A method and system for managing vocational education and skills training based on integration of production and education

Abstract

The application provides a vocational education and skill training management method and system based on integration of production and teaching, and the method comprises the following steps: constructing a skill unit model, splitting the training target into skill units which can be independently determined and defining the preposition relationship, the examination index and the skill achievement state; collecting the training / examination results in the process of teaching, practical training or enterprise practice to generate skill evidence records containing student identification, skill unit identification, result value and time stamp. The application continuously integrates the training results, stage examination and ability formation of students in the training process into the system operation logic by the skill achievement state, so that the students are no longer regarded as static individuals, but are dynamically managed based on the skill unit state change, so that the post participation determination is consistent with the actual skill formation process of the students, and the situation that the post allocation result is long-term solidified and is out of touch with the skill progress is avoided.

Description

Technical Field

[0001] This invention relates to the field of vocational education and industry-education integration management technology, and particularly to vocational education and skills training management methods and systems based on industry-education integration. Background Technology

[0002] With the continuous advancement of the industry-education integration policy, vocational education and skills training are gradually shifting from a single classroom teaching model to a collaborative training model that combines "teaching, practical training, and enterprise practice." Under this model, students' vocational skills are not formed all at once, but are gradually accumulated and evolved through course learning, practical training, stage assessments, and enterprise practice. At the same time, the skill requirements for enterprise positions are usually based on specific competency units and the degree of achievement, and change as the training stage progresses.

[0003] Existing vocational education industry-education integration operation and management systems mostly use student login or registration behavior as trigger conditions to match and allocate students with enterprises or positions. Their management focus is on the scheduling of student information, enterprise information and position resources. Such systems usually treat students as static individuals and position requirements as fixed conditions, and output results after completing a matching or allocation.

[0004] Under the aforementioned technical framework, students' skill training progress, interim assessment results, and competency achievement status during the training process are often not included in the unified operational logic as continuously updated management objects; there is a lack of dynamic correlation between job allocation results and students' actual skill formation process. When students' skill levels change or the training phase progresses, the system still uses the established allocation results, making it difficult to adjust the training path or job arrangement according to the skill achievement status.

[0005] To this end, a management method and system for vocational education and skills training based on industry-education integration is proposed. Summary of the Invention

[0006] In view of this, the present invention provides a management method and system for vocational education and skills training based on industry-education integration, in order to solve or alleviate the technical problems existing in the prior art, and at least provide a beneficial option.

[0007] The technical solution of this invention is implemented as follows: a management method for vocational education and skills training based on industry-education integration, comprising the following steps:

[0008] S1. Construct a skill unit model, break down vocational education and skills training objectives into multiple independently identifiable skill units, and define a skill unit identifier, a set of prerequisite skill units, a set of assessment indicators, and a set of skill achievement status for each skill unit;

[0009] S2. During teaching, training or enterprise practice, collect corresponding training results or assessment results for each skill unit, generate skill evidence records that are associated with each skill unit, and update the skill achievement status of the corresponding skill unit based on the skill evidence records.

[0010] S3. Construct a job competency model to associate and bind enterprise jobs with the required skill units and their minimum skill achievement status;

[0011] S4. When the skill achievement status of any skill unit changes, the scope of enterprise positions that the student can currently participate in will be re-determined based on the updated skill achievement status.

[0012] S5. Based on the reassessment results, at least one of the following actions shall be taken: periodic recommendation, confirmation, or adjustment of the student's training arrangements or corporate practice positions.

[0013] More preferably, in the skill unit model, each skill unit corresponds to at least one unique skill unit identifier, and is associated with a set of preceding skill units, a set of assessment indicators, and a set of skill achievement states in the storage structure;

[0014] The skill achievement state set includes at least an unachieved state, a training state, and an achieved state, and the skill unit state transition includes at least the following: the target skill unit's skill achievement state is allowed to transition from an unachieved state to a training state only when all the corresponding skill units in the preceding skill unit set are in the achieved state.

[0015] In a further preferred embodiment, in step S2, for each skill unit, a skill evidence record corresponding to that skill unit is generated during the teaching, training, or enterprise practice process;

[0016] The skill evidence record includes at least a student identifier, a skill unit identifier, a result value, and a collection timestamp, and is stored in the order of the collection timestamps.

[0017] The system extracts a sequence of result values ​​from multiple skill evidence records corresponding to the same skill unit based on a preset judgment window. The judgment window is either a time window or a frequency window, which serves as the basis for determining the skill achievement status of the skill unit.

