In recent years, the scale of higher vocational education has expanded rapidly, and the effective demand in the labor market is insufficient, which has aroused the concern of all sectors of society about the employment of higher vocational graduates. The phenomenon that higher vocational graduates compete with migrant workers for jobs, the starting salary is lower than that of skilled migrant workers, and the reality of higher tuition fees in higher vocational education inevitably affects the confidence of students and parents in higher vocational education as rational economic men. Service-oriented and employment-oriented higher vocational colleges must pay more attention to the employment flow, salary level, career development and employer satisfaction of higher vocational graduates while continuing to pay attention to the employment rate, so as to enhance the employment competitiveness of higher vocational graduates and realize the sustainable development of higher vocational education.
First, the employment competitiveness of graduates is the core index to measure the running level of higher vocational colleges.
The research on the employment competitiveness of college graduates in China originated from the reform of the employment distribution system of college graduates, which probably rose in the early 1990 s. Lou Xijin's definition of employment competitiveness is more representative. Employment competitiveness refers to the ability of graduates to beat their competitors and find suitable jobs in the job market, that is, to meet the needs of society and employers for talents. Ryan and others believe that college students' employment competitiveness can be divided into job acquisition ability and job adaptability. At present, there are different opinions about the influencing factors of college graduates' employment competitiveness, but they can be roughly summarized as "personal factors and non-personal factors"
According to the above research perspective, combined with other domestic research results on the employment competitiveness of college students, the author believes that to enhance the employment competitiveness of higher vocational graduates, we should not only focus on their professional strength, but also aim at the corresponding job market demand of majors and strengthen the cultivation of students' professional quality and comprehensive quality. Including solid professional quality and its extended learning ability, as well as other abilities to realize their own professional development and their own value besides professional ability and learning ability, including career planning ability, expression ability, interpersonal skills, teamwork ability, environmental adaptability and so on. In practice, four plans should be made: professional layout planning, curriculum construction planning, employment guidance planning and career planning. Only through the effective combination of professional layout and employment market in higher vocational colleges, the corresponding integration of students' professional ability and job demand, the close cooperation between employment guidance and students' career ideals, and the close combination of students' career planning and action can the employment competitiveness of graduates be effectively improved, and the good career development of higher vocational graduates can provide lasting impetus for the development of higher vocational education.
Second, do a good job in professional layout planning to achieve an effective fit between the professional layout of higher vocational colleges and the job market.
With the reform of the employment distribution system for college graduates, the employment market has become the basic way to allocate college graduates' resources. College graduates should not only serve the job market, but also stand the test of the job market. The research shows that the employment market of college graduates in China presents the characteristics of "three peaks superposition", "four contradictions" and "five phenomena". The superposition of the three peaks refers to the situation that the three peaks of laid-off workers' re-employment, migrant workers' employment in cities and college students' employment in China come at the same time and develop in parallel. Four kinds of contradictions refer to four essential contradictions that restrict the employment development of college students, such as quantity contradiction, quality contradiction, structure contradiction and path contradiction. The five phenomena are as follows: First, the recruitment system of public institutions has been implemented, which will have a great impact on the operation mode of the whole China university student employment market; Second, the overall examination and approval of the national teacher establishment has ended, and the overall demand for basic education has declined; Third, the household registration restrictions in economically developed areas have been introduced one after another, and the localization tendency of staffing and use has appeared; Fourth, the peak of graduate employment is coming, and the reform of graduate educational system and the difficulty of employment are prominent; Fifth, the overall phenomenon of graduate employment is more obvious, and the job market is buyer-oriented.
