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Assignment代写范文-美国的职业教育

发布时间:2020-04-05 14:50:29 阅读:509

案例简介

  • 作者:致远教育
  • 导读:本文是一篇优秀的Assignment代写范文,主要讨论了美国的职业教育。美国实施12年义务教育,没有专门的职业学校,职业教育渗透在义务教育的各个阶段。
  • 字数:3586 字
  • 预计阅读时间:12分钟

案例详情

本文是一篇优秀的Assignment代写范文,题目为:Vocational education in the United States,主要讨论了美国的职业教育。美国实施12年义务教育,没有专门的职业学校,职业教育渗透在义务教育的各个阶段。高中阶段,除了学习文化必修课外,学生还应选修自己感兴趣或认为与自身未来发展有联系的职业课程。美国的职业教育具有极强的开放性,接受任何年龄段的适龄学生,只要有时间,想学一个课程或一个项目,随时可以进入学校接受一段时间的职业教育培训。美国职业教育紧跟市场对技能人才的需求。

Assignment代写范文

The United States implements 12 years of compulsory education, and there are no special vocational schools. Vocational education penetrates into every stage of compulsory education. Especially in high school, in addition to compulsory cultural courses, students should also choose vocational courses that they are interested in or think are related to their future development. There are roughly three ways to choose electives, one is the vocational and technical courses offered by my own high school, the other is the vocational and technical education center in my community, and the third is the community college in my community. Take YORK college of the city university of New York as an example. In 2016, seven college courses were offered to high school students. According to statistics, the pass rate of high school students reached more than 80%. Students can also choose to take summer courses so that they can have a clearer direction to enter the university. A total of 140 high school students from YORK college participated in the summer program in 2016. Vocational courses taken by students at the high school level can be credited to the corresponding courses at the university level.

美国实行12年义务教育,没有专门的职业学校。职业教育渗透到义务教育的各个阶段。特别是在高中,除了必修文化课外,学生还应选择他们感兴趣或认为与未来发展有关的职业课程。选修课的方式大致有三种,一种是我所在高中开设的职业技术课程,另一种是我所在社区的职业技术教育中心,第三种是我所在社区的社区学院。以纽约城市大学约克学院为例。2016年,为高中生开设了7门大学课程。据统计,高中生通过率达到80%以上。学生也可以选择参加暑期课程,这样他们就可以更清楚地进入大学。2016年,约克学院共有140名高中生参加了暑期计划。中学生所修的职业课程可计入相应的大学课程。

The vocational education in the United States is extremely open. It accepts students of any age who want to learn a course or a project at any time and can enter the school for vocational education and training for a period of time. Take PASADENA CITY COLLEGE in California, which was founded in 1926, for example, students aged 25 to 39 accounted for 25.4%, and those over 40 accounted for 10.6%. In some community vocational and technical education centers, adult students are the main ones. George adey, the President of cuny's vocational branch, said the average age of the students was 36, and that many of them took online classes. Some vocational schools provide English teaching services and vocational education for newly arrived immigrants, so as to facilitate them to integrate into American society as soon as possible. But for community college students seeking a degree, city university of New York professors tell us that professors don't lower their academic requirements just because students have varying degrees. Therefore, for some students with poor basic knowledge, community colleges will set up a special kind of development course, focusing on the remedial study of mathematics, writing and other basic knowledge. This is understood to be an expression of the leniency of American universities.

美国的职业教育非常开放。它接受任何年龄的学生在任何时候想要学习一门课程或一个项目,并且可以进入职业教育和培训学校一段时间。以1926年成立的加州帕萨迪纳城市学院为例,25-39岁的学生占25.4%40岁以上的学生占10.6%。在一些社区职业技术教育中心,成人学生是主要的。城市大学职业学院院长乔治·阿迪(GeorgeAdey)说,这些学生的平均年龄是36岁,他们中的许多人都上过网络课。一些职业学校为新来的移民提供英语教学服务和职业教育,帮助他们尽快融入美国社会。但是对于寻求学位的社区大学生来说,纽约城市大学的教授告诉我们教授不会因为学生的学位不同而降低他们的学术要求。因此,对于一些基础知识较差的学生,社区学院将开设一门特殊的发展课程,重点对数学、写作等基础知识进行补救性学习。这被认为是美国大学宽大处理的一种表现。

