發(fā)布時(shí)間：2018-04-05 17:20

  本文選題：印度　切入點(diǎn)：職業(yè)技術(shù)教育和培訓(xùn)　出處：《上海師范大學(xué)》2013年碩士論文

【摘要】：印度同我國一樣，都是歷史悠久漫長、文化遺產(chǎn)豐富的發(fā)展中大國，同樣面臨人口數(shù)量龐大、發(fā)展過程中出現(xiàn)各種不均衡現(xiàn)象的問題。盡管發(fā)展道路并不平坦，但兩國都在發(fā)展速度上創(chuàng)造了各自的奇跡。我國與印度在發(fā)展中既有合作關(guān)系，又不可避免地面臨著競(jìng)爭(zhēng)，因此探討印度的經(jīng)驗(yàn)對(duì)我們來說是有積極意義的。人力資源開發(fā)是中印兩國共同關(guān)注的問題，職業(yè)技術(shù)教育和培訓(xùn)是人力資源開發(fā)的重要手段，本文從政策角度探究印度職業(yè)技術(shù)教育和培訓(xùn)，期望有益于我國職業(yè)技術(shù)教育和培訓(xùn)體系的發(fā)展。 本文聚焦印度職業(yè)技術(shù)教育和培訓(xùn)體系的發(fā)展政策，從其獨(dú)立前的政策說起，談到印度政府依次制定的學(xué)徒培訓(xùn)法案、理工學(xué)院法案、1968年教育政策及1986年教育政策、1987年全印度技術(shù)教育委員會(huì)法案等，對(duì)這些政策進(jìn)行闡述，在此基礎(chǔ)上探究印度職業(yè)技術(shù)教育和培訓(xùn)領(lǐng)域正在執(zhí)行實(shí)施的政策和行動(dòng)，探討這些政策和行動(dòng)的制定過程及執(zhí)行情況，如國家技能開發(fā)政策、技能開發(fā)行動(dòng)計(jì)劃、工匠培訓(xùn)計(jì)劃和國家職業(yè)教育資格框架，它們?cè)谕苿?dòng)印度職業(yè)技術(shù)教育和培訓(xùn)體系發(fā)展，促進(jìn)印度經(jīng)濟(jì)社會(huì)進(jìn)步方面起到了重要作用。 除此以外，本文還對(duì)印度職業(yè)技術(shù)教育和培訓(xùn)政策實(shí)施的各方面進(jìn)行了論述和分析，包括印度職業(yè)技術(shù)教育和培訓(xùn)行政管理、機(jī)構(gòu)類型、師資力量、課程特點(diǎn)、職業(yè)技術(shù)教育和培訓(xùn)與普通教育的關(guān)系、與經(jīng)濟(jì)產(chǎn)業(yè)的關(guān)系。通過多方面的分析比較，歸納出印度政策在實(shí)施過程中遇到的主要問題，，即職業(yè)技術(shù)教育和培訓(xùn)培養(yǎng)能力有限、教育和培訓(xùn)技能與市場(chǎng)需求不匹配、職業(yè)技術(shù)教育和培訓(xùn)師資力量短缺、職業(yè)技術(shù)教育和培訓(xùn)社會(huì)吸引力低等。針對(duì)這些問題，印度制定了相應(yīng)的應(yīng)對(duì)措施，如加強(qiáng)政策引導(dǎo)，提高職業(yè)技術(shù)教育和培訓(xùn)培養(yǎng)能力；改善教育質(zhì)量，提高職業(yè)技術(shù)教育和培訓(xùn)吸引力；促進(jìn)行業(yè)參與，提高職業(yè)技術(shù)教育和培訓(xùn)市場(chǎng)相關(guān)性；完善師資培訓(xùn)，提高職業(yè)技術(shù)教育和培訓(xùn)培養(yǎng)水平。 最后，本文談及了從印度制定和實(shí)施職業(yè)技術(shù)教育和培訓(xùn)政策的過程中，我們可以得到的一些經(jīng)驗(yàn)和啟示，包括職業(yè)技術(shù)教育和培訓(xùn)政策要符合本國國情；要堅(jiān)持政府主導(dǎo)，同時(shí)重視利用非政府部門的有效力量；要爭(zhēng)取國際援助，發(fā)揮國際組織的有益作用。
[Abstract]:India and China, is a long history of long, developing country's rich cultural heritage, also faces a large number of people, all kinds of imbalance problems occur in the process of development. Although the development of the road is not flat, but both in the pace of development and create their own miracle. China and India have both cooperative relations in the process of development, but also inevitably faced with competition, so to explore the experience of India is of positive significance to us. Human resources development is the common concern of China and India, occupation technology education and training is an important means of developing human resources, this paper explores the India occupation technology education and training from a policy perspective, the development of expectations beneficial to China's occupation technology education and training system.
This article focuses on the development policy of India occupation technology education and training system, starting from the pre independence policy, referring to the India government in order to develop Apprenticeship Training Act, Polytechnic College Act, education policy and education policy in 1968 1986, 1987 India Technical Education Committee bill, these policies were introduced, on the basis of inquiry India occupation technology education and training is the implementation of the implementation of policies and actions on these policies and actions in the formulation and implementation of national policies, such as the development of skills, skills development action plan, artisan training plan and the national occupation education qualification framework, they promote the India occupation technology education and training system development, promote the economy of India social progress has played an important role.
In addition, all aspects of the India occupation technology education and training policy implementation are discussed and analyzed, including the India occupation technology education and training administration, institution type, faculty, course characteristics, the relationship between occupation technology education and training and general education, and economic industry. Through the analysis of many factors by comparison, summed up the main problems encountered in the implementation process of India policy, namely the occupation technology education and training ability is limited, education and training skills do not match market demand, occupation technology education and training faculty shortage occupation technology education and training of social attraction is low. To solve these problems, India has formulated the corresponding measures, such as strengthening the policy guidance, improve the occupation technology education and training ability; improve the quality of education, improve the attractiveness of occupation technology education and training; Promote industry participation, improve the relevance of vocational education and training market, improve the training of teachers, and improve the level of Vocational and technical education and training.
Finally, this paper talks about the development and implementation process from India occupation technology education and training policy, we can get some experience and enlightenment, including the occupation technology education and training policy should accord with the national conditions; to adhere to government led, at the same time, attention to the use of non effective power of government departments; to seek international assistance, play a useful role international organizations.

【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：G719.351

【引證文獻(xiàn)】

相關(guān)期刊論文 前1條

1 王麗華;;印度現(xiàn)代職業(yè)教育體系及其特征[J];職業(yè)教育研究;2015年10期

本文編號(hào)：1715754