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Courses Planning

Courses Planning

1. Planning Ideas

Vocational education has long been playing a vital role on skillful work forces, and it has contributed to Taiwan’s economic development a lot for 50 years. It is courses planning design and development that play pivotal role on the whole vocational educational development.

The present vocational high school courses standard is issued in 1998, and it has been being implemented until now. All kinds of courses content overlap and cannot be joined in a vocational educational system. Accordingly,“ nine-year-consistent courses ”was carried on in junior high schools in 2002. In order to link up courses of vocational high schools new students in 2005, the Ministry of Education（MOE） planned to complete the“ Vocational High School Courses Platform Draft ”in 2002, and amend “Vocational High School Departments Courses Temporary Platform ”in 2004. This vocational high school new courses temporary platform has been issued in February, 2005. It was practiced formally in 2006.

This temporary platform of courses divides departments of vocational high schools and special courses of comprehensive high schools into 15 departments. Each department plans courses platform by its own courses development committee. The required courses of the courses platform by the MOE include only general and professional subjects. It will be implemented formally in 2018, and it will leave developing space for school management and courses planning. Vocational high schools can create their features as they run schools and help students with adaptability.

According to the essence of “ 12-year National Basic Education Courses General Platform”, basis of developing strategies of school background analysis, our school courses planning ideas follows:

The courses development of essence of 12-year National Basic Education is based on holistic education. Ideas are “ autonomous”, “interact”, and “good for all”, and emphasize that students are active learners. School education should guide students learning motif and passion, lead students to show their interactive abilities with others, society, nature, and culture, and then seek each other’s benefits and advantages.

Thus, the vision of this platform are to “ accomplish every student’s adaptability and lifelong learning”, to take care of individual’s special needs, to respect multiculturalism, ethnic differences, and to care vulnerable groups.

From presenting life itself, and through adaptable education, it inspires student’s joy of life and confidence in life. It rises student’s learning strive and courage of innovation. It makes students to take world responsibilities , and show the wisdom of co-existence. It lets students become lifelong learners of social adaptability and reactive ability, and then a person or a group of people can look forward to living better and leading a better life.

2. General Courses Aims

(1). Inspire life potential. Start learning motif. Cultivate curiosity, exploring ability, thinking ability, judging ability, and replying ability. Be willing to explore and learn at positive attitudes and with constant energy. Experience the joy of learning. Increase self-value, inspire more life potential to reach healthy and balanced holistic development.

(2). Cultivate life intelligence. Develop basic knowledge. Merge what have learned from every field in the daily life. Integrate hands and mind to solve problems. Be able to communicate and express properly. Emphasize human relationship, team cooperation, the social interaction to adjust social life. Be brave to innovate and show the conservations of technological application and life beauty.

(3). Speed career development. Guide adaptability development. Show advantages and learn how to learn. Build lifelong learning will and abilities. Inspire continuing learning, innovative and progressive energy. Base on academic research or professional skills, form labor respecting concepts. Temper the courage, intelligence of career challenging, international competing and collaboration, in order to adjust social change and world trend, and be willing to try , lead the changing trend.

(4). Converse civil responsibilities. Root democratic accomplishment, nomocratic concepts, moral courage, community and tribal awareness, national identity, and international understanding. Learn self-responsibility, further respect multi-culturalism and ethnic differences. Seek social justice. Deepen global citizenship, love nature, and cherish life. Care for and act in conserving resources. Devote oneself to ecological sustainable cultural development and co-existing living ideas.

3. Core Accomplishment

(1). Autonomous action:

Emphasize personal learning subjectivity. Learners should be able to choose proper learning methods, systemically think to solve problems, have both creativity and active ability. In social situation, learners can self-manage, adopt proper acts to rise physical and mental conditions and make themselves progress.

(2). Intercommunication:

Emphasize that learners can widely operate all kinds of apparatus to interact with others efficiently. These apparatus contain material tools and social cultural tools. The former ones are artificial material (ex. Instructional material, learning tools, stationery, toys, etc.), technology (including assistant technology) and information, the later are language (oral, sign language), words, and math signs. Instead of passive media, tools are positive interactive ways between human and environment. Besides, art is also an important communicative tool. People should have art accomplishment and sense of beauty in life, and make use of these tools.

