My topic: "analysis" of higher vocational school enterprise cooperation mechanism research and case

National traffic occupation education scientific research plan project (serial number: 2009A06)

The first study(report)

"Analysis of higher vocational school enterprise cooperation mechanism research and case"

■ Tang TingWu GuoweiSunMei

Article1Chapter Introduction

Theory and practice of school enterprise cooperation mode in the report, as well as the Chinese and foreign cooperation between school and enterprise operation mechanism on the basis of comparative study, through the analysis of school enterprise cooperation in Higher Vocational Education Model and the case, put forward innovative ideas and the basic framework of school enterprise cooperation mode of higher vocational education, and conducts the practice research in Shanghai Communications Polytechnic "Mercedes Benz and Toyota education project" as a case, the pilot scheme innovation cooperation mode, in order to promote the college enterprise cooperative mode of higher occupation education in our country to further improve the.

Research background of § 1.1 project

§ 1.1.1 Definition of the concept of school enterprise cooperation

Are defined from different perspectives on school enterprise cooperation, a variety of expression. By definition, from the perspective of vocational training in the author's opinion, it is the higher vocational colleges to seek their own development, realization and market, vigorously improve the quality of students, the important measure to cultivate high-quality skilled technical talents for the enterprise, its original intention is to let students learn in school and enterprise practice, let the school and business equipment, technology to realize the complementary advantages, resource sharing, in order to improve the effectiveness of education, improve the quality of training technical talents.

From the perspective of education defines the mode of higher vocational colleges, school enterprise cooperation is a kind of market and social demand oriented, focusing on training students' comprehensive quality, occupation ability and the employment competitive power, the use of school and enterprise two different education environment and resources, the classroom teaching and students to participate in the actual work of organic education mode the way of training for different enterprises need talent.

The definition from the cooperative nature of perspective, it mainly includes two aspects of meaning: first, it is education and the industrial sector of the two relatively independent between the organic combination, this combination is in the social division of labor is increasingly sophisticated and modernization of production and the progress of science and technology on the basis of the combination, it should follow the law of development of education itself, to follow the production activities of the law of economic development. Second, school enterprise cooperation is a two-way active participation in combination, is a combination of based on both internal need. School enterprise cooperation in higher vocational education, its essence is to make higher vocational education and social production com., forming an organic whole, interdependent, promote each other, complementary advantages, inseparable.

Development of the 1.1.2 cooperation between school and enterprise in China

School enterprise cooperation is the main direction of occupation education reform and development in China must adhere to. The State Council "on the development of occupation education decision" pointed out that, to vigorously promote the school enterprise cooperation training model, the combination of the. In recent years, school enterprise cooperation in Higher Vocational Education in China has made great progress. Remember that in 2007 the National Demonstrative Higher Vocational Colleges Construction Achievements Exhibition, the first batch of 28 national demonstration colleges focus on successful cases of a large number of school enterprise cooperation. But look from whole, school enterprise cooperation in higher vocational colleges is still in the primary stage, has not established a corresponding long-term mechanism. Three levels of government and enterprises, schools, there are many problems. Such as: the school enterprise cooperation, combination of engineering problems, educational philosophy understanding of Vocational College of the advantage is not obvious, not the traditional management system to meet the need of teaching; enterprise participation in school enterprise cooperation motivation and ability is insufficient; the lack of legal basis, the macro-control. Therefore, further strengthen the innovation research of school enterprise cooperation, deepen the reform practice of school enterprise cooperation, combination, to promote the sustainable development of higher vocational education has important theoretical and practical significance.

§ 1.1.3 research status at home and abroad similar review

At present, known as a successful model of foreign representative: the German "dual system" mode, USA "cooperation education" model, "TAFE" mode in Australia, Canada, Japan "CBE" mode "last" mode. Among them: the German "dual system" mode, secret weapon has been regarded as the German economic revitalization "". Comprehensive foreign cooperation success experience, the author thinks that, combined with the available "in teaching content, adhere to the theory and practice of the operation mechanism; the national legal system to safeguard; with special coordination or supervision mechanism; in the interests of mutual benefit and reciprocity principle to follow" to summarize. With the rapid development of Higher Vocational Education in our country, there are many experts, scholars of the school enterprise cooperation in this important subject made a lot of research and exploration. The subject with guidance for or on behalf of the similar research: Ma Shuchao's "on the development of our higher education strategy and Countermeasures"; Liu Yibing's "vocational school enterprise cooperation in personnel training mode of"; Tang Dongsheng's "different levels of higher vocational school enterprise cooperation thinking and Countermeasures"; Ding Jinchang's "operation mechanism of cooperative the college enterprise innovation" etc.. Widely browse similar research journals published in China, argument, arguments and the innovation, is the subject of basic theory and practice research. In recent years, local study, most studies have focused on a particular level or comprehensive research on macro more, it still has some limitation. Therefore, this paper tries to carry on the existence of three level school, enterprise, government problem analysis, extraction with the effectiveness of the achievements of the reform, and actively explore the corresponding operation system and long-term mechanism.

The purpose and significance of research, 1.2

The purpose of this study is to continuously promote the running mode of cooperation between school and enterprise in Higher Occupation Education in our country to further improve the. The research not only understand the importance of innovation to cooperative college enterprise mode, enrich the theory of teaching management; more conducive to reform practice to guide the higher vocational colleges to further deepen the school enterprise cooperation, combination of engineering, establishing the system of teaching management innovation and the corresponding. Expansion representation:

The first is to examine the current form of school enterprise cooperation in Higher Vocational Education and operating mechanism, main factor analysis does not adapt to the reform and development of teaching and the existing problems, summarize the school enterprise cooperation mechanism innovation, refinement with the effectiveness of the achievements of the reform; second is to improve the understanding of vocational school enterprise cooperation mode and operation mechanism innovation importance; third is to strengthen the school enterprise cooperation mode and operating mechanism of innovation, enrich the theory of teaching management of higher vocational education; fourth is the practical focus on research, is helpful to further deepen the school enterprise cooperation in higher vocational colleges, combination of engineering practice, establish the innovation of teaching management system corresponding to the post, the real building occupation ability and working process oriented curriculum system;Fifth is to provide decision and reference for government departments to strengthen cooperation and to improve.

The theoretical method of § 1.3 research

The study on the principle of combining theory with practice, mainly adopts the methods of investigation and research, experience summary, case analysis and practice research methods. Specific practices:

First of all, through the questionnaire, sampling, interview, on-the-spot investigation and research, analysis of the status quo, problems of school enterprise cooperation, summarizing the experience and lessons, to explore an effective operation mechanism of school enterprise cooperation, the formation of the research report;

Secondly, through the acquisition of domestic and foreign enterprises successful cooperation experience, formed the typical case of "Mercedes Benz and Toyota education project", for government departments and colleges of the same kind of reference.

Research results of § 1.4 project

§ 1.4.1 Research Report

"Analysis" of higher vocational school enterprise cooperation mechanism research and case report, the project research material mainly, as one of the final results of this project, and also the main basis for the examination and acceptance of the project.

§ 1.4.2 Research paper

Research papers: "one of the theoretical and practical research on" cooperation mode of Higher Vocational College, Department of the project stage results, to be published in Journal of Shanghai Communications Polytechnic "2011VOL.10NO.2".

Study two: comparative study of Chinese and foreign "" school enterprise cooperation in higher vocational education operating mechanism, the project stage results, published in the Shanghai traffic school "education" thirty-fifth traffic.

Study three: "" order training "the advancement of higher occupation education school enterprise cooperation technology", it is one of the achievements of the project research stage and final results, published in the Journal of Shanghai Communications Polytechnic "2011VOL.9NO.1"; in which: (foreign) Mercedes Benz (MBCL) and Toyota (TOYOTA) analysis of class "order training" case, published in the national core journals Chinese "Jiangsu education" occupation education 2011 third (private); Benda Ron Fried (B-Link) and analyze the logistics class "order training" case, have been published in the "Jiangsu education" occupation education 2011 fourth.

The second chapterTo explore the theory and practice of school enterprise cooperation model in Higher Vocational Education

The theoretical basis of cooperation between school and enterprise in higher occupation technique education, 2.1 of our country

Historically, all kinds of education mode, appeared, and brewing mature, there are corresponding theory as the foundation and support. Higher vocational education and enterprise cooperation, it is the theory of combining education with productive labor, human capital theory, constructivism theory, resource dependence theory, under the guidance of the evolving.

§ 2.1.1 theory of combining education with productive labor

The combination of education with productive labor is the basic principle of Marx's education theory. Marx's education theory put forward clearly: education must be combined with social practice, combined with production and labor. Marx in "Das Kapital" clearly put forward the combination of education with productive labor, "it is not only a way to improve social production, and it is the only way to" create a comprehensive development of people, "one of the most powerful means of the transformation of modern society". Marx's scientific thesis fully demonstrates the importance and necessity of combining education with productive labor. Although the combination of school enterprise cooperation can not be simply equated with the education and the productive labor, but its essence is the same.

The combination of education and labor production is a basic requirement of educational policy in china. "Education Law of the people's Republic of China" made clear to China's education policy: "education must serve the construction of socialist modernization, must be combined with productive labour, training moral, intellectual, physical and other aspects of a comprehensive development of socialist builders and successors." China's "occupation education law" also clearly stipulates: "the occupation school, occupation training institutions in the implementation of occupation education should adopt the combination of production and teaching, serve the local economic construction, close contact with enterprises, train practical personnel and skilled workers." Promulgated the law of education and the vocational education for our cooperation to carry out extensive activities to provide a solid guarantee.

§ 2.1.2 human capital theory

Need of education by the knowledge, skills to apply in the actual production. School enterprise cooperation is a good way to cultivate practical talents. The human capital theory, the education system and the industrial sector of the economy is challenged. On the one hand, the industrial sector gradually realized that the key to survival, development is not only the tangible assets, but also in the high-quality applied talents. Therefore, the industry initiative and cooperation in higher vocational school, and the school together to cultivate high-quality talents, to enhance the development potential and stamina. On the other hand, because of the competition of higher vocational colleges education funds and the source of pressure, hope and industry departments to obtain support has become an inevitable. So higher vocational colleges from the arms of government towards social market, and school enterprise cooperation has become the industry department and the Department of education to adapt to a rational choice of social reform, enterprise and school in the interests of both sides and eventually led to the school enterprise cooperation.

§ 2.1.3 constructivism theory

Western constructivism is a cognitive learning theory in the contemporary development, its earliest presenter can be traced back to Piaget of switzerland. It holds that learning is under the background of social culture, construction of which is realized by the cooperative activities of interpersonal meaning. The development of modern learning theory, behaviorism, cognitivism experienced, objectivism, and the development of modern learning theory of Constructivism -- in the past ten years.

Constructivist learning theory emphasizes the student to knowledge, skills of active construction. The modern learning theory, learning and teaching design of higher vocational education is very useful. The traditional occupation education teaching process concept is built on the basis of objectivist epistemology, it is believed that teaching is the effective transfer of knowledge and skills, and constructivism holds that knowledge is the main body in the construction process of adapting to environment, is the main body to form his own experience flow. Due to the different student's original experience and learning background, their understanding of things is not the same, therefore only by class description, students are not actively carry out construction of meaning, must be provided with "the real production scenario" interactive experience, can the learners in this process through judgment, understanding of knowledge, skills of meaning construction. Therefore, learning from the characteristics of higher vocational education, must implement the combination of engineering, relying on industry, enterprise education resources to complete the learning skills training, implementation of school enterprise cooperation, the classroom learning and practice learning together.

§ 2.1.4 resource dependence theory

Resource dependence theory is the representative figure of Pfeiffer and Saran Chico (Pfeffer and Salancik, 1978). The theory is that the organization is an open system, is a combination of different interest groups. Each interest group has its own unique preferences and goals, and try to achieve their own goals from tissue interaction and interaction with the environment, make their own interests. In order to need resources exist, any organization can't hold all the resources needed for survival and development, in order to achieve the survival and development of the self supply. Needs in order to survive, organizations have to from the external environment in the introduction, absorption, transformation of all kinds of resources, including human resources, financial resources, social legitimacy, customer and technical and material inputs, forming a network of inter organizational relationship resource interdependence.

In fact, the school enterprise cooperation motivation is essentially complementary schools and enterprises of both the advantages of resources, complementary is the material resources, also can be the culture, spirit and system resources. For colleges and enterprises and their core competitive advantage of the interstitial heterogeneity of resource exchange and integration needs strengthening, which increases the possibility of alliance formation; the cost of resource exchange between schools and enterprises is small, the more benefit. In order to reduce the transaction cost, cooperation between the two sides tend to choose to improve the effectiveness of the organization, enhance organizational development, make and keep the scarce resource capacity, reduce transaction cost measures for cooperation, for example: order form training, base construction, equipment sharing, internships.

§ 2.1.5 thought of lifelong education

In 1970, France's Paul Lengrand (PL engrand) in its publication of "an introduction to lifelong education" a Book of "lifelong education" concept. He thinks, the lifelong education is the people from birth to death education, is a unified whole comprehensive personal and social education. The theory of lifelong education, broke the time limits of the study and the work, a person has a certain knowledge and skills can handle a situation with ease life outdated concept, people accept one-time education knowledge is not enough to enjoy life, in order to adapt to the survival and development of self, the education process must continue throughout the life of the people. All aspects of education "is gradually in time and space is extended to its real field -- the whole person. Because these are too extensive and complex, and cannot be included in any system ". According to each person's career development, design the corresponding social demand for life-long cooperation system, become the new demand of society.

