摘要
斯里兰卡职业教育系统的顶层设计较为完善:高等职业教育委员会统筹规划、监督管理,国家职业资格框架整合资源、衔接要素,多样化的职业教育机构各司其职、推进实施。但该系统的功能发挥并不尽如人意:经费不足和资源匮乏限制了职业教育的质量提升,传统文化和文化适应制约了职业教育的内涵发展。借鉴斯里兰卡经验,我国首先应改革职业教育管理体制,成立跨部门的领导机构,其次应建设国家资格框架制度,促进学历证书与职业资格证书融通。
The top-level design of Sri Lanka＇s TVET system is relatively adequate. Tertiary and Vocational Education Commission is in charge of overall planning and supervision. National Vocational Qualification Framework plays the role of resources integration and elements connection. Various TVET institutes perform its own functions. However, the function of Sri Lanka＇s TVET system is not satisfactory. The improvement of TVET quality is limited by funds and resources. The connotation development of TVET is restricted by traditional culture and cultural adaption. Drawing lessons from the top-level design of Sri Lanka＇s TVET system, China can perfect its TVET system from two aspects. One is the reformation of TVET management system and setting up trans-department authorities. The other is the construction of National Qualification Framework and promoting the integration of diploma and vocational qualification certificates.
作者
张振
ZHANG Zhen(Nirtgbo Polytechnic,Ningbo 315800)
出处
《中国高教研究》
CSSCI
北大核心
2018年第10期104-108,共5页
China Higher Education Research
基金
2018年度宁波市社会科学研究基地课题“‘一带一路’职教共同体的构建路径”(JD18YDZJ-1)
“‘一带一路’沿线区域职业教育发展需求与合作研究”(JD18YDZJ-2)的研究成果
