欧洲职业教育发展的概念框架、变化轨迹与未来设想  

Conceptual Framework, Trajectories of Change and Future Scenarios for the Development of Vocational Education in Europe

作　　者：贾雪姣 Jia Xuejiao(Tianjin Academy of Educational Sciences,Tianjin 300191)

机构地区：[1]天津市教育科学研究院,天津300191

出　　处：《职业技术教育》2024年第18期68-74,共7页Vocational and Technical Education

基　　金：2022年度全国教育科学“十四五”规划教育部重点课题“教师数字能力对中小学生数字韧性的影响与促进研究”(DHA220393),主持人:贾雪姣。

摘　　要：20世纪90年代以来,欧洲职业教育在概念、制度以及经济、社会、技术等内外部因素的影响下,呈现出多样性与差异性。为了考察不同时期欧洲职业教育的变化趋势,在认识论或教育学、教育体系、社会经济或劳动力市场“三视角”概念框架基础上,欧洲职业培训发展中心引入了一个二维模型。研究发现,欧洲职业教育经历了多样化的学术漂移与职业漂移,以及职业教育强化的双向漂移等变化轨迹,呈现出高等教育层次的职业教育不断增长以及课程中工作本位元素和实践学习增加等特征。面向2035年欧洲职业教育的发展,三种基本设想被构建,即多元化职业教育、个性化职业教育以及特殊目的职业教育,旨在研究欧洲职业教育的未来发展可能。Since the 1990s, European vocational education has shown diversity and difference under the influence of concept, system,economy, society, technology and other internal and external factors. In order to examine the changes of vocational education in Europe in different periods, the European Centre for the Development of Vocational Training introduced a two-dimensional model based on the conceptual framework of epistemological or pedagogical-didactical, education system, socioeconomic or labor market “three perspectives”. The study finds that European vocational education has experienced a trajectory of diversifying academic drift and vocational drift, as well as two-way drift of vocational education strengthening, which is characterized by increasing vocational education at the higher education level and increasing work-based elements and hands-on learning in the curriculum. Facing the future of European vocational education in 2035, three basic scenarios are constructed, namely pluralistic vocational education, distictive vocational education and special purpose vocational education, in order to study the possible future development of vocational education in Europe.

关 键 词：欧洲职业教育 概念框架 变化轨迹 

分 类 号：G719.1[文化科学—职业技术教育学]