Canadian Agricultural Vocational Education and Distance Education Investigation Report
Investigation Report on Agricultural Vocational Education and Distance Education in Canada Zhu Yan, Zhang Qiong, Xia Linhua
First, agricultural vocational education:
The teaching form is very flexible, mainly based on the two-year vocational training certificate class, and also has a three-year and four-year academic education class. At the same time, various forms of short-term training courses are also offered according to the needs of employers. Generally speaking, most of the students who have received three-year or four-year education have a background in agricultural work and practical experience in the agricultural industry. After working for a period of time, they returned to the school to receive systematic theoretical knowledge education according to their personal development plans and industry work needs. The two-year students are mainly high school graduates who come to the school for employment training before taking part in the work to acquire certain skills. The two-year program is qualified to obtain a vocational skill certificate. The certificate indicates the skills and professions that are learned. It is the “knock-knock” for the first employment. Three-year and four-year students can obtain a diploma from the university department, and most of them can obtain a three-level green qualification certificate. After graduation, they mostly serve as industry department managers. The two-year students can obtain a first-class green qualification certificate, and they are generally skilled workers in the industry after graduation.
The Tancheng development cost of living with the industry demand as the core and the vocational education concept based on the cultivation of students' ability and skills are the common characteristics of these two agricultural vocational education colleges. Their ideas and practices have left us a very deep impression. Industry demand has an important place. The submission of each industry skill requirement, the design of the skill chart, the implementation of the training process, and the passing of the skill test are all undertaken and completed by the industry. In this process, the government only plays a role of management and supervision, and does not directly organize training activities. The indicators that measure the final outcome of the training are detectable industry skills, not time-based classroom theory knowledge learning.
The “Student Management Farm” course was developed by the Lakeland Agricultural College based on the concept of vocational education based on the development of students' skills and skills. It has been popular for students and industry employers for 10 years. The SMF course has a learning period of two years. The first year focuses on theoretical courses, and the second year focuses on learning farm operations and management practices. The course is offered in accordance with the agricultural production cycle. A total of 20 students participate in each SMF course cycle. They jointly manage and manage 720 acres of farm farms. The farm farms are roughly divided into 5 districts, 4-5 crops, what kind of seeds are planted each year, and where to buy seeds. It is up to the students to decide whether to buy fertilizer or sell food, whether it is for futures trading or current loan transactions. Twenty students are divided into four groups: production group, finance group, marketing group and human resource management group. Choose one leader for each group. The leader is very important. In the election, not only depends on his experience, age, and line, but more importantly, he depends on his team spirit. Because the final evaluation of a team's performance is not just the performance of the team leader, but the entire team. Performance. Each group will hold a business meeting every week to discuss the relevant issues collectively and complete a report on the grassroots. The instructor is involved in the whole process, but he only listens and generally does not speak unless the decision made by the student is extremely dangerous. At the end of a production cycle, the SMF course is over.
After ten years of development and accumulation, the SMF curriculum has formed a scientific and orderly test method. Each student has an SMF course evaluation form, which is divided into three levels: excellent, general, and unqualified. The three teachers will jointly evaluate and finalize the signature. The basis for the assessment is: 1. The working schedule for each student to submit each week; 2. The actual labor situation of the student on the farm, such as the team spirit shown in the work, whether the harvested rapeseed heap meets the specifications Requirements, etc., as well as the final commercial performance, whether to make money, etc. Different roles, according to their different functions, the proportion of each work in the total score is also different.
According to the SMF course director and related materials, we understand that the purpose of the SMF course is to: 1. enable students to comprehensively use what they have learned and are learning; 2. develop students' teamwork spirit; 3. enable students to pass Evaluate the effectiveness of business activities and improve decision-making skills; 4. Enable students to understand and respect the opinions of other members when working together.
In order to properly manage the SMF curriculum, the school has set up a board of directors. The Board of Directors is responsible for overseeing the student farm's operations; identifying the long-term goals of farm development to ensure farm production, economic efficiency and the sustainability of policies; providing land, machinery and other necessary equipment for student farm operations; receiving from SMF Semester summary report of the course; final approval of major accidents.
