黨(dang)(dang)的(de)(de)(de)二十(shi)大后，黨(dang)(dang)中央和國(guo)務院(yuan)(yuan)為(wei)了(le)促進職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)高(gao)質(zhi)量發(fa)(fa)展(zhan)(zhan)(zhan)，專門制定和出臺(tai)了(le)職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)改(gai)革(ge)(ge)指導性文件《關于深化(hua)(hua)現(xian)代職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)體(ti)(ti)(ti)(ti)系(xi)(xi)建設改(gai)革(ge)(ge)的(de)(de)(de)意見》，此文件強(qiang)調(diao)了(le)職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)改(gai)革(ge)(ge)發(fa)(fa)展(zhan)(zhan)(zhan)要與行(xing)業(ye)(ye)進步、產業(ye)(ye)轉(zhuan)型(xing)升(sheng)級和區域(yu)經濟社會發(fa)(fa)展(zhan)(zhan)(zhan)實(shi)現(xian)有效(xiao)結合(he)，提出以“一(yi)(yi)體(ti)(ti)(ti)(ti)兩(liang)翼”模式加快現(xian)代職(zhi)(zhi)(zhi)(zhi)(zhi)教(jiao)(jiao)(jiao)(jiao)(jiao)體(ti)(ti)(ti)(ti)系(xi)(xi)建設，鼓勵積極探(tan)索省域(yu)現(xian)代職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)體(ti)(ti)(ti)(ti)系(xi)(xi)建設新(xin)模式，逐步形成(cheng)職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)發(fa)(fa)展(zhan)(zhan)(zhan)的(de)(de)(de)“一(yi)(yi)體(ti)(ti)(ti)(ti)”；以構(gou)建市域(yu)產教(jiao)(jiao)(jiao)(jiao)(jiao)聯(lian)合(he)體(ti)(ti)(ti)(ti)和行(xing)業(ye)(ye)產教(jiao)(jiao)(jiao)(jiao)(jiao)融合(he)共同(tong)體(ti)(ti)(ti)(ti)為(wei)載體(ti)(ti)(ti)(ti)，構(gou)筑(zhu)職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)改(gai)革(ge)(ge)發(fa)(fa)展(zhan)(zhan)(zhan)的(de)(de)(de)“兩(liang)翼”。國(guo)家實(shi)施(shi)“一(yi)(yi)體(ti)(ti)(ti)(ti)兩(liang)翼”職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)發(fa)(fa)展(zhan)(zhan)(zhan)策(ce)略的(de)(de)(de)目的(de)(de)(de)是(shi)按照中國(guo)式現(xian)代化(hua)(hua)建設要求，打破和重構(gou)職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)體(ti)(ti)(ti)(ti)系(xi)(xi)的(de)(de)(de)邊界(jie)和主體(ti)(ti)(ti)(ti)結構(gou)框(kuang)架，充分發(fa)(fa)揮龍頭(tou)企(qi)業(ye)(ye)、高(gao)水平高(gao)校(xiao)(xiao)(xiao)、職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)學校(xiao)(xiao)(xiao)和科研(yan)機構(gou)的(de)(de)(de)優勢作(zuo)用，優化(hua)(hua)職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)內部資源(yuan)配置效(xiao)能，使職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)學校(xiao)(xiao)(xiao)與校(xiao)(xiao)(xiao)外社會聯(lian)系(xi)(xi)得到進一(yi)(yi)步強(qiang)化(hua)(hua)。高(gao)職(zhi)(zhi)(zhi)(zhi)(zhi)院(yuan)(yuan)校(xiao)(xiao)(xiao)是(shi)職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)系(xi)(xi)統中的(de)(de)(de)重要組(zu)成(cheng)部分，其(qi)在“一(yi)(yi)體(ti)(ti)(ti)(ti)兩(liang)翼”職(zhi)(zhi)(zhi)(zhi)(zhi)教(jiao)(jiao)(jiao)(jiao)(jiao)改(gai)革(ge)(ge)中發(fa)(fa)揮著不(bu)可(ke)替(ti)代的(de)(de)(de)作(zuo)用。高(gao)職(zhi)(zhi)(zhi)(zhi)(zhi)院(yuan)(yuan)校(xiao)(xiao)(xiao)助力(li)職(zhi)(zhi)(zhi)(zhi)(zhi)教(jiao)(jiao)(jiao)(jiao)(jiao)“一(yi)(yi)體(ti)(ti)(ti)(ti)兩(liang)翼”高(gao)質(zhi)量發(fa)(fa)展(zhan)(zhan)(zhan)是(shi)新(xin)時代現(xian)代職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)體(ti)(ti)(ti)(ti)系(xi)(xi)建設改(gai)革(ge)(ge)的(de)(de)(de)必然選擇，也是(shi)實(shi)現(xian)高(gao)等(deng)職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)與區域(yu)經濟社會發(fa)(fa)展(zhan)(zhan)(zhan)和產業(ye)(ye)轉(zhuan)型(xing)升(sheng)級緊密融合(he)的(de)(de)(de)實(shi)踐路(lu)徑(jing)。
