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2. Curriculum Standards of Technological and Vocational Education in Taiwan, R.O.C.
- Author
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Lee, Lung-Sheng Steven and Hwang, Jenq-Jye
- Abstract
In Taiwan, curriculum standards for senior vocational schools and junior colleges are administered and promulgated by the Ministry of Education approximately every 10 years. Curricula for institutes of technology are principally school based. As a result of critiques of the current top-down or administration-based approach system of curriculum standard revision, five technological/technical and vocational education (TVE) curriculum development centers have been established. Senior vocational curriculum standards are under revision to reflect the need to strengthen students' basic academic skills by expanding the provision of basic skills courses; relieve students' study load by lessening the number of required courses; and encourage school-based curriculum development by allowing schools to design a part of their curricula to meet local needs. Current junior college curriculum standards have been in effect since the 1995 school year. The main ways in which relevance of the TVE curriculum and its development can be ensured areas follows: critical exploring or planning processes must be completed before every curriculum standard revision; performance standards should be developed to guide TVE curriculum development; criteria must be set and evaluated conducted to guarantee effective curriculum development; a school-based curriculum should be implemented; and greater involvement of industry and inclusion of work-based learning should be pursued. (A Chinese language version is attached.) (Contains six references.) (YLB)
- Published
- 1996
3. Technological and Vocational Teacher Education in Taiwan, R.O.C.
- Author
-
Lee, Lung-Sheng Steven and Hwang, Jenq-Jye
- Abstract
According to Taiwan's Teacher Preparation Law, anyone who has met the following requirements must pass certification examinations and internship to become a qualified vocational school teacher: graduation from a normal university or teacher college or other college or university with a major in a program designed to train vocational school teachers. A transcript evaluation approach is also in use. The preservice teacher preparation curriculum has three principal components: general/liberal coursework, technical/specialty coursework, and pedagogical/professional coursework. To help inservice vocational teachers develop their competencies, educational authorities offer many inservice professional training and development opportunities. In recent years, vocational teachers have been encouraged to make industry visits during summer breaks and take skill tests. Some problems confronting technical/technological and vocational education (TVE) teachers and vocational teacher education have been identified. The problem of an overabundance of qualified teachers in public vocational schools but a shortage in private vocational schools must be solved. More rational accreditation or evaluation of teacher preparation programs should be sought to ensure the high vocational teacher quality. TVE teachers must be required to have work experience in their specialization area to reflect industry and business needs effectively. (A Chinese version is attached.) (Contains six references.) (YLB)
- Published
- 1996
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