Vocational and Technical Education Master's Employment-oriented Study

In recent years,as China's rapid economic development,vocational and technical education has been gradually recognized by the society.As highly educated people,vocational and technical education graduate is an important force in the development of vocational education.But in reality,their employment orientation deviate from the trend of the profession and only a small part of them do related work after graducation.Combined with the current development status of vocational education,the article analysis the reasons of this problem and give policy recommendations,so as to create a good environment for vocational and technical education talented people.

＂Half-a-Day＂ Syndrome： A Mode of Internalization of Vocational and Technical Education by the Youths in the 20th Century Nigeria

This research focused on ＂half-a-day＂ as a mode of internalizing vocational and technical education by the youths in Nigeria. It traced the origin of ＂half-a-day＂ linking it with the ingenuity of the youths to make the formal education that they have acquired operational. It also discussed the traditional education with its apprenticeship system as being modified through the ＂half-a-day＂ syndrome. The study is historical and descriptive therefore, social survey method was employed using unscheduled interview and consulting relevant literature. It was discovered that, apart from the failure of the educational system due to lack of proper infrastructure, the youths, especially those from the lower class, have reasoned that the salaries from the white-collar jobs may not be enough to sustain them. It is, therefore, recommended, among others, that： Government can institutionalise the ＂half-a-day＂ as a form of summer school and certify both the centres of learning and learners.

Research on the Path of Cultivating High-Level Technical and Skilled Talents in Vocational Undergraduate Colleges and Universities

This paper explores strategies to cultivate high-level technical talents in vocational undergraduate colleges by analyzing their development,the essence of such talents,and proposing several key measures.Strategies include optimizing professional settings and curricula,enhancing school-enterprise cooperation and the integration of industry-university-research,improving teaching staff quality and educational standards,and expanding international cooperation.The importance of policy support and funding and establishing robust quality assurance systems is emphasized for effectively cultivating skilled talents in vocational undergraduate colleges.

Training vocational and technical talents in western China from the perspective of rural vitalization

With the announcement of the Rural Revitalization Strategic Plan(2018-2022), China's western region has become an important battleground for rural revitalization strategies. To create a work team that understands agriculture, loves the countryside, and loves farmers is inseparable from vocational and technical education. The implementation of the rural revitalization strategy urgently requires the services of professional and technical personnel in the western region. According to the training mode of international and domestic professional and technical talents and the status quo of professional and technical talents in the western region, the paper analyzes the problem of "urbanization" in vocational and technical education in western China, lack of vocational education system and education form for "agriculture, rural areas and farmers", lack of diversity and flexibility in the learning system. Serving the rural revitalization strategy, we must vigorously develop vocational education for rural areas, cultivate rural craftsmen and economic management talents, optimize the vocational education curriculum system, strengthen the construction of teachers, and create a diverse talent evaluation mechanism. This will help the implementation of the rural revitalization strategy.

Crossing the Rivers by Touching the Stones:Alternative Approaches in Technical and Vocational Education and Training From the People’s Republic of China and the Republic of Korea

Purpose:This study aims to answer the following questions:(1)Why have attempts to transplant Western vocational education models failed?(2)Is there anything we can learn from the experiences of Eastern Asian countries when developing their own vocational education models?Design/Approach/Methods:This study reviews the history of transplanting Western skill formation schemes into developing countries,an often-failed die-hard practice supported by both bilateral and multilateral donors.Findings:Our findings suggest that developing countries should design their technical and vocational education and training systems based on their unique cultural,sociological,and economic contexts.It offers two alternative pathways based on the experiences of the People’s Republic of China and the Republic of Korea.Originality/Value:These East Asian examples could broaden the perspectives of policymakers in developing countries aspiring to develop functional skill formation schemes.

