个人学习账户:新加坡“技能创前程信贷”计划的实践与挑战  

Personal Learning Accounts:Practice and Challenges of Singapore's SkillsFuture Credit Program

作　　者：刘雅琪 李政云[1] LIU Ya-qi;LI Zheng-yun(Hunan Normal University,Changsha Hunan 410081,China)

机构地区：[1]湖南师范大学教育科学学院,湖南长沙410081

出　　处：《职业教育研究》2022年第6期90-96,共7页Vocational Education Research

基　　金：湖南省教育科学“十四五”规划2022年度课题“深度学习视域下我国职前教师教育创新研究”(项目编号:ND225850)。

摘　　要：随着信息产业一体化进程的加快,人才的可持续发展在知识经济时代显得尤为重要,为国家培养高技能人才和建立学习型社会也成为各国职业教育和终身教育的发展主题。由于新加坡政府对职业教育终身化的大力倡导以及就业市场持续走低的现实诉求,新加坡面向全国年满25岁的公民颁布“技能创前程信贷”计划,用长期资产建设激励其学习新兴技能,为新加坡职业教育终身化进程提供坚实的物质支撑,贡献了社会各方力量协同推进以及合理规划资金去向等有益经验。但这一计划也面临着诸多挑战,如公众更倾向于学术教育而不是职业教育、社会缺乏终身学习的文化氛围以及政府实用主义主导的意识形态等。With the rapid integration process of information industry,the sustainable development of talents is particularly important in the era of knowledge economy,and it has become the development theme of vocational education and lifelong education in various countries to train highly skilled talents and establish a learning society for the country.As a result of the Singapore Government's strong advocacy for the lifelongization of vocational education and the realistic demand for the continued decline of the job market,Singapore has promulgated the"SkillsFuture Credit"program for citizens over the age of 25,using long-term asset building to stimulate them to learn emerging skills,providing solid material support for the lifelong process of vocational education in Singapore,contributing to the concerted advancement of all sectors of society and the rational planning of funds to go.But the plan also faces challenges,such as a public preference for academic education over vocational education,a cultural climate of lack of lifelong learning,and a government pragmatism-led ideology.

关 键 词：新加坡 “技能创前程信贷”计划 职业教育终身化 

分 类 号：G719[文化科学—职业技术教育学]