The education globalization has brought an important opportunity for the development of vocational education in my country. If you actively follow the trend of education globalization, you can promote the update of school running philosophy, accelerate the pace of professional adjustment and training model innovation, make up for the serious deficiencies of my country's vocational education resources, so as to integrate my country's vocational education into the process of education globalization and integrate with international education. At the same time, to seize the opportunity of education globalization, we must have a deep and sober understanding of the challenges faced by my country's vocational education development. This is an important prerequisite and necessary condition for us to grasp this historical opportunity.
(1) The challenges of education institutions and investors in developed countries to my country's vocational education market
The main form of education globalization is the opening of the education market. Although in the long run, my country's open vocational education market can promote the development of vocational education, but because my country's vocational education has been short -term, lack of high -quality resources, lack of experience, and low quality. Therefore, the open vocational education market will face many markets from the market aspect Challenges, concentrated in the source of the source and talent market. This challenge is mainly the impact of education institutions and investors in developed countries on my country's vocational education market. The specific manifestations are: First, foreign education institutions have seized my country's student market, attracted international students, and obtained vocational education resources. Due to the insufficient investment in vocational education in my country, weak foundations, low levels, lack of brand benefits, and poor social reputation. Level education and other preferential conditions attract students with better economic conditions in my country to study abroad. Second, high -quality educational resources abroad have entered my country's school running market and expanded domestic school running. This is another form of competition for the Shengyuan Market. With its economic and cultural advantages, cooperating with relevant colleges or institutions with good conditions in my country will be an important choice for relevant foreign institutions. Similarly, with the expansion of the scale of school running and the gradual improvement of social recognition, these colleges or institutions will become a priority choice for students, which greatly threatens the survival and development of my country's vocational colleges and vocational training markets. In the schooling market, the most impact on my country's vocational education is likely to be the training market. Because from the experience of carrying out educational cooperation among countries, adult education and vocational training will be the most important areas of educational services provided by countries. Because of the influence of the planned economic form and the immatureness of my country's vocational training market itself, it has always been a weak link in my country's vocational education. Third, developed countries in the West dominate the global talent market and attract high -quality talents. The competition for talents has become an important measure to develop socio -economic development in the world. Global talent flow will form a global talent market. On the one hand, some multinational companies and its processing and manufacturing industry in the country are very attractive for some relatively good vocational education graduates; on the other hand, overseas education institutions and investors will inevitably rely on their majesty Economic forces and training abroad have attracted high -quality teachers in vocational education in my country. Fourth, based on distance education, it has become an important form of education service trade. one. However, my country's government's sense of urgency in this regard is not strong, government investment is not strong, and technical means and related infrastructure are relatively backward.
(2) The challenge of market -oriented education service trade concepts to my country's centralized vocational education system
Education activities for business nature are not only the regulations of the WTO, but also the basic orientation of international education service trade in the context of education globalization. Education globalization is rooted in economic globalization, and it must also reflect some basic principles of economic globalization. The core rules advocated by the main system carrier of economic globalization are: the unwilling treatment of capital under free trade and the inadequate intervention of the market, such as the most beneficial treatment and national treatment, gradual freedom, and strengthening transparency. To this end, relevant institutions and organizations participating in educational globalization activities will strive to eliminate each other through negotiations and negotiations with governments to eliminate each other, promote the decentralization of schools in running schools, and gradually cancel restricted policies and regulations. The market eventually formed a free and open education market globally.
. However, from the system, our preparation is still very insufficient. Especially in the context of educational globalization, market -oriented educational service concepts have put forward severe challenges to my country's vocational education system. It is understood from a relatively broad level, it is mainly reflected in the management system, school running system, operating mechanism, and investment system. From the perspective of the management system, although we have repeatedly emphasized the establishment of the vocational education management system of "under the leadership of the State Council, hierarchical management, local government, government coordinating, and social participation", from the role of the government, we have always been Basically, it is still a unified management model for the government. Many links in vocational education practice also have strong government -led or participating colors, such as enrollment, professional and curriculum settings, professional title evaluation, and teacher employment. Educational management is too much and died, and the real -time management of the government is not well managed. The problems often say dislocation, offside, and absence of positioning; vocational education institutions lack sufficient self -run autonomy, and the consciousness of self -running schools in the market The ability is also weak. Under this system, the government manages vocational education is the education administrative department, the labor security department, and the competent authorities of the industry, and the lack of coordination between various departments. This centralized management system will greatly hinder the process of integration of my country's vocational education and international vocational education. From the perspective of the school -running system, due to various reasons, especially by relevant policies, the diversified school system pursued by vocational education in my country has not been formed, and basically the government runs vocational education in one go. At present, due to corporate restructuring and other reasons, corporate vocational education is extremely weak; due to the absence of policy, private vocational education is still new and new things. For reasons such as protection, industry companies are weak in participation and guidance for vocational education. Especially today, with the increasingly advanced education globalization, this traditional single -school system will collapse. From the perspective of the operating mechanism, the current operating mechanism of vocational education in my country is basically an administrative model. The government is the main body of running a school, implemented an authoritative administrative management model, and presents the form of vocational education in school. It is a relatively closed school model, society and society, and The participation of enterprises is not great, and the school lacks the power of autonomous schools and is not sensitive to the market. Compared with the market model controlled by Japan, the United Kingdom and other countries, and school -enterprise cooperation models in Germany and Switzerland, this operating mechanism of vocational education in my country is the most backward. The needs of the market are not closely combined with the market, and the cultivation of the ability to focus on theoretical teaching is not strong. As a result, the social adaptation ability of graduates is not strong and cannot meet the needs of the labor market. From the perspective of the investment system, the single investment channels, the failure to implement the relevant investment policies, and the severe insufficient investment have always been a disturbing disease that has become bigger and bigger in our country. Faced with the challenges of foreign vocational education institutions on my country's vocational education market, and facing the new requirements of economic globalization on skilled talents, how to activate vocational education input system has become an important problem for my country's vocational education development.
