The Transformation of Technological and Vocational Education Under Taiwan’s 30 Years of Educational Reform

This study aims to promote the development of vocational education in our country energetically. The analysis is followed by introducing the course of development on vocational and technical education in Britain and summarizing the successful experience of vocation in our country with strengthening the funding and legislation for the state of vocational education as well as putting forward suggestions for reform and innovation of education to improve the system of certificates.

Facing the industry and train high quality applied talents, thi s is one of the important transformation of higher education in China. In fact, since 2008, began to explore the transformation of the local undergraduate universities in our province, established the applied undergraduate colleges and universities alliance, clearly put forward the collective transformation, the means of development, the resources sharing. Anhui Polytechnic University also explicitly proposed the high-quality applied talents training goal. Why transformation in local colleges, some scholars from the perspective of higher education reform two 30 the reflection, believe that after thirty years of education reform, adhere to the three facing, is actually for 30 years before the combining education with productive labor education idea of major innovations. We believe that this kind of reflection to the transformation of the local colleges and universities are ongoing, undoubtedly have important reference.

In one fell swoop, the revolution may accomplish what 10 years of education reform could not, the authors predict. The preparation that we have traditionally provided for teachers no longer allows them to maintain the status of with any credibility, because they cannot know as much as the Internet can make available to their students. HERE ARE THREE scenes that might well strike a fa-miliar note with Kappan readers. After you've read them, ask yourselves, What's wrong with these pictures? Scene 1. Private individuals and businesses, eager to keep their technological edge, frequently upgrade their technological equipment. They often donate used or broken computer equipment to schools and receive tax deductions. A few male teachers at a local school, who for idiosyncratic reasons are semiskilled computer users, are drafted into the role of school computer technicians. A district committee forms whose members are largely confused nonexperts who are assigned the task of creating yet another boring document: the district's plan. The world is changing fast, and, once again, these educators know they are playing catch-up. While talk among education policy makers moves from how computers can influence subject-matter instruction to establishing principles for distance learning, the teachers are spending fruitless hours trying to get odd bits of equipment to network, using old modems to access the Internet, and coaxing decrepit printers to print. In the end, skeptical veteran teachers at the school have even reason to believe that integrating technology into their lessons is going to be a waste of their time. Scene 2. One Saturday morning in the spring, a group of middle-grade teachers from the region gather on a campus of the University of California for a series of workshops on ways to teach sixth-graders about the ancient world. The first presenter has planned to demonstrate how her students do research on ancient Rome via Internet sites, but frustrated university staff members can't figure out how to get the room's network to access the Internet. A campuswide default setting that searches all modems for an open net connection is not yet in place in all classrooms. In the end, the harried presenter keeps her audience waiting while she photocopies the home pages of various sites and settles for describing the process to the group. Teachers leave the campus with an uncomfortable realization: not even the University of California can make this stuff work for teachers. Scene 3. About the same time in the spring, a major conference is held at Stanford University that is specifically designed for teacher leaders in technology. During a plenary session, computer guru Alan November describes the future: economically advantaged students and their parents will have access to up-to-date and exciting information on almost any subject via the Internet than most teachers or schools will be able to provide. A bewildered coordinator from a leading high school sees the implications and raises her hand to ask, Why will kids come to school? * * * At least since the Carnegie Commission's 1986 report, A Nation Prepared, education reformers and policy makers have been campaigning for a changing role for teachers - but for reasons other than the impact of and computer use. Teachers have been encouraged to become a guide on the side rather than the traditional sage on the stage. Shortly thereafter, in 1988, Kathleen Devaney and Gary Sykes described a new conception of teaching that emphasizes the continual and changing interplay between thought and action, based on close observation and reflection about the encounter or 'match' between students and subject matter, so that teaching would be more than skilled transmission but would become principled action.1 In one fell swoop, the revolution may accomplish what 10 years of education reform could not. …

