• 中国特色高等职业教育再认识
  • 日期 : 2009-03-18    

                          中国特色高等职业教育再认识
                     上海市教科院职成教育研究所所长马树超
        温家宝总理在全国职业教育工作会议上提出“大力发展中国特色的职业教育”。探索中国特色的高等职业教育,对于提高中国高职院校的人才培养水平,强化为经济社会服务的能力,具有十分重要的意义。今天,我就中国特色高职教育建设的再认识,讲四个观点。
        一、中国高等职业教育取得了举世瞩目的发展
        第一、高职教育培养了大批高素质技能型专门人才。10年来,中国高职教育培养的毕业生超过1000万人,为各行各业生产和工作第一线培养了大批具有较高素质的技术应用型劳动者,特别是目前急需的面向基层职业岗位的技能型实务工作者,为国民经济建设和社会发展作出了积极的贡献。
        第二、高职教育规模快速发展,为我国高等教育大众化起到了决定性作用。2007年全国高职教育招生284万人,比1998年增长了6倍,在校生860万人。由于高职教育的快速发展,2003年高等教育的毛入学率已超过高等教育精英化和大众化阶段的临界点15%,2007年上升至23%。高职教育对高等教育进入大众化阶段发挥了决定性的作用,也为进入大众化阶段后的高等教育健康发展起到重要作用。
        第三、形成了高等职业教育体系框架,丰富了我国高等教育的体系结构。
    作为我国高等教育发展过程中的一种新类型,2007年独立设置的高职院校达到1168所,占普通高等学校总数的60%以上。高职院校的培养目标定位逐步清晰,工学结合教学模式的特色逐步凸现,以地方投入为主、行业参与和校企合作的办学模式基本明确,而且高职院校的区域分布比较协调,除西藏地区以外的各地市已至少有一所高职院校。这些都标志着高职教育体系框架已经形成,丰富了我国高等教育的体系结构。
        第四、顺应了人民群众对高等教育的强烈需求。90年代的十年间,我国高等教育规模增长近乎停滞,与人民群众日益提高的经济物质条件及其追求进入高等院校学习的迫切需要严重脱节。面对高等教育资源的极度短缺,高职教育大发展为全社会尤其是广大适龄青年接受高等教育提供了机会,得到了社会各界的认可。
        第五、“国家示范性高等职业院校建设计划”启动并取得成果,为高职教育的进一步发展积聚了巨大能量。2006年,教育部和财政部启动“国家示范性高等职业院校建设计划”,按照立足未来、重在建设、推动改革、加快发展的建设理念,推动了高职教育校企合作、工学结合、服务社会的发展模式,积累了内涵发展尤其是专业建设和教学模式改革的经验,形成了榜样的力量,提升了社会对高职教育的认可度,毕业生就业率也明显提高。
        二、中国特色高职教育的概念模型
        概念模型,是介于实体模型和数学模型之间的基本模型,即通过对研究对象系统的分析与抽象使之简约化。其基本特点,一是对实际对象系统的抽象,二是体现实际对象系统中的要素,三是反映要素间的关系。中国特色高职教育概念模型的提出,可以用作管理与规划的工具,对高职院校办学模式、运行机制和教学过程改革进行规划设计;也可以作为测量评价工具,对高职院校教育中模式转型的程度和力度以及人才培养工作进行定量评价。
        中国特色高职教育是高等教育发展过程中的一个新类型,是在高等学校教育框架下,融入产业、行业、企业、职业和实践等五个要素,并使这些要素在办学模式、运行机制和教学过程中占有较大的比重, 由此提升高素质技能型专门人才的培养质量,提升服务经济社会发展的水平,并构建起与之相配套的政策、法规与制度环境。
        首先,中国特色高等职业教育以高等学校的学历教育框架为基础,是基于经济发展需要和中国国情的选择。我国基本国情的一个重要特点就是人口众多,人们参加高考选拔的意愿十分强烈。高等职业院校的发展,不仅有利于规模化地培养高素质技能型专门人才,更适应了人民群众对于接受高等教育的需求。同时,我国高职教育必须依据《高等教育法》,贯彻国家的教育方针,为社会主义现代化建设服务,与生产劳动相结合,使受教育者成为德、智、体等方面全面发展的社会主义事业的建设者和接班人,其核心任务是培养专门人才,并在育人的同时承担科研开发和服务社会的任务。
        其次,中国特色的高职教育必须重视融入以下五个要素:
        一是产业要素。中国特色高职教育要重视融入产业要素,在这里主要体现两方面的内涵。一方面,我国高职教育发展的主要动力是区域经济发展对高技能人才的需求,而不同地区产业布局结构、发展重点和支柱产业的不同,要求高职教育在办学上坚持为区域产业发展服务,强调地方性的特点;另一方面,经济快速发展时期的产业发展往往会先于行业发展,这就要求高职院校超越现有行业的局限性,紧贴区域性的产业发展,积极主动地为区域先导产业发展服务。
