4. Formulating a blended learning model combining individual and group collaborative learning, online and offline tutoring, and practical training
Upon entering the school, all students receive special tablet computers from Foxconn to support individual and mobile learning of digital teaching materials and audio-visual micro courses. Students also take part in face-to-face group tutorials, seminars, question and answer sessions, and organized pre-graduation teaching and extensive practice.50 students are arranged in one class made up of groups of five people. Group leaders and class committee members are chosen for independent organization, management, supervision, and collaborative learning. A class advisor and a tutor are assigned to monitor, motivate, and instruct the learning process.
5. Completing the development of an interactive learning platform and associated mobile clients
Foxconn has completed the development and pilot operation of an interactive learning platform and mobile client. The OUC Bookstore app has been introduced to enable download of resources via the local area network, as well as wireless online learning. Staff can learn anytime, anywhere without needing to ask for leave or having to use their time inefficiently.
6. Jointly building a foundation for training and practice
Foxconn’s production facilities are used to create an environment for experiment, training, and practice. In this way, a foundation is jointly constructed to connect teaching and production and cultivate large quantities of practical workers.
7. Outcome of the school
In the 2013-2014 scholastic year, three batches of students were enrolled, with 2,160 staff members registered for schooling. The OUC, together with Foxconn, has established a full-time team of over 40 people for teaching, teaching affairs, service, and management. Work on implementation of the teaching plan, management of the teaching process, and learner support has been carried out effectively.
II. Innovation
1. The worker cultivation model for vocational education has been innovated through: university-enterprise cooperation, production-teaching integration, customized training, and on-the-job learning.
2. The integration of the online and offline environments has made it possible for on-the-job digital and mobile learning. By relying on experimental and practical training facilities, as well as the enterprise’s existing skilled worker and technician training system, workers are able to put what they have learned into practice. A dual improvement is made in terms of job capacity and academic diploma.
3. A work-learn-research integrated personnel training model has been formulated.
4. Assistance has been provided to improve the vocational capacity and development of the migrant workers, allowing them to climb the social ladder.
5. The enterprise has employed matched encouragement measures, turning the cost of employment and training into welfare for the education of staff members.
III. Key Takeaways
1. The State Council’s “five-connection”requirement for modern vocational education has been put in place, and the OUC has provided continuing education for on-the-job staff. The orientation of running schools within society at large has offered a feasible path to explore cooperation between industry and enterprise, to further the integration of production and teaching, and to serve the transformation and upgrading of enterprises, as well as to support staff development.
2. A workable path has been offered to enterprises that can reduce the cost of employment and training, improve the efficiency and results of training, upgrade the professional skills and academic level of the staff members, and explore a channel for vocational development and growth.
3. A new innovative model for the transformation of migrant workers and the rational flow of social mobility during the course of industrialization and urbanization has been offered.
By the OUC School of Vocational Education and Training