世界职业教育与培训的转型:理念、行动与趋势——基于对2012年以来UNESCO行动及政策文本的分析  

Transformation of TVET in the World: Theory, Action and Trends——Based on Analysis of UNESCO Actions and Policy Texts since 2012

作　　者：李玉静[1,2] 杨明[3,2] 

机构地区：[1]吉林工程技术师范学院职业技术教育研究院 [2]东北师范大学 [3]沈阳职业技术学院党委

出　　处：《职业技术教育》2017年第21期23-28,共6页Vocational and Technical Education

基　　金：吉林省高等教育教学改革研究课题"应用型本科课程体系国际比较研究";主持人:李玉静;2017年度吉林省社会科学基金项目"吉林省新型职业农民培育问题研究"(2017B64);主持人:张祺午

摘　　要：2012年在中国上海召开的主题为"培养工作与生活技能:TVET转型"的第三届国际职业教育大会上,提出的"职业教育转型"成为世界职业教育改革发展的主流思想。转型的逻辑起点是通过职业教育应对人类社会发展面临的更复杂挑战,转型的目的是积极促进实现更加包容和可持续发展的社会。2012年以来,UNESCO通过各种行动推动职业教育转型的实现,使职业教育成为实现2030年可持续发展目标的关键力量及"教育2030行动框架"核心领域,形成独立、系统的发展思路和战略框架。从实践趋势来看,为促进职业教育转型的实现,未来职业教育要在战略层面、终身学习层面、政策过程和人的层面形成具体的发展策略。The third International Congress on TVET with the theme of ＂Skills for Work and Life： TVET Transformation＂ convened in Shanghai in 2012 put forward the ＂TVET transformation＂ which has become the mainstreaming thought of TVET development in the world. The logical point of transformation is to confront with complex challenges of social development, the aim of transformation is to build inclusive and sustainable development society. UNESCO had made great efforts to boost the transformation of TVET by various actions since 2012, and TVET has become the key factor of the ＂2030 Sustainable Development Goals＂ and ＂2030 Education Framework＂, and the independent and systematic development theory and framework of TVET has also been formed. In future, vocational education should adopt material strategies in the aspects of strategies, lifelong learning, policy process and human development.

关 键 词：职业教育与培训 转型 可持续发展 终身学习 技能 

分 类 号：G719.1[文化科学—职业技术教育学]