In the afternoon of August 27th, hosted by the Beijing Vocational Transportation College, and hosted by the China-Australia Teacher Competence Development Centre of the Beijing Vocational College of Transport, Australia Vocational Education Alliance (AVEA) and the Melbourne Polytechnic (MP) co-sponsored “Australian Ability Teaching International Course on Law and Curriculum Development ” successfully concluded!
Ma Boyi, Dean of Beijing Vocational Transportation College, Tian Ali, Director of Academic Affairs Office, Tao Jingchuan, Deputy Director of Academic Affairs Office, Zhang Jinghua, Deputy Director of the Office, and Guan Beisong, Secretary General of Australia Vocational Education Alliance, and Expert in Pedagogy of Melbourne Institute of Technology Greg Bambrook and Dr Roger Carroll, the Sydney Protocol and Curriculum Development Specialist at the Melbourne Institute of Technology, attended the closing ceremony of this training session.
Australian Competency Pedagogy and Curriculum Development: Competence-based Teaching Approach, Assessment System and Curriculum Design
Sydney Protocol International Paradigm and Curriculum Development: International benchmarking and development of professional courses based on the Sydney Protocol International Paradigm
Beijing Vocational Transportation College
Tao Jingchuan, deputy director of the Academic Affairs Office presided over the closing ceremony
Deputy Director Tao first pointed out that the focus of this concentrated training is rich in content and high requirements. The purpose is to localize the Australian vocational education model, continue to learn, get acquainted with, and work hard to achieve “learning, applying, knowing and doing. One”. At the same time, referring to the international standard paradigm of the Sydney Agreement, the international benchmarking of professional courses, and strive to develop a set of curriculum systems and talent training programs that meet the requirements of globalization. He also expressed the hope that the teachers will have a comprehensive and in-depth understanding of the Australian vocational education system and the Sydney agreement through this training activity and implement it in future teaching practices.
Group student representative gave a wonderful speech
All the teachers participating in the training, from the preparation for the pre-lecture to the five-day face-to-face training, have new knowledge and content to be absorbed every day. Let ’s take a look at the training comments from teachers!
Excerpts from Teacher Zhang Weiling’s speech
Through this training, I learned about the development of vocational education in Australia, especially the contents of the training package and the Sydney Agreement. One of the main keywords is “standards”. Australia has a scientific vocational qualification admission system, which enables vocational training and education across the country to be carried out on the basis of uniform standards and further refined.
In addition, the two Australian trainers gave us a lot of advice on teaching. Through practical teaching, we vividly demonstrated how to use it in practice and the eclectic teaching method, so that the daily learning is full and vibrant.
Finally, as one of the teachers of the Jiangxi Environmental Engineering Vocational College, I also thank the Beijing Vocational Transportation College for setting up an international learning and exchange platform for us, and I also welcome the teachers and colleges to visit us.
Excerpts from Teacher Wang Hongmei
First of all, I would like to thank the two trainers for their careful guidance, the Beijing Vocational Transportation College for the learning opportunities created for us, the service guarantee of the Academic Affairs Office and the hard work of the conference team! In five days, we learned the framework of the “Sydney Accord”, changed our educational philosophy, improved our teaching ability, and carried out the course-building practice. We learned a lot. In the future work, we will use the knowledge we have learned and the enhanced abilities to apply it to teaching practice to build an international standard professional curriculum system.
Excerpts from Teacher Peng Fei
These days, the courses are very tightly arranged. It takes 8 hours to teach every day, which is very hard. But we have been very happy in these 5 days, and get along well with the two trainers.
The two teachers told the curriculum structure from different dimensions:
Teacher Greg started from the professional standards, refined the professional standards to compile the curriculum, and then explained in more detail how to prepare daily teaching lesson plans, such as time, content, skills requirements, and assessment methods.
Mr. Rodger teaches from the Sydney Agreement, and guides us in professional construction through the requirements of the Sydney Agreement, while detailing each course. At the same time, each course can be backfilled to the Sydney agreement to meet the competency requirements of each Sydney agreement. When our professional structure reaches the same standards, then our courses will be benchmarked with Australia and become national courses.
