At the National Education Work Conference in 2019, Chen Baosheng, Minister of Education, proposed to launch a project of integration of production and education which can make vocational education closer to industry and let more students enter enterprises. The plan, the construction of high level vocational schools and specialties with Chinese characteristics, can build a number of high level vocational schools with Chinese characteristics and world class specialties and encourage high quality companies to set up high quality vocational schools. By changing the traditional mode of higher vocational education and promoting the integration of industry and education and the cooperation between schools and enterprises, we can make vocational education become an educational system with Chinese characteristics.
Weiliu Yang
169251968
The impact of digital technologies on vocational education and training needs
Purpose Currently, the hype surrounding digitalization proclaims that the way in which companies create and capture value will change dramatically. Companies that adjust their business models to embrace digital technologies will need different skill sets and competences. Current research tends to focus on the impact of digital technologies on corporations or more generally the labor market, but the authors lack detailed insights into how companies perceive this development to influence their needs regarding employee qualifications. Therefore, the purpose of this paper is to explore how companies perceive the impact of digital technologies on the education and training needs of current and future employees. Design/methodology/approach This study draws on eight case studies from the food industry. It focuses on one occupation certified within the German "dual system" of vocational education and training (VET) the machine and plant operator with focus on food technology. Findings The findings suggest that the impact of different digital technologies on employees' job positions, working tasks and training needs is carefully considered in decisions regarding the implementation of digital technologies. Despite some company specific contingencies, the perceived implications for VET needs are largely similar across the sample. Originality/value This study draws attention to the importance of reviewing VET needs in relation to the decision of implementing digital technologies.
Education Training
Claudia Achtenhagen Leona Achtenhagen
213901906
New ideas and strategies for eliminating obstacles to the integration of industry and education in vocational education
The integration of industry and education in vocational education is related to the direction of vocational education reform and the quality of personnel training. Nowadays, there are institutional obstacles to the integration of industry and education in vocational education in China in terms of government power boundary, governance system, governance model, safeguard measures and environmental atmosphere. Therefore, the author makes an analysis and discussion on the new ideas and strategies for eliminating the obstacles to the integration of industry and education in vocational education. The study found that during the social transition period, the survival and development of vocational and technical education became crucial. And the results of the research show that the integration of production and education in vocational education is an inevitable requirement for the establishment of a modern vocational education system. It is not an activity under the administrative instruction, but an inherent requirement for the development of vocational education.
Lisha Yang
169841022
Industry 4.0 Manpower and its Teaching Connotation in Technical and Vocational Education: Adjust 107 Curriculum Reform
This research aims to understand industry participants' opinions about vocational education under the development of Industry 4.0 manpower and its teaching connotation. The study adopted the expert interview method and invited 10 industry experts to hold 2 meetings. According to the research results, the original teaching contents in the departments of junior colleges have been changed and departments have been recombined, so that the schools can now offer courses related to big data analysis, cloud computing, Internet of Things, etc. to meet the demands of Industry 4.0. Higher vocational education has set about establishing a practical classroom based on the concept of Industry 4.0, in order that schools and industry can establish a close cooperation relationship and share resources with each other. Industry can help schools update their equipment and eliminate the gap between learning and practice by equipping students at technical and vocational universities with the right competitiveness under system integration and industry connection.
Chun-Mei Chou Chien-Hua Shen Hsi-Chi Hsiao Tsu-Chguan Shen
116201763
Implementation of Green Skills through the co curriculum activities among students Technical and Vocational Education Training (TVET) towards development of Green Industry
ABSTRACT The concept paper discusses the implementation of green skills through co curricular activities among students of Technical and Vocational Education Training (TVET) in line with a more sustainable industrial development towards sustainable social, economic and environmental. Implementation of green skills is assessed by its importance in education and training through co curriculum activities as a proactive step towards a more green industrial practices benefit not only to the economy but also to support social and environmental sustainability. According to the literature, there are problems that arise due to the lack of industry awareness of the importance of the adoption of green technologies that will ultimately affect the environment. Accordingly, this article also stated that generic green skills needed by green industries as an effective method to ensure that no conflict or consistency in the implementation of green skills in TVET through co curriculum activities towards development of green industries.
