9月5日上(shang)午，教(jiao)科(ke)文職業(ye)教(jiao)育創新(xin)中心項目評估國(guo)際(ji)研(yan)討會(hui)閉幕式在我(wo)校留仙(xian)洞校區舉行。聯合國(guo)教(jiao)科(ke)文組織職業(ye)教(jiao)育創新(xin)中心項目專(zhuan)家、肯尼亞大裂(lie)谷技(ji)術培(pei)訓學院的(de)同行評審專(zhuan)家以及學校領導(dao)等出席會(hui)議。

會上(shang)教科文組織項目專家首先說明(ming)學校(xiao)的(de)評估流(liu)程、工具與(yu)結(jie)果，并(bing)對結(jie)果進行了解讀。肯(ken)尼(ni)亞大(da)裂谷技(ji)術(shu)培(pei)訓學院(yuan)校(xiao)長(chang)對于同行評審的(de)結(jie)果進行了說明(ming)并(bing)提出未來雙方合作意向(xiang)。最(zui)后副校(xiao)長(chang)李(li)月作總結(jie)講(jiang)話。

教(jiao)(jiao)(jiao)(jiao)科文(wen)組(zu)(zu)(zu)織(zhi)(zhi)專家彼得.格林(lin)伍(wu)德(de)和(he)(he)(he)簡?彼得?甘特(te)?德(de)奧特(te)羅根據(ju)在(zai)研(yan)討會不(bu)同環(huan)節采(cai)集的(de)(de)(de)(de)評(ping)估(gu)(gu)(gu)證據(ju)，運用項目(mu)(mu)(mu)工(gong)(gong)(gong)具和(he)(he)(he)統計工(gong)(gong)(gong)具，經(jing)過綜(zong)合(he)分析給出(chu)(chu)評(ping)估(gu)(gu)(gu)結(jie)論：學(xue)校(xiao)(xiao)(xiao)教(jiao)(jiao)(jiao)(jiao)科文(wen)職(zhi)業(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)育(yu)創(chuang)(chuang)(chuang)新(xin)中(zhong)心(xin)(xin)項目(mu)(mu)(mu)綜(zong)合(he)評(ping)估(gu)(gu)(gu)數據(ju)結(jie)果(guo)呈現在(zai)第四象限，說(shuo)明(ming)學(xue)校(xiao)(xiao)(xiao)的(de)(de)(de)(de)創(chuang)(chuang)(chuang)新(xin)工(gong)(gong)(gong)作已經(jing)居領先位置。四個評(ping)估(gu)(gu)(gu)維度（領導力與(yu)組(zu)(zu)(zu)織(zhi)(zhi)行為、教(jiao)(jiao)(jiao)(jiao)與(yu)學(xue)、產品與(yu)服(fu)務(wu)、能力創(chuang)(chuang)(chuang)新(xin)生態系(xi)統）的(de)(de)(de)(de)評(ping)估(gu)(gu)(gu)數據(ju)都很突出(chu)(chu)，其中(zhong)領導力與(yu)組(zu)(zu)(zu)織(zhi)(zhi)行為維度表現最(zui)為突出(chu)(chu)。學(xue)校(xiao)(xiao)(xiao)的(de)(de)(de)(de)創(chuang)(chuang)(chuang)新(xin)案(an)例(li)(li)(li)內容豐富(fu)，反映了(le)學(xue)校(xiao)(xiao)(xiao)在(zai)創(chuang)(chuang)(chuang)新(xin)創(chuang)(chuang)(chuang)業(ye)(ye)(ye)(ye)上取得的(de)(de)(de)(de)驕人(ren)業(ye)(ye)(ye)(ye)績。學(xue)校(xiao)(xiao)(xiao)編制的(de)(de)(de)(de)創(chuang)(chuang)(chuang)新(xin)行動(dong)(dong)(dong)計劃符合(he)職(zhi)業(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)育(yu)創(chuang)(chuang)(chuang)新(xin)中(zhong)心(xin)(xin)項目(mu)(mu)(mu)對(dui)行動(dong)(dong)(dong)計劃的(de)(de)(de)(de)框架要(yao)求(qiu)(qiu)，與(yu)學(xue)校(xiao)(xiao)(xiao)創(chuang)(chuang)(chuang)新(xin)評(ping)估(gu)(gu)(gu)結(jie)果(guo)反映的(de)(de)(de)(de)需要(yao)改(gai)進(jin)項目(mu)(mu)(mu)吻合(he)，已經(jing)提出(chu)(chu)了(le)解決方(fang)案(an)，方(fang)向正確，行動(dong)(dong)(dong)得力，已經(jing)達到教(jiao)(jiao)(jiao)(jiao)科文(wen)組(zu)(zu)(zu)織(zhi)(zhi)職(zhi)業(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)育(yu)創(chuang)(chuang)(chuang)新(xin)中(zhong)心(xin)(xin)項目(mu)(mu)(mu)的(de)(de)(de)(de)要(yao)求(qiu)(qiu)。希(xi)望(wang)學(xue)校(xiao)(xiao)(xiao)以后在(zai)校(xiao)(xiao)(xiao)內推(tui)(tui)廣教(jiao)(jiao)(jiao)(jiao)科文(wen)職(zhi)業(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)育(yu)創(chuang)(chuang)(chuang)新(xin)中(zhong)心(xin)(xin)項目(mu)(mu)(mu)的(de)(de)(de)(de)評(ping)估(gu)(gu)(gu)工(gong)(gong)(gong)具對(dui)學(xue)校(xiao)(xiao)(xiao)的(de)(de)(de)(de)各項創(chuang)(chuang)(chuang)新(xin)工(gong)(gong)(gong)作做出(chu)(chu)自我評(ping)估(gu)(gu)(gu)，發現不(bu)足，做好反思，追求(qiu)(qiu)進(jin)步。繼續做好項目(mu)(mu)(mu)自評(ping)報告和(he)(he)(he)創(chuang)(chuang)(chuang)新(xin)案(an)例(li)(li)(li)修改(gai)工(gong)(gong)(gong)作，推(tui)(tui)進(jin)實施創(chuang)(chuang)(chuang)新(xin)行動(dong)(dong)(dong)計劃，在(zai)虛(xu)擬平臺上推(tui)(tui)廣深職(zhi)案(an)例(li)(li)(li)和(he)(he)(he)方(fang)案(an)，未來與(yu)教(jiao)(jiao)(jiao)(jiao)科文(wen)組(zu)(zu)(zu)織(zhi)(zhi)合(he)作面(mian)向亞太地區(qu)推(tui)(tui)廣教(jiao)(jiao)(jiao)(jiao)科文(wen)組(zu)(zu)(zu)織(zhi)(zhi)職(zhi)業(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)育(yu)創(chuang)(chuang)(chuang)新(xin)中(zhong)心(xin)(xin)項目(mu)(mu)(mu)，傳播“深職(zhi)案(an)例(li)(li)(li)”、“中(zhong)國方(fang)案(an)”。

