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Vocational education in France

2019-12-06 来源: 51Due教员组 类别: Paper范文

下面为大家整理一篇优秀的paper代写范文- Vocational education in France,供大家参考学习,这篇论文讨论了法国的职业教育。法国的职业教育历史悠久,公立职业教育可追溯至19世纪80年代。经过多年的规划与完善,法国形成了形式多样、层次分明、专业性强的职业教育模式。法国的职业教育有着明确的类型,不同的类型培养不同的技术人才。法国按普通高中的模式成立了技术高中,除了所学内容不同之外,其他与普通高中没什么不同。学生在高职毕业之后还可进行深造以便获得相关证书,方便就业。

In recent years, the investment of our government in vocational education has increased obviously, but there are still many deficiencies. As the originator of vocational education, France's management and operation model has become a model for other countries to follow. Through the comparison of vocational education between China and France, this paper finds out the deficiencies of vocational education in this country, in order to provide some enlightenment for future vocational education.

Vocational education in France has a long history, with public vocational education dating back to the 1880s. After years of planning and improvement, France has formed a diversified, structured and professional vocational education model. It is concluded that there are definite types of vocational education in France, and different types cultivate different technical talents. In France, technical high schools are set up according to the model of ordinary high schools, which are not different from ordinary high schools except what they learn. After graduating from higher vocational colleges, students can also pursue advanced studies in order to obtain relevant certificates to facilitate employment.

In addition, there are apprenticeship training centers and higher vocational education. Apprenticeship centres are the most closely linked to business. Enterprises can provide internship and employment opportunities for students. As a result of strong practicality, employment rate is also very high. Higher vocational education exists mainly in the form of university technical colleges or university vocational colleges for the purpose of training advanced skilled workers. Most of the talents cultivated by higher vocational education can be directly employed and have a strong ability to adapt to the market. Comprehensive universities also have vocational education departments and issue vocational diplomas. There is also a very important kind of teaching institutions called large schools, namely higher professional schools. These schools have tough entrance exams and are highly competitive.

Thus, vocational education in France has formed a mature system. Schools, governments and enterprises are united organically, with their respective division of labor and mutual cooperation, which not only ensures a high level of vocational education but also cultivates excellent skilled talents for the society.

The success of vocational education in France has a lot to do with government support and enterprise investment. The government has legislated to strengthen the relationship between schools and business. French legislation allows enterprises to participate in the training of vocational education in order to enhance the support of enterprises for vocational education. Therefore, education funds in France come not only from the government, but also from enterprises or professional industries. In order to attract enterprises to increase capital investment and improve the requirements for talent training, vocational colleges have cultivated high-quality application-oriented talents.

In French vocational schools, there are professional staff who are in charge of communicating with enterprises. The purpose is to set up corresponding courses according to the needs of enterprises and the local development situation. This model not only reflects the reality of social reality needs, but also reflects the rigor and efficiency of the establishment of teaching courses.

France has enacted a series of laws on vocational education, including the establishment of vocational schools, such as law schools, mechanical and chemical schools, historical and political schools, but also stipulated the working conditions of apprentices, that is, apprentices have age limits and working hours. In order to protect the interests of apprentices, special policies are formulated to protect the rights of apprentices, which makes the apprenticeship education system in France develop towards a more humane direction. The technical education guidance law promulgated in 1971 requires that the courses of cultural knowledge and skills set up by schools should take into account the whole career of a person, not only to obtain professional qualifications, but also to meet certain requirements on personal behavior and professional ethics.

In addition, the government provides subsidies to companies that participate in apprenticeships, with companies paying only part of the cost of running the school and the government paying the rest. The government will give students access to university grants and monitor the financial expenditure of businesses. The French government remains the biggest supporter of funding vocational education.

Compared with France, China's vocational education system is not structured, the development of school system is not mature, and the form of education is relatively simple. The existing vocational education mode has secondary vocational, higher vocational. The education system and funding are far from enough for France. Although the financial investment in secondary vocational schools is similar to that in senior high schools, the financial support for higher vocational education is only half that of ordinary undergraduates. In addition, enterprises have a skeptical attitude towards vocational education and are unwilling to provide internship and employment opportunities for students receiving vocational education, resulting in that students can only learn theoretical knowledge in schools and cannot enter enterprise practice. Even if some companies are willing to offer internships to students, they are in marginal positions where students don't get real exercise. Therefore, for most students who choose vocational schools, employment is not guaranteed, so few people choose vocational schools. In some second - and third-tier cities, students choose vocational schools only because of poor academic performance and cannot attend ordinary high schools or because of problems. People hold a discriminatory attitude towards vocational schools. The shortage of excellent teachers and the low educational level of teachers also make the classroom in vocational schools lack of vitality, teachers do not like to speak, students do not like to listen, in the long run form a vicious circle, the reputation of vocational schools decline seriously.

Vocational education, as a hot word during the "two sessions", has attracted the attention of government departments and is expected to expand enrollment by 1 million people. In addition, in terms of funds, enterprises and other social forces should be encouraged to participate in the running of vocational education and to activate the running of vocational education. For vocational education, this is a good news, but to establish the reputation of vocational education and to achieve effective docking with enterprises, there is still a long way to go.

Vocational education has been a flash in the pan in the history of Chinese education, which has something to do with the attitude of the government. For example, the government emphasizes the need to accelerate the development of modern vocational education, but there are no specific and detailed measures on how to develop it. The government should perfect the legislation, promote the reform of the vocational education system, and set up a flexible and reasonable vocational education system model. Secondary vocational education and higher vocational education should have different educational goals, and the training of technical staff or high-end technical personnel should have a reasonable plan. Vocational education and general education should also form an effective docking, vocational skills courses should be set up in ordinary high schools, so that students have a greater choice. In terms of teaching staff, the government should employ enterprise experts to teach, so that students can keep up with the current economic development situation and increase the employment rate. In addition, vocational schools should not only offer skill courses, but also carry out cultural education and moral education like ordinary high schools.

In terms of funds, the government should increase investment while ensuring transparency in the use of funds. We will improve mechanisms to make more effective use of funds for vocational education. On the other hand, the government should ensure that students receiving vocational education enjoy the same treatment as students from ordinary high schools or universities, so as to create a fair educational environment and attract more students to take the examination.

At present, there are some problems in school-enterprise cooperation in China. In order to change this situation, the government should strengthen the implementation of school-enterprise cooperation. Through school-enterprise cooperation, on the one hand, we can understand the current market demand to provide high-quality talents for enterprises, on the other hand, we can reduce the financial pressure of schools, which is of great benefit to both sides. In order to effectively connect colleges and universities with enterprises, the university can set up an independent department specially responsible for communication and exchange with enterprises, so as to cultivate talents needed by enterprises and society in combination with the reality, and improve the pertinence of teaching content.

Besides objective factors, there are other reasons why vocational education is not valued and recognized in China. Under the influence of traditional culture, our society generally values peasants more than industry and commerce. In this case, the publicity of vocational education is particularly important. The government should actively carry out various lectures or public benefit activities to let people know that vocational colleges are not the only colleges selected by the stereotyped "problem students". Here, students can not only acquire skills but also get a good job through study. The government, enterprises, colleges and universities combine organically, each performs its own duties and links with each other to ensure the quality of students' training and win the trust of the public. This is a process, public opinion and word of mouth can not be established in a short period of time, so the government should create a correct professional view in the whole society, so that vocational education better play its role.

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