Australian Forestry Education Survey Report
Australian Forestry Education Survey Report
China Forestry Education Association to Australia, New Zealand Forestry Education Mission
Abstract: At present, China's education structure is being further adjusted, and various education reforms are gradually deepening. How to build a lifelong education system in line with China's national conditions, improve and cultivate the practical ability and employability of students in higher forestry colleges, strengthen and develop vocational and technical education and training, improve the quality of workers, and make full use of social forces to do a good job in forests. Protecting work is a question that should be seriously considered. Australia’s experience in forestry education deserves our learning and insight.
Keywords: Australia; forestry education; inspection
At the invitation of relevant parties in Australia and New Zealand, approved by the Department of International Cooperation of the State Forestry Administration, organized by the China Forestry Education Association, including Beijing Forestry Management Cadre College, Beijing Forestry University, South China Agricultural University, Ningxia University Agricultural College, Xinjiang Agricultural University The Chinese Forestry Education Study Visiting Group, attended by relevant personnel from Forestry College and Fujian Forestry Technology College, visited Australia and New Zealand from December 30, 2004 to January 13, 2005 to investigate the forestry education and forest protection in both countries. The focus of this visit is Australia's higher forestry education, adult education, technical training, forest protection and fire prevention, and graduate employment. The delegation visited the Australian National University's School of Resources, Environment and Society, Sydney TAFE, the NSW Resource Protection Agency, the University of Melbourne Forest College, and visited the laboratory and internship of the educational research institute, and visited Sydney University. campus. The delegation heard the reports of relevant experts and introduced the situation of China's forestry education to the other side. The two sides exchanged views on issues of interest and further explored the issues concerning cooperation in the field of education between the two countries. During the inspection process, all the members of the team actively and conscientiously overcome the difficulties of hot weather. They not only listened to the briefings of the other party, but also raised a large number of questions and conducted heated discussions, especially on the cooperation between the two sides. During the inspection, the members of the team were more rewarded. They not only broadened their horizons, but also learned a lot of experience. The two sides reached preliminary intentions on fire prevention training, mutual student training, and introduction of forest trees, which laid a good foundation for future cooperation. The foundation has achieved the intended purpose.
First, the basic situation of the investigation
Higher Forestry Education in Australia
There are 8 universities across Australia with a forestry college or a resource and environment college. Only the National Australian University School of Resources, Environment and Society and the University of Melbourne Forest College can award a bachelor's degree in forestry. The remaining universities can offer courses in the direction of Lin Xue, but they cannot grant degrees and can apply for grants from these two universities. The country's higher forestry education is not large, and the University of Forestry University enrolls less than 100 students each year, with about 50 doctors. The number of enrolled students has declined in the past two years, and it is impossible to complete the enrollment plan every year.
The Australian National University School of Resources, Environment and Society was founded in 1925. It is located in the capital city of Canberra. It has a beautiful environment and is surrounded by trees. The school has good experimental and internship conditions. The institute was an independent forest college before 1965. In 1965, it was renamed the Australian National University Department of Forestry. In 2001, the Department of Forestry and the Department of Geography were merged into the School of Resources, Environment and Society. It is a large-scale college of the Australian National University. At present, the college has four majors: forestry, geography, human ecology, resources and environmental management. The academic system is 4 years. The college enrolls more than 100 students each year. Students can take courses in other majors at the same time and receive a second degree. The school combines forestry and sociology into a college, mainly considering that the research and development of forestry is closely related to all aspects of society, especially modern forestry is completely different from traditional forestry. The school attaches great importance to the cultivation of graduate students. It not only recruits students from all over the country, but also recruits students and visiting scholars from all over the world. The institute has close exchanges with foreigners. In 2004, visiting scholars and students from Beijing Forestry University and Gansu Agricultural University studied and studied here.