In recent years, the central government has offered to establish a learning society, lifelong education must have the carrier, and the occupation education is an important carrier of lifelong education, to schools, educational ideas should be adjusted, education should be open to the community, to provide educational services for different levels of demand; for enterprises, personnel and staff training the concept of change, should not be too much focus on the existing professional staff, to use the development and changes of the concept to attract staff, guide the staff to establish the concept of lifelong learning, to provide lifelong learning opportunities for employees. Change the completion of these two aspects needs the cooperation between the two sides. Therefore, the construction of learning type society, practice the concept of lifelong education must make full use of both the school and the enterprise resource of education, open education, take the road of the development of United school.

Practice of school enterprise cooperation in § 2.2 in our hospital

Type 2.2.1 enterprise, cooperation mode

The school and enterprise are the two essential elements of school enterprise cooperation. Schools and enterprises in the implementation of school enterprise cooperation in driving force source based on different main body responsibility, according to the classification of school and enterprise to bear their, in recent years, in our hospital in the process of cooperation between enterprises, the following two kinds of representative model of school enterprise cooperation and gradually form.

One is the "enterprise cooperation" model. This model, as the name suggests, the school is training talents subject, enterprises in the "fit" secondary status, it is mainly based on the school's request, provide relevant conditions or assist the part (mainly the practice teaching link) training tasks, mainly to provide educational resources, such as equipment and funds to help schools establish school training base, establish training base outside the enterprise resources, enterprise expert of the school teachers, scholarships, grants, personnel training target and plan is proposed and formulated by the school, and take the most training task.

Two is the "culture" school enterprise mode. This model, as the name suggests, the school and enterprise is the main body of cultivating talents. Enterprises not only to participate in the study and development of training objectives, teaching plan, teaching content and training mode, and participate in the implementation of education and training task. For example, our institute and the FAW Toyota jointly organized the "Toyota (TOYOTA) marketing class" is a typical "school enterprise joint training" mode of cooperation. Both the University and the enterprise through the build "teachers", build "training base", and "talent cultivation plan", build "Curriculum", and "classroom" implementation, guarantee the effective implementation of personnel training mode of integration.

In § 2.2.2 problems in the implementation process

First is the operation mechanism needs to be perfect. At present, the most prominent problem is the lack of overall progress and system operation, cooperation content and the form is single, depth and level to be excavated and promotion, stability and long-term is not enough, there are many is the school wishful thinking, there is only temporary cooperation.

Second is the student occupation literacy needs to be improved. For example, some students problems integrity is poor, have grandiose aims but puny abilities, weak will. The company recruitment, the newspaper, the interview was absent without reason; has a company internship, but midway leave, make a bad impression, but also influence the long-term cooperation between schools and enterprises.

Third is "the double teacher type" training needs to be strengthened. School of existing teaching "double teacher" new low proportion, most of the young teachers from school to school, the lack of industry background and practice experience, despite the institutional guarantees or incentives, but the training, training or testing exercise task is still very heavy pressure.

Fourth is the short-term behavior of enterprises eager to change. Due to the mobility of talents, some companies are reluctant to risk more money to train talents, and about the training talent loss, reduce the cost of. Individual enterprises in cooperation with schools, there are the "form" light "cooperation", or light "culture" phenomenon.

A few suggestions § 2.2.3 strengthen our cooperation work

In the selection and innovation of school enterprise cooperation, win-win is the most critical issue. No win, also lack the foundation of cooperation. In view of the existing problems in the process of implementation of the recommendations of the task force, is:

One is to strengthen leadership, clear lines of responsibility. The establishment of "service and support, to contribute to development" concept, overall planning, overall progress.

Two to further improve the running mechanism. Including the win-win of school and enterprise benefit actuation mechanism, guarantee mechanism, evaluation mechanism, supervision mechanism and balance mechanism.

Three to establish two-way management mechanism is feasible. The student management of school enterprise cooperation, jointly completed by school and enterprise. The focus of the school is responsible for the daily management of the students, enterprises focus on students' practice, practice teaching management.

Four, cooperation building professionals and teachers. Schools should actively introduce industry, corporate senior technical staff, management staff and skilled craftsmen enrich professional teachers team, improve the overall quality of teachers.

The fifth is to improve the comprehensive strength of the school's own. Enhance the school's trust and support, and strive for the relevant professional qualifications, skills training, qualification certificate examinations, increase the authority of professional skills, improve the school in the industry's influence.

Six must fully consider the economic benefits of the enterprise demand. Strive for the enterprises to handle more and more good things, to mobilize the enthusiasm of enterprises to participate in school enterprise cooperation. At the same time, but also actively looking for opportunities, appeal to the relevant departments, tax, financial aspects of those participating in cooperative enterprises corresponding preferential policies.

The third chapterA comparative study of Chinese and foreign school enterprise cooperation in higher vocational education operation mechanism

From the world development situation of vocational education, every country in the different historical stage, focus on the occupation education should be the industrial sector is dominated by the period of the national economy, that is to say the development of occupation education is transferred with the adjustment of economic structure, industrial structure, employment structure and the demand to consistent. Similarly, the operating mechanism of cooperation between school and enterprise in higher vocational education, including school enterprise cooperation in higher vocational education mode should also with transition of the economic structure, industrial structure and employment structure upgrading continuous improvement and innovation.

Under § 3.1 school enterprise cooperation problems

Analyzed from the perspective of educational economics, as well as from the school, enterprise, government level analysis, at present, school enterprise cooperation in higher vocational education is still faced with severe challenges. For example: a lot of school enterprise cooperation are mere superficial contact, or "and" multiple "as" little, form lively, but in the training objectives, teaching content, teaching method, lack of interaction, mutual influence co.. The operation mechanism of school enterprise cooperation on the surface, the problem is more prominent:

The absence of § 3.1.1 lack of policies and regulations and government function

Economy revealed a characteristic of cooperative transaction, transaction cost that is "not a sound policies and regulations will increase the economic subject in cooperation in trade. When a party cost more than income will cease trading, you have to deal with lazy, perfunctory, speculation will reduce the actual cost". At present, the school enterprise cooperation policies and regulations in our country is still not perfect, most from the administrative departments of education, and the lack of special laws and regulations of higher vocational colleges, strong binding of enterprises, weak binding, the local government is more weak binding.

Under § 3.1.2 enterprise power and high transaction costs

§ 3.1.3 vocational colleges own disadvantages and self sovereignty limit

Higher vocational colleges advantage is important bottleneck of school enterprise cooperation, mainly has the condition of running a school is not perfect, the quality of teachers is not high, the reform of education and teaching is not quick, scientific research ability is not strong, especially the talent level is not high, difficult to adapt to the changing market and meet the need of companies. These problems caused a lot of, among them, higher vocational colleges lack of autonomy is one of the crux. For a long time, higher vocational colleges as a subsidiary body of the administrative department of education or industry, personnel, professional setting, enrollment plan and other matters of the autonomy is limited, the school actively and innovation has been seriously impaired.

§ 3.1.4 students marginalization and students and the labour market imbalance

Students and parents are marginalized is another problem that can not be ignored in school enterprise cooperation. According to the survey, the first is that students and parents to higher vocational colleges to carry out school enterprise cooperation, how to carry out school enterprise cooperation, cooperation education quality is not very concerned about the. The second is the enterprise of higher vocational students in school enterprise cooperation in the process of learning, psychological and cognitive management process and process changes are not very concerned about. Investigate its reason, first with the students, over the years there have been contradictions of higher education resources in China, the students in the student market is always in the selected position. Because each opportunity will be not easily won, so the students and parents, tend to focus more on whether college admission, and too busy to take into account whether the cooperative education. Secondly, concerning the labour market, China's college graduates pile up in excess of requirement situation is very common, the enterprise is not worried about finding work. In order to reduce transaction costs, and even some enterprises ignore the cooperation attention.

School enterprise cooperation mechanisms and implications of § 3.2 developed countries

The 3.2.1 developed country enterprise, cooperation mode

In this research achievements "comparative study", the research targeted on "dual system" in Germany, Australia, Canada "TAFE" mode "CBE" mode, the Japanese "last" mode, from their respective cooperation properties, basic characteristics, technical means as well. Focused brief introduction, it is the most extensive background material, is also China's implementation of vocational education school enterprise cooperation can use technical means.

§ 3.2.2 different mechanisms of occupation education legislation comparison countries

In this research achievements "comparative study", the research also targeted to different countries, such as Germany, Britain, France, Australia, USA occupation education policy and legislation are analyzed and compared, the comparative analysis, it is not only conducive to our occupation education experience of developed countries, to advance our country legislation mechanism of continuous improvement, more conducive to the research of this project can broaden their horizons, in the premise of current legislation mechanism occupation education in China, to actively seek and choose the path of school enterprise cooperation and development of China's national conditions and the actual.

Analysis of common cooperation mechanism of 3.2.3 enterprise, developed countries

Cooperation mechanism in developed countries and throughout, the common school enterprise cooperation in these countries are paying more attention to practice, enterprise and school communication more smooth, flexible and diverse ways of cultivating talents. The school enterprise cooperation in Higher Vocational Education in China can be summarized as: ① reference to schools, enterprises to participate in a moderate, it is critical to the success of occupation education in developed countries; the government play a coordinating, planning and promoting role in the interaction, it is important to ensure the cooperation of developed countries; the entrepreneurs to participate in the training, it is an important content of the developed countries carry out school enterprise cooperation; schools and school run industries together, the school run enterprises to the market, can provide the occupation environment training for students, it is an important way to developed countries, the implementation of school enterprise cooperation; the national occupation education policies and regulations on the subject of running a school, general government, industry organizations organization, enterprise, school, individual citizen occupation education responsibilities, rights are clear and specific provisions, operability and controllability, it is the policy and legal security in developed countries the implementation of school enterprise cooperation.

Enlightenment of developed countries and the cooperation mechanism of 3.2.4

This topic through the analysis of school enterprise cooperation mechanism on a distinctive foreign found, the following practices of school enterprise cooperation of Higher Vocational Education in our country have some implications. One is the classroom laboratory, learning environment and working environment as far as possible com.; two is to continue to implement the credit system, provide the conditions for the school enterprise cooperation; three is the government played a bridge in the cooperation and supervision function, process management and standardize the school enterprise cooperation; four is to absorb the entrepreneurs to participate in the training, change the entrepreneurs to participate in the occupation education floating on the surface of the formalism, really play the school enterprise cooperation in personnel training an important role in the work.

Countermeasures for constructing the mechanism of § 3.3 vocational school enterprise cooperation

§ 3.3.1 improve employment access mechanism

Vocational colleges should actively cooperate with enterprises, continue to adjust and optimize the structure of professional, strengthening professional construction standard, construction of professional certification system, actively carry out occupation skill appraisal, the implementation of the "double certificate" system. Enterprises should be in accordance with the law, policy and employment requirements, which must be trained to recruit employees before the appointment, training preferred partner universities and students "double certificate".

§ 3.3.2 build and strengthen the evaluation mechanism

Vocational colleges should strengthen the quality awareness, strengthen quality management, process monitoring, absorb enterprises to participate in the evaluation of teaching quality, and gradually improve to the school as the core, the administrative departments of education as the guidance, teaching quality guarantee system of social participation. And the cooperation between school and enterprise core indicators into the assessment scope, promote the government, society, industry, enterprise, school, family on the school enterprise cooperation for quality supervision.

§ 3.3.3 to improve the policy support mechanisms

In the aspect of policies and regulations, to continuously improve the security mechanism, to further clarify the parties rights, obligations and mutual relations, maintain the legitimate rights and interests of both sides, the opportunism behavior constraints possible, efforts to reduce the transaction cost of higher vocational school enterprise cooperation. The fund input mechanism, efforts should be made to build multi channels of funding, and effectively reduce the direct costs of all the parties expenditure. At the same time, to strengthen the school enterprise cooperation in supervision of the use of special funds.

§ 3.3.4 innovation of enterprise incentive mechanism

By the information asymmetry, the human capital flow, fuzzy definition of property rights leads to high transaction cost and high return risk, is the main reason of the lack of power enterprises to participate in the cooperation between higher vocational school and enterprises. Therefore, from the government, schools, industries, enterprises and social organizations and so on, and constantly improve the cooperation and innovation between University and enterprise information communication mechanism and interest coordinating mechanism, enterprise human capital investment restraint mechanism and guarantee mechanism, initiative and enthusiasm can more effectively mobilize the enterprises to actively participate in school enterprise cooperation.

§ 3.3.5 reform in higher vocational colleges management mechanism

To break the bottleneck in the current school enterprise cooperation, the key to expand the autonomy in vocational colleges, the society and the market, industry oriented and flexible enterprise management mechanism. Such as: led by the school, the establishment of school enterprise cooperation or group school board or council system, the formation of school enterprise cooperation decision-making mechanism; the establishment of school enterprise cooperation and configuration of full-time staff, implement the relevant affairs; and gradually establish a flexible educational system, according to industry and enterprise features flexible arrangement of teaching activities; establish the school teachers and employees regular exchange system some teachers to post training, production line, hire entrepreneurs and skilled craftsmen as a visiting professor. Establishing scientific research service platform for enterprises, to help enterprises solve the production problems at the same time, promote the scientific research service level in Higher Vocational colleges.

The establishment of 3.3.6 students and parents participation mechanism

To change the school enterprise cooperation, students and parents are marginalized situation, we must further improve the participation of students and parents. The main measures are: strengthening the propaganda, let the students and parents understand the importance of school enterprise cooperation, and full participation; build a communication platform, regularly invited the students and their parents attended related activities, as far as possible to ensure the right to know, right and supervision right, satisfy the reasonable requirements; smooth feedback channels, timely to the progress of students and the parents about school enterprise cooperation; strengthening the process management of school enterprise cooperation in education, and the school, students and parents work together to create a lively situation teaching benefits teachers as well as students.

