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GDMEPC: A Case Study in Vocational Teacher Title Reform



Author(s)

SU Xiaofeng

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DOI:10.17265/2161-6248/2023.06.001

Guangdong Mechanical and Electrical Polytechnic College, Guangzhou, China

In response to the implementation of regulatory reforms and the “breaking the five onlys” evaluation reform, higher vocational colleges have begun to revamp their professional title evaluation systems. However, certain higher vocational colleges still face challenges such as an undue emphasis on research at the cost of teaching, too much emphasis on teaching and not enough emphasis on nurturing students, insufficient consideration of education and teaching performance, uniform evaluation standards, and irregular management of professional title evaluation. Guangdong Mechanical and Electrical Polytechnic College (GDMEPC) has proactively adapted to the reform requirements, upholding high-quality vocational education development as its fundamental objective. With the evaluation criteria of professional ethics, ability, performance, and contribution, the college has developed a professional title evaluation reform model that emphasizes “threshold scores to promote performance, representative achievements to reflect expertise, and differentiated evaluations to stimulate development”. This model is characterized by its timeliness, showcases the distinct qualities of higher vocational education, and reflects the level of GDMEPC. It has effectively addressed challenges and problems in the professional title evaluation process and promoted the high-quality development of higher vocational colleges.

high-quality development, higher vocational colleges, professional title evaluation reform

SU Xiaofeng. (2023). GDMEPC: A Case Study in Vocational Teacher Title Reform. US-China Education Review B, Nov.-Dec. 2023, Vol. 13, No. 6, 335-345.