The Course Of The Development On Vocational And Technical Education In Britain And Reference To China

Research of The Combination of Production and Education In Higher Vocational Education In The Period of Economic Transition

There has been a substantial convergence in the educational systems of many countries.' Starting with different educational backgrounds, political systems, and economies, both advanced and developing countries have developed similar educational ideologies, institutions, and curricula. One link among some common developments is vocationalism-the orientation of education around preparation for labor markets. In both advanced countries and LDCs, there has been a tendency to consider specific skill training, especially secondary-level vocational education, to be the principal manifestation of vocationalism. This conception is too narrow: every level of schooling, including the university, has become suffused with vocational goals, differentiated along vocational lines, and judged by vocational criteria. To understand the power of vocationalism, it is important to examine the full range of its consequences. In the first part of this article I will discuss different manifestations of vocationalism-understood as specific skill training-in both advanced countries and LDCs. The second section examines some larger consequences of vocationalism, especially its role in educational inflation and in defining the social roles of education. A finding common to many countries is that, despite claims of economic "relevance," vocationalized approaches prove to have little economic justification, fail to resolve the problems that they are designed to address, and generate new problems for education systems. The final section hypothesizes why, given these discouraging findings, vocational solutions to educational and economic problems continue to surface.

On the Structural Adjustment of University in the Context of Hard Employment Recruitment---And Some Discussion on Higher Vocational Training Mode

This article sets sights on highlighting the effectiveness and efficiency of higher and vocational education and training, as well as exploring ways to address and implement the current reform agenda in the field. The research was conducted on the basis of a generalizing and comparative method, to identify the problems and development of vocational and higher education. Within the framework of the conducted research the current state of vocational and higher education has been characterized; the features of online learning at leading universities and its advantages has been clarified; the prospects of introduction of continuity of education have been studied, for the development of personality abilities, taking into account changes in society in the context of improvement of the system of vocational and higher education caused by the European integration process of education; directions for the development of vocational and higher education as part of the national education system and society in general have been outlined. It is determined, that at the present stage the domestic education system should be improved and transferred to an innovative way of development in accordance with developed countries. In the near future, such modern forms of education as: distance education, dual education, continuing vocational education and others, should be improved and implemented into the educational process.

The "National Vocational Education Reform Implementation Plan" points out: Vocational education and general education are two different types of education, with equal importance. Without the modernization of vocational education, there will be no modernization of education. Therefore, the more important status and role of vocational education is It has become more and more prominent. As an important part of my country’s education system, secondary vocational education plays an important role in the development of vocational education.The role of a link between the previous and the next. Secondary vocational education is an education field that specializes in cultivating skilled talents required by various industries in the society, and shoulders the important task of cultivating high-quality talents. However, the development of secondary vocational education is getting less and less attention from people, and it has also produced many problems that need to be resolved. These problems not only hinder students' learning and growth, but also affect the development of vocational education. This article takes the status quo of secondary vocational education as a starting point, and proposes solutions to the problems arising from the status quo of education.

This study investigates the historical development of vocational and technical secondary education in Turkey, and addresses the conducting projects in order to enhance vocational and technical education. The project approaches the development of vocational and technical secondary education from pre-republican era until the present by examining literature using collecting method. Until 18th century, it was seen that vocational education appeared in mentor-protégé fashion, and 18th century onwards, foundation of vocational and technical education institutions which merely corresponded to today’s understanding of education was observed. Development of vocational and technical education gained importance with the republican era, and critical studies have been done to contribute to the quantitative and qualitative incline of technical education in spite of the arrest points throughout the years. Studies regarding the development of vocational and technical education have been drastically escalated especially after 1970 with OSANOR, METGE, MTEM, MEGEP, and IKMEP projects. However, vocational and technical education has still not reached to its desired degree due to various reasons.

With the rapid development of Higher Vocational Education in China, the main objective is to improve the quality of Higher Vocational Education in an all-round way. For a long time, higher vocational education has been using the knowledge-based education mode of general higher education or secondary vocational education. Until the early 1990s, the ability-based education model was gradually introduced. The understanding and research of higher vocational education should not be confined to the interior of education. Many policies and measures to accelerate development have been introduced, and the scale of vocational education has been expanding in recent years. Higher vocational education in China has become an important part of higher education. It is an important type of higher education and a high level of vocational education. In order to cultivate the sound personality of students in higher vocational colleges, it is necessary to establish a personality-based education model. Realize the innovation of talent training mode and the quality improvement of personnel training. Meeting the new normal of the innovation-driven society, the demand for high-quality technical skills is required. It is a major practical problem facing the current construction of a modern vocational education system.

