A study on the social adaptability of the continuing education system in Chinese vocational colleges and universities
我国职业院校继续教育制度的社会适应性研究
1.0 Introduction
1.0 简介
Driven by globalization and information technology, China's socio-economic structure is undergoing a profound and unprecedented transformation. The Outline of the Fourteenth Five-Year Plan for the National Economic and Social Development of the People's Republic of China and the Vision for the Year 2035 proposes to "build a country strong in culture, education and human resources", "continuously raise the level of education for all", "build a high-quality education system", "steadily develop vocational undergraduate education", "perfect lifelong education" and "improve lifelong education". "building a high-quality education system," "steadily developing vocational undergraduate education," and "improving the lifelong learning system and building a learning society. Promoting open educational resources in high-level universities"[1]. This change not only requires workers to have higher vocational skills and cultural literacy, but also puts forward higher adaptability requirements for the education system. As an important part of the education system, higher vocational education and its continuing education system shoulder the important mission of cultivating technical and skilled talents, serving local economic development and promoting social progress. Therefore, exploring the social adaptability of the continuing education system of higher vocational education not only has important theoretical value, but also has far-reaching practical significance.
在全球化和信息技术的推动下,中国的社会经济结构正在经历前所未有的深刻变革。 《中华人民共和国国民经济和社会发展第十四个五年规划纲要》和《2035年愿景》提出“建设文化教育强国、人才强国”、“不断提高文化强国、教育强国、人才强国”普及教育”、“构建高质量教育体系”、“稳步发展职业本科教育”、“完善终身教育”、“提高终身教育水平”。 “构建高质量教育体系”“稳步发展职业本科教育”“完善终身学习体系,建设学习型社会。推动高水平大学教育资源开放” [1] 。这种变化不仅要求劳动者具备较高的职业技能和文化素养,也对教育体系提出了更高的适应性要求。高等职业教育及其继续教育体系作为教育体系的重要组成部分,肩负着培养技术技能人才、服务地方经济发展、推动社会进步的重要使命。因此,探讨高等职业教育继续教育制度的社会适应性不仅具有重要的理论价值,而且具有深远的现实意义。
From the theoretical level, the study of the social adaptability of the system of continuing higher vocational education helps the author to deeply understand the interactive relationship between the education system and social development. As an important support for social development, the degree of matching between education and social needs directly affects the quality and effect of education. By studying the social adaptability of the system of continuing higher vocational education, the author can better grasp the pulse of social development and provide strong theoretical support for the reform and development of the education system.
从理论层面来说,继续高等职业教育制度的社会适应性研究有助于笔者深入认识教育制度与社会发展的互动关系。教育作为社会发展的重要支撑,教育与社会需求的匹配程度直接影响教育的质量和效果。通过研究继续高等职业教育制度的社会适应性,可以更好地把握社会发展的脉搏,为教育制度的改革和发展提供强有力的理论支撑。
From the practical level, studying the social adaptability of the continuing education system of higher vocational education helps the author to better cope with the challenges facing the current education system. With the rapid updating of technology and the transformation and upgrading of industry, the social demand for technical and skill-oriented talents is also changing. As an important base for cultivating such talents, the higher vocational continuing education system must constantly adapt to the changes in social demand in order to maintain its vitality and competitiveness. Through the study of its social adaptability, the author can find out the problems and deficiencies of the education system, put forward targeted improvement measures, and promote a healthier and more sustainable development of the education system.
从实践层面研究高等职业教育继续教育制度的社会适应性有助于笔者更好地应对当前教育制度面临的挑战。随着技术的快速更新和产业的转型升级,社会对技术技能型人才的需求也在发生变化。高等职业继续教育体系作为培养此类人才的重要基地,必须不断适应社会需求的变化,才能保持活力和竞争力。通过对其社会适应性的研究,可以找出教育系统存在的问题和不足,提出有针对性的改进措施,促进教育系统更健康、更可持续的发展。
With the popularization of the concept of lifelong education and the development of network education technology, the system of continuing higher vocational education is also facing new opportunities for development. The concept of lifelong education emphasizes the continuity and lifelong nature of education, requiring the education system to provide individuals with opportunities and support for continuous learning. Online education technology, on the other hand, breaks the limitations of time and space and provides learners with more flexible and convenient ways of learning. These new development opportunities provide new impetus for the continuing education system of higher vocational education and put forward higher requirements for its social adaptability.
随着终身教育理念的普及和网络教育技术的发展,继续高等职业教育体系也面临新的发展机遇。终身教育理念强调教育的连续性和终身性,要求教育系统为个人提供持续学习的机会和支持。另一方面,在线教育技术打破了时间和空间的限制,为学习者提供了更加灵活、便捷的学习方式。这些新的发展机遇,为高等职业教育继续教育体系提供了新的动力,也对其社会适应性提出了更高的要求。
This study aims to deeply explore the social adaptability of the continuing education system of higher vocational education, analyze the challenges and opportunities it faces, and put forward corresponding countermeasures and suggestions. Through the research in this field, the author hopes to provide useful references and lessons for the reform and development of the system of continuing education in higher vocational education, and to contribute to the promotion of the development of education in China.
本研究旨在深入探讨高等职业教育继续教育制度的社会适应性,分析其面临的挑战和机遇,并提出相应的对策建议。笔者希望通过这一领域的研究,为高等职业教育继续教育制度的改革和发展提供有益的参考和借鉴,为推动我国教育事业的发展做出贡献。
1.1Background of the study
1.1研究背景
Since the twenty-first century, the concept of continuing education has been used more and more in China's policy documents. The Outline of the National Medium- and Long-Term Education Reform and Development Plan (2010-2020) proposes that "continuing education is an educational activity for all members of society after school education, especially adult education, and is an important part of the lifelong learning system."
二十世纪以来,继续教育的概念越来越多地出现在我国的政策文件中。 《国家中长期教育改革和发展规划纲要(2010-2020年)》提出,“继续教育是学校教育特别是成人教育结束后面向全体社会成员的教育活动,是国民经济的重要组成部分”。终身学习体系。”
In practice, the main target of continuing education in China is still adults. The types of continuing education can be broadly categorized into academic continuing education and non-academic continuing education, which can be specifically subdivided into adult higher school education, distance network education, e-learning (open) education, and self-study assistance. Providers of continuing education include staff schools (such as staff universities and staff junior colleges), farmers' schools, management cadres' colleges, colleges of education, radio and television universities (junior colleges), open universities, network education colleges of general colleges and universities (continuing education colleges), community colleges, and other institutions. The forms of learning include online network, correspondence, amateur, off-the-job and so on. In terms of the management system, continuing education in China is mainly managed by the Ministry of Education and the Ministry of Human Resources and Social Security in a division of labor.
实践中,我国继续教育的主要对象仍然是成年人。继续教育的类型大致可分为学历继续教育和非学历继续教育,具体可细分为成人高等教育、远程网络教育、电子学习(开放)教育、自学辅导等。继续教育提供者包括职工学校(职工大学、职工大专等)、农民学校、管理干部学院、教育学院、广播电视大学(专科)、开放大学、普通高等学校网络教育学院、大学(继续教育学院)、社区学院和其他机构。学习形式有在线网络、函授、业余、脱产等。从管理体制上看,我国继续教育主要由教育部和人力资源社会保障部分工管理。
One of the main responsibilities of the Ministry of Education is to "coordinate and guide all types of higher and continuing education". The responsibilities of the Department of Vocational and Adult Education of the Ministry of Education include, but are not limited to, "guiding the training of teachers in secondary vocational schools; undertaking the macro-guidance of adult education and the eradication of illiteracy among young adults; and guiding the work of continuing higher education at all levels and in all types of higher education, as well as distance education." The Department of Vocational and Adult Education of the Ministry of Education has set up the Urban and Rural Social Education Division and the Higher Continuing Education Division to assume corresponding responsibilities. One of the responsibilities of the Ministry of Human Resources and Social Security is to "formulate policies on the management and continuing education of professional and technical personnel"[2]. The Ministry of Human Resources and Social Security has set up the Department of Management of Professional and Technical Personnel, and the Department of Continuing Education within the Department of Management of Professional and Technical Personnel. In terms of actual operation, continuing education for learners other than civil servants, serving military personnel and professional and technical personnel is managed by the Ministry of Education.
教育部的主要职责之一是“协调和指导各类高等教育和继续教育”。教育部职业与成人教育司的职责包括但不限于“指导中等职业学校师资培训;承担成人教育宏观指导和扫除青壮年文盲工作”。指导各级各类高等教育和远程教育工作。教育部职业与成人教育司设立城乡社会教育司和高等继续教育司承担相应职责。人力资源和社会保障部的职责之一是“制定专业技术人员管理和继续教育政策”[2]。人力资源和社会保障部设立专业技术人员管理司,专业技术人员管理司内设继续教育司。从实际操作上看,除公务员、现役军人和专业技术人员以外的学习者的继续教育由教育部管理。
In terms of legal norms, higher education, vocational education and continuing education are closely related to the Education Law of the People's Republic of China, which stipulates in Article 20: "The State implements a system of vocational education and a system of continuing education. People's governments at all levels, relevant administrative departments and industrial organizations, as well as enterprises and institutions shall take measures to develop and ensure that citizens receive vocational school education or various forms of vocational training. The State encourages the development of various forms of continuing education, enabling citizens to receive appropriate forms of political, economic, cultural, scientific, technical and business education, promoting the mutual recognition and articulation of the results of different types of learning, and promoting lifelong learning for all." The Law of the People's Republic of China on Higher Education stipulates that "schools of higher education and other institutions of higher education shall, in accordance with the needs of society and their own conditions of operation, undertake to implement continuing education." China has not yet formulated a special law to comprehensively regulate continuing education at the national level, and has only introduced the Provisions on Continuing Education for Professional and Technical Personnel for professional and technical personnel of state organs, enterprises, institutions, and social organizations and other organizations. Combined with China's current education system and operating conditions, it has been found that higher education, vocational education and continuing education share a common intermingling component, namely, continuing education activities organized by higher vocational and post-secondary schools, vocational undergraduate and adult colleges and universities, and distance education organized by general undergraduate colleges and universities and adult colleges and universities, which focuses on the content of vocational and technical skills. There is an intermingling component between two of the three: higher education, vocational education and continuing education (Table 1).
从法律规范上看,高等教育、职业教育和继续教育与《中华人民共和国教育法》密切相关,《中华人民共和国教育法》第20条规定:“国家实行职业教育制度和继续教育制度。各级人民政府、有关行政部门和行业组织以及企业事业组织应当采取措施,发展和保障公民接受职业学校教育或者各种形式的职业培训。国家鼓励发展各种形式的继续教育。使公民能够接受适当形式的政治、经济、文化、科学、技术和商业教育,促进不同类型学习成果的相互承认和衔接,促进全民终身学习。” 《中华人民共和国高等教育法》规定:“高等学校和其他高等教育机构根据社会需要和自身办学条件,承担实施继续教育的义务。”我国尚未制定专门法律全面规范国家层面的继续教育,仅出台了《国家机关、企事业单位和社会团体等专业技术人员继续教育规定》。组织。 结合我国现有的教育体制和办学条件,我们发现,高等教育、职业教育和继续教育有一个共同的混合成分,即高职院校、大专院校、职业本科院校和成人院校以及普通高等学校举办的继续教育活动。普通本科院校和成人院校举办的以职业技术技能内容为主的远程教育。三者中的两者之间存在混合成分:高等教育、职业教育和继续教育(表1)。
Table 1 Intersecting components of higher, vocational and further education
表 1 高等教育、职业教育和继续教育的交叉组成部分
Intersection Level 交叉口级别 | Intersection Subjects 交叉学科 | Intersection Content 交叉口内容 |
First Layer (Core) 第一层(核心) | Higher Education, Vocational Education, and Continuing Education 高等教育、职业教育和继续教育 | 1. Continuing education activities conducted by vocational colleges, vocational undergraduate programs, and adult universities; 1、职业院校、职业本科、成人大学开展的继续教育活动; |
| | 2. Distance education focused on vocational content offered by regular universities and adult universities 2.以普通大学和成人大学提供的职业内容为主的远程教育 |
Second Layer 第二层 | Higher Education, Vocational Education 高等教育、职业教育 | 1. Vocational colleges, vocational undergraduate programs, and professional degree education; 1、职业院校、职业本科、专业学位教育; |
| | 2. Higher vocational education offered by regular universities 2.普通高等学校举办的高等职业教育 |
| Higher Education, Continuing Education 高等教育、继续教育 | 1. Degree-oriented continuing education offered by regular universities; 1、普通高校学历继续教育; |
| | 2. Training programs conducted by regular universities 2. 正规大学举办的培训项目 |
| Vocational Education, Continuing Education 职业教育、继续教育 | 1. Vocational and technical skills training provided by secondary and higher vocational schools; 1、中等职业学校和高等职业学校提供的职业技术技能培训; |
| | 2. Integrated vocational education and adult education institutions, such as vocational education and adult education centers, local radio and TV universities (open universities) with "two signs in one school," and higher vocational schools 2.职业教育与成人教育中心、“一校两标”地方广播电视大学(开放大学)、高等职业学校等职业教育与成人教育一体化的机构 |
The Party and the State have developed continuing education and proposed "improving the mechanism for the integrated and coordinated development of vocational and technical education, higher education and continuing education". Since 2002, the Party and the State have explicitly proposed in a series of important reports and major documents to "(actively) develop continuing education" or "strengthen continuing education" or "do a good job of continuing education". Since 2002, the Party and the State have clearly stated in a series of important reports and major documents the need to "(actively) develop continuing education" or "strengthen continuing education" or "do a good job of continuing education". The Outline of the National Medium- and Long-Term Education Reform and Development Plan (2010-2020) proposes to organize and carry out pilot projects for the construction of lifelong education systems and mechanisms. Establish a communication mechanism between general education, vocational education, and continuing education in the region." The Decision of the Central Committee of the Communist Party of China on Several Major Issues Concerning the Adherence to and Improvement of the Socialist System with Chinese Characteristics and the Modernization of the National Governance System and Governance Capability, released in 2019, explicitly proposed for the first time to "improve the mechanism for the integrated and coordinated development of vocational and technical education, higher education, and continuing education." The Modernization of Education in China 2035 proposes to "build a lifelong learning system that serves the entire population ...... strengthen the functions of vocational and higher education schools in providing continuing education and social training services, and carry out multi-type and multi-form continuing education for workers." The Ministry of Education has actively promoted the integrated development of vocational education and continuing education; since 2011, the Ministry has implemented the "Construction of Demonstration Bases for Continuing Education in Colleges and Universities" project; and in 2020, the Circular of the Ministry of Education on the Comprehensive Reform Program of the National Open University put forward the proposal of "improving the system of open universities, ordinary colleges and universities, and vocational colleges and universities". In 2020, the Circular of the Ministry of Education on the Issuance of the Comprehensive Reform Plan of the National Open University proposed to "improve the mechanism of resource sharing, exchange and collaboration among open universities, ordinary colleges and universities, and vocational colleges and universities. Strengthening the function of continuing education in vocational schools ...... encourages vocational schools to actively participate in community education and education for the elderly, and to interconnect and share with ordinary colleges and universities, open universities (radio and television universities), independent adult colleges and universities, and various types of continuing education institutions, so as to form a system that serves lifelong learning for all people. sharing, and forming a development synergy to serve lifelong learning for all.