        二是行业要素。中国特色的高职教育要重视融入行业要素,包括两个方面。一方面是在运行机制上,要加大行业参与高职教育的强度;另一方面在教学过程尤其是教学内容的设置中,要注重行业发展的要求,例如行业对产品设计、产品生产过
    程和产品交换活动的相关标准。在经济全球化过程中,高职院校人才培养要在国际上具有竞争力,不仅要重视国内行业标准的更新,还要关注国际上行业标准的新动向,如最近一些行业制定的“人权标准”、“环保标准”以及“反恐标准”等,也应当在高职院校教学过程中得到及时反映。
        三是企业要素。中国特色高职教育要更多地融入企业要素,强化校企合作,这是世界各国职业院校培养应用型人才的普遍经验。发达国家的成功做法主要有两类,一是企业直接参与职业教育,例如德国的“双元制”职业教育;另一类是职业院校渗透企业要素,按照企业要求培养人才。在目前我国校企合作制度尚不完善的环境下,高职院校需要不断提升整合企业资源的能力,积极吸引企业参与高职教育,将企业的要求反映在教学过程中,甚至在校园形态上也要努力营造企业的情境和氛围。这方面,高职院校进行了很多实践探索,例如按照企业的要求实施“订单培养”,在企业建立教学实训基地或吸引企业进校建设实训基地,企业安排技术人员担任兼职教师或提供实训岗位,学校为企业生产开展研发与培训服务,以及打破传统的大学校园建设形态、引入企业工作环境和企业文化等等。
        四是职业要素。中国特色高职教育要更多地融入职业要素,这一点是不言而喻的。高职教育的一个重要目标,就是让学生毕业后能够高质量就业。我国高职教育明确了“以服务为宗旨、以就业为导向”的办学方针,而就业导向不仅要体现在就业服务工作上,更要体现在教学过程尤其是教学内容之中,将“工学结合”作为人才培养模式改革的切入点,使高职院校在教学安排中能够体现职业的工作过程特征,体现职业资格标准的要求,改革教学内容,加强“双师”结构的专业教师队伍建设,提升学生的职业能力和就业质量。
        五是实践要素。中国特色高职教育要更多地融入实践要素,这是高职教育的目标定位所规定的一个重要方面。高职教育培养生产、服务与管理第一线的高素质技能型专门人才,就是在基层岗位和工作现场做实事、干实务的,实践性很强的实用性人才,也就是专门面向“一线”的高等技术应用性专门人才。而这种“一线人才”,不是单单依靠学历教育在学校里就能培养出来的,他们必须也只有在生产和工作的实践中获得能力、提高能力。所以高职教育要有效培养学生的职业能力,就必须强化实训、实习、实验等实践环节,加强高职教育与工作体系、工作过程的关联度。因此,高职院校的教学过程必然要强调实践性,以提高学生适应职业岗位能力的要求,缩短从学校教育到实际工作岗位的距离。
        三、目标定位与培养模式是高职教育可持续发展的关键
        我国基本国情的另一个特点是经济相对落后,工业化水平较低,发展不平衡,特别是当前劳动力市场的就业压力很大。因此说,高职教育发展对于我国高等教育大众化的贡献,不仅仅在于其数量上占了高等教育的“半壁江山”,更在于其培养“一线人才”的目标定位,能够有效地缓解高校毕业生的就业压力。
        近10年来,我国普通高校招生人数由100万左右快速增长到560万以上,给毕业生就业带来了巨大的压力。按照现阶段我国城镇新增就业岗位每年1000万的规模,根据目前我国以制造业为主体的产业结构测算,新增就业岗位中传统意义上的“白领”岗位比例大约为25%,即每年250万左右的规模。假如没有高职教育“一线人才”的培养目标定位,每年560万毕业生的就业状况将会如何?我想会远比目前更加严重。从这个意义上讲,我国高等教育大众化的可持续性,正是建立在高职教育的“一线人才”培养目标定位上的。这一点,历史已经证明并将继续证明。
        如果说,高职教育的“一线人才”目标定位在前几年已经基本解决了的话,那么高职教育的人才培养模式至今仍不能完全适应培养目标定位的要求,甚至可以说,培养模式转型的任务还十分艰巨。这就是高职教育的人才培养模式,必须从传统学术教育的“压缩饼干”模式中走出来,必须突破传统学科教学模式的“路径依赖”,切实按照“一线人才”的要求,采用“工学结合”的 人才培养模式。
        提出中国特色高职教育概念模型的一个重要期望,在于为高职院校的管理者提供一个可观测、可操作、可量化,并且有助于推动模式转型的工作模型。依照这个概念模型,高职院校管理者可清晰地分析自己学校的教育模式是否正在从传统的学术教育“压缩饼干”模式中走出来,产业、行业、企业、职业和实践诸要素是否融入了办学模式、运行机制、教学过程甚至校园形态之中,融入这些要素的分量和比重够不够,融入的深度怎样、协调度如何,还需要从什么方向努力等。正如有学者提出的,“高校所面临的主要问题之一是与传统学术形态决裂,来找到适合新的市场经济形势的教育模式,学校要更好地适应环境”;“除非适应这种变化,否则催生这种变化的力量会摧毁一切不能适应变化的学术机构”([美国]丹尼尔•若雷)。