The University of Melbourne Forest College is a long-established school. The college is more than 100 kilometers from the school's headquarters and is situated in a beautiful forest. Covering an area of 20 hectares, the college has 2,000 hectares of forest for students to practice, mainly eucalyptus, and 400 hectares of pine trees. The college has a state-of-the-art laboratory and wood processing plant, as well as a professional library with a collection of more than 100,000 books. There are student apartments for temporary accommodation for students. At present, the college has more than 20 teachers and 3 professors; there are more than 800 students, including more than 20 doctoral students, 45 master students, 160 university students, and the rest are junior college students. There are also some international students. From the United States, China, Canada and Southeast Asia. Students are freshmen and sophomores studying at the school headquarters. After junior year, they study professional courses at the college and conduct internships. The main professional directions are forest cultivation, wood science, and forest fire prevention. Many forestry companies and farmers offer scholarships to students. Due to the strong practical ability of students, it is easier for graduates to find employment. In recent years, graduates have been more politically motivated, which has been praised by the school. The college believes that the graduation of forestry students will help the society to further understand forestry and improve the status of forestry in society. However, the number of enrolled students has decreased in the past two years, and 40 projects are enrolled each year. The result is only 20. The college hopes to recruit more international students from abroad.
The College also undertakes the training tasks of the TAFE Technology and Continuing Education Institute, and is entrusted by the Forestry Federation and employers to train more than 1,000 people each year. The training targets are mainly in-service personnel, and they work part-time and half-read, including forestry management, business management and human management, each accounting for 1/3. The training level is from the second level to the fourth level.
The College is also Australia's largest forestry research centre with annual research funding of more than $10 million. Adequate research funding also provides a strong guarantee for teaching.
Australian forest protection
Australia is a Shaolin country with a forest coverage rate of only 10%. Forestry management is mainly the responsibility of the states. In recent decades, large-scale artificial afforestation has been carried out, especially the introduction of some foreign tree species, such as the radiata pine in the United States, but the forest structure with eucalyptus as the main tree species has not changed. Due to the dry climate, especially the high temperature and lack of rain in summer, and the fact that eucalyptus is a flammable tree species, the frequency of forest fires is very high. How to effectively control fires is the most important part of Australian forest protection.
The Australian Forest Fire Prevention Organization was established in 1955 to promote forest fire prevention, education and training through the Forest Fire Prevention Association. The purpose of fire prevention is to protect the lives and property of the people and protect the sustainable development of the forest. Fire prevention is everyone's responsibility, not just the government. Four levels of organization have been established throughout the country: the first level is the state government, which is mainly responsible for the management of forest trees; the second level is the national park, including animal protection; the third level is the urban area; the fourth level is the rural area. There are forest management associations across the country, and there are corresponding management personnel in each region. The committee holds two or three meetings a year and provides free training for relevant personnel for about 20 hours. In 1997, the government adopted three new systems through fire prevention regulations: first, daily protection, second, emergency treatment, and third, after-the-fact processing. Focus on daily protection. Australian fire prevention implements the combination of full-time staff and volunteers. Volunteers play an important role in daily fire prevention work, mainly in inspections and publicity, and assisting professionals in fire fighting in the event of fire. Usually, I often go to the community, the school to give lectures to residents and students, and also visit the farmer's home, hold different levels of seminars, and give full play to the role of local personnel. In Australia, indigenous people have the practice of burning in the forest for thousands of years. Now Australia still believes that forest fires are not all bad things. This is a normal phenomenon in nature. In the winter, burning some inflammables in the forest not only protects the forest, but also facilitates vegetation replacement and land restoration. Just control the forest fire within a certain range. Therefore, each state conducts forest asset risk assessments in different regions, and the evaluation criteria fully reflect the principle of people-oriented. First consider whether it poses harm to personnel, and secondly whether it poses a threat to animals and plants, and how much property damage is caused by the third. Each area will have an assessment of the probability of fire and the magnitude of the damage, and work in a targeted manner based on the assessment map. At the same time, according to the fire level, fire extinguishing plans for different areas are formulated.
Second, thinking and enlightenment
Although the time of this visit is short, it is only a matter of time to go, it is impossible to fully understand the education situation in Australia, but the gains are very large. China's education structure is being further adjusted. Australia has many experiences that are worthy of our attention. In particular, its vocational technology and adult education system have practical significance for the reform and adjustment of China's educational structure.
