Detailed Rules for the Implementation of Personnel Training Evaluation in Higher Vocational Colleges in Anhui Province (for Trial Implementation)
In order to do a good job in the evaluation of talent training in higher vocational colleges in Anhui Province, according to the relevant provisions of the Ministry of Education's Evaluation Plan for Talent Training in Higher Vocational Colleges (No.5 [2008] of the Ministry of Education), drawing on the accumulated experience in the evaluation of talent training in higher vocational colleges in recent years and combining with the reality of Anhui Province, this Detailed Rules for Implementation (for Trial Implementation) is formulated.
I. Guiding ideology
Under the guidance of Scientific Outlook on Development, the evaluation of talent training in higher vocational colleges adheres to the principle of "promoting construction by evaluation, promoting reform by evaluation, promoting management by evaluation, combining evaluation with construction, and focusing on construction", and conscientiously implements the Opinions of the Ministry of Education on Comprehensively Improving the Teaching Quality of Higher Vocational Education (J.J. [2006] No.6500). The evaluation work emphasizes equal communication between expert groups and universities, * * * discovering and analyzing problems, * * * studying and discussing solutions to problems, paying attention to practical results, and guiding universities to pay attention to connotation construction and run higher vocational characteristics.
Second, the evaluation principle
1. The combination of school self-evaluation and expert evaluation. On the basis of school self-evaluation, adhere to the combination of expert evaluation and school self-evaluation, and establish and improve a long-term mechanism to ensure the quality of school personnel training.
2. The combination of dynamic and static. We should not only examine the effect of talent training, but also pay attention to the process of talent training and the development potential of the school.
3. Comprehensive understanding is combined with key investigation. We should not only grasp the overall situation of talent training in schools, but also focus on the key factors that affect talent training.
4. Combination of evaluation and guidance. We should not only judge the state of talent training in schools, but also put forward constructive ideas and methods for the reform and development of schools.
5. Combination of standardization and innovation. It is necessary not only to observe the laws of higher vocational education and the relevant provisions of the state, but also to encourage schools to innovate and run their own characteristics.
6. Classification guidance. According to the actual situation of higher vocational colleges, draw up different investigation contents and put forward targeted guidance.
7. Be objective, fair, scientific and democratic, and pay attention to improving work efficiency. The evaluation is free.
Three. Evaluation object and evaluation conditions
These rules are tried out within the scope of "Anhui Province 2008-20 12 Higher Vocational College Talent Training Evaluation Scheme" and are applicable to higher vocational colleges (higher vocational colleges) independently set up in our province. Colleges and universities shall participate in the evaluation on time according to the requirements of the evaluation plan, and shall meet the following conditions before the evaluation:
1. conforms to the relevant requirements of the Ministry of Education's Basic Conditions for Running Colleges and Universities (Trial) (J.F. [2004] No.2). Among them, when calculating the total number of teachers, the number of part-time teachers and other non-full-time teachers is calculated according to each academic year 160 class hours 1 teacher, and the proportion of full-time teachers is not limited.
(1) Schools and national and provincial demonstrative higher vocational colleges that have passed the evaluation of personnel training level must basically meet the "qualified requirements" except the five basic indicators of running conditions.
(2) The five basic conditions for running other public evaluation institutions must meet the "qualified" standard, and shall not be lower than the "restricted enrollment" standard; The basic conditions for running a private higher vocational college shall not be lower than the "restricted enrollment" standard.
2. Establish and improve the reporting and publishing mechanism of talent training data collection platform in higher vocational colleges.
3. The average use area (m2/ student) of experimental, internship and training places (including * * * cooperative construction) and ancillary buildings meets the requirements in the following table:
school
Comprehensive, normal, and engineering courses in universities for nationalities.
Agriculture and forestry specialty in colleges and universities
University medical class
Universities, financial institutions, political and legal institutions, sports and art institutions
Jun Sung
Area 5.30 8.30 8.80 9.001.051.85.
