Sunday, August 14, 2011
"Black and White Photography
I like that eyes. that people has many big eyes. He has black eyes. And many fur of eyes. He is a black color.He is looking outside. he has curly hair. He is a yong people. he has round face. We are looking outside only one eyes. Heis very strong people.
Saturday, August 13, 2011
Thursday, August 11, 2011
Vocational & Technical Education
The basic task for vocational and technical education is to cultivate talents of various levels, who are in urgent demand for the national economic development. To cater to the need of economic construction, early in the 1950s, China established and developed over 1,000 secondary vocational and technical schools. By 1965, students in secondary vocational schools, vocational high schools, and technical schools totaled 1.422 million, which laid the foundation for modern vocational technical education. After 1980, secondary vocational education developed rapidly, and the irrational structure of secondary education was gradually being adjusted. For three consecutive years since 1996, students in secondary schools reached over 10 million annually. According to statistics, in 1998, the advanced secondary vocational schools of various types in the country amounted to 17,106, with the students totaling 11.26 million.
Start with Your Imagination – Grow the Skills You Need
You are entering a highly competitive workforce based on a global knowledge and information economy. To be career and college ready, you need to be able to integrate and apply 21st century skills, technical knowledge and skills, and core academic knowledge. With an emphasis on real world, real life skills, Career and Technical Education – Washington connects you to academics and training that will help you be successful in the future. Our goal is that every Washington public school student will graduate from high school globally competitive for work and postsecondary education and prepared for life in the 21st century. No matter what your dream, you can pursue it through CTE.
Check out the hundreds of career options available to you on our Career Clusters pages.
Check out Apprenticeship Options and learn about how you can prepare for apprenticeships that let you learn while you earn in an academically rich, rigorous work environment.
Each year, thousands of CTE students graduate from high school with career goals, job skills and leadership skills knowing exactly where they will go next to further their academic and hands-on education and training. Find your passion and become one of those students! Learn more at Preparing for Your Future.
CTE is at the front of innovation in education in Washington. There is nothing more exciting than seeing students engaged in studies that push them to their limits and spark their imaginations. It is our state’s responsibility to prepare all students for success in career, college and life. CTE programs in Washington are aligned with rigorous industry and academic standards. Teachers participate in meaningful professional development on curricula and instruction, standards and assessment, and academic integration. Program partnerships and advisories communicate this vision with business and industry partners. Such programs meet the demands of the new economy.
Check out the hundreds of career options available to you on our Career Clusters pages.
Check out Apprenticeship Options and learn about how you can prepare for apprenticeships that let you learn while you earn in an academically rich, rigorous work environment.
Each year, thousands of CTE students graduate from high school with career goals, job skills and leadership skills knowing exactly where they will go next to further their academic and hands-on education and training. Find your passion and become one of those students! Learn more at Preparing for Your Future.
CTE is at the front of innovation in education in Washington. There is nothing more exciting than seeing students engaged in studies that push them to their limits and spark their imaginations. It is our state’s responsibility to prepare all students for success in career, college and life. CTE programs in Washington are aligned with rigorous industry and academic standards. Teachers participate in meaningful professional development on curricula and instruction, standards and assessment, and academic integration. Program partnerships and advisories communicate this vision with business and industry partners. Such programs meet the demands of the new economy.
*The CTE brand logo, brand positioning theme and brand extensions are the property of NASDCTEc. www.careertech.org.
Vocational & Technical Education
The basic task for vocational and technical education is to cultivate talents of various levels, who are in urgent demand for the national economic development. To cater to the need of economic construction, early in the 1950s, China established and developed over 1,000 secondary vocational and technical schools. By 1965, students in secondary vocational schools, vocational high schools, and technical schools totaled 1.422 million, which laid the foundation for modern vocational technical education. After 1980, secondary vocational education developed rapidly, and the irrational structure of secondary education was gradually being adjusted. For three consecutive years since 1996, students in secondary schools reached over 10 million annually. According to statistics, in 1998, the advanced secondary vocational schools of various types in the country amounted to 17,106, with the students totaling 11.26 million.
1. Contribution to Improvement of the Structure of Secondary Education
For a long period of time, the structure of secondary education in China remained irrational, and vocational and technical education was weak. The situation began to change to a certain extent after 1980, but still could not meet the needs of social development. In the 1980s, about 6 million primary students, 6 million junior middle school students and over 1.8 million senior middle school students graduated each year. The students graduating from senior middle school went to work without any professional training, which led to the low quality of China's workforce, an impediment to the economic development and the effort to improve efficiency. To solve the problem, since the mid-1980s, the Chinese Government has introduced many measures to develop vocational education. Potential was tapped in the existing secondary vocational and technical schools by enrolling more students, while a group of senior middle schools were changed to be vocational high schools or opened vocational training courses. By and by, running vocational and technical schools by the whole of society has gradually taken shape.About CTEVT
The Council for Technical Education and Vocational Training (CTEVT) constituted in 1989 (2045 BS) is a national autonomous apex body of Technical and Vocational Education and Training (TVET) sector committed for the production of technical and skillful human resources required to the nation. It mainly involves in policy formulation, quality control, preparation of competency based curriculum, developing skill standards of various occupations and testing the skills of the people, conduct various research studies and training needs assessment etc. It has an assembly consisting...
History
The Technical Education and Skills Development Authority was established through the enactment of Republic Act No. 7796 authored by Senator Francisco Tatad otherwise known as the "Technical Education and Skills Development Act of 1994", which was signed into law by President Fidel V. Ramos on August 25, 1994. This Act aims to encourage the full participation of and mobilize the industry, labor, local government units and technical-vocational institutions in the skills development of the country's human resources.
The merging of the National Manpower and Youth Council (NMYC) of the Department of Labor and Employment (DOLE). The Bureau of Technical and Vocational Education (BTVE) of the Department of Education, Culture and Sports (DECS), and The Apprenticeship Program of the Bureau of Local Employment (BLE) of the DOLE gave birth to TESDA.
The fusion of the above offices was one of the key recommendations of the 1991 Report of the Congressional Commission on Education, which undertook a national review of the state of Philippine education and manpower development. It was meant to reduce overlapping in skills development activities initiated by various public and private sector agencies, and to provide national directions for the country's technical-vocational education and training (TVET) system. Hence, a major thrust of TESDA is the formulation of a comprehensive development plan for middle-level manpower based on the National Technical Education and Skills Development Plan. This plan shall provide for a reformed industry-based training program that includes apprenticeship, dual training system and other similar schemes.
The merging of the National Manpower and Youth Council (NMYC) of the Department of Labor and Employment (DOLE). The Bureau of Technical and Vocational Education (BTVE) of the Department of Education, Culture and Sports (DECS), and The Apprenticeship Program of the Bureau of Local Employment (BLE) of the DOLE gave birth to TESDA.
The fusion of the above offices was one of the key recommendations of the 1991 Report of the Congressional Commission on Education, which undertook a national review of the state of Philippine education and manpower development. It was meant to reduce overlapping in skills development activities initiated by various public and private sector agencies, and to provide national directions for the country's technical-vocational education and training (TVET) system. Hence, a major thrust of TESDA is the formulation of a comprehensive development plan for middle-level manpower based on the National Technical Education and Skills Development Plan. This plan shall provide for a reformed industry-based training program that includes apprenticeship, dual training system and other similar schemes.
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