Investigation report on open education in Australia
Investigation report on open education in Australia
Xiantao Radio and Television University Ma Defang
At the invitation of the Australia-China Cultural Education Exchange Center and the Queensland Open University, the Hubei Radio and TV University Open Distance Education Study Group, composed by the Vice President of the Provincial Power University, Liang Zhaoqing, the President of Xiangfan University, Su Bingmin, and the President of Xiantao University, Ma Defang, was in August 1999. The open education of Australia was investigated from 5th to 21st.
The purpose of this visit is to understand the needs of modern economic development in the world economy and the development trend of international modern distance education, to understand the education system, teaching mode and action mode of Australian tertiary education, and to explore cooperation with relevant institutions in Australia. The intention and method of running a school.
I. Overview of the investigation
In order to achieve the purpose of the visit, the delegation visited the Sydney Kent College, the South Sydney Institute of Technology, the New South Wales Open College, the Ridekham Institute of Technology and the following ways: interviews, seminars, data collection, and interviews. Queensland Open University. Wherever I went, I received a cordial and warm reception from the institutions. Dr. Rui from Dean of Kendall College, Mr. Dick, Director of International Department of South Sydney Institute of Technology, Mr. David, Associate Dean of New South Wales Open Academy, Ms. Dai Weidi, Dean of Ridekham Technical College, and Mr. Aibosi, International Manager of Queensland Open University Introduced us to the Australian education system, the status quo and development trends of open education in Australia, and accompanied us to visit the educational institutions and teaching facilities of their respective schools. Dr. Fulin Han, Dean of the South Sydney Institute of Technology, Mr. Hamilton, Dean of the New South Wales Open College, and Dr. Rod Arthur, President of the Queensland Open University, held talks with us on cooperation in the field of open education. The delegation finally signed a letter of intent for the tripartite cooperation with the South Sydney Institute of Technology and the New South Wales Open College, and reached a consensus with the Queensland Open University on the broad prospects of joint education. Su Bingmin, president of Xiangfan TV University, and Ma Defang, president of Xiantao University of Electric Power, also discussed with the relevant institutions about the possible cooperation with Australia in the region.
During the visit, we also met a group of well-known personalities in the Australian Chinese community. They are: Chairman of the Australia-China Cultural Education Exchange Center, President of the Australian China University of Radio and Television Alumni Association, Dr. Jiang Fan of the Commonwealth Justice of the Pacific, and Academician of the Australian Academy of Engineering. Mr. Peng Gongbing, Mr. Gao Pengfei, Representative of China International Talent Exchange Association in Australia, and Mr. Hong Yuzhu, Senior Professional Translation Officer of Australian International Translation Bureau. Dr. Jiang Fan gave great efforts and positive help to our visit.
Second, the Australian education system
Australia's education is divided into two parts: basic education and higher education. Higher education is divided into two parts: technology and continuing education and general higher education. The School of Technology and Continuing Education is the main body of tertiary education in Australia. It trains high-level applied technical talents at the specialist level, and the general university trains theoretical research talents at the university level and above. Australia does not have an independent college as an independent school. The tertiary education in Australia is TAEF education, which is the higher vocational and technical education in China. The Chinese small and general universities in Australia are managed by the Ministry of Education and the TAEF is managed by the Ministry of Labor Employment and Labor Coordination.
After a 12-year mandatory basic education for Australian teenagers, most of them have to receive higher education. 70% of them entered TAEF and 30% entered general universities. Some young people have entered the TAEF to read the TAEF High School Junior Certificate after receiving ten years of basic education.
TAEF's academic system is divided into four years, two years, three years, four years, four years, TAEF certificate is issued in one year, TAEF advanced certificate is issued in two years, TAEF diploma is awarded in three years, and TAEF advanced diploma is issued in four years. TAEF also organizes or organizes various types of short-term training and continuing education at the same time. Students who have obtained TAFF certificates, diplomas or higher diplomas can continue to study at ordinary universities, and their credits at TAFF are counted in ordinary university credits.
There are 16 general universities and 36 TAFFs in the state-run universities in Australia. The 36 TAFFs are managed by the central TAFF of each state. There are generally one TAEF in each state, and there are several branches in the regional TAEF. The South Sydney Institute of Technology is a TAEF in South Sydney, NSW, and the Ridekham Institute of Technology is one of the five branches of the South Sydney Institute of Technology.
