Study: Paper Library Network Time :2009-09-03
Abstract: Japan has a long history for teaching professional skills and it developed rapidly. This article describes the school's career guidance, vocational training within the enterprise and public vocational training as well as the three most suited to the development of professional knowledge to teach to change the trend of reform.
Keywords: Japan; Skills of Vocational guidance; New trend
1. The introduction of the basic of the Japanese vocational skills and guidance
Japan has a tradition of teaching vocational skills since the Meiji Restoration,, it has one hundred years of history. After the Meiji Restoration, Japan proposed the "colonization and industry" and the new law, and start setting up modern vocational guidance, to teach through the development of industry, control of advanced scientific techniques European and American countries. Japan is "to teach the nation" in the country, as an important part of teaching the system to teach vocational skills, it is full of high regard by. Comprehensive adaptation to the post-war social and economic needs, the Government formulated a series of decrees in all times, policy, plan, and adopted various concrete measures to continuously improve and expand professional teaching. Now, Japan has created a multi-level, multi-professional skills of more complete teaching system.
The current system consists of school career guidance, vocational training within the enterprise and public vocational training in three parts. Among them, the school system is the Ministry of Education to teach career management and vocational training within the enterprise and public vocational training system is under the jurisdiction of the Ministry of Labour. The following three aspects we will introduce vocational skills to teach in Japan:
I) Vocational skills in Schools
As we all know, Japanese have a strong professional effort, this effort largely originated in the schools, it is important from the middle and high schools to teach vocational skills, vocational high school specializing in a variety of schools and secondary vocational schools to teach and universities in the short term, the implementation of advanced and specialized schools, senior vocational guidance.
(i) Vocational skills in Junior High Schools
The professional quality of students create at the beginning of junior high school , which had the important skills of home economics courses created by the students based on the quality of teaching for the good absorption of higher vocational preparation.
(ii) Vocational guidance
High School separate into general high school with goal of study, vocational high school with employment goal and the combination of the 2 comprehensive high schools. Comprehensive and general high schools are set up vocational courses for students; they must pass all the subjects before gradation. Vocational high schools is the main body of Japanese vocational skills, which enroll junior high school graduates, three years later, they become the primary skills of staff and technicians. The career directions of Vocational high schools can be divided into Industrial Branches, Agriculture Bureau, Commercial Section, Fisheries Branch, Nursing Branch and so on. Vocational high schools are more than 2,000, more than 80 million students in school at the ended in May 2003. In the long running practice of vocational high schools into the following characteristics: school situation varied professional settings increasingly integrated, general guidance strongly enhanced, and professional qualifications strictly.
(iii) Advanced Vocational guidance
High school type key contains special schools, junior colleges, specialized schools.
a. Senior College
Junior high school graduates is the main enrolling object, the implementation of the system has always been taught 5-year institutions of higher learning, more than 90% of boys, there are professional major industrial, commercial aviation, electronic three categories, creating goal-oriented industries operating skills staff to explain the professional expertise and skills needed to create professional capacity. 62 schools, 54 are state schools. Theory in the teaching profession, while the students thought highly of experiments, internships and other practical guidance. As the students practical work stronger, and there must be a theoretical basis, so popular with enterprises welcome the higher employment rate.
b. Junior College
High school graduates and man-made objects have the same qualifications, length of 2-3 years. Its mission is to supply the ordinary high school graduates and senior teaching professional, creating the intermediate skills required for industry professionals. Girls accounted for 90%, from the discipline structure point of view, home economics and humanities disciplines, such as the proportion accounted for more than half. Mobile and diverse curriculum, and professional targeted, thus a high rate of graduate employment, for the supply of a large number of Japanese economic development of practical talents.
c. College
Institutions create employment and real-life students the necessary capabilities and objectives of the degree of progress in cultural education teaching. academic year is around 1-3 years, and usually 2 years. Where there are open for high school and above level courses specializing in those special schools are called special schools. In addition, the Training school also has junior high school level and above for those who do not request high-level courses and qualifications, with the general curriculum.
According to the Ministry of Education statistics, there has 3551 specialise school in 2000, most of the schools are private and small-scale. It is attached to the operation of market mechanisms to set standards more lenient with schools and curriculum on the mobility and flexibility, teaching content and methods of practicality and diversity of students in specialized areas with strong practical skills and experience, which can take the initiative to meet the diverse needs of the community to teach, the employment rate remains high, as an important part of teaching the Japanese occupation.
In addition, Japan also implemented a similar school vocational school to teach a variety of schools to teach. Mostly private, small, usually single subject nature, wide fields, professors and real life and career closely coherent knowledge and skills.
II) Vocational Skills in the Enterprises
While the schools teach the development of a good career, but more enterprise features to teach vocational skills. Japanese companies in particular high regard teaching as the people bringing up the production of vital competition, that "production by people, by training people" slogan.
