The term "integration of industry and education" was first used in CNKI in 2007 and began to appear in policy texts in 2012. In 2017, the integration of industry and education became an important national industrial policy and education policy. Over the past 10 years, policymakers, practitioners and researchers in the field of vocational education have explored it and published more than 1,900 articles. From the perspective of the research process, from 2007 to 2013, there was a quiet period of research, and only 10 articles were published in 7 years. From 2014 to 2016, it entered an active period, and published ** 630 articles in 3 years. In 2017, it began to enter a boom period, and in less than two years, 1279 articles were published. Among the more than 1,900 articles**, there are many studies and discussions on the integration of industry and education from the perspective of policy and experience, while research from the perspective of academic is relatively scarce. Therefore, this paper attempts to make a preliminary analysis and discussion of the integration of industry and education from an academic perspective.
1. Academic interpretation of the integration of industry and education
The integration of industry and education is not only a policy word, with policy goals, tasks, strategies, measures, etc., but also an academic word, with its connotation, extension, scope, hypothesis, law, principle, etc. Practice has proved that a good policy must be valid academically. Some policies are difficult to implement and are often related to academic intensibility. If a policy is not academically rigorous or illogical, it will often lead to a series of problems in its implementation. Understanding the integration of industry and education from the perspectives of policy terms and academic terms is conducive to better grasping its connotation and characteristics, following its rules, and better implementing the policy of integration of industry and education.
a) Connotation. The central word of the integration of industry and education is integration. According to the explanation of "Cihai ** Inquiry - Cihai Home", integration refers to melting and converging into one. Jin Changxuan's "Huayang National Chronicles, Volume 2, Hanzhong Chronicles": "The water comes out of the mountain, and its source is gold and silver mines, which are washed and fused with fire, which is gold and silver. "Fusion, in general, means to fuse or melt as it is, to become one, that is, to combine several different things into one. The result of convergence is the emergence of new fusions or new points of growth. When A and B merge, it is neither the original A nor the original B, but a new C is generated. If sugar and water are fused, the resulting combination is neither the original sugar nor the original water, but a new fusion - sugar water. What is the meaning of industry and education?It is generally believed that industry refers to industry, and education refers to education. The main function of the industry is to directly or indirectly create material and cultural wealth to meet the growing material and cultural needs of the people. The main function of education is to provide human resources for industry. Education and industry are two different sectors with different behavioral goals and methods, which determines the difference between the integration of industry and education and the integration of industry.
What is the integration of industry and education?Some scholars believe that "the integration of industry and education is the rational combination of production and education." Some scholars believe that "the integration of industry and education means the deep cooperation between vocational education and industry." Both definitions confuse integration with integration and cooperation, which is unorthodox and difficult to be recognized by the academic community. We believe that the integration of industry and education is the integration of industry and education, and its basic symbol is to produce a new integration of industry and education.
Words similar to the integration of industry and education include industrial integration. The EU's definition of industrial integration is "the integration of industrial alliances and mergers, technology network platforms and markets", which has some inspiration for our understanding of the integration of industry and education.
Because of the different degrees of integration, the integration of industry and education can be divided into complete integration, partial integration and false integration. Complete integration, that is, the industry and education are completely integrated, this new integration of industry and education gradually replaces the original industry and education market demand, so that the original space of the industry and education market is getting smaller and smaller, until it completely disappears. Partial integration means that there is only a local local integration of industry and education between industry and education, which can only partially replace the original industry and education market demand, and form a relationship between the original industry and education that is both substituted and complementary. False integration refers to the fact that industry and education only combine or cooperate with each other, and do not produce new integrations, so that real industrial integration does not occur. From this point of view, there is no deep integration of industry and education, only complete integration and partial integration.
