‏أهمية التعليم الفني في الدول المتق

‏أهمية التعليم الفني في الدول المتقدمة!

تنطلق فكرة هذا الكتاب من الأهمية التي توليها مجتمعات اليوم المتقدمة منها والنامية، لموضوع التعليم المهني والتدريب باعتباره ضرورة اجتماعية وحضارية تمليها متطلبات العصر الحديث. لهذا فقد جاءت ترجمة هذا الكتاب محاولة من المترجم لنقل تجربة بعض الدول المتقدمة في حقل التعليم المهني والتدريب. لقد حاول مؤلف الكتاب «ليونارد كانتور» أن يسلط الضوء من خلال هذا الكتاب على تجربة كل من اليابان وأستراليا والولايات المتحدة الأمريكية وجمهورية ألمانيا الاتحادية والمملكة المتحدة، حيث ضم هذا الكتاب ستة فصول، تم تخصيص كل فصل لإحدى هذه الدول بينما تم تخصيص الفصل السادس لموضوع الاستنتاجات والمقارنات. ففيما يتعلق بالفصل الأول الذي تم إفراده للحديث عن اليابان باعتباره مجتمعاً جيد التنظيم، فقد طرح المؤلف فرضيته الأساسية وراء نجاح اليابان، حيث يرى أن من بين العوامل التي ساهمت في نجاح اليابان وتفوقه على منافسيه النظام الذي يتبعه اليابان في التعليم الفني والتدريب وفي هذا الشأن يستطرد المؤلف في شرح فكرته فيقول «إن قطاع الصناعة في اليابان يتكفل بتوفير معظم برامج التعليم الفني والتدريب المهني، وتقدر نسبة مشاركته بنحو ثلاثة أرباع تلك البرامج، أما الربع الباقي فتتكفل ببعضه المؤسسات التعليمية الحكومية منها والخاصة المعتمدة من وزارة التربية والتعليم، والبعض الآخر تتيحه المؤسسات التي تديرها أو تعتمدها وزارة العمل». من ناحية أخرى فإن مناهج التعليم الفني والتدريب، تدرس ضمن نظام التعليم في المدارس الثانوية الفنية بصورة رئيسة، ونعني بها المدارس التي يلتحق بها الطلاب من سن الخامسة عشرة حتى الثامنة عشرة، وتكاد مناهج معظم تلك المدارس تقتصر على المواد الفنية بينما يجمع البعض منها بين المواد العامة والفنية. أما في أستراليا التي تمثل مادة الفصل الثاني من هذا الكتاب، فقد تحدث المؤلف عن التركيبة السكانية والجغرافية والتعليمية والصناعية في هذا البلد أو القارة الصغيرة. في ظل هذا التنوع الثقافي يتولى التعليم المهني والتدريب في أستراليا ثلاث وكالات رئيسة هي: وكالة النظام التعليمي التقني العام، والمعاهد التدريبية الخاصة، والمصانع نفسها. وهنا يشير المؤلف إلى إحدى المفارقات بين اليابان وأستراليا في مجال التعليم المهني والتدريب الفني، حيث يرى أن أستراليا قد اعتمدت في تفعيل هذا النوع من التعليم والتدريب على المؤسسات المهنية. هذه المؤسسات بوضعها المالي أجبرت أصحاب القرار في أستراليا إلى إعادة النظر في هيكلة أعضاء هيئة التدريس والمناهج الدراسية، والتركيز على التدريب قصير الأجل الذي يساعد الشباب المتعطلين عن العمل إلى اكتساب المهارة لمهنة المستقبل، وكذلك التدريب الموجه لكبار السن وذلك بهدف تحسين مستواهم المهني. ومن أستراليا ينتقل بنا المؤلف إلى الولايات المتحدة الأمريكية، حيث تناول دراسة وضع التعليم المهني والتدريب في أربع ولايات هي كاليفورنيا وفلوريدا وهاواي وأوريجون، وذلك لاعتبارها أقرب مثل للواقع. لقد أشار المؤلف في هذا الفصل بناء على تجربته هناك، إلى أن أهم سمات نظام التعليم المهني في هذه الولايات، وبالطبع في الولايات المتحدة الأمريكية، طبيعة اللامركزية؛ ذلك لأن الحكومة تقوم بالدعم