英国资格与学分框架中督导员制度的内容与标准探析
|
摘要
英国资格与学分框架(QCF)中的督导员制度不仅是提高教育质量的有效保证,也是强化教育质量管理的有效手段。借鉴英国资格与学分框架(QCF)中督导员专业化要求、工作内容、地位作用及督导评价标准等经验,我国在职业教育质量提升过程中应积极构建现代国家资格框架体系,重视督导员的专业素质和培育工作,督促学校在行政管理和教育教学方面得以改进,保障督导工作的有效性和持续性。
The supervisor system of British Qualification and Credit Framework(QCF) is not only the effective guarantee to improve the quality of education, but also an effective way to strengthen the management of education quality. By learning the experience of professional requirements, work content, status and function as well as evaluation standards of supervisor system of British Qualification and Credit Framework, it is suggested, in the process of improving the quality of Chinese vocational education, to actively build modern national vocational qualifications framework, attach great importance to the professional quality and cultivating work of supervisors, urge the schools improve the level of administration as well as education and teaching, and secure effectiveness and sustainability of supervision work.
The supervisor system of British Qualification and Credit Framework(QCF) is not only the effective guarantee to improve the quality of education, but also an effective way to strengthen the management of education quality. By learning the experience of professional requirements, work content, status and function as well as evaluation standards of supervisor system of British Qualification and Credit Framework, it is suggested, in the process of improving the quality of Chinese vocational education, to actively build modern national vocational qualifications framework, attach great importance to the professional quality and cultivating work of supervisors, urge the schools improve the level of administration as well as education and teaching, and secure effectiveness and sustainability of supervision work.
引文
[1]赖水随.英国的督导制度及对我国的启示[J].教学研究,2008(4):308-311,322.
[2]Stan Lester.The UK Qualifications and Credit Framework:A Critique[J].Journal of Vocational Education,2011(5):205-216.
[3]Ollin,Ros;Tucher,Jenny.The Vocational Assessor Handbook:Including a Guide to the QCF Units for Assessment and Internal Quality Assurance(IQA)[M].London:Kogan Page Limited,2011:569.
[4][5]Raffe,David,Gallacher,Jim,Toman,Nuala.The Scottish Credit and Qualifications Framework:Lessons for the EQF[J].European Journal of Vocational Training,2008(3):59-69.
[6]卢盈.教育督导人员专业化及其保障制度[J].教育导刊,2014(4):49-52.
[7]Aza Abdulla.Educational Supervision:A New Challenge[J].Journal of The Royal Society of Medicine,2008(1):6.
[8]陈玉坤.教育评价学[M].北京:人民教育出版社,1998:7.
[9]伍亚娜,樊本富.英国资格与学分框架(QCF)的特色做法与启示[J].考试研究,2015(3):44-48.
[2]Stan Lester.The UK Qualifications and Credit Framework:A Critique[J].Journal of Vocational Education,2011(5):205-216.
[3]Ollin,Ros;Tucher,Jenny.The Vocational Assessor Handbook:Including a Guide to the QCF Units for Assessment and Internal Quality Assurance(IQA)[M].London:Kogan Page Limited,2011:569.
[4][5]Raffe,David,Gallacher,Jim,Toman,Nuala.The Scottish Credit and Qualifications Framework:Lessons for the EQF[J].European Journal of Vocational Training,2008(3):59-69.
[6]卢盈.教育督导人员专业化及其保障制度[J].教育导刊,2014(4):49-52.
[7]Aza Abdulla.Educational Supervision:A New Challenge[J].Journal of The Royal Society of Medicine,2008(1):6.
[8]陈玉坤.教育评价学[M].北京:人民教育出版社,1998:7.
[9]伍亚娜,樊本富.英国资格与学分框架(QCF)的特色做法与启示[J].考试研究,2015(3):44-48.