The fourth chapter "order training" approach to the promotion of cooperation between school and enterprise in Higher Occupation Education Technology

Higher vocational colleges as a local comprehensive transportation industry office, I colleges rely on enterprise development advantage industry, the industry enterprises in the educational resources for effective integration, cooperation and collectivization mode coexist, multi system to create a multi campus management, multi-level, the country more than 1180 vocational colleges, 30 the provincial and municipal traffic college is a kind of innovation. Some results especially in the cultivation of application, mainly due to the cooperation between school and enterprise specialization, collectivization and diversified school running mode. Based on our school enterprise cooperation "Mercedes Benz (MBCL) and Toyota (TOYOTA) class" order training as a typical case, respectively from the professional cooperation background, model, project planning, implementation of condensate product path to explore the implementation of content and technology cooperation, to promote the school running model of school enterprise cooperation in higher vocational education to further improve the.

§ 4.1Typical case: Mercedes Benz (MBCL) class "order training" implementation and technical skills

§ 4.1.1Cooperation in the background

In recent years, China's auto industry is "explosive growth", including: Mercedes Benz, GM, Volkswagen, update Toyota and other car technology change rapidly, skilled personnel fine automobile customer service service training has become our extensive cooperation foundation. For decades, the Institute to build "automobile application technology" national education reform pilot professional, maintain close cooperation relationship with the brand enterprises, and actively explore cooperation order training, have founded the "dual system" mode "Mercedes Benz (MBCL) class", "general (SGM) class" and "the mass (SVW) class", school enterprise cooperation in order to cultivate students has won wide recognition in enterprises in the knowledge and skills to etc..

§ 4.1.2Mode of deposition

Mercedes Benz (MBCL) class as an example: in 2009 March in our hospital and the Mercedes - Benz (China) cooperation to open the "cast Star Education" dual system "model" (Star Education) "project. Namely: the three year higher vocational education students in accordance with the "time sequence of alternating four stages of Engineering" teaching. In the second school year first semester, according to the cooperation agreement, the automobile application technology specialty to create "cast Star Education" Mercedes Benz (MBCL) class. The students in the class by casting star education professional learning, finally achieve the Mercedes Benz maintenance technician level. The culture of four stage process is divided into "school enterprise cooperation", the project of "research papers" order training "the advancement of higher occupation education school enterprise cooperation of" table.

§ 4.1.3Project planning

Mercedes Benz (MBCL) class is China called "cast Star Education" project. The project entitled "dream cast, Xing Hui shine"; the content of the project: five aspects including casting, casting star star mission preparation, casting, casting process, guarantee the star star star shine. Among them:

Cast Star Mission: to satisfy the rapid expansion of China Mercedes Benz dealer network needs; ② in line with international standards, improve the professional teaching skills; the selection of outstanding graduates as technicians repair industry; to strengthen the Mercedes Benz brand of social influence.

Cast preparation: Mercedes Benz China star on Cooperative college selection process consists of 6 steps. Step1 collects information by the local education college; Step2 send and recover the selected universities questionnaire; Step3 first study selected college; Step4 interview selected universities principal / teachers; Step5 determine the partner universities and signed a cooperation agreement; Step6 opening ceremony.

Cast star security: hardware equipment: Mercedes Benz China partner universities are equipped with repair tools and equipment professional. These professional tools and equipment and dealer standards are consistent, ensure that students training in schools and in the seamless docking dealers work. Special tools and equipment, including star emblem diagnosis instrument necessary Mercedes Benz vehicle diagnosis and repair time (Star Diagnosis) and a variety of engine, gearbox related special tool, there are four wheels, tires and tire balancing machine, of course, also cannot lack training and Mercedes Benz Mercedes Benz car engine and gearbox; ② faculty: Mercedes Benz China to ensure casting star education quality, continuous attention to improve the teaching level of teachers. First of all, all teachers were sent to Germany Benz institutions related occupation education, educational training for 6 weeks. In order to ensure the project in China development always maintain Mercedes Benz concept and quality of global. In addition, in the annual holidays, Mercedes Benz China also provide product knowledge training for teachers; the partners: tracking, Mercedes Benz Chinese contract projects of professional and technical training, training program, training evaluation; distributors, dealers undertake internships internal training, tracking assessment of students' performance; occupation colleges by qualified teachers, training equipment and facilities, the education of students, graduation certificate.

§ 4.1.4The implementation path

Mercedes Benz (MBCL) class is our three year Vocational "automobile application technology" professional selection, in the second school year first semester student teachers, curriculum selection optimization based on "cast Star Education" project. The "star Kevin process" and "training program" details of the project "research papers" order training "the advancement of higher occupation education school enterprise cooperation technology" in table two and table three.

As of July 1, 2010, the Institute and the Mercedes Benz Chinese cooperation open cast star education project, has entered the second student selection stage. The first 22 students (in addition to the 5 people engaged in automotive related work, 1 people continue to pursue an undergraduate academic), in which 16 participants in the Mercedes Benz Chinese Shanghai dealers play from the service (SA), (Warranty Clerk) warranty staff to maintenance technician (Maintenance Technician) multiple jobs. They make full use of their school skills in dealers, in the work has made many contributions, has been widely recognized dealers. Can say, to achieve "basic cast Star Education Project anticipated target star shine".

§ 4.2Typical case: Toyota (TOYOTA) class "order training" implementation and technical skills

§ 4.2.1 Cooperation in the background

Along with our country automobile sales "blowout" development, at present, has become a pressing matter of the moment the car sales and after sale service personnel training. For decades, the Institute with the "automobile application technology" professional "for the support of automobile technology service and marketing" professional, continue to maintain domestic and foreign automobile brand enterprises to carry out orders the culture at the same time, and actively expand and FAW Toyota enterprises a new round of close cooperation, have constructed the post ability "advanced" order training "Toyota based on (TOYOTA) marketing class", "Yong Da (YONGDA) in higher vocational education through classes", "Pacific (CPIC) insurance class", the automobile sales and after sale service cooperation, accelerate the "Institute of automobile technology service and marketing" professional students employment development space.

§ 4.2.2Mode of deposition

To Toyota (TOYOTA) class as an example: after Toyota T-TEP (Japan Toyota in a global push talents training plan) project, since 2006, the Institute and FTMS (FAW Toyota sales) cooperation, first in the country to open the post ability "advanced" pattern based on F-SEP (FTMS Sales Education Program) FAW Toyota automobile sales training program. The project is FTMS and the domestic occupation universities, training not only the professional knowledge, but also have the training plan of marketing ability of automobile sales personnel.

Advanced post ability "based on the project definition" (into the F-SEP planning) model talent, refers to the students in vocational training programs in accordance with the laws of cognition, different level dealers work capacity requirements to design and order, including professional knowledge, professional ability, social ability through three stages. And in the three stage, alternate, the core competence of job requirements at different levels, carry out relevant skills training.

§ 4.2.3Project planning

Toyota (TOYOTA) class FTMS called the F-SEP project. Based on the post ability "advanced" mode of talent training scheme for the project "research papers" order training "the advancement of higher occupation education school enterprise cooperation technology" in table four (i.e.: Toyota (TOYOTA) class "advanced training program type" mode of talent).

§ 4.2.4The implementation path

The Institute in collaboration with the FTMS F-SEP process, can be divided into the following link: the organization of F-SEP cooperation; the written interview with the combination of students selection; type "curriculum system of advanced independent professional", the independent construction taking the employment as the guidance, take ability as the standard, based on the post ability "advanced" model of curriculum system in this research thesis "" order training "the advancement of higher occupation education school enterprise cooperation of" shown in Figure 1; the introduction of FTMS to provide professional training courses, provided by the FTMS F-SEP project curriculum in this project research "" order training "to promote higher occupation school enterprise cooperation of" table five; attach importance to the "double certificate" financing occupation qualification training. Over the years, the school Toyota (TOYOTA) class all the students of the certified rate of 100%.

As of 2010 July, this academy cooperation with FTMS to open F-SEP project, at present, has entered the fifth Toyota (TOYOTA) training class order. Each Toyota (TOYOTA) class the number of students is about 20 people, more than 90% of graduates has become the service features well-known global Toyota (TOYOTA) of the Chinese dealers, with excellent service concept and service quality of the sales force, with their own learned in school knowledge and skills, in the work many contributions, has been widely recognized dealers.

Conclusion

Analysis on higher vocational school enterprise cooperation mechanism with the case through the project, puts forward the way of innovation cooperation mode and the basic framework of school and enterprise of Higher Vocational Education in our college, and "Mercedes Benz and Toyota education project" as a case in practice, put forward the pilot innovative cooperation mode. In a word, this project not only beneficial to the importance of school enterprise cooperation in higher vocational education mode innovation awareness, better practice to guide the higher vocational colleges to further deepen the school enterprise cooperation, the combination of the.

Note: this research report second chapter to the fourth chapter is the abstraction and summary of project stage results, see details of the report second research papers.

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Article second Research papers (1)

To explore the theory and practice of school enterprise cooperation model in Higher Vocational Education

■ Tang TingLi BinYang Hui

(this article published in the "Journal of Shanghai Communications Polytechnic" 2011VOL.10NO.2)

AbstractTo:In this paper, based on the theory analysis of the cooperation mode of higher vocational education, the nature of the business sector, business philosophy and mode of production and the cooperation of different sources based on the driving force, this paper discusses the hospital in the cooperation with "enterprise" and "school enterprise joint cultivation" the main problem of two achieved preliminary results operation, compared with the typical pattern and the existence, and puts forward some suggestions to further promote cooperation work in our hospital.

Key word.Higher vocational education; school enterprise cooperation; theory; practice

School enterprise cooperation includes two meanings: first, it is the education and the industrial sector of the two relatively independent between the organic combination, this combination is combined with the social division of labor is increasingly sophisticated and modern production and the basis of scientific and technological progress, it should follow the law of the development of education itself, but also need to follow the production activities of the law of economic development. Second, school enterprise cooperation is a two-way active participation in combination, is a combination of based on both internal need. School enterprise cooperation, its essence is to make higher education and society, production com., form an organic whole interdependent, promote each other, complementary advantages, inseparable.

Theory basis of our country enterprise, higher occupation technique education cooperation

Higher occupation technique education and enterprise cooperation is under the modern economy, science and technology, productivity education interaction occurs, development. At the same time, it is the combination of each other, in the education and the productive labor of human capital theory, theory, resource dependence theory, under the guidance of Constructivism in continuous evolution.

(a) the combination of education with productive labor theory

The combination of education with productive labor is the basic principle of Marx's educational theory. Marx's education theory put forward clearly: education must be combined with social practice, combined with production and labor. Marx in "Das Kapital" clearly put forward the combination of education with productive labor, "it is not only a way to improve social production, and it is the only way to" create a comprehensive development of people, "one of the most powerful means of the transformation of modern society". Lenin also said: "without the education and the productive labor of a younger generation of combination, the future of our society is unable to imagine, whether it is from the production of teaching and education, labor or not timely teaching and education, all can not achieve the level of technology and scientific knowledge of the required height." The scientific thesis fully demonstrates the importance and necessity of combining education with productive labor. Although the combination of school enterprise cooperation can not be simply equated with the education and the productive labor, but its essence is the same.

From the theory of Deng Xiaoping in according to the theory, we can find the primary stage of socialism education combined with production and labor, school enterprise cooperation. His combination of education with productive labour, are detailed. He said: "in order to train qualified personnel for socialist construction, we must study hard in the new conditions, how to better carry out the combination of education and productive labor policy." Here he stressed the need for innovation in the "combination of education and productive labor" content, method. To this end, he put forward his own opinion on the specific implementation of the "combining education with productive labor" principle: "to do this, all kinds of schools for students to participate in what kind of work, how to plant to the countryside, how much time, how closely combined with teaching, must have the appropriate arrangements." This is from a micro point, is essentially a specific Deng Xiaoping on Marx's "combination of education and productive labor" policy. But he stressed that: "the more important education as a whole must be the same as the development of the national economy. Otherwise, students and future occupation does not adapt, underemployed, often, not fundamentally undermine the combination of education and productive labor policy?" This is from the macro aspects of the combination of education and labor. That is to say, whether to achieve "students and future occupation" adaptation, can learn to use, is a very important problem to or against the combination of education with productive labor fundamentally. It creatively, profoundly expounded the combination of education and labor, is have no predecessors. He also taught labor contract labor employment node link, pointed out that "we develop educational planning should be combined with the national work plan, and consider the needs of the development of labor and employment."

The combination of education and labor production is a basic requirement of China's education policy. In March 18, 1995 eighth session of the National People's Congress passed the third meeting of the "people's Republic of China Education Law" in legal form of educational policy of our country has stipulated: "education must serve the construction of socialist modernization, must be combined with productive labour, training moral, intellectual, physical and other aspects of a comprehensive development of socialist builders and successors." The forty-sixth article: "the State encourages enterprises and institutions, social organizations and other social organizations with institutions of higher learning, the medium occupation schools in teaching, scientific research, technology development and promotion of various forms of cooperation." "Enterprises and institutions, social organizations and other social organizations and individuals through appropriate forms, support the development of schools, to participate in the school management." Article fifty-third stipulates: "the state to establish funds mainly, supplemented by the system of raising funds through various other channels, and gradually increase the investment in education, to ensure a stable source of educational appropriations for state run schools." In China's "occupation education law" twenty-third article also clearly stipulates: "the occupation school, occupation training institutions in the implementation of occupation education should adopt the combination of production and teaching, serve the local economic construction, close contact with enterprises, train practical personnel and skilled workers." These regulations promulgated for the activity of school enterprise cooperation in China is widely carried out to provide a solid guarantee.

