论民族中等职业教育的公益性及其实现形式——基于“9+3”教育模式的思考  

The public Nature of National Secondary Vocational Education and Its Realization Form

作　　者：朱永梅[1] 陈金龙[1] 

机构地区：[1]西南民族大学

出　　处：《当代教育论坛》2013年第1期9-14,共6页forum on contemporary education

摘　　要：教育的公益性内涵包括两个方面,即教育符合社会公共利益和举办教育坚持公益性。对于社会效用较大且受教育者是弱势群体的教育层次和类型,须坚持教育供给上的公益性。民族中等职业教育的效用外溢性和受教育者的弱势地位决定了它的公益性属性。四川藏区"9+3"免费职业教育模式是民族中等职业教育公益性独创性的实现形式,在管理模式、经费投入、资源分配、就业等方面公益性特征突出。education of public welfare connotation includes two aspects, that is, education conforms to the social public interests and conduct education insist on public welfare. For social utility bigger and educatee is vulnerable groups of education level and type, must insist on education supply of public welfare. National secondary vocational education utility spillover sex and pedagogue＇s vulnerable status determine its public attribute. Sichuan Tibetan＂9 ＋3＂free vocational education mode is national secondary vocational education public welfare original realization forms, in the management mode, funds, resource allocation, employment, etc public welfare features prominent.

关 键 词：教育公益性 民族中等职业教育 “9+3”教育模式 

分 类 号：G712[文化科学—职业技术教育学]