職(zhi)業教(jiao)育“一(yi)體兩(liang)翼”發展(zhan)圍繞省域(yu)(yu)、市域(yu)(yu)和(he)行業三個層面而展(zhan)開，高職(zhi)院校助力職(zhi)教(jiao)“一(yi)體兩(liang)翼”發展(zhan)，要(yao)針(zhen)對省域(yu)(yu)、市域(yu)(yu)和(he)行業存在的問題(ti)，采取針(zhen)對性(xing)舉措，以(yi)提升高職(zhi)院校助力職(zhi)教(jiao)“一(yi)體兩(liang)翼”發展(zhan)的效(xiao)能。
一、立足省域發展，開展針對性(xing)專業(ye)人(ren)才培(pei)養(yang)
1.開展靈活性和差(cha)異化人才培(pei)養
我國(guo)省(sheng)域(yu)(yu)經(jing)濟發(fa)(fa)(fa)展(zhan)(zhan)(zhan)水平不同(tong)，造成省(sheng)域(yu)(yu)職(zhi)業(ye)教(jiao)(jiao)育(yu)(yu)(yu)(yu)發(fa)(fa)(fa)展(zhan)(zhan)(zhan)存在不同(tong)程度(du)(du)的(de)差異性。高(gao)(gao)職(zhi)院校(xiao)(xiao)助(zhu)(zhu)力省(sheng)域(yu)(yu)現(xian)(xian)代職(zhi)業(ye)教(jiao)(jiao)育(yu)(yu)(yu)(yu)體(ti)系(xi)建(jian)設(she)(she)(she)不能采取固化模式(shi)，要允許人(ren)才(cai)(cai)(cai)培(pei)養(yang)模式(shi)存在差異。高(gao)(gao)職(zhi)院校(xiao)(xiao)助(zhu)(zhu)力省(sheng)域(yu)(yu)現(xian)(xian)代職(zhi)業(ye)教(jiao)(jiao)育(yu)(yu)(yu)(yu)體(ti)系(xi)建(jian)設(she)(she)(she)的(de)前提，是政府和社會(hui)要尊重(zhong)和承認高(gao)(gao)職(zhi)人(ren)才(cai)(cai)(cai)存在差異性。率先達到(dao)“高(gao)(gao)質(zhi)量(liang)(liang)”發(fa)(fa)(fa)展(zhan)(zhan)(zhan)水平標準的(de)高(gao)(gao)職(zhi)院校(xiao)(xiao)，可以(yi)超越省(sheng)域(yu)(yu)設(she)(she)(she)定(ding)的(de)職(zhi)業(ye)教(jiao)(jiao)育(yu)(yu)(yu)(yu)發(fa)(fa)(fa)展(zhan)(zhan)(zhan)目標，積極探索與區域(yu)(yu)經(jing)濟社會(hui)高(gao)(gao)質(zhi)量(liang)(liang)發(fa)(fa)(fa)展(zhan)(zhan)(zhan)相(xiang)適應的(de)人(ren)才(cai)(cai)(cai)培(pei)養(yang)新模式(shi)，不斷積累(lei)省(sheng)域(yu)(yu)現(xian)(xian)代職(zhi)業(ye)教(jiao)(jiao)育(yu)(yu)(yu)(yu)體(ti)系(xi)建(jian)設(she)(she)(she)的(de)“樣板(ban)”。發(fa)(fa)(fa)展(zhan)(zhan)(zhan)水平較高(gao)(gao)的(de)高(gao)(gao)職(zhi)院校(xiao)(xiao)應該以(yi)“高(gao)(gao)質(zhi)量(liang)(liang)”為(wei)(wei)標準，加(jia)快發(fa)(fa)(fa)展(zhan)(zhan)(zhan)速度(du)(du)，提高(gao)(gao)人(ren)才(cai)(cai)(cai)培(pei)養(yang)質(zhi)量(liang)(liang)，給其他高(gao)(gao)職(zhi)院校(xiao)(xiao)人(ren)才(cai)(cai)(cai)培(pei)養(yang)改革提供有價值的(de)范例。高(gao)(gao)職(zhi)院校(xiao)(xiao)還(huan)要注(zhu)重(zhong)特色建(jian)設(she)(she)(she)，不斷完善人(ren)才(cai)(cai)(cai)培(pei)養(yang)質(zhi)量(liang)(liang)內部保障(zhang)體(ti)系(xi)，為(wei)(wei)省(sheng)域(yu)(yu)現(xian)(xian)代職(zhi)業(ye)教(jiao)(jiao)育(yu)(yu)(yu)(yu)體(ti)系(xi)建(jian)設(she)(she)(she)提供強有力支撐(cheng)。暫(zan)處(chu)于低水平發(fa)(fa)(fa)展(zhan)(zhan)(zhan)的(de)高(gao)(gao)職(zhi)院校(xiao)(xiao)應對(dui)標省(sheng)域(yu)(yu)現(xian)(xian)代職(zhi)業(ye)教(jiao)(jiao)育(yu)(yu)(yu)(yu)體(ti)系(xi)建(jian)設(she)(she)(she)要求，積極主動彌補人(ren)才(cai)(cai)(cai)培(pei)養(yang)“短板(ban)”，注(zhu)重(zhong)人(ren)才(cai)(cai)(cai)培(pei)養(yang)質(zhi)量(liang)(liang)，為(wei)(wei)高(gao)(gao)質(zhi)量(liang)(liang)省(sheng)域(yu)(yu)現(xian)(xian)代職(zhi)業(ye)教(jiao)(jiao)育(yu)(yu)(yu)(yu)體(ti)系(xi)建(jian)設(she)(she)(she)筑(zhu)牢(lao)基礎。
2.探索以人(ren)為本的個性(xing)化高職人(ren)才培養模式