        四、中国特色高职教育应成为整个教育发展战略的突破口
        当前我国教育界正在面临着两个重大的改革,一是高等教育如何更好地与经济建设相结合,为经济社会发展服务的问题;二是基础教育如何更好地解决“应试教育”问题,提高学生的创新能力。教育如何适应经济社会转型的要求,提升为经济社会发展服务的能力,提高人才培养的水平与质量,需要寻找一个战略性的突破口。我认为,中国特色的高等职业教育,正有可能成为整个教育发展的战略突破口。
        首先,高职教育作为高等教育发展中的一种新兴的教育类型,没有太多传统学术形态的束缚,受到种种陈规陋习的制约也比较少,其自身充满了活力,并具有很强的创新力;其次,高职院校大发展近10年来,集聚了许多优秀的职业教育与培训资源及其成功经验,特别是一批高水平的优质中职学校资源和经验,同时又聚集了一批具有大学、企业、政府机关和研究机构工作经验的社会精英;第三,“国家示范性高职院校建设计划”实施以来,积极探索校企合作、工学结合、服务社会的发展模式,一批示范性建设院校积累了内涵发展尤其是专业建设和教学模式改革的经验,取得了令人瞩目的成就;第四,中央政府提出“十一五”期间我国教育发展的三大战略,横跨职业教育和高等教育两大领域的高职教育就占了两个:既要“大力发展”,又要“提高质量”。此外,高等教育进入大众化阶段的可持续发展要求,也将使高职教育走出传统学术教育“压缩饼干”模式成为历史的必然;而中国特色高等职业教育的建设目标,要求高职院校融入产业、行业、企业、职业和实践的要素并达到相当的比重,都必将加快高职教育的改革发展,提升高职教育人才培养质量和服务经济社会的水平。
        正是在这个意义上,中国特色高职教育有可能也有责任承担起整个教育改革战略突破口的重大使命。因此,构建中国特色高职教育需要加大力度,我们提出以下几方面的对策建议。首先,“国家示范性高职院校建设计划”的实施,加快了中国特色高职教育的建设步伐,目前迫切需要在制度与机制建设方面进行更加深入的进一步探索。例如,鼓励各地以高职院校为龙头,加快职业教育集团建设,为职业教育的校企深度合作提供新的载体与制度平台,;探索由示范性高职院校带动整个职业教育改革的新机制,发挥中国特色高职教育的“突破口”效应。其次,在高职院校人才培养工作评估和精品课程、教学名师、优秀教学团队评审等工作中,更加重视产业、行业、企业、职业和实践要素的融入。评估工作和教学评优工作具有政策导向意义,对于高职教育这一充满生机活力的新类型更具有“指挥棒”作用。高职院校管理者和评审专家对这个概念模型的认识水平,将在很大程度上决定这些要素在办学模式、运行机制、教学过程及校园形态等各个环节中的比重,决定高职教育加大与行业企业合作力度、加快人才培养模式的转型。其三,建议在国家示范性高职院校建设的基础上,实施一个新的“国家级特色高职院校建设计划”,再用三到五年时间,建设100所左右具有鲜明的行业、企业特征的高职院校,在政策上与制度上为中国特色高职教育建设提供新的模式。同时,鼓励高职院校培养具有国际化视野的高素质技能型专门人才,探索新路径,使高职院校培养的人才在国际人才市场上具有更强的竞争能力。
    An Introduction of Developing Vocational Education with Chinese Characteristics
    Director of research institute of Vocational Education
    and Adult Education in Shanghai Ma Shuchao
    Prime Minister Wen Jiabao puts forward a goal “energetically develop vocational education with Chinese characteristics ”. Exploring various ways to with Chinese characteristics is of great significance for improving the personnel training in senior vocational education schools, strengthening the service capacity for economy and society. Now, I give an introduction of developing vocational education with Chinese characteristics in 4 aspects.
    Ⅰ.The progress of China’s senior vocational education has become the focus of world attention.
