Nowadays, the form of employment is severe, many college students can't find jobs, and secondary vocational students are even less competitive in the job market. Is this statement correct?

Not necessarily, many college students can't find jobs and lack work experience, but the statement that' secondary vocational students are less competitive in the job market' is not entirely correct. Those who have the strength can find a job. Let me show you a material: it was written by a teacher. I. Problems Faced by Secondary Vocational School Graduates The headmaster of a municipal secondary vocational school in Guangzhou said: "In 2008, there will be 872 graduates in the school; By 2009, this number will exceed 1700, doubling. " Although the school has maintained an employment rate of nearly 100% in recent years, facing the increasing number of graduates year by year, he admits that he is "under pressure for the first time in 10 years". The person in charge of the Admissions and Employment Department of a technical school in Guangdong said: Three years ago, the number of graduates of the school was only 1000, and this year it has reached more than 3,000. Due to the sharp increase in the number of graduates, the teacher in the employment office admitted that he felt a lot of pressure. The phenomenon that the number of graduates has doubled in a few years is very common in Guangdong secondary vocational schools. The increasing number of graduates, the increasingly severe employment situation and the increasingly fierce employment competition make it more and more difficult for secondary vocational students with declining professional quality to find jobs. How to win a place in the fierce competition, as a secondary vocational school graduate who is at a relative disadvantage in employment, has become a serious social problem. Therefore, many NPC and CPPCC representatives who participated in the "two sessions" in 2009 made suggestions to solve the employment problem of graduates. Second, the analysis of the reasons for secondary vocational school students' employment difficulties 1. The expansion of enrollment leads to a decline in quality and a surplus of popular majors. Ye, an associate researcher at the Guangdong Academy of Social Sciences, told the reporter that although skilled and applied talents with strong hands-on ability are very popular in the manufacturing and service industries in the Pearl River Delta region, with the rapid expansion of secondary vocational schools, some secondary vocational schools blindly set up majors with hot market demand, which may lead to oversupply of secondary vocational graduates in some majors; On the other hand, the conditions for running schools in many secondary vocational schools have not kept up. In this case, a substantial expansion of enrollment will inevitably lead to a corresponding decline in graduates' practical ability and comprehensive quality, thus affecting the employment of secondary vocational graduates. 2. The financial crisis led to the closure or layoffs of many small and medium-sized enterprises, and the employment form became more severe. The person in charge of a vocational school in Guangzhou recently found that some export-oriented enterprises that have been cooperating with the school for a long time have recently cut production because they can't get new orders, and most of the workshops of some enterprises have been idle. The person in charge told the author that most of the students majoring in electronics and machinery trained in vocational schools went to export-oriented enterprises. In the past, these enterprises had good benefits and needed a large number of skilled workers every year. At the end of each year, they began to "recruit" in vocational schools in our city. This year, this situation is rare. 3. College students reduce their expectations. Vocational students "grab the rice bowl" The president of Guangzhou Finance and Economics Vocational School said in an interview that "in the past, college students generally had a high employment mentality when looking for a job, but now it is different." Faced with the severe employment pressure, college students who used to only want to engage in elite positions are now reducing their salaries and job expectations in order to find jobs. For example, it has been very common for dozens of college students to compete for an ordinary clerical position, and even examples of undergraduate and graduate students competing fiercely to hire funeral workers, college students as bath workers, sanitation workers and nannies are not uncommon. The continuous reduction of college students' salary and job expectations will inevitably bring a certain degree of impact to the employment of secondary vocational graduates. For example, in the past, most of the service personnel in bank counters and telecom business halls were secondary vocational graduates, and college students generally felt "low salary" and "not decent enough" and were unwilling to engage in these grassroots service positions. However, as college students' salaries and job expectations continue to decrease, more and more college students are now willing to take up such positions. At the same time, "now many college students' salary expectations are basically the same as those of secondary vocational school graduates, and they are no longer picky about their jobs as before. This means that secondary vocational school graduates will face the situation of "competing for jobs" with college students. 4. Abnormal psychological state of secondary vocational graduates in the process of job hunting. Some secondary vocational students think that they are incompetent and fail because they have not been admitted to ordinary high schools. They think that going to secondary vocational schools is a last resort. Most students think that their professional knowledge, skills and comprehensive quality are not as good as those of higher vocational students and college students. Therefore, they tend to blame themselves, belittle or punish themselves, and subconsciously feel inferior and depressed. Some secondary vocational graduates are "like others" when choosing a job, and most people choose where they choose. Most people squeeze everywhere. These people have no clear opinions, lack pioneering spirit, can't objectively analyze their own professional foundation, economic situation and other factors, ignore their own individual specificity and self-creativity, blindly follow the trend, go with the flow, and adopt unrealistic herd behavior. Some secondary vocational graduates go to counterpart units for internships, but they can't adapt to three shifts in enterprises, working long hours and the factory is far from the dormitory. They think that they can't realize the value of life, and they are willing to give up their major and work as salespeople in specialty stores or cashiers in grocery stores to sell clothes. 