Research On Talent Training Mode Of High-level Apprenticeship

The high-level apprenticeship system is an educational system designed to cultivate high-quality engineering and technology talents at the undergraduate training level.It involves a collaborative effort between schools and enterprises for recruitment,development of talent training programs,formulation of curriculum standards,implementation of training,building of faculty teams,and conducting evaluation and assessment.This system represents an upward extension of the modern apprenticeship system in terms of training level.As the economic development mode changes and industrial structure optimization and upgrading take place,the national demand for high-level technical skill talents has increased.In order to foster the development of high-level talents through deep school-enterprise cooperation and enhance the practical application abilities of students,Liaoning Province has taken the initiative to select eight majors in three applied universities to launch a pilot high-level apprenticeship system.Drawing on talent classification theory,education classification theory,contextual learning theory,quality iceberg theory,and stakeholder theory,the highlevel apprenticeship talent cultivation model is characterized by the following features: a focus on cultivating high-quality engineering and technology talents,deep school-enterprise cooperation and collaborative training,the establishment of "double tutor" teams comprising both professional and teaching experts,and multi-stakeholder evaluation involving participation from various parties.In this study utilized Nvivo12 qualitative analysis software to examine the common features of talent training programs across eight pilot highlevel apprenticeship majors.Subsequently,two of the pilot majors were selected as examples,and their talent training programs were compared with those of regular majors,allowing us to analyze any discrepancies and determine whether the talent training programs of the pilot majors truly embody the principles of the "apprenticeship system".By analyzing these differences,we aimed to gauge whether the talent training programs of the pilot majors are able to fully capture the essence of the "apprenticeship" concept.Subsequently,we employed semi-structured interviews to gather data from a range of stakeholders,including teachers,enterprise instructors,school and enterprise managers,and students from the pilot majors.This allowed us to analyze the current state of the pilot majors’ talent cultivation model across four key dimensions: cultivation objectives,cultivation process,teacher selection,and assessment and evaluation.The talent training programs of the pilot majors are formulated through joint discussions between enterprise experts,teachers,and school graduates,with consideration given to industry labor needs.However,the procedures for developing such programs lack standardization.Schools and enterprises can adopt a collaborative "dual-subject" education approach to cultivate talent,but the proportion of enterprise course modules remains low,and there is a lack of effective communication mechanisms between schools and enterprises.The teaching team comprises on-campus teachers and corporate mentors,but clear criteria for selecting "dual mentors" are lacking,and the teacher training system needs improvement.Both school and enterprise teachers participate in the academic evaluation of students,but individual student evaluations and third-party evaluations are still lacking.In light of our findings,proposes several optimization strategies for the high-level apprenticeship talent cultivation model in Liaoning Province.Firstly,the guiding principles of talent cultivation programs should be clarified,and standardized procedures should be established for formulating such programs.Secondly,an enterprise curriculum system should be established,with a focus on improving both the quantity and quality of enterprise course modules.Thirdly,the role of the main actors in school-enterprise cooperation should be enhanced,and communication mechanisms should be improved.Fourthly,clear criteria for selecting and recruiting "double tutors" should be established,and the teacher training system should be improved accordingly.Finally,enriching the types of student assessment and evaluation,and increasing the participation of multiple parties in the evaluation process can improve the quality of talent training in the high-level apprenticeship system.