摘要
立足于新发展理念,职业教育作为推动经济社会可持续发展、实现共同富裕的重要根基,日渐成为极具现实关照的议题。当下,聚焦乡村振兴、提供就业创业指导、培养新型种植业农民与发挥“人”本价值是职业教育助力共同富裕的理论逻辑。然而,渐进特质背离现实诉求、现代产业技术变革滞碍社会效应、基础动能性不足削弱根本能效、教育价值链低端阻滞动能循环使得职业教育助力共同富裕的实践遭遇现实壁垒。为落实新发展理念、强化职业教育助力共同富裕,职业教育相关主体可采取“四大举措”:教育资源“再分配”,达成职业教育助力共同富裕新使命;紧密衔接乡村振兴,擎画职业教育助力共同富裕新图景;应对流动贫困与防返贫,关注职业教育助力共同富裕新焦点;多元主体深度协同,建构职业教育助力共同富裕“共同体”。
Based on the new development concept,as an important foundation for promoting sustainable social and economic development and achieving common prosperity,vocational education has increasingly become a topic of practical concern.At present,focusing on rural revitalization,providing employment and entrepreneurship guidance,cultivating new-type farmers and giving full play to the“human”value are the theoretical logic of vocational education to foster common prosperity.However,the progressive characteristics deviate from realistic demands,the technological change of modern industries hinders the social effect,the lack of basic kinetic energy weakens the fundamental energy efficiency,and the low-end block of education value chain hinders the kinetic energy cycle,making the practice of vocational education helping common prosperity encounter realistic barriers.In order to implement the new development concept and strengthen vocational education to foster common prosperity,“four major measures”can be taken:“redistribution”of educational resources to achieve the new mission of vocational education;closely connecting with rural revitalization;coping with floating poverty and preventing return to poverty;deeply coordinate multiple subjects to construct the“community”that vocational education fosters common prosperity.
作者
于才晟
Yu Caisheng(Changchun Vocational and Technical College,Changchun 130000)
出处
《职业技术教育》
北大核心
2022年第31期22-27,共6页
Vocational and Technical Education
基金
吉林省教育科学“十三五”规划课题“过程性考核方式在高职院校艺术类专业基础课程中的应用研究”(20190458),主持人:朱晓华
关键词
新发展理念
职业教育
共同富裕
乡村振兴
new development concept
vocational education
common prosperity
rural revitalization
作者简介
于才晟(1980-),女,长春职业技术学院讲师,研究方向:职业教育(长春,130033)