(two) the theory of human capital

Human capital theory, human ability as the capital, such capital refers to exist in the human body has the economic value of knowledge, the sum of factors of the quality of skills and health etc.. In the capital (material, money, human) relative relations, human's growing importance, and is the core to promote economic growth. The basic viewpoint is, from investment in people, in order to enhance the quality of the enterprise itself. This kind of investment in people, including schools cultivate enterprises need graduates, enterprise staff's on-the-job training. Nobel laureate S.W. Schultz (USA) research contributions, education on personal income and national income pointed out: "the knowledge and skills is the investment results in a large extent, they and other human capital together, is an important reason of advanced technology production advantage." Schultz think, the improvement of the human resources on the role of economic growth, far more than the increase of material capital is much more important. He asserted, education is a productive investment, which results in a form can be regarded as capital.

The theory of human capital has proved, the main way of human capital investment, is to improve the average education level, rate of return higher yields than the material capital. Under the market economy system, because of concerns about the differences among people in the rate of return on investment is very timely, and can make a reasonable response, so that the correct choice of their economic behavior, thus increasing the input of human resource, support the development of education, it has become a world to promote the success significantly improve the rapid growth of social economy and national income. In Chinese, Deng Xiaoping "education power" goals and education and economic development theory, tell from some kind of meaning is and Schultz "human capital" theory agree without prior without previous consultation.

Need of education by the knowledge and skills of personnel to be applicable to the actual production, requires education and practice in the process of cultivating talents, school enterprise cooperation is a good way to cultivate practical talents. The human capital theory, the education system and the industrial sector of the economy is challenged. On the one hand, the industrial sector gradually realized that the key to survival, development is not only the tangible assets, such as material and capital, but also in technology applied talents with high quality. Therefore, the industry initiative and cooperation in higher vocational school, and even direct participation in decision-making and management of school education, and the school together to cultivate the high-quality talents, to enhance the development potential and the potential of the enterprise is self-evident. On the other hand, because of the competition of higher vocational colleges education funds and the source of pressure, hope and industry departments to obtain funding support material has become an inevitable. So higher vocational colleges from the arms of government towards social market, and school enterprise cooperation has become the industry department and the Department of education to adapt to a rational choice of social reform, enterprise and school in the interests of both sides and eventually led to the school enterprise cooperation.

(three) the theory of Constructivism

Western constructivism is a cognitive learning theory in the contemporary development, its earliest presenter can be traced back to Piaget of switzerland. The enormous potential of students, teaching to students prior knowledge and experience as the growing point of new knowledge, guiding them from the original knowledge experience "growth" of new knowledge and experience. It holds that learning is under the background of social culture, construction of which is realized by the cooperative activities of interpersonal meaning. The development of modern learning theory, behaviorism, cognitivism experienced, objectivism, and the development of modern learning theory of Constructivism -- "in recent ten years".

Constructivist learning theory emphasizes the student to knowledge, skills of active construction. The training goal of higher vocational education is "technology applied talents" facing the front line of production, so the skills training is the key. Therefore, in order to construct the learning and teaching of higher vocational education theory to guide the design, very useful. The traditional occupation education teaching process concept is built on the basis of objectivist epistemology, it is believed that teaching is the effective transfer of knowledge, skills, and constructivism holds that knowledge is the main body in the construction process of adapting to environment, is the main body to form his own experience flow. Due to the different student's original experience and learning background, their understanding of things is not the same, so the student is unable to describe the single class actively meaning construction, must be provided with "the real production scenario" interactive experience, can the learners in this process by judging, understanding of knowledge, skills of meaning construction. Therefore, higher vocational education from the learning characteristics, must carry out the reform, relying on the industry, enterprise education resources to complete the learning skills training, implementation of school enterprise cooperation, the classroom learning and practice learning together. Whether it is from the knowledge structure in higher vocational education or learning from the characteristics of higher vocational education, from the combination of production, do not share the schools and enterprises and institutions of education resources, learning skills training, relying on the lost, occupation skill training is not complete, cannot realize the meaning construction of knowledge and skills.

(four) the resource dependence theory

Resource dependence theory is the representative figure of Pfeiffer and Saran Chico (Pfeffer and Salancik, 1978). The theory is that the organization is an open system, is a combination of different interest groups. Each interest group has its own unique preferences and goals, and try to achieve their own goals from tissue interaction and interaction with the environment, make their own interests. In order to need resources exist, any organization can't hold all the resources needed for survival and development, in order to achieve the survival and development of the self supply. A lot of the relationship between organizational survival and the scarcity of valuable resources are in the organization's external environment, and therefore all organizations are to some extent dependent on the external environment, no single organization can completely independent. Needs in order to survive, organizations have to from the external environment in the introduction, absorption, transformation of all kinds of resources, including human resources, financial resources, social legitimacy, customer and technical and material inputs, forming a network of inter organizational relationship resource interdependence.

In fact, the school enterprise cooperation motivation is essentially complementary schools and enterprises of both the advantages of resources, complementary is the material resources, also can be the culture, spirit and system resources. Under the condition of market economy, occupation colleges, enterprises are facing the pressure of competition. On education, with the development of social economy and the improvement of the technology level, teaching quality, scientific research ability, social service ability level corresponding to continuously improve, to highlight the characteristics, improve the reputation, get more funding and support of business enterprises. The competition among enterprises is more intense, the enterprise competitive advantage comes from the technical, human, organization, strategy, enterprise wants to maintain its survival and development, need to maintain the leading technology and has a group of skilled talents and advanced, so that the enterprise's core competitive advantage. For colleges and enterprises and their core competitive advantage of the interstitial heterogeneity of resource exchange and integration needs strengthening, which increases the possibility of alliance formation; the cost of resource exchange between schools and enterprises is small, the more benefit. In order to reduce the transaction cost, cooperation between the two sides tend to choose to improve the effectiveness of the organization, enhance organizational development, make and keep the scarce resource capacity, reduce transaction cost measures for cooperation, for example: order form training, base construction, equipment sharing, internships.

(five) the idea of lifelong education

In 1970, France's Paul Lengrand (PL engrand) in its publication of "an introduction to lifelong education" a Book of "lifelong education" concept. He thought, lifelong education (life long integrated education) is from birth to death education, is a unified whole comprehensive personal and social education. "Lifelong education" concept has been the widely recognized in the world, is fast becoming an international education throughout the world. In 1996 by the UNESCO International Education Committee in twenty-first Century of Jacques Delors in "Education: the treasure within" a book to further expand the connotation of "lifelong education", and puts forward the new teaching idea of "lifelong learning".

The theory of lifelong education, broke the time limits of the study and the work, a person has a certain knowledge and skills can handle a situation with ease life outdated concept, people accept one-time education knowledge is not enough to enjoy life, in order to adapt to the survival and development of self, the education process must continue throughout the life of the people. All aspects of education "is gradually in time and space is extended to its real field -- the whole person. Because these are too extensive and complex, and cannot be included in any system ". According to each person's career development, design the corresponding social demand for life-long cooperation system, become the new demand of society.

At present, the central has proposed the establishment of the learning society, lifelong education must have the carrier, and the occupation education is an important carrier of lifelong education, to schools, educational ideas should be adjusted, education should be open to the community, to provide educational services for different levels of demand, education object not only for young people, should also be including the lifelong development oriented social civic education; should not be on the teaching content knowledge and skills as the main objective, more worth cultivating students to their ability to learn. The enterprise aspect, introduction of personnel and training the concept of change, should not be too focused on the existing professional staff, to use the development and changes of the concept to attract staff, guide the staff to establish lifelong learning thoughts, to provide lifelong learning opportunities for employees. Change the completion of these two aspects needs the cooperation between the two sides. Therefore, the construction of learning type society, practice the concept of lifelong education must make full use of both the school and the enterprise resource of education, open education, take the road of the development of United school.

Practice of school enterprise cooperation in our hospital, two

(a) type of school enterprise cooperation

The school and enterprise are the two essential elements in school enterprise cooperation. However, and their roles in the cooperation position is different. It should be said, both researchers and appraisal of the implementation of school enterprise cooperation organization, it occupies an important position and role, but the performance of different. The former mainly is to undertake the task of basic education theory, in order to carry out the production enterprises in the practice teaching and lay the theoretical foundation; the latter mainly undertake basic knowledge and basic skills of actual occupation training task, human, material and financial resources to ensure the quality of training and practical ability of the guarantee for the school enterprise cooperation. The nature of the business sector, the business philosophy and mode of production and cooperation based on the different driving force source, according to the study in recent years running and practice in our hospital, compare the following two kinds of mode has the typical.

1 "enterprise cooperation" model

As the name suggests, this kind of mode, school is the main body of training the talent, enterprises in the "secondary status and cooperation", it is according to the school's request, provide relevant conditions or assist the part (mainly the practice teaching link) the task of training, mainly to provide educational resources, such as equipment and funds to help school campus training base, establish training base outside the enterprise resources, enterprise expert of the school teachers, scholarships, grants, personnel training target and plan is proposed and formulated by the school, and take the most training task. This model is relatively common, the cooperation of major in Automobile Application Technology College also is this kind of mode. For example, Shanghai Volkswagen for the cultivation of "zero distance connection" graduates, the company in the second half of 2009 to our hospital to provide free testing car value three hundred thousand yuan, for students to practice the use of, and sent technical personnel of the enterprise class, has obtained the good teaching effect.

2 "school enterprise cooperation training" mode

In this model, the school and enterprise is the main body of cultivating talents. Enterprises not only to participate in the study and development of training objectives, teaching plan, teaching content and training mode, and participate in the implementation of education and training task. For example, by our institute and the FAW Toyota auto sale Limited company "Toyota (TOYOTA) mode of cooperation" marketing "class is a typical" cooperation between school and enterprise culture. Both the University and the enterprise through the implementation of the five "cooperation", guarantee the effective implementation of personnel training mode of integration.

One is to build a "teachers". Through school and enterprise cooperation, and strive to create a new "double teacher type" teachers. On one hand, the enterprise is recommended to enrich "Toyota work in the enterprise technical experts and technical experts (TOYOTA) marketing" class teachers, on the other hand, by the enterprises to strengthen the practical skills training teachers for the school.

The two is to build a "training base". According to the requirements of the talent training quality of FAW Toyota auto sale Limited company, focus on cultivating the practical ability of students, interaction between schools and enterprises, the establishment of a melt the theory teaching and practice teaching, occupation skill training and occupation consciousness training, occupation qualification and occupation quality cultivation and many other functions in one of the school practice teaching base.

The three is to build a "talent cultivation plan". Both the University and the enterprise to establish "Toyota (TOYOTA) Steering Committee marketing" class specialty construction, common school and enterprise personnel training plan formulation or revision. The training aim, the school enterprise cooperation committee agreed; in the talent training scheme, curriculum, established by the professional guidance committee; in the professional theory course, conducted jointly by the school teachers and enterprise technology backbone as a part-time teacher; training and practice, school based training workshop, to workshop, laboratory and R & D center in order to strengthen the base.

The four is to build a "course". Both the University and the enterprise in accordance with the talent demand curriculum. The school closely around the actual production enterprises and the demand of enterprise standard, bold reform. At the same time for the professional analysis of occupation post, according to the work flow, job skills and comprehensive quality requirements, determine the course structure, course content, teaching materials selection and development, will be refined out of enterprises most in need of knowledge, the most critical skills, the most important quality, integrated into the curriculum, ensure quality course construction.

The five is to build a "class". On the one hand, from the enterprise to hire part-time teachers with rich practical experience, regularly or irregularly and lecture to the students, offering professional lectures, the latest technology from the first line of production management and the new experience to students. On the other hand, enterprises to provide internship base for the school, and the backbone of the business, management elite enterprises as the practice guidance teachers. Thus the formation mechanism of cooperation, common classroom to train talents with high quality.

(two) the existing problems during the implementation

In our hospital, school enterprise cooperation and frequent, and enterprise cooperation mode diversification, will bring a series of problems in project operation management, maintenance, to us, is mainly reflected in the following aspects:

1 operating mechanism. (1) the school enterprise cooperation is not only the school and enterprise cooperation, teaching and production practice of cooperation, cooperation behavior is a kind of technology combined with economy, there should be a corresponding policies and regulations to regulate and promote, and provide the necessary financial support. (2) the lack of overall promoting school enterprise cooperation, operation system failed to consider, overall, make the enterprise operation and running between the elements organically, interaction, thus to realize the goal of optimization and the expected effect. (3) the content and form of our school and enterprise cooperation is single, the depth of cooperation and the level is not high. Cooperation between college and enterprise in the present, the content and form of the general lack of diversity and comprehensive, and some are even only stay in the student internship arrangements. Some school enterprise cooperation is still only stay on the surface, not deep, basically in the "enterprise" the depth of cooperation, or in the "initial stage of moderate cooperation". (4) the cooperation stability and long term is not enough. Some of the lack of a solid foundation to maintain cooperation relations, many are school wishful thinking, take the initiative to the business community to seek cooperation, and take the initiative to seek cooperation in business school is less and less. Some cooperation is only temporary (such as student one-off short-term practice), the lack of persistence. (5) there is a big difference between the school operation mechanism and enterprise operation mechanism, campus culture and enterprise culture, has no real fusion.

