| Twenty century is the hundred years of birth and growth of China Vocational Education System (VES). In1904, the Qing Dynasty established China industrial education system by taking Japan’s industrial education system as blueprint; the Education Department of ROC (Republic of China) inherited the system in1913; in1922, so called New Education System imitated the America general middle school system. Education professionals like Mr. Huang Yanpei and others, were dreaming to expand Vocational Education scope through this system; After new China established in1949, in line with the political system’s dramatically changing, the Vocational Education System moved to Soviet Union model quickly; the Vocational Education System was then almost destroyed in the decade of so called culture revolution; in1980s, the Vocational Education was resumed and the door was opened to the world. In face of the western advanced technology&civilization, Vocational Education professionals once again started learning process, in which multiple Vocational Education System models such as Germany, Japanese, American and Australian etc. being introduced into China. Each time country institution changing caused education system change, so did the Vocational Education System. Each time, such changes on Vocational Education System ended up completely negating previous one, however the new system never meet expectation&needs. The fate of Vocational Education System moved in circles between rise and stop. The author’s work begins from Vocational Education System transformation of various historical periods, zooms in the implementation of Shanghai Vocational Education System, deep dive at reasons of multiple times Vocational Education System reconstruction. To China Vocational Education System reform,20century is a hundred years course of exploring Vocational Education System indigenization effort. Shanghai, being a fast and sharply rising city in modern times, the transition of her Vocational Education System in general followed the law®ulation reflecting the spirit of region following center government. Comparing, analyzing the reasons of different vocational education system’s reform at various historical period of time, the author casts light on the determinative force of Shanghai Vocational Education System’s transition, which is the external force impacting, especially the impact of government\administration, while Vocational Education System herself being lack of internal force, which is strong enough to impact the system’s transition. The Vocational Education System development was always limited to change of the scale and improvement of quality has been ended up a struggle. How to construct a Vocational Education System which could be suitable to Shanghai needs&characters remain a course of long term effort.The majors setup is the initial factor of implementation of Vocational Education System. It is the basic content and substantive characteristics differing Vocational Education System from General Education System, and it is the foundation work to achieve the Vocational Educational objectives and to implement the pedagogical activities. The teaching stuff is outfit according to the majors establishment and how to set up majors is the core of the implementation of Vocational Education system. Since1843, with Shanghai opening as a commercial port, the development and setup of Shanghai Vocational Education majors had got important connection to Shanghai’s economic structure and its transitions. The direction of Shanghai Vocational Education majors setup&development was changed multiple times in the course of20th century. In the first half of20th century, the majors setup mainly was commercial education oriented; in1950s to1960s, the engineering education was booming in line with the transition of city function; in1980s to1990s, China economy moved to the stage of "reform&open", Shanghai resumed her diversified city functions, and the tertiary industry was gradually developed up. The Vocational Education majors setup was also adjusted accordingly in line with the reform of political system, the transition of city function, the change of job selection view and the influential power of individual school principal. However, due to the majors setup being lack of scientificalness, it has been keeping lagging behind the economic growth and always was chasing the economic growth pace rather than being ahead of it.Vocational Education majors\courses are the main vehicle to realize the educational objectives, which are always at the center of vocational school education. There are various much different kinds of vocational educational schools, and many different majors. Those differences create different courses setup accordingly and it is unavoidable to see it got increasingly complicated. At the early beginning, the school herself decided the majors\courses setup based on her own needs with reference of the mature majors\courses&experience of Japan, Europe and US etc. In1934, the Department of Education started to map out the course standard, and the vocational education course was then shifted from school decision oriented to more standard&unification oriented; since1953, the Soviet Union Vocational Education majors\courses model was established, and then was kept&followed till the era of1980s reform&openness. In1980s, Curriculum Theory was gradually valued and studied by domestic education community. The vocational education community was also then starting to study and imitate the Vocational Education model of Germany, US, Australia etc. and such effort triggered new reform of vocational educational course setup. And in long term practice, there are conflicts among those courses, such as pertinence vs. universality, goal of entering a higher school vs. goal of employment, and theoretical content vs. practical skills&capability. Further, despite of how the educational system was changed, and how educational model was transited, the proportion looks like a "permanent puzzle" for the curriculum theory researcher and practitioner, e.g. the proportion of regular academic course vs. specialized course; theoretical course vs. skills&capability course.The teacher is one of the important factors impacting vocational education course implementation. The twenty century vocational education teaching force experienced the course of development from scratch to expanding gradually. Where to get teachers and how to do the training of teaching stuff have been two fundamental issues of teaching staff development. Teaching staff training&development system has been missed for a long period of time, and the mechanism lagged behind the development of Vocational Education System herself, which becomes the bottleneck of further development. To establish a complete professional vocational education teaching staff development mechanism is an effective approach to improve the quality of vocational education.20th century for Shanghai Vocational Educational System is the hundred years of imitation and transformation. During the course of transplanting western advanced Vocational Educational System&experience, the vocational educational professionals and dedicated pioneers encountered the challenge of unacclimatization, even paused for a while, however they kept their great effort of localization practice;20th century for Shanghai Vocational Educational System is also the hundred years of foundation, construction and development. Great effort was made to construct the Vocational education System meeting her own needs based on the introduction of western advanced vocational education system. Although there was setback time to time causing system reconstruction, each time’s reconstruction driven the Vocational Education System moving forward; In20th century, Shanghai’s Vocational Education System need not only be compliance to the law®ulation of center government, but also put her own foot at the character of metropolitan city, search accommodation between center government’s regulation and local needs so as to shape the unique local attributes in the course of practice. Shanghai Vocational Education community has been keeping such indigenization exploration effort led by multiple times Vocational Education System reforms, trying the best to build up a "meeting the needs" Vocational Education System, however such unique path has not been found out yet to develop a Vocational Education System with the character of both China Elements and Shanghai Attributes. |
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