职业教育、高等教育、继续教育协同创新的国际实践与镜鉴  

International Practices and Implications of Collaborative Innovation in Vocational Education,Higher Education and Continuing Education

作　　者：张学英 白赟 ZHANG Xue-ying;BAI Yun(Dongguan University of Technology,Dongguan,Guangdong 523808;Hunan University of Science and Technology,Xiangtan,Hunan 411201)

机构地区：[1]东莞理工学院,广东东莞523808 [2]湖南科技大学,湖南湘潭411201

出　　处：《天津商务职业学院学报》2025年第1期12-21,80,共11页Journal of Tianjin College of Commerce

基　　金：2022年度国家社会科学基金教育学一般项目“中国技能型社会建构的逻辑起点、制度体系及优化路径”(项目编号:BJA220258);2024年度广东省普通高校人文社科类平台和项目“人力资源开发与劳动力技能形成创新团队”(项目编号:2024WCXTD034)的阶段性研究成果。

摘　　要：职业教育、高等教育与继续教育协同创新是构建终身学习体系、支撑产业升级迭代的重要路径。本文系统梳理了德国、澳大利亚、新加坡三教协同创新的国际经验,归纳出三个特征,即制度化的等值融通路径、多元主体的协同治理机制、全流程的质量保障体系。本文结合我国教育改革需求,提出建构国家资历框架实现等值融通、吸纳多元主体参与以汇聚协同资源、建立质量监管体系以确保融通质量等建议。The collaborative innovation of vocational education,higher education and continuing education is an important path to build a lifelong learning system and support industrial upgrading.This article systematically combs through the international experiences of Germany,Australia and Singapore in collaborative innovation of three types of education,and summarizes three characteristics,namely,institutionalized path of equivalence and integration,collaborative governance mechanism of multiple parties,and quality assurance system of the whole process.In response to the needs of China's education reform,it is proposed to construct a national qualification framework to achieve equivalent integration,involve multiple parties to gather collaborative resources,and establish a quality supervision system to ensure the quality of integration.

关 键 词：三教协同 资历框架 质量监管 多元主体参与 终身学习 

分 类 号：G521[文化科学—教育学]