Key Competence Standards of Local College Students

Abstract

This study aims to conduct a comprehensive study on the key capabilities of local college students from the aspects of the current situation of college students, literature analysis of key capabilities, and international comparative analysis of key capabilities. Finally, the criteria for key capabilities are proposed. The study at this stage will establish a good foundation for the follow-up studies such as the development of key capability training resources. 1. Proposal of Key Capabilities In the 1950s and 1960s, with the rapid economic development in western countries, modern production had a great impact on the economic structure and labor market. Its characteristics were the increase in labor mobility, the increase in job changes, the improvement of workers' quality, and the acceleration of scientific and technological updates. As a result, the knowledge learned by students in schools will become obsolete in a short period of time after employment, reducing the occupational adaptability of a new generation of workers, and the phenomenon of so-called "faster decline in occupational ability" appeared. In order to cope with such changes, some international organizations and major industrialized countries have begun to attach importance to the study of the labor market and labor policies. On the basis of the research, Mertens, director of IAB, submitted a report entitled "Survey of Occupational Adaptability Research" to the European Union in 1972. For the first time, he applied the concept of "schiuessel qualifikation" and regarded it as "a tool to enter an increasingly complex and unpredictable world" and "a strategy to promote social change"._ 2. Research and Development of Key Capabilities 2.1. International Research on Key Capabilities. The concept of competence was widely used in the field of education in the 1980s and 1990s. Key competence has also become a basic concept of school pedagogy. Internationally, Key Competencies are also called Core Competeneies or General ComPeteneies. Key competence in the vocational field refers to the basic cross-occupational competence that is essential for workers to engage in any kind of occupation. Britain, the United States, Germany, Australia, Canada and other countries have also proposed to take the cultivation of key competence as an important goal of vocational education. That is: the key capabilities are interlinked and transformable. It does not target specific occupations or positions, but it is indispensable for any occupation. The ability to solve practical problems, to communicate and cooperate with others, to apply technology, and to calculate are all abilities that scholars from all countries have consistently emphasized._ 2.2. Research and Development of Key Capabilities in China. The introduction of key competencies into China was around the 1990s of the last century, while Jiang Dayuan first published the key competencies as a special topic in the first issue of Education Profession in 1996. Since then, educational experts and scholars in our country have also carried out researches on key abilities, which can be summarized as follows: (1) Key abilities are abilities other than specific professional skills and knowledge; (2) The key ability can ensure the level of 2020 International Conference on Social and Human Sciences (ICSHS2020) DOI: 10.38007/Proceedings.0000124 ISBN: 978-1-80052-000-4 693 migration between different knowledge fields; (3) Common knowledge and ability in different occupational fields; (4) is a kind of enduring ability. Secondly, China's Ministry of Labor and Social Security has also developed its own eight key competencies, called core competencies, which are: communication and expression, cooperation with people, information processing, digital application, foreign language application, problem solving, innovation and self-improvement._ 2.3. The Connotation of Key Capabilities. The key capabilities are borrowed from the field of vocational education in western countries and adopted by the vocational education circle in China, which naturally has its value of existence and application. This article will define the following key abilities from the social needs, economic development needs and students' personality development needs: the key abilities are psychological qualities, methodological abilities and social abilities that go beyond specific professional competence fields to smoothly carry out professional activities, promote the development of professional livelihood, and play a vital role in realizing people's all-round development and lifelong development. It has no direct connection with pure and specialized professional skills and knowledge, or is beyond the scope of a specific professional skills and knowledge. This ability not only belongs to a certain profession, but is the common foundation of many professions and is a kind of transferable ability. This kind of transportable ability, which can ensure that workers can adapt to job changes quickly and play a key role in the future development of workers, is called critical ability, or cross-occupational ability or core ability. 3. Research Methods and Design (Measurement of Variables) 3.1. Research methods. Starting from the particularity of the cultivation of local college students, through the methods of literature search, character interview, questionnaire survey, DACUM capability research (career analysis method), expert consultation, etc., the contents of key capabilities are clarified, and the key capability system structure of local college students is constructed. 3.2. Development Ideas. After comprehensive consideration of the actual conditions of the study, analysis and argumentation by the researchers and extensive solicitation of opinions, the following thinking is determined for the study: 1. Plan: First of all, define the development objectives, select the development methods, develop the theoretical basis, comprehensively consider the actual conditions of development, and plan and design the development steps. 2. Analysis: analyze the professional field of college students, and discuss their knowledge, ability, quality and belief in professional development and other fields. 3. Research: Through the investigation and comparison of the concept of key competence and the structures of several key competence standards at home and abroad (including EU, US, Germany and Australia), the framework and indicators of key competence standards for local college students are studied. 4. Design: Under the guidance of the concept, combined with the theory of zero defects and referring to foreign advanced standard models, design the standard framework and corresponding indicators of the key capabilities of local college students. 5. Verification: Verify the rationality of the framework of key competency standards and competency indicators for local college students. According to the verification feedback results, modify and adjust the capability standards and framework contents of the previous research and design. 4. Empirical Analysis