THE GUIDELINES OF EDUCATIONAL MANAGEMENT TECHNICAL SCHOOL IN GUANGZHOU

Abstract

Amid the rapid development of global TVET, Guangzhou Technician College, a key base for cultivating skilled talents in South China, must upgrade its management model. Current curricula stress theory while lagging behind industrial upgrades, with faculty lacking industry experience, students showing weak entrepreneurial and digital skills, and disconnected school-enterprise data chains-all causing employment difficulties and low startup survival. Drawing on Spain's "tiered certification + entrance exams," Germany's "dual system with 70% job rotation + IHK certification," and Australia's "real project experiential learning," this paper proposes three reforms: First, deepening a "1.5-year school + 1.5-year enterprise" system where students study basics in school, then rotate through three paid enterprise posts, earning certificates and tenure. Second, building a "mentor pool + project repository," annually sourcing 15 enterprise renovation projects for faculty-student bidding, with profits shared (20% college, 30% enterprise, 50% students) and winning teams gaining 500,000 yuan funding. Third, creating a "graduate big data profile" tracking employment, salaries, and startup survival at 1, 3, and 5 years, with enterprise feedback guiding curricula. Through reforms in academics, faculty, projects, and data, the college will align majors with industries, teaching with positions, and training with evaluation, boosting skills and employability.