CVA – ACFP

Articles Tags China

Canada & China. Internationalisation of higher education: A critical analysis of the intercultural dimension of a visiting scholar programme

This article reports the findings of a study on the intercultural dimension of internationalisation at two universities, located in China and Canada, as evidenced through their visiting scholar (VS) programme. The findings show that although the programme was profoundly affected by neoliberal and liberal discourses, we achieved some success in creating spaces of relational trans‐localism.
https://onlinelibrary.wiley.com/doi/full/10.1002/berj.3637?af=R

China. KOMET-based professional competence assessments for vocational education and training (VET) teachers in China

This study shows that the KOMET test of VET teachers’ professional competence is high in quality: (1) the test difficulty is within a reasonable range; (2) the test’s discrimination is high; (3) the test’s reliability is high; (4) the construct validity of the test meets the basic requirements for educational measurement. To improve the test quality, [there is a need] need to consider how general approaches apply to specific domains, for example through improving the quality of test tasks.
http://www.voced.edu.au/content/ngv%3A76044

China. Professional Task-Based Curriculum Development for Distance Education Practitioners at Master’s Level: A Design-Based Research, 2015

Curriculum development for distance education (DE) practitioners is more and more focusing on practical requirements and competence development. Delphi and DACUM methods have been used at some universities. However, in the competency-based development area, these methods have been taken over by professional-task-based development in the last decade, which has not been applied in the open and distance education area so far. Is the professional-task-based curriculum development approach suitable for open and distance education?
http://www.irrodl.org/index.php/irrodl/article/view/2011/3267

China. What does it mean to be vocational teachers in China: results from a survey among Chinese vocational teachers

Teachers’ performance has a significant impact on the quality of education. Until now little empirical researches have been done concerning the vocational identity and professional development of vocational school teachers in China. The paper finds out that the majority of Chinese vocational teachers do not choose their profession because of their intrinsic interests in teaching but for the sake of stability and long holidays; their career chances are to a certain degree constrained by institutional factors such as the professional title system which is regarded by many teachers to be outdated and unfair; they face various challenges and difficulties in their daily work found their income not proportional to their work loads.
http://www.voced.edu.au/content/ngv%3A76043

China. The impact of vocational schooling on human capital development in developing countries : evidence from China

The primary aim of this study is to understand whether VET at the high school level contributes to human capital development in one of those countries—China.
http://documents.worldbank.org/curated/en/943091468178758979/The-impact-of-vocational-schooling-on-human-capital-development-in-developing-countries-evidence-from-China

Management of knowledge in international VET: diversity of practice from Laos, Kuwait, and China

The focus of investigation was on the mechanisms, strategies, and tools deployed to enable Australian VET knowledge practices to respond to the needs of systems, training institutions, and individuals in these new contexts. This process of transfer and adaptation was explored through three case studies. On the basis of the empirical data analyzed in each model, a classification of transnational activities is proposed according to six dimensions of transfer activity – mechanism, drivers, key actors, purpose, context, and outcomes.
http://www.voced.edu.au/content/ngv%3A76448

Asia. Is there a size-induced market failure in skills training?

A skilled and educated workforce can support the competitiveness of enterprises of all sizes. However, smaller firms may face greater challenges in developing human capital. We explore differences between smaller and larger firms in offering skills training and in hiring workers with more formal education.
https://www.adb.org/sites/default/files/publication/197546/adbi-wp598.pdf

Asia-Pacific. Blended learning for quality higher education: selected case studies on implementation from Asia-Pacific

This book aims to explore how leading institutions in Asia-Pacific build capacity through a holistic approach to drive, sustain and scale their blended learning practices. This resource is a compilation of case studies from a range of experienced higher education institutions in the Asia-Pacific region where they showcase promising practices and lessons learned.
http://unesdoc.unesco.org/images/0024/002468/246851e.pdf

Bangladesh, India, China. Lifelong Learning in a Learning Society: Are Community Learning Centres the Vehicle?

This paper provides a historical perspective on the evolving concepts of lifelong learning and the learning society and makes the case for the community learning centre as a potential institutional vehicle for the promotion of adult and lifelong learning. It highlights the pertinence of lifelong learning/learning society in the post-2015 Development Agenda discourse. Arguments in favour of the community learning centre as a vehicle for lifelong learning/learning society are illustrated using the example of Bangladesh and drawing on parallels and contrasts with China and India. Finally, lessons derived from a recent review of the Asia-Pacific region are evaluated with respect to the development of strategic actions intended to offer adult and lifelong learning within and through community learning centres.
http://poldev.revues.org/1782

China. Jobs and skills for youth: review of policies for youth employment of China

Young Chinese face significant obstacles in their transition to the labour market, including high levels of underemployment, informality and graduate unemployment. The Chinese Government is strongly committed to addressing these issues. It recognizes that actively developing its human resources, bringing into play the full potential and value of each individual, and promoting people’s all round development is essential to China’s modernization and transformation from a human-resource-rich country to one with powerful human resources. This report has been developed to support those aims.
http://www.ilo.org/wcmsp5/groups/public/—ed_emp/documents/publication/wcms_502338.pdf

China and Africa: a Post-2015 Focus on Higher Education?

