Nowadays, more and more college graduates choose to "return" to vocational schools. According to the author's observation, part of the reason is that "bachelor's degree + skill certificate" has become a mandatory requirement for many companies to recruit. When skills certificates become a stepping stone to high-quality employment, it is logical for college graduates to actively go to vocational schools to learn relevant skills.
With the adjustment of the national industrial structure, the demand for high-quality technical and skilled talents by enterprises has further increased, and more college graduates will "return" to vocational schools. The change of student structure and level is a new challenge for vocational education. Can vocational schools "catch" these highly educated talents, and how can they learn real things in vocational schools? The author believes that vocational schools need to make the following preparations.
Further optimize the professional settings. The cultivation of talents in vocational education should be highly matched with the needs of society. This kind of matching is more reflected in the professional setting of vocational schools. With the rapid development of high-tech technologies such as artificial intelligence, new fields, new formats, new occupations and new industries are emerging, and many enterprises are increasing their demand for new skilled talents. In this context, vocational education should further optimize the professional setting, not only for the existing industry enterprises to set up majors, but also necessary to stand at the forefront of technological development, do a good job in the study and judgment of new industries and new occupations, so that the professional setting, update and future development match.
School-enterprise cooperation should be "real". If you only rely on the theoretical learning in the classroom and the best training in the school training room, students will not learn the real thing, and must move the classroom to the production line through practical and effective school-enterprise cooperation, so that students can see the real equipment, real technology, real technology, and real technology, and find the real problems they have to face in the real industry and enterprises, so as to practice real skills. To make school-enterprise cooperation "really real", it is necessary for local governments to provide substantial support for enterprises through tax reduction and exemption and other measures, and it is also necessary for enterprises to take the initiative to assume the social responsibility of deeply participating in the development of vocational education, and it is also necessary for schools to actively create cooperation opportunities, develop partnerships, and expand cooperation paths.
Cultivating a true "dual-teacher teacher". What is a "dual-teacher teacher"? Many vocational schools and education authorities only recognize "dual-teacher teachers" on the basis of "certificates", believing that "double certificates" are equivalent to "double-teachers". In fact, the "double certificate" is only a necessary condition for the "double teacher", and the real "double teacher" must achieve the integrated development of the "post certificate competition course". Among them, the "post" is the most important, but also the weakest. It is necessary to integrate the "post" into the "class", integrate the real job tasks in the industrial chain into the skills teaching, integrate the professional quality requirements in the work into the classroom, and combine the productive training in the teaching to realize the deep integration of professional course teaching and job requirements. To achieve this goal, it is necessary to work together through the local government, schools and enterprises, so that the professional teachers of vocational schools can enter the enterprise, and the technical backbone of the enterprise can enter the school, and carry out high-quality professional teaching through a variety of ways.
Implement "private customization" of teaching. Due to the differences between college graduates and vocational school students in terms of development goals, learning needs, ability and literacy, copying the existing teaching mode cannot meet their needs for "returning to the furnace". Therefore, according to their different situations, we should formulate a good teaching plan, increase the research and development of the curriculum, equip the teachers, establish a "private customized" curriculum, and provide them with courses that meet their individual needs with strict and high-quality teaching and management, so that they can truly learn and become high-quality talents in line with the needs of the country.
It is a "win-win" good thing to let the highly educated "returning students" "become steel" in the study of vocational schools, and thus promote the improvement of the teaching quality of vocational schools. It is hoped that vocational educators can be prepared and seize the opportunity to make the "melting pot" of vocational schools hotter, improve the quality of training of high-quality technical and skilled talents, and promote the high-quality development of vocational education.
The author's affiliation is the Department of Academic Theory Research of Harbin Normal University).
China Teacher Daily, January 31, 2024, 14th edition
Author: Jiang Bo.