(3) Challenges of the changes in talent demand caused by economic globalization to challenge my country's vocational education training model
The deep movement of education global development is the promotion of economic globalization. Economic globalization has promoted educational globalization. In turn, education globalization has promoted economic globalization, and the two depend on each other. The global production method has become increasingly prosperous, the number of multinational companies is increasing, foreign direct investment in developing countries has grown strongly, and economic globalization has accelerated its development trend. "Global production methods can increase foreign direct investment
(IDE) traffic. Its rise has created new growth and industrialization opportunities for developing countries. Now there are about 65,000 multinational enterprises, along About 8,500,000 other companies that cooperate with them are the protagonists of these global production systems. " Therefore, the cultivation, configuration, flow and use of talents will increasingly present global characteristics, including employment standards and will also be internationalized. With the strong growth of foreign direct investment in developing countries, the global foreign direct investment flow in 2004 rose to US $ 648 billion, an increase of 2 % over 2003. The United States is still the largest foreign direct investment to accept countries, followed by Britain and China. Under such circumstances, foreign -funded enterprises will flood into my country in large numbers, not only put forward new requirements for the cultivation and use of talents, but as the number of Chinese companies participate in internationalization activities, the demand for talents in this area will increase a lot. Especially after joining the
WTO, my country has a formal member status of joining the international economic cycle. The economic and industrial structure has continuously made adjustments and changes, leading to changes in the demand for the labor market. According to the Development Research Center of the State Council, 9.66 million agricultural labor will be transferred to other departments from 1998 to 2010. The automotive industry will reduce 498,000 people and the machinery industry will be reduced by 58.2. Industries that increased employment due to the WTO include: 168,000 people in the food processing industry, 282.5 people in the textile industry, 2.61 million people in the clothing processing industry, 928,000 in the construction industry, and 2.664 million service industry. It can be seen that entering the WTO will bring changes in the employment structure of various industries. Some of the original positions will disappear, and at the same time, a large number of new professional positions will be added. Among them, the textile industry, service industry and clothing processing industry will be increased. The most areas. In addition, the changes in industrial structure in the context of economic globalization are often accompanied by the technical structure and the technical content of professional positions. In short, in the context of economic globalization, industrial structure adjustment and upgrading, technological progress, vocational position changes, and international standards for talent use have all renewed higher requirements for the traditional talent training model of vocational education in my country.
. From the level of training mode, many disadvantages in my country's vocational education are reflected in it. The talent training model of vocational education in my country has always been "centered on schools and classrooms". It is relatively closed, lacks market sensitivity, is out of touch with the needs of society and enterprises, and lacks strong social and enterprises. And the needs of occupational positions; the subject format of the course is serious, the academic tendency is too strong, and the professional tendencies are insufficient, and the courses are not developed according to the logic of the work practice; ; The academic system lacks elasticity, does not take more care of students, and does not provide more opportunities for students to learn while working. This talent training model cannot meet the requirements of economic globalization at all, and it is urgent to change.
(4) Challenges of the current requirements of international practice on my country's education policies and regulations
If vocational education in my country must integrate into the process of educational globalization. International practice of education services. However, due to the short marketization process, the lack of awareness of the impact of education globalization, the weak concepts of governing education in accordance with the law, and other reasons, my country's vocational education preparation for globalization is significantly insufficient, especially the relevant legislation is significantly lagging behind. As the first regulatory administrative regulations of Chinese and foreign cooperative schools in China, the promulgation of the "Regulations on the Chinese and Foreign Cooperation Schools of the People's Republic of China" (hereinafter referred to as the "Regulations") shows the country's encouragement and support for Chinese and foreign cooperative schools, marking my country for Chinese and foreign cooperative school running school running schools The norms and management are entering a new stage. From another perspective, the insufficient preparation of my country's vocational education for education globalization is also concentrated in the Regulations. It mainly exists in the following problems; first, it only applies to "activities (Article 2)," foreign education institutions with Chinese education institutions in China in China. In the cultivation of various types of talents (Article 5) that cultivate Chinese socialist construction, it has not made corresponding regulations on how my country's educational institutions grab the international student market and labor market, that is, how it is how to protect itself, which is relatively comparison, which is relatively comparison. Conservative, not -looking, do not have a global perspective. Second, due to the many differences between vocational education and ordinary education, and because vocational education has become a priority area for international education services, it is necessary to treat ordinary education and vocational education differently in the process of Chinese and foreign education cooperation and even participating in education globalization, but The "Regulations" did not fully take into account this, but only mentioned that the training institutions of Chinese and foreign cooperation registered in the industrial and commercial administrative department registered registered registered training institutions (Article 60). Third, the current policy is not encouraged in the return of interests. The "Regulations" stipulate that "Chinese and foreign cooperative schools are public welfare undertakings, which are components of China's education (Article 3)", and the "Implementation Measures for the Implementation of the Chinese and Foreign Cooperation Schools of the People's Republic of China" (hereinafter referred to as the "Measures") clearly specify "Chinese and foreign cooperative schools shall not engage in profit -making business activities (Article 28)." This is not conducive to attracting high -quality educational resources abroad, and also hinders my country's vocational education participation in the process of educating globalization. Because from the perspective of foreign parties to run a school, their ultimate purpose is to come for their own interests, especially economic interests, and is a profit -making behavior. Fourth, the "Measures" proposed that "the state encourages the development of Sino -foreign cooperative schools in western China and remote and poor areas (Article 3), but it has not been formulated in the western and remote poverty -stricken areas to carry out preferential policies to carry out Chinese and foreign cooperative schools. This must be said to be a big flaw. Because of this, the gap between the development of vocational education in my country and the East and West will further enlarge. In addition, "the principal or main administrative leader of the Chinese and foreign cooperative schools shall have the nationality of the People's Republic of China (Article 25)", "foreign education institutions, other organizations or individuals shall not be established in China with Chinese citizens. The provisions of the school and other education institutions (Article 62) of the enrollment targets are also contrary to the market -oriented operating concept of vocational education. Generally speaking, the relevant provisions of the Chinese government on Chinese and foreign cooperative schools reflect a strong government -led awareness. It does not fully consider the industrial attributes of vocational education and the international education service concept based on market operations. It is urgent from the perspective of globalization and in accordance with the relevant international international perspective and the relevant international international perspectives The practice requires the formulation, revision, abolition and improvement of related education policies and regulations. In addition, the challenges of educating globalization to my country's education sovereignty, vocational education system, vocational education function, vocational education institution ideological and political education, vocational education regional development gap, vocational education teachers team, and vocational education evaluation must also cause cause highly valued.
