● The Labor Law of People's Republic of China (PRC) stipulates: "The state determines the occupational classification, sets the vocational skill standards for specific occupations, and implements the vocational qualification certificate system.
● The People's Republic of China (PRC) Occupational Classification Ceremony was jointly organized by the Ministry of Labor and Social Security, the State Bureau of Quality and Technical Supervision and the National Bureau of Statistics.
●? Nearly 1,000 experts and scholars from more than 50 departments of the central government and the State Council, as well as related research institutions, universities and some enterprises participated in the compilation of People's Republic of China (PRC) Vocational Classification Ceremony.
● The compilation of People's Republic of China (PRC) Occupational Classification Grand Ceremony started in early 1995 and lasted for four years. It was approved in early 1999 and officially promulgated in May 1999. ?
"People's Republic of China (PRC) Occupational Classification Ceremony" divides China's occupations into 8 categories, 66 middle categories, 4 13 subcategories and 1838 subcategories (occupations). These eight categories are:?
The first category: heads of state organs, party and mass organizations, enterprises and institutions, including 5 middle categories, 16 subcategories and 25 subcategories; ?
The second category: professional and technical personnel, including 14 middle category, 1 15 small category and 379 fine category; ?
The third category: clerks and related personnel, including 4 middle categories, 12 subclasses and 45 subclasses; ?
The fourth category: business and service personnel, including 8 middle categories, 43 subclasses, 147 subclasses; ?
The fifth category: agricultural, forestry, animal husbandry, fishery and water conservancy producers, including 6 middle categories and 30 subcategories, 12 1 subcategory; ?
Category VI: production and transportation equipment operators and related personnel, including 27 middle categories, 195 subcategory,119 subcategory; ?
Seventh category: soldiers, including 1 medium category, 1 minor category, 1 fine category; ?
Eighth category: other employees who are inconvenient to classify, including 1 medium category, 1 small category, 1 fine category. ?
At present, the Ministry of Labor and Social Security has determined 87 employment-permitted occupations according to the People's Republic of China (PRC) Occupational Classification Ceremony. They are: lathe worker, milling worker, grinder, boring worker, modular machine tool worker, machining center worker, foundry worker, forging worker, welder, metal heat treatment worker, cold working sheet metal worker, painting worker, assembly fitter, tool fitter, boiler equipment assembler, motor assembler, high and low voltage electrical equipment assembler, electronic instrument assembler, electrical instrument assembler and machine assembler. Substation equipment installer, maintenance electrician, computer repairman, manual carpenter, joiner, Andhadhun, precious metal jewelry craftsman, earthmoving machinery operator, masonry worker, concrete worker, steel bar worker, scaffolder, waterproof worker, decoration worker, electrical equipment installer, plumber, automobile driver, lifting and unloading machinery operator, chemical inspector, food inspector, textile fiber inspector, precious metal.
Production personnel in agriculture, forestry, animal husbandry, fish and water conservancy
Animal disease prevention and control officer, animal quarantine officer, biogas producer
Business and service personnel
Salespersons, salesmen, publishers of publications, buyers and sellers of traditional Chinese medicines, appraisers, buyers and sellers of medical commodities, dispensers of traditional Chinese medicines, refrigerated workers, Chinese chefs, Chinese pastry chefs, western pastry chefs, bartenders, nutrition caterers, front desk attendants, room attendants, health care massage therapist, professional instructors, property managers, boiler operators, beauticians and hairdressers.
Secretary, customs broker, computer operator, cartographer, telephone operator, user communication terminal maintainer.
Professional standards and their formulation principles
Professional standards play a leading role in the national professional qualification system. It guides vocational education, vocational training, appraisal, skill competition and other activities, and its pivotal position is now more and more clearly presented. A unified professional standard system that conforms to the labor market goal and enterprise development goal has decisive significance and influence on the development of national vocational skills development. People are increasingly aware that the establishment of the national vocational qualification certificate system, the structure and reform of the vocational education, training, appraisal, examination, competition and commendation system are essentially a reform oriented to professional standards. From a global perspective, standards-oriented reform has become the common goal of vocational education reform in the world and the action program of all countries. But for our country, what is most unsuitable for this kind of reform now is the standard itself and the direction of reform. Professional standards have become the primary goal of the whole reform.
China's current professional standards originated from the technical grade standards of workers formulated under the planned economy system, and were deeply influenced by the highly centralized system of the former Soviet Union at the beginning of formulation. Although the management structure of standard grade has been greatly improved after three major adjustments and revisions, on the whole, it still cannot get rid of the shackles of the old standard system. It mainly reflects the requirements and interests of the planning management department, but it is difficult to reflect the requirements and interests of the actual production department, and it is even more difficult to reflect the requirements and interests of workers. From a dynamic point of view, it cannot change with the development of productive forces and the progress of technology. Structurally, it has the framework and characteristics of the discipline system and does not meet the requirements of the vocational system. In terms of methods, knowledge analysis is usually used to pursue the integrity of the knowledge system, rather than the realization of professional functional goals and the advanced application level of technical skills. These problems have caused our professional standards to be divorced from the requirements of economy, production and producers to a considerable extent, unable to adapt to the rapid development and changes of industries, industries, occupations and actual production technology and skills, and difficult to meet the needs of enterprise development and labor market construction.
