摘要
国际教育标准化分组2011通过职业专业与普通学术两种取向的划分,为国际层面更好地收集、比较和分析各国教育系统数据打开了一扇方便之门,很大程度上弥补了该分组1997版本在概念准确性和实践适切性方面的缺失。但囿于其对专业取向具体定义的悬而未决,仍让国际间数据收集、比较和分析工作无所适从,留下了进一步研究解读和实践探索的空间。OECD最新发布的职业教育与培训评核报告《前往专业行当的通道:理解高等职业与专业第三级教育系统》较好地回应了这一问题,找到了务实可行的进一步定义方案,是ISCED2011修订版发布以来的一项重大进展。该报告以相关国家系统数据及调查数据为基础,分析了专业教育计划的实际现状,阐释了技术变革时代经济社会对理想技能的新要求,在继承和发展ISCED2011的专业取向构念基础上,提出了专业第三级教育计划分组的架构与思考。该报告提出的关于聚焦专业取向教育计划的政策辩论意见、“三向度”高教分组中的“二向度”专业教育计划分组方案以及专业取向教育的独特性、增值性和高等性等理念,对于我国把握终生学习背景下的职教类型定位、专业第三级教育计划分组下的贯通衔接以及技能型社会的技能需求和专业技能系统的治理等有诸多新的启示。正确理解和积极吸收相关有益经验,有利于我们优化职业教育类型定位,走好通往中国式现代化的专业高职之路。
Under ISCED 1997,ISCED 5A included not only more theoretical studies,but also programmes with high skills requirements,which left ISCED 5B covering professional programmes other than those with high status.ISCED 2011 sought to solve this issue through greater disaggregation by introducing the proposed categories of orientation(i.e.,professional or academic),yet without the internationally agreed definitions of these catogories being installed.This undermines the data collection processes and the quality of comparative analysis.Based on further clarification of such related concepts as"academic","professional"and"vocational",as well as comparative analysis of data collected through various sources,the OECD Reviews of Vocational Education and Training report named Pathways to Professions:Understanding Higher Vocational and Professional Tertiary Education Systems proposes to establish a three⁃way classification,with the categories of orientation being"professional⁃oriented","sector⁃oriented"and"general",and describes what has been found about the added value of comparative data on professional tertiary education across OECD countries.The findings and proposals of the report provide interesting implications for China in the construction of its own professional tertiary education system,especially in terms of designing,defining and deploying this sector.
作者
袁益民
李芳苑
YUAN Yimin;LI Fangyuan(Jiangsu Provincial Department of Education,Nanjing 210024,China;Nanjing Polytechnic College of Information Technolgy,Nanjing 210023,China)
出处
《江苏高职教育》
2024年第1期1-14,共14页
Jiangsu Higher Vocational Education
基金
国家社会科学基金教育学一般项目“新时代高等教育学生增值评价研究”(编号:22BTJ030)
江苏省高校哲学社会科学重大课题“基于十年追踪的高等教育学生增值测度与评价研究”(编号:2022SJZD031)。