黨(dang)的(de)十八大以來(lai)，黨(dang)和政府高(gao)(gao)(gao)度重視職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)教育(yu)發展(zhan)(zhan)，將其(qi)放在經濟社(she)會(hui)發展(zhan)(zhan)的(de)重要(yao)位(wei)置。“辦好人民滿意(yi)的(de)教育(yu)”是黨(dang)的(de)二十大對(dui)(dui)教育(yu)發展(zhan)(zhan)的(de)新要(yao)求(qiu)(qiu)，以人民為(wei)中心是省域(yu)現代職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)教育(yu)體(ti)(ti)系(xi)建(jian)設(she)的(de)首要(yao)原則。在新的(de)發展(zhan)(zhan)階段，為(wei)了更好地滿足人民群眾對(dui)(dui)多(duo)元(yuan)化和個性化職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)教育(yu)的(de)需(xu)(xu)求(qiu)(qiu)，高(gao)(gao)(gao)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)院(yuan)校應根據(ju)學(xue)(xue)(xue)習(xi)(xi)(xi)者對(dui)(dui)優(you)質職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)教育(yu)和技(ji)術技(ji)能培訓的(de)需(xu)(xu)求(qiu)(qiu)，積極構建(jian)靈活(huo)多(duo)樣(yang)的(de)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)教育(yu)終身學(xue)(xue)(xue)習(xi)(xi)(xi)課程體(ti)(ti)系(xi)。根據(ju)省域(yu)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)教育(yu)發展(zhan)(zhan)現狀，高(gao)(gao)(gao)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)院(yuan)校要(yao)積極拓展(zhan)(zhan)和探索(suo)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)本科人才培養(yang)渠道和模式，全力配合省域(yu)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)教高(gao)(gao)(gao)考改(gai)革(ge)與探索(suo)，為(wei)省域(yu)考生(sheng)提供多(duo)樣(yang)化的(de)升學(xue)(xue)(xue)選(xuan)擇(ze)和機會(hui)。高(gao)(gao)(gao)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)院(yuan)校要(yao)幫助不同(tong)學(xue)(xue)(xue)習(xi)(xi)(xi)階段的(de)高(gao)(gao)(gao)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)學(xue)(xue)(xue)生(sheng)獲(huo)(huo)得(de)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)崗位(wei)所需(xu)(xu)要(yao)的(de)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)技(ji)能，為(wei)他(ta)們能夠(gou)獲(huo)(huo)取滿意(yi)工作創造條件。同(tong)時，高(gao)(gao)(gao)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)院(yuan)校還要(yao)關注(zhu)學(xue)(xue)(xue)生(sheng)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)生(sheng)涯(ya)發展(zhan)(zhan)和未來(lai)崗位(wei)轉(zhuan)換的(de)需(xu)(xu)求(qiu)(qiu)，培養(yang)學(xue)(xue)(xue)生(sheng)終身學(xue)(xue)(xue)習(xi)(xi)(xi)新技(ji)術和新技(ji)能的(de)基礎能力。此(ci)外，高(gao)(gao)(gao)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)院(yuan)校還要(yao)適時探索(suo)包容性和個性化教學(xue)(xue)(xue)模式，滿足不同(tong)層次學(xue)(xue)(xue)習(xi)(xi)(xi)者對(dui)(dui)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)技(ji)能的(de)學(xue)(xue)(xue)習(xi)(xi)(xi)需(xu)(xu)求(qiu)(qiu)，賦能技(ji)能型社(she)會(hui)建(jian)設(she)。
3.保持高(gao)職教育的獨立性(xing)和(he)開(kai)放性(xing)
我國(guo)對職(zhi)業教育采(cai)取政府統籌、分級(ji)管(guan)理和地(di)方為主的(de)(de)管(guan)理模式，省(sheng)(sheng)級(ji)地(di)方人(ren)民政府是高(gao)職(zhi)院(yuan)(yuan)(yuan)校(xiao)的(de)(de)重要(yao)(yao)舉(ju)辦(ban)者，能夠依法審(shen)批高(gao)職(zhi)高(gao)專和中等(deng)職(zhi)業學校(xiao)的(de)(de)設置，將高(gao)等(deng)職(zhi)業教育納入省(sheng)(sheng)級(ji)經濟社會(hui)發(fa)展(zhan)(zhan)規(gui)劃(hua)，使高(gao)職(zhi)院(yuan)(yuan)(yuan)校(xiao)助力產業轉型(xing)升(sheng)級(ji)。省(sheng)(sheng)域(yu)現代職(zhi)業教育體系建(jian)設要(yao)(yao)與國(guo)家職(zhi)業教育發(fa)展(zhan)(zhan)規(gui)劃(hua)緊密結(jie)合，省(sheng)(sheng)域(yu)高(gao)職(zhi)院(yuan)(yuan)(yuan)校(xiao)發(fa)展(zhan)(zhan)要(yao)(yao)打破(po)省(sheng)(sheng)界，積(ji)極(ji)助力國(guo)家整體發(fa)展(zhan)(zhan)。高(gao)職(zhi)院(yuan)(yuan)(yuan)校(xiao)應積(ji)極(ji)融(rong)入國(guo)家對外開放戰略，利用省(sheng)(sheng)域(yu)地(di)緣優勢，拓(tuo)展(zhan)(zhan)不同(tong)地(di)域(yu)之(zhi)間高(gao)職(zhi)院(yuan)(yuan)(yuan)校(xiao)交流合作的(de)(de)新途(tu)徑。
