Secondary Vocational Education : International Experience

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作者：

World Bank Group

来源地址：

http://hdl.handle.net/10986/24084

关键词：

SKILLS;  EDUCATION MINISTRIES;  EDUCATIONAL REFORMS;  VOCATIONAL COURSES;  BASIC EDUCATION;  SCHOOL-LEAVERS;  FORMAL EDUCATION;  LEVEL OF SKILL;  CAREER GUIDANCE;  TEACHERS;  SKILLED WORKERS;  DROPOUT RATE;  SCHOOLING;  NUMERACY;  SKILLS DEVELOPMENT;  INSTRUCTORS;  LITERACY SURVEY;  GROUPS;  EDUCATION POLICY;  SOCIAL WORK;  COMPULSORY EDUCATION;  SENIOR SECONDARY SCHOOLING;  BASIC EDUCATION DEVELOPMENT;  HIGH SCHOOL;  HEALTH CARE;  NUMBER OF PUPILS;  NATIONAL CURRICULUM;  TERTIARY_EDUCATION;  HIGHER EDUCATION;  SCHOOL LEAVERS;  FREE SCHOOLS;  DISTANCE LEARNING;  ADULT EDUCATION;  TEACHING MATERIALS;  SCHOOL INSTRUCTION;  COLLEGES;  ADULTS;  LOCAL SCHOOLS;  PUPILS;  FACULTY;  ADULT CONTINUING EDUCATION;  TRAINEES;  EDUCATIONAL POLICY;  LITERACY;  WORK EXPERIENCE;  KNOWLEDGE;  JUNIOR SECONDARY;  PHYSICS;  VOCATIONAL SCHOOLS;  MATHEMATICS;  TRAINING;  TEACHER TRAINING;  EDUCATIONAL ATTAINMENT;  SPECIAL EDUCATION;  PRIVATE SCHOOLS;  SECONDARY SCHOOLS;  EDUCATIONAL ENVIRONMENT;  CURRICULUM CONTENT;  ADULT LEARNERS;  STAFF DEVELOPMENT;  SECONDARY SCHOOL;  COMPULSORY SCHOOLING;  HIGHER EDUCATION INSTITUTIONS;  POLITICAL EDUCATION;  SUBJECT SPECIALIST;  PRIMARY SCHOOLING;  SCHOOL CURRICULUM;  REFORM OF EDUCATION;  INDUSTRIAL TRAINING;  RETRAINING;  EDUCATION BUDGET;  LEARNING OPPORTUNITIES;  VOCATIONAL EDUCATION;  LEARNING;  EDUCATION SYSTEM;  SCHOOL STUDENTS;  EDUCATIONAL INFRASTRUCTURE;  JOB TRAINING;  OCCUPATIONAL SKILLS;  PRIMARY SCHOOL;  UNIVERSITY EDUCATION;  TEACHING;  SCHOOL-AGE;  SCHOOL LEVEL;  SCHOOL EDUCATION SYSTEM;  CAREER CHOICE;  PROBLEM SOLVING;  EDUCATION SYSTEMS;  LEARNERS;  TECHNOLOGY;  HOME ECONOMICS;  VOCATIONAL TRAINING;  INVESTMENT IN EDUCATION;  UNEMPLOYMENT RATE;  VALUES;  CURRICULUM DESIGN;  SCHOOLS;  EDUCATION INSTITUTIONS;  GENERAL SECONDARY EDUCATION;  CURRICULA;  EDUCATION TEACHERS;  LEARNING OUTCOMES;  LIFELONG LEARNING;  STUDENT PERFORMANCE;  BIOLOGY;  DISTANCE EDUCATION;  OCCUPATIONS;  UNIVERSAL ACCESS;  TEACHER COSTS;  TEXTBOOK;  EDUCATION CURRICULUM;  PRIVATE EDUCATION;  SKILLED MANPOWER;  NATIONAL EDUCATION;  EDUCATIONAL INSTITUTIONS;  CLASS SIZE;  SCHOOL CURRICULA;  MIGRANT WORKERS;  CURRICULUM;  TEACHER;  EDUCATIONAL OUTCOMES;  JUNIOR SECONDARY SCHOOLS;  COURSES;  CAREER LADDER;  SKILLED LABOUR;  SECONDARY_EDUCATION;  EDUCATION PROVIDERS;  COGNITIVE SKILLS;  CURRICULUM DEVELOPMENT;  COLLEGE ENTRANCE;  LEVEL OF EDUCATION;  EDUCATION;  SCHOOL PERFORMANCE;  VOCATIONAL SKILLS;  TEXTBOOK DEVELOPMENT;  SAFETY EDUCATION;  PHYSICAL EDUCATION;  SERVICE TRAINING;  BASIC SKILLS;  VOCATIONAL SCHOOL;  EDUCATIONAL FINANCING;  NEEDS OF LEARNERS;  SECONDARY VOCATIONAL EDUCATION;  PROFESSIONAL DEVELOPMENT;  INDUCTION TRAINING;  TEACHING METHODS;  PUBLIC SCHOOLS;  ACADEMIC QUALIFICATIONS;  STUDENTS;  LOWER SECONDARY LEVEL;  SCHOOL EDUCATION;  NUMBER OF STUDENTS;  EDUCATIONAL ACHIEVEMENTS;  FEES;  PRIMARY EDUCATION;  SCHOOL INSTITUTIONS;  CONTINUING EDUCATION;  SCHOOL;  SECONDARY EDUCATION;  ADULT LITERACY;  TERTIARY EDUCATION;  REGULAR TEACHERS;  PROBLEM-SOLVING SKILLS;  LOWER SECONDARY EDUCATION;  EDUCATION DEVELOPMENT;  ACADEMIC YEAR;  UNIVERSITIES;  APPRENTICESHIP TRAINING;  Report; 

年份：

2015

出版地：

Washington,USA

语种：

English

摘要：

According to UNESCO, roughly 120 countries provide some form of technical or vocational secondary education, as distinct from a purely generalist curriculum. An overview of each administration’s secondary vocational education provision is given below under sub-headings suggested by the Terms of Reference (ToR) for this study. The information was gathered through a review of available literature. This varied from administration to administration both in terms of its coverage and of its quality. As a result, the information on each administration is somewhat diverse. This is particularly the case for objective evaluations of administrations’ systems. The report ends by posing nine questions for the Government of India to consider when planning the introduction of vocational education to secondary schools: (i) what is the place of school-based vocational education within India’s National Skills Qualification Framework? (ii) how much choice should be left to school students to decide on the balance of general and vocational education in their learning programme? (iii) what proportion of the vocational education curriculum should be devoted to general education? (iv) how can sufficient numbers of teachers of good quality be found to teach growing number of vocational students? (v) how beneficial is objective careers guidance for school pupils? (vi) what is the role or purpose of work experience for school pupils? (vii) what contribution to vocational education can be expected from employers if the labour market is largely informal with a small manufacturing sector? (viii) what form should assessment take, how would it be carried out and is there a relationship between it and general education? (ix) how can responsibility for vocational secondary education be allocated within a federal system of government? Finally, what should be clear from this study is that administrations develop policies and practices based on their history, their economic and geographic context and their vision, and that these policies will therefore vary between administrations.