党和国家发展继续教育,提出“健全职业技术教育、高等教育和继续教育一体化协调发展机制”。 2002年以来,党和国家在一系列重要报告和重大文件中明确提出“(积极)发展继续教育”或“加强继续教育”或“搞好继续教育”。 2002年以来,党和国家在一系列重要报告和重大文件中明确提出要“(积极)发展继续教育”或“加强继续教育”或“搞好继续教育”。 《国家中长期教育改革和发展规划纲要(2010-2020年)》提出组织开展终身教育体制机制建设试点。建立本地区普通教育、职业教育、继续教育沟通机制。”《中共中央关于坚持和完善中国特色社会主义制度若干重大问题的决定》 2019年发布的《国家治理体系和治理能力现代化》首次明确提出“健全职业技术教育、高等教育、继续教育统筹协调发展机制”。 《中国2035》提出“构建服务全民的终身学习体系…… 强化职业教育和高等教育学校提供继续教育和社会培训服务的职能,对劳动者开展多类型、多形式的继续教育。”教育部积极推动职业教育与继续教育融合发展2011年起,教育部实施“高等学校继续教育示范基地建设”项目,2020年《教育部关于国家开放大学综合改革方案的通知》提出了“完善开放大学、普通高校、职业院校体系” 2020年,教育部《关于印发全国开放大学综合改革方案的通知》提出“健全开放大学体制”。开放大学、普通院校、职业院校之间的资源共享、交流与合作。强化职业学校继续教育功能……鼓励职业学校积极参与社区教育、老年教育,与普通高等学校、开放大学(广播电视大学)、独立成人高等院校和各类继续教育机构,形成服务全民终身学习的体系。共享,形成发展合力,服务全民终身学习。
1.1.1Importance of the system of continuing education in higher vocational education
1.1.1继续教育制度在高等职业教育中的重要性
The system of continuing higher vocational education has an irreplaceable position in the modern education system, and its importance is far-reaching and extensive. From the perspective of talent cultivation, it is an indispensable and important part of the higher education system, shouldering the heavy responsibility of cultivating high-quality technical and skilled talents. In today's rapidly changing science and technology, skilled personnel has become the core force to promote economic development. The higher vocational continuing education system is the incubator of this core force, which paves a solid path to the vocational field for students through systematic vocational education and training. Here, students not only learn professional knowledge, but also master practical skills, thus enhancing their vocational competitiveness and injecting a steady stream of vitality into the development and progress of society. Some general undergraduate schools are exploring the internal integration of higher education, vocational education and continuing education organizations. Based on the former College of Adult Education, Yunnan College of the Arts has integrated internal resources and established the College of Higher Vocational Education and the College of Continuing Education, which are responsible for the teaching and management of general undergraduate programs in art, vocational undergraduate programs, general colleges and universities, and adult amateur colleges and universities[3] .
继续高等职业教育制度在现代教育体系中具有不可替代的地位,其重要性是深远而广泛的。从人才培养的角度来看,它是高等教育体系中不可或缺的重要组成部分,肩负着培养高素质技术技能人才的重任。在科技日新月异的今天,技能人才已成为推动经济发展的核心力量。高等职业继续教育体系就是这股核心力量的孵化器,通过系统的职业教育和培训,为学生铺就职业领域的坚实道路。在这里,学生不仅学习专业知识,还掌握实用技能,从而增强职业竞争力,为社会的发展进步注入源源不断的活力。一些普通本科学校正在探索高等教育、职业教育和继续教育组织内部融合。云南艺术学院在原成人教育学院的基础上,整合内部资源,成立了高职学院和继续教育学院,负责艺术类、职业类本科普通本科项目的教学和管理。专业、普通院校、成人业余院校 [3] 。
The continuing education system of higher vocational education plays a pivotal role in promoting individual career development. With the rapid development of society and the increasing segmentation of occupations, the demand for talents in occupational fields is becoming more and more diversified. The continuing education system of higher vocational education is able to keenly capture such changes and continuously adjust and optimize the content and mode of education according to the changes in social demand. This enables students to be closer to market demand and more in line with the requirements of career development in the process of receiving education. This not only helps students better adapt to the needs of career development, but also improves their professionalism and ability, creating more opportunities and platforms for their personal growth and progress.
高等职业教育继续教育体系对于促进个人职业发展具有举足轻重的作用。随着社会的快速发展,职业的日益细分,职业领域人才的需求也越来越多元化。高等职业教育继续教育体系能够敏锐地捕捉这种变化,根据社会需求的变化不断调整和优化教育内容和模式。这使得学生在接受教育的过程中更贴近市场需求,更符合职业发展的要求。这不仅帮助学生更好地适应职业发展的需要,也提高了他们的专业素养和能力,为他们的个人成长和进步创造了更多的机会和平台。
The higher vocational continuing education system also shoulders the important mission of serving local economic development and promoting social progress. The development of local economy cannot be separated from the support of high-quality talents, and the higher vocational continuing education system is an important source of these talents. By cultivating a large number of technical and skill-oriented talents, the higher vocational continuing education system provides a strong guarantee for the development of the local economy. At the same time, these talents can also apply the knowledge and skills they have learned to practical work, promote the progress and innovation of social technology, and make important contributions to the prosperity and development of society.
高等职业继续教育体系还肩负着服务地方经济发展、推动社会进步的重要使命。地方经济的发展离不开高素质人才的支撑,而高职继续教育体系就是这些人才的重要来源。高等职业继续教育体系通过培养大批技术技能型人才,为地方经济发展提供了有力保障。同时,这些人才还可以将所学到的知识和技能运用到实际工作中,推动社会技术的进步和创新,为社会的繁荣发展做出重要贡献。
1.1.2 Current challenges and opportunities for the education system
1.1.2 当前教育体系面临的挑战和机遇
(1)Challenges
Technological change is one of the greatest challenges currently facing the education system. With the rapid development of science and technology, new technologies, processes and materials are emerging all the time, placing higher demands on the vocational skills and qualities of workers. The continuing education system of higher vocational education must keep pace with the development of science and technology, and constantly update the content and methods of education in order to meet the needs of society for talents. This requires the education system to focus not only on the cultivation of traditional skills, but also on the cultivation of students' innovative and adaptive abilities, so as to be invincible in a rapidly changing society.
技术变革是教育系统当前面临的最大挑战之一。随着科学技术的快速发展,新技术、新工艺、新材料不断涌现,对劳动者的职业技能和素质提出了更高的要求。高等职业教育继续教育体系必须跟上科学技术的发展,不断更新教育内容和方法,以满足社会对人才的需求。这就要求教育体系不仅注重传统技能的培养,更注重学生创新能力和适应能力的培养,才能在瞬息万变的社会中立于不败之地。
The trend towards globalization has also brought unprecedented challenges to the education system. With the development of economic globalization, international competition is becoming increasingly fierce, requiring the system of continuing higher vocational education to cultivate talents with an international outlook and international competitiveness. This means that the education system needs to pay more attention to cultivating students' intercultural communication skills, international outlook and global competitiveness. At the same time, the education system also needs to strengthen cooperation and exchanges with foreign educational institutions, introduce advanced foreign educational concepts and educational resources, and improve the international competitiveness of China's higher vocational education.
全球化趋势也给教育体系带来了前所未有的挑战。随着经济全球化的发展,国际竞争日益激烈,要求继续高等职业教育体系培养具有国际视野和国际竞争力的人才。这意味着教育系统需要更加注重培养学生的跨文化沟通能力、国际视野和全球竞争力。同时,教育系统还需要加强与国外教育机构的合作与交流,引进国外先进的教育理念和教育资源,提高我国高等职业教育的国际竞争力。
Changes in social demand are also one of the challenges facing the education system. With the adjustment and upgrading of industrial structure, social demand for technical and skilled personnel is also changing. The higher vocational continuing education system needs to pay close attention to the changes in social demand and adjust the content and mode of education in a timely manner to meet the social demand for talents. This requires the education system to pay attention not only to the current market demand, but also to the future development trend, so as to be fully prepared for future career development.
社会需求的变化也是教育体系面临的挑战之一。随着产业结构调整升级,社会对技术技能人才的需求也在发生变化。高等职业继续教育体系需要密切关注社会需求变化,及时调整教育内容和方式,满足社会对人才的需求。这就要求教育系统不仅要关注当前的市场需求,还要关注未来的发展趋势,为未来的职业发展做好充分的准备。
(2) Opportunities
(2) 机会
The development of online education has brought brand-new development opportunities for the system of continuing education for higher vocational education. Online education breaks the limitations of time and space, and learners can study anytime and anywhere. This flexible and convenient way of learning not only improves the learning efficiency, but also reduces the learning cost. At the same time, online education also provides rich learning resources and interactive platforms to help students better master knowledge and skills. In addition, online education also enables personalized teaching to meet the needs of different learners and improve teaching effectiveness.
在线教育的发展为高等职业教育继续教育体系带来了全新的发展机遇。在线教育打破了时间和空间的限制,学习者可以随时随地学习。这种灵活便捷的学习方式不仅提高了学习效率,还降低了学习成本。同时,在线教育还提供丰富的学习资源和互动平台,帮助学生更好地掌握知识和技能。此外,在线教育还可以实现个性化教学,满足不同学习者的需求,提高教学效果。
The popularization of the concept of lifelong education also provides a broader space for the development of the continuing education system of higher vocational education. The concept of lifelong education emphasizes the continuity and lifelong nature of education, requiring the education system to provide individuals with opportunities and support for continuous learning. This means that the continuing education system of higher vocational education needs to pay more attention to cultivating the lifelong learning ability of students, and provide students with opportunities and platforms for continuous learning and development. At the same time, the education system also needs to strengthen cooperation and communication with enterprises to understand their employment needs and technology development trends, and provide more precise guidance and support for students' career development.
终身教育理念的普及也为高等职业教育继续教育体系的发展提供了更广阔的空间。终身教育理念强调教育的连续性和终身性,要求教育系统为个人提供持续学习的机会和支持。这意味着高等职业教育继续教育体系需要更加注重培养学生的终身学习能力,为学生提供持续学习和发展的机会和平台。同时,教育系统也需要加强与企业的合作与沟通,了解企业的就业需求和技术发展趋势,为学生的职业发展提供更加精准的指导和支持。
National policy support also provides a strong guarantee for the development of higher vocational education continuing education system. The state attaches great importance to the development of vocational education and has introduced a series of policies and measures to support the development of vocational education. These policies include increasing investment in vocational education, optimizing the structure of vocational education, and improving the quality of vocational education. The implementation of these policies has provided a strong policy guarantee and support for the development of the higher vocational continuing education system, so that it can better meet the needs of social development and make greater contributions to the prosperity and development of the country.
国家政策支持也为高等职业教育继续教育体系的发展提供了有力保障。国家高度重视职业教育发展,出台了一系列支持职业教育发展的政策措施。这些政策包括加大职业教育投入、优化职业教育结构、提高职业教育质量等。这些政策的实施,为高等职业继续教育体系的发展提供了强有力的政策保障和支持,使其更好满足社会发展需要,为国家繁荣发展作出更大贡献。
1.2 Purpose and significance of the study
1.2 研究目的和意义
In today's rapidly developing social context, the system of continuing education for higher vocational education plays a crucial role. In order to better adapt to the changes and needs of the society, the author urgently needs to deeply explore the social adaptability of this system and put forward practical improvement strategies. Therefore, the purpose of this study is not only to gain an in-depth understanding of the current situation of the system of continuing education in higher vocational education, but also to seek its fit with the development of society, economy, science and technology, with a view to realizing the harmonious symbiosis between education and social development. Specifically, the objectives of this study include the following aspects:
在当今快速发展的社会背景下,高等职业教育继续教育体系发挥着至关重要的作用。为了更好地适应社会的变化和需求,笔者迫切需要深入探讨这一制度的社会适应性,并提出切实可行的改进策略。因此,本研究的目的不仅是为了深入了解高等职业教育继续教育制度的现状,更是为了寻求其与社会、经济、科技发展的契合点。以实现教育与社会发展的和谐共生。具体来说,本研究的目标包括以下几个方面:
The author hopes to accurately grasp the challenges and opportunities faced by the system of higher vocational continuing education through an in-depth analysis of its development status. This helps the author to recognize more clearly the direction in which the education system needs to be improved and optimized, so as to provide strong support for the subsequent research and reform.
笔者希望通过深入分析高职继续教育制度的发展现状,准确把握高职继续教育制度面临的挑战和机遇。这有助于笔者更加清晰地认识到教育体系需要完善和优化的方向,从而为后续的研究和改革提供有力支撑。
This study focuses on the social adaptability of the continuing education system of higher vocational education. The authors combine social, economic, technological and other factors to analyze how the education system can better adapt to the needs of social development and cultivate more high-quality technical and skilled talents that meet the market demand for the society. At the same time, the authors also pay attention to how the education system can promote individual career development and provide individuals with broader space and opportunities for career development.
本研究主要研究高等职业教育继续教育制度的社会适应性。笔者结合社会、经济、技术等因素,分析教育体系如何更好地适应社会发展的需要,为社会培养更多适应市场需求的高素质技术技能人才。同时,作者也关注教育体系如何促进个人职业发展,为个人提供更广阔的职业发展空间和机会。
In the process of realizing the above objectives, this study also proposes a series of practical improvement strategies. These strategies are based on an in-depth analysis and study of the current education system, combined with advanced education concepts and practical experience at home and abroad, and are designed to improve the relevance and effectiveness of the education system, and to promote the improvement of the quality of education and the all-round development of talents.
在实现上述目标的过程中,本研究还提出了一系列切实可行的改进策略。这些策略是在对现行教育体系深入分析和研究的基础上,结合国内外先进的教育理念和实践经验,旨在提高教育体系的针对性和有效性,促进教育体系的改善。注重教育质量和人才全面发展。
(1) By proposing practical improvement strategies, the author is able to promote the reform and development of the continuing education system of higher vocational education. This will help to improve the relevance and effectiveness of the education system and promote the improvement of education quality and the overall development of talents. At the same time, it also helps to improve the social recognition and influence of the education system and make greater contributions to the prosperity and development of society.
(1)提出切实可行的改进策略,推动高等职业教育继续教育体系的改革和发展。这有利于提高教育体系的针对性和有效性,促进教育质量的提高和人才的全面发展。同时,也有助于提高教育系统的社会认可度和影响力,为社会繁荣发展做出更大贡献。
(2) This study also has a positive impact on personal career development. By optimizing the content and methods of education and improving the quality of education, the author is able to provide students with education and training that is more in line with market demand and help them better adapt to the needs of career development. This helps to improve students' vocational literacy and vocational ability, and creates more opportunities and platforms for students' personal growth and progress. At the same time, it also helps to improve the overall quality and competitiveness of society and provide strong talent support for the country's prosperity and development.
(2)本研究对个人职业发展也有积极的影响。通过优化教育内容和方式,提高教育质量,为学生提供更符合市场需求的教育培训,帮助他们更好地适应职业发展的需要。这有助于提高学生的职业素养和职业能力,为学生的个人成长和进步创造更多的机会和平台。同时也有利于提高社会整体素质和竞争力,为国家繁荣发展提供强有力的人才支撑。
2. Literature Review
2。文献综述
2.1 Current status of domestic and overseas research
2.1 国内外研究现状
2.1.1 Current status of domestic research
2.1.1 国内研究现状
In recent years, with the State's emphasis on vocational education and continuing education, relevant research in China has shown a vigorous development. The research mainly focuses on the following aspects:
近年来,随着国家对职业教育和继续教育的重视,我国相关研究呈现蓬勃发展的势头。研究主要集中在以下几个方面:
(1)According to the Research and Analysis Report on China Vocational Education and Training Industry Market Supply and Demand and Key Enterprises' Investment Evaluation, 2024-2029, it is estimated that China's vocational education market will exceed RMB 900 billion by 2023, with a significant compound annual growth rate. This figure includes a number of segments such as vocational qualification exam training, vocational skills training and in-house training. Meanwhile, with the rise of online education, the market size is expected to further expand rapidly in the future. (Pan Maoyuan. 2007) In the history of the development of vocational education in China, there are two special opportunities. The first one was in the early years of the Republic of China, when the national capital economy was developing rapidly, so there was an increasingly strong demand for junior vocational and technical personnel. Many educators and industrialists, in response to the needs of the times, vigorously advocated vocational education, of which Huang Yanpei was a typical representative. He founded the China Vocational Education Society and the China Vocational School, and developed a set of more systematic and comprehensive vocational education ideas in practice, becoming the pioneer and model of vocational education in this period. Under his influence, vocational and technical schools were set up all over the country. According to statistics, by 1927, all kinds of vocational education institutions amounted to 1,695, among which there were more than 100 universities and specialized schools with vocational courses. Vocational education was in full bloom for a long time. From the end of the 1990s to the present, the improvement of the productivity level and the rapid development of the economy require a large number of middle and senior vocational and technical personnel, China's vocational education ushered in the development of the second great opportunity. During this period, higher vocational education entered the vision of policy makers and became an important part of economic development strategy. Although today's social background and Huang Yanpei's era has been very different, people's demand for vocational personnel level has been raised, but Huang Yanpei's early vocational education ideas on the current development of higher vocational education is still a positive inspiration
(1)根据《2024-2029年中国职业教育培训行业市场供需及重点企业投资评估研究分析报告》预计,到2023年,中国职业教育市场规模将突破9000亿元,年复合增长率显着。这个数字包括职业资格考试培训、职业技能培训、企业内部培训等多个环节。同时,随着在线教育的兴起,未来市场规模有望进一步快速扩大。 (潘茂源,2007)在我国职业教育的发展史上,有过两次特殊的机遇。第一次是民国初年,当时全国首都经济迅速发展,对初级职业技术人才的需求日益旺盛。许多教育家、实业家顺应时代的需要,大力倡导职业教育,黄炎培就是其中的典型代表。他创办了中国职业教育学会和中国职业学校,并在实践中形成了一套较为系统、全面的职业教育思想,成为这一时期职业教育的开拓者和典范。在他的影响下,全国各地纷纷设立职业技术学校。据统计,到1927年,各类职业教育机构达1695所,其中开设职业课程的大学和专门学校100多所。职业教育长期蓬勃发展。 20世纪90年代末至今,生产力水平的提高和经济的快速发展需要大量的中高级职业技术人才,我国职业教育迎来了第二次发展的重大机遇。这一时期,高等职业教育进入决策者的视野,成为经济发展战略的重要组成部分。 虽然当今的社会背景与黄炎培时代已经有很大不同,人们对职业人才的需求水平有所提高,但黄炎培早期的职业教育思想对当前高等职业教育的发展仍然具有积极的启发。 [4].
