Investigation Report on the Construction of Vocational Skills Training and Identification System in Australia and New Zealand
Investigation Report on the Construction of Vocational Skills Training and Identification System in Australia and New Zealand
Wang Guixian
In order to better adapt to the situation faced by the WTO and the era of knowledge economy, understand the practices of Australia, New Zealand vocational skills training and appraisal system, professional standards, professional qualification certificate system, etc., learn advanced experience and promote China's agricultural machinery occupation. The technical training and appraisal work was healthy and developed. The delegation of 11 “Agricultural Machinery Vocational Skills Training and Identification System Construction” organized by the Agricultural Machinery Test and Identification Center of the Ministry of Agriculture was held from June 16 to July 1, 2005. The day conducted a special study on Australia and New Zealand. The delegation went to the University of Queensland Agricultural and Horticultural Vocational Training Center, Jamie Grants Farm, Banchory Farm, National Manufacturing Professional Standards Research Center, Victorian Ministry of Primary Industries and the National Qualifications Authority of New Zealand, and the Agricultural Professional Standards Research Center. The construction industry professional standards research center, the horticultural occupation standard research center and other departments visited and visited, and had extensive discussions and exchanges with relevant management, research, teaching staff and farmers, and the management system and operation of vocational skills training and appraisal in the two countries. The mechanism and other situations have gained a deeper understanding and achieved great gains. The relevant situation report to be investigated will be as follows:
First, the basic overview
Australia and New Zealand are both in the southern hemisphere, in the southwestern Pacific Ocean, an independent country within the Great Britain Association, General English. Australia consists of the mainland of Australia, Tasmania and the surrounding islands. It covers an area of 7,692,200 square kilometers and has a population of less than 20 million. It is one of the countries with the lowest population density in the world. Most of the regions are tropical and subtropical. The climate is dry and hot, and the rain is scarce. It is the continent with the least rainfall in the world. The West Coast of New Zealand is situated across the Tasman Sea from southeastern Australia and consists of the North Island, the South Island and Stewart Island and the surrounding islands. It covers an area of 270,000 square kilometers and has a population of nearly 4 million. The territory of the mountains and hills accounts for more than 3/4 of the total area, and the plain is narrow. Most of them are temperate maritime climates, with abundant rainfall, small annual temperature difference, no heat in summer, and no cold in winter.
Both Australia and New Zealand are economically developed countries. Agriculture and animal husbandry have an important position in both countries and are highly mechanized. Australia's agricultural land area is 455 million hectares. In 2000, the agricultural population was 410,000, which was less than 3% of the country's total population. The main food crops are wheat, barley and oats, and the main cash crops are cotton, sugar cane and subtropical fruits. The natural pastures are vast, accounting for 55% of the country's total area. Sheep and wool are well-known in the world. The number of sheep and wool production ranks among the highest in the world, and meat and dairy farming are very advanced. The total agricultural output value is A$39 billion, accounting for 3.8% of the gross national product, plus more than 10% of the processed portion. Two-thirds of New Zealand's land is suitable for agriculture and animal husbandry, and agricultural and livestock products account for 3/4 of the total national income, accounting for more than 60% of total exports. It mainly raises sheep and cattle. It is the country with the largest number of sheep and cattle per capita in the world, with 10 per capita. The crops are wheat, oats, barley, New Zealand, and fruits, and the food is not self-sufficient.
During the half-month study tour, the delegation visited the richness of the agricultural and animal husbandry resources and the development of production in Australia and New Zealand. Although the season we arrived in is the early winter here, the whole land remains They are covered by green vegetation. During the tour on the outskirts, there are green grass and green onions. From time to time, you can see groups of cattle and sheep living leisurely in nature. Its livestock products and processed products have also left us with an unforgettable impression. "The country riding on the back of the sheep" is well-deserved.
Second, the basic situation of vocational training and skills identification
1. Main development process
Vocational education and training in Australia and New Zealand has a history of nearly one hundred years, but comprehensive development was in the period of standardization and standardization in the 1990s after the Second World War. The initial vocational education is to provide some skills and practical courses in the university to provide corresponding skills training for college students. After the end of the Second World War, because a large number of veterans needed employment, and under the impetus of the new technological revolution, the traditional industrial sector carried out technological transformation, the new industrial sector with high and new technology as the core began to be established, and the modern management system was gradually introduced. The improvement of labor productivity, in this way, the production line of technology-intensive industries urgently needs a large number of high-level skills, technology-use talents and management talents. However, the traditional university's educational ideas of academic research and light technology application, and a single talent training model, are difficult to adapt to this demand. In this era, TAFE came into being, and specialized vocational education and training institutions have developed rapidly. In the 1990s, in order to make vocational training more adaptable to economic, social development and industry enterprise needs, improve the quality of training, and maintain the consistency and consistency of vocational training and skill appraisal, the government believes that the management of vocational education and training industry should be promoted. To give full play to the role of industry organizations, the government organized industrial vocational skill standard R&D institutions to further form a national uniform vocational skill standard based on the vocational training framework formulated by the state, as a vocational training institution certification, curriculum setting approval and skills. The main basis for assessment and appraisal, vocational education and training are generally standardized and standardized.
2. Organization and management system
The management functions of vocational education and training in Australia and New Zealand are clear, and the establishment of the organization is clear and the system is perfect. Australia has federal, state and local governments. Governments at all levels have set up “vocational training committees” in the Ministry of Education and Training to take charge of vocational education training management. The federal government “vocational training committee” is responsible for the planning and system of vocational education and training throughout the country. Build, guide, coordinate the vocational education and training work of the state governments, formulate a unified policy for vocational education and training throughout the country; submit legal and financial support proposals for vocational education and training to the federal government council, issue national guidance vocational education and training programs, management, The government grant is allocated. The “Compulsory Training Committee” of each state government is responsible for coordinating and planning the vocational education and training of the state, responsible for the examination, evaluation and supervision of vocational education and training institutions, and is responsible for bidding for government training projects, supervising the quality of training and managing the funds for vocational education and training. Etc., and the state governments have strong independence, and there are some policies and laws that are not identical to the federal government. New Zealand has federal and local governments, and the education and training departments at all levels of government are responsible for coordinating vocational education and training.
