The Key to the Modernization of Vocational Education is to Improve the Basic National Institution of Vocational Education

Xu Guoqing

doi:10.16382/j.cnki.1000-5560.2021.02.001

Volume 39 Issue 2

Feb. 2021

Turn off MathJax

Article Contents

Article Navigation > Journal of East China Normal University (Educational Sciences) > 2021 > 39(2): 1-14

Xu Guoqing. The Key to the Modernization of Vocational Education is to Improve the Basic National Institution of Vocational Education[J]. Journal of East China Normal University (Educational Sciences), 2021, 39(2): 1-14. doi: 10.16382/j.cnki.1000-5560.2021.02.001

Citation:

Xu Guoqing. The Key to the Modernization of Vocational Education is to Improve the Basic National Institution of Vocational Education[J]. Journal of East China Normal University (Educational Sciences), 2021, 39(2): 1-14. doi: 10.16382/j.cnki.1000-5560.2021.02.001

Citation:

PDF( 723 KB)

The Key to the Modernization of Vocational Education is to Improve the Basic National Institution of Vocational Education

doi: 10.16382/j.cnki.1000-5560.2021.02.001

Xu Guoqing

Institute of Vocational and Adult Education, East China Normal University; The National Research Institute for Teaching Materials of TVET, Shanghai 200062, China

Publish Date: 2021-02-07

Abstract

Abstract

To basically realize modernization by 2035 is an important strategic deployment made by the 19th National Congress of the Communist Party of China. In order to achieve this goal, what is the most lacking for vocational education? What should be the focus of the next stage of development? How to develop? The analysis of the development process in the past 40 years and current situation of vocational education tells us that the key factor hindering our vocational education system to a higher level is the imperfection of the basic national institution of vocational education, so the development focus of vocational education in the next stage should be shifted from the construction of schools and colleges to the formation of the basic national institution. The demand of the development of vocational education in China for the national institution involves six levels: coordination level, structure level, demand level, content level, implementation level and evaluation level. The function of the national institution at the coordination level is to coordinate the management function of vocational education of relevant departments; the function of the national institution at the structural level is to link all components of vocational education into a system; the function of the national institution at the demand level is to provide demand information for the development of vocational education; the function of the national institution at the content level is to provide standard for the construction of vocational education curriculum; the function of the national institution at the implementation level is to guarantee the stable supply of the necessary conditions for the operation of vocational education; the function of the national institution of the evaluation level is to make an evaluation of the skill level with social credibility and to ensure its value of employment. The construction of the basic national institution of vocational education is difficult and need a long cycle, which requires a scientific design and long-term planning.
- vocational education,
- modernization,
- the basic national institution

FullText(HTML)

References(27)

References

[1]	陈慧梅、谢莉花. (2019). 美国标准职业分类的新发展及其启示. 当代职业教育,(2),95—101.
[2]	陈向阳. (2020). 省域职业教育现代化监测指标体系构建. 职教发展研究,(1),15—22.
[3]	陈雪强、谭绍华、张俊生. (2017). 系统科学视角下现代职业教育体系国家制度建设探析. 职业技术教育,(25),13—17. doi: 10.3969/j.issn.1008-3219.2017.25.004
[4]	陈子季. (2020a). 以大改革促大发展, 推动职业教育全面振兴. 中国职业技术教育,(1),5—11.
[5]	陈子季. (2020b). 用制度体系促进职业教育高质量发展. 中国农业教育,(1上),7—8.
[6]	崔岩. (2014). 德国“双元制”职业教育发展趋势研究. 中国职业技术教育,(27),71—74.
[7]	高鸿. (2019). 加快推进职业教育现代化迈向职业教育强国. 教育与职业,(9),10—15.
[8]	高文杰. (2018). 职业教育现代化的观念把握与目标定位合理性论析. 天津商务职业学院学报,(1),11—20.
[9]	国家职业分类大典修订工作委员会. (2015). 中华人民共和国职业分类大典. 北京: 中国人力资源和社会保障出版集团有限公司.
[10]	国务院. (2019). 国家职业教育改革实施方案. http://www.moe.gov.cn/jyb_xxgk/moe_1777/moe_1778/201904/t20190404_376701.html.
[11]	教育部. (2018). 一线新增从业人员70%以上来自职业院校. 经济日报, 11月09日.
[12]	匡瑛、井文. (2019). 健全国家职业教育制度框架是实现职教现代化的需要. 教育发展研究,(7),27—34.
[13]	李德富、廖益. (2017). 英德澳国家职业资格标准框架及其启示. 广东社会科学,(4),214—220. doi: 10.3969/j.issn.1000-114X.2017.04.028
[14]	林丹. (2004). 教育政策失真的假象与真相. 教学与管理,(6),6—8.
[15]	刘芳. (2019). 百万扩招下的“职教高考”制度构建研究. 中国职业技术教育,(31),25—29.
[16]	刘莉、张俊生、姜伯成. (2018). 现代职业教育体系国家制度建设的时代意义. 职业技术教育,(12),30—34. doi: 10.3969/j.issn.1008-3219.2018.12.007
[17]	刘晓、陈乐斌. (2019). 百万扩招背景下的高职招生制度改革: 现实诉求与改革路径. 高等职业教育探索,(9),1—7.
[18]	冉云芳. (2017). 企业参与职业教育办学的内部收益率分析及政策启示. 教育研究,(4),55—63.
[19]	荣长海、高文杰、赵丽敏. (2019). 关于职业教育现代化的内涵界定. 当代职业教育,(6),23—27. doi: 10.3969/j.issn.1674-9154.2019.06.005
[20]	宋智勇、王煊. (2004). 制度现代化是中国现代化的关键. 中共四川省委党校学报,(3),44—46. doi: 10.3969/j.issn.1008-5955.2004.03.012
[21]	汪燕、李慧玲. (2019). “面向2035”职业教育现代化的挑战、矛盾与战略图景构建. 教育与职业,(16),18—24.
[22]	王晓杰、谭绍华、张俊生. (2017). 社会学制度主义视角下现代职业教育体系国家制度建设分析. 职业技术教育,(25),18—22. doi: 10.3969/j.issn.1008-3219.2017.25.005
[23]	谢晶. (2018). 国际视野下国家资历框架对我国职业资格制度改革的启示借鉴. 中国行政管理,(3),150—155.
[24]	徐国庆. (2013). 职业教育课程地位的理性思考—基于宏观政策的视角. 教育研究,(10),44—49.
[25]	徐国庆. (2014). 从项目化到制度化: 我国职业教育教师培养体系的设计. 教育发展研究,(5),19—25.
[26]	徐国庆. (2019). 国家专业教学标准建设是实现职业教育现代化的基础. 中国职业技术教育,(7),62—66.
[27]	赵志群、黄方慧. (2019). “职教高考”制度建设背景下职业能力评价方法的研究. 中国高教研究,(6),100—104.