ii) Background. The introduction of the policy of integration of industry and education has two main backgrounds:
First, there is a lack of school-enterprise cooperation transactions in vocational education. Due to the lack of school-enterprise cooperation transactions, it is difficult to implement practical teaching in vocational colleges, and it is difficult to improve students' work practice ability. In order to seek new ways to cooperate with industries and enterprises, the integration of industry and education is proposed. The term "integration of industry and education", retrieved from CNKI, was first published in the magazine "China Vocational and Technical Education" in 2007, and was written by Shi Yepin and Chen Bin from Jiangsu Province in the article "Integration of Industry and Education, Running Schools with Characteristics". The issues discussed in this paper are basically the issues of school-enterprise cooperation. From an academic point of view, the integration of industry and education has inherent shortcomings, and the integration of industry and education is confused with school-enterprise cooperation at the beginning. When many people talk about the integration of industry and education, they are actually talking about school-enterprise cooperation, and when promoting the integration of industry and education, the object of promotion is also school-enterprise cooperation. In fact, the integration of industry and education has similar functions to school-enterprise cooperation, and if the school-enterprise cooperation in vocational education can be successfully implemented, the expectation for the integration of industry and education may not be so urgent. For example, Germany systematically guarantees the implementation of school-enterprise cooperation, and the implementation of a "dual system" in vocational education does not implement the integration system of industry and education.
Second, the rapid development of industrial integration has stimulated the enthusiasm and imagination of vocational educators. Since 1994, industrial integration has become a new feature and trend of modern industrial development, and has attracted great attention from the economics community. Affected by these two aspects, the integration of industry and education began to appear in the education policy document in 2012, and in 2017, the General Office issued the "Several Opinions on Deepening the Integration of Industry and Education", and the integration of industry and education was officially elevated to a national-level education and industrial policy.
3) Motivation. Everything must have a motive for development. The same is true of the integration of industry and education, which is driven by both internal and external factors. The external cause is deregulation. Since industry and education belong to different fields and have different jurisdictional laws and regulations, there must be institutional barriers to mutual "entry" between the two. Differing regulatory regimes for industry and education are the main constraints to the formation of barriers to entry. Therefore, with the introduction of the national policy of integration of industry and education and the deepening of the reform of "delegating power, delegating power, delegating power, and providing services", industry and education have joined the competition in this field, so that some aspects of industry and education have gradually moved towards integration.
The internal cause is technological progress. Technological progress is the fundamental factor to promote the integration of industry and education, making it possible. Industrial integration is mainly achieved by technological progress. For example, the "triple play" integration of the computer, communications, and radio and television industries was born on the basis of the integration of information technology and digital integrationSmartphones are also the "products" of industrial integration, which integrate multiple industries such as communications, finance, logistics, and culture. Internet + vocational education provides a technical possibility for the integration of vocational education and multiple industries. With the advent of the intelligent era, big data, intelligent voice technology, knowledge graph, cloud computing, robot teachers and deep learning will be widely used in vocational education and training, and will have a significant and far-reaching impact on vocational education teaching, education management and skilled personnel training mode, providing a broad space for the development of vocational education and training networks for everyone, all walks of life and workers' careers. From the perspective of artificial intelligence, the skill structure of people with motor skills as the core will be transformed into a skill structure with intellectual skills as the core.
In general, the core of intellectual skills lies in brain cognition, while the core of motor skills lies in muscle memory. Therefore, the development of artificial intelligence can integrate computer science technology, automation, communication and network, optoelectronics, microelectronics, robotics and other industries with vocational education, so as to realize the combination of human motor skills and intellectual skills, and the coordinated development of muscle memory and brain cognition. The impetus for the integration of industry and education depends on deregulation and technological innovation. At present, in the past few years since the release of the policy of integration of industry and education, the actual progress has not been satisfactory, which is closely related to the lack of innovation in management system and technological innovation in vocational education, or the lack of extensive application.
2. The evolutionary mode, basic types and integration paths of the integration of industry and education
1) Evolutionary approach.
