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报告导航:研究报告金融与服务业教育培训
2010年中国IT教育培训行业研究及调查报告
字数:3.0万 页数:77 图表数:70
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编号:LM003 发布日期:2010-10 附件:下载
2010年8月,水清木华研究中心和第一调查网合作对中国大陆市场600位用户进行了IT教育培训行业消费特征调查。调查内容包括:参加培训目的、参加培训方式、选择培训课程类型、课程设置偏好、培训费用投入、获取IT培训信息、消费者不参加IT培训原因、选择IT培训机构或考虑因素、消费者对参加过IT培训机构满意程度、参加IT培训对获得认证暨提高工作能力影响等。

在参加IT 培训方式的调查中,结果显示个人出资与公司组织是当前IT培训的两大方式。个人出资方式占44.29%,以公司组织的形式占35.93%。

图:消费者参加IT培训方式的调查结果
 2010102104.gif
来源:水清木华研究中心,第一调查网

在选择培训机构的调查(多选)中,结果显示北大青鸟的选择率最高,占57.7%;其次是新华电脑学校,占37.3%;再次是清华万博和思远。

图:消费者选择培训机构情况的调查结果
 2010102105.gif
来源:水清木华研究中心,第一调查网

本报告研究发现,未来中国IT教育和培训行业的发展重点如下:

1)注重提升就业推荐能力。

2)课程标准化是保证培训质量的重要组成部分。IT培训的课程标准化,除了要求整个体系使用统一的培训教材、课件之外,在教学方法、教师队伍建设、讲课内容、每节课内容的详细时间安排等方面,都要求做到有统一的标准和规范。

3)“实训机制”应该更加普及和完善。实训就是让学员在真实的企业开发环境里亲自动手,开发采编来自软件企业的实际项目,接受规范化的软件开发过程的管理和全方位的企业员工素质训练。这种基于实际项目的训练区别于传统IT培训的案例式教学,学员毕业后,可直接进入软件企业就职。

In August 2010, ResearchInChina cooperated with 1diaocha.com to conduct a online survey on 600 interviewees in Chinese IT education and training industry, which covered the followings: purposes of consumers for IT training, ways for them to participate IT training, the types of curriculum they select, preference for course design, training costs, how they get the information about IT training, why consumers do not participate in IT training, considerations of consumers for choice of IT training institutions, satisfaction of consumers with IT training institutions in which they participated, how IT training impacts on them (such as certification and work ability).

The survey shows that 44.29% of consumers participate in IT training on their own expenditure, while 35.93% of consumers are arranged by their companies to participate.

Survey on How Consumers Participate IT Training
 2010110201.gif
Source: ResearchInChina; www.1diaocha.com

As for training institutions,57.7% of consumers prefer Beida Jade Bird, 37.3% like Xinhua Computer Education, followed by WNT and Thinkbank IT Academy.

IT Training Institutions Chosen by Consumers
 2010110202.gif
Source: ResearchInChina; www.1diaocha.com

In the future, the development focus of IT education & training industry in China can be shown as follow:

1) Focus on Employment and Enhance Recommendation of Students to Companies.

2) Curriculum standardization is a key factor that guarantees the quality of training. Apart from the requirements on the standardized training materials and courseware, curriculum standardization of IT training also calls for uniform standards and norms for teaching methods, teaching staff construction, lectures and class schedule.

3) Promote and improve the "internship system". Students enter real enterprises to work, involve in actual projects of software companies, accept the management of standardized software development process, and take part in comprehensive training for employees. "Internship system" is distinguished from traditional IT case training, and students can be directly employed by the software companies after graduation.
第一章  中国IT教育培训行业发展现状
1.1  IT职业培训三种模式
1.2  IT培训市场分析
1.3  IT培训市场发展情况
1.4  IT认证培训发展特点
1.5  IT培训市场发展前景分析
1.5.1  市场规模预测
1.5.2  发展趋势

第二章  中国IT教育培训行业消费者特征调查分析
2.1 调研背景资料介绍
2.1.1 年龄结构
2.1.2 学历结构
2.1.3 收入结构
2.1.4 职业结构
2.1.5 城市结构
2.2  参加IT培训消费者特征
2.3  培训目的调查结果分析
2.4  参加IT培训方式调查结果分析
2.5  消费者IT培训课程类型选择情况
2.6  课程设置偏好调查结果分析
2.7  培训费用投入调查结果分析
2.8  培训机构偏好调查结果分析
2.9  获取IT培训信息的途径
2.10  参加IT培训对获得认证以及提高工作能力的影响调查分析
2.11  消费者不参加IT培训的原因分析
2.12  消费者选择IT培训机构所考虑的因素
2.13  消费者对参加过IT培训的机构满意程度
2.14  消费者参加IT培训机构不满意因素调查

