The Study Of Tibetan Modern Vocational Education Institutional Change

The real demand is the inner motive power of history study, the realisticrequirement of modern vocational education system construction of Tibetan andTibetan modern vocational education is the study of the endogenous power ofinstitutional change. Vocational education is the Tibetan inhabited areas of economicand social development must, Tibetan vocational education with vocationaleducation and the dual characteristics of national education, construction of Tibetanmodern vocational education system, the significance of reference to the research ofTibetan modern vocational education system change.According to the north’s institutional change theory, this study Tibetan courseof the transformation of modern vocational education system can be divided intothree stages, namely embryonic stage (1906-1911), slow development stage(1911-1927), rapid development stage (1927-1951). Tibetan is the transformation ofmodern vocational education system composed of specific stages of a long process,each stage in the short term and specific system often can build the long-termevolution process is based on short term basis. Thus in this study, the Tibetanmodern vocational education system vicissitude process periodically. In the processof change, the vocational education thought, the structure of the system of vocationaleducation groups and promote system changes, in turn, after the relative balance ofinstitutional change and further promote the spread of Tibetan vocational educationthought, Tibetan vocational education group of active and optimizing the system ofvocational education system. On Tibetan modern vocational education systemvicissitude reason, from the political, economic, social, cultural and other aspects,this paper thinks that institutional change is a result of the combined action ofmultiple factors. Tibetan modern vocational education system vicissitude historicalsignificance and realistic significance, according to the principle of north the pathdependence of institutional change, first of all, back to the history at that time, thinkthat institutional change promoted the evolution and development of the modernTibetan society, changed the Tibetan people’s cultural knowledge structure and thinking mode, to ease the modern Tibetan social livelihood problems, help stabilizeborder area, optimize the structure of national education, promote the nationalmodernization. Tibetan constituting the system of vocational education, theimplementation of social politics, economy, social ideology and so on all have aprofound effect, for the contemporary vocational education reform and developmentin national regions to provide historical reference. Contemporary Tibetan system ofvocational education of science building, must manifest the value of its system,clarify its legal basis, perfect the institutional system, and perfecting theadministrative organization organization, enlarge school-running subject.Contemporary Tibetan and the implementation of the system of vocationaleducation and development of the main path, a want to rely on social elite andTibetan national on Tibetan value to implement vocational education. Second, wemust promote education form a variety of, channel diversification, running a schoolin the country at the same time, combined with the national, the region’s specialsituation, adjust measures to local conditions the development of vocationaleducation. Tibetan modern vocational education development, must adapt to the newchanges, combinative oneself is actual, combined with the era, and continuouslyexplore and perfect the suitable for Tibetan system and mode of vocational educationdevelopment.