The Blue Book on Employment: 20 19 Employment Report of China University Students released in Beijing on June/0/0 shows that the self-employment rate of college graduates in the 20th18 session is 2.7%, while that of vocational college graduates is 3.6%. However, the follow-up survey shows that only 44.8% of college graduates who choose to start a business still insist on starting a business after three years.
In order to encourage college students to start their own businesses, the "Implementation Opinions on Deepening the Reform of Innovation and Entrepreneurship Education in Colleges and Universities" issued by the General Office of the State Council on 20 15 clearly put forward that "the flexible academic system should be implemented, the years of students' study should be relaxed, and the process of academic system should be adjusted to allow students to drop out of school and start their own businesses". 20 16 The Ministry of Education issued the newly revised Regulations on the Management of Students in Colleges and Universities, which clearly stipulated the flexible academic system and the suspension from school to start a business. Some places and universities further refine the regulations, and some provinces stipulate that students can keep their school status for eight years and leave school to start a business.
There has been a heated debate in public opinion about allowing college students to drop out of school and start businesses. I'm worried that many students will "neglect" their studies. Obviously, public opinion is alarmist. The policy allows college students to drop out of school and start a business, but many factors should be considered when choosing a business, especially whether they have the ability to innovate and start a business. If they don't have the ability to innovate and start a business, even if they drop out of school to start a business, there are very few people who really choose to start a business. From the reality of college graduates' self-employment, we should not pursue the entrepreneurial rate of graduates, but should pay attention to cultivating their innovative consciousness and ability. Only when college students have innovative consciousness and ability can they choose to start a business.
Since the late 1990s, Chinese universities have begun to attach importance to college students' entrepreneurship, and in recent years, this work has been paid more attention at the national level. However, on the whole, there are still many shortcomings in the entrepreneurial work of college students in China. On the one hand, the innovation and entrepreneurship education launched by many schools for students stays at the concept, knowledge and theory level of entrepreneurship, which is out of touch with entrepreneurial practice. Students only gain some entrepreneurial knowledge or stimulate entrepreneurial dreams, and it is difficult to put them into action. It is reported that many universities in China hold entrepreneurship colleges, but few students choose entrepreneurship colleges, and many students just want to get entrepreneurship credits.
On the other hand, because the entrepreneurial rate of college graduates is also an important indicator to evaluate the quality of talent training in a school, many schools focus on mastering the entrepreneurial data of college graduates. This is putting the cart before the horse. In order to produce good-looking entrepreneurial data, schools work hard on preferential policies for entrepreneurship, and some schools resort to fraud and falsely report their own entrepreneurial data.
This directly leads to the "double low" phenomenon of college graduates' entrepreneurship, with low entrepreneurial rate and low entrepreneurial success rate. In this regard, some entrepreneurs pointed out that it is not appropriate to encourage college graduates to start businesses, and those who lack immediate entrepreneurial experience and ability are prone to failure. Encouraging students to start businesses believes that college graduates' starting businesses, even if they fail, is a valuable asset.
It is no problem for colleges and universities to allow college students to drop out of school and start businesses and encourage college graduates to start businesses. However, we should not only pay attention to the rate of entrepreneurship, but not to the cultivation of ability. This is the same as counting the initial employment rate. Colleges and universities should improve the quality of personnel training and students' market competitiveness to promote students' employment and increase the employment rate. However, some universities focus on mastering employment rate data, including fraud, to "count" beautiful employment rate data. In the final analysis, this all points to the question of whether universities attach importance to talent training.
To cultivate college students' innovative ability, first of all, universities should really attach importance to teaching, not to academic research, but to light education and teaching, and carry out small class teaching and inquiry teaching. The "Implementation Opinions on Deepening the Reform of Innovation and Entrepreneurship Education in Colleges and Universities" issued by the General Office of the State Council clearly requires the reform of teaching methods and assessment methods. Carry out heuristic, discussion and participatory teaching to expand the coverage of small class teaching. Reform the content and method of examination, and pay attention to the ability of students to analyze and solve problems.
Secondly, we should create a campus environment and social environment that encourages students to question. Innovation comes from criticism and questioning. If students are not allowed to criticize and question, it will be difficult for them to have innovative consciousness and spirit.
Not long ago, Ren mentioned in an interview with the media: "In the heartfelt community, even posts that scold the company will not be blocked. But the human resources department will see how he scolds. If he is right, an investigation will be launched. If you look at his performance in the first three years and his performance is good, transfer him to the company secretariat to help deal with some specific problems, train him and exercise him, that is, give him a "bath" in the General Staff Department. People who always say that we are good are paralyzing us because there is no content. The content that the heartfelt community scolds us is very specific and needs to be analyzed. Without the spirit of self-criticism, we would not have today. " This is worth learning and drawing lessons from when universities carry out innovation and entrepreneurship education. We should not only make students question, but also strive to promote self-education and self-management.
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