Vocational-Technical Education Reforms in Germany, Netherlands, France and U.K. and Their Implications to Taiwan.

Autor/in	Lee, Lung-Sheng
Titel	Vocational-Technical Education Reforms in Germany, Netherlands, France and U.K. and Their Implications to Taiwan.
Quelle	(1994), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Apprenticeships; Developed Nations; Education Work Relationship; Educational Change; Educational Development; Foreign Countries; Higher Education; Job Training; Labor Market; School Business Relationship; Secondary Education; Student Certification; Vocational Education; France; Germany; Netherlands; Taiwan; United Kingdom + Suchen Sie Ihr Suchwort? Apprenticeship; Lehre; Developed countries; Industriestaat; Industrieland; Bildungsreform; Bildungsentwicklung; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Berufsqualifizierender Bildungsgang; Labour market; Arbeitsmarkt; Sekundarbereich; Schulzeugnis; Ausbildung; Berufsbildung; Frankreich; Deutschland; Niederlande; Großbritannien
Abstract	Three major models of vocational education and training provision for the 16- to 19-year-old age group have been identified: schooling model, which emphasizes full-time schooling until age 18; dual model, which involves mainly work-based apprenticeship training with some school-based general education; and mixed model. Germany is an exemplar of the dual model; the Netherlands and France provide the schooling model; provision in the United Kingdom (UK) is the mixed model. Although the dual system will continue to dominate the secondary vocational-technical education and training in Germany, German full-time vocational schools may be gradually incorporated into general education. More and more university students in Germany seek two-fold qualification--university studies and practical vocational training--to enhance their job prospects. In the Netherlands, some measures, such as encouraging more employers' organizations, trade unions, and industry involvement, have been taken to reform the senior secondary vocational school system. No significant recent reform efforts are found in France. The former polytechnics in the UK recently changed their name to universities to expand their capacities for student recruitment and program offerings. The implication for secondary and postsecondary vocational-technical education in Taiwan is that it is too school-based to adapt to the labor market and that there is a need for stronger links with the labor market. (Contains 15 references.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC