A Study on the Contribution of Vocational Education and Training to the Industrial Development in China

Vocational education and training are an important part of China’s national education system.The two essential characteristics of employment orientation and social service determine that vocational education has a closer connection with social production than other types of education.At present,China’s economic development is in a new stage of transformation and upgrading.The new normal of the economy will inevitably require a corresponding new normal of vocational education and training.The transformation of social needs will eventually lead to changes in the composition of the workforce.Vocational education and training should be aligned with the characteristics of the new normal economy.Using mixed research methods,this study focuses on vocational education and training and explores how it contributes to industrial development in China.

The New Goal and Path Choice of the Development of China's Vocational and Technical Education

The development of China's Vocational and technical education is the inevitable product of the times,which has important practical significance.The definition of the training objectives of undergraduate talents in Vocational Education in China should be placed in the whole higher education system,especially in the distinction between junior college and undergraduate;It is the difference between general education and vocational education in undergraduate level.In order to carry out the reform smoothly and effectively,we should always focus on the goal of talent training,improve the professional level of the school by deepening the integration of production and education,enhance the technical ability of students by strengthening the cooperation between school and enterprise,and guarantee the teaching quality of the school by paying close attention to the teaching staff.

Vocational education and training(VET)should be highlighted in the educational system in China

Nowadays,Chinese vocational education and training is in its developing period.And the vocational education plays a vital role in Chinese economy.However,compared with the general higher education in China,it seems that the vocational education has the poor development.So,at the beginning of this article,the background and the current situation of the vocational education in china will be briefly introduced.Then,this article will mainly argue three reasons to prove that it is necessary to develop the vocational education and training in the educational system in China.Therefore,the purpose of this article is emphasizing why the vocation education needs to be developed.

Transfer of Rural Surplus Labor and Vocational Education

The paper introduces about the rural surplus labor transfer.According to the paper,the transfer of rural surplus labor in China presents such fundamental characteristics as randomness and non-thoroughness,scope and field constraint,and hysteretic nature of employment and industrial structure conversion.Besides,the causes of the difficulties in the transfer of rural surplus labor lie in the barriers from the system and policy,structural imbalance of industry and low quality of rural labor.The paper studies the correlation between the quality and the transfer of rural surplus labor FORCE in a systematical way from three aspects,which are the correlations between rural labor quality and the transfer difficulty & speed,the transfer scope & field and the employment stability & income after transfer respectively.Moreover,the paper carries out analysis of the special effects of vocational education on the transfer of rural surplus labor in China,which shows that vocational education is a help in the improvement of cultural qualities,labor skills and physical & mental health of rural labor.

Empirical Study on the Impact of Rural Labor Force Flow on the Price of Agricultural Products——A Method Based on VEC Model

Based on the research introduction of domestic and foreign scholars,dynamic equilibrium between the rural labor force flow and the price of agricultural product is analyzed by VEC model,according to the data of the rural labor force flow and the price of agricultural products in the years 1990-2007.Chows breakpoint test is used to measure the stage characteristics of the impact of rural labor force flow on the price of agricultural product.Result shows that there is a long-term and stationary relationship between the flow quantity of rural labor force and the price of agricultural product.Rural labor force flow,as an exogenous force,affects the agricultural production,and further influences the price fluctuation of agricultural products.Impact of rural labor force flow on the price of agricultural product is from weak to strong,then grows gradually weaker,and reaches its peak value at the year 1998.With the development of rural society and economy and the market process,rural labor force flow endogenously affects the price of agricultural product,which has periodic characteristics.In order to achieve a dual stabilization of the rural labor force flow and the price of agricultural products,the following countermeasures are put forward:vigorously developing vocational education,increasing the support for agricultural production,and making active employment measures.

Policy-Driven Development and the Strategic Initiative of One-Million Enrollment Expansion in China’s Higher Vocational Education

Purpose:This article explores the relationship between governmental policy and the development of higher vocational education in China.Design/Approach/Methods:The article begins with a textual analysis of dozens of policy documents on higher vocational education issued by the Chinese government since 1999.Findings:The article argues that the development of higher vocational education in China has been largely policy-driven.This development can be divided into four stages:scale development,quality improvement,capacity building,and systemwide enhancement.The transition between each of these developmental stages was marked by new policy initiatives undertaken by the Chinese government.Originality/Value:The government’s recent efforts to expand higher vocational education enrollment by one million students have significant implications for China’s higher vocational education.Additionally,the proposed“1 + X”model—which attaches equal importance to academic education and skill training—may represent the beginning of a new stage in the development of higher vocational education in China.

Vocational School–Enterprise Cooperation in China:A Review of Policy Reforms,1978–2022

Purpose:This study conducted a review of policy reforms of school–enterprise cooperation in China's vocational education and its characteristics at different stages.Design/Approach/Methods:This study systematically reviewed vocational educational policies on school–enterprise cooperation adopted by the Chinese government since 1978 using textual analysis.Findings:The development of school–enterprise cooperation in China's vocational education can be divided into four stages:spontaneous development(Stage 1),central position establishment(Stage 2),systematic design(Stage 3),and institutional construction(Stage 4).After years of practice and exploration,China's school–enterprise cooperation has made impressive achievements,but also has several problems that require further improvement.Originality/Value:This study examined over 40 years of history of the development of vocational school–enterprise cooperation in China,providing a useful reference for learning and understanding Chinese vocational education.

