印度劳动教育的政策演进与实践策略
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摘要
在印度的历史中,劳动教育长期不受重视,甚至被排除在学校课程之外。圣雄甘地提出了以手工劳动为中心的教育设想,成为印度独立后改造学校教育的重要思想依据。印度在独立后对传统的教育进行改造,尤其是20世纪七八十年代以来,主要以"有益于社会的生产劳动"为方针推进劳动教育。印度劳动教育的实践策略主要有:在中小学开设劳动教育课程,推动高中教育职业化并开展劳动教育,在扫盲教育中开展劳动教育等。印度劳动教育给我们的启示:通过发展素质教育而为劳动教育的实施创造条件;劳动教育的根本任务在于进行正确的劳动价值观教育;在学校课程体系中,单独设立劳动教育课程以保障实施效果。
In India's history,labor education has been neglected for a long time and even excluded from school curricula. Mohandas Karamchand Gandhi put forward the idea of education centered on manual labor,which became an important ideological basis for school education reform after India's independence. After the founding of the People's Republic of India,India has reformed its traditional education. Especially since the1970 s and 1980 s,it has mainly promoted labor education under the policy of "productive labor beneficial to society". The main practical strategies of labor education in India are as follows: Labor education courses should be offered in primary and secondary schools; Promote the professionalization of high school education,and carry out labor education; Carry out labor education in literacy education etc. Finally,The author draws three revelations:( 1) Creating conditions for the implementation of labor education through the development of quality education.( 2) Educating students for labor values should be the key point.( 3) Setting independent labor education curriculum in the school system to ensure the effectiveness.
In India's history,labor education has been neglected for a long time and even excluded from school curricula. Mohandas Karamchand Gandhi put forward the idea of education centered on manual labor,which became an important ideological basis for school education reform after India's independence. After the founding of the People's Republic of India,India has reformed its traditional education. Especially since the1970 s and 1980 s,it has mainly promoted labor education under the policy of "productive labor beneficial to society". The main practical strategies of labor education in India are as follows: Labor education courses should be offered in primary and secondary schools; Promote the professionalization of high school education,and carry out labor education; Carry out labor education in literacy education etc. Finally,The author draws three revelations:( 1) Creating conditions for the implementation of labor education through the development of quality education.( 2) Educating students for labor values should be the key point.( 3) Setting independent labor education curriculum in the school system to ensure the effectiveness.
引文
[1]G B卡南戈.纵观印度的劳动和教育[J].全球教育展望,1981(3):10-14.
[2]Government of India. National Policy on Education(1986)[EB/OL].[2018-09-21]. http://mhrd.gov.in/sites/upload_files/mhrd/files/document-reports/NPE86-mod92.pdf.
[3]Central Board of Secondary Education. Curriculum for the Academic Year 2018-19[EB/OL].[2018-09-26]. http://cbseacademic.nic.in/curriculum.html.
[4]Department of School Education and Literacy&Department of Higher Education,Ministry of Human Resource Development. Annual Report 2014-15[EB/OL].[2018-09-26]. http://www. ncert. nic. in/announcements/oth_announcements/pdf_files/AnnualReport14-15.pdf.
[5]马子悦.为弱势群体打破识字和职业技能发展的障碍———访印度马拉普兰人民教育机构主席阿卜杜勒·维蒂尔[J].世界教育信息,2016(24):7-9.
[2]Government of India. National Policy on Education(1986)[EB/OL].[2018-09-21]. http://mhrd.gov.in/sites/upload_files/mhrd/files/document-reports/NPE86-mod92.pdf.
[3]Central Board of Secondary Education. Curriculum for the Academic Year 2018-19[EB/OL].[2018-09-26]. http://cbseacademic.nic.in/curriculum.html.
[4]Department of School Education and Literacy&Department of Higher Education,Ministry of Human Resource Development. Annual Report 2014-15[EB/OL].[2018-09-26]. http://www. ncert. nic. in/announcements/oth_announcements/pdf_files/AnnualReport14-15.pdf.
[5]马子悦.为弱势群体打破识字和职业技能发展的障碍———访印度马拉普兰人民教育机构主席阿卜杜勒·维蒂尔[J].世界教育信息,2016(24):7-9.