[0018] In a further preferred embodiment, step S4, the reassessment of enterprise positions includes the following processing steps:

[0019] The set of skill units corresponding to each enterprise position defined in the job competency model is compared with the student's current skill attainment status item by item.

[0020] A job is only considered a suitable position for a student if the student has achieved the minimum skill attainment level preset in the job competency model across all skill units corresponding to that position.

[0021] In a further preferred embodiment, in step S5, after generating a job lock record for a student, if it is detected that the student's skill achievement status has changed and the changed skill achievement status no longer meets the minimum skill achievement status requirements of the corresponding job competency model, the system marks the job lock record as invalid and automatically triggers step S4 to re-determine the range of enterprise jobs that the student can participate in.

[0022] This invention also provides a vocational education and skills training management system based on industry-education integration, comprising:

[0023] The skill unit modeling module stores the skill unit identifier, the set of prerequisite skill units, the set of assessment indicators, and the set of skill achievement status.

[0024] The skill status update module receives training results or assessment results, generates skill evidence records, and updates the skill achievement status based on the skill evidence records.

[0025] The job competency modeling module stores the relationship between enterprise jobs and the required skill units and minimum skill achievement status;

[0026] The state-driven judgment module re-determines the scope of eligible positions based on the job competency modeling module when the skill achievement status changes.

[0027] The collaborative management module outputs job recommendation results, job lock records, or training adjustment results.

[0028] More preferably, the skill status update module includes a skill evidence storage unit, which uses a combination field of student identifier and skill unit identifier as an index key to store the corresponding skill evidence records in timestamp order to form an evidence record sequence for each skill unit.

[0029] More preferably, the skill status update module includes an aggregation calculation unit. After receiving a new skill evidence record, the aggregation calculation unit extracts the result value located within the judgment window from the evidence record sequence of the corresponding skill unit based on a preset judgment window, and compares the extracted result value with the judgment conditions in the assessment indicator set to generate a skill achievement status update result.

[0030] More preferably, the state-driven judgment module includes an item-by-item comparison unit. The item-by-item comparison unit reads the skill unit requirements corresponding to the job one by one according to the job-skill unit association stored in the job competency modeling module, and compares them with the student's current skill achievement status, thereby generating a judgment result on whether the student can participate in the job.

[0031] More preferably, the collaborative management module includes a job lock management unit. After detecting an update to a student's skill achievement status, the job lock management unit determines whether the updated skill achievement status still meets the skill unit requirements of the locked job. If not, the corresponding job lock record is marked as invalid, and a re-determination trigger instruction is sent to the status-driven determination module.

[0032] The embodiments of the present invention have the following advantages due to the adoption of the above technical solutions:

[0033] I. This invention continuously incorporates students' training results, periodic assessments, and ability development during the cultivation process into the system's operational logic based on skill achievement status. This prevents students from being treated as static individuals, but rather as dynamically managed based on changes in skill unit status. As a result, job participation determination is consistent with the actual skill development process of students, avoiding the situation where job allocation results become fixed in the long term and become out of sync with skill progress.

[0034] Second, this invention triggers a reassessment of the scope of eligible positions when the skill attainment status changes. Combined with the position lock failure and re-recommendation mechanism, the training arrangement and job practice can be adjusted in stages according to the skill status. Thus, without relying on manual intervention, the training path and job arrangement can be dynamically linked, overcoming the problem that the existing system only uses login or registration behavior as a one-time trigger condition and lacks continuous adjustment capabilities.

[0035] The above overview is for illustrative purposes only and is not intended to be limiting in any way. In addition to the illustrative aspects, embodiments, and features described above, further aspects, embodiments, and features of the invention will become readily apparent from the accompanying drawings and the following detailed description. Attached Figure Description

[0036] To more clearly illustrate the technical solutions in the embodiments of this application or the prior art, the drawings used in the description of the embodiments or the prior art will be briefly introduced below. Obviously, the drawings described below are only some embodiments of this application. For those skilled in the art, other drawings can be obtained based on these drawings without creative effort.

[0037] Figure 1 This is a flowchart of the method steps of the present invention;

[0038] Figure 2 This is a system module architecture diagram of the present invention. Detailed Implementation

[0039] In the following description, only certain exemplary embodiments are briefly described. As those skilled in the art will recognize, the described embodiments can be modified in various ways without departing from the spirit or scope of the invention. Therefore, the drawings and description are considered to be exemplary in nature and not restrictive.