ABSTRACT. This study investigates how mathematics secondary schools' teachers in \hbox{Jordan} perceive critical thinking and compares teachers' perceptions before and after educational reform. Data were collected from 12 schools twice: in 1988 and in 2004 by interviewing 47 Mathematics teachers. The interview included questions related to teachers' understanding of critical thinking, its role and importance in learning Mathematics, and instructional strategies that could help improve students' critical thinking skills. Results found no improvement in secondary Mathematics teachers' perceptions of critical thinking despite 15 years of educational reform. The majority of Mathematics teachers seemed not to have a clear and adequate understanding of critical thinking. Though most of the teachers claimed they have to teach critical thinking, more than half of them could not suggest any learning situation that could help in fostering critical thinking in Mathematics classes. Also most of the teachers claimed that critical thinking would help students in learning Mathematics; yet less than half were able to give a convincing justification for that. A small percentage of the secondary Mathematics teachers believed they can help all students to foster their critical thinking. It is thus recommended that the concept of critical thinking be transferred from the realm of rhetoric to the field of practice. The paper ends with some recommendations related to the Mathematics teachers training programs in view of the results of this study.

The article covers the theoretical, methodical and practical aspects of the implementation of information technologies in vocational education and training. The purpose of the article is to find factors for improving the educational process, management, methods and information work via the introduction of information/information and communication technologies in institutions of vocational and technical education. The following methods were used in the research process: theoretical and substantive analysis of primary sources and advanced pedagogical experience, analysis, generalization and systematization of scientific approaches in the use of information and communication technologies in the educational process of vocational education institutions, as well as methods of modelling and designing the “Teacher’s Road Map”. It has been established that information/information and communication technologies in vocational education are an important area of activity of an educational institution and a tool for increasing the teacher’s productivity. It has been found out that the pedagogical terms contributing to the effectiveness of the use of information technologies in vocational education institutions are a high level of information culture of teachers and students; implementation of innovative technologies including information and communication pedagogical ones based on subject-subject interaction; ensuring the reflection of the subjects of the educational process, their capability of adequate self-assessment of their personality. A virtual road map for the teacher has been developed as an electronic public resource (for example, a website). The map shows all mandatory points and routes that a teacher should take during educational activities in a vocational education institution. The main directions in the teacher’s virtual road map which are consistent with the similar ones of the teacher’s activity in a real educational situation are defined. The virtual road map covers educational and methodical work, has a hyperlink to the plan of methodical work of the cycle commission for the year, a hyperlink to methodical manuals or guides on the organization work in a vocational education institution; provides teachers with system suggestions and hyperlinks to electronic educational resources; a hyperlink to cloud storage for downloading documents for advanced training courses or internships; certificates, diplomas regarding participation in scientific and methodical events and self-education; a hyperlink to the cloud storage for uploading planning documents and methodological developments for review and approval. The virtual road map is differentiated by subject area which allows for providing meaningful instructions to occupational safety teachers, road safety teachers, industrial training masters, and teachers of special disciplines. The result of the research is the development of a meaningful module “Digital technologies in education: cloud services, online platforms for the creation of an educational environment by the teacher and the improvement of the qualifications of the pedagogical staff of the vocational educational institution.” It has been concluded that due to the testing of the information educational environment model at the Kostyantyniv Higher Vocational School, the approaches to the internal management of the institution, the organization of methodical, educational and study work, the forms and methods of teaching the profession, the culture of designing theoretical and industrial training lessons, the system assessment of educational achievements of students, and ways of involving parents in the educational process at the institution have been enhanced.