(Pan Maoyuan, 2000) The quality of education is the core issue of the development of higher education and the lifeline of the massification of higher education. Elite higher education should guarantee quality, and mass higher education should also guarantee quality. However, since the two have different cultivation objectives and specifications and different social adaptability, their quality standards are also different. Neither the academic elite education quality standard should be taken as the standard of mass higher education, nor the vocational mass higher education quality standard should be taken as the standard of elite higher education. Some people think that the massification of higher education can disregard the quality or reduce the quality, which is wrong; more people are worried that the increase in quantity will lead to a decline in quality, "higher education will not be higher education". Although the two views seem to be different, but the essence is to elite higher education quality standards as the quality standards of mass higher education, will have a misleading effect, so that the development of mass higher education into the wrong zone. Therefore, it is necessary to clarify what is "quality of education"? What is the "quality standard of mass higher education"?
(潘茂源,2000) 教育质量是高等教育发展的核心问题,是高等教育大众化的生命线。精英高等教育要保证质量,大众高等教育也要保证质量。但由于两者的栽培目标和规格不同,社会适应性不同,其质量标准也不同。学术精英教育质量标准不应作为大众高等教育的标准,职业大众高等教育质量标准也不应作为精英高等教育的标准。有人认为高等教育大众化可以忽视质量或降低质量,这是错误的;更多人担心数量的增加会导致质量的下降,“高等教育不再是高等教育”。虽然两种观点看似不同,但本质都是把精英高等教育的质量标准当作大众高等教育的质量标准,会产生误导作用,使大众高等教育的发展步入错误地带。因此,有必要明确什么是“教育质量”?什么是“大众高等教育质量标准”?
According to the interpretation of the Dictionary of Education: the quality of education refers to "the level of education and the effectiveness of the degree of excellence" "the ultimate body, now the quality of the training object". "It is measured by the aims of education and the objectives of training at all levels and in all types of schools. The former stipulates the general quality requirements of the trainees, which is also the fundamental quality requirements of education; the latter stipulates the specific quality requirements of the trainees, which is the quality specification to measure whether the talents are qualified or not." According to this explanation, the quality standard of education can be divided into two levels, one is the general basic quality requirements, and the other is the specific qualified standard of talents. For higher education, the former refers to all higher education, according to our country's educational purposes and higher education in general training goals, cultivate moral, intellectual, physical and aesthetic all-round development, humanistic and scientific qualities combined with the spirit of innovation and practical ability to specialize in talent; the latter refers to all levels and types of higher education based on the specific objectives of the training of the quality of the requirements set out in the measure of the cultivated talent is qualified quality specifications. The latter refers to the quality requirements based on the specific objectives of higher education at all levels and in all categories, and is a measure of whether the trained talents are qualified. In the past, higher education was basically a single undergraduate education, and the two levels were not differentiated, and were neglected because the specific quality requirements were not clear, so that people tended to regard higher specialized education as a "compressed type" of undergraduate education, which was only a little bit shallower or lesser than the undergraduate courses. The specialized graduates thus trained are "not as good as undergraduates in theory level, and not as good as junior colleges and vocational high schools in hands-on ability". Because of the lack of their own characteristics and social adaptability, in the talent market competition is at a disadvantage, employment difficulties. Now, the development of mass higher education presupposes diversification, and diversified higher education should have its own training objectives and specifications, and thus should also have diversified educational quality standards.
根据《教育大辞典》的解释:教育质量是指“教育的水平和效果的卓越程度”“终极体,现培养对象的素质”。 “它是用各级各类学校的教育宗旨和培养目标来衡量的。前者规定了受训人员的总体素质要求,也是教育的根本素质要求;后者规定了受训人员的具体素质要求。”学员的素质要求,是衡量人才合格与否的质量规范。”据此解释,教育质量标准可分为两个层次,一是一般的基本素质要求,二是人才的具体合格标准。对于高等教育而言,前者是指一切高等教育,根据我国的教育宗旨和高等教育总体培养目标,培养德、智、体、美全面发展、人文素质与科学素质相结合的创新精神和具有专业实践能力的人才;后者是指各级各类高等教育根据具体的培养目标所提出的质量要求,是衡量所培养人才合格的质量规范。后者是指根据各级各类高等教育具体目标提出的质量要求,是衡量培养的人才是否合格的尺度。 过去的高等教育基本上是单一的本科教育,两个层次没有区别,而且因为具体的质量要求不明确而被忽视,以至于人们往往把高等专门教育视为本科的“压缩型”教育,只比本科课程浅一点或少一点。这样培养的专业毕业生“理论水平不如本科生,实践能力不如专科、职业高中”。由于缺乏自身特色和社会适应性,在人才市场竞争中处于劣势,就业困难。当前,大众高等教育的发展以多元化为前提,多元化的高等教育应该有自己的培养目标和规格,因而也应该有多元化的教育质量标准。
The Declaration on Perspectives and Actions for Higher Education in the Twenty-first Century, adopted by the first World Conference on Higher Education, held in Paris in 1998, states that "the quality of higher education is a multidimensional concept" and that it is important to "take into account diversity and avoid a single yardstick for measuring the quality of higher education". The so-called "multidimensionality". The so-called "multidimensional" includes vertical levels such as doctoral, master's, undergraduate and specialized, as well as horizontal levels such as research, theoretical, applied and skills-based. People are more aware of the different quality requirements of the vertical level, while the different quality standards of the horizontal level are often neglected consciously or unconsciously. However, from elite higher education to mass higher education, different quality standards at the horizontal level is the key issue for the successful development of mass higher education.
1998年在巴黎举行的第一届世界高等教育大会通过的《二十一世纪高等教育展望与行动宣言》指出,“高等教育质量是一个多维的概念”, “考虑多样性,避免用单一标准衡量高等教育质量”。所谓“多维性”。所谓“多维”,包括博士、硕士、本科、专科等纵向层次,也包括研究型、理论型、应用型、技能型等横向层次。人们更加意识到垂直层面的不同质量要求,而水平层面的不同质量标准却常常被有意无意地忽视。然而,从精英高等教育到大众高等教育,横向质量标准的不同是大众高等教育成功发展的关键问题。
(3) Vocational education plays an indispensable role in the development of education as a type of education with strong continuity with enterprise production, market economy, science and technology, and trade union. On the one hand, vocational education can promote the high degree of integration of industry and science and technology, on the other hand, vocational education can promote the economic competitiveness of a country, so it can be seen that the exploration and development of vocational education is the new direction of today's modern education development.
(三)职业教育作为一种与企业生产、市场经济、科学技术、工会等具有较强连续性的教育类型,对教育的发展发挥着不可或缺的作用。一方面,职业教育可以促进产业与科技的高度融合,另一方面,职业教育可以提升一个国家的经济竞争力,由此可见,职业教育的探索与发展是当今现代教育发展的新方向。
Vocational education to explore through the optimization of production, teaching and research resources allocation model, enhance their own "blood" ability, to create a dual-teacher teaching force, interdisciplinary education system, industry-teaching fusion teaching mode, the realization of college students' vocational skills to create training and enterprise innovation and practice in combination with the nurturing model, to achieve the high-quality development of college students' talents. The research of vocational colleges and universities mainly focuses on talent cultivation mode, curriculum system construction, dual-teacher teacher team construction, and industry-university-research fusion schooling. (Xie Lihua and Yu Xiaojuan, 2022) pointed out that the organic combination of vocational education and vocational training, the establishment of an integrated model of education and training, the integration of vocational skill-oriented personnel training into the development path of vocational education, the coordination of the common development of continuing education and vocational education, and the further improvement of the construction of the education system[5] .
职业教育探索通过优化产学研资源配置模式,增强自身“造血”能力,打造双师型师资队伍、跨学科教育体系、产教融合教学模式,实现大学生素质教育职业技能创造培训与企业创新实践相结合的培养模式,实现大学生人才的高质量发展。职业院校的研究主要集中在人才培养模式、课程体系建设、双师型师资队伍建设、产学研融合办学等方面。 (谢立华、于晓娟,2022)指出,将职业教育与职业培训有机结合,建立教育培训一体化模式,将职业技能型人才培养纳入职业教育发展路径,协调继续教育与职业教育共同发展,进一步完善教育体系建设[5]。
(Wang Yan, Ma Sining et al., 2022) Through the comparative study of the development of internationalization of vocational education, it is found that the development of global internationalization has entered a new stage, and under the deep cooperation of the internationalization of education, the vocational education is more and more valued in the education of various countries, and the experimental data show that the development of vocational education promotes the cooperation and exchange of international cooperation and communication, and at the same time improves the competitiveness of the country in the international arena [6]. (Zou Ziyan, 2022) In the integration of vocational education and academic education, drawing on the relevant experience of Germany and other countries, we explore the new teaching mode of vocational education and academic education from mutual exchange to integration and transformation, provide students with guidance on vocational education planning, and combine the needs of economic development to cultivate high-quality talents who are suitable for it [7] .
(王艳,马思宁等,2022)通过对职业教育国际化发展的比较研究发现,全球国际化发展已进入新阶段,在教育国际化深度合作下近年来,职业教育在各国教育中越来越受到重视,实验数据表明,职业教育的发展促进了国际合作与交流,同时提高了国家的竞争力。国际舞台[6]。 (邹子艳,2022)在职业教育与学历教育融合方面,借鉴德国等国家的相关经验,探索职业教育与学历教育从相互交流到融合转化的新教学模式,为学生提供指导职业教育规划,结合经济发展需要,培养与其相适应的高素质人才[7]。
2.1.2 Current status of foreign research
2.1.2 国外研究现状
Foreign research in the field of vocational and continuing education started earlier and has formed a more mature theoretical and practical system. The main features are as follows:
国外在职业与继续教育领域的研究起步较早,已形成较为成熟的理论和实践体系。主要特点如下:
(Federighi, P.1989). National legislation in different countries refers increasingly and in defined according to social and material conditions and ethnic origin. In manythe unemployed, ex-service men, prisoners and the disabled have called for special legislative measures.measures aimed at establishing ele euucational rights of specific social opportunity of access to education (this category usually concerns women,minorities, immigrants and refugees); compensation for those whose educationaas suffered through war service; the adaptation of education facilities andcontent in order to cater for the disabled; and the reintegration of prisoners, for example, into the life and productive work of the community[8].
(费德里吉,P.1989)。不同国家的国家立法越来越多地根据社会物质条件和民族血统进行界定。在许多国家,失业者、退伍军人、囚犯和残疾人呼吁采取特别立法措施。措施旨在确立接受教育的特定社会机会的教育权利(这一类别通常涉及妇女、少数民族、移民和难民);对因战争服役而受到教育影响的人给予补偿;调整教育设施和内容以照顾残疾人的需要;例如,囚犯重新融入社区的生活和生产性工作 [8] 。
A major current force for transformation in European skill formation is agreements by national education ministers to reform their education and training systems. The Bologna Declaration, originally signed in 1999 by 29 education ministers, had the aim to establish a Europe-wide higher education area to facilitate individual mobility, qualificational transparency and recognition, coordinated national quality assurance systems, as well as mutual recognition of duration and degrees of study courses, by 2010. The Copenhagen Declaration, signed in 2002 by 31 ministers, similarly aims to enhance European cooperation in vocational education and training, concluding its first phase by 2012. Goals include a unitary framework of qualifications and competencies, a system of credit transfer for vocational qualifications, common quality criteria and principles, as well as improvements in citizens’ access to lifelong learning. We see the joint relevance of these two processes for both higher education and vocational education and training in that the European Commission (EC) has launched initiatives to increase the permeability between these sectors, such as in the transparency of qualifications (EUROPASS), credit transfer (ECTS, ECVET) and the European Qualifications Framework (EQF).
当前欧洲技能形成转型的主要力量是各国教育部长同意改革其教育和培训体系。 《博洛尼亚宣言》最初由 29 位教育部长于 1999 年签署,旨在建立一个欧洲范围内的高等教育领域,以促进个人流动、资格透明度和认可、协调国家质量保证体系以及相互承认学制和学位到 2010 年,31 位部长于 2002 年签署了《哥本哈根宣言》,同样旨在加强欧洲在职业教育和培训方面的合作,并于 2012 年完成第一阶段。目标包括统一的资格和能力框架、建立职业资格学分转移、共同质量标准和原则,以及改善公民获得终身学习的机会。我们看到这两个过程对于高等教育和职业教育与培训的共同相关性,因为欧盟委员会 (EC) 发起了提高这些部门之间渗透性的举措,例如资格透明度 (EUROPASS)、学分转移(ECTS、ECVET)和欧洲资格框架(EQF)。
Significantly, (Witte 2006)throughout Europe, nations voluntarily supported the goals set out in the Bologna Declaration without needing direct coercive intervention by European Union supra-national governance [9]. (Balzer and Rusconi 2007)Both the Bologna and Copenhagen processes led and lead to the cross-national transfer and internationalization of norms and regulations. Beyond an ‘ideational impetus’ on skill formation, these ideas and standards must be interpreted within national vocational and higher education systems . The heightened awareness and competition, brought by increasing global communication, indirectly affects educational ideals and cultural models[10]. For example, (Gumport 2000)if higher education in the USA has undergone restructuring due to a shift in its ‘legitimating idea’ from a social institution to an industry [11], then to what extent are anglophone market-oriented models – which have long devalued vocational education and training in favor of vocationalized higher education – driving European reforms? Are European educational systems also changing their cognitive, cultural models of higher education and vocational education and training, emulating this path?
值得注意的是,(Witte 2006)在整个欧洲,各国自愿支持《博洛尼亚宣言》中规定的目标,而不需要欧盟超国家治理的直接强制干预 [9] 。 (Balzer and Rusconi 2007) 博洛尼亚进程和哥本哈根进程都导致了规范和法规的跨国转移和国际化。除了技能形成的“理念推动力”之外,这些理念和标准还必须在国家职业和高等教育体系中得到解释。全球交流的增加带来的意识和竞争的加剧,间接影响着教育理念和文化模式 [10] 。例如,(Gumport 2000)如果美国的高等教育由于其“合法化理念”从社会机构向产业的转变而经历了重组 [11] ,那么英语国家在多大程度上以市场为导向?长期贬低职业教育和培训而支持职业化高等教育的模式推动了欧洲改革?欧洲教育体系是否也在效仿这条道路,改变其高等教育和职业教育培训的认知、文化模式?