[0040] The embodiments of the present invention will now be described in detail with reference to the accompanying drawings.

[0041] like Figure 1 As shown, this embodiment of the invention provides a management method for vocational education and skills training based on industry-education integration, including the following steps:

[0042] S1, Skill Unit Modeling

[0043] In this embodiment, a skill unit model is constructed, which breaks down vocational education and skills training objectives into multiple independently identifiable skill units. Each skill unit corresponds to at least one unique skill unit identifier, and is associated with a set of preceding skill units, a set of assessment indicators, and a set of skill achievement statuses in the storage structure.

[0044] The skill achievement state set includes at least three states: not achieved, in training, and achieved. To ensure the rationality of the skill formation order, the system sets constraints on skill unit state transitions: the skill achievement state of the target skill unit is allowed to transition from the not achieved state to the in training state only when all skill units in the set of preceding skill units corresponding to the target skill unit are in the achieved state.

[0045] The above constraints enable the skill unit model to have executable stage dependencies at the system level.

[0046] S2, Skill Status Update

[0047] During teaching, practical training, or enterprise practice, the system collects corresponding training results or assessment results for each skill unit and generates skill evidence records that are one-to-one associated with each skill unit. Each skill evidence record includes at least a student identifier, a skill unit identifier, a result value, and a collection timestamp, and is stored in the order of the collection timestamps to form a sequence of evidence records for the same student and the same skill unit.

[0048] The system extracts a sequence of result values ​​from the evidence record sequence based on a preset judgment window, which can be either a time window or a frequency window. The extracted sequence of result values ​​is compared with the set of assessment indicators configured in the skill unit model, and the skill achievement status of the corresponding skill unit is updated based on the comparison results.

[0049] By using a decision window mechanism, the update of skill achievement status is based on phased evidence rather than a single result, thereby improving the stability and objectivity of status determination.

[0050] When the skill attainment status changes, the system internally generates a status change event, providing triggering conditions for subsequent job determination.

[0051] S3, Job Competency Modeling

[0052] In this embodiment, a job competency model is constructed for enterprise positions to describe the specific requirements of the positions for skill units. In the job competency model, the enterprise positions are associated with the required set of skill units and their minimum skill achievement status, thereby forming the skill constraints for the positions.

[0053] The job competency model is stored using job identifiers as indexes. Different jobs can be configured with different skill unit combinations and minimum skill achievement requirements. Through the job competency model, the company's job requirements can participate in the system's judgment process in a structured form and maintain a consistent data expression method with the skill unit model.

[0054] S4. Job Scope Determination

[0055] When the skill attainment status of any skill unit changes, the system re-determines the range of enterprise positions that the student can currently participate in based on the updated skill attainment status. During the re-determination process, the system compares the set of skill units corresponding to each enterprise position with the student's current skill attainment status item by item, according to the job-skill unit association relationship defined in the job competency model.

[0056] The system only recognizes a job as a job that a student can currently participate in when the student has reached the minimum skill achievement level preset in the job competency model in all the skill units corresponding to the job. By comparing each item, the system ensures that the job participation determination result is certain and avoids mismatch between job assignment and skill development progress.

[0057] S5, Job Lock-in Adjustment

[0058] In this embodiment, the system generates a job lock record for students based on the range of available positions obtained in step S4. The job lock record includes at least the student identifier, the job identifier, and the lock validity period, which is used to maintain the stability of job assignments within a certain period and facilitate the organization of practice and resource allocation by colleges and enterprises.

[0059] When a change in a student's skill achievement status is detected, and the changed skill achievement status no longer meets the minimum skill achievement status requirements of the corresponding job competency model, the system will mark the corresponding job lock record as invalid and automatically trigger step S4 to re-determine the range of enterprise jobs that the student can participate in.

[0060] like Figure 2 As shown, this embodiment provides a vocational education and skills training management system based on industry-education integration, including a skills unit modeling module, a skills status update module, a job competency modeling module, a status-driven judgment module, and a collaborative management module. The modules interact with each other through data interfaces or buses to realize the full-process collaborative management logic in the method embodiment.

[0061] The skill unit modeling module stores skill unit identifiers, sets of prerequisite skill units, sets of assessment indicators, and sets of skill achievement statuses. This module provides interfaces for configuring, querying, and maintaining skill units, enabling educational institutions to establish skill unit systems according to professional directions and associate prerequisite constraints and assessment indicators with specific skill unit identifiers. This provides a unified data foundation for subsequent status updates and job determination.