3. Vocational training implementing agencies
The vocational education and training institutions in Australia and New Zealand can be divided into four categories: 1 The TAFE College run by the federal government is the main body for the implementation of vocational education and training in the country. Some TAFE colleges are independently set up, and some are attached to colleges and universities. Its scale is large, its equipment is advanced, its professional setting is extensive, its training level is diversified, its length is combined, and its training mode is flexible. 2 Adult and community training institutions, mainly providing basic vocational skills training, providing pre-employment technical training for the reemployment of unemployed people and the movement of personnel. 3 Private training institutions, the state encourages private training institutions to participate in the competition of TAFE colleges, and regulate the competition mechanism of vocational training through legislation. 4 Vocational training institutions set up by industrial departments and enterprise groups are generally responsible for primary training, on-the-job training of practical technologies and re-education of vocational skills. Among the above-mentioned vocational training institutions, the first two categories are public-sex training institutions. The main sources of funding are government grants and a small amount of tuition fees. The funds for private training institutions are partly based on tuition fees, and the other part is obtained through bidding for government vocational training programs. Government grants; the funds for the establishment of vocational training institutions by industrial departments and enterprise groups are mainly borne by industrial associations and enterprises.
4, professional skills standards research and development institutions
The R&D institutions for occupational skill standards in Australia and New Zealand have been established and established by the government and industry associations since the 1990s. For example, the Australian Manufacturing Vocational Skills Standards Research Center, the New Zealand Agricultural Vocational Standards Research Center, the Construction Industry Professional Standards Research Center, and the Horticultural Care Standards Research Center. These specialized vocational skills standard R&D institutions and their branches are located throughout the country, responsible for the employment demand forecasting and career analysis of the industry, including understanding the needs of domestic and foreign enterprises and trainees' vocational training, researching and formulating industry professional skill standards, and training. The department reviews, approves, and promulgates. The Vocational Skills Standards R&D Institute is also responsible for providing technical support and advice to government agencies, providing professional curriculum, teaching and consulting to TAFE Academy and other vocational training institutions. His work is mainly funded by government grants and industry grants. He has work agreements with the government and accepts government work assessments. The results of the assessment directly affect the government's appropriations. According to Mr. Lan Shepherd of the New Zealand Construction Industry Professional Standards Research Center, the agency has a monthly funding of 12 million Singapore dollars, 70% of which is government funding and 30% is construction industry funding.
5. Professional qualification certificate system
The professional qualification certificate system of Australia and New Zealand has been widely recognized by the society. The certificate has obvious effects and high gold content. According to the relevant laws of the government, professional qualification certificates are used throughout the country. Only when they have obtained vocational qualification certificates can they engage in technical work related to their occupations. The professional qualification certificate has become an indispensable condition for job hunting. The employer uses this as the basis for taking up the post and determining the remuneration, and it is also the basis for exempting the corresponding legal responsibility. There are six levels of professional qualifications in Australia, with first and second grades being primary, third and fourth grades being intermediate, and grades five and six being advanced; New Zealand's vocational qualifications are graded, with grades one to four being general vocational qualifications. Certificates, grades five and six are equivalent to junior colleges, grades seven and eight are equivalent to bachelor's degree, and grades nine and ten are equivalent to master's and doctor's degrees respectively.
Third, vocational training and skills identification features
1. Credit system repair
The curriculum setting and skill appraisal of vocational training institutions are strictly in accordance with the unified industry professional skill standards and the unified national vocational qualification certificate system. The professional skills standards of the industry are comprehensive and detailed, not only have professional knowledge and skills curriculum requirements, but also The professional function modules and levels are decomposed into credits, and students can complete their studies by accumulating credits. This credit system practice method combines vocational training with general education and higher education. In the ordinary high school education stage, students are free to choose the vocational education courses required for the first-level certificate and the second-level certificate. After entering the TAFE college in high school, The credits for the vocational education courses obtained in the high school education stage are recognized, that is, it is not necessary to start from the beginning, and the subsequent course modules can be directly studied. After graduating from TAFE College, students can also enter university, and all relevant courses at TAFE College are recognized in whole or in part. This has created conditions for TAFE graduates to further their university degree. Because the curriculum is modular, students can study full-time or part-time after employment. At the same time, vocational training institutions recognize students' relevant professional skills acquired through self-study or at work and life. To combine pre-employment education and post-employment education. It is conducive to students' choice and learning according to their individual development needs. It is also conducive to students' step-by-step climbing. It also creates conditions for in-service personnel to improve their professional skills, thus greatly improving the efficiency of academic and vocational education to provide practical talents for the society. benefit.
2, pay attention to skills training
Professional Skills Standards R&D institutions and vocational training institutions have established extensive, organic and inextricable collaborative relationships with corporate groups to ensure the most practical training and the latest professional information. New technologies, new processes, new materials and new products developed by enterprise groups are often provided free of charge and incorporated into vocational skill standards and training courses in a timely manner. The setting of vocational skill standards and training courses fully reflects the training needs of industry enterprises and trainees, with special emphasis on the cultivation of practical skills. Each vocational training institution has a practice base or an internship enterprise. Most of the studies are in practice bases, industry enterprises or The farm is finished. The skill appraisal of the trainees is also based on practical skills and is extremely practical. As a result of this, on the one hand, graduates who have obtained vocational qualification certificates can solve practical problems immediately after they get to work, and there is no adaptation period. On the other hand, industry enterprises have a good recognition of vocational training by participating in the operation and supervision of vocational training. Graduates who have obtained vocational qualification certificates are generally welcomed by industry enterprises and have good employment prospects. Some university graduates even go to TAFE College receives vocational training in order to have a wider range of employment opportunities. Thereby improving the social status of vocational training and enhancing the role and gold content of professional qualification certificates.
3. Implement qualification management
The government implements qualification management for the quality assurance system, curriculum setting, teacher strength, and teaching facilities of the training institutions, and is registered and accredited through accreditation. Only certified training institutions can qualify for bidding for government vocational training programs and receive government funding. Teachers who are vocational training generally have 5 years of professional work experience, have received professional training in education and have corresponding professional qualification certificates. At the same time, vocational training institutions encourage their employed teachers to become members of industry associations, participate in professional association activities, accept New expertise, skills and information. Among the professional training teachers, there are a considerable proportion of part-time teachers, who are employed by industry associations and industry enterprises, mostly the CEOs, department managers or technical backbones of enterprise groups. The National Qualifications Bureau, which is visited by the delegation in New Zealand, is the agency of the Federal Government's Education and Training Department. It is responsible for organizing the quality review team's certification registration for vocational training institutions, and evaluating and approving vocational skill standards and vocational qualification certificates. The certification fee for training institutions is 100-150 Singapore dollars per hour, and the one-time certification fee is generally about 1600 yuan. The certification registration period is valid for 3 years, during which the training institution is also subject to the annual supervision and review of the quality review team. For the non-conformities reviewed, the training institutions shall be rectified, and if the problems are serious, they will be suspended for rectification or revocation.