    (1)Senior vocational education produces high-caliber and highly skilled technicians in huge numbers. In recent 10 years, China’s senior vocational education has produced over 10 million graduates, has provided a number of high-caliber and skill-applied laborers for the front line of production and work in every walk and life and especially skill-applied workers of great need faced with primary vocational posts and has made positive contribution to the progress of national economy and society.
    (2)Senior vocational education ‘scale has advanced at a high speed, which plays a decisive role in the popularization of high education. In 2007, the number of enrollment in senior vocational education is 2.84 million, 6 times than that in 1998, and the number of in-school students is 8.6 million. As a result of senior vocational education’s fast development, in 2003, gross enrollment rate of high education has exceeded 15%, critical point between the stages of high education’s elitisation and popularization and in 2007, increases to 25%. Senior vocational education plays a decisive role in high education entrance into the stage of popularization, and of great importance for stable and sound development of high education afterwards.
    (3)Senior vocational education forms its own system framework, which enrich national high education’s system structure. As a new pattern in the progress of high education, in 2007, there is as much as 1168 independent institutions for senior vocational education, according for more than 60% among high education schools. Senior vocational education schools’ aims are gradually definite, teaching model’s features of work integrated with learning has come out, school-run ways of local
    government running, trade participation and school cooperated with enterprises have been definite. And area distribution of senior vocational education schools is balanced, at least one in every area except in Tibet. These all mark that senior vocational education system has formed and these enrich national high education’s system structure.
