Studty On Risk Management Of Two-Certificate Project Of Adult Education In G University

With the rapid economic restructuring, transformation and upgrading, the demand of economic construction and social development for skilled talents is soaring. However, the skilled talents from vocational schools and the vocational sector of higher education are still in short. Therefore, it’s a bold move for regular institutes of higher learning to work out a creative mode of school-running through applying two-certificate education in their adult education sector by referring to some successful modes of talent cultivation in vocational education, which may help solve two major problems in their adult education--quality and enrollment, thus putting reform of adult education on the right way of sustainable development. However, after the warmly-welcome and rapidly-developed stage at the beginning of many two-certificate projects in some institutes, the management are now agitated by problems arising from the operation of their two-certificate projects such as the risk identification, risk assessment and risk control strategy. It’s a significant issue with value in both theory and practice in our endeavor to achieve the healthy and sustainable development of the two-certificate projects. This article studies and analyses the history and current situation of two-certificate project of adult education in G university with the attempt to explore the major problems in their development using theory and methods of risk management. On the basis of his analysis, the author applies risk identification and risk assessment to the two-certificate project of adult education in G University. In conclusion, the author put forward some countermeasures to control the risk, from enhancing the position and function of two-certificate education program in local higher education system, from scientific and rational setting of professional courses based on the demand of job market, from strengthening the teaching management of two-certificate education program, from improving the teaching quality and social influence of two-certificate education, from establishing and improving the operation and supervision management mechanism of two-certificate education. The author hopes that this article can provide some further guidance to the two-certificate project of adult education in G university and serve as reference to other institutes of higher education as well.