共查询到20条相似文献，搜索用时 15 毫秒
1.
Bill Esmond 《Journal of Vocational Education & Training》2018,70(2):193-211
Workplace learning is increasingly central to the international lifelong learning agenda but has made limited contributions to full-time vocational education in England during the last 30 years. A more central role is envisaged within the technical education proposed by the 2016 Sainsbury Review and Post-16 Skills Plan, with access to work placements dominating discussion of policy implementation. A multicase study of workplace learning among post-16 students in England on current ‘study programmes’ was mapped to four of the technical routes designated by the Sainsbury Review and Skills Plan, using documentary, observation and interview data. The study drew on theorisation of the workplace as the site of situated or incidental learning, whilst noting that its opportunities are differentially allocated according to organisational or personal differences, in ways that have particular implications for young people on placements. Whilst access to more advanced learning opportunities was secured through planned, collaborative approaches, reliance on incidental learning offered more routinised experiences to students less prepared for autonomous learning. The study indicates that questions of access, knowledge and pedagogy remain to be addressed if plans for ‘technical education’ in England are to provide meaningful learning opportunities and support transitions to fulfilling work. 相似文献
2.
李政 《中国现代教育装备》2021,(1)
高职院校通过实施现代学徒制培养模式,在产教融合、校企合作,工学结合、资源共享、知行合一等方面有所突破。但校企协同育人的实践过程中也面临一些问题,制约了现代学徒制培养模式的可持续发展。广州铁路职业技术学院物流管理专业在现代学徒制校企协同育人方面开展了有效的探索,构建校企命运共同体,实现校企合作互赢。 相似文献
3.
职业技术院校开展研究性学习的需求与动力 总被引：8，自引：0，他引：8
根深蒂固的传统教学方式,严重阻碍了职业技术院校对学生创新精神和实践能力的培养。开展研究性学习是解决这一问题的有效措施。从培养目标和学生来源看,职业技术院校比普通中小学更需要开展研究性学习,而且在开展研究性学习的过程中,会获得更大的动力和具有更大的优势。 相似文献
4.
熊丙奇 《上海教育评估研究》2016,5(3):21-27
为发展职业教育,我国正在大力推进校企合作、建立现代学徒制、实行顶岗实习。而在这一过程中,出现了把学生当“廉价劳动力”使用的问题,既影响职业教育人才培养质量,又严重败坏职业教育形象。本文分析了产生廉价“学生工”现象的根源,指出要通过建立现代学校制度,推进教育管办评分离,来保障学生的权利,治理、消除教育领域的乱象。 相似文献
5.
高职高专英语教学大纲规定,高职院校应培养技能性、实用性人才,具体来说,也就是培养学生用英语解决实际问题的能力。然而,高职学生的英语口语状况却不容乐观。笔者从论述PETS二级口试出发,提出了搞好高职英语口语教学,提高学生语言交际能力的方法。 相似文献
6.
针对现代学徒人才培养过程中存在的问题,依据现代学徒制人才培养试点的内涵与特点,通过建立"政府引导、主体双元、校企协同"的现代学徒制合作育人机制,构建招生招工一体化"三站互动分段轮换"的人才培养模式,校企共同制订现代学徒制人才培养方案,制订学生学徒"双身份"的招生招工制度,实施"三站互动 分段轮换"的人才培养流程实践,开展国际标准的多方全过程学业评价体系。结果表明,人才培养质量显著提高,获得社会及用人单位一致好评。 相似文献
7.
Maarten Matheus van Houten 《Journal of Vocational Education & Training》2018,70(1):130-147
The Netherlands has a binary higher education system in which academic education and higher professional education at EQF levels 5–8 co-exist. There is also secondary vocational education at EQF levels 1 up to 4. In this paper, I analyse policy documents resulting from the Bologna Process and argue that under neo-liberal conditions, higher professional education brings opportunities for both students and employers, but also creates a socio-economic tension in terms of employability. The gap between higher professional education and secondary vocational education adds to the formation of a labour market in which higher professional education graduates are prepared to an international labour market but employability pressure is being put on lower skilled employees, creating unequal employability opportunities for vocational education graduates. 相似文献
8.
Shannon Ludgate Clair Mears Carolyn Blackburn 《Journal of Research in Special Educational Needs》2022,22(1):66-75
During the current global pandemic, parents and carers in England and across the UK have been asked by the Government to ‘home school’ their child/ren, and a plethora of resources have been produced and made available to assist with this. The perceived detrimental effects of being absent from school have been a driver for the Government in ensuring that schools remain open for as long as possible, and the current pandemic situation is replete with narratives of ‘loss’. Little attention has been paid to any potential benefits for children and families of homeschooling or the opportunities it provides. This paper reports on a small-scale online survey that explored the experiences of parents’ homeschooling their child/ren with SEND during a global pandemic in England. The findings are revealed through a qualitative methodology merged with post-qualitative concepts that emerged post-analysis. Novel findings regarding possibilities for creative and inclusive learning practices, family bonding and children’s improved social and emotional well-being are revealed in this paper. 相似文献
9.