Throughout the development and change process of the integration of industry and education, there are currently three main evolutionary methods:
The first is osmosis and fusion. High-tech and related industries, such as the Internet of Things, digital technology, artificial intelligence, etc., have penetrated into the field of vocational education and training, forming a new integration of vocational education and industry, such as e-learning and e2e (educator to educatee) network education platform. **Education is a form of education that uses the network as the medium, through the network, learners and teachers to carry out teaching activities. The network education platform penetrates through Internet technology, establishes an open and integrated business model, and provides simple, practical and innovative intelligent education software products for teachers, learners and educational content providers in the industry. There are about 2 in our country600 million students and 20 million teachers, learning on an open education platform.
The second is extension and integration. Through the complementarity and extension between industry and vocational education, the integration between industry and education will be realized. For example, Zhongshan Vocational and Technical College is the five majors of the college, which has been formed by extending the integration of industry and education with the five professional towns in Zhongshan City.
Five industry-education integration colleges, including mahogany furniture, clothing, elevators, and lamps, have realized the partial integration of the college and local industries.
The third is restructuring and integration. The integration process of industry and education, which were originally independent products or services, under the same standard or collection, through reorganization and complete integration. For example, in France's "Individual Vocational Training Account", cardholders independently integrate vocational education and training resources to integrate industry and education.
b) Basic type.
Through the investigation of the existing integration of industry and education, the types of integration of industry and education can be divided into three types:
The first is the integration of running schools, which is the integration of industry and education. For example, through the introduction of state-owned capital and private capital, the capital, technology, knowledge, management and other elements of running schools in the industrial and educational fields are integrated into a number of shares, and each party holds shares in a certain proportion and enjoys the corresponding benefits as agreed. The integration of industry and education integrates the respective advantages of industry and education, tailors the training of technical and skilled talents, conforms to the law of vocational education talent training, and is advocated and encouraged. Another example, the integration of industry and education enterprises, generally refers to the sole proprietorship, joint venture, cooperation, etc., the use of capital, technology, knowledge, facilities, management elements, in accordance with the law to hold or participate in the organization of vocational education.
The second is the integration of teaching, which is the teaching entity that integrates industry and education, such as learning communities, studios, order classes, modern apprenticeship classes, etc. **Learning community is a learning group with learners, teachers and experts as the main members, and with the basic characteristics of communication, exchange and resource sharing. The institutional and institutional barriers involved in the integration of teaching and learning are relatively small, and the current integration of industry and education in vocational education mainly occurs in this field.
The third is product integration, which is the vocational education and training products that integrate industry and education, such as robot teachers, online courses, etc. Product integration is an emerging field, and with the rapid development of technological innovation, major breakthroughs will be made in vocational education and training products integrating industry and education. Since education is divided into basic education, higher education, vocational education, continuing education, etc., based on the integration of industry and different types of education, the integration of industry and education can be divided into the integration of higher education and industry, the integration of basic education and industry, the integration of vocational education and industry, and the integration of continuing education and industry. Judging from the current situation, the integration of vocational education and industry, and the integration of higher education and industry are the most common.
3) Integration pathways.
There are three main ways to integrate industry and education:
The first is the integration of industry and education formed with market demand as the main line. Regardless of the type of integration, there are generally three steps: first, industry and education are not related, and the process of integration is stimulated by technological innovation or deregulation;Secondly, the boundaries between industry and education, market demand, and the behavior of enterprises and colleges began to penetrate each other, and there was a partial or partial integration between industry and educationFinally, the schooling, education and teaching or learning between industry and education are increasingly integrated to meet the vocational education needs of the market more stably.
The second is the integration of industry and education formed with the diffusion of digital technology as the main line. It is mainly the development of Internet + vocational education and training, such as the ** higher education in the United States. Since 2000, the growth of higher education in the United States has gone through three stages: first-class development, marketization and intelligent development. This process is the process of the continuous proliferation of digital technology.
