First, vocational education is generally regarded as "the last education" by the society. There is a general idea in today's society that only students who have no hope of college entrance examination will go to vocational colleges. Students and parents are unwilling to choose vocational education, and often regard attending vocational schools as a helpless move. In Germany, which is famous for its manufacturing industry, after graduating from middle school, 30% students choose to go to college and 50% choose to go to vocational schools. Technical schools are generally respected in Germany.
Second, the rising channel of vocational schools is narrow. Many students in vocational schools do not put learning skills first, but take obtaining diplomas as their primary purpose. Once students enter vocational colleges, most of them can only get secondary school or junior college diplomas, and it is very difficult to get a bachelor's degree or above. Vocational education is a narrow channel for academic education to rise.
Third, there is limited room for career development. Technical school graduates can only serve as technicians, senior technicians or technicians even if they have mastered better technology and outstanding business ability, and their career development space is limited, so they cannot get more promotion space and social resources like other ordinary college graduates.
Fourth, the job benefits of vocational school graduates are low. Technicians who graduated from vocational schools are not worried about finding jobs, but they work hard, with low wages and poor working environment. Even in economically developed areas like Jiangsu, the salary of technicians is generally only 2000 ~ 3000 yuan. Senior engineers in some enterprises also have lower salaries after retirement. In addition, the current public resources such as medical care and education tend to people with high income and high status, and it is difficult for ordinary technicians to enjoy public services in relatively equal, which also leads to the failure of vocational education and the serious shortage of skilled talents.
Fifth, there are "congenital deficiencies" in vocational education management and teachers. At present, the departments in charge of vocational colleges include the Ministry of Education, Ministry of Human Resources and Social Security, the National Health and Family Planning Commission, the Ministry of Transport and other departments in charge of other industries, both at the national level and at the provincial level, with multiple management and different standards. It is difficult for the education department to coordinate resource integration, enrollment scale, teacher deployment and specialty setting. There is a shortage of teachers in secondary vocational schools, and the channels for high-level "double-qualified" teachers and hiring part-time professional teachers are not smooth.
Sixth, the training of talents in vocational education is still "an armchair strategist". The state has not issued a rigid supporting policy on school-enterprise cooperation, work-study combination and internship, and the enthusiasm of enterprises to participate in school-enterprise cooperation is not high, which leads to the lack of real engineering environment in schools, poor training effect, the disconnection between students' theoretical knowledge and production practice, and the gap between students' skill level and enterprise demand.
Suggestions on reforming the concept and management system of vocational education
"The elders who seek wood must consolidate their roots; Those who want to flow far away will dig their springs. " The Fifth Plenary Session of the 18th CPC Central Committee put forward the policy of gradually promoting the exemption of tuition and miscellaneous fees in secondary vocational education, and Ministry of Human Resources and Social Security and the Ministry of Finance also promoted the "new apprentice system pilot" in 12 districts and cities across the country. All provinces should seize the opportunity of vocational education development, reform the concept and management system of vocational education, and strive to realize the transformation from "manufacturing power" to "manufacturing power" during the 13 th Five-Year Plan period. Specific suggestions are as follows:
The first is to further reshape the "talent view". The Great Craftsman tells the myth created by eight craftsmen with "eight pairs of working hands". The perfect presentation of professional skills by craftsmen in big countries is a great encouragement to the development of vocational education. It is necessary to strengthen the guidance of public opinion on vocational education, get rid of the prejudice of belittling vocational education, guide parents to send outstanding students with development potential to vocational colleges with confidence, let all sectors of society pay more attention to and support vocational education, and create an atmosphere in which the whole society respects labor and skilled personnel.
The second is to open up vocational education management channels. On the one hand, we should straighten out the system. To realize the coordinated development of vocational education, we should establish a joint meeting system of vocational education with the participation of education, development and reform, information, finance, people's society, taxation and other relevant departments. Strengthen the organization and leadership of vocational education, unify the professional name, public basic courses, vocational skills standards, evaluation guidance, etc. , and manage the enrollment plan and professional settings. On the other hand, vocational education has been extended to undergraduate and postgraduate stages, providing a broader academic and career development space for vocational college students.
The third is to increase policy support for vocational education. Although the country has formulated a new policy for the development of vocational education and will continue to introduce favorable policies in the future, China should give priority to vocational education in terms of teacher establishment, capital investment and talent introduction in light of reality. In addition, it is suggested that policies should be issued to encourage private capital to participate in the construction of training bases through investment and equity participation, to jointly build a cooperation platform in Industry-University-Research, and to set up private vocational education.
The fourth is to make vocational colleges and enterprises realize "seamless docking". Vocational education serves the development of regional economy with the support of talents, and the growth of talents cannot be separated from practice. It is suggested that policies such as tax incentives, direct financial subsidies and purchase of services should be adopted to standardize school-enterprise cooperation at the national level, encourage and guide the in-depth cooperation between enterprises and schools, accept the training and internship of vocational school students, build an evaluation system and long-term mechanism for school-enterprise cooperation, and establish a "through train" between school-enterprise cooperation and vocational school students' employment.
The fifth is to enhance the attractiveness of the mechanic profession. Strengthen the employment guidance of vocational college graduates and effectively improve the employment environment for graduates. Standardize the evaluation of technicians' professional titles, relax "hard indicators" such as academic qualifications, and focus on assessing technicians' professional skills and professionalism. Establish and improve the salary promotion system for skilled personnel who adapt to the market. Intensify the publicity and commendation of outstanding skilled talents, constantly improve the economic and social benefits of skilled talents, strive to promote the equalization of public services, and enhance the attractiveness of vocational education.