第三章  中国主要IT培训机构
3.1  北大青鸟IT教育
3.1.1  公司介绍
3.1.2  经营情况
3.2  NIIT
3.2.1  公司介绍
3.2.2  经营情况
3.3  新华电脑
3.3.1  公司介绍
3.3.2  经营情况
3.4  思远IT学院
3.4.1  公司介绍
3.4.2  经营情况
3.5  清华万博
3.5.1  公司介绍
3.5.2  经营情况
3.6  汇众益智
3.6.1  公司介绍
3.6.2  经营情况
3.7  华育国际
3.7.1  公司介绍
3.7.2  经营情况
3.8  达内科技
3.8.1  公司介绍
3.8.2  经营情况
3.9  文达电脑
3.9.1  公司介绍
3.9.2  经营情况
3.10  东方标准
3.10.1  公司介绍
3.10.2  经营情况

1 Current Development of China IT Education & Training Industry 
1.1 Three Models of IT Vocational Training
1.2 IT Training Market
1.3 Development of IT Training Market
1.4 Characteristics of IT Certification Training
1.5 Prospect of IT Training Market
1.5.1 Market Size
1.5.2 Development Trend

2 Survey on Consumers in China IT Education & Training Industry
2.1 Research Background
2.1.1 Age Structure
2.1.2 Education Structure
2.1.3 Income Structure
2.1.4 Occupational Structure
2.1.5 Urban Structure
2.2 Characteristics of IT Trainees
2.3 Survey on Purposes of Consumers for IT Training
2.4 Survey on Ways for Consumers to Participate IT Training
2.5 Types of Courses
2.6 Preference for Courses
2.7 Training Costs 
2.8 Preference for Training Institutions
2.9 Access to Information About IT Training 
2.10 Impact of IT Training on Certification and Work Ability 
2.11 Reasons for Consumers Not to Participate IT Training
2.12 Considerations of Consumers for Choice of IT Training Institutions
2.13 Satisfaction of Consumers with IT Training Institutions They Participated in 
2.14 Factors Affecting Dissatisfaction of Consumers with IT Training Institutions They Participated in

3 Major IT Training Institutions in China
3.1 Beida Jade Bird IT Education 
3.1.1 Profile
3.1.2 Operation
3.2 NIIT
3.2.1 Profile
3.2.2 Operation
3.3 Xinhua Computer Education
3.3.1 Profile
3.3.2 Operation
3.4 Thinkbank IT Academy 
3.4.1 Profile
3.4.2 Operation
3.5 WNT
3.5.1 Profile
3.5.2 Operation
3.6 GAMFE 
3.6.1 Profile
3.6.2 Operation
3.7 Eduask
3.7.1 Profile
3.7.2 Operation
3.8 Tarena 
3.8.1 Profile
3.8.2 Operation
3.9 Wonder Computer Education
3.9.1 Profile
3.9.2 Operation
3.10 Oriental Standard 
3.10.1 Profile
3.10.2 Operation
表:2006—2011年中国IT职业培训市场规模增长预测
图:2009年我国IT培训行业就业类需求的构成情况
图:被调查消费者年龄结构
图:被调查消费者学历结构
图:被调查消费者收入结构
图:被调查消费者职业结构
图:被调查消费者所在城市结构
图:被调查消费者是否参加过IT培训的情况调查结果
图:不同年龄参加IT培训比例构成
图:参加IT培训消费者学历分布
表:参加IT培训消费者地区分布
图:消费者参加IT培训目的调查结果
表:不同年龄消费者参加IT培训前两大目的
表:不同职业消费者参加IT培训前两大目的
图:一、二、三线城市消费者参加IT培训目的调查结果
图:消费者参加培训方式构成
表:不同地区消费者参加IT培训方式选择
图:消费者IT培训课程类型选择
图:不同年龄消费者对IT课程层次选择
图:不同学历消费者对IT课程层次选择
图:不同收入水平消费者对IT课程层次选择
表:不同职业消费者对IT课程层次选择
表:不同地区消费者对IT课程层次选择
图:消费者IT培训课时偏好
图:不同学历消费者对IT培训课时偏好
图:消费者IT培训课程周期偏好
图:不同年龄消费者IT培训课程周期偏好
图:不同收入水平消费者IT培训课程周期偏好
图:消费者IT培训可接受费用
图:不同年龄消费者IT培训可接受费用
图:不同学历消费者IT培训可接受费用
图:不同收入水平消费者IT培训可接受费用
表:不同职业消费者IT培训可接受费用
图:被调查消费者培训机构选择情况
表:不同年龄消费者培训机构选择情况
图:不同学历消费者培训机构选择情况
表:不同收入消费者培训机构选择情况
图:消费者获取IT培训信息来源
图:不同学历消费者获取IT培训信息来源
表:不同收入消费者获取IT培训信息来源
表:不同职业消费者获取IT培训信息来源
图:消费者认为参加IT培训对取得认证的影响
表:不同城市消费者认为参加IT培训对取得认证的影响
图:消费者认为参加IT培训对提高工作能力的影响
表:不同城市消费者认为参加IT培训对提高工作能力的影响
图:消费者未参加IT培训的原因构成
图:不同年龄消费者未参加IT培训原因构成
图:不同学历消费者未参加IT培训原因构成
表:不同职业消费者未参加IT培训原因构成
图:消费者选择培训机构时的考虑因素
表:不同年龄消费者选择培训机构时的考虑因素
表:不同学历消费者选择培训机构时的考虑因素
图:消费者对参加过IT培训的机构满意度调查结果
表:不同学历消费者对参加过IT培训的机构满意度调查结果
表:不同收入水平消费者对参加IT培训的机构满意度情况
图:消费者对IT培训机构不满意情况调查
图:不同学历消费者对IT培训机构不满意情况
表:北大青鸟APTECH多模式教学方法
表:2010年北大青鸟IT教育公司动态
表:2010年NIIT中国公司动态
表:2010年新华教育集团公司动态
表:2010年思远IT学院动态
表:2010年清华万博公司动态
表:目前汇众益智科技在国内的学校分布一览
表:2010年“华育国际”部分倒闭校区一览
表:2010年达内科技全国分支机构一览
表:2010年达内科技公司动态
表:2010年文达电脑专修学院动态
表:东方标准集团全资子公司及分公司一览
表:近期东方标准人才服务有限公司动态