Third, the basic characteristics of Australian TAEF
TAEF Australia is able to implement pre-employment and post-employment training for trainees to help them master the latest knowledge and technology, and focus on cultivating their ability to use these knowledge and skills to cultivate advanced applied professionals for social and economic development. TAEF educators believe that if a country is fully committed to cultivating high-level research talents, the country will have no future. Therefore, they combine learning and use to ensure effectiveness and minimize the gap between small and medium-sized enterprises. Claim.
To meet this basic requirement, TAEF puts the design of teaching materials and teaching methods at an important position. The five colleges we visited, all the teachers who did not attend classes, were compiling textbooks, and the textbooks were compiled in the form of subject groups. The textbooks were produced through a special design group based on the principles of education, psychology and practical application. After the teaching method was designed, it was printed by the school printing factory and became the school's teaching material. There is no such thing as a textbook. Some teaching modules are designed for several students or even some students. The most basic feature of these modules is to address the students' existing foundations and encourage them to creatively learn the latest knowledge and skills of their chosen course. Each teaching module of TAEF has a maximum service life of five years, and the teaching modules that have been in use for five years must be eliminated. Therefore, they must constantly develop teaching modules to ensure their leading position in teaching content. In order to ensure the pertinence and effectiveness of the textbooks, TAEF hired teachers must have more than five years of professional work experience. Therefore, TAEF teaching staff, not only experienced educators, but also professional professionals for many years.
TAEF is a small classroom teacher. The teacher is mainly in class and discussion with the students around the class, and often use the computer-aided teaching system to class. TAEF's teaching activities are more carried out in laboratories and experimental centers. TAEF builds itself or builds a number of leading technology labs in the industry with large companies that can teach their own students as well as train employees for large companies. For example, the Ridekham Academy we visited has a modern production technology center built by the institute to train talents in modern manufacturing technology and factory management. From the hospital's land, Oberthus, a telecommunications technology training center funded by Telstra, spent $10 million, including mobile phones, satellite communications, network management and engineering, fiber optic cables and microwave transmission systems. It is used to train technical talents in telecommunications. In addition, the Information Technology Center and Aviation Technology Center of South Sydney Institute of Technology and the Fashion Design Center of Ridekham College are costly large internship practice centers.
TAEF is very strict with the quality requirements of students. For many courses, the scores are only qualified and failed. According to the staff who introduced us to the situation, 99 points were not passed in the actual technical application test. Such knowledge as aviation technology, financial statements, etc., may cause comprehensive errors. Due to this stringent quality requirement, both the South Sydney Institute of Technology and the Queensland Open University have received AS/NZ/IS09001-9004 international quality identification.
Although Australia's TAEF is set up by the government, its funding is mainly from government grants. Its management personnel are included in the government civil service series, but the operation of TAEF has been fully developed. The education industry has become a new economic growth point for Australian social development. . In order to meet the requirements of education industrialization, TAEF's teaching and management system has been lean, efficient and professional. Schools are generally run in four chunks, which they call the Big Four. The first group is the market development marketing group, responsible for domestic and international market research, developing domestic and international education and training market, understanding training needs and industry development trends, conducting market analysis, understanding learning gaps, providing consulting services, providing information feedback and student sources. organization. They refer to students as “customers” and refer to the institutions and clients they work with as “customers”, reflecting their strong market awareness. The second group is the subject group. The personnel of the subject group are called the production staff of the school. They are responsible for providing customers with a wide variety of educational products and services with excellent quality and economic benefits. Course design and textbook development are carried out for different customers. Teaching method design, organization and implementation of teaching and practical training. The third group is the high-tech group, responsible for the management and maintenance of teaching, equipment, and the management and operation of laboratories and experimental centers. Absorb the world's advanced technology and provide technical support for education, teaching and school management with the most advanced education and management techniques. The fourth group is the support group. They are responsible for personnel management and assessment, financial management and funding organization, school product and teaching and auxiliary facilities management, and provide support and assistance for the operation of school education. It is the organic cooperation of these four parts that guarantees the high quality and efficiency of TAEF education.