5. The reemployment of laid-off workers and unemployed people in cities and the large-scale transfer of rural labor force are all important factors that cause the employment difficulties of secondary vocational graduates. Three, several measures to solve the employment problem of secondary vocational school graduates 1. Strive to strengthen practical ability and improve professional competitiveness. Wu Jianling, president of Guangzhou Kindergarten Normal School, believes that although the employment of secondary vocational school graduates will be tested by the change of supply and demand in the talent market, as long as the quality of running a school is effectively guaranteed and the "contradiction between quantity and quality" is properly handled in the process of expanding enrollment, secondary vocational school graduates will still be welcomed by the talent market. Now all secondary vocational schools have this consciousness, that is, to practice internal strength and develop vocational education. The concept of "employment-oriented" vocational education has been deeply rooted in the hearts of teachers in secondary vocational schools. How to make better use of this concept and really play the role of vocational education? I think as a school, we should first be forward-looking in the development of new majors and new courses to avoid structural "unemployment". Secondly, in the course of work, we should carry out systematic curriculum reform, demand teaching quality from curriculum reform and ensure teachers' good teaching. Our school has taken "effective teaching" as one of the focuses of curriculum reform. Through "effective teaching", teachers' potential can be brought into full play and students' learning enthusiasm can be mobilized. Thirdly, the focus of teaching is to improve students' comprehensive vocational ability, especially to strengthen the training of students' skills, thoroughly implement the "Implementation Opinions on Further Improving the Vocational Skills Competition for Secondary Vocational School Students in Guangzhou" issued by Guangzhou Education Bureau, and actively carry out skills competitions for students in schools to promote skills upgrading and employment. At present, the school has formed a campus atmosphere of "everyone learns skills and everyone strives for skills", which further stimulates students' interest in learning skills and enables students to master solid professional skills and improve their professional competitiveness. Therefore, as a school, only by practicing "internal strength" can we calmly face the new challenges brought by the job market. Although it can be predicted that the employment pressure of secondary vocational school graduates will increase in the future, as long as secondary vocational schools pay more attention to the cultivation of internal strength, especially the cultivation of students' practical ability and professional ability, they can essentially improve the employment competitiveness of graduates and make them survive in adversity under the severe employment situation. 2. Guide secondary vocational school students to fully understand the current grim employment situation. At present, the financial crisis has had a certain impact at home and abroad. The economic downturn, factory closures and a large number of unemployed people have directly affected the employment of secondary vocational school students. The absorption of talents by enterprises has shifted from the need for "quantity" to the requirement for "quality", and improving their comprehensive professional ability is the key to winning in adversity. As a school, secondary vocational school students must be guided to understand the current employment situation, so that secondary vocational school students can know more about the relevant national and local policies and regulations, employment system and the operating mechanism of the labor market, and understand the position, role and development of the corresponding profession in social development. On this basis, we should comprehensively and objectively evaluate our majors, specialties and abilities, know ourselves and ourselves, adjust our employment expectations, find the right coordinates, and choose the direction of job hunting, employment, further studies and self-development according to our actual situation and family conditions, so as to successfully realize employment or further studies. 3. Help secondary vocational school students face up to themselves and create talents according to the requirements of enterprises. With the continuous improvement of China's scientific and technological level, the society urgently needs a group of high-quality skilled workers. In recent years, the high-paying recruitment of skilled personnel in various places is a proof. Therefore, from the first day of school, secondary vocational students should give themselves an accurate positioning, that is, secondary vocational students are skilled talents rather than highly educated talents. Secondary vocational school students should change their ambitious and unrealistic employment outlook, establish a down-to-earth career outlook, and choose a career that suits them and is conducive to their own development, even if it is harder, less paid, less qualified and farther away. Only with a strategic vision can we gain a firm foothold, enrich and build ourselves, then spread our wings and fly and plan the future. Establish the idea of "seeking employment first, not seeking counterpart, seeking survival first and then seeking development" and guide employment practice with new ideas. Compared with students in secondary vocational schools, college students are different in training objectives and methods. Secondary vocational school students should be better than college students in "practical exercises", otherwise there will be no examples of college students relearning skills in secondary vocational schools. However, college students who are willing to "keep a low profile" are a minority after all. If they insist on "low-key", they will bear more and greater pressure than secondary vocational school students. As a school, secondary vocational students lack the ability and experience to find a job compared with college students who already have strong judgment ability, so it is unrealistic to put the burden of finding a job