印度推进职业院校评估管理的经验及启示  

Experience and Enlightenment of Promoting Evaluation Management of Vocational Colleges in India

作　　者：张俊勇[1] ZHANG Junyong(Shijiazhuang Tiedao University,Shijiazhuang 050043,Hebei Province)

机构地区：[1]石家庄铁道大学经管学院,河北石家庄050043

出　　处：《江苏教育研究》2020年第6期76-80,共5页Jiangsu Education Research

摘　　要：印度的正规职业教育的很大部分是由产业培训学院(ITIs)来完成的,它们是沟通普通教育与劳动市场的重要组成部分。近年来,印度加大了对职业教育的重视和支持力度,通过增加投入、规范标准、强化管理等一些措施来提升职业教育的质量。2018年实施的职业教育评估与分级制度是一项新的措施和亮点,通过带有标准化和灵活性相统一的分级管理评定,为职业院校的办学水平提升注入了较大的外在约束力,也激发了院校的内在活力。2019年12月,印度已完成第二轮且极具广泛性的院校评估与分级评级。本文立足于印度的经验做法,探索其对我国职业院校的某些启示意义。India's formal vocational education is mostly completed by the Industrial Training Institute(ITIS),which is an important part of communication between general education and the labor market.In recent years,India has increased its attention and support to vocational education,and improved the quality of vocational education by increasing investment,optimizing standards,strengthening management and other measures.The vocational education evaluation and grading system implemented in 2018 is a new measure and highlight.Through the grading management evaluation with the unity of standardization and flexibility,it injects a greater external binding force into the improvement of the running level of vocational colleges,which also stimulates the internal vitality of the colleges.In December 2019,India has completed the second round of extensive college evaluation and rating.Based on India's experience,this paper explores some implications for China's vocational colleges.

关 键 词：职业院校 技能 分级 工学合一 

分 类 号：G719[文化科学—职业技术教育学]