(Schofer and Meyer 2005)Since the end of the Second World War, the massive expansion and differentiation of higher education has been driven by science[12], democratic participation and national development , as well as international economic competition. Indeed, at the cutting edge of university-based research there is an ‘emerging global model’ manifest in a handful of world-class research-intensive universities that compete globally for talent and funds .(Mohrman, Ma, and Baker 2008) With Oxford and Cambridge and Harvard in mind, the bureaucratic architects of Europeanization processes – from ministers of education to local administrators – directly affect educational systems[13]. Yet some changes, especially through the introduction and development of bachelor’s and master’s courses of study, new standards in evaluating learning progress, and certificates, require significant restructuring at organizational level. In some countries, such as Germany, standardized courses of study have enabled lower-tier organizations to compete in the market for post-secondary students. Due to such conflicts, reforms have not been implemented unchallenged; their (un)intended consequences are not yet (fully) visible
(Schofer and Meyer 2005)自第二次世界大战结束以来,科学 [12] 、民主参与和国家发展以及国际经济竞争推动了高等教育的大规模扩张和分化。事实上,在以大学为基础的研究的前沿,少数世界一流的研究密集型大学体现了一种“新兴的全球模式”,这些大学在全球范围内争夺人才和资金。(Mohrman、Ma和Baker 2008)与牛津大学考虑到剑桥和哈佛大学,欧洲化进程的官僚设计师——从教育部长到地方行政人员——直接影响教育系统 [13] 。然而,一些变化,特别是通过引入和发展学士和硕士课程、评估学习进度的新标准和证书,需要在组织层面进行重大重组。在德国等一些国家,标准化学习课程使低层组织能够在专上学生市场上竞争。由于这些矛盾,改革的实施并非一帆风顺;它们(非)预期的后果尚未(完全)可见
2.2 Contributions and Shortcomings of Existing Research
2.2 现有研究的贡献和不足
2.2.1 Contributions
(Smith, J. 2020) The vocational and continuing education market is experiencing significant growth globally. This growth is backed by the growing demand for highly skilled labor due to technological innovations and industrial upgrades. With the rapid growth of the global economy, there is an increasing demand for specialized skills and knowledge, which not only provides more career opportunities for individuals, but also fuels continued social and economic progress. The growth in market size is attributed to increased government investment in the education sector, the urgent demand for skilled personnel in the labor market, and the popularization and promotion of the concept of lifelong learning. According to an analysis report by the International Data Corporation (IDC), the global vocational and continuing education market is expected to reach hundreds of billions of dollars by 2025, a growth trend driven by multiple positive factors such as technological advances, demographic changes, and globalization [14]
(Smith, J. 2020) 全球职业和继续教育市场正在经历显着增长。这种增长得益于技术创新和产业升级对高技能劳动力不断增长的需求。随着全球经济的快速增长,对专业技能和知识的需求不断增加,这不仅为个人提供了更多的职业机会,也推动了社会和经济的持续进步。市场规模的增长得益于政府对教育领域投入的加大、劳动力市场对技能人才的迫切需求以及终身学习理念的普及和推广。根据国际数据公司(IDC)的分析报告,预计到2025年,全球职业和继续教育市场规模将达到数千亿美元,这一增长趋势受到技术进步、人口变化、经济增长等多重利好因素的推动。全球化 [14] .
Improvement in the quality of education is one of the core objectives of educational reform and development. In order to achieve this goal, a range of innovative educational approaches and practice paths are required. (Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A.,2015). Innovative educational approaches such as personalized learning, project-based learning, and online and blended learning models can better meet the needs of diverse learners and increase the interactivity and engagement of education. In addition, the application of educational technologies, such as intelligent teaching systems, virtual reality (VR) and augmented reality (AR) technologies, provides students with a more immersive and intuitive learning experience, thus enhancing learning. The professional development of teachers, as a key factor in improving the quality of education, should likewise not be neglected. By providing continuous professional development opportunities, teachers are able to continuously update their teaching methods and content to meet the ever-changing needs of education [15]
提高教育质量是教育改革和发展的核心目标之一。为了实现这一目标,需要一系列创新的教育方法和实践路径。 (约翰逊,L.,亚当斯贝克尔,S.,埃斯特拉达,V.,&弗里曼,A.,2015)。个性化学习、项目式学习、在线和混合学习模式等创新教育方式可以更好地满足多样化学习者的需求,提高教育的互动性和参与度。此外,智能教学系统、虚拟现实(VR)和增强现实(AR)技术等教育技术的应用,为学生提供更加身临其境、直观的学习体验,从而增强学习效果。教师的专业发展作为提高教育质量的关键因素,同样不容忽视。通过提供持续的专业发展机会,教师能够不断更新教学方法和内容,以满足不断变化的教育需求 [15] .
Vocational education is closely linked to socio-economic development, and the design and implementation of its curricula need to follow closely the needs of society and the market. With rapid socio-economic development, the demand for specific skills and knowledge is constantly changing. (Brown, P., Lauder, H., & Ashton, D, 2011). Therefore, the design of vocational education curricula should be based on an in-depth analysis of the labor market, including research on industry trends, employment prospects, and skill needs to ensure that the educational content matches the needs of society [16]. In addition, theoretical support for educational reform is indispensable. Through in-depth analysis of social, economic and technological trends, researchers can provide a scientific basis and strategic recommendations for educational reform, thus ensuring that the education system can better meet the needs of social development.
职业教育与社会经济发展密切相关,课程设计和实施需要紧扣社会和市场需求。随着社会经济的快速发展,对特定技能和知识的需求不断变化。 (布朗,P.,劳德,H.,&阿什顿,D,2011)。因此,职业教育课程的设计应基于对劳动力市场的深入分析,包括对行业趋势、就业前景、技能需求的研究,以确保教育内容与社会需求相匹配[16]。此外,教育改革也离不开理论支撑。通过对社会、经济和技术趋势的深入分析,研究人员可以为教育改革提供科学依据和战略建议,从而确保教育体系更好地满足社会发展的需求。
2.2.2 Shortcomings
2.2.2 缺点
In the field of educational research, quantitative data provide an objective, measurable means of analysis that helps researchers identify trends and patterns. However, over-reliance on quantitative data may overlook the complexity and diversity of the educational process. (Yin, R. K,2017). The actual teaching and learning process is full of dynamic interactions and non-linear developments, which are often difficult to fully capture through numbers. Therefore, research methods require a combination of qualitative research tools such as case studies, observation and interviews in order to gain a deeper understanding of teaching practices and learners' experiences [17]. By combining qualitative and quantitative research methods, the nature of educational phenomena can be revealed more comprehensively, providing a more solid foundation for educational decision-making.
在教育研究领域,定量数据提供了一种客观的、可测量的分析手段,可以帮助研究人员识别趋势和模式。然而,过度依赖定量数据可能会忽视教育过程的复杂性和多样性。 (Yin,R.K,2017)。实际的教学过程充满了动态的相互作用和非线性的发展,这些往往很难通过数字来完全捕捉。因此,研究方法需要结合案例研究、观察和访谈等定性研究工具,以便更深入地了解教学实践和学习者的经历[17]。通过定性与定量相结合的研究方法,可以更全面地揭示教育现象的本质,为教育决策提供更坚实的基础。
Although different countries and regions have their own research characteristics and practice patterns in the field of vocational and continuing education, there are relatively few in-depth comparative studies of these differences. (Postlethwaite, T. N, 1999) International comparative research can reveal the strengths and weaknesses of different education systems and provide countries with opportunities for mutual learning and improvement. By comparing educational policies, curriculum design, teaching methods and assessment systems in different countries, the diversity and adaptability of educational practices can be better understood [18]. International comparative research also helps to identify universal educational challenges and best practices that inform global educational reform and development.
尽管不同国家和地区在职业教育和继续教育领域有各自的研究特点和实践模式,但对这些差异进行深入的比较研究相对较少。 (Postlethwaite,T.N,1999)国际比较研究可以揭示不同教育体系的优缺点,为各国提供相互学习和提高的机会。通过比较不同国家的教育政策、课程设计、教学方法和评估体系,可以更好地理解教育实践的多样性和适应性[18]。国际比较研究还有助于确定普遍的教育挑战和最佳实践,为全球教育改革和发展提供信息。
Educational research findings are often highly theoretical, but their value is greatly diminished if they are not translated into practical applications in teaching and learning. (Shulman, L. S,2007). Research findings need to be closely aligned with educational practices to ensure their relevance and pertinence. This requires researchers to consider the application scenarios of the results when designing the study and to work with educators to ensure that the research results address real-world problems [19]. At the same time, educational policy makers and practitioners should be actively involved in the research process to ensure the relevance of the research questions and the operationalization of the research results. By building bridges between research and practice, the impact of educational research can be increased and educational innovation and improvement can be promoted.
教育研究成果往往具有很强的理论性,但如果不能转化为教学中的实际应用,其价值就会大大降低。 (舒尔曼,L.S,2007)。研究结果需要与教育实践紧密结合,以确保其相关性和针对性。这就需要研究人员在设计研究时考虑结果的应用场景,并与教育工作者合作,确保研究结果解决现实世界的问题[19]。同时,教育政策制定者和实践者应积极参与研究过程,确保研究问题的针对性和研究成果的可操作性。通过搭建研究与实践之间的桥梁,可以提高教育研究的影响力,促进教育创新和改进。
2.3 Rationale
2.3 基本原理
2.3.1 Definition of core concepts
2.3.1 核心概念定义
When exploring the system of continuing education in higher vocational education, the author first needs to clarify a series of core concepts to ensure the accuracy and depth of the study. These core concepts are not only the cornerstone of the study, but also provide a framework for the author to analyze and solve problems.
笔者在探索高等职业教育继续教育体系时,首先需要明确一系列核心概念,以保证研究的准确性和深度。这些核心概念不仅是研究的基石,也为作者分析和解决问题提供了框架。
The author needs to clarify the definition of "higher vocational education". Higher vocational education usually refers to the stage of education after upper secondary education that provides students with professional knowledge, skills and literacy related to careers. It includes not only traditional full-time higher vocational education, but also various forms of continuing education, such as adult higher education, distance education and on-the-job training. The goal of higher vocational education is to cultivate high-quality technical and skilled talents who are adapted to the needs of social and economic development and have high vocational literacy and practical ability.
笔者需要澄清“高等职业教育”的定义。高等职业教育通常是指高中教育之后为学生提供与职业生涯相关的专业知识、技能和素养的教育阶段。它不仅包括传统的全日制高等职业教育,还包括成人高等教育、远程教育、在职培训等多种形式的继续教育。高等职业教育的目标是培养适应社会经济发展需要、具有较高职业素养和实践能力的高素质技术技能人才。
The authors would like to define the concept of "continuing education". Continuing education refers to the ongoing learning that individuals undertake after completing their initial education in order to improve their abilities, adapt to career development and satisfy their personal interests. It emphasizes the concept of lifelong learning and focuses on the flexibility and diversity of learning. In the field of higher vocational education, continuing education usually refers to a wide range of education and training services for people who are in employment or who have acquired certain qualifications.
作者想定义“继续教育”的概念。继续教育是指个人在完成初始教育后,为提高能力、适应职业发展、满足个人兴趣而进行的持续学习。它强调终身学习的理念,注重学习的灵活性和多样性。在高等职业教育领域,继续教育通常是指为在职人员或取得一定资格的人员提供的广泛的教育和培训服务。
The authors also need to clarify the concept of "social adaptability". Social adaptability refers to the ability of a system or an individual to adjust its structure, function and behavior to the needs of society in response to changes in the environment as it interacts with the social environment. In the system of higher vocational continuing education, social adaptability mainly refers to how the education system adjusts its educational goals, contents and methods according to the development needs of the society and economy in order to adapt to the changes in the market and the needs of talents.
作者还需要澄清“社会适应性”的概念。社会适应性是指系统或个体在与社会环境相互作用时,根据环境的变化调整其结构、功能和行为以适应社会的需要的能力。在高等职业继续教育体系中,社会适应性主要是指教育体系如何根据社会经济的发展需要调整其教育目标、内容和方法,以适应市场的变化和人才的需求。人才。
By clarifying these core concepts, the author can understand the connotation and characteristics of the higher vocational continuing education system more clearly, laying the foundation for the subsequent research and analysis.
通过厘清这些核心概念,笔者可以更加清晰地理解高职继续教育制度的内涵和特点,为后续的研究和分析奠定基础。
2.3.2 Citation and explanation of relevant theories
2.3.2 相关理论的引用和解释
In exploring the system of continuing education for higher vocational education, the author needs to draw on and cite a series of relevant theories to provide theoretical support and guidance.
在探索高等职业教育继续教育体系时,需要借鉴和引用一系列相关理论来提供理论支持和指导。
Lifelong Education Theory: Lifelong education theory emphasizes that learning is a continuous process that should last throughout one's life. (Faure, E., et al, 1972) The theory of lifelong education holds that learning is an ongoing process that should accompany individuals throughout their life course. This learning is not limited to within the formal education system but also includes informal and non-formal learning pathways [20].
终身教育理论:终身教育理论强调学习是一个持续的过程,应该持续一生。 (Faure, E., et al, 1972) 终身教育理论认为,学习是一个持续的过程,应该伴随个人的一生。这种学习不仅限于正规教育系统内,还包括非正式和非正式的学习途径[20]。
Flexibility and Diversity: (Jarvis, P, 2001) Lifelong education emphasizes the flexibility and diversity of education to accommodate the needs of different individuals. This means that education should offer a variety of learning modes, including distance learning, online courses, workshops, seminars, etc [21].
灵活性和多样性:(Jarvis,P,2001)终身教育强调教育的灵活性和多样性,以适应不同个体的需要。这意味着教育应该提供多种学习模式,包括远程学习、在线课程、工作坊、研讨会等[21]。
Personal Development and Self-Actualization: (Knowles, M. S, 1970) The theory of lifelong education suggests that learning is an important means of personal development and self-actualization. Through continuous learning, individuals are able to enhance their abilities, realize their self-potential, and contribute to society [22].
个人发展和自我实现:(Knowles,M.S,1970)终身教育理论表明,学习是个人发展和自我实现的重要手段。通过不断学习,个人能够增强自身能力,实现自我潜力,为社会做出贡献[22]。
Demand for social and economic development: (Tight, M, 2012). With rapid social and economic development, new needs for knowledge and skills are constantly emerging. The theory of lifelong education emphasizes that education should keep pace with socio-economic development to help the workforce adapt to changes and improve competitiveness [23].
社会和经济发展的需求:(Tight,M,2012)。随着社会经济的快速发展,对知识和技能的新需求不断涌现。终身教育理论强调教育应与社会经济发展保持同步,帮助劳动力适应变化、提高竞争力[23]。
Policy and institutional support: (Field, J, 2006). In order to achieve the goal of lifelong education, appropriate policy and institutional support is needed. This includes the establishment of flexible learning systems, the provision of opportunities and resources for lifelong learning, and the encouragement and motivation of individuals to participate in lifelong learning [24].
政策和机构支持:(Field, J, 2006)。为了实现终身教育的目标,需要适当的政策和制度支持。这包括建立灵活的学习体系、提供终身学习的机会和资源、鼓励和激励个人参与终身学习[24]。
In the continuing education system of higher vocational education, the theory of lifelong education provides important theoretical support. It encourages individuals to seek learning opportunities at different stages of their careers, whether through formal degree education or in the form of short-term courses, certificate training, etc. Institutions of higher vocational education should offer a diversity of learning pathways to meet the needs of learners from a variety of backgrounds and needs, including those in the workforce, those changing careers, and individuals seeking to develop their personal interests.
在高等职业教育继续教育体系中,终身教育理论提供了重要的理论支撑。它鼓励个人在职业生涯的不同阶段寻求学习机会,无论是通过正规学位教育还是以短期课程、证书培训等形式。高等职业教育机构应提供多样化的学习途径,以满足需求来自不同背景和需求的学习者,包括职场人士、职业转变者以及寻求发展个人兴趣的个人。
The theory of lifelong education provides a theoretical basis for building an inclusive, flexible and continuous learning society. It emphasizes the importance of learning in individual life and social progress, and provides guidance for the development of a continuing education system for higher vocational education. Through the implementation of the concept of lifelong education, it can promote the updating of knowledge, the upgrading of skills and the development of innovation ability, and contribute to the sustainable development of society.
