从“适应学习的生活”到“适应生活的学习”:新西兰新一轮职业教育改革探析

From“Fitting Life Around Learning”to“Learning That Fits Around Life”:The New Round of Vocational Education Reform in New Zealand

在社会环境变化与职业教育自身面临危机的双重刺激下,新西兰开始推行近25年以来职业教育领域最大规模的一次改革。改革的主导理念是“适应生活的学习”,即遵循个体发展需求的内在逻辑、符合市场发展需求的外在逻辑、立足人本取向的价值逻辑。改革的目的是以学习者需求为中心,构建统一的、可持续的网络化现代职业教育体系。改革的举措主要有:完善职业教育体系的顶层设计;构建交互融通的职业教育机构网络;加强职业教育与地区、行业企业间的联系;关注职业教育中少数族群的利益。改革的关键特征可概括为:以学习者需求为中心,构建网络化的现代职业教育体系;以提升职业教育整体灵活性为重点,通过机构调整优化职业教育与培训功能;建立独立的资助体系,为深入推进职业教育改革提供经济基础;持续关注职业教育的公平性,不让任何一个人掉队。新西兰职业教育改革为我国后续的职业教育改革带来了诸多有益启示:围绕学习者,构建现代化职业教育资源的共建共享机制;面向行业与地区,提升职业教育治理的现代化;关切弱势群体,提升职业教育的公平性;立足类型教育根本,建立独立的职业教育资金体系。

Under the dual stimulus of the changes in social environment and the crisis faced by vocational education,New Zealand has begun to implement the largest reform in vocational education of the past 25 years.The dominant idea is“learning that fits around life,”i.e.,delivering skills to the unique needs of all learners on New Zealand’s economic goals with humanistic approaches.The aim is to build a modern unified sustainable networked vocational education system focused on the needs of learners.The measures include:improving the top⁃level design of the vocational education system;constructing an integrated network of vocational education institutions;strengthening the connection between vocational education and regions and industries;paying attention to the interests of minority groups in vocational education.To deliver a more flexible vocational education,the reform optimizes the functions of vocational education and training through institutional adjustment;sets up an independent funding system to provide the economic foundation for further vocational education reform;and supports equity of access to vocational training.China could learn from New Zealand in its current vocational education reform from the following aspects:building a modern learner⁃focused mechanism for co⁃sourcing and sharing of vocational education resources;modernizing vocational education governance to meet the needs of industries and regions;accommodating under⁃served groups for equity of access to vocational training;and establishing an independent vocational education funding system.