4. Market mechanism operation
The government authorities determine the vocational training programs and indicators according to the vocational training framework and training plan each year, and take the vocational training as the “purchaser” of “special goods” in qualified colleges, communities, private and corporate vocational training institutions. In the bidding, which vocational training institutions adapt to economic and social needs, and the quality and cost are low, the government will “purchase” which “special commodity”, and the successful bidder will receive the government investment to continuously improve vocational training. the quality of. This kind of market operation mechanism and funding method has become the baton of the government to develop vocational training, which reflects the role of the government in guiding the market. This management model encourages vocational training institutions to maximize their adaptation to local economic and social development needs and make efficient use of educational resources. At the same time, the government encourages vocational training to enter the social market competition and obtain funding from all sectors of society such as enterprises.
5. Convenient skill identification
Because the professional skill standards are superimposed by professional function modules and levels, they are combined into a complete standard system. In this system, each functional module has relative independence, so that the student's practice is not limited by time and place. As long as the ability meets the requirements of a functional module, the credit can be obtained through skill identification. After all the skills of several functional modules of a certain level are identified, and the credits are accumulated, the corresponding level of vocational qualification certificates can be obtained. The vocational skill appraisal institutions are set up in vocational training institutions, and their appraisal activities are controlled by the certification registration system. The vocational qualification certificate is issued by the vocational training institution and is in a unified national format. This combination of training and appraisal not only enables the training institutions to continuously update the training content according to the professional skill standards, but also enables the trainees to flexibly control the time to complete the training courses according to their own energy and training requirements. At the same time, the state encourages the marketization of vocational skill standards, training materials and skills appraisal, and stimulates the vigorous development of vocational education and training through fierce competition in the market.
Fourth, experience and suggestions
The development of the social and economic development of Australia and New Zealand is inseparable from the quality and skills of its employees. It is attributed to the state's emphasis on vocational education and training, which is attributed to the society's recognition of the vocational qualification certificate system. Both governments have put vocational education and training in the height of improving the quality of the citizens' labor force, ensuring the "high-quality, high-efficiency" operation of the national economy, investing huge sums of money, promulgating supporting policies and regulations conducive to the development of vocational training, and actively supporting and promoting . All walks of life have invested a lot of enthusiasm and support for vocational training and qualification system, and actively participated in the development of vocational skills standards, vocational training operations, curriculum setting, and skills identification. All kinds of educational forms are connected, educational resources are used with high efficiency and high quality, and vocational training institutions are continuously growing and forming a diversified pattern. The vocational qualification certificate has become a passport for job hunting and has been widely recognized and trusted by scholars and employers.
The quality and skill level of employees in China are generally low. In particular, the number of agricultural employees is high and the quality is poor. The high-level and high-skilled talents are particularly short, which directly affects the comprehensive agricultural production capacity and restricts the transformation of agricultural growth mode and the process of agricultural modernization. It is of great significance to raise the quality and skill level of agricultural workers, cultivate a team of agricultural talents, build modern agriculture, promote the increase of farmers' income and the effective transfer of rural labor, coordinate urban and rural economic and social development, and solve the "three rural issues". Agriculture and rural economic development as a whole. In recent years, with the implementation of relevant national laws and regulations and professional qualification certificate system in the agricultural industry, agricultural vocational training and skill appraisal have made certain progress, playing an active role in the construction of agricultural talent team, but due to the short development time, Insufficient understanding, insufficient state investment, lack of corresponding supporting policies and mechanisms, and enthusiasm in all aspects have not been fully mobilized. Agricultural vocational training and skill appraisal are far from meeting the needs of agricultural and rural economic development, compared with developed countries. There is still a big gap.
The agricultural machinery talent team is an important part of the agricultural talent team. It is an important duty of the agricultural machinery departments at all levels to strengthen the vocational training and skill appraisal of the agricultural machinery industry and strengthen the construction of agricultural machinery talents. It is the common cause of the vast number of “agricultural workers”. Based on the Australian and new investigations and the actual situation in China, the following recommendations are proposed for the vocational training and skill appraisal of the agricultural machinery industry:
1. Further raise awareness and strengthen organizational leadership. The competent agricultural machinery departments at all levels shall further raise their awareness of the importance of vocational training and skill appraisal in the agricultural machinery industry, enhance their sense of responsibility and urgency, and earnestly perform their duties. Coordinate internal and external relations and policies of agricultural machinery systems, integrate system resources, increase investment, plan and deploy overall, determine development goals and work objectives, implement leaders, responsible departments and personnel, incorporate assessment management, strengthen supervision and guidance, and promote The agricultural machinery industry has taken a new step in vocational training and skill appraisal.
2. Formulate supporting policies to strengthen the leading role. While actively taking measures to implement the employment access system for agricultural machinery repair workers, we will strengthen research and policy formulation for other employment employment access in the agricultural machinery industry. In the business and projects of large-scale agricultural machinery training, purchase subsidies, cross-regional machine collection, maintenance network certification, and rectification of agricultural machinery market, clear provisions and requirements for personnel and professional qualifications are provided, and vocational training and skill appraisal and industry management work are organically Combine, increase policy binding force and profit driving force, guide and encourage the majority of agricultural machinery practitioners to actively participate in vocational training and skill appraisal, and promote the smooth implementation of the national vocational qualification certificate system in the agricultural machinery industry.
3. Strengthen publicity and publicity to improve social awareness. Pay attention to collecting and sorting out the vocational training and skill appraisal work in the agricultural machinery industry to improve the skill level of personnel, improve the efficiency of work, ensure the quality of maintenance, reduce mechanical accidents and failures, increase the income of certified personnel, promote the transfer of rural labor, and develop the rural economy. Cases, combined with popular science, annual review and other activities, through radio, television, newspapers and magazines, the Internet and other media, to strengthen the role of vocational training and skills identification. At the same time, through the organization of business competitions, skill competitions and other activities, expand social impact, improve the social recognition of vocational qualification certificates, and create a good atmosphere for promoting the healthy development of agricultural machinery vocational training and skills identification.
