Talent Cultivation Plan for Computer Science and Technology Major (2024 International Degree Students)

Shandong Vocational College of Science & Technology

May 2024

Table of Contents

1. Name of the Program ................................................................. 1

2. Admission Requirements ........................................................... 1

3. Duration of Study ....................................................................... 1

4. Career Orientation .................................................................... 1

5. Educational Objectives and Specifications ................................. 2

6. Talent Cultivation Model ........................................................... 5

7. Curriculum System ................................................................... 5

(1) General Courses....................................................................... 5

(2) Vocational Skill Courses ....................................................... 6

(3) Vocational Practice Courses ................................................ 7

8. Teaching Model Reform ............................................................ 8

9. Teaching Schedule .................................................................... 8

(1) Teaching Time Allocation Table .......................................... 8

(2) Teaching Plan Schedule ........................................................ 8

(3) Statistics on Practical and Theoretical Teaching ........... 12

10. Graduation Requirements ................................................... 13

(1) Credit and Hour Requirements ........................................ 12

(2) Certification Requirements ............................................... 12

11. Implementation Guarantees .................................................. 13

(1) Faculty Team ...................................................................... 13

(2) Teaching Conditions .......................................................... 13

(3) Teaching Resources ............................................................ 15

(4) Teaching Evaluation ............................................................ 16

(5) Quality Assurance .............................................................. 17

12. Talent Cultivation Plan Review and Approval Forms ........ 18

（1）Opinions on the Argumentation of Talent Development Programs ..................................................................................... 18

（2）Department Review Form for Talent Development Program Compilation ................................................................. 19

（3）Academic Program Review Form for the College........... 20

Talent Cultivation Plan for Computer Science and Technology Major (2024 International Degree Students)

1. Program Name

Computer Science and Technology

2. Admission Requirements

Typically graduates of senior high school or those with equivalent qualifications.

3. Duration of Study

Standard duration: 3 years; flexible duration: 2–5 years.

4. Career Orientation

(Based on documents such as the 'Vocational Education Major Catalog (2021)', 'National Economic Industry Classification (GB/T 4754-2017)', and 'China's Occupational Classification Dictionary', clearly define the correspondence between majors (clusters), industries, occupations, and job clusters.)

Table 1 Career Orientation

5. Educational Objectives and Specifications

(1) Educational Objectives

This program aims to cultivate skilled professionals who are familiar with the basic knowledge of China's national conditions and culture, understand its political system and foreign policies, and comply with Chinese customs, laws, and regulations. Graduates will develop an inclusive mindset, cultural awareness, and the ability to adapt to diversity, enabling them to foster mutual respect, understanding, and solidarity across different ethnic groups, societies, and nations.

Equipped with professional technical skills, including foundational web front-end development, mobile internet application development, and computer system management and maintenance, graduates will be qualified for roles such as office administration, website development, and information management system development. Additionally, they will be capable of building, maintaining, and managing network systems for small and medium-sized enterprises and institutions.

(2)Specifications

The requirements consist of three aspects: quality, knowledge, and ability.

Quality Requirements

1.Humanistic Quality

Possess a certain level of cultural and artistic literacy, as well as foundational skills in language expression and writing; have basic abilities in information collection and processing. Capable of writing reports and materials in Chinese and correctly gathering information.

2. Physical and Mental Quality

Maintain a healthy body and sound psychological state, with good physical and mental well-being.

3.Aesthetic Quality

Demonstrate sound aesthetic experience, taste, ability, and ideals, along with the correct judgment of beauty.

4. Professional Ethics

Master basic employment and entrepreneurship knowledge, possess certain career selection and startup skills, along with knowledge transfer and continuous learning abilities. Exhibit sustainable development capabilities. Foster teamwork, interpersonal communication, and social adaptability. Display diligence, initiative, dedication, and a strong work ethic. Exhibit a high sense of responsibility and a serious, conscientious work style. Be adept at utilizing the internet and information technology to acquire knowledge and skills, continuously enhancing professional competence, and demonstrating self-directed and lifelong learning abilities.

