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CIP offers certification and related education and training and, where CIP is the issuing authority, testing and professional certification, Major areas of certification include: Full name: Chinese Language Teacher Abbreviated name: CLT Full name:Certified International Professional Manager Abbreviated name:CIPM Full name:Senior Professional in Human Resources Abbreviated name:SPHR Full name: Certified International Financial Expert Abbreviated name: CIFE Full name: Certified International Strategic Planning Manager Abbreviated name: CISPM Full name: Certified Production Operation Manager Abbreviated name: CPOM Full name: Certified Sales Expert Abbreviated name: CSE Full name: Certified international Professional Lecturer Abbreviated name: CIPL

International Comparison of vocational education system

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International Comparison of vocational education system

The implementation of American vocational education institutions is the comprehensive high school and community college, community college is a major feature of the American vocational education system. The vocational education in the United States had the characteristics of mass, so the vocational education is mainly borne by the school or the public educational institutions and employers to participate in vocational education degree in the United States has been very low, of course, with the occupation flow high also should have a certain relationship.
The United States vocational education and training of talent is "wide and special multi energy", which is consistent with its social characteristics. On the one hand, the third industry and high-tech industries important requirements on the quality of the labor force is more skills, on the other hand high occupational mobility, developed labor market, fierce competition for jobs, also need to laborer have a variety of skills.
Germany
The German vocational education system is well known ". The successful implementation of the "dual system" needs the close cooperation between the government, the industry, the enterprise and the school three party. This "enterprise based modern apprenticeship system", which requires the government to the vocational education of the depth of intervention, the need for industry, business to actively participate in vocational education, but also need to actively cooperate with the school. After the policy of Ford, the German government has decided that the depth of the intervention of vocational education; and the German occupation of culture, the decision of the industry, companies are likely to actively participate in Vocational education. This has laid a solid foundation for the successful implementation of the "dual system" in Germany.
Germany vocational education system is the training of the talent of the special deep, which is closely related to its industrial structure in the high-end manufacturing.
Britain
The UK's vocational education system is complex. Compulsory education graduates can stay in school to continue their studies, can also go to the school of continuing education, to receive vocational education, or is acceptance of the government to provide a variety of training, can also receive employer provided training.
The vocational education system in the United Kingdom is a combination of education and training. The British government through the national vocational qualification certificate NVQ to actively implement the ability based education, but more emphasis on the cultivation of comprehensive vocational ability.
"Integration of vocational education and general education", has been an important goal of British vocational education reform and development, they will permeate the idea of career education in the education system, vocational education and general education GNVQ integration, to really improve the status of vocational education "vocational education and general education equivalent system".
Japan
Japan's vocational education system has a major characteristic, that is, the school vocational education is not developed, mainly by the enterprise to carry out vocational training. On the one hand, the enterprise on vocational training a concept has an important relationship, that is, the school could not raise professional ability, professional ability can only be formed in the work, schools can train only "training"; on the other hand, Japanese enterprise management measures, enterprise culture, enterprise structure also for the success of the model implementation provides a solid conditions. These conditions include lifetime employment and seniority sequence system and mainly to large enterprises corporate structure.
Australia
Australia's vocational education is mainly responsible for the labor department, the role of the labor sector gradually increased, and the dominant role. The main entity that directly undertake vocational education is TAFE. TAFE although college, but in fact 80% of the students is working in the field of work based learning, only 20% of the time is in TAFE school based learning, it is in fact a new modern apprentice system. Therefore, the training of talents in Australia is also "special deep", emphasizing employment guidance and skills level of improvement, and actively promote the ability based education, in particular, stressed the "key ability" of the training.
Australia's vocational qualification certificate is very developed, the framework of vocational education and vocational education and higher education link up
 

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