精准认定家庭经济困难学生是高校学生资助工作的关键前提,也是确保资助政策有效落实的基础工作。本文根据家庭经济困难学生认定“六要素”,结合熵权法和TOPSIS法的优势,提出一种适用于高职院校的学生贫困认定方法。研究结果表明,该方法...精准认定家庭经济困难学生是高校学生资助工作的关键前提,也是确保资助政策有效落实的基础工作。本文根据家庭经济困难学生认定“六要素”,结合熵权法和TOPSIS法的优势,提出一种适用于高职院校的学生贫困认定方法。研究结果表明,该方法能更准确地识别高校家庭经济困难学生,为精准资助政策的制定和实施提供了有力支持。Accurately identifying students from economically disadvantaged families is a key prerequisite for college student aid work and is also the basic work to ensure the effective implementation of aid policies. Based on the “six elements” for identifying students from economically disadvantaged families, this paper combines the advantages of the entropy weight method and the TOPSIS method to propose a student poverty identification method suitable for higher vocational colleges. The research results show that this method can more accurately identify students from economically disadvantaged families in colleges and universities, providing strong support for the formulation and implementation of accurate aid policies.展开更多
推进职业教育产教融合离不开政策的支持。德国、美国和日本三国在高等职业教育产教融合政策方面有着丰富的成功经验,德国的“双元制”模式、美国的社区学院制度及日本的产学合作模式均展现了各自的特色和优势。三国政策的共性在于政府...推进职业教育产教融合离不开政策的支持。德国、美国和日本三国在高等职业教育产教融合政策方面有着丰富的成功经验,德国的“双元制”模式、美国的社区学院制度及日本的产学合作模式均展现了各自的特色和优势。三国政策的共性在于政府的积极参与和对企业合作的激励机制,通过有效利用政策工具,形成了教育、企业与政府三方互动的良性循环,进而形成了适应本国经济社会发展的职业教育产教融合政策体系。借鉴其经验,我国在发展高等职业教育产教融合过程中,应进一步优化政策框架,加强行业企业的参与,并通过制度保障来适应经济社会的发展需求。Advancing the integration of industry and education in vocational training is inseparable from policy support. Germany, the United States, and Japan have rich and successful experiences in the policies of industry and education integration within higher vocational education. Germany’s dual system model, the community college system in the USA, and Japan’s industry-academia collaboration model each display unique characteristics and strengths. A common feature of the policies in these countries is the active participation of the government and incentives for corporate cooperation. By effectively utilizing policy tools, a virtuous cycle of interaction among education, business, and government has been formed, subsequently establishing a system of vocational education policies that cater to the socio-economic development of each country. Drawing on their experiences, China should further optimize its policy framework in developing higher vocational education, enhance industry and enterprise participation, and adapt to the socio-economic development needs through institutional guarantees.展开更多
文摘精准认定家庭经济困难学生是高校学生资助工作的关键前提,也是确保资助政策有效落实的基础工作。本文根据家庭经济困难学生认定“六要素”,结合熵权法和TOPSIS法的优势,提出一种适用于高职院校的学生贫困认定方法。研究结果表明,该方法能更准确地识别高校家庭经济困难学生,为精准资助政策的制定和实施提供了有力支持。Accurately identifying students from economically disadvantaged families is a key prerequisite for college student aid work and is also the basic work to ensure the effective implementation of aid policies. Based on the “six elements” for identifying students from economically disadvantaged families, this paper combines the advantages of the entropy weight method and the TOPSIS method to propose a student poverty identification method suitable for higher vocational colleges. The research results show that this method can more accurately identify students from economically disadvantaged families in colleges and universities, providing strong support for the formulation and implementation of accurate aid policies.
文摘推进职业教育产教融合离不开政策的支持。德国、美国和日本三国在高等职业教育产教融合政策方面有着丰富的成功经验,德国的“双元制”模式、美国的社区学院制度及日本的产学合作模式均展现了各自的特色和优势。三国政策的共性在于政府的积极参与和对企业合作的激励机制,通过有效利用政策工具,形成了教育、企业与政府三方互动的良性循环,进而形成了适应本国经济社会发展的职业教育产教融合政策体系。借鉴其经验,我国在发展高等职业教育产教融合过程中,应进一步优化政策框架,加强行业企业的参与,并通过制度保障来适应经济社会的发展需求。Advancing the integration of industry and education in vocational training is inseparable from policy support. Germany, the United States, and Japan have rich and successful experiences in the policies of industry and education integration within higher vocational education. Germany’s dual system model, the community college system in the USA, and Japan’s industry-academia collaboration model each display unique characteristics and strengths. A common feature of the policies in these countries is the active participation of the government and incentives for corporate cooperation. By effectively utilizing policy tools, a virtuous cycle of interaction among education, business, and government has been formed, subsequently establishing a system of vocational education policies that cater to the socio-economic development of each country. Drawing on their experiences, China should further optimize its policy framework in developing higher vocational education, enhance industry and enterprise participation, and adapt to the socio-economic development needs through institutional guarantees.