Starting from the national conditions, constructing a lifelong education system in line with China's national conditions
China and Australia have different social systems and different national conditions, but both governments attach great importance to education. At present, when China implements the "Pujiu" education and higher education into mass education, establishing a lifelong education system in the whole society is of great significance for improving the quality of all citizens and building a well-off society in an all-round way. At present, China has initially established a system of education for all that is based on kindergartens, small schools, middle schools, vocational schools, and universities, supplemented by various adult education. However, there are still many problems in the popularization of nine-year compulsory education in rural areas. The weak position of basic education needs to be strengthened. The state should further increase the investment in basic education, especially in the central and western regions, so that nine-year compulsory education can be realized in rural areas. Higher education has developed by leaps and bounds in recent years. The number of students in all types of schools across the country has exceeded 20 million, and the gross enrollment rate has reached 19%. However, it is still in its infancy, and there is still a big gap between the requirements of national development and the needs of the people. Various forms should be adopted to further accelerate the development of higher education, especially the experience of private schools in developed countries, to promote the development of domestic private universities, to support them from a policy, and to enable these schools to be recognized. Attracting all kinds of funds from the society to invest in higher education, reducing the burden on the country, and forming a good situation in which the whole society is going to run education. At the same time, in-service personnel are encouraged to carry out regular training to continuously improve their working ability and standards. The existing training centers and schools belonging to various departments and industries are open to the society, and a scientific evaluation system is established to enable these training institutions to meet the standards required by society. Use network technology to build a unified network of schools and training institutions across the country or everywhere. Through the establishment of various assessment systems and standards, a learning society will be gradually formed.
Vigorously strengthen and develop vocational and technical education and training to improve the enthusiasm of workers
Australia attaches great importance to vocational education. Only about 15% of high school graduates enter university every year, and 80% of high school graduates enter TAFE. TAFE has become the main force of its education. Since TAFE can open all skills training courses according to the market demand and the skill standards set by the government, schools and enterprises, the certificates obtained by the students are recognized by the society, and the courses taught by TAFE also recognize that after the students participate in the TAFE study, With your own volunteers and hobbies and market employment, you can choose to work or continue to study at university. Because TAFE pays attention to the combination with the market, the students who are trained have strong hands-on ability and employment is easier than the university students. Therefore, students are willing to enter TAFE after graduating from high school. This is precisely the education reform in our country that is worth learning and borrowing. At present, on the one hand, there are 20 million labor forces entering the labor market every year in China, and they cannot enter technical posts because they have not received formal vocational skills training. On the other hand, due to the high academic qualifications in the labor market, in recent years, many secondary schools and technical schools have been upgraded or merged into universities to become higher vocational schools. These schools generally have unclear training objectives and vague market positioning. As a result, the graduates have neither systematic theoretical knowledge nor practical skills. At the same time, due to its objective orientation, students' employment expectations are high, which makes them unable to compete with university students in the job market and are unwilling to engage in technical labor. At present, China is in a period of economic transformation and needs a large amount of high-quality labor. Many enterprises have to be recruited at high salaries nationwide and even imported from abroad because they cannot get advanced technicians. Therefore, vigorously developing vocational and technical education is not only to meet the needs of the society for skilled workers, but also to improve the requirements of the workers, and is an inevitable requirement for building a well-off society in an all-round way. To vigorously strengthen and develop vocational and technical education, we must proceed from reality. First, establish a correct view of talents. Any work that can play a positive role in social development should be respected by the society and establish a new trend of glorious work in the whole society. The second is to formulate relevant policies and actively guide people to engage in labor and technical work so that those engaged in labor and technical work can receive corresponding compensation. At the same time, we will develop a series of technical titles to encourage them to continuously study technology and create tens of millions of highly skilled labor forces. Third, the existing higher vocational colleges must be in a position to be truly market-oriented, strengthen students' practical ability, and completely shake off the shadow of ordinary higher education. The fourth is to do a good job in training rural migrant workers. This is the blind spot of training and vocational education in China. These people are large in number, highly mobile, and have low cultural standards and belong to socially disadvantaged groups. The training fee should be paid by the central government in a unified manner. According to the market demand for different labor positions, they should be short-term training in designated schools and issued a nationally recognized certificate. Completely solve the social problems of unemployed technical training for migrant workers, and at the same time create conditions for solving the problems of agriculture, rural areas and farmers. The fifth is to build a relationship between vocational education and other types of higher education linkage and coordinated development, so that all types of personnel will not terminate their learning and development in the vocational education stage.