4. Take various forms and mobilize the participation of all parties. Strengthen the research on vocational training methods and skill identification models in the agricultural machinery industry, explore the ways of unitized teaching, credit system repair and modular identification, and promote the connection between agricultural machinery professional education and vocational training. Guided by the promotion of employability and the aim of improving the skill level, the agriculture-related institutions and agricultural mechanization schools are encouraged to implement the “double-certificate system” so that graduates can obtain corresponding professional qualification certificates while obtaining academic certificates. Through the competition mechanism such as bidding and bidding, the agricultural machinery industry enterprises, agricultural machinery service organizations and other social units are actively encouraged to participate in the vocational training operation, curriculum setting and professional standards research and development, and enhance the employer's trust in the professional qualification certificates. At the same time, through the establishment of skilled talents and the establishment of incentive mechanisms, the vocational training-skills identification-employment-oriented direct platform was gradually established.
5. Consolidate the basic work and ensure the "certificate quality". Further strengthen the research on the content and function of national occupational standards in the agricultural machinery industry, timely understand the new technologies and new technologies of agricultural machinery, analyze the new occupations and new needs of the industry, and constantly improve the content of national professional standards, making it an important basis for vocational training and skill appraisal. Actively promote the implementation of professional standards that have been promulgated and the use of professional training materials and skill identification test questions. At the same time, strengthen the training and team building of agricultural machinery professional skills appraisers and quality supervisors, and actively promote the "double system" of agricultural mechanization secondary schools and agricultural mechanization training schools, so that the teachers of agricultural machinery vocational training have the qualifications of lecturers and technicians. In accordance with the requirements of "unified standards, teaching materials, test questions, unified identification of work procedures, unified professional qualification certificates", standardize the occupational skills appraisal behavior, ensure the quality of work, and make the agricultural machinery vocational qualification certificate have a good quality reputation in the industry enterprises and the whole society.
V. Other investigations
Through the reception of our Des McGarry and Professor Jeff Tullberg from the University of Queensland and visits to the Jamie Grants and Banchory farms, we also have a certain understanding of agricultural mechanization and conservation tillage in Australia.
Australia's agricultural and livestock production and management model is mainly based on family farms and ranches, and the scale is large. The general land area is several hundred or thousands of hectares, the degree of mechanization is high, the socialized service is perfect, and the production efficiency is high. For example, the Jamie Grants farm and the Banchory farm near Dalby, Queensland, have more than 5,000 hectares and more than 2,000 hectares of land, both of which are farm-produced farms, mainly grown crops. There are wheat, sorghum, cotton and sunflowers. The former usually has three people engaged in production and management. The latter usually has only one person to take care of. Mr. Norris, the owner of Banchory Farm, told us that he has one tractor, wheat planter, sorghum planter, plant protection machine and transporter. The conservation farming method, seeding and field management work are done by themselves, only in When the farm is busy, hire a helper and homework service from the service company. It can be seen that scientific production methods, high mechanization level and perfect socialized services provide a strong foundation and support for efficient production of farms, reducing production pressure and management burden.
Australia is an early country that implements agricultural conservation tillage. After years of practice, it has concluded a set of effective technical models. Mr. Des McGarry introduced us to “no-till, crop and fixed-track operations” as the three elements of Australia's conservation tillage. In Australia, due to the large-scale and intensive management of land, agricultural production has achieved full-scale mechanization. In order to improve the efficiency of mechanical operations, large-scale agricultural machinery with a power of more than 100 horsepower is generally used in each farm. At the same time, due to the large-scale machinery repeatedly working on the cultivated land, the soil compaction not only increases the consumption of mechanical power, but also is not conducive to rainwater infiltration, reducing the storage capacity of the soil, and affecting the agricultural production efficiency. After years of research, Australian agricultural science and technology personnel have summarized a set of fixed-track mechanical operation methods. The technology mainly defines a certain set of widths in the farmland according to the row spacing of the crops, the wheelbase of the unit and the width of the operation. Fix the unit working track and adjust the unit track properly so that the load-bearing wheels of the unit can walk on the fixed track during each operation. According to Professor Jeff Tullberg, their years of research have shown that the fixed-track operation method is more traditional than the non-fixed-track operation: first, avoiding the unit driving on soft soil and sowing in compacted soil, it can save about 50% of the unit. Traction, reduce energy consumption, reduce cost; Second, avoid the soil being repeatedly crushed by the tires, can improve the soil aggregate structure, increase the soil organic matter and strontium content, suitable for crop growth; third, reduce the compacted soil area, which is conducive to rainwater Seepage, increase soil storage capacity, and reduce surface runoff. Generally, surface runoff of compacted soil is more than three times that of uncompacted soil runoff; fourth, it can increase production per unit area by 10%-20%.
According to reports, in order to prevent soil wind erosion and desertification, reduce soil erosion, improve soil fertility, and maintain ecological balance, the implementation of conservation tillage in the 1970s has encountered great resistance and difficulty in the initial stage. The technology has launched a large number of research, demonstration, training programs, and the farmers who use this technology to give corresponding preferential policies in the purchase, improvement, taxation, oil use, etc., through the project to promote the research and promotion of technology, Great progress has been made. According to Mr. Des McGarry's estimate, 30% of the cultivated land in the country has implemented no-tillage technology and 40% of cultivated land has implemented no-tillage technology. While implementing conservation tillage, Australia also attaches great importance to the comprehensive application of modern high-tech science and technology in agriculture. For example, the GPS positioning technology is applied to the operation control of no-tillage sowing, fertilization, spraying and fixed operation roads for agricultural machinery, further improving the utilization rate of agricultural resources and production materials, and improving the comprehensive agricultural benefits. Australia's experience and practices in implementing conservation tillage techniques have increased the usefulness of this technology for the promotion of this technology in China.
