我國當(dāng)前繼續(xù)教育行政..." />
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2024-09-15 10:58:10
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劇情簡介
免費(fèi)澀澀小視頻劇情介紹:
我國當(dāng)前繼續(xù)教育行政管理一體化體制尚未形成,從中央到省、市、地等的各級管理體制均屬多頭管理,要么大家管,要么大家都不管。為使其職責(zé)明確,繼續(xù)教育的行政管理體制應(yīng)首先由國家級抓起,強(qiáng)化科技業(yè)務(wù)、科技隊(duì)伍和繼續(xù)教育管理一體化的管理體制,并相繼由上而下地健全和完善這種體制。
2.尚未建立完善的繼續(xù)教育激勵與發(fā)展機(jī)制,制約著繼續(xù)教育的良性發(fā)展
世界上很多國家建立了比較完善的繼續(xù)教育激勵與發(fā)展機(jī)制,激勵人們積極參與繼續(xù)教育。挪威從1999年開始,嘗試建立面向個人的繼續(xù)教育評價和認(rèn)證體系——通過筆試、面試、自我評價和工作實(shí)踐評價相結(jié)合的方法,對勞動者進(jìn)行的非正規(guī)、非正式學(xué)習(xí)進(jìn)行認(rèn)證,經(jīng)過認(rèn)證的學(xué)分可作為高中教育和高等教育的學(xué)分。2007年,挪威建立了個人認(rèn)證權(quán)利和機(jī)會框架。有6000多人通過對非正式和非正規(guī)學(xué)習(xí)成果認(rèn)證和一個短期的培訓(xùn)取得了高中水平的正式資格證書;10000多名缺乏正式資格證書的成人通過提供以前學(xué)習(xí)檔案獲得了進(jìn)入高等教育機(jī)構(gòu)的一個學(xué)習(xí)課程。韓國于2000年建立了“學(xué)分銀行體系”,探索將正規(guī)教育之外的學(xué)習(xí)成果進(jìn)行認(rèn)定并授予學(xué)分,當(dāng)個人被認(rèn)定學(xué)分積累到規(guī)定要求數(shù)目時,就可授予學(xué)習(xí)者相應(yīng)學(xué)歷資格,并為此創(chuàng)設(shè)了“終身教育士”稱號,明確了對終身教育的學(xué)分進(jìn)行認(rèn)證的規(guī)則。[49]美國通過學(xué)分制度對多種與繼續(xù)教育相關(guān)的課程予以承認(rèn)和轉(zhuǎn)換,很多社區(qū)學(xué)院都承認(rèn)把學(xué)生入校之前的工作經(jīng)驗(yàn)折合成相應(yīng)的經(jīng)驗(yàn)學(xué)分,一定數(shù)量的經(jīng)驗(yàn)學(xué)分可用于申請副學(xué)士學(xué)位;有些院校承認(rèn)終身學(xué)習(xí)計(jì)劃學(xué)分,等同于學(xué)院水平的課程學(xué)分;也有些教育機(jī)構(gòu)在探索建立一套專門的評估程序,以確認(rèn)學(xué)生通過先前的學(xué)習(xí)是否獲得了相應(yīng)的資格和能力。20世紀(jì)80年代以來,英國、澳大利亞、新西蘭等國嘗試建立一種以能力為本、學(xué)歷資格與職業(yè)資格相互溝通的新的資格體系。這種新的資格體系全面整合各級普通教育、職業(yè)教育乃至高級職業(yè)培訓(xùn)的課程、評估和資格認(rèn)證,建立起了普通教育與職業(yè)教育證書的等值和互換機(jī)制,既有利于學(xué)生的連續(xù)教育,又為分階段的繼續(xù)教育提供了方便。
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