靳润成：“天津职教模式”的实践与思考（2008职教论坛讲稿）

女士们、先生们、朋友们：
　　下午好！
　　能有机会向各位介绍天津职业教育发展情况，我感到非常高兴。下面，我结合天津职业教育的发展实践，谈点儿认识，求教于大家。
　　一、天津发展职业教育的基本做法
　　正如刚才张俊芳副市长在致辞中所谈到的，天津职业教育有着深厚的历史积淀。早在19世纪60年代，伴随着洋务运动开展，一批新式学校就在天津应运而生，“工学并举”成为当时创办实业和兴办教育的重要思想。上个世纪五、六十年代，为适应新中国经济建设对产业工人的迫切需求,国家在天津进行了“半工半读”试点，并在此基础上提出了建立“两种劳动制度、两种教育制度”的战略构想，在全国产生过重大影响。改革开放以来，特别是近几年，天津职业教育坚持以就业为宗旨，以市场为导向，紧紧把握滨海新区开发开放和与教育部共建国家职业教育改革试验区的重要机遇，着力创新人才培养模式，积极培养高素质技能紧缺人才，探索出一条具有天津特色的职业教育发展之路。
　　一是坚持以行业办学为主的体制。前些年，社会上对行业办职业教育颇有争议。当时行业和企业实行改制，不少人认为行业继续办职业教育会加重负担，影响发展。在这种情况下，天津市委、市政府经过深入调研认为，以行业为依托举办职业教育，对经济社会发展具有重要的促进作用，应旗帜鲜明地坚持。为减轻行业负担，市里决定，原属行业的学校资产和人事，仍由行业管理，原有财政性教育经费渠道保持不变，额度不减，教育行政部门只是统筹规划，加强管理。几年的实践证明，这一体制不仅调动了行业企业举办职业教育的积极性，稳定了职业院校的师资队伍，保障了职业教育健康发展，同时，保持了职业教育与经济发展紧密结合的办学特色，满足了产业优化升级对技能型人才的需要，企业与教育双方实现了共赢。目前，天津50%以上的中职和85%以上的高职都是由行业企业举办的，企业充实的技术工人94%以上来自职业院校。
　　二是坚持优化配置职业教育资源。为提高职教资源的效能，按照天津市经济社会发展的需求，本着“推倒围墙搞调整，打破界限抓重组”的思路，我们对各类职业教育资源进行了战略调整。目前，中职学校已由430所调整为134所，同时调整重组了26所高职学院，彻底改变了布局散、规模小、条件差、效益低的状况。在此基础上，这几年我们进一步促进职业教育向规模化、集约化发展，先后组建了10
　　个行业性、区域性职教集团，形成了以一所职业院校为核心，若干具有独立法人资格的职业学校和企业单位相联合，共同开展产学研活动的办学联合体。在集团内部，形成了学生培养、职工培训、技能鉴定融为一体，校舍、师资、经费、设备统筹使用的崭新格局。
　　三是坚持把“双师型”队伍建设摆在突出位置。师资问题始终是影响职业教育发展的关键因素。这些年，为加快 “双师型”教师队伍建设，天津率先在职业院校专业教师中推行了评聘第二专业技术职称的制度，一批既懂理论知识又掌握专业技能的教师被评聘为双职称。为确保学校教学与生产实践有机结合，我们还制定了“双师型”教师培养制度，一方面要求专业教师每年不少于两个月的企业实践，另一方面规定各院校要从企业引进一定数量的专业人才到学校任教。我们还设立专项基金，鼓励各院校把新引进的具有硕士学位的青年教师选送到企业培训，同时每年推选百名青年骨干教师攻读专业硕士。在加强各级师资培训基地建设的同时，我们还在加拿大、德国专门设立了两个师资培训基地，有计划有针对性地选派骨干教师到国外培训，有效地提升了师资队伍素质和技能。