It as the "Global Trends -2005 Project" prediction, "globalization means that all our society including our school, work positions, beliefs and government, including our entire society, Comprehensive social transformation. " Faced with the challenge of education, where does vocational education go from? This is a major topic facing the development of vocational education in my country. It is a systematic project related to many aspects of reform. It is necessary to take comprehensive response measures for many challenges. Here are only some of the main challenges.
(1) While actively introduce high -quality resources, increase government investment, strengthen basic capacity building, form vocational education groups, create international competitive brands, seize the education market
In the context of globalization, we must not only seize the domestic vocational education market, but also actively strive to take the international vocational education market share. To this end, we must fully recognize that vocational education is a type of high -cost education, and the strategic position of implementing vocational education development. While actively introducing high -quality resources, the following measures are taken:
First of all, we must add it to be added. The large government has invested and strengthened the basic ability of vocational education. The total amount of governments at all levels in my country has always been seriously inadequate, and the state's various policies for vocational education have not been carefully implemented, which leads to the low basic ability of my country's vocational education. The overall level is weak and does not have any. Cathed the competitive advantage of global challenges. my country's vocational education investment urgently needs to be strengthened in the following aspects: First, increase the investment in vocational education in public finances, increase the quota of vocational education funds in the entire state education funding year year by year, and use the average number of students to appropriation; The second is to conscientiously implement various financial investment policies, establish a special system, and monitor the investment in vocational education funds; the third is to continue to increase the efforts of multi -channel raising education funds, and to promote the reform of the vocational education school system; The investment focuses on the important links of the purchase and update of teaching instruments and equipment, the construction of internship training bases, and the training of backbone teachers. Adopting preferential loan policies and other measures to increase financial support for vocational education institutions participating in international competition in the education market.
Secondly, effectively integrate existing vocational education resources, form vocational education groups, and create international competitive brands. Vocational Education Group refers to an organic consortium formed between vocational education institutions and vocational education institutions, vocational education institutions and industry enterprises, domestic vocational education institutions and related international organizations, and other stakeholders. The group development of vocational education has the advantages of effective integration of resources, close connection with industry enterprises, strengthening management, and improving the quality and efficiency of school running. Internationally, this is also a successful experience, such as a career education company registered by John Ralson, Singapore Yinghua Consulting Holding Co., Ltd., and India Ni-IT Group Corporation. These educational group companies, which have carried out multinational vocational education and training as their main business, have expanded their business to many countries and regions. With their strong strength and unique characteristics and flexible operating mechanisms, they have occupied the vocational education markets in these countries and regions Essence Due to the short history of my country's vocational education development, especially the lack of experience in running schools in the market, the overall basic ability construction, the system is not complete, the management methods are backward, and most of the vocational education institutions are small in scale and the resources are scattered. Therefore To achieve resource integration, improve scale benefits, and take the road of brand development, it has become an inevitable choice. To this end, it is necessary to break through system obstacles, change management methods and operating mechanisms, and adhere to improving the legal person governance structure of vocational education institutions as the basic prerequisites, based on the optimization and reorganization of vocational education resources, with the improvement of school quality and scale benefits and international occupations The creation of education brands is aimed at the domestic and foreign vocational education markets, and the diversified participation of industry enterprises, vocational education institutions, and other interest groups is used as an important way. Basic guarantee.
(2) re -position the functions and roles of the government, market and vocational education institutions, adjust the relationship between the country, market and vocational education, expand the autonomy of running schools, and rebuild the vocational education system
First of all, give full play to the role of the market mechanism, focusing on market regulation. In the international education service trade market, if educational in any country wants to integrate into the process of education, its government behavior must meet the requirements of the market economy. The operation of vocational education institutions should be based on market regulation. The consumer market, capital market, and labor market in the context of globalization mainly achieved effective and optimized allocation of resources through competition. At the same time, the market mechanism and its adjustment models were introduced in the vocational education institutions to carry out education and teaching activities. In the context of enhancing education globalization, the market regulation function of my country's vocational education activities has promoted vocational education institutions to respond to social demand and adapt to more agility, accelerate innovation, and thus enhance the ability of international competition. On the other hand, due to the disadvantages of market regulation itself, blindness and excessive profitability, it must be combined with the government's participation and intervention.
Secondly, attach importance to giving play to the government's direct participation and intervention. The development trend of educational globalization has shown that international education activities that are directly involved in government participation and multilateral coordination are increasing. To this end, it is necessary to effectively solve the problems of misplaced, offside and missing in the process of globalization, and realize the transformation from all -round government to limited government. The comprehensive direct management of most transactions has changed to optional limited management. Educational market subjects must shift to the government as the center to provide services to the government to achieve active interaction between the government and the market entity. It shows that the government should focus on concluding intergovernmental vocational education exchanges and cooperation agreements to recognize and recognize and recognize their qualifications, diplomas, teachers or professors, and other vocational qualification certificates; Information such as trends; actively participate in the decision -making process of the World Education Development Forum and World Education Development, guide the direction of the development of vocational education in the world; promote and promote the advantages of my country's vocational education to the international community, strive for the initiative of the international vocational education market; and strive for each country The grade government and the international community's funding for the participation of vocational education participation in education in my country, so as to create conditions for my country's vocational education to participate in the globalization process of education in China; according to the characteristics of economic globalization and vocational position changes, formulate corresponding policies and regulations and take relevant measures to urge to urge Industry enterprises participate in vocational education; in accordance with international practice, formulate relevant policies and regulations to create a good policy environment for my country's vocational education to carry out Chinese and foreign cooperation.
again, expand the autonomy of running school in vocational education institutions. This is both a requirement for a market economy and an inevitable choice to deal with the challenge of education. Vocational education institutions are the subjects and independent legal entities participating in the process of educating globalization. In many aspects such as cooperation object selection, cooperation agreement signing, professional and curriculum settings, daily management and certificate issuance, they should be given full school autonomy to enable them to flexibly face the needs of the domestic and foreign vocational education markets, especially the labor market needs. And changes, give full play to the role of the market, take the market -oriented, work mechanism, and enhance the ability of their own learning. At the same time, various vocational education institutions must also strengthen the sense of responsibility of running schools in accordance with the law, improve the level of decision -making and management in the context of educational globalization, be good at exercising their rights in accordance with the law, assume corresponding obligations and responsibilities, and introduce the market model of international pass vocational education development. Essence In addition, based on the reality of increasingly complicated vocational education subject components in the context of education globalization, and the degree of marketization of vocational education is becoming increasingly obvious, in the management of vocational education institutions, it is necessary to improve the moderate separation of ownership and operating rights by improving its legal person governance structure to realize its legal person governance structure. , Establish an ownership -based decision -making participation and the supervision mechanism of operating rights, and standardize its internal operating mechanism.