Japanese firms to meet the needs of their own development, and teaching against the background of his life to make it more competitive and the times, carry out the following four types of teaching: first, to teach new workers, the company recruited staff on the new business status, organizational structures, basic training in the areas of teaching, so that new workers understand the business and to better adapt to their jobs: the second is to teach skills in personnel, was hired after the first front-line business experience life, and then experienced Under the leadership skills of staff to complete 12 missions, the last of the theoretical and practical aspects of assessment. Third, management of teaching, the goal is to advance the level of personnel quality, and develop their potential ability to inject fresh vigor for enterprises to enhance management efficiency. Fourth, the teaching staffs for the leadership of these senior managers are enterprises bones, so the impact of larger enterprises, training of their goal is progress, its decisiveness and command ability, long-term development for enterprises to prepare.
Japanese companies within the vocational training of three ways to teach, job training, job training and self-heuristic training. Job training due to work-site management staff responsible for the implementation of direct absorption, and efficient effort, purposeful, practical, strong. Job training will have to spend the time bound, focused on teaching facilities on a fixed, long time, spending big, but more systematic learning content, training help participants grasp and understand the whole. Another study by the employees to choose their own content and method, to create favorable conditions for enterprises to actively encouraged the support staff take the initiative, spontaneous learning, the final development of their creativity, to accelerate the development of enterprises.
Relative to schools and other institutions to teach vocational skills for employment within the teaching of Japanese companies the following characteristics: the object is to teach business full-service staff training; to teach both the content of theoretical knowledge, but also job skills training; in teaching objectives, to fully exploit the potential of employees, the ultimate progressive economic and social benefits of enterprises.
In summary, the Japanese enterprise occupational skills taught in the training of personnel division, mobile and diverse training methods, training content and localization of joint and so on with all its strange, angular success, reflects a different light.
III) Public vocational training and industry-academia cooperation
Japan's vocational training system to solve the unemployment problem was first drawn up in response. (Vocational Training Act) provides training in public vocational training include develop and progress the training, ability to further develop training, physical and mental disabilities vocational training and leadership training, with a sound administrative system, uniform training standards, training, adequate funding and so on.
Industry-university cooperation in Japan teaching system is accompanied by rapid economic development, adaptation monopoly capital in the political, economic needs built. Includes high school co-operation with industry and universities and industry cooperation. "Industry Cooperation," so that schools and industry closer contact, the school easier to meet the request of the industry, creating the need to adapt to social and business talent.
2. The development of Japanese professional skills to teach to change the trend of reform
I) Reform of vocational high schools
As the economic downturn and the graduates themselves some of the factors make the employment situation of vocational high school graduates were deteriorating, vocational guidance urgent need of reform. These reforms focused on improving teaching course important, subsidies experimental practice facilities and equipment necessary funds to strengthen the work of teacher training, increase the number of corresponding studies, thinks highly of research and so on.
II) Reform of vocational training within the enterprise
Life-long employment system within the enterprise under attack in the highly competitive modern society. Change the face of enterprise employment system, the enterprise must adjust vocational teaching, vocational training, changing only the state of the enterprise production services, carried out consistent with the social realities of teaching. Closed training model broken in the past, to strengthen the industry, exchange and cooperation between enterprises. Change the contents of a single traditional teaching, using a variety of teaching situations, a comprehensive knowledge of skills taught, creating autonomous, creative talent.
III) Promote individual career guidance
You must create creative talent to the increasingly fierce international competition in an invincible position. Commensurate with the beginning of great importance to Japan to teach students professional development and creative personality created, not only create "economic man", but there are noble sentiments created both techniques of modern practitioners. Schools must change in the degree of professional structure and curriculum, so students can develop according to their interests and needs of a wide field of choice in the curriculum, the students can display their individuality possible.
IV) Teach information technology to achieve professional
Japanese Government formulated the "intention to teach information technology", that meet the request of information age, and the supply of financial support for its implementation. Ministry of Education also requested that schools take full advantage of progress in the quality of education information network, and intends in the near future to all schools the same way the Internet network. Various types and levels of vocational guidance were very high regard necessary information to supply extensive use of information skills learning opportunities to obtain social recognition.
V) Promote the internationalization of professional teaching
Japanese have to meet the needs of international development, creating an international-type job skills talents, not only to teach school in Japan to enrich the content of international know how to teach content, such as strengthening foreign language teaching, coherent set of new courses with international affairs, calculating machines to carry out sponsored tutorials, etc. And pay attention to the industry with foreign schools and even the establishment of friendly exchange of friendly co-educational schools. This situation combined with teacher-student school visits, exchange of students, school and other situations of information exchange. In addition, thought highly of the quality of teachers bring international, through their words and deeds so that students with international quality and capacity.
VI) The lifetime of the development of vocational guidance
After 80 years of the 20th century, life has become Japan to teach to teach the dominant ideology of reform policies. To enable employees in the case of continuous social change to update professional knowledge and skills taught on the need to develop life-long career. First, the use of special-Recommendation and alternative methods of test subjects, leading to bribe senior secondary vocational teaching job to teach the path of the absorption for the supply of high-level vocational education to teach students the chance. Secondly, the lifetime employment system within the enterprise by the impact of the case, the workers of enterprises acquired in the community recognized the beginning of professional qualification certificates are regarded highly. Finally, the vocational school to open society, so that anyone at any time and place can be updated through the learning of knowledge.
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