《职业教育条例》立法的地方适切性研究  

Study on the Pertinence of the Local Legislation of the Vocational Education Bill

作　　者：王川[1] 

机构地区：[1]广东技术师范学院学报编辑部,广东广州510665

出　　处：《广东技术师范学院学报》2016年第6期1-10,20,共11页Journal of Guangdong Polytechnic Normal University

基　　金：广东省教育科学"十二五"规划2015年度中等职业教育教学改革项目(重大项目)"<广东省职业教育条例>立法研究"(项目主持人:王川;项目编号:2015SDJK001)成果

摘　　要：职业教育的地方立法从当前各地的实践来看,针对性、可行性和地方适切性多少都有些不足。省市区人大在起草、讨论本区域《职业教育条例》时,必须把握四个活动主体,即办学主体、管理主体、教育教学主体和评价主体的地位角色、作用功能和活动范围。重点考虑四个方面的平衡点:一是中央和国家层面对职业教育事业发展的指导思想;二是全国人大已经通过颁布的与职业教育事业有关的各个上位法;三是本省市区党委政府发布的纲要规划、建议意见、通知办法等;四是本地经济社会发展水平、产业结构调整升级方向、职业教育事业的短板,以及迫切需要解决的问题。In practice,vocational education lacks pertinence, feasibility and suitability in local legislation. The People’s Congress of city level and provincial level need to take four points into consideration when drafting and discussing about local vocational education regulations： school principal, management, teaching and evaluation subject and their roles, functions and activities scope. And four parts of regulations also need to be considered. The first one is, at national level, the central government’s guiding principles on the development of vocational education. The second one is the supreme regulations passed and launched by the National People’s Congress. The third part is the plan and the proposal issued by the Party Committee and Government at provincial and city levels.The forth part is the local economic and social development, adjustment and upgrade of industrial structure,shortcomings in the education industry, as well as the emergent problem needed to be addressed urgently.

关 键 词：职业教育条例 “三个定位” “四个主体” 上位法 地方实践 

分 类 号：G40-011.8[文化科学—教育学原理]