In order to ensure that our efforts are effective, it is very important to make plans in advance. A plan is a business plan that defines the time, place, purpose, expected effect, budget and method of specific actions. I bring you the cooperation scheme between enterprises and schools. I hope you like it!

About the School-Enterprise Cooperation Scheme 1 According to the spirit of the working conference of the Ministry of Labor and Social Security on school-enterprise cooperation to cultivate high-skilled talents, combined with the actual situation of our department, the implementation scheme of school-enterprise cooperation is formulated. Carrying out school-enterprise cooperation is an important measure for the rapid development of specialty and improving the comprehensive strength of running a school; It is an important way to strengthen the construction of teaching staff and cultivate high-quality and high-skilled talents. In order to further promote this work, make the school-enterprise cooperation develop to a deeper level, improve our school-running level and technology application ability, improve the quality of personnel training, and make greater contributions to social and economic development, the following school-enterprise cooperation work plan is formulated.

I. Guiding ideology

In order to comply with the requirements of Jiangsu's two pioneers in economic development and the provincial party Committee and government on accelerating the development of technical education, the educational policy of cultivating skilled professionals in socialist modernization; The professional orientation of cultivating high-quality and high-skilled talents with good professional ethics and innovative spirit requires further strengthening school-enterprise cooperation, accelerating the fundamental transformation of talent training mode in our college, expanding and strengthening the relationship between industry and enterprises, and strengthening the combination of education with productive labor and social production practice; Identify the interest relationship between the major and the enterprise, establish a long-term and stable organizational contact system with the enterprise, and achieve the goal of mutual benefit and win-win cooperation.

Second, the principle of cooperation.

1, service enterprise principle

Serving enterprises is the guiding ideology of the college, and it is also the premise and foundation to open the door of school-enterprise cooperation, which determines the success or failure of cooperation and success rate. The college takes the initiative to go deep into enterprise research, understand the talent demand, employment standards and technical needs of enterprises, and actively carry out enterprise-oriented training to meet the urgent needs of enterprises.

2, the principle of mutual benefit between school and enterprise

The mutual benefit of school-enterprise cooperation is the basis of school-enterprise cooperation. Enterprises have the right to choose and retain students first, and have the right to partially eliminate students' employment according to their ability.

3. Unified management principle

School-enterprise cooperation is a dual activity, and the interests and responsibilities of both schools and enterprises must be highly unified, and they must be unified in leadership, management, planning, implementation, inspection and evaluation.

4. The principle of school-enterprise interaction

The college regularly organizes professional theory teachers to conduct on-site training in enterprises, and invites senior technicians or craftsmen from enterprises to teach at the school. Through the interaction between schools and enterprises, school teachers have learned practical knowledge and ability in enterprises, and enterprise technicians have increased their theoretical knowledge, realizing the complementarity and integration of theory and practice.

Third, the leading body.

Set up a leading group, with the department head and secretary as the leader, the deputy director as the deputy leader, and the office, teaching secretary, student secretary and directors of various teaching and research sections as members.

Four. Basic task

According to the requirements of the college, at least two or three off-campus cooperation bases with substantive cooperation, professional counterparts and relative stability should be established in each professional direction. The off-campus cooperation base should be an enterprise and institution with a certain scale and influence in this industry, and it is in a leading position in technology, production, operation and management.

Basic tasks of off-campus cooperation base:

1, accept students' visit, production practice, post practice and other practical teaching links;

2. Accept teachers' visits, inspections and the training of double-qualified teachers;

3. Realize resource sharing and send professionals to teach and train;

4.* * * Participate in personnel training;

5. Give priority to meeting the employment needs of the cooperative base;

6. Cooperation in other fields.

On the Cooperation Scheme between Enterprises and Schools (Ⅱ)

The training of school-enterprise cooperation talents is an effective way to train high-quality and high-skilled talents, an important carrier to deepen cooperative education in Industry-University-Research, and an important material to improve the level of talent training. In order to further strengthen the school-enterprise cooperation and the combination of production and learning in our school, standardize the training of talents in school-enterprise cooperation and promote its smooth operation, these measures are formulated.

I. Organization and management

School-enterprise cooperation talent training aims at strengthening the pertinence and practicability of teaching, improving students' comprehensive quality, cultivating students' practical ability and problem-solving practical ability, and realizing the diversification of talent training. School-enterprise cooperation can take many forms to cultivate talents. Carry out the learning mode of combining productive labor with social practice, carry out order training, and explore teaching modes such as alternation of work and study, task-driven, project-oriented and internship, which are conducive to improving students' skills.