Huang Yapin N Suhadi Ahmad Bin Esa
169705734
Development of Vocational Education as Demands Revitalization of Vocational High School in Dual Skills Program
Result of analysis of Ministry of Education and Culture (Kemendikbud) obtained data that some skill program in Vocational High School (SMK) experiencing lack of productive teacher. The existence of a dual skills education program is one way to meet the lack of productive teachers. Dual Skill Program intended here is the transfer and or addition of the teacher's assignment from the adaptive subject teacher to become a productive SMK teaching teacher on a particular skill competence in accordance with his interests and talents. Dual Skill Program is aimed at teachers to obtain certification of skills as productive teachers that last for 12 months through four stages with stage of education and training process through the pattern of "On 1 In 1 On 2 and In 2" (theory and practice) At the ON stage participants learn independently in their home school with a given module and mentoring. While for stage IN participants exist in the industry and Center for Development and Empowerment of Educators and Education Personnel (PPPPTK)[10] At the end of the training, teachers who are participants of the Dual Skill Program may receive a double certificate, a certificate of expertise and an educator certificate. Programs adopted from sandwich systems are good for improving teacher competence, but have not provided an evaluation of the effectiveness of productive teacher printing.
Gede Widayana Amat Mukhadis
149377953
Towards a more systematic approach to continuing professional development in vocational education and training
ABSTRACT Vocational education and training (VET) teachers and trainers have a key role in ensuring that workers in business and industry are upskilled and up to date in a rapidly changing industrial, economic and technological environment. It follows that the VET practitioners should themselves keep up to date, not only with industry developments but also with the pedagogical skills needed to embrace technology and adapt to new sites for learning. However, in Australia and other Western nations, continuing professional development for VET practitioners has been spasmodic and not always well supported, in contrast to the ways it has been established and accepted in other professions. This paper examines the professional development approaches of some of those other professions and identifies the key features that might be adopted in any genuine attempt to develop a more purposeful and systematic provision of ongoing learning for teachers and trainers in VET. The paper concludes with a number of recommendations aimed at Australian VET practitioners in particular, but which might be applicable to VET in any developed country.
Darryl Dymock Mark Anthony Tyler
160026241
Made in China 2025 Leads Innovative Development of Vocational Education
The "Made in China 2025" has led the shift and upgrading of vocational education, promoted the reform of global industry and the promotion of the talent construction standard, and made vocational education transform into multi dimensional education, interdisciplinary education and lifelong education. In the era of manufacturing 2025, the reorganization and integration of traditional production modes, business modes, learning and lifestyles have upgraded vocational education from traditional teaching to intelligent education, experience education and Maker Education. 1. "Made in China 2025" In May 2015, the Chinese government formally issued "Made in China 2025" "Made in China 2025" is the Chinese government's first 10 year plan of action for implementing the strategy of building a strong nation. It is compatible with the "Industry 4.0" strategy proposed by Germany. "Made in China 2025" puts forward the basic principle of adhering to "innovation driven, quality first, green development, structural optimization and talent oriented" At the opening ceremony of the Davoson in 2017, the World Economic Forum Chairman Schwab asserted that "China is showing the world a more powerful ability to lead the fourth industrial revolutions and the secret of success in this new era is 'mass entrepreneurship and innovation'" [1] On May 17, 2017, Premier Li Keqiang pointed out on "Made in China 2025" that the development of intelligent manufacturing should be the main direction and it should be closely integrated with the "Internet " and "mass entrepreneurship and innovation" to speed up the construction of an industrial Internet cloud platform and Internet based Open "double hit" platform [2] The deep integration of "Made in China 2025" and "Industry 4.0" is leading to far reaching industrial changes that have profoundly revolutionized the manufacturing industry in the world and further raised the standard of talent building. It also opened up the innovation and development of vocational education. 2. The vocational education turn in the era of manufacturing 2025 2.1 From "Unitary Education" to "Multidimensional Education" The traditional unitary education will turn to the multidimensional education in the intelligent era. This shift mainly manifests itself in two aspects: One is the multidimensional nature of teaching: In the era of "service oriented education," it is hard to come by the power of one school alone. Only by linking and sharing socialized teaching resources, can we combine highly informationalization with deep service, and create multidimensional teaching subjects to enhance students' knowledge and skills. The second is the multidimensional nature of the educational path: Driven by technologies such as cloud computing, virtual reality and 3D printing, vocational education will shift from the traditional teaching system to the intelligent teaching system. It moves from the original static education to the dynamic, from the classroom instruction to the experience, collaborative and productive education under the real working environment. Through the management and analysis of large data, it customizes the learning path and push personalized learning and promotes the 2019 6th Asia Pacific Conference on Social Sciences, Humanities (APSSH 2019) Copyright (c) (2019) Francis Academic Press, UK DOI: 10.25236/apssh.2019.149 735 scientific of vocational education. 