二、多維度建(jian)設市域(yu)產教聯合體，創設高職教育發展新平臺
1.發揮外在設計的(de)內源(yuan)激勵(li)功(gong)能
市(shi)(shi)(shi)域(yu)產(chan)(chan)教(jiao)(jiao)(jiao)聯(lian)(lian)合(he)(he)(he)體(ti)(ti)(ti)是一項處于探索(suo)階段的(de)(de)(de)職(zhi)(zhi)業教(jiao)(jiao)(jiao)育發(fa)展模式，沒有(you)成熟模式可以(yi)借鑒。市(shi)(shi)(shi)域(yu)產(chan)(chan)教(jiao)(jiao)(jiao)聯(lian)(lian)合(he)(he)(he)體(ti)(ti)(ti)是聯(lian)(lian)合(he)(he)(he)性(xing)(xing)(xing)的(de)(de)(de)合(he)(he)(he)作組(zu)(zu)織(zhi)，關(guan)系(xi)到(dao)多元化主(zhu)體(ti)(ti)(ti)和(he)領域(yu)，具(ju)有(you)復雜(za)性(xing)(xing)(xing)特點(dian)。參與(yu)市(shi)(shi)(shi)域(yu)產(chan)(chan)教(jiao)(jiao)(jiao)聯(lian)(lian)合(he)(he)(he)體(ti)(ti)(ti)建(jian)(jian)(jian)設的(de)(de)(de)多方(fang)(fang)(fang)主(zhu)體(ti)(ti)(ti)利(li)益訴(su)求(qiu)不同，造成市(shi)(shi)(shi)域(yu)產(chan)(chan)教(jiao)(jiao)(jiao)聯(lian)(lian)合(he)(he)(he)體(ti)(ti)(ti)發(fa)展具(ju)有(you)不確定性(xing)(xing)(xing)。市(shi)(shi)(shi)域(yu)產(chan)(chan)教(jiao)(jiao)(jiao)聯(lian)(lian)合(he)(he)(he)體(ti)(ti)(ti)頂層設計要(yao)顧及多元化主(zhu)體(ti)(ti)(ti)合(he)(he)(he)理利(li)益訴(su)求(qiu)，要(yao)注重發(fa)揮(hui)參與(yu)各方(fang)(fang)(fang)的(de)(de)(de)主(zhu)觀(guan)能動(dong)(dong)性(xing)(xing)(xing)，激發(fa)他們(men)內在源(yuan)動(dong)(dong)力(li)。高職(zhi)(zhi)院(yuan)(yuan)校要(yao)將市(shi)(shi)(shi)域(yu)產(chan)(chan)教(jiao)(jiao)(jiao)聯(lian)(lian)合(he)(he)(he)體(ti)(ti)(ti)理解(jie)為(wei)任務(wu)型組(zu)(zu)織(zhi)、動(dong)(dong)態發(fa)展過程和(he)可變化實體(ti)(ti)(ti)。高職(zhi)(zhi)院(yuan)(yuan)校參與(yu)市(shi)(shi)(shi)域(yu)產(chan)(chan)教(jiao)(jiao)(jiao)聯(lian)(lian)合(he)(he)(he)體(ti)(ti)(ti)建(jian)(jian)(jian)設應(ying)該(gai)立足戰略目標(biao)，結合(he)(he)(he)職(zhi)(zhi)業教(jiao)(jiao)(jiao)育客觀(guan)實際，制訂有(you)針對性(xing)(xing)(xing)和(he)情景化的(de)(de)(de)人才培養行(xing)動(dong)(dong)方(fang)(fang)(fang)案。在市(shi)(shi)(shi)域(yu)產(chan)(chan)教(jiao)(jiao)(jiao)聯(lian)(lian)合(he)(he)(he)體(ti)(ti)(ti)建(jian)(jian)(jian)設中，高職(zhi)(zhi)院(yuan)(yuan)校要(yao)提升對邊界的(de)(de)(de)認(ren)識，以(yi)保持自(zi)身參與(yu)市(shi)(shi)(shi)域(yu)產(chan)(chan)教(jiao)(jiao)(jiao)聯(lian)(lian)合(he)(he)(he)體(ti)(ti)(ti)建(jian)(jian)(jian)設的(de)(de)(de)活(huo)力(li)和(he)開放性(xing)(xing)(xing)。高職(zhi)(zhi)院(yuan)(yuan)校要(yao)積(ji)極主(zhu)動(dong)(dong)選擇具(ju)有(you)相(xiang)似價值追求(qiu)的(de)(de)(de)主(zhu)體(ti)(ti)(ti)合(he)(he)(he)作開展人才培養，并在它們(men)之間保持能量和(he)信息(xi)的(de)(de)(de)互(hu)換，以(yi)價值共識為(wei)原則形成有(you)意義的(de)(de)(de)育人資源(yuan)互(hu)動(dong)(dong)關(guan)聯(lian)(lian)，促(cu)進市(shi)(shi)(shi)域(yu)產(chan)(chan)教(jiao)(jiao)(jiao)聯(lian)(lian)合(he)(he)(he)體(ti)(ti)(ti)高質(zhi)量建(jian)(jian)(jian)設，積(ji)累市(shi)(shi)(shi)域(yu)產(chan)(chan)教(jiao)(jiao)(jiao)聯(lian)(lian)合(he)(he)(he)體(ti)(ti)(ti)建(jian)(jian)(jian)設的(de)(de)(de)有(you)益經驗。
2.打造多(duo)元互動(dong)政府組(zu)織角(jiao)色
