德国大学如何转换职业教育学习成果——政策框架与实施程序  

How do German Universities Transfer Vocational Education Learning Outcomes:Policy Framework and Implementation Procedures

作　　者：孙进[1] 张天安 SUN Jin;ZHANG Tian’an(Beijing Normal University,Beijing 100875;The Chinese Society for Technical and Vocational Education,Beijing 100029)

机构地区：[1]北京师范大学国际与比较教育研究院,北京100875 [2]中国职业技术教育学会秘书处,北京100029

出　　处：《中国高教研究》2024年第10期94-100,108,共8页China Higher Education Research

基　　金：国家社会科学基金2020年度教育学一般课题“德国、瑞士、奥地利职业教育与普通教育贯通性制度设计与实践模式的比较研究”(BDA200076)的研究成果。

摘　　要：在职业教育与学术教育实现融通之后,德国有越来越多的职业教育毕业生进入大学接受学术教育。如何将其职业教育学习成果合理地转换为大学的学分随之成为备受关注的议题。对相关政策和资料的分析显示,德国现已出台的一系列的相关政策,如《终身学习资格框架》和《高等学校法》,为学习成果转换提供了制度基础。在此基础上,德国大学在实践中探索出总体转换和个体转换两种转换职业教育学习成果的程序。其启示是:完善不同类型教育成果转换的制度框架,探索标准化学分制和弹性学制,构建共建和共享的转换信息服务平台。Following the integration of vocational and academic education,more and more vocational graduates in Germany are enrolled in academic education at universities.The question of how to transfer vocational learning outcomes into university credits in an appropriate way has become a topic of great interest.An analysis of relevant policies and data shows that a series of relevant policies,such as the Qualification Framework for Lifelong Learning and the Higher Schools Acts,have been introduced in Germany to provide an institutional basis for the transfer of learning outcomes.On this basis,German universities have explored in practice two procedures for transferring learning outcomes in vocational education,namely aggregated transfer and individualized transfer.Germany’s experience provides us with the following insights:improving the institutional framework for the transfer of different types of education results,exploring a standardized credit system and flexible study system,and constructing a common and shared information service platform for transfer.

关 键 词：职普融通 职业教育与学术教育的融通 德国教育 终身学习 

分 类 号：G649.516[文化科学—高等教育学] G719.516[文化科学—教育学]