本文選題：職業(yè)技術(shù)教育 + 可滲透性�。� 參考：《廣西師范大學(xué)》2014年碩士論文

【摘要】：20世紀(jì)90年代以來,印度尼西亞受全球化的影響,職業(yè)教育得到了一定程度上的提升,取得了一定的成績,印度尼西亞的職業(yè)技術(shù)教育雖然起步晚,但是發(fā)展較快,在亞太地區(qū)具有一定的代表性。本文以印度尼西亞職業(yè)技術(shù)教育為研究對象,通過論述印度尼西亞職業(yè)技術(shù)教育的發(fā)展和實(shí)施途徑,從中總結(jié)經(jīng)驗(yàn)教訓(xùn),旨在結(jié)合我國的職業(yè)技術(shù)教育發(fā)展實(shí)際需要的基礎(chǔ)上,為我國的職業(yè)技術(shù)教育發(fā)展提供裨益。 第一章,對于印度尼西亞職業(yè)教育發(fā)展歷程進(jìn)行了梳理。由殖民地利益所驅(qū)使的印度尼西亞職業(yè)教育包括了四個(gè)階段：荷蘭東印度公司殖民時(shí)期,二十世紀(jì)之前荷蘭和印度殖民時(shí)期,荷蘭殖民時(shí)期和日本殖民時(shí)期。之后迎來了印度尼西亞的獨(dú)立時(shí)期,在這一時(shí)期,印度尼西亞政府推出了六個(gè)五年計(jì)劃來發(fā)展職業(yè)教育,印度尼西亞的職業(yè)教育有了一定程度的發(fā)展。 第二章,總結(jié)印度尼西亞職業(yè)教育的發(fā)展現(xiàn)狀,為了使通過正常教育或從學(xué)校輟學(xué)沒有充足技能的青年人能順利找到工作自食其力,印度尼西亞主要依靠政府培訓(xùn)中心實(shí)施的各種專業(yè)培訓(xùn)項(xiàng)目提高他們的能力,從而使其順利找到工作自食其力或自我創(chuàng)業(yè)。通過國家資格委員會確定標(biāo)準(zhǔn)化政策和職業(yè)證書及能力標(biāo)準(zhǔn),實(shí)施能力測驗(yàn)認(rèn)證,控制印度尼西亞勞動力標(biāo)準(zhǔn)的實(shí)施及職業(yè)資格認(rèn)證。 第三章,為解決職業(yè)學(xué)校教育在實(shí)施過程中存在的問題,印度尼西亞各級政府在國家職業(yè)資格委員會頒布的國家能力標(biāo)準(zhǔn)的基礎(chǔ)上設(shè)計(jì)課程,能力標(biāo)準(zhǔn)是由行業(yè)、教育部門、商業(yè)聯(lián)合會、人力資源部共同合作制定的,已經(jīng)被相關(guān)團(tuán)體所結(jié)接受。此外,高等職業(yè)學(xué)校的課程還需要適應(yīng)地方勞動力市場的需要。全球化時(shí)代的需要和面臨的問題以及激烈的全球化競爭導(dǎo)致科學(xué)技術(shù)的高速發(fā)展,為印度尼西亞的加速發(fā)展提供了機(jī)會,同時(shí)也給勞動力質(zhì)量也提出了挑戰(zhàn)。 第四章,在職業(yè)技術(shù)教育未來發(fā)展過程中,注重基本能力和個(gè)人素質(zhì)的提高,加強(qiáng)校企合作,注重提高學(xué)生的實(shí)踐能力。學(xué)校與當(dāng)?shù)厣鐓^(qū)、企業(yè)密切聯(lián)系,為學(xué)生就業(yè)開辟了一條穩(wěn)固的渠道。 印度尼西亞在加強(qiáng)校企合作,適度增加實(shí)習(xí)的課時(shí),提高學(xué)生的動手實(shí)踐能力,改革和創(chuàng)新職業(yè)教育管理體制,重視職業(yè)教育立法,通過法律手段管理職業(yè)教育和確保辦學(xué)體制和教育經(jīng)費(fèi)的多元化以及加強(qiáng)和改進(jìn)職業(yè)培訓(xùn)等方面取得了一定的成功經(jīng)驗(yàn)。此外,實(shí)行有利于職業(yè)教育發(fā)展的政策,用政策的手段推動職業(yè)教育的發(fā)展,加大對其資金投入,重視教師隊(duì)伍建設(shè),更新教育觀念等方面,印度尼西亞政府還需要做出進(jìn)一步的努力和提升。
[Abstract]:Since the 1990s, under the influence of globalization, vocational education in Indonesia has been promoted to a certain extent and achieved certain achievements. Although vocational and technical education in Indonesia started late, it has developed rapidly. In the Asia-Pacific region has a certain representativeness. This paper takes vocational and technical education in Indonesia as the research object, through discussing the development and implementation of vocational and technical education in Indonesia, summarizes the experience and lessons from it, aiming at combining the actual needs of the development of vocational and technical education in our country. To provide benefits for the development of vocational and technical education in China. The first chapter, the development of vocational education in Indonesia has been combed. Indonesian vocational education, driven by colonial interests, consists of four stages: the colonial period of the Dutch East India Corporation, the Dutch and Indian colonial periods before the twentieth century, the Dutch colonial period and the Japanese colonial period. Then came the period of independence of Indonesia, during which the Indonesian government launched six five-year plans to develop vocational education, and vocational education in Indonesia developed to a certain extent. The second chapter summarizes the current development of vocational education in Indonesia, in order to enable young people who drop out of school through normal education or drop out of school to successfully find work and earn their own living. Indonesia relies mainly on the various professional training programmes carried out by the Government training Centre to improve their ability to successfully find jobs for themselves or to start their own businesses. Through the National qualifications Commission to determine standardized policies and vocational certificates and standards of competency, to implement competency tests, to control the implementation of Indonesian labour force standards and vocational qualifications. Chapter III, in order to address the problems existing in the implementation of vocational school education, governments at all levels in Indonesia design curricula on the basis of the national competency standards issued by the National Vocational qualifications Commission, which are based on the industry, the education sector, The Business Federation, developed in cooperation with the Human Resources Department, has been accepted by relevant groups. In addition, higher vocational school curricula also need to adapt to the needs of the local labour market. The needs and problems in the era of globalization and the fierce competition of globalization lead to the rapid development of science and technology, which provides an opportunity for the accelerated development of Indonesia, and also challenges the quality of labor force. The fourth chapter, in the future development process of vocational and technical education, pay attention to the improvement of basic ability and personal quality, strengthen the cooperation between school and enterprise, and pay attention to improving students' practical ability. Schools are closely linked with local communities and businesses, opening up a solid channel for student employment. Indonesia is strengthening cooperation between schools and enterprises, appropriately increasing the number of practical hours, improving students' practical ability, reforming and innovating the management system of vocational education, and attaching importance to vocational education legislation. Through legal means to manage vocational education, to ensure the diversity of school system and educational funds, and to strengthen and improve vocational training and so on, has obtained certain successful experience. In addition, it is necessary to carry out policies conducive to the development of vocational education, to promote the development of vocational education by means of policies, to increase investment in its funds, to attach importance to the building of teachers' ranks, and to renew educational concepts, etc. The Indonesian government still needs to make further efforts and upgrade.
【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：G719.342

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