从示范到优质:我国高职教育发展政策演进研究
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摘要
教育部《高等职业教育创新发展行动计划(2015-2018年)》提出开展优质学校建设后,高职教育发展的政策议程由示范校建设转向优质校建设。与示范校建设政策相比,优质校建设呈现出从中央政府政策推动向地方政府政策推动、从侧重单个项目建设向注重院校整体建设、从强调"物"的建设向关注"人"发展的转变。从政策启动、运作机制、资金配置和政策生成等方面分析表明,无论是示范校建设还是优质校建设,其政策模式和政策进程仍然受强制性制度变迁的逻辑支配。
The Action Plan for Innovative Development of Higher Vocational Education in the Ministry of Education(2015-2018)proposed the construction of high-quality schools,and the policy agenda for the development of higher vocational education has shifted from model school construction to quality school construction.Compared with the model school construction policy,the quality school construction shows a shift from the central government policy to the local government policy,from focus on the construction of individual projects to the overall construction of institutions,and from emphasis on the construction of "things"to focus on the development of"the educated".However,the analysis of policy initiation,operation mechanism,funding allocation and policy generation shows that whether it is model school construction or quality school construction,its policy model and policy process are still governed by the logic of mandatory institutional changes.
The Action Plan for Innovative Development of Higher Vocational Education in the Ministry of Education(2015-2018)proposed the construction of high-quality schools,and the policy agenda for the development of higher vocational education has shifted from model school construction to quality school construction.Compared with the model school construction policy,the quality school construction shows a shift from the central government policy to the local government policy,from focus on the construction of individual projects to the overall construction of institutions,and from emphasis on the construction of "things"to focus on the development of"the educated".However,the analysis of policy initiation,operation mechanism,funding allocation and policy generation shows that whether it is model school construction or quality school construction,its policy model and policy process are still governed by the logic of mandatory institutional changes.
引文
[1]《教育部关于印发〈高等职业教育创新发展行动计划(2015-2018年)〉的通知》(教职成[2015]9号)[EB/OL].http://www.moe.edu.cn/srcsite/A03/s180/moe_633/201607/t20160706_270976.html,2016-07-06,2017-03-15.
[2][法]埃德加·莫兰.复杂性理论与教育问题[M].陈一壮,译.北京:北京大学出版社,2004:57.
[3]《浙江省教育厅、浙江省财政厅关于公布高职重点暨优质建设校名单的通知》(浙教高教[2017]23号)[EB/OL].http://zjedu.gov.cn/news/149734295338081185.html,2017-06-12,2017-08-15.
[4]陈浩,马陆亭.中国教育改革大系·高等教育卷[M].武汉:湖北教育出版社,2016:347.
[5][美]克莱顿·M.克里斯坦森,亨利·J.艾林.创新型大学:改变高等教育的基因[M].陈劲,盛伟忠,译.北京:清华大学出版社,2017:215.
[2][法]埃德加·莫兰.复杂性理论与教育问题[M].陈一壮,译.北京:北京大学出版社,2004:57.
[3]《浙江省教育厅、浙江省财政厅关于公布高职重点暨优质建设校名单的通知》(浙教高教[2017]23号)[EB/OL].http://zjedu.gov.cn/news/149734295338081185.html,2017-06-12,2017-08-15.
[4]陈浩,马陆亭.中国教育改革大系·高等教育卷[M].武汉:湖北教育出版社,2016:347.
[5][美]克莱顿·M.克里斯坦森,亨利·J.艾林.创新型大学:改变高等教育的基因[M].陈劲,盛伟忠,译.北京:清华大学出版社,2017:215.