Forestry colleges and universities should pay attention to the cultivation of practical ability and improve students' employability
Australian universities attach great importance to the cultivation of practical skills of Linke students. The School of Resources, Environment and Society at the National University of Canberra has a ratio of 3% to theoretical teaching and practical teaching, and 1% for course teaching and self-study. The University of Melbourne Forest College is built in the forest. After the students complete the basic course at the school headquarters, the rest of the professional courses are completed in the school located in the forest. In cultivating students, they emphasize that the content they study is closely integrated with research and production to improve the level of research and solve practical problems encountered in production. At the same time, pay attention to the intersection of different disciplines, especially the intersection of social disciplines. They believe that the development of modern forestry is closely linked to its national and local regulations and policies, and that graduates should be encouraged to go to politics to influence policies on forestry. On the other hand, we strive to cultivate students' interest and hobbies in learning forests. Scholarships are set up by some companies and employers to help students complete their studies. At present, in the process of university education in our country, there is a widespread phenomenon that the students with low eyesight are poor in hands-on ability and unable to adapt to the needs of work. On the one hand, it is to recognize the problem. It is believed that university university students are senior talents, mainly engaged in management and research work; on the other hand, there is a shortage of funds and lack of internship sites, which causes many necessary practical practice links to be completed, often replacing classroom teaching with everything. . Students in forestry colleges still have long-standing problems in professional thinking. Xuelin does not love forests, and Xuelin is not willing to do forestry. Therefore, in the future, we should do the following work:
1. Correctly understand the status and role of college students in the market. With the popularization of higher education and the large expansion of graduate students, college students will become ordinary workers in the future society. Strong practical ability and systematic theoretical knowledge are equally important. Therefore, it is necessary to improve students' practical ability as an important content. In particular, Lin Xue, as a very practical discipline, should strengthen the construction of practical links.
2. Further strengthen the professional education of Linke students, and encourage students to learn Lin Ai Lin through various forms such as setting up professional scholarships.
3. Strengthen the guidance of students' employment links, and actively do a good job in market forecasting, especially in light of the needs of forestry ecological construction, and propose a medium- and long-term plan for the needs of forestry talents. Strengthen the guidance of students, establish a whole-process employment guidance system, establish close ties with forestry and related units, and actively encourage graduates to work in the front line of forestry production.
Make full use of social forces to do a good job in forest protection
Australia is sparsely populated, economically developed, and labor intensive. Although Australia and China have different national conditions, their experience in using forest power to do forest protection work is very worthwhile for us to learn from. In the process of forest fire prevention, Australia relies on associations and volunteers at all levels to establish a mass organization from the state government to the countryside throughout the country. The number of volunteers is seven times that of professionals. In particular, volunteers usually go to the community, schools, and farmers' homes for publicity and training. In the event of a fire, fire with the professionals, which plays an irreplaceable role for government agencies and professionals. In China, there are many fires caused by human factors every year. It is not enough to rely on existing professionals for publicity and fire prevention training, and the general fire safety education effect in China is not satisfactory. Relevant departments should establish a national fire prevention association to mobilize social forces to do forest fire prevention work. On the one hand, some volunteer organizations are established in and around the forest area, using geographical proximity, convenient time schedules, regular activities and related training. On the other hand, using the social practice activities carried out by college students each year, it is determined that some relevant schools have established corresponding organizations, giving full play to the characteristics of college students' professional knowledge and enthusiasm, and deepening activities in forest areas and key areas.
In 2003, the Central Committee of the Communist Party of China and the State Council issued the "Decision on Accelerating Forestry Development" and established a forestry development strategy based on ecological construction. At present, around the six major forestry projects, new and higher requirements are put forward for forestry education. Forestry colleges and educational institutions at all levels must adapt to the new situation and accelerate the pace of forestry education reform. It is necessary to train high-level talents in forestry science and technology, solve major theoretical problems and technical problems in forestry construction and development, and cultivate forestry knowledge. Tens of thousands of skilled workers who master forestry technology and are familiar with operating procedures. Australia’s experience in forestry higher education and vocational and technical education as well as adult education deserves our learning and insight.