    (4)The progress in senior vocational education accords with the people’s strong calling for high education. During the 10 years of 1990s’, national high education development almost is at a standstill, which is out of line the people’s over-growing economy and material condition as well as urgent expectation for studying in high education schools. In order to solve the deficiency of high education resources, senior vocational education’s overall development has reworded the whole society and especially teenagers at the right age with education opportunities, which has gained acceptance from all works of life.
    (5)“National demonstration construction project for senior vocational education” has started and obtained some achievements, which makes accumulation of huge fortune for senior vocational education’ further advance. In 2006, Ministry of Education and Finance start this project. In accordance with thoughts of orienting in the future, focusing on construction, deepening reform, and accelerating the development, this project advances the senior vocational education’s model of school cooperated with enterprises, work integrated with learning and serving the society, accumulates experience in development and especially in specialty setting and teaching model reform, serves as role models and deepens the social acceptance so employment rate among graduates increased a lot.
    Ⅱ.The Conceptual Model of Higher Vocational Education with Chinese Characteristics (HVECC)
       The conceptual model makes the research subject concise through the systematic analysis and abstraction, which bridge the entity model and the mathematic model. The fundamental features are listed below:
       [ a ]. the abstraction of the actual object.
    [ b ]. embody the elements of the actual object.
    [ c ]. reflect the relationship among these elements.
    The model could be a tool for the management and programming, which can carry on the plan and design of the managing form, operating mechanism and the reformation of teaching process. In addition, the model can be a measurable instrument for the degree and effort of model transformation in Higher Vocational Education (HVE), also for the
    qualified graduate training.
    HVECC is a fresh category during the process of higher education development, which involves in industry, trade, enterprise, occupation, and practice of which contribute a large portion in the managing form, operating mechanism and teaching process under the higher education’s framework so as to improve the trainee’s quality and the service of social &economic development and build the complete policy, laws and regulations, institutional environment.
    First, HVECC is on the basis of the college’s curriculum education, which meets the need of economic development and China’s actual conditions. One important feature in China’s present condition is the large population. People in China are keen on the college entrance examination. As vocational colleges develop, it not only benefits the cultivation of high-quality skilled personnel on scale, but also satisfies the demand for the higher education. Meanwhile, the HVECC must comply with the Higher Education Law to implement the educational policy of the state, serve socialist modernization, integrate itself with production and labor to train those educated to be builders and successors of the socialist cause with all-round development of morality, intelligence and physique. The core mission is to turn out high-quality skilled personnel, in addition to the education, it should undertake the scientific research developing and servicing the society.
    Second, HVECC must pay attention to these five factors involvement:
    a). INDUSTRY.
    On one hand, the main source of Higher Vocational Education (HVE) Development contribute to the demand of high-quality skilled personnel due to the regional economy development while different regions differ in distribution of industry structure, development priorities, and pillar industry which emphasis placed on the local specialty that the HVE should insist on serving for the regional industry development. On the other hand, in the process of rapid expansion of economic development, the industry is prior to the sector, result in the technical & vocational colleges (TVC) have to overcome the present trade’s limitations while cling to the regional industry development so as to provide proactive service for the regional leading industry.
    b). TRADE.
    One aspect is that trade incorporate with the HVECC should be strengthened; the other aspect is that in the teaching process particularly the content setup should link to the requirements of the trade’s development. Such as the related standard of the trade about the product design, manufacturing process and exchange activities. In the course of
    economic globalization, the trainee would be competitive internationally on condition that keeps an eye on the renewal home and abroad. The recent regulations made by some trades like “human rights standard”, “green standard”, “anti-terrorism standard” and so on.
    c) ENTERPRISE.