[0062] The skill status update module receives training results or assessment results and generates skill evidence records, updating the skill achievement status based on these records. This module includes:

[0063] Skill Evidence Storage Unit: Using a combination of student identifier and skill unit identifier as the index key, corresponding skill evidence records are stored in timestamp order to form an evidence record sequence for each skill unit. Organizing the evidence sequence by index key allows for quick location of the record within the target skill unit window during status updates, ensuring computational efficiency and data consistency.

[0064] Aggregation Calculation Unit: Upon receiving new skill evidence records, based on a preset judgment window, it extracts the result values ​​located within the judgment window from the evidence record sequence of the corresponding skill unit, and compares the extracted result values ​​with the judgment conditions in the assessment indicator set to generate a skill achievement status update result. The judgment window can be configured as either a time window or a frequency window to match the assessment rhythm of different courses, different training procedures, or different enterprise practice tasks.

[0065] After the status update result is output, the skill status update module can send a status change notification or event to the status-driven judgment module, so that the job judgment can run with the status change as the trigger condition.

[0066] The job competency modeling module stores the relationships between enterprise positions, required skill units, and minimum skill achievement status. When enterprises publish job requirements, they write the set of required skill units and minimum skill achievement status into this module; educational institutions can synchronize and verify the job model based on the job database of partner enterprises. The job competency modeling module uses job identifiers as indexes to achieve structured storage of job and skill unit requirements, thereby supporting the state-driven judgment module to perform item-by-item comparisons.

[0067] When the skill attainment status changes, the state-driven judgment module re-determines the range of eligible positions based on the job competency modeling module. This module includes an item-by-item comparison unit: according to the job-skill unit association stored in the job competency modeling module, the item-by-item comparison unit reads the skill unit requirements corresponding to each job and compares them with the student's current skill attainment status, thereby generating a judgment result on whether the student can participate in the job.

[0068] The item-by-item comparison unit aligns and compares the minimum skill achievement status of the job position with the current skill achievement status of the student. It only outputs the result of participation in the judgment when all skill units are satisfied, thereby ensuring the certainty and consistency of the job participation judgment.

[0069] The collaborative management module generates and maintains job recommendation results, job lock records, and training adjustment results. This module includes a job lock management unit: after detecting an update to a student's skill achievement status, the job lock management unit determines whether the updated skill achievement status still meets the skill unit requirements of the locked job; if not, it marks the corresponding job lock record as invalid and sends a re-determination trigger instruction to the status-driven determination module.

[0070] By handling failures and triggering recalculation in the job lock management unit, the system has the ability to adapt to changes in state during job confirmation and execution, ensuring that job assignments and skills training progress remain dynamically consistent and avoiding a disconnect between job allocation results and skills achievement status.

[0071] In actual operation, the school first completes the configuration of the skill unit system through the skill unit modeling module, and continuously generates training results and assessment results in the teaching and training process. The skill status update module writes them into the skill evidence storage unit and forms an evidence sequence. The aggregation calculation unit completes the skill achievement status update according to the judgment window. When a student's skill status changes, the status-driven judgment module triggers the item-by-item comparison unit to re-judge the job competency model and generate the range of jobs that the student can participate in. The collaborative management module generates job recommendations and job locking records accordingly. When subsequent changes in skill status cause the student to fail to meet the minimum job requirements, the job locking record is set to invalid and a recalculation is triggered, thus forming a stable and executable closed-loop operation link.

[0072] The above description is merely a specific embodiment of the present invention, but the scope of protection of the present invention is not limited thereto. Any person skilled in the art can easily conceive of various variations or substitutions within the technical scope disclosed in the present invention, and these should all be included within the scope of protection of the present invention. Therefore, the scope of protection of the present invention should be determined by the scope of the claims.

Claims

1. A management method for vocational education and skills training based on industry-education integration, characterized in that: Includes the following steps: S1. Construct a skill unit model, break down vocational education and skills training objectives into multiple independently identifiable skill units, and define a skill unit identifier, a set of prerequisite skill units, a set of assessment indicators, and a set of skill achievement status for each skill unit; S2. During teaching, training or enterprise practice, collect corresponding training results or assessment results for each skill unit, generate skill evidence records that are associated with each skill unit, and update the skill achievement status of the corresponding skill unit based on the skill evidence records. S3. Construct a job competency model to associate and bind enterprise jobs with the required skill units and their minimum skill achievement status; S4. When the skill achievement status of any skill unit changes, the scope of enterprise positions that the student can currently participate in will be re-determined based on the updated skill achievement status. S5. Based on the reassessment results, at least one of the following actions shall be taken: periodic recommendation, confirmation, or adjustment of the student's training arrangements or corporate practice positions.