The Belt and Road Initiative and Technical and Vocational Education and Training(TVET)in Kenya:The Kenya-China TVET Project

This study explores the impact of China’s Belt and Road Initiative on improving vocational education quality and employment rates in Kenya through a collaborative educational program known as the Kenya-China Technical and Vocational Education and Training(TVET)project.The opinions and narratives of teachers and students with vibrant knowledge of the project were analyzed through the theoretical lenses of globalization and vocationalism.The results show that the Kenya-China TVET Project has improved Kenyan TVET classrooms with modern equipment to meet industrial standards and allowed essential skills to be developed through various collaborative opportunities with Chinese corporations.Despite minor challenges and obstacles,early evidence suggests benefits brought by the project including increased self-employment,a growth in Kenya’s manufacturing,and more mutual understanding between the two countries.

Technical and Vocational Education Training in Brunei Darussalam——Pathway to Higher Educations

In the 21stcentury educational landscape,higher educational institutions(HEI)play a crucial role in the shaping of social and economic strategies of a developing country.HEI’s main role is to develop and train the workforce for the middle to higher level employment.Technical and vocational education(TVE)on the other hand,plays the role in filling the major work force at the lower or blue collar level and at the same time,providing pathways and opportunities for them to pursue further educational needs.In Brunei Darussalam,HEI works closely with TVE to ensure there is a continuation pathway for TVE to HEI although there are fundamental differences in the philosophy,pedagogy and assessment measures.In Universiti Teknologi Brunei(UTB),the design of the curriculum has always been outcome based;heavily related to skills and practices of the job market,similar to TVE’s teaching and learning philosophy.In this study,we are looking at the brief development of TVE and HE across the world and Brunei,the qualification framework of Brunei and curriculum design of UTB.The study will highlight how UTB provides a smooth transition for TVE feeders to the university to support the value of practical learning in workplace settings,combined with conceptual learning in an academic setting.The primary role of UTB is to assist graduates in the transition to professional practice.

基于Profinet通信控制变频器的教学改革实践

Profinet现场总线技术为自动化通信领域提供了完整的网络解决方案,因此在自动化控制领域得到广泛应用。基于以“就业为导向”的高职人才培养理念,将Profinet通信技术融入到高职电气自动化专业课程教学中非常必要。通过西门子PLC S7-300实现Profinet总线控制变频器G120解决了这个问题,从而提高了学生专业理论知识水平以及将其应用于实践的能力。

职业教育现场工程师培养:何以可为与何以作为

面向先进制造业等重点领域的数字化、智能化职业场景,实施职业教育现场工程师专项培养,既是增强职业教育适应性、推进产业转型升级所需,亦是优化人才供给结构赋能制造强国建设、彰显职业教育类型特征所向,有其自身“可为”的逻辑遵循。在实践中,应当深化产教融合,打造基于专业群的现场工程师学院,推进数字赋能、创新基于学徒制的培养模式,实施专业认证、构建“专业认证+职业资格证书”的培养标准,强化关键能力、培育教师教学创新团队,加强专题研究、夯实现场工程师教育理论与实践根基,以实际“作为”贡献职教智慧与工程力量。

新质生产力:职业教育何为

新质生产力是一种符合新发展理念的先进生产力质态,是对当代马克思主义理论的重大创新。针对新质生产力时代产业向“新”、岗位向“融”、技术技能人才向“软”的发展趋势,职业教育服务新质生产力发展的应为:保障人力资本增值、赋能新质劳动者,开展技术技能创新、赋能新质科学技术;职业教育的能为:通过转变培养理念、更新培养目标、创新培养模式、重构培养体系、健全教学治理体系,构建一个新质技术技能人才培养范式。

