Secondary Vocational Education School System

The secondary vocational education is an important part of the education system in china. For 30 Years of Reforming and Opening, China's vocational education has developed rapidly and cultivated the urgently needed talents for modernization construction. Yet there exists many problems in secondary vocational education, especially in the school running model, that is many secondary professional schools inherits the common middle school running model, which causes trained students have low practical skill, poor operating capability and faces more employment pressure, which does not meet the needs of the development of society and economy.Compared with the Europe and America, Japan and China are a narrow strip of water from geography, and have more similar aspects in cultural tradition, geographical position , population morphology and historical development. As one of the most developed countries in vocational education, Japan is proud of its perfect vocation system and strict teacher-training systems, relative vocational education laws and regulations, complete national vocational certificating systems, the life-long training system and learning society, meanwhile, Japan is one of the most benefited countries from the vocational education. So, Researching Japan's school running mode of secondary vocational education, absorbing and taking for reference useful experience of running secondary vocational school in Japan, reforming current single and rigescent school running mode, which will help promote the development and reform of secondary vocational education in china.Taking the course of development of secondary vocational education in Japan as the clue, this thesis takes Japan's school running mode of secondary vocational education as the research object, and analyses and induces the Characteristics of school running mode of secondary vocational education in Japan, namely, diversified subjects of running school and varied school running forms, multiple channels of school running fund, Institutionalized approach of teacher training. On the basis of studying present situation and existing problems of school running mode of secondary vocational education in china, this thesis takes the experiences of running secondary vocational school in Japan for reference, and put forward some suggestions on reforming the school running mode of secondary vocational education in china.This thesis mainly adopts the method of historical literature research, and consists of four parts. The first part describes the historical development of Japan's school running mode of secondary vocational education before and after World War II in four aspects: subjects of running school and school running forms, school running fund and teacher training. On the basis of the first part, the second part induces the Characteristics of pluralistic school running mode of secondary vocational education in Japan, namely, diversified subjects of running school and varied school running forms, multiple channels of school running fund, Institutionalized approach of teacher training. The third part analyzes present situation and existing problems of school running mode of secondary vocational education in china. The fourth part uses the experience of running secondary vocational school in Japan for reference, and put forward some suggestions on reforming the school running mode of secondary vocational education in china in several aspects: prompting the development of diversified subjects of running school; strengthening government support to secondary vocational education on vocational education-enterprises corporations; developing non-governmental vocational education; Paying great attention to vocational education investment institutionalization, Guaranteeing vocational education fund and promoting the development of multiple investment channels of vocational education; Strengthening the construction of vocational teaching staff; Strengthening the power of implementation of labor permit system. In summary, the research and reference on successful experiences of Japan's vocational education is of important theoretical value and realistic significance...