摘要
随着社会的发展和进步,全球发达国家的职业教育已日趋成熟,在探索职业教育如何更好地为本国的地域区域服务和行业企业服务的过程中,多数国家逐渐形成了多元主体协同机制。澳大利亚、德国和日本作为全球公认的职业教育大国,在职业教育发展中多元主体协同机制的发展方面均形成了适合其自身需要的体系或模式,如澳大利亚的TAFE模式、德国的"双元制"体系、日本的中高职衔接体系等。通过分析我国现有职业教育状况,在多元主体协同发展方面应采取政府部门参与整体规划、充分发挥行业企业作用、充分发挥我国在"一带一路"沿线国家职业教育的作用等措施以促进我国职业教育快速健康发展。
With the development and progress of society,vocational education in developed countries has become more and more mature.In the process of exploring how vocational education can better serve the region,the industry and the enterprises of their country,most countries have gradually formed a multi-participant coordination mechanism.Australia,Germany and Japan,as globally recognized countries for their advanced vocational education,have formed a system or model suitable for their own needs in the development of multi-participant cooperative mechanism in the development of vocational education,such as Australia’s TAFE model,Germany’s"dual system",Japan’s convergence system between middle and higher vocational education and so on.By analyzing the current situation of vocational education in China,multi-participant coordination mechanism should depend on government department’s participation in the overall planning,giving full play to the role of industry and enterprises and the role of China’s vocational education in the countries along the Belt and Road in order to promote the rapid and healthy development of vocational education in China.
作者
冯毅
FENG Yi(Tianjin College of Commerce,Tianjin 300350)
出处
《天津商务职业学院学报》
2020年第6期75-80,共6页
Journal of Tianjin College of Commerce
基金
2019年度教育部人文社会科学研究青年基金项目“多元主体协同视角下职业教育国际化的推进策略及路径研究”(项目编号:19YJC880114)阶段性研究成果。
关键词
职业教育
多元主体协同
国外
教育模式
vocational education
multi-participant coordinate mechanism
foreign countries
education model
作者简介
冯毅(1910-),男,汉族,天津市人,天津商务职业学院副教授,软件工程硕士。研究方向:软件工程。