张砚清 《湖南师范大学教育科学学报》2011,10(1):45-47
现代学徒制是传统学徒制的一种自我革新和发展,它既保持了传统学徒制重视职业技能训练的优点,又突出了学校知识教育。国际上许多国家都在积极发展现代学徒制,并在降低失业率和提高经济成就方面取得了良好效果。英国是现代学徒制实施较早、较有代表性的国家。广东职业教育改革中学习英国的现代学徒制,可有效解决教学与实践脱离的问题;发展农村现代学徒制,可以促进广东教育公平。现代学徒制的借鉴将为广东经济进一步发展提供合理的人力资源。 相似文献
10.
目前,高等职业教育已经占据高等教育的半壁江山。从教育部高职高专处划归职成司,从推动地方本科院校向“应用型本科”转型,“4年制高职”已然成型。通过分析在职业本科与应用型本科之争中如何强化职业类型特征,如何建构中职、专科、本科职教体系,指出从产学研结合到工学结合、从工学交替到现代学徒制、从学历社会走向能力社会是解决这一问题的有效途径。在建设职业教育强国的时代背景下,我们需要站在哲学的高度,审视高等职业教育与地方经济发展的产业应用型人才的内在发展逻辑,高等职业教育的特色体现在工学结合和工学交替。 相似文献
11.
The central focus of students at The Restaurant School at Walnut Hill College—to enroll, learn, leave, and work—is shared by most of their peers at other vocational and technical schools. Educators at The Restaurant School are finding creative ways for students to squeeze in time for opportunities for growth outside the classroom. 相似文献
12.
Alicia Perdigones Diego Luis Valera Guillermo Pedro Moreda Jose Luis García 《European Journal of Engineering Education》2014,39(5):527-538
The Rural Engineering Department (Technical University of Madrid) ran three competence surveys during the 2006–2007 and 2007–2008 academic years and evaluated: (1) the competences gained by agricultural engineer's degree and agricultural technical engineer's degree students (360 respondents); (2) the competences demanded by agricultural employers (50 farming sector employers); (3) competences required by farming sector professionals and former students (70 professionals). The surveys show significant differences between what competences agricultural employers require of graduates and the competences they acquire during their agricultural engineering degree courses. Recruiters are looking for generic competences such as the ability to coordinate groups and place less importance on knowledge of engineering, biology, applied economics and legislation. Of the computer-related competences, those most in demand by sector professionals were related to the use of Microsoft Office/Excel (used by 79% of professionals). Surveys were used to redesign some subjects of the degrees. 相似文献
13.
14.
《Chinese Education & Society》2013,46(5-6):59-69
This research explores the impact of Taiwan's university multiple-channel entrance policy on student learning outcomes, using quantitative research to look for differences in the learning experiences of third-year students who were admitted via different methods (examination and placement, application for admission, recommendation and selection, and gifted aptitude selection) and who were at different types of institutions (public universities, public vocational/technical schools, private universities, and private vocational/technical schools). The source data for this research was a 2005 national survey of third-year university students by the National Taiwan Normal University Center for Educational Research and Evaluation. The data were analyzed using two-way analysis of variance (ANOVA) and found that among students at public universities and vocational/technical schools, those who applied for admission had a better learning experience, while those selected for gifted aptitude had a poorer learning experience. Among students at private schools, those admitted through examination and placement or application for admission had a significantly better learning experience than students admitted through selection. Overall, the learning experience of screened students was generally poor, so it is worth considering a review of this admission method. 相似文献
15.
A. Kamp 《Journal of Vocational Education & Training》2017,69(2):214-228
This paper brings together concepts drawn from Actor Network Theory and data generated in a research project that was conducted across the island of Ireland. Using surveys and interviews with school staff, that research explored the limits and possibilities for workplace learning as a valued component of the senior school curriculum. The current paper works with the data from the Republic of Ireland only and brings into focus the full range of actors – both human and nonhuman – that generate, or constrain, productive workplace learning opportunities for students. In the wake of the Great Recession, it is suggested that such opportunities have gained increased importance. The analysis suggests attention to the full range of actors highlights areas for intervention, and the possibilities for alliances that may be beneficial for students and their schools, for employers who provide workplace learning placements, and for vocational learning itself. 相似文献
16.
