Evaluation of Talent Cultivation Quality of Modern Apprenticeship Based on Context-Input-Process-Product Model

Based on context-input-process-product (CIPP) model, this paper proposed an evaluation system of the talent cultivation quality of modern apprenticeship in high vocational education schools, and applied the proposed system to evaluate the talent cultivation quality of modern apprenticeship in an example school H. The research findings of this study revealed that, on the one hand, it will greatly improve the quality of cultivated talents if the talent cultivation objectives are kept in line with the requirements of employer companies, the apprenticeship system is built according to the law of student growth and development, and there’re good apprenticeship project resources, support and management; on the other hand, it will have an adverse impact on the effect of apprenticeship projects if students’ employment willingness has not been fully motivated, or the implementation environment is poor for the apprenticeship, or the tutors in enterprises change frequently. Based on these findings, this paper proposed a few countermeasures for improving the talent cultivation quality of modern apprenticeship, that is: fully consider students’ appeals and boost their desire for employment; forge a team of enterprise tutors capable of and good at teaching; improve the quality of apprenticeship projects for junior year students; deepen the integration between industry and education and provide strong guarantee for both school education and enterprise training.

THE IMPLEMENTATION OF THE EXPERIENCE OF FUTURE RAILWAY EXPERTS TRAINING INTO THE MODERN EDUCATION PROCESS

The article deals with the implementation of the experience of future railway experts training into the modern education process. The author underlines that the problem of the railway experts training is relevant during the whole period of the existence of the railway educational institutions. The burning questions are as follows: the continuity of the academic syllabi and curriculums at the different levels of the education, the correspondence of the training level to the labour conditions and railroad requirements, the dual education system, etc. In the past (the second half of the XX) the process of railway experts training was stipulated by several factors. One of them was the scientific and technical development of railway transport (for instance, the replacement of steam trains and diesel locomotives with electrical locomotives; the application of automatic systems in the railway operation, etc.). Another factor is railroad enterprise requirements (as the railway transport develops the enterprises need more qualified workers or employees with some new qualification). Thus, the railway industry required new skilled workers and the institution of railway education aimed at the training of skilled workers for different railroad branches. To achieve the aim vocational schools launched new majors and created new academic syllabi and curriculum which were relevant for the railway requirements. The author summarizes that taking into account the previous historical background, it would make sense to arrange future railway experts training at enterprises with the participation of the employees who work at the enterprise. Training within the industry has to take more than half of the total teaching hours. Such an approach provides balanced acquirement by hard and soft skills: professional knowledge and abilities, necessary key competencies as well as communicative skills, teamwork, critical thinking, etc. The author offers the draft syllabus which can be used for railway experts training within the dual education system programme.