Abstract The purpose of higher vocational education is to provide enterprises with high-quality, high-skilled "close-range" employment talents. School-enterprise cooperation is recognized as an effective way to cultivate vocational education talents. This article discusses five aspects Issues regarding the effective implementation of school-enterprise cooperation. Keywords Higher vocational education; school-enterprise cooperation; teaching quality
School-enterprise cooperation in running schools is an important direction of vocational education reform and an inevitable requirement for vigorously developing vocational education. The "Decision of the State Council on Vigorously Developing Vocational Education" clearly states: "Further establish and improve a system adapted to the socialist market economy, meet the people's lifelong learning needs, closely integrate with market demand and labor and employment, school-enterprise cooperation, work-study integration, and a reasonable structure , diverse forms, flexible and open, independent development, and a modern vocational education system with Chinese characteristics"; it is necessary to "rely on industry enterprises to develop vocational education and promote the close integration of vocational schools and enterprises."
To implement school-enterprise cooperation in running schools, higher vocational colleges should start from the following aspects.
1. Develop a school-enterprise cooperation agreement with clear responsibilities, fairness, reasonableness, and mutual benefit
At present, a considerable part of the cooperation between schools and enterprises is reached through oral agreements, which has Considerable flexibility, non-binding on both parties. My major proposed a plan to establish an "agreement-style" school-enterprise cooperation in running schools. "Agreement-style" school-enterprise cooperation means that both sides of the school and the enterprise establish a close vocational education form of school-enterprise construction through signing a formal cooperation agreement. The "Agreement" ensures that both the school and the enterprise: the cooperation goals are stable and focus on the long-term interests of both parties; the cooperation content is certain and clear in terms of professional setting, training goals, training methods, cooperation forms, etc.; the cooperation rights and interests are guaranteed , both parties bear corresponding responsibilities and obligations and must abide by the commitments made. This avoids the arbitrariness of school-enterprise cooperation, ensures the stability of school-enterprise cooperation, and also provides guarantee for vocational education to cultivate talents for "close" employment.
2. School-enterprise cooperation, establishing a professional construction steering committee ***Construction and management major
With the advancement of higher vocational education reform, the original training model is no longer suitable In order to meet the needs of development, professional construction and development must fully rely on industries and enterprises, and adhere to a school-running mechanism that combines work and study and has two-way interaction. Not only students' internships and practical training are closely integrated with enterprises, but also the setting of the curriculum system, the formulation of teaching plans and teaching content must give full play to the role of enterprises. To this end, our major has established a professional construction steering committee composed of experts from schools and companies. It is responsible for the overall planning of professional construction and the formulation of talent training plans, ensuring that professional talent training is closely integrated with corporate employment needs. We have formulated a management system for each major teaching link, conducted special research on teaching work, and timely grasped the teaching situation, further strengthened teaching management and improved teaching quality. Through the joint supervision of enterprises and schools, we will strengthen the quality management and monitoring of all aspects of the on-campus and off-campus education process, and promote the comprehensive and continuous improvement of the quality of talent training.
3. School-enterprise cooperation to build a high-quality "dual-qualified" teaching team
Provide enterprises with high-quality, high-skilled "close-by" employment The goal of talent puts forward high requirements for the teaching staff: on the one hand, teachers are required to be able to teach professional theoretical courses and engage in professional skills training; on the other hand, they are required to have both vocational education teaching capabilities and familiarity with enterprises , Be familiar with the company's technology and production process, familiar with the company's employment system, and have the ability to tackle technical problems and innovate in the company. This requires that our professional teachers should become "double-qualified" teachers.
The establishment of a "dual-qualified" teaching team requires the joint efforts of both schools and enterprises. My major requires all teachers of professional courses to intern in enterprises for at least one month every year. The main purpose is to cultivate their professional practical ability and learn new knowledge, new technologies, new processes, and new equipment in a timely manner, so that the teachers themselves can get closer to the production site in terms of professional skills and can Provide rectification opinions and suggestions for the construction of professional curriculum, teaching plans, laboratories and internship training bases, and provide clear directions and goals for professional construction, curriculum and teaching reform. In addition, teachers entering the enterprise can also understand the professional needs of graduates and the new requirements of enterprises for graduates, so as to make timely adjustments to teaching plans and teaching content in future teaching. Actively invite relevant business leaders and technical experts to participate in the entire process of professional talent training.