Excerpts from Teacher Zhong Xiao Hong
Through this training, I have learned a lot, learned the Australian vocational education system and certificate recognition standards, the close integration of the business industry and vocational education, the application of new media in teaching, innovative teaching methods and teaching evaluation systems, etc. The concept of lifelong learning that runs through education has also developed its own curriculum design ideas.
Under the guidance of the two teachers, they have broadened their horizons, increased their knowledge, and provided us with a good “methodology”. They have provided us with the “1 + X” certificate and the credit bank that will be launched in accordance with the vocational education 20 Reference and help. In the future, I hope to continue to develop inter-academic cooperation between colleges and universities, and combine “going out” and “inviting in” to continuously promote the international development of vocational education.
Excerpts from Teacher Yao Li Ze
For this training, I want to express my experience with three keywords:
The first keyword: vision. In ordinary teaching, our work is teaching plans, preparing lessons, attending classes, and taking exams. We hardly consider whether the content of the courses we teach meets national vocational education standards, and we rarely analyze the differences in teaching goals between teachers. The training in the vocational education system has broadened my horizons and made clear where I should work in the future.
The second key word: method. Take an example of Greg’s class. The Australian training package is very complete. However, at the beginning, Teacher Greg did not show us the training package. Instead, he taught us how to give a lecture to guide our brainstorming, thinking about the teaching process and what students should have. Skills. It can be felt that the training courses of the two experts have been carefully designed.
The third key word: professionalism. Mr. Roger devoted himself to vocational education at the age of 40 and obtained his Ph.D. at the age of 59. He used his life experience to tell us that we must establish the belief of lifelong learning. These coincide with the professionalism, professionalism, and craftsmanship that we often talk about, which have benefited me a lot.
Excerpts from Teacher Li Xin Qi
For this training, there are two points that made me deeply impressed:
1. Vocational education must follow the employment standards of industry companies, train qualified application-oriented talents for industry companies, and also be responsible for students. Train students with the knowledge, abilities, and standards required by companies in order for students to pass Adapt to work smoothly after studying. This is exactly the advantage of Australian vocational education, so we can make full use of Australia’s already mature training packages to conduct our curriculum reform activities.
2. Vocational education should cultivate students with a global and international thinking consciousness and continuous self-learning ability. We, as teachers, must also have this consciousness. We urgently need to complete the course development process under the guidance of the teacher, so that we can basically understand the inner spirit of using curriculum and other standards for curriculum reform.
Excerpts from Teacher Duan Wen Jie
Through this training, the Sydney Agreement, its differences with the Washington Agreement, and the Dublin Agreement were deeply understood, and the horizon of globalization was broadened. In addition to engineering majors, the construction of other majors can also learn from the certification standards of the Sydney Agreement. The key is to refine their thinking methods to form a “paradigm” for professional construction. Benchmarking according to the agreement, including course description, ability goals, teaching content, teaching evaluation, etc.
At the same time, I learned about the Australian vocational education system and certification framework, learned to disassemble and use training packages. Take the lecture as an example to learn how to do instructional design and assessment. What is more impressive is that the formulation of the check list is different from the scoring system we are used to in the past. Here, the YN form is more used. In order to avoid the uncertainty caused by subjective scoring as much as possible, it is very worth learning.
Excerpts from Teacher Yan Hong Yan
During this training, I was full of dry goods, which benefited me a lot.
The first is to broaden our educational horizons. In this training, we first got to know the Sydney agreement. We have a preliminary understanding and understanding of the classification and standards of international vocational education, especially the study of unified international vocational education standards, which left us a deep impression.
The second is to help us develop professional benchmarking. One of the most wanted to mention is the Australian Vocational Education Training Package. They have developed different types and different levels of “skill packages” for different industries, including different levels of qualification certificates, competency units and assessment standards. Drawing on Australian vocational education and training packages, we can better connect with professional standards, refine core professional skills, and formulate our talent training program.