Fourth, the evaluation index system and its connotation
According to the evaluation index system of talent training in higher vocational colleges issued by the Ministry of Education, combined with the actual situation in our province, the key evaluation elements were adjusted, in which "1.4 campus stability" was changed to "campus harmony and campus culture", "1.2 school goal and orientation, 2. 1 full-time teacher, 3. 1 course. 9 key assessment elements, including 4.2 practical teaching curriculum system design, 4.4 practical teaching conditions, 5. 1 features, 6. 1 management norms and 7.2 employment * * *, are listed as key assessment elements, which play a guiding role in connotation construction. See the annex for the evaluation index system.
Verb (abbreviation of verb) evaluation conclusion
The evaluation conclusion is divided into "pass" and "suspend pass". Evaluation indicators ***7 main evaluation indicators and 22 key evaluation elements, including 9 key evaluation elements. The evaluation grades of key evaluation factors are qualified and unqualified. If half or more of the key evaluation factors under the main evaluation indicators are unqualified, the main evaluation indicators are unqualified and other conditions are qualified.
The criteria for "adoption" and "deferred adoption" are as follows:
1. Pass.
Meet at the same time:
(1) Number of "qualified" main evaluation indicators = 7;
(2) The number of "qualified" key assessment elements ≥17;
(3) The number of "qualified" key assessment elements is ≥6.
2. Suspension of adoption
Meet one of the following conditions:
(1) Number of "unqualified" main evaluation indicators ≥1;
(2) Number of "qualified" key assessment elements <17;
(3) The number of "qualified" key assessment elements is less than 6.
The suspended colleges and universities must re-evaluate within one year and reduce their enrollment plans according to the provisions of Document No.5 [2008] of the Ministry of Education. If the second evaluation has not passed, enrollment will be suspended to promote it to meet the basic requirements of talent training as soon as possible.
Evaluation, organization and implementation of intransitive verbs
(1) Evaluation organization
1. The provincial education administrative department is responsible for organizing the evaluation of higher vocational colleges in the province and strengthening the macro management and guidance of the evaluation.
2. The provincial education administrative department shall formulate relevant operating procedures according to the detailed rules for the implementation of the assessment, and fully rely on experts to organize and implement the specific assessment work.
3. Establish the evaluation committee of talent training in Anhui higher vocational colleges. Its main task is to study and discuss the major issues of talent training evaluation in higher vocational colleges and provide suggestions and consultations for provincial education administrative departments; Review the evaluation opinions and conclusions of the expert group on colleges and universities, and put forward suggestions on the evaluation conclusions to the provincial education administrative departments.
4. Establish an evaluation condition verification and evaluation return visit mechanism, and strengthen the guidance and inspection of evaluation institutions.
5. The provincial education administrative department will summarize and report the evaluation conclusions of colleges and universities and the evaluation work of this province to the Ministry of Education around the end of each year.
(2) Evaluation procedure
1. School application
The school shall submit a written application report to the provincial education administrative department 6 months before the assessment.
2. School self-evaluation
(1) Basic conditions for self-taught examination in schools. The school conducts self-examination on the basic conditions for the school to apply for evaluation, and submits the Basic Conditions Form for Application for Evaluation to the provincial education administrative department 3 months before the evaluation (annex 1).
(2) School self-evaluation. The school organizes cadres and teachers to study the relevant documents carefully, accurately understand the basic spirit of carrying out the evaluation of talent training in higher vocational colleges, and master the substantive connotation; Carefully review and summarize the ideas, achievements, experiences and characteristics of education and teaching reform and development, make a basic judgment on the quality of talent training in schools according to the data and information provided by the collection platform, find out the main problems, propose solutions, form a self-evaluation report (no more than 10000 words) and a sub-evaluation report (as an annex to the self-evaluation report), and improve the data collection platform for talent training status.
3. The school submits and publishes materials.
Determine the schools to be evaluated, submit the self-evaluation report (including sub-item self-evaluation), the latest data of the current data platform and the main majors to the provincial education administrative department 30 days before the expert group enters the school, and publish it on the campus online with the "Eleventh Five-Year Plan" for regional or industry social and economic development, school development planning, professional (or characteristic major, key major) construction planning.
4. Establish an evaluation expert group. The evaluation expert group is composed of people who are familiar with the teaching work of higher vocational education, which must include industry enterprise personnel and front-line full-time teachers. The provincial education administrative department shall determine the number and list of members of the expert group according to the characteristics, scale and specialty of the evaluated institution. The list of members of the expert group shall be notified to the evaluated school 7 days in advance and announced to the public. The number of expert groups is generally 8 (including 1 secretary).
5. On-site inspection and evaluation
Before entering the school, the expert group consulted the materials submitted by the school and the data of the data collection platform of talent training status through the campus network, pre-checked the talent training work of the school, and determined the focus of on-site inspection. The on-site inspection and evaluation of the expert group should fully communicate with the school, and make an in-depth analysis of the data collected by the data collection platform of talent training reported by the college to form an inspection and evaluation report.
On-site inspection and evaluation methods mainly include listening to the school self-evaluation report, on-site inspection (focusing on experimental training conditions), in-depth interviews, consulting the original materials of relevant departments, professional analysis, etc., and flexibly adopting other inspection methods as appropriate, such as listening to teachers' lectures and holding symposiums. The inspection and evaluation time is 3 days. After the inspection, the expert group will timely feedback the inspection and evaluation opinions to the school, and at the same time report the inspection opinions and conclusions of the expert group to the provincial education administrative department and the provincial higher vocational college talent training evaluation Committee.
6. School rectification. According to the evaluation and inspection opinions of the expert group, the school formulates the rectification plan and carries out the rectification work. Within one month after the end of the evaluation, the school will report the rectification plan to the Provincial Department of Education and the Provincial Higher Vocational College Talent Training Evaluation Committee for the record.
7. Consideration of the findings of the expert group. The evaluation committee of talent training in provincial higher vocational colleges holds a meeting at the end of each year to review the evaluation results of the expert group and put forward suggestions on the evaluation conclusions to the provincial education administrative departments.
8. Publish the evaluation conclusions. The evaluation conclusion was published after being audited by the provincial education administrative department. Since 2009, the provincial education administrative departments have regularly announced the evaluation conclusions to the public every year and reported them to the Ministry of Education.
The provincial education administrative department shall, according to the actual situation of this province, organize experts to pay a return visit to the evaluated institution according to the rectification of the school.
(3) Assessment of discipline
The evaluation work strictly implements the provisions of the state and provincial education administrative departments on strengthening the discipline of teaching evaluation in colleges and universities, especially the following disciplinary requirements:
1. The members of the expert group should adhere to the evaluation principles and requirements, make an objective, fair and impartial evaluation, be honest and self-disciplined, and consciously resist the interference of bad social atmosphere. Any improper practices that hinder the fairness and seriousness of evaluation work should be resisted and reflected to superiors.
2. The school's reception of the expert group should be simple, frugal and pragmatic, and resolutely oppose extravagance and formalism. No ceremonial welcome, no opening ceremony, no experts attending any unveiling, unveiling and ribbon-cutting ceremony, no report performance in any form, no gifts and no extra charge. All expert groups will live in the guest house on campus and have meals on campus (1-2 meals must be arranged in the student canteen). If there is no guest house in the school, arrange experts nearby, and arrange hotels with no more than three stars. It is not allowed to entertain experts or arrange tours. Expert transport vehicles and related staff must be arranged simply, without special cars and special secretaries. Accommodation arrangements for experts must be approved by the head of the expert group.
3. The provincial education administrative department shall put forward strict disciplinary requirements for the assessed institutions and members of the expert group in the process of organizing the assessment, and will promptly and severely deal with those who violate the assessment discipline.
Attachment:
1. Basic Conditions Form for Application Evaluation
2. Evaluation index system and connotation of talent training in higher vocational colleges in Anhui Province.
Attachment 1:
Table of basic conditions for application evaluation
School (seal):
School category 1 Independent setting of higher vocational colleges Time 2 Number of graduates from higher vocational colleges Total number of teachers 3 Full-time
Number of teachers Number of part-time teachers in school Number of part-time teachers outside school
Number of teachers 5 Number of off-campus part-time teachers 6 Full-time
The number of students in school is 7%
There are 8 students and 9 teachers among the full-time teachers.