产教融合背景下高职护理专业校企合作创新教材建设

教材是衡量学校教育与培养目标一致性的最基础、最直接的文本,教材的改革是教学改革的窗口。2020年1月教育部印发的《职业院校教材管理办法》强调要“专业课程教材要充分反映产业发展最新进展,对接科技发展趋势和市场需求,及时吸收比较成熟的新技术、新工艺、新规范等”,建设一批符合时代要求的、高质量的高职护理专业教材是高职教材发展的趋势。基于产教融合、校企合作是我国高职教育的最大特色与成功之处,本课题分析了高职护理专业现用教材存在问题,包括职业特色不够凸显、缺少临床护理工作一线人员参与、教材内容更新慢、教材编写方式及内容均不利于学生通过护士执业资格考试、落后于数字化信息时代发展的要求及思政元素和职业素养融入不足等,指出产教融合背景下高职护理专业校企合作开发教材的必要性,提出校企合作创新教材建设路径,即组织编写人员到本地医院调研,组建由临床护理专家和校内专业课骨干教师组成的高水平教材编写梯队,制定器官系统化教材编写模式,由临床护理专家、校内专任教师和学生三方进行教材评审,编写过程中坚持做到校内教师与临床护理专家三个充分的合作、做到临床护理专家两种方式三个层面的参与、做到两个切实一个融入、做到突出三个结合、做到一整合一完善。

论职业技术教育的本体功能

职业技术教育的本体功能是职业技术教育理论与思想体系中十分重要与基础性的部分,它从理论上阐述了职业技术教育的内在规律与功能结构,清晰地展示了职业技术教育与人的发展之间的内在一致性与利益关联,分析了职业技术教育中人格教育与技术技能训练之间的一致性,阐释了职业技术教育不仅仅是一种生产技术技能的学习,还是一种文化的陶冶与生存方式的变革,由此进一步弘扬了职业技术教育的意义与价值,在现实上为职业技术教育的发展提供了最广泛的社会与文化基础。职业技术教育的这种本体功能,为职业技术教育的改革发展提供了更加清晰宽厚的理论基础与实践取向,为全社会参与职业技术教育提供了更加广泛和坚实的社会与文化基础,为吸引更多的优秀人才积极地投身于职业技术教育,以及更多的社会资源踊跃地加入职业技术教育,是非常有利的。

社会系统论视角下高职院校科教融汇的内涵、特征与实践路径

从社会系统论视角来看,高职院校科教融汇是一个以自我生产为标示,是以提升“育人质量”为目标的社会功能系统,是以“应用情境”为手段的沟通系统和以“场”为中介的运作系统。在系统内部,它以去中心化的行动网络为基础、以技术知识流动性创造为主线和以“数字化+职业教育”实践为驱动,显现开放性、动态性和技术性的特征。由于系统维持自身生命动力的核心在于生产其自身所需的构成要素及各要素具备的自我生产能力,因而基于系统论视角强化整体认知,构建科教融汇育人系统;拓展组织边界,畅通科教融汇系统沟通网络;完善制度体系,激发科教融汇系统主体动力则是高职院校科教融汇持续自我生产的重点。

职业教育如何培养创新型拔尖技术人才

职业教育的“创新型拔尖技术人才”培养,定位在发展技术能力和“技术训练”,需要遵循培育高素质技术人才的社会逻辑、人工智能赋能的教育逻辑、产教融合的产业逻辑,在社会认识、教师队伍、课程体系、培养机制、评价机制等五个方面作出改变。创新型拔尖技术人才培养不是要脱离当前职业教育人才培养方案另起炉灶,而是更加有效地实施、创新和优化方案,从贯彻国家政策、抓好关键要素、产教融合、课程链接、“三教”改革、数字技术赋能等六个着力点入手强化人才培养。

澳大利亚职业教育数字技能人才培养的制度供给与实践路径

随着数字经济不断成为全球经济增长与发展的新引擎和新动能,澳大利亚职业教育加大数字技能人才培养力度,这不仅是满足数字经济战略对数字技能人才刚需的内在要求,也是源于产业数字化转型背景下对技能人才数字技能水平提出的基本要求。澳大利亚通过颁布政策以加强顶层规划、建立数字技能的评价标准、建立微证书的资格认证制度,不断完善职业教育数字技能人才培养的制度供给。在具体培养路径上,澳大利亚从增强职业学校实训场域的智能化、开发凸显行业需求的数字技能课程、构建协同的数字技能人才培养共同体、多种方式提高职业教育教师的数字能力等方面,多措并举提高职业教育数字技能人才培养质量。