Since the beginning of the 20th century, the federal government has issued a number of laws to strengthen the legislative guarantee of vocational education. In the 1960s and 1970s, since a large number of retired soldiers needed skills training after the war, the government issued a number of laws to provide legal protection and financial support for vocational education. Vocational and technical education in the United States is not compulsory, but all kinds of vocational and technical education and training institutions are not for profit. It is funded by federal grants, state grants, local property taxes and student tuition fees. And according to relevant data, student tuition fee accounts for only 8% ~ 10%. East San Gabriel Valley ROP/TC vocational school, for example, charges about $7 per class hour for its certificate program, and most adult students receive government funding. According to relevant statistics, up to now, there are more than 1,200 community colleges in the United States, and more than 7 million people study in community colleges every year, including about 40% of full-time students and 60% of part-time students. Large community colleges are also facing financial pressure. Funding is decreasing year by year, while the increasing number of students is facing pressure to raise tuition fees. To cut costs, some colleges are cutting back on full-time professors and hiring adjunct professors. There are also community colleges that recruit international students and charge high tuition fees to increase their income.

20世纪初以来,联邦政府颁布了一系列法律,以加强职业教育的立法保障。20世纪60年代和70年代,由于大量退役士兵战后需要技能培训,政府颁布了一系列法律,为职业教育提供法律保护和财政支持。美国的职业技术教育不是义务教育,但是各种职业技术教育和培训机构都不是营利的。它由联邦拨款、州拨款、地方财产税和学生学费资助。根据相关数据,学生学费仅占8%~10%。例如,东圣加布里埃尔谷职业学校的证书课程每学时收费约7美元,大多数成年学生接受政府资助。据有关统计,截至目前,美国有1200多所社区学院,每年有700多万人在社区学院学习,其中全日制学生约占40%,兼职学生约占60%。大型社区大学也面临着财政压力。资金逐年减少,而越来越多的学生面临着提高学费的压力。为了降低成本,一些大学正在削减全职教授和聘请兼职教授。还有一些社区大学招募国际学生,收取高额学费以增加收入。

Community college in the United States refers to the education and training schools established in the community, recognized and supervised by local educational administrative institutions, which mainly provide higher education, vocational and technical education, social cultural life education and other services for the members of the community. Community colleges can offer an associate's degree in arts and sciences, equivalent to a domestic associate's degree, usually two years. Nearly 50% of American college students have been trained by community colleges. Some of them have been enrolled in community colleges for two years and then entered higher level undergraduate programs. Some of them are employed. Community colleges are considered one of the most successful forms of vocational education. It mainly provides five kinds of education, one is vocational and technical education, obtained associate degree and professional technical level certificate; Second, remedial education, which provides short-term training for job changers; Third, to improve the quality of life for the community citizens to meet the interests of education; Fourth, academic education, in which students are transferred to four-year universities after graduation from community colleges. Fifth, special education provides training for people with disabilities to master a particular skill.

美国社区学院是指由当地教育行政机构认可和监督,在社区内设立的教育培训学校,主要提供高等教育、职业技术教育、社会文化生活教育和为社区成员提供的其他服务。社区学院可以提供文理学士学位,相当于国内的学士学位,通常为两年。近50%的美国大学生接受过社区大学的培训。他们中的一些人已经进入社区大学两年,然后进入更高层次的本科课程。他们中的一些人被雇用了。社区学院被认为是最成功的职业教育形式之一。主要提供五种教育,一种是职业技术教育,获得大专学历和专业技术水平证书;第二种是补救教育,为换工作的人提供短期培训;第三种是提高社区CIT的生活质量。为了满足教育的利益;第四,学术教育,学生从社区大学毕业后转入四年制大学。第五,特殊教育为残疾人提供培训,以掌握特定技能。

American vocational education keeps pace with the demand for skilled workers. In the United States, the popular vocational courses include early childhood education, nurse assistant, ventilation and air conditioning industry, pharmacist assistant, nursing for the aged and so on. And there are not many training programs to train skilled manufacturing workers as manufacturing moves out. Close cooperation between schools and enterprises in vocational education, schools employ teachers, in addition to education background and teaching qualification certificate, and generally require more than two years of relevant skills and work experience; Or directly employ the enterprise's outstanding engineers to the school as part-time teachers. Schools work with companies to develop teaching plans, design courses and even schedule courses; Send their own teachers to the enterprise training, so that teachers master the professional production line. The enterprise provides the school with the information of talent demand, selects the personnel to serve as the school advisory committee member, participates in the vocational school teaching evaluation inspection organized by the education committee at all levels. The form of school-enterprise cooperation is also reflected in the support of funds. For example, Cerritos college in California cooperates with general motors in its auto repair major, and the company provides a large number of practical training vehicles. All students who are qualified in this major are employed.