(a) the establishment of school-enterprise cooperation personnel training leading group. Set up a leading group with the participation of relevant personnel of the school and the cooperative unit, with the school leaders and the cooperative unit leaders as the group leaders, and the members are composed of leaders of various departments in charge of teaching and student work and relevant personnel of the cooperative unit. The leading group comprehensively leads, organizes and implements the professional cooperative training work, supervises and inspects the implementation and completion of cooperative education in Industry-University-Research by various ministries, enterprises and institutions, and coordinates and handles the problems arising in the work.

(2) Establish a professional steering committee. The establishment of professional steering committee is an important material basis for the implementation of school-enterprise cooperation and Industry-University-Research combination system. All departments should employ experts and scholars from enterprises and industries as off-campus vocational guidance committees, and constantly expand the team of off-campus vocational guidance committees. The professional steering committee is mainly composed of senior technical and management personnel of mainstream enterprises in the industry and experts in professional fields, with a large proportion of personnel from enterprises.

(3) Strengthen personnel training in enterprises. The combination of production and learning is not only a teaching form, but also an educational idea. As an educational thought, the combination of production and learning mainly embodies the educational idea that vocational education should be market-oriented, actively face the market and serve the society. Therefore, the work of cultivating talents for enterprises should be carried out in the following two aspects:

Second, design the basic framework of professional training program

(1) Overall design principle. The goal of school-enterprise cooperation training is to cultivate high-quality skilled talents needed for production, construction, management and service. Establish a competency-based education model, reflect the teaching characteristics of technology application as the main body, and form a theoretical teaching system and a practical teaching system combining teaching with production. On the basis of school-enterprise cooperation mode, with Industry-University-Research combined with talent training mode as the platform, specialty construction as the leader and curriculum reform as the key. In order to achieve the goal of talent training, improve the quality of specialty construction and improve the efficiency of teaching management, it is beneficial to reflect a public technology platform (namely, public learning field, public elective learning field and quality development field) and multiple professional directions (namely, professional general learning field courses, professional comprehensive learning field courses and professional extended learning field courses); Based on modular courses that can reflect the training objectives and specifications of professional talents, the requirements of professional characteristics construction and vocational qualification certificates, and reflect knowledge, skills and quality; On the basis of the integration of course teaching and experimental teaching, the combination of production and learning to implement on-campus training and school-enterprise cooperation to implement off-campus training to build a relatively independent theoretical and practical teaching system; The combination of compulsory elective courses is beneficial to students' individualized development, and the standardization and standardization of scheme formulation is beneficial to teaching management, thus constructing a training scheme under the credit system model based on flexible academic system.

(two) the principles and basis of curriculum system structure and curriculum. Based on the planning and setting of professional groups, the curriculum system structure in the professional talent training scheme should be composed of five parts:

1, public * * * learning field courses. This course in the field of learning should make students lay the necessary foundation in the aspects of humanistic quality, professional quality, ideological and moral character, mathematical foundation, foreign language communication and learning ability as much as possible.

2, professional general learning field courses. This learning field course should be able to build a comprehensive core course and core skills training module with broad basic theory and clear core skills requirements, so as to provide a good knowledge, skills and quality structure for students' future career development and migration.

3. Courses in the field of comprehensive professional learning. This kind of learning field course directly reflects the professional characteristics of higher vocational education, and has a clear professional value orientation, which is an educational textbook based on ability and aimed at employment. It is a flexible and open course and training module with the nature of "quasi-order".

4. Professional development courses in the field of learning. This is to provide students with the job skills and basic professional knowledge needed for employment (for the first time), so as to expand their livelihood and flexibly adapt to the needs of the market (enterprise). The curriculum in the field of professional outward bound training and learning should closely meet the needs of the market and enterprises, and the orientation curriculum module should be constructed according to the knowledge and skill elements and requirements of the comprehensive vocational skills that the corresponding positions (groups) should have.

(3) Pay attention to the combination of quality education and professional education. In order to make students develop morally, intellectually, physically and aesthetically in an all-round way, students are required to have not only cognitive ability, learning ability and practical ability, but also communication ability, innovation ability, entrepreneurial ability, organizational ability and team spirit. We should also attach importance to the combination of students' sexual improvement and personality development, and to the combination of quality education and professional education.

(d) Support reform measures.

