Recently, the Ministry of Education and the Ministry of Finance jointly launched the performance evaluation of the "Double High Plan" (2019-2023). As explorers of higher vocational education reform, all construction units urgently need to change the "evaluation" mentality of "index theory" to the "self-evaluation" psychology of "promoting construction and reform by evaluation", and transform the "path dependence" of standing in education, facing the industry and serving the industry into the "reverse thinking" of standing in the industry, examining education and improving ability, and identify the three "boards" in the performance evaluation, which is the basic premise of the final performance evaluation of the "double high" construction at the college level.
Highlight the "longboard". Fully reflect the degree of completion and progress of the expected goals. That is, from the perspective of the requirements of industrial economic development for talents, we should examine how much progress the school has made, what results it has achieved, and what ability it has improved according to the development foundation and the goals set by itself, so as to fully reflect the degree of completion and effort of relevant tasks. The indicators and evaluation methods that can be considered mainly include: First, the degree of completion of key indicators. The actual completion of the "double-high" project in key indicators can be evaluated through the quantity and quality of relevant indicators, as well as the economic benefits of the output, such as the output of scientific research achievements, the training of high-skilled talents, technology transfer and industrialization. The second is the idea and effectiveness of management innovation. The efforts and effectiveness of the "double high" project in management innovation can be evaluated through the implementation and effect of reform measures and the improvement of management efficiency, such as mechanism reform, organizational structure optimization, talent introduction and incentives. The third is the degree of cooperation and exchange. The results of the "Double High" project in industry-university-research cooperation and international cooperation can be evaluated through the quantity and quality of cooperation, the frequency and influence of international exchanges, and the practical application of cooperation results. Fourth, the degree of development of advantageous characteristics. The development of the "double high" construction in key areas can be evaluated through the ranking of relevant majors or industries, peer recognition, achievement citation, patent application and transformation, etc., and judge whether it has formed its own advantages and characteristics, as well as its influence and comparative advantages at home and abroad. In general, in order to highlight the "long board" of the "double high" project, the perspective of evaluation should be to examine education from the perspective of industry, pay attention to the unique advantages and outstanding achievements of the project, fully consider the overall goal completion and effort of the project, and then comprehensively evaluate the performance and contribution of the project.
Make up for the "shortcomings". Clarify the gap between the benchmark and promote the reform with precision. That is, from the perspective of the requirements of industrial economic development for talents, compare the same type of schools, the same or similar majors (groups), and examine the level of the school, the echelon where it is located, and how much gap there is from the benchmark. Furthermore, the following methods should be used to accurately promote development and reform: First, identify "shortcomings". From the perspective of the industry, we can conduct comprehensive evaluation and comparative analysis through indicators such as scientific and technological research and development, process improvement, faculty, innovation ability, and international influence, so as to find out the "shortcomings" and deficiencies in the construction of "double highs". The second is to analyze the reasons. Through research, interviews, data statistics and comparative analysis, we can conduct in-depth analysis of the "short board" problem and find out the causes and influencing factors. The third is to set goals. According to the development status and practical experience of leading disciplines and majors at home and abroad, high-level schools or research institutions as a reference, the benchmarks and goals can be clarified, and reasonable goals and indicators can be determined according to the current situation and future development needs, so as to truly realize the core value of the "Double High Plan" that leads reform and supports development. Fourth, formulate a plan for future reforms. In view of the fact that the construction of "double high" leads the direction of deepening the reform of China's vocational education and determines the contribution of China's vocational education to the world's vocational education, the school should formulate specific reform plans and measures for the future of the school according to the "short board" problem and target needs, from the perspective of the requirements of industrial economic development for talents, in terms of improving the scientific research management mechanism, strengthening the construction of the teaching team, and improving the quality of innovative talent training, so as to promote the construction of "double high" to a higher level with practical actions.
Forging "new plates". From the perspective of the requirements of industrial economic development for talents, we should examine education and clarify the new development goals of the school. At the level of colleges and universities, it is necessary to grasp the close connection between the industrial chain and the education chain, find the greatest common divisor of school-enterprise cooperation, and truly realize "jumping out of vocational education to see vocational education, and running vocational education based on industry". On the one hand, it is necessary to understand and pay attention to the current development trend and needs of the industrial economy, as well as the role and role of talents in it. By analyzing the needs of the industrial economy, we can further clarify the future development focus of the school, so that education and the industrial economy can promote each other and integrate development, and improve the quality and effect of talent training. On the other hand, at the college level, from the perspective of the industry, the new development goals of the school are determined, that is, the guiding ideology and direction of the school's innovation and development, covering the goals, characteristics, positioning and characteristics of the school. Then, we will seek innovation and breakthroughs with "reverse thinking", and formulate corresponding development strategies and measures, so as to achieve the goal of taking the "double high" construction as the starting point, giving better play to the advantages and characteristics of the school, improving the performance and competitiveness of the school, and promoting the school to a higher level.
Higher vocational schools are the most closely related to the economy and society, and the development of the service industry is the most direct, so they should play the main role of talent training, firmly seize the opportunity of performance evaluation of the "double high" construction, on the one hand, study and judge the ability to provide high-quality talent resources for high-end industries and high-end industries, and on the other hand, examine the all-round development of people, and build the mission and requirements of the all-round development of morality, intelligence, physical fitness, art and labor, and the mission and requirements of the talent training education system, so as to fully respond to the needs of national economic and social development and the development of educational modernization. Demands for fairer and better quality vocational education development.
Author: Zong Cheng is a member of the Institute of Vocational and Continuing Education, Chinese Academy of Educational Sciences. This paper is a general project of national social science ** education "Research on value-added evaluation of vocational education empowered by intelligent technology" project number BJA220260, one of the series of achievements of the host Zong Cheng).