There are graduate students
number of degrees
Proportion of full-time teachers with graduate education.
Proportional teaching administration room (m2) 10 per student teaching administration room (m2/ student) 1 1 teaching and research instruments.
Equipment value 12 per student teaching and research equipment value (yuan/student) 13 total number of books (volumes) 14 total number of paper books (volumes) total number of electronic books (volumes) 15 per student paper books 16 experimental, internship and training places and accessories.
Per capita use area of experimental, internship and training places and affiliated buildings (m2/ student) 18 Number of full-time teachers with senior positions Proportion of full-time teachers with senior positions Covered area (m2) 19 Per capita use area of students (m2/ student) 20 Dormitory area (m2) Per capita dormitory area of students (m2/ student) 2/kloc-. Number of seats 23 Proportion of newly-added teaching and scientific research instruments and equipment 24-year average book intake (volume) 25
Remarks:
1. It is divided into comprehensive college, normal college, ethnic college, university of science and technology, agricultural college, forestry college, medical college, Chinese college, finance and economics college, political science and law college, physical education college and art college, subject to the provisions of the Development Planning Department of the Ministry of Education.
2 refers to the time when colleges and universities set up their own qualifications for holding higher vocational education (approved by the higher authorities).
3. Converted according to the provisions of Jiaogao [2008] No.5 document, that is, the number of part-time teachers such as part-time teachers is calculated according to each academic year 1 person, and the proportion of full-time and part-time teachers is not limited.
4 refers to the full-time teachers with teachers in the school.
5 refers to the industry, enterprises, social front-line managers, professional and technical personnel and skilled craftsmen who are formally employed and independently undertake a professional course or practical teaching task.
6. refers to the teachers who are hired to work part-time in the school.
7. Number of full-time students = number of undergraduate and junior college students+number of graduate students+number of international students+number of preparatory students+number of adult full-time students+number of advanced students.
8. Converted according to the provisions of the Development Planning Department of the Ministry of Education, that is, the number of students converted is = ordinary undergraduate students, college-upgraded (higher vocational) students+master students × 1.5+ doctoral students ×2+ international students ×3+ preparatory students+advanced students+adult full-time class students+evening university (amateur) students ×0.3+ correspondence students.
9. Student-teacher ratio = equivalent number of students/total number of teachers.
10. Including teaching auxiliary rooms and administrative office rooms, excluding student dormitories. When calculating the construction area, the houses of other units rented by the school can be counted if the contract period exceeds 10 years, which belongs to their own independent use and self-control. If the secondary vocational school affiliated to the school is an independent campus, it is not included in the conditions for running a secondary vocational campus; Secondary vocational schools and higher vocational schools are in the same campus and cannot be distinguished. The conditions for running a secondary vocational school are statistical, but at the same time, the number of students in secondary vocational schools must be counted among the number of full-time students. These Provisions shall apply to other conditions related to running secondary vocational schools.
1 1. Average teaching administrative room = (teaching auxiliary room area+administrative office room area)/number of full-time students.
12. Teaching and scientific research instruments and equipment refer to instruments and equipment whose unit price is above 800 yuan. When calculating the total assets of teaching and scientific research instruments and equipment, the equipment that has passed the tender but has not yet been put in place and is to be tendered is not included, and the equipment donated by enterprises is counted according to the old and new degree at the time of accepting the donation.
13. Value of teaching and research instruments and equipment per student = total assets of teaching and research instruments and equipment/equivalent number of students.
14. Book collection is equivalent to the "volume" of printed books, and must be classified, catalogued and stored for different readers. The conversion method of other carrier documents is: each bound volume of periodicals and newspapers is counted as 1 volume; Microfilm 1 Yes1; 10 microfilm is 1 volume; Every 50 slides are 1 volume; Audio-visual materials (including audio tapes, video tapes, movies, DVDs, etc.). ) are all 1 copy; Each CD without a roster is counted as 1 volume; Each software package of floppy disk is 1 volume; The number of e-books ordered is1; The number of electronic journals per year is1; The database without the number of rosters is counted as 200 volumes, 1GB.
