Certification and Conversion Mode of Learning Achievement Based on Credit Bank under the Background of Higher Vocational Enrollment Expansion

Bo SONG

Beijing Institute of Economics and Management, Beijing 100102, China

Abstract Credit bank system is a very important management mode in current higher vocational education, and it is also an important means for the Ministry of Education to promote China’s modern education reform. This paper combines the specific background of higher vocational enrollment expansion, expounds the practical significance of the credit bank system in the training of the expanded enrollment talents, and explores the methods and rules of the authentication and transformation of the learning achievement of the expanded enrollment students under the system. In order to achieve convergence of different types of learning results, smooth talent growth channel, a useful exploration is carried out.

Key words Higher vocational enrollment expansion, Credit bank, Learning achievement certification, Credit transfer

1 Introduction

The

State

Vocational

Education

Reform

Implementation

Plan

issued by the State Council clearly points out that "the construction of national credit bank for vocational education should be accelerated, and the establishment of personal learning account for vocational education should be explored to realize the traceability, query and conversion of learning results". The measure takes higher vocational education as a breakthrough to promote credit accumulation and the construction of conversion system, and allows higher vocational education to actively establish contact with various types of education, which is of great significance for the implementation of educational reform tasks such as "sharing educational resources and building a lifelong learning overpass". Especially under the background of current "higher vocational enrollment expansion" for two consecutive years, to meet diverse needs of these non-traditional student groups and make their credits and other learning achievements at different levels and different types of organizations obtain identification and transform, there is an urgent need to speed up the construction of "credit bank", so as to better meet the development needs of expanding enrollment of talents and broaden the channel of sustainable growth in the future.

2 Credit bank helping higher vocational enrollment expansion and talent training

Credit bank is to simulate and learn from the mechanism, functions and characteristics of banks, and takes credit as the unit of measurement to realize the certification, accumulation and conversion of all kinds of learning achievements at all levels. It has three characteristics: first, it could accumulate academic credit; second, there is no specific time requirement; third, it could include informal off campus training, on-the-job practice, industry-university-research integration and other activities into the credit acquisition system. It is clear that credit bank can break the full-time higher vocational teaching mode, form a more efficient flexible learning system, realize the comprehensive quantification of students’ learning achievements, impel the formation of personalized learning and teaching mechanism, and promote the innovation of higher vocational talent training mode.

Since the enrollment expansion of higher vocational colleges in 2019, vocational colleges are facing the diversification trend of students. Veterans, laid-off workers, migrant workers and other groups have become school students, which have great differences in growth background, learning experience, learning foundation, vocational skills and so on. In the face of the diversified needs of enrollment expansion students for professional development, it should adhere to student-centered, adopt flexible school system and flexible and diverse management modes, actively explore and carry out the practice of credit banks for different types of students, improve the information technology service platform of credit banks, explore the ways and mechanisms for the integration of vocational education and other types of education, formulate the standard system and workflow of learning achievement certification and transformation, change the situation that higher vocational colleges have "credit" but no "bank" from the root, and ensure the education quality of higher vocational enrollment expansion and sustainable development of talent training in an all-round way.

3 Certification path of learning achievement of enrollment expansion talents in higher vocational colleges under credit bank system

3.1 Scope identification of learning achievement

Compared with ordinary students, enrollment expansion students of higher vocational colleges generally have low cultural quality. In the past, they studied in school for a short time, and most of them studied knowledge in posts, families, communities and other places. These locations are highly informal. Therefore, in construction of credit bank, it should enhance certification of informal learning achievements of enrollment expansion students, including the participated vocational skills training, work experience and skills, technical achievements, invention and creation, independent entrepreneurship, competition awards,

etc.

During the 14Five-year Plan period, the construction of lifelong learning system will become the core task of education system reform. In this regard, the credit bank of higher vocational colleges should undertake the important tasks of previous learning, in-school education and after-service education, effectively integrate educational resources, incorporate enterprise education and community education into the identification of learning achievements, and closely connect the personal learning, education and training of enrollment expansion students with the labor market, so as to stimulate their learning initiative and enthusiasm, and further promote the in-depth development of lifelong learning.

3.2 Design of learning achievement qualification framework

To establish credit bank and realize the certification and conversion of learning achievements of students in higher vocational colleges, the important basis is to unify standards. There must be a comparable common reference frame for credit exchange between different types of education and educational institutions. Under the background of China’s current education, it is difficult to establish a completely unified credit certification and accumulation model of national higher education. But the nature of higher vocational education is a kind of vocational ability training, and it is based on "specialty group" and "post group" and carries out education according to the organization mode of "social vocational skill demand-vocational education curriculum-skill module". It is highly operable to establish a unified technical standard.

Under new situation, by combining the latest ability needs of enterprises in the industry which students are enrolled, and determining specific functional areas of industry, a talent requirement level standard based on qualification framework and ability as a unit is built to form a continuous and recognized industry qualification ladder as a reference standard for learning achievement certification and credit conversion, so as to ensure the substantive equivalence of credit mutual recognition and conversion. (i) Combining job function analysis and capability requirements in the industry, it should work with industry associations and leading enterprises to study the capability structure framework of a certain field. For example, the functional categories of leisure sports industry that the enrollment expansion veterans can engage in include production and operation type, professional skill type and professional service type, and specific functions can include stadium development and operation, social sports guidance, health management technology, sports activity planning and organization, sports brokerage, innovation and entrepreneurship,

etc.