Note: Members of the delegation to Australia and the new agricultural machinery vocational skills training and identification system
Head: Jiao Gang Deputy Head: Zhang Kailun
Member: Yang Yongming Li Yan Zhang Hui Li Guojun Xu Wei Zhang Ruihong Zhang Yumei Chu Weiwen Wang Guixian
Wang Guixian
In order to better adapt to the situation faced by the WTO and the era of knowledge economy, understand the practices of Australia, New Zealand vocational skills training and appraisal system, professional standards, professional qualification certificate system, etc., learn advanced experience and promote China's agricultural machinery occupation. The technical training and appraisal work was healthy and developed. The delegation of 11 “Agricultural Machinery Vocational Skills Training and Identification System Construction” organized by the Agricultural Machinery Test and Identification Center of the Ministry of Agriculture was held from June 16 to July 1, 2005. The day conducted a special study on Australia and New Zealand. The delegation went to the University of Queensland Agricultural and Horticultural Vocational Training Center, Jamie Grants Farm, Banchory Farm, National Manufacturing Professional Standards Research Center, Victorian Ministry of Primary Industries and the National Qualifications Authority of New Zealand, and the Agricultural Professional Standards Research Center. The construction industry professional standards research center, the horticultural occupation standard research center and other departments visited and visited, and had extensive discussions and exchanges with relevant management, research, teaching staff and farmers, and the management system and operation of vocational skills training and appraisal in the two countries. The mechanism and other situations have gained a deeper understanding and achieved great gains. The relevant situation report to be investigated will be as follows:
First, the basic overview
Australia and New Zealand are both in the southern hemisphere, in the southwestern Pacific Ocean, an independent country within the Great Britain Association, General English. Australia consists of the mainland of Australia, Tasmania and the surrounding islands. It covers an area of 7,692,200 square kilometers and has a population of less than 20 million. It is one of the countries with the lowest population density in the world. Most of the regions are tropical and subtropical. The climate is dry and hot, and the rain is scarce. It is the continent with the least rainfall in the world. The West Coast of New Zealand is situated across the Tasman Sea from southeastern Australia and consists of the North Island, the South Island and Stewart Island and the surrounding islands. It covers an area of 270,000 square kilometers and has a population of nearly 4 million. The territory of the mountains and hills accounts for more than 3/4 of the total area, and the plain is narrow. Most of them are temperate maritime climates, with abundant rainfall, small annual temperature difference, no heat in summer, and no cold in winter.
Both Australia and New Zealand are economically developed countries. Agriculture and animal husbandry have an important position in both countries and are highly mechanized. Australia's agricultural land area is 455 million hectares. In 2000, the agricultural population was 410,000, which was less than 3% of the country's total population. The main food crops are wheat, barley and oats, and the main cash crops are cotton, sugar cane and subtropical fruits. The natural pastures are vast, accounting for 55% of the country's total area. Sheep and wool are well-known in the world. The number of sheep and wool production ranks among the highest in the world, and meat and dairy farming are very advanced. The total agricultural output value is A$39 billion, accounting for 3.8% of the gross national product, plus more than 10% of the processed portion. Two-thirds of New Zealand's land is suitable for agriculture and animal husbandry, and agricultural and livestock products account for 3/4 of the total national income, accounting for more than 60% of total exports. It mainly raises sheep and cattle. It is the country with the largest number of sheep and cattle per capita in the world, with 10 per capita. The crops are wheat, oats, barley, New Zealand, and fruits, and the food is not self-sufficient.
During the half-month study tour, the delegation visited the richness of the agricultural and animal husbandry resources and the development of production in Australia and New Zealand. Although the season we arrived in is the early winter here, the whole land remains They are covered by green vegetation. During the tour on the outskirts, there are green grass and green onions. From time to time, you can see groups of cattle and sheep living leisurely in nature. Its livestock products and processed products have also left us with an unforgettable impression. "The country riding on the back of the sheep" is well-deserved.
Second, the basic situation of vocational training and skills identification
1. Main development process
Vocational education and training in Australia and New Zealand has a history of nearly one hundred years, but comprehensive development was in the period of standardization and standardization in the 1990s after the Second World War. The initial vocational education is to provide some skills and practical courses in the university to provide corresponding skills training for college students. After the end of the Second World War, because a large number of veterans needed employment, and under the impetus of the new technological revolution, the traditional industrial sector carried out technological transformation, the new industrial sector with high and new technology as the core began to be established, and the modern management system was gradually introduced. The improvement of labor productivity, in this way, the production line of technology-intensive industries urgently needs a large number of high-level skills, technology-use talents and management talents. However, the traditional university's educational ideas of academic research and light technology application, and a single talent training model, are difficult to adapt to this demand. In this era, TAFE came into being, and specialized vocational education and training institutions have developed rapidly. In the 1990s, in order to make vocational training more adaptable to economic, social development and industry enterprise needs, improve the quality of training, and maintain the consistency and consistency of vocational training and skill appraisal, the government believes that the management of vocational education and training industry should be promoted. To give full play to the role of industry organizations, the government organized industrial vocational skill standard R&D institutions to further form a national uniform vocational skill standard based on the vocational training framework formulated by the state, as a vocational training institution certification, curriculum setting approval and skills. The main basis for assessment and appraisal, vocational education and training are generally standardized and standardized.
2. Organization and management system
The management functions of vocational education and training in Australia and New Zealand are clear, and the establishment of the organization is clear and the system is perfect. Australia has federal, state and local governments. Governments at all levels have set up “vocational training committees” in the Ministry of Education and Training to take charge of vocational education training management. The federal government “vocational training committee” is responsible for the planning and system of vocational education and training throughout the country. Build, guide, coordinate the vocational education and training work of the state governments, formulate a unified policy for vocational education and training throughout the country; submit legal and financial support proposals for vocational education and training to the federal government council, issue national guidance vocational education and training programs, management, The government grant is allocated. The “Compulsory Training Committee” of each state government is responsible for coordinating and planning the vocational education and training of the state, responsible for the examination, evaluation and supervision of vocational education and training institutions, and is responsible for bidding for government training projects, supervising the quality of training and managing the funds for vocational education and training. Etc., and the state governments have strong independence, and there are some policies and laws that are not identical to the federal government. New Zealand has federal and local governments, and the education and training departments at all levels of government are responsible for coordinating vocational education and training.
3. Vocational training implementing agencies
The vocational education and training institutions in Australia and New Zealand can be divided into four categories: 1 The TAFE College run by the federal government is the main body for the implementation of vocational education and training in the country. Some TAFE colleges are independently set up, and some are attached to colleges and universities. Its scale is large, its equipment is advanced, its professional setting is extensive, its training level is diversified, its length is combined, and its training mode is flexible. 2 Adult and community training institutions, mainly providing basic vocational skills training, providing pre-employment technical training for the reemployment of unemployed people and the movement of personnel. 3 Private training institutions, the state encourages private training institutions to participate in the competition of TAFE colleges, and regulate the competition mechanism of vocational training through legislation. 4 Vocational training institutions set up by industrial departments and enterprise groups are generally responsible for primary training, on-the-job training of practical technologies and re-education of vocational skills. Among the above-mentioned vocational training institutions, the first two categories are public-sex training institutions. The main sources of funding are government grants and a small amount of tuition fees. The funds for private training institutions are partly based on tuition fees, and the other part is obtained through bidding for government vocational training programs. Government grants; the funds for the establishment of vocational training institutions by industrial departments and enterprise groups are mainly borne by industrial associations and enterprises.