Fourth, the open education of TAEF in Australia
One of the several TAEFs in Australia's states specializes in distance open education and provides technical support for distance education in other TAEFs, other colleges and universities, and even related secondary schools. The TAEF is known as the state's open college or university. For example, the Open University of New South Wales, the Open University of Queensland is an open education institution in New South Wales and Queensland. The government’s investment in open education is focused on this school. Open education institutions have the basic characteristics of general TAEF, but most of them do not have students in the school, but use satellite TV systems, online teaching systems, two-way television teaching systems, telephone teaching consulting systems, teaching packages to send mailing systems and computer network management systems. Let students get the teaching information in the most convenient way in the most convenient way. To support the operation of these systems and master the management of students, TAEF's teaching work is fully computerized and nationally connected. Each teacher and staff's workbench is equipped with telephone and telephone. Each course group is equipped with Photocopiers and fax machines. These modern teaching systems and equipment ensure that students can apply from the consultation registration to the examination and certification, which can be carried out remotely and accurately. This makes the long-distance education in Australia a true full openness. The following four aspects:
The first is that admissions are fully open. Students can sign up, pay, and register after they have consulted through various information channels and choose to determine the course they want to study. Students can register for registration on every working day. The second is that teaching is fully open. Students can study their registered courses at any time, in any way, at any location. The third is that the exam is fully open. After the students have completed the prescribed contents and completed the prescribed work, they can choose any working day to take the test. The test papers are generated by the computer, and the test papers can be transmitted through various channels. The fourth is that the license is fully open. Students can complete the required credits and receive the certificate. The certificate code is entered into the national education certificate computer management system and the national talent pool. The Queensland Open University believes that these four full openness is their first initiative. They are the energetic leaders in the field of spiritual aid education, so they are proud of them.
Other TAEFs in Australia and general universities also carry out distance education, but they all need open universities to provide technical support, so the open universities of the states have cooperation with other institutions. This time, the provincial TV University was prepared to sign a letter of intent for cooperation with the South Sydney Institute of Technology, and later became a letter of intent to cooperate with the South Sydney Institute of Technology and the New South Wales Open College. After arriving in Queensland, we only negotiated with the Queensland Open University.
V. International cooperation of Australia TAEF
As the Australian government has developed education as a worldwide industry, Australia TAEF utilizes global technology and the school's good intellectual property rights to flexibly and conveniently with its technological advancement, economic practicability and rapid efficiency. The way to actively explore the world market, competing to occupy the international education market, so that they become world-class institutions, thus suspicion of education profits. Therefore, they are actively seeking international partners to develop international education programs. The institutions we visited have established teaching points in New Zealand, Malaysia, Thailand, Taiwan, Korea, Japan, India, Indonesia, Fiji and other countries, or they are trained by their headquarters. In China, the Queensland Open University has established joint education sites in Shanghai, Nanjing, Hebei, and Guangxi. Shanghai Radio and Television University has established a branch campus at the Queensland Open University. After studying in Queensland for two years, Jiangsu Jinling Vocational College will graduate from Queensland for one year. The Jiangsu Provincial Government has given positive support to this. During our visit to Queensland There are still dozens of Jiangsu students studying there.
There are several ways in which Australian universities can cooperate with China to run schools:
First, domestic enrollment, studying in Australia, this is the most expensive one. Second, domestic enrollment, domestic study for a period of time, Australia to study for a period of time, such as Jinling college students in Nanjing. Third, domestic enrollment, domestic study, the Australian side provides teaching materials and some teachers. Such a teaching class jointly organized by Haidian University and Australia. The fourth is domestic enrollment. The Australian side provides teaching materials and is responsible for training Chinese teachers. The Chinese teachers return to China to teach students. This way, they have acquired the educational materials of the Australian side and cultivated their own teams, which is more economical. Fifth, the Australian side trains teachers for the Chinese side and conducts technical exchanges. Sixth, for the Chinese new vocational education college, provide advice and management assistance, develop courses for existing vocational education colleges, develop teaching plans and provide TAEF patent courses, teaching courseware and educational technology. The seventh is to provide various types of short-term training and long-term cooperative training partnerships for various Chinese enterprises and institutions. Eighth is to help Chinese institutions to obtain the educational resources of Australia's famous universities and seek international assistance.
6. Understanding and feeling
Although the time was short, we did learn a lot of new things, broadened our horizons and broadened our thinking. Among the three members of the delegation, some have visited vocational education in Germany, and some have visited the United States for comprehensive education. However, this time they visited Australia, we saw the world's leading vocational and technical education, continuing education and open education. The new model combined has seen the tremendous social and economic benefits generated by the comprehensive application of modern educational technology in teaching. It has seen the development trend of industrialization and internationalization of technology and continuing education, and saw the true openness. education. I saw the cultivation process of specialized level-level talents who have mastered high-tech and professional knowledge through intensive training and their important role in social development and economic construction.
