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能力本位的职业教育与培训(CBET)目前正在许多国家推行实施.90年代以来,许多国家把CBET视为提高本国职业教育和培训效率和效益的一种有效手段或职教发展的变革的方向.但是,CBET作为一种职教发展取向,它产生于什么样的背景?它到底“好”在什么地方?换言之,与传统职教模式相比,CBET有何特征?在我们今天准备全力推行这一模式之前,把上述这些基本问题搞清楚,显然是十分必要的.鉴于此,本文着重CBET的背景与特征作如下探讨.一、CBET的背景要了解CBET产生、发展的背景,有必要从经济、社会和教育这三方面去探讨.1.经济背景今天,我们更加倾向于用“能力”的标准来评价教育.毕业生在广域的职业活动和社会行为方面所表现出的实际能力,已经成为职教评估的一个重要标准.职教评价中的这种对能力指标的强调,其实与经济发展有着更加直接的关系.
Competency-based Vocational Education and Training (CBET) is currently being implemented in many countries, and since the 1990s many countries have seen CBET as an effective means of improving the efficiency and effectiveness of their own vocational education and training or in the direction of change in the development of vocational education. However, what is the background of CBET as a development of vocational education and what is “good” in the end? In other words, what is the characteristic of CBET in comparison with the traditional vocational education model? As we are preparing to promote this today It is obviously necessary to make clear these basic problems above.In view of this, this paper focuses on the background and characteristics of CBET as follows: First, the background of CBET To understand the background of CBET generation and development, it is necessary from the economy , Society and education.1 Economic Background Today, we are more inclined to evaluate education with the criterion of “ability.” The actual ability of graduates to demonstrate their professional activities and social behaviors in a wide range of areas Become an important standard of vocational education evaluation.Vocational education evaluation of this emphasis on capacity indicators, in fact, has a more direct relationship with economic development.