9月5日上午，教(jiao)(jiao)科文(wen)職(zhi)業教(jiao)(jiao)育創新中(zhong)心項(xiang)目(mu)評估國(guo)際研討會(hui)閉幕式在(zai)我(wo)校(xiao)留仙洞校(xiao)區舉(ju)行。聯合(he)國(guo)教(jiao)(jiao)科文(wen)組(zu)織職(zhi)業教(jiao)(jiao)育創新中(zhong)心項(xiang)目(mu)專(zhuan)家、肯尼亞大(da)裂(lie)谷技術培(pei)訓學(xue)院(yuan)的同(tong)行評審專(zhuan)家以及學(xue)校(xiao)領導(dao)等出席會(hui)議。

會上(shang)教科文組織項(xiang)目專家(jia)首先說(shuo)明學校(xiao)的(de)評估流(liu)程、工具與結(jie)果(guo)，并(bing)對結(jie)果(guo)進行了(le)解讀(du)。肯(ken)尼亞大裂谷技術培訓學院(yuan)校(xiao)長對于同(tong)行評審的(de)結(jie)果(guo)進行了(le)說(shuo)明并(bing)提出未來雙(shuang)方合(he)作(zuo)意(yi)向(xiang)。最后副校(xiao)長李月作(zuo)總結(jie)講話。