In addition, the school also sent three instructors to participate in the implementation of the SMF course. Instructors arrange activities for arranging SMF courses; identify and limit students' strategies in managing farms, provide necessary training venues; provide ideas for students to make decisions, give feedback, pre-check student reports, etc.; Performance; report to the directors and discuss the progress of the SMF course.
The SMF course also has separate responsibilities for the team leader and team members.
The greatest success of the SMF program is that students develop a team spirit through course learning and hands-on practice. Their survey results show that the current enterprise, especially in large enterprises, attaches great importance to teamwork, not technical level. He also cited multinational companies - Kafir beef cattle company recruited their students because their students have studied SMF courses, know how to get along with people, how to find businesses, how to deal with businesses. The company believes that the SMF course shortens the distance between school education and social practice, and recruiting these students can quickly bring benefits to the company.
Second, distance education:
The Distance Education Center is established by the government for the remoteness of the province, where many children live in remote areas and inconvenient admissions. It mainly offers junior and senior high school courses and conducts teaching and communication through telephone and computer networks. When conducting online education, they strengthened their hardware construction and encouraged students to participate in online learning. In the process of conducting online education, they continue to use their peers' experience to train teachers suitable for online teaching and develop online courses, so that the number of students grows at a rate of 10 times per year. More and more students think that online education is very helpful to them.
In the process of conducting online education, the biggest challenge is the development needs of the online education industry. This does not require teachers' teaching materials and teaching methods to be constantly updated and continuously developed.
Students who receive continuing education must not only learn theory, but more importantly, they must learn technology and have practice. In education, they attach great importance to the cultivation of students' soft ability, that is, attitude, that is, how to interact with people, what kind of occupational factors should be possessed in the industry work. In teaching management, it is managed by the Ministry of Education of the province, such as textbook review and charging standards. Xinnuoke College is an education company. The government does not allocate funds. It is also not allowed to find sponsors. It is only allowed to charge fees according to the course. The fee for a course is 350 Canadian dollars. There are five student registration opportunities each year, and there are 40 teaching areas in Calgary, each with an online learning class. The test is divided into two parts, the theoretical class teacher is responsible for the test part, and the practical class teacher is responsible for the test part. In the management of teachers, the employment system is adopted, and one teacher is hired in one class to make a contract.
Third, thinking and suggestions:
After the inspection activities, the members of the delegation made a serious summary of the current situation of agricultural vocational education in China and the achievements of the reform of agricultural vocational education in Canada, and made the following suggestions:
1. The government should further increase investment and policy support for agricultural vocational education.
China is still insufficient in its investment in agricultural vocational education and policy support. Most agricultural vocational education institutions have long-term lack of funds, infrastructure is backward, and teaching, experimentation, and internship equipment are still not perfect. In particular, in recent years, the government's investment in agricultural vocational education has shown a decreasing trend. The contempt for agricultural vocational education in the society is still very serious, making the development of secondary and higher agricultural vocational education more difficult. In terms of peasant training, the incentive policy is not perfect. Although free training and deductible volunteers have been adopted, farmers’ participation in green card training and enthusiasm and initiative are still not high. Most farmers are still in the state of “I want to learn”. The training effect is not satisfactory. Taking advantage of Canada's experience, governments at all levels in China should increase policy support for agricultural vocational education and increase funding. In particular, with the continuous improvement of the market economic system and the challenge of joining the WTO, the government's support and protection of farmers' vocational education is particularly important.
2. It is necessary to further strengthen scientific and technological training for rural women.
Among the people engaged in agricultural production activities in rural areas of China, women account for 52%, and more than 20% of rural women are illiterate. In the past peasant training work, China has done a lot of work in focusing on women's participation, which has played a very good role in improving the scientific and technological culture of rural women. It should be realized that the focus on women's participation is not only in the statistics of the data, but more importantly, it is to study the status and role of women in the current agricultural production, to determine which positions are suitable for women, and which positions must be participated by women; In the budget for training funds, it is necessary to consider leaning toward female students; it is necessary to increase the proportion of female teachers in peasant training teachers.
3. It is necessary to reform the formulation of policies and measures for agricultural vocational education.
First, curriculum development and design are student-oriented and closely integrated with the agricultural industry, employers or employers. The second is to focus on the cultivation of students' attitudes when formulating talent training programs. The third is to scientifically evaluate the quality of talents trained in agricultural vocational education.
