The purpose of this study was to provide implications for setting the direction of secondary vocational education policy by analyzing the perceptions of vocational school teachers and vocational school students on secondary vocational education policy...
The purpose of this study was to provide implications for setting the direction of secondary vocational education policy by analyzing the perceptions of vocational school teachers and vocational school students on secondary vocational education policy. To achieve the purpose of the study, a literature review and a survey of vocational education teachers and students were conducted.
The findings of the study are as follows.
First, regarding the high school credit system as a vocational education curriculum, vocational school teachers recognized the curriculum change, but they complained about the difficulty of operating the credit system and responded that that there were practical practical difficulties.
Second, in terms of strengthening employment competencies, students had strong needs for acquiring certificates and improving practical skills in their majors, but teachers emphasized good character and social skills, indicating that the perceptions of teachers and students were different.
Third, teachers at meister high school and specialized high school emphasize industry-academia collaboration in curriculum management, while teachers at consigned vocational schools emphasize student career paths. The level of awareness of the vocational school credit system among vocational high school students was higher at meister high schools than at specialized high schools, and when it came to areas of curriculum enhancement, vocational high school students were most likely to ask for ‘classes in major subjects to develop practical skils,’ while students at specialized high schools were more likely to ask for ‘classes in artistic skills’ and ‘classes to reinforce basic education,’ meister high schools were more likely to ask for ‘ classes in foreign languages,’ and consigned vocational students were more likely to ask for ‘classes in artistic skills’ and ‘various after-school classes to develop aptitudes and talents’.
Based on the above research findings, it is recommended that vocational high schools should establish an industry-academia-government cooperation system, design and operate differentiated regular curriculum programs for each school, and strengthen their competencies for employment and career education by reflecting the needs of vocational high school students.