1, and formulate the curriculum teaching standards that meet the personnel training objectives. Curriculum teaching standard is the guiding document to standardize the teaching of a course, and it is the intermediate bridge between talent training scheme and classroom teaching. Curriculum teaching standards have a direct guiding role for teachers' teaching.

2. The main purpose of curriculum system reform is to change the traditional "subject-based" curriculum view and adopt the "skill-based" curriculum view with professional skills as the core.

3. organically combine the reform of teaching methods and teaching means with the reform of curriculum system. Establish a teaching system centered on cultivating students' professional skills, emphasize the combination of working process and learning process, unify classroom and practice place in teaching design, and adopt an action-oriented teaching method of "teaching, learning and doing in one". Taking students as the main body of teaching and truly changing the traditional model centered on classroom and teaching materials.

On the Cooperation Scheme between Enterprises and Schools Chapter III

In order to further implement the Opinions on Further Strengthening the Work of Highly Skilled Talents issued by the Central Office and the State Council, and the spirit of the work conference on cultivating highly skilled talents by school-enterprise cooperation of the Ministry of Labor and Social Security, truly unify our thinking, take measures, implement the work of cultivating highly skilled talents by school-enterprise cooperation, and achieve results. According to the spirit of higher authorities on cultivating highly skilled talents by school-enterprise cooperation, combined with the reality of our school, we organized and compiled the Implementation Plan of School-enterprise Cooperation of Datong Electric Power Senior Technical School.

I. Guiding ideology

1. Pay close attention to the needs of enterprises, carry out all-round, in-depth and multi-form cooperation with enterprises, and promote the training of highly skilled personnel to achieve practical results.

2. Closely focus on the industry characteristics of our school, give full play to the advantages of power technology, identify the cooperation points with enterprises, and create the professional characteristics of our school.

3. Be strong based on strength, face the society, and actively contact in many ways to form a development model of combining schools and enterprises as needed, supporting each other and developing together to achieve "win-win".

Second, the leading body.

Only in this way can the school-enterprise cooperation in training skilled talents be truly implemented and effective, thus adding development stamina to the school. The school decided to set up a leading group for school-enterprise cooperation.

Team leader: Cui Zuorang

Deputy Team Leaders: Wang Chang, Guo Mingde, Yang, Yan Wengui

Member: Huo Yuping, Dong Guo, Guo Fuxiang, Sun

The main responsibilities of the leading group:

1, study and establish the guiding ideology, methods and steps of school-enterprise cooperation.

2. Lead and organize the implementation of school-enterprise cooperation.

3. Establish and improve relevant systems and mechanisms for school-enterprise cooperation, and increase publicity.

There is an office under the leading group. The office is located in the Academic Affairs Office.

Team leader: Huo Yuping

Member: Dong Gao Guo Fuxiang Ren Niu Jianping

The main responsibilities of the office:

1, organize the implementation of school-enterprise cooperation propaganda, and establish rules and regulations.

2, to carry out outreach work, select enterprises, clear cooperation objectives, contents, methods, etc.

3. Organize the implementation of school-enterprise cooperation.

4, timely sum up experience, to improve, to ensure continuous improvement.

Third, the goal of school-enterprise cooperation

1, focusing on cultivating high-skilled talents with technical skills, compound skills and knowledge skills that enterprises urgently need.

2. Diversified ways of cooperation, focusing on the service industry, and joint training according to actual conditions.

3. Insist on cultivating reserve high-skilled talents and strengthening high-skilled training for enterprise employees.

4. Strive to build a high-skill training base for enterprise employees.

Fourthly, the mode of school-enterprise cooperation.

1, take the initiative to send services, technology and training to the front line.

2. Undertake enterprise orders and conduct order training according to the quantity and specifications of enterprises.

3, school-enterprise * * * combination, joint training.

Five, some experiences of school-enterprise cooperation in our school

Datong Electric Power Senior Technical School is affiliated to Shanxi Electric Power Company, and its main task is to train employees' skills and full posts for the provincial company. For many years, it has been our main task to serve enterprises and improve the overall quality of employees. In just 20 years, the school has completed 47 training tasks such as marketing automation and substation simulation, with 16 18 person-times. At the same time, the school faces the society and strengthens its services to enterprises outside the system. At present, there are 1.500 students with academic qualifications.

20__, our school actively changed its concept and carried out school-enterprise cooperation activities, mainly aimed at the power supply branch of Shanxi Electric Power Company.

In fact, eight times a year, the production knowledge and skills needed in the field were distributed to front-line employees, and 4 18 employees were trained, which achieved good results.

