职业教育需要什么样的“协商治理”——从职业教育“协商治理”说谈起

What Kind of “Negotiation Governance”Is Needed for Vocational Education?——Talking from“Negotiated Governance Theory”in Vocational Education

职业教育"协商治理"模式的提出,试图扭转传统意义上政府一元化的治理模式。但在"协商治理"模式研究过程中,研究者们忽视了治理主体与治理能力、治理责任之间的关系,认为"协商治理"是职业教育善治的最佳方式,显然这是一种误区。职业教育"协商治理"模式本身是一种较好的治理模式,但这个模式中不能忽视政府的主导作用,否则将无法发挥"协商治理"应有的作用。因此,只有实施政府主导下的"协商治理",才能够真正体现治理主体、治理能力与治理责任的对应,才能够真正推进职业教育治理体系的现代化。在明确政府主导下的"协商治理"模式目标之后,需要从法律政策、产品与服务、经费支持、办学自主权、质量监控等八个方面来明确政府的治理责任定位。

The＂negotiated governance＂model of vocational education is proposed to try to reverse the traditional unified government governance model. However, in the research process of the ＂negotiated governance＂ model, researchers have neglected the relationship among governance subjects, governance capabilities and governance responsibilities, rashly believe that ＂consultative governance＂ is the best way for good governance in vocational education. Obviously, this is a misunderstanding. The＂negotiated governance＂model of vocational education itself is a better governance model, but this model cannot ignore the leading role of the government, otherwise it will not be able to exert its due role as＂negotiated governance＂. Therefore, only by implementing the consultative governance led by the government, can we truly reflect the correspondence among governance subjects, governance capability and governance responsibility, so as to truly promote the modernization of the vocational education governance system. After clearing the goal of＂negotiation governance＂ model led by the government, it is necessary to clear the orientation of the government＇s governance responsibility from eight aspects： legal policies, products and services, financial support, school autonomy, and quality control, etc.