政府組(zu)(zu)(zu)織(zhi)(zhi)是(shi)市(shi)域(yu)(yu)產教聯(lian)(lian)(lian)合(he)(he)(he)(he)體(ti)建(jian)(jian)設(she)(she)的(de)(de)重要主體(ti)。在(zai)市(shi)域(yu)(yu)產教聯(lian)(lian)(lian)合(he)(he)(he)(he)體(ti)建(jian)(jian)設(she)(she)中，要重新認(ren)識(shi)和(he)(he)(he)(he)定位政府組(zu)(zu)(zu)織(zhi)(zhi)的(de)(de)功能(neng)(neng)和(he)(he)(he)(he)角(jiao)色。在(zai)協同育人背景下，政府組(zu)(zu)(zu)織(zhi)(zhi)不(bu)能(neng)(neng)大(da)包大(da)攬職(zhi)(zhi)業(ye)教育改革發(fa)(fa)展事宜，政府組(zu)(zu)(zu)織(zhi)(zhi)應(ying)(ying)該成為(wei)市(shi)域(yu)(yu)產教聯(lian)(lian)(lian)合(he)(he)(he)(he)體(ti)建(jian)(jian)設(she)(she)的(de)(de)主持人和(he)(he)(he)(he)召(zhao)集者，而市(shi)域(yu)(yu)產教聯(lian)(lian)(lian)合(he)(he)(he)(he)體(ti)建(jian)(jian)設(she)(she)具體(ti)工(gong)作(zuo)應(ying)(ying)由非營利(li)(li)(li)性組(zu)(zu)(zu)織(zhi)(zhi)和(he)(he)(he)(he)企業(ye)負責設(she)(she)計，并(bing)以設(she)(she)計為(wei)藍本開展聯(lian)(lian)(lian)合(he)(he)(he)(he)行動。在(zai)市(shi)域(yu)(yu)產教聯(lian)(lian)(lian)合(he)(he)(he)(he)體(ti)建(jian)(jian)設(she)(she)中，要科學(xue)認(ren)識(shi)非營利(li)(li)(li)性組(zu)(zu)(zu)織(zhi)(zhi)的(de)(de)獨特地位和(he)(he)(he)(he)作(zuo)用，政府應(ying)(ying)該將(jiang)其(qi)作(zuo)為(wei)第三部門，讓其(qi)作(zuo)為(wei)社(she)(she)(she)會(hui)中介，充分(fen)履(lv)行社(she)(she)(she)會(hui)事務(wu)管理和(he)(he)(he)(he)社(she)(she)(she)會(hui)服(fu)務(wu)義務(wu)，這將(jiang)有(you)助于公(gong)(gong)共秩(zhi)序建(jian)(jian)立和(he)(he)(he)(he)維(wei)護社(she)(she)(she)會(hui)公(gong)(gong)平。市(shi)域(yu)(yu)產教聯(lian)(lian)(lian)合(he)(he)(he)(he)體(ti)的(de)(de)合(he)(he)(he)(he)作(zuo)式組(zu)(zu)(zu)織(zhi)(zhi)的(de)(de)特征，意味(wei)著(zhu)應(ying)(ying)該積(ji)極發(fa)(fa)揮非營利(li)(li)(li)性組(zu)(zu)(zu)織(zhi)(zhi)的(de)(de)靈(ling)活(huo)性和(he)(he)(he)(he)動態韌(ren)性功能(neng)(neng)，并(bing)將(jiang)其(qi)治理效(xiao)能(neng)(neng)發(fa)(fa)揮到最(zui)大(da)化(hua)。非營利(li)(li)(li)性組(zu)(zu)(zu)織(zhi)(zhi)具有(you)液態化(hua)和(he)(he)(he)(he)彈性化(hua)的(de)(de)組(zu)(zu)(zu)織(zhi)(zhi)形式，能(neng)(neng)夠很好地融入高職(zhi)(zhi)院校(xiao)人才培(pei)養(yang)(yang)工(gong)作(zuo)，因(yin)此，政府應(ying)(ying)當引導(dao)非營利(li)(li)(li)性組(zu)(zu)(zu)織(zhi)(zhi)在(zai)市(shi)域(yu)(yu)產教聯(lian)(lian)(lian)合(he)(he)(he)(he)體(ti)建(jian)(jian)設(she)(she)中發(fa)(fa)揮專業(ye)化(hua)效(xiao)能(neng)(neng)，并(bing)最(zui)大(da)程度降(jiang)低(di)基于權威性的(de)(de)行政性組(zu)(zu)(zu)織(zhi)(zhi)對(dui)高職(zhi)(zhi)院校(xiao)人才培(pei)養(yang)(yang)工(gong)作(zuo)的(de)(de)影響和(he)(he)(he)(he)制(zhi)約。
3.構(gou)建(jian)高度信任機(ji)制
當(dang)前，關(guan)于(yu)職(zhi)業教(jiao)育(yu)改(gai)革發展(zhan)的(de)舉措非常(chang)多(duo)，然而(er)成(cheng)效卻不(bu)盡如(ru)人意，參(can)與(yu)(yu)主(zhu)體(ti)(ti)缺(que)乏信(xin)任(ren)(ren)是(shi)導致(zhi)這種現象發生的(de)主(zhu)要原因(yin)。市(shi)域(yu)產教(jiao)聯合(he)體(ti)(ti)建(jian)(jian)設源于(yu)合(he)作(zuo)(zuo)社會和合(he)作(zuo)(zuo)治理(li)模(mo)式(shi)，其內在機理(li)是(shi)以合(he)作(zuo)(zuo)模(mo)式(shi)構建(jian)(jian)基于(yu)信(xin)任(ren)(ren)的(de)產教(jiao)聯合(he)體(ti)(ti)。一(yi)方面，市(shi)域(yu)產教(jiao)聯合(he)體(ti)(ti)參(can)與(yu)(yu)者要對改(gai)革充(chong)滿(man)信(xin)心，這是(shi)面對改(gai)革曲折保(bao)持定力的(de)基礎。高(gao)職(zhi)院(yuan)校要將市(shi)域(yu)產教(jiao)聯合(he)體(ti)(ti)建(jian)(jian)設作(zuo)(zuo)為(wei)一(yi)項(xiang)內在任(ren)(ren)務，并(bing)發揮(hui)人才培(pei)養優勢(shi)，以確保(bao)聯合(he)體(ti)(ti)建(jian)(jian)設能夠取得成(cheng)效。另一(yi)方面，高(gao)職(zhi)院(yuan)校與(yu)(yu)其他參(can)與(yu)(yu)者要保(bao)持相(xiang)互(hu)信(xin)任(ren)(ren)的(de)心態，以價值信(xin)任(ren)(ren)為(wei)基礎高(gao)質(zhi)量(liang)(liang)推進(jin)和保(bao)障(zhang)產教(jiao)聯合(he)體(ti)(ti)建(jian)(jian)設，因(yin)此(ci)，高(gao)職(zhi)院(yuan)校在參(can)與(yu)(yu)市(shi)域(yu)產教(jiao)聯合(he)體(ti)(ti)建(jian)(jian)設中要充(chong)分(fen)信(xin)任(ren)(ren)合(he)作(zuo)(zuo)伙伴，以此(ci)獲(huo)得人才培(pei)養的(de)外部力量(liang)(liang)支持。
