Integrative Curriculum Planning in Technological and Vocational Education in Taiwan, Republic of China.

Autor/in	Wu, Robert T. Y.
Titel	Integrative Curriculum Planning in Technological and Vocational Education in Taiwan, Republic of China.
Quelle	(2000), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Articulation (Education); College School Cooperation; Curriculum Development; Developing Nations; Educational Change; Educational Policy; Foreign Countries; Institutional Cooperation; Integrated Curriculum; Postsecondary Education; Technical Institutes; Technology Education; Vocational Education; Taiwan + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Articulation; Artikulation (Ling); Artikulation; Aussprache; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Developing country; Developing countries; Entwicklungsland; Bildungsreform; Politics of education; Bildungspolitik; Ausland; Institute; Co-operation; Cooperation; Institut; Kooperation; Post-secondary education; Tertiäre Bildung; Technische Fakultät; Technisch-naturwissenschaftlicher Unterricht; Ausbildung; Berufsbildung
Abstract	Taiwan is facing these three challenges: cultivating a world-class work force, preventing shortages of industry-related workers, and increasing industrial competitiveness. To meet them, technological and vocational education (TVE) needs to integrate the curricula among the technical arts programs in junior high schools, senior vocational high schools, technical institutes, and institutes/universities of technology. The key elements of integration are development of clearly targeted, well-defined educational objectives and use of academic and industry skill standards to direct integrated learning. Articulation produces graduates with high-level skills and clearer goals. The Ministry of Education has implemented policies that include a framework for the integrative curriculum planning with these three major components: occupational clusters, curriculum, and supplementary measures. Educational authorities are responsible for establishment of competency standards, occupational clusters, and curricula. Vocational high schools and junior colleges are responsible for curriculum development, teaching, and evaluation. Results of 14 completed projects have been analyzed to form these three policies to direct future curriculum development: establish 17 occupational clusters; delineate responsibilities and procedures between schools and educational administration; and develop a model to design and implement school-based curriculum development in TVE. (Contains 11 references.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC