The "Law on Vocational Education" w

The "Law on Vocational Education" was issued in 1996. Vocational education embraces higher vocational schools, secondary skill schools, vestibule schools, vocational high schools, job-finding centers and other adult skill and social training institutes. To enable vocational education to better accommodate the demands of economic re-structuring and urbanization, in recent years the government has remodeled vocational education, oriented towards obtaining employment, and focusing on two major vocational education projects to meet society's ever more acute demand for high quality, skilled workers. These are cultivating skilled workers urgently needed in modern manufacture and service industries; and training rural laborers moving to urban areas. To accelerate vocational education in western areas, the Central Government has used government bonds to build 186 vocational education centers in impoverished western area counties.

Both regular and vocational secondary schools sought to serve modernization needs. A number of technical and "skilled-worker" training schools reopened after the Cultural Revolution, and an effort was made to provide exposure to vocational subjects in general secondary schools (by offering courses in industry, services, business, and agriculture). By 1985 there were almost 3 million vocational and technical students.

Under the educational reform tenets, polytechnic colleges were to give priority to admitting secondary vocational and technical school graduates and providing on-the-job training for qualified workers. Education reformers continued to press for the conversion of about 50 percent of upper secondary education into vocational education, which traditionally had been weak in the rural areas. Regular senior middle schools were to be converted into vocational middle schools, and vocational training classes were to be established in some senior middle schools. Diversion of students from academic to technical education was intended to alleviate skill shortages and to reduce the competition for university enrollment.

Although enrollment in technical schools of various kinds had not yet increased enough to compensate for decreasing enrollments in regular senior middle schools, the proportion of vocational and technical students to total senior-middle-school students increased from about 5 percent in 1978 to almost 36 percent in 1985, although development was uneven. Further, to encourage greater numbers of junior-middle-school graduates to enter technical schools, vocational and technical school graduates were given priority in job assignments, while other job seekers had to take technical tests.

In 1987 there were four kinds of secondary vocational and technical schools: 1) technical schools that offered a four year, post-junior middle course and two- to three-year post-senior middle training in such fields as commerce, legal work, fine arts, and forestry; 2) workers' training schools that accepted students whose senior-middle-school education consisted of two years of training in such trades as carpentry and welding; 3) vocational technical schools that accepted either junior-or senior-middle-school students for one- to three-year courses in cooking, tailoring, photography, and other services; and 4) agricultural middle schools that offered basic subjects and agricultural science.

These technical schools had several hundred different programs. Their narrow specializations had advantages in that they offered in-depth training, reducing the need for on-the-job training and thereby lowering learning time and costs. Moreover, students were more motivated to study if there were links between training and future jobs. Much of the training could be done at existing enterprises, where staff and equipment was available at little additional cost.

There were some disadvantages to this system, however. Under the Four Modernizations, technically trained generalists were needed more than highly specialized technicians. Also, highly specialized equipment and staff were underused, and there was an overall shortage of specialized facilities to conduct training. In addition, large expenses were incurred in providing the necessary facilities and staff, and the trend in some government technical agencies was toward more general technical and vocational education.

Further, the dropout rate continued to have a negative effect on the labor pool as upper-secondary-school technical students dropped out and as the percentage of lower-secondary-school graduates entering the labor market without job training increased. Occupational rigidity and the geographic immobility of the population, particularly in rural areas, further limited educational choices.

Although there were 668,000 new polytechnic school enrollments in 1985, the Seventh Five-Year Plan called for annual increases of 2 million mid-level skilled workers and 400,000 senior technicians, indicating that enrollment levels were still far from sufficient. To improve the situation, in July 1986 officials from the State Education Commission, State Planning Commission, and Ministry of Labor and Personnel convened a national conference on developing China's technical and vocational education. It was decided that technical and vocational education in rural areas should accommodate local conditions and be conducted on a short-term basis. Where conditions permitted, emphasis would be placed on organizing technical schools and short-term training classes. To alleviate the shortage of teachers, vocational and technical teachers' colleges were to be reformed and other colleges and universities were to be mobilized for assistance. The State Council decision to improve training for workers who had passed technical examinations (as opposed to unskilled workers) was intended to reinforce the development of vocational and technical schools.

Expanding and improving secondary vocational education has long been an objective of China’s educational reformers, for vocational schools are seen as those which are best placed to address (by providing trained workers) the rising needs of the nation’s expanding economy, especially its manufacturing and industrial sectors. Without an educated and trained work force, China cannot have economic, hence social and national, development. Yet, given a finite, and often quite limited, pot of money for secondary schools, an allocation competition/conflict necessarily exists between its two sub-sectors: general education and vocational/technical education. Regardless, an over-enrollment in the latter has been the overall result of the mid-1980s reforms. Yet firms that must seek workers from this graduate pool have remained unimpressed with the quality of recruits and have had to rely on their own job-training programs that provide re-education for their newly hired workers. The public, also, has not been very enthusiastic over vocational secondary education which, unlike general education, does not lead to the possibility of higher education. The public’s perception is that these schools provide little more than a dead end for their children. Also, vocational institutions are more expensive to run than their counterparts in general education, and they have not had sufficient money to modernize their facilities, as China’s modernizing national economy demands. By mid-decade of the 21st Century, therefore, academics and policy-makers alike began to question the policy that pours funds into vocational schools that do not do their intended function

ผลลัพธ์ (อังกฤษ) 2:

The "Law on Vocational Education" was issued in 1996. Vocational education embraces higher vocational schools, secondary skill schools, vestibule schools, vocational high schools, job-finding centers and other adult skill and social training institutes. To enable vocational education to better accommodate the demands of economic re-structuring and urbanization, in recent years the government has remodeled vocational education, oriented towards obtaining employment, and focusing on two major vocational education projects to meet society's ever more acute demand for high quality. , skilled workers. These are cultivating skilled workers urgently needed in modern manufacture and service industries; and training rural laborers moving to urban areas. To accelerate vocational Education in Western areas, The Central Government has Government Bonds Used to Build 186 vocational Education Centers in impoverished Western Area Counties. Both regular and vocational Secondary Schools sought to serve Modernization Needs. A number of technical and "skilled-worker" training schools reopened after the Cultural Revolution, and an effort was made ​​to provide exposure to vocational subjects in general secondary schools (by offering courses in industry, services, business, and agriculture). Almost by 1985th there were 3 million vocational and Technical Students. Under The Educational Reform tenets, Polytechnic Colleges were to Give Priority to admitting Secondary vocational and Technical School Graduates and providing on-The-Job Training for qualified Workers. Education reformers continued to press for the conversion of about 50 percent of upper secondary education into vocational education, which traditionally had been weak in the rural areas. Regular senior middle schools were to be converted into vocational middle schools, and vocational training classes were to be established in some senior middle schools. Diversion of Students from Academic to Technical Education was intended to alleviate Skill shortages and to Reduce The Competition for University enrollment. Although enrollment in Technical Schools of Various kinds had Not yet increased Enough to compensate for decreasing Enrollments in regular senior Middle Schools, The Proportion of. vocational and technical students to total senior-middle-school students increased from about 5 percent in 1978 to almost 36 percent in 1985, although development was uneven. Further, to Encourage greater numbers of Junior-Middle-School Graduates to enter Technical Schools, vocational and Technical School Graduates were Given Priority in Job assignments, while Other Job Seekers had to Take Technical tests. In one thousand nine hundred and eighty-seven there were Four kinds of Secondary vocational and. technical schools: 1) technical schools that offered a four year, post-junior middle course and two- to three-year post-senior middle training in such fields as commerce, legal work, fine arts, and forestry; 2) workers' training schools that accepted students whose senior-middle-school education consisted of two years of training in such trades as carpentry and welding; 3) vocational technical schools that accepted either junior-or senior-middle-school students for one- to three-year courses in cooking, tailoring, photography, and other services; and 4) Agricultural Middle Schools that Offered Basic subjects and Agricultural Science. These Technical Schools had Several Hundred different programs. Their narrow specializations had advantages in that they offered in-depth training, reducing the need for on-the-job training and thereby lowering learning time and costs. Moreover, students were more motivated to study if there were links between training and future jobs. Much of The Training could be done at existing Enterprises, staff and Equipment Where was Little Available at Additional Cost. There were some disadvantages to this System, however. Under the Four Modernizations, technically trained generalists were needed more than highly specialized technicians. Also, highly specialized equipment and staff were underused, and there was an overall shortage of specialized facilities to conduct training. In addition, Large expenses were incurred in providing necessary The Facilities and staff, and The Technical Trend in some Government Agencies was toward more general Technical and vocational Education. Further, Continued The dropout rate to Have a Negative Effect on The Upper As Labor Pool. secondary-school technical students dropped out and as the percentage of lower-secondary-school graduates entering the labor market without job training increased. Occupational rigidity and The Geographic Immobility of The Population, particularly in Rural areas, Further Limited Educational Choices. Although there were 668,000 New Polytechnic School Enrollments in in 1985, The Seventh Five-Year Plan Called for Annual Increases of 2 million mid-Level Skilled Workers and. 400,000 senior technicians, indicating that enrollment levels were still far from sufficient. To improve the situation, in July 1986 officials from the State Education Commission, State Planning Commission, and Ministry of Labor and Personnel convened a national conference on developing China's technical and vocational education. It was decided that technical and vocational education in rural areas should accommodate local conditions and be conducted on a short-term basis. Where conditions permitted, emphasis would be placed on organizing technical schools and short-term training classes. To alleviate the shortage of teachers, vocational and technical teachers' colleges were to be reformed and other colleges and universities were to be mobilized for assistance. The State Council decision to Improve Training for Workers Who had Passed Technical examinations (As opposed to unskilled Workers) was intended to Reinforce The Development of vocational and Technical Schools. Expanding and improving Secondary vocational Education has long been an Objective of China's Educational Reformers, for. vocational schools are seen as those which are best placed to address (by providing trained workers) the rising needs of the nation's expanding economy, especially its manufacturing and industrial sectors. Without an educated and trained work force, China can not have economic, hence social and national, development. Yet, given a finite, and often quite limited, pot of money for secondary schools, an allocation competition / conflict necessarily exists between its two sub-sectors: general education and vocational / technical education. Regardless, an over-enrollment in the latter has been the overall result of the mid-1980s reforms. Yet firms that must seek workers from this graduate pool have remained unimpressed with the quality of recruits and have had to rely on their own job-training programs that provide re-education for their newly hired workers. The public, also, has not been very enthusiastic over vocational secondary education which, unlike general education, does not lead to the possibility of higher education. The public's perception is that these schools provide little more than a dead end for their children. Also, vocational institutions are more expensive to run than their counterparts in general education, and they have not had sufficient money to modernize their facilities, as China's modernizing national economy demands. By mid-decade of the 21st Century, therefore, academics and policy-makers alike began to question the policy that pours funds into vocational schools that do not do their intended function.

