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美国生涯与技术教育是为学习者未来的就业与生活做好准备的关键战略，是国家劳动力发展体系的重要组成部分。在劳动力市场重组下的“技能鸿沟”、生涯与技术教育质量有待提升、基于基础效用进一步实施教育战略升级等现实背景下，“为未来做准备”成为近年来美国推动生涯与技术教育实现高质量发展的核心要义与精准定位。为此，美国在生涯与技术教育领域通过衔接中学与中学后教育、构设职业集群、实施学习项目、推动多元主体参与、推广行业认可的学徒制等实践举措来进一步适应全球教育变革与劳动力市场的迫切需要，展现了美国生涯与技术教育改革与发展的新动态。这体现出巩固教育公平性的现实意涵、延展学习者的全周期职业生涯、构建指向能力本位的职业准备系统、重视发挥多元主体协同作用等价值旨归与内生特征。
Abstract：American career and technical education(CTE) is a key strategy to prepare learners for employment opportunities and life, and it is an important part of the national labor force development system. Under the realistic background of “skill gap” under the reorganization of labor market, the quality of CTE needs to be improved, and the strategic upgrade is further implemented based on basic utility, etc., preparing for the future has become the core essence and precise positioning of promoting the high-quality development of CTE in the United States in recent years. Therefore, in the field of CTE, the United States has further accommodated to the urgent needs of the global education reform and the labor market by connecting secondary and post-secondary education, constructing career clusters, implementing Programs of Study, promote multi-subject participation, and promoting Industry-Recognized Apprenticeship Program, which shows the new trends of CTE reform in the United States. This reflects the realistic meaning of consolidating the fairness, extending learners' full-cycle career, building a career preparation system oriented to competency, and paying attention to the synergy of multiple subjects.
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(1)在 2006年的《卡尔·D.帕金斯生涯与技术教育法案》(Carl D.Perkins Career and Technical Education Act of 2006,简称《帕金斯法案Ⅳ》)中,美国将之前的“职业教育”(vocational education)改称为“生涯与技术教育”。基于分析和阐述的方便,本文中将美国职业教育和生涯与技术教育混用。
(2)早期大学项目的含义与 1965 年《中小学教育法》(the Elementary and Secondary Education Act of 1965)8101节(SEC.8101)所规定的术语相同,即学院预科高中。
(3)双重或同时入学项目,来源于 1965 年《中小学教育法》8101节。学生可选择双重入学,例如学生在高中时可以参加社区学院课程以获得学分。
(4)副学士学位是在本科阶段(中学后的第一阶段)进行的学术课程。它旨在为学生提供在他们选择的领域就业或进一步学习所需的基本技术、学术知识以及可转移的技能。
(5)CTE中的“双学分”,是指为高中学生提供机会,让他们成功完成由经认证的高中教师教授的CTE课程,从而获得大学学分。这一项目,通过高中或学区与学院之间的衔接协议,在高中或技能中心提供课程。社区和技术学院允许获得认证的CTE教师向9—12年级的学生提供相当于大学的CTE课程,以获得高中和大学的双重学分。
(6)16个职业集群包括:农业和自然资源、建筑与施工、艺术与视听技术、商业与行政、教育和培训、金融、政府和公共行政、健康科学、酒店和旅游、人工服务、信息技术、法律与公共安全、制造业、零售/批发销售和服务、科学研究/工程、运输物流。
(7)参见:美国行动论坛官网。https://www.americanactionforum.org/insight/industry-recognized-apprenticeship-programs-vs-registered-apprenticeship-programs/,2020-11-10/2021-05-21。
基本信息:
中图分类号:G473.8
引用信息:
[1]王羽菲.为未来做准备：美国生涯与技术教育的实践样态与价值旨归[J].全球教育展望,2022,51(12):86-102.