China Forestry Education Association to Australia, New Zealand Forestry Education Mission
Abstract: At present, China's education structure is being further adjusted, and various education reforms are gradually deepening. How to build a lifelong education system in line with China's national conditions, improve and cultivate the practical ability and employability of students in higher forestry colleges, strengthen and develop vocational and technical education and training, improve the quality of workers, and make full use of social forces to do a good job in forests. Protecting work is a question that should be seriously considered. Australia’s experience in forestry education deserves our learning and insight.
Keywords: Australia; forestry education; inspection
At the invitation of relevant parties in Australia and New Zealand, approved by the Department of International Cooperation of the State Forestry Administration, organized by the China Forestry Education Association, including Beijing Forestry Management Cadre College, Beijing Forestry University, South China Agricultural University, Ningxia University Agricultural College, Xinjiang Agricultural University The Chinese Forestry Education Study Visiting Group, attended by relevant personnel from Forestry College and Fujian Forestry Technology College, visited Australia and New Zealand from December 30, 2004 to January 13, 2005 to investigate the forestry education and forest protection in both countries. The focus of this visit is Australia's higher forestry education, adult education, technical training, forest protection and fire prevention, and graduate employment. The delegation visited the Australian National University's School of Resources, Environment and Society, Sydney TAFE, the NSW Resource Protection Agency, the University of Melbourne Forest College, and visited the laboratory and internship of the educational research institute, and visited Sydney University. campus. The delegation heard the reports of relevant experts and introduced the situation of China's forestry education to the other side. The two sides exchanged views on issues of interest and further explored the issues concerning cooperation in the field of education between the two countries. During the inspection process, all the members of the team actively and conscientiously overcome the difficulties of hot weather. They not only listened to the briefings of the other party, but also raised a large number of questions and conducted heated discussions, especially on the cooperation between the two sides. During the inspection, the members of the team were more rewarded. They not only broadened their horizons, but also learned a lot of experience. The two sides reached preliminary intentions on fire prevention training, mutual student training, and introduction of forest trees, which laid a good foundation for future cooperation. The foundation has achieved the intended purpose.
First, the basic situation of the investigation
Higher Forestry Education in Australia
There are 8 universities across Australia with a forestry college or a resource and environment college. Only the National Australian University School of Resources, Environment and Society and the University of Melbourne Forest College can award a bachelor's degree in forestry. The remaining universities can offer courses in the direction of Lin Xue, but they cannot grant degrees and can apply for grants from these two universities. The country's higher forestry education is not large, and the University of Forestry University enrolls less than 100 students each year, with about 50 doctors. The number of enrolled students has declined in the past two years, and it is impossible to complete the enrollment plan every year.
The Australian National University School of Resources, Environment and Society was founded in 1925. It is located in the capital city of Canberra. It has a beautiful environment and is surrounded by trees. The school has good experimental and internship conditions. The institute was an independent forest college before 1965. In 1965, it was renamed the Australian National University Department of Forestry. In 2001, the Department of Forestry and the Department of Geography were merged into the School of Resources, Environment and Society. It is a large-scale college of the Australian National University. At present, the college has four majors: forestry, geography, human ecology, resources and environmental management. The academic system is 4 years. The college enrolls more than 100 students each year. Students can take courses in other majors at the same time and receive a second degree. The school combines forestry and sociology into a college, mainly considering that the research and development of forestry is closely related to all aspects of society, especially modern forestry is completely different from traditional forestry. The school attaches great importance to the cultivation of graduate students. It not only recruits students from all over the country, but also recruits students and visiting scholars from all over the world. The institute has close exchanges with foreigners. In 2004, visiting scholars and students from Beijing Forestry University and Gansu Agricultural University studied and studied here.
The University of Melbourne Forest College is a long-established school. The college is more than 100 kilometers from the school's headquarters and is situated in a beautiful forest. Covering an area of 20 hectares, the college has 2,000 hectares of forest for students to practice, mainly eucalyptus, and 400 hectares of pine trees. The college has a state-of-the-art laboratory and wood processing plant, as well as a professional library with a collection of more than 100,000 books. There are student apartments for temporary accommodation for students. At present, the college has more than 20 teachers and 3 professors; there are more than 800 students, including more than 20 doctoral students, 45 master students, 160 university students, and the rest are junior college students. There are also some international students. From the United States, China, Canada and Southeast Asia. Students are freshmen and sophomores studying at the school headquarters. After junior year, they study professional courses at the college and conduct internships. The main professional directions are forest cultivation, wood science, and forest fire prevention. Many forestry companies and farmers offer scholarships to students. Due to the strong practical ability of students, it is easier for graduates to find employment. In recent years, graduates have been more politically motivated, which has been praised by the school. The college believes that the graduation of forestry students will help the society to further understand forestry and improve the status of forestry in society. However, the number of enrolled students has decreased in the past two years, and 40 projects are enrolled each year. The result is only 20. The college hopes to recruit more international students from abroad.
The College also undertakes the training tasks of the TAFE Technology and Continuing Education Institute, and is entrusted by the Forestry Federation and employers to train more than 1,000 people each year. The training targets are mainly in-service personnel, and they work part-time and half-read, including forestry management, business management and human management, each accounting for 1/3. The training level is from the second level to the fourth level.
The College is also Australia's largest forestry research centre with annual research funding of more than $10 million. Adequate research funding also provides a strong guarantee for teaching.
Australian forest protection
Australia is a Shaolin country with a forest coverage rate of only 10%. Forestry management is mainly the responsibility of the states. In recent decades, large-scale artificial afforestation has been carried out, especially the introduction of some foreign tree species, such as the radiata pine in the United States, but the forest structure with eucalyptus as the main tree species has not changed. Due to the dry climate, especially the high temperature and lack of rain in summer, and the fact that eucalyptus is a flammable tree species, the frequency of forest fires is very high. How to effectively control fires is the most important part of Australian forest protection.
The Australian Forest Fire Prevention Organization was established in 1955 to promote forest fire prevention, education and training through the Forest Fire Prevention Association. The purpose of fire prevention is to protect the lives and property of the people and protect the sustainable development of the forest. Fire prevention is everyone's responsibility, not just the government. Four levels of organization have been established throughout the country: the first level is the state government, which is mainly responsible for the management of forest trees; the second level is the national park, including animal protection; the third level is the urban area; the fourth level is the rural area. There are forest management associations across the country, and there are corresponding management personnel in each region. The committee holds two or three meetings a year and provides free training for relevant personnel for about 20 hours. In 1997, the government adopted three new systems through fire prevention regulations: first, daily protection, second, emergency treatment, and third, after-the-fact processing. Focus on daily protection. Australian fire prevention implements the combination of full-time staff and volunteers. Volunteers play an important role in daily fire prevention work, mainly in inspections and publicity, and assisting professionals in fire fighting in the event of fire. Usually, I often go to the community, the school to give lectures to residents and students, and also visit the farmer's home, hold different levels of seminars, and give full play to the role of local personnel. In Australia, indigenous people have the practice of burning in the forest for thousands of years. Now Australia still believes that forest fires are not all bad things. This is a normal phenomenon in nature. In the winter, burning some inflammables in the forest not only protects the forest, but also facilitates vegetation replacement and land restoration. Just control the forest fire within a certain range. Therefore, each state conducts forest asset risk assessments in different regions, and the evaluation criteria fully reflect the principle of people-oriented. First consider whether it poses harm to personnel, and secondly whether it poses a threat to animals and plants, and how much property damage is caused by the third. Each area will have an assessment of the probability of fire and the magnitude of the damage, and work in a targeted manner based on the assessment map. At the same time, according to the fire level, fire extinguishing plans for different areas are formulated.
Second, thinking and enlightenment
Although the time of this visit is short, it is only a matter of time to go, it is impossible to fully understand the education situation in Australia, but the gains are very large. China's education structure is being further adjusted. Australia has many experiences that are worthy of our attention. In particular, its vocational technology and adult education system have practical significance for the reform and adjustment of China's educational structure.