2 of the students occupation literacy needs to be improved. We are students to cooperative unit internship and employment process, obviously felt some students problems integrity is poor, have grandiose aims but puny abilities and weak will, such as recruitment, absent up but the interview, or have been to the company to practice, but not half-way to department and college that will leave the company, the students and the school very bad impression to the employer, and the impact of long-term cooperation, and the unit.

3 "double teacher type" training needs to be strengthened. Enterprises that occupation colleges, training or more on the theory, poor operation, enterprises tend to be more targeted professional training institutions. Higher vocational colleges scientific research ability is weak, our teachers is mainly composed of outstanding graduates of other universities, teachers and small enterprise work background personnel structure, with the "double teacher type" proportion. Therefore, we train the students practical ability is poor, common ability to solve practical problems in the work of weak phenomenon.

The short-term behavior of 4 enterprises should transform the quick. Due to the mobility of talents, enterprises are reluctant to risk more money to train talents, enterprises are worried that the training of talent loss, reduce its cost, joint school even with the school to profit oriented, and train future employees as the supplement, the industrialization of education.

(three) several suggestions to strengthen school enterprise cooperation work in our hospital

In the school enterprise cooperation mode selection, innovation, win-win is the most critical issue. No win, also lack the foundation of cooperation, reasonable choice of cooperation mode and innovation is impossible. School enterprise cooperation is the behavior, but as a higher vocational colleges, should be active and enterprises jointly explore, seek win-win benefit actuation mechanism, guarantee mechanism and the balance of interests (common). Therefore, we put forward the following suggestions:

1, strengthen leadership, clear lines of responsibility. The establishment of "service and support, to contribute to the development of" philosophy of cooperation, and make the work of school enterprise cooperation as the current and future a period of school reform is an important content of innovation, overall planning, comprehensive coordination, and incorporated into the plan and the annual work plan of career development of college. At the same time, should actively seek enterprise - capital investment. To further strengthen macro planning, comprehensive management, held annually "school enterprise cooperation, work study combination" seminar, through the exchange of experience, field trips, visiting visits and other activities, to strengthen the work of inspection, to coordinate the related issues in the process of solving the school enterprise cooperation.

Schools should set up the cooperation work mechanism, two teaching units to cooperate with schools to set up cooperation working group, specifically responsible for, two level management system: one is focused, promoting overall development of the school enterprise cooperation, work fine grasp firmly. According to the professional or professional group set up professional teaching guidance committee, implement the talent demand forecast, major adjustment and setting, talent orientation, curriculum development, teaching material construction, training etc.. The two is with the actual formulation of long term cooperation, overall planning, clear objectives and tasks of stage, to determine the specific work process and procedure. Three is to hold regular professional steering committee meeting, the implementation of training plan, training base management, "double teacher type" assessment rewards and rules and regulations, to ensure that the work of school enterprise cooperation to promote the orderly and efficient.

2 effective cooperative legislation. Higher vocational colleges and enterprises can be long-term cooperation, seek and grasp depends on both sides of balance of interests, which can make the cooperation with the greatest efficiency, depends on the long-term cooperation the two sides gradually explore various security mechanism is established, and the guarantee of the law is the most important security factor. So we should develop and improve the relevant policy documents, strict school rules and corporate responsibility and obligations, but not with the schools or enterprises enthusiasm; establishment of a reasonable investment channels, strengthen management, to ensure the cooperation in legal form stable relations, ensure that enterprises investment channels and strengthen school enterprise cooperation; improve the occupation education social supervision and guarantee system and employment system, ensure the quality of school enterprise cooperation in education and a wide range of occupation and social significance. Therefore, we can establish a monitoring system and quality evaluation of practice teaching standards to meet the education standards, enterprise standards and industry standards; establish the coordination mechanism of both the school and the enterprise, coordinate and handle relevant issues in school enterprise cooperation.

3 to establish a feasible mechanism of student management. Such as the cooperation between University and student management, shall be borne by the school and enterprise jointly completed. The school is responsible for the daily management of students, the students during the school management, including the ideological and moral education, talent education and professional education. Enterprises focus on the students' practice, practice teaching management, including the dedication, occupation moral education and enterprise culture and education etc.. It can eliminate the enterprise to the school personnel training effect concerns.

4 cooperation to create the "double type teachers". To establish teacher to the practice of enterprise system, formulate corresponding policies, promote the construction of "double teacher type" of teachers' quality, improve the full-time teachers of "double division type of teachers" quality ratio. Our teachers not only to teach well, but also can be the master, good apprentice, teaching staff is the "dual identity of teachers and masters". Each teacher at least 1 more stable industry or business contact, professional teachers to go deep into the enterprise project development and technical services. Other teachers and administrators to regularly to the enterprises or production line services practice and research, truly contact a business, learn a technology, to meet a number of experts, with a group of students. Professional teachers will encourage and support the practice level higher, in accordance with the provisions of regulations positions corresponding professional techniques for assessment, second professional and technical positions, to achieve "double title", and obtain the corresponding occupation qualification certificate. At the same time, we should actively introduce industry, corporate senior technical staff, management staff and skilled craftsmen enrich professional teachers, improve the overall quality of teachers.

5 and enhance the comprehensive strength of the university itself, enhance the school's trust and rely on. Enhance the campus training base level. Through investment diversification, market operation mechanism, base function diversification, according to production process and post occupation requirements, construction of campus productive practice base. In not spreading condition, can choose the school training base for individual conditions mature (Training Center) as a pilot, attract business products, technology, equipment into the school, substantive cooperation special project.

For the relevant skills certificate qualification, improve school in industry (enterprise) influence. To improve its strength at the same time, the positive contact with the relevant research departments, strive for the relevant professional qualification certificate of qualified research, increasing the authority of professional skills, and to strengthen and industry (enterprise) contact and cooperation, to expand the influence.

6 fully consider the economic benefits of the enterprise needs, mobilize the enthusiasm of enterprises to participate in school enterprise cooperation. The school in the budget, should give full consideration to the student funding, the site use fees and expenses to the normal teaching expenses, should take the initiative to certain economic compensation given to support the school teaching business, enterprise and part-time teachers pay directed toward open, standard fees. In addition, in the service business, the school also should consider how to use the advantages and convenience of their own, many enterprises do useful and good things, let many enterprises have tasted the sweetness, thereby increasing and school cooperation enthusiasm.

At the same time, the school to find appropriate opportunity, actively, take the initiative to the relevant department urged, to those who support education and participation in cooperative enterprises inclined to the corresponding tax revenue, fiscal policies with the appropriate forms, from the government to encourage the cooperation between University and enterprise.

Reference:

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[2] Yuan Zhenguo editor, [M]. Educational Press of science education, 2004

[3] Shi Wanbing, the economics of higher education, Science Press, [M]., 2003

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[6] UNESCO International Education Committee compile, learn to survive -- the world of education today and tomorrow [M]. Educational Science Publishing House, 1996

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[8] Ji Yuejiang Lv Jia, vocational school enterprise cooperation mode and Countermeasures [J]. modern enterprise education, 2009 (14)

[9] Shi Zhihong, the school enterprise cooperation mode and operation mechanism of the inquiry and the basic practice of [J]. education in Jiangsu, 2010 (18)

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[11] Xu Shiqun, Zhang Guozhi. Study and [J]. occupation space practice of school enterprise cooperation mode and operation mechanism, 2009 (6)

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Fund project:Analysis of this paper is the national traffic occupation education scientific research project of "school enterprise cooperation in higher vocational education model research and case" (project number

: 2009A06) stage results.

Article second Research papers (2)

A comparative study of Chinese and foreign school enterprise cooperation in higher vocational education operation mechanism

■Tang DingguoSunMeiShenYi

(this article published in a Shanghai traffic school "education" traffic in 2011 thirty-fifth)

AbstractTo:From the perspective of economics, school enterprise cooperation mechanisms there are still lack of policies and regulations and the lack of government functions, enterprises lack of power, higher vocational colleges themselves advantage and restriction problem students autonomy, marginalization and the source and the labour market imbalance. In this paper, by comparative analysis of Germany, Australia, Canada, Japan and other countries were typical school enterprise cooperation mechanism, reveals their common characteristics, and puts forward some suggestions for China's vocational school enterprise cooperation problems.

Key word.Higher vocational education; school enterprise cooperation; operation mechanism; enlightenment; suggestions

In the early 50's, Mao Zedong and Comrade Liu Shaoji put forward a part-time education thought, which is the combination of engineering, at the time of the economic situation, to address the broad masses of the people can not read the book and the education thought. Due to the restriction of the economic environment at that time, this kind of education thought has certain limitations, in the modern economic conditions, to solve the problem from the let everyone read the book into how to improve the quality of education, let everyone read good books, school enterprise cooperation is an effective way to improve teaching quality of higher occupation education quantity.

Cooperative education is a kind of market and social demand oriented, focusing on training students' comprehensive quality, occupation ability and the employment competitive power, the use of school and enterprise two different education environment and resources, the classroom teaching and students participate in the actual work of organic education mode for different enterprises need talent cultivation the. [1] education as a tool in social continuation and development, must meet the need of the social development, especially to meet the needs of economic development. As the occupation education is closely related with the economy is more prominent, and the cooperation education occupation education is the most direct form of participation in economic society, is also the economic role of direct performance in education. Occupation education to improve labor proficiency, ability to adapt to technological progress and the change of occupation, and improve labor productivity, accelerate the speed of economic development, human resources needed for economic development. Changes in the adjustment of industrial structure and employment structure affects the specialty setup and curriculum structure occupation education. From the world development situation of vocational education, every country in the different historical stage, focus on the occupation education should be the industrial sector is dominated by the period of the national economy, that is to say the development of occupation education is transferred with the adjustment of economic structure, must be consistent with the industrial structure, employment structure demand. Technology structure of the state restricts the hierarchical structure of occupation education. That developments in the world economy, talent from labor-intensive industries to capital intensive industry and technology intensive industry, and personnel from the primary industry to the second industry, the third industry keep pace trend, which requires technical personnel have education structure and the corresponding to foster different levels, different types, different industries the. As the occupation education should be closely according to the adjustment of industrial structure, employment structure change, technology requirements of the structure set up to adapt to the hierarchical structure, meet the production management of the first line of all kinds of talents demand. Occupation education with education closely with employment market demand oriented, the curriculum must be due to the development of education ideas, scientific and technological progress and structural adjustment of the economy and the continuously adjust and update, in order to ensure the realization of training goal, enable graduates to meet the employment needs and employment.

Facing a problem, the school enterprise cooperation

Cooperative education is faced with many problems, such as many school enterprise cooperation are mere shallow cooperation, not to carry out in-depth cooperation; "and" multiple "as" little, form lively, but in the training objectives, teaching content, teaching methods lack of interaction, mutual influence. Schools and enterprises are generally lack of effective mechanism, cooperation between the two sides of the responsibilities and obligations of the cooperation premise fuzzy, lack of sustainable development. From the perspective of economics, school enterprise cooperation mechanisms have the following main problems.

(a) lack of policies and regulations and the lack of government functions

National policies and regulations to define the rights and obligations of the parties. Sound policies and regulations will be conducive to the economic subject in deal to form a reasonable stable expectations and reduce the transaction cost, transaction cost is not perfect policies and regulations will increase the economic subject in cooperation in trade. When a party cost more than income will cease trading, you have to deal with lazy, perfunctory, speculation will reduce the actual cost.

At present, the cooperation between Higher Vocational Colleges and enterprises of China's policies and regulations are not perfect, especially the majority of policies from the administrative departments of education, and the lack of special laws and regulations of higher vocational colleges, strong binding of enterprises, weak binding, binding of local governments more weak, the result is higher vocational colleges lack of support, industry enterprises lack the incentive and restraint, local governments lack of accountability assessment. Policies and regulations as "public goods", should be provided by the government. The government must take responsibility, to speed up the preparation of relevant policies and regulations of higher vocational school enterprise cooperation. From the foreign experience, the government has an important role in the cooperation. We must strive to enhance the governments at all levels especially in public education service function of local government.

(two) enterprises lack of power and high transaction costs

The cost is the opportunity cost, the highest net return the resources for a certain purpose is giving up will be available for other purposes, this is a kind of subjective cost, but it is a rational person acts on the basis of. Although participation in school enterprise cooperation for technology, the technical service and the quality of human capital and many other benefits, but because the transaction costs in the current participation in school enterprise cooperation is very high, as a rational economic agents, are likely to conclude that do not participate in or not in a certain way to participate in school enterprise cooperation to obtain the highest net income to be higher than the the highest net return to participate in school enterprise cooperation obtained in some way, that is generally not high cooperation initiative. From the technology and technical services, the opportunism behavior of asymmetric information and scruple in higher vocational colleges, often worry enterprises invested a lot of money but can't get the expected results. Therefore, the technical requirements are not high enterprises don't choose vocational school enterprise cooperation, and the technical requirements of the higher enterprises usually choose to buy mature technology or for scientific research institutions, research university and other research and development ability stronger cooperation object. From the quality of human capital, enterprises mainly adopt two kinds of ways of cooperation.

One is to build training factory investment and higher vocational colleges, provides practical training, implementation of the orders training, priority to obtain employment personnel. But this way also the existence of information asymmetry and opportunism problem, companies worry about the orientation training talents can not achieve the desired specifications, as well as the enterprise to the teaching staff steep cost etc..