Abstract. Maker education integrates innovative spirit with education and teaching. Vocational education shoulders the responsibility of training talents for all kinds of occupations. This study aims to explore the feasibility and necessity of developing maker education in secondary vocational schools. By using literature research method, this paper searched and visualized the literature with “maker education” as the key word in CNKI database, and analyzed the development status of maker education in China. The results show that there are relatively few research results on the application and practice of maker education mode, especially in the field of secondary vocational education. On the basis of previous studies, combined with the current situation of secondary vocational, this paper analyzes that secondary vocational maker education has many opportunities in policy and technology, but also faces challenges such as the concept needs to be improved, the curriculum system is not perfect, the teachers are weak, and maker space needs to be improved. Finally, this study confirms that the deep integration of maker education and secondary vocational education is an inevitable trend, and provides insights to promote the development of secondary vocational maker education.

The three stages of development of secondary vocational education over the past thirty years are discussed in this article. There are four types of secondary vocational education in China: specialized secondary schools, skilled worker schools, vocational schools, and specialized secondary schools for adults. Vocational schools located in western and eastern China, in rural areas and urban areas, should cooperate with each other in student admissions and exchange experiences in running vocational schools. In short, great achievements have been made in the development of vocational education policies in the past thirty years. Developing secondary vocational education is considered essential to popularizing secondary education in China. Further, secondary vocational education should be the core and get top priority in the development of vocational education in China. Keywords:China; vocational education policies; vocational education policy

The article reveals the features of the spatial development of the system of higher and secondary vocational education in the Irkutsk region. Two key stages are analyzed: the Soviet one, which formed the main frame of the territorial structure of vocational education, and the modern one, which saw periods of both the rapid growth of the number of higher educational institutions and the optimization of the higher education network. The results of the study show that the spatial development of the systems of higher and secondary vocational education in recent years in the Irkutsk region is multi-directional: centripetal movement in the top-level subsystem, due to the reduction in the network of branches in municipal centers, and the gradual dispersal of the network of secondary education institutions at the expense of agricultural and industrial regions of the region. A comparative analysis of the trends in the development of vocational education in the Irkutsk region with the national and situation in other regions allows us to note that in the higher education system they are almost identical, since they occur as a result of structural and institutional transformations at the state level. For the Irkutsk region, as well as other regions of Russia with a predominantly industrial type of economy, growth trends are characteristic, caused by the needs of the market.

The study is aimed at investigating a justification of the new approach to the problem of vocational education development through the prism of interdependence research methodology and practice. This conceptual setup allows determining the main directions for teacher training modernization of vocational schools. The authors note that the current socio-economic situation in our country has actualized the problem of personnel training. Politicians, economists and scientists’ speeches are all about the shortage of skilled personnel. They see the main reason of this catastrophic situation in the present system of primary and secondary vocational education. At least they concern over the current practice of pedagogical personnel training of vocational education who are to restore the system of vocational education. Our country, Russia has a great positive experience in solving this problem. Scientific-methodological centre for vocational teacher education is the Russian State Vocational Pedagogical University under the scientific direction of Academician of the Russian Academy of Education, G. M. Romantsev. The reflection of scientifictheoretical bases of this education led the authors to the analysis and designing (formation) of existent and new professional and pedagogical methodology. Methods . The fundamental position of A. M. Novikov on the generality of the research (scientific) and practical activity methodology has become the theoretical platform of the present study. Conceptual field, conceptual statements and professional model are presented as the whole system (or integrating factor). The theoretical framework has determined the logic of the study and its results. Scientific and educational methodology differentiation in terms of the subject of cognitive activity has allowed identifying the main scientific and practical disciplines of vocational teacher education. The creative concept as the subject ground is instrumental analysis of methodology taking into consideration the target orientation, principles and approaches to the organization and its’ methods of scientific and educational activities implementation. The qualification structure formation of the teachers’ vocational training and providing advance principles of education are considered to be the most important conditions for the development of vocational teacher education. Scientific novelty . The research demonstrates creating the project of further vocational teacher education development in the post-industrial society. The pedagogical innovations transforming research findings into educational practice are considered to be the main tool of integration methodology means. Practical significance . The research findings highlight the proposed reforms for further teachers training system development of vocational institutes, which are in need of drastic restructuring. In the final part of the article the authors recommend some specific issues that can be discussed at the methodological workshop.

Most secondary school systems maintain a distinction between academic and vocational education. Scholars ascribing to human capital theory view vocational education as a safety net, which enhances students' chances of finding gainful employment as skilled workers. Others view it as a mechanism of social reproduction, which diverts working-class students from higher education and the professions. We hypothesize that the extent to which vocational secondary education performs each of these roles - safety net and diversion - can vary by country. Drawing on earlier work, we offer several hypotheses concerning the effects of school systemic characteristics on the role of vocational education in shaping patterns of labour force entry for young men and women. We then test these hypotheses through secondary analysis of data for countries with diverse educational systems. We find that in most countries secondary vocational education reduced the odds of unemployment, and the chances of someone entering the labor force as an unskilled worker. Second, the advantages associated with vocational education are most pronounced in countries where vocational secondary education is specific rather than general. Third, graduates of vocational secondary education attain lower occupational prestige than that attained by graduates of academic tertiary education. This disadvantage of vocational education is most pronounced in countries where vocational education also serves as an effective safety net. This is an important finding because it means that 'diversion' and 'safety net' effects are not mutually exclusive but are the flip side of the same coin.

