德国低成就青年职业教育排斥探究

An Inquiry of Vocational Education Exclusion of Under-Achievement Youths in Germany

保障职业教育“参与率”和“含金量”,对我国职业教育振兴与整体发展具有至关重要的作用。德国职业教育培训体系虽享誉全球,但多数低成就青年却被“双元制”或“全日制”职业教育排斥而在“过渡制”职业培训与失业之间摇摆。究其原因,德国中等学校教育融通性不足,低成就青年面临前兆性职业教育边缘化风险;职业教育系统结构性歧视进一步阻碍低成就青年参与职业教育,并且引导其自我规训甚至“自我污名”;现代社会性风险又加剧群体负面反噬,增加了低成就青年自损性风险,导致其丧失优质职业教育机会。而德国深化中等学校体制改革、提高职业教育培训体系渗透性、运用财政金融杠杆保障教育参与以及提供终身化职业咨询服务等应对举措则启示我们着力构建职业学校(教育)价值认同,继续深化赋能弱势群体的职业教育改革;健全技能型人才培养的完整通道,赋予职业学校学生融合参与、多元发展、优质发展空间;增强技能体系与服务全民终身学习教育体系的黏合度,实现职业教育“阶段性”向“终身化”迈进。

"Participation rate"and"quality"of vocational education are crucial for overall development of vocational education in China.Although Germany's vocational education and training system is world-renowned,most under-achievement young people are excluded from"dual"or"full-time"vocational education,and stuck between"transitional"vocational training and unemployment.The reasons include(1)the lack of integration between secondary schools in Germany,which puts under-achievement young people at the threshold of educational marginalization,(2)structural discrimination in the vocational education system,which hinders the participation of under-achievement young people in vocational education and leads to selfregulation and even"self-stigmatization",and(3)risks in modern society exacerbate the negative group repercussions and increase the risk of self-destruction for under-achievement young people,leading to a loss of access to quality vocational education.The strategies that Germany adopted include deepening the reform of the secondary school system,improving the permeability of the vocational education and training system,using financial leverage to guarantee diversified participation in education,and providing lifelong vocational counselling services.The reform in Germany has inspired us in following aspects:building the value identity of vocational schools(education),and continuing to deepen the reform of vocational education to empower disadvantaged groups;improving the complete pathway for the training of skilled personnel,and giving vocational school students opportunities to participate so as to develop in diversified approaches;strengthening the bond between the skills system and the lifelong learning system for all,and realizing the transition from"phased"to"lifelong"vocational education.