The third is the integration of industry and education formed by the cross-penetration of technology application. The industry and education began to use the results of technological innovation with each other, and then carried out in-depth cooperation in technology research and development, so that the industry and vocational education were more and more closely combined, and the integration of technology began to occur. For example, the integration of industry and education research institute is the school and enterprise through cooperation in the research and development of new technologies, new results, with common intellectual property rights, and then the establishment of an industry-education integration enterprise.
3. Promotion strategy for the integration of industry and education
How to promote the integration of industry and education?This is a common concern of practitioners of vocational education. Judging from the current situation, it is recommended to move forward from the following four aspects.
1) Precise positioning.
To effectively promote the integration of industry and education, we should start from the connotation of the integration of industry and education, and do not regard cooperation as integration. From the perspective of the practical ability to cultivate technical and skilled talents, school-enterprise cooperation and the integration of industry and education are very important. School-enterprise cooperation is the key, and the integration of industry and education is the difficulty. However, when studying the integration of industry and education, we can only discuss it on a case-by-case basis, and we cannot confuse the integration of industry and education with school-enterprise cooperation. The so-called deepening of the integration of industry and education, its fundamental symbol is to promote the effective growth and development of the integration of vocational education, teaching and learning products, and gradually achieve the integration of vocational education and industry, so as to cultivate a large number of high-quality technical and skilled talents, enhance the core competitiveness of the industry, and gather new momentum for development to provide strong support. Therefore, in the deployment of work, supervision and evaluation, especially in academic research activities, it is necessary to distinguish between the integration of industry and education and school-enterprise cooperation. Otherwise, the implementation of the policy of integration of industry and education will "plant the responsibility of others and waste their own land", resulting in the integration of industry and education has not made real progress.
When Handan focuses on building an integrated development pattern of education and industry, it has positioned itself accurately and developed a vocational education park and training base integrating industry and education, and its experience is worth learning. The specific approach is to realize co-construction and sharing in the overall planning, build the park in the industry-city integration area, adopt the general contracting mode of construction projects for construction, and adopt the mixed ownership model for operation.
2) Relaxation of restrictions.
Whether industry and education can be integrated and developed, institutional innovation is the key. It is necessary to further create institutional conditions for the integration of industry and education. First of all, when formulating economic and social development plans, industrial development and vocational education development should be planned simultaneously, and the layout of industrial development and vocational education development should be coordinated, so that the professional construction and talent training of vocational education can be adapted to the transformation and upgrading of the industry. Second, it is necessary to innovate in specific support policies. For example, how to break through the institutional barriers of joint-stock system, mixed ownership, and large and medium-sized enterprises, how to guide enterprises to participate in the teaching activities of vocational colleges, how to attract advantageous enterprises and schools to build training bases, how to encourage backbone enterprises and vocational schools to form enterprises integrating production and education, how to increase investment in the integration of industry and education, and so on. Only by breaking down the institutional barriers that restrict the integration of industry and education can we make substantial progress.
An important area of relaxation of restrictions is the relaxation of controls on the integration of industry and education in running schools, teaching and learning products such as joint-stock systems and mixed ownership, which is a necessary measure to accelerate the pace of integrating industry and education in running schools. Guangdong Province has made certain progress in this regard, such as the introduction of policies and measures to support the construction of industrial colleges, the integration of relevant disciplines and majors according to the needs of the industry, and the establishment of interdisciplinary and interprofessional industrial colleges.
