中央财政支持奖励职业技术教育实训基地项目建筑技术实训基地建设可行性研究报告

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1、--中央财政支持奖励职业技术教育实训基地项目建筑技术实训基地建设可行性论证报告书　XX学校二○○七年一月www.taodocs.com目录一、学校基本情况·····································11、基础设施概况····································22、专业特色········································33、师资队伍········································34、教师的学术水平及专

2、业技能························45、实验、实训条件··································46、学校办学业绩与学生就业··························4www.taodocs.com7、经费及资产情况··································5二、绵阳水电校建筑技术类专业介绍····················61、建筑类专业发展沿革及专业设置情况················62、建筑类专业师资情况···········

3、···················63、建筑类专业办学规模与成就························74、建筑类专业发展规划······························7三、绵阳市建筑技术类人才需求预测····················81、绵阳市农村剩余劳动力转移培训预测················82、XX省水电建筑类人才需求预测····················9四、建筑技术实训基地建设的必要性···················11www.taodocs.com1、经

4、济增长和可持续发展的需要·····················112、职业人员技能培训的需要·························113、西部地区水资源开发建设的需要···················124、学校自身发展的需要·····························14五、建筑技术实训基地建设规划·······················151、建筑技术实训基地项目的定位·····················152、建筑技术实训基地项目的功能···················

5、··163、建筑技术专业实训工种规划·······················17六、建筑技术实训基地建设的可行性···················251、四十多年办学积淀的实力是项目建设的基础·········26www.taodocs.com2、雄厚的师资队伍是项目建设的根本保证·············263、广泛充足的生源是项目建设的有力支撑·············264、完善的教学设施设备是项目建设的基本条件·········275、实训基地项目建设资金具有可靠保证···············28七、建

6、筑技术实训基地的运行机制与管理···············291、管理机制·······································292、运行机制·······································29八、效益分析与结论·································301、社会效益·······································30www.taodocs.com2、经济效益分析·························

7、··········313、结论···········································32XX学校建筑技术实训基地建设项目可行性论证报告书一、学校基本情况XX学校是国家级重点中专、省级校风示范学校、市级文明单位、微软ATC认证培训中心、电子产品营销员全国统一鉴定培训考核点、国家职业技能培训鉴定站、绵阳市继续教育基地、绵阳市园林学校。2006年，XX省人民政府授予省级劳务培训基地、XX省首批示范性职业学校；绵阳市教育局授予2006年绵阳市职业教育一等奖、绵阳市平安、文明、和谐学校。学校在四川绵阳

8、永兴、高新区、普明、山西省侯马市分设4个校区；在四川绵竹、中江、罗江、平武、射洪、蓬溪、安岳等分设12个教学点；在www.taodocs.com四川江油、三台、北川、广东深圳、珠海、东莞等分设20多个实训、实习基地，学校已初步形成了以本部的办学发展、指导部门为核心，以校内办学系（部）为紧密