(3) Based on the global perspective, follow relevant international standards, increase the efforts of enterprise participation, and truly implement the talent training mode of combining engineering and close cooperation in schools and enterprises
From the point of view of cultivation goals, what kind of value orientation of my country's vocational education in the context of education globalization, and what kind of training goals are determined, it has become the first question to pay attention. As a leader in the process of promoting the globalization of education, its international education has formed its own unique theory, policies and systems, which can provide us with many beneficial revelation. In May 2002, the US Education Council made clearly stated in the report of "September 11" submitted to the federal government in the report of "September 11": Comprehensive International Policy for International Education: "To cultivate citizens and labor with global capabilities as the United States as the United States One of the important goals of international education to achieve the value shift from international education to global education. " With the advancement and deepening of economic globalization, the existence of a large number of multinational companies in my country and the urgent requirements of my country's vocational education graduates to participate in the international labor market competition, all of which also requires that vocational education in my country is based on global vision and cultivation. Students must not only have certain professional skills, but also have cross -cultural adaptability, international understanding ability, and foreign language skills. On the other hand, this ability must be based on the real needs of individuals and develop from its life.
It, from the perspective of practical specifications, we must use international standards to guide my country's vocational education practice, especially in terms of talent training quality. Learn from the experience of carrying out international education services in other countries, not only to carry out academic education with a long time and a certain elasticity of the academic system, but also to actively develop non -academic qualification qualification certificates education, and ultimately make non -academic education move from the edge to the core of the core to the core of the core The development of higher -level vocational education has gradually transferred my country's vocational education to undergraduate and graduate levels, thereby forming a professional education system that has been connected to meet the actual needs of the domestic and foreign labor markets. In the aspects of institutional and professional setting standards, operation standards, curriculum teaching evaluation standards, specifications for talent evaluation, and certificates adoption standards, etc., they must also be in line with international standards. For example, in terms of professional settings, not only should you open some majors and foreign majors of emerging industries, but also the professional setting standards must adopt international standards; in the curriculum textbooks, you must not only increase the content of international understanding and foreign language, but also need to be properly introduced and co -authored. Edit and adapt foreign advanced curriculum textbooks; in terms of professional and curriculum setting models, we must learn from international experience so that they can flexibly adapt to the changes in occupational positions and their scientific and technological content brought about by economic globalization and meet the needs of the labor market. At the same time, in the process of transforming my country's vocational education with international standards, we must give full play to the role of educational administrative management organizations and intermediaries. Guide by behavior. However, adopting international standards and international standards does not mean that my country's vocational education must copy international standards blindly. We can also promote some advantages in my country's vocational education (such as some qualification certificates and courses) while introducing it. Understanding internationally.
again, from the perspective of enterprise participation, as companies will participate in international competition more widely, the process of technological development and transfer accelerates, the rise of some high -tech industries will lead to the continuous production of new professional positions. Some traditional occupations will no longer exist, and at the same time, the scientific and technological content of some traditional occupations will continue to change, so as to put forward new requirements for vocational education institutions and the talents they cultivate. All of this requires the development of vocational education in my country to be closely related to enterprises and synchronize with economic development. To this end, the government must give full play to the functions of participation and intervention, formulate relevant policies and regulations, and govern education in accordance with the law, and promote industry enterprises to play in vocational education professional settings, curriculum development, teaching plans, internship training, teachers' construction, and supervision and evaluation. The important role is to truly implement the talent training model of talent combination and school -enterprise cooperation.
(4) Following the rules of educational globalization and related international practice, and establishing and improving the policy and regulations that are adapted to educational globalization
The relevant educational policies and regulations of our country should be consistent with the international service trade rules of international access to the international practice of education globalization. It creates a relatively loose, transparent and fair competitive environment for different investment entities at home and abroad, prompting my country to promote our country Vocational education has gradually formed self -constraints, self -development, and self -improvement in global activities. To this end, the formulation, revision, abolition and improvement of related educational policies and regulations should be based on the following principles:
First, we must be good at drawing on the experience of relevant policies and regulations in developed countries and the practice of related international organizations. It reflects the basic spirit and requirements of international education services.
Secondly, on the basis of in -depth investigation and research, the prominent issues that exist in my country's current educational policies and regulations and are not adapted to education globalization (such as profit issues, open up foreign market issues, educational sovereignty Maintenance issues, ideological and political education issues, quality assessment and certification issues, vocational education standard formulation issues, school -running system issues, vocational education regional development gap issues, approval authority issues, corporate participation issues, vocational education school function issues, fund investment mechanism issues, issues of fund investment mechanisms, issues of funding mechanisms, funds, and funding mechanisms, funds investment mechanisms, issues of funding mechanisms, funding input mechanisms, and issues of funding mechanisms, funds, Organization of schools, professional and curriculum setting issues, teachers' construction, and relationship issues of national, marketing and vocational education institutions, etc.) Organize experts to conduct special research, and formulate, revise, abolish and improve a series of related educational policies and regulations. In the end Form a relatively complete policy and regulation system that can meet the requirements of education globalization.
again, not only must you administer in accordance with the law, but also the formulation and implementation of educational policies and regulations must be public and transparent. Wait for specific measures. This can not only enhance the transparency of my country's education policies and regulations, but also itself is also an important part of my country's vocational education into the process of globalization.
