Vocational education includes vocational school education and vocational training. Vocational school education is academic education, which is divided into secondary vocational school education and higher vocational school education. Vocational training is non-academic education, including pre-job training, apprenticeship training, on-the-job training, re-employment training, entrepreneurship training and other vocational training.
The purpose of vocational education is to cultivate applied talents, socialist workers and socialist builders with a certain cultural level and professional knowledge and skills. Compared with general education and adult education, vocational education pays more attention to the cultivation of practical skills and practical work ability.
The role of vocational education: the waterway has been opened, and the future of vocational education will be brighter.
The Implementation Plan of National Vocational Education Reform requires that, starting from 20 19, relevant professional teachers in vocational colleges and application-oriented undergraduate colleges should be openly recruited in principle from those who have worked in enterprises for more than 3 years and have higher vocational education qualifications, and the academic qualifications of special high-skilled talents (including those with higher vocational qualifications) can be appropriately relaxed.
Talking about this issue, Hu Wei said that the teacher evaluation system of vocational education has followed the general education system, and there are still phenomena such as "scores only", "diplomas only" and "hats only". The higher the educational background, the better the admission conditions for teachers, which is actually inconsistent with the pursuit of vocational education. At the same time, with the development of vocational education, the connotation of "double-qualified" teachers is constantly enriched, and there are many definitions such as "double title", "double certificate", "double ability" and "double theory", all of which point to the infiltration and integration of teachers' academic qualifications, professionalism and professionalism. However, the relevant system and policy thresholds, such as the need to obtain a teacher qualification certificate for skilled talents in industrial enterprises to teach in higher vocational colleges, are not conducive to the entry of skilled talents in industrial enterprises into schools. Therefore, the policy obstacles such as teacher qualification system, personnel system and social security system involved in the admission of skilled craftsmen need to be removed, so that the "glass door" for introducing talents in vocational colleges can really become a "revolving door".
Regarding the future of vocational education, Hu Wei said that the newly revised Vocational Education Law of People's Republic of China (PRC) pointed out the development direction. It can be said that the waterway has been opened, the ice has been broken, and the dawn of vocational education is ahead. After decades of reform and opening up, vocational education has achieved results after the 18th National Congress, especially in terms of system and mechanism. If obstacles such as employment system and evaluation system are further removed, the prospect of vocational education will be brighter. At the same time, with the increasing influence of China's manufacturing industry in the world, China's great craftsmen have made more and more contributions to the world, which will also force the reform and development of vocational education. All these indicate that vocational education has a bright future.
Vocational education and general education have the same status: different tracks, the same wonderful.
The revised Vocational Education Law mainly makes five provisions on improving the social recognition of vocational education. Song Fang introduced that the revised Vocational Education Law made it clear that students in vocational schools have equal opportunities with students in ordinary schools at the same level in terms of further studies, employment and career development. Higher vocational schools and ordinary institutions of higher learning that implement vocational education should determine the corresponding proportion in the enrollment plan or take separate examinations to recruit vocational school graduates. It is clear that people's governments at all levels should create a fair employment environment; The employing unit shall not set conditions that hinder the equal employment and fair competition of vocational school graduates in the application, employment and employment; Organs, institutions and state-owned enterprises should make clear the requirements of technical skills when recruiting and employing technical and skilled personnel, and regard the level of technical skills as an important condition for recruitment and employment; In the open recruitment of public institutions, positions with vocational skill level requirements can be appropriately reduced.