藩籬與跨越：社會公平視域下的東盟職業(yè)教育發(fā)展

摘要： 東盟經(jīng)濟的繁榮發(fā)展與社會不公平現(xiàn)象相伴而生。正規(guī)、非正規(guī)和非正式職業(yè)教育具有促進弱勢群體發(fā)展與維護社會公平的功能。東盟職業(yè)教育系統(tǒng)存在職業(yè)教育參與程度不高,女性群體接受職業(yè)教育機會偏少;職業(yè)教育經(jīng)費投入不足,正規(guī)職業(yè)教育入學(xué)率相對較低;職業(yè)教育管理體制欠妥,職業(yè)教育質(zhì)量有待進一步提升等問題,這些限制了其促進社會公平功能的發(fā)揮。越南、菲律賓、新加坡分別在弱勢青年群體技術(shù)技能培訓(xùn)項目、女性群體創(chuàng)新創(chuàng)業(yè)教育項目、勞動力繼續(xù)教育與培訓(xùn)在線項目上進行了有益探索,并取得了令人矚目的成效。
The economic prosperity of ASEAN is accompanied by the emergence of social inequity.Formal,non-formal and informal TVET play a key role in promoting the development of vulnerable groups and maintaining social equity.There are some problems in ASEAN's TVET systems,such as low participation and low opportunities for women to receive TVET,insufficient investment and relatively low enrollment rate of formal TVET,inadequate management system and low quality of TVET,which limit its function of promoting social equity.Vietnam,the Philippines and Singapore have respectively conducted valuable explorations on skills training projects for vulnerable youth groups,women's innovation and entrepreneurship education projects,the labor force continuing education and training online projects,which have achieved some remarkable results.