The Remote Vocational Education In Australia

Distance vocational education is a new important form of long-distance vocational education and training development since the20th century in the whole world. It can support vocational training for a lot of people who can not leave their jobs, it is also to solve certain social problems in China. Its emergency makes life-long education from concept to reality, it also makes vocational education to be an accessible service to every citizen. Some evidences show that distance vocational education will become one development mode of education in the future. Distance vocational education has developed perfectly in many developed countries which provide a good successful example for us. Especially with the increasingly development of globalized education and industrialized education,Australia Distance vocational education is comprehensively developing with various of advantages that are not featured in traditional vocational school, such as:the application of advanced education concept, advanced media technology and personalized service. OTEN acquires unparalleled achievement in aspects of ways, such as:marketing positioning, student training, teacher training, media technology, curriculum standards system and curriculum implementation.etc.The development of distance vocational education in China is still in its infancy, and we can not find a good development model under the limited educational resources. Through a comprehensive case study, we can provide a good example for the development of distance vocational education in China. This research aims to preliminarily explore distance vocational education by OTEN as an example through the methods of literature research and case studies, and use its useful experiments for reference to impel the reformation and development of long-distance vocational education in China. A brief outline of the chapters will be shown as following:Firstly,"Introduction" mainly discusses the existing researches on distance vocational education at home and abroad; it also introduces the research methodology from those works are employed in this work; the key words from this work are defined as well. Chapter one "Overview of the development of Australian distance vocational education" gives a brief description of development path and motivation of Australian distance vocational education. it also clarify the context of the entire development of distance vocational education in Australia and its unique geographical and historical development motivation, in order to support background knowledge for the following introduction. Chapter two "The introduction of OTEN" introduces the general of OTEN, history, education characteristics, school results, organizational structure, etc respectively. Chapter three "Student management system of OTEN" analyzes three main factors:personalized student training programs, personalized student support services, the qualification system and diploma that students can acquire. The courses offered by Australian distance vocational education have a high degree of scientific and targeted, through the full analysis of the labor market and job market, and it also do not open courses blindly and classify students, so it reflects the educational philosophy of people-centered. Chapter four "Teacher management system of OTEN" describes teachers' engagement and pre-service training, teachers' salary system, the preparation of personnel. It also pay attention to teachers' selection and training and ensure scientific and practical management of teachers. Chapter five "Course management system of OTEN" analyzes and summarizes Australian curriculum quality standard system, the complete development program of media materials, teaching organization and curriculum learning, the contact and balance between students, teachers, curriculum, technical support for curriculum implementation. The establishment of course quality standards system standardizes the entire Australian vocational education and training. Chapter six "Recommendation" gives some suggestions with aims of the problems from institutions of long-distance vocational education, which includes three aspects:goal establishment, lean thinking and diverse development.This paper attempts to analyze the student management system, student services programs, teacher management system, curriculum management system etc. And it also hopes to provide a useful reference for China's establishment of a scientific and effective long-distance vocational education courses implementation standards, and provide reference template for our institutions which implement distance vocational education, and walk out of a new way of the development of long-distance vocational education with Chinese characteristics.