三、多方協同發力，全方位推進行業產教(jiao)融合共同體(ti)建設
1.加快職教集(ji)團雙向(xiang)轉(zhuan)軌
職(zhi)(zhi)教(jiao)(jiao)集團是職(zhi)(zhi)業(ye)(ye)(ye)學校(xiao)(xiao)(xiao)和(he)企(qi)業(ye)(ye)(ye)實(shi)體(ti)(ti)為了適應當(dang)時(shi)經(jing)濟社會發(fa)展(zhan)(zhan)(zhan)(zhan)需要(yao)而自(zi)行成立(li)的(de)(de)(de)產(chan)教(jiao)(jiao)融(rong)(rong)合(he)組織，其在推進職(zhi)(zhi)業(ye)(ye)(ye)教(jiao)(jiao)育(yu)改(gai)革過程(cheng)中(zhong)，發(fa)揮(hui)了一定的(de)(de)(de)積極作(zuo)(zuo)用(yong)。隨著經(jing)濟發(fa)展(zhan)(zhan)(zhan)(zhan)形勢(shi)變化，職(zhi)(zhi)業(ye)(ye)(ye)教(jiao)(jiao)育(yu)改(gai)革發(fa)展(zhan)(zhan)(zhan)(zhan)呈現出(chu)新(xin)特點。為了滿足(zu)經(jing)濟社會發(fa)展(zhan)(zhan)(zhan)(zhan)新(xin)需要(yao)，職(zhi)(zhi)教(jiao)(jiao)集團有必要(yao)進行轉軌升級，與(yu)職(zhi)(zhi)教(jiao)(jiao)“一體(ti)(ti)兩翼(yi)”發(fa)展(zhan)(zhan)(zhan)(zhan)格(ge)局實(shi)現無縫對(dui)(dui)接。首(shou)先，要(yao)強化企(qi)業(ye)(ye)(ye)主體(ti)(ti)作(zuo)(zuo)用(yong)，激發(fa)企(qi)業(ye)(ye)(ye)和(he)高(gao)職(zhi)(zhi)院校(xiao)(xiao)(xiao)協同(tong)育(yu)人的(de)(de)(de)內(nei)在積極性，政府要(yao)注重(zhong)引導職(zhi)(zhi)教(jiao)(jiao)集團自(zi)覺(jue)補齊組織結構(gou)、決(jue)策(ce)機制(zhi)和(he)資(zi)源配置的(de)(de)(de)“短(duan)板”。其次，創新(xin)企(qi)業(ye)(ye)(ye)合(he)作(zuo)(zuo)機制(zhi)，政府要(yao)出(chu)臺財稅激勵政策(ce)，允許(xu)企(qi)業(ye)(ye)(ye)在行業(ye)(ye)(ye)產(chan)教(jiao)(jiao)融(rong)(rong)合(he)共(gong)同(tong)體(ti)(ti)建設(she)中(zhong)獲(huo)得合(he)理(li)的(de)(de)(de)利潤回(hui)報(bao)，并且加大企(qi)業(ye)(ye)(ye)知(zhi)識(shi)產(chan)權保護力度，以增強行業(ye)(ye)(ye)產(chan)教(jiao)(jiao)融(rong)(rong)合(he)共(gong)同(tong)體(ti)(ti)建設(she)對(dui)(dui)企(qi)業(ye)(ye)(ye)的(de)(de)(de)凝聚作(zuo)(zuo)用(yong)，從而拓展(zhan)(zhan)(zhan)(zhan)高(gao)職(zhi)(zhi)院校(xiao)(xiao)(xiao)協同(tong)育(yu)人的(de)(de)(de)選擇(ze)對(dui)(dui)象范(fan)圍(wei)。再次，高(gao)職(zhi)(zhi)院校(xiao)(xiao)(xiao)要(yao)重(zhong)視產(chan)業(ye)(ye)(ye)導向作(zuo)(zuo)用(yong)，投入專項資(zi)源對(dui)(dui)產(chan)業(ye)(ye)(ye)發(fa)展(zhan)(zhan)(zhan)(zhan)趨勢(shi)和(he)技能需求變化進行提前研(yan)判(pan)，并及時(shi)調整專業(ye)(ye)(ye)人才(cai)(cai)培(pei)養(yang)方案。最后，高(gao)職(zhi)(zhi)院校(xiao)(xiao)(xiao)要(yao)創新(xin)人才(cai)(cai)培(pei)養(yang)模(mo)式，以中(zhong)國特色學徒制(zhi)、校(xiao)(xiao)(xiao)企(qi)合(he)作(zuo)(zuo)工(gong)作(zuo)(zuo)室為載體(ti)(ti)，探(tan)索職(zhi)(zhi)業(ye)(ye)(ye)教(jiao)(jiao)育(yu)資(zi)源鏈(lian)與(yu)企(qi)業(ye)(ye)(ye)生產(chan)實(shi)踐鏈(lian)深(shen)度融(rong)(rong)合(he)的(de)(de)(de)新(xin)渠道。
2.強化(hua)行業產(chan)教融合(he)共(gong)同體(ti)建設的專(zhuan)業化(hua)