职业教育强国建设:内涵要义、多重逻辑与推进路径

职业教育强国建设是扎根中国实际、顺应世界发展潮流、合乎人民利益诉求的中国式教育发展新模式,底蕴深厚、内涵丰富。职业教育强国建设立足于中国国情,彰显了职业教育发展的时代本色和中国特色,取得了阶段性的成果。新时代推进职业教育强国建设,要在把握培育现代化工匠强才、聚焦职业教育科创属性、建设中国特色职业教育体系和推进中国式现代化建设的内涵要义基础上,遵循职业教育强国建设的历史逻辑、理论逻辑、实践逻辑和话语逻辑,以立德树人、共同富裕、科教兴国为价值引领,从铺设职业教育提质育人的超越之道、绘制职业教育跨界融合的赋能蓝图、深化职业教育产教研相融的运行模式、建构中国职业教育的国际话语体系等方面着手,破解职业教育强国建设过程中的根本问题和重大问题。

职业教育赋能中国式现代化建设的逻辑机理、现实困境与实践向度

职业教育作为链接技能型人才成长、推动应用型技术积累和涵育技能型社会形成的教育类型,在中国式现代化进程中发挥着人才基础、技术基础和教育基础等重要功能。然而,现阶段我国职业教育尚未构建起系统的产教融合一体化育人框架,尚未形成顺畅的科教融汇技术创新与转化体系,尚未搭建起科学适用的职普融通衔接体系,制约着职业教育赋能中国式现代化建设的水平。因此,在实践过程中,职业院校应与多方主体逐步构建协同育人框架,不断巩固和夯实技能型人才培养链条;与区域各类科学技术服务中心和企业搭建创新平台,引导应用型技术积累与创新转化,不断激活以职业院校为节点的创新链条;凝聚政府、企业、行业和职业院校等多方力量,培育涵盖个人发展和社会需求的优质职业教育供给体系,不断增强职业教育赋能中国式现代化建设的效度和广度。

教育科技人才一体改革的职教担当与时代使命——学习贯彻二十届三中全会《决定》笔谈

党的二十届三中全会审议通过的《中共中央关于进一步全面深化改革、推进中国式现代化的决定》提出“教育、科技、人才是中国式现代化的基础性、战略性支撑”,并对深化教育综合改革作出系列部署。职业教育与经济社会发展紧密相连,是深化中国式现代化系列改革的重要一环。为深入领会全会精神内涵,落实好职业教育领域的改革任务,本刊特组织“学习贯彻二十届三中全会《决定》”笔谈,邀约职教领域的专家学者撰文,就如何回答好“教育强国、职教何为”的时代命题,从系统推进技能型社会建设、促进就业创业与高质量对外开放、中国特色现代职业教育体系建设、发展职业本科教育、推动职业教育与服务经济社会共生发展等方面对全面深化职业教育领域改革、助力中国式现代化进行深入阐释,以期为职业教育领域学习贯彻落实三中全会精神提供参考。

技能型社会建设的中国特色议题及其理论拓展

“技能型社会”作为本土原创性概念尤其需要关注中国技能型社会建设过程中的特色议题,这是其能否有效解释中国现实问题的关键。在中国技能型社会建设进程中,“社会”角色定位、劳动力市场的体制分割,以及城乡分化是其中值得重点关注的特色议题。从跨学科的“大职业教育主义”视角对中国职业教育体系支撑技能型社会建设过程中的本土事实展开深入实证分析,才能从理论上丰富和充实“技能型社会”概念的适应性和解释力,也才能更好地从实践中探寻中国技能型社会建设的本土路径。

中国—东盟职业教育国际交流与合作的障碍与对策研究

当前,我国积极开展贸易合作,在中国—东盟经贸合作中积极践行“一带一路”政策,这为中国—东盟的职业教育合作也创造了新的机遇。我国和东盟国家的职业教育合作办学有一定的历史渊源及合作基础。研究中国—东盟职业教育合作办学体制,对于进一步促进国际教育合作、实现跨境协同育人、促进双边合作和发展都具有重要意义。

绿色低碳转型背景下职业教育现代化工匠人才培养:逻辑框架与实现路径

作为驱动绿色低碳转型的关键支撑,职业教育现代化工匠人才培养能够将生态文明建设思想有机融入技能人才培养全过程,为引领低碳技术创新、服务产业结构升级储备人才与科技力量。绿色低碳转型背景下,职业教育现代化工匠人才培养具有专业教学资源绿色化、合作办学模式集约化、实践教学活动生态化特征,可通过对接专业教学内容与行业绿色职业需求,全面推进美丽中国建设。面向绿色低碳转型趋势,职业院校以中国式现代化价值谱系为精神内核,以绿色教育政策嬗变历程为行动指南,以国际绿色技能经验为逻辑参鉴,形塑现代化工匠人才培养的逻辑框架。为实现现代化工匠人才培养目标,职业院校可立足绿色低碳转型理念,优化类型定位,健全保障机制;推进产教融合,打造合作联盟;深化技术嵌入,创建教学平台。