Invite the person in charge of the human resources department of the company to serve as the school's employment guidance consultant, carry out employment consultation and employment lectures, and penetrate advanced corporate culture into students in advance. Hire technical backbones and skilled craftsmen from the company to guide students' practical training and teaching, and introduce the company's technology into teaching in a timely manner, so that students can understand the company in advance.
4. School-enterprise cooperation to build courses that are close to the actual needs of enterprises
In terms of curriculum construction, based on the reform ideas of school-enterprise cooperation, we closely focus on the actual production of enterprises According to the company's demand and specifications for talents, hire company leaders and technical backbones to participate in curriculum reform, analyze professional job positions in majors, and establish a curriculum system based on work processes in accordance with the company's work processes, job skills and comprehensive quality requirements, that is, It is a project-based course that is oriented to actual work tasks and uses work projects as the carrier of course content. Since the work tasks of technical personnel are also carried out according to these projects in actual work, organizing the course content according to these projects can make the learning process and the work process seamlessly connect, and achieve the best effect of professional ability cultivation.
Build with the company, hire company technical personnel to come to the school to serve as practical training instructors, and carry out the construction of theoretical and practical teaching bases inside and outside the school, closely following the needs of the company for talents, and according to the teaching Cognitive rules form a step-by-step practical teaching system of software simulation teaching - hardware simulation teaching - productive practical teaching, providing guarantee for the implementation of the curriculum.
V. School-enterprise cooperation, ***build management internship and training bases
Vocational colleges should cultivate high-quality, high-skilled "close" employees for enterprises The construction of employment talents and training bases is an important link. Enterprises should work with vocational schools to strengthen the construction of practical training bases, strengthen students' production internship and social practice, and reform the traditional talent training model centered on schools and classrooms. Allow students to practice in the actual production environment of enterprises established by schools and enterprises, so as to realize the close connection between students' internship training and corporate positions.
*** Construction *** management internship training base mainly includes: the cooperative enterprise designs the construction plan, provides instruments, equipment and technical support to the school, and establishes "teaching-type" internship and practical training in the school Bases; enterprises can set up "production and teaching integrated" off-campus internship and training bases in factory workshops according to their own conditions and actual needs; enterprises can also build production workshops in schools, which not only carry out production but also provide internships and practical training for majors. training and teaching site; during the internship, the company must work with the school to organize relevant professional theoretical teaching and skills training for students, do a good job in labor protection and safety during student internships, and pay reasonable fees to students who take internships remuneration.
School-enterprise cooperation and the integration of industry and education are an important way to reform and develop vocational education, and are also an inherent need for enterprise development. The school is responsible for the entire process of education and teaching, and trains employees for the enterprise. Enterprises directly participate in talent training, provide training venues or equipment assistance to schools, and provide support in terms of human, material and financial resources. Implementing school-enterprise cooperation and taking the path of close school-enterprise industry-university integration will be a "win-win" process for both the training of higher vocational talents and the creation of wealth for enterprises.
References
[1] Guo Sheng. School-enterprise cooperation to promote the integration of talent training models[N]. China Education News, 2007,08.
[2] Gao Zhanwei. A brief discussion on the construction of "dual-qualified" teacher team in higher vocational education [J]. Journal of Hubei Correspondence University, 2010, 23 (1) 15-16.
About the author
Jiang Xuxia 1975- Female, Master, Associate Professor, leader of the mechanical manufacturing profession, mainly engaged in higher vocational education teaching and research.
This article is the research result of the 2011 annual project of the "Twelfth Five-Year Plan" of Hebei Province's Educational Science Research: Research on the long-term mechanism of "school-enterprise cooperation and work-study integration" in higher vocational colleges (project number: 11050088) one.