终身教育理论为构建包容、灵活、持续的学习社会提供了理论基础。它强调学习在个人生活和社会进步中的重要性,为高等职业教育继续教育体系的发展提供指导。通过推行终身教育理念,可以促进知识的更新、技能的提升和创新能力的发展,为社会的可持续发展做出贡献。
(2) Human capital theory: Human capital theory emphasizes that human resources are an important factor in economic growth and social development. This theory was proposed by famous economists such as Theodore W. Schultz and Gary S. Becker in the 1960s, and has gradually become an important theoretical foundation for research in economics and education.
(2)人力资本理论:人力资本理论强调人力资源是经济增长和社会发展的重要因素。该理论由西奥多·舒尔茨(Theodore W. Schultz)、加里·S·贝克尔(Gary S. Becker)等著名经济学家于20世纪60年代提出,并逐渐成为经济学和教育学研究的重要理论基础。
(Becker, G. S, 1964) Long-term impact of investment in education: human capital theory recognizes education as a long-term investment that not only improves an individual's current productivity, but also generates sustained returns throughout an individual's career [25].
(Becker,G.S,1964)教育投资的长期影响:人力资本理论认为教育是一项长期投资,不仅可以提高个人当前的生产力,而且可以在个人的整个职业生涯中产生持续的回报[25] 。
Skill diversity and economic development:(Mincer, J,1974). With globalization and technological advances, there is a growing demand for diverse skills in the labor market. Human capital theory emphasizes on increasing the skill diversity of the workforce through education and training to adapt to the changing needs of the economy [26].
技能多样性和经济发展:(Mincer,J,1974)。随着全球化和技术进步,劳动力市场对多样化技能的需求不断增长。人力资本理论强调通过教育和培训增加劳动力的技能多样性,以适应经济不断变化的需求[26]。
(Grossman, M) Synergistic effect of health and education: health and education together constitute the two pillars of human capital. Good health enhances the effectiveness of education, which in turn increases the individual's awareness of the importance of health, creating a positive cycle [27].
(Grossman, M) 健康与教育的协同效应:健康与教育共同构成人力资本的两大支柱。良好的健康提高了教育的有效性,进而提高了个人对健康重要性的认识,形成良性循环[27]。
(Trow, M,1974). LIFELONG LEARNING AND CAREER DEVELOPMENT: human capital theory promotes the concept of lifelong learning, which argues that individuals should continually pursue the updating of their knowledge and skills in order to maintain their competitiveness in the labor market [28].
(特罗,M,1974)。终身学习和职业发展:人力资本理论提倡终身学习的概念,认为个人应该不断追求知识和技能的更新,以保持在劳动力市场的竞争力[28]。
(Romer, P. M, 1990) Social Equity and Educational Opportunity: the equity of education as a means of enhancing human capital is critical to achieving overall human capital growth in society. Ensuring that all people have access to education promotes the overall development of society and reduces inequality [29].
(Romer, P. M, 1990) 社会公平和教育机会:教育公平作为增强人力资本的一种手段,对于实现社会整体人力资本增长至关重要。确保所有人都有机会接受教育可以促进社会的整体发展并减少不平等[29]。
The application of human capital theory in the continuing education system of higher vocational education is reflected in the following areas:
人力资本理论在高等职业教育继续教育体系中的应用体现在以下几个方面:
(Teixeira, P., & Amaral, A,2006). Market demand orientation of curriculum design: the design of higher vocational education curricula should closely follow the market demand to ensure that the content of education matches the skill needs of the labor market, so as to improve the employment competitiveness of graduates [30].
(特谢拉,P.,和阿马拉尔,A,2006)。课程设计的市场需求导向:高等职业教育课程设计应紧扣市场需求,确保教育内容与劳动力市场的技能需求相匹配,从而提高毕业生的就业竞争力[30]。
(Twigg, C. A,2001). Flexible learning modes: in order to adapt to the needs of different learners, higher vocational education should provide flexible learning modes, such as online courses, evening classes, weekend classes, etc., to promote the concept of lifelong learning [31].
(Twigg,C.A,2001)。灵活的学习模式:为了适应不同学习者的需求,高职教育应提供灵活的学习模式,如网络课程、晚间班、周末班等,倡导终身学习理念[31]。
Career development support: (Van der Velden, R. K. W., & van der Meer, M., 2003). Institutions of higher vocational education should provide career development support services to help learners plan their career paths and provide career counseling and job placement guidance to enhance their human capital [32].
职业发展支持:(Van der Velden, R.K.W., & van der Meer, M., 2003)。高等职业教育机构应提供职业发展支持服务,帮助学习者规划职业道路,提供职业咨询和就业指导,增强其人力资本[32]。
Rationale for policy development:(Leisyte, L,2007). Human capital theory provides policy makers with a theoretical basis for formulating educational policies, especially in the field of continuing education and vocational training, in order to promote the healthy development of the labor market [33].
政策制定的理由:(Leisyte, L,2007)。人力资本理论为决策者制定教育政策,特别是继续教育和职业培训领域的政策提供了理论依据,以促进劳动力市场的健康发展[33]。
(3) Social Adaptation Theory: (Berger, P. L., & Luckmann, T,1966). Social adaptation theory provides a comprehensive and insightful perspective for examining how individuals or systems adapt to the constant changes in the social environment. This theory recognizes that adaptation is a complex process that involves not only cognitive understanding and assessment of environmental changes, but also affective responses, such as anxiety or optimism, and behavioral adjustments, such as learning new skills or changing work habits. Social adaptation theory emphasizes that adaptation is an ability that individuals and collectives must have in order to survive and thrive in a changing environment [34].
(3) 社会适应理论:(Berger, P. L., & Luckmann, T,1966)。社会适应理论为研究个体或系统如何适应社会环境的不断变化提供了全面而富有洞察力的视角。该理论认为,适应是一个复杂的过程,不仅涉及对环境变化的认知理解和评估,还涉及情感反应,例如焦虑或乐观,以及行为调整,例如学习新技能或改变工作习惯。社会适应理论强调适应是个人和集体为了在不断变化的环境中生存和发展所必须具备的能力[34]。
The application of social adaptation theory is particularly important in the continuing education system of higher vocational education. (Brown, P., Green, A., & Lauder, H, 2001) With rapid socio-economic development, new occupational and skill needs emerge, requiring the education system to be able to adapt flexibly to meet these new needs. Educational content needs to be updated to ensure consistency with changes in the labor market, which requires higher vocational education institutions to pay close attention to industry trends and incorporate these trends into curriculum design [35]. At the same time, education methods need to be innovated, using diverse forms of education such as distance learning, online learning, and workshops to accommodate the needs and preferences of different learners.
社会适应理论的应用在高职教育继续教育体系中显得尤为重要。 (Brown, P., Green, A., & Lauder, H, 2001) 随着社会经济的快速发展,新的职业和技能需求不断出现,要求教育系统能够灵活地适应这些新的需求。教育内容需要更新以确保与劳动力市场的变化保持一致,这要求高职教育机构密切关注行业趋势并将这些趋势纳入课程设计中[35]。同时,要创新教育方式,采用远程学习、在线学习、研习班等多种教育形式,满足不同学习者的需求和喜好。
The concept of lifelong learning occupies a central place in social adaptation theory. (Field, J,2006). Individuals are encouraged to continuously update their knowledge and skills to maintain their competitiveness and adaptability in the labor market [36]. Higher vocational education institutions should provide career guidance and services to help learners plan their career paths and provide career counseling and employment support to facilitate their career development and adaptation to social change.
终身学习的概念在社会适应理论中占据着核心地位。 (菲尔德,J,2006)。鼓励个人不断更新知识和技能,以保持在劳动力市场的竞争力和适应性[36]。高等职业教育机构应当提供就业指导和服务,帮助学习者规划职业道路,提供职业咨询和就业支持,促进其职业发展和适应社会变化。
Policymakers should also take into account the guiding principles of social adaptation theory when formulating relevant policies and regulations in order to promote the sustainable development and adaptability of higher vocational education. This includes the establishment of a flexible learning system, the provision of opportunities and resources for lifelong learning, and the encouragement and incentivization of individuals to participate in lifelong learning, thereby enhancing the overall adaptability and competitiveness of society.
政策制定者在制定相关政策法规时还应考虑社会适应理论的指导原则,以促进高等职业教育的可持续发展和适应性。这包括建立灵活的学习体系,提供终身学习的机会和资源,鼓励和激励个人参与终身学习,从而增强社会的整体适应能力和竞争力。
By citing and explaining these related theories, the author can understand the theoretical basis and internal logic of the continuing education system of higher vocational education more deeply, providing strong support and guidance for the subsequent research and analysis.
通过对这些相关理论的引用和解释,笔者可以更加深入地理解高职教育继续教育体系的理论基础和内在逻辑,为后续的研究和分析提供有力的支持和指导。
3.Research content and methodology
三、研究内容与方法
3.1 Content of the study
This study aims to explore in depth how the system of continuing higher vocational education adapts to the needs of social development, as well as the challenges and opportunities that exist in the process. The research mainly focuses on the following core issues:
本研究旨在深入探讨继续高等职业教育体系如何适应社会发展的需要,以及过程中存在的挑战和机遇。研究主要围绕以下核心问题:
The authors analyze in detail the connection between the system of continuing higher vocational education and the needs of social development. This includes exploring how the education system can adjust and optimize its structure, function and content according to the changes in society, economy, science and technology, culture and other aspects in order to meet the actual needs of society. The authors focus on educational objectives, curriculum, teaching methods, faculty and other aspects in an attempt to build a comprehensive and systematic analytical framework.
作者详细分析了继续职业教育制度与社会发展需求的联系。这包括探索教育体系如何根据社会、经济、科技、文化等方面的变化调整和优化其结构、功能和内容,以满足社会的实际需要。作者围绕教育目标、课程设置、教学方法、师资队伍等方面,试图构建一个全面、系统的分析框架。
The authors discuss the challenges faced by the system of continuing higher vocational education in adapting to the needs of social development. These challenges may come from various aspects such as policy environment, resource allocation, education quality, market demand and so on. The author analyzes the specific manifestations, causes and impacts of these challenges, and discusses how to effectively respond to and solve these problems.
笔者探讨了继续高等职业教育制度适应社会发展需要所面临的挑战。这些挑战可能来自政策环境、资源配置、教育质量、市场需求等各个方面。笔者分析了这些挑战的具体表现、成因和影响,并探讨了如何有效应对和解决这些问题。
The authors focus on the opportunities of the system of continuing higher vocational education in the process of adapting to the needs of social development. With the accelerated development of globalization and informatization, there is a growing demand for high-quality technical and skilled talents in the society. The author analyzes the impact of this trend on the continuing education system of higher vocational education and discusses how to seize the opportunity to promote the innovation and development of the education system.
笔者重点探讨了继续高等职业教育制度在适应社会发展需要过程中的机遇。随着全球化和信息化的加速发展,社会对高素质技术技能人才的需求不断增长。笔者分析了这一趋势对高等职业教育继续教育体系的影响,探讨了如何抓住机遇推动教育体系创新发展。
In the process of exploring the above issues, the author also pays attention to the practical value and significance of the continuing education system of higher vocational education. The author analyzes the role and impact of this education system in improving the quality of education, promoting individual career development, and facilitating social and economic development, and discusses how to further enhance its practical value and significance.
在探讨上述问题的过程中,笔者也关注到高职教育继续教育制度的现实价值和意义。笔者分析了这一教育体系在提高教育质量、促进个人职业发展、促进社会经济发展方面的作用和影响,并探讨了如何进一步提升其现实价值和意义。
This study comprehensively and deeply explores how the higher vocational continuing education system can adapt to the needs of social development, as well as the challenges and opportunities that exist in the process. Through in-depth analysis and research, the author hopes to provide strong theoretical support and practical guidance for the reform and development of the education system, and to contribute to the cultivation of more high-quality technical and skilled talents that meet the needs of society.
本研究全面深入地探讨了高等职业继续教育体系如何适应社会发展的需要,以及过程中存在的挑战和机遇。笔者希望通过深入的分析和研究,为教育体制的改革和发展提供强有力的理论支撑和实践指导,为培养更多适应社会需要的高素质技术技能人才做出贡献。 。
3.2 Research methodology
3.2 研究方法
3.2.1 Selection of research methodology
3.2.1 研究方法的选择
In conducting the research on "how the system of continuing education in higher vocational education adapts to the needs of social development", the authors chose a variety of research methods to ensure the comprehensiveness and depth of the study. These methods include literature analysis method, questionnaire survey method, interview method and case study method. The reasons for choosing these methods and their applicability are explained in detail below.
在开展“高等职业教育继续教育制度如何适应社会发展需要”的研究中,作者选择了多种研究方法,以保证研究的全面性和深度。这些方法包括文献分析法、问卷调查法、访谈法和案例研究法。下面详细解释选择这些方法的原因及其适用性。
(1)Literature analysis
(1)文献分析
Literature analysis is the basic method of this study. By systematically collecting, organizing and analyzing academic literature, policy documents, reports and statistical data in related fields at home and abroad, the author can gain a comprehensive understanding of the historical development, current status and future trends of the continuing education system of higher vocational education. Literature analysis can not only help the author establish the theoretical foundation of the study, but also provide background and reference basis for the research questions. In addition, the literature analysis can help the author to identify the contributions and shortcomings of the existing studies, so as to determine the focus and innovation of this study.
文献分析是本研究的基本方法。通过系统收集、整理和分析国内外相关领域的学术文献、政策文件、报告和统计数据,作者可以全面了解高职继续教育制度的历史发展、现状和未来趋势。教育。文献分析不仅可以帮助作者建立研究的理论基础,还可以为研究问题提供背景和参考依据。此外,文献分析可以帮助作者找出现有研究的贡献和不足,从而确定本研究的重点和创新点。
(2) Questionnaire survey
Questionnaire survey is a widely used quantitative research method suitable for collecting a large amount of data and analyzing it. In this study, the author designed a questionnaire to survey the people involved in the system of continuing education in higher vocational education (such as teachers, students, business employers, etc.). The questionnaire covers a variety of aspects such as educational objectives, curriculum, teaching methods, practice opportunities, etc., in order to understand their views and opinions on the adaptability of the education system. Through the statistical analysis of the questionnaire data, the author can understand the evaluation and expectation of different groups on the education system, so as to provide empirical support for the reform and development of the education system.
问卷调查是一种广泛使用的定量研究方法,适合收集大量数据并进行分析。本研究中,笔者设计了一份调查问卷,对高职教育继续教育体系的参与人员(如教师、学生、企业用人单位等)进行了调查。调查问卷涵盖教育目标、课程设置、教学方法、实践机会等多个方面,以了解他们对教育体系适应性的看法和看法。通过对问卷数据的统计分析,笔者可以了解不同群体对教育体系的评价和期望,从而为教育体系的改革和发展提供实证支持。
(3) Interviews
Interview is an in-depth and flexible qualitative research method, suitable for obtaining detailed and personalized information. In this study, the author chose some representative interviewees (e.g. education policy makers, education experts, industry leaders, etc.) for in-depth interviews. Through face-to-face communication, the authors were able to gain a more in-depth understanding of their perspectives, experiences, and recommendations, as well as their views and expectations on the adaptability of the education system. The results of the interviews help the authors to gain a more comprehensive understanding of the problems and challenges faced by the education system, and to provide targeted recommendations for the reform and development of the education system.
访谈是一种深入而灵活的定性研究方法,适合获取详细、个性化的信息。在本研究中,作者选择了一些具有代表性的受访者(如教育政策制定者、教育专家、行业领袖等)进行深度访谈。通过面对面的交流,作者们能够更深入地了解他们的观点、经验和建议,以及他们对教育体系适应性的看法和期望。访谈结果有助于作者更全面地了解教育体系面临的问题和挑战,为教育体系的改革和发展提供有针对性的建议。
(4) Case studies
Case study is a concrete and vivid research method, suitable for in-depth analysis of specific phenomena or problems. In this study, the author has selected some representative higher vocational continuing education institutions or programs for case study. By studying the background, process, results and impact of these cases in detail, the author can gain a deeper understanding of the practical experience, challenges and solutions faced by the education system in adapting to the needs of social development. The results of the case studies help the author to summarize the successes and lessons of the education system, and to provide lessons and references for the reform and development of other educational institutions or programs.