Knowledge Requirements

1. Basic Knowledge

Able to master fundamental Chinese reading and writing, basic computer operations, analytical problem-solving through logical thinking, and certain language and written expression skills. Achieve HSK Level 3 and Computer Proficiency Level 1.

2. Professional Knowledge

Grasp the basics of computer hardware and software. Understand fundamental concepts and terminology in data communication. Acquire essential knowledge of computer network technology. Learn the functions, usage, and working principles of network devices. Proficiently master IP address planning principles and network system analysis and design. Understand the composition and design principles of structured cabling systems. Familiarize with the content and workflow of network engineering project management. Comprehend principles for analyzing and designing network security systems. Possess fundamental knowledge in setting up local area networks (LANs). Master management of mainstream server operating systems such as Linux and Windows.

Ability Requirements

1. Basic Abilities

Possess broad foundational knowledge, sound moral character, physical fitness, and humanistic literacy. Capable of participating in and promoting friendly exchanges and cooperation between China and their home country. Exhibit strong Chinese proficiency and writing skills. Understand basic knowledge of Chinese national conditions, culture, political systems, and foreign policies.

2. Professional Skills

① Ability to complete network engineering design proposals.

② Capable of selecting appropriate network devices and products based on requirements, configuring and debugging routers and switches, and properly setting up network servers.

③ Able to execute construction following on-site management, quality assurance, and safety measures. Skilled in using network testers to evaluate performance and optimize projects.

④ Proficient in designing and analyzing wireless network solutions. Master wide area network (WAN) access technologies and perform network security configurations.

⑤ Capable of installing, optimizing, and configuring server operating systems, conducting routine server maintenance, and performing data backup, restoration, and recovery in networks.

⑥ Able to implement virus prevention, intrusion detection, and protection, and utilize firewall technologies to safeguard network security.

⑦ Skilled in monitoring network operations, adjusting parameters, allocating resources, and ensuring secure, stable, and uninterrupted network performance. Capable of analyzing network protocols and troubleshooting protocol-related issues.

⑧ Proficient in overall webpage layout and skilled in editing and beautifying webpages using relevant design tools.

⑨ Capable of maintaining and managing databases, handling data conversion, performing server management, and ensuring database security.

⑩ Able to utilize advanced technologies such as virtualization, big data, network storage, and cloud computing for network expansion.

6. Talent Cultivation Model

We innovatively implement the "Dual-system Collaboration, Project-based Approach, Three-stage Progression" talent development model. In partnership with leading enterprises in the IT and intelligent manufacturing industries, we align with professional talent development objectives to execute this model.

Dual-system Collaboration:

We collaborate with industry leaders such as Huawei, Inspur, Pactera, and Goertek in co-establishing majors, modern apprenticeship programs, and industrial colleges. This ensures shared integration in faculty resources, management and evaluation systems, academic qualifications and certifications, teaching implementation, enrollment and employment, as well as curriculum resources.

Project-based Approach:

Together with partner enterprises like Inspur, Huawei, and Goertek, we co-establish corporate workstations and master skill studios, introducing real-world IT and high-end equipment industry projects into the institution while preserving authentic workplace scenarios. These projects are transformed into teaching tasks tailored to job-specific knowledge points and skill requirements. Project-based teaching is implemented throughout the entire talent development process.

Three-stage Progression:

Aligned with the goals of professional talent development and following the growth trajectory of technical and skilled professionals, the model divides training into three progressive stages:

Strengthening Foundations:

Focusing on cultivating students’ foundational knowledge, comprehensive literacy, and professional basic skills. A blended teaching model is adopted to enhance instruction in fundamental disciplines, starting with core concepts and reinforcing basic training. Emphasis is placed on fostering students' self-directed learning capabilities and mindset, laying the groundwork for lifelong development.