The relaxation of restrictions can be the initiative of the competent department to issue documents, or the school-running institution can take the initiative to seek policy support from relevant departments. The public-private Suzhou Industrial Park Vocational and Technical College, the public-owned and private-run Qiqihar Vocational and Technical College, the privately-owned Nantong Zilang Vocational and Technical College, and the "small mixed" Shenyang Vocational and Technical College have realized the integration of industry and education by actively seeking relevant policies from the competent authorities. For example, Suzhou Industrial Park Vocational and Technical College was originally a public institution jointly founded by the Suzhou Industrial Park Management Committee, the Suzhou Municipal Labor Bureau, and the Suzhou Municipal Education Bureau. The college implements the dean's responsibility system under the leadership of the board of directors, and its shareholders include Suzhou Guanghua Group, Shanghai Xiangyu Education Group, Suzhou Boiling Point Education Consulting and Management College Management Team, Suzhou Labor and Social Security Bureau, Suzhou Education Bureau, etc., becoming a veritable school of integration of industry and education.
3) Technological innovation.
It is necessary to speed up the pace of technological innovation. The technological innovation of the integration of industry and education in the intelligent era should be based on the new Internet development model, that is, based on the full-dimensional definable open architecture, and with the innovation of network intelligence technology as the entry point, to create a new Internet development model that can be deployed incrementally. On this basis, we will actively develop information technologies such as big data and cloud computing, build a service platform for the integration of industry and education, collect information on industry and vocational education, and provide accurate information services for the integration of industry and education to various subjects.
It is necessary to accelerate the pace of technological innovation in vocational education and training based on the diversified needs of learners, actively penetrate with the industry, and promote the formation of industry-education integration through supply-side driven integration or demand-side driven integration, or input-side integration and output-side integration. Through technological innovation, enterprises should be able to provide enhanced vocational education products to the market.
It is necessary to accelerate the digital development of vocational education. Vocational education in Germany 4The core content of 0 is "digital construction and development in vocational education", such as developing new digital solutions, improving the digital skills of vocational college students, and supporting enterprises to participate in the construction of digital learning networks. According to Liu Lixin, Minister Counsellor of the Education Department of the Chinese Embassy in Germany, in order to accelerate the digital development of vocational education, Germany invested 2.75 million euros from 2016 to 2018 to analyze the impact of digitalization on the quantity and quality of vocational qualificationsFrom 2016 to 2019, 14 million euros were invested to accelerate the digitalization of professional trainingFrom 2012 to 2019, 11.8 million euros were invested to promote the use of digital technologies in vocational education. This strategic foresight is worth learning from.
Efforts should be made to promote the integration of artificial intelligence and vocational education to enhance "educational power". The reality of convergence is based on giving full play to the strengths of artificial intelligence and human intelligence. The goal of this form of education focuses on the cultivation of students' soft literacy, the organization tends to be individualized, the allocation of resources attaches importance to co-construction and sharing, and the technical realization path relies on O-M-O two-dimensional teaching. To realize the integration of artificial intelligence and vocational education, it is necessary to improve the educational nature of artificial intelligence in the field of education, transform the focus of education to the cultivation of soft literacy, and actively carry out and popularize artificial intelligence and its ethics education.
Internet + vocational education is an important area to promote the integration of industry and education. For example, SPOC (Small Private Online Course) is a small-scale restrictive course. SPOC is a form of education first proposed by Mr. Armand Fox of the University of California, Berkeley, USA, which is a small class teaching that uses the learning resources of MOOC open courses to serve specific groups of people. In August 2014, Google Classroom was officially launched, enabling teachers to effectively manage their classes and learning materials through Google Classroom, with more than 100,000 teachers from 45 countries participating in the beta from the very beginning.
4) The center of gravity is shifted downward.
The downward shift of the center of gravity is to move the focus of integration from the school level to the department, major, and vocational education product level when it is difficult to break through the integration of the school level and the industry, and make a breakthrough from the grassroots level. Comparatively speaking, the obstacles to breakthrough at the grassroots level are smaller and more likely. For example, Wenzhou Vocational and Technical College has realized the integration of industry and education by shifting the center of gravity downward. Another example is that a number of secondary colleges or majors of Shenyang Vocational and Technical College cooperate with enterprises to hold a certain proportion of shares, realizing the integration of production and education.
The article ** was published on the new industrial network, invaded and deleted.