　　四是坚持探索工学结合的培养模式。人才培养模式直接关乎培养什么人及如何培养人的根本问题。近年来，我们在对传统教育模式深入研究的基础上，结合天津经济布局和市场发展需求，着力探索新型工业化背景下的工学结合人才培养模式。各院校普遍与相关企业建立了产教结合委员会，定期研究校企合作中的问题，实质性地落实共建项目。各院校还着力强化实践教学制度，保证中、高职学生在学期间，分别不少于一年和半年的岗位实习。市政府也出台有关政策，鼓励企业参与学校管理，鼓励校企共建生产性实训基地。在相关政策引导下，一些行业主动把职业院校附近的企业并入院校作为校办基地，形成“校企合一”的办学实体，较好地解决了学生实训实习问题。目前全市已建成校内实训基地680多个，校外实训基地1500多个，实践教学环节已占总学时的40—50%。“双证书”制度也同时得到落实。不少院校的实训基地还由“消耗型”转为“生产型”，学生既生产了合格产品，又取得了劳动报酬。
　　五是坚持紧贴经济发展设置专业和课程。各职业院校普遍建立了校企结合的专业设置指导委员会，专业和课程设置始终紧盯经济发展的走向，紧跟行业发展的趋势，不断充实新门类、新工艺、新技术。为配合滨海新区建设，我们还紧紧围绕新区主导产业，在职业院校中建立了十个滨海新区紧缺人才培养基地，促进了产业链与技能人才培养链的对接，确保这些产业领域的技能人才不断档、顶得上。目前，天津的支柱产业，已在相应的职业院校中形成了主体专业，工程技术类的在校生规模达到50%，基本满足了我市经济社会发展需求。几年来，职业院校紧贴经济发展设置专业，根据企业需求调整课程，依托合作企业建设基地，针对职业特点加强德
　　育，站在专业前沿建设教材，强化实践教学提高能力，初步形成了有利于产教相融、校企合作、工学结合的运行机制。
　　在取得较快发展的同时，天津职业教育也存在着一些矛盾和问题。比如：学科型教育倾向仍然存在；资格证书与学历证书之间的衔接还不够紧密；校企结合的机制有待进一步完善；一些专业教师对新工艺的了解还不够多，技能不够强；职业教育改革试验区建设在关键环节上还有待突破，等等。对于这些问题，我们正在采取有效措施，有针对性地加以解决，也希望各位专家给我们提出好的建议和解决办法。
　　二、几点体会和思考
　　经过多年的努力探索，我们对发展职业教育有以下几点体会:
　　一是职业教育是人力资源开发的重要途径，在国民经济和社会发展中起着重要基础作用。在各类教育中，职业教育与经济的关系最直接，与企业的联系最密切。如果说人才培养的基础在教育，那么，技能型人才和直接生产者的培养，基础在职业教育，职业教育是增强城市竞争力的强大人力资源保证。我们的体会是，经济越是发展，越不能忽视职业教育，在区域教育发展中，必须处理好普通教育和职业教育的关系。
　　联合国教科文组织第二届国际职业技术教育大会在《职业技术教育与培训：21 世纪展望》报告中告诉我们：职业教育“在新的时代所起的作用至关重要，它将成为实现和平文化、良好环境可持续发展，社会安定团结和国际公民等诸多目标的有效工具。”我们认为，这样一个判断是非常正确的。天津正在加快向国际港口城市、北方经济中心和生态城市迈进，天津滨海新区正努力成为我国对外开放门户、高水平的现代制造业和研发转化基地、北方国际航运中心和国际物流中心，这其中离不开职业教育的重要支撑作用。如果不抓好职业教育，不仅会直接影响到天津企业的竞争力和经济的可持续发展，还会影响到公民素质的提高和社会和谐。正因为职业教育具有这样一个基础性作用，我们更应该以超常规的热情，超常规的举措，发展好职业教育。
　　二是选准职业教育定位，是保障职业教育健康发展的核心所在。培养哪个层次人才，这是职业教育首先需要回答的问题。我们始终认为，职业教育主要是就业教育而不是升学教育，发展职业教育必须与繁荣经济、促进就业、消除贫困紧密结合，而不能无视经济社会发展的需求。市场对毕业生需要不需要，企业对毕业生欢迎不欢迎，经济社会对毕业生满意不满意，既是评价职业教育质量的重要尺度，也是衡量职业教育改革是否成功的唯一标准。如果我们的职业教育只重理论、轻实践，重知识、轻技能，办成普通教育的“压缩版”，那么培养出来的学生就很难适应社会的需要，职业教育也势必陷入发展困境。因此，职业院校必须紧贴经济社会，准确把握经济结构调整和技术进步对劳动者知识、技能和综合素质提出的新要求，及时
