加拿大高等教育学分累积与转移制度探析  

Analysis Credit Accumulation and Transfer System of Higher Education in Canada

作　　者：赵耸婷[1] 许明[1] 

机构地区：[1]福建师范大学教育学院,福建福州350108

出　　处：《外国教育研究》2015年第12期67-78,共12页Studies in Foreign Education

基　　金：全国教育科学规划项目"近年来主要发达国家高校本科教学模式的改革与创新"(项目批准号:BIA090092)

摘　　要：学生需求多样化、实现中等教育与高等教育顺畅衔接、教育成本上涨以及博洛尼亚进程的影响,促使加拿大在高等教育系统中推行学分累积与转移制度。加拿大教育部长委员会制定了学分转移的6项基本原则。加拿大高等教育以先前学习成果认证为基础,形成了多种学分转移策略,包括双学分课程、学位课程、一揽子转移安排协定、联合与协作课程、大学转学课程。历经20年的发展,加拿大高等教育学分累积与转移制度呈现出一系列经验特征,包括政府的支持和协调、注重跨省跨区合作、多样性与差异化并存、教育机构之间实现双向衔接,同时也呈现出了一些问题。Student demand diversification, to realize the smooth connection between secondary education and higher education, education cost rise, and the impact of the Bolo- gna process, have brought about the credit accumulation and transfer system in Canadian higher education.Council of Ministers of Education Canada established six basic principles of credit transfer. In the prior learning outcomes certification basis a variety of credit trans- fer strategy, including the dual credit programs, degree programs, package transfer arrange- ments and agreements, joint and collaborative programs, and university transfer programs. After development of 20 years, a series of empirical characteristic can be found including the government support and coordination, paying attention to the inter provincial coopera- tion, co-existence of diversity and difference, two-way articulation between educational in- stitutions, there was also some problems.

关 键 词：加拿大 高等教育 学分累积 学分转移 

分 类 号：G64[文化科学—高等教育学]