Abstract
Through analysis of policies of China’s higher vocational education (HVE) from 1983 to 2013, we find that full-time teachers at vocational colleges have undergone four stages of development: conceptual exploration of full-time teacher development, forming of the notion “dually-qualified teachers”, clarification of the notion “dually-qualified teachers”, and - development of formal training systems and platforms for “dually qualified teachers”. This process has seen a rapid expansion in the number of full-time teachers in HVE institutions, as well as great improvement in the overall quality of these teachers. There are, however, several areas which require improvement. There still exists a lack of professional standards for these teachers’ performance, weakness of research ability of these teachers, and low efficiency of programs fostering “dually qualified teachers”. In the future more efforts should be made to accelerate composition of professional standards for full-time teachers in HVE institutions and to improve their practical skills and applied research abilities.
Highlights
As a new form of higher education, China’s higher vocational education (HVE) dates back to 1980
It has been reckoned that in those three years close to 8.5 million families had produced their first generation of college students (Shanghai Academy of Education Sciences & MyCOS Institute, 2012)
B) within the last five years having at least two cumulative years of working experience in industries relevant to their field of study, or having attended vocational skills training programs organized by Ministry of Education (MOE) and received certificates signifying the abilities to guide students’ practical training of all kinds; c) having chaired at least two applied researches within the last five years and the research results have been utilized by industries and have achieved great benefits; d) having chaired at least two on-campus practical training facility construction projects or technological upgrading of on-campus practical training facilities, enabling those facilities to function better than those in other vocational colleges of this kind in province areas
Summary
As a new form of higher education, China’s higher vocational education (HVE) dates back to 1980. In 2013, the number of full-time teachers in China’s vocational colleges reached 436,561, accounting for 29.17 per cent of the total number of fulltime teachers in all Chinese institutions of higher learning. There are several problems in development of full-time teachers in HVE institutions which are in an urgent need for improvement These problems are a) a lack of national professional standards for employment and promotion; b) little attention on teachers’ research abilities by HVE policies and practices and weak research abilities; c) weakness of practical competencies in a corporate environment though “dual qualification” has been remarkably advanced. Full-time teachers should be encouraged to carry out applied research or R&D so that their research abilities can improve, improving the quality of the whole team
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