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Among
the participants were representatives of local education commissions,
over 100 school principals, department chiefs and other representatives
of various vocational schools and technical colleges based in
Chongqing. In his opening speech, Hu Bin, vice head of the Education
Commission Chongqing, emphasized the importance of training skilled and
creative workers. International cooperation in this field is necessary.
He expressed his hope that vocational schools in Chongqing will build
up innovative capacity through cooperation with Germany. The
representative of the German Embassy in Beijing, Jan von H äfen, added
with reference to Hu Bin 's remark on the international influence of
German dual vocational training that the Chinese Vocational Education
Law is a good example for such an influence. To have a pool of skilled
workers is crucial for attracting foreign investments. China has still
some problems in this area. Yue Yong , head of the international
department of the Education Commission Chongqing, gave an overview on
the situation and development of vocational education in Chongqing.
Sabine Gummersbach-Majoroh, head of iMOVE (International Marketing of
Vocational Education), which is attached to the Federal Institute for
Vocational Education, spoke on structures, trends and reforms of
vocational education in Germany.
German-Chinese vocational training programs and projects were introduced next.
Dr.
Michaela Baur who also coordinated and moderated the conference spoke
about the various GTZ programs, Jochen Sonntag from InWEnt briefed on
their personnel development programs, and Jens Hildebrandt focused on
the role of the German Chamber of Industry and Commerce and its
Delegations abroad in the field of vocational training. Albrecht Flor,
Project Manager of Hanns Seidel Foundation, elaborated on experiences
with and perspectives on vocational teacher training as part of Hanns
Seidel Foundation's vocational training projects. He gave an impressive
outline of the concept and implementation of training activities. Main
components in teacher training are tailor-made training modules
designed to meet the needs of different target groups. Thus,
appropriate methodological-didactical concepts are more likely to be
applied. In further training and post-qualification courses of
different lengths teachers undergo training at the Vocational Training
Centers in Weifang and Shiyan and at the Vocational Teacher Training
Center Qingzhou. Teacher trainers from these Centers also conduct
training courses at key schools in underdeveloped Western regions, in
particular in Gansu, Xinjiang, Qinghai and Tibet, partly under harsh
conditions. In teacher training German experts from vocational and
higher education sectors also give courses, however most trainers are
Chinese who likewise undergo training in train-the-trainer-courses.
Courses are demand-oriented and very much hands on, thus differing from
theory centered courses still prevailing in China. Self-made teaching
equipment is an important component of Hanns Seidel Foundation's
teacher training in China. Teachers build their own equipment, e.g.
hydraulic brake systems in car technology training courses, and use it
in courses or for rebuilding purposes at their own schools. In
addition, handouts for teaching purposes are prepared.
The
conference on vocational education in Chongqing provided also a good
opportunity to network and expand professional contacts. German
vocational training providers presented their programs followed by
cooperation negotiations. The whole event contributed to deepening the
German-Chinese dialog on vocational education, and hopefully to
establishing new collaborative partnerships. .
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