المالي والمساعدة في التعليم وتوفير الإطارات القانونية التي تفسح المجال أمام الولايات المختلفة لتوسيع عملية التخطيط المتقن للتدريب. أما في جمهورية ألمانيا الاتحادية فيعتبر نظام التعليم المهني والتدريب أحد تلك الأنظمة التي جذبت اهتمام المراقبين إلى حد بعيد واسترعت انتباههم. ذلك أن الاهتمام بالتعليم المهني في ألمانيا يعد أحد الأسباب الرئيسة التي قادت إلى نهوض ألمانيا من أنقاض الحرب العالمية الثانية. ففي هذه الدولة ينظر إلى التعليم المهني والتدريب كجزء أساس مكمل للحياة، بل ينظر إليه باعتباره وسيلة رئيسة لتحسين المجتمع ورفع مستواه. إن هناك العديد من طلاب المدارس العليا في ألمانيا التي توازي الثانوية في معظم بلدان العالم يتركون المدرسة عند هذا المستوى التعليمي وفي سن التاسعة عشرة ليلتحقوا بمؤسسات التعليم المهني على نظام اليوم الكامل أو الاتجاه نحو تعلم بعض المهن على نظام الدراسة المزدوج. في هذه المدارس المهنية التي تعرف بـ(Arbeithere) أو «التعليم للعمل» يتم تقديم برامج أولية للإعداد المهني تتسم بالطموح وتتضمن التحضير لتعليم مهني عام يمكّن الشباب من الحصول على مهنة مناسبة، بالإضافة إلى التأكيد على المرونة المهنية والاحتراف وجعل الشباب على علم بمجريات الأمور وطبيعة التوظيف والعمالة وكذلك دورهم نحو وطنهم ومجتمعهم بشكل موسع. وعلى الرغم من الصعوبات التي تواجه النظام الثنائي في التعليم المهني والتدريب في ألمانيا خصوصاً ما يتعلق منها باكتساب الملتحقين ببرامجه المهارات الأساسية المطلوبة للعمل في قطاعات الصناعة والتجارة، إلا أن صرح هذا النظام يظل حقيقة قائمة بصورة قادرة على العمل. أما في المملكة المتحدة فإن مناقشة وضع التعليم المهني والتدريب ترتبط في جوهرها بقصة انحدار بريطانيا وتراجعها كدولة عظمى مقارنة بالولايات المتحدة واليابان. لقد اتضح لأصحاب القرار في المملكة المتحدة أن من بين أسباب تراجع بريطانيا كقوة اقتصادية صناعية عدم اهتمامها بالتدريب المهني، الأمر الذي حدا بأصحاب القرار هناك إلى التأكيد على ضرورة تنشيط وتحفيز هذا النوع من التعليم والتدريب على المستوى المحلي. ونتيجة لذلك فقد ظهرت عدة قوانين وهيئات ولجان ذات صلة بموضوع التعليم المهني والتدريب، كان أبرزها قانون التدريب الصناعي (1964) الرامي إلي إنشاء (23) هيئة تدريبية للصناعات التي تشكل في مجموعها حوالي نصف القوى العاملة في الدولة، كما تم إنشاء لجنة خدمة القوى العاملة التي أنشأتها الحكومة عام 1974م، والتي استهدفت زيادة النمو الاقتصادي عن طريق تنمية القوى العاملة بالدولة والارتفاع بمهارات التدريب. وعلى أية حال فإنه وبرغم المحاولات التي تقوم بها المملكة المتحدة لتحسين نظامها التعليمي في مجال المهن فإن هذا النظام لا يزال عاجزاً أو غير كاف، مقارنة بالدول المتقدمة السالفة الذكر، وإن كان ذلك لا يلغي حقيقة أن هناك تزايداً في أعداد أصحاب العمل الذين يقدرون أهمية تدريب وإعادة تدريب موظفيهم، وبالتالي فإنهم مستعدون لاستثمار الكثير في برامج التدريب طوعاً، وهذا بخلاف ما كان عليه الوضع سابقاً. وإجمالاً فلقد حاول المؤلف في الفصل السادس الذي يمثل الفصل الأخير أن يبين لنا من خلال المقارنة بين هذه الدول الأهمية التي توليها كل دولة لهذا النوع من التعليم باعتباره أساساً قوياً لمنط

