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Students who will teach in vocational high schools need theoretical knowledge and practical skills. The best way for training students is to cooperate with enterprises and to put theory into practice. This paper describes a curriculum framework that links practical experience to the general theory for vocational teacher education. There are three stages. The stages are a competency test, working in industries and practical experience in technology and teaching. Through this program, students become proficient teachers.

The volume of collected papers is indexed at TD/INT 61.379. Show less

This paper explores work flow management systems (WFMS), which were originally developed for office automation and organisational coordination applications. The authors show how workflow technologies can be applied to distance learning environments to increase the effectiveness of distance learning (DL) programs. Sections give a brief summary of the main concepts of WFMS, a case study in Hong Kong, a report on a prototype system for computer supported distance learning and a brief discussion of possible future directions.

The volume of collected papers is indexed at TD/INT 61.379. Show less

The learning process and the factors that influence it are outlined. This paper proposes the use of the POLY model for computer assisted learning. The objectives of POLY are: (1) to provide the teacher with various means of producing teaching material; (2) to gather feedback from students, especially from under average students, about their learning on the teaching material; and (3) to provide students with a learning tool with a stepwise learning capacity. Two prototypes have been successfully developed and this paper comments on the trial runs and initial findings.

The volume of collected papers is indexed at TD/INT 61.379. Show less

This paper analyses and explains the basic characteristics of the school-to-work transition and the decline of vocational education learning in secondary education in Japan. The purpose of the paper is to discuss how classroom learning can be converted into work competence using Japan's experiences as an illustration of what can be achieved. The development of secondary education in post-war Japan is described. The process and key factors of a smooth transition from school to work are analysed. The relevance of both general education and vocational education to work competence is discussed. The main problems of the trade-off are identified and discussed.

The volume of collected papers is indexed at TD/INT 61.379. Show less

This paper outlines the role technological and vocational education (TVE) has played in the Chinese Taipei economy over the last forty years. Five elements are focused on and they incorporate a development plan for TVE that is aimed at liberalisation, economic development, industrial improvement, increased educational opportunities and societal progress. The five elements are: (1) the impact of democracy on education; (2) economic growth; (3) the establishment of a pluralistic system; (4) the training of professionals to meed the demands of technological advancements; and (5) the challenges of lifelong learning. The author highlights a number of new directions for vocational education policy that are needed to meet the challenges for human resources in the twenty-first century. The new directions are: (1) the establishment of a flexible TVE system; (2) cultivation of professional manpower to meet development needs; (3) promoting student career development in response to parental requests; and (4) raising educational quality in accord with the worldwide development trend.

The volume of collected papers is indexed at TD/INT 61.404. Show less

Advisory committees, when properly organised and supported, can effectively provide the vital link between high-tech societies and vocational and technical education. This research focused on the role and organisation of advisory committees. Five areas are discussed. They were advising on the curriculum and instructional methods; advising on program equipment and facility needs; helping to recruit students; promoting vocational education to industry; and evaluating program effectiveness. Organisation factors including membership, structure, and procedures for effective meetings are covered. The intention is that the reader use these principles to enhance the effectiveness of advisory committees.

The volume of collected papers is indexed at TD/INT 61.379. Show less

The challenges and characteristics of the high-tech era are discussed. Features of technological and vocational education are drawn out. This paper addresses the principles of designing and developing a curriculum for technological and vocational education. Emphasis is given to establishing a close connection between the curriculum and the needs of the high-tech society. To this end there is a need to design and develop appropriate curriculums, select suitable course materials and innovate effective pedagogy.

The volume of collected papers is indexed at TD/INT 61.379. Show less

More and more societies, and individuals, are hoping for a better future with the help of educational reform. Educators in different regions learn from each other's experiences, including their research, ways of thinking, and working experiences. Modern technology has provided a learning environment that makes information processing readily accessible and extendable to almost every corner of the world. The demand for a global curriculum is eminent according to the authors of this paper. Curriculum with global perspectives should include topics and content area that are globally concerned. The vision is the introduction of theme-based education and training students to explore world-wide problems in the classroom. Several factors, such as the need to master international languages, design an adequate and comprehensive curriculum, establish a good model of cooperation, set up accreditation systems and put into practice a comprehensive achievement evaluation system, will have a significant impact on the development of a global curriculum.

The volume of collected papers is indexed at TD/INT 61.379. Show less

The two objectives are: (1) to identify possible areas for competence development for workers in the retail industry, and (2) to identify the competence required for retail workers at different levels according to the needs of the industry. The intention is to identify the abilities needed by retail workers and to provide retail companies with the information as a reference for recruiting staff. Development of competence is needed in five categories. The categories are: mental skills, work attitude and values, interpersonal skills, managerial skills and professional skills. A table is provided, which sets out the ability and the level of importance is has to the workers, managers and owners of a retail company.

The volume of collected papers is indexed at TD/INT 61.379. Show less

The licence in Chinese Taipei economy is when an individual passes the tests publicly and obtains a certificate of certain professional skills. The critical problem from 1995 was the validity of the licence itself and the degree to which it is accepted by the government and business world. The government has addressed the problem by setting up recognition standards between licences/certificates and academic records, by revising the codes which allow the license/certificate holders to work as government officials and designing a promotion system for the license/certificate holders who work as government officials. The latter two are still being worked on. This paper investigates applied foreign language majors' opinions and thoughts about the skill certification and licentiate system after they took the English Proficiency Test held by the Business Education Association of the Chinese Taipei economy. This study reveals that students are anxious to see the improvement of the skill certificate and licentiate system. It also concludes that gaps need to be addressed by putting new skill certificates into place.

The volume of collected papers is indexed at TD/INT 61.379. Show less