A brief analysis of the development of‘double―certificate’teachers in Chinese vo

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【Abstract】： The success of TAFE colleges in Australia has been closely connected to its inter-disciplinary？talents carefully cultivated by TAFE colleges themselves. While making a general survey of the higher vocational colleges in China， the massive teaching bodies and the unwieldy educational organizations are the features of Chinese educational system. However， many of those educators coming from the Chinese vocational colleges do not meet the standards of ‘double-certificate’ teachers， let alone the multi-talent educators. This study is going to analyze the cultivation of TAFE colleges teaching staff in Australia so as to use their advanced experience for reference， while discussing the further development of Chinese ‘double-certificate’？teachers in higher vocational colleges.

【Keywords】： Australia， TAFE colleges， higher vocational college， ‘double-certificate’ teachers

‘Double-certificate’ teachers are features of the chinese higher vocational teaching body. Highly strengthening the construction of ‘double-certificate’ teaching body is now becoming the focus both in society and educational world. Especially， with the advancement of economic globalization， training for qualified personnel who has multi-talent is imperative. However， the Chinese higher vocational education level lags behind couples of other foreign countries’， Chinese educators who hold the certificate of inter-disciplinary talents are few in number. In respect of fostering higher vocational teaching body， TAFE colleges in Australia set a good example through making great effort in developing new talents. Their progressive experience might be suitable for the construction of Chinese higher vocational teaching groups and can provide a salutary lesson.

1.The training program for TAFE colleges teaching staff in Australia：

TAFE （Technical and Further Education） is a national training institution approved by the Australian government which takes applied science education and vocational and technical training as the main purpose. TAFE college is a good model of Australian vocational education system and it has an important strategic position. The success of TAFE colleges is closely associated with its teaching faculty？with higher quality. In？general， TAFE colleges have medium-term and long-term plans for establishing teaching staff and the plans might be included in the college’s strategic human resource management.

The educational target in TAFE colleges is to cultivate technology applied talents. The word ‘applied’， just as its name implies， means learning in order to practice. By making sure educators can master more than one talent while driving students to learn， the management committee from TAFE colleges set up harsh requirement when selecting. Apart from the corresponding required degree， professional teachers should have 3 to 5 years vocational teaching experience and site operation skill experience， that is to say， the qualified interviewees who successfully pass the selection might have the ability to combine theory and practice. Meanwhile， those interviewees should have the relevant professional qualification certificate. Some other industries which strongly need professional educators， for example， aviation system maintenance， might tent to hire teachers who at least have more than 5 years work experience.

TAFE colleges pay special attention to educators’ self-development during their teaching period which is？exactly called？life-long learning. The vocational teachers who are good at skills but do not have enough educational background or， on the contrary， who own the record of formal schooling but not skillful may be asked by the TAFE colleges to participate in the further education. At the same time， for the purpose of encouraging teachers to keep going and further study continuously， TAFE colleges pay for the training fee and set up a series of check-up system. Moreover， TAFE colleges work with state-private enterprises. ？This kind of two-way interaction can ensure educators who are not divorced from reality while emphasizing the combination of theory and practice. TAFE colleges also encourage employees who are specialized in their technology to give lectures and become the part-time educators.

2.The present situation of educators in Chinese higher vocational colleges：

The Chinese higher vocational colleges have massive teaching bodies. However， the fact is that many of those vocational instructors might not meet the standards of ‘double-certificate’ teachers. Vocational educators in China are quite different from teachers in TAFE colleges， because Chinese educators may have much higher degrees such as Master’s degree and Doctor’s degree. It seems that the Chinese educators are the experts in theoretical teaching who may easily help learners to pass the examination and accomplish their studies based on the Chinese background of test-oriented education.

However， in term of linking？theory？with？practice， as Chinese teachers themselves do not have social practice skills， they might not pass on their practical skills and knowledge to students completely. This sort of current situation may directly affect both teachers and students since they are not proficient in theory and not skillful in practice.

On the other hand， lack of the idea of further education or lifelong learning is another potential fact of Chinese higher vocational educators. Under the traditional Chinese education background， as higher vocational educator is a quite stable career， many instructors are chasing for the result of scientific research or subject research， not for the advancement of their capability or technology. Furthermore， for the majority of higher vocational teachers， leaning multi-skills through trans-disciplinary？study is a waste of time and money. This is because no documentary principles or regulations can force teachers to learn extra skills. Therefore， most of the teachers prefer to spend more time in pursuing the so-called academic study and believe the research can bring benefits for their professional career.

From what has been discussed above， generally speaking， Chinese vocational teachers are not equipped with standards of ‘double-certificate’ teachers， let alone the multi-talent or comprehensive type educators. Doubtlessly， the present situation of Chinese higher vocational educators might bring about negative effects for Chinese higher vocational college’s further development.

3.Enlightenment from TAFE colleges teaching staff in Australia：

3.1

Chinese higher vocational colleges could draw successful lessons about ways of running schools from TAFE colleges in Australia； and carry out long-term training program with the aim of teachers’ sustainable development. Bringing in talents like double-certificate teachers or multi-skill technology talented persons to support the Chinese talent progressive program while trying to advance higher vocational educators ability to adapt the changeable society and the new era； and encourage them to work creatively.

3.2

While focusing on fostering educators’ skills and abilities， higher vocational colleges might establish and improve systems of examining and assessment for teachers. Teaching staff who are now taking part in the train program or have already got the ‘double-certificate’ from higher vocational institutions， for instance， might join in the assessment. For one thing， the training program can urge teachers to accomplish their study successfully on time； for another， educators who have already got multi-talent certificates may advance their abilities through learning continuously.

Higher vocational colleges might establish and optimize the communication system with enterprises by encouraging teachers to devote themselves into the practice of enterprises. At the same time， higher vocational colleges tend to have favorable attitude towards？professional workers， since those skillful technicians may bring the practical application into in-class teaching. In other words， higher vocational teachers could have double identity. They might be not only full-time teachers in higher vocational institutions but technical backbone in factories or enterprises as well.

Reference：

[1]Dai， Y. Features and enlightenment of TAFE colleges in Australia. Vocational Communication，2001.

[2]Ding， G. Taking thoughts on training of Chinese higher vocational staff from a view of comparison. Chinese vocational technical education， 2005，（2）.

[3]Jiang， C. M. The initial exploration of TAFE colleges’ running patterns in Australia. Foreign Education Materials， 1999， （6）.

[4]NCVER. Skill Australian-new Directions for Vocational Education and Training， 2005.

[5]Wang， W. A thinking of ‘double-certificate’ teacher bodies’ construction in Chinese higher vocational colleges. Liaoning Higher Vocational Journal， 2005，（5）.

[6]Xiong， S. W. ，Enlightenment of curriculum setting of TAFE colleges in Australia. Xiang Chao，2007，（2）.