First, agricultural vocational education:
The teaching form is very flexible, mainly based on the two-year vocational training certificate class, and also has a three-year and four-year academic education class. At the same time, various forms of short-term training courses are also offered according to the needs of employers. Generally speaking, most of the students who have received three-year or four-year education have a background in agricultural work and practical experience in the agricultural industry. After working for a period of time, they returned to the school to receive systematic theoretical knowledge education according to their personal development plans and industry work needs. The two-year students are mainly high school graduates who come to the school for employment training before taking part in the work to acquire certain skills. The two-year program is qualified to obtain a vocational skill certificate. The certificate indicates the skills and professions that are learned. It is the “knock-knock” for the first employment. Three-year and four-year students can obtain a diploma from the university department, and most of them can obtain a three-level green qualification certificate. After graduation, they mostly serve as industry department managers. The two-year students can obtain a first-class green qualification certificate, and they are generally skilled workers in the industry after graduation.
The Tancheng development cost of living with the industry demand as the core and the vocational education concept based on the cultivation of students' ability and skills are the common characteristics of these two agricultural vocational education colleges. Their ideas and practices have left us a very deep impression. Industry demand has an important place. The submission of each industry skill requirement, the design of the skill chart, the implementation of the training process, and the passing of the skill test are all undertaken and completed by the industry. In this process, the government only plays a role of management and supervision, and does not directly organize training activities. The indicators that measure the final outcome of the training are detectable industry skills, not time-based classroom theory knowledge learning.
The “Student Management Farm” course was developed by the Lakeland Agricultural College based on the concept of vocational education based on the development of students' skills and skills. It has been popular for students and industry employers for 10 years. The SMF course has a learning period of two years. The first year focuses on theoretical courses, and the second year focuses on learning farm operations and management practices. The course is offered in accordance with the agricultural production cycle. A total of 20 students participate in each SMF course cycle. They jointly manage and manage 720 acres of farm farms. The farm farms are roughly divided into 5 districts, 4-5 crops, what kind of seeds are planted each year, and where to buy seeds. It is up to the students to decide whether to buy fertilizer or sell food, whether it is for futures trading or current loan transactions. Twenty students are divided into four groups: production group, finance group, marketing group and human resource management group. Choose one leader for each group. The leader is very important. In the election, not only depends on his experience, age, and line, but more importantly, he depends on his team spirit. Because the final evaluation of a team's performance is not just the performance of the team leader, but the entire team. Performance. Each group will hold a business meeting every week to discuss the relevant issues collectively and complete a report on the grassroots. The instructor is involved in the whole process, but he only listens and generally does not speak unless the decision made by the student is extremely dangerous. At the end of a production cycle, the SMF course is over.
After ten years of development and accumulation, the SMF curriculum has formed a scientific and orderly test method. Each student has an SMF course evaluation form, which is divided into three levels: excellent, general, and unqualified. The three teachers will jointly evaluate and finalize the signature. The basis for the assessment is: 1. The working schedule for each student to submit each week; 2. The actual labor situation of the student on the farm, such as the team spirit shown in the work, whether the harvested rapeseed heap meets the specifications Requirements, etc., as well as the final commercial performance, whether to make money, etc. Different roles, according to their different functions, the proportion of each work in the total score is also different.
According to the SMF course director and related materials, we understand that the purpose of the SMF course is to: 1. enable students to comprehensively use what they have learned and are learning; 2. develop students' teamwork spirit; 3. enable students to pass Evaluate the effectiveness of business activities and improve decision-making skills; 4. Enable students to understand and respect the opinions of other members when working together.
In order to properly manage the SMF curriculum, the school has set up a board of directors. The Board of Directors is responsible for overseeing the student farm's operations; identifying the long-term goals of farm development to ensure farm production, economic efficiency and the sustainability of policies; providing land, machinery and other necessary equipment for student farm operations; receiving from SMF Semester summary report of the course; final approval of major accidents.
In addition, the school also sent three instructors to participate in the implementation of the SMF course. Instructors arrange activities for arranging SMF courses; identify and limit students' strategies in managing farms, provide necessary training venues; provide ideas for students to make decisions, give feedback, pre-check student reports, etc.; Performance; report to the directors and discuss the progress of the SMF course.