15. Number of books per student = total number of books/number of students of the same age.
16. Per capita paper books = total number of paper books/equivalent number of students.
17. The experimental training places built by school-enterprise cooperation can be counted; Houses of other units leased by the school with a contract period exceeding 10 years, which belong to their own independent use and autonomy, can be counted; The off-campus training base built by school-enterprise cooperation does not count.
18. Average use area of experimental, internship and training places and ancillary buildings = use area of experimental, internship and training places and ancillary buildings/number of full-time students.
19. The construction land planning permit has been issued, but the construction has not yet started, which is not counted; Sites leased by schools from other units with a contract period of more than 10 years, which are used independently and at their own disposal, can be included.
20. Per capita floor space = floor space/number of full-time students.
2 1. Average student dormitory area = student dormitory area/number of full-time students. Houses of other units leased by the school with a contract period exceeding 10 years, which belong to their own independent use and autonomy, can be counted.
22. One hundred students are equipped with teaching computers = (number of teaching computers/number of full-time students) × 100.
23. Number of seats in multimedia classrooms and voice laboratories with 100 people = (number of seats in multimedia classrooms and voice laboratories/number of full-time students) × 100.
24. Proportion of newly-added teaching and research instruments and equipment = value of newly-added teaching and research instruments and equipment in that year/(total assets of newly-added teaching and research instruments and equipment in that year-value of newly-added teaching and research instruments and equipment in that year).
25. The number of books per student per year = the number of new books in that year/the number of equivalent students.
Matters not covered shall be implemented according to the relevant documents of the Ministry of Education and the province.
Attachment 2:
Evaluation index system and connotation interpretation of talent training in higher vocational colleges in Anhui Province
I. Evaluation index system
Main evaluation indicators and key evaluation elements
1. Leadership 1. 1 school career development plan
1.2 school goals and orientation
1.3 Pay attention to personnel training
1.4 Campus Harmony and Campus Culture
2. Teaching staff 2. 1 full-time teachers
2.2 Part-time teachers
3. Course construction 3. 1 course content
3.2 Teaching methods and means
3.3 Lecturer
3.4 Teaching materials
4. Practice teaching 4. 1 internship
4.2 Design of practical teaching curriculum system
4.3 Teaching management
4.4 Practical teaching conditions
4.5 Double-certificate collection
5. Specialty Construction with Characteristics 5. 1 Features
6. Teaching management 6. 1 management norms
6.2 student management
6.3 Quality monitoring
7. Social evaluation 7. 1 student
7.2 Employment
7.3 Social services
Note: Among the 22 key assessment elements in the above table, the indicators in bold type are important assessment elements, totaling 9 items.
Second, the evaluation index connotation description
Main evaluation indicators, key evaluation elements, descriptions, and corresponding numbers of key investigation contents database.
1. Leadership 1. 1 School Career Development Planning The school career development planning should conform to the regional and industry economic development planning, better meet the needs of local or industry development, and be planned and implemented. Industry or local regional socio-economic development planning, school development planning and professional construction planning1.3,3,4,7
1.2 school-running objectives and orientation are service-oriented, employment-oriented, running schools according to the needs of talents, establishing a suitable school-running model according to the requirements of cultivating high-skilled talents, having characteristics in school-running and specialty setting, and attaching importance to cooperation with regional society and industry enterprises to educate people; Correctly handle the relationship between scale and quality, development and investment, reform and construction. The scale of full-time general higher vocational education is appropriate and stable; The types and scale of short-term training have gradually increased, while the number of students in full-time secondary vocational schools, "three-school students", "five-year consistent system", "3+2" enrollment and adult higher vocational education has gradually decreased, and the proportion has not exceeded the upper limit required by the state. Full-time or all kinds of adult undergraduate education (including undergraduate education) were not held, and students from higher vocational schools were not organized to participate in all kinds of adult undergraduate education. Student structure, regional socio-economic development planning, school development planning, leadership thinking and working conditions1.1.1.3,2,5,7
1.3 Attach importance to the cultivation of talents and the investment in talent cultivation; Highlight the central position of teaching work, and all policies and regulations are inclined to teaching and teachers; Concerned about the work, study and living conditions of teachers and students; Attach importance to cooperation with regional society and industry to educate people. Financial income, expenditure, leaders' attention to teaching and students' situation, teacher training, school-enterprise cooperation, scholarships 2.2,5.1,5.2,6,7,8.8.