4, professional skills standards research and development institutions
The R&D institutions for occupational skill standards in Australia and New Zealand have been established and established by the government and industry associations since the 1990s. For example, the Australian Manufacturing Vocational Skills Standards Research Center, the New Zealand Agricultural Vocational Standards Research Center, the Construction Industry Professional Standards Research Center, and the Horticultural Care Standards Research Center. These specialized vocational skills standard R&D institutions and their branches are located throughout the country, responsible for the employment demand forecasting and career analysis of the industry, including understanding the needs of domestic and foreign enterprises and trainees' vocational training, researching and formulating industry professional skill standards, and training. The department reviews, approves, and promulgates. The Vocational Skills Standards R&D Institute is also responsible for providing technical support and advice to government agencies, providing professional curriculum, teaching and consulting to TAFE Academy and other vocational training institutions. His work is mainly funded by government grants and industry grants. He has work agreements with the government and accepts government work assessments. The results of the assessment directly affect the government's appropriations. According to Mr. Lan Shepherd of the New Zealand Construction Industry Professional Standards Research Center, the agency has a monthly funding of 12 million Singapore dollars, 70% of which is government funding and 30% is construction industry funding.
5. Professional qualification certificate system
The professional qualification certificate system of Australia and New Zealand has been widely recognized by the society. The certificate has obvious effects and high gold content. According to the relevant laws of the government, professional qualification certificates are used throughout the country. Only when they have obtained vocational qualification certificates can they engage in technical work related to their occupations. The professional qualification certificate has become an indispensable condition for job hunting. The employer uses this as the basis for taking up the post and determining the remuneration, and it is also the basis for exempting the corresponding legal responsibility. There are six levels of professional qualifications in Australia, with first and second grades being primary, third and fourth grades being intermediate, and grades five and six being advanced; New Zealand's vocational qualifications are graded, with grades one to four being general vocational qualifications. Certificates, grades five and six are equivalent to junior colleges, grades seven and eight are equivalent to bachelor's degree, and grades nine and ten are equivalent to master's and doctor's degrees respectively.
Third, vocational training and skills identification features
1. Credit system repair
The curriculum setting and skill appraisal of vocational training institutions are strictly in accordance with the unified industry professional skill standards and the unified national vocational qualification certificate system. The professional skills standards of the industry are comprehensive and detailed, not only have professional knowledge and skills curriculum requirements, but also The professional function modules and levels are decomposed into credits, and students can complete their studies by accumulating credits. This credit system practice method combines vocational training with general education and higher education. In the ordinary high school education stage, students are free to choose the vocational education courses required for the first-level certificate and the second-level certificate. After entering the TAFE college in high school, The credits for the vocational education courses obtained in the high school education stage are recognized, that is, it is not necessary to start from the beginning, and the subsequent course modules can be directly studied. After graduating from TAFE College, students can also enter university, and all relevant courses at TAFE College are recognized in whole or in part. This has created conditions for TAFE graduates to further their university degree. Because the curriculum is modular, students can study full-time or part-time after employment. At the same time, vocational training institutions recognize students' relevant professional skills acquired through self-study or at work and life. To combine pre-employment education and post-employment education. It is conducive to students' choice and learning according to their individual development needs. It is also conducive to students' step-by-step climbing. It also creates conditions for in-service personnel to improve their professional skills, thus greatly improving the efficiency of academic and vocational education to provide practical talents for the society. benefit.
2, pay attention to skills training
Professional Skills Standards R&D institutions and vocational training institutions have established extensive, organic and inextricable collaborative relationships with corporate groups to ensure the most practical training and the latest professional information. New technologies, new processes, new materials and new products developed by enterprise groups are often provided free of charge and incorporated into vocational skill standards and training courses in a timely manner. The setting of vocational skill standards and training courses fully reflects the training needs of industry enterprises and trainees, with special emphasis on the cultivation of practical skills. Each vocational training institution has a practice base or an internship enterprise. Most of the studies are in practice bases, industry enterprises or The farm is finished. The skill appraisal of the trainees is also based on practical skills and is extremely practical. As a result of this, on the one hand, graduates who have obtained vocational qualification certificates can solve practical problems immediately after they get to work, and there is no adaptation period. On the other hand, industry enterprises have a good recognition of vocational training by participating in the operation and supervision of vocational training. Graduates who have obtained vocational qualification certificates are generally welcomed by industry enterprises and have good employment prospects. Some university graduates even go to TAFE College receives vocational training in order to have a wider range of employment opportunities. Thereby improving the social status of vocational training and enhancing the role and gold content of professional qualification certificates.
3. Implement qualification management
The government implements qualification management for the quality assurance system, curriculum setting, teacher strength, and teaching facilities of the training institutions, and is registered and accredited through accreditation. Only certified training institutions can qualify for bidding for government vocational training programs and receive government funding. Teachers who are vocational training generally have 5 years of professional work experience, have received professional training in education and have corresponding professional qualification certificates. At the same time, vocational training institutions encourage their employed teachers to become members of industry associations, participate in professional association activities, accept New expertise, skills and information. Among the professional training teachers, there are a considerable proportion of part-time teachers, who are employed by industry associations and industry enterprises, mostly the CEOs, department managers or technical backbones of enterprise groups. The National Qualifications Bureau, which is visited by the delegation in New Zealand, is the agency of the Federal Government's Education and Training Department. It is responsible for organizing the quality review team's certification registration for vocational training institutions, and evaluating and approving vocational skill standards and vocational qualification certificates. The certification fee for training institutions is 100-150 Singapore dollars per hour, and the one-time certification fee is generally about 1600 yuan. The certification registration period is valid for 3 years, during which the training institution is also subject to the annual supervision and review of the quality review team. For the non-conformities reviewed, the training institutions shall be rectified, and if the problems are serious, they will be suspended for rectification or revocation.
4. Market mechanism operation
The government authorities determine the vocational training programs and indicators according to the vocational training framework and training plan each year, and take the vocational training as the “purchaser” of “special goods” in qualified colleges, communities, private and corporate vocational training institutions. In the bidding, which vocational training institutions adapt to economic and social needs, and the quality and cost are low, the government will “purchase” which “special commodity”, and the successful bidder will receive the government investment to continuously improve vocational training. the quality of. This kind of market operation mechanism and funding method has become the baton of the government to develop vocational training, which reflects the role of the government in guiding the market. This management model encourages vocational training institutions to maximize their adaptation to local economic and social development needs and make efficient use of educational resources. At the same time, the government encourages vocational training to enter the social market competition and obtain funding from all sectors of society such as enterprises.