The study is aimed at investigating a justification of the new approach to the problem of vocational education development through the prism of interdependence research methodology and practice. This conceptual setup allows determining the main directions for teacher training modernization of vocational schools. The authors note that the current socio-economic situation in our country has actualized the problem of personnel training. Politicians, economists and scientists’ speeches are all about the shortage of skilled personnel. They see the main reason of this catastrophic situation in the present system of primary and secondary vocational education. At least they concern over the current practice of pedagogical personnel training of vocational education who are to restore the system of vocational education. Our country, Russia has a great positive experience in solving this problem. Scientific-methodological centre for vocational teacher education is the Russian State Vocational Pedagogical University under the scientific direction of Academician of the Russian Academy of Education, G. M. Romantsev. The reflection of scientific-theoretical bases of this education led the authors to the analysis and designing (formation) of existent and new professional and pedagogical methodology. Methods. The fundamental position of A. M. Novikov on the generality of the research (scientific) and practical activity methodology has become the theoretical platform of the present study. Conceptual field, conceptual statements and professional model are presented as the whole system (or integrating factor). The theoretical framework has determined the logic of the study and its results. Scientific and educational methodology differentiation in terms of the subject of cogni live activity has allowed identifying the main scientific and practical disciplines of vocational teacher education. The creative concept as the subject ground is instrumental analysis of methodology taking into consideration the target orientation, principles and approaches to the organization and its’ methods of scientific and educational activities implementation. The qualification structure formation of the teachers’ vocational training and providing advance principles of education are considered to be the most important conditions for the development of vocational teacher education. Scientific novelty. The research demonstrates creating the project of further vocational teacher education development in the post-industrial society. The pedagogical innovations transforming research findings into educational practice are considered to be the main tool of integration methodology means. Practical significance. The research findings highlight the proposed reforms for further teachers training system development of vocational institutes, which are in need of drastic restructuring. In the final part of the article the authors recommend some specific issues that can be discussed at the methodological workshop.

Authentic assessment promotes professional skills, bridging the gap between academic knowledge and real-world scenarios. Given the challenges faced by vocational education in Chile, there is a keen interest in assessment methods within both secondary schools and higher education institutions. A non-experimental quantitative design was employed. The methodological approach used was a cross-sectional survey. The study's sample included 244 students, 37 teachers, and a compilation of 905 questions sourced from written examinations. The findings reveal certain disparities in perspectives between teachers, students, and the examinations reviewed. On one hand, secondary vocational education teachers perceive the quality of assessments to exceed those of their counterparts in higher vocational education. Conversely, students in higher vocational education express a heightened sense of depth and engagement in their learning compared to their secondary vocational education peers. Upon examination of the assessments, it becomes evident that while written examinations are more prevalent in secondary vocational schools, these often involve open-ended and analytical inquiries. In contrast, higher vocational education institutions predominantly rely on closed-response questions that lean toward rote memorization. However, when these questions are open-ended, they are more oriented toward the transfer of knowledge compared to the secondary vocational education level. The level of realism is more pronounced in higher vocational education than in secondary vocational education. Both educational tiers exhibit gaps in attaining the principles of authentic assessment.

Introduction. Over the past ten years, the Chinese government has attached great importance to the development of vocational education, improving its quality and optimizing its structure. Problem Statement. Realities and directions for improving investment in the development of vocational education in China. The purpose is to determine the directions of formation of an effective system of financing vocational education in China. Methods. The general scientific and special methods were used: analysis and synthesis, graphic, comparison, theoretical generalization, abstract and logical. Results. Attention is focused on the analysis of the current system of financing vocational education in China and the substantiation of proposals for optimizing its structure and forms, the need to increase non-fiscal sources of investment in its development. The authors analyze the current system of vocational education with Chinese specifics, consisting of secondary vocational education, higher vocational education and vocational education. The authors compare the financing of vocational and other forms of education, as well as the dynamics of changes in state funding per student. The structure of non-fiscal sources of funding for vocational education is analyzed. The uneven distribution of financial allocations of local authorities for vocational education in China is revealed. The effectiveness of measures to manage a special fund to improve the quality of modern vocational education is evaluated. Conclusions. Thus, at the present stage, the Chinese government seeks to build a modern system of vocational education with Chinese characteristics. The result-oriented approach to financing vocational education has been noted. At the same time, the structure of investment in its development is not effective enough. There is also a significant regional stratification of education costs. The author substantiates the need to deepen the interaction of industrial and educational policies in their unity. Transfer payments should be made on the basis of transparency and openness. The revenue structure of various educational funds should be improved.