    HVECC should contain more enterprise ingredients, like enhance the cooperation between schools and enterprises, which is a popular experience in other countries. Developed countries’ main successful practices listed below: 1.The enterprise participate in the technical and vocational education and training (TVET) directly, e.g. the dual system vocational education in Germany. 2. The enterprise ingredients penetrating in the TVC so as to cultivate the professional personnel by the enterprise’s requirements. At present, the system of university- enterprise cooperation is still incomplete, which leads to the TVC should constantly improve themselves’ ability to integrate the enterprise resources. The HVE should absorb the enterprise proactively, like reflecting the requirements in the teaching process. Even to create a similar surroundings and atmosphere like a factory in campus. HVEC have undergone a series of practical research, for example, “training by order” is a training base was built by the enterprise in the factory or campus while the technical personnel were assumed to hold the concurrent post or providing the training post. Through the model, the school can provide production, R&D, and training for the enterprise, break up the traditional campus constructing, and introduce the enterprise working condition and corporate culture.
    d) OCCUPATION.
    It is self-evident for the HVECC to link one’s occupation. One of the important targets of HVE is ensure the graduate a satisfying job. HVE has clarified the employment-oriented and service-oriented policy while the employment-orientation not only represents on the employment service, but also the teaching process particularly the teaching content. Starting from the “work-integrated learning” cultivation mode in order to represent the working procedure when teaching arrangement has set, embody the occupational qualification standards requirements, update the teaching materials, enhance the construction of “Double Type ” teaching staff as well as strengthen the students professional ability and improve the employment quality.
    e) PRACTICE.
    One important part of the regulation that HVE have set for the target location is the HVECC must contains more practice. HVE’s mission is to provide competency based
    education and training services to people who will be engaged in front line of management, production and services. Those who work at the grass-root post and job site are practically talented people, i.e. those who possess the ability of advanced technological application exclusively at the front line. While those people were not brought out just by a series of Diploma Programs, they must and just obtain their ability and improve it in production and work. To cultivate the students professional competence effectively, training, practice, experiment should be strengthened, the association among HVC, work system and process should be tightened. Therefore, the teaching process in TVC definitely emphasizes the flexibility to the occupation which result in short distance between school and post.
    Ⅲ.Keys to Sustainable Development: Goal Orientation and Training Mode
    Comparatively laggard economy, low industrialization level and unbalanced economic development among areas are the basic situations in China. In addition, the pressure of obtaining employment in the labor market is impressively prodigious. So the significance of higher vocational education is not only the proportion it takes up in higher education, but also its goal to train workers, which will effectively alleviate the pressures of colleges graduates to hunt for a job.
    In the past 10 years, the number of new students in colleges has increased from 1 million to 5.6 million, which has brought great pressure on obtaining employment for the graduates. The increase of job offer is about 10 million every year. According to the current industry structure which is mainly consist of manufacturing, only 25% of the new positions need “white collars”. What will happen to the 5.6 million graduates if higher vocational education doesn’t set its goal to train workers? I think the situation will worsen. As a result, the popularity and sustainable development of higher education in China is based on its goal orientation of training workers through higher vocational education. Its feasibility has been proved by practice in the past.     
    If it is true that the goal orientation of training workers has been solved by higher vocational education, then the training mode can’t adapt to the goal till now. That is to say great efforts should be made to revise the training mode. So in higher vocational education, the traditional training mode should make breakthrough from the current “compressed biscuits” mode and get rid of the drawback in traditional teaching mode. The practice should follow the request of training workers and be carried out under “combining learning with working” mode.    
    It is for the purpose to offer an observable、operational and measurable working
    model which can help promote mode revision that we introduce the concept of Chinese characteristic higher vocational education. According to this model, managers in higher vocational colleges can make clear analysis on if the school has made breakthrough from traditional education mode; If the factors like industry、enterprises、occupations and practice has attracted enough attention; If the proportion of these factors are reasonable; What else should be done to make improvements.
