我国资历框架建设的渐进模式  

The Progressive Model of Constructing Qualification Frameworks in China

作　　者：吴南中[1] 

机构地区：[1]重庆广播电视大学大数据应用研究院,重庆401520

出　　处：《成人教育》2018年第3期1-6,共6页Adult Education

基　　金：2017年度重庆市教委人文社科一般项目"学分互认策略区域比较与重庆战略选择";项目编号为17SKG285;2015年重庆广播电视大学改革项目"学习成果认证标准的制度设计与运行机制研究";项目编号为GG2015-03;2015年度重庆高教学会重点研究项目"高职教育与远程开放教育融合发展的实现路径研究";项目编号为CQGJ15407B

摘　　要：在国家资历框架建设列入"十三五"规划后,建立资历框架破解终身教育的制度瓶颈成为教育改革实践中的重大课题。我国资历框架的建设采用了小步快走、分散创新和从阶段到全程、从区域到全国的建设模式,呈现了渐进性的特征。采用渐进模式的原因与庞杂的教育体系、教育政策的不稳定性和既有试点工作的推进程度密切相关。国家资历框架建设的渐进模式具有竞争力缺乏和改革乏力等风险,需要通过主动调整相关策略来消解。After the qualification framework construction was taken into the consideration of the 13th Five-Year Plan. How to break the systematic restriction of lifelong education by setting up qualification frameworks has become a critical topic in our educational innovations. China＇s construction of qualification frameworks applies the following strategies of decentralized innovation with small but frequent steps, from partial to overall, from regional to national characterized by progressivity. And it takes a progressive model attrib- utes to the complex education system, unsteady policies and existing progress of experimental works. We must adjust the strategies pos- itively to avoid various risks of the progressive model of qualification frameworks such as the lack of competitiveness and impetus of in- novation.

关 键 词：资历框架 渐近模式 终身教育体系 

分 类 号：G720[文化科学—成人教育学]