技能生态系统的构建：英国经验及其借鉴-清华大学教育研究

文章信息/Info

Author(s):: WU Xue-ping¹ PEI Wen-jie²; 1.College of Education, Zhejiang University; 2.Vocational and Adult Education Research Institute,Zhejiang Research Institute of Education Science

Keywords:: UK; skills ecosystem; vocational and technical education reform; a leading nation in education

摘要:: 构建技能生态系统已成为全球职业教育发展的重要趋势，亦是我国推进职业教育强国建设、加强技能人才队伍建设的重要抓手。依据社会生态系统模型，技能生态系统的构建需实现纵向促进、横向协作与中介联结三维协同。英国中央政府通过建立技术教育体系、推行终身技能保障计划以及地方技能提升计划，主导技能生态系统的顶层设计；地方政府立足区域特点，通过改革学校技术教育体系与就业培训体系，推进技能生态系统的差异化落地；多元主体则通过经费多渠道筹措、中介机构协调及师资能力建设，为生态系统的运行提供多维保障。借鉴英国经验，我国可从强化国家层面的技能人才培养制度保障、建设基于技能预测的省域技能人才培养体系，以及完善多元主体参与的职业教育治理框架等方面着手，构建具有中国特色的技能生态系统。

Abstract:: Building skills ecosystems has become a major trend in global vocational education, and it is an important lever for China to become a leading nation in vocational education and strengthen its skilled workforce. Guided by Ann Hodgson and Ken Spourss’s Social Ecosystem Model, the building of a skills ecosystem necessitates synergistic efforts across three dimensions: vertical facilitation, horizontal collaboration,and coordination through intermediary structures. The UK central government leads the top-level design by establishing a technical education system, implementing the Lifetime Skills Guarantee, and initiating Local Skills Improvement Plans. Based on regional characteristics, local governments promote the differentiated implementation of skills ecosystems by reforming school-based technical education systems and employment training systems. Multiple stakeholders, through multi-channel fundraising, intermediary coordination, and teacher capacity building, provide multi-dimensional support for the operation of the ecosystem. Drawing on the UK’s experience, China can explore the building of a skills ecosystem with Chinese characteristics by strengthening institutional support for skilled workforce development at the national level, developing a provincial-level system for skilled workforce development based on skills forecasting, and improving the vocational education governance framework involving the participation of multiple stakeholders.

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