Emphasizing Core Competencies:

Aligned with occupational role specifications and objectives, this stage clarifies the relationship between core professional skills and auxiliary skills. Schools and enterprises jointly establish workplace-simulated educational environments and structured "dual-qualified" teaching teams (combining academic and industry expertise). Implemented under the "Dual-system Collaboration" model, it highlights core professional skills, clarifies skill distinctions, and systemizes skill relationships, with a primary focus on nurturing vocational core competencies and professional ethics.

Accumulating Experience:

Project-based teaching runs through the entire talent development process, incorporating authentic corporate work scenarios to cultivate professional literacy—spanning career ideals, ethics, awareness, spirit, and behavioral habits. Emphasis is placed on continuous accumulation of manufacturing projects and management experience, enabling students to gain relevant industry exposure during their studies.

7. Curriculum System

(1) Public courses

Public courses include required courses and elective courses.

Compulsory Courses

Based on the cognitive characteristics of international students learning Chinese, we have sequentially established 19 mandatory Chinese language courses:

Comprehensive Chinese 1

Comprehensive Chinese 2

Comprehensive Chinese 3

Comprehensive Chinese 4

Chinese Listening 1

Chinese Listening 2

Chinese Listening 3

Chinese Reading & Writing 1

Chinese Reading & Writing 2

Chinese Reading & Writing 3

Chinese Reading & Writing 4

Chinese Speaking 1

Chinese Speaking 2

Chinese Speaking 3

Chinese Culture 1

Chinese Culture 2

HSK Intensive 1

HSK Intensive 2

HSK Exam Preparation

Elective Courses

Five elective courses are offered, with the following structure:

Restricted Elective: Chinese Characters

Choice Between: Appreciation of Chinese Calligraphy or Appreciation of Chinese Music (select 1 of 2)

Choice Between: Fitness Qigong Volleyball or Table Tennis (select 1 of 2)

（ 2）Vocational skills courses

Table 2: Occupational Skills Course Learning Scenarios

（ 3）Professional practice courses

The program includes two components: integrated network system projects and on-the-job internships (including the final thesis). The integrated network system projects are conducted during the fifth semester, lasting 6 weeks for 8 credits. The on-the-job internships (including the final thesis) span both the fifth and sixth semesters, totaling 24 credits, typically lasting six months.

8.Teaching Model Reform

To create an 'Unbounded Classroom' teaching environment and implement a hybrid teaching model reform of 'two lines, three stages, six steps'.

Establish a learning environment based on BYOD (Bring Your Own Device) for the 'Unbounded Classroom'. Utilize school cloud resources such as Yunshan University to build a networked learning environment. Encourage students to bring their own devices to participate in classroom interactions, ensuring real-time interaction during lessons and fostering a communication-unbounded educational atmosphere. Introduce corporate resources and combine them with virtual simulation platforms or full-real teaching resources to create a resource-unbounded educational environment, thus achieving an 'Unbounded Classroom' that transcends time, space, resources, and communication.

The 'online' component includes teaching platforms like Xiyi Training Platform and Learning Hub. The 'offline' component involves student-centered instruction through activities such as group discussions, project practices, and interactive evaluations, ensuring deep student involvement in the learning process and highlighting their central role in classroom learning. Incorporate 'professionalization' into both online and offline teaching phases to create a professional learning environment. Select real-world workplace projects and implement integrated theoretical-practical project teaching, aligning with professional requirements and evaluations to enhance the quality of talent cultivation.

Implement the 'two lines, three stages, six steps' hybrid teaching model reform. The 'two lines' involve uploading video lectures, course materials, and lesson plans to platforms like Xiyi Training Platform, Learning Hub, and Smart Vocational Education for students to engage in self-directed, fragmented learning, along with pre-class online tests, post-class summaries, and homework submissions. The 'offline' component relies on dual-edition flexible textbooks co-authored by schools and enterprises, focusing on student-centered activities such as group discussions, project practices, and interactive evaluations to ensure deep student participation and highlight their central role in classroom learning. Incorporate 'professionalization' into both online and offline teaching phases to create a professional learning environment, selecting real-world workplace projects to simulate actual work scenarios, aligning with professional requirements and evaluations, and integrating teaching and training to foster qualified 'professional individuals'.