　　调整专业结构和培养方式，真正做到经济社会发展需要什么就办什么。只有这样才能促进职业教育健康发展。
　　三是实行工学结合人才培养模式，是促进职业教育融入经济社会的根本途径。职业教育只有与经济社会深度融合，才能更好地培养社会急需的人才。而职业教育要真正融入经济社会，必须创新人才培养模式。近年来，我们把探索工学结合人才培养模式，作为国家职教改革试验区的一项重要内容，始终抓住不放松。这一模式的推行，有效提升了毕业生的就业和创业能力，既解决了企业对实用技能人才的迫切需求，也为职业教育的发展提供了动力和后劲。实践表明，产教结合是职业教育的本质特征，但产教结合的内容和形式也不是一成不变的，应随着形势的发展不断赋予其新的内涵。现阶段，工学结合人才培养模式应成为职业教育改革的一个重要方向。
　　四是打造一支高素质的“双师型”队伍，是决定职业教育发展成败的关键。教师素质和技能的高低直接关系到职业教育的质量和水平，工学结合必须有足够数量和水平的“双师型”教师做保障。随着企业对技能型人才要求的提高，传统单一的知识型、理论型教师已越来越不能适应职业教育的发展，必须建立相应的制度，促进教师队伍向“双师型”转化。这些年天津职业教育之所以有所发展，关键一个因素在于“双师型”队伍建设抓得紧，支持教师发展的有关政策落实较为得力。实践表明，建立教师定期到企业实践制度，建立专业教师评聘双职称和职业资格制度等，都是加快“双师型”队伍建设行之有效的好办法。此外，企业中的能工巧匠和有经验的技术、管理人员，也应成为“双师型”师资来源的一个重要群体，他们可以给职业教育带来一线的新技术、新工艺，以及对从业人员素质的新要求。聘请他们担任兼职教师，不是弥补师资不足的权宜之计，而应成为一项必须长期坚持的人才战略。
　　五是加强人文素养和职业道德教育，是职业教育不可或缺的重要内容。人文教育对人的综合素质的形成，具有不可替代的作用。当前中国职业教育中，应特别注意两种极端倾向：一种是把职业教育办成普通教育“压缩版”，职业教育不“职业”；另一种是单纯强调“技能”，把职业训练与素质培养割裂开来。前者是我们已经意识到并致力于纠正的，而后者还没有引起我们足够关注。事实上，无论是普通教育还是职业教育，都不应忽视人文教育。职业教育强调技能培养，绝不是不要人文教育。在突出技能性和职业特色的同时，职业教育应当摒弃功利主义目标取向，把体现职业特色的人文教育列入整体规划，建立和完善职业人文素质的评价体系。只有把“就业”和“做人”统一起来，我们职业教育培养的人才不会是“工具人”和“单面人”。
　　女士们、先生们、朋友们，以上我从两方面介绍了天津职业教育情况，以及对发展职业教育的一些思考，请各位多多指教。
　　谢谢大家！
　　The Practice and Thoughts of Tianjin Vocational Education Model
　　Director of Tianjin Municipal Education Commission Jin Runcheng
　　Ladies and Gentlemen, friends,
　　Good afternoon. It is my great honor to have this opportunity to introduce the development of vocational education in Tianjin to you. Next, I will illustrate my opinion in accordance with the development practice of vocational education in Tianjin. Your advice will be appreciated.