肯(ken)尼亞(ya)大裂谷技術(shu)培訓學院校(xiao)(xiao)長埃德溫(wen)?M?塔諾(nuo)對我校(xiao)(xiao)本次國(guo)際研討會高效(xiao)、有序、充分的組織工(gong)作給予(yu)高度贊(zan)賞(shang)，對于(yu)學校(xiao)(xiao)取得的各項(xiang)創(chuang)新(xin)成(cheng)就(jiu)倍感(gan)欽(qin)佩，對于(yu)學校(xiao)(xiao)提出(chu)的創(chuang)新(xin)行動(dong)計劃高度評價，同時提出(chu)與(yu)學校(xiao)(xiao)簽署(shu)合作框架協議，雙方共享典型創(chuang)新(xin)案(an)例，開(kai)(kai)展教師(shi)交換(huan)項(xiang)目，共同開(kai)(kai)發(fa)企業教師(shi)職稱，引(yin)進(jin)華為與(yu)學校(xiao)(xiao)開(kai)(kai)發(fa)的教學模(mo)式和資格認證(zheng)，在(zai)肯(ken)尼亞(ya)共建“深圳職業技術(shu)學院國(guo)際創(chuang)新(xin)中心”等合作意(yi)向。

李(li)月(yue)代表(biao)學(xue)(xue)校(xiao)(xiao)對聯合(he)國(guo)教科(ke)文(wen)組織職(zhi)(zhi)業教育創(chuang)(chuang)新(xin)(xin)中(zhong)(zhong)(zhong)(zhong)心(xin)(xin)項目(mu)(mu)團隊和肯尼亞大(da)裂谷(gu)技術(shu)(shu)培(pei)訓學(xue)(xue)院各位專(zhuan)(zhuan)家(jia)的精(jing)心(xin)(xin)指導和辛勤付(fu)出表(biao)示衷心(xin)(xin)感謝。李(li)月(yue)說，通過專(zhuan)(zhuan)家(jia)的獨特視角、科(ke)學(xue)(xue)工(gong)(gong)具讓(rang)我(wo)們(men)看到了國(guo)際視野中(zhong)(zhong)(zhong)(zhong)深(shen)圳(zhen)職(zhi)(zhi)業技術(shu)(shu)學(xue)(xue)院的創(chuang)(chuang)新(xin)(xin)風貌，也讓(rang)我(wo)們(men)看到了深(shen)職(zhi)(zhi)院不僅在(zai)中(zhong)(zhong)(zhong)(zhong)國(guo)國(guo)內具有領先(xian)優勢(shi)，在(zai)國(guo)際職(zhi)(zhi)業教育界也同樣具有較(jiao)為顯著的競(jing)爭優勢(shi)。專(zhuan)(zhuan)家(jia)對學(xue)(xue)校(xiao)(xiao)的創(chuang)(chuang)新(xin)(xin)褒獎將(jiang)轉化為我(wo)校(xiao)(xiao)繼續開展(zhan)創(chuang)(chuang)新(xin)(xin)發(fa)展(zhan)的源源動(dong)(dong)力。下一(yi)步，我(wo)們(men)將(jiang)把專(zhuan)(zhuan)家(jia)評(ping)估中(zhong)(zhong)(zhong)(zhong)的建議融入學(xue)(xue)校(xiao)(xiao)的《創(chuang)(chuang)新(xin)(xin)行動(dong)(dong)計(ji)劃》當中(zhong)(zhong)(zhong)(zhong)，在(zai)各項工(gong)(gong)作(zuo)中(zhong)(zhong)(zhong)(zhong)貫徹實施。學(xue)(xue)校(xiao)(xiao)也將(jiang)會不遺余(yu)力按照進度計(ji)劃保質保量地完成(cheng)后續的項目(mu)(mu)工(gong)(gong)作(zuo)。爭取在(zai)不遠的將(jiang)來建設成(cheng)為教科(ke)文(wen)組織職(zhi)(zhi)業教育創(chuang)(chuang)新(xin)(xin)中(zhong)(zhong)(zhong)(zhong)心(xin)(xin)的示范院校(xiao)(xiao)，向(xiang)國(guo)際職(zhi)(zhi)教界貢獻更多(duo)的“深(shen)職(zhi)(zhi)案例”和“中(zhong)(zhong)(zhong)(zhong)國(guo)方(fang)案”。

（教科文亞非中心）