In recent years, the formulation of national standards has gradually abandoned the traditional knowledge analysis method and adopted the work analysis method. This is a progress, but there are still a series of problems to be solved. Workers' professional ability is based on their professional activities, so the cultivation, improvement and evaluation of workers' professional ability must be based on the content and quality of their work tasks. The technical means used by workers in the professional field are tools for workers to complete their work tasks and improve their work quality. Technical means are dynamic, changing and constantly developing, while the social functions of occupations (and corresponding tasks) are relatively static and the same. In many cases, the progress of technical means may lead to the relative simplification of the specific operational activities (skills in the traditional sense) of its employees. Therefore, it is a misunderstanding of the relationship between technical means and professional ability to distinguish the skill level of employees according to the technical content of technology and equipment in a specific occupation. The determination of vocational skill level should be based on the scope of professional activities, the size of work responsibility and the level of work quality; The determination of work scope, responsibility and quality is directly derived from the social function of its occupation. Technical equipment, as a tool and means for workers to complete tasks within a specific occupational scope, should not be the main basis for determining standards. For any profession, it is because of the recognition of its work nature or social function that it can become an independent profession. As a national professional standard, it directly maps and standardizes workers' skills, represents the content and quality of tasks that workers can accomplish, and does not directly reflect or standardize the production technology and equipment used by workers.
Based on this understanding, we believe that the compilation of national vocational standards should be guided by the general principle of taking vocational activities as the guide and taking vocational skills as the core, and develop in the direction of modularization, stratification, internationalization and specialization by using the method of vocational function analysis, so as to make national standards a dynamic, open and flexible professional standard based on occupational essential ability and fully meet the needs of enterprise production, scientific and technological progress and employment.
Modularization of professional standard structure
The standard structure should get rid of the traditional "basic knowledge-professional basic knowledge-professional knowledge-related knowledge" model and adopt the professional function module structure under the guidance of professional function analysis. This reform direction is not only conducive to education, training and assessment, but also conducive to the close integration with production and employment; At the same time, it is also conducive to the establishment of a dynamic and open standard system.
According to the occupational function analysis method, the basic theoretical framework of the new occupational standard can be designed as follows:
(1) Occupation name: the definition and social characteristics of occupation;
(2) Professional function module: the basic functional unit that constitutes professional activities, and in many cases, it can be separated and has relatively independent functions. Vocational function modules are divided into two categories: basic modules and optional modules. When necessary, the vocational function module can even be assessed separately and awarded a relatively independent certificate;
(3) Vocational skill module: the minimum skill category element that must be mastered to realize the above functions, and it is also the actual work step when completing the work of a functional module unit;
(4) Operation specification: specific requirements for completing the operation of skill module;
(5) Activity field: Complete the main work scope of the skill module, including the requirements for specific conditions, environment and conditions;
(6) Knowledge content: the basic knowledge requirements for completing skill operation are characterized by matching the skill requirements in the operation specification;
(7) Proof method: master the proof methods and materials of the skill module comprehensively, including the proof of the work process or results that need to be put forward during the actual appraisal, and the requirements for the ways and means to obtain these proofs;
(8) Evaluation guidance: the basic requirements for skill module appraisal and evaluation.
According to this theoretical model, the Ministry of Labor and Social Security is formulating the Technical Specification for the Formulation of National Professional Standards, which has been applied to the formulation of new standards and the transformation of old standards. This new model has achieved successful experience in many standard-setting experiments of new occupations and new jobs. It also shows full vitality in the transformation test of the old standard.
Grading professional standard system
Graded professional standard system has become an international trend. Through the transformation of professional standard structure, people can find that although the development of modern society and the refinement of division of labor are creating more and more occupations, jobs and posts, they actually have many interlinked or * * * identical vocational function modules and vocational skills modules. In every specific occupation, type of work and post field, a certain number of occupation-specific skills are needed, and the total amount of these skills is the largest and the scope of application is the narrowest. Every industry has a certain number of * * * applicable skills, which can be called industry general skills. In terms of quantity, they are obviously much less than job-specific skills, but their scope of application covers the whole industry. On a larger scale, there must be some universally applicable skills that are needed by any occupation or industry. This is a core skill. When formulating the national vocational standard system, it is an important method to determine and formulate core skill standards, industry general skill standards and vocational specific skill standards at different levels to meet the different needs of vocational education, training and assessment in the whole society and improve the applicability and openness of vocational standards.
Specific vocational skills
The range of occupational specific skills can be understood as the range divided by the national occupational classification ceremony. For example, China is divided into 1838 occupations. At present, the formulation of national professional standards and the corresponding professional qualification certification and assessment activities are carried out within this limit. In practice, adjustments can be made to adapt to changes in production and technology.
General skills in industry
The range of general skills in the industry is wider than that of specific skills in the profession. It can be understood as * * * skills and knowledge requirements embodied in a group of professional groups with the same or similar characteristics and attributes. From the perspective of practical needs, we can determine the scope of the national vocational education and training courses discussed above (about 300 kinds).