　　Ⅰ.The basic approaches of developing of vocational education in Tianjin
　　Just as what vice Mayor Zhang Junfang has said in his speech, Tianjin vocational education has a deep acceleration of history. Early in the 1860’s, a number of schools of the modern style appeared with the starting of westernization movement. And the combination of work and study had become an important thought of establishing schools and industries at that time. In the 1950’s and 1960’s, our country established experimental units of “work-study program” in Tianjin and on the basis developed a strategic concept of two labor systems, two education system which made great influence across China. Since the reform and opening-up, especially during recent years, with the aim of employment, the market-oriented Tianjin vocational education has firmly grasped the opportunity of the developing and opening-up of Binhai new area and established state vocational education cooperating with ministry of education. It pays much attention to creating a new personnel training model and actively trains high-quality urgently-needed skilled workers to explore a road of vocational education of Tianjin characteristic.
　　1.      Stick to taking industries running schools as the main system.
　　In prior years, there were some disputes over industry education. At that time, industries and enterprises were undertaking reformation, so many people thought it would put further strain and affect the development if they continued to run vocational education. Under these circumstances through penetrating research, Tianjin municipal party committee and city government thought that running vocational education which relied on industries was helpful to the development of economic society and we should take a clear cut for it. In order to reduce the industry burden, the government decided that the school assets and personnel of original industries were still managed by the industries. Besides that, the accesses of original financial educational financial funs remained unchangeable and the amount will not be reduced. The educational administrative department only made overall plans and strengthened supervision. Experiences over the past few years have proved that this system not only stimulates the
　　activity of the industries and enterprises to run vocational education, stabilizes the faculty in schools but also maintains schooling characteristics that integrates vocational education and economic development and meet the requirement for skied workers of industrial upgrading and optimization. Enterprises and schools are mutually benefited. At present, at least 50 percent of secondary vocational schools and 85 percent of higher vocational colleges are run by industries, 94 percent of whose skilled workers come from vocational schools.
　　2.      Stick to optimizing vocational education resources.
　　With the object of improving the effectiveness of vocational education resources, according to the requirement of Tianjin city economic social development, we make our strategic adjustment to all kinds of vocational education with the thought of readjustment and reorganization breaking all the boundaries. Currently the number of secondary vocational schools has reduced to 134 and 26 higher vocational colleges have been readjusted and reorganized that completely change the situation of scattered allocation, small scale, bad conditions and low profit. On this basis in recent years we further promoted the development of vocational education towards large scale and intensification and have formed 10 trade and regional vocational education groups, forming a schooling union which are made up by several vocational schools and enterprises that possess independent legal personality and jointly shade activities of production, studying and research, with one vocational school at the core. Inside the group a brand- new pattern has formed: students qualifying, staff training and skill identification on merge with each other；school buildings, teachers, fund, facilities are applied as whole planning.
　　3.      Stick to highlighting the construction of the double competency teaching staff. Quality of teachers is always the key factor of vocational education. These years in order to accelerate that, Tianjin has taken the lead to carry out the system of appraising and appointing the second professional technical title among the professional teachers in the vocational schools. Many teachers, who are good at both theory and technical skills, are granted double titles. To ensure the combination of school teaching and production practice, we make the rules of double competency teaching staff training. On one hand it is regulated that the professional teachers must practice in the enterprise for at least 2 months a year and on the other hand the colleges must introduce a number of professional personnel from enterprises to teach in their schools. We also established a special fund to encourage the schools to send their newly recruited young teachers with master degree to the enterprises for training. At the same time hundreds of young core teachers are chosen to study for a professional master degree. We are strengthening the
　　construction of double competency teaching staff training base, stimulatingly, we specially founded two teacher quality training bases in Canada and German to choose and send core young teachers to accept the training abroad as pertinently and designedly, which will enhance the quality and skills of teachers.