One
The education globalization has brought an important opportunity for the development of vocational education in my country. If you actively follow the trend of education globalization, you can promote the update of school running philosophy, accelerate the pace of professional adjustment and training model innovation, make up for the serious deficiencies of my country's vocational education resources, so as to integrate my country's vocational education into the process of education globalization and integrate with international education. At the same time, to seize the opportunity of education globalization, we must have a deep and sober understanding of the challenges faced by my country's vocational education development. This is an important prerequisite and necessary condition for us to grasp this historical opportunity.
(1) The challenges of education institutions and investors in developed countries to my country's vocational education market
The main form of education globalization is the opening of the education market. Although in the long run, my country's open vocational education market can promote the development of vocational education, but because my country's vocational education has been short -term, lack of high -quality resources, lack of experience, and low quality. Therefore, the open vocational education market will face many markets from the market aspect Challenges, concentrated in the source of the source and talent market. This challenge is mainly the impact of education institutions and investors in developed countries on my country's vocational education market. The specific manifestations are: First, foreign education institutions have seized my country's student market, attracted international students, and obtained vocational education resources. Due to the insufficient investment in vocational education in my country, weak foundations, low levels, lack of brand benefits, and poor social reputation. Level education and other preferential conditions attract students with better economic conditions in my country to study abroad. Second, high -quality educational resources abroad have entered my country's school running market and expanded domestic school running. This is another form of competition for the Shengyuan Market. With its economic and cultural advantages, cooperating with relevant colleges or institutions with good conditions in my country will be an important choice for relevant foreign institutions. Similarly, with the expansion of the scale of school running and the gradual improvement of social recognition, these colleges or institutions will become a priority choice for students, which greatly threatens the survival and development of my country's vocational colleges and vocational training markets. In the schooling market, the most impact on my country's vocational education is likely to be the training market. Because from the experience of carrying out educational cooperation among countries, adult education and vocational training will be the most important areas of educational services provided by countries. Because of the influence of the planned economic form and the immatureness of my country's vocational training market itself, it has always been a weak link in my country's vocational education. Third, developed countries in the West dominate the global talent market and attract high -quality talents. The competition for talents has become an important measure to develop socio -economic development in the world. Global talent flow will form a global talent market. On the one hand, some multinational companies and its processing and manufacturing industry in the country are very attractive for some relatively good vocational education graduates; on the other hand, overseas education institutions and investors will inevitably rely on their majesty Economic forces and training abroad have attracted high -quality teachers in vocational education in my country. Fourth, based on distance education, it has become an important form of education service trade. one. However, my country's government's sense of urgency in this regard is not strong, government investment is not strong, and technical means and related infrastructure are relatively backward.
(2) The challenge of market -oriented education service trade concepts to my country's centralized vocational education system
Education activities for business nature are not only the regulations of the WTO, but also the basic orientation of international education service trade in the context of education globalization. Education globalization is rooted in economic globalization, and it must also reflect some basic principles of economic globalization. The core rules advocated by the main system carrier of economic globalization are: the unwilling treatment of capital under free trade and the inadequate intervention of the market, such as the most beneficial treatment and national treatment, gradual freedom, and strengthening transparency. To this end, relevant institutions and organizations participating in educational globalization activities will strive to eliminate each other through negotiations and negotiations with governments to eliminate each other, promote the decentralization of schools in running schools, and gradually cancel restricted policies and regulations. The market eventually formed a free and open education market globally.
. However, from the system, our preparation is still very insufficient. Especially in the context of educational globalization, market -oriented educational service concepts have put forward severe challenges to my country's vocational education system. It is understood from a relatively broad level, it is mainly reflected in the management system, school running system, operating mechanism, and investment system. From the perspective of the management system, although we have repeatedly emphasized the establishment of the vocational education management system of "under the leadership of the State Council, hierarchical management, local government, government coordinating, and social participation", from the role of the government, we have always been Basically, it is still a unified management model for the government. Many links in vocational education practice also have strong government -led or participating colors, such as enrollment, professional and curriculum settings, professional title evaluation, and teacher employment. Educational management is too much and died, and the real -time management of the government is not well managed. The problems often say dislocation, offside, and absence of positioning; vocational education institutions lack sufficient self -run autonomy, and the consciousness of self -running schools in the market The ability is also weak. Under this system, the government manages vocational education is the education administrative department, the labor security department, and the competent authorities of the industry, and the lack of coordination between various departments. This centralized management system will greatly hinder the process of integration of my country's vocational education and international vocational education. From the perspective of the school -running system, due to various reasons, especially by relevant policies, the diversified school system pursued by vocational education in my country has not been formed, and basically the government runs vocational education in one go. At present, due to corporate restructuring and other reasons, corporate vocational education is extremely weak; due to the absence of policy, private vocational education is still new and new things. For reasons such as protection, industry companies are weak in participation and guidance for vocational education. Especially today, with the increasingly advanced education globalization, this traditional single -school system will collapse. From the perspective of the operating mechanism, the current operating mechanism of vocational education in my country is basically an administrative model. The government is the main body of running a school, implemented an authoritative administrative management model, and presents the form of vocational education in school. It is a relatively closed school model, society and society, and The participation of enterprises is not great, and the school lacks the power of autonomous schools and is not sensitive to the market. Compared with the market model controlled by Japan, the United Kingdom and other countries, and school -enterprise cooperation models in Germany and Switzerland, this operating mechanism of vocational education in my country is the most backward. The needs of the market are not closely combined with the market, and the cultivation of the ability to focus on theoretical teaching is not strong. As a result, the social adaptation ability of graduates is not strong and cannot meet the needs of the labor market. From the perspective of the investment system, the single investment channels, the failure to implement the relevant investment policies, and the severe insufficient investment have always been a disturbing disease that has become bigger and bigger in our country. Faced with the challenges of foreign vocational education institutions on my country's vocational education market, and facing the new requirements of economic globalization on skilled talents, how to activate vocational education input system has become an important problem for my country's vocational education development.
