Based on the panel data of 31 provinces in China between 2012 and 2021,this research discusses the basic situation of China's higher vocational education investment,the changing trend and development status of inter-provincial differences,and further explores the influencing factors of inter-provincial differences in higher vocational financial investment.The results show that the total financial investment in higher vocational education in China is increasing year by year,and the inter-provincial differences have always existed but generally fluctuated and narrowed.The overall difference in higher vocational financial investment mainly comes from the internal differences in the eastern,central and western regions,and the internal differences between the eastern and western regions are the determinants of regional disparities.At present,there are problems in China's higher vocational education in various provinces,such as the imbalance in the budget of each province,the incompatibility between the scale of students and the development of industrial structure,and the mismatch between the level of economic development and the financial investment of higher vocational education.Based on this,China should increase the central government's financial investment support for higher vocational colleges and optimize the financial transfer payment mechanism for higher vocational education;strengthen the responsibility of local governments to develop higher vocational education,and narrow the gap in the investment of per capita funding for higher vocational colleges;optimize the development path of higher vocational colleges in combination with regional economic and industrial development,and improve the resource mobilization capacity of colleges and universities.
教育强国的突出标志是各类教育人才培养的高质量.李强总理在2023年4月14日的国务院常务会议上指出"要着力破解结构性就业矛盾,……面向市场需求提升职业教育和技能培训质量",这对职业教育质量提升工作提出了明确要求.教育质量包括三个方面,即投入质量、过程质量和产出质量.职业教育的"产出质量"指学习的结果,其标志是学习者的职业能力发展水平和职业素养.对职业院校学生职业能力的发展水平进行全面、科学的评价,是保证职业教育高质量发展、建设教育强国的重要手段.
加快建设教育强国是党的二十大报告再次强调的国之大计、党之大计,也是数代国人为之接续奋斗的百年梦想.据中国教科院课题组(见《教育研究》2023年第2期)测算,2012-2022年,中国教育强国指数排名由第49位上升到第23位,是全球进步最快的国家.中国教育强国建设在教育质量水平与服务能力方面取得了巨大进步,但在高中阶段教育普及与完成、高等教育普及、高技能人才占比等方面还有明显短板.
探究高职院校治理现代化的内涵和表征,进一步建立科学的评价标准体系,对于引领、调节、诊断和改进高职院校治理现代化实践具有重要意义.高职院校治理现代化建立在治理理念、治理体制、治理机制、治理文化、治理平台和治理效能现代化等六大要素之上.分析六大要素的内在意蕴,可以揭示其显著的外部特征和标志,并据此设计包含6个一级指标、20个二级指标和64个观察点的治理现代化评价标准体系.
产教融合集团建设是推进职业教育改革创新、提高人才培养质量、落实国家职业教育发展战略、破解产教融合现实问题的重要途径.协同理论对于职业教育产教融合集团建设具有较强的适切性,可以解释产教融合集团的产生过程,可以明确产教融合集团建设的主要牵头组织,可以解释产教融合集团各参与方协同耦合的可能性,可以描绘产教融合集团运行的理想状态.基于协同理论,遵循各方效益最大化原则、政府作用合理化原则、集团运行自主化原则,构建了包括政府、职业院校、本科高校、企业、产业园区、行业组织、科研院所等主体共同参与的职业教育产教融合集团建设模式.该模式实践路径为:发挥政府能动作用,提供有效引领支撑;系统做好破旧立新,提升各方融合程度;坚持民主多元共治,构建内部治理体系;合理统筹配置资源,满足各方利益关切;发挥各方资源优势,保障集团自主运行.