Teaching and Vocational Technology Education Management" refers to the field of education management that is specifically concerned with the development, management, and improvement of vocational education systems. Background related to this topic may include some of the following aspects: Improving the Quality of Workforce: Vocational and vocational technology education is one of the main means of improving the quality of workforce. Improved quality of vocational education can help to produce workforce that is ready to work and has skills that fit the needs of industry and the labour market. Challenges in Curriculum Implementation, Vocational curriculum implementation requires good management. It covers planning, organization, guidance, and control of resources as well as vocational education processes, such as facilities, teachers, and teaching materials. Vocational management education often involves partnerships and close collaboration with industry. Effective management is needed in establishing relationships with companies and industrial organizations to ensure that vocation programs are tailored to the needs of the industry sector. The use of Technology in Learning, the use of technology in vocational education has become an important aspect. This includes technology infrastructure management, digital content development, as well as training and technology support for students and instructors.Certification and Accreditation, Vocational education management also involves certification and accreditation processes. This includes managing the process to ensure that vocational education institutions meet the standards set to provide quality education. Research and Innovation Vocational education management should also support research and innovation in learning methods, curricula, and meeting the needs of emerging industrial sectors. Financial Resource Management: Financial management in the context of vocational education is important, including the allocation of funds for equipment, facilities, and program development. Increased Participation: Vocational education management also includes efforts to increase student participation, including those from diverse social and economic backgrounds. Improving the image and sense of prestige of vocational education is an important aspect in vocational management. This can affect students' interest in enrolling and completing vocational programs. Professional and vocational technology education management plays a central role in addressing these issues and ensuring that vocational education contributes positively to the development of qualified labour force and economic growth. Teaching and Vocational Technology Education Management (TVET) is a discipline related to the management of educational and training programmes aimed at developing technical and practical skills required in various sectors of employment. It covers planning, organization, resource management, curriculum implementation, improvement of teaching quality, as well as evaluation and continuous development of vocational education programmes.

In South Africa, academic freedom grants higher education institutions independence and autonomy. Section 16(1) of the South African Constitution enshrines the right to freedom of expression, which includes academic freedom and freedom of scientific research. This article explores the conceptualisation of academic freedom, emphasising its role in safeguarding both the right and its protection. Recognising that education has historically been shaped by political forces, the Constitution aims to transform society from authoritarianism to constitutional democracy, raising critical questions about the systemic organisation of education and training in a post-apartheid context. The article critically examines the intersection of academic freedom, institutional autonomy, and public accountability within the democratisation and transformation of higher education. Drawing from scholarly perspectives, it interrogates market-promoting policies in the Technical and Vocational Education and Training (TVET) sector, highlighting the tension between neoliberal agendas and the democratic ideals envisioned for post-apartheid education. Using a governmentality lens, the article questions how public accountability extends beyond financial transparency to encompass the social transformation role of educational institutions. Adopting a Human Rights-Based Approach, the article argues that achieving social justice and socio-economic transformation in education requires moving beyond prescriptive, market-driven policies that undermine institutional autonomy. It concludes that sustainable public interests can only be realised through a comprehensive overhaul of the current system. Keywords: Academic freedom, Autonomy, Accountability, Neoliberalism, TVET

Contributor biographies

This overview and analysis of ten years of educational reform in the Federal Republic of Germany was read as a radio lecture over the Hessian Broadcasting System on June 9, 1974, as part of the series "Contemporary Educational Questions," moderated by Dr. G. Kadelbach. Dr. Führ is actively engaged in educational research at the Deutsches Institut für Internationale Pädagogische Forschung, Frankfurt am Main.

Reviewing one hundred years of educational reform in Israel requires the assessment of the impact of the three ideological trends that drove its development. Each of these trends, or waves of reform, is each distinguished by particular theoretical concepts, the nature of the educational work it inspired, the educational discourse it initiated, and the criticism it received that eroded, over time, its standing and contributed to its replacement.

(2012). Looking Back at Thirty Years of Educational Reform and Development in China. Chinese Education & Society: Vol. 45, No. 1, pp. 3-6.