(3) Challenges of the changes in talent demand caused by economic globalization to challenge my country's vocational education training model
The deep movement of education global development is the promotion of economic globalization. Economic globalization has promoted educational globalization. In turn, education globalization has promoted economic globalization, and the two depend on each other. The global production method has become increasingly prosperous, the number of multinational companies is increasing, foreign direct investment in developing countries has grown strongly, and economic globalization has accelerated its development trend. "Global production methods can increase foreign direct investment
(IDE) traffic. Its rise has created new growth and industrialization opportunities for developing countries. Now there are about 65,000 multinational enterprises, along About 8,500,000 other companies that cooperate with them are the protagonists of these global production systems. " Therefore, the cultivation, configuration, flow and use of talents will increasingly present global characteristics, including employment standards and will also be internationalized. With the strong growth of foreign direct investment in developing countries, the global foreign direct investment flow in 2004 rose to US $ 648 billion, an increase of 2 % over 2003. The United States is still the largest foreign direct investment to accept countries, followed by Britain and China. Under such circumstances, foreign -funded enterprises will flood into my country in large numbers, not only put forward new requirements for the cultivation and use of talents, but as the number of Chinese companies participate in internationalization activities, the demand for talents in this area will increase a lot. Especially after joining the
WTO, my country has a formal member status of joining the international economic cycle. The economic and industrial structure has continuously made adjustments and changes, leading to changes in the demand for the labor market. According to the Development Research Center of the State Council, 9.66 million agricultural labor will be transferred to other departments from 1998 to 2010. The automotive industry will reduce 498,000 people and the machinery industry will be reduced by 58.2. Industries that increased employment due to the WTO include: 168,000 people in the food processing industry, 282.5 people in the textile industry, 2.61 million people in the clothing processing industry, 928,000 in the construction industry, and 2.664 million service industry. It can be seen that entering the WTO will bring changes in the employment structure of various industries. Some of the original positions will disappear, and at the same time, a large number of new professional positions will be added. Among them, the textile industry, service industry and clothing processing industry will be increased. The most areas. In addition, the changes in industrial structure in the context of economic globalization are often accompanied by the technical structure and the technical content of professional positions. In short, in the context of economic globalization, industrial structure adjustment and upgrading, technological progress, vocational position changes, and international standards for talent use have all renewed higher requirements for the traditional talent training model of vocational education in my country.
. From the level of training mode, many disadvantages in my country's vocational education are reflected in it. The talent training model of vocational education in my country has always been "centered on schools and classrooms". It is relatively closed, lacks market sensitivity, is out of touch with the needs of society and enterprises, and lacks strong social and enterprises. And the needs of occupational positions; the subject format of the course is serious, the academic tendency is too strong, and the professional tendencies are insufficient, and the courses are not developed according to the logic of the work practice; ; The academic system lacks elasticity, does not take more care of students, and does not provide more opportunities for students to learn while working. This talent training model cannot meet the requirements of economic globalization at all, and it is urgent to change.
(4) Challenges of the current requirements of international practice on my country's education policies and regulations
If vocational education in my country must integrate into the process of educational globalization. International practice of education services. However, due to the short marketization process, the lack of awareness of the impact of education globalization, the weak concepts of governing education in accordance with the law, and other reasons, my country's vocational education preparation for globalization is significantly insufficient, especially the relevant legislation is significantly lagging behind. As the first regulatory administrative regulations of Chinese and foreign cooperative schools in China, the promulgation of the "Regulations on the Chinese and Foreign Cooperation Schools of the People's Republic of China" (hereinafter referred to as the "Regulations") shows the country's encouragement and support for Chinese and foreign cooperative schools, marking my country for Chinese and foreign cooperative school running school running schools The norms and management are entering a new stage. From another perspective, the insufficient preparation of my country's vocational education for education globalization is also concentrated in the Regulations. It mainly exists in the following problems; first, it only applies to "activities (Article 2)," foreign education institutions with Chinese education institutions in China in China. In the cultivation of various types of talents (Article 5) that cultivate Chinese socialist construction, it has not made corresponding regulations on how my country's educational institutions grab the international student market and labor market, that is, how it is how to protect itself, which is relatively comparison, which is relatively comparison. Conservative, not -looking, do not have a global perspective. Second, due to the many differences between vocational education and ordinary education, and because vocational education has become a priority area for international education services, it is necessary to treat ordinary education and vocational education differently in the process of Chinese and foreign education cooperation and even participating in education globalization, but The "Regulations" did not fully take into account this, but only mentioned that the training institutions of Chinese and foreign cooperation registered in the industrial and commercial administrative department registered registered registered training institutions (Article 60). Third, the current policy is not encouraged in the return of interests. The "Regulations" stipulate that "Chinese and foreign cooperative schools are public welfare undertakings, which are components of China's education (Article 3)", and the "Implementation Measures for the Implementation of the Chinese and Foreign Cooperation Schools of the People's Republic of China" (hereinafter referred to as the "Measures") clearly specify "Chinese and foreign cooperative schools shall not engage in profit -making business activities (Article 28)." This is not conducive to attracting high -quality educational resources abroad, and also hinders my country's vocational education participation in the process of educating globalization. Because from the perspective of foreign parties to run a school, their ultimate purpose is to come for their own interests, especially economic interests, and is a profit -making behavior. Fourth, the "Measures" proposed that "the state encourages the development of Sino -foreign cooperative schools in western China and remote and poor areas (Article 3), but it has not been formulated in the western and remote poverty -stricken areas to carry out preferential policies to carry out Chinese and foreign cooperative schools. This must be said to be a big flaw. Because of this, the gap between the development of vocational education in my country and the East and West will further enlarge. In addition, "the principal or main administrative leader of the Chinese and foreign cooperative schools shall have the nationality of the People's Republic of China (Article 25)", "foreign education institutions, other organizations or individuals shall not be established in China with Chinese citizens. The provisions of the school and other education institutions (Article 62) of the enrollment targets are also contrary to the market -oriented operating concept of vocational education. Generally speaking, the relevant provisions of the Chinese government on Chinese and foreign cooperative schools reflect a strong government -led awareness. It does not fully consider the industrial attributes of vocational education and the international education service concept based on market operations. It is urgent from the perspective of globalization and in accordance with the relevant international international perspective and the relevant international international perspectives The practice requires the formulation, revision, abolition and improvement of related education policies and regulations.