行(xing)(xing)業(ye)(ye)產(chan)(chan)(chan)(chan)(chan)教(jiao)(jiao)(jiao)融(rong)(rong)(rong)(rong)(rong)(rong)合(he)(he)共(gong)(gong)(gong)同(tong)體(ti)(ti)(ti)建(jian)(jian)(jian)(jian)(jian)設(she)(she)(she)具有復(fu)雜適應(ying)和(he)多(duo)樣化(hua)(hua)特(te)點，這就決定(ding)了行(xing)(xing)業(ye)(ye)產(chan)(chan)(chan)(chan)(chan)教(jiao)(jiao)(jiao)融(rong)(rong)(rong)(rong)(rong)(rong)合(he)(he)共(gong)(gong)(gong)同(tong)體(ti)(ti)(ti)建(jian)(jian)(jian)(jian)(jian)設(she)(she)(she)應(ying)該實現(xian)發(fa)展(zhan)道路的(de)(de)(de)專(zhuan)業(ye)(ye)化(hua)(hua)，避免(mian)不同(tong)區域(yu)行(xing)(xing)業(ye)(ye)產(chan)(chan)(chan)(chan)(chan)教(jiao)(jiao)(jiao)融(rong)(rong)(rong)(rong)(rong)(rong)合(he)(he)共(gong)(gong)(gong)同(tong)體(ti)(ti)(ti)建(jian)(jian)(jian)(jian)(jian)設(she)(she)(she)同(tong)質化(hua)(hua)。高(gao)職(zhi)(zhi)(zhi)院校(xiao)(xiao)要(yao)以行(xing)(xing)業(ye)(ye)產(chan)(chan)(chan)(chan)(chan)教(jiao)(jiao)(jiao)融(rong)(rong)(rong)(rong)(rong)(rong)合(he)(he)共(gong)(gong)(gong)同(tong)體(ti)(ti)(ti)章(zhang)程(cheng)為(wei)(wei)準則(ze)，明確自(zi)己的(de)(de)(de)人(ren)(ren)才(cai)(cai)培(pei)養(yang)目標和(he)定(ding)位，確定(ding)所服務行(xing)(xing)業(ye)(ye)領域(yu)范(fan)(fan)圍(wei)以及與之相對(dui)應(ying)的(de)(de)(de)技能培(pei)訓需求(qiu)。以行(xing)(xing)業(ye)(ye)產(chan)(chan)(chan)(chan)(chan)教(jiao)(jiao)(jiao)融(rong)(rong)(rong)(rong)(rong)(rong)合(he)(he)共(gong)(gong)(gong)同(tong)體(ti)(ti)(ti)專(zhuan)業(ye)(ye)化(hua)(hua)建(jian)(jian)(jian)(jian)(jian)設(she)(she)(she)定(ding)位為(wei)(wei)參考，高(gao)職(zhi)(zhi)(zhi)院校(xiao)(xiao)應(ying)發(fa)揮育人(ren)(ren)資(zi)源優(you)勢(shi)，為(wei)(wei)特(te)定(ding)產(chan)(chan)(chan)(chan)(chan)業(ye)(ye)發(fa)展(zhan)提(ti)供人(ren)(ren)才(cai)(cai)供給服務。高(gao)職(zhi)(zhi)(zhi)院校(xiao)(xiao)要(yao)充分(fen)顧及合(he)(he)作伙伴利益訴求(qiu)，協(xie)同(tong)制訂人(ren)(ren)才(cai)(cai)培(pei)養(yang)方(fang)(fang)案和(he)課程(cheng)體(ti)(ti)(ti)系，確保專(zhuan)業(ye)(ye)人(ren)(ren)才(cai)(cai)培(pei)養(yang)與行(xing)(xing)業(ye)(ye)人(ren)(ren)才(cai)(cai)需求(qiu)精準對(dui)接(jie)。行(xing)(xing)業(ye)(ye)產(chan)(chan)(chan)(chan)(chan)教(jiao)(jiao)(jiao)融(rong)(rong)(rong)(rong)(rong)(rong)合(he)(he)共(gong)(gong)(gong)同(tong)體(ti)(ti)(ti)建(jian)(jian)(jian)(jian)(jian)設(she)(she)(she)要(yao)明確參與方(fang)(fang)的(de)(de)(de)分(fen)工職(zhi)(zhi)(zhi)能，強化(hua)(hua)人(ren)(ren)才(cai)(cai)培(pei)養(yang)協(xie)同(tong)的(de)(de)(de)內聚性。政府(fu)要(yao)規(gui)范(fan)(fan)行(xing)(xing)業(ye)(ye)產(chan)(chan)(chan)(chan)(chan)教(jiao)(jiao)(jiao)融(rong)(rong)(rong)(rong)(rong)(rong)合(he)(he)共(gong)(gong)(gong)同(tong)體(ti)(ti)(ti)建(jian)(jian)(jian)(jian)(jian)設(she)(she)(she)行(xing)(xing)為(wei)(wei)，出(chu)臺全(quan)國性、省域(yu)性和(he)市域(yu)性行(xing)(xing)業(ye)(ye)產(chan)(chan)(chan)(chan)(chan)教(jiao)(jiao)(jiao)融(rong)(rong)(rong)(rong)(rong)(rong)合(he)(he)共(gong)(gong)(gong)同(tong)體(ti)(ti)(ti)建(jian)(jian)(jian)(jian)(jian)設(she)(she)(she)實施(shi)細則(ze)，防止行(xing)(xing)業(ye)(ye)產(chan)(chan)(chan)(chan)(chan)教(jiao)(jiao)(jiao)融(rong)(rong)(rong)(rong)(rong)(rong)合(he)(he)共(gong)(gong)(gong)同(tong)體(ti)(ti)(ti)建(jian)(jian)(jian)(jian)(jian)設(she)(she)(she)出(chu)現(xian)不規(gui)范(fan)(fan)現(xian)象，化(hua)(hua)解(jie)對(dui)職(zhi)(zhi)(zhi)業(ye)(ye)教(jiao)(jiao)(jiao)育改革發(fa)展(zhan)的(de)(de)(de)消極影(ying)響。