Two-year vocational education reform practice and reflection.docVIP

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Two-year vocational education reform practice and reflection.doc

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Two-year vocational education reform practice and reflection

Two-year vocational education reform practice and reflection Abstract: Higher education has become half of China’s Higher Education for the popularization of higher education has made important contributions. Since 2004. The two-year transformation into the development of vocational education reform a hot issue. In this paper, a two-year reform, Guangdong Province and vocational education practice as a case, a two-year implementation of the reform of the status quo, and practice characteristics of an analysis: from a province-wide perspective, a two-year reform, the number of schools, the number of both professional upward trend, but the specific schools of view, a two-year reform does not significantly expand the potential. A two-year practice has the following characteristics: academic reform, the relative concentration of expertise; education system to adjust the dynamic nature of strong; determining the basis for a two-year enrollment targets generally similar. Two-year vocational education reform, a lack of driving force. The purpose of reform is worth reflection. Keywords: Higher education; two-year reform; practice; reflection Introduction With the Ministry of Education, “on the employment-oriented, to deepen some of the views of Higher Vocational Education” (Education high [2004] No. 1) document provides the academic structure of higher vocational education should from three years to the gradual transition of two years, vocational academic education, the reform of vocational education reform became a hot issue. Guangdong Province, as the forefront of reform and opening up in its economic take-off at the same time, their higher education, particularly higher vocational education has also been rapid development. Ordinary institutions of higher learning in Guangdong Province in 2006 the total number and the number of higher vocational colleges ranked third in the whole country; the number of undergraduate admissions recruitment programs in the prov