China News Service, Shanghai, September 23 (Reporter Chen Jing) "I have participated in the WorldSkills Competition for many years. Each competition will set new and higher standards in different fields. Young participants continue to promote the development of the industry with higher standards." Freya Thomas Monk, managing director of Pearson Qualification Certification, pointed out in an interview with reporters in Shanghai on the 22nd.
"Shanghai is a highly international and dynamic metropolis. There are many young people with great potential here." Freya Thomas Monk said, "They will create the future and influence the world in different ways. I hope to see every young person be confident in their own abilities. In addition to mastering solid technical and professional skills, they also have general abilities such as teamwork, problem solving and innovation. Because combining these abilities can better support their future development and success."
On the same day, Pearson, together with the Beijing Human Resources Service Industry Association and the Beijing Forestry University research team, jointly released the "Research Report on International Skilled Talent Cultivation and Industry-Education Integration" (hereinafter referred to as the "Report"), focusing on the continued growth in demand for international capabilities and artificial intelligence application capabilities, and exploring the need for further strengthening collaboration between education and industry.
The report points out that the skills supply and demand gap between enterprise employment needs and existing talent training models is gradually emerging; language skills and cross-cultural communication skills are still important challenges for talents to move towards an international employment environment; in addition to professional skills, enterprises are also increasingly focusing on the international comprehensive capabilities of talents, including adaptability, problem-solving abilities and cross-cultural collaboration capabilities; artificial intelligence is changing the skill requirements of enterprises for talents, and the market prefers talents who can combine professional skills with artificial intelligence applications and have corresponding judgment. In addition, international professional qualification certification is gradually becoming an important reference for measuring talent skills and comprehensive abilities.
"The development of artificial intelligence and the process of globalization are placing new requirements on talent training." Freya Thomas Monk said that the report further revealed the necessity of strengthening collaboration between education and industry to bridge the gap in talent skills, and also provided new ideas for talent training. “By integrating global experience with local practice, we hope to help learners master the knowledge and skills they need, build confidence for the future, and cope with the rapidly changing employment environment.”
This veteran in the education industry admitted that as a parent, it is not easy to determine the talent and potential of children, support them to develop their talents, and help them choose an education path that suits them. "I believe that academic education and vocational education are not two completely separate paths, but should always maintain a balance throughout the entire education process." She said, "We see that some 16- and 17-year-old students will receive vocational education and academic education at the same time, but they will be more inclined to basic courses in areas such as art, design and creative arts, coupled with some academic courses. After the age of 18, they usually choose academic or vocational education paths more clearly."
Shen Zhizhen, secretary-general of the Beijing Human Resources Service Industry Association, said that strengthening school-enterprise cooperation is an important way to bridge the gap between talent training and industry demand. We need to further break through the fragmented status quo of school-enterprise cooperation, establish a more long-term and stable cooperation mechanism, and promote a closer connection between vocational education and actual work needs.
