QTC organized a "competency-based education" seminar.


Vice-President Liu Jiamin presided over the meeting.


Jacques D. van Vliet made a report on the higher vocational
education and the interpreter is Ms. Wang Bingyan.


The experts from the Netherlands and participants at the meeting
had an interactive exchange on relevant issues.


President Shi Zhongjian delivered a brief speech.


The members of the Nuffic project team reported what they have done.


The participants had a hot discussion.


Professor Henk made a summary speech.

　　On May 10, Saturday, QTC organized a "competency-based education" seminar in order to further enhance the learning and understanding of "competency-based education" (CBE). President Shi Zhongjian, Vice-President Tan Sende, Liu Jiamin, Qin Chuan attended the seminar. The Netherlands experts Jacques, Jan, Henk, Sandara as well as Wang Bingyan, policy adviser of International Affairs in Southeast Asia of the Netherlands University, were present at the seminar. Vice-President Liu Jiamin presided over the meeting.
　　The seminar was held in Xiyuan Auditorium of the college in the morning.
　　More than 170 participants were at the meeting, including all the directors of the departments, members of Nuffic training project team, some teachers and students of the departments, part-time teachers of the enterprises.
　　Jacques D. van Vliet, Chief Representative of Exchange Association of the Netherlands Higher Education in China, made a report entitled Vocational Education and Higher Education of the Netherlands in the first period of the seminar. Jacques gave the participants a brief fundamental introduction of vocational education and higher education of the Netherlands. He introduced the proportion of vocational education as a whole within higher education, positive influences of vocational education on social employment, cooperation of higher education between the Netherlands and China. The vocational education in the Netherlands Jacques talked about plays an important role on the college-enterprise cooperation and social employment. The CBE education model the Netherlands accumulated within 20 years has far-reaching impact on student practical activities, which gives the participants at the meeting more confidence to practice the concept of Cultivating Abilities and Applying for Application. Chinese students in the Netherlands should have more social practice and rich life experience. The advice put forward by the Netherlands teachers left the participants much thinking. Jacques and participants at the meeting had an interactive exchange on relevant issues.
　　President Shi Zhongjian delivered a brief speech. He expressed his thanks to those who made a comprehensive preparation for the seminar, particularly to those who have made efforts and contributions for bilateral cooperation of higher education with the Netherlands. In his view, Nuffic project is provided with the international standards, and QTC is one of the advanced vocational colleges in China. He said that general work is lifetime general work and most people generally do general work. Our team can be proud of the work that we have done and can be more confident that we will do much better later.
　　During the second period of the seminar, five members of the Nuffic project team reported what they have done. Fan Dehui, Ma Lin and Liu Chunrui from different departments introduced, in the form of pictures, their overall impression of Leiden and their activities in the CBE training class. Zhang Yufeng and Gao Yufei from Tourism and Foreign Affairs Department introduced, separately from the general and specific points of view, curriculum design of the Department on the CBE modes. The participants were deeply inspired for the first time from image to abstract, from the emotional to the rational, from theory to practice.
　　In the afternoon, under the guidance of experts Jan, Henk, Sandara from the Netherlands, the trainers of Nuffic project team, all the directors of training and teaching sections and professional key teachers were divided into three groups for separate study and research. The participants deepened the understanding of the CBE model through the experience-based discussions.