案例研究是一种具体、生动的研究方法,适合对具体现象或问题进行深入分析。在本研究中,笔者选取了一些具有代表性的高等职业继续教育机构或项目进行案例研究。通过详细研究这些案例的背景、过程、结果和影响,作者可以更深入地了解教育系统适应社会发展需求所面临的实践经验、挑战和解决方案。案例研究的结果有助于作者总结教育体系的成功经验和教训,为其他教育机构或项目的改革和发展提供教训和参考。
The authors chose a variety of research methods, including document analysis, questionnaire survey, interviews and case studies, to ensure the comprehensiveness and depth of the study. Each of these methods has its own specialties and different scope of application, and they complement and corroborate each other, together constituting the complete methodological system of this study.
作者选择了文献分析、问卷调查、访谈和案例研究等多种研究方法,以保证研究的全面性和深度。这些方法各有其特点和不同的适用范围,它们相互补充、相互印证,共同构成了本研究完整的方法体系。
3.3 Data collection and analysis
3.3 数据收集与分析
3.3.1 Data sources and collection methods
3.3.1 数据来源及收集方法
(1) Questionnaire design
(一)问卷设计
In the pursuit of continuous improvement in the quality of education and in meeting the needs of multiple stakeholders, the authors have crafted an exhaustive questionnaire. This questionnaire was designed to gather opinions and data from a wide range of individuals from different backgrounds and roles - including students, teachers, and corporate employers - in order to gain insights into the strengths and weaknesses of the current education system.
为了不断提高教育质量并满足多个利益相关者的需求,作者精心制作了一份详尽的调查问卷。该调查问卷旨在收集来自不同背景和角色的广泛个人(包括学生、教师和企业雇主)的意见和数据,以深入了解当前教育体系的优势和劣势。
The design of the questionnaire followed scientific principles to ensure that each question was carefully constructed to ensure the accuracy and validity of the information. First, each question was designed to be clear and unambiguous, avoiding ambiguity or misunderstanding, so that respondents could easily understand the intent of the question and give accurate answers. Secondly, the questions were designed to focus closely on core topics such as adaptability of educational objectives, practicality of course content, effectiveness of teaching methods and adequacy of practice opportunities to ensure that the information collected was highly relevant.
调查问卷的设计遵循科学原则,确保每个问题都经过精心构建,确保信息的准确性和有效性。首先,每个问题都设计得清晰明确,避免歧义或误解,以便受访者能够轻松理解问题的意图并给出准确的答案。其次,问题设计紧紧围绕教育目标的适应性、课程内容的实用性、教学方法的有效性和实践机会的充足性等核心主题,确保收集到的信息具有高度的相关性。
For the student population, the questionnaire covered their perceptions of course satisfaction, acceptability of teaching methods, quality of practice opportunities, and the match between educational objectives and actual needs. By collecting these data, it is possible to gain insights into how students really feel during the learning process, as well as their expectations and suggestions about the quality of education.
针对学生群体,调查问卷涵盖了他们对课程满意度、教学方法可接受性、实践机会质量以及教育目标与实际需求匹配度的看法。通过收集这些数据,可以深入了解学生在学习过程中的真实感受,以及他们对教育质量的期望和建议。
For teachers, the questionnaire focuses on their perceptions of the speed of updating course content, the innovativeness of teaching methods, the responsiveness of student feedback, and the adequacy of educational resources. Through the perspective of teachers, it is possible to understand the bottlenecks and challenges that may exist in the education process, as well as their efforts and attempts to improve the quality of education.
对于教师而言,问卷重点考察他们对课程内容更新速度、教学方法创新性、学生反馈反馈及时性、教育资源充足性的看法。通过教师的视角,可以了解教育过程中可能存在的瓶颈和挑战,以及他们为提高教育质量所做的努力和尝试。
Finally, the perspectives of business employers, who are important examiners of educational outcomes, are equally crucial. The questionnaire provides valuable references for the optimization of the education system by asking for their evaluations of graduates' skill levels, work attitudes, and teamwork abilities, as well as their suggestions for education reform.
最后,作为教育成果的重要审查者的企业雇主的观点同样重要。调查问卷询问了毕业生对毕业生技能水平、工作态度、团队合作能力的评价以及教育改革的建议,为优化教育体系提供了有价值的参考。
In conclusion, this questionnaire was designed to provide a comprehensive and in-depth understanding of the views and suggestions of different stakeholders on the current education system, thus providing strong data support for the advancement of education reform. Through scientific methodology and fine design, it is believed that this questionnaire will be able to collect true and reliable information, providing strong support for the improvement of education quality and meeting the needs of multiple parties.
综上所述,本次调查问卷旨在全面深入了解不同利益相关者对现行教育体制的看法和建议,为推进教育改革提供有力的数据支持。通过科学的方法论和精细的设计,相信本次调查问卷能够收集到真实可靠的信息,为提高教育质量、满足多方需求提供有力支撑。
(2)Selection of interviewees
(二)受访者的选择
Administrators of Higher Education Institutions
高等教育机构管理者
In selecting administrators of higher vocational colleges and universities as interviewees, we plan to select 5-8 administrators from each province, totaling 15-24. These administrators will be selected based on their representation in different types and sizes of HEIs. We will prioritize administrators in key positions in both public and private institutions to ensure coverage of institutions with different forms of ownership. We will also consider geographical factors to ensure that the selected administrators come from different geographical locations, including provincial capital cities, prefecture-level cities and county-level cities, to reflect the diversity of HEIs in different regions. The responsibilities and experiences of these administrators in the continuing education system will be important in our selection, as their insights will be important in assessing the social adaptability of the current system.
在选取高职院校管理人员作为受访者时,我们计划每个省选取5-8名管理人员,共计15-24名。这些管理员将根据他们在不同类型和规模的高等教育机构中的代表性来选择。优先配置公办和民办机构关键岗位管理人员,确保不同所有制机构覆盖。我们还将考虑地域因素,确保选定的管理人员来自不同地理位置,包括省会城市、地级市、县级市,以体现不同地区高校的多样性。这些继续教育体系管理者的职责和经验对于我们的选择非常重要,因为他们的见解对于评估当前体系的社会适应性非常重要。
Faculty.
In selecting faculty members to be interviewed, we will determine the total number based on the number of selected higher education institutions. Two to three faculty members will be selected from each selected higher education institution. Our selection will be based on faculty members' teaching experience and involvement in continuing education programs. We will give preference to faculty who have been teaching in continuing education programs for a long time and have extensive teaching experience because they can provide insights about course content, teaching methods, and student learning outcomes. In addition, we will also consider inviting faculty who have innovated or achieved significant results in the field of continuing education to gain their unique insights into current system developments.
在遴选访谈教师时,我们将根据入选高校的数量确定总数。每个选定的高等教育机构将从中选出两到三名教职人员。我们的选择将基于教师的教学经验和继续教育项目的参与。我们会优先考虑长期从事继续教育项目、具有丰富教学经验的教师,因为他们可以对课程内容、教学方法和学生学习成果提供见解。此外,我们还将考虑邀请在继续教育领域有创新或取得重大成果的教师来获取他们对当前系统发展的独特见解。
Students
Feedback from students, as direct participants in continuing education programs, is critical to assessing the social adaptability of continuing education programs in higher education institutions. Therefore, we will select 5-10 students from each selected higher education institution to interview. In selecting students, we will prioritize students who have recently participated in continuing education programs to ensure that they are able to provide up-to-date feedback and feelings. We will ensure that the students selected are from a variety of grades and majors to reflect the perceptions and experiences of a diverse group of students in continuing education programs. Student feedback will help us understand their satisfaction with the program, the learning outcomes, and the impact of the program on their future careers, thus providing a more comprehensive assessment of the social appropriateness of the continuing education program.
学生作为继续教育项目的直接参与者,其反馈对于评估高等教育机构继续教育项目的社会适应性至关重要。因此,我们将从每所选定的高等教育机构中挑选5-10名学生进行面试。在选择学生时,我们会优先考虑最近参加过继续教育项目的学生,以确保他们能够提供最新的反馈和感受。我们将确保所选学生来自不同年级和专业,以反映不同学生群体对继续教育项目的看法和经历。学生的反馈将帮助我们了解他们对项目的满意度、学习成果以及项目对他们未来职业的影响,从而对继续教育项目的社会适宜性提供更全面的评估。
(3) Data collection steps and processes
(3) 数据收集步骤和流程
Determine data needs: According to the research purpose and questions, determine what aspects of data need to be collected.
确定数据需求:根据研究目的和问题,确定需要收集哪些方面的数据。
Designing questionnaires and interview outlines: according to the data needs, design questionnaires and interview outlines and conduct pre-tests to ensure their validity and reliability.
设计调查问卷和访谈提纲:根据数据需求,设计调查问卷和访谈提纲并进行预测试,确保其有效性和可靠性。
Selecting samples: According to the needs of the study, select appropriate samples for questionnaires and interviews.
选择样本:根据研究的需要,选择合适的样本进行问卷调查和访谈。
Implementing the survey: Distribute questionnaires online or on paper, conduct interviews or group discussions and other forms of surveys.
实施调查:通过网络或纸质问卷发放、访谈或小组讨论等形式进行调查。
Data organization: organize, classify and code the collected data for subsequent analysis.
数据组织:将收集到的数据进行整理、分类、编码,以供后续分析。
3.3.2 Methodology and steps for data analysis
3.3.2 数据分析的方法和步骤
(1)Descriptive Statistics Analysis
(1)描述性统计分析
(Hinkle, D. E., Wiersma, W., & Jurs, S. G,2003)Descriptive statistics is the preliminary stage of data analysis, which provides the researcher with a quick understanding of the basic characteristics of a data set by calculating statistics such as Mean, Standard Deviation, and Frequency Distribution. For example, the mean can reflect the central tendency of a data set, while the standard deviation reveals the degree of dispersion of the data. These statistics not only help researchers to grasp the general trend of the data, but also lay the foundation for further in-depth analysis [37].
(Hinkle, D. E., Wiersma, W., & Jurs, S. G,2003)描述性统计是数据分析的初步阶段,它通过计算诸如平均值、标准差和频率分布。例如,均值可以反映数据集的集中趋势,而标准差则揭示数据的分散程度。这些统计不仅有助于研究人员掌握数据的总体趋势,也为进一步深入分析奠定基础[37]。
(2)Regression analysis
(2)回归分析
(Cohen, J., Cohen, P., West, S. G., & Aiken, L. S.,2003).Regression analysis is a more in-depth method of data analysis that allows researchers to explore causal relationships between different variables. By modeling regression, researchers can quantify the extent and direction of the influence of the independent variable on the dependent variable. For example, in educational research, regression analysis can be used to assess the degree of match between educational goals and societal needs, or to analyze the specific impact of course content and teaching methods on student satisfaction. The key to this approach is that it not only reveals the correlation between variables, but also predicts changes in outcomes under different conditions [38].
(Cohen, J., Cohen, P., West, S. G., & Aiken, L. S.,2003)回归分析是一种更深入的数据分析方法,允许研究人员探索不同变量之间的因果关系。通过回归建模,研究人员可以量化自变量对因变量影响的程度和方向。例如,在教育研究中,回归分析可以用来评估教育目标与社会需求的匹配程度,或者分析课程内容和教学方法对学生满意度的具体影响。这种方法的关键在于它不仅揭示了变量之间的相关性,而且还预测了不同条件下结果的变化[38]。
(3)Content analysis
(Krippendorff, K.,2004)The method of content analysis is a qualitative research method that is particularly well suited for working with data from interviews and open-ended questions. By coding and categorizing textual data, researchers are able to extract key themes and patterns. For example, when analyzing interview data on education reform, content analysis can help the researcher identify the respondents' key ideas and recommendations for education policy. The advantage of this approach is that it can dig deeper into the deeper meanings behind the data and reveal the real feelings and needs of the interviewees [39].
(Krippendorff, K.,2004)内容分析方法是一种定性研究方法,特别适合处理来自访谈和开放式问题的数据。通过对文本数据进行编码和分类,研究人员能够提取关键主题和模式。例如,在分析教育改革的访谈数据时,内容分析可以帮助研究者识别受访者对教育政策的关键想法和建议。这种方法的优点是可以更深入地挖掘数据背后的深层含义,揭示受访者的真实感受和需求[39]。
In the context of higher education in China, the author often needs to use a variety of methods to collect and analyze data. Among them, the content analysis method became an indispensable tool for the rich data collected in interviews and open-ended questions. This method allows the author to dig deeper into the inner world of the interviewees, capture their main ideas and opinions, and analyze them in a systematic and structured way.
在我国高等教育的背景下,笔者常常需要运用多种方法来收集和分析数据。其中,内容分析方法成为访谈和开放式问题中收集的丰富数据不可或缺的工具。这种方法可以让作者更深入地挖掘受访者的内心世界,捕捉他们的主要想法和观点,并进行系统、结构化的分析。
The application of the content analysis method is particularly important in the context of higher education in China. By identifying keywords and themes related to higher education, the author was able to accurately capture interviewees' views and feelings about various aspects of education quality, curriculum, faculty, and student development. These data and opinions are important references for understanding the current situation of higher education in China, identifying existing problems, and proposing improvement strategies.
内容分析法的应用在我国高等教育背景下显得尤为重要。通过识别与高等教育相关的关键词和主题,作者能够准确捕捉受访者对教育质量、课程、师资和学生发展等各个方面的看法和感受。这些数据和观点对于了解我国高等教育现状、找出存在问题、提出改进策略具有重要参考意义。
When analyzing the data, the author first needed to carry out data cleaning work. Since data collected in interviews and open-ended questions often contain a large amount of textual information, the data need to be scrutinized for errors, missing values and outliers, and necessary corrections and additions need to be made. This helps to ensure the accuracy and reliability of the data and provides a solid foundation for subsequent analysis.
在分析数据时,作者首先需要进行数据清洗工作。由于访谈和开放式问题收集的数据通常包含大量文本信息,因此需要仔细检查数据是否有错误、缺失值和异常值,并进行必要的更正和补充。这有助于保证数据的准确性和可靠性,为后续分析提供坚实的基础。
Next is the data preprocessing stage. In this stage, the author needs to carry out the necessary data conversion and standardization according to the research questions and data types. For example, for text data, the author may need to perform processing steps such as text segmentation, removing deactivated words, constructing word vectors, etc., in order to convert text data into structured data that can be used for analysis.
接下来是数据预处理阶段。在这个阶段,作者需要根据研究问题和数据类型进行必要的数据转换和标准化。例如,对于文本数据,作者可能需要执行诸如文本切分、去除失活词、构建词向量等处理步骤,以便将文本数据转换为可用于分析的结构化数据。
When choosing an analysis method, the author needs to select an appropriate data analysis method based on the type of data and the characteristics of the research question. In the context of Chinese higher education, commonly used data analysis methods include descriptive statistical analysis, factor analysis, cluster analysis, and regression analysis. These methods can help the author explore the laws and patterns behind the data from multiple perspectives and dimensions.
在选择分析方法时,作者需要根据数据的类型和研究问题的特点来选择合适的数据分析方法。在中国高等教育背景下,常用的数据分析方法包括描述性统计分析、因子分析、聚类分析和回归分析。这些方法可以帮助作者从多个角度、多个维度探索数据背后的规律和模式。
In the data analysis stage, the author needs to use statistical software (e.g. SPSS, Excel, etc.) to analyze the data and generate corresponding statistical tables and charts. These statistical tables and charts can visualize the distribution, relationships and trends of the data and help the author better understand the data and analyze the results.
在数据分析阶段,作者需要使用统计软件(如SPSS、Excel等)对数据进行分析并生成相应的统计表格和图表。这些统计表格和图表可以可视化数据的分布、关系和趋势,帮助作者更好地理解数据和分析结果。
Finally, the author needs to interpret the research questions based on the analysis results and make corresponding conclusions and recommendations. In the context of higher education in China, these conclusions and recommendations may relate to a variety of aspects such as educational policy making, curriculum reform, and faculty development. By deeply analyzing the data from the interviews and open-ended questions, the author is able to provide strong support and guidance for the reform and development of higher education in China.