社会和市场需求视域下高职体育课程价值再造研究

为了厘清社会和市场需求对高职类学生身心素养的要求,通过调查研究和访谈调研,引出了在社会和市场需求语境下高职类体育课程价值再造的基本方向,提出了基于社会和市场需求背景下实现高职类体育课程价值再造的路径选择,为高职类体育课程体系实证性改革提供一些理论的支撑。

技能型社会建设背景下职业教育与技能型人才就业

技能型社会建设是我国应对技能短缺挑战的核心战略,其劳动力市场发展目标包括公众技能水平显著提升;产业、行业、岗位技能短缺情况明显改善;技能空间配置日趋合理。有效技能供给是达成这些目标的关键,它的实现依赖于职业教育体系、劳动力市场和劳动力市场发展目标的协同发展。实证分析表明,我国高等职业教育的规模扩张提升了全社会的技能人才供给总规模。高职毕业生的初次就业流动在一定程度上影响了技能人才的产业转移、行业配置、岗位供给和空间分布,毕业生向高技能人才的转型受到数字/平台经济、零工经济和新就业形态的影响。为提升职业教育对技能型社会建设的支持力度,需进一步研究劳动力市场形态的新变化及其对职业教育发展和技能人才配置的影响,并以此为基础制定合理的技能型社会发展战略。

湖北高职院校服务技能型社会建设:基础优势与未来选择

湖北省高职院校近年来发展取得巨大进步,积累了不少教育优势,同时,也还存在一些突出问题,主要表现在顶层设计超前谋划不够系统、专业布局对接产业不够紧密、技能提升队伍建设不够多元、基础建设功能提升不够明显。在技能型社会建设背景下,高职院校高质量发展的未来选择包括:重视顶层设计,完善现代职教体系;优化专业布局,突出类型特色;加强技能培训,建强技能人才队伍;强化基础建设,实现提质培优。

民国时期职业教育资源分布研究

民国时期我国职业教育资源在国家政策等因素影响下,呈现出时间、空间及不同类型职业学校分布有所差异的特征,主要表现为地区分布不均衡但逐渐全面,集中于公立职业学校之中,抗日战争全面爆发前后分布有所差异等。民国时期职业教育资源分布是我国当前职业教育资源分布的基础,也为我国当前职业教育资源分布提供了相应镜鉴:承接分布传统,实现职业教育资源合理分布;完善国家顶层设计,均衡职业教育资源分布;优化职业教育资源供给,形成优质资源共享;加强专项建设,提高薄弱地区资源配置效率;国内外职业教育资源协同共建,引进国外职业教育资源。

终身职业技能培训制度促进高质量充分就业的时代意蕴与推进路径

结构性矛盾已成为我国就业领域的主要矛盾,为实现高质量充分就业,终身职业技能培训制度应加快完善进度,弥补现有职业技能培训体系不足,保障个体适应未来就业趋势。同时,转变其功能,定位于促进社会就业公平、优化就业市场资源配置和推动个体可持续发展三个维度。终身职业技能培训制度的核心在于构建培训对象覆盖城乡全体劳动者,培训周期从劳动预备到劳动者实现就业、创业,贯穿劳动者学习和职业生涯全过程的终身职业技能培训体系。其未来的完善与推进路径应注重技能人才培养的高端化、一体化和连续化,技能习得授受的数字化、多元化和智能化,技能培训服务的泛在化、区域化和融合化。

数字化转型赋能职业教育高质量发展的内在逻辑与推进策略

职业教育数字化转型既是全面推进职业教育综合改革的新动能,也是促进职业教育高质量发展的关键性工程。数字化转型赋能职业教育高质量发展的本质在于依托数字技术实现职业教育系统的数字化重构,进而提升职业教育“自系统”的生命活力和融入“他系统”的跨界动力。在数字化转型赋能职业教育高质量发展的过程中,数据系统是信息依存,数字技术是动能基础,数字协同是稳健力量,数字社会是现实保障。数字化转型赋能职业教育高质量发展需要遵循育人质量、办学效率、制度建构和教育空间的多维价值,从赋能顶层设计、扩充数字资源、优化虚实场地、强化师资培养等方面着手,最大限度地发挥数字化的效能。

基于技能型社会建设下职业教育公共服务平台创新构建分析

在技能型社会建设的背景下,职业教育公共服务平台的创新构建至关重要。现状分析显示,平台在功能与服务上已有一定基础,但仍面临诸多挑战。平台要紧密地结合产教融合提升教育质量并扩大覆盖面。创新构建策略应注重平台定位与功能的创新,采用先进技术支撑平台架构,并建立高效运营与管理机制。通过案例分析,本文总结了成功的实践经验,为职业教育公共服务平台的发展提供了参考。