As the primary platform for developing a technical and skilled workforce, vocational education plays a vital role in supporting India's economic transformation and industrial restructuring. The "National Education Policy 2020" issued by India's Ministry of Education aims to align with global trends in vocational education, facilitate economic recovery, and transform the vocational education ecosystem. Specific measures include implementing the National Skills Qualification Framework (NSQF) to improve the quality of the vocational education supply. The policy introduces several key initiatives: the implementation of the NSQF to enhance educational quality and diversify educational pathways to improve accessibility; establishment of collaborative mechanisms between internal and external stakeholders to drive systemic reform; strengthening of vocational training to significantly expand the skilled workforce; and promotion the implementation process of higher vocational education and enhance the social status of vocational education. India's experience in promoting vocational education reform is mainly reflected in the following aspects: strengthening top-level policy design and playing a leading role in policy, improving the introduction system and building a high-quality teaching staff, focusing on the demand for talent and realizing customized supply-demand docking.
In the context of the construction of a skills-based society,this study statistically analyzes the career conditions of winners from the 41st to 46th WorldSkills Competitions across four provinces and cities in the Yangtze River Delta.The main career characteristics identified include relatively stable employment,preference for teaching positions as their first choice of profession,focus on skill training in their work content,and increasing flexibility in employment opportunities over recent years.The construction of a skills-based society has set new requirements for WorldSkills winners:to refine their own skills,enhance skill standards,improve skills environment,and expand international influence.In their career development,winners face major challenges from three aspects:professional skills,career vision,and career paths.In response to these requirements and challenges,the paper proposes specific reform suggestions,including improving policy content,establishing learning and training platforms,optimizing the internal and external practical environment,and designing a comprehensive career development path for these winners.
将新技术与职业教育双向融合,创新教学模式与方法是提高职业教育质量的重要环节.虚拟现实(VR)技术作为元宇宙、数字孪生、具身体验等新兴概念的核心技术,是当前新技术与职业教育融合发展所关注的热点.通过梳理国内外相关研究,分析职业教育VR实训教学系统关键技术,依托教育学理论以及对职业教育实训教学过程的观摩,对职业教育VR实训教学过程中各要素进行分解,形成"实训教学对象""实训教学任务""实训教学方法""实训教学环境"及"实训教学过程"五个维度.针对职业教育实训教学活动的特征,结合实训教学评价的需要,设计面向职业教育高质量发展的VR实训教学模式,体现在VR技术环境下,职业教育师生在实训前、实训中和实训后可采取的科学行为,并以深圳职业技术大学工程造价专业二年级师生为对象,通过问卷调查、观察、访谈、单向量表、双向量表和T检验等数据收集与统计方法,进行应用研究.结果表明,应用面向职业教育高质量发展的VR实训教学模式,能够优化学生实训过程,帮助学生适应实训环境,提升学生实训积极性,提高学生理论水平,培养学生实际岗位处置能力,有助于VR技术与职业教育实训过程双向融合,推进职业教育高质量发展.
XR技术的核心是整合虚拟、增强以及混合现实,旨在打造一个为用户带来沉浸式、交互式三维体验的环境,这为教学平台的创新提供了可能性.深圳职业技术大学运用XR技术建设了 XR教学平台系统.该系统基于边缘云的云渲染服务为用户生成教学平台场景与教学应用场景的沉浸式体验,让用户仅凭XR设备,就可在校园任何位置获得便捷且高质量的教学体验.深圳职业技术大学的XR教学平台场景用三维信息表征人员、课程、活动等各类型教学对象,实现对教学对象信息更准确更充分的表征,用户在教学平台场景可以与各教学对象沉浸式互动,还可以从教学平台场景进入课程、活动、任务等教学应用场景开展单人或多人的教学协同.随着XR技术的日 益完善和教学平台功能的持续升级,可以预见,XR教学平台将超越目前的"互联网+教学"模式,成为新一代的教学主流平台.
家庭是教育事业的重要承担者,研究家庭教育投资对于整个教育事业发展有着积极意义.通过搜集我国1992-2021年城镇家庭和农村家庭数据集,构建结构向量自回归(SVAR)模型,实证分析经济收入、银行储蓄率对家庭教育投资的动态关系.研究结果表明:经济收入和银行储蓄率对城乡家庭教育投资的影响存在差异.对于城镇家庭而言,滞后一期经济收入和银行储蓄率是家庭教育投资的格兰杰原因,且均对家庭教育投资有显著的正向影响,但后者的影响效果较小;对于农村家庭而言,滞后一期经济收入是家庭教育投资的格兰杰原因,不仅对家庭教育投资有显著的正向影响,而且影响效果相比城镇家庭更好,但银行储蓄率对家庭教育投资没有影响.为此,建议稳步提升农村家庭教育投资补贴比例,以降低农村家庭教育投资成本;努力完善社会保障机制,促进城乡教育均等化;构建农村职业教育和成人教育体系,提升农民群体的经济收入;提供教育储蓄产品,间接扩充教育投资总量.
