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从巴洛夫到福斯特--世界职业教育主导思想转向及其启示 总被引：4，自引：0，他引：4
周正 《湖南师范大学教育科学学报》2006,5(1):84-89
巴洛夫与福斯特的职业教育思想,代表了战后各国职业教育发展的两种不同思路.通过对二者的职业教育思想进行比较,分析了职业教育主导思想的转向对世界银行等国际组织职教政策的影响.在此基础上,针对我国职业教育改革现状,提出应结合我国国情批判地吸收两种思想的合理内核,以期对我国职业教育发展有所裨益. 相似文献
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消除贫困、促进人类共同繁荣是世界银行的核心组织目标,发展职业教育是全球贫困治理的重要方式.在长期发展过程中,世界银行逐步明确面向全球贫困治理的职业教育路径,形成了以需求为导向、扩大教育机会、重视投入效益、关注特殊群体和个体全面发展的职业教育与培训基本思路.具体路径上,通过强化与业务国家的紧密合作,世界银行推出系列援助项目与合作计划,强调职业教育应与经济社会发展紧密联系,重视非正式职业教育与企业培训,提升职业教育消减贫困的整体能力.从运作逻辑上看,世界银行形成了"金融支持—教育发展"互动的全球贫困治理体系,突出以高水平知识服务奠定其作为国际组织的权威性,并在实践反思与政策创新中不断改进全球贫困治理的职业教育发展路径. 相似文献
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世界银行教师教育政策经历了5个阶段性的演变,目前主要关注教师资格认定方式、职前教师教育课程、教师招聘、教师培训以及教师专业发展等方面.世界银行教师教育政策对发展中国家的教育产生了重大影响,但也存在着过度关注教师培训、容易干涉别国教师教育政策的发展以及过于强调教师教育为经济发展服务等偏差和问题. 相似文献
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刘合群 《广东技术师范学院学报》2007,(6):9-15
文章从解读广东职业教育政策的视角,提出了"绿色基调"的观点,与世界银行职教贷款的创新期望不谋而合,强调了和谐创新的思想.通过对"绿色"内涵的剖析,让人们看到广东的职业教育政策彰显出职业教育是面向人人的教育,是促进人民安居乐业的教育,是为经济可持续发展的教育,是能帮人们脱贫致富的教育,是有利于实现和谐的教育.进而结合世行职教贷款的创新期望,肯定地指出广东的职业教育政策必定保障世行职教贷款能产生良好的示范性效应,能获取良好的效益. 相似文献
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欧洲的职业教育在欧盟职业教育政策的指导下,走在了世界的前列,为许多国家职业教育的发展提供了借鉴与参考.梳理了欧盟职业教育政策的发展历程,分析了欧洲职业教育政策的优势和特点,结合我国职业教育政策的发展,提出了对我国高等职业教育政策的几点启示. 相似文献
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福斯特是当今世界最有影响的职业教育理论的学者之一,且对"世界银行"职业教育政策的制定产生过重要影响.他提出:职业技术教育的发展必须以劳动力就业市场的实际需求为出发点;职业教育的重点是非正规的在职培训,反对"技术浪费";职教与普教的关系是互补关系而非替代关系,反对普通教育职业化;倡导产学合作的办学模式.本文根据福斯特的职教思想,结合我国的实际情况,分析了我国职业教育存在的一些具体问题,并提出了一些对策. 相似文献
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和震 《中国职业技术教育》2012,(6):23-29
联合国教科文组织(UNESCO)一直把职业教育作为其教育工作的重点之一,不断探讨发展职业教育可以采取的战略、政策和具体措施,为各国职业教育的发展提供了基本政策的框架和基础。梳理教科文组织职业教育政策的认识基础、演变脉络,有助于提升我国职业教育的政策制定、规划与管理水平。 相似文献
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This article discusses the changes in Russian higher education policies and the role of international organizations—the World Bank and OECD—in promoting education reforms in this country. General and specific recommendations offered by the World Bank and the OECD expert teams to improve Russian higher education are analysed to determine if any of their suggestions have been considered and applied in recent government policies. We explore the mechanisms though which new policies are implemented at the institutional and national levels. Finally, we suggest that higher education institutions and the Russian government experience coercive, mimetic, normative and discursive pressures emanating from these global policy actors. 相似文献
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《International Journal of Educational Development》2006,26(3):329-338
Based on the author's over two decades of association with the World Bank, this paper reviews the institution's policies and practice on education. It describes why education policy, as revealed by operations, shifted dramatically since the early Bank projects on education and identifies the reasons for such a shift. The paper argues that the multi-agency Education for All initiative is unrealistic and unlikely to be reached in this century. Also, the paper discusses the Bank's lack of concrete policies and priorities, especially regarding the trade-off between primary and tertiary education. 相似文献
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《International Journal of Educational Development》1988,8(3):213-225
The economic efficiency of vocational secondary schools in improving the employment prospects for graduates has been questioned, leading to policy recommendations in favor of enterprise-based training and training in non-formal training centers. The role of secondary education would be to impart basic skills, perhaps through reformed curricula that, while falling short of vocationalism, better prepare graduates for adult life. This paper examines trends in World Bank investments in vocational education and training for the period 1963–86 to answer three questions. Is there evidence to suggest that educational authorities in developing countries, as well as in the World Bank, have moved away from investments in secondary vocational schools? What does the record suggest about the patterns through which alternative training systems evolve in developing countries? Is there any evidence that a ‘new educational vision’ is emerging for secondary education? The paper concludes that investment in secondary vocational schools has declined substantially in favor of non-formal training systems. Nine characteristics of effective non-formal systems are identified. Diversified secondary schools, as one model of a ‘new vision,’ have not succeeded, raising important questions regarding possible directions for improved secondary education. 相似文献