Karen Vaughan 《Journal of Vocational Education & Training》2017,69(4):540-557
As a learning model, apprenticeship is well known for its capacity to develop skills and vocational identities. It is also increasingly appealing for its potential to develop soft skills and enhance dispositions. This article focuses on the nature and role of apprenticeship and employers in developing dispositions and soft skills. It draws on a two-year New Zealand study of 41 apprentices in general practice medicine, carpentry, and engineering technician work, and their workplace mentors and teachers. The study theorised that apprentices’ most significant learning is personally as well as professionally challenging, and can be understood in terms of ‘vocational thresholds’ – portals to deeper capability in the field. This article argues that crossing vocational thresholds requires ongoing development of dispositions and soft skills, critically supported by workplace mentors and teachers. The article suggests that the situated nature of apprenticeship uniquely positions it to foster dispositions and soft skills, and that these are field-specific and learnable, rather than general, abstract and fixed. 相似文献
17.
职业学校毕业生有三条主要的成长道路:升学、就业和创业,升学制度应使职业学校的学生有机会沿着教育立交桥向技能提升和知识习得两个方向上复合发展,其中主要的是技术技能的升级,而不应以学术理论的升级为主,职业教育发展需要走工学结合的途径,需要系统有力的制度保障体系。 相似文献
18.
CORRI VAN DE STEGE 《Compare》2003,33(4):483-495
The paper provides the outcomes of two small-scale sets of interviews carried out in the Netherlands and in England on views about and interpretations of the work-based route for young people. In the light of current revival of interest in work-based learning for young people, and in particular the apprenticeship model in England, I was particularly interested in the issue of parity of esteem between the work-based route and other routes. Whereas in the Netherlands the focus for the development of Vocational Education and Training (VET) is on the full-time vocational route, which has a reasonably high status, England has opted for the apprenticeship route to be the development tool for high quality VET. The paper explores what we can learn about our own experiences in England in the light of what is happening elsewhere (Raffe, 1998; Raffe et al ., 1999). It becomes clear from the data obtained that policy development in the Netherlands aims to increase the status of work-based learning through incorporating the route into the full-time route and providing end qualifications that can be achieved through either a full-time college-based route or through a work-based learning route. The modern apprenticeship route or work-based learning route as such has not a high status, contrary to what is sometimes claimed to be the case. In England, the aim of policymakers is to create a work-based learning route, which is considered to be a high quality route, and is comparable to the general/academic route. The paper shows that there are various reasons as to why this attempt might fail. Both countries aim to provide a 'ladder' or 'column' of opportunities in VET. The research shows that very few young people in fact move up a ladder, but rather move into work-based learning or apprenticeships at certain points on the continuum, and subsequently move sideways into general or theoretical provision in order to be able to progress higher up. Target groups for work-based learning are different at the lower end from those at levels 3, 4 and 5. Very few participants in either country move from level 1 up to level 4 through participation in a work-based route, and it may therefore be appropriate to talk about the provision of a climbing framework, where young people move backwards and forwards and sideways, rather than about a ladder of opportunities. 相似文献
19.
Kristinn Hegna 《Journal of Education & Work》2019,32(1):52-65
The aim of this paper is to describe changing learner identities and trajectories of identification that take place among vocational education and training (VET) apprentices in Norway. This paper describes 23 young, male VET students’ learner identities in compulsory school (age 7–15) in comparison to their learner identities in VET apprenticeships (age 18–21), based on analyses of a set of biographical interviews about their schooling experiences. More specifically, the analysis describes changes in interviewees’ learner identities in their transition from school to apprenticeship. The analysis reveals that their narratives of being a student in school involved wounding educational experiences, such as negative student-teacher relationships, and feelings of failure and disengagement. At school, the participants’ learner identities were positional identities created in the shadow of the figured world of school, leading the students to individualised withdrawal. The narratives of their apprenticeship was characterised by a sense of belonging, feelings of equality to peers, independence and adulthood. The ‘adult working man’ identity is a disguised learning identity, in that it breaks with the wounded learner identity of the ‘failing student’ and thereby creates opportunities for active learning for apprentices, both as individuals and members of communities of practice. 相似文献
20.
为了满足社会与用人单位对高等职业院校毕业生英语应用能力的要求,为了满足受教育者个性化发展对英语知识、技能与综合能力的不同需求,高等职业教育公共英语教学改革也在从不同视角不断地深入。教学是人类生活的一部分,也是一种生活形式,应该去尊重、探索、应用并发展理性。教师必须对教学基本特点进行理性质疑、辩护、探索和理解,才有可能自主地、积极地开展教学实践。研究性学习让学生处于问题解决者角色,在学习过程中充满探索与创新的机会。 相似文献