| In recent years, the higher occupational-technical education has maintained rapid progress in China, the number of occupational-technical institutes and the enrollments of these institues have increased sharply and unpredictablly. However, there are also many problems unveiled in the area of higher occupational-technical education, for instance its definition difficulty and its managerial difficulty. The author thinks that the development of occupational-technical education in China should learnfrom the experience of the developed countries. The dissertation studies TAFE in 2 dimensions: the TAFE system and the TAFE institutes. The author thinks TAFE system has the following characteristics: well-designed system by government, industries participation, integrity, interrelation with fundamental education and higher education, standardized magagement, students-centered teaching, competency oriented training and self-renovation. While the TAFE institutes has the following characteristics: flexibility on the length of schooling, multi-channel of enrollment, full time and part time teachers, career oriented curriculum, standardized teaching modules and flexibility in teaching and training. The goal of the dissertation is to be beneficial to the development of higher occupational-technical education in China. The author suggests behavior patterns in the dissertation to different participants invloved in the higher occupational-technical education in China. The education researcher should clarify the definition for the occupational-technical education in China, the government should comprehend its responsibility for education, establish an effective occupational-technical education system, and provide sufficient support. The higher occupational-technical institutes should position themselves appropriately, and clarify compatitive advantages. The industries and enterprises should participate more actively in the occupational-technical education. |
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