Through investigation, we further understand the far-reaching significance of the third full-church education to actively develop higher vocational and technical education, and profoundly realize that China's higher-level special education should actively shift from heavy theory to practice, from general college education to higher vocational technology. Education transition. The independent development of teaching content by TAEF in Australia, the continuous updating of teaching content, the careful design of teaching methods, the close integration of teaching content with social reality, and the close integration of learning and use are important reasons for its popularity and wide attention.
Through inspections, we feel that increasing investment in education, equipped with modern teaching equipment, and achieving relatively concentrated educational resources, optimal allocation, and scale management are the industrialization of education and the promotion of self-development, self-improvement, and market-oriented education institutions. An important way to go to the world and finally make a good return. In addition to government investment, education investment must also strive for social investment, develop school-enterprise cooperation, and invest in education by enterprises and social groups. In addition to economic forms, there should be technical forms and other forms.
Through investigation, we have a further understanding of the meaning of open education. China's existing open education, its management system, is still a model of planning economy, and its way of running schools is still semi-closed. To implement the full openness of true meaning, open education in Australia provides us with a model that can be borrowed. China's economy needs to be open to the outside world. Education, especially vocational and technical education, must be further open to all sectors of society. The opening of educational forms can promote the opening of educational ideology. The opening of educational ideology will promote the further development of education and promote social and economic development. The land is further open to the outside world.
Higher vocational and technical education, continuing education and open education need to master modern science and technology and high-quality teachers, educational technology teams and education management personnel. New higher vocational and technical colleges should stand at the high starting point of modern education. Training in education and management personnel. To learn from foreign advanced education technology and management economy, it is an effective way to cooperate with foreign universities to run schools. This will not only introduce foreign educational resources, but also promote our active learning of foreign school-running experience and broaden our thinking on running a school. To make our college-level education reach the international advanced level as soon as possible.
Xiantao Radio and Television University Ma Defang
At the invitation of the Australia-China Cultural Education Exchange Center and the Queensland Open University, the Hubei Radio and TV University Open Distance Education Study Group, composed by the Vice President of the Provincial Power University, Liang Zhaoqing, the President of Xiangfan University, Su Bingmin, and the President of Xiantao University, Ma Defang, was in August 1999. The open education of Australia was investigated from 5th to 21st.
The purpose of this visit is to understand the needs of modern economic development in the world economy and the development trend of international modern distance education, to understand the education system, teaching mode and action mode of Australian tertiary education, and to explore cooperation with relevant institutions in Australia. The intention and method of running a school.
I. Overview of the investigation
In order to achieve the purpose of the visit, the delegation visited the Sydney Kent College, the South Sydney Institute of Technology, the New South Wales Open College, the Ridekham Institute of Technology and the following ways: interviews, seminars, data collection, and interviews. Queensland Open University. Wherever I went, I received a cordial and warm reception from the institutions. Dr. Rui from Dean of Kendall College, Mr. Dick, Director of International Department of South Sydney Institute of Technology, Mr. David, Associate Dean of New South Wales Open Academy, Ms. Dai Weidi, Dean of Ridekham Technical College, and Mr. Aibosi, International Manager of Queensland Open University Introduced us to the Australian education system, the status quo and development trends of open education in Australia, and accompanied us to visit the educational institutions and teaching facilities of their respective schools. Dr. Fulin Han, Dean of the South Sydney Institute of Technology, Mr. Hamilton, Dean of the New South Wales Open College, and Dr. Rod Arthur, President of the Queensland Open University, held talks with us on cooperation in the field of open education. The delegation finally signed a letter of intent for the tripartite cooperation with the South Sydney Institute of Technology and the New South Wales Open College, and reached a consensus with the Queensland Open University on the broad prospects of joint education. Su Bingmin, president of Xiangfan TV University, and Ma Defang, president of Xiantao University of Electric Power, also discussed with the relevant institutions about the possible cooperation with Australia in the region.
During the visit, we also met a group of well-known personalities in the Australian Chinese community. They are: Chairman of the Australia-China Cultural Education Exchange Center, President of the Australian China University of Radio and Television Alumni Association, Dr. Jiang Fan of the Commonwealth Justice of the Pacific, and Academician of the Australian Academy of Engineering. Mr. Peng Gongbing, Mr. Gao Pengfei, Representative of China International Talent Exchange Association in Australia, and Mr. Hong Yuzhu, Senior Professional Translation Officer of Australian International Translation Bureau. Dr. Jiang Fan gave great efforts and positive help to our visit.