最后,作者需要根据分析结果对研究问题进行解读,并提出相应的结论和建议。在中国高等教育的背景下,这些结论和建议可能涉及教育政策制定、课程改革、师资队伍建设等各个方面。作者通过对访谈数据和开放式问题的深入分析,为我国高等教育的改革和发展提供有力的支持和指导。
4.Hypotheses and Expected Results
4.假设和预期结果
4.1 Research hypotheses
4.1 研究假设
Research Hypothesis 1: There is a positive correlation between higher vocational continuing education system and social needs.
研究假设一:高等职业继续教育制度与社会需求之间存在正相关关系。
Statement:
陈述:
With the acceleration of globalization and technological innovation, there is a growing social demand for high-quality technical and skilled personnel. In this context, the higher vocational continuing education system plays a crucial role. This hypothesis proposes that there is a positive correlation between higher vocational continuing education system and social demand. Specifically, when the higher vocational continuing education system can closely follow the pace of social development and flexibly adjust the educational content, methods and means to adapt to the ever-changing social demand for technical and skilled personnel in various industries, the students it produces will be more likely to meet the actual demand for technical and skilled personnel in society, and then play a more positive role in social and economic development.
随着全球化和科技创新的加速,社会对高素质技术技能人才的需求日益增长。在此背景下,高等职业继续教育体系发挥着至关重要的作用。该假设提出,高等职业继续教育制度与社会需求之间存在正相关关系。具体来说,当高等职业继续教育体系能够紧跟社会发展步伐,灵活调整教育内容、方法和手段,以适应社会对各行业技术技能人才不断变化的需求时,其培养的学生更有可能满足社会对技术技能人才的实际需求,进而在社会经济发展中发挥更加积极的作用。
To understand this hypothesis more concretely, we can envision the following data scenario:
为了更具体地理解这个假设,我们可以设想以下数据场景:
By comparing the employment rate of graduates of the higher vocational continuing education system over the past five years with the growth rate of society's demand for technically skilled personnel in various industries over the same period, we find that they show a similar growth trend.
通过比较近五年高职继续教育系统毕业生就业率与同期社会对各行业技术技能人才需求增速,我们发现两者呈现出相似的增长趋势。
By researching the curriculum and teaching methods of different colleges and universities and different specialties, we find that those specialties that are closely aligned with the needs of the society generally have better employment rates, salary levels and career development prospects for their students.
通过研究不同院校、不同专业的课程设置和教学方法,我们发现那些紧贴社会需求的专业,其学生普遍具有较好的就业率、薪资水平和职业发展前景。
By collecting and analyzing feedback data from enterprises on graduates of the higher vocational continuing education system, we find that most enterprises are satisfied with the skill level, work attitude and teamwork ability of graduates and are willing to provide them with further career development opportunities.
通过收集和分析企业对高职继续教育系统毕业生的反馈数据,我们发现,大多数企业对毕业生的技能水平、工作态度和团队合作能力感到满意,愿意为他们提供进一步的职业发展机会。
All these data scenarios support our research hypothesis that there is a positive correlation between the higher vocational continuing education system and social demand.
所有这些数据情景都支持了我们的研究假设,即高职继续教育体系与社会需求之间存在正相关关系。
Rationality:
理性:
The rationality of this hypothesis lies in the fact that it is in line with the basic viewpoint of modern education theory that education should serve the needs of social development. At the same time, from a practical point of view, the higher vocational continuing education system, as an important platform for cultivating technical and skilled talents, is inevitably affected by social demand for its education quality, curriculum and teaching methods. When the education system can closely match the needs of the society, the students it produces will be more likely to meet the actual needs of the society, thus making a greater contribution to social and economic development.
这一假设的合理性在于,它符合现代教育理论“教育应服务于社会发展需要”的基本观点。同时,从实践来看,高等职业继续教育体系作为培养技术技能人才的重要平台,其教育质量、课程设置和教学方法不可避免地受到社会需求的影响。当教育体系能够紧密匹配社会需求时,它培养的学生就更有可能满足社会的实际需求,从而为社会经济发展做出更大的贡献。
Feasibility:
The feasibility of verifying this hypothesis is high. First, we can collect relevant data about the higher vocational continuing education system and social demand through questionnaire surveys, interviews and case studies and other research methods. Secondly, we can apply statistical analysis methods to analyze these data to verify whether the hypothesis is valid. Finally, the existing educational theories and research methods also provide strong support for verifying the hypothesis. Therefore, we are confident that we can verify the rationality and validity of this hypothesis through scientific research methods.
验证这一假设的可行性很高。首先,可以通过问卷调查、访谈和案例研究等研究方法,收集高职继续教育制度和社会需求的相关数据。其次,我们可以应用统计分析方法来分析这些数据,以验证假设是否成立。最后,现有的教育理论和研究方法也为验证假设提供了有力的支持。因此,我们有信心通过科学研究方法验证这一假设的合理性和有效性。
4.2 Expected results
4.2 预期结果
The expected outcomes of this study aim to provide a comprehensive and in-depth analysis of the social adaptability of the higher vocational continuing education system and to propose specific improvement strategies with a view to promoting its continuous development and optimization. The following are the specific expected results and their extensions:
本研究的预期成果旨在对高职继续教育体系的社会适应性进行全面、深入的分析,并提出具体的改进策略,以促进其不断发展和优化。以下是具体的预期结果及其扩展:
I. Revealing the current situation of social adaptability of higher vocational continuing education system
一、揭示高职继续教育体系社会适应性现状
Through systematic data collection and analysis, this study is expected to comprehensively reveal the current situation of the higher vocational continuing education system in terms of adapting to the needs of social development.
本研究期望通过系统的数据收集和分析,全面揭示高等职业继续教育体系在适应社会发展需求方面的现状。
Quantitative analysis: use questionnaire surveys, official statistics and other channels to collect data on student employment rate, enterprise satisfaction, industry adaptability and other key indicators of the higher vocational continuing education system. By comparing and analyzing data from different years, specialties, and geographic regions, we will reveal the changing trends and problems of the higher vocational continuing education system in adapting to the needs of society.
定量分析:利用问卷调查、官方统计等渠道,收集高职继续教育体系的学生就业率、企业满意度、行业适应性等关键指标数据。通过对比分析不同年份、不同专业、不同地理区域的数据,揭示高职继续教育制度适应社会需求的变化趋势和问题。
For example, the author expects to find that in recent years, the system of higher vocational continuing education has achieved remarkable results in cultivating talents required by emerging industries such as information technology and intelligent manufacturing, but there is still a gap between the talents it cultivates and the social demand in certain traditional industries such as manufacturing and service industries.
例如,笔者预计发现,近年来,高职继续教育体系在培养信息技术、智能制造等新兴产业所需人才方面取得了显著成效,但与培养的人才相比仍存在差距。以及制造业、服务业等某些传统行业的社会需求。
Qualitative research: through in-depth interviews, case studies and other methods, we gained an in-depth understanding of the current situation of curriculum, teaching methods, and faculty within the system of higher vocational continuing education. By comparing the practical experience and typical cases of different colleges and universities and different specialties, we find their advantages and shortcomings, and provide targeted suggestions for the subsequent improvement strategies.
定性研究:通过深度访谈、案例研究等方法,深入了解高职继续教育体系内课程、教学方法、师资队伍等现状。通过比较不同院校、不同专业的实践经验和典型案例,发现各自的优势和不足,为后续的改进策略提供针对性的建议。
II. Proposing Improvement Strategies
二.提出改进策略
Based on the above analysis of the current situation, this study expects to be able to propose a series of targeted improvement strategies to enhance the social adaptability of the higher vocational continuing education system. These strategies will include but are not limited to:
基于上述现状分析,本研究期望能够提出一系列有针对性的改进策略,以增强高职继续教育体系的社会适应性。这些策略将包括但不限于:
Optimizing the curriculum: adjusting and optimizing the curriculum of the higher vocational continuing education system according to social needs and student interests. The proportion of practical and applied courses will be strengthened, and courses related to cutting-edge technologies and emerging industries will be introduced to meet the social demand for high-quality technical and skilled talents.
优化课程:根据社会需求和学生兴趣,调整和优化高职继续教育体系课程。加强实践应用型课程比重,引进前沿技术、新兴产业相关课程,满足社会对高素质技术技能人才的需求。
For example, the author is expected to propose the addition of "Introduction to Artificial Intelligence", "Intelligent Manufacturing Technology" and other cutting-edge courses in the system of higher vocational continuing education, and strengthen cooperation with enterprises to jointly develop practical courses with practical application value.
例如,笔者预计建议在高职继续教育体系中增设《人工智能概论》、《智能制造技术》等前沿课程,并加强与企业合作,共同开发实践课程。实际应用价值。
Improvement of teaching methods: Diversified teaching methods and means are adopted to improve teaching effect and students' interest in learning. For example, new teaching methods such as project-based teaching, case study teaching and online teaching are introduced to strengthen the cultivation of students' practical ability and innovation ability.
改进教学方法:采用多样化的教学方法和手段,提高教学效果和学生的学习兴趣。例如,引入项目式教学、案例教学、网络教学等新的教学方法,加强学生实践能力和创新能力的培养。
Strengthening the practical link: Strengthen the construction and management of the practical teaching link to improve students' practical ability and professionalism. For example, increase the proportion of practical links such as experimental courses and internship training, strengthen cooperation with enterprises, and provide students with more practical opportunities and platforms.
加强实践环节:加强实践教学环节的建设和管理,提高学生的实践能力和专业素养。例如,增加实验课程、实习实训等实践环节比重,加强与企业合作,为学生提供更多实践机会和平台。
III. Providing reference for practice and decision-making
三.为实践和决策提供参考
The results of this research will provide useful references for the practice and decision-making of the continuing education system of higher vocational education. Specifically
本研究结果将为高等职业教育继续教育制度的实践和决策提供有益的参考。具体来说
Provide scientific basis for relevant decision makers: by revealing the current situation of social adaptability of higher vocational continuing education system and proposing improvement strategies, we will provide scientific basis and decision-making reference for relevant decision makers. Help decision makers to fully understand the development status and problems faced by the system of higher vocational continuing education, and provide the basis for formulating more scientific and reasonable policies.
为相关决策者提供科学依据:通过揭示高职继续教育体系社会适应性现状并提出改进策略,为相关决策者提供科学依据和决策参考。帮助决策者充分了解高职继续教育制度的发展现状和面临的问题,为制定更加科学合理的政策提供依据。
Promote the continuous improvement and development of the higher vocational continuing education system: by proposing specific improvement strategies and suggestions, this study will promote the continuous improvement and development of the higher vocational continuing education system. It will help colleges and training institutions to clarify their own development direction and goals, improve the quality of education and social adaptability, and cultivate more high-quality technical-skilled talents who can adapt to the needs of the society.
推动高等职业继续教育体系不断完善和发展:本研究通过提出具体的改进策略和建议,推动高等职业继续教育体系不断完善和发展。帮助院校和培训机构明确自身发展方向和目标,提高教育质量和社会适应能力,培养更多适应社会需要的高素质技术技能人才。
Provide reference for research and practice in related fields: the results of this research will also provide useful reference and reference for research and practice in related fields. By sharing research methods and lessons learned, it will promote communication and cooperation between different fields and jointly promote the continuous development and progress of education.
为相关领域的研究和实践提供参考:本研究的成果也将为相关领域的研究和实践提供有益的参考和借鉴。通过分享研究方法和经验教训,促进不同领域之间的交流与合作,共同推动教育的不断发展和进步。
5. Research Plan and Timetable
五、研究计划及时间表
5.1 Division of Research Phases
5.1 研究阶段划分
In order to ensure the smooth progress of the research and the realization of the objectives, the authors divide the research process into the following phases, each of which has its specific main tasks and objectives, and there exists a close logical relationship between the phases.
为了保证研究的顺利进行和目标的实现,作者将研究过程分为以下几个阶段,每个阶段都有其具体的主要任务和目标,阶段之间存在着紧密的逻辑关系。
5.1.1 Phase I: Literature Review and Theoretical Framework Construction
5.1.1第一阶段:文献综述与理论框架构建
The main task is to collect a wide range of academic literature, policy documents, industry reports, etc., in related fields at home and abroad, and conduct an in-depth literature review to understand the current status of the research and the theoretical basis. Based on the results of the literature review, construct the theoretical framework and hypothesis system of the study.
主要任务是广泛收集国内外相关领域的学术文献、政策文件、行业报告等,并进行深入的文献综述,了解研究现状和理论基础。根据文献综述的结果,构建本研究的理论框架和假设体系。
Objective: To gain a preliminary understanding of the relationship between the higher vocational continuing education system and social demand, and to lay a solid theoretical foundation for the subsequent research.
目的:初步了解高职继续教育制度与社会需求的关系,为后续研究打下坚实的理论基础。
5.1.2 Phase 2: Determination of research design and methodology
5.1.2 第二阶段:确定研究设计和方法
Main task: according to the research questions and theoretical framework, design specific research methods, including questionnaire design, interview outline, case selection and so on. At the same time, determine the specific steps and processes of data collection and analysis.
主要任务:根据研究问题和理论框架,设计具体的研究方法,包括问卷设计、访谈提纲、案例选择等。同时,确定数据收集和分析的具体步骤和流程。
Objective: To ensure the scientific validity and effectiveness of the research methodology and to provide clear guidance for subsequent data collection and analysis.
目的:确保研究方法的科学性和有效性,为后续数据收集和分析提供明确的指导。
5.1.3 Phase III: Data Collection and Organization
5.1.3 第三阶段:数据收集和组织
Main tasks: Carry out data collection activities such as questionnaires, interviews and case studies according to the research design. Organize, classify and code the collected data for subsequent data analysis.
主要任务:根据研究设计开展问卷、访谈、案例研究等资料收集活动。将收集到的数据进行整理、分类和编码,以供后续数据分析。
Objective: To obtain comprehensive and accurate data to provide strong support for subsequent analysis and conclusions.
目的:获得全面、准确的数据,为后续分析和结论提供有力支持。
5.1.4 Phase 4: Data Analysis and Interpretation of Results
5.1.4 第四阶段:数据分析和结果解释
Main Tasks: Conduct in-depth analysis of the collected data using statistical software, including descriptive statistics and regression analysis. According to the results of data analysis, explain the research questions, verify or revise the research hypotheses, and draw the corresponding conclusions.
主要任务:利用统计软件对收集到的数据进行深入分析,包括描述性统计和回归分析。根据数据分析的结果,解释研究问题,验证或修正研究假设,并得出相应的结论。
Purpose: To reveal the current situation of the social adaptability of the system of continuing education in higher vocational education, to propose improvement strategies, and to provide reference for practice and policy making.
目的:揭示高等职业教育继续教育制度的社会适应性现状,提出改进策略,为实践和政策制定提供参考。
5.1.5 Stage 5: Writing the research report and presenting the results
5.1.5 第五阶段:撰写研究报告并展示结果
Main task: Organize the research process and results into a detailed research report, including sections on research background, purpose, method, results and conclusions. At the same time, prepare to present the results in the form of academic conferences and seminars in order to share and exchange the research results with other researchers and policy makers.
主要任务:将研究过程和结果整理成详细的研究报告,包括研究背景、目的、方法、结果和结论等部分。同时,准备以学术会议和研讨会的形式展示成果,以便与其他研究人员和政策制定者分享和交流研究成果。
Purpose: To present the research results in a clear and precise manner, so as to provide valuable references for academic exchanges and policy making in related fields.
目的:清晰、准确地呈现研究成果,为相关领域的学术交流和政策制定提供有价值的参考。
There is a close logical relationship between the five stages mentioned above, and each stage builds on the results and conclusions of the previous stage to ensure the coherence and depth of the research.
上述五个阶段之间有着紧密的逻辑关系,每个阶段都建立在前一阶段的成果和结论的基础上,以保证研究的连贯性和深度。
5.2 Timetable
5.2 时间表
To ensure that the study is completed on time, the authors have developed the following detailed timeline:
为了确保研究按时完成,作者制定了以下详细时间表:
Month 1-2 Conduct literature review and theoretical framework construction, and identify research questions and hypotheses.
第1-2个月进行文献综述和理论框架构建,并确定研究问题和假设。
Month 3-4: Design the research methodology, including questionnaire design, interview outline, etc., and conduct pre-testing and adjustment.