    Just as a scholar says: “ A main problem for colleges is to break from traditional learning form and find a new one which better suits the current economic situation, schools should be more adapted to the environment”; “Unless a institution can adapt to the change, or the force which has caused the change will destroy it”.([USA] Daniel•Roley)
    Ⅳ.Higher vocational education with Chinese characteristic is the breakpoint of the entire educational development strategy.
    Presently, there are two major reforms in front of our education. One is how could higher education fit for economy construction and serve the eco-social development; the other is how could elementary education solve the “exam-oriented” problem, improve students’ innovation. In order to adopt the eco-social transformation, upgrade the ability to serve social development and improve the quality of talent cultivation, we need a strategic breakpoint. Well, I think, the higher vocational education with Chinese characteristic is to be the breakpoint of the entire educational development strategy.
    Firstly, as a new education model in the higher education development, higher vocational education has no bound to the academic traditions, and is less restricted to the conventions. Secondly, during the 10 years development, higher vocational colleges have accumulated many excellent vocational education and training resources and experience, especially a batch of high quality resources and experience in secondary vocational colleges. At the same time, many elites with working experience in university, industry, government and institution come to promote the development of vocational education. Thirdly, since the carrying out of “National model program of higher vocational college construction”, we actively explore the cooperation between school and industry, the combination of working and learning and the pattern serving social development. Many model colleges have gained the experience in major construction and teaching mode reform, and get obvious results. Fourthly, the central government brings forward three great education strategies in the “eleventh five-year” period. Two of them are about higher vocational education across vocational education and higher education, namely
    “great development” and “quality improving”. Besides, higher education steps into popularization stage, caters for the requirement of sustainable development. Thus, higher vocational education is due to come out of the traditional “condensed cookie” pattern. The goal of Chinese characteristic higher vocational education construction appeals higher vocational college melt into industry, trade, enterprise, vocation and practice. These elements should take part a relatively rational portion. By doing this, the reform and advancement of higher vocational education would be accelerated, and step up the quality of talent cultivation and the ability to serve the economic and social development.
    From this point of view, higher vocational education with Chinese characteristic could and should burdens the great mission to be the breakpoint of the entire educational reform strategy. Therefore, on constructing the powerful vocational education with Chinese characteristic, we put forward the following suggestions. First of all, the implementation of “National model program of higher vocational college construction” accelerated the constructing pace. For the moment, we should probe more deeply into the system and mechanism construction. For example, we encourage all regions to consider higher vocational colleges as the vanguard, quicken group construction, provide carrier and system platform for the cooperation between school and industry. We quest for the new mechanism of model higher vocational college driving up the overall vocational education reform, and bring the higher vocational education with Chinese characteristic’s “breakpoint” effect into play. Then, in the assessment of the talent cultivation, teaching expert, excellent teaching team in higher vocational college, we should think much of the amalgamation of industry, sector, enterprise, vocation and practice in the assessment of talent cultivation, excellent course, famous teachers and excellent teaching teams in higher vocational colleges. The teaching assessment has a sense of policy leading and like a conductor’s baton for higher vocational education which is a new model full of vigorous force. The cognitive level of higher vocational colleges’ administrators and assessment experts about the conceptual model will, to some extend, determine the ratio among the pattern of running schools, functional mechanism, teaching process and campus configuration, determine the cooperation level between higher vocational education and sectors or enterprises, and model-transform of talent cultivation. Thirdly, we propose that putting a new National Characteristic Constructing Project in Higher Vocational Colleges at the basis of National Model Program of Higher Vocational College Construction, and building 100 colleges with bright characteristics of sectors and enterprises in 3—5 years. These colleges can provide new models for higher vocational education with Chinese

    characteristic in both the policy and system aspects. At the same time, in order to have stronger competence in the national talent market, we should explore the new broad ways, and encourage the colleges to cultivate the high quality and skilled person with specialty.