5. Convenient skill identification
Because the professional skill standards are superimposed by professional function modules and levels, they are combined into a complete standard system. In this system, each functional module has relative independence, so that the student's practice is not limited by time and place. As long as the ability meets the requirements of a functional module, the credit can be obtained through skill identification. After all the skills of several functional modules of a certain level are identified, and the credits are accumulated, the corresponding level of vocational qualification certificates can be obtained. The vocational skill appraisal institutions are set up in vocational training institutions, and their appraisal activities are controlled by the certification registration system. The vocational qualification certificate is issued by the vocational training institution and is in a unified national format. This combination of training and appraisal not only enables the training institutions to continuously update the training content according to the professional skill standards, but also enables the trainees to flexibly control the time to complete the training courses according to their own energy and training requirements. At the same time, the state encourages the marketization of vocational skill standards, training materials and skills appraisal, and stimulates the vigorous development of vocational education and training through fierce competition in the market.
Fourth, experience and suggestions
The development of the social and economic development of Australia and New Zealand is inseparable from the quality and skills of its employees. It is attributed to the state's emphasis on vocational education and training, which is attributed to the society's recognition of the vocational qualification certificate system. Both governments have put vocational education and training in the height of improving the quality of the citizens' labor force, ensuring the "high-quality, high-efficiency" operation of the national economy, investing huge sums of money, promulgating supporting policies and regulations conducive to the development of vocational training, and actively supporting and promoting . All walks of life have invested a lot of enthusiasm and support for vocational training and qualification system, and actively participated in the development of vocational skills standards, vocational training operations, curriculum setting, and skills identification. All kinds of educational forms are connected, educational resources are used with high efficiency and high quality, and vocational training institutions are continuously growing and forming a diversified pattern. The vocational qualification certificate has become a passport for job hunting and has been widely recognized and trusted by scholars and employers.
The quality and skill level of employees in China are generally low. In particular, the number of agricultural employees is high and the quality is poor. The high-level and high-skilled talents are particularly short, which directly affects the comprehensive agricultural production capacity and restricts the transformation of agricultural growth mode and the process of agricultural modernization. It is of great significance to raise the quality and skill level of agricultural workers, cultivate a team of agricultural talents, build modern agriculture, promote the increase of farmers' income and the effective transfer of rural labor, coordinate urban and rural economic and social development, and solve the "three rural issues". Agriculture and rural economic development as a whole. In recent years, with the implementation of relevant national laws and regulations and professional qualification certificate system in the agricultural industry, agricultural vocational training and skill appraisal have made certain progress, playing an active role in the construction of agricultural talent team, but due to the short development time, Insufficient understanding, insufficient state investment, lack of corresponding supporting policies and mechanisms, and enthusiasm in all aspects have not been fully mobilized. Agricultural vocational training and skill appraisal are far from meeting the needs of agricultural and rural economic development, compared with developed countries. There is still a big gap.
The agricultural machinery talent team is an important part of the agricultural talent team. It is an important duty of the agricultural machinery departments at all levels to strengthen the vocational training and skill appraisal of the agricultural machinery industry and strengthen the construction of agricultural machinery talents. It is the common cause of the vast number of “agricultural workers”. Based on the Australian and new investigations and the actual situation in China, the following recommendations are proposed for the vocational training and skill appraisal of the agricultural machinery industry:
1. Further raise awareness and strengthen organizational leadership. The competent agricultural machinery departments at all levels shall further raise their awareness of the importance of vocational training and skill appraisal in the agricultural machinery industry, enhance their sense of responsibility and urgency, and earnestly perform their duties. Coordinate internal and external relations and policies of agricultural machinery systems, integrate system resources, increase investment, plan and deploy overall, determine development goals and work objectives, implement leaders, responsible departments and personnel, incorporate assessment management, strengthen supervision and guidance, and promote The agricultural machinery industry has taken a new step in vocational training and skill appraisal.
2. Formulate supporting policies to strengthen the leading role. While actively taking measures to implement the employment access system for agricultural machinery repair workers, we will strengthen research and policy formulation for other employment employment access in the agricultural machinery industry. In the business and projects of large-scale agricultural machinery training, purchase subsidies, cross-regional machine collection, maintenance network certification, and rectification of agricultural machinery market, clear provisions and requirements for personnel and professional qualifications are provided, and vocational training and skill appraisal and industry management work are organically Combine, increase policy binding force and profit driving force, guide and encourage the majority of agricultural machinery practitioners to actively participate in vocational training and skill appraisal, and promote the smooth implementation of the national vocational qualification certificate system in the agricultural machinery industry.
3. Strengthen publicity and publicity to improve social awareness. Pay attention to collecting and sorting out the vocational training and skill appraisal work in the agricultural machinery industry to improve the skill level of personnel, improve the efficiency of work, ensure the quality of maintenance, reduce mechanical accidents and failures, increase the income of certified personnel, promote the transfer of rural labor, and develop the rural economy. Cases, combined with popular science, annual review and other activities, through radio, television, newspapers and magazines, the Internet and other media, to strengthen the role of vocational training and skills identification. At the same time, through the organization of business competitions, skill competitions and other activities, expand social impact, improve the social recognition of vocational qualification certificates, and create a good atmosphere for promoting the healthy development of agricultural machinery vocational training and skills identification.
4. Take various forms and mobilize the participation of all parties. Strengthen the research on vocational training methods and skill identification models in the agricultural machinery industry, explore the ways of unitized teaching, credit system repair and modular identification, and promote the connection between agricultural machinery professional education and vocational training. Guided by the promotion of employability and the aim of improving the skill level, the agriculture-related institutions and agricultural mechanization schools are encouraged to implement the “double-certificate system” so that graduates can obtain corresponding professional qualification certificates while obtaining academic certificates. Through the competition mechanism such as bidding and bidding, the agricultural machinery industry enterprises, agricultural machinery service organizations and other social units are actively encouraged to participate in the vocational training operation, curriculum setting and professional standards research and development, and enhance the employer's trust in the professional qualification certificates. At the same time, through the establishment of skilled talents and the establishment of incentive mechanisms, the vocational training-skills identification-employment-oriented direct platform was gradually established.