教育信息化2.0时代职业本科“五维”教育新生态构建

教育信息化2.0可推动职业本科教育办学定位、发展路径、培养方式、专业教学的迭代升级,对促进职业本科教育高质量发展具有重要意义。为适应教育信息化2.0时代,职业本科院校教育办学定位需要坚持“职业”类型和“高等”层次属性并重,发展路径需要遵循“省级政府、教育部与职业本科院校”统筹规划联动,培养方式需要强调“人才培养目标+办学资源+教师团队”与时俱进,专业教学需要倡导“发挥特色、注重实践与追求高质量”。结合教育信息化2.0时代教育发展理路,职业本科院校可从教学、学习、主体发展、动力、要素交互五个维度,构建以信息化、个性化、多样化、协同化、层次化为特征的职业本科“五维”教育新生态。

高职智能制造类专业现场工程师培养路径研究

目前,高等职业教育正面临着教育结构、人才培养结构、专业结构上的失配性问题,不缺毕业生,但缺高层次、现场应用型工程师人才。而中国特色学徒制的改革和现场工程师的培养存在共生关系,开展高职智能制造类专业现场工程师的培养路径探索、进一步提高人才培养质量具有重要意义。基于此,文章首先对智能制造类专业现场工程师培养现状进行了分析,并基于校企协同育人理念,分别从企业角度、学校角度、教师角度及学生角度阐述了现场工程师培养的具体路径,提出创新校企协同育人新机制、校企共同研制人才培养方案及课程体系、校企双方共同实施“双导师双循环”工学交替的培养模式、打造高水平“双师型”结构化教学团队、创新评价考核方式等具有可行性的培养方案。推动校企合作全面融合,形成校企双方全员、全程、全方位育人,实现各专业教学资源共享度优、利用率高、教学效果好的建设目标,培养德技并修的复合型高素质技术技能人才。

职业本科助力新质生产力发展的价值意蕴和实践进路

新质生产力拓展了生产力的构成要素,揭示了区别于传统现代化发展规律的新动能,体现出“先进生产力质态”。新质生产力与职业本科教育目标具有耦合关系,职业本科可为发展新质生产力提供科技创新资源、产业升级动能、技术迭代支撑、人才资源跃升。职业本科院校应围绕国家人才战略凝练职业本科办学理念,围绕新兴产业、颠覆性产业布局专业体系,围绕前沿科技企业开展科教融汇,围绕人的全面发展拓展人才跃升通道,围绕数字技术培育新质教育力,在助力新质生产力发展实践中,找准目标定位、实现高质量发展。

基于C-STEAM的职业技术大学室内设计人才创新能力培养路径

职业技术大学人才创新能力培养是未来教育现代化发展的必然要求,以C-STEAM教育理念为研究视角,深入探索跨学科产教研融合链推进职业技术大学室内设计人才创新能力培养,有利于厘清职业类型化教育人才培养逻辑,拓宽职业教育发展新路径,培养高素质高技能人才,有利于优化新技术、新业态、新模式的人才供给结构。围绕以项目为主导的跨学科知识融合提升,技术技能创新,学习平台创新,知识传授方式创新,学习过程创新等五个研究维度提出构建职业技术大学室内设计人才创新能力培养路径。

京津冀地区高等职业教育与区域经济高质量发展耦合协调研究

研究基于2014—2022年的面板数据,运用耦合协调模型、σ收敛性检验与灰色关联分析方法对京津冀高等职业教育与区域经济高质量发展两系统进行分析。研究发现:京津冀高等职业教育水平与区域经济高质量发展水平没有达到均衡状态。从耦合协调度来看,河北已进入有序发展阶段,而京津两地的相互作用程度在减弱。从σ收敛性分析与关联要素分析来看,河北不存在阶段性的σ收敛,国家投入的教育经费是影响耦合协调差异的关键因素。未来应尽快建立职业教育资源共享平台,进一步对高等职业教育加大经费投入力度,努力推进职业教育供给侧改革,推动京津冀高等职业教育与区域经济高质量发展。