In addition, the challenges of educating globalization to my country's education sovereignty, vocational education system, vocational education function, vocational education institution ideological and political education, vocational education regional development gap, vocational education teachers team, and vocational education evaluation must also cause cause highly valued.
It as the "Global Trends -2005 Project" prediction, "globalization means that all our society including our school, work positions, beliefs and government, including our entire society, Comprehensive social transformation. " Faced with the challenge of education, where does vocational education go from? This is a major topic facing the development of vocational education in my country. It is a systematic project related to many aspects of reform. It is necessary to take comprehensive response measures for many challenges. Here are only some of the main challenges.
(1) While actively introduce high -quality resources, increase government investment, strengthen basic capacity building, form vocational education groups, create international competitive brands, seize the education market
In the context of globalization, we must not only seize the domestic vocational education market, but also actively strive to take the international vocational education market share. To this end, we must fully recognize that vocational education is a type of high -cost education, and the strategic position of implementing vocational education development. While actively introducing high -quality resources, the following measures are taken:
First of all, we must add it to be added. The large government has invested and strengthened the basic ability of vocational education. The total amount of governments at all levels in my country has always been seriously inadequate, and the state's various policies for vocational education have not been carefully implemented, which leads to the low basic ability of my country's vocational education. The overall level is weak and does not have any. Cathed the competitive advantage of global challenges. my country's vocational education investment urgently needs to be strengthened in the following aspects: First, increase the investment in vocational education in public finances, increase the quota of vocational education funds in the entire state education funding year year by year, and use the average number of students to appropriation; The second is to conscientiously implement various financial investment policies, establish a special system, and monitor the investment in vocational education funds; the third is to continue to increase the efforts of multi -channel raising education funds, and to promote the reform of the vocational education school system; The investment focuses on the important links of the purchase and update of teaching instruments and equipment, the construction of internship training bases, and the training of backbone teachers. Adopting preferential loan policies and other measures to increase financial support for vocational education institutions participating in international competition in the education market.
Secondly, effectively integrate existing vocational education resources, form vocational education groups, and create international competitive brands. Vocational Education Group refers to an organic consortium formed between vocational education institutions and vocational education institutions, vocational education institutions and industry enterprises, domestic vocational education institutions and related international organizations, and other stakeholders. The group development of vocational education has the advantages of effective integration of resources, close connection with industry enterprises, strengthening management, and improving the quality and efficiency of school running. Internationally, this is also a successful experience, such as a career education company registered by John Ralson, Singapore Yinghua Consulting Holding Co., Ltd., and India Ni-IT Group Corporation. These educational group companies, which have carried out multinational vocational education and training as their main business, have expanded their business to many countries and regions. With their strong strength and unique characteristics and flexible operating mechanisms, they have occupied the vocational education markets in these countries and regions Essence Due to the short history of my country's vocational education development, especially the lack of experience in running schools in the market, the overall basic ability construction, the system is not complete, the management methods are backward, and most of the vocational education institutions are small in scale and the resources are scattered. Therefore To achieve resource integration, improve scale benefits, and take the road of brand development, it has become an inevitable choice. To this end, it is necessary to break through system obstacles, change management methods and operating mechanisms, and adhere to improving the legal person governance structure of vocational education institutions as the basic prerequisites, based on the optimization and reorganization of vocational education resources, with the improvement of school quality and scale benefits and international occupations The creation of education brands is aimed at the domestic and foreign vocational education markets, and the diversified participation of industry enterprises, vocational education institutions, and other interest groups is used as an important way. Basic guarantee.
(2) re -position the functions and roles of the government, market and vocational education institutions, adjust the relationship between the country, market and vocational education, expand the autonomy of running schools, and rebuild the vocational education system
First of all, give full play to the role of the market mechanism, focusing on market regulation. In the international education service trade market, if educational in any country wants to integrate into the process of education, its government behavior must meet the requirements of the market economy. The operation of vocational education institutions should be based on market regulation. The consumer market, capital market, and labor market in the context of globalization mainly achieved effective and optimized allocation of resources through competition. At the same time, the market mechanism and its adjustment models were introduced in the vocational education institutions to carry out education and teaching activities. In the context of enhancing education globalization, the market regulation function of my country's vocational education activities has promoted vocational education institutions to respond to social demand and adapt to more agility, accelerate innovation, and thus enhance the ability of international competition. On the other hand, due to the disadvantages of market regulation itself, blindness and excessive profitability, it must be combined with the government's participation and intervention.
Secondly, attach importance to giving play to the government's direct participation and intervention. The development trend of educational globalization has shown that international education activities that are directly involved in government participation and multilateral coordination are increasing. To this end, it is necessary to effectively solve the problems of misplaced, offside and missing in the process of globalization, and realize the transformation from all -round government to limited government. The comprehensive direct management of most transactions has changed to optional limited management. Educational market subjects must shift to the government as the center to provide services to the government to achieve active interaction between the government and the market entity. It shows that the government should focus on concluding intergovernmental vocational education exchanges and cooperation agreements to recognize and recognize and recognize their qualifications, diplomas, teachers or professors, and other vocational qualification certificates; Information such as trends; actively participate in the decision -making process of the World Education Development Forum and World Education Development, guide the direction of the development of vocational education in the world; promote and promote the advantages of my country's vocational education to the international community, strive for the initiative of the international vocational education market; and strive for each country The grade government and the international community's funding for the participation of vocational education participation in education in my country, so as to create conditions for my country's vocational education to participate in the globalization process of education in China; according to the characteristics of economic globalization and vocational position changes, formulate corresponding policies and regulations and take relevant measures to urge to urge Industry enterprises participate in vocational education; in accordance with international practice, formulate relevant policies and regulations to create a good policy environment for my country's vocational education to carry out Chinese and foreign cooperation.
again, expand the autonomy of running school in vocational education institutions. This is both a requirement for a market economy and an inevitable choice to deal with the challenge of education. Vocational education institutions are the subjects and independent legal entities participating in the process of educating globalization. In many aspects such as cooperation object selection, cooperation agreement signing, professional and curriculum settings, daily management and certificate issuance, they should be given full school autonomy to enable them to flexibly face the needs of the domestic and foreign vocational education markets, especially the labor market needs. And changes, give full play to the role of the market, take the market -oriented, work mechanism, and enhance the ability of their own learning. At the same time, various vocational education institutions must also strengthen the sense of responsibility of running schools in accordance with the law, improve the level of decision -making and management in the context of educational globalization, be good at exercising their rights in accordance with the law, assume corresponding obligations and responsibilities, and introduce the market model of international pass vocational education development. Essence In addition, based on the reality of increasingly complicated vocational education subject components in the context of education globalization, and the degree of marketization of vocational education is becoming increasingly obvious, in the management of vocational education institutions, it is necessary to improve the moderate separation of ownership and operating rights by improving its legal person governance structure to realize its legal person governance structure. , Establish an ownership -based decision -making participation and the supervision mechanism of operating rights, and standardize its internal operating mechanism.
