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职工教育作为一种体系,从机构、队伍、基地、办学规模、培养人才的规格层次,到管理体系、社会效益以至职教理论的研究,已形成了雏型。全员培训作为一种概念,在企业整顿验收基本完成之后,开始被社会所接受,被许多企业领导人所认识。一九八六年三月的全国职工教育工作会议提出,实行岗位职务培训是职工教育带有方向性的改革。“岗位职务培训”这一概念本身,它的内涵,以及推行实施,有一系列的理论问题和政策问题需要深入地加以研讨、论证。
As a system of employee education, a prototype has been formed from the research on the institutions, teams, bases, scale of running a school and the training of qualified personnel to the management system, social benefits and vocational education theory. Full training as a concept, after the completion of the corporate inspection and acceptance basically completed, began to be accepted by society, recognized by many business leaders. In March 1986, the National Working Conference on Staff Education proposed that post-job training should be carried out with directional reforms of staff education. The concept of “post job training” itself, its connotation, and its implementation, there are a series of theoretical issues and policy issues that need to be discussed and argued in depth.