Building Information Modeling Technology-based Skill Competition

This study aims to promote the development of vocational education in our country energetically. The analysis is followed by introducing the course of development on vocational and technical education in Britain and summarizing the successful experience of vocation in our country with strengthening the funding and legislation for the state of vocational education as well as putting forward suggestions for reform and innovation of education to improve the system of certificates.

Not all colleges and universities for elite education mode; Employment employment dilemma, have prompted us to thinking about the classification of Education; Set up a complete modern vocational education system, come up with a modern occupation education system standards and evaluation methods, given the policy inclination, lead level in vocational colleges, the existing three colleges and universities and a considerable part of two colleges and universities to occupation colleges; For the specialized subject of ordinary universities and colleges of undergraduate course to higher vocational training, college students to actively implement the "2+1" training mode, the implementation of "3+1" training mode of undergraduates.

Research of The Combination of Production and Education In Higher Vocational Education In The Period of Economic Transition

The purpose of this article is to discuss the practical exploration of ESD in China, attempts to study the sustainable development of vocational and technical education and training students, aiming to provide help for the sustainable development of students in vocational Institutions. This paper covered some of the previous research which related to the Sustainable Development of Technical and Vocational Education and Training. Most qualitative research articles can be divided into main sections: The review is mainly divided into the following sections: Introduction, Research on Sustainable Development of Higher Vocational Education, Research on Sustainable Development of Students of Vocational School, Research on the Theory of Lifelong Education. Recalling the three theoretical development processes, theoretical studies and scholars' studies have pointed out the importance of the sustainable development of vocational education for vocational college students, and sustainable development is the key to vocational education. In light of the situation in China, researchers proposed that vocational education in China be sustainable. Education for sustainable development is transformative education. It will guide students in vocational colleges to learn and live in a sustainable way. However, there is almost no research in this field in Ningxia Vocational School in China. This study looks at the education and training of students' sustainable development. Therefore, the research will provide sustainable development education in the school's development to meet the challenges of sustainable development at NingXia Polytechnic.

Weifang City is located in the eastern part of Shandong Province, China and is an important industrial city. Weifang City has multiple vocational education institutions. Many vocational colleges rank high in China. These colleges typically provide vocational skills training in various fields, including manufacturing, automotive maintenance, mechanical processing, electronic technology, hotel management, and nursing. The necessity of studying Weifang vocational education involves meeting market demand, improving labor quality, promoting innovation and entrepreneurship, and promoting social stability. As a provincial and municipal demonstration zone for the innovative development of vocational education in Shandong Province, it is also a representative of Shandong vocational education. Therefore, the main research object of this article is the vocational education in Weifang City, and Weifang Vocational College is the main development battlefield of Weifang Vocational Education. This article conducts research on vocational education issues, collects relevant data on vocational education, analyzes the problems existing in vocational education, and provides feasible opinion support for the development of vocational education. The significance of studying Weifang vocational education lies in a deep understanding of the current situation, problems, and development trends of vocational education in the region, providing useful references for improving and optimizing the vocational education system and enhancing the quality of talent cultivation. Promoting the matching of talent cultivation and employment needs, solving the problem of talent shortage, promoting industrial upgrading and innovative development, and improving the professional quality and quality of life of residents are of great significance. Vocational education requires the cooperation of the government, educational institutions, industry, and research institutions to jointly promote the development and optimization of vocational education.