Core skills
Core skills are the narrowest and most common skills. They are the most basic skills that people need in their career and even in their daily life, and can be embodied in specific professional activities. They have universal applicability and wide portability, and their influence radiates to the general skills and career-specific skills of the whole industry, which has a far-reaching impact on people's lifelong development and lifelong achievements. Developing and cultivating the core skills of reserve workers and on-the-job workers can provide them with the widest professional ability and lifelong development foundation. Obviously, there are fewer core skills, but they are more adaptable. In fact, they become the basis of industry-wide skills and specific vocational skills. In the development of national human resources, the establishment and development of core skills have important strategic significance.
Although all countries are studying core skills, there is no complete consensus on a series of basic issues such as the connotation, type, scope and influence of core skills. According to China's actual situation and the needs of vocational skills development, combined with international advanced experience, we can design China's core skills including the following eight categories:
(1) Communication and expression: express the subject's intention accurately and clearly through oral or written language and other appropriate forms, and carry out two-way (or multi-directional) information transmission with others to achieve mutual understanding, communication and influence;
(2) Digital operation: the ability to use mathematical tools to acquire, collect, understand and operate digital symbol information to solve practical problems;
(3) Innovation: the ability to creatively put forward new discoveries, inventions or improved innovation schemes through one's own efforts on the basis of existing discoveries or inventions;
(4) Self-improvement: self-induction and summary in study and work, find out your own advantages and disadvantages, foster strengths and avoid weaknesses, and constantly adjust and improve yourself;
(5) Cooperation with others: In practical work, fully understand the team objectives, organizational structure and personal responsibilities, and coordinate with others and help each other on this basis;
(6) Problem solving: the ability to transform theories, ideas, schemes and understandings into operations or work processes and behaviors in the work, so as to finally solve practical problems and achieve work goals;
(7) Information processing: the ability to use computer technology to process various forms of information resources;
(8) Foreign language application: the ability to actually use foreign languages in work and communication activities.
In recent years, the concept of enterprise core competitiveness has been paid more and more attention in management theory and practice. The so-called enterprise core competence (core? Ability? Yes? Corporation) refers to the unique technical ability, organization and coordination ability, external influence ability and environmental adaptability of an enterprise. It may be manifested in novel product development, harmonious internal team relations, harmonious external customer relations and the sustained and stable development of enterprises. Different from other conditions or capabilities of enterprises, they are inherent and unique, and they are also the most difficult to change and imitate. The real strength of an enterprise is not the grandeur of the factory building and the breadth of the site; It is not abundant funds, nor advanced equipment. Those are not difficult to do, and others can easily follow suit. And those are not very reliable, easy to change and easy to be surpassed by others. The real strength of an enterprise is its core competitiveness, which is embodied in the strength of human factors, individual activity and team cohesion. It is not difficult to see that there is a very close relationship between the core competitiveness of enterprises and the core skills of employees. The level of an enterprise's core competitiveness ultimately depends on its core skills (core? Skills) level. This is the significance of developing core skills.
We have studied the core skills for a long time, and the theoretical preparation is relatively adequate. Now it can be put into actual test. Its operation program can be designed as follows:
First, determine the goal. According to the requirements of the Central Committee and the State Council to promote quality education; In accordance with the reform plan of vocational education and training, and in accordance with the general requirements of steadily developing pre-service and post-service vocational training, serving employment, enterprise development and lifelong education and training of workers, we will gradually promote and organize the implementation of core skills training in on-the-job training in middle and senior vocational schools (colleges), ordinary schools (colleges), employment training centers, social education and training institutions, enterprises and institutions. At present, the focus is on the pre-service education and training system and the field of job-transfer training. Taking this as an opportunity, we will formulate a unified national core skill standard, question bank and examination scheme, and finally establish a core skill certificate, which can be provided to all citizens in need.
Second, develop core skill standards. Organize a strong team of experts, select 1-3 core skills according to the principles and methods of "Technical Regulations for the Formulation of National Vocational Standards" (the specific framework and format can be changed) and refer to relevant international materials, and set about formulating China's core skills standards. After gaining experience, we will gradually set standards for all core skills.
Third, develop core skills courses and teaching materials. Organize experts to develop corresponding core skills courses and teaching materials. The development of core skills courses and textbooks should fully absorb the requirements of international advanced teaching principles and methods and abandon the traditional outdated framework and dogma.
Fourth, carry out education and training. Select some vocational schools (colleges) to carry out core skills education and training experiments. The education and training of core skills can be set separately or not, and can be directly infiltrated into the teaching activities of other courses and combined with the teaching of other courses. You can also refer to the experience of relevant countries, and take a separate course for some core skills, while others can be infiltrated into other courses.
Fifth, assessment and certification. The examination, appraisal and certification of organizational core skills can take the form of examination or evaluation. Or one part of the core skills takes the form of examination, and the other part takes the form of evaluation. The implementation of the examination can also take different ways of traditional subject examination or professional examination. On-the-spot assessment methods similar to the British NVQ system can also be adopted in some core skill fields. Or divided into "internal assessment" and "external assessment", and combine the two.