苏格兰、新西兰和南非资历框架建构之特色比较

A Comparative Study of the Features of Qualifications Frameworks in Scotland,New Zealand and South Africa

在全球化的今天,构建资历框架正日益成为世界教育改革发展的一种新潮流。为适应“一带一路”倡议要求,中国也将构建资历框架列入了国家教育规划议程,为此,借鉴国际经验非常必要。本文经过比较分析发现,苏格兰、新西兰和南非代表了三种资历框架建设模式:苏格兰属于教育驱动型模式,它以学术力量为主导,采取渐进式变革路线而获得了巨大成功;新西兰和南非则分别属于经济驱动型模式和政治驱动型模式,它们或采用市场化策略,或采用政府主导策略,都进行了激进的变革,但效果很不理想。这表明,资历框架建设不宜承载过重的政治或经济使命,应在充分尊重自身的社会文化传统前提下以完善教育系统为出发点。因此,我国资历框架构建应以教育系统内在完善作为根本出发点,充分反映我国社会经济发展需求,如此才能为世界提供一种独特的中国经验。

In the context of globalization,building qualifications frameworks is increasingly becoming a new trend of the world’s educational reform and development today.In order to meet the requirements of“The Belt and Road”Initiative,China will also list building qualifications frameworks on the national education planning agenda.Therefore,it is necessary to learn from international experience.Through comparative studies,it is found that Scotland,New Zealand and South Africa represent three qualifications frameworks construction model.The qualifications framework in Scotland belongs is education driven which is dominated by academic power,taking a gradual change course and gaining great success;Frameworks in New Zealand and South Africa belong to the economic driving mode and the political driven mode respectively,and they adopt market-oriented strategy or the government leading strategy to carry out a radical reform,but the effect is unsatisfactory.This shows that the construction of the qualifications frameworks is not appropriate to bear the burden of political or economic mission,with the respect for social and cultural traditions its premise,the improvement of the education system the basic starting point.The construction of our qualifications frameworks should start from the internal improvement of the education system,and fully reflect the needs of China’s socio-economic development,and only in this way can we provide a unique Chinese experience for the world.