Skills competition has achieved more attention with the increase of skills competitions. The front-line teachers of higher vocational education found that skills competition has many effects on professional course teaching during the guidance of competitors. In this paper, it gives a detailed introduction to the effect of skills competition on freshmen’s first class, selection of vocational teaching contents, teachers’ capability for professional course, teaching methods, course arrangement and teaching quality inspection; and thus the reform direction for professional course teaching is concluded. In recent years, national skills competitions among higher vocational colleges have been held frequently, and higher vocational institutes themselves also often hold such kind of competitions; however, is this phenomenon good or bad? Does the skills competition have any effect on reform of professional courses during vocational education? After investigation, students who participated in skills competitions have a sound and deep understanding of what they’ve learned. At the same time, professional teachers can obtain much knowledge beyond the books during guiding students in skills competition, which can promote teachers’ practical ability. That is to say, professional knowledge is the theoretical guidance for students’ participation in skills competition, while participation in skills competition can promote students’ practical skills in turn. By participating in skills competition, students’ mastery of basic knowledge and practical skills can be tested, teachers’ quality of teaching can be tested, and meanwhile curriculum construction and teaching quality in the college can be tested as well. The author of this paper guided vocational students’ participation in “Blue Bridge Cup” National Professional Software Talents Design and Innovation Competition for C programming language[1], during which the author has found that skills competition can make some difference for professional course teaching. These effects are shown in Figure 1. The Effect of Skills Competition on Freshmen’s First Class According to document [2006] 16 from Ministry of Education, the goal of higher vocational education is that higher vocational education should cultivate talents specialized in high-end technology application such as production, construction, management and front-line service. Its value orientation of talents’ cultivation is employment; while students in higher vocational colleges have no clear goal for employment direction, especially for freshmen. They have no idea about their future development direction. They only accept what teachers offer them passively without knowing 5th International Conference on Education, Management, Information and Medicine (EMIM 2015) © 2015. The authors Published by Atlantis Press 1256 the practical application of knowledge, which has seriously affected their activeness. Therefore, in the first class for freshmen, we should present these problems by combining practical application cases in skills competitions with theoretical knowledge. After the reform of the first class, students’ attitude towards study will be more active with a clear mind for future development. Generally, the skills competition can test two aspects of students. On one hand, students’ mastery of theoretical knowledge and application of knowledge can be tested; on the other hand, students’ team cooperation capability can be tested, during which we can see if they can develop large project by discussion and mutual help[2,3]. From the second aspect, we can companies have a high demand for vocational students’ team cooperation capability, which requires corresponding reform in higher vocational colleges so as to meet their demand. Therefore, in the first class for freshmen, I divided students into groups. Each group has four students. I left them with tasks which required team cooperation so that students can get used to company work mode as soon as possible. The Effect of Skills Competition on the Selection of Vocational Teaching

To serve the local economy is the main responsibilities in higher vocational colleges; its specialty construction should be adapted to regional industry development.Based on theoretical research and case analysis, to increase the ability of regional industry car class professional service, to create substantive collaborative innovation platform; to build collaborative innovation personnel training mode; to strengthen the construction of curriculum, to create high-quality professional; to multiply subject constructing university-enterprise collaboration, resource integration, value integration, interest integration and coordinated implementation of long-term mechanism.Speciallized in higher vocational colleges and regional economy development of collaborative innovation combining site, technical skills is important carrier of regional industry personnel training and services.Auto industry is the first pillar industry in the next decade Wuhan, Wuhan to into a world-class car, become the world's largest passenger car production base.Wuhan City Vocational College class professional advantage for regional industry of key construction four characteristic specialty, characteristic specialty is the core competitiveness of vocational education important carrier, only adhere to the "depth fusion with industry, improve power" policy, the resources into the collaborative innovation platform and the superiority of cooperation, to improve the car class professional service and the ability of leading the regional industry development.

A study on the Management Mode of Modern Vocational Education in ChinaSince the reform and opening up, the management model of China's vocational education has exposed many problems and deficiencies in the process of continuous improvement.The purpose of this paper is to study the management mode of modern vocational education in China, including: 1) research on the development of modern vocational education in China after reform and opening up; 2) study the current status and management mode of vocational education management in China; 3) summarize the main aspects of modern vocational education management theory and model to optimize the management model suitable for the development of modern vocational education in China.This paper selects the methods of qualitative research, selects the relevant responsible persons of vocational colleges, government and enterprise departments, conducts in-depth interviews on the relevant issues of China's modern vocational education management model, and combines relevant books, reports and materials to propose an optimized management mode of modern Chinese vocational education.Through qualitative analysis, we find that 1) Since the reform and opening up, the development of China's vocational education has mainly experienced the "exploration and practice stage", "the stage of vigorous growth" and "the stage of quality improvement", which has shifted from the cultivation of professional talents to the quality training; 2) The current Chinese vocational education management model mainly follows the modern apprenticeship management mode, and gradually

This study investigates the historical development of vocational and technical secondary education in Turkey, and addresses the conducting projects in order to enhance vocational and technical education. The project approaches the development of vocational and technical secondary education from pre-republican era until the present by examining literature using collecting method. Until 18th century, it was seen that vocational education appeared in mentor-protégé fashion, and 18th century onwards, foundation of vocational and technical education institutions which merely corresponded to today’s understanding of education was observed. Development of vocational and technical education gained importance with the republican era, and critical studies have been done to contribute to the quantitative and qualitative incline of technical education in spite of the arrest points throughout the years. Studies regarding the development of vocational and technical education have been drastically escalated especially after 1970 with OSANOR, METGE, MTEM, MEGEP, and IKMEP projects. However, vocational and technical education has still not reached to its desired degree due to various reasons.

