The development of the secondary vocational curriculum in a northern local authority in England

This paper reports on the findings from the evaluation of two projects directed at improving the vocational provision in a Northern Local Authority in England during 2006. The two projects are: Pathways to Success - partly funded by the European Social Fund and Rotherham Ready - with the evaluation funded by the Regional Development Agency, Yorkshire Forward. The evaluation of the two projects had different but overlapping intentions that reflect each project's contribution to the development of the vocational curriculum 14-16 in the local authority. Rotherham Ready has been characterised as a Learning-oriented evaluation whereas Pathways to Success has followed a more traditional evaluation model with more attention given to outputs and the achievements of pupils. However ultimately both investigate the change in culture within schools as they promote a more vocational curriculum for 14-16 year old students</p

Vocational education and training : a review of World Bank investment

In the past ten years the most striking achievement of vocational education and training (VET) has been the development of national training systems from nonformal training centres and post secondary technical education institutions. This has happened largely in middle income countries. Investments in low income countries, especially those in Sub Saharan Africa, have been less successful. In addition implementation weakness and stagnating economies have made it difficult to set up any type of training. Investment in national training programs has just begun in these poorer countries, and success is uncertain because of continuing economic constraints. These patterns suggest that the level of economic development and the consequent size and dynamism of industrial employment have a powerful influence on the outcome of investments in vocational education and training. In small low income countries, recent Bank experience suggests that resources be concentrated in nonformal training centres, training quality, development of management capacity in training institutions, and aggressive marketing of training opportunities and services.Teaching and Learning,Primary Education,Gender and Education,Curriculum&Instruction,ICT Policy and Strategies

Teacher 2020. On the Road to Entrepreneurial Fluency in Teacher Education

No abstract available

Research on the Coupling Mechanism and Practice Path of “Education Chain” and “Industry Chain” in Vocational Education Design Majors

The collaborative coupling of the education chain and industry chain in vocational education for design majors is an important content related to social development and progress, as well as the optimization and upgrading of enterprise development. In the current era of unprecedented prosperity in social culture and art, China’s socio-economic development and transformation require innovative vocational education models for high-quality talents in design majors. Based on the perspective of industry and education integration, this article explores the construction of a collaborative coupling mechanism between the education chain and the industry chain, which helps to solve the problems of student skills and enterprise positions, talent supply and employment demand in vocational education for design majors

China's vocational and technical training

China has embarked on a series of reforms designed to improve the efficiency of productive enterprises through the introduction of elements of a competitive market economy. Vocational and technical education and training (VTE) is to be expanded and improved to meet the skilled labor requirements of a changing economy. The efficiency of the VTE system in meeting changing requirements for skilled labor depends in large part on effective planning and linkages with employment. This study analyzes VTE planning and labor market linkages in the context of the economic reforms, and in comparison with the vocational education and training systems in other countries.Teaching and Learning,Health Monitoring&Evaluation,Curriculum&Instruction,Gender and Education,Tertiary Education

Discussion on the Teaching Model of Engineering Practice Based on the Deep Cooperation between Universities and Enterprises

With the transformation of the concept of engineering and the concept of the culture, and the transformation of the culture, the school's cooperation has driven the innovation of the environmental science and engineering professional practical teaching model. Under the strong driving force of the current school enterprise depth cooperation, Yancheng Teachers University is based on the "deep expansion" of the school enterprise cooperation, through realizing the whole program of practical teaching, the development of the enterprise cooperation of the enterprise, the innovation and enterprise cooperation of the teaching curriculum system, the construction of practice teaching resources, the guarantee measures of strengthening the teaching innovation of practice teaching, etc., and try to explore the teaching mode of environment science and engineering professional practice. Keywords: Deep cooperation between universities and enterprises, Environmental science and engineering, Innovation of practical teaching mode