The 'three stages' cover pre-class exploration, in-class guidance, and post-class extension. The 'six steps' within the in-class stage include task introduction, task analysis, demonstration guidance, imitation practice, error correction and rework, and summary improvement. Utilize information-based teaching resource platforms to create a BYOD-based unbounded teaching and training environment, incorporating elements of ideological and political education throughout the teaching process to achieve a balanced development of moral and technical skills and integrate work-study practices, thereby meeting teaching objectives.

Figure 1 A hybrid teaching model consisting of two lines, three segments, and six steps

9. Teaching Schedule

(1) Teaching Plan Progress Table

The progress table for the major's teaching plan is shown in Table 5.

Table 5 Teaching schedule

（ 3）Statistics on practical teaching and theoretical teaching

Table 6 Schedule of hours allocated for each course module

Note: Practical teaching hours account for more than 53.14% of the total class hours.

10. Graduation Requirements

(1) Credit and Hour Requirements

Students must pass all course exams specified in the professional talent cultivation plan, accumulating a total of 139 credits and 2544 hours. This includes: 74 credits and 1184 hours for general foundational courses; 65 credits and 1360 hours for vocational courses (including occupational skills courses and vocational practice courses).

(2) Certification Requirements

1. Students must take the Chinese Proficiency Test (HSK) and obtain an HSK Level 3 certificate to graduate.

2. Students must complete a graduation thesis (project) of certain quality, undergo summary presentations and thesis defense. Only those who pass can earn the thesis credits. Students who win second prize or higher in school-level skill competitions, or third prize or higher in municipal-level skill competitions, are exempt from writing and defending their thesis.

11. Implementation Assurance

(1) Teaching Staff

Currently, there are 12 full-time and part-time teachers. The department has one provincial teaching excellence award winner, one provincial young skill excellence award winner, and one outstanding middle-aged and young expert in Weifang City. There are seven members of the national innovative teaching team. All professional teachers have obtained certifications such as Certified Information Systems Security Professional (CISSP), Registered Information Security Professional (CISP), and Information Assurance Professional (CISAW). The dual-qualified teacher ratio is 100%. There is one provincial vocational education excellence teacher studio, one provincial vocational education skills inheritance and innovation platform, one provincial intelligent manufacturing education industry internet platform, and two key laboratories in Weifang City (Network Space Security, Industrial Internet Application Research). Six experimental and training labs, including Network Engineering Wiring Lab and Industrial Network Security Lab, have been established.

(2) Teaching Conditions

1. In-school Training Base Construction

To meet the needs of cultivating innovative, developmental, and composite technical and skilled talents in the field of new-generation information technology, a provincial in-school training base with multiple functions such as teaching, research, development, and training has been built. By integrating advanced research concepts and technical services in the field, optimizing and adjusting the training team using in-school resources, a practical teaching system combining studios and labs has been formed. Eight experimental and training labs, including Network Engineering Wiring Lab and Industrial Network Security Lab, have been established, covering a total area of 0.6 million square meters, with over 40 training projects developed, capable of accommodating more than 510 students simultaneously for training. It also provides professional skill training for over 4,000 people annually. The construction details of the in-school training base are shown in Table 7.

Table 7: Overview of In-School Training Base Construction

2. Construction of Off-Campus Training Bases

In collaboration with leading companies such as Inspur, Huawei, Lenovo, and Tarena Education, 67 dual-purpose off-campus training and employment bases have been established. These bases fulfill the needs for off-campus internships, professional practice, and faculty enterprise engagement.