　　4.      Stick to exploring the training model of the combination of work and study.
　　The personnel training is directly related with the fundamental issues of what kind of personnel to train and how to train. These years on the basis of deep research on traditional education model, considering the demands of Tianjin economic layout and market development, we focus on exploring the combination of work and study personnel training model under the background of new industrialization. Almost all the schools establish combination of production and teaching committees with relative enterprises and they research the problems in the cooperation between schools and enterprises regularly to substantially materialize the projects that should be built jointly. The schools also put emphasis on strengthening the practice instruction rules to guarantee the secondary, higher vocational school students separately have an internship of at least 1 year or half a year during their school time. The city government also carries out appropriate policies to encourage the enterprises to attend the administration of schools and build predictability training bases with schools.
　　Under the guidance of appropriate policies, some industries initiatively absorb the nearby enterprises of vocational schools as school base to form a schooling entity as a union of school and enterprise. As a result, many internship problems are solved. At present there are 680 training bases in the school and more than 1500 out of school in the whole city. The practice instruction links have taken up 40 percent to 50 percent of the total class hours. The system of double certificates is implemented. Meanwhile, many schools’ training bases have transformed into production type from consumption type. At the same time, the students will not only produce the qualified products but also receive their rewards.
　　5.      Stick to setting majors and courses according to economic development. Almost every school establish their corresponding steering committee to be sure of their courses set in accordance with the trend of economic development and they can continuously add new categories, technology and new skills. To match up with the construction of Binhai new area, we also establish ten urgently needed personnel training bases for them in vocational school centering on its leading industries. And these bases promote the connection of the industrial chain and skilled personnel in industrial field. At present, the pillar industries in Tianjin, have formed the main majors in corresponding vocational schools. The scale of students’ majoring in engineering has reached 50
　　percent, which almost satisfy the demands of Tianjin development. It also establish bases relying on cooperating enterprises, strengthen moral education in connection with vocational characteristics. It compiles textbooks at the leading edge and strengthens the practice instruction to improve students’ capacity. The operational mechanism has preliminarily formed, which is helpful to the integration of production and teaching, cooperation of schools and enterprises. It is also good to the combination of work and study. We have made rapid progress, however at the same time, there are still contradictions and problems in Tianjin vocational education. For example: the trend of discipline type education still exists; the link between academic and vocational qualification credentials is not close enough; the mechanism of combination of school and enterprise needs further perfection; some professional teachers don’t have enough knowledge about the new technology or their skills is not qualified. There is still a lot of work to do in the construction of vocational education reform trial places. For those problems we are adopting effective measures to solve them. I also hope to receive your advices and solutions.
　　Ⅱ.Some understandings
　　Through many years’ research, we have the following understandings to the development of vocational education.
　　First, vocational education is an important approach to develop human resources and plays an important role in national economy and social development. Among all kinds of education, vocational education has the most direct link with economy the closest link with enterprise. If the basis of talent training is education, then, the vocational education is the basis of the skilled workers and direct producer’s training. It is also the guaranty of rich human resources to enhance the urban competitiveness.  Our understanding is that the more developed the economy is, the more attention we should pay attention to the vocational education. We must deal with the relationship of ordinary education and vocational education.
　　The second international professional technical education conference of UNESCO told us in the report “vocational technology education and training: looking into the 21st century” that vocational education plays an important role in the new era and it will become an effective tool which will realize peaceful culture, good environment sustainable development, stability and unity of society, international citizens and so on. We think the judgment is precisely right. Tianjin is accelerating the pace forward an international port city, the north economic center a ecological city. Tianjin Binhai New Area is striving to become a door of China’s open-up, high-level modern manufacture, research and development transforming base, the north international shipping center and
　　international logistic center. All of those are indispensable for supporting role of vocational education. If the vocational education is not dealt with well, that will not only affect both the Tianjin enterprise completive and economic sustainable development, but also the improvement of citizen quality and social harmony. It is because the fundamental role of vocational education that we should develop it well with hyper normal enthusiasm and action.