China-Africa cooperation in higher education is characterized by south-south cooperation. Since the Forum on China-Africa Cooperation (FOCAC) in 2000, China has developed a number of African institutional development projects and offered scholarships and Chinese language learning to African students to promote mutual understanding and capacity building. China will obviously expand its cooperation with Africa in higher education after 2015.
http://www.norrag.org/en/publications/norrag-news/online-version/education-and-skills-post-2015-and-the-global-governance-of-education-agendas-and-architecture/detail/china-and-africa-a-post-2015-focus-on-higher-education.html

China. Analysis on Regional Difference in the Chance of Receiving Higher Vocational Education in China

From the view of regional difference, comparing several indicators of the chance of receiving higher vocational education in different regions in the aspect of quantity and quality in China shows that, it is still a fact that regional difference exists in chance of receiving higher vocational education. This fact will affect the realization of educational equality, the balance of economic development and the construction of harmonious society. In order to promote harmonious development and teaching equality of higher vocational education, the suggestions are: strengthening cooperation among higher vocational colleges in different regions; increasing investment on the middle and western regions; working out special support policies for west region.
http://www.cctve.com.cn/images/stories/english/00012-14-201302-04/zyjsjy-english-00012-14-201302-04-049-054.pdf

Journal. TVET@Asia, June 3 2014

Online journal for scientists and practitioners in the field of Technical and Vocational Education and Training (TVET) and Vocational Teacher Education (VTE) in the East and Southeast- Asian region.
http://www.tvet-online.asia/issue/3

Canada/Newfoundland and Labrador & China. Premier signs MOU with China, Highlights Expanded Post-Secondary Education Partnerships

Premier of Newfoundland and Labrador, reaffirmed the province’s commitment to global partnerships and post-secondary education through the signing of a Memorandum of Understanding (MOU) on the Mutual Recognition of Higher and Post-Secondary Education with the Ministry of Education of the People’s Republic of China.
http://www.releases.gov.nl.ca/releases/2013/exec/0627n06.htm

Skills development for youth living with disabilities in four developing countries

This paper outlines some of the key challenges and opportunities regarding skills development for youth with disabilities. It focuses on those who are no longer in formal education, but who, for a variety of reasons, are not yet in formal employment. Where possible, it outlines the extent of labour force participation amongst youth living with disabilities, and discusses the barriers to participation.
http://unesdoc.unesco.org/images/0021/002178/217882e.pdf

Marginalization of young people in education and work: findings from the school-to-work transition surveys

This paper studies causes and consequences of labor market marginalization in 8 developing countries.. More links between educational institutions, enterprises, social and institutional partners are decisive to implement the dual principle, namely generating work experience together with, rather than after general education: a closer integration of the educational system with the outside business world, through activities of job placement and counseling, as well as programs of on the job training (apprenticeship) are important to the generation of the job specific work experience and other skills that also entrepreneurs consider important when hiring a young person, therefore reducing the overall length of the school-to-work transition.
http://unesdoc.unesco.org/images/0021/002178/217886e.pdf

China. Historic Image – Evolution of Vocational and Technical Education in China

Articles of the journal Vocational Training and Education. The journal aims to open a window for introducing Chinese vocational education to the world and build a bridge for communication with the international society.
http://cctve.com.cn/images/stories/english/00007-201201/zyjsjy-english-00007-201201.pdf

Overview of apprenticeship systems and issues – ILO contribution to the G20 Task Force on Employment

This paper reviews current apprenticeship programmes and practices in a limited number of countries. The evidence and lessons drawn from their experience provide both motivation and practical recommendations for making apprenticeship a more attractive and a more efficient pathway to productive and decent jobs for more young people.
http://www.ilo.org/wcmsp5/groups/public/—ed_emp/—ifp_skills/documents/genericdocument/wcms_190188.pdf

Canada. The disjuncture of learning and recognition: Licensure-related credential assessment from the standpoint of Chinese immigrant engineers in Canada

Non/recognition of foreign credentials has been criticized for obstructing skilled immigrants from succeeding in the Canadian labour market. Drawing on an institutional ethnographic study of the credential assessment practices in the engineering profession, the study problematizes the redundant and ad hoc assessment procedures, licensure bodies‘ narrow focus on applicants‘ undergraduate education, and their deficit approach to training from other countries.
http://newprairiepress.org/cgi/viewcontent.cgi?article=3090&context=aerc

Strong Performers and Successful Reformers in Education

Countries need high-quality education systems that will teach their citizens the skills necessary to meet the challenges of tomorrow. This series of videos highlights initiatives being taken by education authorities around the world to help school students do better.
http://www.oecd.org/pisa/46623978.pdf

China. Vocational Education Matches Youth with Jobs and Helps Sustain Growth

Story highlights:
– Technical and vocational education and training has grown fast in China, but challenges are apparent.
– The World Bank has helped China to develop vocational education for two decades, to make the system better meet the demands of students and the labor market.
– To support China’s shift from low-skilled, labor-intensive industries to more capital and skill-intensive ones, producing skilled workers via vocational education is critical.
http://www.worldbank.org/en/news/feature/2012/02/17/china-vocational-education-provides-jobs-sustains-economic-growth

OECD Policy Reviews of Vocational Education and Training (VET) – Country Studies

In OECD countries, many young people enter vocational programmes at upper secondary level. Sometimes these programmes are linked to workplace training, and sometimes they are formal apprenticeships, alternating on-the-job learning with school-based training.
http://www.oecd.org/document/26/0,3746,en_2649_39263238_43736986_1_1_1_1,00.html

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