The third is to strengthen our application of the ability teaching method. During this training, we once again transformed our roles and returned to the role of students. Through brainstorming, activity tasks, and group presentations, we gave us new thinking about the classroom. For example, we will pay more attention to results-oriented, adopt the principle of “reverse design” in the curriculum, and carry out instructional design based on “learning results” to promote the improvement of our curriculum.
Melbourne Polytechnic Training Expert
Greg Bambrook concluding remarks
In this training, Dr. Roger and I will teach you in their respective fields. Roger is an expert on the Sydney Protocol. I am good at competence teaching methods and curriculum design. I hope that we will complement each other and bring a lot of benefits.
During the training process, I can see that everyone has made significant progress, because you are giving me feedback more and more actively. I hope that everyone will apply what they have learned to teaching, and communicate with teachers who have no opportunity to participate in the school, spread it to more people, and maximize the benefits of training.
Finally, I would like to emphasize that when we have learned new knowledge, we must “boldly try” and not “set in stone”. Only by constantly trying-dare to make mistakes-receiving feedback-continuous improvement can we achieve perfection.
Australia Vocational Education Alliance（AVEA）
Secretary-General Guan Beisong’s concluding remarks
Secretary General Guan Beisong first stated that the Australia Vocational Education Alliance, as one of the participants, thanked all participating colleges, teachers and staff, and hoped that through the immersion and in-depth discussion and practice, the vision of the participating teachers will become more Openness can also be actively put into practice in future education and teaching, and through reference and transformation, cultivate and harvest more achievements.
Secondly, Secretary-General Guan Beisong briefly introduced the situation of the Australian Vocational Education Alliance, pointing out that the Alliance attaches great importance to cooperation with China, and is cooperating with a number of Chinese applied universities and vocational colleges to build a “China-Australia Teacher Development Centre” and develop TAFE education model reform, professional and curriculum construction, high-level international teacher training, international joint talent training and other diversified cooperation projects. Through the introduction of Australian courses and standards, China-Australia based on teacher training and joint development of international courses Vocational education cooperation.
At the same time, in the context of the implementation of the “20 vocational education”, the scope of international cooperation and exchanges between China and Australia in vocational education will be further expanded. Through strengthening professional construction, curriculum construction, and training mode system construction, etc., a competency-oriented education that meets international standards will be formed The human model will ultimately promote the long-term development of Chinese vocational education.
Beijing Vocational Transportation College
Speech by Dean Ma Boyi
Dean Ma first raised a question: “Why training?” Aroused the teachers’ thoughts, and then took Dr. Roge as an example. He said that Dr. Roger started working as a carpenter at the age of 17, and accumulated a wealth of practical experience. To impart knowledge to students, and most of our teachers enter education positions directly after graduation, without practical knowledge. This is a common problem in vocational education. In simple terms, “employees do a good job, training is not a system; vocational teachers can teach, but not.” Australian vocational education is particularly advantageous in this respect. Teachers must have more than 5 years of industry experience and professional teacher qualifications, and they can teach courses and understand operations. Therefore, we organized this training, hoping that through the understanding of Australian vocational education and curriculum development, teachers will learn how to set up student competency standards based on industry job ability grading standards, and eventually transform into our curriculum teaching. Although it is today closed, our training is not over. In the future, different forms of training and exchanges will be organized. Your improvement and results are what we most hope to see.
Issue a certificate of completion!
Training and learning, endless learning
As Dean Ma of the Beijing Vocational Transportation College, although the training has ended, the training and improvement of teachers is far from over. On the one hand, we must track the training effect and truly integrate what we have learned into teaching practice; on the other hand, relying on the [China-Australia Teacher Ability Development Centre], with the assistance of the Australian Vocational Education Alliance, we continue to carry out a variety of international teacher training programs and training Activities to promote the improvement of the overall level of faculty in vocational colleges and international construction.