For the foreign experience of our government-led group of school vocational inspiration.doc

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For the foreign experience of our government-led group of school vocational inspiration.doc

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For the foreign experience of our government-led group of school vocational inspiration

For the foreign experience of our government-led group of school vocational inspiration Abstract: Vocational Education has developed a wealth of experience in education vocational group, the article in the analysis of Germany’s “cross-enterprise training center,” Australia “New Apprenticeship Training Institute,” U.S. “technical preparation program under the Comprehensive Education Group” and the Netherlands “Government investment in regional training center” and so on the basis of our local government-led group of rational organization of vocational and sound operation of the recommendations. Paper Keywords: foreign experience: local government-led, vocational groups, inspiration From the lead agency point of view, China’s vocational education group there are three forms: First, vocational-oriented, such as: Jiangsu, established since 2004, more than 20 industry-based vocational education group, set up in Hunan from 2008 to 18 industries Vocational Education Group: Second, the local government-led, such as: the city with a rural, three-segment culture of “Hainan mode”, the main industry, urban and rural areas combined, “Henan model” school-enterprise cooperation, work and study of the “Tianjin mode “and the third is the dominant type of compound, is a school, enterprise and other multi-agency body, composed of multiple cooperative vocational education alliance. “From the perspective of international comparison, government-led group of school vocational education in the number of the largest and most abundant in the model.” In this paper, Germany, Australia, the United States, the Netherlands and other developed countries, vocational education, for example, to explore their under national or local economic development, innovation and vocational development of institutional mechanisms, through macro-planning, policy guidance, financial support, multi-faceted support to effectively promote vocational education, group and intensive development experie