ผลลัพธ์ (อังกฤษ) 3:

The "Law on Vocational Education" was issued in 1996. Vocational education embraces higher, vocational schools secondary. Schools skill, schools vestibule, high, vocational schools job-finding centers and other adult skill and social training. Institutes. To enable vocational education to better accommodate the demands of economic re-structuring, and urbanizationIn recent years the government has remodeled vocational education oriented towards, obtaining employment and focusing,, On two major vocational education projects to meet society 's ever more acute demand for, high quality skilled workers. These. Are cultivating skilled workers urgently needed in modern manufacture and service industries; and training rural laborers. Moving to urban areas.To accelerate vocational education in western areas the Central, Government has used government bonds to build 186 Vocational. Education centers in impoverished western area counties.

Both regular and vocational secondary schools sought to serve. Modernization needs. A number of technical and "skilled-worker" training schools reopened after the, Cultural RevolutionAnd an effort was made to provide exposure to vocational subjects in general secondary schools (by offering courses in. ,,, industry services business and agriculture). By 1985 there were almost 3 million vocational and technical students.

Under. The educational, reform tenetsPolytechnic colleges were to give priority to admitting secondary vocational and technical school graduates and providing. On-the-job training for qualified workers. Education reformers continued to press for the conversion of about 50 percent. Of upper secondary education into, vocational education which traditionally had been weak in the rural areas.Regular senior middle schools were to be converted into vocational, middle schools and vocational training classes were. To be established in some senior middle schools. Diversion of students from academic to technical education was intended. To alleviate skill shortages and to reduce the competition for university enrollment.

