And Canada A Comparative Study of Higher Vocational Education Curriculum Model.doc

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And Canada A Comparative Study of Higher Vocational Education Curriculum Model.doc

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And Canada A Comparative Study of Higher Vocational Education Curriculum Model

And Canada A Comparative Study of Higher Vocational Education Curriculum Model Abstract: In different historical backgrounds, China and Canada, higher vocational education courses have different characteristics of the development methods and the curriculum, thus creating a distinctive mode of curriculum. In this paper, building technical expertise in Canada George Brown College’s lesson plan, curriculum development, course features, for example, vocational curriculum models of both countries to compare, analyze, with a view to provide a reference of China’s vocational curriculum reform. Keywords: China; Canada; curriculum model; Comparison 1, the two vocational curriculum model the formation of the historical background of Canada is a federal country, sparsely populated, resource-rich in the West - Dagger large-scale industrial developed countries. Vocational education is also very well-developed, mainly post-secondary vocational education, its educational types are: to grant diplomas and certificates in community colleges (equivalent to China’s vocational) education; non-academic vocational training and preparatory training; adult vocational education and training. Higher vocational education is in various forms: There are two-year or three-year specialist, four-year undergraduate (with the University Liaison Office), and one-year post-graduate professional certification classes. According to Association of Canadian Community Colleges (Association of Canadian Community Colleges) recently released statistics show, there are now 175 community colleges. Dating back to World War II, before the Federal Government of Canada in 1913 and 1919, respectively, promulgated “agricultural training method” and the “Technical Education Act”, 1937, promulgated the “Youth Training Act.” The Bill seeks to promote the development of vocational and technical education, but because of the war and the primary and secondary schools is not universal and other reasons, failed t