教(jiao)(jiao)科(ke)文(wen)組(zu)(zu)織(zhi)專家(jia)彼得.格林伍(wu)德和(he)簡?彼得?甘特(te)?德奧特(te)羅根據在研討會不同環(huan)節采(cai)集的(de)(de)評(ping)(ping)估(gu)(gu)(gu)證據，運用項(xiang)(xiang)(xiang)目(mu)工(gong)(gong)具(ju)和(he)統計(ji)工(gong)(gong)具(ju)，經過綜合(he)(he)分(fen)析給出(chu)評(ping)(ping)估(gu)(gu)(gu)結(jie)(jie)論：學(xue)(xue)校教(jiao)(jiao)科(ke)文(wen)職(zhi)業(ye)(ye)教(jiao)(jiao)育(yu)創(chuang)(chuang)(chuang)新(xin)(xin)(xin)(xin)(xin)中(zhong)(zhong)心項(xiang)(xiang)(xiang)目(mu)綜合(he)(he)評(ping)(ping)估(gu)(gu)(gu)數據結(jie)(jie)果呈現在第四(si)象限，說明(ming)學(xue)(xue)校的(de)(de)創(chuang)(chuang)(chuang)新(xin)(xin)(xin)(xin)(xin)工(gong)(gong)作已(yi)經居領(ling)先位置。四(si)個評(ping)(ping)估(gu)(gu)(gu)維度(du)（領(ling)導力(li)與(yu)(yu)(yu)組(zu)(zu)織(zhi)行(xing)(xing)(xing)為、教(jiao)(jiao)與(yu)(yu)(yu)學(xue)(xue)、產品與(yu)(yu)(yu)服務、能力(li)創(chuang)(chuang)(chuang)新(xin)(xin)(xin)(xin)(xin)生態系統）的(de)(de)評(ping)(ping)估(gu)(gu)(gu)數據都很突出(chu)，其中(zhong)(zhong)領(ling)導力(li)與(yu)(yu)(yu)組(zu)(zu)織(zhi)行(xing)(xing)(xing)為維度(du)表現最為突出(chu)。學(xue)(xue)校的(de)(de)創(chuang)(chuang)(chuang)新(xin)(xin)(xin)(xin)(xin)案例(li)內容豐富，反映了學(xue)(xue)校在創(chuang)(chuang)(chuang)新(xin)(xin)(xin)(xin)(xin)創(chuang)(chuang)(chuang)業(ye)(ye)上取得的(de)(de)驕人業(ye)(ye)績(ji)。學(xue)(xue)校編(bian)制的(de)(de)創(chuang)(chuang)(chuang)新(xin)(xin)(xin)(xin)(xin)行(xing)(xing)(xing)動(dong)(dong)(dong)計(ji)劃符合(he)(he)職(zhi)業(ye)(ye)教(jiao)(jiao)育(yu)創(chuang)(chuang)(chuang)新(xin)(xin)(xin)(xin)(xin)中(zhong)(zhong)心項(xiang)(xiang)(xiang)目(mu)對行(xing)(xing)(xing)動(dong)(dong)(dong)計(ji)劃的(de)(de)框(kuang)架要求，與(yu)(yu)(yu)學(xue)(xue)校創(chuang)(chuang)(chuang)新(xin)(xin)(xin)(xin)(xin)評(ping)(ping)估(gu)(gu)(gu)結(jie)(jie)果反映的(de)(de)需要改進項(xiang)(xiang)(xiang)目(mu)吻(wen)合(he)(he)，已(yi)經提出(chu)了解決方(fang)(fang)(fang)案，方(fang)(fang)(fang)向正確，行(xing)(xing)(xing)動(dong)(dong)(dong)得力(li)，已(yi)經達到教(jiao)(jiao)科(ke)文(wen)組(zu)(zu)織(zhi)職(zhi)業(ye)(ye)教(jiao)(jiao)育(yu)創(chuang)(chuang)(chuang)新(xin)(xin)(xin)(xin)(xin)中(zhong)(zhong)心項(xiang)(xiang)(xiang)目(mu)的(de)(de)要求。希望學(xue)(xue)校以后在校內推廣教(jiao)(jiao)科(ke)文(wen)職(zhi)業(ye)(ye)教(jiao)(jiao)育(yu)創(chuang)(chuang)(chuang)新(xin)(xin)(xin)(xin)(xin)中(zhong)(zhong)心項(xiang)(xiang)(xiang)目(mu)的(de)(de)評(ping)(ping)估(gu)(gu)(gu)工(gong)(gong)具(ju)對學(xue)(xue)校的(de)(de)各項(xiang)(xiang)(xiang)創(chuang)(chuang)(chuang)新(xin)(xin)(xin)(xin)(xin)工(gong)(gong)作做出(chu)自我(wo)評(ping)(ping)估(gu)(gu)(gu)，發現不足，做好反思，追求進步。繼(ji)續做好項(xiang)(xiang)(xiang)目(mu)自評(ping)(ping)報告和(he)創(chuang)(chuang)(chuang)新(xin)(xin)(xin)(xin)(xin)案例(li)修改工(gong)(gong)作，推進實施創(chuang)(chuang)(chuang)新(xin)(xin)(xin)(xin)(xin)行(xing)(xing)(xing)動(dong)(dong)(dong)計(ji)劃，在虛擬平臺上推廣深(shen)職(zhi)案例(li)和(he)方(fang)(fang)(fang)案，未來與(yu)(yu)(yu)教(jiao)(jiao)科(ke)文(wen)組(zu)(zu)織(zhi)合(he)(he)作面向亞(ya)太地(di)區推廣教(jiao)(jiao)科(ke)文(wen)組(zu)(zu)織(zhi)職(zhi)業(ye)(ye)教(jiao)(jiao)育(yu)創(chuang)(chuang)(chuang)新(xin)(xin)(xin)(xin)(xin)中(zhong)(zhong)心項(xiang)(xiang)(xiang)目(mu)，傳播“深(shen)職(zhi)案例(li)”、“中(zhong)(zhong)國方(fang)(fang)(fang)案”。