Starting from the national conditions, constructing a lifelong education system in line with China's national conditions
China and Australia have different social systems and different national conditions, but both governments attach great importance to education. At present, when China implements the "Pujiu" education and higher education into mass education, establishing a lifelong education system in the whole society is of great significance for improving the quality of all citizens and building a well-off society in an all-round way. At present, China has initially established a system of education for all that is based on kindergartens, small schools, middle schools, vocational schools, and universities, supplemented by various adult education. However, there are still many problems in the popularization of nine-year compulsory education in rural areas. The weak position of basic education needs to be strengthened. The state should further increase the investment in basic education, especially in the central and western regions, so that nine-year compulsory education can be realized in rural areas. Higher education has developed by leaps and bounds in recent years. The number of students in all types of schools across the country has exceeded 20 million, and the gross enrollment rate has reached 19%. However, it is still in its infancy, and there is still a big gap between the requirements of national development and the needs of the people. Various forms should be adopted to further accelerate the development of higher education, especially the experience of private schools in developed countries, to promote the development of domestic private universities, to support them from a policy, and to enable these schools to be recognized. Attracting all kinds of funds from the society to invest in higher education, reducing the burden on the country, and forming a good situation in which the whole society is going to run education. At the same time, in-service personnel are encouraged to carry out regular training to continuously improve their working ability and standards. The existing training centers and schools belonging to various departments and industries are open to the society, and a scientific evaluation system is established to enable these training institutions to meet the standards required by society. Use network technology to build a unified network of schools and training institutions across the country or everywhere. Through the establishment of various assessment systems and standards, a learning society will be gradually formed.
Vigorously strengthen and develop vocational and technical education and training to improve the enthusiasm of workers
Australia attaches great importance to vocational education. Only about 15% of high school graduates enter university every year, and 80% of high school graduates enter TAFE. TAFE has become the main force of its education. Since TAFE can open all skills training courses according to the market demand and the skill standards set by the government, schools and enterprises, the certificates obtained by the students are recognized by the society, and the courses taught by TAFE also recognize that after the students participate in the TAFE study, With your own volunteers and hobbies and market employment, you can choose to work or continue to study at university. Because TAFE pays attention to the combination with the market, the students who are trained have strong hands-on ability and employment is easier than the university students. Therefore, students are willing to enter TAFE after graduating from high school. This is precisely the education reform in our country that is worth learning and borrowing. At present, on the one hand, there are 20 million labor forces entering the labor market every year in China, and they cannot enter technical posts because they have not received formal vocational skills training. On the other hand, due to the high academic qualifications in the labor market, in recent years, many secondary schools and technical schools have been upgraded or merged into universities to become higher vocational schools. These schools generally have unclear training objectives and vague market positioning. As a result, the graduates have neither systematic theoretical knowledge nor practical skills. At the same time, due to its objective orientation, students' employment expectations are high, which makes them unable to compete with university students in the job market and are unwilling to engage in technical labor. At present, China is in a period of economic transformation and needs a large amount of high-quality labor. Many enterprises have to be recruited at high salaries nationwide and even imported from abroad because they cannot get advanced technicians. Therefore, vigorously developing vocational and technical education is not only to meet the needs of the society for skilled workers, but also to improve the requirements of the workers, and is an inevitable requirement for building a well-off society in an all-round way. To vigorously strengthen and develop vocational and technical education, we must proceed from reality. First, establish a correct view of talents. Any work that can play a positive role in social development should be respected by the society and establish a new trend of glorious work in the whole society. The second is to formulate relevant policies and actively guide people to engage in labor and technical work so that those engaged in labor and technical work can receive corresponding compensation. At the same time, we will develop a series of technical titles to encourage them to continuously study technology and create tens of millions of highly skilled labor forces. Third, the existing higher vocational colleges must be in a position to be truly market-oriented, strengthen students' practical ability, and completely shake off the shadow of ordinary higher education. The fourth is to do a good job in training rural migrant workers. This is the blind spot of training and vocational education in China. These people are large in number, highly mobile, and have low cultural standards and belong to socially disadvantaged groups. The training fee should be paid by the central government in a unified manner. According to the market demand for different labor positions, they should be short-term training in designated schools and issued a nationally recognized certificate. Completely solve the social problems of unemployed technical training for migrant workers, and at the same time create conditions for solving the problems of agriculture, rural areas and farmers. The fifth is to build a relationship between vocational education and other types of higher education linkage and coordinated development, so that all types of personnel will not terminate their learning and development in the vocational education stage.