Resultater (engelsk) 1:

The importance of technical education in developed countries! This book idea of the importance attached by today's societies both developed and developing, to the subject of vocational education and training as a social and cultural necessity dictated by the requirements of the modern age. Therefore, this book has been translated translator attempt to transfer the experience of some advanced countries in the field of vocational education and training. I've tried the author «Leonard Kantor» the highlights through this book experience all from Japan, Australia and the United States, the Federal Republic of Germany and the United Kingdom, where this book six chapters, each chapter had been devoted to one of these countries, while the allocation of Chapter vi of the subject of conclusions and comparisons. With regard to chapter I, which had been its members to talk about Japan as a well-regulated society, copyright essential premise was thrown behind the success of Japan, where he finds that among the factors that contributed to the success of Japan and its supremacy over its rivals in Japan's system of technical education and training in this regard, the author goes on to explain his idea, saying that "industry in Japan to provide technical education and training programmes, mostB, and an estimated share of about three quarters of those programs, either the quarter rest ensure some educational institutions both governmental and private, accredited by the Ministry of education, and others are offered by institutions run by or approved by the Ministry of labour. On the other hand, the technical education and training, within the education system in technical secondary schools, mainly, by the schools attended by students from the age of 18, and most of those schools curriculum almost entirely limited to technical subjects, while collecting some of the General and technical material. Either in Australia which represents the substance of chapter II of this book, the author spoke about demographics, geographic, industrial and educational in this country or continent. In this cultural diversity administered by vocational education and training in Australia three main agencies: Agency for the education system overall technical, training institutes, and factories themselves. Here the author suggests a paradox between Japan and Australia in the field of vocational education and technical training, believes that Australia has adopted in making this type of education and training in vocational institutions. These institutions to financial position forced decision-makers in Australia to reconsider the structure of the Faculty and curriculum, and a focus on short-term training which helps unemployed youth to acquire the skill to future career, as well as training for older persons in order to improve their career. And Australia moves us to United States, where he addressed the status of vocational education and training in four States are California, Florida, Hawaii, Oregon, as the earliest example of reality. The authors of this chapter building on his experiences there, that the most important features of vocational education system in these States, and of course in the United States, the nature of decentralization, the Government's financial support and assistance in education and provide legal frameworks that allow individual States to expand the planning process seamlessly. Either the Federal Republic of Germany is the system of vocational education and training is one of those systems, which attracted the attention of observers largely drew their attention. That attention to vocational education in Germany is one of the main reasons that led to Germany's rise from the ashes of the second world war. In this State looks to vocational education and training as an integral part of life, but viewed as a means of improving society and chair lift. There are many high school students in Germany that high parallelism in most countries of the world leave school at this educational level and age to enrol in vocational education institutions on full-time or trend to learn certain professions on the dual school system. In these vocational schools known as (Arbeithere) or "education for action» is providing initial vocational preparation programmes are ambitious and include preparation for vocational education in youth can get a suitable profession, in addition to the emphasis on occupational and professional flexibility and to make young people aware of the heuristic nature of recruitment and employment as well as turn toward home and community extensively. Despite the difficulties facing the dual system in vocational education and training in Germany, especially with regard to the acquisition of basic skills programmes enrolled are required to work in the sectors of industry and commerce, said the system remains a reality. Either in the United Kingdom, to discuss the status of vocational education and training the essentially connected with the story of the decline of Britain as a great power and decline compared to the United States and Japan. I've found for decision-makers in the United Kingdom that among the causes of the decline of Britain as an industrial economic strength not interested in vocational training, prompting the decision to emphasize the need to revitalize and stimulate this kind of education and training at local level. As a result, several laws emerged and bodies and committees relevant to the subject of vocational education and training, notably the industrial training Act (1964) to create (23) training body for industries that constitute about half the workforce in the State, and a manpower Service Committee set up by the Government in 1974, aimed at increasing economic growth through workforce development and higher skills aFor the training. In any case, despite attempts by the United Kingdom to improve the educational system in the field of occupations this system still is incapable or inadequate, compared with the developed countries, although this does not eliminate the fact that growing numbers of employers who value the importance of training and retraining of employees, so they are willing to invest a lot in training programmes voluntarily, and that unlike the situation already. Overall, the author has attempted in Chapter vi, which represented the final chapter that shows us through the comparison between these States the importance attached by each State for this kind of education as a strong foundation lment