肯(ken)尼(ni)亞大裂谷(gu)技(ji)術(shu)培訓學院校(xiao)長埃(ai)德溫?M?塔諾對我校(xiao)本次國(guo)(guo)際研(yan)討會(hui)高(gao)效(xiao)、有序、充分的(de)(de)(de)組織工作給予高(gao)度贊賞，對于學校(xiao)取得的(de)(de)(de)各項(xiang)創(chuang)(chuang)新(xin)(xin)(xin)成就倍感欽(qin)佩，對于學校(xiao)提出(chu)的(de)(de)(de)創(chuang)(chuang)新(xin)(xin)(xin)行(xing)動計劃高(gao)度評(ping)價，同時提出(chu)與學校(xiao)簽署合作框架(jia)協(xie)議，雙(shuang)方(fang)共(gong)(gong)享典型創(chuang)(chuang)新(xin)(xin)(xin)案例(li)，開展教師(shi)交(jiao)換項(xiang)目，共(gong)(gong)同開發(fa)企業教師(shi)職稱，引(yin)進華為(wei)與學校(xiao)開發(fa)的(de)(de)(de)教學模式和資格認(ren)證，在肯(ken)尼(ni)亞共(gong)(gong)建(jian)“深(shen)圳(zhen)職業技(ji)術(shu)學院國(guo)(guo)際創(chuang)(chuang)新(xin)(xin)(xin)中心(xin)”等合作意向(xiang)。

李(li)月代表學(xue)(xue)校(xiao)對聯合國(guo)教(jiao)科(ke)文(wen)組織(zhi)職(zhi)(zhi)業(ye)(ye)教(jiao)育創(chuang)新中(zhong)(zhong)(zhong)(zhong)心(xin)項(xiang)目團(tuan)隊(dui)和(he)肯尼亞大裂谷技(ji)術培訓學(xue)(xue)院(yuan)各位專(zhuan)家的精心(xin)指導和(he)辛勤(qin)付出表示(shi)衷心(xin)感(gan)謝。李(li)月說，通(tong)過專(zhuan)家的獨特視角、科(ke)學(xue)(xue)工(gong)具讓我(wo)們(men)看到了國(guo)際(ji)視野中(zhong)(zhong)(zhong)(zhong)深(shen)圳職(zhi)(zhi)業(ye)(ye)技(ji)術學(xue)(xue)院(yuan)的創(chuang)新風貌，也讓我(wo)們(men)看到了深(shen)職(zhi)(zhi)院(yuan)不僅在(zai)中(zhong)(zhong)(zhong)(zhong)國(guo)國(guo)內具有領先優勢，在(zai)國(guo)際(ji)職(zhi)(zhi)業(ye)(ye)教(jiao)育界也同(tong)樣具有較(jiao)為(wei)顯著的競爭(zheng)優勢。專(zhuan)家對學(xue)(xue)校(xiao)的創(chuang)新褒獎將轉化為(wei)我(wo)校(xiao)繼續開(kai)展創(chuang)新發展的源源動力。下(xia)一步，我(wo)們(men)將把專(zhuan)家評估中(zhong)(zhong)(zhong)(zhong)的建(jian)議(yi)融(rong)入學(xue)(xue)校(xiao)的《創(chuang)新行動計(ji)劃》當中(zhong)(zhong)(zhong)(zhong)，在(zai)各項(xiang)工(gong)作中(zhong)(zhong)(zhong)(zhong)貫徹實施。學(xue)(xue)校(xiao)也將會不遺余力按(an)照進度(du)計(ji)劃保(bao)質保(bao)量地完成后續的項(xiang)目工(gong)作。爭(zheng)取在(zai)不遠的將來建(jian)設成為(wei)教(jiao)科(ke)文(wen)組織(zhi)職(zhi)(zhi)業(ye)(ye)教(jiao)育創(chuang)新中(zhong)(zhong)(zhong)(zhong)心(xin)的示(shi)范院(yuan)校(xiao)，向國(guo)際(ji)職(zhi)(zhi)教(jiao)界貢(gong)獻更(geng)多的“深(shen)職(zhi)(zhi)案例”和(he)“中(zhong)(zhong)(zhong)(zhong)國(guo)方案”。

（教科文亞非中心）