1.4 campus harmony and campus culture attach importance to ideological and political work and students' moral education; In line with the provisions of the "safe campus", the campus is stable, harmonious and orderly; The campus environment, campus culture, spiritual civilization construction, school spirit, teaching style and study style are good, and the cultivation of students' professional ethics has its own characteristics. Campus instability, illegal school running, campus environment, campus culture, teaching style and study style.
2. Teaching staff 2. 1 Full-time teachers pay attention to the improvement of academic qualifications and professional titles, emphasize the understanding of majors, and adapt to the teaching requirements of basic courses; Full-time teachers in specialized courses emphasize the improvement of skills and have front-line work experience in enterprises. There is a "double-qualified" teacher team with reasonable structure and full-time and part-time combination. Basic information and teaching situation of full-time teachers, "double-qualified" structure, student size, teaching team construction planning, construction of teachers' morality and style, quality training of "double-qualified" teachers, professional leaders and backbone teachers, and outstanding teaching achievements 6. 1, 6.2, 6.4.
2.2 Part-time teachers employ technical experts from industries and enterprises as part-time teachers, and the proportion of teachers who undertake practical skills courses gradually increases and meets the requirements, paying attention to the cultivation of their teaching ability. Basic situation and teaching situation of part-time teachers, and the construction of "double-qualified" teachers 6.2 and 6.3.
3. Course construction 3. 1 Course content According to the requirements of technical fields and professional posts (groups), with reference to relevant professional qualification standards, set up the course system and select the teaching content; Core professional courses take application as the theme and feature, and the construction of curriculum system and teaching content system of work-integrated learning can reflect the current advanced level of social technology, professional post qualifications and technical requirements. Teaching objectives, school-enterprise cooperative development courses, syllabus and teaching materials of core professional courses 7.2 and 7.5.
3.2 Teaching methods can effectively design situational teaching methods integrating "teaching, learning and doing", actively promote the reform of teaching methods, and widely apply case analysis teaching, process-oriented teaching, project-oriented teaching, task-driven teaching and demonstration simulation training teaching; The teaching methods are flexible and diverse, and modern information technology can be effectively applied to simulate teaching; The evaluation methods are diverse, flexible and appropriate. 7.2 Course teaching design, teaching methods and means, examination/assessment methods, teaching places
3.3 Lecturer's basic courses are mainly taught by full-time teachers with professional background and practical experience in enterprises; Practical courses are mainly taught by off-campus part-time teachers who are the backbone of technical skills in enterprises and industries. The situation of teaching teachers is 6. 1
6.2
6.3
3.4 Textbooks should be excellent textbooks published in the past three years, giving priority to provincial and ministerial-level award-winning vocational textbooks and provincial and ministerial-level "Eleventh Five-Year" textbooks that can reflect the development level of advanced technology; Cooperate with industry enterprises to develop specialized teaching materials, especially practical teaching materials; There are a certain number of high-level self-made characteristic teaching materials; Sufficient teaching materials and advanced means. Selection of teaching materials, school-enterprise cooperation in developing teaching materials, library materials and campus network 7.2
7.5
3.2
3.4
4. Practice teaching 4. 1 internship attaches great importance to internship and has a high coverage rate; In principle, the internship time is not less than half a year; The internship position is related to the major and has good conditions; Internship is highly related to employment. Professional practice record, off-campus practice base 4.2
7.4
4.2 Practice Teaching Curriculum System Design Practice teaching is incorporated into the overall design of professional curriculum system. As the core link of professional teaching, practice class hours account for more than 50% of the total teaching time; Industries and enterprises participate in the design of practical teaching curriculum system and teaching scheme. Professional courses, professional cooperation between production and learning, and personnel training plan (teaching plan) 7.2, 7.5, 4.2, 7.4.