The SMF course also has separate responsibilities for the team leader and team members.
The greatest success of the SMF program is that students develop a team spirit through course learning and hands-on practice. Their survey results show that the current enterprise, especially in large enterprises, attaches great importance to teamwork, not technical level. He also cited multinational companies - Kafir beef cattle company recruited their students because their students have studied SMF courses, know how to get along with people, how to find businesses, how to deal with businesses. The company believes that the SMF course shortens the distance between school education and social practice, and recruiting these students can quickly bring benefits to the company.
Second, distance education:
The Distance Education Center is established by the government for the remoteness of the province, where many children live in remote areas and inconvenient admissions. It mainly offers junior and senior high school courses and conducts teaching and communication through telephone and computer networks. When conducting online education, they strengthened their hardware construction and encouraged students to participate in online learning. In the process of conducting online education, they continue to use their peers' experience to train teachers suitable for online teaching and develop online courses, so that the number of students grows at a rate of 10 times per year. More and more students think that online education is very helpful to them.
In the process of conducting online education, the biggest challenge is the development needs of the online education industry. This does not require teachers' teaching materials and teaching methods to be constantly updated and continuously developed.
Students who receive continuing education must not only learn theory, but more importantly, they must learn technology and have practice. In education, they attach great importance to the cultivation of students' soft ability, that is, attitude, that is, how to interact with people, what kind of occupational factors should be possessed in the industry work. In teaching management, it is managed by the Ministry of Education of the province, such as textbook review and charging standards. Xinnuoke College is an education company. The government does not allocate funds. It is also not allowed to find sponsors. It is only allowed to charge fees according to the course. The fee for a course is 350 Canadian dollars. There are five student registration opportunities each year, and there are 40 teaching areas in Calgary, each with an online learning class. The test is divided into two parts, the theoretical class teacher is responsible for the test part, and the practical class teacher is responsible for the test part. In the management of teachers, the employment system is adopted, and one teacher is hired in one class to make a contract.
Third, thinking and suggestions:
After the inspection activities, the members of the delegation made a serious summary of the current situation of agricultural vocational education in China and the achievements of the reform of agricultural vocational education in Canada, and made the following suggestions:
1. The government should further increase investment and policy support for agricultural vocational education.
China is still insufficient in its investment in agricultural vocational education and policy support. Most agricultural vocational education institutions have long-term lack of funds, infrastructure is backward, and teaching, experimentation, and internship equipment are still not perfect. In particular, in recent years, the government's investment in agricultural vocational education has shown a decreasing trend. The contempt for agricultural vocational education in the society is still very serious, making the development of secondary and higher agricultural vocational education more difficult. In terms of peasant training, the incentive policy is not perfect. Although free training and deductible volunteers have been adopted, farmers’ participation in green card training and enthusiasm and initiative are still not high. Most farmers are still in the state of “I want to learn”. The training effect is not satisfactory. Taking advantage of Canada's experience, governments at all levels in China should increase policy support for agricultural vocational education and increase funding. In particular, with the continuous improvement of the market economic system and the challenge of joining the WTO, the government's support and protection of farmers' vocational education is particularly important.
2. It is necessary to further strengthen scientific and technological training for rural women.
Among the people engaged in agricultural production activities in rural areas of China, women account for 52%, and more than 20% of rural women are illiterate. In the past peasant training work, China has done a lot of work in focusing on women's participation, which has played a very good role in improving the scientific and technological culture of rural women. It should be realized that the focus on women's participation is not only in the statistics of the data, but more importantly, it is to study the status and role of women in the current agricultural production, to determine which positions are suitable for women, and which positions must be participated by women; In the budget for training funds, it is necessary to consider leaning toward female students; it is necessary to increase the proportion of female teachers in peasant training teachers.
3. It is necessary to reform the formulation of policies and measures for agricultural vocational education.
First, curriculum development and design are student-oriented and closely integrated with the agricultural industry, employers or employers. The second is to focus on the cultivation of students' attitudes when formulating talent training programs. The third is to scientifically evaluate the quality of talents trained in agricultural vocational education.
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