ESSENTIAL NETWORK TECHNOLOGY COMPETENCIES OF VOCATIONAL STUDENTS IN PUTIAN, CHINA UNDER THE SMART INDUSTRY CONTEXT: A COMPETENCY GAP ANALYSIS
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Against the backdrop of China's "Made in China 2025" national strategy and the accelerating intelligent transformation of manufacturing industries, vocational education faces a critical challenge of aligning talent training with rapidly evolving industry demands. In Putian, China's renowned "Shoe Capital", the rapid development of intelligent footwear, electronics and equipment manufacturing industries has created an urgent need for skilled network technology professionals, yet a significant competency gap persists between vocational graduates and enterprise requirements. This study aims to 1) construct a three-dimensional competency framework for network technology students integrating national teaching standards and Putian's local industrial context 2) analyze the competency gaps between students' current abilities and both national teaching standards and enterprise demands 3) propose targeted curriculum optimization strategies to enhance competency-job alignment. A cross-sectional quantitative research design was employed. Data were collected from 400 valid respondents including vocational students and graduates through structured questionnaires. Descriptive statistics, one-sample t-tests, independent samples t-tests, and Pearson correlation analysis were used to test four research hypotheses. The results indicate that students' technical skills (M=3.09) and professional qualities (M=3.35) slightly exceed the national teaching standard (3 points), while advanced industrial scenario skills (M=3.01) do not reach the required benchmark. Furthermore, participation in school-enterprise cooperative training significantly improves students' advanced industrial scenario skills (p<0.001). The acquisition of "1+X" vocational certificates significantly increases graduates' job-major matching degree (p<0.001). Curriculum-industry alignment shows a strong negative correlation with job adaptation period (r=-0.786, p<0.001). The findings provide empirical evidence for regional vocational education curriculum reform and deeper industry-education collaboration under the global smart industry transformation.
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