To further promote and deepen industry–education integration and school–enterprise cooperation, fully leverage the critical role of enterprises in cultivating technical and skilled personnel and developing human resources, and strengthen the leading role of industry–education‑integrated enterprises, in accordance with the “Notice on Organizing the Preparation of the Three-Year Plan for the Fifth Batch of Provincial Industry–Education Integrated Pilot Enterprises” and the “Notice on Building and Cultivating the Fifth Batch of Industry–Education Integrated Pilot Enterprises in Jiangsu Province” (Su Fa Gai She Hui Fa…), In accordance with the spirit of documents such as [2023] No. 316, Suzhou Huadong Coating Technology Co., Ltd. has, in recent years, demonstrated bold innovation and proactive exploration in its industry–university–school collaboration efforts, striving to assume a leading role and achieve win‑win outcomes for enterprises, educational institutions, and students, thereby fostering the integration of industry, academia, and research. Based on the company’s actual circumstances, we hereby present the following three‑year (2023–2025) plan for industry–education integration and school–enterprise cooperation:

I. Current Development Status

(1) Basic Information about the Company

Suzhou Huadong Coating Technology Co., Ltd. was founded in In 1993, the company secured total investment exceeding RMB 500 million. It is located in the Wuzhong Economic Development Zone, on the shores of Suzhou Bay by Lake Taihu. Its production equipment was imported from the United States, Japan, Italy, Germany, Finland, Austria, and other countries, and its products are widely used in construction, interior decoration, home appliances, electronics, furniture, machinery, transportation, and other sectors. The main product lines include coated glass (solar‑control coatings and low‑emissivity Low‑E coatings), tempered glass, colored glaze glass, laminated glass, and insulated glass units (such as TPS/4SG insulated glass and built‑in louver insulated glass). The company has obtained ISO 9001 quality management, ISO 14001 environmental management, and ISO 45001 occupational health and safety certifications. It has been recognized by the Ministry of Science and Technology as a “Key High‑Tech Enterprise under the National Torch Program” and as a “High‑Tech Enterprise of Jiangsu Province.” Since 1998, its coated glass products have been continuously recommended nationwide by the China Building Decoration Association for more than a decade, and the company has been honored as a meritorious enterprise in the curtain‑wall industry over the 30 years of reform and opening up, as well as a trusted brand consistently recognized for product quality by the industry for over ten consecutive years.

The company annually produces and sells a wide range of value-added glass products. With a total production capacity exceeding 5 million square meters, the company exports more than 1.2 million square meters to countries including Italy, France, Spain, the United States, South Korea, Japan, and Australia. It has long been a reliable supplier to renowned enterprises such as Panasonic, Samsung, LG, and Schindler, and has also provided glass products for numerous high-profile architectural projects. Furthermore, the company maintains ongoing partnerships with domestic construction and interior‑decoration firms to export coated glass, LOW‑E glass, insulated glass units, and other products overseas. After three decades of development, the company has emerged as one of the strongest integrated suppliers in Jiangsu Province’s advanced glass processing industry.

(II) Foundations of School–Enterprise Cooperation

To better integrate the school’s specialized instruction with actual production practices, to advance the achievement of higher education’s talent‑training objectives and to promote technological progress in enterprises, and to make more effective use of the strengths of universities and enterprises in human resources, scientific research, and practical production, thereby further enhancing both the institution’s teaching and research capabilities and the enterprise’s core competitiveness, the two parties have, through friendly consultation, agreed to launch comprehensive cooperation in industry–university–research–application fields, including scientific research, education and teaching, and personnel training. Our company has maintained long-term collaboration with Suzhou Wuzhong Technician College, jointly developing projects, conducting collaborative research, and cultivating talent. This cooperation encompasses a range of initiatives, such as on‑the‑job degree programs, skills training, and talent recruitment. In recent years, Suzhou Huadong Coating Technology Co., Ltd. has worked closely with Wuzhong Technician College to systematically implement enterprise‑based new‑type apprenticeship training and project‑based training, striving to achieve… “Industry–university collaboration and dual-teacher training.”

II. Development Approach

Over the next three years, Suzhou Huadong Coating Technology Co., Ltd. will further consolidate the achievements of its previous university–enterprise collaborations, make full use of available resources, and work to address the various challenges and obstacles hindering such partnerships. The company will actively explore a model of deep integration between education and industry, adhere to the principle of university–enterprise cooperation, innovate the mechanisms and institutional frameworks for collaboration, and strive to establish a robust framework for sharing talent, equipment, and technology. Through these efforts, the company aims to comprehensively enhance the institution’s educational capabilities while bolstering the enterprise’s market competitiveness and social influence.

III. Selection of Partner Institutions

The company will continue to strengthen its existing university–enterprise partnerships, remain rooted in and serve the local community, and forge proactive collaborative relationships with universities and vocational‑skill institutions whose key strengths lie in metallurgy, mechanical design, electrical engineering, automation, materials science, and related fields.

IV. Expected Objectives

(1) Through enterprises The “New Apprenticeship” training model cultivates a cohort of highly skilled professionals who are morally upright, technically proficient, physically and mentally healthy, and urgently needed by enterprises.

(2) Through university–enterprise collaboration, we can recruit more outstanding students who align with industry needs and possess relevant expertise, enabling them to begin internships at the company early. This allows students to gain a preliminary understanding of job responsibilities and corporate culture, fostering a stronger sense of organizational identity and enhancing employee retention. At the same time, it helps shorten the onboarding period and reduce training costs for new hires.

(3) Establish an integrated practical training base to create a new platform for teaching and hands-on training, skills competitions, and professional qualification certification.