第3-4个月:设计研究方法,包括问卷设计、访谈大纲等,并进行预测试和调整。
Month 5-7: Conduct data collection activities, including questionnaires, interviews, etc., and organize the collected data.
5-7月:开展数据收集活动,包括问卷调查、访谈等,并对收集到的数据进行整理。
Month 8-10: Conduct data analysis, interpret the results, and write the first draft of the research report.
第8-10个月:进行数据分析,解释结果,并撰写研究报告初稿。
Months 11-12: Revise and refine the research report, prepare the presentation of results, and complete the final report and study closure.
第 11-12 个月:修改和完善研究报告,准备结果演示,并完成最终报告和研究结束。
At each key stage, the authors set specific milestones and deadlines in order to monitor and manage the progress of the study. At the same time, the authors adopted a project management approach to organize and coordinate the research process in detail to ensure the smooth progress of the study and the achievement of the objectives.
在每个关键阶段,作者都设定了具体的里程碑和截止日期,以监控和管理研究进展。同时,作者采用项目管理的方式对研究过程进行细致的组织和协调,确保研究的顺利进行和目标的实现。
6. Research conditions and resources
六、研究条件和资源
6.1 Research conditions
6.1 研究条件
In order to ensure the smooth running of the study, the authors need to ensure that the appropriate hardware and software conditions are in place.
为了保证研究顺利进行,作者需要确保相应的硬件和软件条件到位。
6.1.1 Hardware conditions:
Computer equipment: high performance computers and servers for data storage, processing and analysis. These devices should have sufficient memory, processor speed and storage space to meet the complex requirements of data processing and statistical analysis.
计算机设备:用于数据存储、处理和分析的高性能计算机和服务器。这些设备应具有足够的内存、处理器速度和存储空间,以满足数据处理和统计分析的复杂要求。
Network facilities: Stable and reliable network connections for data collection, literature retrieval and online collaboration. This includes security measures such as high-speed Internet access, VPN, etc. to ensure secure data transmission and storage.
网络设施:稳定可靠的网络连接,用于数据采集、文献检索、在线协作。这包括高速互联网接入、VPN等安全措施,以确保数据传输和存储的安全。
6.1.2 Software conditions:
6.1.2 软件条件:
Statistical software: professional statistical software for data analysis and visualization, such as SPSS, SAS or R language. These software should have powerful statistical analysis functions, including descriptive statistics, regression analysis, factor analysis, etc., to support complex data analysis needs.
统计软件:用于数据分析和可视化的专业统计软件,如SPSS、SAS或R语言。这些软件应具有强大的统计分析功能,包括描述性统计、回归分析、因子分析等,以支持复杂的数据分析需求。
Data processing software: software for data cleaning, conversion and management, such as Excel, Access or Python. these software should support operations such as data import, export, sorting, filtering and calculation to ensure the accuracy and consistency of the data.
数据处理软件:用于数据清洗、转换和管理的软件,例如Excel、Access或Python。这些软件应支持数据导入、导出、排序、过滤、计算等操作,保证数据的准确性和一致性。
Literature management software: software for managing, citing, and sharing literature, such as EndNote, Mendeley, or Zotero, which should support functions such as importing, categorizing, annotating, and generating citations, and make it easier for researchers to conduct literature reviews and write research reports.
文献管理软件:用于管理、引用、共享文献的软件,如EndNote、Mendeley、Zotero等,应支持导入、分类、注释、生成引文等功能,方便研究者进行文献综述和整理撰写研究报告。
6.1.3 Characteristics and requirements of the research environment:
6.1.3 研究环境的特点和要求:
Quietness and Concentration: The research environment should be quiet and minimize outside distractions so that researchers can concentrate on their research.
安静、专注:研究环境应该安静,尽量减少外界干扰,以便研究人员能够集中精力进行研究。
Safety and Comfort: The research environment shall ensure the safety and health of the researchers and provide comfortable working space and facilities.
安全舒适:研究环境应保证研究人员的安全和健康,提供舒适的工作空间和设施。
Collaboration and exchange: The research environment should support collaboration and exchange among researchers, and provide the necessary tools and platforms for collaboration to facilitate exchange and cooperation among research teams.
合作与交流:研究环境应支持研究人员之间的合作与交流,并提供必要的合作工具和平台,以促进研究团队之间的交流与合作。
6.2 Research Resources
6.2 研究资源
In order to support the successful conduct of the study, the authors need to acquire, utilize and manage various resources.
为了支持研究的成功进行,作者需要获取、利用和管理各种资源。
Data resources: Primary data: Primary data collected through questionnaires, interviews, observations, etc. for subsequent data analysis and interpretation.
数据资源: 原始数据:通过问卷、访谈、观察等方式收集的原始数据,用于后续数据分析和解释。
Secondary data: Secondary data obtained through government agencies, industry associations, academic institutions and other channels, which are used to supplement and verify primary data.
二手数据:通过政府机构、行业协会、学术机构等渠道获得的二手数据,用于补充和验证原始数据。
Literature resources: Academic literature: academic journals, dissertations, conference papers, etc. in related fields at home and abroad, which are used to understand the current status of research, theoretical frameworks and methods.
文献资源:学术文献:国内外相关领域的学术期刊、学位论文、会议论文等,用于了解研究现状、理论框架和方法。
Policy documents: policy documents, planning reports, etc. issued by the government, used to understand the policy background, objectives and implementation.
政策文件:政府发布的政策文件、规划报告等,用于了解政策背景、目标和实施情况。
7. Research significance and application prospects:
7、研究意义及应用前景:
7.1 Research significance
7.1 研究意义
This study is of great significance in the theoretical field, which not only provides new perspectives and ideas for the research of higher vocational education and continuing education, but also further deepens the authors' understanding of these two fields.
本研究具有重要的理论意义,不仅为高等职业教育和继续教育的研究提供了新的视角和思路,而且进一步加深了作者对这两个领域的认识。
By deeply studying the relationship between the higher vocational education and continuing education system and social demand, this study can fill the gaps in the existing theoretical research and contribute to the improvement and development of the relevant theoretical system. By revealing the operating mechanism and influencing factors of the system, the authors can better understand its internal logic and laws and provide a solid theoretical foundation for future research.
通过深入研究高等职业教育和继续教育制度与社会需求的关系,本研究可以填补现有理论研究的空白,有助于相关理论体系的完善和发展。通过揭示系统的运行机制和影响因素,作者可以更好地理解其内在逻辑和规律,为今后的研究提供坚实的理论基础。
This study serves as an explanation and guide to the practical problems of higher vocational education and continuing education. With the rapid development of society and the continuous progress of science and technology, the traditional education model can no longer meet the needs of society. By revealing the current situation of social adaptability of higher vocational education and continuing education system, this study clearly points out the problems and shortcomings of the current education system, and provides practitioners with specific directions and suggestions for improvement. At the same time, the improvement strategies proposed in this study can also provide practitioners with strong support to help them better cope with the challenges of reality and improve the quality of education and social adaptability.
本研究对高等职业教育和继续教育的实际问题具有一定的解释和指导作用。随着社会的快速发展和科学技术的不断进步,传统的教育模式已经不能满足社会的需求。本研究通过揭示高等职业教育和继续教育体系的社会适应性现状,明确指出当前教育体系存在的问题和不足,为从业者提供具体的改进方向和建议。同时,本研究提出的改进策略也能为从业者提供有力支撑,帮助他们更好应对现实挑战,提高教育质量和社会适应能力。
7.2 Prospects for application
7.2 应用前景
The results of this research have a wide range of application prospects in the field of higher vocational education and continuing education.
本研究成果在高等职业教育和继续教育领域具有广泛的应用前景。
The results of this research can be directly applied to the curriculum and teaching reform of higher vocational education and continuing education. By understanding the social demand and students' needs, the author can more accurately design the course content and teaching methods, so that the education can be closer to the reality and meet the needs. At the same time, the research results can also provide educational institutions with improvement solutions to help them optimize the allocation of educational resources and improve the efficiency and quality of education.
本研究成果可直接应用于高职教育和继续教育课程与教学改革。通过了解社会需求和学生需求,作者可以更准确地设计课程内容和教学方法,使教育更加贴近实际、满足需求。同时,研究成果还可以为教育机构提供改进方案,帮助其优化教育资源配置,提高教育效率和质量。
The research results of this topic can be transformed into concrete policies and practical measures. Based on the research results, the government and relevant departments can formulate education policies that are more in line with practical needs and provide strong support for the development of higher vocational education and continuing education. At the same time, the research results can also provide specific guidance programs for educational practitioners to help them better implement educational reform and innovation.
本课题的研究成果可以转化为具体的政策和实际措施。根据研究结果,政府和有关部门可以制定更加符合实际需要的教育政策,为高等职业教育和继续教育的发展提供有力支持。同时,研究成果还可以为教育从业者提供具体的指导方案,帮助他们更好地实施教育改革创新。
The research results can also provide lessons and references for research and practice in other related fields. Higher vocational education and continuing education is an indispensable and important part of the education system, and its research results also have certain reference value for other fields such as vocational education and adult education. By drawing on and referring to the results of this research, researchers and practitioners in other fields can better understand the nature and laws of education and contribute to the development of related fields.
研究成果也可为其他相关领域的研究和实践提供教训和参考。高等职业教育和继续教育是教育体系中不可缺少的重要组成部分,其研究成果对职业教育、成人教育等其他领域也具有一定的参考价值。通过借鉴和参考本研究成果,其他领域的研究者和实践者可以更好地认识教育的本质和规律,为相关领域的发展做出贡献。
This study not only has important theoretical significance and practical value, but also has broad application prospects and far-reaching social impact. The authors expect to make positive contributions to the development of the field of higher vocational education and continuing education through this study.
本研究不仅具有重要的理论意义和实用价值,而且具有广阔的应用前景和深远的社会影响。作者期望通过本研究为高等职业教育和继续教育领域的发展做出积极的贡献。
8 Conclusions and recommendations
8 结论与建议
8.1 Conclusions of the study
After in-depth analysis and research, the authors came up with the following main findings and conclusions. This study reveals the main problems and challenges faced by the continuing education system of higher vocational education in adapting to the needs of social development. The authors found that with the rapid development of science and technology and the adjustment of industrial structure, the traditional education model can no longer fully meet the needs of society, especially in cultivating high-quality talents with innovative spirit and practical ability.
经过深入分析和研究,作者得出以下主要发现和结论。本研究揭示了高等职业教育继续教育体系在适应社会发展需求方面面临的主要问题和挑战。笔者发现,随着科学技术的快速发展和产业结构的调整,传统的教育模式已经不能完全满足社会的需求,特别是在培养具有创新精神和实践能力的高素质人才方面。
The author's research further clarifies the direction in which the continuing education system of higher vocational education needs to be reformed. This includes, but is not limited to, updating curriculum content, improving teaching methods, strengthening practical teaching links, and strengthening cooperation with industry and enterprises. These reform measures are aimed at improving the relevance and effectiveness of education, making it closer to reality and meeting the needs.
笔者的研究进一步明确了高职教育继续教育制度需要改革的方向。这包括但不限于更新课程内容、改进教学方法、加强实践教学环节、加强与行业企业合作等。这些改革措施旨在提高教育的针对性和有效性,使教育更加贴近实际、满足需要。
The author's research also found some innovative ideas. For example, the author proposes to build an educational model of "integration of industry and education, school-enterprise cooperation", which realizes resource sharing and complementary advantages by strengthening cooperation between schools and industries, and jointly cultivates high-quality talents that meet the needs of society. This idea not only helps to solve the problems existing in the current education system, but also has important theoretical value and practical significance.
笔者的研究还发现了一些创新思路。例如,笔者提出构建“产教融合、校企合作”的教育模式,通过加强校企合作,实现资源共享、优势互补,共同培养符合企业发展要求的高素质人才。社会的需要。这一思想不仅有助于解决当前教育体系中存在的问题,而且具有重要的理论价值和现实意义。
The main conclusions of this study include: the continuing education system of higher vocational education needs to be reformed to meet the needs of social development; the direction of reform includes updating the content of the curriculum, improving the teaching methods, strengthening the practical teaching links, and enhancing the cooperation with industrial enterprises; and constructing the education model of "industry-teaching fusion and school-enterprise cooperation" is one of the feasible solutions. Constructing the educational model of "integration of industry and education, school-enterprise cooperation" is one of the feasible solutions. These conclusions not only provide an important basis for the author's in-depth understanding of the system of continuing education in higher vocational education, but also provide a valuable reference for future research and practice.
本研究的主要结论包括:高等职业教育继续教育制度需要改革,以适应社会发展的需要;改革方向包括更新课程内容、改进教学方法、加强实践教学环节、加强与工业企业的合作等;构建“产教融合、校企合作”的教育模式是可行的解决方案之一。构建“产教融合、校企合作”的教育模式是可行的解决方案之一。这些结论不仅为笔者深入了解高职教育继续教育制度提供了重要依据,也为今后的研究和实践提供了有价值的参考。
8.2 Recommendations and Outlook
8.2 建议与展望
Based on the above research conclusions, the author puts forward the following specific recommendations aimed at guiding practice and decision-making. The education department should strengthen the reform and innovation of the higher vocational continuing education system and promote the renewal and upgrading of the education model. This includes formulating relevant policies and measures to encourage schools and enterprises to strengthen cooperation, jointly develop curricula and jointly train talents. At the same time, it is also necessary to increase the investment in and support for practical teaching to improve students' practical ability and innovation ability.
基于上述研究结论,笔者提出以下具体建议,旨在指导实践和决策。教育部门要加强高等职业继续教育制度改革创新,推动教育模式更新升级。包括制定相关政策措施,鼓励学校与企业加强合作,共同开发课程、共同培养人才。同时,还要加大对实践教学的投入和支持,提高学生的实践能力和创新能力。
The author suggests strengthening the assessment and monitoring of the system of continuing education in higher vocational education. Through the establishment of a perfect assessment system and monitoring mechanism, problems and deficiencies in the education system should be discovered and solved in a timely manner. At the same time, supervision and inspection of education quality should also be strengthened to ensure the effectiveness and sustainability of education activities.
笔者建议加强对高等职业教育继续教育制度的评估和监测。通过建立完善的考核体系和监测机制,及时发现和解决教育体系中的问题和不足。同时,还应加强教育质量的监督检查,确保教育活动的有效性和可持续性。
Looking ahead, the author believes that there are many other areas and directions worth exploring in the research of continuing education system of higher vocational education. For example, further in-depth research can be conducted on the specific modes and practical experience of industry-teaching integration and school-enterprise cooperation; it can explore how to utilize modern information technology means to improve the efficiency and quality of education; and it can also pay attention to the role and impact of the system of continuing education for higher vocational education on the promotion of regional economic development and the enhancement of the country's competitiveness, and so on. These research directions not only help the author to better understand the nature and laws of the system of continuing education in higher vocational education, but also provide new ideas and directions for future educational reform and development.
展望未来,笔者认为,高职教育继续教育体系研究还有很多值得探索的领域和方向。例如,可以进一步深入研究产教融合、校企合作的具体模式和实践经验;探索如何利用现代信息技术手段提高教育效率和质量;还可以关注高等职业教育继续教育制度对促进区域经济发展、增强国家竞争力等的作用和影响等。这些研究方向不仅有助于作者更好地认识高等职业教育继续教育制度的本质和规律,也为未来教育改革和发展提供新的思路和方向。
The author proposes future research plans and goals. The author will continue to explore in-depth the issues related to the system of continuing education in higher vocational education, constantly improve the research methods and technical means, and enhance the scientificity and accuracy of the research. At the same time, the author also actively seeks cooperation and communication with domestic and foreign counterparts to jointly promote the research and development of continuing education system of higher vocational education. The author looks forward to achieving more results and breakthroughs in the future research, and providing stronger support and guidance for educational practice and policy making.
作者提出了未来的研究计划和目标。笔者将继续深入探讨高职教育继续教育制度相关问题,不断完善研究方法和技术手段,增强研究的科学性和准确性。同时,笔者还积极寻求与国内外同行的合作与交流,共同推动高等职业教育继续教育体系的研究与发展。笔者期待在未来的研究中取得更多的成果和突破,为教育实践和政策制定提供更有力的支持和指导。