.Although enrollment in technical schools of various kinds had not yet increased enough to compensate for decreasing enrollments. In regular senior, middle schools the proportion of Vocational and technical students to total senior-middle-school students. Increased from about 5 percent in 1978 to almost 36 percent, in 1985 although development was, Further uneven.To encourage greater numbers of junior-middle-school graduates to enter, technical schools vocational and technical school. Graduates were given priority in, job assignments while other job seekers had to take technical tests.

In 1987 there were. Four kinds of secondary vocational and technical schools: 1) technical schools that offered a, four yearPost-junior middle course and two - to three-year post-senior middle training in such fields as commerce legal work fine,,, Arts and, forestry; 2) workers' training schools that accepted students whose senior-middle-school education consisted of. Two years of training in such trades as carpentry and welding;3) vocational technical schools that accepted either junior-or senior-middle-school students for one - to three-year courses. ,,, in cooking tailoring photography and other services; and 4) agricultural middle schools that offered basic subjects and. Agricultural science.

These technical schools had several hundred different programs.Their narrow specializations had advantages in that they offered in-depth training reducing the, need for on-the-job training. And thereby lowering learning time and costs. Moreover students were, more motivated to study if there were links between. Training and future jobs. Much of the training could be done at, existing enterprisesWhere staff and equipment was available at little additional cost.

There were some disadvantages to this system however,,. Under the Four Modernizations technically trained, generalists were needed more than highly specialized technicians, Also,. Highly specialized equipment and staff were underused and there, was an overall shortage of specialized facilities to conduct. Training, In addition.Large expenses were incurred in providing the necessary facilities and staff and the, trend in some government technical. Agencies was toward more general technical and vocational education.

, FurtherThe dropout rate continued to have a negative effect on the labor pool as upper-secondary-school technical students dropped. Out and as the percentage of lower-secondary-school graduates entering the labor market without job training, increased. Occupational rigidity and the geographic immobility of, the population particularly in rural areas further limited, educational. Choices.

.Although there were 668 000 new, polytechnic school enrollments, in 1985 the Seventh Five-Year Plan called for annual increases. Of 2 million mid-level skilled workers and 400 000 technicians, senior, that indicating enrollment levels were still far. From sufficient. To improve the situation in July, 1986 officials from the State Education Commission State Planning Commission,,And Ministry of Labor and Personnel convened a national conference on developing China 's technical and vocational, education. It was decided that technical and vocational education in rural areas should accommodate local conditions and be conducted. On a short-term basis. Where, conditions permitted emphasis would be placed on organizing technical schools and short-term. Training classes.To alleviate the shortage, of teachers vocational and technical teachers' colleges were to be reformed and other colleges. And universities were to be mobilized for assistance. The State Council decision to improve training for workers who had. Passed technical examinations (as opposed to unskilled workers) was intended to reinforce the development of Vocational. And technical schools.

.Expanding and improving secondary vocational education has long been an objective of China ', s educational reformers for. Vocational schools are seen as those which are best placed to address (by providing trained workers) the rising needs of. The nation ', s expanding economy especially its manufacturing and industrial sectors. Without an educated and trained work. Force China cannot have economic,,Hence social, and national development. Yet given finite, a, often and quite limited pot of, money for, secondary schools. An allocation competition / conflict necessarily exists between its two sub-sectors: General Education and vocational / technical. Education. Regardless an over-enrollment, in the latter has been the overall result of the mid-1980s reforms.Yet firms that must seek workers from this graduate pool have remained unimpressed with the quality of recruits and have. Had to rely on their own job-training programs that provide re-education for their newly hired workers. The public also,,, Has not been very enthusiastic over vocational secondary, education which unlike general education does not, lead to the. Possibility of higher education.The public 's perception is that these schools provide little more than a dead end for their children. Also vocational,, Institutions are more expensive to run than their counterparts in general education and they, have not had sufficient money. To modernize their facilities as China ', s modernizing national economy demands. By mid-decade of the 21st Century therefore,,Academics and policy-makers alike began to question the policy that pours funds into vocational schools that do not do. Their intended function.