The duration of exile in refugee communities has grown immensely over the last two decades. Recent humanitarian reports have called for actors to create more coordinated global support for the refugee crises. In these recent calls, the desire to break a cycle of dependency between the refugee community and international aid has been a clear priority. Hence, education has emerged as a strategic action to foster refugee self-reliance, particularly higher education (HE) and technical and vocational education and training (TVET). There are many opportunities to use HE and TVET to benefit the refugee community, including: developing solutions to improve living conditions, enabling new opportunities for learning pathways, allowing refugees to contribute to the economy in hosting countries, or preparing them to rebuild their lives once they return to their home countries. However, the economic, political, and cultural complexities of refugee communities often add layers of challenges to typical formal HE and TVET programs. In addition, the existing literature in refugee education still lacks a coherent analysis of these factors and conditions for adoption of HE and TVET programs, especially for refugees living in camps. To address these gaps, this dissertation presents three studies that investigate an undergraduate introductory engineering course for refugees called Localized Engineering in Displacement (LED). Specifically, I draw on effective learning and policy frameworks to understand how to situate engineering education across HE and TVET and advance LED in refugee camps. The first study presents a case study examining the iterative processes of creation and implementation of the LED course in the Azraq refugee camp in Jordan. As a general outcome of my study, I describe the novel approach to teaching engineering design for learners in the Azraq refugee camp and its applications to other contexts. The second study examines the LED course implemented in the Kakuma refugee camp. The Kakuma refugee camp is situated in Kenya and considered the largest refugee camp in the world, thus providing a different context of refugee camps. I discuss the contextual challenges to transfer, develop, and implement to a new context and present the course outcomes and experiences based on the course participants’ reflections. The third study extends findings from the first and second studies by using a comparative case study to critically examine the development process and challenges of engineering education in refugee camps. Central to my analysis is the connection between the challenges identified in both camps and existing actors involved with refugee education. My research uses two case studies to underscore the complexity of the LED course development in the Azraq and Kakuma camps. I seek to foster a debate about the challenges that influence the development of higher engineering education programs in refugee camps and how different actors can collaborate to advance high-quality engineering education initiatives in refugee contexts. Overall, this dissertation clarifies some of the biggest challenges to implement engineering education in refugee settings, how different actors can collaborate to mitigate these challenges, and how these findings expose the misalignment between the international rhetoric and reality on the ground in refugee camps.

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

The study aimed to reveal the reality of strategic planning technical (Technological) education and to identify the strategies and practices within the Technical Education (ICT)) established within the Ministry of Education and Higher Education in the State of Qatar, through the answer of the main question: «what is the reality of strategic planning for technical education in the State of Qatar.» the study has been identifythe awareness of ministry officials to the concept of strategic planning and technical importance of education and knowledge of the issues that arise in strategic planning and technical education through Identify its objectives for national development. The study identify the most important opportunities, threats, strengths and weaknesses in technical education, the most prominent gains and benefits from the strategic planning process and finally have been identified over the departments and schools commitment to strategic planning and mechanisms used in the follow-up and evaluation. To achieve the objectives of the study were used descriptive and analytical approach in the search, using the selected sample of officials from the Ministry of Education and higher education through in-depth interviews and a review of annual reports and strategic plans for the ministry to demonstrate the reality of strategic planning and technical education over the years of 2010-2017.The results of the study that the Ministry of Education and Higher Education in Qatar is aware of the concept of strategic planning importance.They apply strategic planning for education in general and include technical education a key objective. There is another objective respect merging information technology in the education process as part of the ministry»s strategic plans. The study also showed that there are great opportunities and strengths for technical education that can be exploited to meet the points of threats and Weaknesses if they are used efficiently and effectively. The study explained the mechanisms in following up and evaluating the strategic plans which developed with local and international partners in cooperation with the ministry. Based on the analysis of the results, the study presented a proposed vision for the strategy of developing technical education. The study concluded with a set of recommendations in order to enhance the effectiveness of strategic planning of technical education, the most important to be include the key concepts such as innovation, creativity, quality, transparency in order to access excellence in technical education, in addition to that there is needs for the environment to create before the implementation of strategic plans to change the culture of the community specially students towards technical education to avoid the occurrence of resistance to change. Also there is need for integration and harmony between the other strategic plans within the ministry,also, the each departments need to know what is required for individuals and other departments. Finally, The importance of integration with strategic plans for technical education and labor market needs in the GCC. The most important feature of this study is that it is one of the first studies in the strategic planning of technical education in the State of Qatar. Keywords: Strategic Planning, Strategic Plan, Technical Education, Ministry of Education and Higher Education, Ministry

BIM technology skill competition is a new term that was introduced to the building industry in recent years and constitutes an inevitable outcome in the development of the information technology applied to the building industry. Comprehensive applications of the BIM technology will have immeasurably influence in the progress of science and technology in the building industry, significantly improve the degree of integration of building engineering, and bring enormous benefits to the development of the building industry. In the paper, based on the achievements of the BIM technology-based skill competition by the students of Guangzhou City Construction Vocational College during recent years, the mutual influence and promotion between the BIM technology-based skill competition and conventional teaching were analyzed, and suggestions were proposed for the integration of those two aspects in achieving further mastery.