(ii) Organizing industry organization experts, faculty experts, teachers and students, it should sort out the capacity clustering of the industry through big data capture and other ways. On this basis, the capabilities of the industry is classified and sorted out to form capability blocks with clear boundaries and tasks. Meanwhile, ability groups are carried out according to levels and functions to form an industry ability matrix. For example, the capability matrix of the development and operation functions of the stadium includes market research and analysis, investment planning, investment operation, internet marketing and marketing public relations and promotion. Based on the sustainable development of employees’ capabilities, it can correspond to the corresponding level of the qualification framework. The higher the qualification level, the higher the requirements. (iii) According to complete workflow of each function, specific work tasks included in each function are sorted out, and capacity unit of corresponding minimum unit is formed, meanwhile the requirements, standards and boundaries of knowledge, skills, abilities, attitudes and values required for employment are determined, to provide valid benchmark for qualification design and implementation, and basis for mutual recognition of various learning achievements. For example, market research and analysis workflow includes survey scheme design, survey method selection, survey data analysis and survey report writing, which could be divided into dozens of work tasks and hundreds of knowledge, skills and ability points. Application institutions can reasonably develop capacity units according to their own development requirements and actual conditions of running a school.

3.3 Learning achievement certification

For the characteristics of diversity, multi-level and complexity of enrollment expansion students’ learning achievements, according to levels and standards of the above qualification framework, learning achievement certification for students’ previous academic courses, non-academic vocational training, long-term accumulated knowledge and post work experience was carried out according to the evaluation standard of effectiveness oriented (

i.e.

to achieve the expected learning effectiveness goal), through the corresponding credit standard system, credit certification rules and credit certification process jointly formulated by authoritative institutions (school quality assurance committee, enterprise universities, third-party institutions,

etc.

). Certification achievement is corresponded to professional learning ability knowledge points. Under the qualification framework, corresponding credits is granted and stored in the personal credit bank, so as to establish an interchange model among professional qualification framework, achievement certification and credit bank for enrollment expansion students in higher vocational colleges.

4 Construction of credit conversion system for enrollment expansion talents in higher vocational colleges under credit bank system

The credit bank simulates the concept of "storage-conversion-extraction" in the banking system. After authenticating the learning achievements of enrollment expansion students, it is converted into unified stored credits according to certain rules to cash the graduation certificate of the college, so as to realize the mutual recognition of learning achievements at all levels.

4.1 Formulating credit conversion rules

Based on the complexity of enrollment expansion students and the difference of professional ability, the rules of credit conversion can be set from the following three angles.

4.1.1

Learning time. Under the credit bank model, the enrollment expansion students can break the full-time higher vocational teaching model, allocate learning time independently, and form a more efficient flexible learning system. According to the requirements for professional talent training program, the students of enrollment expansion complete the courses of teaching objectives based on workplace, online network and other ways. Higher vocational colleges can refer to the current general standard of 1 class hour=45 minutes and 1 credit=18 class hours, and make appropriate adjustments in combination with the actual needs of the course (such as project-based learning tasks, case analysis, skill competition, practice,

etc.

) to ensure equivalent exchange.

4.1.2

Learning outcomes. On the one hand, for the learning achievements of enrollment expansion students through various academic education could be converted according to lower-level school education, and it should only be applicable to practical skills courses. Based on the similarity of course content, the credits of schools at the same level can be transferred according to the principles of compulsory to elective, core to basic and high credits to benchmark credits. If there is a joint school running, it shall be transferred according to the joint school running agreement. On the other hand, for learning achievements of enrollment expansion students through various forms of non-academic education (such as national vocational qualification certificate, skill level certificate,

etc.

), on the basis of ensuring the consistency of competency certification units, mutual recognition and exemption can be carried out with the courses in the human resources training program, so as to improve the learning efficiency of enrollment expansion students and reduce repeated learning. Additionally, the conversion of such achievements shall not exceed 25% of the total credits.

4.1.3

Horizontal classification. On the basis of the above rules, the hierarchical calculation method of learning quality measurement is adopted. Adjusted by the difficulty coefficient and supplemented by the weighting coefficient, it can be flexibly practiced in combination with the situation of colleges and universities.

4.2 Optimizing personality credit conversion channel

Under the requirements of modern education, the professional composition of the school is becoming more and more complex. For this, it could sufficiently play credit conversion function of credit bank, establish personalized credit conversion system, and realize the innovative training of enrollment expansion students across disciplines and departments. On this basis, according to specific characteristics of courses in various colleges and departments and student status, process and key points in teaching, operation, management and credit conversion are integrated. Through the open-door inter-faculty credit system (such as assigned credit, non-assigned credit and module credit), flexible teaching resource sharing mode and credit transfer supplementary mechanism, it continuously explores personalized interaction between occupations, and impels accurate connection between talent training and talent requirements.

4.3 Establishing a quality assurance system for credit conversion

Based on the importance and complexity of credit conversion, it also needs constructing perfect quality assurance system in practice, to enhance credibility of credit banks in higher vocational colleges. Firstly, it should set special quality assurance department, establish learning achievement transformation system and open supervision mechanism based on quality assurance mechanism. On the basis of smoothing the transformation channels of different types of learning achievements, it should improve independence and transparency of credit banks. Secondly, it should establish credit integrity system, effectively supervise the implementation process of credit conversion of enrollment expansion students, plug loopholes, prevent false, and ensure the authenticity, reliability and effectiveness of credit conversion. Thirdly, relying on new technologies such as big data and blockchain, it should integrate into the construction of credit bank platform, provide one-stop and traceable credit accumulation, mutual recognition and conversion files for enrollment expansion students, and promote their own career development and motivation of lifelong learning.