2.2 From "single subject education" to "interdisciplinary education" Vocational education is a market oriented training program that explores and creates CPS and takes CPS as the core and produces people who are highly digital, networked, closely linked to non conventional and systematic complex issues in different sectors of the industry. In the face of multidisciplinary, cross regional and big data of manufacturing industry, in addition to mastering the manufacturing technology, enterprises also demand staffs to understand interdisciplinary knowledge of information technology, electronics engineering and psychology, to be familiar with the application and maintenance of the equipment that is high end, precision and intelligent. This requires vocational education to break the barriers of disciplines, to strengthen the cross integration of multidisciplinary, to focus on specific issues, no longer to concern about the subject boundaries, to cultivate high quality and creative talents with the ability to cope with complex problems from the perspective of comprehensive application of multidisciplinary knowledge and skills. 2.3 From "institutionalized education" to "lifelong education" In the era of manufacturing 2025, the traditional mode of production, business model, learning and life style will be reorganized and integrated to the greatest extent. In this process, the further application of technologies such as Internet of Things, cloud computing, big data and artificial intelligence will bring forth many new knowledge, new technologies and new problems, which will further shorten the cycle of knowledge and skills turnover and keep a constant breadth and depth strengthen of them. The traditional vocational education is faced with the fact that the supply of knowledge and skills is less and the content of teaching is obsolete, which can not match the iteration speed of knowledge and skills. It is mainly manifested in two aspects: One is the iterative speed of an individual's career path. The second is the extent of the depth and width that the cross border events lead. This means that institutionalized education can no longer meet the needs of individual career. People have to normalize and dynamic their study, keep learning new knowledge and new skills, speed up the renewal of knowledge and skills, broaden their knowledge and establish the concept of lifelong learning. 3. The upgrading of Vocational Education in the era of manufacturing 2025 The era of manufacturing 2025 has put forward new requirements for vocational education, vocational education will be upgraded from the traditional teaching of education to wisdom education, experience education and Maker Education. 3.1 Intelligent education Figure 1 intelligent education model The era of manufacturing 2025 has produced a series of smart, convenient and efficient lifestyles
Wang Anfu Chang Honglei
164987115
Industry currency and vocational teachers in Australia: what is the impact of contemporary policy and practice on their professional development?
ABSTRACT The quality of vocational education and training (VET) and, in particular, the quality of VET teaching, is a prominent topic of discussion in Australia's post compulsory education sector. VET teachers are described as 'dual professionals' and expected to maintain current vocational competencies (industry currency) as well as pedagogical skills for effective VET teaching practice. This paper examines issues associated with industry currency activities for Australian VET teachers. It reports on findings from a qualitative study which employed a multiple case study methodology to examine advanced skills for VET teachers. Emergent findings suggest that while legislation requires VET teachers to maintain current vocational competencies as well as knowledge and skills for effective VET teaching, interpretation of policy into practice has led to an unbalanced approach which emphasises industry currency activities over pedagogical skills development. Further, teachers reported difficulty completing currency requirements due to competing pressures of time and teaching commitments, and some industry currency activities regarded as legitimate by VET managers and auditors appear to offer limited developmental opportunities for VET teachers while other activities were overlooked. This is a significant issue which requires further investigation due to its potential impact on VET teacher development and the quality of VET teaching.
Teressa Schmidt
168724818
The Role Of Vocational Education In Fulfilling Labor In Industry
Development of vocational education is an effort that aims to realize the Indonesian community who are qualified, advanced, independent, and modern. The development of vocational education is an important part of a thorough and serious effort to improve the dignity of the nation. The success in building education will contribute greatly to the achievement of overall national development goals. In such a context, the development of education encompasses a very wide range of dimensions: including the ideological, political, economic, social, cultural, defense and security dimensions. Vocational education is a provision in dealing with and solving the problems of living and life, both as an independent person, a citizen, as well as a citizen. If this can be achieved, then the dependence on the availability of employment resulting in increased unemployment can be lowered, this means that national productivity will increase gradually and the development of vocational education has contributed to the improvement of people's welfare. Keywords role, vocational education, labor, industry
Yoto Yoto