Six, the implementation steps of school-enterprise cooperation

(A) School-enterprise cooperation of Shanxi Electric Power Company

1. Further summarize the cooperation between schools and enterprises in the past 20 years, and increase the coverage of activities and training contents according to the actual training.

2. Training purpose

Mainly for the field personnel to improve the level of knowledge and skills to carry out training, improve the comprehensive quality of participants, strengthen the training of skills and knowledge.

3. Training methods

On-site thematic training, on-site demonstration, individual guidance, interactive question and answer, etc.

4. Coach goals

Select branches of power supply companies such as Xinzhou, Shuozhou, Datong and Linfen. The training targets are county power supply marketers, power supply personnel and rural power workers. At the same time, relevant contracts should be signed as soon as possible to guarantee it.

5. Training content

Marketing automation training, substation simulation training, rural power metering training, safety knowledge training, emergency rescue knowledge and skills training, line clamping technology and wiring production skills training.

6. Training time

Twice a month, about 2-4 days each time.

(B) School-enterprise cooperation outside Shanxi Electric Power Company

1, partner

Henan Power Transmission and Transformation Company, Beijing EHV Company

2. Ways of cooperation

To undertake enterprise orders, you can also * * determine the training plan, implement joint training, and establish it through legal forms such as contracts.

3. Training content

Deliver a certain number of highly skilled talents for the power transmission and transformation specialty of enterprises.

On the Cooperation Scheme between Enterprises and Schools Chapter IV

I. Guiding ideology

With service as the aim and employment as the guidance, we will vigorously promote the training mode of school-enterprise cooperation talents, highlight the training of practical skills, enhance our college's ability to serve local and regional economic and social development, deepen the integration of school-enterprise cooperation, update teaching concepts, make full use of teaching resources, establish a cooperation mechanism with deep cooperation, close integration, complementary advantages and common development between schools and enterprises, realize the "win-win" goal, and improve our education and teaching level.

Second, the main ways of school-enterprise cooperation

(A) order training model

According to the comprehensive professional strength of our college, we will continue to actively understand the employment needs of major enterprises and institutions in the region, actively communicate with enterprises and institutions, and let students directly learn the professional post (group) knowledge and skills urgently needed by employers, reach supply and demand knowledge, and sign an order training agreement for six months to three years; Clarify the responsibilities of both parties, the school is responsible for recruiting students, formulate teaching plans and curriculum plans that meet the training objectives according to the requirements of enterprises, organize and implement teaching with enterprises, and train students in a targeted manner; Enterprises provide internship teaching conditions for schools and invest necessary funds, purchase necessary teaching facilities for schools, build internship training places, and improve school conditions such as accommodation and special scholarships for students; Students accept employment after graduation and obtain corresponding vocational qualification certificates.

(B) Practice mode

In the first two years of school study (1-4 semester), cultivate students' theoretical knowledge, practical skills and professional basic quality; In the fifth semester, according to the types of jobs and employment conditions required by the enterprise, we will carry out teaching practice training in the off-campus practice training base, realize rotation practice training under the guidance of enterprise practice teachers, familiarize ourselves with the actual operating standards and requirements of the corresponding positions in the front line of the enterprise, improve professional post skills, realize "zero distance" docking with the positions, and lay a solid foundation for on-the-job practice; In the sixth semester, I worked as an intern, worked out jobs, became a "quasi-employee", became familiar with the corporate environment, felt the influence of corporate culture, and completed my graduation project, paving the way for future employment. In this process, we need to deal with the problems of vocational skills training and student management.

(C) Practice mode

Each semester, students are arranged to visit the enterprise industry for more than two weeks, so that students can understand the enterprise, understand the working principle of production processes and equipment and facilities, learn corporate culture and experience corporate life. This will help students integrate theory with practice, improve their interest in learning and cultivate their love and dedication.

(D) Staff training and R&D model

Take advantage of school teachers, vocational skill appraisal training points, training colleges, continuing education colleges and other resources to take the initiative to undertake the training and continuing education of enterprise employees. School teachers participate in R&D projects and technical services of enterprises, establish a good mutual aid system, and get mutual help and support from enterprises for school equipment, facilities and practice consumables.

(5) Mode of production and operation

Take advantage of the school's space and other resources to actively cooperate with enterprises to invest in related projects. The school takes the site or other existing resources as shares to participate in the investment, makes use of the advantages of enterprise production and operation, solves the ways and means of talent training in the school, and adopts production projects to bring teachers and students training to make up for the lack of school funds. For example, training centers and college students' business incubation centers can introduce enterprise cooperation to achieve a win-win situation.

