This is a true story.
An enterprise in Yongkang City, Zhejiang Province hired a Shanghai engineer and two senior engineers with an annual salary of 800,000 yuan to design and produce samples of power tools and submit them to the Canton Fair. In the eyes of foreign businessmen, the samples are very close to similar products in Germany in terms of technology and performance, but the price is only half that of Germany.
Foreign businessmen were very happy, and soon signed an order for 654.38+10,000 units.
However, when the first batch of 20,000 units were delivered, none of them were qualified.
As a result, the company only assumed the liability for breach of contract and lost more than 5 million yuan.
I am well aware of this reason. That sample was made by highly paid engineers and senior engineers. Those 20 thousand cars were produced by ordinary workers, not by migrant workers without formal training.
Vocational education should be career-oriented.
The Ministry of Education once said that vocational education should take service as its purpose, take employment as its orientation, set school-running objectives, position school-running in regional economic and industrial development, and cultivate technical and skilled talents with strong practical ability, good professional ethics and front-line production management services.
It can be seen that the starting point of employment-oriented policy is to optimize the allocation of resources, highlight the characteristics of vocational education, and better play the role of vocational education in serving the social economy.
This is of practical significance to relieve employment pressure, adjust structural unemployment of labor force, improve students' employability and narrow the gap between graduates and the professional world.
As one of the coping strategies under realistic conditions, employment orientation is of positive significance to highlight the employment function of vocational education, but as a policy orientation for the long-term development of vocational education, it may have a negative impact on the healthy development of vocational education.
The basic logical thinking of employment orientation can be summarized as follows: employment has become a major issue in China's current social development, and vocational education is an educational field that has the closest relationship with the economy and directly trains high-quality workers for the economic circles, so vocational education should attach importance to employment.
The basic premise of this logical thinking is to emphasize the function of vocational education from the perspective of economics.
Under the guidance of employment orientation, many colleges and universities regard students' employability in the workplace as the training goal of vocational education.
The goal emphasizes the professional knowledge and skills that students need to be competent for a certain position, the skills of competition and cooperation needed to complete a certain task, and the skills needed for job hunting. The training goal focuses on students' initial employment, which is not conducive to students' career development.
Vocational education is not a utilitarian education that gives people skills and seeks the workplace, but an education that cultivates students' professional ability and pays attention to students' professional development.
Only paying attention to students' employability will lead vocational education to narrow educational objectives and simplify educational behavior, which is not conducive to the formation of students' vocational ability.
Vocational education has political, economic and cultural functions, but its core function is educating people.
Vocational education not only pays attention to the employability of the educated, but also pays attention to the development of the whole career of the educated.
Career-oriented vocational education needs the combination of humanistic education and skill education.
Vocational education is the vocational preparation education for students to engage in a certain occupation. Its goal is to form students' professional ability and promote students' professionalism, and employability is only a part of it.
Vocational ability is not the simple addition of professional knowledge and skills, but the practical application, migration and classification of professional knowledge and skills on the basis of mastering professional knowledge and skills, as well as the integration with related general abilities, which is composed of professional ability, method ability and social ability.
Professional ability is the professional practical ability formed by students on the basis of mastering professional knowledge and skills, that is, the ability to solve practical problems and complete professional tasks with professional knowledge and skills, which is the most basic embodiment of professional ability and is very important for engaging in a certain occupation.
Method ability refers to the ability to continuously acquire new information and constantly learn and update knowledge and technology with the development of science and technology.
At present, the decline of knowledge and technological innovation is accelerating, and the use time of skills is greatly shortened. Learning has become a necessary condition for the survival and development of workers, so method ability has become the core component of professional ability.
Social ability refers to the ability of communication and coordination, competition and cooperation, team spirit, sense of responsibility and anti-frustration that people should have in their work, study and social life.
The rapid development of science and technology has caused constant changes in labor organization, labor form and production mode, and social ability is playing an increasingly important role in career and social life.
In fact, students have these three abilities in the three-year study process, which requires the combination of humanities education and skills education.
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