政府(fu)組織要(yao)科學考核(he)高(gao)職(zhi)(zhi)(zhi)院校(xiao)(xiao)參與行(xing)(xing)業(ye)(ye)產(chan)(chan)(chan)(chan)(chan)教(jiao)(jiao)(jiao)融(rong)(rong)(rong)(rong)(rong)(rong)合(he)(he)共(gong)(gong)(gong)同(tong)體(ti)(ti)(ti)建(jian)(jian)(jian)(jian)(jian)設(she)(she)(she)的(de)(de)(de)行(xing)(xing)為(wei)(wei)，以專(zhuan)業(ye)(ye)化(hua)(hua)和(he)差異性方(fang)(fang)式設(she)(she)(she)置適用的(de)(de)(de)考核(he)指(zhi)標，適當(dang)控制和(he)減少一元化(hua)(hua)考核(he)對(dui)不同(tong)發(fa)展(zhan)水平高(gao)職(zhi)(zhi)(zhi)院校(xiao)(xiao)人(ren)(ren)才(cai)(cai)培(pei)養(yang)的(de)(de)(de)“干擾(rao)”。
3.推進職(zhi)教理念現代化升級
在行(xing)業(ye)(ye)(ye)(ye)(ye)(ye)產(chan)(chan)教(jiao)融(rong)合(he)(he)共(gong)同(tong)(tong)(tong)(tong)體建設中(zhong)，高(gao)職(zhi)(zhi)(zhi)院(yuan)(yuan)校(xiao)(xiao)教(jiao)職(zhi)(zhi)(zhi)工(gong)(gong)需(xu)要(yao)積極轉變職(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)教(jiao)育(yu)理(li)念(nian)(nian)，及時摒棄(qi)自(zi)身(shen)存(cun)在的(de)傳統封閉(bi)式教(jiao)育(yu)理(li)念(nian)(nian)，形成開放性和(he)(he)靈(ling)活性的(de)職(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)教(jiao)育(yu)理(li)念(nian)(nian)，準確理(li)解(jie)行(xing)業(ye)(ye)(ye)(ye)(ye)(ye)產(chan)(chan)教(jiao)融(rong)合(he)(he)共(gong)同(tong)(tong)(tong)(tong)體建設對高(gao)職(zhi)(zhi)(zhi)院(yuan)(yuan)校(xiao)(xiao)人(ren)才培(pei)養(yang)(yang)的(de)現實(shi)(shi)意義。高(gao)職(zhi)(zhi)(zhi)院(yuan)(yuan)校(xiao)(xiao)管理(li)者和(he)(he)教(jiao)學(xue)(xue)(xue)工(gong)(gong)作(zuo)者應(ying)該充分認識到(dao)，職(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)教(jiao)育(yu)的(de)目(mu)標是培(pei)養(yang)(yang)學(xue)(xue)(xue)生的(de)社會(hui)適應(ying)能(neng)力，而非簡單傳授給學(xue)(xue)(xue)生固定(ding)化(hua)(hua)知識和(he)(he)技(ji)(ji)能(neng)，因此，行(xing)業(ye)(ye)(ye)(ye)(ye)(ye)、產(chan)(chan)業(ye)(ye)(ye)(ye)(ye)(ye)、企業(ye)(ye)(ye)(ye)(ye)(ye)就可以成為(wei)學(xue)(xue)(xue)校(xiao)(xiao)協同(tong)(tong)(tong)(tong)育(yu)人(ren)的(de)天然伙伴。借(jie)助行(xing)業(ye)(ye)(ye)(ye)(ye)(ye)產(chan)(chan)教(jiao)融(rong)合(he)(he)共(gong)同(tong)(tong)(tong)(tong)體平臺，高(gao)職(zhi)(zhi)(zhi)院(yuan)(yuan)校(xiao)(xiao)應(ying)切實(shi)(shi)提升學(xue)(xue)(xue)生實(shi)(shi)操和(he)(he)解(jie)決(jue)問題的(de)能(neng)力，以適應(ying)產(chan)(chan)業(ye)(ye)(ye)(ye)(ye)(ye)轉型升級的(de)需(xu)求(qiu)。高(gao)職(zhi)(zhi)(zhi)院(yuan)(yuan)校(xiao)(xiao)也要(yao)在課堂教(jiao)學(xue)(xue)(xue)中(zhong)引導學(xue)(xue)(xue)生樹立終身(shen)學(xue)(xue)(xue)習意識，使學(xue)(xue)(xue)生養(yang)(yang)成或具備終身(shen)學(xue)(xue)(xue)習的(de)習慣和(he)(he)能(neng)力，并不(bu)斷(duan)豐富專業(ye)(ye)(ye)(ye)(ye)(ye)技(ji)(ji)能(neng)和(he)(he)知識。此外，高(gao)職(zhi)(zhi)(zhi)院(yuan)(yuan)校(xiao)(xiao)要(yao)善于借(jie)助行(xing)業(ye)(ye)(ye)(ye)(ye)(ye)產(chan)(chan)教(jiao)融(rong)合(he)(he)共(gong)同(tong)(tong)(tong)(tong)體，打(da)造多(duo)元化(hua)(hua)學(xue)(xue)(xue)習路(lu)徑，讓學(xue)(xue)(xue)生能(neng)夠根(gen)據職(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)發(fa)展不(bu)同(tong)(tong)(tong)(tong)階(jie)段(duan)的(de)需(xu)求(qiu)，有針對性地學(xue)(xue)(xue)習知識和(he)(he)提升技(ji)(ji)能(neng)。（節選自(zi)《寧(ning)波職(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)技(ji)(ji)術(shu)學(xue)(xue)(xue)院(yuan)(yuan)學(xue)(xue)(xue)報》2024年第4期）
來源：高職觀察。
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