The two is to admit students post practice in higher vocational education, although without additional investment, but inferior to increase the risk of increased cost, management. In addition, the enterprise human capital investment has a lot of uncertainty, on one hand, the employment of higher vocational school students is a two-way choice, excellent staff trained can turnover; on the other hand, even if the contract force to keep people, because the property rights of human capital cannot be completely defined, leaving the talent is not necessarily willing to fully develop their talents. Therefore, the human capital investment of the enterprise is likely to make the wedding dress for others, companies often prefer recruitment directly from the labor market.

(three) the higher vocational colleges themselves advantage and self sovereignty limit

Higher vocational colleges advantage is important bottleneck of school enterprise cooperation, the main manifestations of school conditions are not perfect, the quality of teachers is not high, the reform of education and teaching is not quick, scientific research ability is not strong, especially the training of high-quality, high skill talent level is not high, it is difficult to adapt to market changes and meet the needs of enterprises. There are many reasons for these problems, higher vocational colleges especially public higher vocational colleges lack of autonomy is one of the crux. For a long time, higher vocational colleges as a subsidiary body of the administrative department of education or industry, personnel, professional setting, enrollment plan and other matters of the autonomy is limited, enthusiasm and creativity of the school was seriously weakened.

At present, with the acceleration of China's industrialization, urbanization, especially in response to the world financial crisis, accelerating the transformation of the mode of economic development, the need for high skilled talents in sufficient quantity, reasonable structure as the support, and at the same time, we found that the development of higher vocational education cannot meet the needs of economic and social development. When higher vocational colleges have started looking for relevant enterprises to carry out school enterprise cooperation, suddenly found itself in the infrastructure, the quality of teachers, personnel training, internal management and other aspects are very difficult to form the enterprise attractive enough, this is a direct result of both schools and enterprises spend a lot of cost in the information communication and trust each other.

(four) the students of marginalization and the source and the labour market imbalance

Students and parents are marginalized is another problem that can not be ignored in school enterprise cooperation. According to the survey, on one hand, students and parents to higher vocational colleges to carry out school enterprise cooperation, how to carry out school enterprise cooperation, cooperation education quality of such issues are not very concerned about, on the other hand, enterprises are not very concerned about students in the cooperation learning process, management process and in the process of psychological and cognitive changes. What is the reason causing the students and parents on the school enterprise cooperation of indifference and school enterprise cooperation in vocational colleges to form not heavy process?

First with the students, over the years there have been contradictions of higher education resources in China, the students in the student market is always in the selected position. Because each opportunity will be not easily won, so the vocational college students and parents, tend to focus more on whether college admission, and too busy to take into account whether the cooperation education, pay more attention to the diploma is better than skills certificate. Secondly, concerning the labour market, China's college graduates pile up in excess of requirement situation is very common, the enterprise is not worried about finding work. In order to reduce the transaction cost, the enterprise often to do things carelessly or even cancel school enterprise cooperation. What does not know relaxation process management of higher vocational school enterprise cooperation, will necessarily reduce the specifications of training high skilled talents, thus further increasing the homogeneous labor surplus. At present, the high skilled personnel shortage problem and the employment of higher vocational graduates to coexist with respect to confirm this point.

Two, developed countries, school enterprise cooperation mechanisms and implications

(a) The school enterprise cooperation mode in developed countries

1 "dual system" in Germany

By the enterprise and the school jointly shoulder the task of training, training in accordance with the enterprise to talented person's request to organize teaching and post. Students can skillfully master the required technology, graduation can quickly post work, generally by enterprises welcome, secret weapon has been regarded as the German economic revitalization "".

The basic characteristics of the dual system of occupation education is by enterprises and schools together to complete the occupation training, the school focuses on imparting knowledge of the theory, enterprise focuses on practical skills training, theory and practice closely, the two complement each other, mutual promotion. Accept the training time than the theory of time at school in the enterprise, enterprises to assume more responsibility in the occupation training. The German dual system mode of teaching, in the training process attaches great importance to students' practice, skills, skills training. About the theory and practice of 3 ∶ 7 and 2 ∶ 8. At the same time, pay attention to the practical theory of education, practice need to obey. Training workshop task is to those who cannot teach or training in the labor positions on the skills and knowledge to apprentice, the workpiece is not formed products, pure consumption. In addition, occupation school also has a teaching workshop, supplementary enterprise is unable to complete the training, with intuitive and demonstration method for theory teaching.

The dual system of talent cultivation is mainly completed through business training. Students generally in enterprises and schools ratio is 4 ∶ 1, the content of the enterprise training is a combination of the enterprise, workshop, post the specific circumstances, by the department or the workshop and training teachers agreed, for enterprise to. Training can be obtained according to the law. Some rewards from the enterprises.

Influence of German history of formation process is now in the dual system of occupation education has a long and is affected by the traditional culture, combined with enterprise and school, pay attention to training and strict requirements, these are the spiritual essence of occupation education we should learn, but some of the specific practices can't form of copy.

The 2 Australian "TAFE" mode

Training mode by Australia for representative of talent. Is a national framework to industry as the driving force of government, industry and school combined, with students as the center of flexible school and middle school and University, effective cohesion, comprehensive talent training model of multi-level relatively independent.

TAFE personnel training mode, in the direct leadership of the state government, the establishment of the TAFE Education Committee of experts, experts from two groups of people, a group of people are entrepreneurs, providing advice and counselling to college teaching. Another group of people who are experts in education, professional settings and the curriculum design, and the actual situation of evaluation on teaching effect. The Committee of experts from the state government leadership, so in the design of professional courses, professional communication can with the University, the TAFE diploma recognized by all circles of the society, the high gold content.

TAFE's own characteristics significantly, with perfect school practice, training base. The Australian government investment and corporate sponsorship, the TAFE school, training conditions not only quantity is enough, and the technology is advanced. Training practice teaching link TAFE pays more attention to the students' practical ability is the classroom, laboratory, learning environment and working environment com. TAFE training approach is very flexible, regardless of age, whether they have a job, can according to their own work, life, choose the day half day, correspondence or distance education learning. As long as through the assessment of accumulated to a certain credit, can obtain the certificate and diploma.

The 3 Canadian "CBE" mode

Training mode by Canada, USA as the representative of the talent. Model based on ability training the talent, which is the core of starting from the need of occupation, ability to determine the target. The curriculum development council representative business experts, making capability breakdown (curriculum development table), with the ability to target, curriculum setting, teaching content, the final assessment is to achieve these requirements.

CBE is the first of the occupation analysis, by the way of questionnaire, to know the service area talent demand, then screening the relative urgency and concentrated, curriculum development of school and have the ability to set up professional. Curriculum development work is composed of experts this occupation, which can conform to the law of education, but also communication enterprises and schools.

CBE teaching activities are basically completed in the training class. Training class looks from the exterior equivalent training workshop. But their equipment, facilities and meet the requirements of the times, is the most advanced in the actual work and not waste.

CBE training is mainly through the schools and teachers to provide the perfect conditions for learning and help for students, by the students themselves to do. According to the different starting point of each student, and the ultimate goal of their own design were them determine the teaching plan. Students by teachers agreed to the teaching plan, learning resource room, classroom or training under the guidance of teachers, or use of personal learning system, each module learning, mastering special skills.

This model requires the design students for each different teaching plans, in a large population, a large number of students, teachers under the condition of insufficient to use this mode is a bit difficult.

4 of Japan's "last" mode

With Japan as a representative, accompanied by the transformation of knowledge intensive economy, dominated by the government, through the creation of new businesses and new industry, break the economic downturn, the creation of employment opportunities, in addition to the traditional university education and research functions has been given a new mission of technology transfer.

Japan's "last" is the combination of bill system, intermediary, simultaneously, society, enterprise, School of communication. First of all, the government in the form of law to ensure production, learning and research, cooperation. In order to promote the industrialization of university scientific research and cooperation, the Japanese government has formulated the "Promotion Law", "research university technology transfer promotion law" and "Research Exchange Promotion Law" part of the amendment, the formulation and implementation of these laws, provides the legal guarantee for the smooth progress of the IUR cooperation. Secondly, improvement and production, learning and research, cooperation related system and system. The officer, produce, learn three-in-one to flow system of scientific research center of human. The establishment of a common research university and enterprise system. Third, the government started to promote the intermediary -- "the high-tech market mechanism products of scientific research". To promote the construction of university scientific research products, strengthening science and technology information distribution system. Intermediary in the production the intersection point of two field, when the transformation between production and learning, and they bear the role of a bridge.

Two. Different mechanisms of occupation education legislation in countries

Analysis and comparison of this part is different national occupation education policy and legislation.

Germany 1

The German government has always attached great importance to the development of occupation education, the development of occupation education as a strategy for the development of national economy. In recent years, has taken many effective measures, one is to establish connection and communication of all kinds of education national qualification framework, in order to realize the accommodation between the different education system. Two is the establishment of the German national occupation education quality assurance and quality development mechanism, promote the sustainable development of security and the development of quality education in the field of occupation, play a coordinating role in international cooperation level occupation education. Three is to increase or extended learning position of enterprises, the federal government to provide corresponding promotion subsidy funds occupation education. Every increase of enterprise an occupation education position, by the government to give 4000 to 6000 euros. The four is the creation of "accommodation" occupation education and higher education special award, strengthen communication between occupation education and higher education, encourage outstanding graduates occupation colleges into higher education learning, improve the attractiveness of occupation education. Five is the high school stage of German "dual system" occupation education opened about 350 professional directory revision, the addition of new professional 82, emend professional 219, and by the original five years be amended once changed to a revised once.

In order to guarantee the implementation of reform measures, the government to strengthen the legal construction of occupation education. In 2005, German revision and implementation of the new "federal occupation education law", the act is divided into seven parts, 105, and seven parts of the content are: general education, occupation, occupation education organization, occupation education research planning and statistics, the federal Occupation Education Institute, punishment rules and transitional provisions and cohesion terms. The contents of the bill specifically, strong operability, clearly the government, enterprises, schools, research institutions and social responsibility and obligation of the parties.

The 2 British

The British government attaches great importance to occupation education, especially in recent years, the occupation education as an important factor to enhance national competitiveness, become the British government development priorities. In 2009 November, the British government issued a "growth oriented skills -- national skills strategy" report, put forward many occupation education reform initiatives. One is to establish "business, innovation and skills" and "the skills funding agency". Two is to strengthen the technical training at multiple levels, with "enterprise training, the government" mode, to attract L4 enterprise training organization, provide £ 100000000 for skills training. Three is to encourage enterprises to establish and perfect the apprenticeship system, the development of the up and down through qualification standard system, there are 100000 people can obtain business qualification certificate every year. The four is the ability to build a standard, to meet the needs of the labor market of the quality assurance system, improve the government and social audit institution on the occupation education quality. These measures make the occupation education in England and formed a distinct characteristics, produced extensive influence in the world.

Britain is relatively perfect a legal system for the protection of the state, occupation education the implementation of various measures, and gradually established a relatively complete law system. The current implementation of the occupation education and training act mainly includes "continue with higher education act of 1992", "learning and skills act of 2000" and "continuing education and Training Act of 2007". Especially in 2007, government, enterprise, school act, employers, and scholars of the duties and obligations are made clear, strong operability.

3 Australia

The Australian government said, labor skills, production capacity and Australia's future prosperity are closely related, "we must increase human capital investment, the construction of a highly skilled team", issued (2004 ~ 2010 Australian occupation education and training national strategy ", put forward the economic service, serve the people, serve the community occupation education guiding ideology, developed to speed up the training of highly skilled team building objectives and measures, in the 24 parts of the establishment of the Australian Institute of technology.

Australia is a federal country, occupation education law is the occupation education legal system is composed of a plurality of regulations. From the vertical, including the federal law and state law; from the horizontal, including occupation education and training, employment law, workplace and equal laws. At the federal level, the Australian promulgated and implemented the "armed with skills Australian Labor Act of 2005", it mainly consists of six parts, namely: pre provision, to the state allocated cost, capital expenditure and recurrent expenditure pre terms, strategic funding, payment and other, a total of 47. Australian states have their own occupation education method, compared with the federal law, the state occupation education and training content is more specific system.

4 USA

At the beginning of this century, America will "occupation technology education" was renamed "career and technical education", this change reflected change the idea of American occupation education, occupation education is to help students employment and continue to accept the post secondary education, career and technical education should be geared to the needs of all students, students are required to master the basic skills, professional skills and the twenty-first Century new skills.

The Obama administration took office, implementing a series of new policies to promote American industrial restructuring, promoting talents strategy reform. Recently, America White House Council of economic advisers, published a paper on the talent strategy report, the development of labor market USA the next 5 to 10 years to predict, proposed the establishment of a more effective employment training system, be regarded as to cope with the financial crisis USA measures necessary to ensure the normal operation of the economy and employment stability of the situation; the federal government arrange funds as scholarships and student loans, encourage people to actively accept the post secondary education and training courses.

American current federal occupation education law is "2006 Carle D Birkins occupation and Technology Education Act", its purpose is through America federal, state and local joint development of academic and technical standards, the integration of technology education, the connection between secondary and postsecondary education, enhancing state and local flexibility, to carry out the national research, provide technical support, improve the quality of education and teaching, improve the quality of teachers, support vocational education institutions and relevant departments of industry and enterprise cooperation of individual, provide opportunities for lifelong learning, students develop secondary and postsecondary education occupation skill, in order to maintain the competitiveness of USA. The characteristics of America occupation education act is clear, specific, workable.

