Comparison and Implications of Digital Training Models for Vocational Education Teachers from an International Perspective ——Based on Experiences from Germany, Australia, and Singapore
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Abstract
Digitalization has become a new way to promote the professional development of vocational education teachers. It is necessary and reasonable to promote the development of digitalized training by taking advantage of the adaptability of both the industrial system and the educational system. Currently, Germany, Australia and Singapore are in the leading position in the digital training of vocational education teachers, and have already formed an adaptive system to cope with the complexity of the industrial environment. Among them, online courses, digital certification and virtual training constitute the detector, rule set and effector of the complex adaptive system, which can quickly and accurately collect digital information of the industry and make timely behavioral responses. Based on the theory of complex adaptive systems, a comparative study of digital training in three countries found that Germany's synergistic model of “convergence to practice, multiple certifications and spatial simulation”, Australia's articulation model of “competence-based, qualification-based and virtual and real”, and Singapore's model of “multiple synergies, vertical and horizontal”, are the most important factors in the development of digital training in three countries. The cross-border model of “multiple synergies, vertical integration and two-way interaction” of Australia and Singapore has effectively enhanced the organic linkage of adaptive subjects. In view of this, it is suggested that the digital training system should be constructed on the basis of demand detection, rule articulation and effect transformation, so as to realize the digital training of vocational education teachers from “individual adaptation to complex emergence”.
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