2. The management method for vocational education and skills training based on industry-education integration according to claim 1, characterized in that: In the skill unit model, each skill unit corresponds to at least one unique skill unit identifier, and is associated with the set of preceding skill units, the set of assessment indicators, and the set of skill achievement states in the storage structure; The skill achievement state set includes at least an unachieved state, a training state, and an achieved state, and the skill unit state transition includes at least the following: the target skill unit's skill achievement state is allowed to transition from an unachieved state to a training state only when all the corresponding skill units in the preceding skill unit set are in the achieved state.

3. The vocational education and skills training management method based on industry-education integration according to claim 1, characterized in that: In step S2, for each skill unit, a skill evidence record corresponding to that skill unit is generated during teaching, training, or enterprise practice. The skill evidence record includes at least a student identifier, a skill unit identifier, a result value, and a collection timestamp, and is stored in the order of the collection timestamps. The system extracts a sequence of result values ​​from multiple skill evidence records corresponding to the same skill unit based on a preset judgment window. The judgment window is either a time window or a frequency window, which serves as the basis for determining the skill achievement status of the skill unit.

4. The vocational education and skills training management method based on industry-education integration according to claim 1, characterized in that: Step S4 involves the following process for reassessing the company's job positions: The set of skill units corresponding to each enterprise position defined in the job competency model is compared with the student's current skill attainment status item by item. A job is only considered a suitable position for a student if the student has achieved the minimum skill attainment level preset in the job competency model across all skill units corresponding to that position.

5. The vocational education and skills training management method based on industry-education integration according to claim 1, characterized in that: In step S5, after generating a job lock record for a student, if it is detected that the student's skill achievement status has changed and the changed skill achievement status no longer meets the minimum skill achievement status requirements of the corresponding job competency model, the system marks the job lock record as invalid and automatically triggers step S4 to re-determine the range of enterprise jobs that the student can participate in.

6. A vocational education and skills training management system based on industry-education integration, characterized in that, include: The skill unit modeling module stores the skill unit identifier, the set of prerequisite skill units, the set of assessment indicators, and the set of skill achievement status. The skill status update module receives training results or assessment results, generates skill evidence records, and updates the skill achievement status based on the skill evidence records. The job competency modeling module stores the relationship between enterprise jobs and the required skill units and minimum skill achievement status; The state-driven judgment module re-determines the scope of eligible positions based on the job competency modeling module when the skill achievement status changes. The collaborative management module outputs job recommendation results, job lock records, or training adjustment results.

7. The vocational education and skills training management system based on industry-education integration according to claim 6, characterized in that: The skill status update module includes a skill evidence storage unit. The skill evidence storage unit uses a combination field of student identifier and skill unit identifier as an index key to store the corresponding skill evidence records in timestamp order to form an evidence record sequence for each skill unit.

8. The vocational education and skills training management system based on industry-education integration according to claim 6, characterized in that: The skill status update module includes an aggregation calculation unit. After receiving a new skill evidence record, the aggregation calculation unit extracts the result value located within the judgment window from the evidence record sequence of the corresponding skill unit based on a preset judgment window, and compares the extracted result value with the judgment conditions in the assessment indicator set to generate a skill achievement status update result.

9. The vocational education and skills training management system based on industry-education integration according to claim 6, characterized in that: The state-driven judgment module includes an item-by-item comparison unit. The item-by-item comparison unit reads the skill unit requirements corresponding to each job according to the job-skill unit association stored in the job competency modeling module, and compares them with the student's current skill achievement status, thereby generating a judgment result on whether the student can participate in the job.

10. The vocational education and skills training management system based on industry-education integration according to claim 6, characterized in that: The collaborative management module includes a job lock management unit. After detecting an update to a student's skill achievement status, the job lock management unit determines whether the updated skill achievement status still meets the skill unit requirements of the locked job. If not, the corresponding job lock record is marked as invalid, and a re-determination trigger instruction is sent to the status-driven determination module.

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