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Peter Williams 《Prospects》1975,5(4):457-478
In a recent issue ofProspects we published a review of the World Bank's recent publication,Education Sector Working Paper. This publication represents a major policy statement by the Bank on the subject of education and significant (not to say radical) departure from previous policies. It is a document all the more important in view of the enormous funding power of the World Bank and the undeniable influence of its policies on national governments and even on international organizations. TheEducation Sector Working Paper, which has been generally welcomed in international circles, is certainly not without its critics both in the developing countries and in the industrialized world. We feel that at a time when there is a push for examining educational policies and concepts on an international level, we can contribute to the debate by publishing some criticism and rejoinder centring around the World Bank publication, much as we did in 1973 and 1974 on the subject ofLearning to Be, the report of the International Commission on the Development of Education. In this issue, therefore, we open the discussion with an article by Peter Williams, originally written for a one-day review meeting to consider the World Bank publication, held on 19 May 1975, at the University of London Institute of Education, and which he revised forProspects. The institute hopes to publish a report of its meeting, together with the papers, before the end of this year. Peter Williams' critique seems to us to be particularly interesting because it is based on the author's disagreement with the prevailing pessimism in the world, reflected by the World Bank, on the state of education in the developing nations. As always, our readers are warmly invited to contribute their reactions in any form they choose. 相似文献
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《International Journal of Educational Development》1998,18(3):247-254
In 1994 South Africa embarked on a process of major reform of an education system that had existed to support and maintain apartheid. Two of the key principles behind these reforms were greater equity and democracy. However, although not formally having a structural adjustment policy, since 1994 the South African government has had close ties with the World Bank and has increasingly adopted the type of free market macro-economic policies that it favours. This article examines tensions in South African educational policy caused by existing policies favouring state initiated redistribution of resources and power on the one hand and the wider context of a mounting emphasis on limiting public expenditure and increasing private provision on the other. It concludes by asking whether South African education would benefit by borrowing from the World Bank to invest in human resources and argues that the potential dangers outweigh the potential benefits. 相似文献
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在世界银行参与中国职教改革项目中,专家组以专业知识为项目学校和世界银行提供咨询与服务.结合世界银行贷款职业教育合作项目形成的背景,了解专家组的组成、职责、地位与作用,特别是项目专家组的行动框架和运作机制,有助于国内了解和参与国际教育合作. 相似文献
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世界银行《21世纪中国教育战略目标》中提出的21世纪中国不应再发展中等职业教育,职业教育应放在高中后进行的观点是错误的。从目前和未来的经济社会发展需要看,中国仍然必须大力发展中等职业教育。因为在中国,不论是发展经济,实现劳动就业,还是提升全民族的科学文化水平,实现教育的民主化和大众化,都需要中等职业教育的强力支撑。 相似文献
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《International Journal of Educational Development》1995,15(1):27-36
In the People's Republic in China, government policies are aimed at enabling the country to achieve by the year 2050 the same standard of economic development as the middle group of developed countries, such as Portugal and Greece, reached in 1990. Education supported by television has been given an important role to play, but China's policy and practice in television education has changed considerably since 1978. The remarkable growth of the television universities, started in 1979 with a terrestrial broadcasting system, was aided by a large World Bank loan. Reforms of the late 1980s in higher education led to a decline in undergraduate numbers in these universities, but other reforms enabled them to serve new groups, such as those requiring specialised vocational courses. Next, the government decided to establish a satellite television system for education, to serve several purposes including in-service training for primary and secondary school teachers, and “post-university” television education for technicians, managers and professional staff. The outcomes of these changing policies have been monitored and to some extent evaluated, raising questions about the future of television education in China. 相似文献