Growth of IT Vocational Training Market Size in China, 2006-2011E
Employment Demand Make-up of China IT Training Industry, 2009
Age Structure of Respondents
Educational Background of Respondents
Income Structure of Respondents
Occupational Structure of Respondents
Structure of Cities where Respondents Live
Survey on Whether Respondents Once Participated in IT Training Program
Participators of IT Training by Age
Participators of IT Training by Educational Background
Participators of IT Training by Region
Survey on Purposes of Consumers for IT Training
Survey on Two Major Purposes of Consumers for IT Training (by Age)
Survey on Two Major Purposes of Consumers for IT Training (by Occupation)
Survey on Purposes of Consumers for IT Training in Tier-I, II, III Cities
Survey on How Consumers Participate in IT Training
Survey on How Consumers Participate in IT Training by Region
Types of IT Training Courses Chosen by Consumers
Level of IT Courses Chosen by Consumers by Age
Level of IT Courses Chosen by Consumers by Educational Background
Level of IT Courses Chosen by Consumers by Income
Level of IT Courses Chosen by Consumers by Occupation
Level of IT Courses Chosen by Consumers by Region
IT Training Hours Preference of Consumers
IT Training Hours Preference of Consumers by Educational Background
IT Training Course Cycle Preference of Consumers
IT Training Course Cycle Preference of Consumers by Age
IT Training Course Cycle Preference of Consumers by Income
IT Training Cost Acceptable to Consumers
IT Training Cost Acceptable to Consumers by Age
IT Training Cost Acceptable to Consumers by Educational Background
IT Training Cost Acceptable to Consumers by Income
IT Training Cost Acceptable to Consumers by Occupation
Training Institutions Chosen by Consumers
Training Institutions Chosen by Consumers by Age
Training Institutions Chosen by Consumers by Educational Background
Training Institutions Chosen by Consumers by Income
Sources of IT Training Information for Consumers
Sources of IT Training Information for Consumers by Educational Background
Sources of IT Training Information for Consumers by Income
Sources of IT Training Information for Consumers by Occupation
Impact of IT Training on Certification for Consumers
Impact of IT Training on Certification for Consumers by City
Impact of IT Training on Work Ability of Consumers
Impact of IT Training on Work Ability of Consumers by City
Reasons for Consumers Not to Participate in IT Training
Reasons for Consumers Not to Participate in IT Training by Age
Reasons for Consumers Not to Participate in IT Training by Educational Background
Reasons for Consumers Not to Participate in IT Training by Occupation
Considerations of Consumers for Choice of IT Training Institutions
Considerations of Consumers for Choice of IT Training Institutions by Age
Considerations of Consumers for Choice of IT Training Institutions by Educational Background
Satisfaction of Consumers with IT Training Institutions in which They Participated
Satisfaction of Consumers with IT Training Institutions in which They Participated by Educational Background
Satisfaction of Consumers with IT Training Institutions in which They Participated by Income
Dissatisfaction of Consumers with IT Training Institutions in which They Participated
Dissatisfaction of Consumers with IT Training Institutions in which They Participated by Educational Background
Multi-modal Teaching Methods of Beida Jade Bird APTECH
Dynamics of Beida Jade Bird IT Education, 2010
Dynamics of NIITin China, 2010
Dynamics of Xinhua Education Group, 2010
Dynamics of Thinkbank IT Academy, 2010
Dynamics of WNT, 2010
Presence of GAMFE Schools in China
Closedown Schools of Eduask, 2010
Branches of Tarena in China, 2010
Dynamics of Tarena, 2010
Dynamics of Wonder Computer Education, 2010
Wholly-owned Subsidiaries and Branches of Oriental Standard
Recent Developments of Oriental Standard Talent Services Ltd.
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