4.3 Teaching Management The management system of on-campus and off-campus training practice is perfect, and the management is standardized and orderly; Arrange full-time on-campus and off-campus training instructors and political counselors. Practice teaching management, teaching quality management, full-time teaching management personnel, full-time student management personnel, on-the-job practice, practice base inside and outside the school 4.2
8. 1
8.2
8.3
4.4 Practice Teaching Conditions The conditions of the practice base inside and outside the school can meet the requirements of professional teaching. A training base with real (or simulated) professional environment, advanced equipment and supporting software and hardware has been established in the school, and there is a training base with good operation and guarantee mechanism outside the school; Key majors include national vocational skill appraisal station; Practical teaching funds are guaranteed; Industry enterprises participate in the construction of practical teaching conditions. On-campus practice base, off-campus practice base, practical teaching funds, school-enterprise cooperation and social donation 4. 1, 4.2, 4.3, 5.2, 7.5 and 9.3.
4.5 Obtain double certificates and establish a professional skill appraisal system and mechanism that matches the professional training objectives, or integrate with the social professional qualification certificate system. More than 80% of graduates with corresponding vocational skill level certificates and vocational qualification certificates have obtained "double certificates". 7.3 Professional professional qualification certificate appraisal station (institute), professional professional qualification certificate and skill level certificate.
4.3
5. Construction of Characteristic Specialty 5. 1 Characteristic Specialty (main specialty) embodies the characteristics of higher vocational education in terms of construction objectives, training mode, curriculum system and teaching content, practical teaching, teaching design and teaching methods, teaching staff and social service. The structure and layout of specialty and related specialty groups are reasonable; Actively cooperate with industry enterprises to participate in the design of training programs and teaching programs; The orientation of professional training objectives is accurate, and the quality standards of graduates are clear and specific; The talent training mode better reflects the requirements of cultivating the technical application ability as the main line, takes the combination of work and study as an important breakthrough in the reform of talent training mode, guides the reform of curriculum, teaching content and teaching methods, highlights the cultivation of practical ability and professional comprehensive quality, and emphasizes practicality, openness and professionalism in the teaching process. Specialty setting, specialty structure, specialty construction planning and achievements, and field specialty analysis 7
6. Teaching management 6. 1 management norms The teaching management system is complete, standardized and advanced, and strictly enforced; The teaching operation is efficient, stable and orderly. Teaching system and operation management, basic information of full-time teaching managers, random interviews with teachers, students and management cadres, and teaching quality management 8. 1.
8.2
6.2 Student Management The student management team has a reasonable structure, a sound system and good campus life and study style conditions. Student management system and operation management, basic information of full-time student managers, random interviews with students, parents and teachers 8. 1.
8.3
6.3 Quality Control A relatively complete teaching quality monitoring and evaluation system has been established. Clear and specific quality standards, requirements and work norms have been established in all major teaching links, and the diversified quality monitoring system is perfect, operational and effective. Teaching system and operation management, full-time supervision of basic information, random interviews with teachers and management cadres 8. 1.
8.5
8.7
7. Social evaluation 7. 1 Shengyuan preferred online rate and registration rate are high. Number of registered persons 9. 1
7.2 On-the-job students can better grasp the necessary theoretical and professional knowledge, have strong professional basic skills and post professional ability, have good professional ethics and humanistic quality, and are generally healthy and positive. Employment services and guidance are regular and institutionalized, with remarkable results and high employment rate and quality; According to the follow-up investigation and analysis of graduates, outstanding graduates have outstanding achievements, good reputation and wide social influence. Employment, employment service agencies, employment services and guidance 9.2
9. 1
7.3 Social service schools pay attention to the combination of production and learning, actively serve regional economic and social development, and serve industry enterprises; There are obvious achievements or benefits in the transformation of scientific and technological achievements, social skills training, technical research, development, promotion and service, and the school's social skills training and service have developed well. The development of teachers' technical services, cooperation between industry and learning, social skills training and appraisal stations (institutes) 6. 1, 7.5, 7.3, 4.3, 9.3.