Vocational education in the United States, from the beginning to the development, in the key stage, accompanied by the corresponding legislative progress. Since the promulgation and implementation of the law of the People's Republic of China on vocational education in 1996, vocational education has made great progress, but there are still many unsatisfactory aspects in some specific problems. "Vocational education law" the relevant provisions are relatively macro, need the country or local government to introduce the corresponding supporting implementation regulations, rules or measures, to specific issues to be refined. The key points should be further clarified in terms of capital investment, school-enterprise cooperation and corresponding social treatment of vocational education graduates. Ensuring funding needs through legislation; Through tax incentives and other levers, enterprises are encouraged to give away equipment to vocational schools, provide internship opportunities for teachers and students, and jointly carry out applied research projects with schools. Regarding the treatment of vocational school graduates, although some people from the ministry of social security have recently stipulated that technicians and senior workers should receive relevant treatment in accordance with the requirements of undergraduate and junior college graduates, if they can be clearly defined in the legislation, their social recognition will be greatly improved.

From the perspective of American vocational education model, it is not the end of education, but a part of lifelong education. However, the object of vocational education in China is mainly middle school and high school graduates. Those who have joined the work are less likely to come back to receive vocational education, and the concept and system of lifelong education are relatively backward. In fact, the current situation in China is that the more highly educated practitioners, the more corresponding needs and understanding of continuing education; however, skilled workers do not pay enough attention to continuing education, mainly due to the lack of high income among skilled workers and their inability to pay for continuing education. At the same time, education channels are not smooth enough. Fortunately, the problem has changed a lot in recent years. All kinds of skills training and certification have been gradually included in the scope of financial subsidies in some provinces and cities, inspiring workers' determination to improve their skills through continuing education. Meanwhile, in May 2018, the state council issued the opinions on implementing a lifelong vocational skill training system, proposing to build a lifelong vocational skill training system. This will play a positive role in giving full play to the advantages of vocational colleges, unimpeded continuing education channels and expanding the functions of vocational colleges. Subsequently, local governments need to introduce corresponding financial and institutional guarantees to provide more convenient vocational education opportunities and support for various personnel to transfer to other posts, so as to promote the healthy development of vocational education and continuously improve the quality of workers.

 

In the United States, vocational courses offered by ordinary high school students are different from the education mode of separation of common job in high school in China. The two models can not tell which is better or worse, depending on the national conditions. But the idea of universal employment embodied in the American model is worth learning. At present, many provinces and cities in China also have corresponding policies for the integration of general vocational education. But in fact, under the guidance of the college entrance examination and without the corresponding institutional guarantee, the implementation of such policies is mostly a formality. Similarly, students from ordinary high schools and secondary vocational schools can transfer between each other, but in practice, there are also many difficulties such as curriculum system, different standards, and smooth transfer of student status. To solve the problem of vocational integration, and to enable high school students to learn vocational and technical courses while receiving general education, is conducive to the young people to better plan for a suitable future. At present, the country has a great investment in vocational education, especially in developed cities. As long as there is a corresponding system guarantee, vocational schools are fully capable of accepting electives of general high school students. On the one hand, the advantages of vocational schools can be better understood and recognized by the society. On the other hand, the vocational and technical courses of ordinary secondary schools are undertaken by nearby vocational schools. Ordinary secondary schools can concentrate on completing the tasks of ordinary education, and vocational and technical schools can give full play to the advantages of vocational education resources, avoid repeated investment and waste of resources, and realize complementary advantages and resource sharing. In addition, the mutual recognition and transfer of credits implemented by American vocational education should also be used for reference to improve the attractiveness of vocational education and promote the mutual connection between vocational education system and higher education system.

 

China's vocational education, at the level of higher vocational and secondary vocational, in the type, both under the jurisdiction of the education department of vocational high schools, and some social departments under the jurisdiction of the technical education, technical education and divided into intermediate workers, senior workers and technicians three levels. On the whole, there are many kinds of majors, and it is common for many schools in the same area to offer the same major. At present, the recognition of vocational schools in the whole society is still much lower than that of ordinary high schools. The competition between vocational schools is intensified by the competition for students, and the duplication of majors also leads to the waste of vocational education resources. In this regard, the positioning of American community colleges is worth learning. Local government response to the region of professional in a vocational college to carry on the overall planning coordination, system integration of teaching resources, give priority to combine the characteristics of the school and regional economic demand, the development of professional schools, cultivating professional advantage, avoid the specialties of randomness and repeatability, avoid the unordered competition in the recruitment of students work, make the benign development of vocational education.

In the United States, vocational education is not separated from general education as it is in China. Instead, it permeates the national education from middle school to college, and provides workers with multiple platforms and choices for lifelong education. China's current vocational education development is in the ascendant. In terms of concept, we can refer to some good practices of American vocational education, so that vocational education can be better guaranteed and play a greater role in the lifelong education of workers, so as to highlight the characteristics of vocational education.

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