Implementation Pathways and Support Mechanisms for Precision Education in Engineering Programs at Higher Vocational Colleges

DOI: https://doi.org/10.62517/jnse.202617507

Author(s)

Yan Mu

Affiliation(s)

School of Marxism, Shenzhen Polytechnic University, Shenzhen, Guangdong, China

Abstract

Engineering programs at higher vocational colleges are expected to raise the precision of talent development, yet their curricula confine student choice to specialization tracks and individual differences rarely enter teaching decisions. This paper asks what precision education requires in such programs and how it can be implemented, drawing on one engineering program at a public higher vocational college. The pathway is reconstructed from the program's records, curriculum documents and project arrangements. Precision education is found to depend less on technology or data volume than on two conditions: fixing the definitions and procedures that govern opportunity allocation, and keeping a traceable record of allocation decisions. The pathway runs through four linked stages, from a data ledger that merges records from separate systems on a fixed cycle, through student profiles and two-way project matching, to implementation and record-keeping. Support is required in data arrangements (channels, definitions and access), in institutional arrangements (recognition of outcomes, supervision workload and enterprise data use) and in organizational arrangements (interfaces between departments). The study concludes that precision education at this level is achieved by fixing definitions and procedures and keeping a traceable record, and that it does not depend on advanced platforms.

Keywords

Precision Education; Implementation Pathway; Student Profiles; Two-Way Project Matching; Higher Vocational Colleges

References

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