(3). Social participation:

Emphasizing in a closely connecting global village, learners need to learn how to handle social pluralism to participate in actions and build proper cooperation model and human relationship with others. Everyone needs ways of participation to develop the accomplishment of people or group interaction to rise all human life qualities. Social participation is not only a social accomplishment but also a kind of awareness.

Brief history

1953, September established Nantou county Puli primary vocational agricultural high school , enrolled elementary graduate, the first principal was Mr. Dong-rong, Chen.

1956, October Mr. Jian-wo, Tu take over the principal

1958, August ordered to conduct 5 year consistent agricultural high school

1960, April ordered to turn into 5 year consistent agricultural high school formally

1968, August ordered to upgrade to Taiwan provincial Puli vocational agricultural high school, enrolled junior high school graduate

1969 affiliated skill training center

1970, August ordered changed school name into Taiwan provincial Puli agricultural and industrial vocational high school, established mechanical engineering department and electrical engineering department additionally.

1971, August added chemical engineering department

1973, February Mr. Xiang-Yu, Liang succeeded principal

1974, June ordered to change school name into Taiwan provincial Puli industrial vocational high school, and added architecture graphing department

1980, August Mr. Zhao-sheng, Xu succeeded principal

1985, August Mr. Tian-fu, Guan succeeded principal

1987, June changed architecture graphing department into architecture department

1990, February Mr. Jin-fu, Chen succeeded principal

1993, August added junior high skill classes

1994, August added a year term practical skill classes(electricity、construction） decrease an electrical engineering class, added cooperative education classes and collaborated with Alaska/Vento Electric Appliances corporation.

1995, August continued enrolling a year term practical skill classes(electricity、construction)

1996, August continued enrolling a year term practical skill classes(electricity、construction), added mechanical class

1997, August continued enrolling a year term practical skill classes (electricity、construction、mechanical class）

1997, February added a year term practical skill spring class (closed after a year)；cooperative education classes closed, enrolled 2 electrical engineering classes again, conducted extending class and junior high skill class.

1998, August continued a year term practical skill class (electricity、construction、mechanical class）

1999, August continued a year term practical skill class (electricity、mechanical class）, closed construction class, added chemical class.

1999, August Mr. Zheng-hua, Hu succeeded principal. Changed mechanical engineering department into mechanical technique department, changed electrical engineering into electrical technique department, turned a mechanical technique class into computer technique department. Added setting up an experimental physical educational class.

2000, February ordered to change school name into National Puli Industrial Vocational High School

20001, August enrolled 6 mechanical technique classes, 6 electrical technique classes, 6 chemical engineering classes, 6 architecture classes, and 3 computer technique classes, 3 experimental physical educational classes. a year term practical skill class:1 mechanical engineering class, and 1 electrical engineering skill class. junior high skill classes: 1 mechanical technique class, and 1 electrical technique class.

2002, August closed a year term practical skill class

2003, August Mr. Zhi-long Xu succeeded principal, change experimental physical educational class into physical educational classes, closed a year term practical skill class

2004, August added 3 special education classes, abolished conducting extending class by the law of Ministry of Education.(MOE)

2006, August added three-year-term practical skill class (1 computer hardware science class) until now.

2007, June Central office of MOE appointed committee Chun-Cheng Wang to represent principal

2007, August added three-year-term practical skill class (1 computer graphics class)

2008, August added a medium to high level class in special education class every year, closed practical skill computer graphics class

2009, August added three-year-term practical skill class (1 computer graphics class)

2009, August Architecture and Special Education building completed

2009, March Central office of MOE appointed committee Chun-Cheng Wang to represent principal

2009, August Mr. Guo-sheng Zhou succeeded principal. Added three-year-term practical skill class (1 computer graphics class)

2011, August Electrical technique department and chemical engineering department building completed

2015, August director Chao-Shia Sun succeeded principal

2022, August director Jing-Tang Sie succeeded principal