(VI) School-enterprise cooperation in curriculum development

It is necessary to study curriculum development and realize the synchronization of teaching and production, practice and employment. School-enterprise * * * formulates the teaching plan and training standard of the course. Students' basic theory courses and professional theory courses are completed by schools, and students' production practice and internship are completed in enterprises. The course implementation process is mainly based on work-study combination and practice.

The developed curriculum should have the following characteristics: first, the curriculum structure is modular, based on the demand analysis of actual jobs (groups), and its curriculum system and teaching materials are all from the actual work task module, thus establishing a curriculum teaching material system based on the working system; Second, the integration of curriculum materials mainly reflects the integration of theoretical knowledge and practical knowledge, and the integration of professional skills and professional attitudes and emotions; Thirdly, the integration of curriculum implementation is mainly reflected in the changes of subject, teaching process and teaching place at the moment. That is, the integration of "teaching and doing", the construction of a new relationship between teachers and students, mentoring and students with the theme of cooperation, the combination of teaching AIDS and tools, consumables and raw materials, and the combination of classrooms, training rooms or production workshops; Fourthly, the curriculum evaluation is open, in addition to the in-school evaluation, it also introduces the evaluation of enterprises and society.

(7) School-enterprise cooperation in developing teaching materials.

The development of teaching materials should be based on curriculum development. In the development of teaching materials, industry experts and school professional teachers are invited to compile targeted teaching materials according to the characteristics of professional courses and the internship and training environment of students in related enterprises. Textbooks can start with handouts, and then be gradually revised according to the actual use, and transition to school-based textbooks and officially published textbooks.

(eight) the establishment of professional teaching steering committee.

According to the characteristics of majors and courses, we hired enterprise industry experts and school teachers to set up a "Professional Teaching Steering Committee". * * * Discuss and clarify the training objectives of professional talents, determine the professional teaching plan and teaching materials, supply the information of talent market demand, participate in the formulation and adjustment of teaching plan, adjust the course teaching plan and training plan in time according to the employment requirements of enterprises and industries, and assist schools to establish off-campus practice training bases.

(9) Implementing the "Hundred Flowers Project"

Vigorously implement the "Hundred Flowers Project" (that is, 100 entrepreneurs enter the school and 100 teachers enter the enterprise), increase the front-line work experience of teachers' enterprises and improve their professional practical skills. Selecting backbone teachers to train and manage students in the front line of enterprises and grasp the current economic information, technical information and future development trend of enterprises in time will help schools to actively adjust training objectives and curriculum, reform teaching materials, teaching methods and teaching management systems, and closely integrate school education and teaching activities with enterprises. At the same time, the school invites famous entrepreneurs to give lectures and make special reports to students every year, so that students can understand the needs of enterprises, feel the corporate culture of the school, cultivate students' corporate awareness, and make psychological and technical preparations for employment as soon as possible.

Third, the specific requirements of school-enterprise cooperation

(1) Newly established majors must be employment-oriented and meet the needs of regional and regional economic and social development. When setting up a new major, we should fully investigate and predict the advance of development. After the major is initially determined, experts and practitioners from relevant departments and employers should be invited to demonstrate, so as to enhance the scientific and practical nature of the major setting.

(2) The teaching of teaching plans, courses and teaching materials of various majors should solicit the opinions of enterprises or industries, so that the teaching plans, courses and teaching materials can be closely linked with social practice, and the knowledge learned by students during school can keep pace with the times and meet the needs of social development.

(3) In the past three years, based on the pilot work carried out by the Department of Business Administration and the Department of Engineering and Technology, this work has been fully rolled out in various colleges, departments and departments. All majors must implement the curriculum construction of 1-2 developed by school-enterprise cooperation.

(4) In recent three years, all majors must implement the construction of 1-2 school-based teaching materials developed by school-enterprise cooperation, and try to use the teaching materials prepared by school-enterprise cooperation as training materials.

(5) Improve the regular rotation training system for professional teachers in front-line enterprises. Every academic year, colleges and departments should send 10% teachers to the front line of enterprises to participate in practical training for more than three months, strictly implement the "Several Provisions on Professional Teachers' Participation in Vocational Skills Training and Appraisal", and strive to improve teachers' professional skills and practical teaching skills. At the same time, each major should employ or transfer at least three high-tech personnel and skilled craftsmen from the front line of production and service to enrich the teaching staff.