Vocational education and general education are two different types of education that are equally important. The orientation of talent training in vocational education is to nurture skilled talents to serve the society. The practical ability of students is both the focus of teaching in vocational colleges and the requirement of enterprise posts. The various types of skills competitions provide a “stage” for students to showcase their abilities. First, this paper explores students’ problem-solving ability while preparing for these competitions, expounding the importance of vocational education and skills competitions. Second, this paper summarizes the views of different scholars. Third, based on a specific case, this paper describes the improvement in students’ ability while preparing for these competitions. Fourth, this paper analyzes the results of the questionnaire survey conducted to investigate the improvement in students’ ability. Lastly, this paper puts forward several suggestions that appeal for vocational colleges to pay more attention to skills competitions.

Vocational and professional education and training are activities to provide apprentices and other professional newcomers with conceptual knowledge, technical skills, work experience, social aptitude and self-competency. All these activities will enable professional newcomers to accomplish their work tasks while contributing to the learners' personal growth. In this context, "development" means competence improvement and thus relates to the individual's development through learning. Besides such personal development, vocational and professional education and training is also considered a means to foster local development. Whether vocational and professional education and training really improve local development, and under what conditions, is a largely underexplored field.

The basic concepts and legal principles of the formation and implementation of a new paradigm of the educational policy of the European Union are presented. It outlines strategic guidelines for the development and modernization of vocational education due to the main challenges of modern civilization. The principles of implementation are defined and the directions of development of continuous vocational education are characterized. The purpose of the paper is to identify and substantiate system-wide trends in the development of vocational education in the European Union in the context of the implementation of the lifelong education strategy. The article shows the specifics of the organization of continuous education in European countries that are currently leaders in this field and the problems that arise in the way of the implementation of the lifelong education strategy. Determination of mechanisms for regulating continuous education and substantiation of laws that determine the current processes of development of continuous vocational education within the framework of European integration. Methodology of the study is based on the use of a set of methods determined by the peculiarity of the research problem: analysis of domestic and foreign scientific literature, synthesis, systematization, generalization, abstraction, and the interpretative-analytical method, which are used to carry out a theoretical analysis of the source base. Research results. The study determined that the new paradigm of education involves the unification of all sectors of education, industry and economy. The key invariant characteristics of the education system in the European Union countries, on the basis of which it is possible to build a new paradigm of uncertain vocational education are: state responsibility for vocational education, combination of training in classrooms and industrial training and centralized quality control of training through national state standards of vocational training. Practical implications. The use of pedagogical and educational innovations developed in the EU countries for the modernization of continuous vocational education in Ukraine. The ability to develop strategies, forms and content of international cooperation and the development of international projects. Value/originality. The evolutionary nature of changes in the composition and changes in the educational paradigm in the development of vocational education in the EU countries is revealed. Mechanisms have been identified that ensure continuity of development of national vocational education systems and preservation of their cultural uniqueness.