Forestry colleges and universities should pay attention to the cultivation of practical ability and improve students' employability
Australian universities attach great importance to the cultivation of practical skills of Linke students. The School of Resources, Environment and Society at the National University of Canberra has a ratio of 3% to theoretical teaching and practical teaching, and 1% for course teaching and self-study. The University of Melbourne Forest College is built in the forest. After the students complete the basic course at the school headquarters, the rest of the professional courses are completed in the school located in the forest. In cultivating students, they emphasize that the content they study is closely integrated with research and production to improve the level of research and solve practical problems encountered in production. At the same time, pay attention to the intersection of different disciplines, especially the intersection of social disciplines. They believe that the development of modern forestry is closely linked to its national and local regulations and policies, and that graduates should be encouraged to go to politics to influence policies on forestry. On the other hand, we strive to cultivate students' interest and hobbies in learning forests. Scholarships are set up by some companies and employers to help students complete their studies. At present, in the process of university education in our country, there is a widespread phenomenon that the students with low eyesight are poor in hands-on ability and unable to adapt to the needs of work. On the one hand, it is to recognize the problem. It is believed that university university students are senior talents, mainly engaged in management and research work; on the other hand, there is a shortage of funds and lack of internship sites, which causes many necessary practical practice links to be completed, often replacing classroom teaching with everything. . Students in forestry colleges still have long-standing problems in professional thinking. Xuelin does not love forests, and Xuelin is not willing to do forestry. Therefore, in the future, we should do the following work:
1. Correctly understand the status and role of college students in the market. With the popularization of higher education and the large expansion of graduate students, college students will become ordinary workers in the future society. Strong practical ability and systematic theoretical knowledge are equally important. Therefore, it is necessary to improve students' practical ability as an important content. In particular, Lin Xue, as a very practical discipline, should strengthen the construction of practical links.
2. Further strengthen the professional education of Linke students, and encourage students to learn Lin Ai Lin through various forms such as setting up professional scholarships.
3. Strengthen the guidance of students' employment links, and actively do a good job in market forecasting, especially in light of the needs of forestry ecological construction, and propose a medium- and long-term plan for the needs of forestry talents. Strengthen the guidance of students, establish a whole-process employment guidance system, establish close ties with forestry and related units, and actively encourage graduates to work in the front line of forestry production.
Make full use of social forces to do a good job in forest protection
Australia is sparsely populated, economically developed, and labor intensive. Although Australia and China have different national conditions, their experience in using forest power to do forest protection work is very worthwhile for us to learn from. In the process of forest fire prevention, Australia relies on associations and volunteers at all levels to establish a mass organization from the state government to the countryside throughout the country. The number of volunteers is seven times that of professionals. In particular, volunteers usually go to the community, schools, and farmers' homes for publicity and training. In the event of a fire, fire with the professionals, which plays an irreplaceable role for government agencies and professionals. In China, there are many fires caused by human factors every year. It is not enough to rely on existing professionals for publicity and fire prevention training, and the general fire safety education effect in China is not satisfactory. Relevant departments should establish a national fire prevention association to mobilize social forces to do forest fire prevention work. On the one hand, some volunteer organizations are established in and around the forest area, using geographical proximity, convenient time schedules, regular activities and related training. On the other hand, using the social practice activities carried out by college students each year, it is determined that some relevant schools have established corresponding organizations, giving full play to the characteristics of college students' professional knowledge and enthusiasm, and deepening activities in forest areas and key areas.
In 2003, the Central Committee of the Communist Party of China and the State Council issued the "Decision on Accelerating Forestry Development" and established a forestry development strategy based on ecological construction. At present, around the six major forestry projects, new and higher requirements are put forward for forestry education. Forestry colleges and educational institutions at all levels must adapt to the new situation and accelerate the pace of forestry education reform. It is necessary to train high-level talents in forestry science and technology, solve major theoretical problems and technical problems in forestry construction and development, and cultivate forestry knowledge. Tens of thousands of skilled workers who master forestry technology and are familiar with operating procedures. Australia’s experience in forestry higher education and vocational and technical education as well as adult education deserves our learning and insight.
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