也谈国际教育标准化分组2011的教育计划职业取向——ISCED 2011对于我国职教体系构建的三大启示  

On the Vocational Orientation of Education Programme within ISCED 2011

作　　者：袁益民[1] YUAN Yimin(Jiangsu Education Department,Nanjing 210024,China)

机构地区：[1]江苏省教育厅政策法规处,江苏南京210024

出　　处：《江苏高职教育》2022年第3期9-19,共11页Jiangsu Higher Vocational Education

摘　　要：国内教育界对国际教育标准化分组虽耳熟能详,但实际上仍然存在不少误读,对于其中教育计划的职业取向部分更是认识严重不足。因此,进一步理解其核心内涵,准确认识这一教育计划分组工具的本质属性,尤其是更加全面地把握教育计划及其职业取向,对于建立完善我国职业教育体系的基本架构具有很好的启发和借鉴意义。在相关概念辨析和教育计划的职业取向解读基础上,提出应加强技能系统治理,加快构建服务技能型社会与终生学习的职业教育体系;正确理解职业取向,努力避免职业教育在类型上的单一化和层级上的矮化;促进职业教育多元发展,充分打通职业教育层级通道并合理命名职业教育范畴。The ISCED has been introduced to China decades ago,yet its interpretation has not been always appropriate.Such notions as"standard","classification","programme","orientation"are translated into misleading Chinese concepts.Within the complementary dimensions in grouping the national(and sub-national)education programme and the related educational qualification which ISCED 2011 employs in addition to the main cross-classification variables(levels and fields of education),the category of vocational/professional programme orientation has been most poorly understood.It is thus proposed that its interpretation be improved on the basis of ISCED 2011,which is an important prerequisite for enhancing our skill system governance,informing the construction of vocational education system in China and promoting its vocational/professional programmes in an.inclusive manner.

关 键 词：国际教育标准化分组 ISCED 2011 教育计划 教育资质 职业/专业取向 技能系统治理 职业教育体系 

分 类 号：G719.20[文化科学—职业技术教育学]