外部理论驱动与殖民影响下的非洲职业教育

On the Development of Vocational Education in Africa under External Theory-driven and Influence of Colonization

在关于职业教育定位的理论争辩、国内外教育财政支持政策的改变中,非洲职业教育形成了一种钟摆式的发展路径,体现为一种理论驱动、外部牵引的发展模式。非洲不同国家在职业教育的地位、办学形式与治理主体方面具有明显差异,殖民地传统可以在一定程度上解释这种差异。法语国家更重视普通教育,具有政府主导的办学特点,不重视小型企业的作用。英语国家更注重窄而专的职业教育,具有市场主导的办学特点,注重职业训练,但学术内容有限。非洲国家未来职业教育发展可采取的策略包括协调部门合作,加大对非正式部门的支持;延迟教育分流,加强职业教育与普通教育的连接;批判借鉴发达国家经验,探索独立自主的发展道路。

Under the influence of educational theory and international aid policies, vocational education in Africa has witnessed a pendulum process, which leads to the theory-driven development and dependence on external motivation. African countries with different history follow discrepant models in terms of status, form and governance of vocational education, which can be explained by their colonization experience. The Francophone countries emphasize general education,and the system is led by government rather than small enterprise. The Anglophone countries pay more attention to vocational education with lack of academic contents, and the system is led by market. The useful strategies for future development of vocational education in Africa include coordination between different sectors, support for informal sectors, delay of educational tracking and connection between vocational and general education.