Four. safeguard measure

(1) Improve the school-enterprise cooperation organization. A "Steering Committee for School-enterprise Cooperation and Coordination" composed of school leaders and principals of various departments was established to comprehensively guide and coordinate the school-enterprise cooperation. All colleges and departments are led by a leader in charge of school-enterprise cooperation, and equipped with full-time (part-time) vocational school-enterprise cooperation liaison officers to be responsible for the development of school-enterprise cooperation.

(two) the two sides signed an agreement, clear responsibilities, regulate the behavior of both sides. The school guarantees the quality of personnel training, employees' right to choose, and provides training and technical support for enterprises. Enterprises ensure the support of equipment, venues and other conditions and personnel, and ensure the arrangement of students' practical training tasks.

(3) School-enterprise cooperation must be placed in an important position in the annual work plan formulated by colleges and departments, and the annual work summary should reflect school-enterprise cooperation. Every year, school-enterprise cooperation is regarded as an important index to evaluate the performance of colleges, departments and departments. According to the situation and effect of school-enterprise cooperation in colleges, departments and departments, 2-3 departments and departments are selected as excellent units of school-enterprise cooperation every year, and 5- 10 teachers are selected as excellent workers of school-enterprise cooperation in the whole hospital, with emphasis on the research and development projects completed by school-enterprise cooperation, and the school gives corresponding material and spiritual rewards. Units that are not outstanding in school-enterprise cooperation and work-study combination may not participate in the selection of advanced units in the hospital. The situation and effect of school-enterprise cooperation among teachers of specialized courses will be linked with professional title evaluation, job promotion and excellent teacher selection.

Chapter V Cooperation Scheme between Enterprises and Schools

In order to conscientiously implement the spirit of the State Council's "Decision on Vigorously Developing Vocational Education", closely focus on the guiding ideology of "service-oriented, employment-oriented", deepen school-enterprise cooperation, promote the cultivation of skilled talents, improve the quality of education and teaching, better serve economic construction and social development, and serve students' employment, and combine the actual situation of the school, this scheme is specially formulated:

I. Guiding ideology

Guided by the spirit of the State Council and the provincial government to vigorously develop vocational education, and taking the market demand and employment as the close combination point, we should explore and develop a multi-channel, multi-level and all-round school-enterprise cooperation model, so as to cultivate more applicable compound vocational skills talents for enterprises and society.

Second, cooperation information

1. Students' off-campus internship: enterprises sign off-campus internship agreements with enterprises. Enterprises understand that schools must have a certain number of students with corresponding majors. When students graduate from internship, enterprises can give priority to students and supplement the front-line personnel of enterprises.

2. On-the-job staff training: When the cooperative enterprise needs to train on-the-job staff, the school will overcome the difficulties, create conditions for the enterprise to train on-the-job staff and help the enterprise improve the quality of staff. Training majors and training objectives are determined by enterprises, training plans and teaching materials are agreed by enterprises and schools, training teachers are arranged by schools or hired by enterprises, and teaching materials are supplied by schools. You can sign a specific training agreement.

3. Teacher internship: The school arranges a necessary number of professional teachers to practice in cooperative enterprises every year. The practice time is generally two months, which is carried out during holidays. Internship teachers should fill in the enterprise internship registration form, and the registration materials should include internship materials, internship period, internship enterprise evaluation, school opinions, etc. , and included in the assessment, training and improvement of teachers.

4. The school takes the initiative to contact the enterprise, and the enterprise arranges senior professional and technical personnel or technical experts to attend classes in the school every year to guide and enrich the teaching of professional courses and make up for the shortage of teachers.

5. Schools and enterprises * * * set up a teaching advisory committee, which is attended by technical experts or human resource management experts appointed by enterprises, and attended by school leaders, department heads or professional teachers. Meetings are held twice a year to provide consulting services for the training objectives, specialty setting, teaching plan, teaching reform, training base construction and employment placement of various schools.

6. Strengthen school-enterprise communication. Through networking activities, school-enterprise exchange visits, joint cultural and sports competitions, engineering and technical competitions, etc. , enhance the feelings of both sides, close the relationship between schools and enterprises, promote the combination of teaching, scientific research and learning, and improve the quality of practical talents training.

Third, implement school-enterprise cooperation.

School-enterprise cooperation covers a wide range, mainly including school office, market research and development department and employment department, with the cooperation of academic affairs office and political and educational office.