“一带一路”为我国职业教育提供了重要机遇

【环球教育评说】

“一带一路”倡议顺应各国要求加快发展的愿望，将推进我国与沿线国家教育融合发展，“一带一路”倡议也为我国和沿线国家提供了互学互鉴的机会。

沿线国家积累了不少校企合作的好经验，共同的特点是校企合作培养高素质职业人才。菲律宾借鉴德国经验，政府与企业合作开发制定“培训条例”（国家职业标准），依据国家标准，企业与职业院校合作培养技能人才。巴基斯坦的外资企业，特别是德资企业，与巴本土企业共同参与人才培养。哈萨克斯坦开展双元制职业教育，在348所职业学校的10个社会急需专业引入双元制职业教育模式，参与的企业达到1715家，哈萨克斯坦铁路运输公司、冶金公司、巴甫洛达尔州机械制造厂等大型企业都是职业学校的合作伙伴。缅甸发布《2016-2021年国家教育战略规划》，提出探索建立职业院校和企业工作场所双元制培训体系，让学生的工作体验和职业教育结合起来，让学生为过渡到工作世界作准备。南非公布了第三期《国家技能开发战略》，鼓励支持企业与职业院校通过学徒制培训形式合作培养优秀工匠。

包括“一带一路”沿线国家在内的世界上许多国家都重视学习德国的经验，德国模式之所以受到各国青睐，是因为德国模式符合职业教育发展规律，符合职业教育人才培养规律。德国模式成功的背后是因为有学校职业教育体系和产业教育体系的强力支撑。德国模式之所以难以复制，是因为许多国家很难建立起运行有效的、以行业协会为主导的现代产业教育体系。德国法律明确了行会作为企业教育培训的组织者和管理者的地位，企业负责与学徒签署培训合同，按照职业标准规定的技能、知识和能力要求，安排对学徒培训，技艺精湛的企业培训教师专职负责培训徒工，徒工依法享受学徒津贴。德国双元制最大的优势是在真实的产业环境里培养学生的实际操作技能和职业能力。德国通过项目的形式不断在世界各国推广和输出德国模式。

“一带一路”倡议为我国职业教育与培训走出去提供了重要机遇。我国举办着世界上最大规模的职业教育体系，积累了丰富的经验。科学谋划职业教育在“一带一路”建设中的行动计划，帮助沿线国家培养高素质职业人才，促进社会经济发展，改善民生，既是中国职业教育的历史担当，更是中国职业教育应有的行动。要完善职业教育海外布局，沿着“一带一路”建设的走向、区域、国际产能合作集聚区和重点国家积极布局职业教育走出去战略。完善和深化合作机制，加强与各国政策对话，推进与沿线国家职业教育发展规划对接。实施海外职业教育援助计划，既要提供硬件设施援助，也要通过项目形式推广中国职业教育标准和模式。鼓励支持中资企业与当地职业院校合作培养职业人才。在新时代，职业教育与培训将为推动与“一带一路”沿线国家教育融合发展，实现合作共赢，构建教育命运共同体作出新的贡献。（作者：王素 单位：中国教育科学研究院）

来源：光明日报

"Belt and Road Initiative" provides an important opportunity for China's occupation education

Universal education

"The Belt and Road conform to the national requirements" initiative to accelerate the development of desire, will promote the development of integration of China and the countries along the education, "The Belt and Road" initiative for China and the countries along with mutual learning opportunities.

The countries along the line have accumulated a lot of good experience of cooperation between school and enterprise. The common feature is the cooperation between school and enterprise to cultivate high quality professional talents. Philippines drew lessons from German experience, and the government and enterprises cooperated to develop and develop the "training regulations" (national occupational standards). According to the national standards, enterprises and vocational colleges cooperate to train skilled talents. Pakistan foreign enterprise, especially German enterprise, participate in talent training and Pakistan local enterprises. Kazakhstan to carry out the dual system of occupation education, introducing the dual system of occupation education mode 10 social need professional in 348 occupation school, the participating enterprises reached 1715, the Kazakhstan railway company, metallurgical company, Pavlodar machinery factory and other large enterprises are the occupation school partners. Burma released the 2016-2021 years' national education strategic plan, and put forward the exploration of establishing a dual system training system for Vocational Colleges and enterprises workplaces, so that students' work experience and vocational education can be combined, so that students can prepare for the transition to the working world. South Africa announced the third "national skills development strategy" to encourage enterprises and vocational colleges to cooperate to train excellent craftsmen through the form of apprenticeship training.

Many countries including Belt and Road Initiative along the country, the world attach great importance to learning the experience of Germany, the German model is favored by countries, because the German model consistent with the law of development of occupation education, occupation education and personnel training in accordance with the law. Behind the success of the German model is the strong support of the vocational education system and the industrial education system. The reason why the German model is difficult to copy is because it is difficult for many countries to establish a modern industrial education system which operates effectively and dominated by industry associations. The German law clearly guilds as enterprise education and training of the organizers and managers of the enterprise status, responsible for signing training contracts and apprentices, in accordance with the requirements of occupation standard skills, knowledge and ability, arrangements for apprenticeship training, skill training of full-time teachers responsible for enterprise training apprentice, apprentice apprentice shall enjoy allowances. The biggest advantage of the German dual system is to cultivate the practical skills and professional ability of the students in the real industrial environment. In the form of projects, Germany continues to promote and export the German model throughout the world.

"The Belt and Road" initiative to provide an important opportunity for the education and training of occupation in china. China has held the largest scale of vocational education system in the world, and has accumulated rich experience. The scientific planning action plan "occupation education in Belt and Road Initiative" construction, to help countries along the occupation training high-quality talents, promoting economic and social development, improve people's livelihood, is China occupation education history of play, is Chinese action due to occupation education. To improve the occupation education overseas layout, along the "The Belt and Road construction trend, regional and international cooperation capacity gathering area and the focus of national education occupation actively layout of the strategy of going out. We should improve and deepen the cooperation mechanism, strengthen the policy dialogue with other countries, and promote the docking of the development plan of vocational education along the line with the countries along the line. The implementation of the overseas vocational education assistance program should not only provide hardware facilities assistance, but also promote China's vocational education standards and models through project forms. We should encourage Chinese enterprises to cooperate with local vocational colleges to cultivate professional talents. In the new era of occupation, education and training and will promote the integration and development The Belt and Road along the national education, to achieve win-win cooperation and make new contributions to the construction of a common destiny of education. (author: Wang Su unit: Chinese Academy of education and Science)

Source: Guangming Daily