Second, the Australian education system
Australia's education is divided into two parts: basic education and higher education. Higher education is divided into two parts: technology and continuing education and general higher education. The School of Technology and Continuing Education is the main body of tertiary education in Australia. It trains high-level applied technical talents at the specialist level, and the general university trains theoretical research talents at the university level and above. Australia does not have an independent college as an independent school. The tertiary education in Australia is TAEF education, which is the higher vocational and technical education in China. The Chinese small and general universities in Australia are managed by the Ministry of Education and the TAEF is managed by the Ministry of Labor Employment and Labor Coordination.
After a 12-year mandatory basic education for Australian teenagers, most of them have to receive higher education. 70% of them entered TAEF and 30% entered general universities. Some young people have entered the TAEF to read the TAEF High School Junior Certificate after receiving ten years of basic education.
TAEF's academic system is divided into four years, two years, three years, four years, four years, TAEF certificate is issued in one year, TAEF advanced certificate is issued in two years, TAEF diploma is awarded in three years, and TAEF advanced diploma is issued in four years. TAEF also organizes or organizes various types of short-term training and continuing education at the same time. Students who have obtained TAFF certificates, diplomas or higher diplomas can continue to study at ordinary universities, and their credits at TAFF are counted in ordinary university credits.
There are 16 general universities and 36 TAFFs in the state-run universities in Australia. The 36 TAFFs are managed by the central TAFF of each state. There are generally one TAEF in each state, and there are several branches in the regional TAEF. The South Sydney Institute of Technology is a TAEF in South Sydney, NSW, and the Ridekham Institute of Technology is one of the five branches of the South Sydney Institute of Technology.
Third, the basic characteristics of Australian TAEF
TAEF Australia is able to implement pre-employment and post-employment training for trainees to help them master the latest knowledge and technology, and focus on cultivating their ability to use these knowledge and skills to cultivate advanced applied professionals for social and economic development. TAEF educators believe that if a country is fully committed to cultivating high-level research talents, the country will have no future. Therefore, they combine learning and use to ensure effectiveness and minimize the gap between small and medium-sized enterprises. Claim.
To meet this basic requirement, TAEF puts the design of teaching materials and teaching methods at an important position. The five colleges we visited, all the teachers who did not attend classes, were compiling textbooks, and the textbooks were compiled in the form of subject groups. The textbooks were produced through a special design group based on the principles of education, psychology and practical application. After the teaching method was designed, it was printed by the school printing factory and became the school's teaching material. There is no such thing as a textbook. Some teaching modules are designed for several students or even some students. The most basic feature of these modules is to address the students' existing foundations and encourage them to creatively learn the latest knowledge and skills of their chosen course. Each teaching module of TAEF has a maximum service life of five years, and the teaching modules that have been in use for five years must be eliminated. Therefore, they must constantly develop teaching modules to ensure their leading position in teaching content. In order to ensure the pertinence and effectiveness of the textbooks, TAEF hired teachers must have more than five years of professional work experience. Therefore, TAEF teaching staff, not only experienced educators, but also professional professionals for many years.
TAEF is a small classroom teacher. The teacher is mainly in class and discussion with the students around the class, and often use the computer-aided teaching system to class. TAEF's teaching activities are more carried out in laboratories and experimental centers. TAEF builds itself or builds a number of leading technology labs in the industry with large companies that can teach their own students as well as train employees for large companies. For example, the Ridekham Academy we visited has a modern production technology center built by the institute to train talents in modern manufacturing technology and factory management. From the hospital's land, Oberthus, a telecommunications technology training center funded by Telstra, spent $10 million, including mobile phones, satellite communications, network management and engineering, fiber optic cables and microwave transmission systems. It is used to train technical talents in telecommunications. In addition, the Information Technology Center and Aviation Technology Center of South Sydney Institute of Technology and the Fashion Design Center of Ridekham College are costly large internship practice centers.
TAEF is very strict with the quality requirements of students. For many courses, the scores are only qualified and failed. According to the staff who introduced us to the situation, 99 points were not passed in the actual technical application test. Such knowledge as aviation technology, financial statements, etc., may cause comprehensive errors. Due to this stringent quality requirement, both the South Sydney Institute of Technology and the Queensland Open University have received AS/NZ/IS09001-9004 international quality identification.
