香港地区职业教育的多元共治及实践样态——以职学计划为例
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摘要
经济转型的迫切希望,社会多方利益诉求的整合以及职业教育为民众所提供的教育机会是香港地区职业教育多元共治的实施背景。香港以职学计划为职业教育改革的先导,推行基于政府、产业界、职业教育机构和学员四方共治的治理实践,即政府的统筹引导、产业界的深度介入、职业教育机构的关系建构、学员的双重身份参与。其在功能上为中低收入者子女的社会流动提供新的平台,提升了政府形象,增强了与产业界的联系;同时也存在着政府的财政支持有限、学员的受益面受限等效力不足问题。内地可借鉴其经验,激活民众需求并增强参与意愿,发挥政府引导作用,因地制宜地推进职业教育机构集团化,使产业界深度参与建构"职学"融通的课程体系,从而建立健全多元主体参与职业教育的治理体系。
The urgent demanding of economic transition, integration of different social interests and the educational opportunities provided by vocational education for public are the implementation backgrounds of multi-subject governance of Hong Kong Special Administrative Region’s vocational education. Hong Kong takes the Earn & Learn as the forerunner of vocational education reform, implementing the multi-governance practice based on the government, industries, vocational education institutes and students. It includes the guidance of government, the depth of industries’ intervention, the construction of relationship among vocational education institutes and dual roles of students. Earn & Learn provides a new platform for the social mobility of students from low and middle income families, enhances the authority of government as well as strengthens the connection with the industries. Meanwhile, it also exists insufficient problems that inadequate financial support from government, limited profit of students, etc. In conclusion,Mainland China can learn from the experience to stimulates the public demands and enhances their participation desires. The government should play a leading role to promotes the conglomeration of vocational education institutes in line with local conditions, so as to establishes a sound governance system which the multi-subject participate in vocational education.
The urgent demanding of economic transition, integration of different social interests and the educational opportunities provided by vocational education for public are the implementation backgrounds of multi-subject governance of Hong Kong Special Administrative Region’s vocational education. Hong Kong takes the Earn & Learn as the forerunner of vocational education reform, implementing the multi-governance practice based on the government, industries, vocational education institutes and students. It includes the guidance of government, the depth of industries’ intervention, the construction of relationship among vocational education institutes and dual roles of students. Earn & Learn provides a new platform for the social mobility of students from low and middle income families, enhances the authority of government as well as strengthens the connection with the industries. Meanwhile, it also exists insufficient problems that inadequate financial support from government, limited profit of students, etc. In conclusion,Mainland China can learn from the experience to stimulates the public demands and enhances their participation desires. The government should play a leading role to promotes the conglomeration of vocational education institutes in line with local conditions, so as to establishes a sound governance system which the multi-subject participate in vocational education.
引文
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[2]陶军明,庞学光.职业教育治理:从单维管理到多元共治[J].中国职业技术教育,2016(21).
[3]南旭光.多元共治:现代职业教育治理创新研究[J].现代教育管理,2017(3).
[4]成洪波.粤港澳大湾区“产学融创”:内涵实质、需求背景与路径探索[J].中国高教研究,2018(10).
[5]周明星.中国职业教育学科发展30年[M].上海:华东师范大学出版社,2009:178.
[6]香港特别行政区.2014年施政报告[EB/OL].(2014-01-27)[2017-07-28].https://www.policyaddress.gov.hk/2014/chi/.
[7]职业训练局.有学有赚,拾级而上,支持青年培训就业[EB/OL].(2014-01-28)[2017-07-26].http://www.vtc.edu.hk/earnlearn/files/about/pr140128c.pdf.
[8]香港特别行政区规划署.基线检讨:人口、房屋、经济及空间发展模式[R].香港:香港特别行政区规划署,2016.
[9]冯晓英.香港新移民社会融入的经验与借鉴[J].人口与经济,2013(2).
[10]王建平.社会变迁中香港中产阶级的形成、发展及其启示[J].广东社会科学,2008(4).
[11]黎万红,钟宇平,孔繁盛.香港职业技术教育的发展路向探讨[C]//曾荣光.二十一世纪教育蓝图:香港特区教育改革议论.香港:香港中文大学出版社,2006:358.
[12]LI K W.The Hong Kong economy[M].Singapore:McGraw-Hill,2006:17.
[13]职业训练局.职业训练局简介[EB/OL].(2017-07-26)[2017-09-26].http://www.vtc.edu.hk/html/tc/about/corp_info.html.
[14]职业训练局.职业训练局年报(2015-2016)[EB/OL].(2017-07-26)[2017-09-26].http://www.vtc.edu.hk/html/tc/about/annual_report.html.
[15]许骥.我从香港看过去[M].香港:中华书局有限公司,2012:自序2.
[16]张文玉.香港职业教育财政支持机制及启示[J].世界教育信息,2014(19).
[17]冯彦邦.香港产业结构转型[M].香港:三联书店有限公司,2014:263-269.
[18]国务院.中国制造2025[EB/OL].(2015-05-19)[2017-07-28].http://www.gov.cn/zhengce/content/2015-05/19/content_9784.htm.
[19]教育部.国家中长期教育改革和发展规划纲要(2010-2020年)[EB/OL].(2010-03-01)[2017-07-28].http://www.china.com.cn/policy/txt/2010-03/01/content_19492625_4.htm.
[20]教育部,国家发展改革委,财政部,等.现代职业教育体系建设规划(2014-2020)[EB/OL].(2014-09-04)[2017-07-28].http://www.gx211.com/news/201494/n7654211253.html.
[21]国务院.关于加快发展现代职业教育的决定[EB/OL].(2014-05-02)[2017-07-28].http://www.moe.edu.cn/jyb_xxgk/moe_1777/moe_1778/201406/t20140622_170691.html.
[22]教育部.高等职业教育创新发展行动计划(2015-2018年)[EB/OL].(2015-10-19)[2018-12-23].http://www.moe.edu.cn/srcsite/A07/moe_737/s3876_cxfz/201511/t20151102_216985.html.
[23]王启龙,石伟平.德、奥、澳三国现代学徒制补贴政策:经验与启示[J].职业技术教育,2017(1).
[24]刘立新.工业4.0背景下德国职业教育4.0发展述评及启示——基于德国联邦政府《2017职业教育报告》[J].中国职业技术教育,2017(18).
[25]杜连森.职业院校、企业与产教融合——基于组织社会学视角的分析[J].中国高教研究,2018(9).
[26]MULDER R H,MESSMANN G,KO..NIG C.Vocational education and training:researching the relationship between school and work[J].European Journal of Education,2015,50(4):497-512.