The "113" Applied Talent Training System Reform achieved Remarkable Results

Edit: of: Published: 2019-06-14

In recent years, the university has responded positively to the call upon structural reform of the supply-chain cultivation put forward by the central government. In response to the existing problems in the cultivation of applied talents, combined with the demand for talents in Liaoning's economic and social development, the university has vigorously promoted the reform of the “113” applied talent training system to promote the realization of  talent cultivation, to achieve a seamless connection between the society and industrial needs, comprehensively improve the quality of personnel training and supply, and provide talent support for the comprehensive service of Liaoning's revitalization and development.

After several years of construction, the university's "113" applied talent training system reform has achieved remarkable results. In the 2018 National Higher Education National Teaching Achievement Awards, the "113" applied talent training system reform and practice won the second prize of national teaching achievements.

In 2015, in order to solve the problem of separation of supply and demand sides of talent cultivation, the university decided to reform the existing talent training system and build a new "113" talent training system guided by the advanced goal-oriented (OBE) education concept.

The "113" talent training new system refers to one concept, one model and the "three-oriented" education mechanism.

The Demand-oriented (OBE) educational concept. The first "1" of "113" is a concept, which is a demand-oriented education concept (Outcome-Based Education, usually called demand-oriented education, referred to as OBE). It is widely recognized by the engineering education community and is fully adopted by the Washington Agreement. China's current comprehensive engineering education professional certification highlights this concept. This concept is very suitable for the cultivation of applied talents.

The "CDIO" educational model. The second "1" of "113" is "a model" that introduces an advanced engineering education model, the "CDIO" model. Since 2000, multinational research by four universities, including the Massachusetts Institute of TechnologyMIT and the Royal Swedish Institute of Technology, has received nearly $20 million in funding from the Knut and Alice Wallenberg Foundation. After four years of research, the CDIO engineering education model was created. An international cooperation organization was then established and named after CDIO. If “OBE” explains the things to do, then “CDIO” elaborates how to do it. It stipulates a set of curriculum development, course teaching and course evaluation measurements to ensure the correct implementation of the “OBE” concept in instructional design, implementation and evaluation. From the educational model, it is ensured that the supply side and the demand side are in conformity.

The "Three-oriented" education mechanism. The “3” of the “113” talent training system refers to the “three-oriented” education mechanism, namely, collaborative education, family cultivation and personalized guidance. If "OBE" tells us what to do, "CDIO" elaborates how to do it, then the "three-way mechanism" emphasizes who is going to do it. “Who” includes three levels: school, profession and teacher.

The university must promote the uni-enterprise synergy to educate people, this is the first "chemical." Universities and enterprises shall jointly formulate personnel training standards according to the requirements of the demand side, improve the personnel training program, build a curriculum system, jointly develop teaching materials and update teaching contents, jointly build a large public internship training base and a productive training base, and jointly implement the training process. Evaluate the quality of training, carry out extensive order training, and coordinate the implementation of school-enterprise dual-entrant sports people to solve the problem of no matter the use of the school.

The second aspect of the "three-oriented" mechanism is family-based training. The professional person in charge is the head of the family. Each teacher, as the second parent, contracts several students, from their source of admission, to how to attend classes, how to contact the company, and to be responsible for the whole process of employment. Just like caring for our own children, let our students feel the warmth of home. Parents and teachers should not only guide their study, but also be responsible for their behaviors, including moral education, daily behavior, graduation assignment, etc., and solve some teaching-related problems.

The third aspect of the “three-oriented” mechanism is personalized guidance. Each parent selects a mentor based on their interests, introduces them to relevant scientific and technological innovation groups, and selects projects according to their own interests to enhance their innovation potentials. Entrepreneurial ability; contact the relevant tutors according to the specific problems of the children to do targeted counseling to ensure that each child grows up. Parents and teachers in the school should cross-cultivate with each other, solving some existing teaching-related problems.

The "three-in-one" mechanism solves several outstanding problems in the cultivation of applied talents in colleges and universities that schools only train students regardless of their own focus, and teachers only teach but not educate. From the educational mechanism, it is ensured that the supply side and the demand side are consistent.

In the past few years, the school has piloted 11 different professions and achieved remarkable results. 11 majors have completed the OBE-based talent development program, designed first-, second-, and third-level projects, and built the entire life cycle from conception, design, implementation to operation (CDIO) forming an engineering education model. The engineering practice platform of “shopping”, “realization” of the project, “typicalization” of the project, “regulation”, “production” and “simulation” of the accident was established. Nearly 300 family units have been set up to train students in the whole process of familization. It has been promoted to 29 majors. At present, ideological and political work is gradually being implemented into the family, and the family-based training mechanism of ideological and political work is being explored.