本文選題：管辦評分離　切入點：現(xiàn)代學(xué)徒制　出處：《教育與職業(yè)》2017年04期 　論文類型：期刊論文

【摘要】：管辦評分離視域下我國現(xiàn)代學(xué)徒制質(zhì)量評價的關(guān)鍵在于重構(gòu)政府、校企及社會三者之間的關(guān)系,形成"政府管教育、校企辦教育、社會評教育"的新格局。文章提出,現(xiàn)代學(xué)徒制社會評價機制應(yīng)包括運行機制、動力機制及約束機制三部分。運行機制以第三方評估機構(gòu)、行業(yè)協(xié)會、用人單位、畢業(yè)生及家長為評價主體,參考多元評價標準,采用培養(yǎng)資質(zhì)認證、職業(yè)資格認定、社會輿論評議三種評價方法;政府、校企及社會是維持機制平穩(wěn)運行的三大動力;校企的自我約束、政府及社會力量的外部約束共同形成對機制的監(jiān)督與制約。
[Abstract]:The key to the quality evaluation of modern apprenticeship system in China lies in reconstructing the relationship among government, school and enterprise and society, and forming a new pattern of "government management education, school and enterprise education, social evaluation education". The social evaluation mechanism of modern apprenticeship system should consist of three parts: running mechanism, dynamic mechanism and restraint mechanism. The operating mechanism should take third-party evaluation institutions, trade associations, employers, graduates and parents as the main body of evaluation, and refer to multiple evaluation criteria. Adopting three evaluation methods: training qualification certification, professional qualification recognition and public opinion evaluation; the government, school and enterprise and society are the three major motive forces to maintain the smooth operation of the mechanism; the self-restraint of the school and enterprise, The external constraints of government and social forces form the supervision and restriction to the mechanism.
【作者單位】： 湖北工業(yè)大學(xué)職業(yè)技術(shù)師范學(xué)院;湖北職業(yè)教育發(fā)展研究院;
【基金】：湖北省普通高等學(xué)校人文社科重點研究基地湖北職業(yè)教育發(fā)展研究院2015年度職業(yè)教育專項資助課題“中國高等職業(yè)教育社會評價制度研究”的研究成果之一。(項目編號:2015A103)
【分類號】：G719.2

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