(3) Based on the global perspective, follow relevant international standards, increase the efforts of enterprise participation, and truly implement the talent training mode of combining engineering and close cooperation in schools and enterprises
From the point of view of cultivation goals, what kind of value orientation of my country's vocational education in the context of education globalization, and what kind of training goals are determined, it has become the first question to pay attention. As a leader in the process of promoting the globalization of education, its international education has formed its own unique theory, policies and systems, which can provide us with many beneficial revelation. In May 2002, the US Education Council made clearly stated in the report of "September 11" submitted to the federal government in the report of "September 11": Comprehensive International Policy for International Education: "To cultivate citizens and labor with global capabilities as the United States as the United States One of the important goals of international education to achieve the value shift from international education to global education. " With the advancement and deepening of economic globalization, the existence of a large number of multinational companies in my country and the urgent requirements of my country's vocational education graduates to participate in the international labor market competition, all of which also requires that vocational education in my country is based on global vision and cultivation. Students must not only have certain professional skills, but also have cross -cultural adaptability, international understanding ability, and foreign language skills. On the other hand, this ability must be based on the real needs of individuals and develop from its life.
It, from the perspective of practical specifications, we must use international standards to guide my country's vocational education practice, especially in terms of talent training quality. Learn from the experience of carrying out international education services in other countries, not only to carry out academic education with a long time and a certain elasticity of the academic system, but also to actively develop non -academic qualification qualification certificates education, and ultimately make non -academic education move from the edge to the core of the core to the core of the core The development of higher -level vocational education has gradually transferred my country's vocational education to undergraduate and graduate levels, thereby forming a professional education system that has been connected to meet the actual needs of the domestic and foreign labor markets. In the aspects of institutional and professional setting standards, operation standards, curriculum teaching evaluation standards, specifications for talent evaluation, and certificates adoption standards, etc., they must also be in line with international standards. For example, in terms of professional settings, not only should you open some majors and foreign majors of emerging industries, but also the professional setting standards must adopt international standards; in the curriculum textbooks, you must not only increase the content of international understanding and foreign language, but also need to be properly introduced and co -authored. Edit and adapt foreign advanced curriculum textbooks; in terms of professional and curriculum setting models, we must learn from international experience so that they can flexibly adapt to the changes in occupational positions and their scientific and technological content brought about by economic globalization and meet the needs of the labor market. At the same time, in the process of transforming my country's vocational education with international standards, we must give full play to the role of educational administrative management organizations and intermediaries. Guide by behavior. However, adopting international standards and international standards does not mean that my country's vocational education must copy international standards blindly. We can also promote some advantages in my country's vocational education (such as some qualification certificates and courses) while introducing it. Understanding internationally.
again, from the perspective of enterprise participation, as companies will participate in international competition more widely, the process of technological development and transfer accelerates, the rise of some high -tech industries will lead to the continuous production of new professional positions. Some traditional occupations will no longer exist, and at the same time, the scientific and technological content of some traditional occupations will continue to change, so as to put forward new requirements for vocational education institutions and the talents they cultivate. All of this requires the development of vocational education in my country to be closely related to enterprises and synchronize with economic development. To this end, the government must give full play to the functions of participation and intervention, formulate relevant policies and regulations, and govern education in accordance with the law, and promote industry enterprises to play in vocational education professional settings, curriculum development, teaching plans, internship training, teachers' construction, and supervision and evaluation. The important role is to truly implement the talent training model of talent combination and school -enterprise cooperation.
(4) Following the rules of educational globalization and related international practice, and establishing and improving the policy and regulations that are adapted to educational globalization
The relevant educational policies and regulations of our country should be consistent with the international service trade rules of international access to the international practice of education globalization. It creates a relatively loose, transparent and fair competitive environment for different investment entities at home and abroad, prompting my country to promote our country Vocational education has gradually formed self -constraints, self -development, and self -improvement in global activities. To this end, the formulation, revision, abolition and improvement of related educational policies and regulations should be based on the following principles:
First, we must be good at drawing on the experience of relevant policies and regulations in developed countries and the practice of related international organizations. It reflects the basic spirit and requirements of international education services.
Secondly, on the basis of in -depth investigation and research, the prominent issues that exist in my country's current educational policies and regulations and are not adapted to education globalization (such as profit issues, open up foreign market issues, educational sovereignty Maintenance issues, ideological and political education issues, quality assessment and certification issues, vocational education standard formulation issues, school -running system issues, vocational education regional development gap issues, approval authority issues, corporate participation issues, vocational education school function issues, fund investment mechanism issues, issues of fund investment mechanisms, issues of funding mechanisms, funds, and funding mechanisms, funds investment mechanisms, issues of funding mechanisms, funding input mechanisms, and issues of funding mechanisms, funds, Organization of schools, professional and curriculum setting issues, teachers' construction, and relationship issues of national, marketing and vocational education institutions, etc.) Organize experts to conduct special research, and formulate, revise, abolish and improve a series of related educational policies and regulations. In the end Form a relatively complete policy and regulation system that can meet the requirements of education globalization.
again, not only must you administer in accordance with the law, but also the formulation and implementation of educational policies and regulations must be public and transparent. Wait for specific measures. This can not only enhance the transparency of my country's education policies and regulations, but also itself is also an important part of my country's vocational education into the process of globalization.