(4) Strengthen cooperation on research projects, jointly undertake research topics and develop patents, enhance the intermediary links that translate scientific and technological achievements into productive forces, and promote the marketization of the science and technology industry.

(5) Bringing enterprises into education: In response to institutional needs, we recommend highly skilled and technically proficient professionals from partner companies to serve as apprentice instructors at collaborating institutions, while also providing a platform for faculty to enhance their practical professional competencies and thereby improve the applied relevance of teaching.

(6) By bringing teaching into enterprises, we provide the necessary conditions for corporate talent development, academic degree programs, skills‑level advancement, and the building of an in‑house trainer workforce.

V. Scope and Methods of Cooperation

By establishing practical training centers, developing internship bases, implementing new‑type apprenticeship programs, adopting project‑based training, engaging in research‑project collaborations, fostering academic exchanges, and cultivating dual‑qualified faculty, we will strengthen university–enterprise cooperation and advance the integration of industry and education.

(1) Establishing a Joint Training and Practical Training Base

By fully leveraging the company’s financial resources and equipment, as well as the university’s faculty expertise, the two parties will jointly establish a training base that integrates teaching and hands-on practice, skills competitions, and professional qualification certification, thereby providing a platform for enhancing the skills of both employees and students.

(II) Establishing Internship and Practical Training Bases

Leveraging the company’s strengths, we have established internship bases to provide students with a real-world production environment, proactively assume responsibility for hosting student internships and practical training as well as faculty industry‑based professional development, and promote the standardization of these programs to safeguard students’ legitimate rights and interests.

(3) New Apprenticeship Training

The company continues to implement… The enterprise‑based new‑type apprenticeship training, with “recruiting workers as enrolling students, entering enterprises as entering schools, and joint enterprise‑school mentorship” as its core principle, employs models such as the “dual‑system of enterprise and school, integration of work and study,” dual‑mentorship by enterprise and school instructors, and alternating work‑study cycles to cultivate a new generation of apprentices. With enterprises serving as the primary entities responsible for training, the program focuses on professional knowledge, practical skills, workplace safety standards, and occupational ethics. Supported by institutional mechanisms like dual‑mentorship and flexible academic systems, it aims to develop a cohort of highly skilled professionals who are morally upright, technically proficient, physically and mentally healthy, and urgently needed by enterprises.

(4) Research Project Collaboration

By fully leveraging the strengths of universities—such as their faculty, key laboratories, and research‑and‑development platforms—as well as their broader social influence, we will harness their research expertise to carry out scientific and technological activities. Collaboration will encompass joint project development, the co‑creation of new products, technologies, and materials, and the resolution of technical challenges in ongoing projects. We will explore innovative pathways for integrating science and technology with the economy, strengthen the intermediary links that translate scientific and technological achievements into productive capacity, and promote the market‑oriented development of the science‑and‑technology industry.

(5) Corporate In-house Trainer + Dual-qualified teacher training by the school’s faculty

Promote faculty development between enterprises and educational institutions by: first, providing teachers with practical work placements to strengthen their professional competencies and enhance the overall quality and capabilities of the teaching staff; second, dispatching technical experts to schools to deliver specialized courses, thereby fostering long-term, robust, and substantive collaborative partnerships between schools and enterprises; and third, supporting the institution’s efforts to train in-house corporate trainers, improving their instructional skills and their ability to internalize and apply practical experience.

(6) Deep Integration Between Schools and Enterprises

Strengthen cooperation in job placement and employee training; leveraging its strengths in continuing education and vocational skills training, the university will, in accordance with the company’s requirements, provide support for employees’ academic advancement, professional certification, and pre‑employment training.

VI. Safeguard Measures

(1) Financial Assurance

In collaborative projects, project funds shall be used exclusively for their designated purposes, in strict accordance with the approved scope of work and intended uses. Rigorous financial controls must be maintained, with regular internal audits conducted to prevent any misappropriation or diversion of funds, thereby ensuring the secure and proper management of project resources.

(2) Clear Responsibilities

An agreement is signed with the partner institution, clearly defining the responsibilities of both the school and the enterprise, standardizing their respective conduct, and safeguarding the legitimate rights and interests of students, enterprises, and the school.

(3) Strengthen Communication

During the course of university–enterprise collaboration, the company and the partner institution should engage in regular communication, continuously refine their approaches to talent development, project implementation, base construction, and academic exchange, and work together to achieve mutual advancement.

(4) Strengthening the Faculty Development Program

Effectively implement the mentor‑apprentice succession‑training program, while strengthening industry–university collaboration to ensure that training tasks are completed to high standards and in full. Focus on enhancing the pedagogical and instructional competencies of trainees, continuously refining educational philosophies and methodologies, and elevating both professional expertise and practical skills.

(5) Make good use of relevant government policy support.

Building on the existing policy framework, we will proactively advocate for government‑led initiatives to provide targeted support, including the establishment of collaborative platforms between universities and enterprises, resource‑based incentives for university–industry partnerships, and the development of long‑term mechanisms that ensure mutual benefits for both businesses and educational institutions, thereby jointly fostering robust platforms for industry–education integration and university–enterprise cooperation.

(6) Strengthening the Organizational Structure

The university and the enterprise have jointly established a leading group for industry–education integration and school–enterprise cooperation. The principal officials serve as the group’s chair and vice‑chair, while the heads of the respective departments comprise the working group, responsible for planning, project approval, implementation, and coordination. At the same time, responsibilities and objectives for performance evaluation are clearly defined to ensure the smooth execution of the industry–research collaboration plan.

(7) Standardize Work Processes

Further standardize the workflow of school–enterprise cooperation, refine school–enterprise cooperation agreements, clearly define the responsibilities of both parties, regulate their conduct, and safeguard the legitimate rights and interests of students, enterprises, and institutions.