　　Second, select the exact position of vocational education, which is the core of guaranty of the sound development. It is a primary question to train talents of which level We always think vocational education mainly is employment education but not entrance exams education and its development must bind with thriving economy, promoting employment and getting rid of poverty closely, but we should never ignore the demands of economic social development. It is important criterion of evaluating vocational education quality as well as the standard of measuring the transformation success whether the market needs the graduates, the economic society are satisfied with them or not. If our vocational education pays more attention on theory and knowledge but less on practice and skill, turning into compact version of ordinary education, the students we train will not adapt to the social commands smoothly and our education will definitely bog down. Therefore vocational schools must keep pace with economic society and precisely grasp with adjustment of economic structure and the new demand put forward by technological progress to the labor’s knowledge, skills and comprehensive quality. It must adjust the major structure and training methods in time to run the school that is required by the needs of economic social development. Only in this way can we promote a sound development of vocational education.
　　Third, to carry out the combination of work and study personal training model is the fundamental approach to promote vocational education to integrate with economic society. The vocational education can’t train the social urgently-needed workers unless it integrates with economic society deeply. But we must create a personnel training model. In recent years, we regard the research of combination of work and study training model as an important content of the state reform trail places and never neglect it. The pursuing of this model lifts the graduates’ capability of obtaining a job or startiong their own business. It not only satisfy the urgent demands of the enterprises for practical skilled talents but also provides motion and reserve strength to the development of vocational education. The practice shows that the combination of producing vocational education, however, its contents and forms are not invariable and will be given new dimensions as the development of situation. In the current period, the combination of work and study should become an important direction of vocational education
　　transformation.
　　Fourth, it is crucial to set up a first-class double competency teaching stuff which decides the success of education development. The quality and skills of teachers are directly related with the quality and levels of vocational education. The combination of work and study must have enough high-quality such teachers as indemnity. With the higher requirements of the enterprises for skilled talents, the traditional teachers who only know about knowledge and theory become less and less adaptable to the development of vocational education. So we must establish corresponding systems to promote the teachers conversion. The key factor promoting Tianjin’s vocational education development these years is that we pay much attention to the double competency teaching stuff and implement the relative policies which favor the teacher’s development. Practice shows that those are effective methods of accelerating such construction to send teacher to practice in the enterprises regularly and appraise and appoint double titles and professional qualities. Furthermore, the skilled craftsman, experienced technical and managing staff also should be an important group of the resources of double competency teaching staff. They can bring about first level new technology, new craftship and new requirements for the future workers. It’s not an expedient measure to employ them as part-time teacher, but a long standing talent strategy.
　　Fifth, it is an indispensable content to strengthen humanities and professional moral education. Humanities education plays an irreplaceable role in the formation of personnel comprehensive quality. Two extreme trend in current china should be paid attention to: one is to change the vocational education into the compact version of ordinary education which makes it unprofessional; the other is to only emphasize on skills and separate it from quality training. For the former, we have realized it and committed to correcting. But we often neglected the later one. In fact, we should not neglect humanities education no matter we adopt vocational education or professional one. Vocational education stresses on skills and vocational characteristics. However, it should not neglect humanities education. Currently with stress on skills and vocational characteristics, it should deny utilitarianism target orientation and put the humanities education reflecting vocational characteristics into the comprehensive planning to establish and perfect the valuation of the humanities quality. Only if we integrate the employment with how to be a noble man, the talents we train will not be “tool man” or “one-dimensional man”
　　Ladies and gentlemen and friends, I have introduced Tianjin vocational education and some understandings about it from two aspects above. And your comments would be appreciated.
　　Thank you.