5 France

In 2007 May, President Sakorzy of France will be the development of education as one of the priorities of the new government, to strengthen the occupation technology education into the total goal of education development and reform. One is to build a national level, occupation education or business and occupation school agreement cooperation framework, strengthen school enterprise cooperation mechanism and. Two is to attach great importance to the enterprise staff in-service training, have set up their own training center of almost all large enterprises. It is providing assistance for entering the school system or occupation field difficult youth, to ensure that students get the learning and practice of rights, help them solve the employment and related social problems. Four is to launch the occupation education reform, organized the "school -- enterprise" training class and occupation education promotion forum, managers and engineers employed large enterprises to the school to participate in school management and teaching work, maintain and expand the occupation school students scale, to guide the graduates occupation school to higher technician college to continue learning for high school, occupation, general and technical add "industry high school high school" logo, to attract more students to the most promising industry in the field to.

The current law occupation education in France is mainly composed of "Education Law" (issued in 1971) and "the 1985 occupation technology education act". France in 1999 formulated the "2L oriented century occupation education charter", the main measures include to establish a dialogue mechanism, a full week occupation education and economic fields to strengthen engineering alternating teaching, strengthening teacher training. The French occupation education law and regulations is relatively stable, after years of supplement and perfect, has been relatively mature.

Three. Analysis of the developed countries school enterprise cooperation mechanisms in common

The cooperation of developed countries all pay attention to practice, enterprise and school communication more smoothly, the ways to cultivate talents of flexible. There are mainly for our reference:

1 schools, enterprises to participate in a moderate

Mechanism of corporate Germany's dual system of occupation education training, which is the key to the success of the German dual system of occupation education. Enterprises to participate in the training can get national funding, can reduce the labor cost, there is "the federal occupation education law" restriction, trade union participation etc.. In our country to carry out school enterprise cooperation, encourage the participation of enterprises, if there is no corresponding measures, provide certain social conditions, the goal is difficult to achieve; or even reach the target, is also difficult to consolidate the results.

According to the need of talent cultivation in higher vocational colleges, the enterprise participation into the school system, pertinence and adaptability to strengthen personnel training. Through the establishment of the board of directors, school and enterprise jointly participate in professional guidance committee, build perfect training base and other cooperation mechanisms, enterprises to provide the necessary training site, funds and equipment guarantee for school construction and development of higher vocational education, so as to effectively solve the shortage of funds, lack of resources, weak links in practice and student employment placement. The school will give full play to scientific research, technological advantages, application research and technology development service for the enterprise, to both sides "to win".

Question 2 in the role of government university industry interaction

On the relation between the three, government coordination including fiscal policy, laws and regulations support is the duty, also is the important guarantee of university industry cooperation. Government university industry cooperation of Japan's outstanding performance in this regard, stresses the system construction in the IUR cooperation, the government as the main promoter of university industry cooperation, occupation education in China to achieve healthy development, government co-ordination mechanism must be sustainable development, establish and perfect the relevant policies and regulations, improve the occupation education of the external environment.

3 entrepreneurs to participate in training

TAFE expert committee members is part of the school education experts, another part is the entrepreneur, the experts in education not only has experience in teaching, but also participate in the enterprise management consulting; entrepreneur not only has the practical management experience, but also has teaching experience. Visible between enterprise and school exchange rich and is two-way, cultivating entrepreneurs also participates in the school talent. The occupation education in China from the professional setting, curriculum rarely listen to views of entrepreneurs, the school is in need of enterprises will require the enterprises to provide help, but the school to the direction of the enterprise less communication, knowledge, technical support for enterprises are relatively lack, this is we need to pay attention in school enterprise cooperation the problem.

4 schools and enterprises jointly

Vocational colleges can rely on the professional advantage, talent advantage and intellectual advantages, set up a certain scale enterprises, the modern enterprise management system to run enterprises to the market, make the enterprise obtain the bigger development space, provide the occupation environment training for students. Resources professional resources, human resources, industry can provide integrated school, teaching practice, teachers training, technology development and other services, but also can implement management, enhance the overall strength of the independent development and participation in economic construction. Around the major industry, to highlight the characteristic of specialty; Xing specializing in industry, to contribute to the development of. More typical are: Science and technology demonstration park, Hunan Yongzhou vocational and Technical College of Liaoning Agricultural Vocational and technical college, Heilongjiang Vocational College of agriculture multi cycle model professional entity model.

The 5 national occupation education policies and regulations on the subject of running a school, community, government industry organizations, enterprises, schools, private citizens, occupation education responsibilities, rights are clear and specific provisions, strong operability; attention to improve education quality, occupation support social vulnerable groups to accept the occupation education, promote social justice, guide strong; act on the occupation education institutions held and revocation, occupation education and the management supervision and punishment content clear, strong conditionality.

Four. The mechanism of school enterprise cooperation in developed countries enlightenment

Through the analysis of school enterprise cooperation in Higher Vocational Education Operation Mechanism of some typical foreign countries found, have the following implications for school enterprise cooperation in Higher Vocational Education in our country.

1 The classroom is the laboratory, learning environment and working environment com

In China, the cooperation of some vocational colleges do very shallow, provide some training equipment for schools, or receive a part of the students to the enterprise practice, this form of cooperation is usually a school classroom, laboratory work and enterprise field independent students to attend class, the learning of theoretical knowledge, and then to the experimental training room for training, but also possible to experience the enterprise working environment, time-consuming long, to the enterprise working environment, understanding is not deep, after graduation can not quickly adapt to working environment. While many foreign cooperation do is the classroom learning environment is the laboratory, working environment, students' learning in the work environment, adapt to the working environment in the process of learning, after graduation can work directly.

2 continue to implement the credit system, and provide the conditions for cooperation

The TAFE model has many advantages and features, but its implementation and success is achieved under certain conditions, at present in our country such conditions. Although the occupation education in our country has introduced the concept of credit system, and proposes some relevant systems and measures, such as student Xiuman credits may apply for graduation in advance, but so far has not reached such a level, and China's certificate system has not Australian Leah certificate system so perfect, total credit to certain difficulties achieved certain level certificate and diploma. In addition, therefore, the credit system by continuing, encourage students to shorten the learning time, improve the certification system, to provide better conditions for the cooperation between school and enterprise.

3, give full play to the government in the cooperation effect

Legislation and policy of school enterprise cooperation from abroad can see one thing in common, that is their relatively perfect legislation system, the government, enterprise, school rights and obligations in the cooperation, plays a role of bridge between government in vocational school enterprise cooperation, but also plays a role of supervision cooperation. So you want to play the full role of the government, improve the formulation of occupation education laws and regulations, policy relevant laws and norms, the cooperation between University and enterprise process management.

4 absorption entrepreneurs to participate in training

TAFE Education Committee of experts on the success of TAFE Australia for entrepreneurs and education experts are inseparable, although in our country, our professional settings and the curriculum of all enterprises in the personnel involved, but this participation is still seems to float on the surface, is not deep enough into the. Because of the limited conditions, China currently has no such atmosphere and the ability to guide enterprises to participate in the training of experts in occupation school plan formulation, the curriculum, the students ability and other aspects. But, in the long run, we must absorb the enterprises expert, skilled master participate in the school personnel training work, with enterprise common development personnel training plan, course of development, ability cultivation, so the talents cultivated enterprises need the knowledge and ability, fully meet the needs of enterprises.

Countermeasures for constructing the mechanism of three, school enterprise cooperation

(a) improving employment access mechanism

The higher occupation colleges should actively cooperate with enterprises, to understand the changing information of market demand, adapt to the needs of regional, industry economy and social development, according to the school running conditions, targeted adjustment and professional setting, expand the employment space of students. Occupation colleges according to market demand and professional settings, in order to focus on professional construction as a leader, to support the new specialty, professional development of heavy and new professional, to enhance students' employability. Guided by the government, enterprises and professional teaching guidance committee of the role of the industry, strengthen the construction of professional teaching standards, building professional certification system, establish occupation skill appraisal institutions conditional school, carry out occupation skill appraisal work, the implementation of double certificate system. Enterprises in accordance with the law, policy, guarantee must be trained to recruit employees before induction, preferred partner universities in training students "double certificate".

(two) establish and strengthen the evaluation mechanism

To strengthen the sense of quality, especially to strengthen the construction of quality management system, pay more attention to the process of monitoring, absorb enterprises to participate in the evaluation of teaching quality, and gradually improve to the school as the core, the administrative departments of education as the guidance, teaching quality guarantee system of social participation. The employment rate of graduates and the quality of employment, "double certificates" gain rate and access to quality, occupation quality cultivation, productive training base construction, practice implementation into the assessment scope, promote the government, society, industry, enterprise, school, home to the school enterprise cooperation in quality supervision.

(three) to improve the policy support mechanisms

In policies and regulations, to speed up the introduction and implementation of policy support to vocational school enterprise cooperation, cooperation in the economic and social development plan, and further highlight at all levels of government, especially local government responsibility, further strengthen the relevant departments perform the education service function assessment, give full play to the leading and guiding role of the government in higher vocational school enterprise cooperation; to accelerate the formulation and implementation of special regulations on higher vocational school enterprise cooperation, to further clarify the parties rights, obligations and mutual relations, maintain the legitimate rights and interests of both sides, the opportunism behavior constraints may occur, to reduce the transaction cost of Higher Vocational school enterprise cooperation.

In the funding, the school enterprise cooperation gradually into the government public finance budget, provide basic funding for cooperation reached smoothly and normal operation; to donate, grants, awards, funds and other forms, attract social and private capital, construction of multi channel system to raise funds, and effectively reduce the direct cost the partners expenditure. At the same time, to strengthen the cooperation between Vocational Colleges and enterprises in the supervision of the use of special funds.

(four) the innovation of incentive mechanism of enterprises

The information asymmetry, the human capital flow, fuzzy definition of property rights caused by high transaction cost and high return risk is the main reason of the lack of power enterprises to participate in the cooperation of vocational schools and enterprises. The establishment of information communication and coordination mechanism, enterprise human capital investment constraints guarantee mechanism can effectively mobilize enterprises.

Information communication and coordination of interests involving the government, schools, industries, enterprises and social organizations and so on, the author thinks, the industry associations can play the key role. First of all, on behalf of the relevant enterprises and industry associations in Higher Vocational Colleges to negotiate cooperation between colleges and enterprises, to help enterprises understand the school, appeal, cooperation, reduce the cost of information; second, industry associations can coordinate the related enterprises to participate in vocational college teaching work, help school teachers, curriculum development, teaching materials, reduce the cost of management. Third, part of the public cost of higher vocational school and enterprise cooperation, trade association may organize relevant enterprises to share, in order to avoid the high cost of a single enterprise bear. In conclusion, compared with the communication industry association and the higher vocational colleges communication and coordination of individual enterprises and higher vocational colleges, higher operating efficiency, lower transaction costs, more dynamic mechanism.

Talents choose and free flow is indeed of any menace from the "rear" enterprise cooperation, many enterprises and reduce the school enterprise cooperation in personnel training investment because of fears that the wedding dress for others to do. But if the laws and regulations in the form of mandatory provisions of all enterprises must invest in human capital by way of school enterprise cooperation, the various enterprises and between the worry can offset each other.

Of course, in the school enterprise cooperation in vocational colleges, on one hand, enterprises should increase investment, equipment, the internship form for the school personnel training; to rely on the professional advantages, on the other hand, school teachers, in-service training and other forms of training to employees. Through the mutually beneficial cooperation between schools and enterprises, to enhance mutual understanding and trust, and further enhance the human capital investment confidence.

(five) the management system reform in Higher Vocational Colleges

To break the bottleneck of the school enterprise cooperation in vocational colleges, the key to expand the autonomy of higher vocational colleges education, to build social and market, industry and enterprise flexible management mechanism based on. One is to establish the system of board of directors or the cooperation council system, the board of directors or the members of the Council, led by the Department in charge of the enterprise in higher vocational colleges, the industry and experts, the formation of political leadership decision-making mechanism combines high school at school level. Two is the establishment of the school enterprise cooperation office and is equipped with a full-time staff, daily communication and coordination with industry associations and enterprises, the concrete implementation of school enterprise cooperation related affairs. Three is the establishment of flexible educational system, teaching activities flexible arrangement according to the characteristics of industries and enterprises, such as production is seasonal, cyclical enterprise cooperation, can be in the off-season centralized arrangement theory teaching, in the season when arranged internship. Four is the establishment of the school teachers and enterprise staff system of regular contact, select teachers, especially young teachers to the production line to hang duty to take exercise, hiring enterprise management backbone and skilled craftsmen as a guest professor. Five is the establishment of scientific research service platform for enterprises, technology service projects as the carrier, to carry out joint scientific research with enterprises, to help enterprises solve the production problems at the same time, increase the college scientific research service level.

(six) establish the students and parents to participate in mechanism

To change the school enterprise cooperation in Higher Vocational Colleges Students and parents marginalized status, it is necessary to establish and improve mechanisms involved in a series of students and their parents. One is to intensify propaganda, let the students and parents really aware of the importance of cooperation between Higher Vocational Colleges and enterprises, to enable students to participate in the whole process, parents actively support the school enterprise cooperation education. The two is to build a communication platform for the students and their parents, regularly invited representatives to participate in the mobilization of school enterprise cooperation, coordination, the forum, and ensure the right to know, advice and right to supervise, make the cooperation education in project design, teaching arrangement, security conditions, as much as possible to meet the reasonable demands of the students and parents; timely organization of students and parents representatives to visit cooperation of school and enterprise training room, professional practice production site, guide the deepening understanding of connotation of school enterprise cooperation. Three is a smooth feedback channel, advance notification to the cooperative education students and parents in time, for example, practical skills examination, occupation qualification certificate acquisition rate, dynamic enterprise talent demand. In addition, although the source and the labor market situation of pile up in excess of requirement in the short term is difficult to fundamentally changed, but the enterprise still should take the strategy consciousness and long-term vision, strengthen the process management of school enterprise cooperation in education, and the school, students and parents work together to create a lively situation teaching benefits teachers as well as students.