entirely on them. In this way, as trainers, it is particularly important for schools to help them find jobs in various forms. With the school actively exploring employment opportunities and adopting various methods, today's secondary vocational schools generally implement the "2+ 1" model, and students go to work as interns in the third year. Through the implementation of school-enterprise cooperation, students and enterprises can choose in both directions during the internship. If the company owned by China Shipping Property needs electrician maintenance personnel, the school will adjust the teaching plan and training arrangement according to the requirements of the enterprise for the knowledge structure of employees, so that students can learn with a clear aim. Cultivate and research students majoring in electrical engineering, and arrange students to practice in enterprises. After enterprise training, students generally report that their practical ability has been greatly improved, and the more abstract knowledge in books in the past seems to come alive. Valuably, they also saw their own shortcomings in exercise and adjusted their employment expectations, laying a good psychological foundation for future employment. Enterprises have also discovered the specialties of secondary vocational students in cooperation and changed their views on secondary vocational students. The mode of running a school by combining work with study, no matter whether you study long-term or short-term majors, makes students study more purposefully and greatly enhances their employment competitiveness, which is especially welcomed by employers. 4. Pay attention to the psychological counseling of secondary vocational school students, help them adjust their employment mentality, help secondary vocational school students understand themselves more objectively, analyze their strengths and weaknesses, guide students how to improve their own quality and adapt to society, and establish the concept of lifelong education. Secondary vocational schools should be equipped with full-time or part-time mental health teachers, strengthen graduates' mental health education and psychological counseling, and actively carry out psychological education and psychological counseling activities for secondary vocational students to choose a healthy job, so as to help secondary vocational students understand themselves objectively, face reality squarely, dare to compete and face the future. For example, to carry out simulated job-hunting activities in the school, so that students can enter the job-hunting state in advance before leaving school, make clear what they need to prepare before job-hunting, and make psychological preparations for choosing jobs, especially for facing setbacks, as well as for job recommendation, interview, examination and negotiation. Let students understand that overemphasizing the role of interest, personality, personal ability and professional counterparts in choosing a job is bound to backfire. According to the current social demand for talents, there is only lifelong knowledge updating and vocational skills upgrading, and there is no lifelong occupation. Because, first, interest can be cultivated. It can be cultivated not only in the process of learning professional knowledge and skills, but also in the future professional life. Second, personality can be perfected. Some occupations have special requirements for the personality of practitioners. Personality has many "natural" elements, but it is not static. Third, the ability can be improved. Whether it is professional ability, method ability or social ability, it can be improved in study life and strengthened in professional life and practical activities. Fourth, future employment can achieve professional counterparts. When I first got employed, I may not be a professional counterpart, but the accumulated working methods and social experience should be said to be the accumulation of ability. Only by adjusting the employment mentality and responding positively will we get extra points for successful employment. The government encourages enterprises to accept graduates from secondary vocational schools. Many enterprises don't like to use fresh graduates, but prefer to pick "ready-made" experienced hands. In order to solve this problem, various localities have recently introduced some policies. For example, if small enterprises recruit fresh graduates from Beijing to reach the required proportion of employees, they can enjoy a small loan of up to 2 million yuan, and all relevant departments should provide these graduates with services such as archives and personnel agency. These government employment support measures for graduates will continue to be introduced in the future. For secondary vocational school students, this is undoubtedly a good opportunity. However, according to the feedback from employers, one of the reasons why secondary vocational school students are not welcomed by enterprises is not only because the knowledge structure of secondary vocational school students is far from the needs of professional post groups, but also because they lack the key abilities necessary for professionals. This kind of ability takes "morality" as the core, which is embodied in method ability and social ability. At present, the most basic qualities of secondary vocational school graduates, such as manners, social morality and professional ethics, are still lacking. The author believes that the cultivation of key abilities should be regarded as an important part of daily teaching and behavior management in secondary vocational schools, and also as an important indicator to measure teaching quality. We should not only grasp the study of students' professional knowledge and skills, but also ignore the cultivation of students' key abilities, so that students can learn to be human first and then learn to do things. School education should infiltrate the cultivation of key abilities into professional education, improve the effectiveness of its education, and make secondary vocational students truly welcome by enterprises. With the development of society, the pattern of survival of the fittest will inevitably appear. As a secondary vocational school graduate, we should seize the opportunity, have a job, have no job to squeeze, don't wait and see, miss the opportunity, have the awareness of learning, progress, exercise and development at work, correctly position ourselves as a practical talent engaged in production, join the tide of market economy with a positive attitude, and sharpen in the competition.

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