Resultater (engelsk) 2:

Importance of technical education in developed countries! Launched the idea of this book is of importance attached by today's societies developed and developing, to the issue of vocational education and training as a social and cultural necessity dictated by the requirements of the modern era. This translation of this book came from Translator attempt to transfer the experience of some developed countries in vocational education and training field. Author of the book «Leonard Kantor» I've tried to highlight through this book on the experience of Japan, Australia and the United States of America and the Federal Republic of Germany and the United Kingdom, where the inclusion of this book six chapters, has been allocated each chapter to one of these countries while the allocation of Chapter VI of the subject conclusions and comparisons. With regard to the first chapter that has been Tawheed to talk about Japan as a society well-organized, it has put the author basic behind the success of Japan, where he sees that among the factors that contributed to the success of Japan and superiority over rivals regime that followed Japan in technical education and training and in this regard his hypothesis goes on Author to explain his idea and says «The industrial sector in Japan take care to provide most of the technical education and vocational training programs, with an estimated participation rate of about three-quarters of those programs, while the remaining quarter Vtaatkvl interconnected government educational institutions and private approved by the Ministry of Education, and others offered by institutions that operated or approved by the Ministry of Labour. » On the other hand, the technical education and training curricula, taught within the education system in technical secondary schools mainly, namely, the schools, which are attended by students from the age of fifteen until eighteen, and almost most of the school curriculum is limited to functional materials, while some of them combines materials and public art. In Australia, which represents the second chapter of the book this article, the author demographic and geographical, educational and industrial structure in this country or small continent may occur. In light of this cultural diversity The Vocational Education and Training in Australia head of three agencies are: Agency of the Year and technical education system, and training institutes, and factories themselves. Here the author refers to one of the ironies between Japan and Australia in the field of vocational education and technical training, arguing that Australia had been adopted in the activation of this type of education and professional training institutions. These institutions financial putting forced the decision-makers in Australia to reconsider the restructuring of the faculty and curriculum, and a focus on short-term training, which helps young unemployed to acquire the skill to future career, as well as directed to the elderly training in order to improve the professional level. It moves us Author Australia to the United States, where he addressed the study of the development of vocational education and training in four states are California, Florida, Hawaii, Oregon, and therefore closer to reality such as the mind. The author in this chapter have indicated based on his experience there, that the most important vocational education system attributes in these states, and of course in the United States, the nature of decentralization; because the government is the financial support and assistance in education and the provision of legal frameworks that allow for different states to expand Shoddy planning of the training process. In the Federal Republic of Germany shall be deemed to vocational education and training system one of those systems that have attracted the attention of observers to a large extent and drew their attention. So that the interest in vocational education in Germany is one of the main reasons that led to the advancement of Germany from the ruins of World War II. In this state it looks at vocational education and training as an integral part of the basis of life, but is seen as a way to improve the head of the community and raise its level. There are many high school students in Germany that parallel the secondary in most countries of the world leave school at this level of education and in the age of nineteen to join the institutions of vocational education on the full system or trend today is towards learning certain professions to study the dual system. In these vocational schools known as (Arbeithere) or «Education to work» is to provide a preliminary programs for vocational preparation of an ambitious and includes the preparation of a professional public education enables young people to get a suitable profession, in addition to the emphasis on professional flexibility and professionalism and to make young people aware of what is going and nature Employment and employment as well as their role towards their home and their community extensively. In spite of the difficulties facing the dual system in vocational education and training in Germany, especially with regard to the acquisition of its programs enrolled in the basic skills required to work in the industry and trade sectors, but it said that this system remains a reality are able to work. In the United Kingdom, the discussion of vocational education and training related to the development of, in essence, the story of the decline of Britain and decline as a superpower compared to the United States and Japan. It turns out to decision-makers in the United Kingdom that among the reasons for Britain's decline as an economic power and industrial lack of interest in vocational training, which prompted the owners of the decision there to emphasize the need to stimulate and motivate this type of education and training at the local level. As a result, a number of laws and bodies and committees relevant to the topic of vocational education and training have emerged, most notably the Industrial Training Act (1964) aimed at the establishment (23) Training Authority industries that make up about half the labor force in the state, as has been the establishment of the Committee on Manpower Service created by the government in 1974, which aimed at increasing economic growth through workforce development state and height skills training. In any event it is and despite attempts by the United Kingdom to improve its educational system in the field of professions, this system is still unable or insufficient, compared to developed countries mentioned above, though it does not eliminate the fact that there is an increase in the number of employers who appreciate the importance of training and re-training of their employees, and thus they are prepared to invest a lot in training programs voluntarily, and that contrary to what was the case previously. Altogether he has in Chapter VI, which represents the final chapter the author tried to show us through the comparison between these countries importance attached by each country for this kind of education as the basis for a strong pattern

