摘要
马来西亚职业教育自60年代诞生,经历确立合法性、制定规范标准和明确发展目标三个阶段,现已建成相对成熟的职业教育体系。马来西亚职业教育包含三个特征:一是以双资格框架并行体现体系完整化,二是以正式和非正式职业教育并行体现途径多样化,三是以教育理念与国际接轨体现资源国际化。但在其发展中也面临社会认可度低、管理多头化、教育族群化等挑战。目前,我国职业教育正处于高质量内涵式发展阶段,可借鉴马来西亚职业教育发展经验,从构建现代职业教育体系、理顺职业教育管理架构、发展“技术适应性”职教本科、提升资格证书国际通用性等方面,助力中国职业教育发展。
Since its birth in the 1960s,Malaysian TVET has gone through three stages:establishing legitimacy,formulating standards and defining development objectives,and has now established a relatively mature vocational and technical education system.Malaysian TVET is characterized by three features:first,the integrity of the system in parallel with the dual qualification framework;second,the diversity of pathways in parallel with formal and informal vocational education;third,the internationalization of resources in line with international standards.Malaysian TVET also faces challenges such as low social recognition,multiple management and ethnic education.At present,China’s vocational and technical education is in the stage of high-quality connotation development,so it is necessary to learn from Malaysian TVET development experience and help China’s vocational and technical education development by constructing the modern vocational education system,improving the vocational and technical education management system,developing“technology-adapted”vocational education bachelor’s degree,and improving the international universality of qualifications.
作者
戴佳丽
Hanifah Jambari
池春阳
DAI Jia-li;Hanifah Jambari;CHI Chun-yang(Wenzhou Polytechnic,Wenzhou 325000,China;Universiti Trknologi Malaysia,Johor Bahru 81310,Malaysia)
出处
《成人教育》
北大核心
2023年第3期87-93,共7页
Adult Education
基金
2022年度浙江省教育科学规划项目“技能型社会构建中高职教育的行动研究”,项目编号为2022SCG208,项目主持人:池春阳
2020年度浙江省哲学社会科学规划课题“产业集聚视角下长三角区域高职教育产教融合模式研究”,项目编号为21NDJC308YBM,项目主持人:池春阳。
关键词
马来西亚
职业教育
资格框架
职教本科
Malaysia
vocational and technical education
qualification framework
undergraduate level vocational education