Although Australia's TAEF is set up by the government, its funding is mainly from government grants. Its management personnel are included in the government civil service series, but the operation of TAEF has been fully developed. The education industry has become a new economic growth point for Australian social development. . In order to meet the requirements of education industrialization, TAEF's teaching and management system has been lean, efficient and professional. Schools are generally run in four chunks, which they call the Big Four. The first group is the market development marketing group, responsible for domestic and international market research, developing domestic and international education and training market, understanding training needs and industry development trends, conducting market analysis, understanding learning gaps, providing consulting services, providing information feedback and student sources. organization. They refer to students as “customers” and refer to the institutions and clients they work with as “customers”, reflecting their strong market awareness. The second group is the subject group. The personnel of the subject group are called the production staff of the school. They are responsible for providing customers with a wide variety of educational products and services with excellent quality and economic benefits. Course design and textbook development are carried out for different customers. Teaching method design, organization and implementation of teaching and practical training. The third group is the high-tech group, responsible for the management and maintenance of teaching, equipment, and the management and operation of laboratories and experimental centers. Absorb the world's advanced technology and provide technical support for education, teaching and school management with the most advanced education and management techniques. The fourth group is the support group. They are responsible for personnel management and assessment, financial management and funding organization, school product and teaching and auxiliary facilities management, and provide support and assistance for the operation of school education. It is the organic cooperation of these four parts that guarantees the high quality and efficiency of TAEF education.
Fourth, the open education of TAEF in Australia
One of the several TAEFs in Australia's states specializes in distance open education and provides technical support for distance education in other TAEFs, other colleges and universities, and even related secondary schools. The TAEF is known as the state's open college or university. For example, the Open University of New South Wales, the Open University of Queensland is an open education institution in New South Wales and Queensland. The government’s investment in open education is focused on this school. Open education institutions have the basic characteristics of general TAEF, but most of them do not have students in the school, but use satellite TV systems, online teaching systems, two-way television teaching systems, telephone teaching consulting systems, teaching packages to send mailing systems and computer network management systems. Let students get the teaching information in the most convenient way in the most convenient way. To support the operation of these systems and master the management of students, TAEF's teaching work is fully computerized and nationally connected. Each teacher and staff's workbench is equipped with telephone and telephone. Each course group is equipped with Photocopiers and fax machines. These modern teaching systems and equipment ensure that students can apply from the consultation registration to the examination and certification, which can be carried out remotely and accurately. This makes the long-distance education in Australia a true full openness. The following four aspects:
The first is that admissions are fully open. Students can sign up, pay, and register after they have consulted through various information channels and choose to determine the course they want to study. Students can register for registration on every working day. The second is that teaching is fully open. Students can study their registered courses at any time, in any way, at any location. The third is that the exam is fully open. After the students have completed the prescribed contents and completed the prescribed work, they can choose any working day to take the test. The test papers are generated by the computer, and the test papers can be transmitted through various channels. The fourth is that the license is fully open. Students can complete the required credits and receive the certificate. The certificate code is entered into the national education certificate computer management system and the national talent pool. The Queensland Open University believes that these four full openness is their first initiative. They are the energetic leaders in the field of spiritual aid education, so they are proud of them.
Other TAEFs in Australia and general universities also carry out distance education, but they all need open universities to provide technical support, so the open universities of the states have cooperation with other institutions. This time, the provincial TV University was prepared to sign a letter of intent for cooperation with the South Sydney Institute of Technology, and later became a letter of intent to cooperate with the South Sydney Institute of Technology and the New South Wales Open College. After arriving in Queensland, we only negotiated with the Queensland Open University.
V. International cooperation of Australia TAEF
As the Australian government has developed education as a worldwide industry, Australia TAEF utilizes global technology and the school's good intellectual property rights to flexibly and conveniently with its technological advancement, economic practicability and rapid efficiency. The way to actively explore the world market, competing to occupy the international education market, so that they become world-class institutions, thus suspicion of education profits. Therefore, they are actively seeking international partners to develop international education programs. The institutions we visited have established teaching points in New Zealand, Malaysia, Thailand, Taiwan, Korea, Japan, India, Indonesia, Fiji and other countries, or they are trained by their headquarters. In China, the Queensland Open University has established joint education sites in Shanghai, Nanjing, Hebei, and Guangxi. Shanghai Radio and Television University has established a branch campus at the Queensland Open University. After studying in Queensland for two years, Jiangsu Jinling Vocational College will graduate from Queensland for one year. The Jiangsu Provincial Government has given positive support to this. During our visit to Queensland There are still dozens of Jiangsu students studying there.