It can be seen that higher vocational graduates are facing the employment pattern of fierce competition in many disciplines. Higher vocational colleges must be guided by the employment market, scientifically plan the professional layout, and give full play to the comparative advantages of the talent training mode of higher vocational colleges. Generally speaking, higher vocational colleges with better employment situation for graduates have outstanding characteristics in specialty layout planning, which is closely related to the needs of regional economic development. On the other hand, some higher vocational colleges lack the research on what kind of professional talents and the quantity of demand the market needs in the near and long term, blindly pursue large and comprehensive professional settings, and blindly set up "hot" majors and expand enrollment to achieve the development of school scale and the improvement of benefits, which leads to the serious dislocation between talent training and social demand, resulting in structural unemployment of many higher vocational graduates. For example, some higher vocational colleges blindly pursue the setting of popular majors. Among the 19 categories set in the Catalogue of Higher Vocational Education Guidance Specialty in Colleges and Universities (Trial), the development scale of each category is extremely unbalanced. The largest financial enrollment is 34 1 10,000, and the water conservancy enrollment is only 0.7 million, a difference of nearly 49 times. Some so-called hot majors, such as accounting, secretarial science and computer application technology, have become hot majors in vocational colleges because of the "white-collar" jobs that people generally favor. However, at present, in the talent labor market, the supply of these majors exceeds the demand. The ratio of supply and demand in Beijing, Nanjing, Shenzhen, Nanning and other cities has exceeded 5. Employers have higher requirements for academic qualifications, and higher vocational graduates are under great employment pressure. As for public management majors, they include public affairs, civil affairs, administration, human resources, labor and social security, land and resources management, customs management, environmental planning and management, etc. Employers have higher requirements for personnel in these positions. The lack of market competitiveness of higher vocational students leads to structural unemployment of higher vocational graduates.
In the course of specialty layout in higher vocational colleges, according to the needs of regional economic development and the orientation, tradition and comparative advantages of the school, we should determine the main majors, focus on creating top-quality majors and high-quality majors, cultivate related majors in emerging industries, and gradually adjust and eliminate general majors. First of all, we must ensure the development of the major. The main major refers to a major that conforms to the orientation of the school, has good conditions for running a school or has strong social needs and good growth. The backbone major is the core and backbone of many majors in higher vocational colleges, which is of great significance for higher vocational colleges to establish their position in the regional higher vocational education system, realize sustainable development and exert their influence on the regional economy. So we should choose one or several key majors. Secondly, focus on creating quality specialty and quality specialty. High-quality specialty and high-quality specialty are concepts based on evaluation. Although from the original intention of holding higher vocational education, the specialty construction has a good desire to build it into a high-quality specialty and a top-quality specialty, the evaluation institutions such as the education administrative department put forward certain standards for the specialty construction of higher vocational colleges, and accordingly divided the corresponding grades. There are differences in infrastructure in higher vocational colleges, so it is impossible to build all majors into fine or high-quality majors at the same time. Therefore, it is undoubtedly a wise choice for higher vocational colleges to selectively determine some majors and give priority to building them into high-quality and high-quality majors when planning specialty construction. It should be pointed out that the major can be either a high-quality major or a top-quality major, but not all top-quality majors in colleges and universities are their main majors. In some cases, higher vocational colleges are more likely to focus on building small but refined majors that meet the market demand and are recognized as "top-quality majors" by relevant departments, because this will better highlight their characteristics in the fierce competition. In addition, according to the change of market demand, it is inevitable for higher vocational colleges to adjust the focus of major construction. Therefore, the division of specialty, high-quality specialty, high-quality specialty and general specialty is not absolute and unchangeable. Third, adjust and gradually cancel general majors. A major with one or more of the following conditions can be defined as a general major: at present, many higher vocational colleges in the region have set up related majors; Regional economy has a certain demand for this professional talent, but the demand is not great; Compared with other higher vocational colleges, our school has no advantage in offering this major.
Third, do a good job in curriculum construction planning and realize the counterpart integration of vocational ability and job requirements of higher vocational graduates.