Reference.

[1] Kong Fancheng. Construction on the school enterprise cooperation mechanism of higher occupation education [J]. Chinese staff education, 2007 (11): 51 ～ 52

[2] Xiao Zhen teaches. Research on [J]. occupation education development and Enlightenment of education, school enterprise cooperation with foreign engineering, 2007 (11): 177 ～ 178

[3] Xia Ying. Under the market economy system of school enterprise cooperation mechanism of [J]. occupation technology education, 2007 (25): 36 ～ 38

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Foundation item: the analysis in this paper is the national traffic occupation education scientific research project of "school enterprise cooperation in higher vocational education model research and case" (project number

: 2009A06) one of the initial results.

Article second Research papers (3)

"Order training" approach to the promotion of cooperation between school and enterprise in Higher Occupation Education Technology

■ Tang TingWu Guowei Sun Mei

[this (foreign) published in the national core journals Chinese "Jiangsu education" occupation education 2011 third; (private) published in the "Jiangsu education" occupation education 2011 fourth period, omitted]

Abstract:Under the condition of socialist market economy, the higher occupation education to promote school enterprise cooperation training orders? How to mobilize in order to culture and the role of the school and the enterprise? How to realize the school enterprise cooperation between schools and enterprises, cooperative education, cooperation, cooperation in the development of employment? Taking Shanghai Communications Polytechnic as a case of order cultivation, respectively from the surface with universal and typical professional cooperation background, model, project planning, implementation of condensate product path to explore the implementation of content and technology training, to promote the school running mode of cooperation between school and enterprise in higher occupation education further perfection.

Key word.Higher vocational education; school enterprise cooperation; order training; discussion

The higher occupation education cooperation order training, is under the condition of socialist market economy, an important measure to promote the reform and innovation of talent training mode of higher occupation education. School enterprise cooperation training order defined in this article, refers to the current market economic conditions, the enterprises put forward higher occupation education talents training target, specification, quantity and period, and by the school and enterprise according to the agreement reached between the two sides, training program design talent cooperation, common organization and implementation of education and teaching, the students after graduation, principle to signed the agreement the employer employment mode. This model from plan to market, then the market return to plan or promotion personnel, a new integration, intensive, and the development of the college running form it is looking for in recent years, the college is to make social public recognition of this hospital is a rise above the common herd of occupation college in the new situation, it can provide stakeholders, including individuals, enterprises, organizations can change the survival skills and experience, and to the school running ability as the basis, for everyone in Shanghai this city, certainly also includes some of China's rural poverty areas provide opportunities.

In recent years, school enterprise cooperation in higher vocational education training, it has been the support and control the "learner centered" or "ALL FOR ONE" concept implementation. As a local comprehensive transportation industry enterprises do, to automobile use, container transport, air crew, aviation maintenance, rail transportation, logistics management and other professional construction as the key point of the higher vocational colleges, it relies on the development of advantage industry enterprises, the industry enterprises of educational resources for effective integration, group operation modes the multi system, create multi campus management, multi-level, the country more than 1180 vocational colleges, provincial and municipal more than 30 transport of Career Academy is a pioneer. Especially in the 26 professional, has set up nearly 4500 full-time students in vocational training, pushing the school enterprise cooperation mode of order, the quality of employment in Shanghai City vocational college rankings, the year 2009 was advanced as a collective of ordinary higher school graduates in Shanghai city in 2011 by the pre employment, named "Shanghai College graduates employment work innovation base". This academy training achievement in talent, mainly due to the following universal and typical of the order training to use content and technology.

[A typical case:Mercedes Benz (MBCL) class "order training" implementation and technical skills

A background, cooperation

In recent years, China's auto industry is "explosive" 2010 automobile production and sales growth, create a new record in the history of two super 18000000 cars, the recording it beyond the USA history the highest sales year in the world, the annual sales of the first car, and the world's largest car consumer and producer. Of which: Mercedes Benz, GM, Volkswagen technology updates, Toyota and other car is more change rapidly, automobile after sale service market increasingly subdivision, skilled personnel intensive cultivation has become the extensive cultivation of school enterprise cooperation order foundation. For decades, the Institute to build "automobile application technology" national education reform pilot professional, maintain close cooperation relationship with the brand enterprises, and actively explore cooperation order training, have founded the "dual system" mode "Mercedes Benz (MBCL) class", "general (SGM) class" and "the mass (SVW) class", school enterprise cooperation in order to cultivate students has won wide recognition in enterprises in the knowledge and skills to etc..

Two, mode of deposition

Table 1: Mercedes Benz (MBCL) class culture

Stage	Learning time	Place	Within the Volume
The first stage	The 1.2.3 term	In school	School learning and practice, to complete the public basic courses and professional basic courses of study, improve the professional skills
The second stage	The fourth semester (enter the order training)	Learn to complete enterprise in the production of automobile (assembly), the assembly and disassembly of MBCL modular courses, with common troubleshooting, complete professional core skill training (not to obtain a repair, electrician intermediate skills certificate students, at this stage to complete the occupation qualification)
10 weeks ago the fifth semester	The order of enterprises	Internship, learn to complete auto test and fault diagnosis, repair the car production and specialized production task. Complete the "orders" comprehensive and special skills training
The third stage	8 weeks ago the fifth semester	In school	The school to continue learning MBCL modular curriculum, complete the "comprehensive" and skills training
The fourth stage	2 weeks ago the sixth semester	Made car repair electrical senior engineer certificate
13 weeks after the sixth semester	The order of enterprises	Internship, combined with job to consolidate the knowledge and skills training, to complete the enterprise characteristic skills and enterprise culture, enterprise training certificate, graduation thesis

Three, project planning

Four, the implementation path

Table two: Mercedes Benz (MBCL) star class casting process

Stage

Content of courses

Support department

Phase one

Training details

The theoretical part

The practice part

Mercedes Benz Chinese

Occupation college

Mercedes Benz has one and a half years maintenance technician training syllabus

Soft skills

Mercedes Benz training model

Mercedes Benz training equipment

Mercedes Benz diagnostic equipment

Stage two

The internship period

Internship

Occupation college

Distributor

Student internship period of 6 months of internship

· teachers attended the annual 4 week internship internship

Stage three

Obtain employment

A group interview

Mercedes Benz Chinese

Distributor

· dealers and students held a forum, exchange their opinions

· sign labor contract

Qualified maintenance technician

Table three: Mercedes Benz (MBCL) class cast star education training program

Modular	Content	Class hour	Proportion
· Automobile Specialty English	72 hours (column projects)
Module 1	Non technical training	72 hours	12.45%
Module 2	· material basis	36 hours	6.22%
Module 3	· engine	144 hours	24.91%
Module 4	Maintenance and repair	108 hours	18.68%
Module 5	· electrical parts	72 hours	12.45%
Module 6	· power transmission system	72 hours	12.45%
Module 7	· chassis system	72 hours	12.45%
Total	576 hours	100%

[A typical case]Toyota: (TOYOTA) class "order training" implementation and technical skills

A background, cooperation

Along with our country automobile sales "blowout" development, growing breakdown of automobile after sale service market, and gradually increasing car sales outlets, each big automobile 4S shop and the insurance company of the automobile sales and after sale service personnel demand increased. The FAW Toyota, 2006 to 2010 years its sales outlets annual growth, rate of 50 at home at present, has become a pressing matter of the moment the car sales and after sale service personnel training. For decades, the Institute with the "automobile application technology" professional "for the support of automobile technology service and marketing" professional, continue to maintain domestic and foreign automobile brand enterprises to carry out orders the culture at the same time, and actively expand and FAW Toyota a new round of close cooperation, training and Yongda group order, school enterprise cooperation and the Pacific Insurance, Hengchang assessment, public insurance, Tianping auto insurance, have constructed the post ability "advanced" order training "Toyota based on (TOYOTA) marketing class", "Yongda (YONGDA) in higher vocational education through classes", "Pacific (CPIC) insurance class", the automobile sales and after sale service and cooperation, accelerate the "Institute of automobile technology service and marketing" professional students employment development space.

Two, mode of deposition

Three, project planning

Toyota (TOYOTA) class FTMS called the F-SEP project. Based on the scheme of table four training post ability "advanced" mode of talent.

Table four: Toyota (TOYOTA) class "advanced training program type" mode of talent

Advanced

Stage

Interim position

Capacity requirements

The typical work

Task

The working process

Professional

Cognition

Stage

Basic knowledge of automotive business and simple work flow

Car sales

Automobile maintenance

Repair the reception

Customer service

After-sale service.

Used car

Marketing

1) customer development 2) reception 3) the demand analysis

4) product introduction 5) test drive 6) the quotation, contract

7) delivery 8) after sale tracking service

Professional

Ability

Promote

1 basic computer literate

2 basic ability in car sales

3 basic knowledge of basic construction and repair of the diagnosis of automobile

4 master automobile after sale service knowledge and skills

Basic knowledge of automobile insurance 5

6 have the operation, professional foreign language correctly use the computer's data query capabilities

2) reception

3) registration basic information and technical condition of vehicle

4) fault diagnosis and inspection

5) repair, repair time estimated valuation

6) repair contract

7) tracking repair schedule and inform the user, repair by timely communication with customers

8) car check and hand over the car

9) settlement (repair content interpretation, interpretation, payments statements)

10) user tracking service (telephone)

Sociology

Ability

Cultivate

1 have good occupation ethics, law-abiding

2 have good communication and interpersonal skills

3 team work spirit and good sense of customer service

The 4 is able to endure hardship and re learning spirit

5 active working spirit

1) responsible for prompt mortgage credit materials need to be prepared to mortgage the intention of customers

2) responsible for installment payment models of mortgage, and timely to the relevant sales personnel

3) is responsible for the maintenance and vehicle for customers to purchase additional taxes, licensing matters, as soon as possible for customers to sign

4) usually pay attention to the coordination between the work and business staff with banks, insurance companies and management, improve work efficiency

5) at the end of this month and financial personnel check all customers premium, and supervise the payment

6) timely and insurance company personnel clear related costs

1) scheduling information published in PDA 2) pre about; door-to-door service

3) testing center to complete the assessment of second-hand car auction4) signed a letter of intent

5) were detected 6) contract

7) for cars and car moving 8) handover procedures

Four, the implementation path

The Institute in collaboration with the FTMS F-SEP process, can be divided into the following link:

1 organization of F-SEP cooperation. F-SEP operation for both the University and the enterprise cooperation. FTMS training room and partners are F-SEP project of Party A and Party B, carried out jointly responsible for F-SEP project. Party A is responsible for the relevant teaching materials, provides all the FTMS course teaching, video files and data evaluation; Party B shall provide all the courses required by the hardware resources, such as projectors, customer Rest Area simulation arrangement, printers and speakers. The F-SEP project college consists of 1 school leadership, 1 person in charge of the project, 2 teachers and 1 support. In addition to the establishment of special funds to ensure the F-SEP project, F-SEP project activities.

2 the written interview with the combination of students selection. Toyota (TOYOTA) derived from the class of three year Higher Vocational "automobile technology service and marketing" professional has completed two year students, marketing class formed using interviews and written combination selection method, comprehensive evaluation of students in professional knowledge, image, language expression and affinity to the selection, with sales potential and have both ability and political integrity the students. Combined with the FTMS dealer and student employment negotiations, the directional order type training, from the beginning to let dealers to participate in the selection, to ensure that the student's employment.

"Curriculum system advanced 3 independent professional". Toyota (TOYOTA) class "after the first 2 of the 1" three year curriculum, the school as the "automobile technology service and marketing" professional configuration of the basic professional ability and professional core ability of course, the two part and the FTMS provided by the professional training courses. The FTMS provided by the F-SEP course is replaced by the Institute of professional training of non order third year professional development curriculum. Before FTMS, the configuration of the basic professional ability and professional core ability course just to mention some suggestions; after that, in the teaching process without any requirements and interference. The independent construction taking the employment as the guidance, take ability as the standard, the post ability "advanced" model of curriculum system as shown in Figure 1 based on.

Figure 1: the independent construction of post ability "advanced" model of curriculum system based on

4 introduction FTMS provides professional training course. With the hospital "in automobile technology service and marketing" professional courses combine process, when the professional to enter the fifth semester, the students in the form Toyota (TOYOTA) class based on the introduction of FTMS , offering F-SEP courses, the Institute of process independent of other class F-SEP courses, and the arrangement of the sixth semester for the internship period. FTMS provided by the F-SEP project curriculum, see table five.

Table five: Toyota (TOYOTA) class F-SEP project curriculum setting

Serial number	Content	Class hour	Proportion
1	· TOYOTA WAY	32 hours	10%
2	All cars, FAW Toyota commodity knowledge	120 hours	37.5%
3	· sales business standards (SSP)	100 hours	31.25%
4	· business etiquette	48 hours	15%
5	CS customer satisfaction	20 hours	6.25%
Total	320 hours	100%

5 pay attention to "double certificate" financing occupation qualification training. This is the home to the full-time students in education at the same time, the occupation qualification certificate training, evaluation and identification requirements. The Institute of Toyota (TOYOTA) class occupation qualification requirements: graduate students, must obtain and car sales core post match, Shanghai occupation skill appraisal center awarded the intermediate and above "marketing" occupation qualification certificate. Over the years, the school Toyota (TOYOTA) class all the students of the certified rate of 100%.

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