There are several ways in which Australian universities can cooperate with China to run schools:
First, domestic enrollment, studying in Australia, this is the most expensive one. Second, domestic enrollment, domestic study for a period of time, Australia to study for a period of time, such as Jinling college students in Nanjing. Third, domestic enrollment, domestic study, the Australian side provides teaching materials and some teachers. Such a teaching class jointly organized by Haidian University and Australia. The fourth is domestic enrollment. The Australian side provides teaching materials and is responsible for training Chinese teachers. The Chinese teachers return to China to teach students. This way, they have acquired the educational materials of the Australian side and cultivated their own teams, which is more economical. Fifth, the Australian side trains teachers for the Chinese side and conducts technical exchanges. Sixth, for the Chinese new vocational education college, provide advice and management assistance, develop courses for existing vocational education colleges, develop teaching plans and provide TAEF patent courses, teaching courseware and educational technology. The seventh is to provide various types of short-term training and long-term cooperative training partnerships for various Chinese enterprises and institutions. Eighth is to help Chinese institutions to obtain the educational resources of Australia's famous universities and seek international assistance.
6. Understanding and feeling
Although the time was short, we did learn a lot of new things, broadened our horizons and broadened our thinking. Among the three members of the delegation, some have visited vocational education in Germany, and some have visited the United States for comprehensive education. However, this time they visited Australia, we saw the world's leading vocational and technical education, continuing education and open education. The new model combined has seen the tremendous social and economic benefits generated by the comprehensive application of modern educational technology in teaching. It has seen the development trend of industrialization and internationalization of technology and continuing education, and saw the true openness. education. I saw the cultivation process of specialized level-level talents who have mastered high-tech and professional knowledge through intensive training and their important role in social development and economic construction.
Through investigation, we further understand the far-reaching significance of the third full-church education to actively develop higher vocational and technical education, and profoundly realize that China's higher-level special education should actively shift from heavy theory to practice, from general college education to higher vocational technology. Education transition. The independent development of teaching content by TAEF in Australia, the continuous updating of teaching content, the careful design of teaching methods, the close integration of teaching content with social reality, and the close integration of learning and use are important reasons for its popularity and wide attention.
Through inspections, we feel that increasing investment in education, equipped with modern teaching equipment, and achieving relatively concentrated educational resources, optimal allocation, and scale management are the industrialization of education and the promotion of self-development, self-improvement, and market-oriented education institutions. An important way to go to the world and finally make a good return. In addition to government investment, education investment must also strive for social investment, develop school-enterprise cooperation, and invest in education by enterprises and social groups. In addition to economic forms, there should be technical forms and other forms.
Through investigation, we have a further understanding of the meaning of open education. China's existing open education, its management system, is still a model of planning economy, and its way of running schools is still semi-closed. To implement the full openness of true meaning, open education in Australia provides us with a model that can be borrowed. China's economy needs to be open to the outside world. Education, especially vocational and technical education, must be further open to all sectors of society. The opening of educational forms can promote the opening of educational ideology. The opening of educational ideology will promote the further development of education and promote social and economic development. The land is further open to the outside world.
Higher vocational and technical education, continuing education and open education need to master modern science and technology and high-quality teachers, educational technology teams and education management personnel. New higher vocational and technical colleges should stand at the high starting point of modern education. Training in education and management personnel. To learn from foreign advanced education technology and management economy, it is an effective way to cooperate with foreign universities to run schools. This will not only introduce foreign educational resources, but also promote our active learning of foreign school-running experience and broaden our thinking on running a school. To make our college-level education reach the international advanced level as soon as possible.
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- Not afraid of failure
- Investigation Report on the Development of Red Tourism in Jiangxi Province
- Australia, New Zealand Tourism Study Report
- Department-level cadre trial period inspection work materials
- Hyun dance family impression sentence
- Motivate employees
- What I said to my father 2019
- Respect the teacher's famous words
- Non-mainstream sentence 2019
- Grateful mother's words
- Life motto
- Gansu Basic Education Project Investigation Report
- Good sentence excerpt 2019
- Relieved words
- Hong Kong Garbage Collection Station and Equipment Investigation Report
- Parental love