1. In the course structure, pay attention to the type and level planning of the course. Take the curriculum of logistics major in higher vocational colleges as an example. With the rapid development of China's logistics industry in recent years, many higher vocational colleges have opened logistics majors. However, due to the late start and lack of scientific planning, the curriculum of logistics major in many higher vocational colleges lacks scientificity, which is manifested in the lack of social research and demonstration, and the unclear curriculum type and level planning. For example, some higher vocational colleges offer basic courses such as "Economics", which have a strong subject color and are not targeted, ignoring the practical needs. "Quantitative analysis methods" and "logistics policies and regulations" even have the phenomenon of setting courses for different groups according to existing conditions due to the constraints of teaching conditions such as teachers and experimental practice. Judging from the feedback of students after employment, not only a considerable part of theoretical deduction and verification contents are not used at all, but also the time for students to take up their jobs independently is greatly delayed, making the trained talents not as good as undergraduates in theory and their practical ability unable to go up. The curriculum system of logistics management specialty based on "hierarchy-module" is worth learning. The curriculum system consists of four levels: core layer, support layer, basic layer and characteristic layer. The core layer includes two modules: "core technology course" and "vocational skills course". The core technology course module covers the most basic and important knowledge and technology needed by the corresponding professional post group, including transportation management practice, warehousing and distribution management, logistics facilities and equipment, supply chain management and so on. Vocational skills curriculum module strengthens the cultivation of students' practical ability and operational skills, focusing on basic vocational skills, including "office automation", "logistics enterprise management simulation training" and "distribution center simulation training". The support layer includes modules such as "professional technology", "career research" and "career direction" set around the core layer. "Professional Technology" module is to strengthen, broaden and supplement the professional knowledge required by the core technology courses, so that students can further understand the core technology courses of their major, strengthen technical operation, and master and enrich technical operation experience, including "logistics regulations" and "logistics geography". The module of "Vocational Textual Research" aims to ensure the acquisition of vocational qualifications, and bring relevant courses of vocational textual research into the training plan as far as possible. Based on the current professional post requirements, the career direction module focuses on providing students with targeted special training to meet the multi-level post requirements, such as international trade practice, container transportation practice, international freight forwarding, customs declaration practice and so on. Basic courses mainly provide students with the necessary basic knowledge of science, humanities, body and mind, and attach importance to cultivating students' humanities literacy, which is the standard that distinguishes vocational colleges from vocational secondary schools. Basic courses are based on the principle of "necessity and sufficiency". The characteristic layer includes three modules: process course, mental health and career guidance course and elective course. Process course is guided by the concept of "student-centered" and process-oriented, aiming at providing students with more opportunities for self-study, hands-on and expression. The curriculum system based on "level-module" closely revolves around the core of vocational skills, which helps to form a curriculum structure closely linked with the core. Starting from the reality of higher vocational students' development, it embodies the educational concept of "taking students as the main body".
2. Strengthen the "working process-oriented" curriculum construction. The Opinions of the Ministry of Education on Improving the Teaching Quality of Higher Vocational Education in an All-round Way (Canon [2006] 16) requires: "Higher vocational colleges should actively cooperate with industry enterprises to develop courses, and reform the curriculum system and teaching content according to the requirements of technical fields and professional posts (groups) and with reference to relevant professional qualification standards. Establish curriculum standards that emphasize the cultivation of professional ability. Standardize the basic requirements of course teaching and improve the quality of course teaching. " According to the spirit of the document, the experience of developing the working process-oriented curriculum system in some higher vocational colleges is worth learning. According to the stage theory of vocational ability development, the basic process is to divide the career growth stage of higher vocational graduates into five stages: novice, progressive beginner, expert actor, skill specialty and expert. Hold a symposium of practical experts, ask each industry practical expert to name 3 ~ 4 representative tasks in each stage, and then determine some challenging tasks from them; Summarize and classify these tasks and determine the typical tasks of this major. A typical job task of a profession describes a complete job action, including the planning, implementation and evaluation of the whole action process, reflecting the content and form of professional work and the significance, function and role of the task in the whole profession. The typical task is transformed from action field to learning field, which constitutes the learning field curriculum in vocational education. Each profession usually has 10 ~ 20 such courses. Because work process-oriented courses pay attention to career growth and work process, they have attracted great attention in higher vocational education in recent years, and have made many achievements in theory and practice. Search on China hownet found that as of 2011111,the research results titled "higher vocational education", "working process" and "curriculum" exceeded1.
Fourth, do a good job in the planning of employment guidance, and realize the close cooperation between employment guidance in higher vocational colleges and students' career ideals.
Facing the increasingly severe employment situation, it is necessary for higher vocational colleges to strengthen the construction of employment guidance system and mechanism for college students, and realize good support for vocational graduates' career ideals through the good operation of employment guidance mechanism. The State Council has included "strengthening employment and entrepreneurship education and employment guidance services" in the Outline of the National Medium and Long-term Education Reform and Development Plan (20 10-2020). Therefore, the imperfect employment system and well-functioning mechanism have become an important indicator to measure the implementation of the requirements of the party and the state and promote the employment of higher vocational graduates. The author believes that higher vocational colleges should achieve the following five points in the process of constructing employment guidance system and mechanism:
1. Establish an advanced employment guidance concept. Higher vocational education focuses on a job, but vocational guidance in higher vocational colleges cannot be equated with career introduction, but should fully reflect the function of teaching and educating people, that is, to guide students to establish a correct view of employment, help students acquire the ability of career planning and realize lifelong sustainable development. In order to achieve this goal, we should pay attention to establishing the working concepts of "professionalization of employment guidance" and "whole process of employment guidance" when carrying out employment work, and run employment guidance through the whole process of higher vocational students' study, so that higher vocational students can pay attention to employment prospects from beginning to end and implement their own talent planning and employment plan according to the goal of career planning.