3. Development of Training Base Management Mechanisms

A working group has been formed, comprising industry experts, academic leaders, department heads, and key faculty members, to establish a scientific operational and management framework for internship and training systems. The goal is to ensure high-skilled talent development through:

Implementation of the 7S management model;

Creation of a dedicated training management body with clearly defined roles;

Development and execution of integrated "teaching, learning, and doing" training guidelines, including standards for assessment and evaluation;

Establishment of corporate workstations in collaboration with partner enterprises to enhance workplace immersion, transforming training bases into platforms for cultivating professional competencies;

Support for Shandong’s Intelligent Manufacturing Public Training Base and regional talent development in next-generation IT.

The system emphasizes hands-on skills, observational and problem-solving abilities, as well as foundational, specialized, and professional qualities. Academic leaders oversee dynamic, full-process quality inspections, forming a comprehensive, multi-dimensional, and procedural evaluation mechanism.

(3) Teaching Resources

Diversified course resources are developed to advance Shandong Vocational College’s "Workplace-Oriented + Digitalized" teaching model reform, innovating service delivery to support lifelong learning.

Use of High-Quality Teaching Materials

1. Select well-developed textbooks integrating theory and practice, featuring advanced design, rich case studies, and work-process orientation tailored to vocational education.

2. Adapt materials to align with the Computer Network Technology program’s objectives and practical training conditions, restructuring content for better pedagogical fit.

Industry-Academia Collaboration in Curriculum Development

3. Courses are designed under the "Project-Led, Task-Driven" model, co-developed with partners like Jinan Borsam Network Technology and Huawei.

4. Jointly create course standards, practical syllabi, lab cases, and training projects.

5. Faculty teams update content based on technological advancements, collaborating with industry experts to produce supporting lab manuals and training guides.

Digital (Online) Resources

6. Industry-partnered development of online vocational skill resources, including:

7. Course standards, designs, e-lesson plans, multimedia materials, instructional videos, and training guides.

8. Question banks, technical forums, and shared platforms for autonomous learning.

9. Aims to enhance teaching effectiveness and provide an advanced platform for high-skilled IT talent development.

Textbook Selection and Update Mechanism:

Establish expert review panels to rigorously evaluate textbook development, adoption, and feedback.

Dynamically update content annually (minimum 20% revision rate every 3 years) to reflect technological and industrial trends.

(4) Teaching Evaluation

A multi-dimensional assessment system integrates industry standards with "Process + Results + Value-Added" evaluation:

Process Assessment: Online (study duration, tests, notes, assignments) + Offline (attendance, class performance).

Outcome Assessment: Student portfolios, vocational certificates, competition awards.

Value-Added Evaluation: Teamwork, craftsmanship, and professional ethics.

Key Practices:

Prioritize practical skills (70% weight) over theoretical knowledge.

Emphasize continuous formative assessment over summative results.

Methods include phased tests, skill demonstrations, on-site evaluations, group defenses, and project reports.

Strict exam discipline is enforced to foster self-management and proactive learning. Detailed evaluation plans are mandatory for practical skill assessments.

(5) Quality Assurance

1. Monitoring and Feedback for Learning Processes

10. Enhance process-based and skill-focused evaluations.

11. Strengthen oversight of internships, labs, and thesis projects.

12. Use PDCA cycles (Plan-Do-Check-Act) to achieve program objectives.

2. Refined Teaching Management Mechanisms

13. Strengthen daily operations with class observation and audit systems.

14. Under the Academic Affairs Office, establish secondary supervision teams for full-process quality control.

3. Graduate Tracking and Third-Party Evaluation

15. Regularly assess goal attainment.

16. Collaborate with enterprises to refine internal standards and introduce third-party social evaluations.

4. Data-Driven Program Improvement

17. Commission third-party reviews on graduate metrics (employment rate, salary, job relevance, etc.).

18. Guide reforms in curriculum, pedagogy, and content to cultivate future-ready, industry-aligned talent.

12.Talent Development Plan Review and Approval Form

(1) Opinions on the Talent Development Plan Review

(2) Department Review Form for Talent Development Program Compilation