新加坡技能创前程计划及其对我国职业教育发展的若干启示  

Singapore's Skillsfuture Programme and Its Implications for Chinese Vocational Education

作　　者：张国民[1,2] 袁清心[1] Zhang Guomin;Yuan Qingxin

机构地区：[1]浙江金融职业学院 [2]浙江金融职业学院质量办公室

出　　处：《职业技术教育》2018年第13期74-79,共6页Vocational and Technical Education

基　　金：2016年度高等教育教学改革项目"基于创新创业理念的高职信息类专业"六位一体"人才培养模式改革与研究"(jg20160322);主持人:张国民;国家留学基金管理委员会2017年高等教育教学法出国研修项目(201708330225)

摘　　要：新加坡技能创前程计划于2014年推出,近年来相继实施了多个专项,项目在有效促进公民技能提升的同时推动了新加坡职业教育文化营造和学习型社会打造。深入分析发现,该项目实施具有"劳资政"多方合作参与的机构配置、"政府投入、社会捐赠"的筹资模式、面向职业需求与发展的技能框架、支持公民终身职业发展与就业指导的个人资源库、满足社会大众各阶段学习需要的教学资源、保证各主体参与积极性调动的激励机制等六大特征。对比当前我国职业教育发展现状,借鉴他山之玉,应着力在职业教育体系建设、技能框架开发、教学资源整合等方面寻求突破,从而助力我国职业教育创新发展。Singapore＇s Skillsfuture Programme, followed by several special projects in recent years, has effectively promoted Singaporean＇s professional skills, the national vocational education culture, and the construction of a learning society since its launching in 2014.This study reveals the following features of this programme： the multiple collaborative participation of laborers, employers and government; the financing model of government support and social donations; the framework of professional skills meeting the citizens＇ demand of professional requirements and development; the personal resource database supporting citizens＇ specific lifelong professional development and employment guidance; the educational resources catering for the demand of public education on different stages in life; the incentive mechanism ensuring each participant＇s enthusiasm. By comparing with the current situation of vocational education in China, this study concludes with its beneficial implications that breakthroughs should be made in vocational educational system, professional skill framework and educational resource integration in order to facilitate Chinese innovative development of vocational education.

关 键 词：职业教育 技能创前程计划 产教融合 学习型社会 职业教育终身化 新加坡 

分 类 号：G719.339[文化科学—职业技术教育学]