2. Build a full-time and full-time employment guidance team. The Opinions of the Ministry of Education on Further Strengthening the Construction of Employment Guidance Service Institutions and Teams for College Graduates (J [2002] 18) puts forward the requirements of "three in place" and "all staff, whole process, experts and informationization" for the employment work of colleges and universities, and the employment guidance work has entered a brand-new development stage. Higher vocational colleges should be equipped with full-time employment guidance personnel in strict accordance with the standard of 1 or more full-time employment guidance teachers and full-time staff for every 500 graduates stipulated by the Ministry of Education, and mobilize teachers and students to actively participate in the employment of graduates by establishing a sound mechanism. Draw lessons from the practical experience of some higher vocational colleges, such as establishing a working system of "overall planning by school leaders, leading by competent departments, coordinating with functional departments and implementing at two levels"; In addition to providing full-time employment guidance teachers to engage in employment guidance and teaching research, full-time employment guidance teachers, professional subject leaders and external experts are also hired to form an employment guidance teaching and research group to teach targeted employment guidance courses according to the division of professional teaching and research sections; Hire alumni, employment agencies, and staff of human resources departments of enterprises. As a part-time employee; Encourage the establishment of student associations to guide students' employment, and give play to the role of students' self-education and self-service.
3. Construct a scientific and reasonable employment guidance mechanism. In order to promote the coordinated operation of various elements and links in employment work and achieve the goal of optimizing employment, a good working mechanism must be established. According to the close relationship between higher vocational colleges and market economy and the grim employment situation at present, in the process of constructing employment mechanism, we should gradually realize the transformation from administrative management to planned operation mechanism, and more to the operation mechanism combining guidance, supervision and service. For example, employment performance is directly linked to evaluation and reward; Employment survey and analysis are linked with major adjustment, so as to realize the linkage between the employment rate of each major and the annual enrollment plan, major setting, resource support and evaluation promotion.
4. Innovative employment guidance content. We should follow the principles of being close to reality, life and the masses. Through the combination of theoretical teaching, practical teaching, quality education, in-class and out-of-school, we will comprehensively implement employment ideological education, employment policy guidance, employment psychological education and employment skills guidance.
Fifth, do a good job in students' career planning and realize the close combination of students' career design and action.
Career planning, also known as career design, refers to the combination of individuals and organizations. On the basis of measuring, analyzing and summarizing the subjective and objective conditions of personal career, we should comprehensively weigh personal interests, hobbies, abilities and characteristics, combine the characteristics of the times and personal career tendencies, determine the best goal, and make effective arrangements for achieving this goal. At present, in the process of career planning counseling for college students in higher vocational colleges, there are many problems, such as imperfect career planning service system, lack of full-time personnel with career planning guidance qualifications, and replacing "developmental career counseling" with "short-term promotion" to improve employment rate. How to systematically and effectively guide students to carry out career planning and put it into action to improve the quality of employment has become an urgent task for every higher vocational college. To do a good job in vocational college students' career planning education, we must do the following:
1. We should establish a correct understanding of the importance of career planning education ideologically. Career planning education is an indispensable part of higher vocational education. Career planning of higher vocational graduates not only emphasizes the important position of career in life development, but also pays attention to students' all-round development and lifelong development, which is highly consistent with the purpose and goal of higher vocational education.
2. Guide students to locate accurately. At present, there are many problems in vocational college students' career planning, such as weak planning consciousness, insufficient self-analysis, inability to examine themselves accurately, unclear methods, unclear planning, blind planning, obvious short-sighted behavior tendency and so on. We should take students as the main body, take social needs as the guidance, and guide higher vocational students to choose their own love, their own strengths and their own needs in the world through personalized guidance and systematic training, so as to realize their personal career development and all-round development.
3. Realize the combination of planning and practice. Planning is divorced from reality, which not only can not effectively guide the occupation, but will mislead the practice because of the deviation of idealistic tendency. We must combine planning with practice closely. On the one hand, we should guide students to constantly audit the implementation and effect of the plan through introspection or inspection. On the other hand, it provides students with early contact practice, especially with the real professional environment, and constantly adjusts the plan in practice. Cultivate students' ability to know themselves, actively obtain employment information, apply for a job, start a business and adapt to society (lifelong learning).