欧盟教师专业化发展动向及启示

建立保障机制、制定发展标准、提出发展策略,是欧盟职业教育教师专业化的发展动向。建立规范化的配套制度、明确职业教育教师专业化发展的目标、创新职业教育教师专业化发展的途径,是欧盟PROFF项目对我国职业教育教师专业化发展的启示。     

欧盟职业教育与培训质量指标主要内容与特点探析

为应对知识经济的挑战,2000年欧盟确立了里斯本战略:到2010年,要把欧盟建设成为世界上最具竞争力和最具活力的知识经济实体,保持经济的可持续增长,创造更多更好的就业机会,社会更为和谐。欧盟以实现里斯本战略为目标,以扩大就业和提高就业质量为核心,不断开发出独立的VET指标或嵌套于各计划、框架中的指标,监控里斯本战略的实施。欧盟职业教育与培训具有整体性、质量指标前后连贯、质量指标与共同保证框架(CQAF)相联系等特点,对欧盟职业教育与培训质量的提高起到了重要作用。     

澳大利亚职业教育体制和投资政策

澳大利亚职业教育经过了近二十年的探索与改革，逐步形成了较为完善的职业教育体制。澳大利亚各级政府、行业企业和培训机构共同举办职业教育的局面为世界职业教育树立了典范。高职学院作为澳大利亚职业教育的主力军．肩负着职业教育和培训的重任，为促进劳动力素质的提高和社会经济发展不断做出贡献。     

澳大利亚职业教育新举措：澳大利亚技术学院

澳大利亚技术学院是职业技术培训与工业部门需求相结合的模式．体现了行业本位、技能本位、学生本位的现代职业教育思想。文章着重分析了澳大利亚技术学院建立的背景及具体实施，最后分析了其特点。     

Education or training? A comparative perspective on apprenticeships in England

This paper examines the expansive–restrictive continuum of apprenticeship learning in the context of different education and training systems. It compares the English state-funded apprenticeship programme for young people with the Finnish and the French programmes with a specific focus on access to learning through the programmes. These three countries represent three types of Western and Northern European education and training systems. The paper argues that there are country-specific meanings of apprenticeship that influence how access to learning along the expansive–restrictive continuum is typically characterised. These country-specific meanings of apprenticeship arise from their context in differing education and training systems. The paper concludes that the English conceptualisation of apprenticeship as training lends itself to more restrictive approaches to apprenticeship than the Finnish and the French programmes in terms of access to learning.     

Reflections on the emancipatory potential of vocational education and training practices: Freire and Rancière in dialogue

This paper focuses on the issue of emancipation in education practices in general and in vocational education and training (VET) in particular. The principal aim is to contribute to the discussion of particular traditions of emancipation in education in connection with VET practices. The exploration of ongoing educational debates on VET policy-making and the issue of emancipation in VET reveals that, ultimately, emancipation in VET is understood as a specific function for socio-economic integration. The paper discusses this functionalist orientation and contrasts it with a vision on emancipation as a feature of an educational process rather than an educational outcome. Freire's and Rancière's core concepts of emancipation guide the discussion regarding the latter interpretation of emancipation in VET practices.     

Serving two masters: how vocational educators experience marketisation reforms

Contemporary education reforms that draw ideas from the political and economic fields are said to be altering the nature of vocational education. While there are substantial policy studies on the effects of marketisation reforms, fewer analyse the perspectives of vocational educators on such reforms. How vocational educators negotiate the potential clash of values when marketisation reforms are enacted within the sector remains relatively unexplored. This paper aims to incorporate these perspectives in order to explore and help explain the responses of vocational educators to such changes. To do so the paper draws on concepts from Legitimation Code Theory, a sociological framework for analysing practices and beliefs. Specifically, it enacts ‘autonomy codes’, which reveal how external forces impact upon the internal practices of a social field. These concepts are used to analyse the beliefs and perceptions of a group of vocational educators in Australia who are undergoing marketisation reforms. The analysis suggests that many educators are experiencing a growing ‘code clash’ between the goals they attribute to reforms and their own beliefs about public education and the expectations of their students, one which problematises their capacity to reconcile these sets of values and colours their views of changes in the sector.     

Walking the tightrope with an e-portfolio: imbalance between support and autonomy hampers self-directed learning

Teacher coaching is essential to support self-directed learning, but requires a lot of time and energy. This mixed-methods study investigated the effects of using an e-portfolio with a self-coaching protocol and limited teacher coaching on the development of self-directed learning skills and motivation. With regard to self-directed learning, students’ overestimation of performance on learning tasks grew over time, while their ability to formulate points for improvement did not change significantly. With regard to motivation, students’ controlled (i.e. largely extrinsic) motivation increased while their autonomous (i.e. largely intrinsic) motivation decreased. Thematic analysis of interviews demonstrated students needed more support and feedback from their teacher. The use of suboptimal cues for performance assessment and an imperfect balance between autonomy and support hampered self-directed learning and motivation. We recommend providing just-in-time feedback about performance on learning tasks and giving students some autonomy over the choice of learning tasks, to enhance reflection and motivation.     

高职学生不同发展阶段人格特征差异及其培养途径研究

采用卡氏16种人格量表对在大一阶段和毕业阶段的2001级高职学生人格特征进行测评比较，发现毕业阶段与大一阶段，男女生之间有显著差异，毕业阶段总体好于大一阶段。这期间我们对学生进行职业定向教育、心理辅导和成才教育以及开展心理咨询。毕业生良好的状态表明这些方法是提高毕业生就业能力、心理健康的有效途径。     

Vocational Education and Training for women and youth in Palestine: Poverty reduction and gender equality under occupation

This article explores the possibilities and limitations of attempts to improve economic and human development of marginalised groups Women and Youth, within the overall political and economic context of the Occupied Palestinian Territories (oPt). This is carried through the particular cases of two successful models of Vocational Education and Training (VET) provided by Non-Governmental Organisations (NGO), both of which come from explicitly Christian traditions of thinking about social justice and the role of a holistic approach to VET placing human well-being at its heart. The article draws on human development approaches, from a rights based approach and a capability approach. This article draws attention to the challenges related to the overall economic and political context, and its limitations at overcoming marginalisation, reducing poverty and enhancing wellbeing. It illustrates the effect of the human development approach on expanding the effects of VET within such context, increasing labour force participation rates, employment and income generation of youth and women. It highlights the programmes’ efforts to enable marginalised youth to develop their capabilities in order to achieve their choices, illustrating that VET and the efforts of NGOs provide an important mechanism to respond to the overall challenge. Finally, the article draws attention to gender-related challenges and suggests employment-enabling policies.