INTRODUCTION:Nowadays, increased demand and rapid change in modern workplace has placed a great pressure on educators and industries to employ highly skilled and independent creative thinkers. High school and vocational colleges create an opportunity for students to explore academic preference and plan their pathway for either future education or a specific career. (Lichtenberger E., et. al., 201 3). Learning in vocational and technical colleges and workplace are considered two main ingredients of vocational education. (Schaap, H., et.al. 2011)In 21st century, workers require skills such as decision making, solving real work problems, time management, risk-taking and communication skills in order to be accepted to work in industries. (Robinson, Garton, & Vaughn, 2007).Students in vocational and technical education colleges need to incorporate knowledge, skills and positive attitude (Baartman and De Bruijn 2011), while they present need to develop and enhance a recognised identity (Achtenhagen and Grubb 2001). Students need to know about organizational structure, labour market required knowledge, skills and attitudes, job seeking and job keeping skills. They also need to understand how to gain and utilise information, develop their skills, solve real work problems, manage and adapt technology that is mostly used in related industry. (James R. 2005). Therefore, researchers have suggested that future of technical education should be flexible enough to prepare students for both industry and college simultaneously (Roberts & Ball, 2009).Through Total Quality Management (TQM) and various modes such as up gradation of graduates as clients and meeting customer requirements, importance of delivering qualified vocation and technical education is measured in previous studies. The professionals who are well -versed in Technology should know how to apply these concepts. In turn, there must be notable changes in curriculum of industrial technology with special reference to technical management subjects. Sarapin and Vorvoreanu (2000) stressed importance of terming Supervision, as Supervision and team work building'. However, other researchers focused on improved curriculum standards since they firmly believed that vocational education must meet students as well as industrial requirements. Further, strengths and limitations of existing curriculum should be eval uated (Yildirim and Simsek, 2001). In spite of discussion about variations of issues, consensus is on objectives of forging vocational and technical institutions, i.e. ensuring that students graduating from such institutions possess required knowledge, skills and attitudes to sustain market place; acquisition of knowledge, relative to purpose and objective of organization, management development system, organizational challenges, acquisition of skills in reference to task performance, communication and planning and acquisition of attitudes in terms of respect, appreciation and honesty.Several authors and organizations have discussed issue of quality of Technical and Vocational Education Training(TVET). (National Centre for Technical and Vocational Education and Training development, 2006, Inter-Agency Working Group on TVET Indicators, 2012). TVET can be defined as the totality of characteristics of a learning programme and of its provider, through which expectations of beneficiaries and quality standards are met (Law no.87/2006, Quality assurance in education Law P.2).In its turn, national quality assurance Framework in TVET consists of those principles, methodologies, procedures, actions and evaluating instruments through which quality in TVET is assured, at both levels (system and suppliers).It is worth mentioning that quality principles are based on European Common Quality Assurance Framework in VET model which take into consideration five elements which are namely, Methodology (e. …

Since the late 20th century, the party and the country have paid more and more attention to the development of vocational education, implemented reforms on vocational education, and formulated and promulgated policies and regulations; The national leader also made important instructions on vocational education work, elevating the development of vocational education to the comprehensive construction of society It is a strategic height to provide talents and skills support for socialist modernization and realize the great rejuvenation of the nation, thus vocational education has entered a new era of healthy and rapid development. Facing this great opportunity, it is an important issue worth paying attention to and researching whether vocational education college students are mentally prepared for technical talents. According to the survey, a small number of college students are not well prepared in this regard, and there are still many problems that cannot be ignored. Therefore, educators have the responsibility to educate students in vocational colleges, and they must conform to the tide of the times, establish a good learning atmosphere, develop outstanding talents, and make sufficient technical talents and ideological preparations for shouldering heavy responsibilities and making contributions in the future.

Purpose. The purpose of the article is to study the experience of the development of rural vocational education since the reform and opening up, analyze and summarize the rapid development of rural vocational education in China in the context of rural human resources development.
 Methodology / approach. The methods adopted in this research are mainly literature research and thematic research. Through thematic research on vocational education-related fields since the reform and opening up, and analysis, research, and induction of policies, data, phenomena, and conclusions in various vocational education literatures, it forms an objective summary of the development of rural vocational education in China since the reform and opening up.
 Results. Reform and opening up is the most critical period for the rapid development of various industries in China, including vocational education. This paper studies the overall situation of the development of vocational education in China since the reform and opening up, the relationship between the development of rural vocational education and policy support at the national level is concluded, it demonstrates that rural vocational education is an important cornerstone of national construction and development, and the focus and characteristic of rural vocational education is to condense the Chinese experience of school-running characteristics, it also summarizes the main problems of rural vocational education in China.
 Originality / scientific novelty. A multi-dimensional analysis of the development of China’s rural vocational education in the 42 years of reform and opening up has been made, and conclusions have been drawn for the development of rural vocational education with Chinese characteristics.
 Practical value / implications. This paper analyzes the key factors for the success of rural vocational education in China through the study of China’s practice in the field of rural vocational education since the reform and opening up, it has certain reference significance for the future policy formulation and development of rural vocational education, promotes the development of rural human resources and increases the rate of urbanization.