Resultater (engelsk) 3:

Ahmyt technical education in the developed countries.

this book launched the idea of the importance it attaches to the societies of today, developed and developing, to vocational education and training as a necessity of social, cultural, and dictated by the requirements of the modern age.This is the translation of this book is an attempt by the translator convey the experience of some developed countries in the field of vocational education and training.I tried the author of the book "Leonard Kantor," highlighted by the book on the experience of Japan, Australia and the United States of America and the Federal Republic of Germany and the Kingdom this book, which included six chapters, each was allocatedOne of these States, while chapter sixth has been devoted to conclusions and comparisons.In chapter first, Afradh to talk about Japan as a well organized society, author have put forward a basic hypothesis behind the success of Japan, where he finds it. Among the factors that contributed to the success of the Japanese system is superior to the rivals.Followed by Japan in technical education and training in this regard author goes on to explain his idea and says, "the industry in Japan for providing the most professional education and training professional, the estimated share of about three fourths.The remaining quarter connected Fttkfl governmental and private educational institutions approved by the Ministry of education, while others are offered by institutions that are approved by the Ministry of labor. "On the other hand, taught within the school system, the curriculum of technical education and training in technical secondary schools mainly, namely the schools attended by students from age fifteenth to eighteenth, and most of the schools curriculumFunctional materials and combines them between the general and technical materials.In Australia, which is the substance of chapter second of this book, the author talked about the demographics and geography, education and industry in the country or continent.In light of this cultural diversity is vocational education and training in Australia, the three agencies, namely: Agency for technical education system, training institutes, factories themselves..Here, the author refers to one of the paradoxes between Japan and Australia Vocational Education and technical training, since it considered that Australia had adopted in the activation of this kind of education. Training in the professional institutions.These financial institutions was forced to decision-makers in Australia to review the structuring of the faculty and curriculum, and focus on the short - term training that helps young people the unemployed to acquire the skill of profession ofAs well as training for elderly people in order to improve their professionalism.The author moves us to the United States and Australia, on the status of vocational education and training in four states are California, Florida, Hawaii, Wawryjwn, arguing the earliest example of reality.In this chapter, the author, based on his experiences there, to be the most important feature of the vocational education in the United States, of course, the nature of decentralization; and because the government's financial support and assistance in EducationLegal frameworks that allow for the expansion planning and execution of the training process.In the Federal Republic of Germany, is one such system of vocational education and training systems, which have attracted the attention of observers drew their attention.Attention to vocational education in Germany is one of the main reasons that lead to the rise of Germany from the ruins of world war second.In this state of vocational education and training is seen as a complement to life, but is viewed as a means to improve society president and its quality.There are many high-school students in Germany which are parallel in most countries of the world high school leave school at this educational level at the age of nineteenth Lylthqwa education professional for a full day or directionLearn some professional dual school system.In vocational schools, known as Arbeithere) or "preliminary work" programs is provided to prepare vocational education are ambitious, the preparations for general professional education to enable young people to have a suitable profession, in addition to emphasize flexibility