5. Consolidate the basic work and ensure the "certificate quality". Further strengthen the research on the content and function of national occupational standards in the agricultural machinery industry, timely understand the new technologies and new technologies of agricultural machinery, analyze the new occupations and new needs of the industry, and constantly improve the content of national professional standards, making it an important basis for vocational training and skill appraisal. Actively promote the implementation of professional standards that have been promulgated and the use of professional training materials and skill identification test questions. At the same time, strengthen the training and team building of agricultural machinery professional skills appraisers and quality supervisors, and actively promote the "double system" of agricultural mechanization secondary schools and agricultural mechanization training schools, so that the teachers of agricultural machinery vocational training have the qualifications of lecturers and technicians. In accordance with the requirements of "unified standards, teaching materials, test questions, unified identification of work procedures, unified professional qualification certificates", standardize the occupational skills appraisal behavior, ensure the quality of work, and make the agricultural machinery vocational qualification certificate have a good quality reputation in the industry enterprises and the whole society.
V. Other investigations
Through the reception of our Des McGarry and Professor Jeff Tullberg from the University of Queensland and visits to the Jamie Grants and Banchory farms, we also have a certain understanding of agricultural mechanization and conservation tillage in Australia.
Australia's agricultural and livestock production and management model is mainly based on family farms and ranches, and the scale is large. The general land area is several hundred or thousands of hectares, the degree of mechanization is high, the socialized service is perfect, and the production efficiency is high. For example, the Jamie Grants farm and the Banchory farm near Dalby, Queensland, have more than 5,000 hectares and more than 2,000 hectares of land, both of which are farm-produced farms, mainly grown crops. There are wheat, sorghum, cotton and sunflowers. The former usually has three people engaged in production and management. The latter usually has only one person to take care of. Mr. Norris, the owner of Banchory Farm, told us that he has one tractor, wheat planter, sorghum planter, plant protection machine and transporter. The conservation farming method, seeding and field management work are done by themselves, only in When the farm is busy, hire a helper and homework service from the service company. It can be seen that scientific production methods, high mechanization level and perfect socialized services provide a strong foundation and support for efficient production of farms, reducing production pressure and management burden.
Australia is an early country that implements agricultural conservation tillage. After years of practice, it has concluded a set of effective technical models. Mr. Des McGarry introduced us to “no-till, crop and fixed-track operations” as the three elements of Australia's conservation tillage. In Australia, due to the large-scale and intensive management of land, agricultural production has achieved full-scale mechanization. In order to improve the efficiency of mechanical operations, large-scale agricultural machinery with a power of more than 100 horsepower is generally used in each farm. At the same time, due to the large-scale machinery repeatedly working on the cultivated land, the soil compaction not only increases the consumption of mechanical power, but also is not conducive to rainwater infiltration, reducing the storage capacity of the soil, and affecting the agricultural production efficiency. After years of research, Australian agricultural science and technology personnel have summarized a set of fixed-track mechanical operation methods. The technology mainly defines a certain set of widths in the farmland according to the row spacing of the crops, the wheelbase of the unit and the width of the operation. Fix the unit working track and adjust the unit track properly so that the load-bearing wheels of the unit can walk on the fixed track during each operation. According to Professor Jeff Tullberg, their years of research have shown that the fixed-track operation method is more traditional than the non-fixed-track operation: first, avoiding the unit driving on soft soil and sowing in compacted soil, it can save about 50% of the unit. Traction, reduce energy consumption, reduce cost; Second, avoid the soil being repeatedly crushed by the tires, can improve the soil aggregate structure, increase the soil organic matter and strontium content, suitable for crop growth; third, reduce the compacted soil area, which is conducive to rainwater Seepage, increase soil storage capacity, and reduce surface runoff. Generally, surface runoff of compacted soil is more than three times that of uncompacted soil runoff; fourth, it can increase production per unit area by 10%-20%.
According to reports, in order to prevent soil wind erosion and desertification, reduce soil erosion, improve soil fertility, and maintain ecological balance, the implementation of conservation tillage in the 1970s has encountered great resistance and difficulty in the initial stage. The technology has launched a large number of research, demonstration, training programs, and the farmers who use this technology to give corresponding preferential policies in the purchase, improvement, taxation, oil use, etc., through the project to promote the research and promotion of technology, Great progress has been made. According to Mr. Des McGarry's estimate, 30% of the cultivated land in the country has implemented no-tillage technology and 40% of cultivated land has implemented no-tillage technology. While implementing conservation tillage, Australia also attaches great importance to the comprehensive application of modern high-tech science and technology in agriculture. For example, the GPS positioning technology is applied to the operation control of no-tillage sowing, fertilization, spraying and fixed operation roads for agricultural machinery, further improving the utilization rate of agricultural resources and production materials, and improving the comprehensive agricultural benefits. Australia's experience and practices in implementing conservation tillage techniques have increased the usefulness of this technology for the promotion of this technology in China.
Note: Members of the delegation to Australia and the new agricultural machinery vocational skills training and identification system
Head: Jiao Gang Deputy Head: Zhang Kailun
Member: Yang Yongming Li Yan Zhang Hui Li Guojun Xu Wei Zhang Ruihong Zhang Yumei Chu Weiwen Wang Guixian
recommended article
- Agricultural technology exchanges and cooperation visits to the Philippines
- Investigation Report on Investment Promotion in Xiantao City
- Jiangsu Nantong General Education Investigation Report
- Ye Xin, Tongqi Expressway Investigation Report
- Shanghai, Jiangsu, Henan, and other schools
- Xinjiang Jiwu Project Investigation Report
- Northeast Education Investigation Report
- Reference and reflection - education report
- Thoughts on the Reform of Education System——Private Education
- Study report on the study in the six cities of Zhenjiang and Changzhou—
- About the reform of the personnel system of public institutions in Chongqing
- Report on the investigation of XXX comrades teachers
popular articles
- Modest and famous sayings
- Australia, New Zealand Tourism Study Report
- Study report on the study in the six cities of Zhenjiang and Changzhou—
- Branch inspection on the issue of xxx comrades turning positive
- English four-level composition omnipotent sentence
- Sentences describing mental activities
- Cherish the time of the famous sayings
- Xinjiang Jiwu Project Investigation Report
- Sentence of life
- Gansu Basic Education Project Investigation Report
- Investigation Report on the Management of High-rise Buildings in the United States
- The most sad sentence 2019
- Give the teacher 2019
- Honesty and good words
- The most common words of Satay
- Lincoln's famous sayings
- Latest praise to the teacher
- a famous saying in the face of difficulties
- Participle phrase
- a famous saying of adversity
- Investigation Report on the Development of Red Tourism in Jiangxi Province
- Hong Kong Garbage Collection Station and Equipment Investigation Report
- a good saying that loves labor
- Encouraging words 2019
- School study report
- Deng Xiaoping's famous sayings
- Investigation report on investment promotion in Shanghai
- Praying the mother's famous words
- Grasp the opportunity
- English joint test composition omnipotent sentence